“THE IMPACT OF INTEGRATING VALUES EDUCATION IN TEACHING SCIENCE

TOWARDS THE ATTITUDE OF STUDENTS IN PROPER WASTE DISPOSAL”

(METHODS OF RESEARCH)

Submitted by: CATHERINE A. AUDE

MST-GENSCI

Submitted to: DR. JOY M. SORROSA

APRIL 01, 2016

 CHAPTER I

INTRODUCTION

1.1 Rationale of the study

Integrating values education in teaching science is very vital in building the capacity of
individuals to address environmental issues. In Manuel S Nasser Sr. National High School,
teachers have been introduced to various methods & techniques of how to integrate values
education in teaching science in alignment with the subject matter of the teacher during the
teaching and learning processes. Since teaching values education together with the subject matter
content is not a new aspect for the teachers in Manuel S Nasser Sr. National High School, but
there is limited research on how teachers performed in this line. Thus, the present study aims to
discover the impact of integrating values education in teaching science towards the attitude of
students in proper waste disposal. For this particular study, the teacher will expose students to
various ways that values education will be applied to science and help them develop skills in
distinguishing their differences and analyzing the role of values education in producing particular
facts. The respondents will be the grade 7 students from Manuel S Nasser Sr. National High
School. A quantitative method will be used for data collection through using structured
questionnaire. The findings will reveal that integrating values education in teaching science will
yield positive result to the attitude of the students. Therefore, teachers are required to play the
role of integrating values education suitable for that specific subject.

1.2 Statement of the Problem

The study problem is focused in finding out the impact of values education in teaching
science towards the attitude of students in proper waste disposal, especially the grade 7 students
of Manuel S Nasser Sr. National High School in comparison with the attitude of students of
grade 7 before and after integrating values education in teaching science.
1.3 Objectives of the Study

This study has the following objectives:

 determine the impact of integrating values education in teaching science towards the
attitude of students in proper waste disposal
 compare the attitude of grade 7 students before and after integrating values education
in teaching science

1.4 Significance of the Study

 The result of this study will help the students develop more interest on environmental
matters.
 It will also help them understand the importance of integrating values education in
teaching science.
 The results will also help science teachers on how to awaken the consciousness of the
students towards environmental matters through integrating values education in
teaching science.

1.5 Research Hypothesis

 There is no significant relationship between integrating values education in teaching
science towards the attitude of students in proper waste disposal
 The integration of values education in teaching science does not significantly
influence the attitude of student towards waste disposal

1.6 Scope and Limitation of the Study

This study will be about the impact of integrating values education in teaching science
towards the attitude of students in proper waste disposal and will be conducted at Manuel S.
Nasser Sr. National High School. The data used on this study will be limited and focus on
students’ attitude in integrating values education in teaching science.

1.7 Theoretical Background of the Study

Bandura stated that many individual’s complex behaviour are the result of exposure to
competent models who display appropriate behaviour in solving problems and coping with their
world. This he called as “observational learning” or imitation or modelling which happens when
learning occurs after an individual have observed and imitated another’s behaviour. It is
composed of 4 main processes specifically attention, retention, motor reproduction and
reinforcement (Brazalotte 2011 p.133). In the context of this paper, it can be noted that what the
teacher exemplifies, other than the actual values taught, is greatly learned by the students. This
has been cited by many faculty members who said that teachers are supposed to exemplify the
paragon of virtue and values. This is most highlighted in the college students as they are already
in the process of establishing moral reasoning based on enduring or consistent principles to
which other people’s influences come to light. They are at the stages of not just recognizing the
right or wrong but understanding the reason behind it.

Lawrence Kohlberg’s moral development stages called this as the post-conventional stage
where there is the social contract orientation and the universal ethical orientation which is both
anchored on the prevailing values orientation of the person. The former is highlighted when laws
that are wrong can be changed and when one act based on social justice and the common good.
While the latter is associated with the development of one’s conscience and is characterized by
having a set of standards that drives one to possess moral responsibility to make societal changes
regardless of consequences to oneself. Alongside this, Kohlberg and his colleagues also came up
with the idea of the “just community” schools approach towards moral development whose
fundamental goal is to enhance students moral development by offering them the chance to
participate in a democratic community (Lucas and Corpuz 2007 p.63 and 64). The college
students are in a very crucial stage of their lives when they are in the process of defining their
sense of self anchored mainly on their attitudes and values. The values clarification theory is an
educational philosophy based on the concept of humanity that says that human beings hold the
possibility of being thoughtful and wise and that the most appropriate value will come when
persons use their relationship with each other and with the ever-changing world. Values also
cannot be personal until they are freely accepted and that they cannot be much of significance is
they do not penetrate the life of the person who holds them. There are 3 relative processes to
achieve this: choosing values, prizing values and acting on them. Along side this, it has been
mentioned that becoming aware of values is a three-dimensional process: (1) to develop within
man each one of the basic need areas; (2) to participate in the sharing and shaping of the 8 basic
needs in the lives of others, and; (3) to recognize the ways in which others influence the shaping
and sharing of values within man. Putting this in the perspective of values education, teachers
then have to work on the students’ value system (Branzon 1994). How the values are integrated
in the teaching-learning process will either affirm or negate this theory.
 CHAPTER 2
REVIEW OF RELATED LITERATURE

