1

Chapter 1

INTRODUCTION

Rationale

Social skills are not the same thing as behavior. Rather, they are

components of behavior that help an individual understand and adapt across a

variety of social settings. Zins et. al. (2004) define social skills within the context

of social and emotional learning – recognizing and managing our emotions,

developing and concerns for others, establishing positive relationships, making

responsible decisions, and handling challenging situations constructively and

ethically.

In global setting, according to Schlinger (2005), the major problems facing

the world today can be solved only if we improve our understanding of human

behavior. Educational leaders, teachers, school counselors, social workers and

school psychologist have long argued that some students were under-performing

academically because they lack proper social skills, such as inattentiveness and

unprepared during instructional periods; aggressive behavior toward classmates

and educational staff; inability to engage cooperative learning and disruptive

behavior in classroom which affected their academic skills.

Students who struggles to master social skills face more disciplinary

consequences when they fail to engage in appropriate behavior. They need to be

taught – directly and systemically – skills to succeed in schools. In some cases,

the combination of a lack of social and academic study skills have precluded the
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students’ quest to experience academic success during their high school

matriculation (Martens & Witt, 2004).

For the young Filipino, acquiring a college education is imperative to

securing a good job in the future (Buena, 2006). During college years, many

expectations such as developing himself/herself and acquiring full knowledge of

one’s growth changes (physical, psychological, emotional and social). Some

students are having problems in building self-esteem and confidence and

maintaining healthy relationships with parents and peers.

According to Cabigon (1999), students should be fully aware on social,

political, economic and cultural issues. These issues are essential in the

development on the students’ social skills to become active in their school

environment.

The current study aimed to examine the cognitive moral development and

the social skills of the students of St. John Paul II College of Davao. It also

assessed social skills of the students as to cooperation, assertiveness,

responsibility, empathy and self control; and if there is a significant relationship

cognitive moral development and the social skills of the students. The result of this

study is beneficial especially to the students having trouble in the development of

their moral and social skills.

Research Objectives

This study aimed to determine the level of cognitive moral development and

social skills of the students. Specifically aspired to answer the following questions:

1. What is the level of cognitive moral development of students in terms of:

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1.1 Preconventional;

1.2 Conventional; and

1.3 Postconventional?

2. What is the level of social skills of students in terms of:

2.1 cooperation;

2.2 assertion;

2.3 responsibility;

2.4 empathy; and

2.5 Self-control?

3. What is the significant relationship between the level of cognitive moral

development and social skills of students?

Hypothesis

The null hypothesis was tested at the level of significance of 0.05 to test if

there is a significant relationship between the level of cognitive moral development

and social skills of students.

Review of Related Literature

This chapter presents the related literature. The related literature deals with

the compilation of the theoretical and empirical relevance to the variable of this

study.

Cognitive Moral Development

Lawrence Kohlberg's stages of moral development constitute an adaptation

of a psychological theory originally conceived by the Swiss psychologist Jean

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Piaget. Kohlberg began work on this topic while a psychology graduate student at

the University of Chicago in 1958, and expanded and developed this theory

throughout his life. (Craine, 1985)

The theory holds that moral reasoning, the basis for ethical behavior, has

six identifiable developmental stages, each more adequate at responding to moral

dilemmas than its predecessor. Kohlberg (1973) followed the development of

moral judgment far beyond the ages studied earlier by Piaget (1932), who also

claimed that logic and morality develop through constructive stages. Expanding on

Piaget's work, Kohlberg determined that the process of moral development was

principally concerned with justice, and that it continued throughout the individual's

lifetime, a notion that spawned dialogue on the philosophical implications of such

research.

The six stages of moral development are grouped into three levels: pre-

conventional morality, conventional morality, and post-conventional morality.

For his studies, Kohlberg relied on stories such as the Heinz dilemma, and

was interested in how individuals would justify their actions if placed in similar

moral dilemmas. He then analyzed the form of moral reasoning displayed, rather

than its conclusion,(Colby, 1983) and classified it as belonging to one of six

distinct stages.

There have been critiques of the theory from several perspectives.

Arguments include that it emphasizes justice to the exclusion of other moral

values, such as caring; that there is such an overlap between stages that they

should more properly be regarded as separate domains; or that evaluations of the

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reasons for moral choices are mostly post hoc rationalizations (by both decision

makers and psychologists studying them) of essentially intuitive decisions.

(Kohlberg,1973).

Nevertheless, an entirely new field within psychology was created as a

direct result of Kohlberg's theory, and according to Haggbloom et al.'s study of the

most eminent psychologists of the 20th century, Kohlberg was the 16th most

frequently cited psychologist in introductory psychology textbooks throughout the

century, as well as the 30th most eminent overall (Kohlberg,1973).

Kohlberg's scale is about how people justify behaviors and his stages are

not a method of ranking how moral someone's behavior is. There should however

be a correlation between how someone scores on the scale and how they behave,

and the general hypothesis is that moral behaviour is more responsible, consistent

and predictable from people at higher levels (Kohlberg,1973).

