EFFECTIVENESS OF CCF PROGRAMS IN THE EMOTIONAL AND SOCIAL

SKILLS OF GRADE 7 TO 9 STUDENTS IN OUR LADY OF LOURDES CATHOLIC

SCHOOL, S. Y. 2018-2019
________________________________________________________

A Research Paper Presented to

Our Lady of Lourdes Catholic School
S. Y. 2018-2019
________________________________________________________

In Partial Fulfillment
of the Requirements for
English, Mathematics, AP, Computer 10
S.Y. 2018-2019

Presented by:

Barcoma, Christian Jake B.

Cantillan, Francis Neil N.

Dayowan, Demitri Duane T.

Esponilla, Shiela B.

Magalso, Anry L.

Perdigon, Lois Ann Coreen L.

Quilente, Faith Yza A.

Quinante, Vielka Lanz Iryl R.

Ramilo, Ayessa Denyse U.

Tabia, Symon Andrei L.

Grade 10-Diocese of Virac

 ACKNOWLEDGEMENTS

First of all, we would like to thank each of our group mates for participating

and for making this paper possible. Second, we thank all the subject teachers who

are involved in this research specifically, Mr. Renier Balara, Ms. Marycris Taguinod,

Ms. Sandra Viray and Ms. Kristine Salvador for teaching us how to properly conduct

this research and giving us their unwavering guidance. Also, we would like to

express our sincerest gratitude to Ms. Archie Dasigan and Ms. Christy Romero for

giving us consultations and guidance throughout the process of making our research

paper. We would also like to thank all the respondents for their participation in the

survey. A special thanks is given to Mr. Richard Reynald B. Guevarra for helping and

guiding us, as well as giving us continuous encouragement and support. We also

give the warmest thanks to all the people who always believe in us, trust and support

us especially our family. Lastly, we wish to express our biggest and deepest

gratitude to God, our Almighty Father, who made this research successful and have

stood by our side from the very beginning. Thank You for blessing us with the

abilities, good health, strength and hope that we all needed to complete the paper.

We offer all of this to You.

2
 TABLE OF CONTENTS

TITLE PAGE

ACKNOWLEDGEMENTS

TABLE OF CONTENTS

CHAPTER ONE – THE PROBLEM AND SETTING PAGE

● Introduction 1

● Background of the Study 2

● Statement of the Problem 3

● Significance of the Study 4

● Scope and Delimitation 5

● Definition of Terms 6

CHAPTER TWO - REVIEW OF RELATED LITERATURE

● Introduction 7

● Foreign Settings 7

The Purpose of Catholic Formation 7

Emotional and Social Skills 8

Connection of the CCF Programs to the Emotional

and Social Skills 15

Emotional Skills 16

Social Skills 16

Emotional and Social Skills at Different Ages 16

● Local Settings 17

● Synthesis of the Reviewed Literature 17

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CHAPTER THREE - METHODOLOGY

● Introduction 19

● Research Design 19

● Sampling Design 20

● Statistical Instrument 21

● Statistical Treatment 24

● Data Gathering Procedure 25

CHAPTER FOUR - PRESENTATION, INTERPRETATION

AND ANALYSIS OF DATA

● Introduction 27

● Most and Least Effective CCF Programs in

Emotional and Social Skills 27

CHAPTER FIVE - SUMMARY, CONCLUSION AND

RECOMMENDATION

● Introduction 32

● Summary of Findings 32

● Conclusion 33

● Recommendations 34

BIBLIOGRAPHY iv

APPENDICES ix

● Appendix A - Cover Letter ix

● Appendix B - Actual Survey xi

4
 CHAPTER ONE

THE PROBLEM AND SETTING

1.1 INTRODUCTION

Patricia Boland (2000) said, “The center of a Catholic school is always the

Catholic faith.” The Incorporated Catholic Truth Society (2013) explained, “This will

mean integrating Gospel values and the teachings of the Catholic Church into every

aspect of learning, teaching and the totality of school life.”

The American bishops identified three elements of Catholic education in the

1972 pastoral letter “To Teach as Jesus Did.” The three elements are: to teach

doctrine, the message of hope contained in the Gospel; to build community, not just

as a concept to be taught but as a reality to be lived; and to serve all mankind, which

emanated from a sense of Christian community (Carper & Hunt, 1984).

The St. Mary Catholic Church (2019) stated, “Christian Formation involves the

tasks of catechesis, building and living in faith communities, proclaiming the

Christian message, leading people to prayer, and motivating people to serve others.”

In line with the identity of Our Lady of Lourdes Catholic School, this institute

renders Christian Catholic Formation (CCF) Programs to its students. The CCF

Programs include Campus Ministry, Religious Ministry, and Social Action Ministry.

Campus Ministry is a pastoral care program for every member with the hope

that all will be empowered by the spirit to recognize their own dignity and giftedness,

and to reach out to collaborate in proclaiming the Good News and in building God’s

kingdom of love and justice. It offers the following services: liturgy, worship and

sacrament, retreats and recollections, pastoral care and counseling, formation,

family ministry, ministry to the sick, and an information campaign with the church.

5
Meanwhile, Religious Education is the activity and responsibility of the local church

in the fulfillment of its biblically defined mandate in the world. It can be also defined

as the fulfillment of the great commandment of the Lord. Finally, the Social Action

Ministry helps those who are in need for it emphasizes assisting the poor, hungry,

sick, homeless and elderly.

According to the Archdiocese of Chicago (para. 2), “the mission of Catholic

education is to nurture discipleship that leads to transformation and growth on both

the personal and collective level. At every step of the way, students in Catholic

schools are guided and cared for by leaders and teachers committed to the holistic

development of the young through religious instruction, virtue development and

service to the community.”

It is certain that Christian Catholic Formation programs play a significant role

in the holistic development of the learners. These programs can be utilized to

enhance different aspects of holistic development, particularly the emotional and

social skills of the students.

