MEDELLIN NATIONAL SCIENCE AND TECHNOLOGY SCHOOL STUDENTS’

NOTION REGARDING THE RELATIONSHIP OF LIVING WITH PARENTS AND

THEIR ACADEMIC PERFORMANCE

By:

Iris Aringo

Christine Balorio

Jeah Baring

Gene Claude Quiñopa

Wendel Rosales

Grade 12 Students

MEDELLIN NATIONAL SCIENCE AND TECHNOLOGY SCHOOL

Medellin, Cebu

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 I. Abstract

This study covers the topic MNSTS students’ notion regarding the relationship of living

with parents and their academic performance. This aims to answer the questions; how many

students out of the sample of 100 live with parent/s and how many do not, how many live with

both parents, only one parent, or no parent at all, who they live with if they do not live with their

parents, whether the children themselves think that living with both parents, a single parent, or

with no parent at all gives an impact to how well they do in school and why they think so. Using

simple random sampling, 25 students were selected from each grade levels; 7,8,9 and 10. With the

questionnaire method, answers were compiled and data is gathered. The findings include

approximately 72% of the subjects living with their both their parents and the remaining 16% with

their mother only, 4% with father only and remaining 8% living with their relatives. 92% of the

subjects believe that living with parents will improve their school performance and the remaining

8% do not believe so. 33% of the subjects claim so because of the financial support parents could

give, 29% believe so because they think parents can help them in their school work, 24% because

of inspiration and 6% claim so because of motivation. The remaining 8% see no relationship

between living with parents and their academic performance.

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 II. Introduction

One of the table turners in the life of raising kids is how a parent establish a relationship

with them. This is what we call Parent-Child Relationships. PCR is one of the most overlooked

puzzle pieces when dealing with children for the parents give attention to more demanding

everyday things such as business, giving the kid a toy he wanted, meetings and seminars, or even

marital life with or without spouse. It is not as if parents deem PCR as unimportant, rather, pressing

issues and matters pile up in their desks and schedules overlap to the extent in the eventually

happening cases they are unable to tuck their children in bed to sleep. PCR is critical. And PCR

holds a big slice in the developing stage of any person in the world.

The level of strength a Parent-Child Relationship could attain depends on both parties. The

dedication and time of parent and the submission and time of children. Also, PCR holds

consequences for the kid and parent involved. Parents will be the models of their children, as

Evelyn R. (2016) stated, and that would mean that the relationship established by the parent to the

kid would affect the way a kid would establish relationship with other people. This would lead to

a healthy PCR that would allow both the parents and child to face problems together. Even the

famous Sigmund Freud believed relationships between children and their parents affect the

development of the kid to adult. If PCR is strong, children tend to grow more open and intimate

with parents. In contrast, if PCR is established weakly, the children will more likely be secretive

and afraid to open to their parents even with the simplest of things. Intimacy and passion for each

other would be impossible and to force things would be unnatural and would be insincere.

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 The level of how strong or weak a PCR can be reflected in various ways. One of those

ways is the children’s attitude toward someone older than them. PCR could also be seen in the

parent/s’ way of treating other people’s kids. PCR deals with a lot of things in the development of

both kid and parent as they grow.

Family environment and socioeconomic status affects a child’s school achievement.

American Psychological Association as claims.

So with that in mind, can PCR also affect the academic performance of the kid in school?

This study aims to answer five sub-questions.

First, to determine whether the children themselves think that living with both parents, a

single parent, or with no parent at all gives an impact to how well they do in school and second,

why they think so. Third is to answer how many students out of the sample of 100 live with parent/s

and how many do not. Fourth, how many live with both parents, only one parent, or no parent at

all and fifth is who they live with if they do not live with their parents.

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 III. Method

The researchers will use questionnaire method given to the sample of 100 students out of

334 students of Medellin National Science and Technology School.

The 100 students will all be from the Junior High; composed of 25 students from Grade

Seven Students, 25 Grade Eight Students, 25 Grade Nine Students, and 25 Grade Ten Students-

all selected through simple random sampling done beforehand.

