1

Chapter 1

THE PROBLEM AND ITS BACKGROUND

Introduction

The Filipino value system refers to the set of values or the value

system that a majority of Filipino people have historically held important in

their lives. This Philippine value system includes their own unique

assemblage of consistent ideologies, moral codes, ethical practices, etiquette,

and cultural and personal values that are promoted by their society.

In Philippine curriculum, Social Science is being studied in the

elementary level and termed as HEKASI which is abbreviated as: HE for

heograpiya or geography; KA for kasaysayan or history and SI for sibika or

civic. HEKASI is combined with EdukasyongPantahanan at Pangkabuhayan

(EPP), Musika, Sining at EdukasyonsaPagpapalakasngKatawan (MSEP), and

EdukasyonsaKagandahang-Asal at WastongPag-uugali (EKAWP) in

MAKABAYAN. HEKASI tackles about the territory, history and culture of the

country. HEKASI tends to give school children enough knowledge about the

history and culture that were given by our ancestors; to appreciate the arts,

music and sports of the country and also to think critically about the issues

faced by the local and national leaders.

 2

In Philippine grading system, values of the pupils are also evaluated in

terms of their behavior. Nowadays, it can be observed that there is big

difference between the past and present values of the pupils.

Anchored on the above scenario, the researcher was encouraged to

pursue and conduct this study to know the relation of the level awareness in

Filipino values and culture in the performance in HEKASI by the four graders

in Lazaan- Malinao Elementary School believing that its findings would be

great significance to the curriculum planners, administrators, teachers, future

researchers and pupils of the said school.

Background of the Study

One characteristic of culture is it changes. Every generation has

observed that there is a little bit difference between the past and present

culture.

According to Sarmiento andAlluigan (2002),in an ever-changing world,

society tends to become increasingly diverse, in terms of behaviors, values,

beliefs and norms. With constant internal and environmental stimuli, such

behaviors, values, beliefs and norms develop overtime which create a mark in

the mind of every individual, and is observed through social practices,

religious structures and artistic expression. The end result of such change is

what is recognized now as culture. Culture directs an individual’s thinking,

doing and being.

 3

Filipinos are said to be known for values like being hospitable,

respectful, and industrious but nowadays it is observed that those values are

not much seen in children. Like what the professors told, before, they were

ones who swept and husked the floor but now if you don`t order the students

to do that or to do this they will not mind even though their surrounding is

messy. This simply means that the students before were more disciplined

than the students nowadays. By this disclosure, a study of this nature is

imperative in order to determine whether or not changes in values and culture

affect the academic performance of grade school children.

Theoretical Framework

Cultural Schema Theory (Nishida, 1999) explains the familiar and pre-

acquainted knowledge one uses when entering a familiar situation in his/her

own culture. Cultural schemas for social interaction are cognitive structures

that contain knowledge for face-to-face interactions in a person’s cultural

environment. Schemas are generalized collections of knowledge of past

experiences that are organized into related knowledge groups; they guide our

behaviors in familiar situations. Cultural schemas do not differ from other

schemas, except that they are shared by certain cultural groups rather than

individuals (Garro, 2000). Schemas unique to individuals are created from

personal experiences, whereas those shared by individuals are created from

 4

various types of common experiences (Garro, 2000). Cultural Schema Theory

proposes that when we interact with members of the same culture in certain

situations many times, or talk about certain information with them many times,

cultural schemas are created and stored in our brain (Nishida, 1999).

John Dewey (1859-1952) in his book on Theory of Valuation saw

goodness as the outcome of ethic valuation, a continuous balancing of "ends

in view." An end in view was said to be an objective potentially adopted,

which may be refined or rejected based on its consistency with other

objectives or as a means to objectives already held, roughly similar to an

object with relative intrinsic value.

Cultural Consensus Theory helps to describe and mathematically

measure the extent to which cultural beliefs are shared. The central idea is

the use of the pattern of agreement or consensus among members of the

same culture. Essentially, the more knowledge people have, the more

consensuses are observed among them. Cultural Consensus Theory

anticipates intracultural variation but views variation as analogous to

performance on a cultural test, with certain individuals functioning as better

guides than others to the cultural information pool (Garro, 2000).

Value theory by Max Scheler encompasses a range of approaches to

understanding how, why and to what degree people should value things;
 5

whether the thing is a person, idea, object, or anything else. This investigation

began in ancient philosophy, where it is called axiology or ethics. Early

philosophical investigations sought to understand good and evil and the

concept of "the good". Today much of value theory is scientifically empirical,

recording what people do value and attempting to understand why they value

it in the context of psychology, sociology, and economics.

Conceptual Framework

IV DV

 Filipino Values
Customs in terms of:
- Patriotism Performance in HEKASI
- Respecting
- Hospitality  1st Grading
 Filipino Culture in terms
of:  2nd Grading
- Political aspect
- Social aspect
- Economic aspect
- Religious aspect

Frame 1 Frame 2
Frame 1 consists of independent variables which include Filipino

values customs in terms of patriotism, respecting and hospitality and Filipino

culture in terms on political, social, economic and religious aspects.

Frame 2 covers the dependent variables which include the

performance of grade four pupils in HEKASI in terms of 1st and 2nd grading

period.
 6

Statement of the Problem

The mere intention of this study is to know the level of awareness in

Filipino values and culture and the performance in HEKASI of fourth graders

at Lazaan- Malinao Elementary School in Nagcarlan, Laguna, S. Y. 2011-

2012.

Specifically, it seeks to answer the following questions:

1. What is the level of awareness in Filipino values and culture of

fourth graders at Lazaan- Malinao Elementary School in Nagcarlan,

Laguna?

2. What is the mean level of performance in HEKASI of fourth

graders in:

2.1. 1stgrading,and

2.2. 2nd grading?

3. What is the degree of relationship between the level of awareness

in Filipino values and culture and the performance in HEKASI of

fourth graders at Lazaan- Malinao Elementary School in Nagcarlan,

Laguna?

Hypotheses
 7

A hypotheses in null and working forms are hereby drawn for

acceptance and rejection at five percent significant level.

Null (Ho). There is no significant difference in the level of awareness of

Filipino values and culture and mean level of performance in HEKASI in 1st

and 2nd grading periods and the relationship between the foregoing variables.

Working (H). The higher is the level of awareness in Filipino values

and culture, the higher is the mean level of performance in HEKASI and the

more significant is the relationship between the foregoing variables.

Significance of the Study

The following group of individuals will be benefited in this study:

Curriculum Planner. Thefindings will serve as basis for the curriculum

planners to restructure its curricular findings on Filipino values and culture

and relate the same with HEKASI offerings for grade four pupils.

Principals. The result of this study will help them identify the strong

and weak points of their library holdings relative to books, references, journals

materials for instruction if these is relevant to the educatioanal needs of their

pupil population.

Teachers. The study will help the teacher to know the level of

awareness in Filipino values and culture of the pupils, thus helping the pupils

to improved their academic performance.