1.2 BACKGROUND OF THE STUDY

Our Lady of Lourdes Catholic School has been implementing the Christian

Catholic Formation Programs since the school started its operations. The study was

conducted to identify the effectiveness of such activities to the emotional and social

skills of the target sample because these aspects or skills have a significant role in

the holistic development of the students. In Catholic classrooms, the students are

guided to create a mindset ready for learning, feel and show empathy, establish and

maintain positive relationships, and make responsible decisions. The teachers teach

the students to determine their emotions, emphasizing that the brains and attitudes

6
are not fixed. The brains and attitudes grow and change as they help the students to

become healthier and better.

The activities under the three (3) ministries of Christian Catholic Formation

(CCF) Programs are implemented in Our Lady of Lourdes Catholic School. The

Campus Ministry refers to the religious and worship activities that are done by the

members of the school as a group or community. Some examples of these activities

are the prayer of the Rosary every morning on normal school days and Angelus

during twelve o'clock in the noon, and the annual recollections and retreats. The

activities that belong to Religious Education are implemented through classroom-

based activities most especially, the Christian Living Education (CLE) subject. An

example of a Religious Education activity is the Gospel Reading that happens before

the discussion in the CLE class. The Social Action Ministry refers to the activities that

focus on helping other people that may be within or outside the community. These

activities are the outreach programs, gift-giving programs like the Project Mercy, and

the feeding programs.

1.3 STATEMENT OF THE PROBLEM

This study is conducted to identify the level of effectiveness that CCF

Programs have in the emotional and social skills of the Grade 7 to Grade 9 students

in Our Lady of Lourdes Catholic School, S.Y. 2018-2019. This intends to determine

the most effective and least effective among the three (3) CCF programs in terms of

emotional and social skills. This study aims to answer the following questions:

(1) Which of the three (3) CCF Programs is the most effective in terms of:

a) emotional skills

b) social skills

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(2) Which of the three (3) CCF Programs is the least effective in terms of:

a) emotional skills

b) social skills

(3) What level of effectiveness does each of the CCF Programs have for each

grade level in terms of:

a) emotional skills

b) social skills

(4) What level of effectiveness do the CCF Programs have for all of the grade

levels in terms of:

a) emotional skills

b) social skills

1.4 SIGNIFICANCE OF THE STUDY

This study is significant in various levels. The main goal is to help determine

the effectiveness of the CCF programs in the emotional and social skills of Grade 7

to Grade 9 students of Our Lady of Lourdes Catholic School, S.Y. 2018-2019, it also

benefits the various members of the school community.

For one, this study is highly relevant to the CCF department because it will

provide critical insights that will help identify area(s) of the CCF Programs that need

further enhancement. The study can serve as a reflection piece or a compass in

designing or modifying program contents that are responsive to the needs of the

learners. The administrators and teachers will be aided as it will add data to the

school's limited research about the CCF programs in terms of emotional and social

skills of the students. Furthermore, this study will benefit the students themselves

because it will help them know which aspect of their skills they need to improve,

8
particularly emotional and social skills. Lastly, this research will guide the future

researchers in formulating a more in-depth study concerning the CCF programs that

the research site implements.

1.5 SCOPE AND DELIMITATION

This study focuses on the level of effectiveness that Christian Catholic

Formation (CCF) programs, specifically, Religious Ministry, Social Action Ministry

and Campus Ministry, have in the Emotional and Social Skills of the Junior High

School Students, particularly, Grade 7 to Grade 9, in Our Lady Of Lourdes Catholic

School, School Year 2018-2019. It aims to identify the most effective and least

effective among the three (3) CCF programs in terms of emotional and social skills.

This study delimits its coverage on the other Christian Catholic Formation

(CCF) Programs such as Vocation and Pastoral Ministries. Also, other skills such as

Physical and Mental Skills are outside of the scope of the study. The Grade 10

students were the researchers themselves, thus, becoming respondents were

restricted to them so as to prevent gathering biased information. While the Grade 11

students are expected to build or learned skills from their previous years. As for the

Grade 12 students, they will be graduating at the end of the aforementioned school

year and will not be students of Our Lady of Lourdes Catholic School for the

upcoming school year. That being so, the Grade 12 students will not benefit from this

research and their input will be deemed irrelevant for this research aims to center on

the students who will benefit from this study in the future.

1.6 DEFINITION OF TERMS

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 These are the terms that the researchers have encountered and defined

operationally:

Campus Ministry. It refers to the worship and religious programs like recollections,

retreats or rosary prayer, done by the members of the school as a whole or

community.

CCF Programs. These stand for Christian Catholic Formation. The CCF Programs

refer to the different religious programs that are being implemented in the school and

aid the students in transforming and developing spiritually.

Effectiveness. It is the degree to which something is successful in producing a

desired result; success.

Emotional skills. It identifies emotions, using emotions to facilitate thinking,

understanding emotions, and managing emotions—and show how can researchers

measure, learn, and develop each skill and employ it in an integrated way to solve

the most difficult work-related problems.

Religious Education. The Religious Education is also known as Christian Living

Education or the CLE subject. It refers to the religious activities and teachings that

happen inside the classroom specifically, during the CLE class.

Social Action Ministry. The Social Action Ministry helps the needy for it

emphasizes assisting the poor, hungry, sick, homeless and elderly.

Social Skills. It is a skill that is used to communicate and interact with each other,

both verbally and non-verbally, through gestures, body language and physical

appearance.

10
 CHAPTER TWO

REVIEW OF RELATED LITERATURE

2.1 INTRODUCTION

This chapter includes a review of literature and studies of both local and

international research on the Christian Catholic Formation programs relating to

emotional and social skills of the students that provide background for understanding

the problem under study.

2. 2 FOREIGN SETTINGS

The Purpose of Catholic Formation

According to John Paul II (1998), "the mission of the Catholic school is the

integral formation of students." This means that Catholic schools are tasked in

shaping the students in terms of spiritual life, human development, knowledge of

faith, and apostolic activity in order to help the students become more like Jesus

Christ. As explained in the “Integral Formation: The Four Dimension of a Balanced

Christian Life” (Regnum Christi, 2016), the integral formation of the students is about

transforming them until the learners reach their full human and Christian potential.