The teacher must appeal not only to the mind but the hearts as well, in fact, the total
human person. The teacher’s personal values play an important role in values learning. For
effective value integration and transmission to take place, the identified values have to first be
full values. Hence, they must go through the three processes: cognitive process or the act of one
person involving choosing freely from among alternatives, after careful thought; affective
process when a person’s choice is prized and cherished and the person publicly affirms it, and;
behavioural process wherein if one values something, she/he shows this in his/her actions, acts
positively about it and does it habitually (Panopio and Raymundo 2004 pp. 86 and 87). It is only
hoped then that after such integration of the core values in teaching science disciplines, full value
integration may take place.

Teaching students how to learn and how to develop their sense of curiosity are goals of
educators in general and science teachers in particular. For instance, Biology, concerned with the
wonders of life, offers many fascinating natural phenomena that provoke thought and stimulate
curiosity. Students are likely to understand the natural world if they work directly with natural
phenomena, using their senses to observe and using instruments to extend the power of their
senses (National Science Board, 1991). Novak (1964) suggested that inquiry involves human
beings in the struggle for reasonable explanations of phenomena about which they are curious. In
order to satisfy curiosity, inquiry should involve activity and skills, but should focus on the
active search for knowledge and understanding of unusual elements in the environment (Lovat,
2011).

Dr. Abraham I.Felipe highlighted the important role of values integration in the teaching-
learning process when he said that it is urgent that educators emphasize the purpose of education
which is not merely absorbing new knowledge and skills but more importantly, imbibing right
values and attitudes. He further elucidated “...so that we may be able to discharge this awesome
responsibility of educating Filipinos, we can begin by teaching the enduring, time-tested values
of integrity, justice, respect for the rights of others and social responsibility, by properly
inculcating these values in our students, we shall be able to prepare them to absorb shocks
coming from the changes in lifestyle and in social mores progressively increasing in complexity
and quantity” (San Diego 1996 p.81).

Human values are an important aspect in education since they determine human being
behavior in society. According to Pinkley (2012), many parents and teachers acknowledge that
classroom instruction of literacy and math is not enough and it should be accompanied with
values that would ultimately help in producing ethical and responsible members of society.
Munera, Gracia & Lo’pez (2008) add that teachers should not care only about the academic level
and improvement of their students, but also their personal growth as human beings. As a result,
they will be more human (Campero, 2008) and active caring involved citizens (Shaaban, 2005).
Shaaban (2005) claims that moral education gives the students the chance “to think in informed
and reflective ways about controversial moral issues” (201). In fact, he encourages moral
education in pluralistic societies to educate pupils of their rights and duties, discussing
differences and making informed decisions. Global human values including truth, honesty, love
and sacrifice would contribute to peace and development of social ills such as fraud, oppression
and apathy (Focho, 2011). Advocates of including human values in the curriculum believe that it
helps learners to develop social responsibility and global citizenship (Merrifield and Kai, 2004).
Moreover, integrating values in education is considered as the transformation of the culture and
life of the school (Berkowitz, 2002). For example, Schaps, Schaeffer & McDonnell (2011)
recommend involving learners in honest, thoughtful discussion and reflection in character
education in terms of what they see around them, what they are told, and what do they
experience and do personally. In other words, moral education would help learners develop a
sense of social and personal responsibility (Shaaban, 2005). In fact, it increases the engagement
and achievement of the learners because they will have the chance to identify, reflect and act
upon values that would lead to a healthy society.

Environmental attitude of young people appears to be crucial as they ultimately play a

direct role in providing knowledge-based solutions to in- coming environmental problems
(Bradly et al., 1999; Eagles and Demare, 1999). School environmental programs, although
addressed to students if properly channel can also influence the environmental knowledge,
attitude and behaviour of adults (parents, teachers and local community members) through the
process of intergenerational influence (Evans et al., 1996; Ballantyne, 1998; Gallagher et al.,
2000).

