HomeJPAIR Multidisciplinary Research Journalvol. 53 no. 3 (2023)

Moral and Spiritual Recovery Program (MSRP): A Gender-Responsive Action Addressing the Different Challenges Faced by the Students

Dexter M. Palanas | Victorina De Torres Palanas

Discipline: Education

 

Abstract:

The current youth landscape in the Philippines is marked by moral ambiguity and apathy towards spiritual and developmental issues. This study delves into the impact of moral and spiritual recovery programs on students at School A. The objective is to address their unique challenges and to identify how the Moral and Spiritual Recovery Program (MSRP) affects individual behavior in terms of Maka-Diyos (Godly), Makatao (Humane), Makakalikasan (Nature Lover), and Makabansa (Patriotic) as perceived by teachers, to determine the themes that emerge from the challenges students face, identify the MSRP contribution to their personal growth, and to determine the program that influences the students’ moral and spiritual aspects. Employing a Mixed-Method Research Design utilizing semi-structured interviews with 11 participants and surveys 1,350 participants to explore the role of MSRP in Values Formation at School A. The program transformed the classroom into a space for nurturing self-regulated learners who actively participate, comply with rules, and respect regulations. Three themes drove students’ changing priorities. These are family-centeredness, engagement in various activities, and perception of related factors. Key challenges included time management, depression, and self-analysis issues, with coping strategies like faith and religiosity. Students’ transformative strategies centered on respect and integrity. Moreover, positive behavioral outcomes were observed not only during the MSRP but also during regular class hours. In conclusion, the study highlights the need to update the MSRP and align it with sustainability goals, addressing criticisms and making it more transparent in its current application.



References:

  1. Amerstorfer, C. M., & Freiin von Münster-Kistner, C. (2021). Student perceptions of academic engagement and student-teacher relationships in problem-based learning. Frontiers in psychology12, 4978.
  2. Bialik, M., Bogan, M., Fadel, C., & Horvathova, M. (2015). Character education for the 21st century: What should students learn. Center for Curriculum Redesign, 1-35.
  3. Business World Online. (2017). Out-of-school population declines in 2017, PSA says. https://www.bworldonline.com/editors-picks/2018/06/08/163942/out-of-school-population-declines-in-2017-psa-says
  4. de Leon, R. C. (2020). A Qualitative Description of Filipino Junior High School Students' National Pride. Asia Pacific Higher Education Research Journal (APHERJ)7(2).
  5. Department of Education Order No. 32, s. (2017). Gender-Responsive Basic Education Policy. https://www.deped.gov.ph/2017/06/29/do-32-s-2017-gender-responsive-basic-education-policy/
  6. Domogen, J. C., Cuyangoan, J. D., & Ilacad, L. F. (2022). Mainstreaming Gender Perspectives in Modular Instruction. International Journal of Learning, Teaching and Educational Research21(11), 129-151.
  7. Dusselier, L., Dunn, B., Wang, Y., Shelley iI, M. C., & Whalen, D. F. (2005). Personal, health, academic, and environmental predictors of stress for residence hall students. Journal of American college health54(1), 15-24.
  8. Hystad, S. W., Eid, J., Laberg, J. C., Johnsen, B. H., & Bartone, P. T. (2009). Academic stress and health: Exploring the moderating role of personality hardiness. Scandinavian journal of educational research53(5), 421-429.
  9. Lovin, D., & Bernardeau-Moreau, D. (2022). Stress among Students and Difficulty with Time Management: A Study at the University of Galați in Romania. Social Sciences11(12), 538.
  10. Lungu, V. (2021). Sesiunea și stresul la studenţi. In Materialele Conferinței Republicane a Cadrelor Didactice (Vol. 5, pp. 246-251).
  11. Mercer, S., & Dörnyei, Z. (2020). Engaging language learners in contemporary classrooms. Cambridge University Press.
  12. Mootz, J. J., Stabb, S. D., & Mollen, D. (2017). Gender-based violence and armed conflict: a community-informed socioecological conceptual model from Northeastern Uganda. Psychology of Women Quarterly41(3), 368-388.
  13. Naranayan, D. S.  (2023). Embracing Ethical Behavior: A Pathway to Integrity and Success. https://bit.ly/3u1lggE
  14. Outrage. (2017). Dep’t of Education issues gender-responsive basic education policy. OUTRAGE. https://bit.ly/3FJw0ms
  15. Palanas, D. M., Palanas, V. D., & Cadapan, L. M. (2022). Educational Manga Series: Pseudo-Interactive Effect in Learning Mathematics through Modular Distance Learning. JPAIR Institutional Research Journal18(1), 1-1.
  16. Porcalla, D. (2017). Number of elemenary high school dropouts rising-lawmaker. The Philippine Star.
  17. Salter, M. (2017). Organized child sexual abuse in the media. In Oxford research encyclopedia of criminology and criminal justice.
  18. The President of the Philippines. (1992). Proclamation No. 62, s. 1992. Declaring A Moral Recovery and Enjoining Active Participation of All Sectors In The Filipino Society. https://bit.ly/3uANjn7
  19. Villani, D., Sorgente, A., Iannello, P., & Antonietti, A. (2019). The role of spirituality and religiosity in subjective well-being of individuals with different religious status. Frontiers in psychology10, 1525.