RESILIENCE AND ACADEMIC PERFORMANCE AMONG STUDENTS WITH SEPARATED PARENTS

AN UNDERGRADUATE THESIS Presented to the Faculty Department of Psychology College of Social Sciences and Humanities Mindanao State University Marawi City

In partial fulfillment of the requirements for the Degree BACHELOR OF SCIENCE IN PSYCHOLOGY

Beryl P. Abucejo March 2012

APPROVAL SHEET DEPARTMENT OF PSYCHOLOGY College of Social Sciences and Humanities Mindanao State University Marawi City The Thesis attached hereto entitled RESILIENCE AND ACADEMIC PERFORMANCE AMONG STUDENTS WITH SEPARATED PARENTS Prepared and submitted by BERYL P. ABUCEJO In partial fulfillment of the requirements for the Degree BACHELOR OF SCIENCE IN PSYCHOLOGY is hereby endorsed by the Thesis Committee for Acceptance.

PROF. TERESITA L. FUENTES Thesis Adviser

PROF. MA. NENITA MAGALLANES Panel Member

PROF ADORA A. VOSOTROS Panel Member

MS. CUTIE CAESARES Panel Member

Recommending Acceptance

PROF. MA. NENITA MAGALLANES Department Chairperson Accepted

DR. ALMA E. BEROWA Dean

ACKNOWLEDGEMENT There are so many people who contributed in helping me achieve this goal. First, I want to thank the people who shaped who I ammy parents. Without their support financially, emotionally, spiritually, I would have never been able to achieve this goal. To Tatay Boy, thank you for encouraging me and getting my hopes up during the times I felt disheartened. You truly give me the strength to complete my degree, to set goals for the future, and to continue on reaching my dreams. To Nanay Suzett, I am forever grateful for having you as my mother. Thank you for the endless support and for exemplifying resilience. You give me the strength to face my fears. Tay and Nay, you are a model on how to overcome setbacks in life. To my siblings, Manang Jetjet, Nonoy, and Long-long, for lending their support along the way, each in different ways which contributed immensely to keep my eyes focused on the goal. You are my inspirations in all my struggles in life. Thank you for believing in me. I also want to express my heartfelt gratitude to Papa Oven who serves as my second father and whom I can run everytime I have financial problem. I owe much of my success to your involvement and interest in my education. Your help is deeply appreciated. I am also very grateful to all of the major Professors of the Psychology department. To my thesis adviser, Prof. Teresita L. Fuentes, thank you for the advices. I would also like to express my deepest thanks to Prof. Maria Nenita Magallanes, for her valuable suggestions, comments, and ideas. Thank you for the incredible guidance, and support over the past four years. To Prof. Adora Vosotros, thank you for the insights and for improving my paper. To Ms. Cutie Canesares, thank you for your helpful assistance. My special thanks to Prof. Mary Jane Flores, from whom I learned how to use SPSS. You not only imparted knowledge but also encourage the heart. Thank you very much. I also like to show my great appreciation to Dr. Alma Berowa, Prof. Maria Junnah Liguid, Prof. Drusilla Radaza, Prof. Noraniah Acmad, Prof. Mangorsi, and Prof. Carmelita Espinosa. Thank you for all the knowledge you shared. To my best college buddies, Yenith and Chiekay, thank you for being wonderful friends. You guys never fail to make me feel better. Thank you for listening to all my

heartaches and for lending me your time whenever I felt so lonely. I deeply appreciate all your advices. I will surely miss all those crazy things we used to talk about, our favorite T topic, and our future you know plans. I will miss both of you. To my BAGO family, Yen-Yen, Chie-Chie, Jessa, Feb-Feb, Ian, and Nenil, I owe huge thanks. I cannot fathom how I would have made it through the stress without your help and encouragements. Your support was an unexpected gift that I will always treasure. My thanks also go to the friends I have made in my college life. To Ate Chang, Ate Gwen, Ate Mai, Ate Lyn, Ate Epang, Jam, Paladay and Kuya Jocords, for all the memories. God bless you always! I am also very grateful to the Verifieds who extend their support and good lucks everytime I work on this study. I could have never made it through the stress and obstacles associated with this requirement without the constant encouragement I received from them. I was always surprised by their unexpected empathy. I cannot imagine how I would have succeeded without knowing such wonderful people. To my batchmates (Corcor, Daphne, Gillian, Ate Lea, Ate Denat, Ate Dea, Ate Ceryll, Ate March, Ate Amor, Ate Karen, Ivy, Joval, Novie, Jessie, Hyhy, GeAnn, and Lea S.). Thank you for the friendship. A special thanks to Gillian, you are one of the most brilliant human being Ive ever met and who inspires me to strive for greater things. You always remind me of your words of wisdom Never settle down in mediocrity. Thank you for all the help and for being such an extraordinary example of resilience and character. To my best friend Gina, thank you for believing in me. I deeply appreciate your encouragements and support all throughout these years. I love you always. It is more than words FINALLY, I would like to thank the Divine Father for all the gifts and provisions especially for life, family and friends. You are the rock in whom I take refuge, my shield, my powerful savior, and my stronghold. To You is the greatest honor of my success.

Beryl Patches Abucejo BS Psychology Graduate

DEDICATION

This work of heart is dedicated

To the individuals who focus on the positive aspects of the situations.

To those who move forward despite obstacles and challenges

To those who were able to deal with adversity and restore equilibrium to their lives

This is for the resilient people

Success is not measured by what you accomplish, but by the opposition you have encountered, and the courage with which you have maintained the struggle against overwhelming odds. -Orison Swett Marden

TABLE OF CONTENTS Approval Sheet Acknowledgement Dedication Table of Contents List of Tables List of Figures Abstract CHAPTER I INTRODUCTION Background and Rationale of the Study Statement of the Problem Objectives of the Study Hypothesis Significance of the Study Scope and Limitations of the Study Theoretical Framework Conceptual Framework Definition of Terms II REVIEW OF RELATED LITERATURE A. Resilience B. Academic Performance C. Separation of Parents C.1Marital Separation in the Philippines C.2 Academic Impact of Parents Separation C.3Challenges of Less Income C.4 Childrens Feelings and Behaviors III METHODOLOGY Research Design Locale of the Study Research Sample Research Instrument Data Gathering Procedure Statistical Treatment and Analysis of Data 30 30 32 32 35 35 19 22 24 25 26 27 28 1 3 4 5 5 8 9 13 16 ii iii v vi viii ix x Page

IV

RESULTS AND DISCUSSION A. B. C. D. E. Demographic Profile of the respondents Respondents Academic Performance Level of Resilience among students with separated parents Relationship between resilience and academic performance Respondents suggestions on how to address possible low level of resilience and academic performance Discussion of Findings 37 51 52 55 57 63

SUMMARY, CONCLUSION, IMPLICATIONS AND RECOMMENDATIONS Summary and Conclusion Implications Recommendations 66 68 69 73

References Appendices A. B. C. D. E. F. Letter to the Respondents The Questionnaire Score Interpretation Table Correlation Coefficients Reliability Analysis Grading System for all degrees or professional courses in Mindanao State University G. The Family Code of the Philippines Curriculum Vitae

78 79 83 87 88 89 90 96

LIST OF TABLES Table 1. 2. 3. 4. 5. 6. 7. 8. 9. Distribution of respondents according to age Distribution of respondents according to gender Distribution of respondents according to year level Distribution of respondents according to ethnic origin Distribution of respondents according to religion Distribution of respondents according to organizational affiliation Distribution of respondents according to hobbies Distribution of respondents according to number of siblings Distribution of respondents according to age when parents separated Distribution of respondents according to number of years of parents' separation Distribution of respondents according to mother/father income Distribution of respondents according to parents custody Distribution of respondents based on grade point average (GPA) obtained during the first semester of A.Y. 2011-2012 Distribution of respondents level of resilience in terms of personal competence Distribution of respondents level of resilience in terms of acceptance of self and life Distribution of respondents level of resilience Correlation between resilience and academic performance Distributions of respondents suggestions on how to address possible low level of resilience and academic performance Page 37 38 38 39 40 42 43 44

45

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47 49 50

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51

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LIST OF FIGURES Figure 1. 2. Schematic diagram of the conceptual framework Map of MSU-Marawi Campus Page 15 31

ABSTRACT Abucejo, Beryl P. (2012). Resilience and Academic Performance among students with separated parents. An Undergraduate Thesis. Department of Psychology. College of Social Sciences and Humanities. Mindanao State University. Marawi City. Adviser: Prof. Teresita L. Fuentes The level of resilience as a personality characteristic that moderates the negative effects of stress and promotes adaptation was measured through the Resilience Scale developed by Wagnild and Young. It was hypothesized that resilience level of students with separated parents in Mindanao State University in Marawi City is associated with their obtained academic performance. Academic performance was determined through their obtained (GPA) or grade point average during the first semester of A.Y. 2011-2012. The study utilized correlational research design. It attempted to determine the level of resilience in terms of personal competence and acceptance of self and life. There were 50 respondents involved in the research study. Result of the study revealed that a greater number of the respondents had high level of personal competence, average level in terms of acceptance of self and life, and had high resilience level. In terms of their grade point average obtained during the first semester of A.Y. 2011-2012, results indicated that most of the respondents had good academic performance with a GPA ranging from 2.01-2.25. In addition, results revealed a weak but significant positive correlation between personal competence and academic performance (r= .319, p= .024), a positive moderate correlation between acceptance of self and life and academic performance (r= .441, p= .001), and a positive moderate correlation between resilience and academic performance (r= .426, p= .002). This implies that resilience as well as its two factors are associated with academic performance.

CHAPTER I INTRODUCTION Background and Rationale of the Study Marital separation brings long term consequences for the child and the family. It marks the life of the child and the family unit (Maldonado, 2009). There have been numerous studies that have documented the impact of marital separation on children. VanderValk et. al. (as cited in Landucci, 2008) found that children of divorced parents may have a lower sense of psychological well-being than children who grew up with intact families. Some researchers also confirm that children of divorced parents may experience emotional problems such as loneliness and depression (as cited in VanderValk et al., 2005). According to Landucci (2008), children may also feel the impact of divorce or marital separation into the classroom. Studies comparing the school records of children from one-parent and two-parent families have found that children raised in one parent homes have an increased risk of poor academic achievement. Moreover, Whitemarsh (2008) found that some children from broken homes may show decreased functioning in academic performance and display oppositional behavior, or signs of mixed anxiety and depression. Whitemarsh further noted diminishing ability to concentrate in class, declining attendance and willingness to participate in class which indicate that a child is having difficult time adjusting to a change in family dynamics. On the other hand, childrens resilience in one -parent household is believed to be significant indication of success in other areas of their lives including academics (Hargreaves, 1991 as cited in Landucci, 2008). Hargreaves noted that children under emotional heartache and stress at home often have emotions that interfere with

concentration during school day resulting to decrease in school performance. He further stated that children may have difficult time concentrating on school work from separation-related stress occurring at home. According to Smith (as cited in Landucci, 2008), some children are flexible and adapt well to change largely due to implementing effective coping strategies while other children may react in the opposite way. Children may lose confidence and see their parents separation in a complicated way. Some children may experience anxiety and sadness, while others may feel more intense emotions. Smith also found that childrens reaction to their parents separation varies based on the childs age. Older children may have more resilience than others due to their support systems, maturity level, and coping skills. Resilience is a personality characteristic that moderates the negative effects of stress and promotes adaptation (Wagnild & Young, 1993). It has been a topic of research for a number of years. This ability is attributed by individuals who are able to adapt and restore equilibrium to their lives in the face of adversity. It helps an individual to keep moving in life. It enables a person to move forward despite the many obstacles and challenges he/she faces like the separation of parents. Moreover, there have been several researches conducted on academic performance of students using different groups of individuals as a sample, including students with single parent. There was also a study conducted assessing the relationship of resilience and academic performance (Mclemore, 2009; Stafford, 2007). However, there were only few researches conducted to investigate the association between resiliency and academic performance of students with separated parents. The limited research using the aforementioned sample prefaced the development of this research. The

researcher chose this study to assess the relationship of resilience and academic performance of students with separated parents in order to validate findings of earlier researches. Statement of the Problem This study aimed to investigate the relationship between resilience and academic performance of students with separated parents in MSU-Marawi Campus. Specifically, the research sought to answer the following questions: 1. What is the general profile of the respondents in terms of the following: a. age b. sex c. year level d. ethnic affiliation e. religion f. organizational affiliation g. hobbies h. number of siblings i. age when parents separated j. number of years of parents separation k. family income l. parents custody

2. What is the respondents academic performance according to grade point average (GPA)? 3. What is the respondents level of resilience in terms of: a. Personal Competence b. Acceptance of Self and Life 4. Is there a relationship between resilience and academic performance among respondents? 5. What is the relationship between personal competence and academic performance?

