Republic of the Philippines

Department of Education
Region-lll
City Division of Cabanatuan
Cesar E. Vergara Memorial High School
Senior High School
Brgy. Lagare, Cabanatuan City

The Effects of Broken Family on the Academic Performance of Senior High Students
In Cesar E. Vergara Memorial High School

Presented to SENIOR HIGH SCHOOL FACULTY of

CESAR E. VERGARA MEMORIAL HIGH SCHOOL

In partial fulfilment of the Requirements for the

INQUIRIES, INVESTIGATION AND IMMERSION

BY:
DONATO, MARIANE M.
FLORES, RACHELLE ANN C.
LOPEZ, MAYBELYN P.
MARCOS, JOHNLOYD R.
RUFO, LOYS LAINE
SAMPAT, MA. SHERICA THEA C.
SINGALAWA, MA. KRISTEL EBETH A.
Researchers

LAZARO D. CAMUA JR.

Research Adviser

i
 ACKNOWLEDGEMENT

The researchers express their gratitude to several individuals whose

contributions were instrumental in completing this research study.

Firstly, sincere thanks are extended to our research adviser, Sir Lazaro D.

Camua Jr., for generously offering his time, expertise, and constructive guidance,

which significantly enriched the paper.

We also acknowledge the panelists for their dedication in providing valuable

feedback that enhanced the quality of the study. To Ma’am Analette C. Ramirez,

and Ma’am Alpha Shayne L. Aguba, for their invaluable support and wisdom

throughout the research process.

Additionally, our heartfelt appreciation goes to the respondents for their

willingness to participate and share insights through the questionnaires, without

which the research would lack substance.

Above all, we acknowledge the Almighty God for blessing us with the strength

and knowledge to complete this study.

i
 DEDICATION

We wholeheartedly dedicated this research to our beloved family, whose

steadfast support and endless inspiration have propelled us forward with love and

strength.

To our dear friends, your constant encouragement and unwavering support

have been invaluable, lighting our path with unwavering belief.

And lastly, to the Almighty God, for guiding us with divine wisdom and blessing

our efforts with great success, we humbly offer our gratitude and praise.

ii
 TABLE OF CONTENTS

Title page…………………………………………………………….i
Acknowledgement…………………………………………………..ii
Dedication……………………………………………………………iii

CHAPTER PAGE

I THE PROBLEM AND IT’S BACKGROUND……………… 1

Introduction……………………………………………………. 1

Theoretical Framework………………………………………. 3

Conceptual Framework………………………………………. 4

Statement of the Problem……………………………………. 5

Hypothesis…………………………………………………….. 6

Significance of the Study ……………………………………. 6

Scope and Delimitations……………………………………… 7

Definition of Terms……………………………………………. 8

II REVIEW AND RELATED LITERATURE………………….. 9

III METHODOLOGY…………………………………………….. 18

Research Design……………………………………………… 18

Research Locale……………………………………………… 18

Respondents and Sampling…………………………………. 19

Research Instrument…………………………………………. 19

Data Gathering Procedure…………………………………… 20

Statistical Analysis……………………………………………. 20

iii
IV PRESENTATION, ANALYSIS AND

INTERPRETATION OF DATA………………………………………. 20

Profile of Respondents………………………………………... 23

Potential Effects of Broken Family…………………………… 26

a. Social………………………………………………………... 26
b. Intellectual…………………………………………………… 28
c. Spritual………………………………………………………. 29
Spearman Rho Correlation Coefficient………………………. 31

V SUMMARY OF FINDINGS,

CONCLUSION, AND RECOMMENDATION………………. 32

Summary of Findings………………………………………….. 32

Conclusion……………………………………………………… 34

Recommendation……………………………………………… 35

References…………………………………………………….. 37

Appendices…………………………………………………….. 40

iv
 Chapter I

THE PROBLEM AND ITS BACKGROUND

Introduction

A family is a group of two or more persons related by birth, marriage, or

adoption who live together; all such related persons are considered as members

of one family. For instance, if an older married couple, their daughter and her

husband and two children, and the older couple's nephew all lived in the same

house or apartment; they would all be considered members of a single family.

(Health Resources & Services Administration, 2023).

Family is one of nature’s masterpieces as stated by George Santayana. A

family should consist of a father, mother and a child. A home is where a family

lives, so if the parents are legally or illegally separated it will turn into broken family.

Broken family can be describe as a broken home, wherein a child don’t have both

parent at home. The husband and wife are legally separated. It can also be spouse

and child who were abandoning. Sometimes death of one member of the family

can be lead to broken family. Broken family is incomplete, since family is where

students got their learning about the world before they engage themselves the real

life scenarios and raised in a broken family will affect the outlook in life of the

students. It will affect their whole life especially in their studies and their emotions.

(maryie lapeceros,2018).

Academic performance is crucial in shaping a student’s future, reflecting not

just their current learning but also their long-term educational goals. (Vyad 2024).

1
 The environment from home has a big impact on the child from the very

beginning of his life, when his mind is most receptive. It makes a first impression

on the child that may last for the rest of his or her life. Parents, siblings, and things

in the child's immediate environment are often seen as the most important, and

they have the power to boost or degrade his self-worth and academic performance.

The family, as a strong influence on the child and as a primary agent of

socialization, will undoubtedly help or hinder the child's academic achievement,

depending on the family's social environment.

Families play a crucial role in shaping individuals and society. However, the

structure of families has changed over time, leading to the emergence of broken

families. Being raised in a broken family can profoundly impact a student's

academic performance and emotional well-being. The absence of a complete

family unit deprives students of crucial learning experiences and emotional

support, potentially influencing their outlook on life and hindering their educational

journey.

This study aims to examine the impact of broken family on the academic

performance of Senior High School Students in Cesar E. Vergara Memorial High

School. It is important to understand the impacts that it has on Education

specifically on the Academic Performance of Senior High School Students, this will

help the researchers spread awareness to the society when it comes to impacts of

broken family.

Theoretical Framework

2
 The family is pivotal in a child's development, shaping their understanding of the

world, values, and emotional well-being. The family unit serves as a source of

emotional support, nurturing the child's emotional well-being and providing a sense

of security and belonging. However, when the family becomes broken, it will have

a significant impact on each member of the family, especially on the children.