This does not only focus on forming students spiritually but also in different aspects

of the learners’ development as well. The Catholic school helps them to become

Christ-centered and effective at work for the evangelization of culture and for the

better society.

Moreover, it can be read from “The Purpose of Catholic Education and the

Role of the State” (Geusau & Booth, 2013) that in Catholic Educational Institution

there are three goals to fulfill their primary mission to allow students to “encounter

11
the living God who in Jesus Christ reveals his transforming love and truth” (Pope

Benedict XVI). These objectives are: to make students build and deepen their

relationship with God; to foster an academic culture aimed at the pursuit of truth; and

to actively promote growth in virtue.

According to Manning (2014) on his journal, “Forming the Whole Disciple: A

Guide to Crafting a Truly Holistic Catholic Religious Education,” Catholic formation

helps students in building up their God-given capacities for the purpose of

committing all that they have and are to the service of God and neighbor.

In addition, the Catholic Education Diocese of Cairns (2019) stated that

Catholic education seek to develop in students, communal obligations and

aspirations, to espouse values which unite society and to promote citizenship infused

by a commitment to social justice. It means that Catholic schools are not just open

for showing the teachings of God but also seeking to reach the student’s full potential

as a Catholic student. It promotes well-disciplined students and environment, good

values and it gives the learners right knowledge as an individual. It states that

Catholic schools respond to the educational needs of students regardless of their

abilities, backgrounds and aspirations.

Emotional and Social Skills

“The capacity for recognizing our own feelings and those of others, for

motivating ourselves, and for managing emotions well in ourselves and in our

relationships” (Goleman, 1995). This is how the American psychologist, Daniel

Goleman, defined emotional intelligence in his book entitled, “Working with

Emotional Intelligence.” He summarized these abilities as self-awareness, self-

regulation, motivation, empathy and social skills which he then, referred to as the

12
competencies. According to Goleman (1995), these competencies are learned

capabilities based on emotional intelligence that results in outstanding performance

of work. In addition to this, Elias (1997) defined emotional competence as the ability

to understand, manage and express the social and emotional aspects of one's life in

ways that enable the successful management of life.

Goleman provided definitions for the five (5) elements that he developed,

which define emotional intelligence. These definitions are as follows:

1. Self-awareness is the ability to understand one’s emotions and to recognize

their impact.

2. Self-management refers to controlling one's emotions and impulses and

adapting to changing circumstances.

3. Motivation is being productive and having sufficient levels of energy.

4. Empathy refers to one's ability to identify and understand the wants, needs,

and viewpoints of those around him or her.

5. Social skills refer to being someone who is easy to talk to and like, and

someone who can manage and maintain relationships.

Meanwhile, the Department for Education and Schools (DfES) recognizes

these competencies as the five domains of social, emotional and behavioral skills.

The DfES defined these terms similarly as Goleman did. These are summarized as

follows:

Self-awareness is an ability to understand ourselves, and know how we learn

most effectively. It enables us to identify, recognise and express our feelings and

thoughts and know that these are linked to our behaviour.

Self-regulation or management is the ability to reduce or strengthen, in simple

words, control the intensity of a feeling when appropriate.

13
 Motivation refers to the ability to be an active, focused and enthusiastic

learner. It involves setting and working towards goals, being organised and

resourceful. It also includes the demonstration of persistence and resilience.

Empathy refers to the ability to understand others and see things from their

point of view. This involves understanding the thoughts, feelings and perceptions of

others and recognising that they may be shown in different ways.

Social skills refer to the ability to communicate with and relate to others.

These enable us to make and sustain friendships, listen and recognise how

comments can make others feel. Social skills refer to an ability to cooperate and

work together to achieve but also resolve conflict. Choices are made, problems

solved and actions evaluated.

Weare (2003) referred to a set of competencies composed from definitions by

Goleman (2005), Health Education Authority (1997), Elias (1997) and Sharp (2001).

These were differentiated in terms of emotional competences and social

competences that are illustrated in the following table:

Emotional competences

Having Self esteem This competence includes:

- valuing and respecting yourself as a
unique individual
- seeing yourself as separate from
others, with the right to be treated with
respect and kindness by other.

Having an accurate and positive self This competence includes:

concept - being able to identify and feel positive
about your own strengths
- being able to identify your own
weaknesses, and accepting them
without self-blame or guilt
- having a clear view of aspects of
yourself, such as your personality,

14
 preferences, and needs
- having a sense of optimism
- having a coherent and continuous life
story.

Autonomy This competence includes:

- being able to have an appropriate level
of independence from others, to think
critically, and to resist pressure from
others
- being able to make sense of yourself
and what has happened to you and
integrate your life story into a coherent
whole.

Experiencing a full range of emotions This competence includes:

- experiencing, recognising and
accepting the full range of emotions as
they happen
- being aware of the effects of different
emotions, for example on the body, on
mood, on behaviour, on how others
around start to act
- talking about our feelings, including
naming the full range of emotions.

Expressing feelings This competence includes:

- expressing feelings through facial
expression, gesture, and body
language, verbal language and tone
- developing a complex language of the
emotions, with a wide and precise
vocabulary and range of expression
- expressing feelings clearly through
writing and other forms, for example
dance, music and art.

Taking the social context into This competence primarily involves

account in expressing feelings being able to express our feelings
appropriately with due regard for the
social context, taking into account, for
example, the feelings of others, and our
own long term best interests.

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Controlling the emotions This competence primarily involves
being able to manage our emotions and
not respond immediately or directly to a
feeling, or to put it behind us if we judge
this is the best thing to do. Some
specific competences that constitute this
include being able to:
- observe our own emotions
- be aware of what events,
circumstances, thoughts and past
experiences may have triggered a
feeling
- soothe ourselves when anxious
- calm ourselves when angry
- contain our excitement when it is
unhelpful
- think straight when in the throws of
powerful emotion
- avoid sulking or withdrawal when
angry or frustrated
- talk positively to ourselves when things
go wrong
- relax physically
- distract ourselves by thinking of or
doing something else that is
incompatible with the emotion.

