EFFECTS OF SUBSTANDARD FAMILY TO LEARNERS’
SOCIALIZATION STRUGGLE
A Thesis
Presented to
The Thesis Committee, Departments of Teacher Education
UM Tagum College, Tagum City
In Partial Fulfillment of the
Requirements for the Degree
Bachelor of Secondary Education
Major in Social Studies
CAÑETE, SYKIE MAR
GRABILLO, LOUWEGIE
MAQUILAN, VLEZEL SHYME
September 2022
INTRODUCTION
Background of the Study
The home affects the youngster at the earliest conceivable a great time, when
his psyche is most responsive. It gives the initial feeling that might endure through
the youngster's entire life. The youngster frequently sees the guardians, kin, and
things in their nearby climate to be generally critical and they are equipped for
advancing or reducing him in self-esteem and scholastic execution. There are strong
motivations to be frightened about the effect of broken homes on kids. The solidness
of family makes a structure block for kids to advance over the course of life. At the
point when a family separates, it is normally hard for everybody in the family to
adapt. Kids are many times the most terrible survivors of a family separation (Wan
2018).
The said problem was observed among Indian students, specifically in
Guwahati City in the year 2021, that a broken home can make a child insecure in a
sense that he no longer had a complete family he can call his own. Living without
either his father or mother will create fear and insecurities in him. This feeling can
trigger if he is around his friends who are living a normal, complete and happy life.
Consequently, the finding revealed that broken homes have serious negative effect
on the student’s socialization at schools and concentration in classes as well. Thus,
if the child experiences this kind of phenomena in their home, socialization struggle
will emerge in child’s growth (Saikia 2017).
Similar results are shown in a research study, presented by Monique
Bantasan from Cebu City in the year 2020, that separation of parents can affects
children's social relationships in several ways. Some children act out their distress by
acting aggressive and by engaging in bullying behavior. Teens from broken families
might develop a cynical attitude toward relationships. They may harbor feelings of
mistrust toward their parents and potential romantic partners. Consequently, which
claims that students with incomplete family can poorly perform their task and their
socialization skills rated poor as well. The phase of socialization of the students from
broken families were really hard to define. They usually feel uncomfortable when
communicating their teachers and classmates (Saikia 2017).
In University of Mindanao Tagum College, Substandard Family has been
observed to affect the socialization of the learners. This scenario prompted the
researchers to conduct the study to determine if Substandard Family has a
significant relationship to the Learners Socialization Struggle.
Significance of the Study
This study is worth conducting because it provides new information that will
contribute meaningfully to the students, parents, administration, and future
researcher. Firstly, in students, it will help them on how they will socialize and
approach those individuals who are a product of broken families to attain a wellbehaved environment and to help them what approach and behavior to express
towards a person with a broken family. Secondly, in parents, it will be an awareness
to them on what could be the effect of a broken family to the behavior of socialization
of their child and help them to create a deeper understanding of their child about
their social interaction with others. Thirdly, in administration, it will help them to do
some new strategies and techniques and it can also aid administrators in coming up
with simple plans and activities. Lastly, in future researcher, it would be another
angle of study regarding the Effect of Substandard Family to Learners’ Socialization
Struggle can be explored using the results of this study. This will be a great help for
them in identifying variables to be considered in their research.
Relevant Literature
The simplest, sensitive, and most significant social system that is supported
and enabled by society as a broader social system is the family. The family, being a
significant primary agent of socialization and a strong effect on the child's
development, can certainly help or hurt the child depending on the social climate in
the home. A broken family can have a negative impact on your child's development
in every area. The impacts of a broken family on a child's development rely on a
variety of elements, such as the child's age at the time of the parents' separation, as
well as the personality of the parents and the dynamics of the family. Even though
newborns and early children may not face many detrimental developmental impacts,
older kids and teenagers may have certain issues with their ability to operate in the
social, emotional, and educational domains (Green 2015).
The study of reveals that children from broken families exhibited a variety of
behavioral issues, including aggression, anxiety, developmental disorder, absences
from school, bad habits, and attention-seeking behaviors. Broken families' parenting
styles have been described as negative, rejective, and inconsistent. Children from
broken families experienced emotional and behavioral issues differently depending
on their child's gender, the guardian, the cause of the loss, and the parenting (Lee &
Park 2004). Socialization is a continuous process which covers the whole life of an
individual (Runumi 2014).
