CHAPTER I

Introduction

Background of the study

Intelligence is the ability to acquire and apply knowledge and skills. It is

the collection of information. According to Einstein, “The true sign of intelligence

is not knowledge but imagination.”

An American development psychologist, Howard Gardner (1972-2000),

stated that there are 9 types of Intelligence: 1. Naturalist Intelligence; 2. Musical

Intelligence; 3. Logical-Mathematical Intelligence; 4. Existential Intelligence; 5.

Interpersonal Intelligence; 6. Bodily-Kinaesthetic Intelligence; 7. Linguistic

Intelligence; 8. Intra-personal Intelligence; 9. Spatial Intelligence. Among these

different kinds of Intelligence, Interpersonal and Intra-personal Intelligence

covers the Moral Intelligence of an individual because Intra-personal Intelligence

is the capacity to understand oneself and one’s thought and feelings, and to use

such knowledge in planning and to direct one’s life. While Interpersonal

Intelligence is the ability to understand and interact effectively with others. It

involves effective verbal and non-verbal communication, the ability to note

distinctions among others, sensitivity to the moods and temperaments of others

and the ability to entertain multiple perspectives.

Having a moral is important to develop oneself. Moral Intelligence refers to

the ability to apply ethical principles to goals, values and actions. It is the ability

to know what is right from wrong, or to behave ethically that could lead to a huge

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impact to an individual because of its potential to improve our understanding of

learning and behaviour.

Adding a moral or ethics component to education is part of the holistic

development of students. This includes their intellectual and moral development

which student must possess. Education is a moral endeavour which could

influence both individual and collective moral development. The classroom is

saturated with moral meaning. Whatever takes place in the classroom

encourages and discourages the ability and desire to seek truth and sere the

greatest good. Creating an appreciation for oneness of humanity, unity in

diversity, open mindedness, understanding tolerance, honesty, fairness, courage,

wisdom, respect, trustworthiness and caring sets the stage for morality and moral

intelligence to emerge. From these, each aspect should be considered, balanced

and nurtured.

The school directress of Infant Jesus Montessori School (1980) formulated

and implemented the four pillars: 1. Character formation; 2. Academic

excellence; 3. To God through service to others; 4. Responsible Leadership.

First, the pillar of “ Character Formation” which deeply internalizes the

pattern of values and attitudes as well as the consequent actions that are often

established in pre-cognitive times of the life through the natural and normal

educational patterns that are appropriate for an individual. Second, the pillar of

“Academic Excellence” which demonstrates the ability to perform, achieve and

excel in scholastic activities. It has been identified with achieving high grades and

superior performance. Third, the pillar of “To God through service to others”

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which states that the service of mankind is service to God, that selfless service

for the cause of humanity is the best way to express our love of God. Lastly, the

pillar of “Responsible Leadership” which educates us to influence people not just

through the use of words but most importantly through the use action.

This institution centres not only with the cognitive and emotive aspects of

an individual but on morality as well.

Having a moral is vital for self-development. This is the primary reason

why moral principles or ethics is added as a component to education and is part

of the holistic development of students. This also led the researchers to conduct

a study on the level of Manifestation of the different Moral Values of Senior High

School of Infant Jesus Montessori School.

Through these ideas being shown, the researchers are encouraged to

conduct this study.

Statement of the Problem

This study will be undertaken to determine the Level of Manifestation of

Different Moral Values in a selected Senior High School students.

Specifically, it seeks to answer the following questions.

1. What are the different universal moral values and morality competency

index?

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 2. What are the profile of the respondents according to attendance to

Moral Intelligence seminars?

3. What are the competencies of integrity and responsibilities?

4. Is there a significant relationship between the profiles of the respondent

to their Moral Intelligence?

Hypothesis

There is no significant difference on the level of manifestation of the

different moral values when grouped according to their profile.

Significance of the study

The outcome of this study will provide an insight regarding the Level of

Moral Intelligence of the Senior High School of Infant Jesus Montessori School.

The researcher as well understood that the findings of this study would be

beneficial to the following:

School Administration. The result of this study can serve as basis on

what aspect on improvement and enhancement can be implemented particularly

on the development of morality among the learners.

Teachers. The outcome of this study may help them identify the kind of

guidance and interventions that can be adopted to further level up the Moral

aspect of the respondents.

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 Students. Through the findings of this study, the students become aware

with to regards to the Level of their Moral intelligence, which can guide to change

and behave in the right way.

Parents. The results of this study will inform the parents regarding the

Level of the Moral Intelligence of their children, which can be used as their guide

in helping them to change and improve their behaviour.

Future Researchers. The result of this study can be used by future

researchers in conducting further studies along this live.

Conceptual Frameworks

INPUT PROCESS OUTPUT

 Respondent Conduct a survey

s’ profile through the use of
 Universal questionnaires to
Level of Moral
Moral determine the
Intelligence of the
Values Level of Moral
respondents
 Morality Intelligence among
Complexity the Senior High
Index School Students.

FEEDBACK

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 The conceptual paradigm of the study presents the Input, Process and

Output system.

The input also called the independent variable reflects the areas of the

results when the interlinked with the record component which is the process.

