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In Partial Fulfillment
of the Requirements for the Applied Subject
Practical Research 2
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Chapter 1
Introduction
Family status encompasses various aspects of your family life, including your
role as a parent or child and your marital status. This means it involves understanding
your position within your family unit. These aspects collectively shape your family
dynamics and can influence various aspects of your life. (Canadian Human Rights, 2024)
Academic motivation involves the internal and external factors that push
interest in learning, and external rewards such as grades or recognition. Recognizing and
heightened stress and emotional challenges, which can hinder their ability to focus on
An effective strategy for addressing the issue of family status and academic
programs within educational institutions. These programs offer a range of resources and
services tailored to meet the unique needs of students from diverse family backgrounds.
Examples include family counseling and support services to address familial challenges,
settings, schools can create a supportive environment that fosters academic motivation
and success for all students, irrespective of their family status (Smith & Johnson, 2018).
Despite ongoing efforts to address the issue of family status and its impact on
contexts. This gap underscores the importance of further exploration and study in this
area to develop more comprehensive and effective approaches for supporting students
This study is motivated by the need to explore the link between family status and
Academic motivation in senior high school students at Capas High School. Both family
Hence, The objective of this study is to explore the correlation between family
family status on the motivation levels of students. The study is designed as a bivariate
This study aims to explore the relationship between family status and the
selfmotivation levels of grade 12 senior high school learners during the school year 2023-
2024.
1. How may the learners describe family status in terms of; 1.1 Complete Family
Status and
This study is crucial to investigate family status and self-motivation in the context
of grade 12 senior high school learners. Knowing how these two things interact might
help us better understand how high school adolescents behave academically, feel
emotionally, and develop generally. This study will benefit the following:
enhance their support for students by creating targeted programs and engaging parents
more effectively and give them a deeper understanding of how family status influences
student motivation, which leads to improved academic success and a more positive
learning atmosphere.
Teachers. This study provides teachers with essential insights into the influence
of family status on student motivation, enabling tailored strategies and enhanced support,
environment.
selfmotivation in academics and provide practical tips to enhance it, regardless of their
Parents and Guardians. This research shows how important it is for parents to
help students stay motivated in school, regardless of their family background, to give
parents the knowledge and tools to support their child's academic success.
explore these factors and their impact on student success, providing a valuable reference
for those delving deeper into the connection between motivation and family background
in education.
The primary goal of this future quantitative research study will be to establish a
better understanding of the correlation between family status and self-motivation among
Grade 12 Senior High School Learners in various strands at Capas Senior High School
during the school year 2023-2024. Specifically, it describes the learner's family status in
terms of Complete Family Status and Broken Family Status. Also, the study would
describe the learners; Motivation. Furthermore, the study would relate the learner's
Family and Self-motivation. Lastly, the study would find its implications.
To gather data from the respondents, survey questionnaires will serve as the
primary tool for collecting responses. The study's focus will be confined to the Grade 12
students of Capas National High Senior High School, ensuring a specific and targeted
examination of the relationship between family status and self-motivation within this
educational context. Through the use of questionnaires, this research will seek to uncover
valuable insights that can inform interventions and support mechanisms for these
Definition of Terms
The following terms were defined by their conceptual and theoretical meaning to
bond between their parents is no longer intact often due to separation or divorce.
According to Loggins (2022), this is the individual's having an unhealthy or severed
Complete Family. Refers to the family unit of the Grade 12 learners where there
both parents and children are present, living together, and sharing responsibilities
two kids of same gender, or one of each, or more than two kids.
learners within their family, indicating factors such as marital status, living arrangements,
This chapter presents the related literature and studies of both foreign and
local authors, and published and unpublished documents supporting the present study.
