CHAPTER 1

INTRODUCTION

Broken Family is defined as "one that includes unhealthy or severed

relationships within the family unit". They are often associated with divorce but

certainly can occur in an intact family (Loggins, 2023). Being in a broken

family can have both challenges and advantages. One advantage is that

children from broken families can develop independence and resilience as

they learn to navigate their situation on their own (Lanozo, 2021). On the

other hand, upbringing. Upbringing refers to the process of raising and

nurturing a child, including the moral, social, and cognitive influences that

shape their development. It encompasses parental guidance, cultural norms,

education, and environmental factors that contribute to a person’s behavior,

beliefs, and personality (Shaffer & Kipp, 2014).

A study conducted in Sweden by Gratz & Harkonen (2024) explores

the impact of parental separation on children’s educational achievement.

Parental separation is associated with a range of outcomes for children

experiencing it, and there is ongoing scholarly and public in whether this

associations reflect casual effects of parental separation. The researchers

estimated the effect of parental separation on children’s educational

achievement in Sweden using the proportion of male colleagues at the

maternal workplace as an instrumental variable for parent separation. Their

findings indicate that in cases where relatively well-functioning parental unions

dissolves, there may be any detrimental impact on children’s educational

outcomes.
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In the Philippines, traditional family structures are deeply rooted in

culture, making the disruption of a family unit potentially more impactful

socially and academically. A study by Brian et al, (2019) at Bestlink College of

the Philippines highlights the profound impact of family issues on academic

performance. Students from broken families often face emotional challenges,

such as low self-esteem and feelings of abandonment, which result in

behavioral problems like aggression and social withdrawal. These emotional

struggles hinder their ability to focus in class and contribute to absenteeism

and lower academic achievement. Financial constraints in single-parent or

separated households further exacerbate these challenges, limiting access to

essential educational resources like technology and extracurricular

opportunities. The study emphasizes the critical role of teachers and school-

based interventions, such as counseling and mentoring, in supporting these

students both emotionally and academically, fostering resilience and helping

them navigate their educational journey.

In Davao, a study conducted at North Davao Colleges by Cago et al.

(2019) found that the students from broken family commonly experience

anxiety, depression, and insecurity, leading to difficulties focusing on their

studies and engaging in classroom activities. Behavioral issues such as social

withdrawal or rebelliousness further complicate their academic success.

Financial limitations and a lack of parental support often limit access to

educational resources, exacerbating their struggles. However, the presence of

supportive peer relationships and teacher involvement can help students from

broken families develop positive coping mechanisms and improve their

academic outcomes. Interventions such as counseling and mentorship

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programs in schools have proven to be effective in mitigating these issues,

underscoring the importance of a strong support system in helping these

students thrive academically and socially.

In conclusion, the impact of broken families on students’ upbringing is

evident across various studies, highlighting academic performance, family

relationships, and behavior that hinder their educational success. The studies

emphasize the significance of resilience, peer support, and school-based

interventions in mitigating these challenges. Despite extensive research on

the topic, a theoretical gap remains in understanding the specific mechanisms

through which resilience and coping strategies develop in students from

broken families. While previous studies focus on the negative effects and the

role of external support systems, there is limited discussion on the

psychological and cognitive processes that enable some students to excel

despite adversity. This research gap is crucial because addressing it could

inform more effective educational policies and interventions tailored to

strengthen students' intrinsic coping abilities, rather than relying solely on

external support.

Purpose of the Study

The purpose of this study is to examine the impact of a broken family

on students' academic performance, family relationships, and behavioral

changes. It aims to identify the challenges students face due to parental

separation, including emotional distress, lack of parental support, and

difficulties in maintaining academic motivation. Additionally, the study seeks to

explore how broken family dynamics influence students’ social interactions,

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coping mechanisms, and overall well-being. By analyzing these factors, the

study intends to provide insights that can help educators, parents, and

policymakers develop effective interventions to support students from broken

families in overcoming their challenges and achieving academic and personal

success.

Statement of the Problem

This research study aims to investigate the impact of student’s

upbringing, mainly, academic performance, family relationship and behavioral

changes, examining the difficulties they encounter and the factors that

contribute to their determination as a student from a broken family.

Research Questions

1. How does experiencing a broken family impact:

a. Academic Performance

b. Family Relationship

c. Behavioral Changes

On the senior high school students?

2. What is the impact between having a broken family and the senior high

school students:

a. Academic Performance

b. Family Relationship

c. Behavioral Changes
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Scope and Delimitations

This quantitative study delimits its scope to Senior High School

students of Sto. Niño National High School who are currently enrolled in the

school year 2024-2025 and have experienced being part of a broken family.

According to Creswell (2014), delimitations specify the parameters of the

investigation, such as the scope of data collection or the specific individuals

included, thereby clarifying the study's focus and enhancing its applicability.

One of the weakness inherent in this study is that it may not capture the

complexity and nuances of human experiences and behaviors of the senior

high school students who have experienced in family separation in SNNHS

located on Santol st, Sto. Niño, Tugbok District, Davao City.

