EFFECTS OF HAVING A BROKEN FAMILY TO THE ACADEMIC PERFORMANCE OF SELECTED

GRADE 10 STUDENTS AT KASIGLAHAN VILLAGE NATIONAL HIGH SCHOOL BATCH 2018-2019

A Research Study
Presented to
The Faculty of Members of
KASIGLAHAN VILLAGE NATIONAL HIGH SCHOOL
Rodriguez, Rizal

In Partial Fulfillment
of the Requirements for the Subject
ENGLISH

Researchers

ADORA, EDWARD L.
APDO, THEODORE KYLE C.
BALDO, MARIDAINE
CABERO, BRANDON
CADUYAC, MARY ANN C.
ESPLAGO, ROSE ANN A.
ESTRELLA, PATRICIA
GUZMAN, DATU LOVE K.
MANGAYAO, JOHN REY D.
MORENO, RHAVE C.
PRESTOUSA, JAYARAM IVAN I.
RAGUS, MARISTELA FE S.
RONQUILLO, MONICA T.
TARIN, PRINCE JHAMES RICHARD
TUGANO, BLEZZIE JHOY B.

MS. PAULA MAE CAPACIETE

English Teacher
March, 2019

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 ACKNOWLEDGEMENTS

The researchers wish to express and extend their sincerest and heartfelt gratitude and
appreciation to the following people who have selflessly given their commitments to share their
knowledge and moral support in the fullest realization of the study. Such unselfish deeds are
deeply acknowledged. We are highly and greatly indebted to the valuable efforts and support
to the people and friends who help us through this study. And most of all, thank you to God for
guiding us until the end of course of this study.

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 DEDICATION
This humble piece of work is wholeheartedly dedicated to:

Our loving parents;

School Administration;

Teacher;

Respondents who participated the study;

And above all,

OUR GOD ALMIGHTY

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 TABLE OF CONTENTS

Page

TITLE PAGE………………………………………………………………………………………………………………………….1
ACKNOWLEDGEMENT…………………………………………………………………………………………………………2
DEDICATION……………………………………………………………………………………………………………………….3
CHAPTER

1. THE PROBLEM AND ITS BACKGROUND

Introduction…………………………………………………………………………………………………6
Background of the Study………………………………………………………………………………7
Significance of the Study………………………………………………………………………………8
Scope and Limitation of the Study………………………………………………………..………8
Statement of the Problem……………………………………………………………………..….…9
Hypothesis…………………………………………………………………………………………………..9

2. RESEARCH DESIGN AND METHODOLOGY

Locale of the Study…………………………………………………………………………………...…10

Research Respondents of the Study……………………………………………………………..11
Research Instrument…………………………………...................................................11
Data Gathering Instruments…………………………………………………………………………12
Statistical Treatment……………………………………………………………………………………12

3. PRESENTATION, INTERPRETATION AND ANALYSIS

Analysis 1…………………………………………………………………………………………………… 13
Analysis 2…………………………………………………………………………………………………… 14
Analysis 3…………………………………………………………………………………………………… 15
Analysis 4…………………………………………………………………………………………………… 16
Analysis 5…………………………………………………………………………………………………… 17
Analysis 6…………………………………………………………………………………………………… 18
Analysis 7…………………………………………………………………………………………………… 19

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 Page
Graph 1……………………………………………………………………………………………………….20
Graph 2……………………………………………………………………………………………………….21
Graph 3……………………………………………………………………………………………………….22
Graph 4……………………………………………………………………………………………………….23
Graph 5……………………………………………………………………………………………………….24
Graph 6……………………………………………………………………………………………………….25
Graph 7……………………………………………………………………………………………………….26

4. SUMMARY, CONCLUSION AND RECOMMENDATION

Summary…………………………………………………………………………………………………….27
Conclusion………………………………………………………………………………………………….27
Recommendation……………………………………………………………………………………….28

APPENDICES
Survey Questionnaire
Curriculum Vitae

REFERENCES

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 CHAPTER 1

PROBLEM AND ITS BACKGROUND

This Chapter includes the Introduction, Background of the Study, Significance of the Study,
Scope and Limitation of the Study, Statement of the Problem and Definition of Terms.

