Implementation of Contextualize School Guidance Activities and Values Formation of Intermediate Learners

This study determined domains of contextualized school guidance activities which significantly influenced values formation of intermediate learners. This study used the descriptive correlational design quantitative research design. The respondents of this study were composed of 79 students in Padada District, Division of Davao del Sur using the Tabachnick & Fidell Formula. The data analysis utilized the mean, Pearson r, and regression analysis. The findings revealed that the implementation of contextualized school guidance activities in terms of academic development, career development, and personal and social development was consistently manifested. Moreover, values formation in terms of courtesy rules, friendship, family relationships, rules of conduct in social environments, effective usage of time, health and blessings, avoidance of violence, and healthy living was also consistently observed. Furthermore, the study found a strong positive relationship between the implementation of contextualized school guidance activities and values formation, indicating that well-structured guidance programs contribute significantly to the development of positive values among learners. It revealed further that while certain aspects of contextualized school guidance activities are important, personal and social development stands out as the most influential factor in shaping intermediate learners' values formation. Based on the findings, the teachers should actively integrate values education into their teaching strategies by modeling positive behaviors, encouraging respectful interactions, and providing structured opportunities for students to develop conflict resolution skills.