Table 1: Davao City Vicinity Map

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Theoretical Framework

The Abraham Maslow’s theory on Hierarchy of Needs was adopted for

this study. Maslow (1970) focuses on self-actualization of a person. Some

characteristics of a self-actualized person include tolerance, welcoming

uncertainty, acceptance of self and other, creativity, need for privacy,

autonomy, genuine caring for others, sense of humor and directedness. He

divided human needs into five categories. The most basic category is the

physiological needs. These include food, shelter, clothing and education.

When pupils lack these basic needs, they cannot grow and their concentration

is on their discomfort. If pupils are hurt by conflicts in the family, they may not

acquire all the needs that they need.

After the basic needs, a person yearns for safety needs. This is the

need to feel secure. Pupils who witness their parents fighting all the time do

not feel safe in that home. There is the fear that the parents might separate or

even hurt them. Maslow also talked about the belonging needs. This refers

to the need to be accepted and to affiliate with others. If pupils are

communicating well with parents, they will feel accepted. In most cases

parents who are fighting do not have time to make the pupils feel needed.

Pupils are bound to think that they are the cause of their parents’ fights and

this makes them feel that they are not loved.

Esteem needs come fourth on the hierarchy. This need makes one

gain approval from others. When a couple is fighting, they cannot gain

approval from the pupils and other society members. Therefore, this need is
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not fulfilled. The highest need on the hierarchy is self-actualization. This need

makes one feel self-fulfilled and realize one’s potential. If all other needs are

not fulfilled, one cannot reach the stage of self-actualization. It all starts at the

physiological needs. These physiological needs can only be fully and

satisfactorily met in a loving family without any conflicts.

The Attachment Theory is also an ideal theoretical framework for

studying the impact of broken families on academic performance because it

emphasizes the critical role that early emotional bonds with caregivers play in

a child's development. According to Bowlby (1969), the attachment formed

between a child and their primary caregiver influences their emotional

regulation, social interactions, and cognitive development. In the context of

broken families, disruptions in these bonds—such as through parental

separation or divorce—can create emotional instability and insecurity, which

can significantly impact a child's ability to focus, engage in learning, and build

positive relationships in school.

Research by Ainsworth et al. (1978) further highlights that children with

insecure attachments are more likely to experience difficulties in coping with

stress and adapting to new environments, such as school. These emotional

struggles are often reflected in academic performance, as children may find it

harder to concentrate, develop motivation, or form healthy peer relationships.

Studies have shown that children from broken families are more likely to

exhibit symptoms of anxiety, depression, and low self-esteem, all of which can

negatively affect their academic outcomes (Sroufe, 2005).

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The theory also underscores the importance of external support

systems, such as teachers and mentors, in providing a secure base for these

students, which can help mitigate some of the adverse effects of family

disruption (Cummings & Davies, 2010). Thus, the Attachment Theory is

valuable in explaining how emotional instability resulting from family

disruptions influences both academic performance and overall school

engagement.

Significance of the Study

This study is beneficial to the following:

Students - This study will help the students who have a broken family to be

aware in this situation and how it will affect to their academic performance

helping them understand their experiences better.

Parents - This research helps parents to be aware of their responsibility of

making their homes conductive and to enhance the academic progress of

their children by providing not only the materials needed but also they need

the attention to complement the teaching at school.

Teachers and School Administration - Acknowledging that some students

have different problem and understanding their experiences within school

including academics and other commitments, contribute to creating a more

comfortable environment for all students and teach them accordingly.

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Future Researchers - This research helps the future researchers to gain

insights and can serve as a valuable reference point and awareness about

the effects of Broken Family to the performance of the students in school.

Definition of Terms

Broken Family - A family situation where the parents are separated or both

parents are absent.

Upbringing - refers to the way a person is raised, including their education,

family influence, and behavioral development.

Academic Performance - Measurable achievement of a student in various

subjects as indicated by grades, test scores, or teacher evaluations over a

specific period.

Family Relationship – The enduring social and emotional bonds among

family members, encompassing interactions, roles, and responsibilities, which

significantly influence an individual's development and well-being.

Behavioral Changes – Alterations in an individual's actions, attitudes, or

habits resulting from personal experiences, environmental factors, or social

interactions.

Review of Related Literature

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This section presents the gathered literature from reliable sources such

as books, magazines, online publications and other sources which explores

discusses the impact between broken family structures and the upbringing of

students, focusing on academic performance, family relationships, and

behavioral changes.

Broken Family

A broken family is defined as one in which relationships within the

family unit are strained, unhealthy, or severed, often due to divorce or

separation, though similar effects can also occur in intact families (Loggins,

2023). While students from broken families may face emotional and academic

challenges, research suggests that some develop resilience and

independence, allowing them to navigate their circumstances successfully

(Lanozo, 2021). However, many studies emphasize the negative emotional

and behavioral impacts of family instability on students, which may affect their

academic performance. This research aims to provide insights into the

complex effects of broken families on students and help teachers and school

administrators develop tailored support strategies to assist affected students

in their academic journey.