 8

Pupils. This study will help the pupils to know the level of awareness

in Filipino values and culture to improve their academic performance.

Future Researchers. The findings of this study will serve as data

bank for the future researchers to conduct similar research undertaking.

Scope and Limitations of the Study

This study is limited only on the level of awareness in Filipino values

and culture and performance in HEKASI of thirty fourth graders at Lazaan-

Malinao Elementary School in Nagcarlan, Laguna S.Y. 2011- 2012.

It is limited to three areas of investigation, namely: 1.) level of

awareness in Filipino values and culture, 2.) mean level of performance in

HEKASI in terms of 1st and 2nd grading, and 3.) the degree of relationship

between the pupils level of awareness in Filipino values and culture and

performance in HEKASI.

Definition of Terms

Academic Performance. It is refers to what pupils can actually do

when they finished a subject.

Economic aspect. It is refers to the economic issues of the country

like the primary job and exchange rate.

Filipino culture. This is refers to various traditions and norms

practiced by the Filipinos.

 9

Filipino Values. It refers to the set of values used and practiced by

Filipinos.

Hospitality. It has bearing on to an act of being hospitable to the guest

or visitors.

Patriotism. It refers to an act of loving and respecting country in the

way of respecting the national flag, national anthem and national symbols.

Political aspect. It applies to the political culture of the Philippines like

governance and election.

Pupils. They are the class attendees. This is the term used for anyone

who is learning and studying in primary level.

Religious aspect. It refers to the religious culture of the pupils.

Respecting. It refers to a manner of giving respect especially to the

elders, food and traditions and beliefs of others.

Social aspect. It applies to the social culture of the pupils.

 10

Chapter 2

RELATED LITERATURE AND RELATED STUDIES

Related Literature

Filipino Values

Hospitality

According to Bacilig (2000), values are our inner powers. They make us feeltruly

strong and alive. They give us the needed enthusiasm and energy in life.Love,

affection or care as a value is the willingness to reach out to

other persons in order to give them support and to experience their

support inreturn. When we give importance to love, we are not afraid to

make friendswith others. Faith in God as a value is the inner connection that

there is God in whom we can place all our trust, and whose laws we should

always followand obey. When we value faith, we are not afraid. We are certain that God

willtake care of us.

According to Andres (2003), reinventing the Filipino values is not a

matter of chance. It shouldbe left to chance. It is a movement, a concerted,

deliberate effort to establish new order of life. It is also a creative

process.
 11

According to Carino and Peñalosa (1995) that the answer is in our hands

whatwe do to preserve Filipino values and not what we say, will determine

whattomorrow will be. We Filipinos talk much but do little. We should change

our ways. Let us train and teach our youth to do their part. For unless we do

sowe will continue to be the sick man of Asia. Or maybe even the dying man

of Asia.

According to Singson (1979) as cited by Timbreza(2005), Filipino

hospitality refers to a feeling of generous friendliness which the people

towards others, particularly towards guest and strangers. Filipinos are famous

for their gracious manner towards visitors, affording and expressing welcome

and warm-heartedness towards them.

The above literature is related to the present study in terms of giving

definition to one part of Filipino values, hospitality.

According to Timbreza (2005), that the kagandahang- loob or good will

of the Filipinos is more extensive than what the term “hospitality” commonly

connotes or implies(i.e., kindliness), precisely because, in the Philippine

setting, it embraces kinship neighbors, friends and acquaintances who are all

involved or task to entertain the guest.

The above literature is related to the present study in terms of

expressing definition of hospitality and, also to know what is the effect of

hospitality of a pupil to his performance in HEKASI.

 12

Patriotism

According to Calhoun (2004)patriotism is a devotion to one's country,

excluding differences caused by the dependencies of the term's meaning

upon context, geographyand philosophy. In a generalized sense applicable to

all countries and peoples, patriotism is a devotion to one's country.It is a

related sentiment to nationalism.

The above literature is related to the present study in terms of

expressing definition to one Filipino value such as patriotism.

According to Primoratz(2002) patriotism may be strengthened by

adherence to a national religion (a civil religion or even a theocracy). This is

the opposite of the separation of church and state demanded by the

Enlightenment thinkers who saw patriotism and faith as similar forces. Others,

such as Michael Billig or Jean Bethke Elshtain argue that the difference is

difficult to discern and relies largely on the attitude of the labeler.

The above literature is related to the present study in terms giving an

idea of what is patriotism is.

George Orwellstated that patriotism was the feeling of admiration for a

way of life etc. and the willingness to defend it against attack. The obvious

difference between the two is that while patriotism is a passive attitude,

nationalism is aggressive by nature.

 13

Respecting

According to Ferrer (2005) mano po is one of the customs of the

Philippines; this one is based around showing respect. Generally it is respect

towards ones elders. It is most often performed among family members. The

younger member of a family will take the elders hand and place the back of it

to theirforehead.

The above literature is related to the present study in terms of giving

explanation of what is one way of giving respect to the elders among

Filipinos.

According to Chua (2006) Filipinos made themselves exceptional from

others is their strong respect for elders. Children are taught from birth how to

say “po” and “opo” to teach them as early as possible how to properly respect

their elders. These words are used to show respect to people of older level.

Even adults will be criticized for not using these words when speaking with

their parents or people older than them. Inside the family, the parents are

expected to receive the highest respect from the children along with the elder

siblings; as they are given more responsibilities to look after younger siblings

when parents are not around.

The above literature is related to the present study in terms of

expressing definition and giving idea of what respecting is among the

Filipinos.
 14

Filipino Culture

According to Maria Magdalena M. Evangelista, as cited by Lala

Sandoval (2008), the Philippine education curriculum vision is about

developing lifelong learners who are self- motivated, equipped with life skills

and imbued with appropriate values. Our educational system remains to be

anchored on its religious and cultural beliefs. But we should remain open and

accommodating to global trends in teaching approaches and even concepts.

Teachers need to be dynamic and modern to address the needs of the

learners.

The above literature is related to the present study in terms of knowing

if the awareness in Filipino culture of the pupils affects their performance in

HEKASI.

According to Caesar Saloma as cited in Quality Teacher (2008), he

said that he dreamed to be a scientist even when he was an elementary pupil

in their hometown. His only quandary was he did not know how to become

one. He grew up in a society where the culture of science was not deeply

rooted so he never really encountered a true scientist and a mentor in a

young age. But he tried to learn from many individuals for their good qualities

as well as their mistakes and frailties.

The above literature is related to the present study to know the effect

of the pupil`s culture to his performance.

 15

According to Bustos and Espiritu (2000) that due to changing beliefs,

culture is considered not “lower” or “higher” than the other but every group of

people has a “culture” of its own, different from the culture of other, it does not

denote that one is better, lower or higher than the other. Philippine is good

example of this discussion.

The above literature is related to the present study in terms of our

change of culture.

