Values Integration in the Self-Learning Module and Its Formation among Elementary School Learners in South President Quirino

Aim: This study determined the impact of integrating values in the self-learning module in the values formation of the elementary learners of South President Quirino.Methodology: This study used a descriptive, correlational design using surveys to determine the relationship between the variables.This study was conducted at Bayawa Elementary School and President Quirino Central School in the school year 2023-2024 with 166 respondents from the 284 total population using Slovin's Formula.Random sampling techniques, including Yamane's or Slovin's Formula, were widely utilized in educational research to ensure the fairness and validity of the sample selection process.In the analysis and interpretation of the collected data, mean was utilized to determine the extent of the integration of Values Education in the Self-Learning Module and the level of learners' values formation in the new normal setting while, Pearson r Correlation according to Bonett, D., & Wright, T. ( 2014) was used for the computation of the significant relationship between the extent of the integration of Values Education in the Self-Learning Module and the level of learners' values formation in the new normal setting.Results: The findings on the extent of Values Education integration in the Self-Learning Module revealed that instructions, discussions, assessments, and deepening of core values were fully integrated, with mean ratings ranging from 4.38 to 4.52.This indicated a high level of integration across various components of the module, suggesting a comprehensive approach to values development in the learning process.Regarding learners' values formation, results showed a high level of values formation across different indicators, including appreciation of new normal education, courtesy towards teachers, honesty in learning activities, and resiliency amidst adversity.Mean ratings ranged from 4.57 to 4.67, signifying exemplary values formation among learners, particularly within the context of the new normal setting.Furthermore, a significant positive relationship (r = 0.608, p < 0.001) was found between the extent of Values Education integration in the Self-Learning Module and the level of learners' values formation.This suggested that as the integration of Values Education increased within the module, learners demonstrated higher levels of values formation, highlighting the importance of values integration in educational practices.Finally, the results revealed that among the integrated values, deepening of core values emerged as the most significant factor contributing to learners' values formation.The coefficient for deepening of core values had the highest magnitude (B = 0.240, p < 0.001), indicating its strong positive impact on learners' values formation.This underscored the importance of reinforcing and deepening core values within the Self-Learning Module to foster holistic values development among learners.Conclusion: a significant positive relationship was found between values integration in the module and learners' values formation, emphasizing its importance.Finally, deepening core values significantly contributed to learners' values formation, highlighting the need to reinforce these values in the module.