Chapter 2

REVIEW OF RELATED LITERATURE AND STUDIES

This chapter presents some literatures and studies

which the researchers deemed relevant with the present

study.

Related Literature

Core Values

According to Shane et. al (2025) core values serve as

the foundation of an individual’s character and behavior.

They are the principles and beliefs that guide our actions,

decisions, and interactions with others. Practicing these

values is essential not only for personal growth but also

for building a harmonious and responsible community. In

addition, core values serve as the guiding principles that

shape individuals into responsible and morally upright

citizens. In the context of Filipino culture and education,

these values are embodied in the four pillars: Maka-Diyos,

Maka-Tao, Maka-Kalikasan, and Maka-Bansa. Practicing these

core values is essential in fostering a harmonious and

progressive society.

According to the Department of Education (2025) Maka-

Diyos emphasizes the importance of faith and spirituality.

Practicing this value involves acknowledging and respecting

God's presence in our lives through prayer, worship, and

acts of kindness. It encourages us to live with integrity,

compassion, and gratitude, recognizing that our talents and

blessings come from a higher power. By doing so, we

cultivate a sense of humility and moral uprightness that

guides our daily actions.

On the other hand, Maka-Tao highlights the significance

of compassion, respect, and concern for others. Practicing

this value means treating everyone with kindness and

fairness, regardless of their background or social status.

Simple acts such as helping a classmate, showing respect to

elders, and listening empathetically to others reflect Maka-

Tao in action. These practices foster a community built on

trust, understanding, and love.

Moreover, Maka-Kalikasan underscores the responsibility

to care for the environment. Practicing this value involves

taking proactive steps to protect nature, such as recycling,

planting trees, and conserving resources. By being

environmentally responsible, we ensure that future

generations can enjoy the beauty and bounty of our natural

world. Respecting and caring for Kalikasan is a collective

effort that contributes to sustainable development and

ecological balance.

Furthemore Maka-Bansa calls for patriotism and active

participation in nation-building. Practicing this value

includes respecting national symbols, obeying laws, and

contributing to the progress of the country through honest

work and civic engagement. Supporting local products, voting

responsibly, and advocating for social justice are ways we

can embody Maka-Bansa. This sense of patriotism fosters

unity and pride in our identity as Filipinos.

Indeed, practicing the core values of Maka-Diyos, Maka-

Tao, Maka-Kalikasan, and Maka-Bansa is vital in developing

individuals who are morally upright, environmentally

responsible, and patriotic. These principles serve as the

foundation for building a just, compassionate, and

sustainable society. As members of this community, it is our

duty to internalize and live out these core values every

day.

Practice of Core Values of the Department of Education

The practice of core values by students is integral to

fostering a well-rounded and morally upright individual. The

Department of Education (DepEd) in the Philippines

emphasizes core values such as Maka-Diyos, Maka-Tao, Maka-

Kalikasan, and Maka-Bansa to develop students who are not

only academically competent but also morally upright

citizens (DepEd, 2025).

Reyes (2024) found that students who actively practice

core values are more likely to exhibit respectful and

responsible behavior both inside and outside the classroom.

This aligns with the DepEd’s goal of nurturing learners who

uphold moral principles in their daily lives.

In addition, Santos (2024) emphasized that the

integration of core values in school activities fosters a

sense of community and solidarity among students. The study

revealed that students who participate in values formation

programs tend to demonstrate higher levels of respect,

honesty, and responsibility. Similarly, Lopez (2024) noted

that teachers play a crucial role in modeling and

reinforcing these values, which significantly influences

students’ adherence to them.

According to the Department of Education’s annual

report (2022), peer influence, socio-economic factors, and

the digital environment can hinder students' adherence to

these values. Therefore, continuous reinforcement and

community involvement are essential to sustain the practice

of core values among students. This literature underscores

the significance of actively practicing core values in

shaping responsible and morally upright students. Schools,

teachers, and families must collaborate to create an

environment conducive to the internalization and display of

these values among Grade 12 learners.

Practice of Core Values of DepEd among Grade 12

Students
 The Department of Education (2024) in the Philippines

emphasizes the importance of core values to develop

responsible and morally upright citizens. Among Grade 12

students, who are on the cusp of entering adulthood and the

workforce, practicing these core values is especially

significant. The core values—Maka-Diyos (God-loving), Maka-

Tao (People-oriented), Maka-Kalikasan (Environment-

conscious), and Maka-Bansa (Patriotic)—serve as guiding

principles to shape their character and prepare them for

their roles in society.