These include the profile of the respondents as to age and gender. It also

presents the level of Moral Intelligence of the students.

The process involved the gathering of significant data that complete the

current study through interview survey questionnaire.

The output process reveals the result arrived at, regarding the Level of

Moral Intelligence of the respondents.

Scope and Delimitation

This study was limited in knowing the level of Moral Intelligence of the 50

Senior High Students as respondents at Infant Jesus Montessori School.

Definition of terms

To have a clear and better understanding of the contents of the study, the

following terms are defined as follows:

Conscience – It refers to a feeling that is something you did is morally wrong.

Distinctions – It pertains to the separation of people or things into different

group.

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Ethical – It deals with questions of right and wrong behaviour.

Infant Jesus Montessori School – It is the name of school.

Intelligence – It is the ability to learn or understand things or to deal with new or

difficult situations.

Interpersonal – It relates to or involves to the relations between people.

Intrapersonal – It refers to the occurrence within the individual mind or self.

Level – It refers to the measurement of the difference of altitude of two points by

means of the level.

Manifestation – it is one of the forms that something has when it appears or

occurs.

Montessorians – It is the students who is study at Infant Jesus Montessori

School

Moral – It is based on what you think is right and good.

Moral Intelligence – It refers to the capacity to understand right and wrong.

Senior High School – it is a school usually including grades 10 to 12.

Senior High School Students – It refers to a person who studies from grades

10 to 12.

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 CHAPTER II

REVIEW OF RELATED LITERATURE AND STUDIES

This chapter reviews some literature and studies related to the current

study.

Review of Related Literature

The concept of intelligence generally refers to the ability to think and learn,

and has been predominately used to describe the learning and application of

skills and facts. If you were to ask twenty friends or twenty experts to define

intelligence, you may come up with different twenty different definitions, though

most will agree that is a general mental ability to reason, think, understand and

remember that draws upon the powers of learning, memory, perception and

deciding.

Foreign Literature

Good moral intelligence is important phenomenon that a person must

possess. It is the ability to apply ethical principles to goals, values and action.

Moral intelligence is newer and less studied that the more established cognitive,

emotional and social intelligences but has great potential to improve our

understanding of learning and behaviour (Coles, R., 1998).

Moral intelligence as the mental capacity to determine how universal

human principles – like those embodied “Golden Rule” – should be applied to our

personal values, goals, and action. (2005, p.7) Their construct moral intelligence

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consists of four competencies related to integrity, three for responsibility, two for

forgiveness and one for compassion (Lennick, D. and Kiel, F., 2005)

How can one establish if a corporate code of ethics is ethical in terms of

its content? One important first step might be the establishment of core universal

moral values by which corporate codes of ethics can be ethically constructed and

evaluated. Following a review of normative research on corporate codes of

ethics, a set of universal moral values is generated by considering three sources:

(1) corporate codes of ethics; (2) global codes of ethics; and (3) the business

ethics literature. Based on the convergence of the three sources of standards, six

universal moral values for corporate codes of ethics are proposed including: (1)

trustworthiness; (2) respect; (3) responsibility; (4) fairness; (5) caring; and (6)

citizenship. Relying on the proposed set of universal moral values, implications

are discussed as to what the content of corporate codes of ethics should consist

of (Schwartz M.S., 2005).

Moral intelligence is newer and less studied than the more established

cognitive, emotional and social intelligences, but has great potential to improve

our understanding of learning and behaviour. Moral intelligence refers to the

ability to apply ethical principles to personal goals, values and actions. Morally

intelligent leaders and teachers in schools will be supporting, respecting and

caring, and engendering those qualities in their students. Explore what moral

intelligence looks like and how it can be taught to leaders, teachers and children.

Its relationship to character and ethical behaviour, as well as the other

intelligences will be discussed. By developing greater moral intelligence, benefits

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to the schools and the society will result in organizations that are more positive,

improved relationships and students who are both smart and good and value

universal human principles and rights (Clarken, R., 2009).

Education is a moral endeavor (Goodlad, 1990; Goodlad, Soder, &

Sirotnik, 1990). The role of the teacher is to create a just and caring environment

(Tom, 1984). Teachers are to be models of moral education, exemplifying the

virtues they seek to inspire in their students. To do so, teachers need knowledge

and competence to foster morality in others. Educational leader and

administrators are to model these same behaviors towards the faculty, staff,

students, parents and others. Moral intelligence is highly associated with

leadership effectiveness (Bass & Steidlmeier,1999; Lennick & Kiel, 2005).

Education influences both individual and collective moral development.

The classroom is saturated with moral meaning (Hansen, 1995). What takes

place in the classroom can either encourage or discourage the ability and desire

to seek truth and serve the greatest good. Creating an appreciation for the

oneness of humanity, unity in diversity, open mindedness, understanding,

tolerance, honesty, fairness, courage, wisdom, trustworthiness and caring sets

the stage for morality and moral intelligence to emerge.

Piaget (1932) suggested a cognitive-developmental approach that was

further elaborated by Kohlberg (1976), emphasizing the application of thinking

skills to develop higher moral reasoning based on stages of cognitive-

moral development. As morality develops in stages, younger children will

respond differently from older children to ethical dilemmas.

