THE IMPACT OF BROKEN FAMILY TOWARDS ACADEMIC

PERFORMANCE OF GRADE 11 STUDENTS AT INITAO NATIONAL

COMPREHENSIVE HIGHSCHOOL

Mohammad Ryan J. Batocapala

Jomiller Quitoriano

INITAO NATIONAL COMPREHENSIVE HIGH SCHOOL

GRADE/SECTION
DATE
GRADE 11 HUMSS B
MARCH 8 2024
 CHAPTER 1

INTRODUCTION

1.1 Background of the Study

on academic performance is a complex and multidimensional topic. Research in

this area often explores various factors that may contribute to differences in

academic achievement between children from intact families and those from broken

families. Here's a general framework for conducting a background study on this

topic:

Start by defining what constitutes a broken family. Broken families typically

refer to households where parents are divorced, separated, or where one or both

parents are absent for extended periods due to reasons such as death,

abandonment, or incarceration.

Review existing literature on the topic. Look for studies that have examined

the relationship between broken families and academic performance. Pay attention

to key findings, methodologies used, and any gaps or inconsistencies in the

research.

Identify factors that may mediate or moderate the relationship between

broken families and academic performance. These may include.

The level of involvement and support from parents, regardless of family

structure, can significantly impact children's academic success.

 Financial stability and access to resources may vary between intact and

broken families, affecting children's access to educational opportunities and

support.

Children from broken families may experience emotional stress or instability,

which can impact their ability to concentrate on academics.

The nature of custody arrangements and co-parenting relationships may

influence children's academic outcomes differently.

Consider various research methodologies used to study this topic, such as

quantitative analyses of large-scale surveys or longitudinal studies tracking

academic performance over time, as well as qualitative approaches like interviews

or case studies to capture nuanced experiences and perspectives.

Recognize that the impact of broken families on academic performance may

vary across different cultural and socio-economic contexts. Factors such as cultural

norms, social support systems, and policies regarding family structure can influence

outcomes.

Finally, discuss the implications of the findings for policy and practice.

Consider interventions and support systems that can help mitigate the negative

effects of broken families on academic performance, such as family counseling,

school-based support services, or community programs aimed at strengthening

family resilience.
By conducting a thorough background study within this, you can gain a deeper

understanding of the impact of broken families on academic performance and

contribute to the development of effective interventions and support systems for

children and families experiencing these challenges.

1.1 Statement of the problem

The stability and structure of the family unit play a fundamental role in shaping a

child's educational journey. However, in contemporary society, an increasing

number of families experience fragmentation due to divorce, separation, or

parental absence. This phenomenon raises significant concerns regarding its

potential impact on children's academic performance. This, the problem under

investigation is to discern the extent to which belonging to a broken family

affects academic achievement among school-aged children.

This research seeks to address the following key questions:

What is the empirical evidence regarding the association between broken family

structures and academic performance among children and adolescents?

What are the mediating factors that may influence the relationship between broken

families and academic achievement, such as parental involvement, economic

resources, emotional support, and custody arrangements?

How do cultural and contextual factors shape the impact of broken families on

academic performance across different socio-economic backgrounds and cultural

contexts?

What are the implications of these findings for educational policy and practice, and

what interventions can be proposed to support children from broken families in

achieving academic success?

By addressing these questions, this study aims to contribute to a deeper

understanding of the complex interplay between family structure and academic

outcomes, providing insights that can inform targeted interventions and support

systems for children navigating the challenges of broken family environments.

1.2 Research Objective

The extent of the disparity in academic performance between children from

broken families and those from intact families.

Children from broken families often experience lower academic achievement

compared to their peers from intact families. Research indicates that they may have

lower grades, decreased standardized test scores, and higher rates of academic

underachievement.
The academic performance disparities between children from broken families and

those from intact families.

1.3 Theoretical framework of the study

According to Erik Erikson's theory of psychosocial development, children's

experiences within the family environment significantly impact their academic

performance and overall well-being. Erikson proposed a series of psychosocial

stages, each characterized by a specific developmental task or crisis that

individuals must navigate successfully to achieve healthy psychological functioning.

