Pedagogical Practices in GMRC Instruction: A Qualitative Exploration of the Teaching Experiences and Student Learning at San Mateo North Central School

Abstract

Values education plays a crucial role in shaping learners’ moral development and social behavior within basic education systems. In the Philippines, the subject Good Manners and Right Conduct (GMRC) has been reintroduced as a core component of the K–12 curriculum to strengthen ethical values and civic responsibility among young learners. This study explored the pedagogical practices used in GMRC instruction and examined how these practices influence student learning at San Mateo North Central School. Using a qualitative case study design, data were collected through semi-structured interviews, classroom observations, focus group discussions with students, and document analysis of lesson plans. Thematic analysis was used to identify patterns in teachers’ instructional practices and students’ learning experiences. The findings revealed that teachers frequently utilized storytelling, reflective discussions, contextualized examples, and collaborative learning activities to facilitate values formation. These strategies enhanced students’ behavioral, emotional, and cognitive engagement in the classroom. However, challenges such as limited instructional materials, time constraints, and varying levels of student interest were identified as factors affecting effective implementation. The study emphasizes the importance of learner-centered and culturally responsive pedagogy in values education and highlights the need for institutional support to strengthen GMRC instruction in Philippine public schools.