6. What is the relationship between acceptance of self and life and academic performance? 7. What can respondents suggest in order to address possible low level of resilience and academic performance? Objectives of the Study The main purpose of this study was to examine the relationship between resilience and academic performance of students with separated parents in MSU-Marawi Campus. Moreover, it intended to attain the following goals: 1. To come up with a general demographic profile of the respondents in terms of: a. age b. gender c. year level d. ethnic affiliation e. religion f. organizational affiliation g. hobbies h. number of siblings i. age when parents separated j. number of years of parents separation k. family income l. parents custody

2. To know the respondents academic performance according to grade point average (GPA). 3. To determine the respondents level of resilience in terms of: a. Personal Competence b. Acceptance of Self and Life 4. To assess if there is a relationship between resilience and academic performance of students with separated parents. 5. To know the relationship between personal competence and academic performance?

6. To know the relationship between acceptance of self and life and academic performance? 7. To know what are respondents suggestions in order to address possible low level of resilience and academic performance. Hypotheses Pearson r was utilized to determine the strength and direction of relationship of variables used in the study. The hypotheses tested in the study are the following: Ho1: There is no significant relationship between personal competence and academic performance among the respondents. Ha1: There is significant relationship between personal competence and academic performance among the respondents. Ho2: There is no significant relationship between acceptance of self and life and academic performance among the respondents. Ha2: There is significant relationship between acceptance of self and life and academic performance among the respondents. Ho3: There is no significant relationship between resilience and academic performance among the respondents. Ha3: There is significant relationship between resilience and academic performance among the respondents. Significance of the Study This study sought to examine the relationship between resilience and academic performance among students with separated parents in MSU-Marawi Campus. This study may be of great help and beneficial to the following group of individuals.

For the students with separated parents. The study may help children from broken homes identify the degree of their resilience which is considered as a positive personal characteristic that enhances individual adaptation. Through this, they may be able to understand and evaluate themselves. This may provide the respondents awareness about the importance of resilience as one of the key components to success not only in school but in different fields. The findings may help them plan their life according to what they want to achieve in the future. This will help them improve themselves in dealing with problems and adversities that they encounter in their journey in life. Moreover, the result may serve as an eye-opening for the students who undergo breakdown of parents marriage. In this way, they may be able to adapt and restore equilibrium to their lives and avoid the potentially deleterious effect of stress brought about by inevitable adverse circumstances. For the students with intact families. The result of this study may encourage students from two-parent families to have good academic performance and form positive outlook in life. This may help them understand how children growing up in adverse circumstances successfully avert later psychological impact of stressors. Through this, they may develop moderate responses to adversities that they will encounter and be able to recognize personal strengths and limitations. This may help them realize how lucky they are to have an intact family. In this way, they may not just be able to strengthen their view of themselves but also their endurance in dealing with turmoil in life. Through resiliency, they may be able to see opportunities in life even in the midst of crisis. Further, through seeing children from broken homes functioning in the society, children from two-parent households may come to know the importance of reconstructing ones

life after undergoing tumult. In this way, they may be motivated to promote healthy adaptation and confront new experiences with a sense of competence rather than fear and ineptitude. To the parents. This study may provide insight to parents about their vital role in developing resilience ability of children to counter challenges that may hinder academic performance. The findings of this study may encourage them to provide atmosphere which could help their children develop positive outlook in all aspects of life. Through this study, they may be able to form healthy relationship with their children which may lead to the development of childrens skills to carry out challenges not only in academics but also in different facets of life. Moreover, result of the study ma y increase parents awareness of the detrimental effects of marital separation on childrens well being. In this way, they may promote strategies that could help improve their parenting styles aimed to improve their childrens adjustment by focusing on quality of relationship. To the professional practitioners. This study may encourage professional practitioners like school counselors who have responsibilities for students well -being to supervise and promote the care, learning and development of students in partnership with their families. In this way, parents may be given psychosocial assistance by practitioner on how to provide an emotional environment that supports, affirms, and values children which could help them manage their own feelings and their performance in school. To Teachers. This study may encourage teachers to provide better understanding and moral support to students who experience separation of parents. The result of this study may help them gain deeper awareness on the situation of students with separated parents and the impact it may have on school performance. Through this, teachers may

come to know why a student with separated parents behaves in a peculiar way at school. Results may help teachers realize the importance of building positive classroom environment. Through responding to the emotional distress of the students, many at-risk students may be saved from poor academic functioning. By understanding the impact of family tumult to educational success, teachers may be encouraged to develop teaching strategies that fosters learning opportunities for students with various family backgrounds. To the readers and to the public. They may be given deeper information about resilience and academic performance of students with separated parents. Since a family is the basic unit of society, it cannot be avoided that when parents broke up the family is being talked about, exposing children to a much greater stress which may affect their performance in different aspects. Results of the study may aid to increase the understanding of the people in the community about the needs of the student who experienced separation of parents; to be understood and be given sympathy instead of asking the root of the conflict on their parents separation. Through this kind of response from people it may provide positive impact which may lead students to seek help from others, thus lessening the stress they feel due to their parents separation. To the future researchers. This study may be essential to the researchers to enlighten and furnish knowledge on resilience and academic performance of students with separated parents. Results of this study hopefully may contribute to educational literature and may guide those who intend to do similar studies. Scope and Limitations This research study focused on resilience and academic performance among students with separated parents in MSU-Marawi Campus. It is correlational in nature and

involved 50 respondents. The respondents were selected purposively. The primary instrument used for data gathering was an adaptation of a standardized resilience scale by Wagnild and Young (1993). There are few noteworthy limitations of this study. The first limitation is that the survey was conducted to college students whose parents are separated. So, it is appropriate to say that the results may be true to the respondents but may not be true to other students. Subsequently, the instrument that was used to measure the level of resilience has also its limitation. The instrument used was an adaptation from the resilience scale of Wagnild and Young. Since the original test is primarily developed in the context of the western culture, the possible instrument bias may influence the answers of the respondents. Also, since the instrument is a self-report type (wherein respondents indicated how truthful the statements are to them), data were limited only to what the respondents convey. However, whether they really do it in actual situation or not is beyond the scope of this study. Further, the other limitation includes a wide variety of literature and limited time for the researcher to browse. Theoretical Framework This study was anchored on several theories namely: achievement goal theory, existential theory, expectancy value theory, and Maslows Hierarchy of needs. Achievement Goal Theory This theory provides a framework for interpreting and reacting to events. Goals are the cognitive representatives of an individuals purpose in achievement situation. The achievement goal theory considers the role of emotional experiences for goal orientations. Moreover, this theory is concerned not only with the goals itself but also

with the concomitant factors that cause someone to pursue that particular goal and develop an orientation for approaching or avoiding that goal in the future (Linnenbrink & Pintrich, 2000 as cited in Tyson, 2008). This may suggest a students purpose of achieving good performance in school or avoiding school responsibilities. It could be that a student who is resilient enough could accept the tumult that happens in their surrounding without diminishing school performance, while some are adversely affected emotionally which drives them to avoid school responsibilities in order to draw attention from parents. Achievement goal theory also emphasizes the mental representations of the way in which an individual approaches and avoids their goals. Furthermore, the theory also explains that students who have previously experienced problems with school are at risk for academic difficulty which often creates both stress and negative emotional experiences. This theory also made mention about environmental factors which may especially likely to induce emotional experiences that can interfere with student motivation and achievement outcomes. According to Tyson (2008), students emotions are linked to their academic outcomes. Thus, it is important to identify students who undergo the process of marital separation to aid them in reducing the potentially debilitating emotional experiences and overcome academic challenges. In addition, this theory has emerged as a prominent model of motivation because it explains how a students goals can influence their achievement. Moreover, this theory involves two types of goal orientation which includes performance and mastery. Performance goal orientations indicate that individuals primary objective in the context of achievement is to demonstrate ones competence and/

or avoid looking incompetent (Dweck & Wortman, 1982 as cited in Tyson, 2008). In relation to the topic, it may explain a students perseverance to succeed in spite of the problem they carry because he/she wants to look competent. The mastery goals indicate that an individuals primary objective is to develop competence by improving upon ones skills. Students with a mastery goal orientation tend to select and persist at challenging task because they view effort as a way to attain new skills (Nicholls, 1984 as cited in Tyson, 2008). As a theoretical lens for examining this goal orientation, it may explain a students persistence in achieving their aspirations in life because they want to attain new skills which can facilitate good future. Existential Theory This theory holds that one of the basic dimensions of human condition is freedom and responsibility. A person is free to choose among alternatives and therefore have a large role in shaping their destinies. The manner in which an individual live and what he becomes are the result of his choices and because of the reality of this essential freedom, he must accept responsibility for directing his life (Corey, 2001). Existentialist further points out that each person are responsible for his life, for his actions, and for his failures to take actions. According to Russell (1978 as cited in Corey, 2001), each individual is the author of his life in the sense that he creates his destiny, his life situation, and his problems. This theory is applicable to all the hardships that every person encounters in life, like a students separation of parents. The current stud y looks at the relationship of resilience and academic performance. It suggests that when a student experience separation, he/she has a freedom to choose whether to continue and move on or dwell in these stressful events which can obviously affect his/her academic performance. Also,

this theory demonstrates that each individual is the architect of his future and he designs the blueprint according to what he wants in life. It may explain that when a student encounters hardships, he/she is still in control of his/her own life and it depends upon him/her whether to face that problem and to assume responsibility for that problem or not. Moreover, this theory further explains that humans are not the victims of circumstances because to a large extent each individual is the result of what he/she choose to be. Expectancy Value Theory This theory explains an individuals motivation as a product of his/her expectations of success and value toward a task. Focusing on the value component of this theory, this may explain students motivation to perform well or perform poorly in school due to the value that one places on a certain task. Furthermore, Eccles and Wigfield (2000 as cited in Siegle et. al., 2010) propose that students are motivated by a task with high attainment value (the importance of doing well on a specific task), high intrinsic value (the enjoyment individuals get when completing a task), high utility value (the usefulness of the task for future goals), and moderately low cost (i.e., what the individual will have to give up to succeed with or engage in a task). Expectancy value theory may explain why students persist to succeed despite the many challenges he/she faces, like separation of parents. The performance that a student exerts on different tasks in school may show the attainment value that one places on a specific task. The happiness that a student feels when he/she achieves his/her goals shows intrinsic value, the usefulness of all the efforts of a student in the future (e.g., getting a good job because of a good scholastic records) suggests utility value, and the giving up of ruminating to different

stressful-life events, like tumult in the family demonstrates the moderately low cost value. Maslows Hierarchy of Need Abraham Maslow calls his fourth class of human needs as esteem needs. He noted that satisfaction of the need for self-esteem allows a person to feel confident of his/her strength, worth, and adequacy. A person may then become more competent and productive in all aspects of life. When an individual lacks self-esteem, he/she feels inferior, helpless, and discouraged, with little confidence in his/her ability to cope with lifes problems (Schultz, 1999). Everyone needs to be confident in order to be product ive not only in academics but in the different aspects of life. Further, this theory may explain an individuals capacity to bounce back and cope with the adversities in life. A student who is satisfied with this need may have a stronger possibility to deal completely with the demands and challenges in life, like separation of parents. The student who attains this need may feel confident to pursue their studies despite the problems that hinder them in attaining their goals. In addition, the sense of self-esteem or confidence may help explain a students determination to achieve his/her goals in life which may lead to effective adaptation to the difficulties, thus facilitating positive academic performance. Conceptual Framework Several students grow up in a broken home. However, with healthy adaptation during the stressful life events they were able to cope without diminishing ability to concentrate in class. Students ability to bounce back to different problems in life , like separation of parents is one key component to success. Ones ability to overcome adversities in life is called resilience. The term resilience refers to a dynamic process

encompassing positive adaptation within the context of significant adversity. This definition implies not only that individuals are exposed to adversity or significant challenges to their well-being, but also that they demonstrate competence in the face of these challenges. Moreover, students resilience is believed to be a significant indication of success in different areas of life including academics. However, for some students this ability is not well-established which make them vulnerable to problems in life, like tumult in family. This weak endurance in facing challenges may increase greater possibility of interference in their academic performance. The diagram shows the type of population used as sample of the study. They are the students of Mindanao State University-Marawi Campus whose parents are separated. Moreover, the diagram also demonstrates the different variables involved in the research. The independent variable is the resilience of the students which consists two aspectspersonal competence and acceptance of self and life. The dependent variable is academic performance of the respondents during the first semester of A.Y 2011-2012 indicated by the respondents grade point average (GPA). Furthermore, the resilience of students with separated parents is measured through the resilience scale. This research attempted to identify whether personal competence, acceptance of self and life, and resilience level of students with separated parents are associated with their academic performance. The term academic performance refers to how well a student deals with his/her studies and how he/she copes with or how he/she accomplishes task given by instructors. It is measured through instructors evaluation in the form of number grades and weighted as grade point average (GPA).