According to Bustos and Espiritu (2000), the school serves in

transmitting the culture of the group, its values, its language, literature,

history, arts, music, religious and ethical beliefs, ad a sense of what is proper

and improper in interpersonal relation values. The school also encourages

and develops group participation and teaches conflicting values like

competition and cooperation. In working in committees and group work,

students are taught to cooperate; in taking examination, they compete.

The above literature is related to the present study in terms of giving

one aspect of how a child changes his culture.

Political Aspect

The Politics of the Philippines takes place in an organized framework

of a presidential, representative, and democratic republic whereby

the president is both the head of state and the head of government within

a pluriform multi-party system. This system revolves around three separate

 16

and sovereign yet interdependent branches: the legislative branch, the

executive branch, and the judicial branch. Executive power is exercised by

the government under the leadership of the president. Legislative power is

vested in both the government and the two-chamber congress—

the Senate (the upper chamber) and the House of Representatives (the lower

chamber). Judicial power is vested in the courts with the Supreme Court of

the Philippines as the highest judicial body.

The above literature is related to the present study in terms of giving

an overview of what is the political aspect in our Filipino culture.

According to Timberman (2002) the action of politics through family is

a little bit related to ‘palakasan’ or ‘access,’ which works in three ways. One, if

you are a direct relative of someone in power (preferably one with the same

surname as you), it’s more likely that you’ll get a chance of attaining a

position of power than if you’re not ‘connected.’ That’s why it’s no wonder that

political dynasties are prevalent in our country for example, the Marcoses, the

Estradas, and the Cojuangcos. Just like the political elite we talked about,

they would always be there. Nothing could change that. Two, people of

equally high socio-economic status that are bonded together more likely have

the same interests. If these groups of ‘related’ people attain power, which is

possible since they have the most resources, they also attain sole control

over policies, which obviously prioritize their best interests. And three, people

want godfathers or godmothers who hold positions of authority, so that they

 17

could use this ‘connection’ to get what they want politically and somehow get

even a little chunk of that power their compadre or comare has. All these

results from closeness with ‘family,’ little trust with ‘non-family’ with a twist of

being ‘user-friendly’ on the side.

The above literature is related to the present study in terms of giving

an idea of some traditional Filipino political cultures that is sometimes used

nowadays.

Abellanosa (2003) said that political culture, if one studies it closely, is

basically an orientation of the population on certain happenings in our

community, which is neither bad nor good. Abellanosa enumerated aspects of

Filipinos political culture, like dynasties, patronage, and over-dependence on

leaders.

Economic Aspect

According to Marasigan (2005) Philippines is an economically stable

country. The economy partially depends on its agriculture and partially on its

export business. The primary agricultural products are coconuts, rice,

sugarcane, corn, cassavas, bananas, pineapples, mangoes and so on. The

blooming industries are garment industry, footwear industry, pharmaceuticals

industry, chemicals, electronics assembly, food processing industry, wood

industry, petroleum refining industry etc. The materials that are exported are

garments, electronic equipment, optical instruments, fruits, nuts, coconut,

 18

copper products, chemicals etc. US, China, Japan, Netherlands, Singapore,

Malaysia, Hong Kong and Taiwan are the primary export partners of

Philippines.

The above literature is related to the present study in terms of giving

an overview about the Philippine economy.

According to Salmorin (2006) hard work and industry among Filipinos

is widely recognized. Filipinos are universally regarded as excellent workers

who perform well whether the job involves physical labor and tasks or highly

sophisticated technical functions. This propensity for hard work, which often

includes a highly competitive spirit, is driven by the desire for economic

security and advancement for oneself and one's family. This achievement

orientation is further accompanied by typically high aspirations and great

personal sacrifices.

The above literature is related to the present study in terms of giving

some Filipino traits that Filipinos are known for to help our economy.

Social Aspect
Arevallo (2002) the culture of the Philippines reflects the complexity of

the history of the Philippines through the blending of cultures of diverse

indigenous civilizations with characteristics introduced via foreign influences.

Cruz (2007) cited in his study about Filipino Culture that pakikisama is a

non confrontational way of doing life, business, and interpersonal group

 19

relationships. In the Philippines “pakikisama” is the ability of a person to get

along with others to maintain good and harmonious relationships. It implies

camaraderie and togetherness in a group and the cause of one’s being

socially accepted. Pakikisama requires someone yielding to group opinion,

pressuring him to do what he can for the advancement of his group,

sacrificing individual welfare for the general welfare. Consensus takes

precedent over individual needs or opinion.

According to Espiritu (2000), pakikisama reflects the bayanihan spirit,

which involves cooperation among fellow men to come up with a certain idea

or accomplish a certain task. While bayanihan refers to a community-support

action, pakikisama has a more individualized sense.

Religious Aspect
According to Salmorin (2006) Christianity and Islam have been

superimposed on ancient traditions and acculturated. He believe that the

unique religious blends that have resulted, when combined with the strong

personal faith of Filipinos, have given rise to numerous and diverse revivalist

movements. Generally characterized by antimodern bias, supernaturalism,

and authoritarianism in the person of a charismatic messiah figure, these

movements have attracted thousands of Filipinos, especially in areas like

Mindanao, which have been subjected to extreme pressure of change over a

short period of time.

 20

Cruz (2007) believes that Roman Catholicism is the predominant religion

and the largest Christian denomination, with estimates of approximately 80%

of the population belonging to this faith in the Philippines .The country has a

significant Spanish Catholic tradition, and Spanish style Catholicism is highly

embedded in the culture, which was acquired from priests or friars (prayle in

Filipino). This is shown in traditions such as Misa de Gallo, Black

Nazarene procession, Santo Niño Festivals (Santo Niño de Cebu, Ati-

Atihan and others) and Aguinaldo procession, where large crowds gather,

honoring their patron saint or saints. Processions and fiestas are conducted

during feast days of the patron saints of various barrios or barangays. Roman

Catholicism is also the de facto state religion in the Philippines.

Filipinos at home set up altars in Hispanic tradition, adorned with

Catholic icons, flowers, statues, and candles. On festival season, most

barrios organized religious church service, and processions in honor of their

patron saint, and cooked a variety of Filipino food.

Related Studies

Filipino Values

F. LandaJocano (2000) in his study identified two models of the Filipino

value system. The first is the exogenous model or the foreign model, while

the second is the indigenous model or the traditional model. The foreign

model is described to be a "legal and formal" model, while the indigenous

 21

model is described as a "traditional and non-formal" model or guide but is

deeply embedded in the subconscious of the Filipinos. The foreign model was

inherited by Filipinos from Western cultures, particularly from the Spaniards

and the Americans. An example of a foreign or exogenous influence is

bureaucracy exhibited in the government of the Philippines

As cited by Manuel B. Dy (2004), in his study, nationwide surveys

conducted by the Bishops-Businessmen Conference and the Ateneo Social

Weather Station suggest the following elements of the Filipino character and

value system: pessimism concerning the present but optimism concerning the

future, care and concern for others, hospitality and friendship, respect,

religiosity and fear of God, respect for women, a pro-American attitude, and a

dislike for cheats and thieves.

