Research 3

Bachelor of Secondary Education - English (University of Rizal System)

Studocu is not sponsored or endorsed by any college or university

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 “THE EFFECTS OF GROWING UP FROM A BROKEN FAMILY ON THE ACADEMIC

PERFORMANCE OF HUMSS STUDENTS OF TOMAS CLAUDIO COLLEGES IN THE

SCHOOL YEAR 2016-2017”

Chapter 1

Introduction

Education is defined as a learning process of a particular thing that you can carry and

treasure throughout your life. It is an aquisation of knowledge, skills, values, beliefs, and habits.

Truly, Education is the key to success because it brings you to the world of understanding and

knowledge that will be useful in your profession someday. Through Education, we could be able

to become the best versions of ourselves, and when we have it, nobody can ever take the

knowledge and wisdom that it imparts to us. The importance of education is that, with it, we will

be able to become equipped, deserving and capable adults in our future job. Furthermore, it can

help us to be more intellectual when it comes to solving problems in life, and to be more

realistic, more competitive and to be a well- productive person. For the same reason, Education

helps us to be more aware of the things happening in our surroundings and it eases us to become

vigorous and responsible citizen of our country.

Growing up in a broken family is no longer a stranger when it comes to our generation.

In fact, every country in this world deals with it. Education is connected to the researchers’

study because with it, the researchers are able to find out what really

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are the effects of growing up in a broken family on the academic performance of the students.

According to the Presidential Decree no. 603, s. 1974, article 12 of Education

“The schools and other entities engaged in non- formal education shall
assist the parents in providing the best education for the child.”

The presidential decree stated above is connected to the researchers’ study because it

informs us that parents are expected and should be responsible to provide the best education for

their children.

The legal basis informed that parents are expected to provide the best school for their

children. How could they provide the best institution if their child was exposed to growing up

without a mom and a dad guiding him/her? The child can no longer do his/her best at school if

he/she feels like he/she doesn’t receive any recognition and love that only a complete and

caring family can provide.

Review of Related Literature

Local Literature

A study conducted by Banuelos and Lovitos (2013) on barriers to students’ academic

performance with regards to time, language, culture and attitude showed a significant

relationship between the barriers to effective family involvement to education and the students’

achievement in government primary institutions. Students exhibited

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confidence on their parents’ abilities to assist them in their studies. However, there is a need to

train students to be academically inspired through parental involvement in school activities since

some of them avoid their parents’ engagement in school programs and have a negative attitude

on such participation. Likewise, parents outside the cultural mainstream feel that they are nor

capable of contributing to their children’s education, thus they are less likely to become involved

in school activities.

On the authority of Banuelos and Lovitos (2013). There are many barriers when it comes

to students’ academic performance. One of them is effective family involvement. Students

observe confidence from their parents’ abilities to guide them in learning. The effectiveness of a

student’s engagement in school activities are rooted from their parents’ support. Some students

feel a negative attitude when it comes to such participation.

Foreign Literature

Based on the European Journal of Educational and Development Psychology by

Igbinosa, V.O (2014). Environment of home put a great impact on the performance of a student.

The effects of broken families are influenced on the personality, emotions, behavior and on

academic achievement. Children experience problems in schools with teachers, try to going

against the teachers, friends and usually they don’t want to cooperate with assignments,

instructions of teachers and are having concentration difficulties. Mostly children adopt the

company of negative peers and children act in a way of going against the elders, cousins,

parents, and teachers. A child’s education is more affected by the less attention of a parent.

Mostly teachers usually complain that

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children from broken family system are mostly hostile, aggressive, anxious, fearful, hyperactive

and show poor performance in academic learning.

According to Igbinosa (2014). A child who grew up in a broken family has a greater

chance of having a negative impact on his/her personality. A child who is exposed to a broken

family can get along with bad- influenced peers, can have no motivation at all in doing

assignments and making activities. These children are also prone to being rude and disrespectful

to anyone around him/her.

Conceptual Framework

The Input- Process- Output model was used in conceptualizing the study. As a result, the

input includes the HUMSS students as respondents of the study and their demographic profile in

terms of sex, family background, and academic performance.

The process is the procedural steps undertaken by the researchers. Included in this is the

questionnaire checklist prepared by the researchers for them to be able to gather, analyze, and

interpret the data.

The output of the study is the action plan used to improve the academic performance of

students who grew up in a broken family.

The feedback shows the continuous flow and interrelationship of each component of the

study.