Attitude is a mental state of readiness that influences the individuals’ response to

everything it is related to (Allport, 1935). Schultz and Zelezny (2000) say that the attitude of
concern for the environment originates from individual’s concept of self and from the degree of
perceiving himself as a fundamental part of natural environment. Behaviour is what people do, if
it is environmentally appropriate or not (Hernandez & Monroe, 2000). Behaviour is generally
supported by the knowledge and attitude, but the direct connection from knowledge to attitude
and on to the behaviour does not always exist (Monroe, Day, & Grieser, 2000). It is necessary to
start developing positive attitudes and values towards the environment in early childhood,
because the patterns of behaviour in later years only strengthen and develop further. This results
in a positively oriented environmental behaviour of the individual and society, which leads to a
sense of responsibility and care for the environment while at the same time these behavioural
patterns are transmitted to subsequent generations.

Students need to have the appropriate orientation, integration, the required skills, positive
attitude and commitment to take the initiative towards solving existing environmental problems
and preventing new ones in other to sustain the environment. This view is in line with
Ehrampoush and Moghadam (2005) who earlier stated the environmental attitude and knowledge
of young people (like students) appear to be crucial as their point of view ultimately plays an
important role in providing solution to future environmental problems. Appropriate knowledge
and integration of proper waste disposal by the teachers in high school is very important for
maintenance and sustainability of a healthy environment.

According to Karlinger, (1970) attitude is a psychological construct, or latent variable,

inferred from observable responses to stimuli which are assumed to mediate consistency and
coherence among those responses. He went further to explain that attitude is related to thinking,
feeling, perceiving and behaving toward a cognitive object. Anastasi (1969) noted that attitude is
a tendency to react favourably or unfavourably towards a designated class of stimuli. He further
remarked that it was synonymous with opinion. The attempted differentiation between attitude
and opinion was, “neither consistent, nor logically definable”. Thurstone (1928) who was the
first to undertake measurement of attitude defined it as, “The degree of positive or negative
effect associated with some psychological object”. These include interests, appreciation, likes,
dislikes, opinions, values, ideals, social distance, character traits and loyalties. Attitudes have
emotional content and vary in intensity and generality according to the range of objects or
situations over which they apply. Mostly attitude learnt are difficult to distinguish from such
affective attributes of personality such as interest, appreciation, likes, opinion, values, ideals and
character traits (Baumil & Beger, 1965).

Attitude does not only include the negative attitude such a prejudices biases and dislikes,
but also positive attitudes are sometimes called sentiment, which include our attachment and
loyalties to person, objects and ideas (George, 2000). Attitude thus seems like a system of ideas
with an emotional core or content. An individual possesses his or her life, he or she acquires not
only skills and knowledge, but also definite attitudes, point of views and feelings about his or her
experiences. These definite attitudes, point of views and feelings are developed not only due to
what kind of experiences the individual passes though, but also how these experiences came
across. Tendency to react favourably or unfavourable toward designated class of stimuli is
attitude. If this reaction is according to the ethics of science, then it is scientific attitude. The
scientific attitude investigates certain scientific acts or thoughts. Scientific attitude is the ability
to react consistently, rationally and objectively in certain ways to a novel or problematic
situation. It is the ability to do things in a way that rely on proven principles rather than
unverified principles. A person with good scientific attitude is free from superstition, unverified
assumptions and many times from popular opinion that has no empirical basis (Olatoye, 2002;
Olatoye & Aderogba, 2012; Klopfer, 1995). A person with scientific attitude is not necessarily a
scientist but he or she consciously or unconsciously thinks, acts and demonstrates traits that are
common to scientists. The habit or thought associated with scientific thinking deserves more
careful consideration. Munby (1983) defined scientific attitude as the thinking pattern,
characteristic of scientists. To be scientific mean that one has such attitudes as curiosity,
rationality, and willingness to suspend judgment, open-mindedness, critical-mindedness,
objectivity, honesty and humility. Scientific attitude regulate behaviour that is directed towards
or away from some object or situation, or group of objects or situations.