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 Moral intelligence then can be simply seen as enacting the principles of

truth, love and justice. A curriculum of truth, love and justice that respectively

helps actualize our cognitive, affective, and conative faculties can serve as the

foundation and framework for developing moral intelligence. Each aspect should

be considered, balanced and nurtured for educators and their students

(Diessner, 2002).

Local Review of Literature

Values Education, aside from teaching personal development, attempt to

pass on to the students certain values. Inculcation and conditioning are among

the forms of teaching that were considered by the authors. They were not highly

critical, however, about such non-reflective ways of effecting values acquisition.

The discussion on Filipino spirituality and religiosity is basically inspired by

Christian faith. Though other religions were mentioned, only a meagre space was

allotted for the discussion of their potential contributions to one’s values or moral

education. In sum, while the authors find the role of reflective thinking in

Values/Moral Education honourable, the latter part of their work seems to show

that Values and Moral Education is likewise a case of values transmission

( Bacungan, et al., 1996)

“Values Across the Curriculum” (Cruz, 2003, p. 19) in BEC is an advice in

itself that the teaching of tool subjects includes Values/Moral Education. This

leads to the question, “What exactly are the values that students should be

learning in school?” “Exactly the same values that they are learning now. Nothing

has been lost. Something that is already there, however, has been brought to the

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foreground patriotism” (Cruz, 2003, p. 19). Clearly now, Values/Moral Education

as conceived here is likewise an instrument whose purpose is to get the students

to imbibe pre-selected values. The slogan of the DepEd says it all: “‘Bawat

graduate, bayani at marangal.’[Every graduate, a hero and is honorable].” Broken

down into specific values taught in Values Education, this slogan means that

every product of the public school system will be “makabayan, makatao,

makakalikasan, at makaDiyos.” (Cruz, 2003, p. 20).

Educational endeavours can only be meaningful if they are pursued with

the vision of attaining and cultivating certain universal values such as the ones

enumerated above. Again, the purported universality of these values, however, is

difficult to defend when they are considered in certain real-life situations. For

instance, freedom could be a disvalued thing when thought in the context of a

toddler who wants to be left alone to play beside a busy street. In sum, De Leon

did not offer a thorough answer to the possible objections to the universality view.

No illustrative situation was given to show that the seven values are indeed

perennially desirable. De Leon, instead, proceeded to recommend the integration

of the seven values in academic situation. “Values must be taught systematically”

and “contained in the ‘hidden curriculum’ as exemplified by the teachers, staff,

administrators and personnel of the schools” (De Leon, 1995, pp. 127-128).

Students‟ moral intelligence shows positive relationship with gender, and

ethnicity. Learning about the various demographical variables and how they

relate to moral intelligence provides a practical departure for students‟ moral

development. The study affirms that integrity, honesty, respect and acting in line

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with values and principles are of key concerns for educators, teachers and

students. It underscores the complexity of the domain and the need for a better

understanding of it. It provides a functional view of what direction faculty

(educators), teachers and prospective teachers (graduates) can take in

deliberately fostering moral intelligence. This offers an opportunity for a

development of a program or training in values to enhance the moral intelligence

of prospective teachers (Reyes, Sario and Guiab, 2015).

Values are a humanist concern; right and wrong, good and bad are

established not in the crucible of the laboratory but in the corridors of debate.

One of culture’s loftiest functions is to remind us of something larger and worthier

than ourselves, something worth living and dying for, like God, family, and

country. It will be the humanities that will provide that vision, in all its clarities and

ambiguities; and it will be science and technology that will provide the means

(Dalisay, 2002).

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 CHAPTER III

RESEARCH METHODOLOGY

This chapter presents the methods and procedures undertaken to

complete this study. It comprises the following: Research Design, Research

Locale, Data Collection, Respondent of this study/ Sampling procedure, Data

Gathering Instrument and Statistical Treatment of Data.

Research Design Used

To secure adequate and reliable data that complete the current study, the

researcher use the Descriptive Survey Method. This is the appropriate method to

be use since the objective was to determine the Level of Manifestation of

Different Moral Values of the respondents. Such method is the best attested by

Good (1981) who stated that “Descriptive Method best present the nature and

characteristic of an individual, a group of a phenomenon through accurate

recording and interpretation,” which is expected to be done by the researcher.

Research Locale

This study is conducted at Infant Jesus Montessori School, Malvar,

Santiago City, Isabela. It is one of the Secondary Private School in the City of

Santiago, province of Isabela. Moreover, it is one of the fortunate secondary

private school who is accredited by PAASCU and authorized by DepEd to offer

Senior High School Senior High School program, which cater the needs of the

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Junior High School completers who wish to continue on their Secondary

Schooling.

This school is also equipped with varied faculties such as conducive

classroom for teaching-learning process, library, laboratories, gymnasium,

internet connections, to name a few.

Data Collection

For this study, data collection will be done through the floating of

questionnaires to all the samples. Each questionnaire will be answered

individually by the samples who will represent the entire IJMS senior high school

student population. The questionnaires are made by the student researcher and

will be checked and approved by the research teacher. The student researcher

will also personally administer and collect the questionnaires.