This study is supported by the theory of Tus et, al (2018). Their study was

entitled “Buhay Estudyante: The Lives of Students from Broken Families Amidst

the Pandemic”. According to the study of Tus et, al (2018), their literature review

demonstrated that experiencing parental separation or divorce can deeply affect

an individual's mindset, life, and views on family dynamics. Filipino students in

such situations often struggle with acceptance, leading to guilt and distractions in

their studies.

Family breakdown can disrupt the children’s support system, impacting their

academic mindset and performance, due to emotional fallout of their family

situation. This study underscores the importance of understanding and addressing

the effects of broken family on the academic performance. This study helped

researchers to categorize the Effects of Broken Family on the Academic

Performance of Senior High School Students in Cesar E. Vergara Memorial High

School.

Conceptual Framework

3
 The researcher’s concept for this study is to focus on the effects of broken

family on the academic performance of Senior High School Students in Cesar E.

Vergara Memorial High School.

INPUT PROCESS OUTPUT

Profile of the -To Identify the

1. Identify the
respondents Effects of Broken
students who
Family on the
1. Sex are in Broken
Academic
2. Age Family.
Performance of
3. Grade 2. Gathering of
Senior High School
level/Strand data using
Students.
4. General Survey
Weighted Questionnaire - To determine the
Average 3. Analysis and potential factors
5. Intellectual Interpretation within broken family
6. Social of data. that may influence
7. Spiritual the Academic
Performance.

Figure 1; Input shows the relationship of variables which contain the extent of

the student related factors. While in the process, It contains the process and

preparation of questionnaire, gathering of data, analysis and interpretation of the

gathered data and determining the impacts. Output contains the expected

outcomes which is to identify the effects of broken family on the academic

performance of Senior High School Students in Cesar E. Vergara Memorial High

School.

4
Statement of the Problem

This study titled “The Effects of Broken Family on the Academic Performance

of Senior High School Students in Cesar E. Vergara Memorial High School” aims

to answer the following action:

1. What are the demographic profile of the respondents in terms of;

1.1 Age

1.2 Sex

1.3 Grade level/ Strand

1.4 General Weighted Average

2. What are the potential effects of Broken Family that may influence the

Academic Performance of Senior High School Students in Cesar E. Vergara

Memorial High School?

2.1 Intellectual

2.2 Social

2.3 Spiritual

3. Is there a significant relationship between Broken Family and Academic

Performance of Senior High School Students in Cesar E. Vergara Memorial

High School?

5
Hypothesis

1. There is significant relationship between Broken Family and Academic

Performance of senior high school students.

2. There is a negative correlation between Broken Family and its impact on the

Academic Performance of Senior High School Students.

Significance of the Study

The study focused on explaining the effect of Broken Family on Academic

Performance of Senior High School Students at Cesar E. Vergara Memorial High

School. Moreover, the results of the study will be beneficial to the following:

Students

Understanding how a Broken Family may impact Academic Performance helps

students recognize potential challenges they might face. It can empower them to

seek support and develop strategies to overcome difficulties in their studies.

Parents

Parents gain insights into the potential consequences of a Broken Family on their

child's education. This knowledge can encourage parents to provide emotional and

academic support to lighten negative effects and contribute positively to their

child's academic journey.

6
Teachers and Administrators

It helps them understand how family situations may impact students' Academic

Performance. By identifying these effects, educators can implement targeted

support to help students overcome challenges related to broken family structures,

ultimately enhancing their academic success.

Future Researchers

This study lays a foundation for future researchers by highlighting the importance

of investigating the link between family dynamics and academic performance. It

provides a basis for further exploration and the development of interventions to

support students in similar situations.

Scope and Delimitations

This study focused on the effects of Broken Family on the Academic

Performance of Senior High School Students in Cesar E. Vergara Memorial High

School. The study will not explore and identify what causes Broken Family but will

only focus to effect on the Academic Performance of Senior High School Students.

The study will be conducted in Cesar E. Vergara Memorial High School where

the respondents will be students that belonged to the Senior High School from

different strands, both from grade 11 and grade 12. This research was conducted

during the school year 2023-2024.

7
Definition of Terms

Academic Performance refers to the student’s achievement that typically

measured by General Weighted Average (GWA).

Broken Family is one where parents are separated.

Family is a group of individuals who are related by blood, marriage, or adoption,

who live together or maintain close ties.

Intellectual refers to aspects related to the mind or intellect, including thoughts,

emotions, perceptions, and behaviors.

Social pertains to interactions or relationships between individuals.

Spiritual relates to matters of the soul, inner peace, beliefs, and connections to

something greater than oneself.

8
 Chapter II

REVIEW OF RELATED LITERATURE

A family is a group of two or more persons related by birth, marriage, or adoption

who live together; all such related persons are considered as members of one

family. For instance, if an older married couple, their daughter and her husband

and two children, and the older couple's nephew all lived in the same house or

apartment; they would all be considered members of a single family.

According to Health Resources & Services Administration (2023), family

comprises individuals connected by birth, marriage, or adoption who cohabit. This

inclusive definition illustrates the diversity of familial structures and emphasizes

the importance of considering various relationships within a household when

assessing family dynamics.

Family is the first foundation where one equips himself to develop as a whole

person. It is said that the family has the primary role in molding a child to be

productive and pro-social in the society. A happy and healthy family is everyone’s

dream, but due to differences, some do not succeed in having that dream. When

unwanted disparities arise, many families tend to break causing separation of the

members of a family leading to a broken home. A family being the foundation of

an individual has the responsibility for ones’ development. The character and

perspective of an individual as member of the society is highly influenced by the

family. Having a complete and happy family is one of the most common objectives

of an amidst challenges and difficulties that may arise.

9
According to Saikia (2017), family is the first foundation in shaping individuals and

integrating them into society. While everyone desires a supportive family

environment, conflicts and differences can sometimes cause families to break

apart, resulting in fractured homes.

Family is one of nature’s masterpieces as stated by George Santayana. A

family should consist of a father, mother and a child. A home is where a family

lives, so if the parents are legally or illegally separated it will turn into broken family.

Broken family can be describe as a broken home, wherein a child don’t have both

parent at home. The husband and wife are legally separated. It can also be spouse

and child who were abandoning. Sometimes death of one member of the family

can be lead to broken family. Broken family is incomplete, since family is where

students got their learning about the world before they engage themselves the real

life scenarios and raised in a broken family will affect the outlook in life of the

students. It will affect their whole life especially in their studies and their emotions.