Kohlberg's six stages can be more generally grouped into three levels of

two stages each: pre-conventional, conventional and post-conventional. Following

Piaget's constructivist requirements for a stage model, as described in his theory

of cognitive development, it is extremely rare to regress in stages—to lose the use

of higher stage abilities. Stages cannot be skipped; each provides a new and

necessary perspective, more comprehensive and differentiated than its

predecessors but integrated with them (Kohlberg,1973).

At the conventional level, individuals justify their behaviors based upon

social relativism. Specifically, individuals’ behaviors are reinforced by the need for

building and maintaining long-term social relationships, and being trustworthy. This
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type of moral reasoning allows individuals to pay attention to social expectations

from the larger social system. At the highest level of moral development,

individuals utilize internalized moral principles and determine their choice of moral

actions. Specifically, individuals start to identify individual rights and ensure their

behaviors promote these rights in the larger social system. Moreover, individuals’

moral principles at the post-conventional level are universal and therefore do not

change across different social systems (Levine, 2000)

Pre-conventional. According to Kohlberg (1971), the pre-conventional

level of moral reasoning is especially common in children, although adults can also

exhibit this level of reasoning. Reasoners at this level judge the morality of an

action by its direct consequences. The pre-conventional level consists of the first

and second stages of moral development, and is solely concerned with the self in

an egocentric manner. A child with pre-conventional morality has not yet adopted

or internalized society's conventions regarding what is right or wrong, but instead

focuses largely on external consequences that certain actions may bring.

In Stage one (obedience and punishment driven), individuals focus on the

direct consequences of their actions on themselves. For example, an action is

perceived as morally wrong because the perpetrator is punished. "The last time I

did that I got spanked so I will not do it again." The worse the punishment for the

act is, the more "bad" the act is perceived to be. This can give rise to an inference

that even innocent victims are guilty in proportion to their suffering. It is

"egocentric," lacking recognition that others' points of view are different from one's

own. There is "deference to superior power or prestige." (Kohlberg, 1974)

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An example of obedience and punishment driven morality would be a child

refusing to do something because it is wrong and that the consequences could

result in punishment. For example, a child's classmate tries to dare the child in

playing hooky from school. The child would apply obedience and punishment

driven morality by refusing to play hooky because he would get punished. Another

example of obedience and punishment driven morality is when a child refuses to

cheat on a test because the child would get punished

Stage two (self-interest driven) expresses the "what's in it for me" position,

in which right behavior is defined by whatever the individual believes to be in their

best interest but understood in a narrow way which does not consider one's

reputation or relationships to groups of people. Stage two reasoning shows a

limited interest in the needs of others, but only to a point where it might further the

individual's own interests. As a result, concern for others is not based on loyalty or

intrinsic respect, but rather a "You scratch my back, and I'll scratch yours."

mentality. The lack of a societal perspective in the pre-conventional level is quite

different from the social contract (stage five), as all actions have the purpose of

serving the individual's own needs or interests. For the stage two theorist, the

world's perspective is often seen as moral relativism (Kohlberg, 1973).

An example of self-interest driven is when a child is asked by his parents to

do a chore. The child asks "what's in it for me?" The parents would offer the child

an incentive by giving a child an allowance to pay them for their chores. The child

is motivated to do chores for self-interest. Another example of self-interest driven

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is when a child does their homework in exchange for better grades and rewards

from their parents

Meanwhile, altruism is usually viewed as an individual’s willingness to help

co-workers and therefore is considered the selflessness of an employee’s

behavior towards organizational members. This particular nature of altruism, thus,

cannot be reinforced by the obedience of authority and/or the avoidance of

punishment (Miller, 2005).

More specifically, because an individual’s behavior at the pre-conventional

level focuses on the pursuit of personal benefits, demonstrating altruistic behavior

does not create personal gain given that altruism is a non-rewarded discretionary

behavior (Kohlberg et.al, 1984).

Additionally, it has been argued that self-serving attitudes and behaviors at

the pre-conventional level might result in negative work outcomes such as low

group cohesiveness, low performance, and low intention to commit to and stay in

the group of organizations (Goolsby & Hunt,1992)

Conventional

The conventional level of moral reasoning is typical of adolescents and

adults. To reason in a conventional way is to judge the morality of actions by

comparing them to society's views and expectations. The conventional level

consists of the third and fourth stages of moral development. Conventional

morality is characterized by an acceptance of society's conventions concerning

right and wrong. At this level an individual obeys rules and follows society's norms
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even when there are no consequences for obedience or disobedience. Adherence

to rules and conventions is somewhat rigid, however, and a rule's appropriateness

or fairness is seldom questioned (Kohlberg, 1973).