In the classroom and school environment, Grade 12

students actively practice Maka-Diyos by participating in

religious activities, prayer sessions, and values education

that promote spiritual growth and moral integrity. This

helps them develop a sense of faith and humility, guiding

them to make ethical decisions and act with honesty, (DepEd,

2024).

Practicing Maka-Tao is evident in how students show

respect to teachers, peers, and school staff. They engage in

community service projects, peer counseling, and

collaborative learning, which foster empathy, kindness, and

a sense of social responsibility. These activities encourage

students to become compassionate individuals who value human

dignity,(DepEd, 2024).
 Maka-Kalikasan is practiced through environmental

initiatives such as tree planting, waste segregation, and

awareness campaigns. Grade 12 students participate in

environmental clubs and projects that promote

sustainability, demonstrating their commitment to caring for

the planet, (DepEd, 2024).

For Maka-Bansa, students express patriotism by

celebrating national holidays, learning about Filipino

history and culture, and engaging in activities that promote

national pride. Their involvement in community outreach and

civic projects reflects their sense of responsibility as

future leaders and citizens of the Philippines, (DepEd,

2024).

Furthermore, these core values are reinforced through

school policies, extracurricular activities, and community

involvement. Teachers serve as role models, guiding students

to embody these principles in their daily lives. As they

approach graduation, the practice of these core values

prepares Grade 12 students to become morally upright,

environmentally conscious, and socially responsible

individuals ready to face the challenges beyond school,

(Santos, 2021).

Hence, the practice of the Department of Education’s

core values among Grade 12 students is essential in shaping

well-rounded individuals. By embracing these principles,

students not only succeed academically but also develop

character and integrity that will serve them and society in

the future.

Maka-Diyos: The Foundation of Moral and Spiritual Life

According to Tolentino et. al (2022) Maka-Diyos, one of

the core values of the Department of Education in the

Philippines, emphasizes the importance of faith, reverence,

and moral integrity rooted in one's relationship with God.

This value is fundamental in shaping individuals who are not

only morally upright but also compassionate and guided by

spiritual principles. Practicing Maka-Diyos involves

recognizing and respecting the existence of a higher power,

fostering a sense of humility and gratitude. It encourages

individuals to live a life of honesty, kindness, and respect

for others, reflecting the teachings of faith and

spirituality. In schools, Maka-Diyos is promoted through

religious activities, moral lessons, and values education,

which remind students to act with integrity and to uphold

moral virtues in their daily lives.

Moreover, Maka-Diyos is essential in developing a sense

of purpose and moral responsibility. It guides individuals

to make ethical decisions, especially in challenging

situations, by drawing strength from their faith. This value

also promotes compassion, empathy, and service to others,

recognizing that every person is a creation of God deserving

of respect and love. Also, Maka-Diyos fosters a harmonious

society where individuals live in peace and unity, guided by

shared moral and spiritual principles. It encourages

Filipinos to embody virtues such as humility, patience, and

forgiveness, which are vital in building a just and

compassionate community, (Torres, 2022).

As an implication, Maka-Diyos is more than a value; it

is the foundation of a morally upright and spiritually

grounded life. By practicing Maka-Diyos, individuals

contribute to creating a society rooted in faith, love, and

respect—values that are essential in shaping a better nation

and a better world.

Maka-Tao: Valuing Humanity and Building Compassionate

Relationships
Maka-Tao is one of the core values promoted by the

Department of Education (2024) in the Philippines. It

emphasizes the importance of being humane, compassionate,

and respectful towards others. This value encourages

individuals to treat everyone with dignity, kindness, and

understanding, fostering a harmonious and just society.

As mentioned by Hererra (2023) practicing Maka-Tao

involves showing genuine concern for the welfare of others,

regardless of their background, status, or beliefs. It calls

for empathy, patience, and active listening, especially in

times when others need help or support. In school settings,

students demonstrate Maka-Tao by respecting their teachers

and peers, helping classmates in times of need, and engaging

in community service projects that aim to uplift

marginalized groups.

