1

BACKGROUND OF THE PROBLEM

Morality is defined as being concerned with the principles of right and wrong

behavior taking moral position relies upon rational thinking, it requires the skill to

observe actions and then sense and link those actions to the emotions arising (Keysers,

2011). As human grows, his or her conception of morality is in state of constant

evolution, and constant cognitive development.

Morality impacts our everyday decisions, and those are directed by our

conscience. The morals or ethics that a person develops vary greatly from person to

person depending on the environment around them. Most humans have the ability to

develop these morals and can identify right from wrong (Piotrowski, 2010). While most

develop correctly, there is still percentage of humans that are unable to recognize and

develop these standards.

Guides to behavior that are regarded as moralities normally involve avoiding and

preventing harm to others (Francheska, 1980) and perhaps some norm of honesty

(Strawson, 1961), but all of them involve other matters as well. This view of morality as

concerning that which is most important to a person or group allows matters related to

religious practices and precepts, or matters related to customs and traditions, to be more

important than avoiding and preventing them. It is possible to hold that having certain

sort of social goal is definitional of morality (Frankena, 1963). Toumlin (1950) took it to

be the harmony of society. Baier (1958) took it to be the good of everyone alike. Gert

(2005) took it to be the lessening of evil and harm. This latter goal is essential to

producing the greatest good and involves avoiding and preventing harm.
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While there is awareness that humans have the ability to develop morality, many

people have attempted to decipher the way the morality evolves. As time passes by,

morality evolves as society also continues to evolve. Traditional standards are starting to

fade out as it was replaced with new system of behaviors. The rise of the millennial

society paves away the custom norms of the society. It has imposed new patterns of

behavior that encourages the people to follow it.

This circumstance vastly impacts most of the youngsters and the society that we

are currently residing in pays a huge contribution to the evolving set of standards. Most

of them have forgotten what was traditionally taught and some were not even aware that

these customs did exist. The birth of this society made an evolution to how people

interpret morality towards one another. In addition, as youth’s cognitive, emotional,

social development continues to mature, their understanding of morality expands and

their behavior becomes more closely aligned with their values and beliefs.

The researchers have found certain morality problems and issues found in

Tabango Senior High School. Certain actions were found to be morally unacceptable.

Issues on alcohol abuse and obscenity, cheating and theft, bullying, lacking of right

conduct, irresponsible time management and absenteeism, are the moral problems were

found to be practiced by the students of Tabango Senior High School. These issues have

encouraged the researchers to conduct a study in which it seeks to know if the students

are aware of their behaviors.

This study aimed to determine the morality awareness of the students of Tabango

Senior High School who were chosen to be our participants in this study. The researchers

would like to determine how morally aware the students were when it comes to their
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actions and behaviors. This study also sought to know if these students were following

standard rules set in their school.

CONCEPTUAL FRAMEWORK

This study was based on the specific problems mentioned. The Review of Related

Literature suggests that the level of awareness of the students on morality depends on

certain factors shown in the figure below.

INPUT PROCESS OUTPUT

1. Demographic 1. Data Gathering

profile of the Procedure
students according 1.1 Questionnair
e
to:
1.2 Interview
- Sex 1.3 Observation
- Socio-economic status Project Proposal
1.4 Internet
- Parent’s marital status for a Morality
2. Students’ level of 2. Statistical Tools Awareness
morality awareness 2.1 Frequency
Distribution
in terms of:
2.2 Percentage
- Behavior
2.3 Weighted
- Socialization Mean
- Moral development 2.4 ANOVA
2.5 Pearson r

Fig. 1 Research Paradigm

Based on the foregoing discussion Figure 1 presents the research paradigm of the

study showing the relationship between students’ level of awareness and the factors that

matters on their morality awareness. The independent variable includes the demographic

profile of the students such as sex, socio-economic status, highest educational attainment,

parent’s marital status, and also the environment that the students resides in. The
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dependent variable includes the level of morality awareness of the students and the

impact of societal factor on the morality awareness of the students.

STATEMENT OF THE PROBLEM

This study aimed to determine the level of awareness on morality among the

students of Tabango Senior High School during the school year 2019-2020.

Specifically, it sought to answer the following questions:

1. What is the demographic profile of the students-participants according to:

1.1 Sex

1.2 Age

1.3 Socio-economic Status

1.4 Parent’s marital Status?

2. What is the level of awareness on morality among the respondents in terms of:

2.1 Moral attitudes and beliefs,

2.2 Religious and social background, and

2.3 Personality?

3. Is there any significant relationship between the demographic profile and the level

of awareness on morality among the respondents?

DEFINITION OF TERMS

For clearer understanding, the following terms were defined based on how they

were used in this study:

Level of Awareness refers to the perceptions of the respondents on morality. This

will define how morally aware the students are.

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Socio-economic status refers to the morality awareness of the students depending

on the social status. The study will determine whether social status impacts the morality

of the students.

Parent’s Marital Status refers to the marital status of the respondents’ parents

that is one of the factors that could determine the students’ level of morality awareness.