The questionnaires distributed fairly to selected students of each year level will be gathered

and data will be analyzed. After gathering and analyzing the result of the said survey, findings will

be presented.

The findings will be shown in textual, tabular and graphical presentations. The

presentations will show the common denominators of all the subjects’ perceptions regarding the

study.

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 IV. Findings

Out of 25 Grade Seven Students, 18 students live with both parents, 4 students live with

mother only, 1 student lives with father only, and 2 students live with relatives. This sums up to

23 subjects living with parents and 2 subjects not. All 25 students believe that living with parents

improve their academic performance.

Out of 25 Grade Eight Students, 18 students live with both parents, 4 students live with

mother only, 2 student live with father only, and 1 student lives with relatives. This sums up to 24

subjects living with parents and 1 subject not. 22 students believe that living with parents improve

their academic performance and 3 students do not.

Out of 25 Grade Nine Students, 15 students live with both parents, 7 students live with

mother only, no student live with father only, and 3 students live with relatives. This sums up to

22 subjects living with parents and 3 subjects not. 22 students believe that living with parents

improve their academic performance and 3 students do not.

Out of 25 Grade Ten Students, 21 students live with both parents, 1 student lives with

mother only, 1 student lives with father only, and 2 students live with relatives. This sums up to

23 subjects living with parents and 2 subjects not. 23 students believe that living with parents

improve their academic performance and 2 students do not.

With regard to the question why they believe or not believe that living with parents will

help their academic performance, the findings are as follows.

Out of 25 Grade Seven Students who believe that living with parents improve their

academic performance, 14 claim so because of financial support, 5 because of inspiration, and 6

students claim so because they think their parents can help them in their schoolwork.

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 Out of 22 Grade Eight Students who believe that living with parents improve their

academic performance, 4 claim so because of financial support, 3 because of motivation, 6 because

of inspiration, and 9 students claim so because they think their parents can help them in their

schoolwork. The remaining 3 students who do not believe living with parents improve their

academic performance claim that living with parents do not matter/ has no relationship with their

school performance.

Out of 22 Grade Nine Students who believe that living with parents improve their academic

performance, 5 claim so because of financial support, 2 because of motivation, 6 because of

inspiration, and 9 students claim so because they think their parents can help them in their

schoolwork. The remaining 3 students who do not believe living with parents improve their

academic performance claim that living with parents do not matter/ has no relationship with their

school performance.

Out of 22 Grade Ten Students who believe that living with parents improve their academic

performance, 10 claim so because of financial support, 1 because of motivation, 7 because of

inspiration, and 5 students claim so because they think their parents can help them in their

schoolwork. The remaining 2 students who do not believe living with parents improve their

academic performance claim that living with parents do not matter/ has no relationship with their

school performance.

All in all, out of 100 subjects, 72 students live with both parents, 16 students live with

mother only, 4 student lives with father only, and 8 students live with relatives. This sums up to

92 subjects living with parents and 8 subjects not. Astonishingly, the same numbers appear in the

next findings. 92 students believe that living with parents improve their academic performance

and 8 students do not.

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 The following are the findings in tabular form.

GRADE 7 GRADE 8 GRADE 9 GRADE 10 TOTAL

LIVE WITH PARENT/S 23 24 22 23 92

BOTH PARENTS 18 18 15 21 72

MOTHER ONLY 4 4 7 1 16

FATHER ONLY 1 2 0 1 4

DO NOT 2 1 3 2 8

RELATIVE 2 1 3 2 8

Table 1.1 No. of Students living with parent/s and not

GRADE 7 GRADE 8 GRADE 9 GRADE 10 TOTAL

BELIEVE 25 22 22 23 92

FINANCIAL SUPPORT 14 4 5 10 33

MOTIVATION 0 3 2 1 6

INSPIRATION 5 6 6 7 24

CAN HELP 6 9 9 5 29

DO NOT BELIEVE 0 3 3 2 8

DOES NOT MATTER 0 3 3 2 8

Table 1.2 No. of Students who believe with living with parents will improve academic
performance and not

The following are the findings in graphical presentations.