Furthermore, Maka-Tao teaches us to resolve conflicts

peacefully and to promote unity and cooperation among

individuals. It reminds us that every person deserves

respect and fairness, and that our actions should reflect

compassion and understanding. By embodying this core value,

students learn to become responsible citizens who prioritize

the common good over personal gains. Also, Maka-Tao is

essential in building a society rooted in respect,

tolerance, and love. It encourages Filipinos to practice

patience and kindness in their daily interactions, fostering

a culture of peace and mutual respect.

This implies that Maka-Tao is more than just a value;

it is a way of life that promotes the dignity and worth of

every individual. By practicing Maka-Tao, we contribute to

creating a compassionate society where everyone is valued

and treated with respect and kindness.

Maka-Kalikasan: Caring for Our Environment

DepEd (2024) emphasize that Maka-Kalikasan is one of

the fundamental values emphasized by the Department of

Education in the Philippines. It highlights the importance

of caring for and protecting the environment to ensure a

sustainable and healthy future for all living beings. This

value encourages individuals to become responsible stewards

of nature, recognizing that the well-being of humanity is

deeply interconnected with the health of the planet.

Practicing Maka-Kalikasan involves engaging in

activities that preserve and conserve natural resources,

such as reducing waste, recycling, planting trees, and

avoiding activities that harm the environment. Schools and

communities often promote environmental awareness through

clean-up drives, tree-planting activities, and educational

programs that teach students about the importance of

sustainability and environmental responsibility, (Rivera,

et. al., 2024).

Furthermore, Maka-Kalikasan teaches us to be mindful of

our consumption and to make eco-friendly choices in our

daily lives. It reminds us that our actions, whether big or

small, can significantly impact the environment. By

respecting nature and advocating for environmental

protection, we help prevent issues such as pollution,

deforestation, and climate change. In addition, Maka-

Kalikasan fosters a sense of kinship with all living

creatures and promotes the idea that we are custodians of

the earth. It calls for collective action to ensure that

future generations will also enjoy the beauty and resources

of our planet. This value inspires us to live sustainably,

respecting the delicate balance of nature.

 With this, Maka-Kalikasan is more than just a value; it

is a call for responsible and sustainable living. By

practicing Maka-Kalikasan, we contribute to the preservation

of our environment, ensuring that our planet remains

healthy, vibrant, and capable of supporting life for

generations to come.

Maka-Bansa: Patriotism and Love for One's Country

Maka-Bansa is one of the vital values emphasized by the

Department of Education in the Philippines (2024). It

reflects a deep sense of patriotism, loyalty, and love for

one's country. This value encourages Filipinos to be proud

of their heritage, culture, and national identity, and to

actively contribute to the progress and development of the

nation. Practicing Maka-Bansa involves showing respect and

pride for the Philippines through various ways, such as

upholding the country's traditions, supporting local

products, and participating in activities that promote

national welfare. It also means being responsible citizens—

obeying laws, voting wisely, and working towards the

betterment of the community and the nation as a whole.

Furthermore, Maka-Bansa teaches us to appreciate the

sacrifices of our heroes and ancestors who fought for our

freedom and independence. It inspires us to emulate their

patriotism by doing our part in nation-building, whether

through education, community service, or promoting unity

among Filipinos. In addition, Maka-Bansa fosters a sense of

unity and solidarity among Filipinos, regardless of

differences in region, language, or culture. It reminds us

that we are all part of one nation, and our collective

efforts can lead to progress and prosperity. Also, Maka-

Bansa instills a feeling of responsibility to protect the

sovereignty and dignity of the Philippines. It urges us to

be good ambassadors of our country, both locally and

internationally, and to promote Filipino culture and values,

(DepEd, 2024).

As a results, Maka-Bansa is more than just a value; it

is a call to love, serve, and honor our country. By

practicing Maka-Bansa, we help build a stronger, united, and

proud Filipino nation.

Values Restoration Program

As mentioned by Pascual et. al (2023), the importance

of upholding strong moral principles and positive values

cannot be overstated. Recognizing this need, many

institutions and communities have implemented the Values

Restoration Program, a strategic initiative aimed at

rekindling the moral compass of individuals, especially the

youth. This program seeks to promote ethical behavior,

social responsibility, and personal integrity to create a

more respectful and harmonious society.