According to Lapeceros (2018), family has profound significance in human life.

However, Lapeceros emphasize that traditional family structures may not always

persist, as factors such as separation, abandonment, or death can lead to what is

commonly termed a "broken family." This underscores the importance of

understanding the diverse realities of family dynamics and their potential impact

on individuals, particularly children who may experience challenges in their

emotional well-being and academic performance when raised in such

environments. Researchers should explore not only the idealized notion of family

10
but also the complexities and consequences associated with broken family

structures when it comes to academic performance of children.

A broken family is the parents who don’t live together as families. They are

separated and their children live with one of their parents. Sometimes the children

stay with their grandparents if the couple has their own new family.)

According to Blog, The Effect of Having a Broken Family to Filipino Children

(2018), broken family extends beyond parental separation to encompass various

living arrangements, such as children residing with one parent or grandparents due

to parental separation. Acknowledging these diverse family structures is crucial in

understanding the impact on Filipino children's well-being, emphasizing the need

for research to explore the nuanced experiences and outcomes within broken

family dynamics.

In modern society, a family is the most basic social unit. It is the most influential

factor in a child's life. Children rely on their parents and relatives to protect, guide,

and provide for them from the minute they are born. In reality, when parents are

able to attend and actively promote their children's positive growth and

development, they thrive. A broken family is one in which the members of the family

have substantial emotional issues with one another. The impacts of this

environment on youngsters are life-changing. It's possible that someone has been

abused or neglected. There is a lack of support in the family for a child or children.

The atmosphere is not one of love. Family members develop skepticism and

mistrust toward a family member. The fact that these people don't care about one

11
another makes this a toxic dynamic. The parents failed to provide the children with

a good home life, and the family relationships were unhealthy. The kids don't feel

loved or secure.

According to Anderson (2020), family play a crucial role as the basic building

block of society, influencing a child's growth and welfare significantly. The concept

of a broken family indicates significant emotional problems within its members,

resulting in profound consequences for children. This viewpoint highlights the

necessity of research in investigating the complexities of broken family dynamics,

and their implications for children.

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.

According to Anna Green (2015), when families split up, it can seriously affect

a child's development in many ways. How much it impacts them depends on their

age when it happens and how well they get along with their family. Babies and

young kids might not notice it much, but older kids and teenagers can struggle with

their friendships, emotions, and school work.

Additionally, the home environment has a significant influence on a student's

performance. The personality, emotions, actions, and academic performance

12
all have an impact on the consequences of broken family’s performance.

Children struggle in school with their teachers, try to rebel against them, and

struggle with their peers. Typically, they struggle to focus and do not want

to cooperate with assignments or teacher instructions. Children frequently

surround themselves with unfavorable peers and act in ways that are

disrespectful to other people both the teachers and parents. Dual parents

should have additional responsibilities, which should require them to spend more

time and try to give their whole attention to their child.

According to Igbinosa (2014), home environment has a big impact on how well

students do in school. Things like personality, feelings, behavior, and how well they

do academically are all affected by their family situation. In families where parents

are separated or divorced, kids often have a tough time in school. They might not

get along with their teachers or classmates, struggle to pay attention or finish their

work, and hang out with the wrong crowd. They might also act disrespectfully

towards adults in charge. It's suggested that both parents should step up and

spend more time with their kids to help them do better in school and feel better

emotionally.

Prior research has shown that parenting has a role in the academic functioning

of the child, notified that the students experiencing poor parenting behaviors reveal

lower academic performances at school

13
 According to Muller (2018), previous studies have found that how parents raise

their kids affects how well they do in school. It's been noticed that students who

deal with bad parenting tend to do worse academically.

A broken home in this context is one that is not structurally intact, as a result of

divorce, separation, death of one of parent and illegitimacy. Psychological home

conditions arise mainly from illegitimacy of children, the label of adopted child,

broken homes, divorce and parental deprivation. Such abnormal conditions of the

home, are likely to have a detrimental effect in school performance of the child he

asserts.

According to Omoruyi (2014), family situations like divorce, separation, or the

loss of a parent can impact a child's performance in school. When a home isn't

stable due to these factors, it can create psychological challenges for the child,

especially if they feel labeled or deprived of parental support. These difficult

circumstances can negatively affect a child's ability to focus on their studies and

succeed academically. Understanding these challenges is crucial for educators

and parents to provide the necessary support and resources to help children

overcome these obstacles and thrive in their academic pursuits.

Slowed academic development is another 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.

14
 According to Cago (2018), when parents split up, it can slow down how well

their kids do in school. Just the emotional strain from the divorce itself can hold

back a child's academic growth. But it's not just the sadness or stress that affects

them. The big changes in their life after the family breaks apart, like moving or not

having a stable routine, can also make it harder for them to do well in school.

The study suggests that the effects of having a broken family on students'

academic performance can be profound, encompassing financial, emotional,

mental, social, and behavioral challenges. These difficulties may lead to poor

academic performance, as students may lack confidence, struggle to engage in

class, and face obstacles in socializing with peers. Importantly, the study highlights

that these challenges are often rooted in derived characteristics rather than

changes in the material environment, emphasizing the importance of addressing

emotional and psychological needs to support students' academic success and

overall well-being.

According to PubGenius Inc. (2024), having a broken family can significantly

impact students' academic performance, presenting various hurdles across

financial, emotional, mental, social, and behavioral spheres. These challenges

may lead to lower academic performance as students struggle with confidence,

engagement in class, and forming connections with peers. Importantly, the

research stresses that these difficulties typically arise from intrinsic characteristics

rather than external factors, emphasizing the need to address emotional and

psychological well-being to support students' academic success and overall

welfare.

15
 Broken homes are fertile breeding grounds for children’s stress, tension, lack

of motivation, frustration and depression which are instrumental to their academic,

emotional and social adjustments. On the other hand, training received from stable

homes is of great importance in their personality, academic, social and economic

achievement. It can safe to state that live in homes (stable or unstable), the social

and economic status of the family in the community and many other conditions can

influence children’s adjustment especially their academic, emotion and social

dispositions in the senior secondary school level.