Based on the article a child's social development is negatively impacted by
having a broken family because the family should serve as the foundation for their
morals, traditions, and behaviors. When a family breaks up, the children find it
difficult to cope with the situation and it affects their psychological health and
performance, which would cause them to adopt different habits from children who
have complete family (Bice et al., 2021). This is also associated with The Social
Learning Theory. It emphasizes the significance of observing, modeling, and copying
other people’s actions, dispositions, and affective states. Thus, if the learner is a
product of a broken family, it may affect its socialization or behavior towards to other
people based on what he/she observed in home either it is a positive or negative
experiences. It examines the interactions between environmental and cognitive
elements that affect how people learn and behave. Therefore, the factors can be
connected on how they struggle to socialize with other peers (Bandura, 1977). As,
the feelings or attitude of a child are very touchable, a small mistake will cause
affective problems (McLeod, 2016).
Moreover, children raised by stepparents, single parents, or other people not
related to the original parents are a result of broken families. Students in senior high
school participated in the study using a univariate likert scale. The vast majority of
students perform better when they are in a standard family rather than those who are
from broken family. They lack the self-assurance to mingle with their classmates
(Moneva et al., 2020). Based on the study conducted on the role of the Family in the
Socialization of Children, the results show that children's socialization is influenced
by the degree of love in the family. The family's level of control impacts how well
youngsters socialize (Baferani 2015).
Thus, two parents are far better than one if you want your kids to stay away
from emotional disorders, antisocial behavior, and conduct problems that lead to
aggressive, violent, or antisocial behaviour (Doughty 2008). This is also related to
the Theory of Broken Home (Wilkinson, 1974). It focuses on what setting is more
effective for the child and it emphasizes that the two-parent family is more effective
than a single parent family, which then concludes the idea of this theory that twoparent is better than one. Putting forth the idea that children growing up in homes
where two parents who have been married continuously are less likely to experience
a wide range of problems (academic, social, emotional, and cognitive) not only in
childhood but later on in adulthood as well (Amato et,.al 2005). Students with
complete family are significantly lower a depression scale averages than the
students with broken family (Elamci, 2006).
Additionally, the home environment has a significant influence on a student's
performance. The personality, emotions, actions, and academic performance all
have an impact on the consequences of broken family’s performance. Children
struggle in school with their teachers, try to rebel against them, and struggle with
their peers. Typically, they struggle to focus and do not want to cooperate with
assignments or teacher instructions. Children frequently surround themselves with
unfavorable peers and act in ways that are disrespectful to other people both the
teachers and parents. Dual parents should have additional responsibilities, which
should require them to spend more time and try to give their whole attention to their
child (Igbinosa 2014).
Furthermore, a broken family is characterized by the absence of parental love
or care as a result of a death, a divorce, or marital issues. Teenagers from unstable
homes are stigmatized by society as being unmanageable, immoral, and
environment destroying, which hinders their growth and success. The idea supported
with Gair (2019), divorce has a detrimental impact on the child because it could
change their circumstances, relationships, or actions. They might also have less or
no contact with their grandchildren as a result. The grandparents expressed their
disappointment over how they would take care of their grandkids following their
divorce and how difficult it was for them to continue to do so (Bice et al., 2021)
Correspondingly, the outcomes of a child are influenced by a variety of
circumstances. Decisions and thoughts are strongly influenced by familial status. It is
true that there are more divorces today than there were in the past. The roles of both
the father and the mother affect a child's outcomes. Two negative outcomes of a
broken family, according to research, include psychology and future marriage
decisions. From a critical standpoint, family is crucial to children's physical and
mental development. In conclusion, a broken family is the primary cause of a child
changing their viewpoint, way of life, or even who they are as a person (McGuirk &
Mai 2016)
The idea was also supported from the article, that in most circumstances, one
parent retains custody of their children due to the impacts of a shattered family.
Nevertheless, it still seems intolerable to think that they are no longer completing.