 The primary goal of the Values Restoration Program is

to address the decline of moral values that often leads to

social issues such as corruption, violence, and disrespect.

By emphasizing core values like respect, responsibility,

honesty, and compassion, the program encourages individuals

to reflect on their actions and make conscious efforts to

live ethically. It often involves community activities,

seminars, and workshops that highlight the importance of

moral uprightness in everyday life, (Walter, 2022).

According to Iringan (2022) one of the key features of

the program is the integration of values education into

school curricula. Through lessons, discussions, and

activities, students are taught the significance of

maintaining good character and making morally sound

decisions. This educational approach aims to instill a sense

of pride and responsibility among the youth, guiding them to

become responsible citizens who contribute positively to

society.

Moreover, the Values Restoration Program emphasizes the

role of community involvement. Families, local government

units, religious organizations, and civic groups work

together to promote values through outreach programs,

service projects, and moral campaigns. Such collaborative

efforts help reinforce the message that moral integrity is a

collective responsibility and that everyone has a part to

play in building a better community, (Haley et. al, 2021).

The success of the program depends largely on the

active participation and commitment of individuals. It

requires continuous reinforcement of values in daily life—

through actions, words, and decisions. By fostering an

environment where good values are practiced and upheld, the

program aims to cultivate a culture of respect, discipline,

and patriotism, (Llanes et. al, 2022).

With this, the Values Restoration Program is a vital

initiative that seeks to revive and strengthen moral values

among individuals and communities. It serves as a reminder

that moral integrity is the foundation of a peaceful, just,

and progressive society. Through education, community

involvement, and personal commitment, researchers can all

contribute to restoring the values that uphold our dignity

and humanity.

In summary, practice of core values of the department

of education must be well-planned and explicitly integrated

into the curricular and non-curricular activities in the

school setting. It is also necessary that value-based

programs and projects are regularly assessed, analyzed and

improved to better serve all its stakeholders. It is also

equally important to assess the level of belief of the

learners on the importance of the core values in their life,

because ones’ belief affects ones’ attitude and action. It

is also necessary to obtain data on the level practice of

the learners on those values in their life. This assessment

will determine the impact of the school’s values initiatives

on the life of the learners. Lastly, learners’ insights and

reflections will be solicited on the impact of values

education in their lives, and on ways to improve current

practices. Thus, policies may be formulated, and programs

and projects may be developed to support values education

and development.

Related Studies

In the study of Busa et. al (2025) titled, “Learners’

Perceptions, Beliefs, Practices, And Experiences in Deped

Core Values Inculcation: Inputs for Improvement” which aimed

mainly to assess the school’s performance in the inculcation

of the DepEd core values and learners’ beliefs and practices

of the core values among Grade 12 at Leyte National High

School (LNHS) during the school year 2023-2024. This

present study focused on the perceptions of the selected

grade 12 learners on LNHS’ initiatives (policies, programs

and projects) that promote the DepEd core values and on the

learners’ degree of belief and extent of practice of those

values in life during the school year 2023-2024. Though this

study is using a triangulated approach, known as explanatory

mixed method, whereby qualitative results are used to

explain further the numeric findings obtained from the

quantitative data collection, the information is derived

solely from the learners, and did not include other sources

of information like teachers, parents, school personnel and

the entire school community. It did not include all

universal and moral values but limits itself to the four

DepEd core values namely, maka-Diyos, maka-tao, Makabansa,

and Makakalikasan. It also limits its scope to one (1)

school, that is, the Leyte National High School. Since the

target population is too wide, the respondents of this study

were randomly selected from Grade 12 learners of school year

2023-2024 who have been enrolled and stayed at Leyte

National High School since their Grade 7. All of them were

given an equal chance of being selected as respondents.

However, for the qualitative research questions,

participants were selected based on the predetermined

criteria. The major findings revealed that Leyte National

High School is doing “good” in the inculcation DepEd’s core

values as perceived by the Grade 12 learners. Learners

believed that DepEd’s core values are “extremely important”

in life and the existing programs, projects and practices

can be enhanced to maximize results.