Increasing emotional intensity and This competence primarily involves

frequency knowing how to increase the frequency
and intensity of emotions and inner
states that we and others find
pleasurable. Some emotions and inner
states that most people find pleasurable
include:
- happiness
- optimism
- amusement, fun and laughter
- joy
- love
- engagement with a task, „flow‟
- rapture
- calmness and inner peace
- relaxation

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 - losing the self in the moment
- living in the here and now.

Being resilient This competence involves being able to

process and learn from a difficult
experience, use it to aid our own
development, and then to move on
rather than be dragged down or
immobilised by the experience.

Using information about the This competence involves being able to

emotions to plan and solve problems use information about one’s own
emotions and those of others to plan
ahead, and organising the emotions in
pursuit of a goal and to solve problems.
Some of the constituent competences
include:

- looking to long term not short

term benefits and gains/delaying
gratification
- anticipating consequences of
present action
- generating effective solutions to
interpersonal problems
- being creative and seeing several
ways forward, and round a
problem
- having a realistic appraisal of the
likelihood of various outcomes.

Social competences

Attachment to others This competence involves the ability to

love and care about others, and to trust
that they love and care about you.

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Empathy This competence involves being able to
see the world from the point of view of
another person. It includes:

- recognising emotions in others

- having compassion for others
- refraining from harming others
- sensitivity - being able to intuit
how people are feeling from their
tone and body language
- giving people the same concern
and respect as we give ourselves
- accepting others and tolerating
difference.

Communicating effectively This competence involves being able to

communicate our own feelings and
opinions clearly and openly with due
regard for the feelings, level of
understanding and interests of the
people we are communicating with. It
includes:

- choosing our own response

- listening to others
- responding effectively
- being clear
- giving others the respect we
expect them to give us
- motivating others.

Managing relationships This competence involves the ability to

make relationships with others that
promote our own wellbeing without
damaging theirs. It includes:

- establishing rapport
- making connections with people
- establishing appropriate levels of
trust
- taking appropriate responsibility

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 for others
- negotiating “win-win solutions‟
- managing difficulties in
relationships
- breaking and ending relationships
where necessary in an
appropriate and positive way
- managing conflict.

Connection of Catholic Formation to the Emotional and Social Skills

Social and Emotional Learning in the Catholic Classroom (Delach & Purcell,

2016) states that social and emotional learning are the self awareness of one's

emotions and the understanding of how to deal with them in an appropriate and

successful way. It found that the religion lends to this because each individual in the

classroom can grow toward God Himself by becoming more aware of God’s greatest

gifts. The teachers also help students discover God’s gifts for them and build self -

confidence by teaching lessons and reading books. Also, through Bible verses, they

teach students how God leads people toward a more peaceful and mindful way of

life by paying attention, not worrying, and trusting God.

As Martinez (2012) wrote in her article, “Children’s Recollection and Retreat

Activities,” the Christian Catholic Formation programs are known to be a part of the

character and spiritual formation of students. This supports the claim that Catholic

Formation do not only contribute to the spiritual development of the students but to

the emotional and social skills as well. The word, “character,” by definition, is a

valued aspect of a person's behavior. Character trait is deep-seated, not immediately

obvious, and developed over time. This is similar to the core values. They are more

than surface-level observations; they are guiding principles for life. Although these

19
skills, emotional and social skills, were not explicitly stated in the text, when the

previously presented table is used as reference and compared it with the definition of

character, it is evident that emotional and social skills are both part of a person’s

character, which is molded and developed with the help of the CCF Programs.

Emotional Skills

The idea of CCF Programs is to bring about a spiritual experience which can

be understood by children in the hope that such an experience will encourage

positive values and behavior (Martinez, 2012).

Social Skills

As mentioned before, managing relationships is part of the competencies that

social skills include. Martinez (2012) further explained the connection of these

Catholic Formation programs to the social skills by stating that the time-off rendered

by recollections and retreats from regular schoolwork is for the purpose of detaching

the participants from the everyday concerns that even young children are not

exempted from. The activity seeks to refocus children in connection with their

personal relationship with God, their family, and their friends. Relationships beyond

these are usually tackled in recollections and retreats for older students.

Emotional and Social Skills at Different Ages

According to Morin (2017) in her article, “Social and Emotional Skills: What to

Expect at Different Ages,” the students at the age of 13 to 16 years old are at the

stage level wherein they hone and improve their skills. The Grade 7 and Grade 8

students, commonly at the age of 13 to 14 years old, are at the stage wherein they

20
hone their knowledge and skills and discoveries and look for a spot where they will fit

in. As for the Grade 9 students, they fall between 15 to 16 years old which means,

they are at the level of developing their skills.

2.3 LOCAL SETTINGS

According to High School Campus Ministry (St. Scholastica's College, 2014),

it is said that Campus Ministry is an expression of the church's special desire to be

present to all who are involved in education and to further improve the dialogue

between the church and the community. Campus Ministry includes Recollection,

liturgy, worship and sacraments, pastoral care, and information campaigns.

2. 4 SYNTHESIS OF THE REVIEWED LITERATURE

The reviewed literatures of both foreign and local settings have similarities on

the given competencies in terms of emotional skills and social skills. Daniel Goleman

defined the emotional intelligence with the competencies specifically, self-

awareness, self-regulation, motivation, empathy and social skills. In line with this,

Weare (2003) used the definitions by Goleman, Elias, Sharp and Health Education

Authority to come up with a set of competencies categorized under emotional skills

and social skills.

Martinez (2012) explained the connection of Catholic Formation to the

character and spiritual formation of students. Emotional skills and social skills are

considered to be a part of a person's character, which is developed and molded with

the help of CCF programs according to Martinez’s article. It was said that the

intention of Catholic Formation is to bring experiences that would promote positive

21
behavior and values of individuals. This explained that Catholic Formation

contributes to the emotional and social skills of the students.

This study will determine the effectiveness of the three CCF programs

namely, Campus Ministry, Religious Education, and Social Action Ministry in terms of

emotional skills and social skills.

