This chapter presents the Related Literature and Related Studies from past

researchers that includes different concept, understanding, ideas, generalization or

conclusion and different development related in this study. This chapter helps the

present researchers in familiarizing information that are relevant and similar to the

present study. (INCLUDE THE IMPORTANCE WHY THIS STUDY IS

RELEVANT)

RECORDING 40 Minutes

Related Literature

1.1 AGE

Age crises are important for the formation and modeling of values and

value orientations of personality. The denial or reexamination of existing values

provides an opportunity for changing and modeling of structural contents of value

orientation such as beliefs, attitudes,and behaviors. A study made by N. Appleton

(2022), said that the age of twelve and thirteen which are commonly the age of

Grade 7 students begins to question family values and develop personal values.

Another study made by M. Durban (2020), said that at the age of thirteen and

fourteen which are the Grade 8 students learned a lot of things that can shape their

values. Respect is the highest values that the students acquired because according

to them if they respect others they will also be respected. A study made by Caduto

(2014), pointed out that values education must take into account the age of the

students. For young students such as the Grade 9, it is appropriate to inculcate some
basic, positive social and environment values. At the age of fourteen and fifteen,

students start to be emotionally autonomous and educators should act more as

guides that help students understand their own personal values as well as the values

of others. According to S. Gordon (2022), students at the age of fifteen to sixteen

years old which are the Grade 10 students show more independence where they can

make decisions in choosing between the right and wrong actions. They also

believed that the values they possess are guide for their behaviors.

REFERENCES:

Appleton, N. (2022). 12-Year-Old Child Development Milestones. Verywell

Family. https://www.verywellfamily.com/12-year-old-developmental-

milestones-4171917#toc-12-year-old-emotional-and-social-milestones.

Durban, M. N. (2019). VALUES FORMATION. “An Explanatory Sequential

Research on the Salient Factors and the Values Formation of the Grade 8

students in the Sisters of Mary School-Boystown, Inc.”

https://www.academia.edu/40071340/VALUES_FORMATION

Gordon, S. (2022). 16-Year-Old Child Development Milestones. Verywell Family.

https://www.verywellfamily.com/16-year-old-developmental-milestones-

4171922#:~:text=A%2016%2Dyear%2Dold%20knows,right%20ones

%20to%20their%20parents.

1.2 Sex

Schools have the responsibility to model, teach, and create conditions in which the
sex of the child is accepted and nourished. Accoring to the study made by K.
Parker (2020) said that the public has very different views about what society
values most in men and what it values in women. Society says that men are more
accurate when choosing between right and wrong actions while women are known
for being nurturing and empathetic. The expectation that sex influences overall
orientation in terms of values that lead decision maker to weigh decision issue and
to make final decisions differently. The Junior High School students at Maryhill
 College perceive values-related activities as a guide in helping them to foster the
values in choosing in between right and wrong actions in which this can influence
their values formation. A study by Koroleva (2014), said that stating that
educational institutions serve as a platform for transmitting societal values to the
younger generation.

Parker, K. (2020, August 6). 2. Americans see different expectations for men and

women | Pew Research Center. Pew Research Center’s Social &

Demographic Trends Project.

https://www.pewresearch.org/social-trends/2017/12/05/americans-see-

different-expectations-for-men-and-women/

Koroleva, A. (2014). The role of education in shaping values. Journal of Teacher

Education for Sustainability, 16(2), 7-18.

Related Studies

A study made by Caduto (2014), pointed out that values education must

take into account the age of the students. For young students such as the Grade 9, it

is appropriate to inculcate some basic, positive social and environment values. At

the age of fourteen and fifteen, students start to be emotionally autonomous and
educators should act more as guides that help students understand their own

personal values as well as the values of others. A significant role in developing the

values of young students is played by outdoor experiences that provide them with

opportunities to develop themselves. Another study made by D. Cameron (2013),

said that the attributed the unrest to the “twisted moral code” of the young people

are responsibility of parents and schools to bring the changes in young people’s

understanding of morality. Values education is a conscious effort to encourage

children to learn and understand the values so that they practice them as desirable

members of society (Johansson, 2018). The main purpose of values education is to

promote inculcating values that are instrumental for young children to live

confident and have moral life in which they can choose between right and wrong.