Based on the study of Rañin (2025) titled, “Junior High

School Students Practices on Core Values in One Private

Catholic Schools in Leyte” which utilized a researcher-made

questionnaire to gather data on the respondents' level of

awareness and extent of practice of the Franciscan College

of the Immaculate Conception (FCIC) core values. It also

aimed to determine the significant relationship between

awareness and practice, the significant differences in how

these values are practiced, and the proposed output of the

study. A quantitative research design was employed to assess

the extent to which FCIC Junior High School students

practice the core values. The study included 85 respondents,

and statistical tools such as weighted mean and Chi-square

tests were used to analyze the data. The survey findings

indicate that all five key values—compassion, excellence,

integrity, peace, and responsible stewardship—were well

recognized by the respondents. However, in terms of

application, students reported that they only fairly

practiced these values. This suggests that while awareness

of the core values is high, their consistent application in

daily life remains an area for improvement. Further analysis

revealed a direct relationship between awareness and

practice, meaning that higher awareness of these values

correlates with greater adherence to them in practice. The

respondents demonstrated a moderate level of understanding

and application of the core values, indicating room for

further reinforcement. These findings emphasize that while

students are generally aware of the FCIC core values and

apply them to some extent, additional efforts are needed to

enhance their practice. Strengthening the integration of

these values in both academic and extracurricular activities

could foster deeper internalization, thereby contributing to

students' personal growth, ethical decision-making, and

overall academic development.

In the study of Fernando (2024) titled, “Practice of

Core Values of the Department of Education among Grade 12

Students in a Philippine Public School” which determined the

extent of practice of core values of the Department of

Education (DepEd) among senior high school students in a

Philippine public school in the areas of maka-Diyos,

makatao, makakalikasan, and makabansa, relative to sex,

religion, family structure, and strand. The quantitative

particularly descriptive-comparative approach was used in

the study. This study was responded by 293 stratified

randomly sampled Grade 12 students employing an adopted

questionnaire. In data analysis, it employed mean, standard

deviation, Mann Whitney U Test, and Kruskal Wallis. The

major findings revealed that their extent of practice of the

DepEd core values was very great. The areas

of makabansa and makatao were rated very great

while makakalikasan and maka-Diyos were rated great. In sex,

male rated great while female, very great. In religion, both

Catholic, and non-Catholic rated very great. In family

structure, those from nuclear, single parent, and extended

rated very great. In strand, STEM, HUMSS, and TVL were rated

very great extent while ABM, Sports, and AD, were great.

Meanwhile, in terms of the demographics, sex was found with

a significant difference.

In the study of Semancio et. al (2024) titled,

“Teacher’s Integration and Student’s Manifestation of DepEd

Core Values: Basis for Guidance and Counseling Enhancement

Program” which determine the correlation between teachers

integration and students manifestation of DepEd’s Core

Values, Maka-Dios, Maka-tao, Makakalikasan and Makabansa, in

Don Pablo Lorenzo Memorial High School, school year 2023-

2024. The study adopted the descriptive-quantitative method

of research, involving fifteen (15) values teachers and one

hundred fifteen (115) randomly selected Grade 10 students.

The findings revealed that the teacher’s integration of

DepEd Core Values and the student’s manifestation were both

described as very high. There is a linear relationship

between the extent of teacher integration and student

manifestation of the DepEd Core Values. There was no

significant difference in the respondent’s manifestation of

DepEd Core Values when data were grouped in terms of sex,

parents’ educational attainment, ethnicity and family

monthly income. However, the environmental practices deserve

attention, though they scored very high but slightly lower

than other indicators. This study hereby recommends the

continued integration of the core values in all grade levels

of Basic Education and that class hours for the subject be

extended.

According to the study of Betonio, Rowena D. (2023)

titled, “Level of Practice on the Department of Education

Core Values Among Grade 8 Learners Of Tagudin National High

School” which assessed the level of practice on the DepEd

core values among Grade 8 Learners of Tagudin National High

School during the School Year 2022-2023. The researcher used

the descriptive-correlational-developmental research design

and used the total enumeration of 135 Grade 8 learners as

respondents. An adopted questionnaire with slight

modification was the data gathering tool while the

statistical tools used were frequency count, rank, mean and

Pearson r. The following are the findings: There were more

females than males, gays and lesbians from 12-13 and 14-15

age brackets; with high school graduate father and mother;