Filipino Culture

Cruz (2005) conducted a study on Filipino values and culture depicting

ethnic groups of southern Philippines. His findings reveal the enduring belief

of values and culture of this group of Filipinos.

As revealed by Nadal (2010) Filipino culture is primarily based on the

cultures of the various native groups, though heavily influenced by Spanish,

Mexican, and Americancultures. The customs and traditions of the Roman

 22

Catholic faith are Spain's lasting legacy and over 83% of the Filipino people

are Christians, resulting from the Spanish colonization.

In the study by Becker (2000), as cited in Sarmiento and Alluigan

study (2002), it was discussed that the Filipino people felt a responsibility to

their family, and social groups to maintain good health. This feeling of

responsibility to the family, rather than an individual responsibility, was noted

to be what would lead the Filipino people to seek medical attention when

needed, and follow medical treatment plans.

The foregoing studies, though not similar in the research and time

frame, similarity and bearing to the present study were established relative to

Filipino values and culture which were the focus of this research undertaking.
 23

Chapter 3

RESEARCHMETHODOLOGY

This chapter includes the research design, population and sampling

technique, research procedure, research instrumentand statistical treatment

of data.

Research Design

The researcher used the descriptive method of research in gathering

and treating the data on the level of awareness in Filipino values and culture

and performance in HEKASI of fourth graders at Lazaan- Malinao Elementary

School in Nagcarlan, Laguna S. Y. 2011- 2012.

According to Castillo (2002), descriptive method is a research design

wherein events are recorded, described, interpreted, analyzed and compared.

Its objective is to describe systematically a situation, condition or area of

interest factually and accurately. The descriptive method is appropriate for the

problem areas investigated by the researcher.

Population and Sampling Technique

This study employed a purposive sampling since all of the thirty (30)

fourth graders of Lazaan- Malinao Elementary School, Nagcarlan, Laguna,

 24

S.Y. 2011-2012 were utilized as the actual respondents of this research

undertaking.

Research Procedure

Certain steps were followed in gathering the data and information in

this study.

The first step was to ask permission from the principal, Ms. Cresencia

Coronado of Lazaan-Malinao Elementary School to copy of the grades in

HEKASI of the Grade IV pupils from the class record of their adviser and at

the same issued one set of questionnaire to the pupil-respondents.

The second step was to administer personally the questionnaire-

checklist to the respondents in order to answer questions which were found

highly technical in nature.

Then, the grades in HEKASI for first and second grading periods of the

respondents were copied from the class record of the adviser, through the

approval of the principal.

And the last step was to get the results of the questionnaire- checklist

which were tallied and tabulated for statistical computations.

 25

Research Instrument
A questionnaire-checklist was used to collect specific and definite set

of answers or responses of the study. The checklist was organized to collect

the primary data. It composed of two topics such as Filipino Values and

Filipino Culture. There were ten questions in each topic. A tentative draft of

questionnaire was submitted to the thesis adviser for judgmental validation in

order to improve further the organization and contents of the major

instrument.

To determine the relation of level of awareness in Filipino values and

culture and to avoid guesswork, a five (5) Likert scale of alternative answers

was reflected in the questionnaire as follows:

Scale Weight Description

5 4.5- 5.0 Highly Aware

4 3.5- 4.4 Aware

3 2.5- 3.4 Moderately Aware

2 1.5- 2.4 Fairly Aware

1 0.5- 1.4 Unaware

Statistical Treatment of Data

The mean and standard deviation formulas were used for the

descriptive presentation of data.

 26

Mean formula:

∑s
M=
N
Where:
M= mean

∑ 𝑠= sum of scores

N= number of cases

Standard deviation formula:

∑ x2
SD = √
N
Where:

SD= standard deviation

∑ x 2 = sum of scores squared

N= number of cases

Pearson r was used to determine the relationship between the level

of awareness in Filipino values and cultureand the academic performance in

HEKASI.

R correlation formula:

∑ xy
R=
√(∑ x12 )(∑ xy2 )
 27

Where:

R= Pearson correlation

x= independent variables (of awareness in Filipino values and

culture)

y= dependent variables (performance in HEKASI)

T- test formula was employed to determine the relationship between

the foregoing variables was significant at five percent level.

T- test formula:

R√N − 2
t=
√1 − r 2

where:

T= T- test

r= correlation

N= number of cases

Weighted mean formula was used to determine the interpretation of

data.

Weighted mean formula:

 28

∑ Sf
WM =
N

Where:

WM=weighted mean

S= Scale

f= frequency

N= number of cases

To test the null hypotheses at five percent significant level, chi-

square formula was used.

Chi- square test formula:

2
∑(O − E)2
x =
E

Where:

x 2 = chi-square test

O= observed frequency

E= expected frequency
 29

Chapter 4

PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

This chapter presents, analyzes and interprets the data on the level of

awareness in Filipino values and culture and its relation to the performance of

the fourth graders at Lazaan- Malinao Elementary School in Nagcarlan,

Laguna S.Y. 2011-2012 by means of a locally constructed questionnaire. The

data are presented in tables as they appear in the order of the specific

questions raised.

Level of Awareness in Filipino Values and Culture of the Fourth Graders

The level of awareness of fourth grade pupils of the Filipino values and

culture is presented in Tables 1 and 2.

Filipino Values

As shown in Table 1, the 30 respondents who were issued

questionnaire, the weighted mean of 4.87 reveals that fourth graders were

highly aware of facing the flag, stand at attention and salute, while

raising and lowering the flag of the Philippines were done while they sang the
 30

LupangHinirang with all their heart and used to say “po and opo” to the elders

as confirmed by the weighted mean values of 4.67 and 4.53 as verbally

interpreted as “highly aware” respectively.

Table 1: Fourth Graders` Awareness of Filipino Values

Filipino Values WM Verbal Rank

Interpretation
1. I sing LupangHinirangwith all my 7.67 Highly aware 2
heart.
2. I face the flag, stand at attention and 4.87 Highly aware 1
salute, while raising and lowering the
flag of the Philippines.
3. I know our history and our national 4.07 Aware 9
symbols.
4. I politely greet the people I have 4.23 Aware 7
known like my teacher.
5. I used po or opo to the elders. 4.53 Highly aware 3
6. I kiss the hand of the elders like my 3.83 Aware 10
parents and grandparents.
7. I let my parents know where I will go 4.4 Aware 4.5
before leaving our house.
8. I obey rules and regulations 4.4 Aware 4.5
anywhere I go.
9. I politely talk with our guest. 4.17 Aware 8
10. I eat quietly in respect for our food. 4.33 Aware 6
OWM 4.35 Aware

Degree of awareness was revealed by this group when they declared

that they let their parents know where they will go before leaving their

respective houses, by obeying the rules and regulation, eating quietly in

respect for the food, politely greeting the people they have known like their

teachers, talking politely to their guests, knowing the history and our national

symbols, and ultimately kiss the hand of the elders like parents and
 31

grandparents as yielded by the weighted mean values of 4.4, 4.33, 4.23, 4.17,

4.07 and 3.83 respectively and sustained further by the overall weighted

mean (OWM) of 4.35 interpreted as “aware.”