According to Achilike (2017), children from broken homes often face challenges

like stress, lack of motivation, and depression, impacting their academic and social

development. Conversely, those from stable homes receive vital support shaping

their personality, academic success, and social skills. Factors like family's social

and economic status and community environment further influence children's

adjustment in senior secondary school. This highlights the crucial role of family

stability and external conditions in shaping students' emotional, academic, and

social well-being during this critical period of their lives.

A broken home in this context is one that is not structurally intact, as a result of

divorce, separation, death of one of parent and illegitimacy. psychological home

conditions arise mainly from illegitimacy of children, the label of adopted child,

broken homes, divorce and parental deprivation. Such abnormal conditions of the

home, are likely to have a detrimental effect in school performance of the child he

asserts.

16
 According to Omoruyi (2014), family situations like divorce, separation, or the

loss of a parent can impact a child's performance in school. When a home isn't

stable due to these factors, it can create psychological challenges for the child,

especially if they feel labeled or deprived of parental support. These difficult

circumstances can negatively affect a child's ability to focus on their studies and

succeed academically. Understanding these challenges is crucial for educators

and parents to provide the necessary support and resources to help children

overcome these obstacles and thrive in their academic pursuits.

Academic performance is crucial in shaping a student’s future, reflecting not

just their current learning but also their long-term educational goals.

According to Vyad (2024), academic performance is really important for

students because it's not just about how well they're doing right now in school, but

it also says a lot about what they want to achieve in the future with their education.

The good academic performance of students at the Senior High School is of

paramount importance in every educational system. Meanwhile, numerous factors

influence the academic performance of students and have been researched, but

many problems persist.

According to Brew et. Al (2021), ensuring high academic achievement among

Senior High School students remains a top priority within educational systems.

Despite extensive research on the factors affecting students' academic

performance, persistent challenges remain prevalent.

17
 Chapter III

RESEARCH METHODOLOGY

Method of Research

In this research, the researchers used quantitative correlational research

design for the implementation of study. This research design aims to identify if

there is a significance relationship between the Effects of Broken Family and the

Academic Performance of Senior High School Students in Cesar E. Vergara

Memorial High School.

Research Local

The research will be conducted in Cesar E. Vergara Memorial High School. It

is a Public School and a Rural Farm School that is located at Barangay Lagare,

Cabanatuan City in the Philippines’ Province Nueva Ecija.

18
Respondents and Sampling

In this research, the respondents are Senior High School Students from

different strands of Senior High School in Cesar E. Vergara Memorial High School

who are belongs to a broken family. The researchers used purposive sampling,

purposive sampling involves selecting participants who are expected to provide

relevant and valuable information. Also, researchers employed Ramdom Sampling

for equal chance of selection and reduce bias. The students’ identity will remain

confidential.

Research Instrument

In this research, Surveys in the form of questionnaires were utilized to collect

data from respondents in this study.

A signed letter granting permission to conduct research within the school

involving its students was one of the research instruments.

The researchers will use the standardized questionnaires from previous studies

to gather data from the respondents. The questionnaires and Likert scales from

prior research were publicized where anyone or the public can view the

Instruments for gathering data from the respondents.

Furthermore, the academic performance of the students from First semester

School Year 2023-2024 were taken from the adviser of the student or from the

school registrar of Cesar E. Vergara Memorial High School.

19
Data Gathering Procedures

The researchers sought permission from the school principal through the use

of a consent letter to conduct the study within Cesar E. Vergara Memorial High

School. The letter granted the researchers authorization to conduct this research

involving senior high school students, which is necessary for the study.

Statistical Analysis

The following statistical procedures will be used to interpret the data gathered from

the respondents of the study.

1. Weighted Mean. This Statistical tool was used to compute the weight of the

responses in the questionnaire that will be answered by the respondents during

the actual data gathering procedure. The formula for the weighted mean is as

follows:

WM= Σ FW
N

Where:

WM – Weighted Mean

F = Frequency for each option

W= Assigned weight

N = Total Number of Frequencies

20
Table 1. Range of weighted mean perception score and its corresponding

description.

Weighted Mean Perception Score Description

1.00-1.80 Strongly Agrees

1.81-2.60 Agrees

2.61-3.40 Neutral

3.41-4.20 Disagrees

4.21-5.00 Strongly Disagrees

2. Frequency count and Percentage. To represent the academic performance of

senior high school students from broken family, frequency count and

percentage was used according to the scale mandated by the Department of

Education (DepEd) Order No. 8 series of 2015.

Table 2. Interval of academic performance and its corresponding description.

Academic Performance Description

90 and above Outstanding

85-89 Very Satisfactory

80-84 Satisfactory

75-79 Fairly Satisfactory

74 and below Did Not Meet Expectation

21
3. Spearman Rho Correlation Coefficient. This was used as the statistical tool to

determine the correlation and significant relationship between the effects

encountered by the students from broken homes and the academic

performance.

Spearman's rank coefficient formula can be calculated using the following formula:

Source:https://testbook.com/maths/spearmans-rank-correlation-

coefficient?fbclid=IwAR1NQ2Hjy8EwbBQ_nvXc9VtH4QnHH0Lm63HO7lw0Itu4WT9833gfYDxXsVs

n the above-given formula,

d = Distinction between each observation's two ranks

n = Numerical value for the number of observations.

p = Spearman's Rank Coefficient

The Spearman Rank Correlation Coefficient can be anywhere between -1 and +1,
in which,

• A rank associated with a value of +1 is perfect.

• A value of zero indicates that no correlation exists between ranks.

• A rank associated with a value of -1 is excellent.

22
 Chapter IV

PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

This chapter presents the results, the analysis and interpretation of data

gathered from the answers to the questionnaires distributed to the field. The said

data were presented in tabular form in accordance with the specific questions

posited on the statement of the problem.

1. Profile of the Respondents

Table 1.1 Age of the Respondents

AGE FREQUENCY PERCENTAGE RANK

16-17 6 60% 1
18-19 4 40% 2
20-21 0 0% 3
TOTAL 10 100%

According to Table 1.1, 60% of the respondent has the age of 16-17

answered the questionnaire, 40% from the age of 18-19, and 0% of respondent

from the age of 20-21. Therefore most of respondent came from 16-17 of age and

answered survey-questionnaire.