Related Literature
Foreign
Mekennon suggests that a family's level of education does not necessarily correlate with
or predict a student's success in academics. This viewpoint challenges the notion that a
According to Rabo (2018), parents with higher educational attainment and stable jobs are
fostered by parents with higher education and stable employment, contributes positively
to a child's academic achievements. This perspective highlights the potential impact of
Egunsola and Isani (2015) asserted that family type, size, and marital status can
significant relationship between marital status and family size with students'
achievements in school. The authors emphasized the crucial role of parents in creating a
performance. This underscores the importance of the family context in shaping students'
academic success, highlighting the need for supportive home environments. Ogbugo-
Ololube (2016) suggested that students with middle and high-level family backgrounds
are more likely to prioritize academic performance compared to those with low family
student plays a significant role and has a substantial impact on academic achievement in
primary schools. This statement suggests that factors within a student's family, such as
socio-economic status, parental involvement, and support, can strongly influence the
Local
The study conducted by Mendoza and Pasiliao in 2020 found that family income
significantly influences the academic performance of senior high school students in the
that aim to reduce the funding gap between public and private schools, recognizing the
the emphasis is placed on proactive measures to promote equity and inclusivity in the
Miguel Syjuco's 2008 novel, "Ilustrado," talks about poor and rich people and
how society treats them differently in the Philippines. Reading the book can help you
understand the difficulties faced by students who don't have many advantages. The story
gives a view into how poverty and privilege affect people, especially in education.
In accordance with the literature of Cruz and Sevilla's (2015), entitled, “The
The research underscores the significance of early childhood support and positive
factors, the study highlights the crucial role family dynamics play in shaping a student's
educational journey, emphasizing the need for a supportive environment to foster positive
still out of school?" addressing factors like poverty and where people live that contribute
to educational gaps. Staying informed about such issues is essential, and engaging in
discussions about reforms for educational equity can help create positive changes.
Related Studies
Foreign
Grollemond and Den Boer (2018) explored the impact of parental divorce on
60% from intact families and 40% from divorced families, the study found that students
from divorced families exhibited lower self-efficacy and emotional well-being, leading to
reduced academic achievement. The research suggests targeted interventions for students
being. This valuable contribution is based on data collected through the Dutch National
In 1991, Amato and Keefe conducted a significant longitudinal study titled “The Effects
the United States. The study tracked 359 divorced families and 152 intact families,
revealing that children from divorced families exhibited enduring challenges, including
spectrum from kindergarten to late adolescence and initially involving 1,000 families, the
research was part of the National Survey of Children. The study emphasizes the enduring
impact of parental divorce on various aspects of children’s adjustment, highlighting the
need for early intervention and targeted support strategies to alleviate the negative
pivotal in comprehending the nuanced dynamics of parental divorce and its implications
In 2009, Fletcher and Lei conducted a study titled “Family Structure and
The research, based on a survey of 7,968 Chinese high school students, revealed that
family structure did not directly influence academic achievement. Instead, the study
found that the impact of parental support and control was more pronounced, with these
effects being weaker in divorced families. The findings suggest that strong parental
support and control, regardless of family structure, are crucial for academic success. The
between family structure, parental involvement, and academic achievement in the context
of Chinese high school students. The study was conducted as part of the China Education
Panel Survey.
which scrutinized 80 studies involving over 20,000 children. The analysis revealed that,
while children from divorced families generally displayed lower academic achievement
compared to those from intact families, the effect size was small and varied depending on
factors such as the child's age and gender. The study emphasizes the significance of
considering individual and family-level factors to mitigate the negative impact of divorce
on academic outcomes. This meta-analysis, drawing from diverse global studies, offers a
nuanced understanding of the intricate relationship between parental divorce and
Switzerland and the United States." The study, based on a survey of 17-year-olds,
educational aspirations and attainment, whereas in the United States, no such trend was
observed. The findings suggest that cultural differences in family support may account
for these variations. The study underscores the importance of considering cultural
contexts when interpreting the effects of family structure on educational outcomes. The
research draws from data gathered through the International Social Survey Programme
and the Monitoring the Future study, contributing insights into the nuanced relationship
settings
B. Local
The study conducted by Costaños (2020), entitled “Family Status and SelfMotivation in
Studies" explores the connection between family status and self-motivation in the context
boost a student's confidence and foster positive learning habits. Conversely, students
from broken families might exhibit different behaviors toward academic tasks. The
Senior High Department, found no significant correlation between family status and self-
motivation. The study concludes that self-motivation persists regardless of family status,
emphasizing the role of innate behavior and attitude in achieving better academic
performance.
