Exploring the Relevance of Values Education Through the Lens of Grade 10 Learners

Abstract

This qualitative study determined the relevance and transformative role of Values Education in the moral and personal development of public Grade 10 junior high school learners in Tagum City Division. Utilizing a descriptive qualitative research design, the participants selected through snowball sampling, with data collected through in-depth interview and focus group discussion. Findings revealed that learners consider Values Education essential as it nurtures their character, strengthens empathy and social responsibility, and guides ethical decision-making in everyday life. However, several learners noted that its significance lessens when lessons are not contextualized or applied beyond the classroom. Further results showed that the principles gained from Values Education serve as moral guide that enable learners to practice virtues, reflect on their choices, and pursue continuous self-improvement. Learners also emphasized the importance of experiential learning, strong role modeling by educators, and the collaborative involvement of the home, school, and community to ensure that values taught in class are consistently lived out. The study revealed that Values Education remains highly relevant when it is grounded in real-life experiences and supported by interconnected social influences.