Abstract
This study aims to determine the values exhibited and its effect on personal development among Grade 6 learners during modular instruction in the Division of Quezon in terms of Pro- country, Pro- God, Pro- nature, Pro- people, Responsibility, Independence, Initiative, Autonomous, and Resilience, and found out if there is a significant difference between the values exhibited, and the socio-economic Profile such as family income, parent’s education, and parent’s occupation; the socio-economic profile and personal development; and if the values exhibited has an effect to the personal development of the Grade 6 learners. Also, it aims to craft or develop classroom management in handling the children found to possesses detrimental values. The data collected were statistically analyzed, using the 4- point Likert scale, 4 (3.25-4.00) with verbal interpretation as always exhibited, 3 (2.50- 3.24) sometimes exhibited, 2 (1.75- 2.49) often exhibited, and 1 (1.00- 1.74) never exhibited. On the other hand, the researcher used the 5-point Likert scale to measure the level of personal development where 5 (4.01- 5.74) has a verbal interpretation as very likely, 4 (3.25- 4.00) moderately likely, 3 (2.50- 3.24) moderately unlikely, 2 (1.75- 2.49) very unlikely and 1 (1.00- 1.74) not at all. The study’s respondents were the parents of the selected Grade 6 learners in the Division of Quezon who answered the self-made survey questionnaire validated by the experts. Findings revealed that the majority of the respondents belong to the family earning Php 9,520.00 and below. Also, most of the parents of the respondents are high school graduates, and most of them are self-employed and entrepreneurs/ agribusinesses. Based on the summary table of values exhibited among the Grade 6 learners, most values are always exhibited; only the initiative value is often exhibited. However, generally, those values are always exhibited based on their mean. There is no significant difference between the values exhibited and the socio-economic profile of the Grade 6 learners. Based on the summary tables on the level of personal development, it has a mean of 4.31, which means that all the dimensions of the personal development are verbally interpreted as very likely. There is no significant difference between the personal development and the socio-economic profile of the respondents. Based on the conclusions, it was recommended that teachers may promote, talk about, and understand those values always exhibited by the learners. It might be a good idea to display them on the walls, in the school reception for visitors to see, and to quote them in communication with parents, and other people central to the school. The teachers may be mentioned at every opportunity, at the start of staff meetings, during planning sessions and assemblies. The more they are remembered and understood, the more they can enrich the lives of the children. Teachers may differentiate the monitoring and review the values, which will help the school to see if they are working, and ask the learners and parents if they know what will be the effect of the values on personal development.
