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
[Link] targeted support programs for students from broken families to improve their
academic performance and overall well-being.
[Link] counseling services to help students cope with stress, anxiety, and insecurity related
to their family situation.
[Link] parental involvement in schools through parent-teacher conferences and other
activities.
REFERENCES
[Link]
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[Link]
q=THE+IMPACT+OF+BROKEN+FAMILY+TOWARDS+ACADEMIC+PERFORMANCE+AT+GRADE+11+
STUDENTS+LEARNERS