Respondents of the study

The respondents of this study were the Senior High School Students of

Infant Jesus Montessori School. The researcher collected data from Grade 11

and Grade 12 from the Science, Technology, Engineering and Mathematics

(STEM), Accountancy, Business and Management (ABM), Humanities and

Social Studies (HUMSS). Out of 185 of Senior High School Students 50 were

taken as representative samples through random sampling, specifically by draw

lot.

Data Gathering Instrument

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 The researcher used a questionnaire, which consist of two parts namely:

Part 1 concerns the Demographic Profile of the respondents as to the age,

gender and attendance to moral intelligence seminar. Part II contain the

information proper which assess the level of Manifestation of Different Moral

Values of the respondents.

Statistical Treatment of Data

The data gathered were subjected to statistical analysis using the tool

which is the Sample frequency and percentage count. This was used as

descriptive measure to show the relationship between two or more magnitude as

in the case of the profile of the respondents

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 CHAPTER IV

PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

This chapter presents, analyses and interprets the findings of the study.

Interpretation and discussions are based on the statistical analysis made on the

data gathered.

I. Profile of the Respondents

This part of the chapter brought out the frequency and percentage

distribution of the respondents according to their profile, to wit: age, sex and

seminar attended.

Table 1: Profile of respondents in term of AGE

AGE FREQUENCY PERCENTAGE RANK

13-14 0 0% 4
15-16 17 34% 1
17-18 24 64% 2
19-20 1 2% 3
TOTAL: 50 100%
The table 1 shows that the ages 13-14 is equivalent to 0%, the ages 15-16

is 34% while the ages 17-19 is equivalent to 64% and ages 19-20 was 2%.

Which means the researcher respondents is almost ages 17-19.

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 Figure 1

AGES
2%

34%

64%

13-14 15-16 17-18 19-20

Table 2: Profile of respondents in terms of SEX

SEX FREQUENCY PERCENTAGE RANK

Male 23 46% 2
Female 27 54% 1
TOTAL: 50 100%
The table 2 shows that there are 23 males that answered the

questionnaire or 46% while females are 54% or 32 female respondents.

Figure 2

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 SEX

Male Female

Table 3: Profile of the respondents in terms of who are attended MORAL

INTELLIGENCE SEMINAR

CHOICES FREQUENCY PERCENTAGE RANK

Yes 29 58% 1
No 21 42% 2
TOTAL: 50 100%
The table 3 presents who already attended seminar regardless to moral

values. 58% were answered yes and 42% were answered no. Therefore, half of

the respondents attended seminar regardless to the moral intelligence.

Figure 3

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 MORAL INTELLIGENCE SEMINAR

Yes No

II. Information Proper

This portion of the chapter presents the men responses of the

respondents on the Universal Moral Values and Morality Competency Index

Table 4: Honesty

CHOICES FREQUENCY PERCENTAGE RANK

Always 17 34% 2
Frequently 24 48% 1
Sometimes 8 16% 3
Seldom 1 2% 4
Never 0 0% 5
TOTAL: 50 100%
The table 4 shows the honesty of the respondents, 34% answered in

always, 48% answered in frequently, some of the respondents answered 16% in

sometimes while 2% answered seldom and 0% answered never. Indeed, mostly

of the respondents answered frequently.

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Table 5: Thinking Responsibility for mistakes

CHOICES FREQUENCY PERCENTAGE RANK

Always 14 28% 2
Frequently 28 56% 1
Sometimes 7 14% 3
Seldom 1 2% 4
Never 0 0 5
TOTAL: 50 100%
The table 5 shows the thinking responsibility for mistake, some of the

respondents 28% answered always, 56% answered frequently, 14% answered

sometimes while the 2% in seldom and never is 0% in the total of 100%.

Table 6: Forgiveness

CHOICES FREQUENCY PERCENTAGE RANK

Always 28 56% 1
Frequently 16 32% 2
Sometimes 3 6% 3
Seldom 2 4% 4
Never 1 2% 5
TOTAL: 50 100%
The table 6 shows the forgiveness of the respondents, 56% answered

always while 32% answered frequently and 6% answered sometimes. On the

other hand, 4% answered seldom and 2% answered never in the total of 100%.

Table 7: Truthfulness

CHOICES FREQUENCY PERCENTAGE RANK

Always 24 48% 1
Frequently 21 21% 2
Sometimes 4 8% 3
Seldom 0 0 5
Never 1 2% 4
TOTAL: 50 100%

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 The table 7 shows the truthfulness, some of the respondents 48%

answered always, while frequently is 21% only. On the other hand, 8% answered

sometimes, 0% answered seldom and never is 2% only in the total of 100%.