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 No. of Students Living With Parent/s and Not
8%
4%

Both Parents
16%
Mother Only

Father Only

Relatives
72%

Graph 1.1 – Graphical Presentation of the No. of Students living with parent/s and not

No. of Students who believe with living with

parents will improve academic performance and
not

8%
34% Financial Support
28% Motivation

Inspirational
6%
Can Help with School Works
24%
Does not Matter

Graph 1.2 – Graphical Presentation of the No. of Students who believe with living with parents

will improve academic performance and not

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 V. Discussions and Conclusion

The data we have gathered regarding the number of students living with parents is 92 out

of 100.

This means that 9 out of 10 MNSTS Students will have a higher chance of establishing a

healthy PCR since two main places where students could be found are schools and houses. If a

student does live in a house with a parent or both, both parties would have more chances at making

the relationship stronger since each one will be there for the other.

That also means that 1 out of 10 MNSTS Students have a lower chance of establishing a

healthy PCR, but this data does not necessarily mean one party or both do not have interest in

establishing a healthier PCR, rather, circumstances lead their family arrangements to what it is

now.

On the other hand, the data we have gathered regarding the number of students believing

that living with parents will improve their academic performance is 92 out of 100.

This means 9 out of 10 MNSTS Students believe that living with parents will improve their

academic performance. This shows that 9 out of 10 MNSTS Students believe that a healthy PCR

will help greatly in everyday life and in academic performance.

That also means 1 out of 10 MNSTS Students do not believe so, but this data does not

necessarily mean the students have a bad PCR with their parents, rather, they see no relationship

between living with parents and how well they do in school. The said subjects’ Parent-Child

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Relationship with their parents may have not reached the level or touched the aspect of the

students’ school performance.

Taking a look at the data gathered, the parents’ ability to provide or providence is major

reason why students believe living with parents will improve their academic performance. The

biggest numbers of students’ reasons as to why they claim so belong to the Financial Support

Category and Parents Can Help in School Work Category. Next in line is the Inspiration Category

and bottom on the list is the Motivation Category.

In conclusion, 92 out of 100 students’ Parent-Child Relationship affect the slice of school

performance of their lives. Parents are able to penetrate that aspect and were successfully able to

establish a positive and healthy correlation.

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VI. Recommendations

1. Rather than qualitative type of research, the future researchers are encouraged to

use quantitative type of research to make the go study deeper and be more

meaningful.

2. The subjects of the research should be categorized in three groups; children living

with both parents, children living with a single parent, and children living with no

parent at all.

3. Categorized three groups are to be compared and find the significant differences of

their academic performances between the three.

4. To quantify academic performance, use the grades of the subjects.

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 VII. References

The Importance of Healthy Parent-Child Relationships. Evelyn R. December 8, 2016. Retrieved

October 9,2017 from http://www.mccarehouse.org/blog/-the-importance-of-healthy-parent-child-

relationships

Analyzing the Data Copyright © 1999 - 2017 SurveyMonkey. Retrieved October 11, 2017 from

https://www.surveymonkey.com/mp/how-to-analyze-survey-data/

How to make Sense of Open-ended Questions Copyright ©2017 SurveyMonkey Inc. Retrieved

October 12, 2017 from https://www.surveymonkey.com/blog/2014/01/29/open-response-question-

types/

The Factors Affecting a Pupil’s Progress in School © 2017 Hearst Seattle Media, LLC. Retrieved

October 12, 2017 from http://education.seattlepi.com/factors-affecting-pupils-progress-school-

3745.html

Marital Disruption, Parent-Child Relationships, and Behavior Problems in Children. James

Peterson. Child Trends, Inc. Retrieved October 12, 2017 from http://www.childtrends.org/wp-

content/uploads/01/Marital-Disruption-Children-Behavior-Problems.pdf

The 5 factors which affect school performance. Ray Fleming .© 2017 Microsoft. Retrieved

October 12, 2017 from https://blogs.msdn.microsoft.com/education/2011/07/24/the-5-factors-

which-affect-school-performance/

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 VIII. Appendix

Questionnaire Format

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100 Answered Questionnaires

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