Students
(with separated parents)

Resilience

Personal Competence

Acceptance of Self and Life

High

Academic Performance
Low

Suggested Solutions
Fig. 1 Schematic diagram of conceptual framework

Moreover, the other variables explored in the study are the respondents suggestions on how to address possible low levels of resilience and academic performance. The last box of the diagram involves the different suggestions of the respondents which include to trust in God, to study hard, to be given enough emotional support especially by parents, to think positively, financial support, forget everything about the past and face the problem, do what is good to have a good life, find an inspiration that can motivate to attain goals, government should provide competent teachers, and hangout with good company (see Table 18). Knowing the different suggestions of the respondents, students who suffer from separation of parents may gain knowledge on how to deal the stressful events they experience. In this way, they may have better chance to effectively manage the difficulties. Definition of Terms For the readers to have better understanding and broader perspective about the study, the following relevant terminologies are both operationally and conceptually defined. Academic Performance. This is the ability of a student to deal with their studies and to accomplish different task given to them by their instructors (Duckworth & Seligman, 2005). In this study, this refers to the grade point average (GPA) of students with separated parents during the first semester of A.Y. 2011-2012. Acceptance of Self and Life. This connotes an individuals willingness to continue the struggle to reconstruct ones life, to remain invo lve and to practice selfdiscipline. Moreover, it also refers to an individuals ability to depend on oneself and to recognize personal strength and limitation (Wagnild & Young, 1993). In this study, this

refers to the score of the respondents in the resilience scale which represents adaptability, flexibility, and a balanced perspective of life. Moreover, this refers to an ability of a student with separated parents to carry out different challenges at home and in the environment. Grade Point Average (GPA). This is an indicator of a students academic performance. It reflects a students performance on hundreds of exams, papers, class discussion, and home-work assignments, assessments by multiple teachers over the course of a school year or semester (Duckworth & Seligman, 2005). In this study, it refers to the academic performance of students with separated parents during the first semester of A.Y. 2011-2012. Marital Separation. This is an action taken by a married couple who believe that the marriage has no more hope of working (Maldonado, 2009). In this study, it refers to separation of married couple which resulted to broken homes and lead to single-parenting and to a one-parent home. Personal Competence. This is an ability of the individual to identify what is stressful, appraise realistically ones capacity for action, and solve problems effectively. Moreover, it also refers to ones belief in oneself and ones capabilities (Wagnild & Young, 1993). In this study, this refers to the factor of resilience which suggests

determination and perseverance as measured by the resilience scale. Moreover, this refers to the ability of students with separated parents to manage and express the social and emotional aspects of ones life in ways that enable the developmen t of skills that can help in their performance in school.

Resilience. This refers to an individuals effective coping and adaptation although faced with loss, hardships, or adversities (Wagnild & Young, 1993). In this study, it refers to the ability of students with separated parents to cope with adversities in life as measured by the Resilience Scale (RS) developed by Wagnild and Young. Student. This refers to somebody who study at a school, college or university (Geddess & Grosset, 2002). In this study, it refers to students who study in Mindanao State University-Marawi Campus who is living with either the mother or the father because the parents are separated.

CHAPTER II REVIEW OF RELATED LITERATURE This chapter presents the related literature and studies that discuss different concepts and ideas related to the research under the subheadings: A. Resilience, B. Academic Performance, and C. Separation of Parents. A. Resilience Resilience has been defined in many ways. One definition described resilience as skills, attributes, and abilities that enable individuals to adapt to hardships, difficulties, and challenges (Alvord & Grados, 2005 as cited in Thomas, 2011). Another author defined it as doing well despite adversity (Patterson, 2002). Moreover, resilience is a successful outcome of healthy adaptations during stressful life events (Rutter, 1990 as cited in Wilks, 2008), and it is often viewed in the psychological context in so much as it refers to cognitive capacity to avoid psychopathology despite difficulties (Tugade, Fredrickson, & Barrett, 2004). It is a psychological phenomenon as it is a perception of inner strength that allows for the physical manifestation of that strength, i.e., the quick recovery from disruptions in functioning and return to previous level of functioning (Carver, 1998; Steinhardt & Dolbier, 2008). Further, the concept of resilience has been a prominent study for several decades. Brooks and Goldstein (2010) define resilience as the inner strength of an individual to deal completely with the many challenges and demands they encounter. On the other hand, Grotberg (1995) defined resilience as a universal capacity which allows a person, group or community to prevent, minimize or overcome the damaging effects of adversity. Furthermore, Wagnild and Young (1993) define it as the ability of an individual to cope

with change or misfortune. Resilient individuals regain their balance and keep going despite adversity and misfortune. Even when they are in the midst of confusion and tumult, like separation of parents, still they are able to find meaning and purpose in life. Resilient persons are self-confident and understand their strengths and abilities (Wagnild &Young, 2010). Individuals who are highly resilient exhibit adaptive coping skills and often convert stressors into opportunities for learning and development. In a sample of college students, Campbell-Sills and colleagues (2006) found that resilience was positively related to task-oriented coping, or employing active, problem-focused behavior to address stressors (Kariv & Heiman, 2005). Similarly, Clifton and colleagues (2004) found that, of several demographic and environmental variables, problem-focused coping strategies as well as perceived control had the largest effects on academic achievement. Ward Struthers and colleagues (2000) also found that students who used problem-focused coping strategies performed better academically compared to students who used emotionfocused coping strategies. Therefore, a students level of resilience and the manifestations of that resilience are related to effective adaptive resources to academic stress (Wilks, 2008). Understanding how some students are successful at school despite having to overcome adverse personal and environmental factors holds promise as a possible way to help more students be academically successful. The abundance of messages about the importance of academic success is often identified b y students performance and resilience in dealing with challenges not only in school but also in different aspects of life. Through acquiring high level of resilience, students may have a greater likelihood of

educational success despite personal adversities brought about by environment conditions and experiences. Furthermore, research shows that resilience can significantly affect school and life outcomes for youth, including academic success even for students who are faced with great adversity (Mclemore, 2009). These skill can be learned, measured, and have lasting effects on academic performance. A growing body of research points to resilience as a key component which influences success in education. Resilience further refers to ones ability to succeed in school despite adverse conditions such as poverty or abuse. In addition, according to Mclemore (2009), resilience has six components which include confidence, a sense of well-being, motivation, an ability to set goals,

relationship/connections, and stress management. A review of literature reveals evidence connecting resilience and academic success. The study conducted by Scales et. al. (2003) among middle and high school students shows that higher levels of resiliency traits are strongly correlated with higher grade point averages (GPAs). Moreover, the U.S Department of Education, Waxman and Huang (1997 as cited in Mclemore, 2009) assessed inner-city students who ranked on the 90th percentile on the standardized test in mathematics and found that these students were highly resilient, reporting significantly higher levels of task orientation and satisfaction, social self-concept, academic motivation, and academic self-concept than their counterparts who ranked below the 10th percentile. Most of the studies have suggested that resilient students tend to manifest adaptive behavior, especially in areas of academic functioning. In addition, the psychoanalytic perspective of resilience, according to Wagnild and Young (2003), when

viewed as a continuum is at one extreme defined as being resourceful, flexible, and having an available repertoire of problem-solving strategies while on the opposite continuum is ego brittleness implying little flexibility, inability to respond to dynamic requirement of the situation, a tendency to become disorganized when encountering change circumstance or when under stress, and a difficulty in recuperating after a traumatic experience. B. Academic Performance Academic performance refers to how students deal with their studies and how they cope or accomplish different tasks given to them by their instructors/teachers. Some scholars defined academic performance as the ability to study and remember facts and being able to communicate ones knowledge verbally or down on paper (Raise your Academic Performance, (n.d.). Performance in school is evaluated in a number of ways. For regular grading, students demonstrate their knowledge by taking written and/or oral test, performing presentations, turning in homework and participating in class activities and discussions. Teachers and instructors evaluate their students perf ormance in the form of letter or number grades. Most educational institutions in the country evaluate students academic performance through numbers (Raise your Academic Performance, (n.d.). According to Demmert (2004), there are three environmental influences linked to levels of academic performance among children. These influences include high quality parenting (the degree to which a youngster is provided with an enriched warm and responsive learning environment which includes appropriate control and discipline over children and are closely associated with both higher first grade reading and mathematics

skills); high quality child-care environment (stimulating activity and nurturing as reflected in high quality parenting); and high quality first-grade classrooms (with a focus on literacy instruction, evaluation of feedback, instructional conversation, and encouraging child responsibilities). Furthermore, according to Diaz (2003), social/family factors are some of the groups of performance-determining factors. The educational condition attributed to the family is beyond all doubt or discussion, as there is an everincreasing awareness of the importance of the parents role in the progress and educational development of their children. Adel (as cited in Diaz, 2003) considers family background as the most important and most weighty factor in determining the academic performance attained by student. Among family factors of greatest influence are social class variables and the educational and family environment. Moreover, Diaz (2008) further noted that with regard to social class ones result and expectation for the future are better when one belongs to a social ladder. A study on performance of secondary school in Spain by Marchesi and Martin (2002) found that upper class students show better use of metacognitive strategies than those of the lower class. They further noted that the influence of social class is mediated by cultural level, which in turn determines family expectations, values, and attitudes regarding education. In other words, a students motivation to achieve depends more on parents level of learning than on their level of income. Moreover, the study conducted by Castejon and Perez (1998) found that the childs perception of family support directly affects performance. Other research also indicates that the most influential family component on performance are not socio-cultural or economic but rather the effective or psychological dimension (i.e., although good academic preparation of the parents and a

positive cultural environment that favor scholastic performance, it is affective and relational variables which most stand out as factors in performance). This idea was also true to a study (Caplan et. al, 2002; Buote, 2001 as cited in Diaz, 2003) conducted in which the level of family cohesion and family relationships predict academic performance. Furthermore, family climate is defined by the amount of time and the style of help that students receive from the family. It is determined by elements of the family context like the dynamic of communication and affective relationships, attitude towards values, expectations, and others (Diaz, 2003). In addition, Diaz demonstrates that a positive family climate favors the development of well-adapted, mature, stable and integrated students while unfavorable family climate promotes non-adaptation, immaturity, lack of balance, and insecurity. C. Separation of Parents Marital separation is common in our society nowadays (Thomas, 2011). It is a recurrent event not only in the Philippines but also in different parts of the world. In the United States, for instance, more than one-third of Americas children experience divorce (Landucci, 2008; Thomas, 2011). According to Bentram (2001), the fast growing marital status category in the U.S is divorce. With the higher number of separated couples in the world come a larger number of children facing marital separation. Moreover, marital separation can have negative and devastating effects on the part of an individual, especially to the children. Children from broken homes are the first who would be affected due to the vital role that parents play in their growing years. Also, children learn their first lesson about resilience from their parents. They begin forming beliefs about themselves early in life by looking up to their parents and other important adults as role

models. According to Landucci (2008), to be separated from his mother or father is to lose a part of himself/herself, as to be separated from a hand or a foot. For many children, the effect of marital separation can have instantaneous and long lasting results. C.1 Marital Separation in the Philippines Differences, disputes and other factors emerge in even the happiest of unions. Just as marriage creates a family relationship, divorce/separation ends that marriage (Kalafut, 2008). Many fairytale weddings do not always end in eternal bliss (Philippines Laws, n.d). Marital separation or termination of marriage is an action taken by a married couple who believe that the marriage has no more hope of working. According to Maldonado (2009), a separation or divorce is often the result of a process of marital dysfunction, discord, miscommunication, and other related matters. For many children, separation means the death of a family. In other countries, especially in western countries, this phenomenon is usually termed as divorce. Moreover, the issues of divorce, separation, and annulment in the Philippines are extremely difficult legal issues that require qualified lawyers who are extremely familiar with the many intricate and complex rules regarding the ending of marriages (Philippine Laws, n.d). Divorce is neither legal nor recognized in the country (Annulment, 2007). As such, the only way to dissolve a marriage in the Philippines is through an annulment. The annulment of marriage requires court process to terminate the marital union between a wife and a husband. Moreover, there are also separations that only involve verbal agreement, or a family abandonment made by either a husband or wife, and leaving the family without proper explanation. This type of separation is common in our society due to the fact that it is not costly on both parties.