Table 8: Self-discipline

CHOICES FREQUENCY PERCENTAGE RANK

Always 17 34% 2
Frequently 23 46% 1
Sometimes 8 16% 3
Seldom 2 4% 4
Never 0 0% 5
TOTAL: 50 100%
The table shows the Self-discipline of the respondents, always were

answered with 34%, frequently were answered with 46% while 16% in

sometimes, 4% in seldom and 0% in never in the total of 100%

Table 9: Helpfulness

CHOICES FREQUENCY PERCENTAGE RANK

Always 17 34% 2
Frequently 23 46% 1
Sometimes 7 14% 3
Seldom 1 2% 4
Never 2 4% 5
TOTAL: 50 100%
The table 9 shows the helpfulness of the respondents, 34% answered in

always, 46% answered in frequently, some of the respondents answered 14% in

sometimes while 2% answered seldom and 4% answered never. Indeed, mostly

of the respondents answered frequently.

Table 10: Not blaming others

Choices Frequency Percentage Rank

Always 9 18% 3

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 Frequently 24 48% 1
Sometimes 12 24% 2
Seldom 3 6% 4
Never 2 4% 5
TOTAL: 50 100%
The table 10 show the not blaming others, some of the respondents 18%

answered always, 48% answered frequently, 24% answered sometimes while

the 6% in seldom and never is 4% in the total of 100%.

Table 11: Courtesy

CHOICES FREQUENCY PERCENTAGE RANK

Always 13 30% 2
Frequently 22 44% 1
Sometimes 11 22% 3
Seldom 1 2% 4
Never 1 2% 4
TOTAL: 50 100%
The table 11 shows the courtesy of the respondents, 30% answered

always while 44% answered frequently and 22% answered sometimes. On the

other hand, 2% answered seldom and 2% answered never in the total of 100%.

Table 12: Loyalty

CHOICES FREQUENCY PERCENTAGE RANK

Always 27 54% 1
Frequently 16 32% 2
Sometimes 4 8% 3
Seldom 1 2% 5
Never 2 4% 4
TOTAL: 50 100%
The table 12 shows the loyalty, some of the respondents 54% answered

always, while frequently is 32% only. On the other hand, 8% answered

sometimes, 2% answered seldom and never is 4% only in the total of 100%.

Table 13: Conscientiousness

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CHOICES FREQUENCY PERCENTAGE RANK
Always 20 40% 2
Frequently 24 48% 1
Sometimes 5 10% 3
Seldom 0 0% 5
Never 1 2% 4
TOTAL: 50 100%
The table 13 shows the conscientiousness of the respondents, 40%

answered always, 48% answered frequently, 10% in sometimes on the other

hand 0% in seldom and 2% in never in the total 100%

Part 1: Universal Moral Values

60

50

40

30

20

10

0
Item 1 Item 2 Always
Item 3 Frequently
Item 4 Item 5Sometimes
Item 6 Seldom
Item 7 Never
Item 8 Item 9 Item 10

Figure 4

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 The graph shows the least and highest result of per item. As the graph

show, the highest item that answered always was item 3 “Forgiveness” with 56%.

The least item that answered always item 7 “Not blaming others” with 18%.

The highest item that answered frequently was item 2 “Thinking

responsibility for mistakes” with 56% followed by item 1 “Honesty” item 7 “Not

blaming others,” item 10 “Conscientiousness” with the percent of 48. On the

other hand, the least answered frequently were item 3 and 9 with the percent of

32.

The highest item that answered sometimes was item 7 “Not blaming

others” gained 24% and the least was item 3 with 14%.

Almost of the respondents does not answered never and seldom.

Table 14: I tell the truth unless there is an overriding moral reason

withhold it.

CHOICES FREQUENCY PERCENTAGE RANK

Always 16 32% 2
Frequently 25 50% 1
Sometimes 5 10% 3
Seldom 3 6% 4
Never 1 2% 5
TOTAL: 50 100%
The table 14 shows that the respondents answered always gets 32%, the

frequently 50%, sometimes gain 10% while the seldom have 6% the other hand

never have 2%.

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Table 15: I will generally confront mu co – students if I see them doing

something that is not right.

CHOICES FREQUENCY PERCENTAGE RANK

Always 10 20% 3
Frequently 28 56% 1
Sometimes 11 22% 2
Seldom 1 2% 4
Never 0 0% 5
TOTAL: 50 100%
The table 15 shows that the respondents answered always gets 20%, the

frequently 56%, sometimes gain 22% while the seldom have 2% the other hand

never have 0%.

Table 16: When I agree to do something, I always follow through.

CHOICES FREQUENCY PERCENTAGE RANK

Always 16 32% 2
Frequently 26 52% 1
Sometimes 7 14% 3
Seldom 1 2% 4
Never 0 0% 5
TOTAL: 50 100%
The table 16 shows that the respondents answered always gets 32%, the

frequently 52%, sometimes gain 14% while the seldom have 2% the other hand

never have 0%.

Table 17: I own to mistakes and failures.

CHOICES FREQUENCY PERCENTAGE RANK

Always 12 24% 2
Frequently 27 54% 1
Sometimes 9 18% 3
Seldom 2 4% 4
Never 0 0% 5
TOTAL: 50 100%

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 The table 17 shows that the respondents answered always gets 24%, the

frequently 54%, sometimes gain 18% while the seldom have 4% the other hand

never have 0%.

Table 18: I appreciate the positive aspect of my mistakes and realizing that

they were valuable lessons on my way to success.