In Stage three (good intentions as determined by social consensus), the

self enters society by conforming to social standards. Individuals are receptive to

approval or disapproval from others as it reflects society's views. They try to be a

"good boy" or "good girl" to live up to these expectations, having learned that

being regarded as good benefits the self. Stage three reasoning may judge the

morality of an action by evaluating its consequences in terms of a person's

relationships, which now begin to include things like respect, gratitude and the

"golden rule". "I want to be liked and thought well of; apparently, not being naughty

makes people like me." Conforming to the rules for one's social role is not yet fully

understood. The intentions of actors play a more significant role in reasoning at

this stage; one may feel more forgiving if one thinks, "they mean well ..."

(Kohlberg, 1973).

In Stage four (authority and social order obedience driven), it is important to

obey laws, dictums and social conventions because of their importance in

maintaining a functioning society. Moral reasoning in stage four is thus beyond the

need for individual approval exhibited in stage three. A central ideal or ideals often

prescribe what is right and wrong. If one person violates a law, perhaps everyone

would — thus there is an obligation and a duty to uphold laws and rules. When

someone does violate a law, it is morally wrong; culpability is thus a significant

factor in this stage as it separates the bad domains from the good ones. Most
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active members of society remain at stage four, where morality is still

predominantly dictated by an outside force (Kohlberg, 1973).

Post-Conventional

According Kohlberg (1971), the post-conventional level, also known as the

principled level, is marked by a growing realization that individuals are separate

entities from society, and that the individual’s own perspective may take

precedence over society’s view; individuals may disobey rules inconsistent with

their own principles. Post-conventional moralists live by their own ethical principles

— principles that typically include such basic human rights as life, liberty, and

justice. People who exhibit post-conventional morality view rules as useful but

changeable mechanisms — ideally rules can maintain the general social order and

protect human rights. Rules are not absolute dictates that must be obeyed without

question. Because post-conventional individuals elevate their own moral

evaluation of a situation over social conventions, their behavior, especially at stage

six, can be confused with that of those at the pre-conventional level.

Some theorists have speculated that many people may never reach this

level of abstract moral reasoning.

In Stage five (social contract driven), the world is viewed as holding

different opinions, rights and values. Such perspectives should be mutually

respected as unique to each person or community. Laws are regarded as social

contracts rather than rigid edicts. Those that do not promote the general welfare

should be changed when necessary to meet “the greatest good for the greatest

number of people." This is achieved through majority decision and inevitable

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compromise. Democratic government is ostensibly based on stage five reasoning

(Kohlberg et.al, 1976).

In Stage six (universal ethical principles driven), moral reasoning is based

on abstract reasoning using universal ethical principles. Laws are valid only insofar

as they are grounded in justice, and a commitment to justice carries with it an

obligation to disobey unjust laws. Legal rights are unnecessary, as social contracts

are not essential for deontic moral action. Decisions are not reached hypothetically

in a conditional way but rather categorically in an absolute way, as in the

philosophy of Immanuel Kant. This involves an individual imagining what they

would do in another’s shoes, if they believed what that other person imagines to

be true. The resulting consensus is the action taken. In this way action is never a

means but always an end in itself; the individual acts because it is right, and not

because it avoids punishment, is in their best interest, expected, legal, or

previously agreed upon. Although Kohlberg insisted that stage six exists, he found

it difficult to identify individuals who consistently operated at that level (Colby et.al,

1983).

Social Skills

Lane et.al. (2003) conducted a research that investigated the social skills

on which teachers place importance by surveying 366 teachers from kindergarten

through high school in three Southern California school districts. Their findings

showed that cooperation (e.g., “attends to your instructions,” “finishes class

assignments within time limits,” “ignores peers distractions when doing class
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work”) and self-control (e.g., “controls temper in conflict situations with peers,”

“responds appropriately to peer pressure,” “receives criticism well”), were the skills

teachers considered significantly more critical than assertion skill (e.g., “invites

others to join in activities,” “appropriately

questions rules that may be unfair”).

Of the total 30 items of the Social Skills Rating System (SSRS; Gresham &

Elliott, 1990, as cited in Lane et al. (2003) that teachers rated for the importance in

their study, the items that teachers across all school levels agreed upon as

significantly important are two items (“follows directions” and “attends to your

instructions”) out of 10 cooperation items, and three items (“controls temper in

conflict situations with peers,” “controls temper in conflict situations with adults,”

and “appropriately responds to physical aggression from peers”) out of 10

selfcontrol items (Sung, 2009).

The acronym of CARES has been offered by Gresham and Elliott (1990) to

facilitate memory for, and the identification of, five major clusters of social skills.

The clusters are cooperation, assertion, responsibility, empathy and self-control.

Briefly, these clusters of social behaviors can be characterized as follows: (1)

Cooperation- behavior peer and complying with rules; (2) Assertion initiating

behaviors such as asking others for information and behaviors that are responses

to others' actions such as responding to peer pressure; (3) Responsibility-

behaviors that demonstrate the ability to communicate with adults and concern

about one's property; (4) Empathy- behaviors that show concern for a peer's or

significant adult's feelings; (5) Self-control- behaviors that emerge in conflict

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situations such as responding appropriately to teasing or to corrective feedback

from an adult (Elliott & Busse 1991).