Moral Development, in this study, is defined as the changes, emergence, and

understanding of the students about morality.

Behavior refers to the students’ actions that are according to the societal factors

affecting their behavior. In this study, the researchers use this as one of the variables that

could help this study in determining the level of awareness on morality.

Morality Awareness refers to the awareness of the respondents about morality.

Moral Practices refer to the practices of the respondents which are the right

practices in all aspects.

SIGNIFICANCE OF THE STUDY

The study was conducted with the end-in-view of benefiting several factors:

School Administration. This study would help the school administration in

categorizing different values such as integrity discipline and honesty among the students.

This would also help them in guiding the students’ moral development.

Students. The study provided morality awareness that will help the students in

determining what is good and what is bad towards their actions. This would also help

them in making right choices and decisions.

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Parents. The study would provide awareness on the behavior of their children

inside the school premises. This would also help them to be more attentive in guiding

their children as they continue to grow and play role as an individual.

SCOPE AND LIMITATION OF THE STUDY

This study focused on the morality awareness of the students and the evolution of

their certain standards at school. It is concerned with the changes of behaviors among the

students and whether the students are able to recognize what is right and what is wrong

among their actions. Thus, the researchers would like to determine if the above-

mentioned factors in the demographic profile contributes to the students’ level of

awareness on morality.

This study assesses the level of awareness of the students and the research was

limited to the students that would be randomly selected in Tabango Senior High School.

REVIEW OF RELATED LITERATURE

This chapter presents a review and summary of literature and studies related to

morality awareness.

Morality is the belief that some behavior is right and acceptable and that other

behavior is wrong. It is the character of being in accord with the principles or standards

of right conduct. “Moral” comes from Latin “mores” meaning life ordinances or customs.

said that moral always refers to good and bad humans itself (Lillie, 2004). The field of

moral is the aspect of human life in terms of human kindness. Thus, moral is associated

with action taken by humans. The action is not about good or bad, but it is about how
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someone’s thinking comes to the decision that something is good or bad (Budiningsih,

2004).

Morality indicates what is the right and wrong way to behave, for instance, that

one should be fair and not unfair to others (Haidt & Kesebir, 2010). This is considered of

interest to explain the social behavior of individuals living together in groups (Gert,

1988). Moral guidelines can induce individuals to display behavior that has no obvious

instrumental use or no direct value for them, for instance, when they show empathy,

fairness, or altruism towards others.

Moral roles and sanctions for those who transgress them are used by individuals

living together in social communities, for instance, to make them refrain from selfish

behavior and to prevent them from lying, cheating or, stealing from others (Ellemers &

Van der Toorn, 2015)

Moral value is simply an important kind of instrumental value. Actions and traits

of character have moral value only in so far as they contribute in a certain way to

happiness: enhancing pleasure or reducing pain or both. Moral values makes people do

wrong or correct. Moral value just can be real in action wholly if it becomes

responsibility of the involved person (Audi, 2007).

Moral values are associated with the human himself, human life in relation to

God, and human life in relation to the social, including its relationship with nature

(Nurgiyantoro, 1995). The supreme source of all moral requirements and moral

obligations is constituted entirely by God’s command (Morriston, 2001). It means, we as

human beings created by God should be constantly pleading and grateful for the blessings

that have been given by avoiding of all prohibitions and obey all commands
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Moral values in human life will encourage people to achieve happiness and

perfection of life as a person through the use of all potentials, abilities, and skills they

have without harming others. Moral value related to the human person is responsibility.

Responsibility means the ability to respond and answer. It means responsibility has an

orientation toward others in the form of attention, and actively responds to what they

want (Lickona, 1991).

Humans as social beings certainly contact with other human beings in everyday

life, both within the family and society. The human needs to understand the norms that

apply in order to do to run smoothly without any misunderstanding. This is called social

moral values. Social moral values have a close relationship with human conscience.

Because of conscience, humans can determine which ones are good and which are bad.

Conscience is alerted not only by things we have already done, but also by things we

anticipate doing or not doing (Daniel, 2008).

Morality often describes the particular values of specific group at a specific point

in time. Historically, morality has been closely connected to religious traditions, but

today its significance is equally important to the secular world. Morals are the principles

that guide individual to conduct within society. And, while morals may change over time,

they remain the standards of behavior that we use to judge right and wrong.

Related Studies

Prahallada, N.N. (1982) has investigated the moral judgments of junior college

students and their relationship with socio-economic status, intelligence, and personality

adjustment. A total sample of 1000 students belonging to Arts, Science and Commerce

faculty of junior college were selected for the study. Tools used were Defining Issue test
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of James R. Rest for investigation of moral judgment, Raven’s Progressive Matrices to

determine intellectual ability and modified version of Kuppuswamy’s socio-economic

status of students. results of the study show, (i) There was a significant difference in the

moral judgement scores of junior college students of India and their peers in United

States. (ii) There was a positive and significant relationship between moral judgment and

socio-economic status. (iii) There was a positive and significant relationship between

moral judgment and intelligence. (iv) There was a positive and significant relationship

between moral judgment and personality adjustment. (v) There was a significant gender

difference in moral judgment of junior college students.

