📄 Abstract
This study examined the influence of school-based programs, namely Values Education, Project WATCH, and the Supreme Elementary Learners Government (SELG), on learner behavior and school engagement among public elementary school teachers in the Marilog Central District. Employing a quantitative, non-experimental, descriptive-comparative research design, data were collected from 138 teacher-respondents using a validated survey questionnaire. The study assessed learner behavior with respect to respect for authority and rules, honesty and responsibility, and positive peer interaction, as well as school engagement in activity participation, attendance and punctuality, and initiative and leadership. Descriptive statistics and One-Way Analysis of Variance (ANOVA) were utilized to analyze the data. Results revealed that learners generally exhibited positive behavior and moderate-to-high levels of school engagement. Significant differences were observed in selected indicators across program participation groups, indicating that the type of school-based program contributes to variation in learner outcomes. The findings highlight the importance of strategically strengthening values-driven and leadership-oriented initiatives to enhance holistic learner development and sustained engagement in school activities.
🏷️ Keywords
📚 How to Cite:
Reynalyn C. Borlasa, Nelson C. Lopez , ANALYZING THE INFLUENCE OF VALUES EDUCATION, PROJECT WATCH AND SELG PARTICIPATION ON LEARNER BEHAVIOR AND SCHOOL ENGAGEMENT: A ONE-WAY ANOVA APPROACH , Volume 12 , Issue 6, June 2026, EPRA International Journal of Multidisciplinary Research (IJMR) , Pages: 101 - 106 ,