Filipino Core Values Practices and Learners' Holistic Development

This study examined the level of Filipino core values practices and the level of holistic development among Grade 6 learners in the West II District, Division of Cagayan de Oro City, Philippines, during School Year 2025–2026 and tested the relationship between the two constructs. Using a descriptive-correlational design, data were gathered from 200 Grade 6 pupils selected through stratified sampling from a population of 1,732 using Slovin's formula. A researcher-made, two-part questionnaire with acceptable internal consistency (Cronbach's α = 0.902, overall) measured the practice of four Filipino core values: Maka-Diyos (Godly), Makatao (Person-Oriented), Makakalikasan (Environmental), and Makabansa (Nationalistic), and holistic development across four domains: Physical, Cognitive, Socio-Emotional, and Moral. Descriptive statistics described the variables, and Pearson's r tested the hypothesized relationship. Results showed that learners practiced the four core values at a generally high level overall (M = 3.32, SD = 0.42), with Makatao showing the strongest manifestation (M = 3.40) and Makakalikasan the weakest (M = 3.24). Learners' holistic development was likewise highly developed overall (M = 3.33, SD = 0.43), with the Physical domain strongest (M = 3.35) and the Socio-Emotional domain weakest (M = 3.29). Pearson correlation analysis showed statistically significant positive relationships between all four core values and overall holistic development (r ranging from .331 to .355, p < .05), leading to rejection of the null hypothesis. The findings indicate that the consistent practice of Filipino core values is associated with more favorable holistic outcomes among elementary learners. Strengthening the practice of Makakalikasan and supporting Socio-Emotional development through structured, routine-based school activities is recommended to achieve more balanced growth across all developmental domains.