The article by Shelina and Mitina (2014) presents the results of the analysis of

adults’ moral judgments, directly connected with the process of socialization of the

younger generation in big-city life. The comparative analysis they have carried out allows

to discuss the question of homogeneity/heterogeneity of the joint team of tutors, to elicit

significant differences for each category and to raise the issue of possibility of mutual

substitution among the roles of tutors, teachers and parents.

A comparative study related with moral values, social maturity and life

satisfaction amongst male and female college students. Ethics and morality is an essential

principle in every individual life, it is also found that life satisfaction is dependent on

both moral values and social maturity of the students. Since they are the pillars of our

future generation their value pattern and social maturity reflects in their behavior, so the

present study intends to correlate between these 3 variables and explore their relationship

with each other with their environs to understand better adolescent's behavior and there

back ground in highlighting the reason (Ahamed, 2012).

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A current study of Daniels (2013) that is cross cultural and based on adolescents’

moral behavior with a sample consisting of 1721 participants. Adolescents’ lack of

morality is evident by the high rate of school dropouts, high rate of criminal behavior and

the use of illicit substances. Various studies have been conducted in an attempt to explain

what is considered to be the moral decline of adolescents. The aim of the research was to

investigate the relationship between moral behavior and factors that impact adolescent’s

development such as the area of residence, being a boy or girl, and parental support.

In a first study (Jia, 2016), they strived to identify value attributes that describe

individuals’ prototypical conceptions of a “highly moral person” in Chinese culture. They

asked 109 Chinese college students to write down at least 10 attributes of a highly moral

person in their points of view. A total of 1,924 attributes were created. In the second step,

they applied the Walker and Pitts’ (1998) procedure to reduce the number of attributes. In

the third step, they compared the remaining attributes with a list of moral values

frequently used from predominantly Western cultures (Krettenauer, et al., 2016). They

found 17 culturally specific attributes from the Chinese sample: “peaceful, credible,

incorruptible, warm-hearted, motivated, ambitious, diligent, civilized, patriotic,

solidaric, careful, prudent, filial piety, dedicated, principled, active, and outgoing.” In

addition, they found 17 unique Western attributes that Chinese participants did not

mention in their descriptions of a highly moral person. Those attributes were “accepting,

confident, consistent, educated, follows the rules, fun, good, happy, has high standards,

healthy, humble, makes the right choices, non-judgmental, obedient, proper, proud,

religious.” The Chinese list used for defining a moral person was illustrated by specific

values that not only reflect upon individually oriented morality such as
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“credible and warm-hearted,” but also imply societally oriented morality

(e.g., patriotic and prudent). There were certain concepts such as filial

piety and solidaric that have been mentioned in the literature as specific Eastern values

for a long time (Hwang, 1999). Other attributes such as peaceful, principled, credible,

and incorruptible are consistent with Confucian values of living in harmony with others

and societies.

In this chapter, the researchers gathered previous research studies and literatures

that are related to the research topic about morality awareness. This will help the

researchers filling any gaps on the previous studies. Thus, the study will be able to

provide new knowledge to the future researchers.

RESEARCH DESIGN

This study used quantitative descriptive research design. Descriptive research

design is defined as a research method that describes the characteristic of the population

or phenomenon that was being studied. This research design describes the assessment of

the level of morality awareness of Tabango Senior High School students in the school

year 2019-2020.

The researchers’ aim in using this method was to describe the nature of the

situation in the study. It didn’t need expensive financial support and it didn`t require

longer time for the researcher to conduct this study. Another reason was the gathered

data and information could benefit in helping the students solve the common problems in

life.
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Population and Sampling

Table 1
DISTRIBUTION OF RESPONDENTS

Grade and Section Population Percent

Grade 12- HUMSS-Aristotle 64 13.85
Grade 12- HUMSS- Socrates 67 14.50
Grade 12- HUMSS- Plato 65 14.07
Grade 12- ABM- Dewey 35 7.58
Grade 11- ABM- Kant 38 8.23
Grade 11- HUMSS- Descartes 63 13.64
Grade 11-HUMSS- Locke 67 14.50
Grade 11-HUMSS-Marx 63 13.64
Total 462 100.00

The respondents who were involved in this study were the Tabango Senior

High School students with a total population of 462 during the school year 2019-2020.

From the total population, there were two hundred fourteen (214) respondents

who were randomly chosen from the different grade levels and sections of Tabango

Senior High School Stand-Alone.

The study was conducted in Tabango Senior High School Stand-Alone Tabango,

Leyte. Data was obtained through the administration of survey questionnaires.