The respondents representing 30 fourth graders of the said elementary

school were the same in their level of awareness with respect to the above

mentioned Filipino values. The findings tend to show a high regards for

traditional Filipino values particularly respect for the Philippine flag,

sing LupangHinirang with all my heart, and respect for elders by saying “po”

and “opo.”

With the above findings, null hypothesis raised in this study which

states that “there is no significant difference in the level of awareness of

Filipino values among the fourth graders” is accepted at five percent level of

significance.

From the said findings, it is inferred that the school and the home have

played their role in transmitting the Filipino values to the grade school children

in which the same have been greatly emulated.

Filipino Culture

Table 2 presents the level awareness of Filipino culture among the

fourth graders of the said elementary school.

 32

Table 2: Fourth Graders` Awareness of Filipino Culture

Filipino Culture WM Verbal Rank

Interpretation
1. I am aware of some issues in our country 3.2 Moderately 8
like election. aware
2. I`m dealing and talking with my classmates 4.23 Aware 3
with pakikisama.
3. I practice some religious traditions like 3.87 Aware 4
“Simbang Gabi.”
4. I `m aware of some issues in our country 3.07 Moderately 9
like exchange rate. aware
5. My family and I practice our tradition of 2.8 Moderately 10
praying rosary every six o`clock in the aware
evening.
6. I watch TV and read newspapers about 3.23 Moderately 7
some political issues like “Chief Justice aware
Impeachment.”
7. I know what the primary jobs of the 3.77 Aware 5
Filipinos.
8. I know and I respect some religious beliefs 4.37 Aware 1
of my classmates like they don`t celebrate
fiesta because they have different religion.
9. I respect the traditions and beliefs of my 4.3 Aware 2
friends or neighbors because they are from
the other town.
10. I cooperately joined some activities in our 3.73 Aware 6
barangay. 6
6
OWM 3.66 Aware

A high degree of Filipino culture was manifested by fourth graders by

accepting same religious beliefs of their classmates for not celebrating fiesta

of honoring the saints, respect the traditional beliefs of their friends or

neighbors because they are from other town, dealing and talking with their

classmates with pakikisama, practice some religious traditions like “Simbang

Gabi,”knowing what the primary jobs of the Filipinos and cooperately joined
 33

some activities in their barangay respectively confirmed by the weighted

mean values of 4.37, 4.3, 4.23, 3.87, 3.77 and 3.73 attested further by the

overall weighted mean of 3.66 verbally interpreted as “aware.”

However, moderate awareness was registered on Filipino culture by

the fourth graders with respect to watching television and read newspapers

about some political issues like “Chief Justice Impeachment,” awareness of

some issues in our country like election, same issues in our country like

exchange rate, and praying rosary every six o`clock in the evening as posited

by the weighted mean values of 3.23, 3.2, 3.07, and 2.8 verbally interpreted

as “moderately aware.”

At this point, in spite of some moderate awareness in Filipino values

and culture among fourth graders of the said elementary school in Nagcarlan

District, their level of awareness of the Filipino culture was high as attested

further by the overall weighted mean of 3.66 verbally interpreted as “aware.”

The Mean Level of Performance in HEKASI of Fourth Graders

Table 3 reports the mean level of performance in HEKASI of fourth

graders in first and second grading periods.

Table 3: Mean Level of Fourth Graders` HEKASI Performance

Periods N SD M Verbal T CV Df Ho at 5
Interpretation %
First 30 0.22 80 average
grading
 34

Second 30 0.27 85 satisfactory 5.052 1.833 9 rejected

grading

There is a lesser variability or spread of grades point average in

HEKASI among fourth graders in first grading as evidenced by the standard

deviation (SD) of 0.22 around the mean (M) of 80 verbally interpreted as

“average” when compared to the standard deviation (SD) of 0.27 around the

mean of 85 interpreted as “satisfactory” in the second grading period in the

said subject.

The T-value of 5.052 which is greater than the critical value of 1.833

with the degree of freedom of 9, registers a significant difference in the mean

level of performance in HEKASI of fourth graders in the first and second

grading.

A cursory analysis of the foregoing T value disclosed that the null

hypothesis is rejected, whereas its alternative working hypothesis which

spells out that “the higher is the level of awareness in Filipino values and

culture, the higher is the mean level of performance in HEKASI among the

fourth graders” is accepted or proven true at five percent significant level.

From the said findings it is inferred that due to the infusion of the

Filipino values and culture in the mind, heart and actions of the fourth grade

pupils, their mean level of performance in HEKASI was satisfactory in the

second grading.
 35

Degree of Relationship between the Level of Awareness in Filipino

Values and Culture and Performance in HEKASI

Analyzing as to whether or not relationship existed between the level of

awareness in Filipino values and culture and performance in HEKASI among

fourth graders, Table 4 registers the data.

Table 4: Relationship between the Level of Awareness in Filipino Values

and Culture and Fourth Graders` HEKASI Performance

Variables N SD M Verbal R Analysis T CV df Decision

Interpretation
Filipino 30 0.28 4.35 Aware -0.09 Negligible -0.255 1.860 8 Ho
Values Correlation Accepted
Filipino 30 0.53 3.66 Aware 0.42 Substantial 1.309 1.860 8 Ho
Culture Correlation Accepted
First 30 0.22 3 Average -1.3 Very High 4.426 1.860 8 Rejected
Grading Correlation
Second 30 0.27 4 Satisfactory 0.07 Negligible 0.198 1.860 8 Ho
Grading Correlation 5 Accepted
OA 30 0.33 3.75 Satisfactory - Negligible 1.420 1.860 8 Ho
0.225 Correlation Accepted

The r value of -0.09 established a negligible relationship between

Filipino values and performance in HEKASI among fourth graders in first

grading period as sustained by the T value of 0.255 which is lesser that the

critical value of 1.860. With the said findings, null hypothesis is accepted at

the five percent level of significance.

Substantial or average correlation can be observed between Filipino

culture and HEKASI performance of fourth graders in first grading period as

 36

confirmed by the r- value of 0.42 with the T- value of 1.309 which is lesser

than the critical value of 1.860 with the degree of freedom of 8 which is

resulted into the acceptance of null hypothesis at five percent significant level.

As to the relationship existed between Filipino values and performance

in HEKASI among fourth graders in second grading period, a negatively very

high correlation was noted as evidenced by the r- value of -1.3 with the T-

value of 4.426 which is indeed greater than the critical value of 1.860 with the

degree of 8.

The r- value of 0.07 with the T-value of 0.1985 which is lesser than the

critical value of 1.860 with the degree of freedom of 8 registers a negligible

relationship between Filipino culture and HEKASI performance of this group

in second grading period.

The overall average value of 3.75, -0.255 and R- correlation and T

value registers a satisfactory, negligible and insignificant relationship between

and among variables respectively, which accepted the null hypotheses at five

percent significant level.

