stdClass Object
(
    [id] => 17128
    [paper_index] => 202507-06-023391
    [title] => ASSESSING THE INFLUENCE OF CLASSROOM ADVISERSHIP ON LEARNERS' MORAL DEVELOPMENT AND PEER RELATIONSHIPS
    [description] => 
    [author] => Maria Theresa M. Diso-Asido
    [googlescholar] => 
    [doi] => https://doi.org/10.36713/epra23391
    [year] => 2025
    [month] => July
    [volume] => 12
    [issue] => 7
    [file] => fm/jpanel/upload/2025/July/202507-06-023391.pdf
    [abstract] => This study examined the influence of classroom advisership on students’ moral development and peer relationships in public elementary schools. Utilizing a non-experimental quantitative approach with a descriptive-correlational design, the research involved 175 Grade 4–6 students from North District, Panabo City. Respondents were selected through simple random sampling, and data were gathered using modified, pilot-tested survey questionnaires. Results revealed that the overall extent of classroom advisership was moderately extensive, with conflict resolution rated as extensive. Students demonstrated moderately extensive moral development, particularly in honesty and integrity. Their peer relationships were rated as extensive, especially in conflict resolution and empathy. A significant relationship was found between classroom advisership and students’ moral development. All advisership indicators—guidance, emotional support, conflict resolution, and leadership—were significantly associated with moral growth. Similarly, classroom advisership showed a strong relationship with students’ peer relationships. Advisership practices positively influenced students’ ability to collaborate, resolve conflicts, and support one another. These findings support Kohlberg’s Theory of Moral Development and highlight the crucial role of teacher advisership in shaping ethical and social competencies. Strengthening advisership practices may lead to improved moral behavior and more harmonious peer interactions.
    [keywords] => Classroom Advisership; Moral Development; Peer Relationships; Elementary Students; Descriptive-Correlational
    [doj] => 2025-07-28
    [hit] => 
    [status] => 
    [award_status] => P
    [orderr] => 44
    [journal_id] => 6
    [googlesearch_link] => 
    [edit_on] => 
    [is_status] => 1
    [journalname] => EPRA International Journal of Environmental Economics, Commerce and Educational Management 
    [short_code] => IJCM
    [eissn] => 2348-814X
    [pissn] => 
    [home_page_wrapper] => images/products_image/6.ECEM.png
)
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