In the context of broken families, Erikson's theory suggests that children may

grapple with the psychosocial challenge of trust versus mistrust during infancy and

early childhood. The quality of attachment relationships with caregivers, particularly

in the aftermath of family disruption, shapes children's sense of trust in themselves,

others, and the world around them. Children who experience instability, conflict, or

neglect within broken families may develop feelings of insecurity and mistrust,

which can impact their emotional resilience, social competence, and academic

engagement.

Furthermore, Erikson's theory highlights the importance of the school environment

as a critical context for fostering children's sense of industry versus inferiority

during middle childhood. Children's experiences in school, including interactions

with peers, teachers, and academic challenges, play a significant role in shaping

their self-concept and belief in their ability to succeed. However, the disruptions

associated with broken families, such as changes in living arrangements, financial

strain, and emotional upheaval, can undermine children's confidence and

motivation to excel academically.

By drawing on Erikson's theory, researchers can explore how the psychosocial

challenges posed by broken families influence children's academic performance

across different developmental stages. This theoretical framework underscores the

interconnectedness of social, emotional, and cognitive development, emphasizing

the need for holistic interventions and support systems to address the educational

needs of children from broken families.

1.5 Scope and Limitation of the study

The study focused only on examining the impact of broken families on the

academic performance of children in urban elementary schools. Specifically, it

investigated the academic achievement of students from broken families compared

to those from intact families within the urban educational setting. The study aimed

to analyze various academic indicators, such as grades, standardized test scores,

and attendance rates, to determine the extent of the disparity between the two

groups. Additionally, the research explored potential mediating factors, such as

parental involvement, economic resources, and emotional support, to provide a

comprehensive understanding of the mechanisms underlying the relationship

between broken families and academic performance.

CHAPTER 2
 REVIEW OF RELATED LITERATURE AND RELATED STUDIES
The purpose of this chapter is to establish the context of the chosen topic.

Moreover, it will also highlight the identification of some research gaps, explore

insight on the conceptual and methodological tools in addressing the research

problem.

2.1 The Effects of Family Structure on Children's Educational Attainment

This influential study examined the long-term effects of family structure on

children's educational attainment using data from the Panel Study of Income

Dynamics. The findings revealed significant differences in educational outcomes

between children from intact families and those from broken families, highlighting

the enduring impact of family structure on academic achievement.

2.2 Educational Outcomes of Children Raised by Same-Sex Parents:

A Meta-Analysis" Authors: Biblarz, Timothy J., and Stacey, Judith Summary: This

meta-analysis examined the educational outcomes of children raised by same-sex

parents compared to those raised by different-sex parents. While not specifically

focused on broken families, the study sheds light on alternative family structures

and their potential impact on children's academic achievement, challenging

traditional assumptions about family stability and child well-being.

2.3 Children's Academic Performance and Developmental Success:

A Longitudinal Study of Custodial and Noncustodial Single-Mother Families" Authors:

Hetherington, E. Mavis, and Stanley-Hagan, Margaret Summary: Hetherington and

Stanley-Hagan conducted a longitudinal study to compare the academic

performance and developmental outcomes of children from custodial and

noncustodial single-mother families. The study revealed differences in children's

academic achievement based on custodial arrangements, highlighting the

importance of considering variations in family structure and dynamics.

CHAPTER 3

RESEARCH METHODOLOGY
This chapter deals with the systematic procedure applied in the impact of the
broken family towards academic performance of grade 11 students at initao
national comprehensive highschool Specifically, this chapter discusses the research
design, the locale of the study, the respondents, the research instruments, and the
methods used in data analysis.
3.1 Research Design

Define the research objectives, questions, and hypotheses. Develop a research

proposal outlining the rationale, methodology, and expected outcomes. Obtain

ethical approval for the study from relevant authorities.