The promotion of values can be embraced by young children as a code of life for

functioning as individuals and members of society (Ulavere & Veisson, 2015).

According to the study made by A. Raymore (2016), said that gender plays

an important role in how individuals experience the world around them. Men and

women differ in the ways they address moral conflicts and moral actions. The

gender roles assigned to men and women in society may play a part in the ways

they approach moral issues. The study made by him said that women are more

concerned with meeting the needs of others and they felt guilty when they could not

always meet others’ needs. In response to a moral conflict, both men and women

accommodated others’ wants in order to maintain personal relationships but this

was mostly present among women. The expectation that gender influences overall

orientation in terms of values that lead decision maker to weigh decision issue and

to make final decisions differently. Grade 9 students at Maryhill College perceive

values-related activities as a guide in helping them to foster one’s morality in

choosing between right and wrong actions in which this can influence their values

formation. A study by Koroleva (2014), said that stating that educational

institutions serve as a platform for transmitting societal values to the younger

generation. In addition, research has shown that values-related activities in

educational institutions have positive impact on students' values formation. For

example, a study by Le and Nguyen (2020) found that extracurricular activities in

universities, such as community service and volunteering, positively influence

students' personal values, such as compassion and social responsibility. Similarly, a

study by Kiefer, Sanchez-Ruiz, and Fuentes-Merino (2017) revealed that values

education programs in schools promote the development of positive values and

attitudes among students, such as respect, responsibility, and empathy. The

implementation of values-related activities in educational institutions varies across

cultures and contexts. A study by Wang and Chen (2019) examined the impact of

Confucian values education in Chinese universities and found that it fosters the

development of moral values such as filial piety, loyalty, and righteousness. In the

Philippines, values education is integrated into the curriculum, and Catholic

schools, in particular, incorporate religious values and teachings in their values-

related activities (Dizon, 2015). Several studies have explored the integration of

values education in the Philippine educational system. A study by Yusuf et al.

(2016) investigated the implementation of values education in public and private

schools in the Philippines and found that values education is more effective when it

is integrated into the curriculum and co-curricular activities. Moreover, another

study found that teachers play a crucial role in values formation, and their own

values and attitudes influence their teaching approach and the effectiveness of

values education. Catholic schools, in particular, have been recognized for their
significant contribution to values formation in the Philippines (Cruz & Miguel,

2014).

Several studies have emphasized the importance of family values in values

formation. A study by Castro (2015) found that the family is the primary source of

values for Filipino students, and family-related activities such as family values

formation sessions and parent-teacher conferences can enhance the effectiveness of

values education in schools. Overall, the literature suggests that values-related

activities in educational institutions, such as Catholic schools in the Philippines,

play a significant role in students' values formation. These activities, when

integrated into the curriculum and co-curricular programs, can help students

develop not only moral and religious values but also social responsibility,

compassion, and respect for diversity. Maryhill College, a Catholic institution in

the Philippines, has values-related activities that are designed to enhance the values

formation process of their students. Some of these activities include retreats,

recollections, and community service projects. These activities are based on the

institution's core values, which include faith, excellence, social responsibility, and

service. The incorporation of values-related activities in educational institutions,

particularly in Catholic schools, is seen as a way to promote the holistic

development of students (Dizon, 2015). Also, according to him, the Catholic

Church views education as a means to form individuals who possess not only

intellectual skills but also values that are rooted in the Gospel teachings. Retreats

and recollections are some of the values-related activities that are commonly

implemented in Catholic schools. These activities provide students with

opportunities to reflect on their personal values and to deepen their faith (Cabrera,

2014).
 Community service projects are also recognized as effective values-related

activities in educational institutions because it can foster students' awareness of

social issues and their responsibility towards their communities (Dizon, 2015). In

Maryhill College, the values-related activities are aligned with the institution's core

values, which are faith, excellence, social responsibility, and service. These values

are consistent with the Catholic Church's teachings on the importance of fostering

spiritual and moral growth in individuals (Dizon, 2015). Retreats are a common

activity in Catholic institutions, and they serve as an opportunity for students to

reflect on their personal values and their relationship with God. The retreats at

Maryhill College are designed to provide students with a space to reflect, pray, and

discern. According to Koroleva (2014), retreats are an effective tool for values

formation, as they offer students a time away from their daily routine and provide a

spiritual experience that can influence their values and beliefs positively. In

addition to retreats, community service projects are also a significant component of

Maryhill College's values-related activities. The incorporation of community

service projects in values-related activities at Maryhill College reflects the

institution's commitment to social responsibility and service, which are among its

core values. Recollections, on the other hand, provide students with an opportunity

to engage in spiritual reflection and deepen their relationship with God. A study by

Nussbaum and colleagues (2014), found that religious practices, such as prayer and

meditation can promote values such as humility, gratitude, and forgiveness.