most of the fathers were farmers while the mothers were

housekeepers with Php10,000.00 and below family monthly

income; most of them were the first-born child living in a

nuclear family. The level of practice of the DepEd core

values along makabansa was3.55 while makatao had 3.43 mean

ratings described as much practiced. The value makakalikasan

got 3.40 while makadiyos was 3.36 sub-mean ratings

categorized as moderately practiced. The grand mean was 3.44

classified as much practiced. All the profile variables were

not significantly correlated with the level of practice of

these core values. Since there were moderately practiced

values, there was a need for the researcher to develop a

values restoration program for the Grade 8 learners, and

such was highly acceptable according to the evaluators. It

was concluded that the profile of the respondents is a

mixture of various characteristics as they come from

different families; there is a need to sustain the core

values makatao and makabansa and improve the level of

practice of the makakalikasan and makadiyos. Other outside

variables may affect the level of practice of the core

values and a values restoration program is essential to

guide the youth of today. It is recommended that Bible study

be conducted by the families and that LGU officials may

consider inviting the youth to tree planting, coastal clean-

up activities and beautification and sports drives to entice

them to become value driven individuals; future researchers

may consider taking other profile variables to be tested

whether they are factors of the level of practice of the

core values. The restoration program may be brought to the

TNHS principal.
 According to the study of Olipas (2023) titled, " The

Knowledge, Attitude, and Practice of Core Values in a

Learning Institution in the Philippines: A Basis for a Plan

of Action” which aimed to assess the respondents' knowledge,

attitude, and practice regarding stewardship, empowerment,

empathy, discipleship, and solidarity. It provides a

concrete discussion as to how the learning institution in

Nueva Ecija, Philippines, was able to affect their students

and how they internalised these core values. A descriptive

research design was used in this study. The respondents

comprised 61% male and 39% female students from the junior

high, senior high, and college departments. Statistical data

analysis technique was used. Results significantly revealed

that the student's knowledge, attitude, and practice in the

core values under investigation are highly evident. This

means that the learning institution was effective and

efficient in conducting activities that integrated these

core values so that the students could internalise and

practice them through their thoughts, feelings, and actions.

The findings suggest that programs and activities must be

crafted in the future to ensure that the core values are

still effectively integrated for their continuous

realization.

As mentioned in the study of Garcia et. al (2022)

titled, “Awareness and Practice of Public-School Core Values

among Junior High School Students” which determined the

students’ awareness and practice of the public-school Core

values of maka-Diyos (Godly), makatao (person-oriented),

makakalikasan (environmental), and makabansa

(nationalistic) in a component city of Northern Negros

Occidental. The study utilized quantitative research design,

particularly the descriptive-comparative and correlational

approaches. This study assessed the students’ level of

awareness and extent of practice of core values of maka-

Diyos, makatao, makakalikasan, and makabansa of junior high

school students in a public school in Negros Occidental,

Philippines, during 2021-2022 when taken as a whole and

grouped according to sex, religion, and family structure.

Using the descriptive-comparative and correlational design,

the study was assessed by 221 junior high school students

during the school year 2021-2022. It employed researchers

who validated and reliability-tested core value awareness

and practice questionnaires. In data analysis, Mean,

Standard Deviation, Kruskal Wallis, and Spearman Rank

Correlation were used. The major findings revealed that the

core value awareness and practice of maka-Diyos,

makatao, makakalikasan, and makabansa is sustainably

established among the students when the public school

strongly implements and promotes this Department of

Education (DepEd) mandate. Making these values visible in

the school environment can help the learners recognize their

importance.

Synthesis

The studies of Busa et. al (2025) titled, “Learners’

Perceptions, Beliefs, Practices, and Experiences in

Department of Education Core Values Inculcation: Inputs for

Improvement” provide the important ideas in determining the

focus of this study. The foregoing studies have similarities

and impact in the current study at hand. Similar and related

studies presented herein are greatly helpful in the

preparation of paradigm.

The review of related studies both shows and offer

pieces of information that are necessary in determining the

practice of core values of the department of education among

grade 12 students at the University of Cagayan Valley.

Furthermore, the reviewed studies contribute and

provide references that help the researcher compare and

discuss the concepts under study. It likewise provides

findings and conclusions that describe the practice of core

values of the department of education among grade 12

students at the University of Cagayan Valley in relation to

selected variables.

On the other hand, the differences that are obvious are

the research context, sample population or respondents, the

tool for gathering data and the statistical treatment used

by the researchers.