From the foregoing findings, it is implied that the infusion of Filipino

values among fourth graders was sustained until they performed satisfactorily

in HEKASI in the second grading period, whereas the said Filipino values and

culture were not yet given weight at the initial start of the school year, the
 37

basic reason behind, why negligible and substantial relations were eminent in

the first grading period.

 38

Chapter 5

FINDINGS, CONCLUSIONS AND RECOMMENDATIONS

This study on the level of awareness in Filipino values and culture and

its relation to the performance in HEKASI of fourth graders at Lazaan-Malinao

Elementary School in Nagcarlan, Laguna is descriptive in research

methodology. It involved 30 respondents representing the said graders from

whom the data needed to elicit answers to the 3 problem areas, such as: 1)

the level of awareness in Filipino values and culture of fourth graders; 2) Their

mean level of performance in HEKASI; and 3) the degree of relationship

between the level of awareness in Filipino values and culture and the

performance in HEKASIof fourth graders were obtained. Only one set of

questionnaire checklist of the 5- Likert type was used for the above problem

areas investigated.

Nonparametric two-way and T-test formulas were used to test the null

hypothesis at five percent significant level. From the procedure recapitulated

above the basic questions were solved.

Summary of Findings

The weighted mean value of 4.87, 4.67 and 4.53 confirmed that fourth

graders were highly aware of facing the flag, stood and saluted while the
 39

Philippine flag was raised and lowered as the LupangHinirang was sang and

used to say “po” and ” opo” the elders were typically display of Filipino values;

and degree of awareness of Filipino culture was manifested by fourth graders

as confirmed by the weighted mean values of 4.37, 4.3, 4.23, 3.87, 3.777 and

3.73 by respecting some religious beliefs of their classmates, traditional

beliefs of their friends and neighbors, practicing the religions and traditions

like Simbang Gabi and often joined the barangay festivities. The level of

awareness in Filipino values and culture of fourth graders as tested in their

overall weighted mean of 4.35 and 3.66 respectively verbally interpreted as

“aware.”

There was a lesser variability in grade point average in HEKASI among

fourth graders in first grading as evidenced by the standard deviation of.22

around the mean of 80 verbally interpreted as average mean compared to the

standard deviation of .27 around the mean of 85 interpreted as satisfactory in

the second grading period in the said subject wherein significant difference

between the said grading periods was established by the T-value of 5.052.

Filipino values and culture were negligibly correlated with HEKASI

performance of fourth graders in first and second grading periods as attested

by the r values -0.255 and as sustained by the T-values of 1.420.

 40

Conclusions

Based on above findings, the following conclusions were drawn:

Therefore, the researcher concludes that the null hypotheses: “There is

no significant difference in the level of awareness of Filipino values and

culture and mean level of performance in HEKASI in 1st and 2nd grading and

the relationship between the foregoing variables” is accepted as attested by

the r values -0.255 and as sustained by the T-values of 1.420.

Recommendations

From the said findings and conclusions, the following

recommendations were offered:

1. Other aspects of Filipino values and culture worthy of emulation must

be infused in the mind, heart and actions of the fourth graders to link and

sustain the same with the next generation.

2. More exposure to HEKASI exercises by giving access to fourth graders

to read books on Filipino values and culture as well as listen to radio and

television broadcast and lectures with bearing on highly emulated Filipino

mores, customs, traditions, practices and beliefs so as to improve their mean

level of performance in all grading periods in the said subject.

 41

3. Streamlining of Filipino values and culture must be made with HEKASI

contents in order to establish positive and high relations in the performance of

fourth graders at Lazaan-Malinao Elementary School in Nagcarlan, Laguna.

 42

APPENDIX A

LETTER OF APPROVAL

LAGUNA STATE POLYTECHNIC UNIVERSITY

MAIN CAMPUS
SANTA CRUZ, LAGUNA

Ms. Cresencia D. Coronado February 21, 2012

Principal
Lazaan – Malinao Elementary School
Nagcarlan, Laguna

Dear Madam,

I am Arlene S. Coroza, third year student of Bachelor of Elementary

Education, major in General Education at Laguna State Polytechnic University
Sta. Cruz Campus, Sta. Cruz Laguna currently conducting a research study
entitled: “Level of Awareness in Filipino Values and Culture: It’s Relation to the
Performance in HEKASI of the Fourth Graders at Lazaan- Malinao Elementary
School in Nagcarlan, Laguna S.Y 2011-2012”.
In relation to this, I would like to ask permission from your good office, if I
could administer a questionnaire-checklist to some of your classroom teachers and
pupils. I hope for your positive response, your consideration will be acknowledged.
May the God always guide and bless you!

Respectfully yours,
(sgd) ARLENE S. COROZA
Researcher

(sgd)JOSEFINA DE JESUS
Thesis Adviser
(sgd)LIBRADA ABANTO,Ed. D
Dean, College of Education

(sgd) CRESENCIA D. CORONADO

Principal
Lazaan – Malinao Elementary School
Nagcarlan, Laguna
 43

APPENDIX B

QUESTIONNAIRE

Name:

Directions: Read carefully the following statements. Then answer it based on

your experience and personal ideas. Put a check ( ) to your chosen answer
on the space provided using the following scale:

5- Highly Aware
4- Aware
3- Moderately Aware
2- Fairly Aware
1- Unaware
A. Filipino Values 5 4 3 2 1
1. I sing Lupang Hinirang with all my heart.
2. I face the flag, stand at attention and
salute, while raising and lowering the
flag of the Philippines.
3. I know our history and our national
symbols.
4. I politely greet the people I have known
like my teacher.
5. I used po or opo to the elders.
6. I kiss the hand of the elders like my
parents and grandparents.
7. I let my parents know where I will go
before leaving our house.
8. I obey rules and regulations anywhere I
go.
9. I politely talk with our guest.
10. I eat quietly in respect for our food.
 44

B. Filipino Culture 5 4 3 2 1
11. I am aware of some issues in our
country like election.
12. I`m dealing and talking with my
classmates with pakikisama.
13. I practice some religious traditions
like “Simbang Gabi.”
14. I `m aware of some issues in our
country like exchange rate.
15. My family and I practice our tradition
of praying rosary every six o`clock in the
afternoon.
16. I watch TV and read newspapers
about some political issues like “Chief
Justice Impeachment.”
17. I know what the primary job of the
Filipinos is.
18. I know and I respect some religious
belief of my classmates like they don`t
celebrate fiesta because they have
different religion.
19. I respect the tradition and belief of
my friends or neighbors because they
are from the other town.
20. I cooperately joined some activities
in our barangay.
 45

BIBLIOGRAPHY

PUBLISHED MATERIALS

Andres, Tomas D., Understanding Values, New Day Publishers,

Quezon City, 2003
Bacilig, Fr. Mario,Bush Forth, (Makati City: Salesiana Publishers, In
c., 2000), p.192
Bauzon, Prisciliano T. Essential of Values Education, pp. 61 - 69,
2002
Bustos, Alicia A., Espiritu, Socorro C., Psychological,
Anthropological,and Sociological Foundations of Education,
Katha Publishing Co., Inc, Quezon City, 2000
Calhoun, Craig, Is it Time to Be Postnational?, in Ethnicity, Nationalism, and
Minority Rights, (eds.) Stephen May, Tariq Modood and Judith Squires.
Cambridge: Cambridge UP, 2004. pp 231–256.
Cariño, Jason V., Peñalosa, Victor C.,Communicating Holiness to the
Filipinos: Challenges and Needs, The Path to a Filipino Theology of
Holiness, on pages 2 and 10, (1995)http://didache.nts.edu.