Impact of Broken Family on Academic Performance

A study by Abrantes and Casinillo (2020) at Baybay City Senior High

School examined the impact of broken homes on students' academic

performance. The findings revealed no significant difference in academic

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performance between students from single-parent homes and those from two-

parent households, suggesting that the presence of a single parent does not

automatically lead to poorer academic outcomes. Additionally, challenges

associated with single-parent households did not necessarily hinder students'

learning attitudes.

However, a research by Cebuano et al. (2024) examined the impact of

broken family relationships on students’ academic performance and found that

children from separated families often struggle with lower grades. The study

highlighted that emotional distress, lack of parental support, and financial

instability contribute to a decline in academic motivation and performance.

Students from broken homes tend to have difficulty focusing on school tasks,

which results in inconsistent academic achievements and lower overall grades

compared to their peers from intact families.

Furthermore, a study by Abbariao et al. (2019) focused on the specific

academic consequences faced by students from broken families, particularly

in terms of financial difficulties and lack of parental supervision. The study

revealed that students in single-parent households often struggle to afford

educational materials and experience difficulty keeping up with school

requirements. This financial strain, combined with the emotional burden of

family separation, leads to a noticeable decline in their academic

performance, reflected in lower grades and higher chances of dropping out.

Impact of Broken Family on Family Relationships

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The relationship between parents and students in broken families has

been extensively studied due to its significant influence on children's

emotional, social, and academic development. Research indicates that the

absence of a parent, particularly a father, is associated with lower academic

performance, increased risk of substance abuse, and a higher likelihood of

delinquent behavior (Markowitz & Ryan, 2016). However, studies also suggest

that children who receive consistent emotional and financial support from at

least one parent are more likely to develop resilience and adapt to their

circumstances (Garcia et al., 2018). Furthermore, parental involvement—

despite separation—remains a critical factor in a child's ability to cope with

adversity, positively influencing their self-esteem and mental well-being

(Gimenez-Serrano et al., 2022).

Recent studies further emphasize the importance of parental

involvement and the quality of parent-child relationships. For example,

research indicates that positive parent-child relationships, characterized by

warmth and open communication, significantly enhance adolescents'

behavioral outcomes and emotional health (Ackard et al., 2006; Hair et al.,

2008). Conversely, high levels of parental control without emotional support

can lead to increased parent-child conflicts, adversely affecting adolescent

mental health (Bi et al., 2018). These findings underscore the necessity for

balanced parenting approaches that combine appropriate guidance with

emotional nurturance to promote optimal development in children from broken

families.

Studies consistently highlight the positive impact of mentoring and

counseling in helping students from broken families manage emotional

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distress and improve academic performance. School-based mentoring

programs provide guidance and emotional support, fostering a sense of

stability that counteracts the challenges these students face. Research by

Kraft et al. (2023) demonstrates that informal mentoring relationships with

teachers and counselors significantly boost academic achievement and

college attendance, particularly among students from lower socioeconomic

backgrounds.

Similarly, Bayer et al. (2014) emphasize the importance of relationship

quality and consistent engagement in structured mentoring programs, which

help students develop resilience and achieve academic success.

Furthermore, positive peer relationships serve as a buffer against the

emotional and social difficulties associated with family disruption, as peers

provide companionship and shared experiences that help mitigate feelings of

isolation and insecurity. Collectively, these studies highlight the importance of

support networks in addressing the adverse effects of family instability on

students' academic performance.

Impact of Broken Family on Behavioral Changes

Family separation significantly impacts students' behavioral

development, often leading to increased emotional distress, reduced self-

discipline, and a higher likelihood of disruptive behavior in the classroom.

Felisilda and Torreon (2020) found that instability resulting from broken

families often deprives pupils of consistent emotional support, leading to

difficulties in maintaining concentration, engaging with school activities, and

achieving academic milestones. Similarly, Pratama et al. (2016) indicated that

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children from broken homes may experience psychological disorders,

including mood swings and behavioral issues, affecting their well-being and

school performance.

Furthermore, Gypen et al. (2017) highlighted that adolescents from

broken families are more susceptible to behavioral problems, such as

increased aggression and difficulties in social conformity, often linked to the

instability and lack of consistent support resulting from family disruptions.

Collectively, these studies emphasize the profound impact of family

separation on students' behavior, underscoring the necessity for targeted

interventions and support systems to address the unique challenges faced by

this population.

Students from broken families frequently experience emotional

distress, including anxiety, depression, and insecurity, which can affect their

academic concentration and motivation. However, research suggests that

these experiences can also foster resilience when students receive proper

support. Lopez et al. (2018) found that students often develop adaptive coping

strategies, such as seeking social support from peers or strengthening their

faith, which helps them navigate emotional challenges and build emotional

stability.

Additionally, Tus (2020) emphasized the importance of school-based

interventions, such as mentorship and counseling, in motivating students from

broken families to excel academically. Research by Saqib et al. (2024) further

supports this by demonstrating that students who engage with supportive peer

groups and teacher-led programs are more likely to overcome emotional

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difficulties, leading to increased academic focus and success. These findings

underscore the crucial role of a supportive environment in transforming

adversity into academic achievement.