The SSRS (Gresham & Elliott, 1990) is a multi-component social skill rating

system aimed at behaviors that affect parent-child relations, teacher-student

relations, and peer acceptance (Merell, 2001). The primary advantage of the

SSRS is that it is an integrated multi-component system of instruments for use by

teachers, parents, and students. The manual is very well written, and the rating

instruments are easy to understand and use (Merell, 2001).

This is a system that evaluates several specific facets grouped into three

scales: social competence, behavior problems and academic competence, factors

that have been considered in existing literature as relevant to the process of social

adaptation and maladjustment. Items focus on positive behaviors and social skills,

including the use of efficient social skills, the absence of behavioral problems and

the existence of age appropriate social cognition. On the other hand there is the

issue of assessing problematic behavior and academic competence (Mota, Matos,

& Lemos, 2011).

Several researchers have established a direct relationship between social

skills and academic functioning (Elliott et.al., 2001).

Differences in social skills functioning between students with learning

disabilities and those without disabilities have been found to be as large as 2

standard deviations. Similar results are found for the differences between students

with highincidence disabilities and peers without disabilities (Gresham et al,1987).

Other investigators have reported significant relations between teacher-rated

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social skills and direct observations of academic time-on task or engaged time and

academic responding (Elliott et.al., 1988).

Thus, there is a strong and consistent support for a relation (as evidence by

moderate to high correlations) between academic achievement and social skills

functioning. However, until recently there has been less published evidence that

social skills have a direct causal effect on academic achievement (Elliot et.al.,

2001).

Through positive interactions with peers during academic activities,

students develop cognitive and problem-solving ability (Webb, 1989); through their

antisocial behavior, students are isolated from classroom activities and lose

opportunities for the social exchange of academic information (Wentzel, 1993).

Social skills are strategies and tactics required in daily life to effectively interact

with other people (Sung, 2009).

Thus, when a child’s social skills are deemed effective, he or she is

considered to have social competence and predicted to be successful in school

(Sung, 2009).

One of the key studies that best illustrates that students’ prosocial

classroom behaviors have a direct, causal effect on their academic achievement

(as operationalized by grades or standardized test scores) was conducted by

Wentzel (1993). Wentzel believed that there were several viable ways that a

student's social conduct could affect his or her academic achievement. For

example, she hypothesized that a students' classroom behavior might influence a

teacher's preferences for students and, in the process, impact the quality of
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instructional exchanges. She also hypothesized that behaving responsibly directly

and independently might contribute to academic achievement, even when other

factors (e.g., IQ, family structure, ethnicity) were taken into account (Elliot, et.al,

2001).

Theoretical Framework

This study is anchored by theory of Piaget (1995) social theory focuses on

the relation between the individual and the social in sociomoral, affective and

personality, and intellectual development, on the identity of intellectual operations

and social co-operations, and on the role of norms (rules). In addition, issues are

raised regarding Piaget’s social theory. Piaget’s Social Theory First, it is necessary

to point out that in most of his work, especially his work after 1940, Piaget focused

on the problem of the development of knowledge. This is the work in which Piaget

and his collaborators investigated the evolution of knowledge, especially scientific

knowledge, by interviewing individual children on a wide variety of problems

involving logical reasoning. When he was concerned with the details of logic in

these studies, he did not always mention social factors, and he did not study these

systematically.

However, throughout his career, Piaget also spoke about the development

of the child. When he spoke about child development, he always talked about

social factors. In addition, he talked about the social process of cognitive, affective,

social, and moral development. Another introductory note relates to three parallels

in Piaget's theory of sociomoral and cognitive development. The first parallel is

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that, according to Piaget, just as knowledge of the object world is constructed by

the child, so too must psychosocial knowledge be constructed.

That is, social thought and social understanding in action undergo

qualitative transformations. The second parallel is that just as affect is an

indissociable motivational element in intellectual development, socioaffective

bonds (or their lack) motivate social and moral development. The third parallel is

that an equilibration (or self-regulating) process can be described for social and

moral development as for cognitive development.

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Conceptual Framework

X Y

COGNITIVE MORAL SOCIAL SKILLS

DEVELOPMENT
 Cooperation
 Pre-conventional
 Assertion
 Conventional
 Responsibility
 Post-conventional
 Empathy

 Self-Control

Fig. 1 Conceptual Paradigm of the Study

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Significance of the Study

This study is considered significant for the following reasons:

For the teachers. It will provide data and information to the teachers as to

how they would be able to help students in the development of their moral and

social skills.

For the students: The results of this study will provide student more

information on their academic pursuit to teaching as their chosen career.

For the future researchers. The data and information from this study can

be used as reference and data baseline of researcher who will undergo in depth

study on teaching as a chosen profession.

Definition of Terms

This portion facilitates for better understanding of the study by defining the

terms of variables according to their contextual use.

Cognitive Moral Development is the principles for how individuals out to

treat one another with respect to justice, other’s welfare and rights.

Social Skills refers to the social rules and relations are created,

communicated and changed in verbal and nonverbal ways. The process of

learning such skills is called socialization.