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 CHAPTER THREE

METHODOLOGY

3.1 INTRODUCTION

This chapter clearly defines the research methods used to conduct the study.

The researchers explain how the necessary data and information to address the

research objectives and questions were collected, presented and analyzed. Reasons

and justifications for the research design, research instruments, data sources, data

collection techniques, data presentation techniques used are all given.

3.2 RESEARCH DESIGN

According to Kowalczyk (2013), a descriptive research describes the

participants of the study in an accurate way. Furthermore, it involves data gathering,

and tabulation other than the description of the collected data (Glass & Hopkins,

1984). A descriptive research focuses on answering the question “what”. Hence, the

descriptive data are often collected through the use of observational and survey

methods (Borg & Gall, 1989). Descriptive research is the research design that the

researchers used in this study.

The researchers gathered data about the variables, CCF programs and

emotional and social skills, involved in this study by handing out survey-

questionnaires to the respondents. They aimed to identify how effective the CCF

programs are to the emotional and social skills; thus, establishing a relationship

between the variables. These survey-questionnaires contain the same sets of

questions and pre-existing categories of analysis. In this research, the levels of

23
agreement were used as the categories. This allowed the researchers to execute a

statistical data collection and to have a generalized set of findings.

3.3 SAMPLING DESIGN

The researchers selected the students from Grade 7 to Grade 9 of Our Lady

of Lourdes Catholic School, S. Y. 2018-2019 to be their respondents because

according to Morin (2017) in her article, “Social and Emotional Skills: What to Expect

at Different Ages,” they are at the stage level wherein they hone and improve their

skills. The Grade 7 and Grade 8 students are at the stage wherein they hone their

knowledge, skills and discoveries, and look for a spot where they will fit in. As for the

Grade 9 students, they fall between 15 to 16 years old which means, they are at the

level of developing their skills. Thus, they evaluate their strengths and weaknesses.

Table 1 presents the number of students from Grade 7 to Grade 9 of Our Lady of

Lourdes Catholic School, S.Y. 2018-2019.

Table 1. The number of Grade 7 to Grade 9 students of Our Lady of Lourdes

Catholic School, S.Y 2018-2019

Grade level Section Number of

Students

Grade 7 Diocese of Malolos 39

Grade 7 Archdiocese of Manila 39

Grade 7 Diocese of Novaliches 38

Grade 8 Archdiocese of Nueva Caceres 34

Grade 8 Diocese of Naval 32

Grade 8 Archdiocese of Nueva Segovia 33

Grade 9 Diocese of Paranaque 45

24
 Grade 9 Diocese of San Fernando 46

Total Number of Students 306

The researchers used cluster sampling as a sampling design for choosing the

respondents. This sampling method is done through the identification of a group or

“cluster” of participants, representing the population and inclusion in the sample

group (Jackson, 2011). In selecting the respondents, the researchers separated a

set of representatives from a large population instead of selecting all of the students

from the Junior High School. The Grade 7 to Grade 9 students of Our Lady of

Lourdes Catholic School, S.Y. 2018-2019 were chosen as sample clusters, and were

extracted from their original population, which is the Junior High School students of

Our Lady of Lourdes Catholic School.

3.4 STATISTICAL INSTRUMENT

According to Economic Commission for Europe of the United Nations (2000),

a survey is an investigation apropos of the qualities of a given population by means

of gathering information from a sample of that population and estimating their

characteristics through the systematic utilization of statistical methodology.

The researchers used surveys to collect data in order for them to gain insights

and information from the answers of the respondents. These surveys helped the

researchers with their research in seeing the effectiveness of the CCF programs,

namely, Social Action Ministry, Campus Ministry and Religious Education, in terms of

emotional skills as well as the social skills of the students from Grade 7 to Grade 9.

In order for the researchers to fully assess the effectiveness of each CCF

Program in terms of emotional and social skills, the survey was designed to contain

25
two (2) categories which were further divided into three (3) sub-categories. The main

categories are Emotional Skills and Social Skills while, the sub-categories are

Campus Ministry, Religious Education and Social Action Ministry, representing the

three (3) CCF Programs.

The researchers based the statements that are found within the survey from

the related literature and studies that they have reviewed beforehand.

In order to measure the corresponding score values of each respondent's

answer, the Likert scale that was used in this study were given corresponding values

as shown in Table 2 and had a criteria as a basis for evaluation and interpretation.

Table 3, Table 4 and Table 5 present the criteria utilized in this research.

Table 2. Corresponding Score Values of Likert Scale

Strongly Agree Agree Slightly Agree Disagree Strongly

Disagree

5 4 3 2 1

Table 3. Criteria for Emotional Skills

Scale Range Interpretation Qualitative Description

5 5.00 Strongly Agree CCF Programs are highly

effective in helping the
respondents to recognize
their own feelings and those
of others, for motivating
themselves, and for
managing emotions well in
themselves and in their
relationships.

4 4.00 — 4.99 Agree CCF Programs are

26
 adequately effective in
helping the respondents to
recognize their own feelings
and those of others, for
motivating themselves, and
for managing emotions well in
themselves and in their
relationships.

3 3.00 — 3.99 Slightly Agree CCF Programs are

moderately effective in
helping the respondents to
recognize their own feelings
and those of others, for
motivating themselves, and
for managing emotions well in
themselves and in their
relationships.

2 2.00 — 2.99 Disagree CCF Programs are poorly

effective in helping the
respondents to recognize
their own feelings and those
of others, for motivating
themselves, and for
managing emotions well in
themselves and in their
relationships.

1 1.00 — 1.99 Strongly Disagree CCF Programs are not

effective at all in helping the
respondents to recognize
their own feelings and those
of others, for motivating
themselves, and for
managing emotions well in
themselves and in their
relationships.

Table 4. Criteria for Social Skills

Scale Range Interpretation Qualitative Description

5 5.00 Strongly Agree CCF Programs are highly effective in

terms of developing the ability to
communicate well with others,
manage relationships, show empathy,
and resolve conflicts.