A rate of marital separation in the Philippines is increasing due to marital conflict. Further, it is important to remember that as the separation rates continue to increase so does the likelihood that children of separated parents may have a greater risk adjusting in areas of social relationships, educational achievement, psychological adjustment, selfconcept, behavior/conduct, and social relations (Amanto & Keith, 2001 ; VanderValk et al., 2005, as cited in Landucci, 2008). According to Bentram (2011), separation of parents leaves an emotional mark that lasts a lifetime. With marriage failure rate on the ascendancy worldwide, increasing numbers of children are growing up in broken homes. To some children, marital separation is a tragedy (Maldonado, 2009). According to Landucci (2008), marital separation impacts children in many ways. C.2 Academic Impact of Parents Separation Separation of parents may impact academic success of some students. When children experience the trauma of their parents separation, their emotional state may impact interactions with their classmates. Students may wish to have alone-time to reflect and think about life at home. According to Landucci (2008), separation of parents is one of the factors that may influence the childs academics. Poor attendance, decline in grades, and inability to concentrate are often warning signs that may show up in classroom. Furthermore, Hargreaves (1991 as cited in Landucci, 2008), noted that children adjust more effectively, learn successfully, and misbehave least when both home and school are proactive in meeting the childs needs. A significant predictor of the childs academic success is continuing a consistent, cooperative, and beneficial relationship with both parents. Moreover, some one-parent families can also put at risk

for academic difficulty. Children who struggle in the classroom may encounter themes related to grieving over their parents separation, concern about financial problems at home, or living in stressful or emotionally tensed households. Carlson (cited in Dykeman, 2003) found children who have experienced a recent divorce in their family may have more difficulty academically at school than children from intact families. Hargreaves (1991 as cited in Landucci, 2008) further noted that children may experience mood changes, anger, and frustration while at school, and children from separated parents may be more disorderly in class, have less proficiency in study habit and be tardy or absent more frequently than children from two-parent families. Hargreaves (1991) further indicated that children who have behavior problems tend to show less quality work in the classroom and have more unfinished homework assignments. Amato (cited in Landucci, 2008) added that children from one-parent families may have more household tasks and chore responsibilities adding to their stress level than children from two-parent families. In addition, Hertington (cited in Landucci, 2008) found that children from single-parent families may be more likely to underachieve due to anxiety related to the major changes in the family. C.3 Challenges of Less Income According to Hargreaves (1991 as cited in Landucci, 2008), children from oneparent households tend to have less income and may also have fewer resources. Because money and time are characteristically more limited in one-parent households, some children may choose not to join band, cheer, sports, or other activities or lab classes that require money or special equipment to participate due to limited income at home.

Moreover, according to Kelly and Emery (2003), a separation accelerates the downward standard of living. The consequences of reduced economic circumstances may be significant stressor for many children through disruptive changes in residence, school, friends, and child care arrangements. Booth and Amato (2001 as cited in Kelly & Emery, 2003), found that 46% of young adults recalled moving in the year following separation, and 25% reported changing schools. In addition, because child support generally is structured to pay for the basic necessities, children may not be able to participate in sports, lessons, and organizations that brought significant meaning to their lives prior to separation. This is particularly true if there are limited resources, high parent conflict, and poor cooperation (Kelly & Emery, 2003). C.4 Childrens Feelings and Behaviors Many studies examined the effects of parents separation has on children, specifically young children (Baer et. al., 2011). According to Landucci (2008), children may be disruptive, misbehave, and ignore parent requests as ways of showing frustration and anxiety regarding the separation. Major effects of separation on children are also found in areas of social relationships, educational achievement, psychological adjustment, self-concept, and social relations (Amato & Keith as cited in Vander Valk et. al., 2005). Furthermore, the study of Clarke-Stewart et. al. (2000 as cited in Baer, Hoffman & Mooney, 2011) examined the effects of divorce on very young children. In this study, researchers examined aspects including cognitive ability, social ability, behavioral problems, attachment to mother, and the childs positive and negative behavior s with the mother. The researchers found that children with divorced parents were less securely

attached to their mothers and showed less positive behaviors when interacting with their mother. Further, these children had poorer social abilities and found to have more behavior problems when they reached older age. They also found that the most significant difference between children from non-intact families and children from twoparent households was cognitive performance, in which children with divorced parents scored much lower. Also, the researcher found that boys were more affected by parental separation in terms of cognitive performance, whereas girls were more affected by negative behavior of their mother than boys. Moreover, the study of Kelly and Emery (2003 as cited in Baer, Hoffman & Mooney, 2011) found that 20-25% of children from non-intact families have serious psychological and social problems, whereas only 10% of children in two-parent households have similar issues. Kelly and Emery (2003) further noted that children from divorced families are two to three times more likely to drop out of school than children from intact families. Further, Kelly and Emery noted that a parent remarrying does not lessen the increased risk for behavior problems. The divorce, children in stepfamily homes are twice more likely to have psychological, behavioral, social, and academic problems than are children in nondivorced families. Moreover, according to Dykeman (2003 as cited in Landucci, 2008), children are often more resilient when their parents offer dependable, constant, and similar parenting styles when providing their children with guidance, discipline, and expectations. Dykeman further stated that it is important for parents to put aside their personal conflicts while they are around with their children and avoid including children in their problems. Communication among separated parents is also essential and will require a business-like relationship without conflict in front of their children (Landucci, 2008).

CHAPTER III METHODOLOGY This chapter introduces the research design employed, the locale, the process of obtaining the research sample, the instruments used, the data collection procedure, and the statistical treatment that was utilized as well as analysis of data. Research Design This study is correlational in nature which examined the relationship between resilience and academic performance of students with separated parents in MSU-Marawi Campus. The respondents of the study were selected through purposive sampling. Data were accumulated through the use of questionnaires and the resilience scale developed by Wagnild and Young (1993). Moreover, academic performance of the respondents were obtained through asking the respondents to indicate their GPA during the first semester of A.Y. 2011-2012 in the questionnaires provided. Locale of the Study The researcher conducted this study in Mindanao State University (MSU) which is about four (4) kilometers from downtown Marawi, known as the City of Golden Hospitality and the Islamic City of the South. MSU was established in Marawi City on September 1, 1961 through Republic Act 1837 as amended with Dr. Isidro as its founding president. The main campus of Mindanao State University situated on top of a 1,000 hectare site which is part of military reservation. It is accessible either by land, air, and sea transportation from all points in mainland Mindanao via Iligan City. It is approximately forty (40) kilometers away from Iligan, the City of Water Falls.

Figure 2. Map of Mindanao State University

Moreover, MSU-Marawi Campus caters to different groups of students coming from all walks of life. Hence, the University has been considered to be an ideal social laboratory for all students coming from different parts of the country with different ethnicity, religious and social backgrounds, including students coming from broken homes. These students were raised by either their mother or father due to the failure of marriage. In relation to this, the researcher chose this locale since availability of students in the campus who approximately qualify as sample for this study are accessible. The study was conducted in order to assess whether resilience and academic performance are associated. This may help explain the ups and downs of the academic performance of the aforementioned student population. Research Sample The study involved 50 respondents, both male and female from MSU-Marawi Campus. These respondents were selected using purposive sampling technique. They must be college students whose parents are separated and who are living with a single parent. Further, respondents must have at least 18 units enrolled during the first and the second semesters of the Academic Year 2011-2012. Research Instrument The research instrument used in this study is a questionnaire that is composed of three parts. Part I consists of the personal profile of the respondents in terms of age, gender, course, year level, ethnic origin, religious affiliation, organizational affiliation, hobbies, number of siblings, age when parents separated, number of years of parents separation, family income, and parents custody. The research instrument is a self-made

questionnaire in checklist format that asks data about the demographic characteristics of respondents. Part II is the resilience scale adapted from The Resilience Scale developed by Gail M. Wagnild and Heather M. Young (1993). It is a 25-item test that measures resilience of children, adolescents, and across range of groups of people. The original scale consists of 25 positive statements that are written in 7 point Likert scale from 1, disagree, to 7, agree. Possible scores range from 25 to 175 with higher scores reflecting higher resilience. For this research, the instrument was modified to a Likert format using the 5-point scale of (1) very untrue, (2) untrue, (3) undecided, (4) true, and (5) very true. Each item of the scale are reverse-scored to suit the instrument to the MSU-Marawi Campus context grading system, in which lower number grades indicates high academic performance (i.e., 1.0 shows excellent mark). Thus, low scorers in this scale exhibits high resilience level. The scale is composed of two factors deemed to measure resilience level. Factor I is labeled as personal competence, which refers to the ability of an individual to identify what is stressful, appraise realistically ones capacity for action, and solve problems effectively. It also refers to ones belief in oneself and ones capabilities. Factor II i s labeled as acceptance of self and life, which connotes an individuals willingness to continue the struggle to reconstruct ones life, to remain involve d and to practice selfdiscipline. It also refers to an individuals ability to depend on oneself and to recognize personal strengths and limitations. Both factors reflect the theoretical definitions of resilience providing support to the construct validity of the scale. This test is intended to examine a persons resilience across all ages.

In scoring Personal Competence, items 1, 2, 3, 4, 5, 6, 9, 10, 13, 14, 15 , 17, 18, 19, 20, 23 and 24 are scored 5-1. Scores for this factor can range from 85-17 with lower scores reflecting higher resilience level. Moreover, the interpretative ranges of the personal competence score are the following: Very High: 17-30; High: 31-44; Average: 45-57; Low: 58-71; Very Low: 72-85 (see appendix C). To score Acceptance of Self and Life, items 7, 8, 11, 12, 16, 21, 22 and 25 are scored 5-1. The highest obtainable score is 40 and the lowest is 8. The interpretation of the Acceptance of Self and Life scores is based on the following inter pretative ranges: Very High: 8-13; High: 14-19; Average: 20-28; Low: 29-34; Very Low: 35-40 (see appendix C). To determine the level of resilience of students with separated parents, overall score from personal competence and acceptance of self and life is computed. The score can range from 25-125, with higher score indicating lower level of self-reported resilience level. The interpretative ranges of the resilience score are the following: Very High Resilience: 25-44; High Resilience: 45-64; Average: 65-85; Low Resilience: 86105; Very Low Resilience: 106-125 (see appendix C). Moreover, the original instrument has a reliability as high as .91. Since there are modifications of the items of the scale, the researcher pretested the instrument to suit the scale to the context of the present study. Result of the pretesting obtained an -value of .755, suggesting moderate reliability (see appendix D). This shows that the instrument is somehow reliable to measure the resilience of students with separated parents in MSU-Marawi Campus.

Further, Part III is an open-ended question for the respondents to share deeper information on how to alleviate problems of students with separated parents who have low level of resilience and low academic performance. Data Gathering Procedures The data were collected through a survey using the self-made questionnaires. In collecting the data, the following steps were taken: 1. A test whose 25 items were adapted from The Resilience Scale developed by Gail M. Wagnild and Heather M. Young to measure resilience was constructed on August 17, 2011. 2. Pre-testing of the resilience scale was done for localization purposes on January 10-20, 2012. Twenty students with separated parents from MSU-Marawi Campus who satisfied the criteria for selection participated. Reliability coefficient of the scale was obtained immediately after the pretesting. 3. Distribution of the questionnaires to qualified and willing respondents was conducted on January 23, 2012 until February 3, 2012. 4. Retrieval of the questionnaires was undertaken on February 3, 2012 until February 13, 2012. 5. Categorization, tabulation and analysis of responses immediately followed. Statistical Treatment and Analysis of Data The data collected were analyzed, categorized, and tabulated using the following methods:

1. Frequencies and Percentages. These were used to determine the profile of the respondents and the response distribution on each of the variables used. The formula used: % = f x 100 n where f= frequency, n= population, and %= percentage (Kaplan & Sacuzzo, 1997): 2. Pearson Correlation. This was used to establish relationships between resilience and academic performance. The confidence interval used was 95% ( = 0.05). The coefficient (-1.00 to +1.00) will indicate both the direction of correlation by its sign and the strength by its absolute value. The scale ratings for r values are as follows: - +1.00 (perfect correlation); -+0.99 to -+0.91 (very high correlation); +0.90 to -+0.71 (high correlation); -+0.70 to -+0.41 (moderately high correlation); +0.40 to -+0.21 (weak correlation); -+0.20 to -+0.01 (very weak correlation); and 0.00 (no correlation). The formula for Pearsons r is shown below.

r=
where r= correlation coefficient, x= individual score of independent variable x, y= individual score of dependent variable y, N= number of respondents, and = summation (Pearson r, 2011). In addition, Cronbachs was used for the computation of the reliability coefficient of the resilience scale. Lastly, SPSS (Statistical Package for Social Sciences) was used to further treat the respondents responses in order to obtain results of correlation, means, and other statistical information.