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 INPUT PROCESS OUTPUT

HUMSS - Gathering Action Plan to

STUDENTS IN
TERMS OF: ,
improve the
Analyzing,
Academic
and
- Age
interpreti Performance
- Sex
ng of data
- Family of the HUMSS
prepared
Background students who
by the
- Academic
researche grew up in a
Performanc
rs’ on the
e
broken family
questionn
aire

Figure 1

Conceptual Model on the Effects of growing up in a broken family on the academic performance

of HUMSS students of Tomas Claudio College S.Y. 2016-2017

Statement of the Problem

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 The study aimed to determine the effects of growing up in a broken family on the academic

performance of HUMSS Students of Tomas Claudio Colleges S.Y 2016-2017.

Specifically, it sought to answer the following questions

1. What is the profile of the HUMSS Students in terms of:

1.1 Age

1.2 Sex

1.3 Family Background

1.4 Academic Performance

2. What are the possible effects of growing up in a broken family of HUMSS Students

after gathering, analyzing and interpreting the questionnaire checklist?

3. What are the problems that can be encountered in relation with the academic

performance of the HUMSS students?

4. How can the effects on the academic performance of the HUMSS Students who grew

up in a broken family be different from the HUMSS Students who grew up in a

complete family?

5. Why students involved in a broken family does seem to be a rebellious to his/her

parents?

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 6. What would be the solutions to the inconsistency actions shown by these

students to his/her parents?

Significance of the study

This study will be beneficial to the following:

HUMSS Students- The result of the study is beneficial for the HUMSS Students, for

this can serve as a motivation for them to strive hard and be successful in life.

Teachers- This will be helpful on the part of teachers for them to be able to know how

to handle students who are having a hard time in coping with their academic performance.

Parents- The result of the study is beneficial for the parents for they are the foundation

of their child’s personality and academic performance.

Future Researchers- This will help them in conducting a similar study in terms of

the academic performance of students who grew up in a broken family.

School- This will benefit them in helping the students that is involved in a broken

family to guide them in preparation for their life profession.

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Definition of Terms

For clarity and better understanding of the study, the following terms are defined

briefly:

Growing- undergoing a natural development by increasing in size and changing

physically; progress to maturity.

HUMSS- stands for “Humanities and Social Sciences,” which means it covers not just

political science but literature, anthropology, philosophy, linguistics, communication and

psychology.

Broken Family- is a family that has split or separated due to a variety of reasons.

This leads to children being raised by single parents, stepparents or others not related to the

biological parents.

Academic Performance- refers to a student's success in meeting short- or long- term

goals in education. In the big picture, academic achievement means completing high school or

earning a college degree. In a given semester, high academic achievement may mean a student is

on the honor roll.

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 CHAPTER 2

METHODOLOGY AND SOURCES OF DATA

This chapter discusses the research design, respondents of the study, instrumentation

and validation of instrument, procedure of the study and statistical treatment of data

gathered.

Research Design

The phenomenological study was used in the study. This was used to gather information

about the experience of every respondent. A phenomenological study according to Patton (1990)

is one that focused on descriptions of what people experience and how it is that they experience

affects on what they experienced itself. One can employ a general phenomenological perspective

to elucidate the importance of using methods that capture people’s experience of the world

without conducting a phenomenological study that focuses on the essence of shared experience.

The goal of qualitative phenomenological research is to describe a “lived experience” of a

phenomenon. As this is a qualitative analysis of narrative data, methods to analyze its data must

be quite different from more traditional or quantitative methods of research.

Since the research is concerned on The Effects of Growing up from a broken family on

the academic performance of Grade 11 HUMSS students of Tomas Claudio Colleges in the

school year 2016-2017, the phenomenological research was recommended and most appropriate

method.

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Respondents of the Study

The respondents of the study were the grade 11 HUMSS students of Tomas Claudio

Colleges in the school year 2016-2017. They were described in terms of age, sex, family

background and academic performance.

Table 1 shows the respondents of the study.

Table 1

Respondents of the Study

Section Total number of Students No. of students who

grew up from a broken

family

Grade 11 HUMSS-A 35 33

Grade 11 HUMSS-B 15 17

Total: 50 50

Instrumentation

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 The researchers utilized a questionnaire checklist to determine the effects of growing up

from a broken family on the academic performance of Grade 11 HUMSS students of Tomas

Claudio Colleges in the school year 2016-2017. This consists of 17 questions divided into two

parts.

