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1. IMPACT OF CITIZENSHIP EDUCATION ON THE BEHAVIOUR AND DISCIPLINE OF GRADE 10 STUDENTS AT CARTHEL SCIENCE EDUCATIONAL FOUNDATION, INC. ACADEMIC YEAR 2024-2025

2. CHAPTER 1 INTRODUCTION

3. Citizenship education in the Philippines started in 1950 with the Citizen’s Military Training (CMT) under Republic Act No. 126. This program aimed to teach civic duties and prepare students for national defense ( Menguin , 2024). In the 1970s, the government introduced the Citizen Army Training (CAT) for high school students to improve their understanding of civic responsibilities. BACKGROUND OF THE STUDY

4. In the early 2000s, CAT evolved into Citizen Advancement Training (CAT-II), which expanded beyond military training to include disaster preparedness and community service ( Mangquin , 2024). In 2001, the National Service Training Program (NSTP) Act (Republic Act No. 9163) was passed, offering university students broader civic education options, such as community service and disaster response. BACKGROUND OF THE STUDY

5. Currently, the Citizenship Training Program (CTP) is a required program for Grade 10 students in the Philippines. It aims to develop social responsibility and encourage active participation in community development (Department of Education, 2023). BACKGROUND OF THE STUDY

6. STATEMENT OF THE PROBLEM 1. What is the demographic profile of the respondents in term of the following:
1.1 Age;
1.2 Sex; and
1.3 Section

7. STATEMENT OF THE PROBLEM 2. What are the challenges encountered by Grade 10 students at Carthel Science Educational Foundation, Inc. In their Citizenship Education as their subject?
2.1 Emotionally;
2.2 Socially; and
2.3 Physically

8. STATEMENT OF THE PROBLEM 3. What are the impact of having a Citizenship Education on Grade 10 students at Carthel Science Educational Foundation, Inc.? 3.1 Emotional;
3.2 Psychological; and
3.3 Physical

9. OBJECTIVES OF THE STUDY - To provide valuable insights into the impact of Citizenship Education on student behavior and discipline at the Carthel Science Educational Foundation, Inc. - To identify and document specific challenges and impacts students face in their citizenship education. - To understand how citizenship education affects students’ behavior and discipline. The objectives of the study are the following:

10. HYPOTHESIS OF THE STUDY Alternative Hypothesis Citizenship Education has a positive impact on the behavior and discipline of students. This hypothesis proposes that Citizenship Education contributes positively to improving students behavior and discipline, leading to more responsible actions, and fewer disciplinary issues.

11. HYPOTHESIS OF THE STUDY Null Hypothesis Citizenship Education has no significant impact on the behaviour and discipline of students. This hypothesis assumes that the introduction or implementation of Citizenship Education does not lead to any meaningful changes in students behavior or discipline in the school setting

12. SIGNIFICANCE OF THE STUDY •Students This study helps them to improve their skills and behavior by learning through the discussions and activities in citizenship education that focuses on the importance of responsibility, and cooperation. This study is beneficial to the following:

13. SIGNIFICANCE OF THE STUDY •Teachers It helps them to have less disruption in class and more time on effective teaching because through citizenship education, students learn the importance of respect, responsibility, and following rules. This study is beneficial to the following:

14. SIGNIFICANCE OF THE STUDY •Parents It helps them by having less stress at home and experience fewer challenges in disciplining their children because through citizenship education, their children develop stronger self control and respect. This study is beneficial to the following:

15. SIGNIFICANCE OF THE STUDY •Community Leaders This study benefits community leaders because it helps them to strengthen unity within the community by having students learn about their rights, responsibilities, and know the importance of being respectful citizens, which encourages them to act responsibly and follow rules. This study is beneficial to the following:

16. SIGNIFICANCE OF THE STUDY •School Administrator It helps school administrator to easily manage the school and improve student outcomes because citizenship education helps students behave well and follow rules, creating a more positive school environment. This study is beneficial to the following:

17. SIGNIFICANCE OF THE STUDY •Guidance Councelor This study helps them to reduce conflicts in school and promote healthy relationships among students because citizenship education teaches students how to respect each other, communicate better, and solve problems. This study is beneficial to the following:

18. SIGNIFICANCE OF THE STUDY •Future Researchers The result of this study will help future researchers to provide resources and could serve as their guide when they conduct a study like the focus of this research. This study is beneficial to the following:

19. SCOPE AND DELIMITATIONS The scope of this study focuses on junior high school students enrolled in the academic year 2024-2025 at Carthel Science Educational Foundation, Inc., who has a subject citizenship education. This research aims to identify the impact of citizenship education on the behaviour and discipline faced by these students, and how they manage to cope with such challenges.

