Date of Publication

2006

Document Type

Master's Thesis

Degree Name

Master of Arts in Education Major in Early Childhood Education

Subject Categories

Early Childhood Education | Education

College

Br. Andrew Gonzalez FSC College of Education

Department/Unit

Educational Leadership and Management

Thesis Adviser

Ma. Carolina Gustilo De Ocampo

Defense Panel Chair

Roberto T. Borromeo

Defense Panel Member

Maria Fe A. Ferrer
Katherine Claudette Tandoc

Abstract/Summary

In this descriptive comparative study, the problem was to examine whether Grade One Children coming from 5 types of schools namely Traditional, Montessori, Progressive, Developmental-Interaction, and Eclectic, with different philosophies and approaches, differ in their personality, since each type employs its own philosophy and approach which influence the development of personality. It also wanted to find out whether Grade One children coming from the different selected schools differ in terms of gender, family structure, socio-economic status, and birth order. 50 Grade One Children, 10 from each of the 5 schools, who met the criteria regular Filipino students who had at least one year of previous schooling in the same school where they are currently enrolled in, were randomly selected. Gender was equally distributed per school. The Personality Assessment for the Filipino Child by Dr. Trinidad Opiniano-Abenojar was personally administered by the researcher to the children. It measured 8 personality dimensions: Affiliation, Courtesy, Obedience, Humility, Understanding, Trust, Thoughtfulness, and Helpfulness. Results of the One-way ANOVA showed that there were NO significant differences in each of the personality dimensions and overall personality profiles of Grade One Children coming from the 5 types of schools. However, the results might be due to the relatively small sample size. Based on the qualitative data, children from SCHOOL B (Montessori) significantly differed in the dimensions of Affiliation, Courtesy, Understanding, and Thoughtfulness; children from SCHOOL C (Progressive) significantly differed in the dimensions of Obedience and Humility; and children from SCHOOL B (Montessori) and SCHOOL D (Developmental-Interaction) significantly differed in the dimension of Trust among the schools. NO significant differences were found in the dimension of Helpfulness. Children from SCHOOL B (Montessori) also differed in the overall personality profile among the schools. These indicate that school philosophy and approach almost certainly is a significant factor in the development of the dimensions measured in this study. The differences are probably also due to other factors than school philosophy and approach. As for the other variables, findings show support for previous studies conducted locally and internationally except for gender. Females are generally Well Adjusted than males probably because the dimensions measured in this study are more expected of females than males. No meaningful conclusion could be drawn out of family structure because 82% of the sample came from two-parent families. However, it could be noted that children from other categories still obtained ratings of Fairly Adjusted and Well Adjusted when we look at their individual ratings, implying that children obtained a better personality probably because they are given consistent love, care, support and attention by their families, friends, and society. NO differences were found for socio-economic status (limited to Class A, B, and C) in the dimensions of Affiliation, Courtesy, Understanding, and Helpfulness. Class A children significantly differed in the dimensions of Obedience and Humility. Class C children significantly differed in the dimensions of Trust and Thoughtfulness. Nevertheless, NO differences were found in the overall personality profiles among the three social classes. For birth order, first or eldest children differed in the dimensions of Affiliation, Humility, Understanding, Trust, and Thoughtfulness and in the overall personality profile among the other birth order groups.

Abstract Format

html

Language

English

Format

Electronic

Accession Number

CDTG004343

Shelf Location

Archives, The Learning Commons, 12F Henry Sy Sr. Hall

Physical Description

152 leaves ; 28 cm.

Keywords

First grade (Education); School children; Primary school students; Personality

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