Figure 2 shows the map of Tabango, Leyte where Tabango Senior High School

Stand-Alone is located.
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Fig. 1. Map of Tabango, Leyte

DATA COLLECTION

Before the researches proceeded to the actual survey, the researchers sought

permission from the school principal of Tabango Senior High School in order to

administer the research instruments to the respondents. Upon the approval, the

researchers then proceeded to distribute the questionnaires to the randomly selected

respondents in each section of grade 12 and grade 11. The data which were gathered in

this study were extracted from the total population of the 462 students of Tabango Senior

High School-Stand Alone S.Y. 2019-2020. The data were analyzed in order to assess the

level of awareness on the morality of the students.

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INSTRUMENT

This study administered survey questionnaires to obtain necessary data needed.

The questionnaires contained significant information about the respondents such as the

sex, parent`s marital status and the like. The type of survey questionnaire that was

utilized was the profile checklist in which it consisted of five - level assessment scale.

The researchers chose this type of questionnaire because it is very easy and it was not

confusing. Furthermore, questions were all about morality and the respondents simply

put a check mark on their perception about their selves with a scale of 1-5.

The research questionnaire was generated from the Morality Test of U. C.

Berkeley Psychologist Frank J. Sulloway, Ph. D. (2003).

DATA INTERPRETATION

The data that were gathered were analyzed and interpreted to answer the

questions in the study and to test the hypothesis.

1. The statistical parameters used were percentage, weight mean, and Analysis of

Variance (ANOVA). To test the significant difference between the demographic profile

and the level of morality awareness of the students of Tabango Senior High School the

researchers used the Analysis of Variance (ANOVA).

In conducting tests of statistical significance (such as t-tests and ANOVA), the

researchers answered this central question: If the null hypotheses were true in the

population (that is, if there really is no difference between groups and no treatment

effect).

As the P value gets lower (i.e., closer to 0% and farther away from 100%), the

researchers would be more inclined to accept the research hypothesis and to reject the
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null hypothesis. Before beginning the study, the researchers would conventionally

establish cut-off points, which were called alpha values, to indicate what P values

whether to accept as significant. In many physiological studies, alpha values were set at .

05 or .01. If the P values that are calculated in statistical tests are less than alpha—for

example, if P < .05— the researcher would conclude that the study results are statistically

significant.

The name Stata is a syllabic abbreviation of the words statistics and data. Stata is

a general-purpose statistical software package created in 1985 by Stata Corp. Most of its

users work in research, especially in the fields of economics, sociology, political science,

biomedicine and epidemiology.

Stata's capabilities include data management, statistical analysis, graphics,

simulations, regression, and custom programming. It also has a system to disseminate

user-written programs that lets it grow continuously.

2. To interpret the level of morality awareness of the students, five-level of assessment

Likert scale was used where:

Weight Mean Range Description

5 4. 51 – 5.00 Strongly Aware
4 3. 51 – 4.00 Aware
3 2. 51 – 3.50 Moderately Aware
2 1. 51 – 2.50 Slightly Unaware
1 1. 00 – 1.50 Unaware
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DATA ANALYSIS

I. Demographic Profile of the Students

Table 2
Distribution of the Respondents’ Personal Profile
In terms of Age

Age Frequency Percent

15-17 125 58.41
18-20 87 40.65
21-23 2 00.93
24 Above 0 0
TOTAL 214 100

Table 2 and figure 2 present the distribution of the students’ personal profile in
terms of age.

Fig. 2 Distribution of Respondents’ Profile according to Age

Data show that the age of the students ranged from 15 to 23 with a mean of 17.2

out of the two-hundred fourteen (214) students. There were one hundred twenty-five

(125) or 58.41 percent whose age is in between 15-17 years. The highest frequency in

terms of age is from the ages fifteen (15) to seventeen (17), followed by the ages eighteen

(18) to twenty (20).

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Table 3
Distribution of Respondents’ Personal Profile
In terms of Sex

Sex Frequency Percent

Male 88 41.12
Female 126 58.87
Total 214 100

Table 3 and figure 3 present that of the two-hundred fourteen (214) students, one

hundred twenty-six (126) or 58.87 percent are female and the rest, eighty-eight (88) or

41.12 percent are male. This means that there are more female students than male.

Fig. 3 Frequency Distribution of Students according to Sex

Table 4 and figure 5 show that there are one hundred thirty-one or 61.21 percent

of the students whose parents’ monthly income is from the range of Ph 0-Ph 7,890.00

pesos. The highest frequency in terms of the monthly income is from the range Ph 0-Ph

7,890.00 pesos followed by the range of Ph 7,890.00 – Ph 15,780.00 pesos. This means
 18

that the highest percentage of the students according to the socio-economic status belongs

to the lower-class.