In 2018, Javier and Cabotaje conducted a study titled “Family Structure and
of 300 Grade 12 students. The sample comprised 62% from complete families and 38%
from broken families. The findings revealed that students from broken families exhibited
lower academic performance compared to those from complete families. The study
aimed at strengthening parental support and communication in broken families could lead
the relationship between family structure, parental dynamics, and academic performance
In 2015, Magdang and Dela Cruz conducted a study titled “The Relationship
Between Family Structure and Academic Resilience of Senior High School Students in
Bulacan” through a survey of 400 Grade 12 students, with 70% from complete families
and 30% from broken families. The research revealed that students from complete
families demonstrated higher academic resilience. However, the study also found that
robust social support systems played a mitigating role, lessening the negative effects of
fostering resilience and building strong social support networks, particularly for students
coming from broken families. This study provides valuable insights into the complex
relationship between family structure, social support, and academic resilience among
through a survey of 250 Grade 10 students, comprising 65% from complete families and
35% from broken families. The research indicated that family structure had a direct
impact on academic self-efficacy, with higher levels observed in students from complete
families. However, the study also revealed that strong family relationships could
compensate for the lack of a complete family structure. The findings suggest a focus on
among public high school students in Pampanga. This study contributes insights into the
In 2016, Ramos and Reyes conducted a study titled “The Effects of Family
Environment on the Study Habits and Self-Discipline of Senior High School Students in
Metro Manila” through a survey of 280 Grade 12 students, with 67% from complete
families and 33% from broken families. The research highlighted that a positive family
study habits and self-discipline for all senior high school students. This school-based
survey contributes insights into the relationship between family environment, study
habits, and self-discipline in the context of Metro Manila’s senior high school students.
In 2015, Villanueva and Santos conducted a study titled “The Relationship Between
Davao City” through a survey of 400 Grade 12 students, with 55% from higher
socioeconomic status and 45% from lower socioeconomic status. The research revealed
performance. However, the study also found that strong family support and positive peer
Synthesis
The reviewed literature, both foreign and local shows the theoretical foundation
of the current study, focusing on the correlation between family status and self-
Benner et al. (2015) emphasized the pivotal role of family support in nurturing
academic motivation, highlighting the need for a supportive home environment that
Similarly, Dempsey et al. (2011) underscored the essential connection between parental
involvement and student motivation, advocating for active engagement, positive learning
Yau’s (2020) study in the United States revealed that adolescents from
family support and active parental involvement can mitigate these effects. This
underscores the potential of a supportive family environment to counter challenges
Grollemond and Den Boer (2018) explored the impact of parental divorce on
academic achievement, emphasizing the need for targeted interventions. Amato and
Keefe’s (1991) longitudinal study in the U.S. revealed enduring challenges for children
from divorced families, emphasizing the importance of early intervention and support.
This figure shows the paradigm of the study
Implication
needs are met tend to exhibit higher self-motivation and academic achievement, while
those from dysfunctional or stressful family environments are more likely to experience a
L. Deci in 2000, explores how individuals are motivated to achieve their goals. This
theory delves into the relationship between personality and human motivation,
recognizing that everyone has their unique sources of motivation as they strive to
subtheory known as the cognitive evaluation theory, which emphasizes the impact of
social and environmental factors on inner motivation. This theory acknowledges that
language.
The primary goal of this study is to investigate the relationship between family
status and self-motivation among Grade 12 learners in Capas Senior High School.
Selfmotivation plays a pivotal role in academic success, and the family environment is
recognized as a significant factor that can influence a student's motivation.
Understanding how family status, including factors like complete families or broken
families, may impact self-motivation is essential for teachers, parents, and school
administrators.