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Chapter 2

METHOD

Included in this chapter are the research design, locale, respondents,

sampling technique, data gathering procedure and statistical tools employed in this

study.

Research Design

The researcher are used the descriptive-correlational method in

performing the study. The suitability of the method used is based on the idea of

Jackson (2009) who defined the descriptive study as an orderly scientific and

discipline process, that involves recognizing and identifying a topic to be studied

by selecting an appropriate sample of participants and collecting valid and reliable

data reporting practices.

A correlation takes place when two variables are said to be correlated with

one another. When the value of one variable is synchronized with variations in the

value of the other unlike experiments that manipulate one or more variables the

independent variable, correlations do not manipulate any variables.

The Correlation method examines the relationship between two pre-

existing variables. It occurs between a series of data that is used to predict one

variable from the other. A positive correlation indicates that the variables act in the

same direction. As one variable increases, the other tends to increase or as one

variable decrease, the other decreases. A zero correlation indicates that there is in
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relation between the two variables. A negative correlation indicates that as one

variable increases, the other tends to decrease (Putnam, 2000).

Research Locale

The study was conducted at St. John Paul II College of Davao. It is located

at Ecoland Drive, Matina, Davao City. This institution is owned by the Evangelista

family.

Figure 2. Research Locale

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Population and Sample

The respondents of this study were the BEED students of St. John Paul II

College of Davao. Simple random sampling was employed to determine the

number of the participants included in the study.

Table 1 Distribution of Respondents

Year Level No. of respondents Percentage

1st year 10 20%
2nd year 10 20%
3rd year 10 20%
4th year 10 20%
5th year 10 20%
Total 50 100%

Instrument

The instrument that was used in the study was a set of questionnaire that

consisted of different questions related to the variables of the study which are

cognitive moral development and social skills of students. There were two sets of

questionnaire in this study; the first set of questionnaire seeks to answer the level

of students’ moral development. Five questions were formulated from each

indicator of cognitive moral development that refers to; preconventional,

conventional, and postconventional. The one set of questionnaire tried to answer

the level of social skills of students. Five questions were formulated for each

indicator of social skills of students that refers to: cooperation, assertion,

responsibility, empathy, self-control.

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The data that were gathered from the instrument were interpreted and was

analyzed using the following scale:

Range of Descriptive equivalent Interpretation

Mean

When students cognitive moral

4.5-5.0 Always Very high development and social skills are
manifested at all times.

When students cognitive moral

3.5-4.49 Often High development and social skills are
often manifested.

When students cognitive moral

2.5-3.49 Sometimes Moderate development and social skills are
sometimes manifested.

When students cognitive moral

1.5-2.49 Seldom Low development and social skills are
seldom manifested.

When students cognitive moral

1-1.49 Never Very low development and social skills are
never manifested.

Data Collection

The researcher observed the following procedure in conducting the study:

1. A letter of permission to conduct the study addressed to the Dean of the

College of Teacher Education was written for approval.

2. The researchers brought the approved letter to the Vice-President of St.

John Paul II College of Davao to secure permission to conduct study.

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3. The researchers retrieved the survey questionnaires after the

respondents have answered all the questions in the survey questionnaire.

4. The researchers submitted the collected data to the statistician for

computation. After the computation the results were discussed and interpreted.

Statistical Tool

The following statistical tools were used for the data treatment and analysis.

Mean. This was used to determine the level of the cognitive moral

development and social skills of BEED students.

Pearson-(r). This was used to determine the relationship between the

cognitive moral development and social skills of BEED students.

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Chapter 3

RESULTS

Presented in this chapter is the analysis of findings based on the data

gathered from the retrieved survey questionnaires measuring the level cognitive

moral development and social skills of students of St. John Paul II College of

Davao.

Level of Cognitive Moral Development of the Students

Presented in Table 2 is the summary on the level of cognitive moral

development of the students of St. John Paul II College of Davao.

The cognitive moral development in terms of preconventional/premoral of

the students of St. John Paul II College of Davao has a mean average of 4.05.

This means that the cognitive moral development of the students in terms of

preconventional/premoral is high. It shows that the preconventional/premoral of

the students are often manifested

The cognitive moral development in terms of conventional/role conformity of

the students of St. John Paul II College of Davao has a mean average of 3.94.

This means that the cognitive moral development of the students in terms of

conventional/role conformity is high. It shows that the conventional/premoral of the

students are often manifested.

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The cognitive moral development in terms of postconventional/self-

accepted moral principles of the students of St. John Paul II College of Davao has

a mean average of 3.94. This means that the cognitive moral development of the

students in terms of postconventional/self-accepted moral principles is high. It

shows that the postconventional/self-accepted of the students are often

manifested

In summary, the level of cognitive moral development of students of St.

John Paul II College of Davao has a mean average of 3.94. This means that the

level of cognitive moral development of students is high. Overall, it shows that the

cognitive moral development of the students is often manifested.