Ferrer, Allan D. (2005) Respect. Retrieved February 16, 2012, from

http://www.ccpa-accp.ca/blog/?p=1810
George Orwell, “Notes on Nationalism,” in England Your England and Other
Essays, Secker and Warburg, 2003.

Primoratz, Igor ed., Patriotism, Humanity Books, 2002. ISBN 1-57392-955-7.

Romney AK, Batchelder WH, Weller SC. Recent applications of cultural
consensus theory. Am Behavioral Scientist. 1987; 31:163–177.
Saloma, Caesar, Quality Teachers, Systems of Education around
the World Feeding the Global Mind Vol. 12 No. 3, Is Asian
 46

Education Anchored on its Religious and Cultural Beliefs?

(2008)
Sandoval, Lala M. Quality Teachers, Systems of Education around
the World Feeding the Global Mind Vol. 12 No. 3, Is Asian
Education Anchored on its Religious and Cultural Beliefs?
(2008)
Timberman, David G, A Changeless Land: Continuity and Change in
Philippine Politics (Makati: The Bookmark, Inc, 2002), p.16.

Timbreza, Florentino T. Filipino Values Today, pp.148- 157, 2005

UNPUBLISHED MATERIALS

Cruz, Carlo F. (2005) Filipino Values and Culture Depecting Ethnic Groups of
Southern Philippines. An Institute Study, Saranggani.

Dy Jr., Manuel B.,Values in Philippine Culture and Education

Philippine Philosophical Studies, I,Ateneo University 2004

Nadal, Kevin a., Crossing Cultures: A Philosophical Reflection on Filipino

Culture and Cultural Transition Experienced by Third Culture Kids,
2010

Sarmiento, Camille A.,Alluigan, Karen B., Filipino Culture in Nursing Culture

Class, 2002

Nishida, H. (1999). Cultural Schema Theory: In W.B. Gudykunst (Ed.),

Theorizing About Intercultural Communication, (pp. 401–418).
Thousand Oaks, CA: Sage Publications, Inc.
 47

Garro, L.C. (2000). Remembering what one knows and the construction of the
past: A comparison of Cultural Consensus Theory and Cultural
Schema Theory. Ethos, 28.3, 275-319.

WEBSITES

en.wikipedia.org/wiki/Cultural_consensus_theory

http://www.livinginthephilippines.com/philculture/values.html

http://www.mongabay.com/reference/country_studies/philippines/ECONOMY.
html

http://blogcritics.org/culture/article/nationalism-vs-patriotism/#ixzz1sBnI6uS8

http://en.wikipedia.org/wiki/Max_Scheler

http://en.wikipedia.org/wiki/Value_theory

Understanding Our Filipino Value System, The Filipino Mind,

thefilipinomind.blogspot.com

Chua , Lea B. (2006) Teaching children about respect. Retrieved February

14, 2012, from http://www.education.com/magazine/article/teaching-
children-respect/
 48

APPENDIX C

Statistical Computation

1. Level of Awareness in Filipino Values

1.
S f Sf 6.
5 28 140 122 S f Sf
WM = 30
4 1 4 5 11 55
3 0 0 = 4.07 4 9 36
2 0 0 3 6 18
1 1 0 2 2 4
30 144 4. 1 2 2
S f Sf 30 115
144
5 13 65
WM= 115
4 13 52 WM = 30
30
3 2 6
= 4.67 = 3.83
2 2 4
7.
1 0 0
2. S f Sf
S f Sf 30 127
5 16 80
5 28 140 127 4 11 44
WM =
4 1 4 30 3 2 6
3 0 0 = 4.23 2 1 2
2 1 2 1 0 0
1 0 0 30 132
5.
30 146
S f Sf 132
146 WM = 30
5 16 95
WM = 4 8 32 = 4.4
30 3 3 9 8.
= 4.87 2 0 0 S f Sf
1 0 0 5 16 80
3. 30 136 4 11 44
S f Sf 3 2 6
5 11 55 WM = 136 2 1 2
30
4 11 44 1 0 0
= 4.53
3 7 21 30 132
2 1 2
132
1 0 0 WM = 30
30 122
= 4.4
 49

9. 10.
S f Sf S f Sf
5 13 65 5 16 80
4 13 52 4 9 36
3 4 12
3 2 6
2 1 2
2 0 0 1 0 0
1 2 2 30 148
30 125
148
WM =
125 30
WM = = 4.33
30

2. Filipino Values
WM Rank
4.87 1
4.67 2
4.53 3
4.4 4.5
4.4 4.5
4.33 6
4.23 7
4.17 8
4.07 9
3.83 10

2
2 12(∑ R2 )
x = – 3N (K+1)
NK(K+1)

2 2 2 2 2 2 2 2 2 2
2 12 (1 + 2 + 3 + 4.5 + 4.5 +6 + 7 + 8 + 9 + 10 )
x = − 3(5)(10 − 1)
5(10)(10+1)

12 (1+4+9+ 20.25+20.25+36+ 49+64+81+100)

x2 = – 15 (11)
50(11)

12(384.5)
x2 = –165
550
 50

x 2 = 8.0891 <CV= 16.919- significant at five percent level

df= K-1

df= 10- 1

df= 9

Ho= accepted

Filipino Culture
1. 3. 5.
S f Sf S f Sf S f Sf
5 0 0 5 11 55 5 3 15
4 13 52 4 10 40 4 4 16
3 11 33 3 5 15 3 9 27
2 6 12 2 2 4 2 12 24
1 0 0 1 2 2 1 2 2
30 97 30 116 30 84
116 84
97 WM = 30 WM = 30
WM = 30 = 3.87 = 2.8
= 3.2
4. 6.
2. S f Sf S f Sf
S f Sf 5 2 10 5 3 15
5 16 80 4 8 32 4 8 32
4 7 28 3 10 30 3 12 36
3 5 15 2 10 20 2 7 14
2 2 4 1 0 0 1 0 0
1 0 0 30 92 30 97
30 127 92 97
WM = 30 WM = 30
127 = 3.07 = 3.23
WM = 30
= 4.23
7. 2 2 4
S f Sf 1 1 1
5 8 40 30 113
4 11 44 113
3 8 32 WM =
 51