CHAPTER IV RESULTS AND DISCUSSION This chapter shows the presentation, analysis and discussion of data gathered in the study. The organization of data is presented in the order of the statement of the problem. A. Demographic Profile of the Respondents This section presents the demographic profile of the respondent in terms of age, gender, course, year level, ethnic origin, religion, organizational affiliation, hobbies, number of siblings, age when parents separated, number of years of parents separation, family income, and parents custody. Table 1. Distribution of respondents according to age Age Range 16-18 19-21 22-24 Total f 18 31 1 50 % 36 62 2 100

As shown in Table 1, 31 or 62% respondents belonged to the age bracket of 19 to 21 years old. Many of them fall on the age range 16 to 18 years old (18 or 36%); 2 % fall on the age range 22-24 years old. The data signify that a great majority of the students with separated parents in MSU-Marawi Campus were in their late teens and early twenties. According to Koplewicz and Gurian (2001), late adolescence and early adulthood is the time of self-regulation, establishment of autonomy, academic and vocational achievement, and the formation of an intimate relationship. This means that

majority of the respondents are already mature and can somehow manage the difficult situations they had gone through. They are developmentally capable of understanding their family structure and can somehow manage to adapt to the complicated circumstances. Table 2. Distribution of respondents according to gender Gender Female Male Total f 39 11 50 % 78 22 100

Table 2 shows that majority (78%) of the respondents were females while males constituted only 22%. This implies that most respondents of the study are females. This is because of the fact that there are more females nowadays compared to males (List of sex ratio, n.d). Thus, this indicates that more female students experience disruption of their parents marriage. Table 3 Distribution of respondents according to year level Year Level 1st year 2nd year 3rd year 4th year Total f 11 18 14 7 50 % 22 36 28 14 100

Table 3 shows the distribution of respondents according to year level in college. As seen from the table, 36% of the respondents are in the second year. This is followed by third year (14 or 28%), then the first year (11 or 22%) and the fourth year (7 or 14%). The finding indicates that many of the respondents are at their sophomore years. Results revealed that the greater number of the sample had already beaten the demands of being freshmen student (e.g., a first time being far from family and home). This marks the beginning of being emotionally independent and a start to grow to maturity. However, the result does not guarantee that respondents are psychologically adjusted because they were able to reach higher years; but it may imply that a greater number of the sample fall on this level because they managed to move on to the higher level despite the separation of their parents. Table 4. Distribution of respondents according to ethnic origin Ethnic Origin Surigaonon Maranao Cebuano Manobo Ilonggo Mandaya Ilocano Boholano Maguindanaon Tausug Tiruray Total f 13 9 8 4 4 3 2 2 2 1 1 50 % 26 18 16 8 8 6 4 4 4 2 2 100

Table 4 presents the distribution of respondents according to ethnic origin. As seen from the table, many of the respondents belonged to Surigaonon group comprising 26%, followed by Maranao (18%), and Cebuano (16%). Both Ilonggo and Manobo comprised 8% of the total sample, respectively. There were also 3 (6%) respondents who belonged to Mandaya ethnic group. Further, Ilocano, Boholano, and Maguindanaon constituted 4% of the respondents, respectively. On the other hand, the Tiruray, the Tausug, and the Subanen groups comprised 2% of the respondents each. As shown in the table, respondents of the study came from various ethnic origins. It is because MSU-Marawi Campus as an academic institution, offers the cheapest tuition fees in the country. It is a school for the poor but deserving students. While it demands the cheapest of tuition fees, it requires high academic excellence. Hence, you can find students coming from the less privileged families of the society belonging to the cultural minorities and the Lumads of the society. Moreover, it must be noted that MSU is known to be the melting pot of the south where you can find indivi duals from diverse ethnic backgrounds. Table 5. Distribution of respondents according to religion Religion Roman Catholic Islam Born Again Christian Seventh Day Adventist Baptist Total f 21 13 12 3 1 50 % 42 26 24 6 2 100

In Table 5, results revealed that the religion of almost half of the respondents is Roman Catholic (21 or 42%). On the other hand, Islam religion comprised 13 or 26% of the total sample; 12 or 24% are Born Again Christian; 3 or 6% are Seventh-Day Adventists; and 1 or 2% is a Baptist. According to Francisco (2010), 80% of the citizens in the Philippines belongs to the Catholic religious group. The higher percentage of the Roman Catholic respondents could be explained by the reality that Catholicism is the dominant religion in the country even in MSU-Marawi Campus. Thus, students who experienced breakdown of parents marriage is high on the Catholic group compared to other religious denominations. Further, it must be noted that MSU is situated in Islamic City of Marawi where one can find various Muslim groups, predominantly the Maranaos. Thus, the second highest religion of respondents in the University is Islam. On the other hand, a lesser number of respondents are Born Again Christian, Seventh Day Adventist, and Baptist. It must be noted that these religions prohibit worldly matters, such as vices (e.g., gambling) which according to Rowd (n.d), is the frequently cited reasons for marital conflict. Hence, in these religious denominations lower rates of marital breakdown occur, thus a lesser number of students suffer from the adverse effects of parents separation. Moreover, result may imply that despite the location of the University, Christians appear to be the dominant group of respondents in the campus. It may be due to the fact that MSU-Marawi Campus is considered to be the cheapest University in the country. Thus, many children from various family backgrounds aspire to be MSUans, particularly those students who are supported by one-parent households.

Table 6. Distribution of respondents according to organizational affiliation Organizations* Religious Organization Academic Organization Sports Club Fraternity/Sorority Dance Troupe *multiple responses Table 6 shows that majority of respondents are affiliated in religious organization (51.56%); a number of them in academic organization (39.40%); while a very few of them are affiliated to sports club (4.55%), fraternity/sorority (3.03%), and dance troupe (1.52%). In this study, it appears that there are more respondents who joined in religious organizations. This may imply that MSU-Marawi Campus students are spiritually conscious. This sense of spirituality makes them invoke divine presence or intervention at nearly every bend of their academic journey. Furthermore, the second organizational affiliation that respondents are in is academic organization. This signifies that a greater number of students with separated parents remains academically oriented in spite of the problems they encounter due to separation of parents. The least organizational affiliation that the respondents prefer is the sports club, followed by fraternity/sorority, and the dance troupe. This implies that only very few of the respondents are sports oriented; only some of them love to have fraternity/sorority brothers and sisters; and only 1 of them appears to like being in a company of dancers. Moreover, the activities of each organization where students with f 34 26 3 2 1 % 51.56 39.40 4.55 3.03 1.52

separated parents joined could have significant impact on their lives which help them attain better adjustment. Table 7. Distribution of respondents according to hobbies Hobbies* Watching Movies Reading Novels Playing Computer Games Internet Surfing Shopping Playing Sports Games * multiple responses Table 7 shows the frequency and percentage distribution of respondents according to hobbies. Among the hobbies, respondents are fond of watching movies (36.54%), reading novels comprised (23.08%), playing computer games (18.27 %), internet surfing (15.38%), shopping (4 or 3.84%) and playing sports games (2.88%). The data imply that the hobby with technology advancement nowadays, students watch movies and other activities using different gadgets, making it very accessible for relaxation during spare time. This may indicate that through these different activities/hobbies they engage in, they may forget their problems for a while. The distribution of the respondents number of siblings is shown in Table 8. From the data, 12 (24%) respondents have no siblings, 11 (22%) of the respondents have 3 siblings, 10 (20%) respondents have 1 sibling, 7 (14 %) respondents have 2 siblings, 6%, 2%, and 2% of the respondents have 5, 6, and 7 above siblings, respectively. f 38 24 19 16 4 3 % 36.54 23.08 18.27 15.38 3.84 2.88

Table 8. Distribution of respondents according to number of siblings Number of siblings No Siblings 1 2 3 4 5 6 7 above Total f 12 10 7 11 5 3 1 1 50 % 24 20 14 22 10 6 2 2 100

Results revealed that most respondents have lesser number of siblings. This implies that only few members of the family have to share mother/father attention and income, thus, increasing the availability of resources. Typically, sibling variable has small associations with academic outcomes. Sibling variables are related to the quality and quantity of parent-child interactions in families, and the greater the number of children in a family, the more the children have to share their parents spare time (Academic Achievement, 2011). Moreover, according to Landucci (2008), couples have less desire to stay in a failing marriage when they have lesser number of children, especially when conflict between spouse intensifies. The impact of lesser number of children allows couple to do separation with lesser worry to the emotional stress of a child. As shown, more students with separated parents have lesser number of siblings signifying that they belong to

small-member families. This could be one factor that increases the drive of their parents to separate when the family conflict heightened since they only have few children and can somehow manage to bear the responsibility as one-parent. Table 9. Distribution of respondents according to age when parents separated age when parents separated 5 yrs.-below 6-8 yrs. 9-11 yrs. 12-14 yrs. 15-17yrs. 18-20 yrs. 21 yrs. and more Total f 19 7 4 5 9 5 1 50 % 38 14 8 10 18 10 2 100

Table 9 shows the distribution of respondents according to age when parents separated. From the data, 38% of the respondents had experienced separation of parents when they were 5 years old and below. This may mean that many of the respondents have limited details of their parents separation since they were not fully aware of the incident. According to Bojuwoye and Akpan (2009), children at a younger age may not recognize the impact of separation and they are not expected to grieve over the loss (through separation) of loved ones. Moreover, 9 or 18% of the sample had undergone separation of parents at the age of 15-17 years old. During these ages, a person enters adolescent stage and are now able to comprehend separation of parents more than younger children because of their maturity level. According to Maldonado (2009), some children during

adolescence seem to be too involved in their parents separation while some teenagers become too distant and are not involved in the situation. This may imply that some respondents who experienced breakdown of parents marriage during these ages may have a hard time coping with the change in their family structure, while others managed to handle the difficult situation. There were also 7 (14%) respondents who were 6-8 years old when their parents separated. At this stage, a child enters school and may have an idea of what marital separation is (Koplewicz & Gurian, 2001). This may imply that respondents whose parents separated during these times may already have awareness of the transition that happened in their family. When respondents were already 12-14 years old (10%), they were fully aware of the conflict. Further, when they were already 18-20 years (10%), they completely comprehend the meaning and a possible devastating effect of parents separation (Mclanahan, n.d.). This may imply that very few of the respondents grieve for the breakdown of the family structure and loss of a loved one. Smith (1999 as cited in Landucci, 2009) explained that there are many feelings that late teens have in reaction to their parents separation. Disbelief and denial are common, and sadness, loss, and loneliness would result when grief is too devastating to comprehend, especially when the victim acknowledges that the separation is permanent. On the other hand, according to Amato and Keith (1991 as cited in Landucci 2008), during these ages, an individuals close alignment with peers help them to repress feelings associated with parents separation. When children are 9-11 years (8%) when parents separated, somehow they understand why the separation had to happen, and they are able to keep both feelings and

behaviors manageable (Amato & Keith, 1991). Only 1 (2%) respondents is 21 years old when parents separation happened. This may imply that the incident did not really affect the individual. According to Erikson, during this period individuals establish our independence from parents and quasi-parental institutions, and begin to function as mature, responsible adults (cited in Schultz, 1998). Table 10. Distribution of respondents according to number of years of parents separation number of years f % 2-4 yrs. 5-7 yrs. 8-10 yrs. 11-13 yrs 14-16 yrs. 17-19 yrs. Total 11 8 5 3 8 15 50 22 16 10 6 16 30 100