I. INTRODUCTION

As we all know, family is a strong foundation of affiliated feeling of love from its biological
aspects. They tend to persuade each other's company when things get rough. It reflects the
being of each member of the family such as they always seek for attention. But for some
reasons, even the strongest fail to surpass. The occurrence of conflict in the family may result to
various effects to their child/children's abilities to perform their academics well.

In our everyday lives, we always encounter different persons with different stories. It is
inevitable for us to avoid meeting them for it’s already a nature for us humans because as the
quote says, ‘no man is an Island’ (Donne, J., 17 th Century ). There are only two kinds of family
these people belong to. The first one is complete which consists of parents and it’s
child/children and the other one is a broken family are those families wherein the parents
doesn't live together or separated for several reason such as having a third party, lack of
understanding from both parties, abuse, etc.

At this rate of points, the student is affected once they suffer from having a broken
family. There are various of elements that may change the way the child acts, behavior, child’s
performance in different aspects, attitude and self-esteem.

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 II. BACKGROUND OF THE STUDY
'Family' is a single word, with many different meanings. People have many ways of
defining a family and what being a part of a family means to them. Families differ in terms of
economic, cultural, social, and many other facets, but what every family has in common is that
the people who call it a family are making clear that those people are important in some way to
the person calling them his family. (Blessing, M., ND) Broken home means a heroic in which the
parents are separated or divorced or are no more by either as a result of death. Children from
such home lack proper care and security. The suffering of such children could be seen in
differed dimension. (Hemm, 1970)
Broken families are those families where parents don’t live together or separated. Children
live with one of the parent, or many a time there are looked after by one of the grand parent. In
such family, children have bad childhood as they witness the separation, or lack of parents love
together. Many a time children suffer inwardly and it shows in the later stage of their life.
(Bangera, V., 2018)
A broken family can negatively affect all domains of your child’s development. The effects of
a broken family on a child’s development depend on numerous factors, including the age of the
child at the time of parents’ separation, and on the personality and family relationships.
Although infants and young children may experience few negative developmental effects, older
children and teenagers may experience some problems in their social, emotional and
educational functioning. Slowed academic development is another common way that
separation of the parents affects children. The emotional stress of a divorce alone can be
enough to stunt your child’s academic progress, but the lifestyle changes and instability of a
broken family can contribute to poor educational outcomes. This poor academic progress can
stem from a number of factors, including instability in the home environment, inadequate
financial resources and inconsistent routines. (Green, A., 2015)
Different works and researches shown various types of reasoning and definition of a broken
family and its effects on the academic status of the students. Udyr (2004), define a broken
home means a house in which the parental are no more living together. There are also studies
that agrees to the reasoning of having a broken family will result to the juvenile delinquency
and/or rebellious activities of these youngsters. In their conclusion with the help of assessing
the situation from their past observations, broken family will also result to the poor academic
performance of the students for they lack from various factors.

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 III. SIGNIFICANCE OF THE STUDY
This study is conducted to benefit the following:

Students. This study may serve as a guide and reference for the students undertaking
similar studies.

Future Researchers. This research will be a useful reference for the researchers who
would plan to make any related study precisely the standard underlying the Bachelor of Science
in Electronics Engineering program.

IV. SCOPE AND LIMITATION

The primary purpose of this research is to assess the Effect of having a Broken Family to
the Academic Performance of Grade 10 Students at Kasiglahan Village National High
School(2018-2019).
In the context of the project, we conducted a survey to know the opinions of the Grade
10 students of Kasiglahan Village National High School. The researchers should know the effect
of having a broken family to the academic performance of the students.
The researchers used survey to gather information easily by the means of tally and using the
formula of Slovin’s formula. Using a questionnaire with 7 questions, the researchers surveys the
things they will need to complete their study about the effects of having a broken family to the
academic performance of a student. In total, there are 21 respondents from selected sections
In Grade 10.

