Moral reasoning courseware for problem-solving in Values Education: Grade 8 students’ performances

Rose Nonette Capadosa; Michael Arthus Muega; Maricris Acido-Muega

doi:10.70922/zjapcd13

Authors

Rose Nonette C. Capadosa, Ph.D. University of the Philippines, National College of Public Administration and Governance– Quezon City (Philippines) Author
Michael Arthus G. Muega, Ph.D. University of the Philippines, College of Education Division of Curriculum & Instruction– Quezon City (Philippines) Author
Maricris B. Acido-Muega, Ph.D. University of the Philippines, College of Education Division of Curriculum & Instruction– Quezon City (Philippines) Author https://orcid.org/0000-0001-7310-5258

DOI:

https://doi.org/10.70922/zjapcd13

Keywords:

moral reasoning, educational technology, courseware, Values Education, character education, critical thinking

Abstract

A prototype Values Education courseware was developed in this study to use it as supplementary learning material to sharpen the moral reasoning skills of grade 8 students. The prototype courseware was designed according to the higher-order thinking skills of Bloom’s Taxonomy of educational objectives, which are barely reflected in the existing Values Education curriculum of the Philippines public schools. After having subjected the courseware to formative and summative evaluation by content and instructional design experts in Values Education, philosophy of education, educational psychology, curriculum studies, and educational technology and by target end users, a quasi-experimental analysis revealed that the use of the courseware resulted in significant improvement of student-participants’ moral reasoning skills. Thus, problem solvers who want critical thinking skills for problem-solving could significantly increase their abilities for the said task given the suitable assistive methods, tools, and training.

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Author Biographies

Rose Nonette C. Capadosa, Ph.D., University of the Philippines, National College of Public Administration and Governance– Quezon City (Philippines)

Dr. Rose Nonette C. Capadosa, the primary and corresponding author of the article, is a licensed professional educator and currently a Senior Lecturer of problem-based ethics grounded public policy, administration and governance courses in the masters and undergraduate degree programs of the University of the Philippines National College of Public Administration and Governance (UP NCPAG) and the UP Open University Master of Public Management (MPM) program. As a tenured Senior Policy Researcher at the UP NCPAG policy thinktank, the Center for Policy and Executive Development (CPED), Dr. Capadosa is the current head of CPED’s Executive Development Group (EDG) and functions as Deputy Program Director for CPED’s Executive Certificate Programs (ECPs) under CPED’s capacity building programs on policy development, decision making and advocacy, legislation, regulatory management, and project development for technical, mid-level and senior level officials of the government agencies, non-government organizations, and non-government agencies. Dr. Capadosa is most recently involved in the collaborative initiatives of the UP NCPAG CPED, the Global Forum on Cyber Expertise (GFCE) and the House of Representatives (HRep) concerning the revision of the draft Bill on the Philippine Cybersecurity Act on the protection of Critical Information Infrastructure against cybersecurity threats and incidents. She is currently completing her USAID Project RESPOND commissioned study that hopes to strengthen the country’s 2008 RA 9510 or the “Credit Information System Act” (CISA) unbundling recognized conflicted elements of the CISA framework under the USAID RESPOND Public Enterprise Reform Agenda Series publication. Dr. Capadosa was also part of the team from the UP NCPAG that wrote the draft Philippine Higher Education Public Administration, Management and Governance Education (PAMG) Roadmap 2023-2028. Aside from being part of the UP NCPAG Team reviewing the Department of Budget and Management (DBM) curriculum on the Public Financial Management Competency Program (PFMCP), she is currently a member of the UP NCPAG Quality Assurance and Curriculum Review Committee on the UP NCPAG Master of Public Administration Program. Before her stint at the UP NCPAG, Dr. Capadosa was also member of committees on curriculum for the pioneering ethicsgrounded Ateneo Senior High School research curriculum and the FEU Diliman senior high school general curriculum in 2016. She regularly lectures for the ethics and governance module of each ECP. Since 2023 up to the present, she is also a Board Officer (Internal Auditor) of the UP Public Administration Research and Extension Services Foundation, Inc. (UPPAF). Dr. Capadosa earned her Bachelor of Science degree in Business Administration and her graduate degrees in Master of Public Administration (Public Policy and Program Administration) and Master of Arts in Education (Educational Technology) and Ph.D. in Education (Educational History and Philosophy) from the UP Diliman. She is a lifetime member of two prestigious international honor societies, the Honor Society of Phi Kappa Phi and the Pi Gamma Mu International Honor Society in Social Science. Values and ethics education, ethics and governance, comparative global education policies, public enterprise reform, technology and assessments are some of Dr. Capadosa’s research agenda and subject specializations.
Michael Arthus G. Muega, Ph.D., University of the Philippines, College of Education Division of Curriculum & Instruction– Quezon City (Philippines)