Table 4
Distribution of Respondents’ Personal Profile
In terms of Socio-economic Status

Socio-economic Status Frequency Percent

0 - ₱ 7, 890 131 61.21
₱ 7, 890 - ₱ 15, 780 61 28.50
₱ 15, 780 - ₱ 31, 560 15 07.00
₱ 31, 560 - ₱ 78, 900 4 01.86
₱ 78, 900 - ₱ 118, 350 3 01.40
Total 214 100

Fig. 4 Frequency Distribution of Students according to Socio-economic Status

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Table 5
Distribution of the Students’ Personal Profile
In terms of Parents’ Marital Status

Marital Status Frequency Percent

Married 176 82.24
Widowed 8 03.73
Separated 20 09.34
Foster Parents 2 00.93
Single Parent 8 03.73
Total 214 100

In terms of marital status, table 5 and figure 5 show one hundred seventy-six

(176) or 82.24 percent are married, eight (8) or 3.73 percent are widowed, twenty (20) or

9.34 percent are separated, two (2) or 00.93 percent are foster parents, and eight (8) or

3.73 percent are single parents. This means that most of the parents are married.

Fig. 5 Distribution of Students according to Parents’ Marital Status

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2. Respondents’ Perception on the Moral Practices

Table 6
Moral Practices in terms of Moral Attitudes and Beliefs
as Perceived by the Students

Part 1. MORAL ATTITUDES AND Weighted Qualitative Rank

BELIEFS Mean interpretation
1. Moral principles are largely determined by 3.57 Aware 1
environment
2. I believe that people are altruistic. 3.24 Moderately 2
Aware
3. Practice of homosexuality is wrong 3.22 Moderately 3
Aware
4. Abortion should always be a matter of 3.04 Moderately 4
choice. Aware
5. Pre-marital sex is never wrong. 2.38 Slightly 5
Unaware
Overall Weighted Mean 3.09 Moderately Aware

Table 6 shows the moral practices in terms of moral attitudes and beliefs as

perceived by the respondents.

Tabango Senior High School Students were perceived to be Moderately Aware

regarding to the following moral practices: “1. Moral principles are largely determined by

environment (with a rating of 3.57, rank 1)”; “5. Pre-marital sex is never wrong (with a

rating of 2.38, rank 5)’’. Overall, students’ morality awareness among these practices is

perceived to be Moderately Aware (3.09).

Item no.1 moral principles are being adopted by the students through their

environment. This means that moral practices could be learned from the environment. It

is the environment that influences most of the students’ moral attitudes.

Item no.2 identifies the students’ attitude towards those who need help and care.

Being altruistic is good form of being morally aware. The act of extending care to those

people who are in need is all about setting aside your selfishness.
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Item no.3 determines students who are aware that practiced of homosexuality is

wrong. It means that on the religious side, homosexuality is prohibited. Practice of

homosexuality is prohibited in religious countries.

Item no.4 identifies the students’ awareness towards abortion as a matter of

choice. Abortion as a matter of fact is considered to be immoral especially to the religious

side, taking lives of another person is sinful. As it is considered wrong, it shouldn’t be

practiced.

Item no.5 describes the students’ perception towards pre-marital sex. It is never

wrong but for some reason we are in a conservative country wherein we follow a

tradition that promotes sex after marriage. It was carved to every Filipino generation that

this must be followed however some of us are already influenced by liberality.

Table 7 shows the moral practices in terms of religious and social background as

perceived by the respondents.

Table 7
Moral Practices in terms of Religious and Social Background
as Perceived by the Respondents

Part 2. RELIGIOUS AND SOCIAL Weighted Qualitative Rank

BACKGROUND Mean Interpretation
1. I considered myself to be social 3.35 Moderately Aware 2
conservative.
2. I considered myself to be very interested 3.04 Moderately Aware 5
in science.
3. I considered myself to be very religious. 3.33 Moderately Aware 3
4. My father’s moral convictions is strong. 3.19 Moderately Aware 4
5. My mother’s moral convictions is strong. 3.36 Moderately Aware 1
Overall Weighted Mean 3.25 Moderately Aware

Perceived as Moderately Aware are the following practices: “5. My mother’s

moral conviction is strong (with a rating of 3.36, rank 1)”; “2. I considered myself to be
 22

very interested in science (with a rating of 3.04, rank 5)”. Overall, moral practices in

terms of religious and social background were perceived to be Moderately Aware (3.25).

Item no.1 describes the students’ perception towards the cultural changes brought

by modernization. This determines the students’ awareness among the issues such as

abortion, same sex-marriage, sex education and many others.

Item no.2 determines students who are aware that morality emerges from science.

Some people believed that moral attitudes came from genetics. This means that those

with the same genes tend to have the same moral principles.

Item no.3 morality goes along with religious aspect; this is what helps you

distinguish what’s good and what’s not. Being religious makes you more sensitive

towards your attitudes and principles in life.

Item no.4 assesses the students’ awareness towards his/her fathers’ strong moral

conviction. This means that his/her fathers’ moral conviction affects the students’ view

about morality. It could be that the fathers’ moral conviction is more influential.

Item no.5 assesses the students’ awareness towards his/her mothers’ strong moral

conviction. This means that his/her mothers’ moral conviction affects the students’ view

about morality. It could be that the fathers’ moral conviction is more influential.

Table 8 shows the moral practices in terms of personality as perceived by the

respondents.