Table 1.2. Sex of the Respondents

SEX FREQUENCY PERCENTAGE RANK

Male 5 50% 1

Female 5 50% 1

TOTAL 10 100%

23
 Based on the Table 1.2. Female respondents are 50%, while Male

respondents are 50%. Therefore the respondents in terms of sex is equally the

same in numbers.

Table 1.3. Grade Level of the Respondents

GRADE LEVEL FREQUENCY PERCENTAGE RANK

Grade 11 7 70% 1

Grade 12 3 30% 2

TOTAL 10 100%

Based on the Table 1.3. Respondents that came from grade 11 are 70%,

while the respondents in grade 12 are 30%. Therefore, the most of the respondents

came to grade 11.

Table 1.4. Strand of the Respondents

STRAND FREQUENCY PERCENTAGE RANK

Humanities and Social

5 50% 1
Sciences (HUMSS)

Accountancy and
Business Management 4 40% 2
(ABM)

Technical-Vocational
1 10% 3
Livelihood (TVL)

TOTAL 10 100%

24
 Based on the Table 4, the students that came from the Humanities and

Social Sciences (HUMSS) is 50%, and 40% from the strand Accountancy and

Business Management (ABM), while 10% from the strand Technical-Vocational

Livelihood (TVL). Therefore the most of the respondents are came from the

Humanities and Social Sciences (HUMSS) strand, which has 50%.

Table 1.5. 1st Semester General Weighted Average of the Respondents

1ST SEMESTER WEIGHTED

FREQUENCY PERCENTAGE
AVERAGE
98-100 0%
0
95-97
0 0%
90-94
3 30%
85-89
3 30%
80-84
4 40%
75-79
0 0%
74 and below 0 0%
Mean 86.50 Very Satisfactory

The Table 1.5 shows the academic performance of students through

general weighted average during the 1st semester of school year 2023-2024.

Notably, 30% of the scores fall within the "90 and above", indicating an

“Outstanding” level of performance. Additionally, another 30% of scores fall within

the "85-89" range, reflecting a “Very satisfactory” performance. The largest portion

of the data, comprising 40%, falls within the "80-84" range, suggesting a

“Satisfactory” level of performance. Remarkably, there are no scores recorded in

the "75-79" or "74 below" categories, indicating that no individual's performance

25
failed to meet expectations. The overall weighted mean of 86.50% further supports

the interpretation of a “Very Satisfactory” performance, reflecting positively on the

student’s efforts and proficiency in meeting the academic requirements of the

semester.

2. Potential Effects of Broken Family that may influence the Academic

Performance of Senior High School Students.

Table 2.1 Social

2.1 SOCIAL Weighted Interpretation

Mean
1. I am on normal circumstances an extroverted person 2.50 Agree
and highly enjoy being in the company of others.
2. I am mostly introverted and prefer being in my own 2.60 Agree
pace.
3. Since my parents separated, I have become more 2.60 Agree
quite alone.
4. I speak a lot more than usual since my parents 3.70 Disagree
separated.
5. It is so hard making new friends since my parents 3.50 Disagree
separated.
6. Talking with my friends in school has become a hard 3.50 Disagree
task due to my parent’s separation.
7. I avoid situations that require interaction with my 2.50 Agree
friends a lot more due to my parent’s separation.
8. Managing conflicts has become a challenge for me 2.40 Agree
after the separation of my parents.
9. I am not very comfortable attending family gatherings 2.60 Agree
since my parents separated.
10. I am not open to being with people, after my 2.60 Agree
parents separated.
Over-all Weighted Mean 2.85 Neutral

The Table 2.1; shows that the conflicts of the respondent’s parents have

resulted in changes in their social behavior and how they interact with others. It is

demonstrated here that the majority of the respondents are mostly shown to have
26
their social behavior affected by their parent’s separation. They tend to talk more

after the separation of their parents (m=3.70) or have challenges to make new

friends (m=3.50). Moreover, they are not comfortable to visit their families such as

wedding or gathering parties (m=2.60) and are less open to being with people

(m=2.60) after the separation. However, there are parts where respondents

disagree with the same as they can also find hard to talk with friends at school

(m=3.50) or avoid contacts with their friends (m=2.50).

Overall, this weighted mean of 2.85 indicates a moderate effect of parental

separation on social behavior, as revealed by the respondents holding opposite

and identical views on some of the social aspects.

27
Table 2.2 Intellectual

1.2 INTELLECTUAL Weighted Interpretation

Mean
1. School work has become a tiring chore since my parents 2.50 Agree
separated.
2. The teachers in school keep complaining that my school 2.60 Agree
work is getting worse day by day for the last couple of
semesters.
3. It has become so difficult to focus in class since the 3.50 Disagree
separation of my parents.
4. I am no longer internally motivated in the pursuit of 3.70 Disagree
knowledge since the separation of my parents.
5. It does not interest me any more to search for a career path 3.50 Disagree
and choosing courses that will give me a better future or a
chance to get into a good university since my parents
dissolved their union.
6. Since the separation of my parents, I have become more 3.70 Disagree
closed minded and I am no longer open to new ideas.
7. New experiences don’t excite me any more since the 3.60 Disagree
separation of my parents.
8. I now avoid group interactions since the separation of my 3.50 Disagree
parents.
9. I am no longer interested in learning new concepts after 3.80 Disagree
parental separation.
10. My desire for learning new skills has declined since my 3.70 Disagree
parents stopped being together.
Over-all Weighted Mean 3.41 Disagree

The data from the Table 2.2; shows the effect of broken family on the mental

well-being of the respondents. In overall respondents show tendency to disagree

when asked if their mental well-being has been affected greatly by their parents

getting separated. In the same way, students are not saying that homework has

become a dull task (m=2.50) or that their teachers have noticed their decline in

academic performance (m=2.60). Besides, the conflict is the fact they do not

understand that they cannot concentrate in classes (m=3.50) as well as not

missing their internal motivation for learning (m=3.7) because of the distance.

28
Besides that, they also disagree that they no longer do not have an intention to

seek out knowledge (m=3.80) and a desire to learn something new after their

parents got separated. The weighted mean of 3.40 which includes some

challenges but mainly shows that the respondents still nurture and uphold their

mental motivation together with their interest to learn despite their parents’

separation.