Table 10 shows the distribution as to the number of years of parents separation. As shown in the table, respondents parents separated for 17-19 years (30%) already. This indicates that a number of respondents have lived for 17-19 years in a one-parent family. This signifies that a few of them had already accepted the situation and had adjusted reasonably well to their parents marital disruption. The study of Amato (1 987 as cited in Landucci, 2009) found out that the length of time since marital disruption was related to childrens well-being. Moreover, a number of researchers have argued that although there are often negative effects on children following marital breakdown,

children adjust to it over time (Kelly & Emery, 2009). This implies that respondents, to some degree had already coped with the transition in the family structure. Further, results also revealed that there are few respondents whose parents separated for 2-4 years (22%). This indicates that these students experienced separation of parents during their teenaged years, which may be overwhelmingly painful since they can already comprehend the dynamics within the family. According to Pickar (2009), teenagers are dealing with their emerging sexuality, solidifying their identity, and pushing for increased autonomy, while also mourning the loss of childhood. Hence, when parents separated, adolescents face the formidable task of adjusting to these changes while at the same time coping with their parents separation. A number of respondents had their parents separation for 5 -7 years (16%), for 14-16 years (16%), for 8-10 years (10%), and for 11-13 years (6%). For these respondents, being in a one parents household is no big deal because to some degree they have become emotionally attuned to the situation. According to Pickar (2009), for the vast majority of children and adolescents, the initial period following separation is quite stressful, and they may experience negative emotional, psychological, and physical health symptoms for several years. However, they still grow up to be well-adjusted adults as they cope with the situations. Table 11 presents respondents mother/father monthly income. As shown in the table, 28% of the respondents mother/father has a monthly income ranging from P25, 000 and more. On the other hand, those with family income of below P5, 999 comprised 13 or 26% of the total sample. Those in the income bracket of 6,000-10,999 are 12 or

Table 11. Distribution of respondents according to mother/father income Mother/Father Income 25,000-above Php 20,000-24,999 Php 15,000-19,999 Php 11,000-14,999 Php 6,000-10,999 Php 5,999-below Php Total f 14 2 3 6 12 13 50 % 28 4 6 12 24 26 100

24% respondents while those in the bracket of 15,000-19,999 are 5 or 10% respondents, 6 or 12% respondents mother/father has an income of P11, 000 -P14, 000, with P15, 000P19, 999 mother/father income are 3 or 6% respondents, while only 2 or 4% respondents has mother/father with P20, 000-P24, 000 monthly income. Results revealed that the mother/father monthly income of a greater number of respondents is large suggesting that their mother/father have good financial means. According to Hughes (as cited in Landucci, 2009), having a bigger income may increase the risks of separation, especially when both women and men are relying less on one another for economic survival. Financial stability allows the male or female head of household to have flexibility to exit in the marriage when couples problem heightened. Results of the study may imply that the mother/father of the respondents were less dependent on one another financially. This could be one factor that increases the propensity of separation especially when both husband and the wife couple are working late and/or working at different distant places. According to Landucci (2009), a husband

and a wife who are gainfully employed and self-sufficient may be more willing to dissolve marriage because they are not financially dependent on their spouse. Moreover, 13 (24%) of the respondents parent are financially unstable which implies limited resources for the respondents. Financial problems are not rare for oneparent families since only the mother/father is working to support the needs of the children. The economic deprivation theory (cited in Academic Achievement, 2011) suggests that economic hardship in one-parent families is likely to require adolescents to work long hours and to take greater responsibility for younger brothers and sisters. As a result, these time-consuming activities are likely to be related to lower school achievement (Academic Achievement, 2011). In addition, inadequate child financial support affects childrens well being, in one way or another and the knowledge that they cannot count on their mother/fathers support could discourage them from pursuing higher education. This in turn may affect their current school performance (Landucci, 2008). Table12. Distribution of respondents according to parents custody Male Parents Custody Mother Father Total f 6 5 11 % 54.55 45.45 100 f 32 7 39 Female % 82.05 17.95 100 F 38 12 50 Total % 76 24 100

The table above shows the distribution of respondents according to parents custody. As shown, 76% of the respondents are living with their mother while only 24% are living with their father.

Results revealed that majority of the female respondents (82.05%) have their mother as a custodial parent. More male respondents are living with their mother instead of their same-sex parent Majority of respondents live with their mother instead of their father. This is explained by the fact that most of the respondents experienced separation of parents when they were 5 years old and below (see Table 9). During these ages, mothers are usually the ones to have custody of young boys and girls on the presumption that mothers are inherently better caretakers of young children (Criteria for Custody, n.d). B. Respondents Academic Performance This section presents the academic performance of the respondents. The academic performance was determined through the grade point average (GPA) obtained by the respondents during the first semester of Academic Year 2011-2012. Table13. Distribution of respondents according to grade point average (GPA) GPA 1.51-1.75 1.76-2.0 2.01-2.25 2.26-2.5 2.51-3.0 Total f 3 16 21 7 3 50 % 6 32 42 14 6 100

From the data, many (21 or 42%) of the respondents have a GPA ranging from 2.01-2.25, 16 (32%) respondents have a GPA ranging from 1.76- 2.0, 7 (14%) respondents obtained a GPA of 2.26-2.5, while 3 (6%) respondents have a GPA 1.511.75 and 2.51-3.0, respectively.

Results of the study revealed that many students with separated parents have good academic performance during the first semester of A.Y. 2011-2012. This may signify that many of the respondents were able to surmount the deleterious effects of their family predicaments. The grade point averages (GPAs) that they get during the first semester may imply that they have adapted well to the transition of their family structure. Thus, they managed to get good grades in spite of the family tumult they experienced. C. Level of Resilience among Respondents This section presents the level of resilience among students with separated parents in MSU-Marawi campus. Resilience includes two factors which are personal competence and acceptance of self and life. Further, the instrument used to measure resilience level is the Resilience Scale developed by Wagnild and Young (1993). Table 14 shows the respondents level of resilience in terms of personal competence. Table14. Distribution of respondents level of resilience in terms of personal compe tence Level * Very High High Average Total f 10 34 6 50 % 20 68 12 100

*see Appendix C for the interpretation of the level As shown in the table, majority (34 or 68%) of the respondents have high personal competence, 10 (20%) respondents have very high personal competence, while only 6 (12%) respondents have average personal competence.

Results of the study imply that majority of students who experienced disruption of parents marriage keep going despite the difficulties, discouragements, and

disappointments they encountered in life. Their high ability in terms of personal competence shows their determination and perseverance to keep moving forward with the purpose of attaining their goals. Further, those students who have very high personal competence are believed to have a strong courage and stamina to fight a good fight. They are the types of individuals who tend to finish what they began. Moreover, the few respondents who exhibit average personal competence are more likely to confront rather than to retreat from challenges and significant setbacks in life. Thus, a greater number of students in the campus whose parents separated are good at overcoming barriers in life. Their propensity to beat roadblocks along lifes journey could be high. Table15. Distribution of respondents level of resilience in terms of acceptance of self and life Level* Very High High Average Total f 3 22 25 50 % 6 44 50 100

*see Appendix C for the interpretation of the level As shown in Table 15, 50% of the respondents have average level of resilience in terms of acceptance of self and life. This implies that half of the respondents tend to have the ability to carry out different challenges. They are the type of individuals who acknowledge the errors they committed and then correct them to achieve a higher value

in life. Because they are in the moderate level, they perceived bad times as temporary state of affairs. Twenty-two (22) respondents obtained high level of acceptance of self and life. They have high sense of balance when prompted by setbacks. These are the respondents who can be classified as individuals who believe in themselves and their capabilities. They have the ability to depend on themselves and recognize personal strengths and limitations. Furthermore, 3 (6%) respondents obtained very high level of acceptance of self and life. This implies that only very few of students with separated parents can be described as individuals who can laugh at themselves in spite of their circumstances. They are the very few respondents who do not dwell on the disappointments, who do not weight down regrets, and who do not turn everything bad that happen in their life into a catastrophe. Table 16. Distribution of respondents level of resilien ce Level* Very High High Average Total f 3 40 7 50 % 6 80 14 100

*see Appendix C for the interpretation of the level Table 16 shows the respondents level of resilience. From the data, 40 (80%) respondents obtained high level of resilience which implies that most students with separated parents in MSU-Marawi Campus most likely to cope with adversities or

setbacks they encounter. They have the ability to return to their former situation after having experienced a lengthy period of problems. Only 7 (14%) respondents are classified as average scorers. This signifies that only a few respondents indicate selfmanagement potential and continue to reflect general positive adaptational behavior overtime. They are the type of students who can still find meaning amidst confusion and tumult in life. Moreover, 3 (6%) respondents have very high resilience level. Result may imply that only very few of the students with separated parents possess high beliefs in their own invincibility. These are the students who responded to challenges in an effective way and focused on the positive aspects of their situations. According to Druss and Douglas (1988 as cited in Wagnild &Young, 1993), individuals who have very high resilience level have unusual courage and optimism even in the face of death, illness, and congenital disability. D. Relationship between Resilience and Academic Performance Pearson r was used to establish relationship between resilience and academic performance. Confidence interval was set at =.05. The r-value indicates the strength and direction of the correlation while the p-value indicates the probability that the r-value of such size occurs by chance. The * (asterisk) symbol indicates that the null hypothesis (Ho) is rejected and the significant relationship between the variables exists. Table 17 presents the relationship between resilience and academic performance of students with separated parents in MSU-Marawi Campus. Results of the study revealed that there is a correlation between personal competence and academic performance of respondents who suffer from breakdown of parents marriage. Personal

Table 17. Correlation between resilience and academic performance Variables r value p-value Analysis

Personal competence and academic performance Acceptance of self and life and academic performance Overall resilience and academic performance * significant relationship

.319*

.024

weak correlation

.441**

.001

moderate correlation

.426**

.002

moderate correlation

competence and academic performance yielded a positive although weak correlation (r= .319, p= .024). This means that their ability to manage and express the social and emotional aspects of their lives is slightly associated with their tendency to academically perform better. Moreover, the result shows significant relationship between the two variables. Thus, the null hypothesis is rejected. In examining acceptance of self and life and academic performance, a moderate positive correlation was also found (r= .441, p= .001). This means that the higher the level of acceptance of self and life, the respondents perform better academically. This implies that the sense of flexibility and a balanced perspective of life of the victims of separation could be associated moderately to their academic performance. Moreover, a student who struggles with family disputes yet remain strong and firm will more likely to carry out different challenges in their existence, including the academic world. As indicated, results revealed significant relationship between acceptance of self and life and academic performance. Thus, the null hypothesis (Ho2) is rejected at .05 level of significance.

Overall resilience level and academic performance yielded significant moderate positive correlation (r= .426, p= .002). Result implies that the higher the tendency to cope and to bounce back against adversities, like the breakdown of parents marriage, the higher the propensity to maintain equilibrium in academics. This signifies that students who have moderately high resilience level can manage to carry out problems at home without diminishing the ability to concentrate in class and to decline in academic functioning. As shown in the table, results yielded significant relationship between resilience and academic performance. Thus, Ho3 is rejected at .05 level of significance. E. Respondents Suggestions on How to Address Possible Low Level of Resilience and Academic Performance In the open-ended questionnaire, respondents were asked what they can suggest to address possible low level of resilience and academic performance. Their responses are shown in Table18. As shown in the table, majority (80%) of the respondents suggested that trusting God is an effective way to alleviate problems of low resilience level and academic performance. This means that most of the respondents cling to God in times of hardships. The following quoted responses support the findings. As stated by 19 years old, 2nd year, female student: Be a positive person. Life is beautiful when youre living with Gods guidance. Just look into the bright side. God is always with us whenever we need him. Ms. B, a BS Social Work student stated: As for myself, I ask God first to give me wisdom so that I can easily understand the lesson. Always pray to God for guidance and protection. Find interest in the subject and aim high.

Table 18. Distributions of respondents suggestions on how to address possible low level of resilience and academic performance Suggestions* Trust in God Study hard They should be given enough emotional support especially by the parents Think positively Financial support Forget everything about the past and face the problem Do what is good to have a good life Find an inspiration that can motivate to attain goals Government should provide competent teachers Hangout with good company *multiple responses As suggested by a female Ilongga student: Do your best and put your trust in God. Never forget to pray. Everything will go smoothly when you are living with Gods guidance. Be a son and daughter of God everytime and the difficulties you suffer will no longer be heavy There are 38 (76%) respondents who suggested that to study hard is one of the ways that can help a student with separated parents overcome possible problem of low resilience level and academic performance. As stated by Ms. F, a BS Social Work student, As a student, you are obliged to study your lesson so that you can easily respond to your teacher when he/she asked you about the lesson. f 40 38 36 % 80 76 72

29 18 16 14 8 6 5

58 36 32 28 16 12 10

Do not let your personal struggle interferes your concentration in class. Be a responsible student so that you can achieve what you aspires in life Mr. M, a first year male student asserted: Be diligent in your studies and make the best things out of it. Just study, study, and study. Do not stressed yourself with the things that makes you feel bad. Focused on the positive things, like the chance to finish college. Never turn down the opportunities given to you by your mother/father and do not be too involved with the conflict of your parents. Those who suggested emotional support comprised 72%. Results revealed that students who suffered from separation of parents must be supported emotionally. Providing a caring relationship to children of separated parents is the key to tap the resilience of youth. It is through a caring relationship that young peoples needs for love and belonging are met. This rapport is the critical motivational foundation for successful learning and development (Constantine et al., 1999). Support from parents and other social factors are suggested to have positive impact on the coping stage of the victims of parental separation. A 17 years old student asserted: People surrounding these children should give encouragement, especially from the parents and friends. Because low level of academic performance might be an effect of psychological disturbance of the children. It could be that these students draw attention from both parents however they are busy and no time for their children. Also, friends of these children must be sensitive to the life issues of their friend. Respect and understanding from their peers are essential for fast recovery A Cebuana student stated: For students who have broken homes, its important that they must be given enough emotional support. Parents must compensate to all of the failures they have made that makes their children suffer. Students also must not destroy their futures because of what happened to their family. They dont need irresponsible parents to live.