Perceived as Moderately Aware are the following practices: “2. I see myself as

someone who has a forgiving nature (with a rating of 3.69, rank 1)’’; “5. I see myself as

someone who is outgoing and sociable (with a rating of 3.11, rank 10)’’. In the overall
 23

result of the moral practices in terms of personality, it was perceived to be Moderately

Aware (3.36).

Table 8
Moral Practices in terms of Personality as Perceived by the Respondents

Part 3. ABOUT YOUR PERSONALITY Weighted Qualitative Rank

Mean Interpretation
1. I see myself as someone who is talkative. 3.42 Moderately Aware 5
2. I see myself as someone who has a 3.69 Aware 1
forgiving nature.
3. I see myself as someone who worries a lot. 3.58 Aware 2
4. I see myself as someone who tends to be 3.14 Moderately Aware 9
lazy.
5. I see myself as someone who is outgoing 3.11 Moderately Aware 10
and sociable.
6. I see myself as someone who is curious 3.51 Moderately Aware 3
about many different things.
7. I see myself as someone who generates a lot 3.16 Moderately Aware 7
of enthusiasm.
8. I see myself as someone who gets nervous 3.36 Moderately Aware 6
easily
9. I see myself as someone who perseveres 3.15 Moderately Aware 8
until task is finished.
10. I see myself as someone who likes to 3.46 Moderately Aware 4
cooperate with others.
Overall Weighted Mean 3.36 Moderately Aware

Item no. 1 describes the students’ awareness on communicating with other people.

Being talkative is a way of building connections with other people but it should be in

moderation especially during class hours.

Item no. 2 assesses the students’ awareness in forgiving other people. This only

means that you are a kind person, and that you are morally aware that it is always right to

forgive those who have sinned you.

Item no. 3 distinguishes the students’ awareness towards their moral attitude. We

all have this attitude that we tend to worry on people who could be a family or friend.

When you feel worried it only means that you care for that person.
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Item no. 4 identifies students who tend to be lazy. It is not morally accepted that

one should be lazy at all times. You have certain responsibilities as an individual and you

should be able to manage yourself on to be more attentive and active. This practice is

needed to be applied especially when you’re a student.

Item no. 5 determines the students who are outgoing and sociable for it is good to

be friendly towards other people. We need to practice this kind of attitude because it will

be good and healthy for our social life.

Item no. 6 describes the students who are curious in different things. It’s alright to

be curious but we should be able to control this curiosity because it might lead to

misfortune.

Item no. 7 identifies students who are enthusiastic and always spread positivity

among other people. This is one of the good factors of being morally aware. Encouraging

other people and generating good vibes promotes a positivity which is right.

Item no. 8 determines students who get nervous easily mostly when called for oral

recitations and reporting. It is fine to be nervous but it also brings negative impact, you

are most likely to lose confidence whenever you are nervous. It is best to practice self-

trust and be confident in front of many people.

Item no. 9 identifies students who have perseverance in finishing given tasks; one

should not give up no matter how difficult the situation is. With perseverance, everyone

is capable of finishing what has been started.

Item no. 10 determines students who are very cooperative with other people;

cooperation makes it easier to do certain tasks. Being cooperative is very important

because it means that you have trust on your groups’ capability of doing such activity. It
 25

is good that there is cooperation between people because in that way you can build a

good relationship with them.

Table 9
SUMMARY ON THE LEVEL OF MORALITY AWARENESS
OF THE RESPONDENTS
AWM QUALITATIVE RANK
FACTORS
INTERPRETATION
1. Moral Attitudes and Beliefs 3.09 Moderately Aware 3
2. Religious and Social Background 3.25 Moderately Aware 2
3. Personality 3.36 Moderately Aware 1
Overall 3.23 Moderately Aware

Table 9 shows the summary on the level of morality awareness of the

respondents.

It can be gleaned further that the highest level of morality awareness is about their

personality, followed by the religious and social background; and lastly, the moral

attitudes and beliefs.

The overall average weighted mean on the level of awareness of morality

awareness is 3.23, moderately aware. This only means to say that the respondents are not

quite sure whether what they are doing are right or wrong based on the factors given.

Table 10
Analysis of Variance on the Difference of Demographic Profile and the Moral
Practices in terms of Moral Attitudes and Beliefs

Source of Variance df f Sig. Interpretation/

Decision
Age Between Groups 2 0.36 0.6959 Ho is accepted
Within Groups 211 Not Significant
Total 213
Sex Between Groups 1 0.12 0.7269 Ho is accepted
Within Groups 212 Not Significant
Total 213
Socio-economic Status Between Groups 4 1.02 0.3979 Ho is accepted
Within Groups 209 Not Significant
Total 213
Parent’s Marital Status Between Groups 4 3.02 0.0189 Ho is rejected
Within Groups 209 Significant
Total 213
 26

Table 10 shows that the analysis of variance on the difference of moral practices

in terms of moral attitude and beliefs when grouped according to profile variables of the

students.