Table 2.3 Spiritual

1.3 SPIRITUAL
1. My parents were spiritual people as we grew up. 3.50 Disagree
2. I have always believed that there is a higher power that 2.40 Agree
takes care of us and keeps us safe.
3. Since the separation of my parents, my belief system is 2.40 Agree
changing and I no longer believe as much that there is a
higher power taking care of us.
4. I nowadays find myself wondering where the higher 2.60 Agree
power was when my family was undergoing all these
family difficulties.
5. My actions lately after parental separation do not 2.60 Agree
match the values I have always held on to.
6. The belief that we are all human beings and one 3.70 Disagree
creation no longer makes sense after my parents’
separation.
7. I criticize people’s spiritual and religious views a lot 3.90 Disagree
more since my parents separated.
8. Spirituality and religious matters no longer make sense 4.01 Disagree
to me after my parents separated.
9. Spiritual and religious gatherings have become boring 3.60 Disagree
for me since the separation of my parents.
10. I no longer create some quite time to meditate and 3.50 Disagree
connect myself with the higher power.
Over-all Weighted Mean 3.33 Neutral

29
 The Table 2.3 above; shows that there has been a significant chang es in

the respondent's spiritual beliefs and practices following their parents' separation.

While they acknowledge that their parents were spiritual people during their

upbringing (mean = 3.50), They still believed that there is a higher power taking

care of us (mean= 2.40) but they no longer hold firm in that beliefs since the

separation of their parents (mean = 2.40). This led to find themselves questioning

the existence of a higher power during times of family difficulty and recognize a

discrepancy between their actions and their previously held values (mean = 2.60).

The majority of respondents do not feel that their belief in the unity of humanity

and creation has been affected by their parents' separation (m=3.70). They also

disagree that they criticize others' spiritual views more since the separation

(m=3.90). Moreover, spirituality and religious matters remain meaningful to them

after the separation of their parents (m=4.01). Most respondents do not find their

spiritual gatherings boring (m=3.60) , and they still make time for meditation and

connecting with a higher power (m=3.50). The weighted mean of 3.33 suggests

that there has been a moderate change in their spiritual beliefs and practices since

their parents' separation. Although they have questioned and adjusted their beliefs

somewhat, they still maintain a connection to spiritual concepts, albeit less strongly

than before.

30
3. Relationship between Broken Family and Academic Performance

Table 3.1 Spearman Rho Correlation Coefficient

Weighted
Potential Effects Weighted mean Rank Rank
Average
2.5 2.5 3.5 2.833333333 8.5 92 2
2.6 2.6 2.4 2.533333333 9 92 1.5
2.6 3.5 2.4 2.833333333 8 92 1
3.7 3.7 2.6 3.333333333 3 87 2
3.5 3.5 2.6 3.2 6 87 1.5
3.5 3.7 3.7 3.633333333 1 87 1
2.5 3.6 3.9 3.333333333 1.5 82 2.5
s2.4 3.5 4.01 3.303333333 2 82 2
2.6 3.8 3.6 3.333333333 1 82 1.5
2.6 3.7 3.5 3.266666667 1 82 1

Spearman Rho Correlation Coefficient = -0.053957651

The Spearman rho correlation coefficient of -0.053957651 between

potential effects of broken family and academic performance suggests a weak

negative relationship. This means that as the potential effects of a broken family

increase (such as emotional distress, lack of support), academic performance

tends to decrease slightly. In other words, students from broken families may

experience more challenges in their academic performance compared to those

from more stable family backgrounds.

31
 CHAPTER V

SUMMARY, CONCLUSIONS AND RECOMMENDATIONS

This chapter presents the summary of research findings, conclusions as

well as the recommendations made as an outgrowth of this study. The first section

provides a summary of the major findings of this study. The second section

presents a conclusion based on the specific objectives, and finally the last section

provides the recommendations for improvement which are indeed based on the

specific objectives.

Summary of Findings

The findings of the study are as follows:

1. Profile of the respondents

1.1 Age

The respondents who have the age of 16-17 answered the questionnaire,

40% from the age of 18-19, and 0% of respondent from the age of 20-21. Therefore

most of respondent came from 16-17 of age and answered survey-questionnaire.

1.2 Sex

Female respondents are 50%, while Male respondents are 50%. Therefore

the respondents in terms of sex is equally the same in numbers.

32
1.3 Grade level

Respondents that came from grade 11 are 70%, while the respondents in

grade 12 are 30%. Therefore, the most of the respondents came to grade 11.

1.4 Strand

The students that came from the Humanities and Social Sciences (HUMSS)

is 50%, and 40% from the strand Accountancy and Business Management (ABM),

while 10% from the strand Technical-Vocational Livelihood (TVL). Therefore the

most of the respondents are came from the Humanities and Social Sciences

(HUMSS) strand, which has 50%.

1.5 Weighted Average

86.50% is the overall computed weighted mean further supports the

interpretation of a “Very Satisfactory” performance, reflecting positively on the

student’s efforts and proficiency in meeting the academic requirements of the

semester.

2. What are the potential effects of broken family that may influence the academic

performance of Senior High School Students in Cesar E. Vergara Memorial

High School?

2.1 Social

The weighted mean of 2.85 indicates a moderate effect of parental separation

on social behavior, as revealed by the respondents holding opposite and identical

views on some of the social aspects.

33
2.2 Intellectual

The weighted mean of 3.41 which includes some challenges but mainly shows

that the respondents still nurture and uphold their mental motivation together with

their interest to learn despite their parents’ separation.

2.3 Spiritual

The weighted mean of 3.33 suggests that there has been a moderate change

in their spiritual beliefs and practices since their parents' separation. Although they

have questioned and adjusted their beliefs somewhat, they still maintain a

connection to spiritual concepts, albeit less strongly than before.

3. Is there a significant relationship between broken family and academic

performance of Senior High School Students in Cesar E. Vergara Memorial

High School?

The Spearman rho correlation coefficient of -0.053957651 between potential

effects of broken family and academic performance suggests a weak negative

relationship. This means that as the potential effects of a broken family increase

(such as emotional distress, lack of support), academic performance tends to

decrease slightly.

Conclusions

Based on the findings of the study, the following conclusions are drawn:

1. The study conclude that that the conflicts of the respondent’s parents have

resulted in changes in their social behavior and how they interacts with others.

34
2. The study conclude that despite of some challenges faced by the respondents,

they still nurture and uphold their mental motivation together with their interest

to learn despite their parents’ separation.