The teachers need to identify areas and stages in which specific content can be integrated
with the subject content. For example, in the syllabus for science in the primary school, on the
topic about waste disposal, there is nothing mentioned about waste disposal. But the teacher is
expected to integrate environmental education by linking the subject content with different 7
causes of waste disposal, and the environmental impact of waste disposal on the environment.
Then, together with the pupils they can discuss different activities in their environment that can
cause waste disposal and what measures they can take to minimize it, both at local and global
levels. This process requires the teacher to have a wide knowledge base of environmental
education and also the skills of linking the subject content with the environmental education
content without diluting the subject content. Sometimes when we talk about integration, it only
refers to the teaching of content in the classroom. Integration can also be achieved by just taking
the learners outside, even if the content of the topic is not directly related to the environment.
This approach to integration enhances the learners’ appreciation of the environment. In addition,
environmental education should go beyond the classroom into society, into our daily activities
and into nature (Hua, 2004). For example, if in the classroom the pupils learn about waste
management, to integrate what they learn with society, they can discuss the impact of poor waste
management on the environment then decide to carry out a clean-up activity of their school, the
area around the school and at home. The primary education curriculum emphasizes teaching and
learning methods which make students active participants in the learning process. It has been
found that children learn better through the use of teaching methods that are active and
participatory and are related to real life situations. Such methods engage learners in higher order
thinking skills, critical thinking and stimulate learning, which are important in the learning of
environmental education (Moon, 2008). Environmental education seeks to develop the necessary
knowledge, understanding, values, skills, attitudes and commitment among the people. These
qualities would allow people to be proactive in securing a healthy and properly functioning
sustainable environment. To attain this objective, there is need to examine the kind of thinking
that guides the teaching and learning of environmental education.

Values education has been explicit in educational theory from Plato onwards –whether in
advocating insight into the „form of the good or according to Aristotle, in arguing for the
importance of good habits as an entry to the life of virtue or, according to Dewey, in promoting
the social norms which constitute a democratic society. However, „values education‟ in
educational practices has more often than not been addressed only implicitly and therefore too
often uncritically Lardizabal (1999).
 Constructivist theory frames learning as an active, continuous process whereby learners
take information from the environment and construct personal interpretations and meaning based
on prior knowledge and experience (Driver and Bell., 1986).

Moreover, learners construct knowledge by physically and mentally acting on objects or

phenomena in the environment (Piaget, 1970) and through social interactions with members of
the community (Vygotsky, 1986). Thus, students learning about environment are in part
influenced by the personal ideas and understandings they construct about the world.

Experiential learning theory (Kolb, 1984) suggests that students learn more effectively by
‘doing’ than by ‘listening’ (active rather than passive rote learning) and this is a major strength
of learning in the field where students are involved in environmental projects, data collection and
analysis. In addition to the direct educational benefits, fieldwork has been reported to increase
confidence and motivation (Smith, P. K. (1986). The environmental philosopher John Muir
(1901) emphasized that the People will act on behalf of the natural world if they have exposure
to it, therefore knowledge about it. It is now well established that knowledge about the natural
world will influence attitudes regarding the natural world, which will in turn impact one’s
actions on behalf of the natural world (Goralnik and Nelson, 2011).

Teaching is a moral activity in which teachers have to consider the ethical complexity of
teaching and the moral impact they have on their students (Carr,, 2011). All kinds of activities in
schools in which students learn or develop values and morality are often referred to as values
education (Taylor, 1994), and a distinction can be made between explicit and implicit values
education. Whereas explicit values education refers to schools’ official curriculum of what and
how to teach values and morality, including teachers’ explicit intentions and practices of values
education, implicit values education is associated with a hidden curriculum and implicit values,
embedded in school and classroom practices (Halstead, 1996; Thornberg, 2008a). Even though
the concepts of values education and moral education sometimes are used interchangeably, we
use values education in line with Taylor (1994, 2006) as an overarching concept including
concepts such as moral education, character education, and citizenship education.

Environmental attitude of young people appears to be crucial as they ultimately play a

direct role in providing knowledge-based solutions to in- coming environmental problems
(Bradly et al., 1999; Eagles and Demare, 1999). School environmental programs, although
addressed to students if properly channel can also influence the environmental knowledge,
attitude and behaviour of adults (parents, teachers and local community members) through the
process of intergenerational influence (Evans et al., 1996; Ballantyne, 1998; Gallagher et al.,
2000).