Identify the target population: Grade 11 students at Initao National Comprehensive

High School. Employ a purposive sampling technique to select participants based on

family structure (broken vs. intact families). Obtain informed consent from

participants and their parents or guardians.

3.2 Locale of the Study

Initao National Comprehensive High School (INCHS) is a public secondary school

established in 1957 , it is located in the municipality of initao in the province of

Misamis Oriental, Philippines. The school is situated along the National Highway ,

which makes it easily accessible for students coming from neighboring towns and

barangays. Initao National Comprehensive High School (INCHS) offers the K-12

Basic Education Program and caters to students from Grade 7 to Grade 12. The

school has a diverse student population, with students coming from various ethnic

and socio-economic backgrounds.

3.3 Respondents of the Study

 The respondents of the study were the selected grade 11 learners from Initao

National Comprehensive High School for the school year 2024-2025 within the

division of Misamis oriental. The represent the heterogeneous mixed in the regular

class. There was a total of (10) learners who participated in this study. Of this

number, there were (5)males and (5)females whose age range from 15-20 years

old.

3.4 Research Instruments

A set of questions designed to collect information about the students' experiences

with broken families and their academic performance.

One-on-one conversations with students, parents, or teachers to discuss the impact

of broken families on academic performance.

Access to the students' academic records, such as grades, attendance, and test

scores, to analyze the relationship between broken families and academic

performance.

Group discussions with students, parents, or teachers to explore their perspectives

on the topic.

3.4.1 Continuation of 3.4.1

 The researcher-revised questionnaire from (California, Los Angeles(2019) was

administered to the respondents in order to identify the students point of view

regarding the (This meta-analysis examined the educational outcomes of children

raised by same-sex parents compared to those raised by different-sex parents.

While not specifically focused on broken families, the study sheds light on

alternative family structures and their potential impact on children's academic

achievement, challenging traditional assumptions about family stability and child

well-being.) according to Lev and Schmidt (2005) self- reflection is the process that

a learner undergoes to look back on his past learning experiences and what he did

to enable learning to occur and exploration of connections between the knowledge

that was taught and the learner’s own ideas about them. This enabled the learners

reflect on what and how they learned through the said research which was a

valuable information in the conduct of this study.

3.5 Data Gathering Procedure

Define the research objectives: Clearly outline the purpose of your study,

focusing on understanding the relationship between broken families and academic

performance of Grade 11 students specifically at Initao National Comprehensive

High School.

A research question: Formulate a clear and specific research question that guides

your data collection process, such as, “How does the background of broken families
affect the academic performance of Grade 11 students at Initao National

Comprehensive High School?

Review relevant literature: Conduct a thorough literature review to identify existing

research on the topic, including studies on the impact of family structure on

academic performance, and any previous studies conducted at Initao National

Comprehensive High School.

Select a research design: Choose an appropriate research design, such as a

quantitative study using surveys or a qualitative study using interviews, to collect

data on the impact of broken families on academic performance.

Determine the sample size and selection criteria: Decide on the appropriate sample

size for your study, considering factors like the size of the school, the number of

Grade 11 students, and the representation of students from broken families. Create

clear inclusion and exclusion criteria for your sample.

3.6 Data Analysis

Quantitative data were obtained to achieve the objective of this research study.
The impact of broken family towards academic performance of grade 11 students at Initao National
Comprehensive High School. In interpreting the response of the respondents in
respondent questionnaire adopted from Author Biblarz Timothy J. and Stacey Judith
(2019) The following intervals and description was used.

Intervals Interpretation of Responses

1.00 - 1.74 Yes

1.75 - 2.49 No

2.50 - 3.24 Sometimes

3.25 - 4.00 Never

The learner reflection was quantitatively done through content

analysis. Resoponse of the learners were grouped and stratified base on the
similarities if ideas
 CHAPTER 4

RESEARCH AND DISCUSSIONS

This chapter present the data gathered, the analysis of such data and its interpretations. This

study was conducted to focus on the effects of The impact of broken family towards academic

performances at grade 11 students in initao national comprehensive highschool.