CHOICES FREQUENCY PERCENTAGE RANK

Always 20 40% 2
Frequently 25 50% 1
Sometimes 4 8% 3
Seldom 1 2% 4
Never 0 0% 5
TOTAL: 50 100%
The table 18 shows that the respondents answered always gets 40%, the

frequently 50%, sometimes gain 8% while the seldom have 2% the other hand

never have 0%.

Table 19: I am able to forgive and forget even when someone has made a

serious mistake

CHOICES FREQUENCY PERCENTAGE RANK

Always 16 32% 2
Frequently 19 38% 1
Sometimes 10 20% 3
Seldom 3 6% 4
Never 2 4% 5
TOTAL: 50 100%
The table 19 shows that the respondents answered always gets 32%, the

frequently 38%, sometimes gain 20% while the seldom have 6% the other hand

never have 4%.

Table 20: When I make mistake I take responsibility for correcting the

situation

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CHOICES FREQUENCY PERCENTAGE RANK
Always 20 40% 2
Frequently 23 46% 1
Sometimes 6 12% 3
Seldom 1 2% 4
Never 0 0% 5
TOTAL: 50 100%
The table 20 shows that the respondents answered always gets 40%, the

frequently 46%, sometimes gain 12% while the seldom have 2% the other hand

never have 0%.

Table 21: I am willing to accept the consequences of my mistakes.

CHOICES FREQUENCY PERCENTAGE RANK

Always 26 52% 1
Frequently 16 32% 2
Sometimes 7 14% 3
Seldom 1 2% 4
Never 0 0% 5
TOTAL: 50 100%
The table 21 shows that the respondents answered always gets

52%, the frequently 32%, sometimes gain 14% while the seldom have 2% the

other hand never have 0%.

Table 22: I am able to deliver negative feedback in a respectful way.

CHOICES FREQUENCY PERCENTAGE RANK

Always 12 24% 2
Frequently 26 52% 1
Sometimes 9 18% 3
Seldom 3 6% 4
Never 0 0% 5
TOTAL: 50 100%
The table 22 shows that the respondents answered always gets 24%, the

frequently 52%, sometimes gain 18% while the seldom have 6% the other hand

never have 0%.

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Table 23: I truly care about people not just as the human capital needed to

produce result.

Choices Frequency Percentage Rank

Always 16 32% 2
Frequently 21 42% 1
Sometimes 11 22% 3
Seldom 1 2% 4
Never 1 2% 4
TOTAL: 50 100%
The table 23 shows that the respondents answered always gets 32%, the

frequently 42%, sometimes gain 22% while the seldom have 2% the other hand

never have 2%.

Table 24: My classmate would say that I am an Approachable person.

CHOICES FREQUENCY PERCENTAGE RANK

Always 13 26% 2
Frequently 26 52% 1
Sometimes 8 16% 3
Seldom 2 4% 4
Never 1 2% 5
TOTAL: 50 100%
The table 20 shows that the respondents answered always gets 26%, the

frequently 52%, sometimes gain 16% while the seldom have 4% the other hand

never have 2%.

Table 25: If I give something on my co – student, I don’t expect something

in return.

CHOICES FREQUENCY PERCENTAGE RANK

Always 17 34% 1
Frequently 16 32% 2
Sometimes 13 26% 3
Seldom 2 4% 4
Never 2 4% 4
TOTAL: 50 100%

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 The table 25 shows that the respondents answered always gets 34%, the

frequently 32%, sometimes gain 26% while the seldom have 4% the other hand

never have 4%.

Table 26: My classmates ask me to keep confident, I do so.

CHOICES FREQUENCY PERCENTAGE RANK

Always 12 24% 2
Frequently 24 48% 1
Sometimes 11 22% 3
Seldom 1 2% 5
Never 2 4% 4
TOTAL: 50 100%
The table 26 shows that the respondents answered always gets 24%, the

frequently 48%, sometimes gain 22% while the seldom have 2% the other hand

never have 4%.

Table 27: Even my classmates make mistakes, I continue to trust them.

CHOICES FREQUENCY PERCENTAGE RANK

Always 12 24% 2
Frequently 11 22% 3
Sometimes 25 50% 1
Seldom 2 4% 4
Never 0 0% 5
TOTAL: 50 100%
The table 27 shows that the respondents answered always gets 24%, the

frequently22%, sometimes gain 50% while the seldom have 4% the other hand

never have 0%.

Table 28: When things go wrong, I do not blame others or circumstances.

CHOICES FREQUENCY PERCENTAGE RANK

Always 12 24% 2
Frequently 25 50% 1
Sometimes 10 10% 3

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Seldom 1 2% 5
Never 2 4% 4
TOTAL: 50 100%
The table 28 shows that the respondents answered always gets 24%, the

frequently 50%, sometimes gain 10% while the seldom have 2% the other hand

never have 4%.

