Title Details

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The goal of true education is to restore in humanity the lost image of God and the relationship between humanity and God, his Creator. In spite of new discoveries in science and past development in technology, education seems dysfunctional as far as moral development and character building is concerned. The search for the true meaning of moral and value formation and the strategies on how this challenge can be addressed should go on. The main problem of the study is to asses the proper and functional integration of faith, values, and learning, and its implication for elementaryteaching and learning situations. This study used descriptive inferential method. For finding out the activities that enhance/weaken the integration of faith, values, and learning and to what extent such activities being practiced in the SDA school, Mean and SD were used. To obtain the difference between teacher and student perception on the activities that enhance/weaken the integration of faith, values, and learning, t-test was used. A self-constructed instrument for gathering data was subjected to trial run reliability. Two dimensions of IFVL were considered: Activities that trial consisted of 134 times. After the items have been analyzed for this study. The result of this study were based on the responses of the three sets of respondents. The teachers’ activities that enhance IFVL – Praying, worship, bible study, children’s involvement in church – are religious related. The other positiveactivities such as explaining the lesson and disposing of garbage leans towards the mental and moral evelopment of the students. The students’ activities that enhance IFVL such as praying and participation in church are also religious-related. Another activity returning lost and found thing, stremgthens the moral values of the students. The teachers’ activities such as showing disrespect, hitting and answering back identified as weakening the IFVL. The students strongly agree that such activities as worship, Bible study, pupil’s involvement in church, praying for classmates, participation in church, explaining the lessons, proper disposal of garbage, and returning lost and found things really enhance IFVL. The students also strongly agree that teacher’s quarelling, not being pepared, ignoring questions, practicing favoritism, students showing disrespect, hitting, and answering back really weaken IFVL. The teachers’ perceive as the students do regarding the teachers’ activities that enhance and weaken IFVL. Their perceptions differ on the students’ activities that enhance IFVL. The teachers enhance IFVL more through their activities in the spiritual aspect, while the students, through those in the social, physical, and mental aspects.

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