This is a 10 item questionnaire that concerns on the learners experience with the the effects

of the broken family towards academic performance of grade 11 students at initao national

comprehensive highschool The goal of this material is to measure the level of the learners on

the effects of the broken family towards academic performance of grade 11 students at initao

national comprehensive highschool.

Steinhousen (2016), physically handicapped children a pattern emerged indicating lack of

emotional integration into environment without conflict. It is obtained using multiple

regression analysis or variance with reapeted measures profile and conhen's to estimate the

effect of differences (Steinhousen, 2016). Extraversion, agreeableness and conscientiousness

were the main predictors of self efficacy. Differences from medium to large were observed

between extreme groups, and extraversion and conscientiousness were the personality factors
that better distinguish people with low and high levels of self-efficacy (Ambiel and Naronha,

2016).

It offered support for the individual - level, both transformational leadership and practice

personality was found for voice behavior (Liang, 2016). Individual's make of themselves

intentionally was not associated to intelligence. Persistence a temperament dimension that

measures heritable individual differences in eagerness of effect, ambition, fatigue was weakly

linked to intelligence (Mousavi, Rozsa and Wilson, 2015). Students with greater academic

success are characterized by less emotionality, a higher capability for forecasting as well as

greater attention and greater attention and greater engagement in solving the task of finding

mistakes (Kostromina and Mkrytychain, 2017).

Mean
3
2.74

2.5
2.28 2.28
2.12 2.06
2 1.9 1.94
1.84
1.72 1.72

1.5

0.5

0
S1 S2 S3 S4 S5 S6 S7 S8 S9 S10
 RAW DATA

TABLE 2.

RES S1 S2 S3 S4 S5 S6 S7 S8 S9 S10 MEA

N
R1 4 1 d 2 3 2 1 1 1 2 2
R2 2 1 1 2 1 1 1 1 1 1 1.1
R3 2 2 3 2 1 1 3 3 3 2 2.2
R4 2 1 3 2 3 1 1 1 1 3 1.8
R5 2 1 3 2 3 1 1 1 1 3 1.8
R6 2 1 3 3 1 1 2 2 2 2 1.9
R7 1 1 1 2 3 1 1 3 2 1 1.6
R8 1 2 1 2 1 1 1 1 2 1 1.3
R9 2 3 2 3 1 1 3 3 3 3 2.4
R10 3 1 1 1 3 1 2 1 3 2 1.8
R11 3 3 1 2 1 1 1 4 1 4 2.1
R12 1 1 4 3 1 1 3 1 4 4 2.3
R13 3 2 1 4 1 2 2 1 2 2 1.6
R14 3 1 3 2 2 1 1 2 1 1 1.7
R15 1 3 1 2 3 1 1 1 1 1 1.5
R16 3 1 3 2 1 1 3 4 3 1 2.2
R17 1 1 3 4 1 1 1 1 1 1 1.5
R18 3 1 2 2 1 1 3 2 3 3 2.1
R19 3 4 1 2 3 1 1 1 3 1 2
R20 1 1 3 2 1 1 3 4 4 4 2.4
R21 1 3 2 2 1 1 3 3 2 3 2.1
R22 3 2 2 3 1 3 3 2 2 1 2.2
 R23 3 1 2 4 1 1 2 2 4 4 2.4
R24 3 3 4 2 3 1 4 4 4 4 3.2
R25 3 2 2 1 2 1 2 3 1 4 2.1
R26 1 3 4 1 3 2 1 4 2 3 2.4
R27 1 2 3 4 1 3 2 3 1 3 2.3
R28 1 3 2 4 3 1 3 2 3 4 2.6
R29 1 3 2 1 1 3 2 1 2 4 2
R30 1 3 2 1 1 3 2 1 2 4 2
R31 1 3 2 1 1 3 2 1 2 4 2
R32 2 1 3 2 4 2 1 3 2 1 2.1
R33 3 2 4 1 3 1 3 4 2 4 2.7
R34 1 2 4 1 3 1 3 1 4 2 2.2
R35 4 3 1 3 1 3 2 3 4 2 2.6
R36 2 1 3 4 2 1 3 1 4 3 2.4
R37 2 3 1 2 1 3 1 3 3 3 2.2
R38 4 2 1 2 2 1 1 3 2 1 1.9
R39 1 3 2 4 3 1 2 2 3 4 2.5
R40 2 1 3 1 3 1 1 1 1 1 1.5
R41 1 3 3 2 3 3 1 3 2 1 2.2
R42 3 3 2 2 2 1 1 1 3 3 2.1
R43 1 3 2 1 1 3 2 1 2 4 2
R44 1 3 2 1 1 3 2 1 2 4 2
R45 1 3 2 1 1 3 2 1 2 4 2
R46 1 3 2 1 1 3 1 1 2 4 2
R47 1 3 2 1 2 3 2 1 2 4 2.2
R48 3 1 3 2 1 3 2 1 3 4 2.4
R49 1 3 2 1 1 3 2 1 2 4 2
R50 1 3 2 1 1 3 2 1 2 4 2
Total 1.84 2.12 2.28 2.06 1.72 1.72 1.9 1.94 2.28 2.74 2.072