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V. STATEMENT OF THE PROBLEM
The main purpose of this study is to aim what are the Effects of having a Broken Family
to the Academic Performance of Grade 10 Students at Kasiglahan Village National High School
(2018-2019).

Specifically, this research needs to answer the following questions:

1. Does having a broken family affect your academic performance?

2. What are the factors having a broken family to the academic performance of the
students?
3. What are the effects of having a broken family to the academic performance of the
students?

VI. HYPOTHESIS
This research concludes that having a Broken Family has a significant Effect on the Academic
Performance of the Students.

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 CHAPTER 2

RESEARCH DESIGN AND METHODOLOGY

I. LOCALE OF THE STUDY
Kasiglahan Village National High School was established last June 2, 2002 situated in the
heart of village of Kasiglahan Village Housing Project of former President Joseph Estrada, Where
most student are relocates from different cities of Metro Manila such as Pasig San Juan Quezon
City and Santa Anna. This school is one of the former annexes of general Licerio Geronimo
Memorial National High School under the super vision of Mrs. Maria A. Barrameda who has the
principal The National Housing Authority allowed to use of 13 row house units as temporary
classroom, First year had 7 section, Second year has 4 section, Third year has 3 section and 1
section in Fourth year. Aside from this rooms and CAT room school held. Two section am and
pm all First year And Fourth year where in the morning session and 2nd year & 3rd year where
in the afternoon session Mrs. Clarita C. Nocon. TLC manages the school after almost three years
SY. 2000-2002 and become the principal 2002.
In SY. 2000-2001 the school of population was 667 and there were only pioneer teacher
namely Mrs. Rowena Mandap, Mrs.Glenda C. Jamero, Mr.Edgardo Santos, Mrs.Emelinda N.
Tores, Mrs.Daisy S. Jesana Mrs.Leni M. Carasco, Mr. Caetano Rances III, Mr. Marcelo Nicolas Jr.
III, Mr Rolando Makaranas and Mrs.Asuncion S.Rosas. In the middle of SY. 2001-2002,
4 teachers were hired because of the increase in population. During that year, 5 rooms in
elementary building were occupied by the high school student SY. 2002-2003, due to the rapid
growth of the student population is new teachers having national item position were hired and
3 more and units of now houses were unlisted as, school building to accommodate the growing
needs of the students.
Mr. Ricardo C. Vergara took over as school principal from July to now 2003 and
volunteer teachers were hired and additional 4 classrooms building situated at Ph.I.D of
Kasiglahan Village where donated to address simultaneous growth of population of student in
school, December 2003. The newly designated principal was assigned to this school in the
person of Mr. Remegio B. Olesco, There were 2,800 students and 33 teachers KVNHS to
conduct 3 shift classes having 30 minutes program instruction (except for the science subject)
to cope with the situation. SY.2006-2007 up to SY. 2009-2010 KVNHS went significant changes
school performance in DAT and NAT increase, The student population significantly increased
from 2000 up to 4000 and the number of school personnel double, up from 33 to 85 teaching
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personnel plus additional 22 non-teaching personnel, All of this happened whole the second
time administration of Mrs. Clarita C. Nocon SY.2010-2011, The KVNHS is headed by Mrs. Maria
Cristina C. Camarse, and at present the school is under taking Curriculum development,
improvement of facilities and teachers empowerment.
As of now, the school is being managed by the new Principal III, Dr. Elvira N. Conese that
had supervised the responsibility for approving the school program and events. In the past 2
years, Dr. Conese was also the Principal of the public science school namely Rizal National
Science High School for school years 2015-2016. The learning environment of the school is not
limited only to its walls. Students are exposed to different extracurricular activities such as:
school fairs, campus journalism, educational tour, recollection, junior prom and school
organizations. Presently, providing more of her intensive and advanced secondary educational
benefits, Dr. Conese still leads her respected school with full coordination and authenticity to
become the Head of the school.