3. The study conclude that although the respondents have questioned and

adjusted their beliefs somewhat, they still maintain a connection to spiritual

concepts, albeit less strongly than before.

4. The study conclude that there was a weak negative relationship between

Broken Family and Academic Performance of Senior High School Students.

Recommendations

Based on the findings and conclusions presented, thew following

recommendations are suggested:

1. The researchers recommend that school may offer parental involvement

program like training sessions or seminars that focus on family dynamics and

educational outcomes. School can consider inviting guest speakers that can

offer valuable perspectives for students dealing with family issues.

2. Children often believe that their parent’s separation is their own fault.

Therefore, it is important to tell children that they are not the cause of the

separation. Parents need to repeat this number of times.

3. The researchers recommend that school guidance may offer a bible study,

bible study can provide spiritual and moral support to students, offering them a

sense of belonging, guidance, and hope during challenging times.

35
4. The researchers recommend that school may often involve students in school

activities to divert their emotional conflict at home.

36
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Emmah Adiong, (2018). The Effect of Broken Family To The Academic

Performance of The Students

https://orcid.org/0000-0002-2212-8764

Graizelle Faye Cago, (2018). EFFECTS OF BROKEN FAMILY THE ACADEMIC

PERFORMANCE, ATTITUDE, AND SOCIAL STATUS OF JHS

STUDENTS OF NORTH DAVAO COLLEGES – PANABO

Jane Sandoval, (2020). Impact of Broken Families

https://www.scribd.com/document/474159766

Janz Gleen Lanozo, Lauren Grace Tabieros et. al, (2021). Buhay Estudyante:

The Lives of Students from Broken Families Amidst the Pandemic

https://www.researchgate.net/publication/349089032_Buhay_Estudyante_

The_Lives_of_Students_from_Broken_Families_Amidst_the_Pandemic

Leizl Abrantes, Leomarich Casinillo, (2020). The Impact of Broken Homes on the

Academic Performance

https://www.researchgate.net/publication/349359196_The_Impact_of_Bro

ken_Homes_on_Students'_Academic_Performance

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Maria Marquiza A. Felisilda, Leandro C. Torreon, (2020). EFFECTS OF

BROKEN FAMILY ON PUPILS’ BEHAVIORAL DEVELOPMENT AND

ACADEMIC SUCCESS

https://www.researchgate.net/publication/346618971_EFFECTS_OF_BR

OKEN_FAMILY_ON_PUPILS'_BEHAVIORAL_DEVELOPMENT_AND_A

CADEMIC_SUCCESS

Maryie lapeceros,(2018). Broken Family Research

https://www.scribd.com/document/392388375/Broken-Family-Research

Mary Joy Avila, Edna Bertos Bartolome et. al, (2020). Impact of Broken Family

on Academic Performance of Grade 6 Students at San Bartolome

Elementary School

https://ojs.aaresearchindex.com/index.php/aasgbcpjmra/article/view/1600

Mercy Wawira Njeru, (2017). THE EFFECTS OF PARENTAL DIVORCE ON

ADOLESCENTS: A FOCUS ON THE DIMENSIONS OF THE WELLNESS

MODEL

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RA%20NJERU%20MA%20CLINICAL%20PSYCHOLOGY.pdf?sequence=

1&isAllowed=y

Raechal Ebele Ezeufondu, (2022). Effect of Broken Families on School

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 Attendance among Private Secondary School Students in Iringa

Municipality, Tanzania

https://orcid.org/0000-0002-2212-8764

Yousuf AI Husaini&Nur Syufiza Ahmad Shukor,(2023). Factors Affecting

Students' Academic Performance: A review

https://www.researchgate.net/publication/367360842_Factors_Affecting_S

tudents'_Academic_Performance_A_review

39
 APPENDICES
Appendix A
RESEARCH QUESTIONNAIRES

“The Effects of Broken Family on the Academic Performance of Senior High

School Students”
I. Respondent's Profile

Name: (Optional)
Age
o 16-17
o 18-19
o 20-21
Sex
o Male
o Female
Grade level
o Grade 11
o Grade 12
Strand
o Humanities and Social Sciences
o Accountancy and Business Management
o Technical-Vocational Livelihood
General Weighted Average
o 98-100
o 95-97
o 90-94
o 85-89
o 80-84
o 75-79
o 74 and below

40
 II. Potential Effects
A. SOCIAL

2.1 SOCIAL

Disagree

Disagree
Strongly

Strongly
Neutral
Agree
Agree
Agree
1. I am on normal circumstances an extroverted person and
highly enjoy being in the company of others.

2. I am mostly introverted and prefer being in my own pace.

3. Since my parents separated, I have become more quite

alone.

4. I speak a lot more than usual since my parents separated.

5. It is so hard making new friends since my parents

separated.

6. Talking with my friends in school has become a hard task

due to my parent’s separation.

7. I avoid situations that require interaction with my friends

a lot more due to my parent’s separation.

8. Managing conflicts has become a challenge for me after

the separation of my parents.

9. I am not very comfortable attending family gatherings

since my parents separated.

10. I am not open to being with people, after my parents

separated.

41
 B. INTELLECTUAL

1.2 INTELLECTUAL

Disagree

Disagree
Strongly
Strongly

Neutral
Agree
Agree
Agree
1. School work has become a tiring chore since my parents
separated.

2. The teachers in school keep complaining that my school

work is getting worse day by day for the last couple of
semesters.

3. It has become so difficult to focus in class since the

separation of my parents.

4. I am no longer internally motivated in the pursuit of

knowledge since the separation of my parents.

5. It does not interest me any more to search for a career path

and choosing courses that will give me a better future or a
chance to get into a good university since my parents dissolved
their union.

6. Since the separation of my parents, I have become more

closed minded and I am no longer open to new ideas.

7. New experiences don’t excite me any more since the

separation of my parents.

8. I now avoid group interactions since the separation of my

parents.

9. I am no longer interested in learning new concepts after

parental separation.

10. My desire for learning new skills has declined since my

parents stopped being together.

42
 C. SPIRITUAL

Disagree

Disagree
Strongly

Strongly
Neutral
Agree
Agree
1.3 SPIRITUAL

1. My parents were spiritual people as we grew

up.

2. I have always believed that there is a higher

power that takes care of us and keeps us safe.

3. Since the separation of my parents, my belief

system is changing and I no longer believe as much
that there is a higher power taking care of us.