30 3 3 9
= 3.77 2 1 2
1 1 1
30 129
8.
S f Sf 129
WM = 30
5 18 90 = 4.3
4 8 32
3 2 6 10.
2 1 2 S f Sf
1 1 1
5 10 50
30 131
4 8 32
131 3 7 21
WM = 30
2 4 8
= 4.37 1 1 1
9. 30 112
S f Sf
112
5 17 85 WM = 30
4 8 32 = 3.73

3. Filipino Culture

WM Rank
4.37 1
4.3 2
4.23 3
3.87 4
3.77 5
3.73 6
3.23 7
3.20 8
3.07 9
2.8 10

2
2 12(∑ R2 )
x = – 3N (K+1)
NK(K+1)
 52

2 2 2 2 2 2 2 2 2 2
2 12 (1 + 2 + 3 + 4 + 5 +6 + 7 + 8 + 9 + 10 )
x = − 3(5)(10 − 1)
5(10)(10+1)

12 (1+4+9+ 16+25+36+ 49+64+81+100)

x2 = – 15 (11)
50(11)

12(385)
x2 = –165
550

4565
x2 =
550

x 2 = 8.3<CV= 16.919- not significant at five percent level

df= K-1

df= 10- 1

df= 9

Ho= accepted

Mean Level Performance in HEKASI

First Grading Second Grading

x1 x − x2 x2 x2 x − x2 x2
3.4 0.15 0.0225 3.5 -0.33 .1089
3.4 0.15 0.0225 3.8 -0.03 .0009
3.3 0.05 0.0025 3.9 .07 .0049
3.2 -0.05 0.0025 3.8 -.03 .0009
2.7 -0.55 0.0025 3.5 -.33 .1089
3.4 0.15 0.0225 4.4 .57 .3249
3.5 0.25 0.0025 3.9 .07 .0049
3.2 -0.05 0.0025 3.5 -.33 .1089
3.3 0.05 0.0025 4.0 .17 .0289
3.1 -0.15 0.0025 4.0 .17 .0289
10 32.5 ∑ x 2 = 0.4650 10 38.9 2
∑ x = .7210

x 2 = 3.83 SD= √. 7210

10
 53

SD= √. 0721

SD= .27

0.4650
x1 = 3.25 SD=√
10

SD= √0.465

SD= 0.22

M1 −M2
T=
∑ X2 2
1 =∑ X2
√
N(N−1)

3.83−3.25
T=
1.186
√10(10−1)

0.58
T=
1.186
√10(9)

0.58
T=
1.186
√
90

0.58
T=
0.114794502
T= 5.05251 > CV= 1.833- Significant at 5%

df= N-1

df= 10-1

df= 9

Ho= rejected
 54

Relationship Between the Level of Awareness of Filipino Values and Culture

and Performance – HEKASI

Filipino Values First Grading

X X- x2 y y- xy

4.67 .32 .1024 3.4 .15 .048

4.87 .52 .2704 3.4 .15 .078

4.07 -.28 .0784 3.3 .05 -.014

4.23 -.12 .0144 3.2 -.05 +.006

4.53 .18 .0324 2.7 -.55 -.099

3.83 -.52 .2704 3.4 .15 -.078

4.4 .05 .0025 3.5 .25 .0125

4.4 .05 .0025 3.2 -.05 -.0025

4.17 -.18 .0324 3.3 .05 -.0090

4.33 -.02 .0004 3.1 -.15 .0030

10√43.5 ∑ x 2 = 0.8062 10√32.5 Ʃxy=-.055

0.4650
x=4.35 SD=√ y= 3.25
10

SD= √. O8062

SD= .28

∑ xy
r=
√(∑ x2 ) (∑ y2 )
 55

−.055
r=
√−.8062)(.4650)

−.055
r=
√.374883
−.055
r=
.612276898
r= -.089828638

r= -. 09

Filipino Values at First Grading

r√N−2
T=
√1−r2

−.09√10−2
T=
√1−(.09)2

−.09√8
T=
√1−.0081
−.09 x 2.822427125
T=
√.9919
−.254184412
T=
.995941765
T= -. 255220<CV= 1.860

df= 10-2

df= 8

Ho= accepted
 56

Filipino Culture First Grading

x x- x x2 y y-y xy
3.2 -.46 .2116 3.4 .15 -.069
4.23 .57 .3249 3.4 .15 .0855
3.87 .21 .0441 3.3 .05 .0105
3.07 -.59 .3481 3.2 -.05 .0295
2.8 -.86 .7396 2.7 -.55 .473
3.23 -.43 .1849 3.4 .15 -.0645
3.77 .11 .0121 3.5 .25 .0275
4.37 .71 .5041 3.2 -.05 -.0355
4.3 .64 .4096 3.3 .05 .032
3.73 .07 .0049 3.1 -.15 -.0105
10 36.57 2
∑ x = 2.7839 10 32.5 ∑ x 2 = .4785

2.7839
= 3.66 SD=√ y= 3.25
10

SD= .53

∑ xy
r=
√(∑ x2 )(∑ y2 )

.4785
r=
√2.7839)(.4650)

.4785
r=
1.137766892
r= .4206

r= .42

r√N−2
T=
√1−r2

.42√10−2
T=
√1(.422 )
 57

.42 x 2.828427125
T=
√1− .1764
1.187939393
T=
.907524104
T= 1.308989356<CV+1.860

df= 10-2

df= 8

Ho= accepted

Filipino Values

x x-x
4.67 .32
4.87 .52
4.07 -.28
4.23 -.12
4.53 .18
3.83 -.52
4.4 .05
4.4 .05
4.17 -.18
4.33 -.02
10 43.5

Second Grading

y xy
-.33 -.1056
-.03 -.0156
.07 -.0196
-.03 +.0036
-.33 -.51
.57 -.2964
.07 .0035
-.33 -.0165
.17 -.0306
.17 -.0034
∑ xy=-.9906
 58

∑ xy 1.3 x 2.828427125
r= T=
√(∑ x2 )(∑ y2 ) √1−1.69
.9906 3.676955262
r= T=
√(.8062)(.7210) √.69

.9906 3.676955262
r= T=
√.5812702 .830662386

−.9906 T= 4.426533961>CV= 1.860

r=
.762410781 df= N-2
r= -1.299 df= 10-2
r= -1.3 df= 8

−1.3√10−2 Ho= accepted

T=
√1−(1.3)2

Filipino Culture Second Grading

x- x y- y xy
-.46 -.33 +.1518
.57 -.03 -.0171
.21 .07 .0147
-.59 -.03 .0177
-.86 -.33 .2838
-.43 .57 -.2451
.11 .07 .0077
.71 -.33 -.2343
.64 .17 .1088
.07 .17 .0119
∑ xy
r=
√(∑ x2 )(∑ y2 )
.0999
r=
√(2.7839)(.7210)

.0999
r=
1.416754001
 59

r= .07

r√N−2
T=
√1−r2

.07√10−2
T=
√1−(.07)2

.07 x 2.828427125
T=
√1− .0049
.197989898
T=
.997546991
T= .1985 <CV= 1.860

df= N-2

df= 10-2

df= 8

Ho= accepted
60