The first ten questions were all regards with the respondent’s family background, while

the latter four questions were all about the respondent’s academic performance.

The questionnaire checklist presented a range for the respondents to choose from to

answer the following questions.

Range Verbal Interpretation

5 Always

4 Often

3 Sometimes

2 Rarely

1 Never

Instrumentation

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 A researcher-made questionnaire-checklist was used as the main instrument in

gathering the needed data. The questionnaire-checklist consists of two parts. The first

part dealt with the personal profile of the respondents in terms of age, sex, family

background, and academic performance. The second part dealt on the extent of effects of

growing up from a broken family on the academic performance of HUMSS students with

respect to their family back ground and academic performance.

Validation of the Instrument

In listing the validity and reliability of the instrument, every step was undertaken

by the researchers. After preparing the questionnaire checklist for the respondents, the

terms were sought thoroughly by the researchers and the items found irrelevant were

discarded or improved while items which they considered relevant were included.

Procedure of the Study

The researchers prepared and submitted three proposed titles to the researcher’s

professor for screening and approval. The title of the study was chosen and approved

during the title defense, though it was asked to rephrase and so the researchers did so.

Right after the approval, the researcher sought to the help of the Tomas Claudio Colleges

library for guidance and assistance by viewing and understanding the sample thesis made

by former students.

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 The researcher’s professor asked them to start their chapter one, and so the

researchers did so. After studying and searching in the internet about everything that the

group done they included in their study, the researchers presented it to their professor

during the Chapter 1 defense. When asked to improve the researchers’ chapter 1, the

researchers did so and made it better.

The researchers prepared a questionnaire checklist for the respondents. The

researchers thought every single question very well with coordination and understanding

about the study. After making it, the researchers presented it to their professor which was

approved without doubt. The researchers made the respondents answer it during the week

of intramurals since it was the only free time when the researchers won’t be able to

disturb any subjects.

Chapter 3

PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

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 This chapter presents the analysis and interpretation of data based on the sub

problems.

The Profile of the HUMSS-Respondents

Table 2 presents the total distribution of the respondents in terms of the selected variables.

Table 2

Total Distribution of the Respondents in terms of the Selected Variable

Age Total
21 years old 1
18 years old 3
16-17 years old 46
Total 50
Sex
Male 17
Female 33
Total 50

Family Background
Complete Family 33
Broken Family 17
Total 50
Academic Performance
Outstanding 11
Very Satisfactory 18
Satisfactory 18
Unsatisfactory 3
Poor 0
Total 50

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 The total distribution of the HUMSS- students sample population reflects that out of 50

respondents 46 students are 16-17 years old, 3 students are 18 years old and there is only 1

student that is 21 years old. In terms of sex, females are more than males. Out of 50 students 33

of them are females and the rest 17 students are boys. As the group assessed the family

background, it is observed that complete family is more than broken family. HUMSS students

who have a complete are 33 and the 17 are the students who have broken family. In the

Academic Performance, There is an equal 18 students who are in a stage of Very Satisfactory

and Satisfactory, there is only 11 students that according for them claimed that they are

Outstanding in their room, and there are 3 students left and classified their selves as

Unsatisfactory when it comes to academic performance and fortunately, there is no student that

belong to their own performance as poor.

Extent of Effects of Growing up from a broken family on the academic

performance

Table 3 shows the computed total distribution on the extent of effects of growing from a

broken family with respect to the family background.

The table reflects that effects of growing up from a broken family on the academic

performance with respect to family background obtained a highest total distribution of 37 and it

is on the always column. On the Often column there is a highest total distribution of 16. In terms

of sometimes, the highest total distribution is 11, there is a total distribution of 12 in the rarely

and in never stage the total distribution is 35 which is the second to the highest of all total

distribution.

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 Table 3

Computed Total Distribution on the Extent of Effects of Growing up from a Broken

Family on the Academic Performance with Respect to Family Background

A. Family Background 5 4 3 2 1 TOTAL

1. I am happy with my family situation right now. 37 6 3 3 1 50

2. I feel comfortable every time I stay in my house. 27 15 5 3 0 50

3. I feel happy when I go out with my family 28 16 1 3 2 50
despite our situation.

4. Because of what happened to my family, I 3 1 10 1 35 50

consider myself as a rebel
5. I enjoy being with my friends rather than being with 7 11 11 12 9 50
my family or any family members.