CHAPTER 5

CONCLUSIONS AND RECOMMENDATIONS

This chapter provides the findings, conclusions and recommendations in this
study.

5.1 Summary of Findings

Regardless of the struggles that participants came up against, positive views and actions were seen.

Besides, it was also revealed that even students from broken families have their personal growth as a

person and the parents’ limited time for their children. Participants are independent in doing things such

as schoolwork, work hold chores, and taking care of their siblings. The insufficiency of attentiveness and

care from parents led to the students having a strong relationship with their peers and classmates. A

sense of purpose also developed for the students. It motivated them to have a college degree and

acquire an appropriate job for their family’s better lifestyle. Also, gaining academic activities

achievements gave them a sense of fulfillment and inspiration in pursuing their goals. Most participants

hold on to their faith and used prayers as a savior from all the trials they have been through.

In addition, despite being in a broken family, participants learned to manage their out-of-control

emotions when it comes to argument or misunderstanding, which showed good character and morals.

Above all, participants were proud that despite reality, they overcome their challenges. All of the

participants faced challenges and stressors in their life as part of broken families. Each of the

participants has various ways of facing struggles based on living reality; some of them were continuously

avoiding the circumstances. Some of them developed a lack of self-confidence related to their classes.

However, despite the issues that they faced as a student and being in a broken family, participants took

it as a motivation to create goals for their family by doing well in their studies. Furthermore, the sense of

trust and belief in them to continue life was present. Among the students, other common problems in

performing academics in school are procrastination, which causes; loads of school works, lack of

motivation
5.2 Conclusions

The study highlights the significant impact of broken family on the academic performance

of grade 11 students. Students from broken families are more likely to experience stress,

anxiety,depression and insecurity, which can affect their motivation and academic

performance. Therefore, it is essential for educators and policymakers to develop strategies to

support these students, such as providing counseling services, parental involvement programs,

and extracurricular activities to promote resilience and adaptability.

5.3 Recommendations

1.Develop targeted support programs for students from broken families to improve their

academic performance and overall well-being.

2.Provide counseling services to help students cope with stress, anxiety, and insecurity related

to their family situation.

3.Encourage parental involvement in schools through parent-teacher conferences and other

activities.

REFERENCES

https://www.researchgate.net/search?q=THE%20IMPACT%20OF%20BROKEN%20FAMILY
%20TOWARDS%20ACADEMIC%20PERFORMANCE%20AT%20GRADE%2011%20STUDENTS
https://www.researchgate.net/search/publication?
q=THE+IMPACT+OF+BROKEN+FAMILY+TOWARDS+ACADEMIC+PERFORMANCE+AT+GRADE+11+
STUDENTS+LEARNERS