27
 4 4.00 — 4.99 Agree CCF Programs are adequately
effective in terms of developing the
ability to communicate well with
others, manage relationships, show
empathy, and resolve conflicts.

3 3.00 — 3.99 Slightly Agree CCF Programs are moderately

effective in terms of developing the
ability to communicate well with
others, manage relationships, show
empathy, and resolve conflicts.

2 2.00 — 2.99 Disagree CCF Programs are poorly effective in

terms of developing the ability to
communicate well with others,
manage relationships, show empathy,
and resolve conflicts.

1 1.00 — 1.99 Strongly CCF Programs are not effective at all

Disagree in terms of developing the ability to
communicate well with others,
manage relationships, show empathy,
and resolve conflicts.
Polytechnic University of the Philippines / BSA / BSA 101 /

3.5 STATISTICAL TREATMENT

According to Saul McLeod (2008), the Likert Scale is a five (or seven) point

scale which is used to allow the individual to express how much they agree or

disagree with a particular statement. The researchers used this as their statistical

treatment to determine which is the most effective and least effective among the

CCF programs in the emotional and social skills of the Grade 7 to Grade 9 students.

The data collected through the Likert Scale are analyzed at the interval

measurement scale which refers to the range found in the criteria from the previous

chapter. The data are calculated by getting the mean of the items within the survey.

The formula used in solving for the mean is presented in Table 6.

Table 5. Formula in Solving for the Mean

28
 Formula for the Mean:

x̄ = (Σ S) / N

Where: x̄ is the mean, Σ S is the summation of

scores per CCF program, N is the number of
respondents.

The researchers solved for the individual scores of each CCF program by

adding all of the scores that correspond to the answers within a specific category in

the survey then, dividing the sum by the number of items per category. The

individual scores were then, categorized according to which CCF program they

belong to and added in order for the researchers to solve for the mean scores of

each CCF program in terms of emotional and social skills. The total was divided by

the number of respondents and the result is the mean score of the CCF program.

3.6 DATA GATHERING PROCEDURE

The representatives from each section of the Grade 7 to Grade 9 levels

helped the researchers in obtaining the number of students per class. Then, the

researchers conducted a survey in Grade 7 to Grade 9 students of Our Lady of

Lourdes Catholic School, S.Y. 2018-2019. Before the survey was conducted, a

representative of the group handed a cover letter to the subject teacher present at

the classroom. A brief introduction about the research was explained to the

respondents. Afterwards, the research instruments were distributed to the

respondents and allowed them to answer the questions until they finish. Hence, the

questionnaires were collected by the members. For the absentees, the researchers

followed-up the survey questionnaires on Monday, March 4, 2019. Table 7 presents

the activities included in the procedure along with their corresponding dates.

29
 Table 6. The activities included in the procedure dated accordingly

Date Activity

February 19 - 21, 2019 Formulation of Survey Questionnaire

February 21, 2019 Submission of Cover Letter

February 25 - 26, 2019 Printing of Survey Questionnaires

February 28, 2019 Administration of Survey

March 4, 2019 Administration of Survey for the Absentees

30
 CHAPTER FOUR

PRESENTATION, INTERPRETATION AND ANALYSIS OF DATA

4.1 INTRODUCTION

This study aims to determine the most and least effective among the three

CCF Programs which are the Campus Ministry, Religious Education, and Social

Action Ministry in terms of emotional and social skills from Grade 7 to 9 students at

Our Lady of Lourdes Catholic School, S.Y. 2018-2019; and what level of

effectiveness do the CCF Programs have for each grade level regarding emotional

and social skills. The researchers used survey questionnaire as their research

design which is accompanied by the 5-point Likert scale.

4.2 MOST AND LEAST EFFECTIVE CCF PROGRAMS IN EMOTIONAL AND

SOCIAL SKILLS

Table 7. Effectiveness of CCF Programs to Grade 7 to Grade 9 students in terms of

Emotional Skills

Campus Religious Social Interpretation Qualitative

Ministry Education Action Description
Ministry

Grade 7 3.82 3.71 3.77

CCF Programs are
Grade 8 3.64 3.52 3.60 moderately
effective in helping
Grade 9 3.51 3.35 3.51 the respondents to
Overall 3.69 3.56 3.66 Slightly Agree recognize their
own feelings and
General 3.64 those of others, for
Average motivating
themselves, and
for managing

31
 emotions well in
themselves and in
their relationships.

Table 8 shows the mean scores of each Grade level per CCF Programs and

the total mean scores of the three CCF Programs in terms of Emotional Skills. The

table also provides the general average score of all CCF Programs in terms of

Emotional skills. The researchers used the total mean scores in order for them to

determine the most effective and least effective CCF programs among the three

namely, Campus Ministry, Religious Education, and Social Action Ministry and its

level of effectiveness to each Grade level of the said skill. According to the data

gathered, the Grade 7 has an average score of 3.82 in Campus Ministry, 3.71 in

Religious Education, and 3.77 in Social Action Ministry. The Grade 8 has an average

score of 3.64 in Campus Ministry, 3.52 in Religious Education, and 3.60 in Social

Action Ministry. And the Grade 9 students has an average score of 3.51 in Campus

Ministry, 3.35 in Religious Education, and 3.51 in Social Action Ministry. On average,

the table shows that the Campus Ministry collected a total of 3.69 mean score. While

Religious Education garnered 3.56 as its mean score, and the Social Action Ministry

resulted to a mean score of 3.66.

As shown in the table, the Campus Ministry garnered 3.69 mean score which

is the highest mean among the other means that fall under the category of Emotional

Skills. However, the lowest mean among the three CCF programs is the Religious

Education with a 3.56 mean score. And for the general average score, the CCF

Programs fell under the category of slightly agree which means it is moderately

effective.

32
 Based on the criteria given on the previous chapter, the interpretation of the

data gathered by the researchers is slightly agree. Slightly agree means that the

CCF programs have been quite effective in developing students in terms of

improving the management of emotions and the ability to establish positive

relationships with others. According to the CCF Coordinator of the Our Lady of

Lourdes Catholic School, Campus Ministry is the worship activities that the students

do inside the school. The Religious Education is the CLE subject or also known as

Christian Living Education and it is classroom-based religious activities, while Social

Action Ministry is a program which helps the needy, the poor, and the less fortunate.