Figure 5

Part II: Morality Competency

Index
60

50

40

30

20

10

0
Item 1 Item 2 Item 3 Iten 4 Item 5 Item 6 Item 7 Item 8 Item 9 Item Item Item Item Item Item
10 11 12 13 14 15

Always Frequently Sometimes Seldom Never

The graph shows the least and highest result of per item. As the graph

show, the highest item that answered always was item 8 “I am willing to accept

the consequences of mistakes” with 52%. The least item that answered always

31 | P a g e
item 2 “I will generally confront my co – students if I see them doing something

that is not right” with 20%.

The highest item that answered frequently was item 2 with 56% followed

by item 4 with 54%, item 3, item 9 and item 11 with the percent of 52. On the

other hand, the least answered frequently was item 14 with the percent of 22.

The highest item that answered sometimes was item 14 “Even my

classmates make mistakes, I continue to trust them” gained 50% and the least

was item 5 “I appreciate the positive aspect of my mistakes and realizing that

they were valuable lessons on my way to success” with 8%.

The highest item that answered seldom were item 1 and 9 with the 6%.

Almost of the respondents does not answered never and seldom.

32 | P a g e
 CHAPTER V

SUMMARY OF FINDINGS, CONCLUSION

AND RECOMMENDATION

This chapter presents the final part of the study. It will provide the

summary of the findings, conclusion and recommendation of the completion of

the study.

Summary

Based on the data presented, analysed and interpret, the researcher is

able to come out with the following findings:

A. Respondents Profile

On the sex, more than a half of the respondents are female.

33 | P a g e
 On the age, more than the majority of the respondents are under the age

of

Bracket of 17-18 with the frequency of 24 (64%)

With regards to the seminar attended, more than a half of the respondents

are attend a seminar concerning Moral Intelligence.

B. Information Proper

As reflected on the section of Universal Values “Forgiveness” was found

the highly manifested who answered always while the least was “ Not blaming

others.”

As revealed on evaluation of the Morality Competency Index item 5 “I

appreciate the positive aspect of my mistake and realizing that they were

valuable lessons on the way to success” was found to be evident among the

respondents, while the least evident is item 2 “I will generally confront my co –

students if I see them doing something that is not right.”

Conclusion

Based on the study, that the Moral Intelligence must be evaluated and

should be more develop for the students to foster a good relationship and to

behave according to the right one. However, the Senior High School Students of

34 | P a g e
Infant Jesus Montessori School vary in moral intelligence. Hence, the result of

the analysis, it is therefore concluded that the age has significant difference

while sex has no significant difference and for the seminar attended it has a very

significant difference on the manifestation of different moral values of the

respondents.

Respondents

The following recommendations has been made by the researcher to help

students especially senior high school students to develop and build a good

relationship:

1. The study recommends that in light emphasize the needs for educators

instilling the virtues of moral intelligence of children, by following the

proper educational methods to create a generation of positive qualities

that qualify it to interact and activating the role of the family and the school

in guiding students towards morality stones.

35 | P a g e
 2. Parents and teachers should help the students to learn the importance of

knowing right from wrong, personally valuing what is right, acting base on

knowing and valuing.

3. Students should be aware on different values need to be develop to create

a or recreate knowledge that may support them.

BIBLIOGRAPHY
Bacungan, C.M., A.B. Vea & H.P. Ladera.1996.Values education.
Philippines:Katha Publishing.Cruz. Retrieved from

https://www.academia.edu/10236900/Values_Moral_Education_Current_Conce
ptions_and_Practices_in_Philippines_Schools
Borba, M. (2001). Building moral intelligence. Jossey-Bass
Clarken, R. (2009). Moral Intelligence in the Schools .Paper presented at the
annual
Coles, R. (1997). Moral Intelligence. Annual Meeting of the Michigan Academy of
Sciences, Arts and Letters, Retrieved from
https://scholar.google.com.ph/scholar?q=coles+1997+moral+intelligence&
hl=en&as_sdt=0&as_vis=1&oi=scholart.
 Dalisay,C. (2002)Improvingteacher education student’s ethicalthinking using the
community of inquiryapproach.Analytic Teaching .19(1).Retrieved on 28