The results of this study will aid in understanding how family status influences
strategies and support systems to enhance student motivation and, in turn, improve
academic performance. Moreover, it may provide insights into the role of parental
This chapter presents the research design and population of the study, data gathering
procedure, tools and instruments and the statistical treatment for the data gathered.
Research Design
The study will be conducted at Capas Senior High School, to be situated in Sitio
San Nicholas, Barangay Sto. Domingo 1st, Capas, Tarlac, 2315. This educational
institution is set to become the first standalone senior high school in Tarlac, with Dr.
Conrado C. Domingo expected to assume the role of the school's head. The researchers
will select this location for its anticipated accessibility and its profound relevance to the
study.
Sampling Design
The research design for this study adopts a dual-sampling approach, utilizing both
within the population. Simkus's (2022) emphasis on the precision offered by stratified
participants' backgrounds. Moreover, the study employs stratified sampling for the
underscores the research’s commitment to robust and purposeful data collection, steering
away from the less intentional convenience sampling approach. This approach aims to
provide a comprehensive and nuanced insight into the lives and motivations of Grade 12
students.
Table 1
formula. The total population size of 1,053 Grade 12 learners, 544 of whom are male and
509 who are female. The margin of error (0.05) was used.
Slovin’s Formula determines the sample size for a certain population. It is used with the
formula n = N/(1+Ne2). Where n is the sample size; N is the population size; e is the
margin of error with a confidence interval of 0.05 and one (1) is a constant value.
The researchers will gather data from the Grade 12 Learners at Capas Senior High
School. The researchers will request permission from the school principal to conduct this
study. once approved, the researchers will ask permission from the authors of the study
whom they adopted the research instrument from. Upon approval, the researchers will
Instrument
To get the responses from the participants that are needed for the study, the researchers
will be using a survey questionnaire. The researchers will use an adopted questionnaire,
developed by Costaños, 2020, in the study titled “Family Status and SelfMotivation in
Division, Mandaue City, Philippines. The study was officially published on March 21,
2020.
In Costaños (2020), a study on family status and self-motivation among senior high
sections: one assessing family status with two indicators and the other evaluating
indicated the frequency of their experiences, ranging from "very rarely" (1) to "very
often" (5). Costaños adopted a quantitative correlation design to analyze her data,
family status and self-motivation. Her research methods reflect a systematic and rigorous
Table 1
Five- Point Likert Scale Value
Value Verbal Analogy
5 Very often
4 Usually
3 Sometimes
2 Seldom
1 Very rarely
five as it is the greatest value of the scale (4 ÷ 5 = 0.80). Afterwards, number one
which is the least value in the scale was added in order to identify the maximum of
3.41-4.20 4 Usually
2.61-3.40 3 Sometimes
The researchers used the 5-point Likert scale verbal interpretation and
descriptor to analyze the gathered data by its effectiveness. The questioner responded
The researchers will follow a certain procedure in gathering the data needed for
this research. In order to gather information from the prospective participants, the
researchers will secure a permit from the Senior High School Principal and Assistant
Principal to conduct data gathering and an interview for the said participants of this
study. Next, the researchers will ask for permission to execute the data collection from
the teachers concerned. Upon approval, the researchers will use a questionnaire to
conduct a structured.
Statistical Treatment
The data obtained from this study will be subjected to the prescribed statistical
analysis.
Frequency (f) is the number of times the value occurs in the data. Central
Weighted Mean is a type of mean that is calculated by multiplying the weight (or
probability) associated with a particular event or outcome with its associated quantitative
outcome and then summing all the products together. (Wais, 2023) Kim
Pearson's correlation coefficient (r) measures the strength and direction of the
linear relationship between two variables. Reliable results depend on continuous data
without outliers, derived from a sample meeting the assumptions of normality and
√(n∑X2-(∑X)2) (n∑Y2-(∑Y)2)
measuring the strength and direction of their linear relationship. By using this method,
the researchers will be able to determine whether there is an association between Family