HOLY TRINITY COLLEGE OF GENERAL SANTOR CITY

Graduate School

Daproza Street, General Santos City

BEHAVIOR COMING FROM BROKEN FAMILIES AND THEIR ACADEMIC

PERFORMANCE OF THE PUPILS OF CENTRALA CENTRAL ELEMENTARY

SCHOOL

FLOREFES N. PANAGUITON

Submitted to Prof. Bienvenido L. Ruedas Jr. MST

In partial fulfillment of the Requirements for EDMNGT 306

INTRODUCTION
 A child is a representation of love of a married couple to each other. He is a

blessing and gift from God. He should be loved, care and treated with much affection.

His individual characteristics should be raised to the extreme for as long as they do not

conflict to the general welfare.

The first important agent that influence the child life is his home. Where the

molding process of the character takes place. It is significant for every member of the

family to build a wholesome and harmonious environment, as its atmosphere and

condition will greatly influence the child’s life. There’s no other institution that can replace

the home in giving a child’s training and attitudes whether it is school or church. This

institution only helps the home to prepare the child in adulthood and to become a better

person.

Parents are obliged to learn how to become an effective, loving, caring and

responsible to their children. They are the person who are worthy to imitate and adviser

to their children. They have great responsibilities because their children’s behavior and

ability to learn depends on them.

Having complete parents has great advantages for children because both parents

can satisfy the need of their children. There are many instances that one parent does a

successful job on rearing children but having two involved parents are significant to the

child.

Furthermore, experts say that children profit from the presence of both parents

because the role of each parent is unique. To the child “good parents” are thoroughly

committed to the idea that the primary duties of parents are to make their children as

completely independent of the parents. Parents who accept this golden rule will produce
normal people. They will help construct a good society without which normal people

cannot exist (Bain 1989)

Absence of both parents of whatever reason or situation will make a special

situation and may have significant consequences for the child’s school adjustment and

to the society.

And furthermore, children who experienced a parental divorce during adolescence

were more likely to be involved in substance use and to report problematic substance

use that were children who experience no divorce or divorce during their preadolescent

years.

STATEMENT OF THE PROBLEM

This study will be conducted in order to determine the behavior of children coming

from broken families and their academic achievement.

Specifically it attempts to find answers on the following questions:

1. What are the common behavior of the children coming from broken families?

2. What is the academic achievement of the children from broken families?

3. Is there a significant relationship between the behavior of children from broken

family and their academic achievement?

HYPOTHESIS
 There is no significant relationship between the behavior of children from disrupted

family and their academic achievement

SIGNIFICANT OF THE STUDY

This study is considered important to the school personnel as follows:

For the administrators, whose one of the biggest concern is the development of

the child in terms of education, the result of this study will enable them to recommend

some suitable strategies in teaching identified children who belong to broken families

with their academic achievement.

For the teachers, this study will help them understand better their students. They

could get some ideas on how to adjust their strategies in teaching according to the needs

of the students.

For the researcher, this study could help them understand and know better

themselves.

Most importantly for the parents, this study could help realize the parents on how

important for the children to have an intact family. And this study could let the parents

value good, harmonious and happy family relationship.

SCOPE AND DELIMITATION

 The general purpose of this study is to find out the behavior or children coming

from broken family towards their parents.

Topic to be considered is academic achievement of children’s coming from broken

family among these fifty selected pupils of Centrala Central Elementary School, Centrala,

Surallah, South Cotabato SY 2018-2019.

THEORETICAL FRAMEWORK

This study is based on the study of the attachment in Human Infants

Bowlby (1973), Ainsworth and others, (1978) state that failure to form an

attachment to one or few primary persons in the early years has been related to an

inability to develop close personal relationships in adulthood.

Matas, Arend and Sroufe (1978) state that children insecurely attached behaved

quite different, they became easily frustrated and angry. Seldom asked for help, tended

to ignore or reject directions from the adults and quickly gave up trying to solve the

problems.

CONCEPTUAL FRAMEWORK

Figure 1 illustrates the conceptual framework of the study. It presents broken

families as the independent variable that would affect the children’s behavior and

academic achievement as the dependent variable.