Dr. Michael Arthus G. Muega is a History and Philosophy and Values Education professor at the University of the Philippines College of Education. He holds doctoral degrees in Educational History and Philosophy of Education and in Special Education, a master’s degree in Philosophy, and a bachelor’s degree in Communication major in Journalism. He led the crafting of the BSEd Values Education program of the University of the Philippines, Diliman. His recent coauthored international book chapter publications are “The Role of Philosophy in Democratic Education,” “Integrating Dialogic Inquiry in Philippine Textbooks and Lesson Plans: A Proposal,” and “Indigenous Peoples in the Philippines Through the Lens of CRT: An Imperative for Inclusive Education.” He was a course director and designer for the Law Educators Certification Program (LECP) of the National Legal Education Advancement Program (LEAP of the University of the Philippines Law Complex. He was also a consultant on implementing the Transnational Higher Education Law in the Philippines.
Maricris B. Acido-Muega, Ph.D., University of the Philippines, College of Education Division of Curriculum & Instruction– Quezon City (Philippines)

Maricris B. Acido-Muega, PHD is professor of history and philosophy of education and of values education, at the University of the Philippines College of Education. She holds degrees in Educational History & Philosophy (2004), MA Philosophy (1998), BA Philosophy (1994), all from the University of the Philippines Diliman. She also earned a certificate in Ethics Teaching from the LICET, Chennai India, under the UNESCO Bangkok (2015), and a certificate in Philosophy for Children facilitation from the Institute for the Advancement of Philosophy for Children in Montclair State University, USA (July-August 2022). She was a Fulbright Senior Lecturing & Research Fellow at the School of Education, Indiana University Southeast, USA (2008), was part of the UNESCO Youth & Sustainable Futures (2015), and is a member of the Pi Lambda Theta International Honor Society (Philippines Chapter) and the Pi Kappa Phi Honor Society. She also currently serves as member of the Office for Student Ethics (then Student Disciplinary Tribunal), under the Office of the Vice Chancellor for Student Affairs in the University of the Philippines Diliman and is president and executive director of the Philosophy of Education and Values Education Society, Inc. (PAVESOC, Inc.). She has extensive experience in capacity building and research in education and has actively pursued collaborative work on the ground with various stakeholders and schools across the country and overseas. She was lecturer for the AFP’s Command and General Staff (CGS) course in 2023 and 2024 and for the Philippine Marines professional development course in 2004. She is part of the team that finalized and completed the MATATAG K to 10 GMRC and Values Education curriculum, which was launched in August 2023 and is now being piloted in various schools in the country. Her most recent publications are the following: “The Role of Philosophy in Democratic Education” and “Integrating Dialogic Inquiry in Philippine Textbooks and Lesson Plans,” both published as refereed chapters in the book, Cultivating Reasonableness in Education: Community of Philosophical Inquiry, published by Springer in September 2023; and a chapter on “Indigenous Peoples in the Philippines Through the Lens of Critical Race Theory (CRT): An Imperative for Organic Education,” published by Emerald Books, U.S.A. in January 2024. She is also the editor of the Leaning Modules of the NCAA book on the “School of Living Tradition: The ATI of Guimaras” and “School of Living Tradition: Capiz.” She has also trained the personnel of the House of Representatives in July 2023 for their student internship program. Dr. Acido- Muega has been doing education research, trainings on the ground for capacity building in education, and advocacy work for values education toward transformative nation building in the country.