Work in the realm of students’ attitudes toward science has been motivated by the desire
to increase interest, performance, and student retention in science. Educational studies have
produced mixed results but tend to show that attitudes affect students’ persistence and
performance (for a review, see Schommer, 1994). Modest positive correlations between science
attitude and science achievement have been reported in many studies. Models propose that
science instruction influences attitudes in ways that predict achievement (Oliver, 1990). In
particular, science instruction that is activity-based (Dickinson, 1976; Fraser, 1980; Freedman,
1997) and issueoriented (Iskandar, 1991; McComas, 1993) has been shown to enhance positive
attitudes toward science. Another reason to extend research on scientific attitudes is that attitudes
and beliefs are part of ‘‘cognition’’ itself (Schoenfeld, 1985). Research has suggested that people
who view science in a sophisticated way are better able than others to use their knowledge in
more contexts and to make sense out of complex information (King & Kitchener, 1994). Thus,
science attitude research may be viewed as fundamental to understanding scientific cognition.

Values Education, as a subject on evaluative reasoning, welcomes criticism, dissent, and

eventual rejection of an object of inquiry (e.g., alleged guilt or claimed innocence of someone
accused of misbehavior). This is consistent with the advise of Lipman (2003) that it is wrong to
tell students what is right and wrong. Free, independent, and cooperative thinking play a central
role in the mental and behavioral development of the human being. Hence, it is not a value or a
set of values alone that should be questioned but also the reasons upon which it is thought to be
worthy or more important than other things.

The Basic Education Curriculum (BEC) for Philippine public schools requires the
integration of Values/Moral Education with Language, Mathematics, and Science education
(Cruz, 2003). Values/Moral Education is no longer viewed as an independent subject; it is now a
part of Filipino, English, Mathematics, and Science, which are instruments of learning certain
values or doctrines (e.g., humane, nature lover). Teachers of such tool subjects are, at the same
time, Values/Moral Education teacher. With this new role of the tool subjects, it is no longer apt
for students in teacher education institutions in the Philippines to specialize in just one area of
study, say, Science (Cruz, 2003). In fact, Cruz (2003) suggests that all schoolteachers in the
Philippine public schools should become well-trained generalists. Values/Moral Education
should be aimed at getting the students to master the correct manner of making reasoned value/
moral choices. Time and again, however, it has been objected that such form of Values/ Moral
Education is not particularly concerned with behavior, particularly with getting the students to
behave “properly.” But proper behavior is perceived to be morally laudable by the society. To be
good, accordingly, is to meet the value/moral expectations of the society. Non-conformity could
be anything but good. Or being different could mean a case of moral deviance, which is usually
regarded as an instance of “deficiency” in morals or good values. This view of what is moral,
however, is highly questionable. It is not unusual for morals and values to be imposed on people
by certain, often dominant, entity or interest groups whose attitude, more often than not, seems to
lean, if not border on, dogmatism. Such groups could be a political or religious
institution/organization. Despite the strength of moral dominance of an individual or group of
individuals over the members of a certain community, it does not follow, however, that
conformity to the expectations and cherished values of the dominant entity will necessarily make
the conformist a good person. There simply is nothing good about the simple act of following or
submitting to the standards of value of a certain institution or organization. For instance, getting
the students to believe that honesty is good does not mean that if they will tell the truth without
thinking about or due regard to its consequences, they will turn out to be a good person.

Successful integrated approaches to learning and teaching move children from where
they are in terms of their understanding and build on this using real life examples to make
learning engaging and relevant (Edwards, Gandini, and Forman, 2001)

In contrast, it has also disadvantages, such as integration confusion and time-consuming

in preparation. The interdisciplinary approach has been defined by Executive Director of the
Association for Integrated Studies William H. Newell and William Green (1982) as “inquiries
which critically draw upon two or more disciplines and which lead to an integration of
disciplinary insights” (Haynes, 2002, pg17). Tytler argues also that one disadvantage of an
integrated approach is that one or the other learning area is trivialized. Science is often the
subject that suffers particularly if it is simply a matter of trying to incorporate it within a broad
topic. However placing science at the hub of a topic means that science skills and concepts can
be promoted as a focal point whilst allowing the process subjects of English and Mathematics to
adhere to the science content, giving these subjects purpose and authenticity (Tytler,2004, p121-
2).

The student teachers invested efforts to integrate different approaches and activities in
their instruction. They not only worked cooperatively creating pairs and working constantly
together preparing lesson plans and teaching them in classes, but also worked as a team
consulting each other and sharing materials. This shows that they practiced cooperation in their
work during that week. In addition, they had a chance to implement the content-based instruction
method by focusing on the theme of human values, presenting dilemmas and helping the pupils
to find solutions. As Shaban (2005) says, following this method increased the engagement and
the achievement of the learners, who had a chance to identify problems, solve and act them
besides reflecting on their experience. They also integrated all language skills in their instruction,
included stories and folktales, and formed groups to enhance cooperation among the pupils.
Incorporating technology was also obvious. Each pair made sure to show segments of videos
related to the topic of human values as an authentic source of language, which were followed by
different activities.