20. SCOPE AND DELIMITATIONS The study was delimited to Grade 10 students at the Carthel Science Educational Foundation, Inc. academic year 2024-2025. Furthermore, students from other grade level, other schools or universities, or those in different educational levels, were not included in this study. The research focuses solely on students who only have the citizenship education as their subject. Students who do not have a citizenship education subject are not part of this study.

21. THEORETICAL FRAMEWORK Citizenship education is an educational theory and practice aimed at promoting desired citizenship in society. Introduced by Rachmad in 2022, it focuses on understanding how citizenship behaviour influences various aspects of life and organizations. The theory emphasizes the importance of citizenship behaviour in creating a sustainable society and provides guidelines for developing and implementing positive citizenship behaviour.

22. THEORETICAL FRAMEWORK The theory of Dr. Hafiz Kosar states that through the content of analysis, interviews, surveys, and classroom observations, it revealed the study of a comprehensive coverage of citizenship education in textbooks where in it emphasizes the necessity for improved skills integration and practical activities.( Kosar , 2024). Both these theories support the theory of Rachmad wherein it focuses on how can citizenship education influence many various of aspects, and to implement positive citizenship behavior .

23. CONCEPTUAL FRAMEWORK This study examines the impact of citizenship education on the behaviour and discipline of Grade 10 students at Carthel Science Educational Foundation Inc. It focuses on two main variables: citizenship education as the independent variable and behaviour and discipline as the dependent variable. Citizenship education is defined as the formal and informal teaching of civic knowledge, skills, and values that foster responsible citizenship ( Hamedi and Afrasyabi , 2024).

24. CONCEPTUAL FRAMEWORK The research paradigm used is the Input, Process, and Output model, which lists citizenship education and its impact on behaviour and discipline in the “Input” section, gathers and analyzes data in the “Process” section, and Output provides recommendations based on the data gathered from the respondents.

25. RESEARCH PARADIGM The paradigm for our study presents the patterns of procedure in conducting the research. Based on the diagram next page, the profile of the students and their section, citizenship education is the independent variable, while the behaviour and discipline of Grade 10 students are the dependent variables.

26. RESEARCH PARADIGM

27. RESEARCH PARADIGM The process used in the study includes the chosen research design, data collection methods, the questionnaire, wherein students were given a survey questionnaire form to fill up voluntarily and honestly, it also includes the method in analyzing the gathered data.

28. DEFINITION OF TERMS Citizenship Training Program (CTP) – In the Philippines, it is a required program in Grade 10 classes that aims to develop students’ social responsibility and commitment to their communities. Citizenship Advancement Training (CAT) – is a restructured version of Citizens Army Training and a fourth-year MAPEH component. It aims to increase students’ social responsibility and commitment to the development of their communities, as well as their ability to maintain law and order as they participate actively in community activities, and their willingness to assist community members. Citizenship Education (CE) – refers to the aspects of education at school level intended to prepare students to become active citizens, by ensuring that they have the necessary knowledge, skills, and attitudes to contribute to the development and well-being of the society in which they live.

29. CHAPTER 2 REVIEW OF RELATED LITERATURES AND RELATED STUDIES

30. FOREIGN STUDIES Hamedi and Afrasyabi (2024) emphasized that citizenship education shapes future generations by instilling civic responsibility, respect, and empathy. Their study highlighted the importance of integrating citizenship education into the curriculum to promote positive behavioral change. Additionally, they stressed the need for educators to model integrity, empathy, and self-discipline to reinforce these values in students.

31. FOREIGN STUDIES Mardiana et al. (2024) stated that citizenship education significantly influences students’ attitudes and thinking patterns. Their study found that it improves empathy, tolerance, and civic responsibility. They emphasized the need for inclusive and engaging learning environments that promote critical thinking, creativity, and civic engagement through teaching methods like service-learning projects, debates, and discussions.

32. FOREIGN STUDIES Bacchoo et al. (2024) stated that global citizenship education is essential for preparing students for an interconnected world. Their study revealed that it promotes cultural awareness, empathy, and social responsibility. They emphasized the importance of incorporating global citizenship education into the curriculum to equip students for 21 st -century challenges by integrating global issues like sustainability, human rights, and social justice.

33. FOREIGN STUDIES According to Purba (2024), citizenship education is critical for building moral character in students. The study noted that citizenship education can promote moral values, such as honesty, respect, and responsibility, among students. Purba emphasized the need for educators to model the behaviors they expect from their students, demonstrating the value of integrity, empathy, and self-discipline. This can be achieved through the use of real-life examples, case studies, and role-playing activities.

34. FOREIGN STUDIES Nwaokoma and Nyo-yoko (2023) stated that citizenship education significantly impacts university students’ participation in election management in Nigeria. Their study found that it promotes civic awareness and participation. They emphasized the need for educators to provide experiential learning opportunities, such as community service projects and election observation programs, to help students develop critical thinking, problem-solving, and communication skills.