6. I find it hard to trust anyone because of what 4 11 9 6 20 50

happened in my family.

7. I Feel jealous when I see teens my age with their 11 1 8 9 21 50

own and complete family
11 1 8 9 21 50
8. I ask for help from my mom or dad every time I face
a problem.

9. I feel the attention and the love that I deserve 10 8 22 4 6 50

from my parents.
10. Thoughts like “what if I have a complete family” 25 14 5 4 2 50
pops in my mind.

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 Table 4 presents the computed total distribution on the extent of effects of growing

up from a broken family on the academic performance with respect to academic performance

Table 4

Computed Total Distribution on the Extent of Effects of growing up from a Broken Family on

the academic performance with Respect to Academic Performance

B. Academic Performance
1. I am active in classroom activities (such as 10 5 7 4 24 50
participating in recitations, etc)

2. I am capable to pass all my requirements on the 12 23 12 2 1 50

given due date.

3. I socialize with my classmates, schoolmates, and 23 15 9 3 0 50

teachers every time I’m in school.
4. I am a fast learner student. I am able to cope up 13 14 21 2 0 50
and understand my lessons quickly as I can.

9 18 18 5 0 50
5. My classmates approach me when they are going
goin through something or when they have a Problem.

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 6. I can handle the stress due to the different 13 15 16 2 4 50
requirements in the school.

7. I feel happy whenever I do my projects and 7 18 18 4 3 50

assignments.

CLASS FREQUENCY CLASS CLASS <COMMULATIV >COMMULATIV REFERENCE PERCENTAGE

LIMIT MARK BOUNDARY E FREQUENCY E FREQUENCY
REFERENCE

As revealed from the table effects of growing up from a broken family on the

academic performance with respect to academic performance obtained the second to

the highest total distribution of 23 in always for the description expressing that the

student tells the negative effects of growing up from a broken family in regards with the

academic performance. In the often stage, there are also having of total distribution

of 23. On one hand, the rarely stage are having total distribution of 5 that the students

belongs to and the last is the never stage which has the highest total distribution among

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of all the stages.

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 The Significant Difference on the Extent of Effects of Growing up from a

Broken Family on the Academic Performance with Respect to the Different

Aspects in Terms of Their Profile

Table 7 presents the computed total distribution of numbers on the extent of effects of

growing up from a broken family on the academic performance with respect to the different

aspects in terms of their profile.

Table 7

Computed total distribution of numbers on the Extent of Effects of Growing up from a

Broken Family on the Academic Performance with respect to the different

aspects in terms of their profile

Age Total
Family Background
Academic Performance
Sex
Family Background
Academic Performance

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Plan of Action Sustain the Effects of Growing up from a Broken Family on the

Academic Performance

Based on the result of the study, an action plan is proposed to sustain the effects of

growing up from a broken family on the academic performance.

Chapter 4

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 SUMMARY OF FINDINGS, CONCLUSION AND RECOMMENDATIONS

This chapter presents the summary of findings, conclusion drawn and recommendation

offered.

Summary of Findings

Based on the analysis and interpretation of data, the findings are hereby summarized.

1. Profile of the HUMSS Respondents in Terms of Age, Sex, Family

Background and Academic Performance

The profile of the HUMSS respondents shows many are 16-17 age bracket.

Most of the respondents are female who are mostly came from complete and broken

family.

2. Extent of Effects of Growing up from a Broken Family on the Academic

Performance

Family Background and Academic Performance are the basis to get the every

perception of every student of HUMSS.

3. The Significant Difference on the Extent of Effects of Growing up from a

Broken Family on the Academic Performance with Respect to the Different

Aspects in Terms of Their Profile

The test on significance on the extent of the effects of growing up from a broken

family on the academic performance with respect to the different aspects in terms of their

age and sex are naturally happened of become a rebel on a students.

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Conclusion

This study proven that being a product of a broken family has negative affects on

every students itself in terms of their age and sex. The two predictors of this study are the family

background and the academic performance.

Recommendations

In the light of the findings, the following recommendations are herby offered.

1. Teachers should allow all the students involve in a broken family to have

conversations to give some advices to their problems.

2. Students who are in a broken family should be exposed to different activities

relative to the relationship restoring programs.

3. Experimental studies on the effectiveness of the student’s motivation to improve on

their academic performance may be conducted.

4. The proposed action plan to sustain the effects of growing up from a broken family

on the academic performance is recommended for implementation.

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