 Behaviors of pupil’s Academic Achievement
broken families

Figure 1. The conceptual Framework

DEFINITION OF TERMS

Important terms are operationally defined for clearer understanding of this study

Children from Broken Family – refer to pupils who live without parents, raised

by their biological parents

Children’s Behavior – refers to an act whether it is positive or negative

Academic Achievement – refers to the average grade of the pupils who belong

to the broken families on first grading period SY 2018-2019.

REVIEW OF RELATED LITERATURE AND STUDIES

Presidential Decree No. 603 article 1 states that the child is one of the important

assets of the nation. Every effort must be exerted to promote his welfare and enhance

this opportunity for the useful and happy life.

Every child has the right to a well-rounded development of his personality to the

end that he may become a happy, useful and active member of the society.
 It is also states that any child has the right to wholesome family life that will provide

him with his love, care and understanding, guidance and counseling and moral and

material security.

It is, therefore, important that strong family ties should be encourage. It is also

important for the child the type of home he lives in.

BROKEN FAMILIES

Hurlock(1982) states that most families in this country consist of parents and

children, each with his or her own special part to play in family life. But sometimes the

family units breaks up and only one parent remains. This may be due to natural causes

like death of one of the parents or it maybe result of breakdown in the relationship

between husband and wife.

The effects of broken homes on the family relationships depend on many factors,

the most important of which are the causes of the breaks, when it occurs and whether it

is temporary or permanent. When a break of home is caused by death and when children

realize that the parent will never return, they mourn the loss and transfer their affection

to the remaining parent be preoccupied with grief and the practical problems is broken

home give rise to children fell rebuffed and unwanted. This will lead to the resentments

that seriously damage family relationships.

In addition, children may find it very difficult to deal with problem of death for it

involves the loss of one who has always been very close to them and whom they have

never been without for any length of time. The remaining parent has the task of helping
them to realize that they have not been abandoned, but that the way in which they are

looked after has changed.

Moreover in the early life of the child, loss of the mother is more damaging than

the loss of the father. The reason for this is that care of your children must, under the

circumstances, be turned over to relatives or paid housekeepers whose child training

techniques may differ from used by the mothers and who rarely can give children the

attention and affection they formerly received from their mothers.

So as the children grow older, loss of the father is often more serious that loss of

mother, especially for boys. The mother may have to go to work and with the double

burden of home making and outside work, the mother may lack the time or energy to give

children the care they need. Consequently, they feel neglected and become resentful. If

mothers are unable to provide the recreational opportunities and status symbol,

children’s peers have, this will add to their resentment. For older boys loss of the father

means they have no source for identification as their friends have and they resent

petticoat rule in the home as they do.

STUDY OF THE FAMILY PROBLEM

The role of the family in developing healthy personality attributes has also received

attention. Studies of children in institution shoe the necessity of mothering (including

carrying, touching and talking to the infant) to avoid emotional and intellectual

deficiencies in young children. Lack of father may also inhibit the development of

appropriate behavior patterns in boys and girls.

BEHAVIORAL PROBLEM

Hilda Rodriguez and Chandler Arnold (1998) states that children experiencing the

material disruption of their parents exhibit a disproportionately high range of negative

behavioral problems.

They can be more oppositional, aggressive, lacking in self-control, distractible,

demanding of help and attention, overly dependent to exhibit anti-social

depressed/withdrawn or impulsive/hyperactive behavior problems and to troublesome at

school and disobedient at home and school.

Furthermore, in one study, the observed proportion reported to have received

professional help for emotional or behavioral problems in the preceding year varied from

2.7% for children living with both biological parents to 8.8% for children living with

formerly married parents.

In addition, Adolescents from disrupted families also reported lower psychological

well-being, lower self-esteem, lower self-esteem, lower sense of mastery, higher strain

with parents and more substance use than their counterparts from continuously married

families.