And based to Weare (2003), emotional skills refer to having self- awareness, self-

regulation, motivation, and empathy. By being self-aware, the students are able to

act decisively and can manage to find an outlet to express their emotions. In self-

regulation, the students are able to show that they can control their emotions

specifically when they are angry. A student is motivated by having positive outlook in

life and not easily discouraged. Lastly, to show empathy, a person must know how

to listen to others and are able to put themselves in other’s shoes and acknowledge

their feelings. This means that the CCF programs have slightly enhanced these

qualities that make up the emotional skills. However, they have not been effective

enough to help the emotional skills of the respondents to reach its full development.

33
 Table 8. Effectiveness of CCF Programs to Grade 7 to 9 students in terms of Social Skills

Campus Religious Social Interpretation Qualitative

Ministry Education Action Description
Ministry

Grade 7 3.76 3.84 3.83

CCF Programs
Grade 8 3.60 3.57 3.74 are moderately
effective in terms
Grade 9 3.40 3.42 3.45
Slightly Agree of developing the
Overall 3.62 3.65 3.71 ability to
communicate well
General 3.66 with others,
Average manage
relationships,
show empathy,
and resolve
conflicts.

Table 9 shows the mean scores of each Grade level per CCF Programs and

the total mean scores of the three CCF Programs in terms of Social Skills. The table

also provides the general average score of all CCF Programs in terms of Social

skills. The researchers used the total mean scores in order for them to determine the

most effective and least effective CCF programs among the three namely, Campus

Ministry, Religious Education, and Social Action Ministry and its level of

effectiveness to each Grade level of the said skill. According to the data gathered,

the Grade 7 has an average score of 3.76 in Campus Ministry, 3.84 in Religious

Education, and 3.83 in Social Action Ministry. The Grade 8 has an average score of

3.60 in Campus Ministry, 3.57 in Religious Education, and 3.74 in Social Action

Ministry. And the Grade 9 students has an average score of 3.40 in Campus

Ministry, 3.42 in Religious Education, and 3.45 in Social Action Ministry. On average,

the table shows that the Campus Ministry collected a total of 3.62 mean score. While

34
Religious Education garnered 3.3.65 as its mean score, and the Social Action

Ministry resulted to a mean score of 3.71.

As shown in the table, the Social Action Ministry got 3.71 mean score, which

is the highest mean among the other means that fall under the category of Social

Skills. On the other hand, the lowest mean among the three CCF program is the

Campus Ministry with the 3.62 mean score. And for the general average score, the

CCF Programs fell under the category of slightly agree which means it is moderately

effective.

Based on the criteria given in the previous chapter, the interpretation of the

data gathered by the researchers is slightly agree. Slightly agree means that the

CCF programs have been quite effective in developing students in terms of

CCF Programs are moderately effective in terms of improving the management of

emotions and the ability to establish positive relationships with others. According to

the CCF Coordinator of the Our Lady of Lourdes Catholic School, Campus Ministry

is the worship activities that the students do inside the school. The Religious

Education is the CLE subject or also known as Christian Living Education and it is

classroom-based religious activities, while Social Action Ministry is a program which

helps the needy, the poor, and the less fortunate. And based to O’Leary (2012),

having social skills refers to the capability to behave in a way that builds the trust of

other people. A person is also capable of listening to other people’s perspectives

before trying to persuade. This means that based on the data gathered by the

researchers, the CCF Programs are slightly effective and have little impact on the

development of social skills in a way that these skills are not fully developed.

35
 CHAPTER FIVE

SUMMARY, CONCLUSION, AND RECOMMENDATION

5.1 INTRODUCTION

This chapter presents the summary of findings, conclusion drawn from the

findings and the corresponding recommendations.

5.2 SUMMARY OF FINDINGS

This study was conducted to determine the level of effectiveness of the three

CCF Programs specifically, Campus Ministry, Religious Education, and Social Action

Ministry in terms of Emotional and Social skills of the Grade 7 to 9 students. The

descriptive methods were used, as well as the Five-point Likert Scale survey

questionnaire as the research design. The survey questionnaire served as the

primary instrument of the collection data. The Grade 7 to 9 students of Our Lady of

Lourdes Catholic School, S.Y. 2018-2019 were chosen as the sample of the study.

After tallying the data, the use of mean was used in answering the study's research

questions.

The major findings of the study are as follows:

Q1. Which of the three (3) CCF Programs is the most effective in terms of Emotional

and Social skills?

Q1. The Campus Ministry has the highest average score of 3.69 in Emotional Skill

while, the Social Action Ministry has the highest average score of 3.71 in Social Skill.

Q2. Which of the three (3) CCF Programs is the least effective in terms of Emotional

and Social skills?

36
Q2. The Religious Education has the lowest average score of 3.56 in Emotional Skill

while, the Campus Ministry has the lowest average score of 3.62 in Social Skill.

Q3. What level of effectiveness do each of the CCF Programs have for each grade

level in terms of Emotional and Social skills?

Q3. On average, the respondents from each grade level answered “slightly agree” to

the effectiveness of CCF Programs to their Emotional and Social skills.

Q4. What level of effectiveness do the CCF Programs have for all of the grade levels

in terms of emotional and social skills?

Q4. The CCF Programs has an average score of 3.64 in terms of Emotional Skills

and an average score of 3.66 in terms of Social Skill which fell under slightly agree.

5.3 CONCLUSION

Based on the findings of the study, the following conclusions are drawn:

The Campus Ministry is the most effective CCF program under Emotional Skill

while, the Social Action Ministry is the most effective CCF program under Social

Skill. Moreover, the Religious Ministry is the least effective CCF program under

Emotional Skill while, the Campus Ministry is the least effective CCF program under

Social Skill. Furthermore, each of the CCF programs are found to be moderately

effective to the Grade 7 to 9 students. Lastly, the three (3) CCF programs in both

emotional and social skills have resulted to moderately effective. Therefore, the

effectiveness of the 3 CCF programs in developing their Social and Emotional skills

is yet to be fully effective.