35. LOCAL STUDIES Amanda (2024) stated that citizenship education is essential in shaping students’ behavior and discipline by instilling responsibility, respect, and civic awareness. She noted that citizenship education teachers play a key role in developing students’ discipline character, emphasizing effective teaching practices for positive behavioral change. Additionally, she highlighted the importance of teachers modeling integrity, empathy, and self-discipline.

36. LOCAL STUDIES Khasanah (2023) explored the impact of simulation methods on student discipline in citizenship education learning outcomes. The study revealed that these methods enhance discipline and engagement, leading to better learning outcomes. Khasanah emphasized the importance of interactive and immersive learning experiences in deepening students’ understanding of citizenship values and promoting positive behavioral change.

37. LOCAL STUDIES Dizon (2022) stated that citizenship education plays a crucial role in shaping the values and actions of future generations. It instills civic responsibility, respect, and empathy, which are essential for creating informed and engaged citizens. His analysis of the K-12 junior high school economics curriculum in the Philippines emphasized the importance of integrating citizenship education to promote positive behavioral change.

38. LOCAL STUDIES Pangalila and Winoto (2022) explored the impact of citizenship education on improving students’ civic knowledge. The study found that it significantly enhances civic knowledge and critical thinking skills, leading to better learning outcomes. They emphasized the importance of effective teaching practices, such as modeling positive behaviors and promoting interactive learning experiences, to achieve this goal.

39. LOCAL STUDIES Mardiana et al. (2024) conducted a comparative study on students’ attitudes and thinking patterns in citizenship education. The study found that participation in these programs improved attitudes, increasing empathy, tolerance, and civic responsibility. They emphasized the need for inclusive and engaging learning environments that foster critical thinking, creativity, and civic engagement.

40. CHAPTER 3 METHODOLOGY

41. RESEARCH METHOD The researchers used a descriptive method as their research method. This study aims to determine the relationship between the profile of Grade 10 students in citizenship education concerning their age, gender, and section. A questionnaire was used to gather data, focusing on the student’s demographic profile, challenges in citizenship education, and its impact.

42. RESEARCH METHOD A Likert scale was used to measure these challenges and the impact on students’ behaviour and discipline. This research design aligns with the researchers’ aim of determining the impact of citizenship education while allowing further question development on the topic.

43. LOCAL OF THE STUDY The study was conducted at Carthel Science Educational Foundation, Inc., located in Sitio-Calit , Banaoang , Calasiao , Pangasinan . The respondents of the study were students from this institution.

44. SUBJECT OF THE STUDY The researchers selected Grade 10 junior high school students from the Carthel Science Educational Foundation, Inc. That has Citizenship Education subject to participate in this study. In choosing the respondents, the researchers used this sampling method known as Stratified Random Sampling.

45. SUBJECT OF THE STUDY Hayes (2024) defines stratified random sampling as a form of sampling that divides a population into smaller subgroups known as strata. Stratified random sampling divides people into groups based on similar features or characteristics, such as income or educational attainment. Therefore, the researchers randomly selected 30 respondents from each section of Grade 10 at Carthel Science Educational Foundation, Inc. To obtain sufficient and equal data for research, as this population was the focus of their research.

46. DATA GATHERING INSTRUMENTS The research used a specially developed questionnaire as the data collection tool, administered to Grade 10 students at Carthel Science Educational Foundation, Inc. During the academic year 2024-2025. The study assessed the impact of Citizenship Education on students’ behavior and discipline using a three-part questionnaire.

47. DATA GATHERING INSTRUMENTS The first part collected demographic information such as age, sex, and section. The second part examined the impact of Citizenship Education, exploring both positive and negative factors affecting behavior and discipline as students participated in school organizations, enhancing their emotional, social, and physical challenges. A Likert scale was used for responses, consisting of Strongly Agree, Agree, Neutral, Disagree, and Strongly Disagree.

48. DATA GATHERING INSTRUMENTS The last part of the questionnaire focused on the impacts of Citizenship Education on students’ behavior and discipline, covering emotional, psychological, and physical aspects, also utilizing a Likert scale with the same response options.

49. DATA GATHERING PROCEDURE The researchers got approval from the School Principal, Administrators, and the two Grade 10 advisers to collect the needed data. A letter was also attached to the questionnaire to assure students that their data would be safe and confidential, encouraging them to answer with the highest level of objectivity.

50. STATISTICAL TREATMENT OF THE DATA After collecting all the necessary data, statistical methods were applied to summarize the responses and answer the research questions.

51. STATISTICAL TREATMENT OF THE DATA After collecting all the necessary data, statistical methods were applied to summarize the responses and answer the research questions.

52. STATISTICAL TREATMENT OF THE DATA After collecting all the necessary data, statistical methods were applied to summarize the responses and answer the research questions.

53. THANK YOU!