ACADEMIC ACHIEVEMENT

Hilda Rodriguez and Chandler Arnold (1998) that children with divorced parents

are more likely to exhibit signs of early disengagement from school than children from

intact families. Marital disruption is accompanied by increases in truancy and more

negative attitudes toward school. Marital disruption appears to be associated with

behavioral and affective changes, rather than with changes in more cognitive phenomena

like aspirations and grades. Children with divorce report lower educational expectations

on the part or their parents, less monitoring of school work by both their mothers and

fathers and less overall supervision of school and social activities then children from

intact families. The change in parenting practices is strongest for father’s monitoring of

schoolwork, which reflects the fact that most children live with their mothers after a

divorce. One possible reason for lower academic achievement is a diminution in income

in the custodial parent’s household. For example, income differences account for

between 30 and 50 percent of the overall differences in high school graduation rates

among children from two parent and single parent households. Part of the income effect

is that a decrease in income frequently leads to an increase in residential mobility and

the accompanying disruption of social ties are potentially important mechanisms

underlying lower school achievement of children from broken families. Moreover children

who more frequently did not receive specialize educational services, not do they receive

the individual attention they may need from teachers in order to identify gaps in their

knowledge.

METHODOLOGY

The Research Method

This method that will be used in this study is descriptive normative survey.

Descriptive normative survey as Good and Scates (1972) stressed that the term
normative is sometimes used because surveys are frequently made ascertain the normal

or typical condition or to compare local test with a state of national norm.

The Respondents

Selected 50 pupils of Centrala Central Elementary School, Centrala, Surallah,

South Cotbato.

The Research Locale

This study will be conducted in Centrala Central Elementary School. Located at

Centrala, Surallah, South Cotabato.

The municipality of Surallah is one of the rice capitals of the province of South

Cotabato and it is also a progressive municipality.

Centrala s located in East direction of Surallah with a total population of 11,310.

The majority of the residences are farmers. The product that they have are pineapple,

coconut, corn, sugarcane, rice, cassava, mango and banana. Some parents are working

in DOLE Philippines and some are working UBC a banana plantation.

Some parents send all their children in school while other parents they send their

children in school only those interested to go to school.

Research Instrument

The researcher prepared an open-ended question purposely to conduct a survey

in preparation for the instrument that they are preparing. All of the answers of the pupils

from the open –ended question a pre survey on the behavior of Children coming from
disrupted family used it in preparing the instrument. The instrument is subject for

validation. The researcher is planning the instrument t validated by at least five experts.

References

Salvacion M. Magbujos, Academic Achievement of Children From Broken Family,

March 1997

Hurlock Elizabeth, Child Development New York, Mc Graw-Hull Company 1982

Rita L. Atkinson, Richard C. Atkinson, Ernest R. Hidalgard, Introduction to Psychology,

Harcourt Bracejorvich, Publishers San Diego New York, 1953

Jame C. Vadakin, Encyclopedia Americana, University of Miami. International Edition,

Copyright by Grolier Incorporated 1988.

 Appendix B

Questionnaire on Behavior of Children coming from Broken Families

(Face Validity/Item Inspection)

Name: (optional) Grade and Section: _____

Instruction: Below are the different behavior of children coming from broken families

towards their studies. Kindly check your corresponding answer on the following items.

Options: N - Never

S - Sometimes

O - Often

A - Always

Behavior of Children coming from Broken Family Options

Negative Behavior N S O A

1. Troublesome at school

2. Lower sense of mastery

3. Lost interest in school

4. Distractible

5. Roaming around while teacher is discussing

6. Chatting with seatmate during class hour

7. Making extra movement while class is going on

 8. Self-centered

9. Does not accept ideas from his classmates

10. Does not mingle to his/her classmates

11. Others (pls specify)

Behavior of Children coming from Broken Family Options

Positive Behavior N S O A

1. Participate in class discussion

2. Friendly

3. Open-minded

4. Indepenpdent

5. Optimistic

6. Understanding

7. Easily cope up the lesson

8. Interested in school

9. Studious

10. Happy person

11. Others (pls specify)

 Appendix C

Letter Request for the Conduct of the Study

February 27, 2019

Mrs. Elsie D. Nunez

Principal I

Centrala Central Elementary School

Centrala, Surallah, South Cotabato

Madam:

Greetings of Peace!

We are on the process of doing our study entitled “BEHAVIOR COMING FROM BROKEN

FAMILIES AND THEIR ACADEMIC PERFORMANCE OF THE CENTRALA CENTRAL

ELEMENTARY SCHOOL”

In view of this, we are asking for your permission and approval for us to conduct the study

in your school.

Your approval will be a great favor.

Thank you and God Bless!

Sincerely yours,

RANDY D. FRANCO

FLOREFES N. PANAGUITON

LAARNI N. LOMOLOY

(Researchers)