37
5.4 RECOMMENDATIONS

The following recommendations are offered based on the findings and

conclusions of the study.

1. The researchers recommend the to the CCF department to enhance the CCF

programs through stronger implementation of the activities under Social

Action Ministry, Religious Education, and Campus Ministry (e.g. recollection,

retreat, CLE subject, feeding program, outreach program, etc). Also, they may

develop new activities that will strengthen the deepening of the faith, showing

positive emotional response and at the same time socializing with other

people to develop their Social and Emotional Skills.

2. The researchers recommend the administrators and teachers to support more

the implementation of the CCF Programs for the students and observe if the

activities are being implemented well. They have to observe more closely how

engaged the students are in participating in the CCF Programs. They have to

make sure not to overlook any misbehavior of the students during these

programs like classroom prayers since this is the time when most of the

students are misbehaving or are being talkative. In addition, they are also

recommended to take time off, perhaps a day, from the school works and set

a day for socializing with the students in order for them to build stronger

connection with the students and understand them even further. This activity

aims to aid them to have a better view or strategy on how to properly guide

the students.

3. The students are recommended to follow and support the CCF programs in

order for them to develop their own skills.

38
4. For the future researchers, they may explore the delimitations of the study

done in a different set of people. They may also use this study as a basis so

that they may have a guideline in doing this study.

39
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44
 APPENDICES

APPENDIX A

Cover Letter:

Our Lady of Lourdes Catholic School

S.Y 2018-2019

February 21, 2019

Dear Teachers,

Good day.

We are the Grade 10 Students from Diocese of Virac currently working on our

research entitled, “The Effectiveness of CCF Programs in Emotional and Social

Skills of Grade 7 to Grade 9 students in Our Lady of Lourdes Catholic School.” The

said research project is for the completion of requirements needed for English,

Araling Panlipunan, Mathematics and Computer subject.

In line with this, we would like to inform you that we will be conducting a survey to

the Grade 7 to Grade 9 students. This will help us gather data needed for our

research.

We are hoping for your positive response regarding this matter.

Sincerely yours,

The Researchers:

45
Barcoma, Christian Jake B. Perdigon, Lois Ann Coreen L.

Cantillan, Francis Neil N. Quilente, Faith Yza A.

Dayowan, Demitri Duane T. Quinante, Vielka Lanz Iryl R.

Esponilla, Shiela B. Ramilo, Ayessa Denyse U.

Magalso, Anry L. Tabia, Symon Andrei L.

Noted by:

Mr. Renier Balara Ms. Sandra Lyn Viray

AP Teacher English Teacher

Ms. Marycris Taguinod Ms. Kristine Joy Salvador

Mathematics Teacher Computer Teacher

Approved by:

Ms. Christy G. Romero

School Principal

46
APPENDIX B

Actual Survey:

The Effectiveness of CCF Programs in Emotional and Social Skills of the

Grade 7 to Grade 9 Students in Our Lady of Lourdes Catholic School S. Y.
2018-2019

Statements Strongly Slightly Agree Disagree Strongly

Agree Agree Disagree

EMOTIONAL SKILLS

CAMPUS MINISTRY

1. Attending recollection
helps me express my
emotions appropriately.

2. Participating in worship
activities motivates me to
perform consistently in
academic and
extracurricular activities.

3. Attending mass
celebrations has helped me
have better control of my
emotions.

4. Worship activities help

me set aside the negativity
that surrounds me.

5. Retreat has helped me

become aware and sensitive
of others’ feelings.

RELIGIOUS EDUCATION

1. Listening to some worship

songs while working,
encourages me to do my
task.

2. CLE subject has helped

me find better ways to
express my emotions.

47
3. The prayers before and
after class soothes me when
I’m angry, anxious or
excited.

4. The moment of silence

during CLE class calms me
when I’m angry, anxious or
excited.

5. Reflecting on Sunday
mass motivates me to do
better in studying.

SOCIAL ACTION MINISTRY

1. Joining feeding programs

has taught me to express
my emotions in an
appropriate manner.

2. Getting to know other

people in outreach
programs has helped me
consider putting myself in
other's shoes and
acknowledge their feelings.

3. Being one of the people

who assist the children in
feeding programs has made
me aware of the impact my
moods have on other
people.

4. Encountering the less

fortunate children in
outreach programs made
me empathetic towards
them.

5. Being a part of gift-giving

activities has helped me
become more attentive and
into giving something to the
families and fellow youth
who are in need.

48
 SOCIAL SKILLS

CAMPUS MINISTRY

1. Attending our retreat has

made me a better listener.

2. Sharing during
recollection has helped me
express my thoughts more
clearly when in front of a
crowd.

3. Celebrating feasts
through mass celebration
has helped me refrain from
talking unnecessarily.

4. Praying the rosary

prevents me from harmful
trends.

5. Reflecting on the Gospel

reading helps us as a class
to manage our conflicts all
together.

RELIGIOUS EDUCATION

1. Reflecting on the daily

Gospels has helped me
refrain from hurting others in
any way.

2. Planning and preparing

for monthly activities like
Altar-making contest has
helped me cooperate and
interact with my companion.

3. Listening to the Daily

Gospels has helped me in
resolving conflicts inside
and outside the classroom.

4. I learn to listen well when

the Gospel is being read
during our CLE class.

5. CLE class discussions

49
helped me accept the
different perspectives my
classmates possess.

SOCIAL ACTION MINISTRY

1. Planning a feeding
program has helped me
learn how to cooperate with
my group.

2. Meeting someone new in

the feeding program helps
me become better in
socializing.

3. Organizing or preparing
for an outreach program has
taught me to listen to other's
perspective before sharing
my opinion.

4. Meeting different people

in the outreach programs
has helped me treat
everyone with the same
concern and respect.

5. Interacting with the

children in the feeding
program has helped me
make connections with
people easier.

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