II. RESEARCH RESPONDENTS OF THE STUDY

The respondents of the study are the students from the sections of Grade 10 Burgos,
Dagohoy, Ledesma and Mabini.

III. RESEARCH INSTRUMENT

In this study, the researchers made use a questionnaire checklist as the main tool in
gathering data on the the Effects of having a Broken Family to the Academic Performance of
Grade 10 Students at Kasiglahan Village National High School(2018-2019). The said instrument
is divided into two parts. The primary part contains the personal data of the respondents which
includes the name and section of the respondents. The second part includes the information
that the researchers have gathered. These data used as per need of the study.
The questionnaire checklist was given to the selected students from the following
section of Grade 10; Burgos, Dagohoy, Ledesma and Mabini.

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 IV. DATA GATHERING AND INSTRUMENTS

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V. STATISTICAL TREATMENT
The data to be gathered in this study will be subjected to the following statistical
treatment. The following formula to compute: Slovin's Formula. - is used to calculate the
sample size (n) given the population size (N) and a margin of error (e). –it is computed as
n=N/(1-Ne2). If a sample is taken from a population, a formula must be used to take into
account confidence levels and margin of errors.
There are 179 selected Grade 10 students in Kasiglahan Village National High
School. So, N=179 while e=5% or 0.05.

Solution
n=179/(1+(179) [(0.05)] ^2)
n=179/(1+(179) (0.25)
n=179/(1+44.75)
n=179/45.75
n=3.91

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 CHAPTER 3
PRESENTATION, INTERPRETATION AND ANALYSIS

This chapter presents the guide question for the comparative analysis and the
appropriate answers to the questions presented as well as the researchers interpretation to the
whole content of the findings. These are presented in tables following the sequence of the
specific research problem regarding the Effects of having a Broken Family to the Academic
Performance of Grade 10 Students at Kasiglahan Village National High School (2018-2019).

1. Does having a broken family serves as a hindrance for you to strive hard on your
studies?
Based on the data gathered from our respondents regarding the first question, we came
to the conclusion that most of the respondents are in favor that the consider having a
broken family serves as a hindrance for them to strive hard on their studies.

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 2. Do you want your family to be complete again?
The researchers think that because of some factors, the respondents still want their
family to be completed again.

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 3. Are you happy with your current situation?
Almost all of the respondents are not happy with their current situation. Upon knowing
their perspective on the question, we learned that the reason behind their answer was
that some wants the care, love and tenderness that other people normally receive from
their family. They want to experience how’s life when they have complete family
wherein all their needs where they lack is being fulfilled.

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 4. Are you having difficulties on living with a broken family?
Most of the respondents answered that they are having difficulties on living with a
broken family. They stated that their daily budget is not enough to sustain their needs
and necessities. Some of the parents of the respondents are undergraduates and some
of them don’t have a permanent and stable job.

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 5. Are you getting jealous to those who have a complete family?
Pertaining to the percentage from the survey the researchers conducted, they found out
that the respondents predominantly are getting jealous. As stated above the question
number three, they want to experience having a complete family.

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 6. Do you hate your family members who left you behind?
Some of the respondents resent their family members who left them behind but almost
all of them hold grudge. It is only natural for them to be angry because nobody would
want their family to be broken.

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 7. What are the effects of having a broken family to your academic performance?
All of the effects of having a broken family to them are all negative. First one is they
can’t concentrate on their studies, second is they are having difficulties in
communicating with others and lastly, they lack confidence.

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 1. Does having a broken family serves as
hindrance for you to strive hard on your
studies.

YES
NO

The graph shows that 62% of students said that they consider having a broken family
serves as a hindrance for them to strive hard on their studies while 38% of them answer doesn’t
agree.

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 2. Do you want your family to be complete
again?

Yes
No

The graph shows that 100% of the students answered that they want their family to be
complete again.