Table 2
Level of Cognitive Moral Development of the Students

Descriptive
Indicator Mean
Equivalent
1. Preconventional/Premoral 4.05 High
2. Conventional/Role Conformity 3.94 High
3. Postconventional/Self-accepted moral principles 3.84 High
Overall 3.94 High

Summary on the Level of Social Skills of Students

Presented in Table 3 is the summary on the level of social skills of the
Students of St. John Paul II College of Davao.

The social skills of students in terms of cooperation of the students of St.

John Paul II College of Davao has a mean average of 4.16. This means that the

social skills of the students in terms of cooperation is high. It shows that the

cooperation of the students are often manifested

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The social skills of students in terms of assertion of the students of St. John

Paul II College of Davao has a mean average of 4.00. This means that the social

skills of the students in terms of assertion is high. It shows that the assertion of the

students are often manifested

The social skills of students in terms of responsibility of the students of St.

John Paul II College of Davao has a mean average of 3.99. This means that the

social skills of the students in terms of responsibility is high. It shows that the

responsibility of the students are often manifested

The social skills of students in terms of empathy of the students of St. John

Paul II College of Davao has a mean average of 3.88. This means that the social

skills of the students in terms of empathy is high. It shows that the empathy of the

students are often manifested

The social skills of students in terms of self-control of the students of St.

John Paul II College of Davao has a mean average of 3.72. This means that the

social skills of the students in terms of self-control is high.

In summary, the level of social skills of students of St. John Paul II College

of Davao has a mean average of 3.98. This means that the level of social skills of

students is high. Overall, it shows that the social of students are often manifested.
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Table 10
Summary on the Level of Social Skills of Students
Descriptive
Indicator Mean
Equivalent
1. Cooperation 4.16 High
2. Assertion 4.00 High
3. Responsibility 3.99 High
4. Empathy 3.88 High
5. Self-Control 3.92 High
Overall 3.98 High

Significance on the Relationship between Cognitive Moral Development and

Social Skills of Students of St. John Paul II College of Davao College

Table 11 shows the significance relationship between cognitive moral

development and social skills of the students of St. John Paul II College of Davao.

It shows that most of the value yielded greater than 0.05. This means that there is

significant relationship between the level of cognitive moral development and the

level of social skills of the students of St. John Paul College of Davao.

Table 4
Significance on the Relationship between Cognitive Moral Development and
Social Skills of Students of St. John Paul II College of Davao College

INDEPENDENT DEPENDENT VARIABLE

VARIABLE
Coopera
Assertion Responsibility Empathy
Self- Overall
tion Control
Preconventional/ .047 -.140 .049 -.017 .181 .063
Premoral .745 .332 .753 .306 .205 .663
Conventional/ .101 .062 -.172 .158 .275 .146
Role Conformity .435 .668 .232 .273 .050 .311
Postconventional .015 .052 .073
-.094 .108 .072
/Self-accepted .971 .719 .614
.311 .455 .619
Moral Principles
.018 -.073 -.032 .111 .222 .121
Overall
.901 .614 .788 .442 .121 .402
Significant@ .05 Level of Significance
 28

Chapter 4

DISCUSSIONS

Presented in this chapter are the discussions, conclusions and

recommendations based from the data gathered relevant to the purpose of this

study.

Discussion

The level of cognitive moral development of students of St. John Paul II

College of Davao students is high. Based on Kohlberg’s theory of cognitive moral

developments, logic and morality develop through constructive stages. Expanding

on Piaget's work, Kohlberg determined that the process of moral development was

principally concerned with justice, and that it continued throughout the individual's

lifetime, a notion that spawned dialogue on the philosophical implications of such

research.

The level of social skills of students of St. John Paul II College of Davao

students is also high. Based on the SSRS developed by Gresham & Elliott is a

multi-component social skill rating system aimed at behaviors that affect parent-

child relations, teacher-student relations, and peer acceptance. The primary

advantage of the SSRS is that it is an integrated multi-component system of

instruments for use by teachers, parents, and students. The manual is very well

written, and the rating instruments are easy to understand and use.
 29

In terms of the significant relationship between cognitive moral development

and social skills of students of St. John Paul II College of Davao, most of the p-

values yielded greater than 0.05 level of significance, thus the null hypothesis is

accepted which opposes the theory presented. Therefore, there is no significant

relationship between the moral cognitive development and social skills of the

students.

Conclusions

Based on the findings of the study, the following conclusions are drawn:

1. The level of the cognitive moral development of the students is high.

2. The level of social skills of students of St. John Paul II College of Davao is

high.

3. There is no significant relationship between cognitive moral development

and social skills of the students of St. John Paul II College of Davao.

Recommendations

Based on the findings and conclusions, the following recommendations are

given:

For the faculty members. Based on the result of this study, the faculty are

the primary facilitator in teaching the students for the improvement of their

cognitive moral development and social skills. In every aspect of their subject, they

should be the frontliner in assisting the students to develop this skills. It is

 30

important to note that the faculty/teachers has greater obligation in assisting the

students to develop their cognitive moral development and social skills. Through

in-depth research in the future, we can have a concrete data that will measures

this skills.