Moreover, thinking positively constitutes 29 or 16.77% of the total sample. Having a sense of optimism even in the midst of trouble is probably one of the most effective ways that can help an individual move forward. Believing that one can get up in the morning after the tumultuous adversity provides the driving force in life. As stated by 17 years old, male student: Believe that you can do everything, even without the help of other people. Do not rely on their help to avoid disappointment An 18 years old student stated: Reconcile with yourself and try to have motivation. View life on its affirmative side and try to live it harmoniously. Do not be affected by the past and try to move on. Further, results of the study also reveal that there are 18 (36%) respondents who suggested financial support. This could be explained by the fact that there are students from separated families who are provided and supported only by one parent household and economic hardships cannot be avoided. According to Kelly and Emery (2003), marriages that end in separation are more likely to have lower income because of high parental conflict and no cooperation. The consequence of reduced economic circumstances may be a significant stressor for many children through disruptive changes in residence, school, friends, and life arrangements. A 19 years old, female student confided: Since my parents separated, my allowance is not enough for my day to day expenses. If a student lacks in financial aspect, it is one factor that could affect academic performance. A student would always have problem if they do not have money in producing handouts and other school matters. If the support of parents is enough and on time, their children might have better grades.

Ms. A, an 18 years old student stated: Students from broken homes must be given financial support by the people in power. Because only one parent is working to provide the needs of the family; many children of separated parents have a lesser chance to attain their goals. Moreover, 16 (32%) respondents suggested forgetting about the past and face the problem. Repression or forgetting unpleasant memories that bring pain and discomfort is the most fundamental and frequently used defense mechanism. It could operate on our perception of the present, and once it operates, it is difficult to eliminate (Schultz et. al., 1998). Because some of the respondents use defense mechanism to protect themselves from danger, they need help from a professional practitioner in order to release their repressed thoughts and traumatic experiences. From a 19 years old, female, first year student: Forget and try not to be affected by what happened to your parents. As long as you try your best not to remember the problem, it wouldnt bother your study. Those who suggested finding an inspiration to attain goals constitute 8 (16%) of the respondents. From the perspective of academics, one predictor of persons ability to succeed in school is the lifes objectives. If the person is organiz ed to achieve a particular goal or is strongly motivated because they have inspirations, despite the challenges he/she may be able to find out the safest way to carry out certain problems. Goals could enhance outcomes (Tyson, 2008). A Fourth year AB Philosophy student asserted: Dont make your parents separation a reason to give up. Think of the people who would benefit if you will succeed. You have to be strong for your love ones.

Moreover, there are also respondents 6 (12%) who suggested that in order to address low level of resilience and academic performance, the government should provide competent teachers who are not just good in teaching but are also effective advisers and listeners. This may imply that respondents seem to look at certain characteristics of the teachers. It appears that these respondents look for teachers who can be guidance counselors or mother-surrogates at the same time. According to Bill (2000), teachers and schools have the power to transform lives. In the study of Werner and Smith (1989 as cited in Bill, 2000), the most frequently encountered positive role models in the lives of the children outside of the family is their favorite teacher. This means that for the youngsters who go through separation of parents, a teacher is not just an instructor for academic skills, but also a confidant and positive model for personal identification. A 19 years old female stated: Our government should work to provide competent teachers who can understand the students emotional sufferings. Sometimes their heartaches are carried even in the classroom and the teacher d oesnt even show care to the students. Through teachers assistance, a student may be able to cope faster. Another 5 (10%) respondents suggested hanging out with good company. Availability and use of external support systems is one way to alter the adverse effects of parents separation. It could reduce the impact of family tumult and help develop or maintain self-esteem/self-efficacy (Kalil, 2003). A 20 years old, 4th year female student confided: Keep looking forward. Eyes on the prize for the betterment of your future. Laugh often, hang out with good company and dont forget to study. Know yourself better to handle things well. Based on the statements, students with separated parents vary on their suggestions on how to alleviate possible problem of low resilience level and academic performance.

It is understandable that children who experience parents separation must learn on h ow to handle difficult situations so that the other aspects of their life will not be affected. Separation of parents is undeniably a painful experience; however, some of the respondents seem to have transcended beyond the sufferings and were able to move on. Respondents trust and belief in God may be one of the reasons why they were able to manage and to survive the difficult situations they had gone through. Discussion of Findings According to Bojuwoye and Akpan (2009), age is a factor found to influence how children perceive and react to parental divorce. Results may signify that a greater number of the respondents are developmentally capable of understanding the tumult in their family and can somehow adapt to the difficult circumstances. Moreover, results revealed that most of the victims of parental separation are females which may is because there were a greater number of baby girls born everyday than baby boys (List of sex ratio, n.d). Hence, males appear to be less affected by marital disruption compared to females. Moreover, many of the respondents experience separation of parents when they were very young. According to Amato and Keith (1991 as cited in Bojuwoye & Akpan, 2009), younger children are less able to make sense of all the changes that are occurring at the time of parental separation. Results may signify that a greater number of the respondents have limited details about their parents separation since they were not yet fully mature during the separation. It also means that many of them did not completely comprehend the happenings in their family structure due to their immaturity. According to Kelly and Emery (2003), the initial period following separation of parent is quite stressful for the vast majority of children and adolescents however crisis-

engendered responses diminish or disappear over a period of time. These may imply that majority of the respondents had in some degree cope with the breakdown of their parents marriage because many respondents had been living for 17-19 years without the presence of either the mother/father. Most of the victims of parental separation have mother/father who was financially stable. According to Landucci (2009), a husband and wife who are gainfully employed and self-sufficient may be more willing to dissolve marriage because they are not financially dependent to their spouse. Hence, results of the study imply that most respondents mother/father were less dependent on their partners, suggesting higher propensity to separate when the couples problems heightened. Over-all results of the study reveal that respondents have good academic performance and high resilience level. This indicates that despite parents separation, respondents were still able to combat whatever difficulties and disappointments they experienced. According to Druss and Douglas (1988 as cited in Wagnild & Young 1993), individuals who have high resilience level have unusual courage and optimism. They possess high capability to embrace the challenges in life and retain openness to the world in the face of adversity. There was a weak but significant relationship between personal competence and academic performance, (r= .319, p=.000<.05). There was also a moderate but significant relationship between acceptance of self and life and academic performance, (r= .441, p= .001 < .05).Overall, results revealed significant positive correlation between resilience and academic performance, (r= .426, p=.002<.05). Thus, null hypotheses of the study (Ho1, Ho2, and Ho3) are rejected.

Most of the respondents suggested that in order to address possible problem of low resilience level and academic performance, trusting in God is the most effective way. This shows a strong religious orientation of most Filipinos. Through clinging to God in times of hardships, an individual may far from engaging self-destructive behaviors which could obviously have detrimental effects to the life of the victims of parents separation. Looking at things in the bright light even in the face of significant adversity develops optimism and can help an individual to move forward. Belief in God could transform an individual into a self-disciplined human being, cultivating ones individuality, sense of responsibility, and valuing ones future.

CHAPTER V SUMMARY, CONCLUSION, IMPLICATIONS AND RECOMMENDATIONS This chapter presents the summary, conclusion, implications, and

recommendations of the study. Summary The study is correlational in nature. It examined the relationship between resilience and academic performance of students with separated parents in MSU-Marawi Campus. The study was conducted in MSU-Marawi Campus among purposively selected 50 respondents. Important variables considered in the study were resilience and academic performance. The primary instrument utilized by the researcher is the Resilience Scale developed by Wagnild and Young (1993) to measure the respondents level of resilience. The researcher also used an open-ended and checklist self-made questionnaire to know the respondents profile and their suggestions on how to address possible low level of resilience and academic performance. The respondents academic performance was measured through their grade point average (GPA) obtained during the first semester of the Academic Year 2011-2012. The Pearson r was used to determine the relationship between resilience and academic performance. The study highlights the following findings: 1. Majority of the respondent were females, 19-21 years old; many were second year in college and belonged to the different ethnic groups in Mindanao.

2. Many respondents were Roman Catholics and were affiliated with different religious groups. 3. Many respondents watched movies as one of their hobbies 4. Many respondents experienced parents separation when they were 5 years old. 5. Majority of the respondents lived with separated parents for 17-19 years. 6. Many of the respondents parents had a monthly income of P25 , 000 and more.

7. Majority of the respondents lived with their mother. 8. Many respondents had good academic performance with a GPA of 2.01-2.25. 9. Majority of the respondents had high scores in personal competence 10. Fifty percent of the respondents obtained high scores in acceptance of self and life. 11. Majority of the respondents had high resilience level. 12. Most of the respondents suggested to trust God in order to address possible low level of resilience and academic performance. 13. There was a weak but significant positive correlation between personal competence and academic performance among respondents, moderate significant positive correlation between acceptance of self and life and academic performance, and a moderate significant positive correlation between overall resilience and academic performance. Conclusion Results showed that resilience as well as its two factors are associated with academic performance of students with separated parents. Accordingly, the ability of the student with separated parents to succeed in school despite adverse conditions is related

to their level of resilience. Overall, the relationship was moderate but significant. Thus the hypotheses are rejected. Implications Many respondents exhibit good academic performance. This implies that they were able to cope and surpass the transition of their family system without being academically adversely affected. Most likely, it can be assumed that more respondents have adjusted to the challenges in their family because they managed to get good scholastic record despite family predicaments. Result of the study implies that majority of the respondents manifest adaptive behavior in the area of academics which in turn result to good scholastic performance. Separation of parents is undeniably a painful experience for the children. However, each individual have an innate resilience trait to surmount the deleterious effects of this negative life events. In the study, it has been found out that majority of the respondents have high personal competence which may imply that they show determination and perseverance to reach their aspirations in life. This could mean that they keep going despite difficulties and discouragements they encountered in their academic journey which aid them to attain good academic performance. Results also revealed that half of them obtained average acceptance of self and life which implies that they tend to acknowledge the errors committed and then correct them to achieve a higher value in life. More likely, these respondents have always a room for mistakes and recognize limitations of their abilities but worked to bring out the best of them. Overall, majority obtained high resilience level. Since they are highly resilient individuals, most

likely, they managed to handle the difficulties they encounter caused by separation of parents. Based on the findings of the study, there is a moderate but significant relationship between resilience and academic performance. This may imply that perhaps, there could be other factor aside from separation of parents that affects academic performance of respondents. Finally, it must be noted that high resilience level among respondents does not explained or strongly suggests respondents good academic performance given that these variables are associated. The study only attempted to determine the level of resilience trait and the corresponding academic performances of students with separated parents in MSU-Marawi Campus and that no causations are made. Recommendations Based on the findings, conclusions, and implications of the study, the following are recommended: For the Parents The family is a key to education and as such, parents play a critical role in the achievement of the child. Thus, the following are suggested: 1. Both parents should be available for their children to supervise their childrens performance in school. 2. Contacts between the two parents should be maintained when possible so as to guide children in their growing years. 3. A parenting plan has to be chalked out in such a way that both parents share the responsibilities of the child.

4. Monitoring their childrens activities would be very helpful to determine if their child shows warning signs that are disruptive not only in the area of education but also in social relationships, psychological wellbeing, and self-concept. 5. If problems are confirmed, referral to psychologist or other mental health professionals should be undertaken. For the Academic Institution 6. Teachers and instructors need to be familiar with the specific difficulties of children with separated parents deal with. In this way, they will be able to understand why the students with separated parents behave in a particular way. 7. Teachers should foster positive relationship with their students and create a classroom environment more conducive to learning to meet students developmental, emotional, and academic needs. 8. Encourage students to attain higher levels of achievement despite parents strained relationship and family difficulties. For School Counselors 9. School counselors should help children with personal issues, social needs, and academic success, employing strategies to support them for fast recovery. 10. Guidance school counselors should recognized the warning signs of students struggling with separation of parents to prevent eventual decline of their school performance. 11. School counselors and teachers should work closely to ensure that students assessment is monitored, and if a decline is validated, a school counseling activity should be made to prevent student underachievement.

