Papers by Mercy Sol Alberto
Psychology and Education: A Multidisciplinary Journal, Oct 15, 2024
This study investigates the relationship between the institutionalization of the Department of Ed... more This study investigates the relationship between the institutionalization of the Department of Education's (DepEd) Good Manners and Right Conduct (GMRC) and pupils' academic performance, with a focus on the DepEd core values of Maka-Diyos, Maka-tao, Makakalikasan, and Makabansa. Employing a descriptive-correlational research design, the study surveyed 122 Grade 6 pupils at Maigo Central Elementary School during the academic year 2023-2024. The research explored the extent of GMRC integration and its correlation with academic performance, measured by pupils' average grades. Findings indicate that GMRC values are generally well-institutionalized, with high levels of integration across the educational environment. Specifically, the value of Maka-tao, which emphasizes humaneness and respect, showed a significant moderate positive correlation with academic performance (r = 0.2825, p = 0.002). This suggests that fostering social and emotional learning, through values such as empathy and cooperation, can enhance academic outcomes. Conversely, the values of Maka-Diyos, Makakalikasan, and Makabansa did not show significant correlations with academic performance, indicating that their influence may be more indirect or less measurable in the context of academic metrics. The study's results highlight the diverse academic performance levels among pupils, predominantly in the moderate range. Based on these findings, the study recommends several policy initiatives, including the integration of GMRC values into core subjects, targeted teacher training, curriculum enhancement, and the promotion of values-based extracurricular activities. Additionally, fostering inclusivity and diversity, alongside robust policy support and funding, are crucial for the effective implementation of the GMRC and Values Education Act (Republic Act 11476). The study underscores the importance of a balanced approach in education, integrating academic proficiency with ethical and moral development to cultivate well-rounded individuals.
Psychology and Education: A Multidisciplinary Journal, 2024
This study investigates educators' attitudes toward homosexuality and its implications for foster... more This study investigates educators' attitudes toward homosexuality and its implications for fostering inclusivity within educational environments. Key objectives include profiling respondents based on age, sexual orientation, religion, and educational attainment, exploring predominant attitudes of teachers toward homosexuality, assessing differences in attitudes across demographic groups, and examining correlations between attitudes and demographic profiles. A descriptive-correlational design was employed with a survey administered online to 89 secondary school teachers as data collection technique. The statistical analysis involved frequency and percent distributions, weighted means, standard deviation, One-Way ANOVA, and Pearson Product Moment Correlation. The results revealed that the largest age group was 31-40 years old (32.6%), with 50.6% identifying as heterosexual females, 25.8% are homosexuals, and 23.6% as heterosexual males. Majority were Roman Catholic (75.3%) and held a bachelor's degree (67.4%). Generally, attitudes towards homosexuality were positive, with mean scores ranging from 3.62 to 4.10, but there were also instances of disagreement or neutrality (mean scores of 2.43 to 2.81), indicating a mix of acceptance and hesitation. Negative attitudes were generally less common, reflecting wider trends of increased acceptance and tolerance (mean scores of 1.85 to 3.48). Homosexuals had distinct attitudes compared to heterosexual males (p=.000, .008) in both positive and negative aspects, while heterosexual females differed from homosexuals only in positive attitudes (p=.008). Among the demographic profiles, only the teachers' sexual orientation showed significant relationship with their positive attitudes (F=9.837, p=.000) and negative attitudes (F=4.945, p=.009) toward homosexuality. The study emphasizes the importance of understanding attitudes towards homosexuality in educational environments and offers insights for promoting inclusivity.
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Papers by Mercy Sol Alberto