4. I nowadays find myself wondering where the

higher power was when my family was undergoing
all these family difficulties.

5. My actions lately after parental separation do

not match the values I have always held on to.

6. The belief that we are all human beings and one

creation no longer makes sense after my parents’
separation.

7. I criticize people’s spiritual and religious views a

lot more since my parents separated.

8. Spirituality and religious matters no longer make

sense to me after my parents separated.

9. Spiritual and religious gatherings have become

boring for me since the separation of my parents.

10. I no longer create some quite time to meditate

and connect myself with the higher power.

43
Appendix B

Letter to Conduct Study

April 17, 2024

LEAH PAULENE V. ESUADRO, PhD

Principal I

Cesar E. Vergara Memorial High School

Lagare, Cabanatuan City, Nueva Ecija

Attention: LUZVIMINDA A. RULE

Master Teacher

Madam:

This is to respectfully request permission to conduct study to our school in relation to our study
entitled “THE EFFECTS OF BROKEN FAMILY ON THE ACADEMIC PERFORMANCE
OF SENIOR HIGH SCHOOL STUDENTS IN CESAR E. VERGARA MEMORIAL HIGH
SCHOOL”

The proposal has been approved and endorsed by the research committee of Cesar E. Vergara
Memorial High School – Senior High School, Lagare, Cabanatuan City, as partial fulfillment of
the requirements for the Academic Track, Humanities and Social Sciences strand.

Thank you for your kind consideration to this request.

Respectfully yours,

44
Mariane Donato Rachelle Ann Flores Maybelyn Lopez Johnloyd Marcos
Student Researcher Student Researcher Student Researcher Student Researcher

Loys Laine Rufo Ma. Sherica Thea Sampat Ma. Kristel Ebeth Singalawa
Student Researcher Student Researcher Student Researcher

Noted:

LAZARO D. CAMUA Jr.

Research Adviser

Recommending Approval: Approved:

LUZVIMINDA A. RULE LEAH PAULENE V. ESCUADRO, PhD

Master Teacher I Principal I

45
Appendix C

Curriculum Vitae

PERSONAL DATA

Name: Mariane M. Donato

Address: Purok 5, Brgy. Lagare, Cabanatuan City, Nueva Ecija
Birth Date: October 20, 2006
Birth Place: PJG Hospital, Cabanatuan City, Nueva Ecija
Civil Status: Single
Parents: Marvin A. Donato
Aiza R. Marin

EDUCATIONAL BACKGROUND

Primary: Juan L. Bautista Elementary School

Lagare, Cabanatuan City, Nueva Ecija

Secondary: Cesar E. Vergara Memorial High School

Lagare, Cabanatuan City, Nueva Ecija

46
PERSONAL DATA
Name: Rachelle Ann C. Flores
Address: Purok Betes, Brgy. Lourdes, Cabanatuan City, Nueva Ecija
Birth Date: January 17, 2006
Birth Place: PJG hospital Cabanatuan City, Nueva Ecija
Civil Status Single
Parents: Rea C. Flores
Vincent P. Flores

EDUCATIONAL BACKGROUND

Primary: San Isidro Integrated School

San Isidro, Cabanatuan City, Nueva Ecija

Secondary: Cesar E. Vergara Memorial High School Lagare,

Cabanatuan City, Nueva Ecija
PERSONAL DATA
Name: Maybelyn P. Lopez
Address: Purok 1 Bakero, Cabanatuan City, Nueva Ecija
Birth Date: May 19, 2005
Birth Place: Cabanatuan City, Nueva Ecija
Civil Status Single
Parents: Jocelyn P. Lopez
Jimmy DC. Lopez

47
EDUCATIONAL BACKGROUND

Primary: Bakero Elementary School, Cabanatuan City, Nueva Ecija

Secondary: Camp Tinio National High School

Cabanatuan City, Nueva Ecija

Cesar E. Vergara Memorial High School (SHS)

Lagare Cabanatuan City Nueva Ecija
PERSONAL DATA
Name: Johnloyd R. Marcos
Address: Purok 6 Brgy. Obrero, Cabanatuan City, Nueva Ecija
Birth Date: May 23, 2006
Birth Place: Cabanatuan City, Nueva Ecija
Civil Status Single
Parents: Lolita R. Marcos
Joel DL.Marcos

EDUCATIONAL BACKGROUND

Primary: Obrero Elementary school

Obrero, Cabanatuan City, Nueva ecija

Secondary: Cesar E. Vergara Memorial High School

Lagare, Cabanatuan City, Nueva Ecija

48
PERSONAL DATA

Name: Loys Laine Rufo

Address: Purok 4, Brgy. Cruz Roja, Cabanatuan City, Nueva Ecija
Birth Date: July 30, 2006
Birth Place: Purok 4, Cruz Roja Cabanatuan City, Nueva Ecija
Civil Status Single
Parents: Jo Marie R. Marzan
Oliver Q. Marzan
EDUCATIONAL BACKGROUND

Primary: Cruz Roja Elementary School,

Cruz Roja, Cabanatuan City, Nueva Ecija

Secondary: Cesar E. Vergara Memorial High School

Lagare, Cabanatuan City, Nueva Ecija
PERSONAL DATA

Name: Ma. Sherica Thea C. Sampat

Address: Purok 1, Brgy. Bagong sikat, Cabanatuan City, Nueva Ecija
Birth Date: November 21, 2006
Birth Place: ELJ Hospital, Nueva Ecija
Civil Status: Single
Parents: Roldan Sampat
Cherry Jane Sampat

49
EDUCATIONAL BACKGROUND

Primary: Bagong Sikat Elementary School

Lagare, Cabanatuan City, Nueva Ecija

PERSONAL DATA
Name: Ma. Kristel Ebeth Singalawa
Address: Purok 6, Brgy. Cruz Roja Cabanatuan City, Nueva Ecija
Birth Date: January 18,2006
Birth Place: Cabanatuan City, Nueva Ecija
Civil Status Single
Parents: Ricardo L. Singalawa
Lolita A.Singalawa

EDUCATIONAL BACKGROUND

Primary: Cruz Roja Elementary School

Cruz Roja, Cabanatuan City, Nueva Ecija

Secondary: Cesar E. Vergara Memorial High School

Lagare, Cabanatuan City, Nueva Ecija

50
51