Exploring the Effectiveness of Values Integration in Social Studies on Students’ Empathy and Cooperation of Grade 4 Pupils in a Selected School in Lutayan District II

Values integration in Social Studies is operationally defined as the deliberate incorporation of moral, civic, and social values into classroom instruction to develop students’ behavioral, emotional, and social competencies. This study examined the association between values integration in Social Studies and the empathy and cooperation of Grade 4 pupils in a selected public elementary school in Lutayan District II, Sultan Kudarat, Philippines, during School Year 2025–2026. A descriptive-correlational research design was employed, involving 55 randomly selected Grade 4 pupils, with data gathered through validated researcher-made questionnaires and analyzed using mean scores and Pearson’s product–moment correlation coefficient. Results showed that values integration was practiced at a high internalization level across dimensions: behavioral (M = 4.41, SD = 0.73), emotional (M = 4.25, SD = 0.89), and social (M = 4.40, SD = 0.75). Empathy (M = 4.38, SD = 0.71) and cooperation (M = 4.45, SD = 0.67) were rated at a very high level. A strong, positive, statistically significant relationship was found (r = 0.76, p < 0.001). While this study cannot establish causation, the strong correlation indicates that pupils who perceived stronger values integration tended to demonstrate higher empathy and cooperation.