For the Peers The importance of having support from others outside of the immediate family can boost once resilience and helps children to accept and be emotionally attuned even with the problematic situation of their family. Thus, it is suggested: 12. Peers of these students should be active listeners and should extend sympathy to the emotional release. When students with separated parents see support from their friends, a rapid upturn from family disputes will likely to take place. For the Students 13. Students who experience separation of parents should try not to hide their intense feelings of sadness and anxiety which may result in difficulty in expressing the feelings. Children who have difficulty expressing their feelings might make parents, siblings, and friends feel uncomfortable, frustrated or angry. 14. Students should try to self-assess to help in identifying both areas of strength and weakness. 15. Facilitating themselves to recuperate after the setbacks is a must for them to continue achieving their goals in life. For the Church Leaders 16. Church leaders should pay interest to the needs of the students who grow up in broken homes. 17. Religious gatherings can be made to accommodate the spiritual needs of these children for them to increase positive perspectives in life despite problematic family system. Through this, students will feel extra supports from people whom

they view as role model which could possibly increase their interest and motivation, leading to better academic outcomes. For the General Public 18. A one-parent family should receive attention from the community and from the government as a whole. Since only one in the household work to provide the needs of the entire family, financial problem cannot be avoided to occur. 19. The government should provide special grants for students whose parents separated. If students who grew up in broken homes will receive financial aid, a greater number of students from one-parent family will be given the opportunity to finish their education. For Future Researchers 20. For further research, it would be beneficial to study other psychological dimension of students with separated parents. 21. Larger sample size and other statistical tools aside from Pearson r must be used to effectively monitor the psychological well being of an individual who experience separation of parents. 22. It is recommended that interviews must be conducted to evaluate the psychological functioning of the students who suffer from breakdown of parents marriage.

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Appendices

Appendix A LETTER TO THE RESPONDENTS Mindanao State University College of Social Sciences and Humanities DEPARTMENT OF PSYCHOLOGY January 20, 2012 Dear Respondent, Greetings of Peace! I am a fourth year student of Mindanao State University-Marawi Campus taking up Bachelor of Science in Psychology. I am currently enrolled in Psych 199 (Thesis Writing). As a requirement for this course, I shall be conducting a study entitled: Resilience and Academic Performance Among Students with Separated Parents in MSUMarawi Campus In connection with this, I would like to solicit your help by answering the herein attached questionnaire. The success of this study depends much on your whole hearted cooperation. Rest assured that your answer will be dealt with outmost confidentiality and will be used for academic purposes alone. Thank you so much and God bless you!

Sincerely yours,

(Sgd.) BERYL P. ABUCEJO Researcher

Noted by:

(Sgd.) PROF. TERESITA L. FUENTES Thesis Adviser

Appendix B THE QUESTIONNAIRE Part I: Respondents Profile Direction: Please Read each item and answer or check the necessary information asked. Name :____________________________________________ Ethnic Affiliation:___________________________________ GPA (for the first semester of A.Y 2011-2012): ____________ Age: ( ) 16-18 yrs. old ( ) 22- 24 yrs. old ( ) below 16 yrs. old Gender: Year Level: ( ) Male ( ) 1st year ( ) 3rd year ( ) Female ( ) 2nd year ( ) 4th year Units Enrolled:____ ( ) 19-21 yrs. old ( ) above 24 yrs. old I.D No:___________

Others, please specify:________________ Religion: ( ) Islam ( ) Born Again Christian Others, please specify:________________ Organizational Affiliation: ( ) Fraternity/Sorority ( ) Dance troupe ( ) Art Clubs ( ) Academic Org. ( ) Glee Clubs ( ) Sports Club ( ) Roman Catholic

Other, please specify:________________ Hobbies: ( ) reading novels ( ) playing sports games ( ) watching movies ( ) shopping

( ) playing computer games ( ) internet surfing Others, please specify:________________

Number of Siblings:

( ) no sibling ( )2 ( )4 ( )6

( )1 ( )3 ( )5 ( ) above 7 ( ) 6- 8 years old ( ) 12-14 years old ( ) 18-20 years old

Age when Parents Separated:

( ) below 5 years old ( ) 9-11 years old ( ) 15-17 years old ( ) 21 years old above

No. of Yrs. since Parents Separated: ( ) 1 yr below ( ) 5-7 yrs. ( ) 11-13 yrs. ( ) 17-19 yrs. Living with: Mother/Father Monthly Income: ( ) Father ( ) below 5, 999 ( ) 11,000-14,999 ( ) 20,000-24,999

( ) 2-4 yrs. ( ) 8-10 yrs. ( ) 14-16 yrs. ( ) above 20 yrs. ( ) Mother ( ) 6000-10,999 ( ) 15,000-19,999 ( ) above 25,000

Part II. The Resilience Scale Instruction: Please read the following statements. You will find 5 numbers, ranging from 1 (very untrue) to 5 (very true). Circle the number which best indicates your feelings about the statement. For example, if the statement is very true to you, circle 5. If you are undecided about the statement, circle 3, and if the statement is very untrue to you, circle 1, etc. Do not leave any items unanswered. Very Untrue Undecided Untrue True Very True

1. When I make plans, I follow through with them. 2. I usually manage one way or another. 3. I am able to depend on myself more than anyone else. 4. Keeping interested in things is important to me. 5. I can be on my own if I have to. 6. I feel proud that I have accomplished things in life. 7. I usually take things in stride. 8. I am friends with myself. 9. I feel that I can handle many things at a time. 10. I am determined. 11. I seldom wonder what the point of life is all about. 12. I take things one day at a time. 13. I can get through difficult times because I've experienced difficulty before.

1 1 1 1 1 1 1 1 1 1 1 1 1

2 2 2 2 2 2 2 2 2 2 2 2 2

3 3 3 3 3 3 3 3 3 3 3 3 3

4 4 4 4 4 4 4 4 4 4 4 4 4

5 5 5 5 5 5 5 5 5 5 5 5 5

14. I have self-discipline. 15. I keep interested in things. 16. I can usually find something to laugh about. 17. My belief in myself gets me through hard times. 18. In an emergency, I'm someone people can generally rely on. 19. I can usually look at a situation in a number of ways. 20. Sometimes I make myself do things whether I want to or not. 21. My life has meaning. 22. I do not dwell on things that I can't do anything about. 23. When I'm in a difficult situation, I can usually find my way out of it. 24. I have enough energy to do what I have to do. 25. It's okay if there are people who don't like me. Part III. Follow-up Question

1 1 1 1 1 1 1 1 1 1 1 1

2 2 2 2 2 2 2 2 2 2 2 2

3 3 3 3 3 3 3 3 3 3 3 3

4 4 4 4 4 4 4 4 4 4 4 4

5 5 5 5 5 5 5 5 5 5 5 5

Instruction: Please answer the following questions as truthfully as you can. 1. What do you suggest to address possible low level of resilience and academic performance? ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ THANK YOU.

Appendix C SCORE INTERPRETATION TABLE A. Interpretation table for Personal Competence Total Raw Scores 17-30 31-44 45-57 58-71 72-85 Interpretation very high personal competence high personal competence average low personal competence very low personal competence

Very High Personal Competence The client has a strong courage and stamina to fight a good fight. They are the type of individuals who tend to finish what they begin. They are self-confident and understand their own strengths and abilities. Feels in control over situations. Effectively manage difficulties and hardships. High Personal Competence Keep going despite difficulties, discouragement, and disappointments that they encounter in life. Feel comfortable in any setting or with any group. Show determination and perseverance to keep moving forward with the purpose of attaining goals. Average The individual tend to confront rather than retreat from challenges. Generally, believes in his competence. He learned from both success and failure. Treat himself and others with respect. Low Personal Competence Most of the times, the person feels threatens when confronted by difficult situations. Treats his own self as a weakling and uncourageous. Finds high performance expectations and self-direction to be disruptive. Have a hard time attaining goals because he believes he cannot do it. He easily give up. Very Low Personal Competence Do not have confidence in his ability in general. Possess no courage at all.

B. Interpretation table for Acceptance of Self and Life Total Raw Scores 8-13 14-19 20-28 29-34 35-40 Interpretation very high acceptance of self and life high acceptance of self and life average low acceptance of self and life very low acceptance of self and life

Very High Acceptance of Self and Life Individuals who are very high scorers in this factor can still laugh at themselves in spite of their circumstances. They do not dwell on disappointments and they do not weighted down regrets. They do not turn everything that happens in their life into a catastrophe. Accept the self and offer proper value to their self. They are to a great extent positive thinker. They know themselves deeply, and they accept themselves- all strengths, all gremlins, all blind spots. High Acceptance of Self and Life They are individuals who can be classified as having a belief in oneself and ones capabilities. Possess high sense of balance when prompted by setbacks. They have the ability to depend on theirselves and they recognize personal strength and limitations. Average Acknowledge the errors committed and then correct them to achieve a higher value in life. They can carry out different challenges. Perceived bad times as temporary state of affairs. Low Acceptance of Self and Life Have a hard time regaining balance after the difficult situations they went through. They let adversity define them. Has difficulty moving towards goals. Very Low Acceptance of Self and Life Do not find good qualities about their selves. Has great difficulty in transcending from pain and grief. They are also classified as very pessimistic individuals.

C. Likert-Range Interpretation Table for Overall Resilience Test Likert Scale 5 (very true) 4 (true) 3 (undecided) 2 (untrue) 1 (very untrue) Total Raw Scores 25-44 45-64 65-85 86-105 106-125 Interpretation very high resilience high resilience Average low resilience very low resilience

Very High Resilience Possess high beliefs in his own invincibility. Withstand normal everyday disappointments, hurts, and assaults on ones confidence without affecting self -esteem. Responds to challenges in an effective way and focused on the positive aspects of the situations. Individuals who have very high resilience level have unusual courage and optimism even in the face of death, illness, and congenital ability. Have stress-resistant personalities and learn valuable lessons from rough experiences. High Resilience A person has an ability to return to his former situation after having experienced a lengthy period of deprivation and stress. Most likely cope with adversities or setbacks in life. Having high resilience level allows these people to rebound from major setbacks even stronger than before. When hurt or distressed, high resilient people expect to find a way to have things turn out well. They are self-reliant and have a learning/coping reaction rather than victim/blaming reaction. Average Indicate self-management potential and continue to reflect general positive adaptational behavior over time. The client can deal with the adversities he encounters and cope with change or misfortunes. They can still find meaning amidst confusion and tumult. Capable of satisfying functional requirements in the event of disruption, degradation, or loss of function. During long stretches of difficult times, his ability to deal with adversity is affected by the amount of help he receive from others. Emphatic concerns from others influence his decision and life perspectives.

Low Resilience Has a difficulty in recouping after traumatic experiences in general. He may have tendency to become disorganized when encountering changed circumstances or when under stress. Has tendency to be disturbed when prompted by stress brought about by primary support groups. Very Low Resilience The person has an inability to respond to the dynamic requirements of the situation. Do not posses adaptive behavior in general. Possess no skills in dealing difficult situations. They are emotionally crippled when prompted by setbacks. Generally, fear change and challenges.

CURRICULUM VITAE Name: Beryl P. Abucejo Nickname: Jeje, Ryl, Berz Age: 20 years old Birth Date: June 13, 1991 Birth Place: Kalandagan, Tacurong City Home Address: Tinulongan, Gingoog City Civil Status: Single Religion: Roman Catholic Gender: Female Parents: Concordio Acido Abucejo Suzett Patches Abucejo Email Address: beryl17_psych@yahoo.com EDUCATIONAL BACKGROUND Tertiary MINDANAO STATE UNIVERSITY Main Campus, Marawi City (Bachelor of Science in Psychology) 2008-2012 Secondary SIMBALAN NATIONAL HIGH SCHOOL Simbalan, Buenavista, Agusan del Norte 2003-2008 Primary DON RESTITUTO BAOL CENTRAL SCHOOL Gingoog City 1997-2003 WORK EXPERIENCES New Day Recovery Center Babista Compound, Lanang, Davao City Clinical Area

 City Social Welfare and Development (District IV) Brgy. Lapasan, Cagayan de Oro City Community Area ORORAMA Chain of Stores Cagayan de Oro City Industrial Area Mindanao State University Department of Psychology School Area Public Employment Service Office (PESO) Gingoog City, Municipal Hall