They are six times more likely to feel alone as children and the majority of them do
not sense any attention. They do not turn to their parents for solace when they are in
need (Marquardt 2005).
According to the research, the majority of students from broken homes face
significant challenges related to money, emotional, mental, social, and behavioral
issues, which negatively affect their academic performance. The majorities of
students with divorced or separated parents are unfocused and have few interests.
They hardly ever give students the time, attention, or financial assistance they
require for daily expenses and tuition. Students from broken families manage by
remaining independent and upbeat despite their circumstances (Lanozo et al., 2021).
This is also anchored on The Social Behaviorism Theory. It emphasizes how social
experiences develop and affect an individual’s personality, focusing on how
environment impacts the development and socialization of an individual. Thus, it
explains how social experience creates individual personality and behavior. The
judgment of socialization of a child will depend on what the primary unit of
community (family) will show to its child (Mead, 1863).
In addition, it reveals that the senior high school students who come from
broken homes are significantly affected. It was suggested that parents should
evaluate the effects of broken households on senior secondary school students'
academic, emotional, social, and adjustment outcomes (Umar 2019). Thus,
comparing youths whose families had unstable structures with teenagers whose
families had secure structures. It has been seen that teenagers from unstable
households experience additional issues with their emotions, and socialization
because families are such huge barriers to a student's growth (Schultz 2006).
Also, it shows that a child may find it challenging to adjust to the shift and may
start displaying feelings of bitterness, hatred, confusion, and envy. Children have
trouble or sometimes don't know how to communicate their feelings in a healthy way,
and as a result, they experience feelings of loneliness, isolation, melancholy, and low
self-esteem (Bigner 2002).
Independent Variable
Dependent Variable
Effects of Substandard
Family
Learners Socialization
Struggle
 Parental Relationship
 Parental Attitude
 Parental Decision
 Social Deprivation
 Social Inhibition
 Social Conformity
Figure 1. The Conceptual Framework of the Study.
Statement of the Problem
The main goal of this study is to determine the Effect of Substandard Family
to Learners’ Socialization Struggle. Specifically, it sought to answer the following
questions:
1. What are the Effects of Substandard Family among the respondents in terms
of;
1.1 Parental Relationship;
1.2 Parental Attitude; and
1.3 Parental Decision?
2. What is the Learners’ Socialization Struggle in terms of;
1.1 Social Deprivation;
1.2 Social Inhibition; and
1.3 Social Conformity?
3. Is there asignificant relationship between the Effects of Substandard Family
and Learners’ Socialization Struggle?
Definition of Terms
Substandard Family.a family that has parted or isolated because of various
reasons. These prompts kids being raised by single guardians, stepparents, or
others not connected with natural guardians.
Socialization Struggle. a phenomenon where the person can hardly connect
to other people.
METHODOLOGY
Respondents of the Study
The respondents of the study were the students of University of Mindanao
Tagum College. The researcher will pick 200 students who are fit in our research as
our respondents by that, we can deliver an accurate response to our respondents.
The researcher used non-probability sampling method particularly the
purposive sampling technique in getting the sample population. The researcher picks
a specific respondent that are related to the research to obtain a valid findings and
data.
Research Instrument
This study used a set of survey questionnaires as an instrument for the
collection of data. The survey questionnaire is a set of questions used in a survey. It
is a type of data gathering method that is utilized to collect, analyze and interpret the
different views of a group of people from population. Through this method it is easy
to gather data from the respondent that helps to fulfill the research study.
Table 2
Rating Scale
Description
5
Always
4
Sometimes
3
Often
2
Seldom
1
Never
Frequency of Use
Research Design
This study employed a descriptive-correlational method of research.
According to Calmorin (2006), this measure is concerned with conditions,
relationships that exits, practices that prevail, beliefs, processes that are going on,
effects that are being felt, or tends that are developing and how variables vary with
another that is, to have similar relative position. This research design is appropriate
for the current study which the primary purpose is to determine the relationship
between the Effects of Substandard Family to Learners’ Socialization Struggle.
Data Gathering Procedure
The following steps were done in the conduct of the research study:
Seeking Permission to conduct the study. The researcher sought permission
to the administrators of the said institution.