It can be gleaned from Table 10 that there is no significant difference in the

profile variables; Age, Sex, Socio-economic Status (Sig = 0.6959, 0.7269, 0.3979) and

the moral practices on moral attitudes and beliefs. However, the findings show that there

is a significant difference on the Parents’ Marital Status (Sig = 0.0189).

The null hypothesis that there is no significant difference on the profile variables

age, sex, and socio-economic status and the moral attitudes and beliefs is accepted while

the null hypothesis on the parent’s marital status is rejected.

This can be anchored on study of the interrelated theories of cognitive, affective

and social potentials as a way to achieve moral and social learning set forth by Kohlberg,

(1976); Fraenkel, (1977); Raths et al., (1978); and Durkheim, (1961) that occurs

spontaneously within the individual. Utilizing the method of triangulation composed of

qualitative and quantitative approaches to research, the study examined the process of

participation in religious scripture-based study material resulting in the transformation of

the person's moral attitude. The findings revealed that participants in the study circle

developed better moral attitudes and perception from moderate to strong moral attitude.

Table 11 shows that the analysis of variance on the difference of morality

awareness in terms of religious and social background when grouped according to profile

variables of the students.

 27

Table 11
Analysis of Variance on the Difference of Demographic Profile and the Moral
Practices in terms of Religious and Social Background

Source of Variance df f Sig. Interpretation/

Decision
Age Between Groups 2 0.12 0.8859 Ho is accepted
Within Groups 211 Not Significant
Total 213
Sex Between Groups 1 1.97 0.1622 Ho is accepted
Within Groups 212 Not Significant
Total 213
Socio-economic Status Between Groups 4 1.39 0.2376 Ho is accepted
Within Groups 209 Not Significant
Total 213
Parent’s Marital Status Between Groups 4 2.38 0.0530 Ho is accepted
Within Groups 209 Not Significant
Total 213

It can be gleaned from Table 11 that there is no significant difference in the

profile variables; Age, Sex, Socio-economic Status, Parent’s Marital Status and the moral

practices on religious and social background (Sig = 0.89, 0.16, 0.28, 0.53).

The null hypothesis that there is no significant difference on the profile variables

age, sex, socio-economic status, parents’ marital status and the moral practices on

religious and social background is accepted.

People often assume that moral and religious convictions are functionally the

same thing. The findings above can be corroborated with the study of Skitka, et. al.

(2018), they reported on 19 studies (N = 12,284) that tested whether people’s perceptions

that their attitudes are reflections of their moral and religious convictions across 30

different issues were functionally the same (the equivalence hypothesis) or different

constructs (the distinct constructs hypothesis), and whether the relationship between these

constructs was conditional on political orientation (the political asymmetry hypothesis).

Seven of these studies (N = 5,561, and 22 issues) also had data that allowed us to test
 28

whether moral and religious conviction are only closely related for those who are more

rather than less religious (the secularization hypothesis), and a narrower form of the

political asymmetry and secularization hypotheses, that is, that people’s moral and

religious convictions may be tightly connected constructs only for religious

conservatives. Meta-analytic tests of each of these hypotheses yielded weak support for

the secularization hypothesis, no support for the equivalence or political asymmetry

hypotheses, and the strongest support for the distinct construct hypothesis.

One notable feature of Saroglou’s model of religious dimensions is that it

categorizes morality as a key dimension of religion: “Religion not only is particularly

concerned with morality as an external correlate but also includes morality as one of its

basic dimensions” (Saroglou, 2011). This stipulation implies that any inquiry into the

effects of “religion” as a whole on “morality” as a whole may be a circular, and therefore

futile, enterprise.

Table 12
Analysis of Variance on the Difference of Demographic Profile
and the Morality Awareness in terms of Personality

Source of Variance df f Sig. Interpretation/

Decision
Age Between Groups 2 0.49 0.6155 Ho is accepted
Within Groups 211 Not Significant
Total 213
Sex Between Groups 1 2.41 0.1217 Ho is accepted
Within Groups 212 Not Significant
Total 213
Socio-economic Status Between Groups 4 1.28 0.2808 Ho is accepted
Within Groups 209 Not Significant
Total 213
Parent’s Marital Status Between Groups 4 0.73 0.5692 Ho is accepted
Within Groups 209 Not Significant
Total 213
 29

Table 12 shows that the analysis of variance on the difference of moral practices

in terms of religious and social background when grouped according to profile variables

of the students.

It can be gleaned from Table 12 that there is no significant difference in the

profile variables; Age, Sex, Socio-economic Status, Parent’s Marital Status (Sig = 0.62,

0.12, 0.28, 0.57) and the morality awareness on personality.

The null hypothesis that there is no significant difference on the profile variables

age, sex, socio-economic status, parents’ marital status and the moral practices on

personality is accepted.

The findings of this study are consistent with the findings of the study of Abbasi-

Asl, R., & Hashemi, S. (2019) which also showed that none of the personality traits could

predict the moral reasoning. Therefore, with regard to the data obtained from his

research, it can be stated that people are clearly different in terms of mood or personality,

and the different personality traits are predictors of the components of morality.