Teachers play an integral role in stimulating student learning, recent research also
emphasizes the role of the students. Cognitive psychologists have pointed out that students do
not passively receive the information they get from teachers, instead they actively modify it by
trying to make sense of it and by relating it to what they already know about a topic. Thus,
students develop new knowledge through a process of active construction. This means that
students go beyond rote memorization. For them to achieve true understanding of new
information, they need to develop and integrate a network of associations linking new
information to pre-existing knowledge and beliefs that are anchored in the appropriate
informative experience (Gonzales, 2003). Therefore, teaching involves inducing conceptual
change in learners, not simply imparting knowledge into a vacuum. As a result of the conceptual
change, the students‟ pre-existing beliefs about a particular lesson are accurate, facilitate
learning and provide a natural and articulate foundation for teaching. The principle of integrated
teaching and learning approaches highlights the importance of a balanced curriculum. integrated
approach of differentiated learning activities, play and developmentally appropriate based
practice (Walsh, Sproule, McGuiness, Trew, Rafferty and Sheehey, 2006)
 CHAPTER 3

METHODOLOGY

3.1 Materials

Survey method will be used in the study which is concern with finding the impact of
integrating values education in teaching science towards the attitude of students in proper waste
disposal.

3.2 Sampling

The sample will be selected from grade 7 students of Manuel S Nasser Sr. National high
School. Among the samples, 35 will come from the grade 7 Diamond and 38 will come from
grade 7 Gold. The total sample size will be78 using stratified Random Sampling.

3.3 Tools used for the Collection of Data

The tool prepared to collect data will be a questionnaire, which contain questions about
the level of impact of integrating values education towards the attitude of students in proper
waste disposal. The questionnaire will be given for expert observation about integration of values
education in teaching science and then a study will be made to 78 students of Manuel S Nasser
Sr. National High School. The reliability and final validity of tool will be found.

TABLE 1: The students attitude of grade 7 Gold before integrating values education in
teaching science.

Please tick ( / ) on each answer you choose. You may only choose one answer. For these
following questions, please rate according to the following.

1. Strongly 2. Disagree 3. Neutral 4. Agree 5. Strongly

 Disagree Agree

N STATEMENT 1 2 3 4 5
O
1 Much of what I learn in science classes in proper waste
disposal is useful in my everyday life today.
2 The things that I learn in integrating values education in
science have nothing to do with the real world
3 Without integrating values education in teaching science will
help me protect the environment.
4 Caring of environment is part of integrating values education
in teaching science
5 Knowledge that being integrate by the teacher will help me
protect to environment.
6 The things that I learn in integration enables me to explain my
thoughts better to others
7 Knowledge of integrating values education in waste disposal
will prevent the spread of colds/diseases
8 I used the materials waste materials professionally
9 Integration will likely have a negative effect on the emotional
development of the students
10 Integration offers interaction that will foster understanding
and acceptance of differences among students.
11 Integrating values education in science will require significant
change in regular classroom procedures.
12 Increased integration in teaching will creates too much
confusion for students.
TABLE 1I: The students attitude of grade 7 Diamond after integrating values education in
teaching science.

Please tick ( / ) on each answer you choose. You may only choose one answer. For these
following questions, please rate according to the following.

1. Strongly 2. Disagree 3. Neutral 4. Agree 5. Strongly

Disagree Agree
N STATEMENT 1 2 3 4 5
O
1 Much of what I learn in science classes in proper waste disposal
is useful in my everyday life today.
2 The things that I learn in integrating values education in science
have nothing to do with the real world
3 Without integrating values education in teaching science will help
me protect the environment.
4 Caring of environment is part of integrating values education in
teaching science
5 Knowledge that being integrate by the teacher will help me
protect to environment.
6 The things that I learn in integration enables me to explain my
thoughts better to others
7 Knowledge of integrating values education in waste disposal will
prevent the spread of colds/diseases
8 I used the materials waste materials professionally
9 Integration will likely have a negative effect on the emotional
development of the students
10 Integration offers interaction that will foster understanding and
acceptance of differences among students.
11 Integrating values education in science will require significant
change in regular classroom procedures.
12 Increased integration in teaching will creates too much confusion
 for students.
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