For students. Also based on the result of this study, they have high level of

cognitive moral development and social skills. Even though we have proven that

this two has no significant relationship of each other, they should strive more to

improve themselves which will greatly help them in their academic endeavors.

For the future researchers. Continuous studies must be conducted to help

readers and other researchers widen their knowledge. A thorough research which

widens the scope of research that may include not only specific department but

can be conducted on the whole St. John II College of Davao campus.

 31

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 34

APPENDICES
 35

Appendix A

Letter of Permission to Conduct the Study

 36

Letter of Permission to Conduct the Study

March 20, 2015

AMIE P. MATALAM, MM
Program Head, College of Teacher Education
St. John Paul II College of Davao
Ecoland Drive, Matina, Davao City

Dear Ma’am:

Greetings of Peace!

The undersigned are currently working with their undergraduate thesis entitle
“COGNITIVE MORAL DEVELOPMENT AND SOCIAL SKILLS OF THE
STUDENTS” permission from your good office that we be allowed to conduct
study and distribute survey questionnaire.

Attached here, is the research instrument to be used.

Your positive response of the said request is vital in the completion of this
academic endeavor.

Respectfully yours,

Evangeline Narind (SGD)

Florilyn Ayala (SGD)
Researchers
 37

March 15, 2015

AMIE P. MATALAM, MM
Program Head, College of Teacher Education
St. John Paul II College of Davao
Ecoland Drive, Matina, Davao City

Dear Ma’am:

Greetings!

The undersigned are currently working on their research study as a major

requirement for graduation leading to the degree of Bachelor of Elementary
Education. The study is entitled “COGNITIVE MORAL DEVELOPMENT AND
SOCIAL SKILLS OF THE STUDENTS”. Relative to this, the undersigned would to
request your expertise on questionnaire construction to validate the content of
their research instrument prior to the administration to the respondents of the
study.

Your valuable contribution is vital in the realization of this academic endeavor. God
bless and more power to you!

Sincerely yours,

Evangeline Narind (SGD)

Florilyn Ayala (SGD)
Researchers

Noted by:

MR. MARTINO ALDEPOLLA (SGD)

Thesis Adviser
 38

Appendix B

Survey Questionnaires
 39

“COGNITIVE MORAL DEVELOPMENT AND SOCIAL SKILLS OF STUDENTS”

SURVEY QUESTIONNAIRE

Directions: Please read and answer each statement: Rate yourself by checking
according to the scales and descriptive equivalent.

Legend:

5 – Always 4 – Often 3 – Sometimes 2 – Seldom 1 – Never

I. COGNITIVE MORAL DEVELOPMENT

Preconvetional/Premoral 5 4 3 2 1
As a student, I…
1. update myself with recent development in
education.
2. apply updated knowledge to enrich my studies.
3. manifest open mindfulness to recent development
in education.
4. make self-assessment of my studies.
5. desire to improve the quality of my studies.
Conventional/Role Conformity
1. understand the procedure of maximizing times.
2. apply technique of “time on tasks”.
3. observe strict management in the use of time.
4. show the use of time effectively.
5. value the importance of time.
Postconventional/Self-Accepted Moral Principles
1. know the techniques in forming good study
habits.
 40

2. determine the current study habits.

3. provide appropriate learning on task and project.
4. take extra time to help my classmates forming
good habits
5. support the development of good study habits.

II. SOCIAL SKILLS OF STUDENTS

COOPERATION 5 4 3 2 1
As a student, I…
1. listen when someone is talking with me.
2. ask before using other people’s things.
3. avoid doing things with others that may get me in
trouble.
4. use my free time in a productive way.
5. follow teacher’s rules and regulation in the
classroom.
ASSERTION
1. start talks with classroom members
2. get the attention of members of the opposite sex
without feeling embarrassed.
3. invite others to join in social activities.
4. always give fair treatment to my co-students.
5. immediately ask someone when I need help.
RESPONSIBILITY
1. say nice things about himself/herself when
appropriate.
2. show concern for friends and relatives of his or
her own age.
3. appropriately express feelings when I am wrong.
 41

4. wait turns in games or other activities.

5. report accidents to appropriate people.