SUMMARY OF FINDINGS

This study aimed to know the level of morality awareness among the students of

Tabango Senior High School Stand-Alone school year 2019-2020.

To achieve this purpose, the descriptive method of research was used. The

questionnaire technique of data gathering was also used. The data gathered were

statistically treated with percentage, weighted mean, and Analysis of Variance

(ANOVA).

Specifically, it answered the following questions:

1. What is the profile of the students- respondents according to:

 30

1.1 Sex;

1.2 Age;

1.3 Socio-economic Status; and

1.4 Parent’s Marital Status?

2. What is the level of morality awareness among the students of Tabango Senior High

School in terms of:

2.1. Moral attitudes and beliefs;

2.2. Religious and social background; and

2.3. Personality?

3. What is the significant difference between the students’ demographic profile and the

level of awareness when grouped according to profile variables in problem 1?

Based on the data gathered, the following are the salient findings of the study on

the profile of the respondents:

Age

The age of the students ranged from 15 to 23 years with a mean of 17.28 years.

Out of the two hundred fourteen (214) respondents, there were one hundred twenty-five

(125) or 58.41 percent whose age is from 15 to 17 years.

Sex

Out of the two-hundred fourteen (214) students, one hundred twenty-six (126) or

58.87 percent are female and the rest, eighty-eight (88) or 41.12 percent are male.

Socio-economic Status

In terms of the socio-economic status there are one hundred thirty-one (131) or

61.21 percent of the students whose parents’ monthly income is from the range of 0 - Ph
 31

7,890.00 pesos. The highest frequency in terms of the monthly income is from the range

0-Ph 7,890.00 pesos followed by the range of Ph 7,890.00 – Ph 15,780.00 pesos.

Civil Status

Out of the two hundred fourteen (214) respondents, one hundred seventy-six

(176) or 82.24 percent are married, eight (8) or 3.73 percent are widowed, twenty (20) or

9.34 percent are separated, two (2) or 00.93 percent are foster parents, and eight (8) or

3.73 percent are single parents.

Students’ Perception on the Moral Practices

a. Moral Attitudes and Beliefs

The overall weighted mean for this practice is 3.09 which was interpreted as

Moderately Aware. Students are moderately aware towards the moral attitudes and

beliefs.

b. Religious and Social Background

The overall weighted mean for this practice is 3.25 which is interpreted as

Moderately Aware. Students are moderately aware when it comes to religious and social

aspects. They are somehow in between of believing that morality goes along with

religion.

c. Personality

The overall weighted mean for this practice is 3.36 which is interpreted as

Moderately Aware. Students are moderately aware of their personality towards other

people.
 32

d. Level of Morality Practices

The overall level of morality practices of the respondents is 3.23 which is

moderately aware which only means to say that these youngsters are still not sure

whether their moral attitudes and beliefs, religious and social background, and

personality are morally right or wrong.

Analysis of Variance (ANOVA)

1. Difference between the demographic profile of the students and their level of

awareness when grouped according to profile.

The null hypothesis that there is no significant difference in the perceptions on the

moral practices on religious and social background and personality when grouped

according to the students’ age, sex, socio-economic status, and parents’ marital status is

accepted. However, in moral practices on moral attitudes and beliefs, the null hypothesis

that there is no significant difference when grouped according to the students’ age, sex

and socio-economic status is accepted; however, when grouped according on the parent’s

marital status, it is rejected. This means that there is a significant difference on parents’

marital status and the moral practices on moral attitudes and beliefs. Parents’ marital

status plays a vital role on the students’ morality awareness.

CONCLUSIONS

1. The typical student - respondents of the study is 17.28 years, female, monthly income

with a mean of Ph 10,168.57, and majority of the parents’ marital status is married.

2. The students’ level of morality awareness is moderately aware.

 33

3. There is a significant difference on the perception on moral practices in terms of moral

attitudes and beliefs when grouped according to profile variables as to parents’ marital

status. This means that parents’ marital status plays a vital role on the students’ morality

awareness.

4. There is no significant difference on the perception on moral practices in both

personality and religious and social background, when grouped according to profile

variables: age, sex, socio-economic status, and parents’ marital status. This means to say

that the profile variables do not vary on the perception on the morality awareness among

the respondents.

RECOMMENDATIONS

Based on the findings and conclusions arrived at in this study, the following

recommendations are herein posited to aid morality awareness among the students.

1. Results shown in the moral practices inventory may be used in the formulation

and improvement of moral teachings for the students.

2. Recalibrating morality-related subjects is a good way to race strong awareness on

morality for the students.

3. Students should be able to recognize and distinguish the right and wrong

behaviors. Results show that the students’ morality awareness is moderately

aware, hence, they should improve sensitivity towards their attitude on other

people.

4. The researchers believe that GMRC (good manners and right conduct) should be

included as one of the subjects in the K to 12 Curriculum.

5. Moral awareness should be integrated during class discussions.

 34

6. This study is recommended for further studies so as to broaden the spectrum in

research for the improvement of the morality awareness of the students.

 35

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