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January 2010, fromhttp://www.viterbo. edu/analytic/ Vol%2019%20no.
%201/Improving%20teacher%20Education%20Student .pdf.
De Leon, Hector S. and Hector Jr. M. De Leon. (2011).Textbook on the
Philippine Constitution.Manila: Rex Book Store.Education Decree of 1863 or
the Superior Commission of Primarily Institution. Fourcore values. (n.d).
Retrieved from http://www.deped.gov.ph/about deped/vision
mission-core-values-and mandate/.
De Leon, Manuel V. 1995. Influence offamily, school, and societal values on
student values of Marist schools in thePhilippines: Implications for
educational policies and practices on basic education .Unpublished
doctoral dissertation,University of the Philippines, Diliman,Philippines.
Retrieved from
https://www.academia.edu/10236900/Values_Moral_Education_Current
Conce tions_and_Practices_in_Philippines_Schools
Gardner, H. (1983).Frames of mind: The theory of multiple intelligences. New
York: Basic Books
Gardner, H. (1998). Are there additional intelligences? The case of naturalist,
spiritual, and existential intelligences. In J. Kane (ed.), Education,
information, and transformation (pp.111-131). Upper Saddle River, NJ:
Merrill-Prentice Hall.
Gardner, H. (1999). Intelligence reframed: Multiple intelligences for the 21 st
century. New York: Basic Books.
Gardner, H. (2000). Intelligence Reframed:  Multiple Intelligences for the 21st
Century.  New York:  Basic Books. Retrieved from
https://books.google.com.ph/books/about/Intelligence_Reframed.html?id=j
nJ9A AMAAJ&redir_esc=y
Hansen, D.T. (1995). Teaching and the moral life of classrooms. Journal for a
Just and Caring Education, 2, 59- 74.
http://www.edpsycinteractive.org./papers/holistic view- of-schooling
rev.pdf.
Isagani R. 2003.The basic educationcurriculum in 17 easy lessons . Philip-pines:
Anvil Publishing. Retrieved from
https://www.academia.edu/10236900/Values_Moral_Education_Current
Conce ptions_and_Practices_in_Philippines_Schools
Kohlberg, L. (1983). The Psychology of moral development. New York: Harper
and Row
Lennick, D. & Kiel, F. (2005). Moral Intelligence: The Mental Capacity. Journal
Article. Retrieved on September 17, 2005 from
https://blog.12min.com/moral intelligence-summary/
Lennick, D.andFred Kiel. (2006). Moral Intelligence for Successful Leadership:
Leading and Living in alignment with Universal Human Principles.
Leader to Leader Institute,Jossey-Bass. Number 40.

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 meeting of the Michigan Academy Sciences, Arts and Letters Wayne
State University, Detroit, MI, March 20.
Research Journal of Social Science,  7(6):103-108. Retrieved on June
2017 from
https://www.researchgate.net/publication/317279040_PROMOTION_OF_
MORAL_VALUES_THROUGH_EDUCATION.
Schwartz, M.S. (2005). Promotion of moral values through education.
International. Retrieved from https://files.eric.ed.gov/fulltext/ED379203.pdf.
Tom, M. J. (1984). Teaching ethics in science. Studies in Science Education,
34(1),115‐140. doi: 10.1080/03057269908560151.

APPENDICES
SURVEY QUESTIONNAIRE
Dear Respondents,
In partial fulfillment of the requirement in Practical Research 1, I will be
conducting a research study entitled “THE LEVEL OF MANIFESTATION OF
DIFFERENT MORAL VALUES: AN EVALUATION.”
Relative to this, I the researcher is in the process in gathering the needed
data that complete this study through the used of a questionnaire.
Kindly answer the questionnaire being provided accordingly and honestly.
Rest assured that whatever the information gathered will be kept confidentially.
I greatly appreciate your support and I will always look into it.

38 | P a g e
 Thank you so much and God bless you!
Yours Truly,
Maureen P. Ramones
I. Personal Information
Please put a check mark (/) on the corresponding space of your
responses and apply the necessary information in the blanks.

Name: ________________________________________ (optional)

Age: ( ) 13-14 y/o( ) 15-16 y/o( ) 17-18 y/o( ) 19-20 y/o
Sex: ( ) Male ( ) Female
Have you attended a seminar regarding Moral Intelligence?
( ) Yes ( ) No
II. Information Proper
A. Listed herein are the different Universal Moral Values. Rate each item on the
scale provided. Please put a check mark (/) on the column that corresponds to
your answer.

5 – Always 2 – Seldom
4 – Frequently 1 - Never
3 – Sometimes
Item Universal Moral Always Frequentl Some- Seldo Never
s Values 5 y times m 1
4 3 2
1. Honesty
2. Thinking
responsibility for
mistakes
3. Forgiveness
4. Truthfulness
5. Self-discipline
6. Helpfulness
7. Not blaming others
8. Courtesy
9. Loyalty
10. Conscientiousness

39 | P a g e
B. Listed are the different Morality Competency Index. Please put a check mark
(/) in the corresponding box of your responses.

5 – Always 2 – Seldom
4 – Frequently 1 - Never
3 – Sometimes
Items Morality Always Frequentl Some- Seldom Never
Competency 5 y times 2 1
Index 4 3
1. I tell the truth
unless there is an
overriding moral
reason withhold it.
2. I will generally
confront my co –
students if I see
them doing
something that is
not right.
3. When I agree to
do something, I
always follow
through.
4. I own to mistakes
and failures
5. I appreciate the
positive aspect of
my mistakes and
realizing that they
were valuable
lessons on my
way to success.
6. I am able to
forgive and forget
even when
someone has
made a serious
mistake.
7. When I make

40 | P a g e
 mistake I take
responsibility for
correcting the
situation.
8. I am willing to
accept the
consequences of
my mistakes.
9. I am able to
deliver negative
feedback in a
respectful way.
10. I truly care about
people not just as
the human capital
needed to
produce result.
11. My classmates
would say that I
am an
approachable
person.
12. If I give something
on my co –
student, I don’t
expect something
in return.
13. My classmates
ask me to keep
confident, I do so.
14. Even my
classmates make
mistakes, I
continue to trust
them.
15. When things go
wrong, I do not
blame others or
circumstances.

Thank you for your cooperation and God Bless!

Maureen P. Ramones

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