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 3. Are you happy with your current situ-
ation?

Yes
No

The graph shows that 29% of the students are happy with their current situation while
71% answered that they’re not happy.

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 4. Are you having difficulties on living with a
broken family?

Yes
No

The graph shows that 81% of the students are having difficulties on living with broken
family while 19% answered no.

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 5. Are you getting jealous to those who have
a complete family?

Yes
No

The graph shows that 80% answered that they’re getting jealous to those who have a
complete family while 20% answered no.

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 6. Do you hate your family member/s who
left you behind?

Yes
No

The graph shows that 19% answered that they hate their family member/s who left
them behind while 81% doesn’t hold grudge to those family member/s who left them.

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 7. What are the effects of having a broken
famiily to your performance?

a. Can't concentrate on your

studies
b. Having difficulties in com-
municating with others
c. Lack of confidence
d. No interest in studying

The graph shows that 29% answered that they can’t concentrate on their studies, 48%
answered that they are having difficulties in communicating with others while 24% of the
students due to having a broken family, they lose their confident.

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 CHAPTER 4

SUMMARY, CONCLUSION AND RECOMMENDATION

I. SUMMARY

This research work studied the Effects of having a Broken Family to the Academic
Performance of Grade 10 Students at Kasiglahan Village National High School (2018-2019).
The work was organized into four chapters. Chapter one presented the introduction,
background of the study, significance of the study, scope and limitation of the study, statement
of the problem and the hypothesis.
Chapter two, which is entitled Research Design and Methodology, presented the Locale
of the Study, Research Respondents of the Study, Research Instrument, Data Gathering
Instruments, and Statistical Treatment.
The third chapter comprises of the Presentation, Interpretation and Analysis of the
research.
While on the other hand, the chapter four contains Summary, Conclusion and lastly,
Recommendation.

II. CONCLUSION

The third chapter comprises of the Presentation, Interpretation and Analysis of the
research. This whole study concludes that the academic performances of the students are being
affected when they are in the situation of having a broken family. They are lacking from support
in terms of financial and educational assistance from their parents.

The study further concluded that some of the factors which cause psychological effects
on students’ academic performance as a result of broken family are lack of confidence, loss of
focus on studies and having difficulties in communicating with others.

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 III. RECOMMENDATION

We can recommend to the teachers that they should be open to their students so that
the students can have a breathing place from the things they suffer. With this particular
method, the students won’t feel that they are alone and that there is someone who is always
on their back.

To the parents, they should assure that their children are not suffering from
psychological illness like depression, anxiety and such. In this way, we can prevent their
academic performance to be affected. The parents should be comfortable to their children and
always ask them with their condition. If they have spare times, they should have a leisure time
together with their children to strengthen their bond and make the situation as painless and
comfortable as possible.

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 APPENDICES

QUESTIONNAIRE

Name:
Grade & Section:

EFFECTS OF HAVING A BROKEN FAMILY TO THE ACADEMIC PERFORMANCE OF SELECTED

GRADE 10 STUDENTS AT KASIGLAHAN VILLAGE NATIONAL HIGH SCHOOL BATCH 2018-2019

1. Does having a broken family serves as hindrance for you to strive hard on your studies?
☐Yes ☐No
2. Do you want your family to be complete again?
☐Yes ☐No
3. Are you happy with your current situation?
☐Yes ☐No
4. Are you having difficulties in having a broken family?
☐Yes ☐No
5. Are you getting jealous to those who have a complete family?
☐Yes ☐No
6. Do you hate your family member/s who left you behind?
☐Yes ☐No
7. What are the effects of having a broken family to your performance?
☐a. Can’t concentrate on your study
☐b. Having difficulties in communicating with others
☐c. Lack of confidence
☐d. No interest in studying

CURRICULUM VITAE

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 REFERENCES

Blessing, M. (2019). Meaning of Family. Retrieved from https://family.lovetoknow.com/about-

family-values/meaning-family

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