EMPATHY
1. say nice things to others when they had done
something well.
2. try to understand how my friends feel when they
are angry, upset, or sad.
3. feel sorry for others when bad things happen to
them.
4. listen to my friends when they talk about
problems they are having.
5. let friends know I like them by telling or showing
them.
SELF-CONTROL
1. deviate arguing without hurting others feeling.
2. ignore classmates who are clowning around in
class.
3. take criticism without getting angry.
4. respond appropriately to physical aggression
from peers.
5. compromise in conflict situations by changing
own ideas to reach agreement.
 42

Appendix C

Questionnaire Validation Sheet

43
 44

Appendix D

Tables
 45

Table 5

Level of Cognitive Moral Development in terms of Preconventional/ Premoral

of the Students

Descriptive
Item Mean
Equivalent
1. Updating with recent development in
4.08 High
education.
2. Apply updated knowledge to enrich studies. 4.12 High
3. Manifesting open mindfulness to recent
3.98 High
development in education.
4. Making self-assessment of their studies. 4.06 High
5. Desiring to improve the quality of their studies 4.00 High
Overall 4.05 High
 46

Table 6

Level of Cognitive Moral Development in terms of Conventional/ Role

Conformity of the Students

Mea Descriptive
Item
n Equivalent
1. Understanding the procedure of maximizing
4.06 High
times.
2. Applying technique of “time on tasks”. 4.00 High
3. Observing strict management in the use of time. 3.82 High
4. Showing the use time effectively. 3.86 High
5. Valuing the importance of time. 3.94 High
Overall 3.94 High
 47

Table 7
Level of Cognitive Moral Development in terms of Postconventional/ Self-
accepted Moral Principles of the Students

Mea Descriptive
Item
n Equivalent
1. Knowing the techniques in forming good study
3.94 High
habits.
2. Determining the current study habits 3.86 High
3. Providing appropriate learning on task and
3.72 High
project.
4. Taking extra time to help classmates forming
3.74 High
good habits.
5. Supporting the development of good study
3.92 High
habits/
Overall 3.84 High
 48

Table 8
Level of Social Skills in terms of Cooperation of the students

Descriptive
Item Mean
Equivalent
1. Listening when someone is talking 4.26 High
2. Asking before using other people’s things 4.20 High
3. Avoiding doing things with others that may get
4.14 High
them in trouble.
4. Using free time in a productive way. 4.06 High
5. Following teacher’s rules and regulations in the
4.12 High
classroom.
Overall 4.16 High
 49

Table 9
Level of Social Skills in terms of Assertion of the Students

Mea Descriptive
Item
n Equivalent
1. Starting talks with classroom members. 4.14 High
2. Getting the attention of members of the
4.02 High
opposite sex without feeling embarrassed.
3. Inviting others to join in social activities. 3.98 High
4. Always giving fair treatment to my co-students. 3.94 High
5. Immediately asking someone when they need
3.90 High
help.
Overall 4.00 High
 50

Table 10
Level of Social Skills in terms of Responsibility of the Students

Mea Descriptive
Item
n Equivalent
1. Saying nice things about himself/herself when
4.04 High
appropriate.
2. Showing concern for friends and relatives of his
4.00 High
or her own age.
3. Appropriately express feeling when wrong 3.90 High
4. Waiting turns in games or other activities. 3.96 High
5. Reporting accidents to appropriate people. 4.06 High
Overall 3.99 High
 51

Table 11
Level of Social Skills in terms of Empathy of the Students

Mea
Item Descriptive
n Equivalent
1. Saying nice things to others when they had
3.86 High
done something well.
2. Trying to understand how friends feel when
3.90 High
they are angry, upset or sad.
3. Feeling sorry for others when bad things
3.98 High
happen to them.
4. Listening to friends when they talk about
3.76 High
problems they are having.
5. Letting friends know that they like them by
3.92 High
telling or showing them.
Overall 3.88 High
 52

Table 12
Level of Social Skills in terms of Self-Control of the Students

Mea Descriptive
Item
n Equivalent
1. Deviating arguing without hurting others feeling. 3.84 High
2. Ignoring classmates who are clowning around
3.54 High
in class
3. Taking criticism without getting angry. 4.04 High
4. Responding appropriately to physical
3.84 High
aggression from peers.
5. Compromising in conflict situations by changing
4.04 High
own ideas to reach agreement.
Overall 3.72 High
 53

CURRICULUM VITAE
 54

CURRICULUM VITAE

PERSONAL DATA:

Name : Florilyn B. Ayala

Address : Purok 7, Maypunay, San Jose, Sta. Josefa,
Agusan del Sur
Sex : Female
Date of Birth : November 6, 1985
Place of Birth : Maypunay, San Jose, Sta. Josefa, Agusan del Sur
Religion : Seventh – Day Adventist
Father : Fernando N. Ayala (deceased)
Mother : Erminda B. Ayala

EDUCATIONAL ATTAINMENT

Elementary : Binongan Elementary School

1997-1998

Secondary : Daniel R. Aguinaldo National High School

2008-2009

College : St. John Paul II College of Davao

Bachelor of Elementary Education
 55

CURRICULUM VITAE

PERSONAL DATA:

Name : Evangeline K. Narin

Address : #7 San Antonio St., Skyline
Catalunan Grande, Davao City
Sex : Female
Date of Birth : May 24, 1990
Place of Birth : Asbang, Matanao, Davao del Sur
Religion : Christ the Orient
Father : Francisco G. Narin
Mother : Herma K. Narin

EDUCATIONAL ATTAINMENT

Elementary : Asbang Elementary School

2003-2004

Secondary : Sta. Ana National High School

2007-2008

College : St. John Paul II College of Davao

Bachelor of Elementary Education