Values Integration and Performance Outcomes of Learners With Special Needs

This study examined the extent of Values Education Integration (VEI) through pedagogical approaches and its relationship to the performance outcomes of learners with special needs in the Talomo B District, Davao City Schools Division. Utilizing a descriptive-correlational research design, data were collected from 90 respondents using validated survey instruments. Descriptive statistics revealed that among the VEI domains, Adaptability was rated “Very Extensive,” while Personalization, Collaboration, Progress Monitoring, and Feedback and Reinforcement were rated “Moderately Extensive.” In terms of performance outcomes, Functional Independence was rated “Very Extensive,” while Social Integration and Adaptive Behavior were “Extensive,” and Skills Acquisition was “Moderately Extensive.” Pearson’s correlation analysis revealed no significant relationship between VEI and learners’ performance outcomes (r = 0.002, p = 0.985), while multiple linear regression indicated that none of the VEI domains significantly predicted performance outcomes (p ¿ 0.05). The study concludes that while values education is present in instructional practice, it does not directly influence measurable performance outcomes among students with special needs. Recommendations include enhancing values integration strategies, promoting interdisciplinary collaboration, and adopting longitudinal and qualitative approaches to future research.