Sending letters to the respondents of the research. The researcher made a
letter seeking their approval to be the respondents of the study.
The researcher personally administered the research instrument to the
identified respondents.
The
retrieval of accomplished questionnaire was also conducted by the
researcher.
Recording of responses and data computerization.
Data Analysis
For more comprehensible interpretation and analysis of the data, the following
statistical tools were utilized.
Mean – was used to determine the Effects of Substandard Family to Learners’
Socialization Struggle.
Standard Deviation (SD) – is the measure of spread of the numbers in a set of
data from its mean value. It is a numerical value used to indicate how widely
individuals in a group vary.
Pearson Product Moment Correlation (Pearson- r) – this treatment was used
to measure the degree of linear relationship between independent variable and
dependent variable. This was used to determine the relationship of the Effects of
Substandard Family to Learners’ Socialization Struggle.
Regression – this was used to determined or measure the relationship
between the two variables and to explore the forms of these relationships.
There are five (5) constraints limits which were designed for the individual indicators
interpreting the data, the range of means used are the following:
Range of Means
Description
4.50 – 5.00
Very High
Interpretation
This
signifies
Effects
of
Family
that
the
Substandard
to
Learners’
Socialization Struggle is
Very High
3.50 – 4.49
High
This
signifies
Effects
Family
of
that
the
Substandard
to
Learners’
Socialization Struggle is
High
2.50 – 3.49
Moderately High
This
signifies
Effects
Family
of
that
the
Substandard
to
Learners’
Socialization Struggle is
Moderately High
1.50 – 2.49
Low
This
signifies
Effects
Family
of
that
the
Substandard
to
Learners’
Socialization Struggle is
Low
1.00 – 1.49
Very Low
This
signifies
Effects
Family
of
to
that
the
Substandard
Learners’
Socialization Struggle is
Very Low
Validity and Reliability
To substantiate the validity, the survey questionnaires were subjected to the
examination of three validators who evaluated the relevance of each item in the
questionnaires to the objectives. The validators rated the questionnaire on a scale.
The researchers conducted pilot testing with 15 students before having the final
survey since the questionnaires are researcher made. The recommendations of the
validators were used to finalize the questions of the study.
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SURVEY QUESTIONNAIRE
Direction: Read each statement carefully and respond with your honest feedback.
Put a check (✓) on the separate box to indicate your response as ALWAYS (5),
OFTEN (4), SOMETIMES (3), SELDOM (2), NEVER (1).
EEFECTS OF BROKEN FAMILY
A. PARENTAL RELATIONSHIP
1. I observe a supportive relationship from
my parent.
2. I observe a deep connection from my
parent.
3. I observe a positive communication
from my parent.
4. I observe a joyful home together with
my parent.
5. I observe avoidance from my parent.
B. PARENTAL ATTITUDE
1. I witness a respectful response from my
parent.
2. I witness an irresponsible act from my
parent.
3. I witness an intense quarrel from them.
4. I witness a change on parenting
towards me.
5. I witness that my parents do not accept
their mistakes.
C. PARENTAL DECISION
1. I notice an irrational thinking among
them.
2. I notice that my parents are too
decisive about things.
3. I notice that they can’t fix the problem
easily.
4. I notice that it took a long time to
resolve a problem.
5. I notice that they just overlook the
wrongs in each other.
SOCIALIZATION STRUGGLE
A. SOCIAL DEPRIVATION
(5)
(4)
(3)
(2)
(1)
1. I make sure that no one would
recognize me whenever I go out.
2. I always want to go to places where I
could be myself/alone.
3. I hardly trust the people around me.
4. I always keep myself busy so no one
would approach me.
5. I am trying my best to do things by
myself.
B. SOCIAL INHIBITION
1. I am afraid to be the center of attention.
2. I feel like no one wants to be around
me.
3. I feel like there is something wrong with
me.
4. I feel anxious on expressing myself in
the crown.
5. I am afraid to approach someone first.
C. SOCIAL CONFORMITY
1. I can’t follow the trends and movement
of the society.
2. I can hardly connect myself to a group.
3. I change my character so I can fit in the
society.
4. I can be easily accepted in any
organization and social movements.
5. I can influence other people in the
society.