Recollections at Maryhill College aim to promote these values and provide students

with a space to reflect on their faith and personal values. The related literature

highlights the crucial role of educational institutions in values formation,

particularly in shaping individuals' values and beliefs. Values-related activities such

as retreats, community service projects, and other experiential learning activities

have been shown to positively impact students' values formation. Additionally,

cultural and contextual factors, such as religion and societal values, play a

significant role in the implementation and effectiveness of values education in

educational institutions. Therefore, it is essential for institutions to design values-

related activities that align with their core values and the cultural and contextual

factors of their students. Maryhill College, as a Catholic institution, offers various

values-related activities that are grounded in their core values and religious

teachings to enhance the values formation process of their students.

Related Studies

The study of Walker and Frantz (2020) highlights the role of values

education in promoting ethical leadership as it enhances the students’ ethical

decision-making skills and moral values. The authors suggest that values education

programs should incorporate experiential learning activities that provide

opportunities for students to practice moral decision-making and engage in ethical

discussions. Values education refers to one’s learning how to think critically in

addressing evaluative especially moral issues, dilemmas, and controversies.

Teaching the students the rational approach to evaluate problems is getting them to

learn the habit of clear thinking, gauging, and revising arguments, and using

principles of good reasoning. This approach is aligned with the values-based

education framework of Maryhill College which seeks to promote not only

academic excellence but also values formation and social responsibility. In line

with the importance of a holistic approach to values education, a study by Wright

(2015) highlights the role of service-learning projects in promoting values

formation among college students. Service-learning involves combining

community service with academic instruction which allows students to apply their

learning to real-life situations while promoting social responsibility and civic

engagement. The study found that service-learning projects can foster the

development of personal and social responsibility as well as moral reasoning and

ethical decision-making. A study by Lee, Lim, and Lim (2020) explored the impact

of values-based education on the values formation of Korean college students. The

study found that values-based education positively influences students' values

formation especially in the areas of altruism, compassion, and social responsibility.

This is consistent with the goals of Maryhill College, which aims to develop

students who are not only academically competent but also socially responsible and

service-oriented. The study was conducted in Korea and involved college students

who participated in a values education program. The program aimed to develop

students' moral values, character, and social responsibility through various

activities such as community service, group discussions, and reflective writing. The

study found that the program had a significant positive impact on students' values

formation, indicating that values-based education can be an effective tool for

promoting moral and character development among college students. A study by

Tungaraza (2014) highlights the role of Catholic schools in values education in

Tanzania. The study found that Catholic schools were effective in promoting values

education and formation through a holistic approach that emphasized the

development of the students' spiritual, social, and academic growth. The author

suggested that Catholic schools could contribute to the development of responsible

citizens who are guided by ethical and moral principles. Moreover, a study by

Berson and Avraham (2017) investigated the impact of values education on Israeli
students' values formation. The study found that values education positively

influenced students' attitudes towards tolerance, respect, and social responsibility.

The authors suggested that values education should be incorporated into the

curriculum to promote values formation and moral development among students.

Furthermore, the related studies show that values education should be

approached in a comprehensive and holistic manner, integrating moral, intellectual,

and emotional development. This approach promotes the development of students'

character, empathy, and social responsibility, as well as their academic competence.

The implementation of religious teachings in values education as practiced in

Catholic schools also play a significant role in the formation of morally responsible

citizens. In summary, values education is essential in the formation of individuals

who are not only academically competent but also socially responsible and service-

oriented. Educational institution like Maryhill College plays a crucial role in

nurturing their students' holistic growth, and values-related activities and

approaches to values education should be continually evaluated and improved to

meet the changing needs of the students and the society.