LYCEUM NORTHWESTERN UNIVERSITY
Tapuac District, Dagupan City
Basic Education- Senior High School
In partial fulfilment of the requirements in Research 2 (Research In Daily Life) and
preparation for research making and defense.
Written and Oral Report
“Effects of being part of a Broken Family to the Academic Performance of Grade 11
STEM Students”
Discussants:
ABRAJANO, Krystopher Yves
ESTEVES, Trixie
GEMINO, Mary Joy
GONZALES, Adrian Klein
MACATLANG, Lhea Kassandra
MIRANDA, Kristine Kaye
PARAYNO, Camille Joy
Submitted to:
JAYZA ALMIRA LABIS
Research Teacher
SECOND SEMESTER
A.Y 2019- 2020
CHAPTER 1
INTRODUCTION
Background of the Study
Family is the first institution where a person starts to develop his/her personality
and a human’s whole being. Being blessed with a strong and happy family creates a
platform that which enables young individuals to cope up with how the world works.
Moreover is essential to the growth of the human personality and that it provides a way
for self-discovery and self-renewal. Having this is what everyone’s aiming for.
But on some unfortunate circumstances, many could not succeed it. Due to
having different problems, the ideal structure of a healthy family is already impossible.
Most of the public opinions state that one of these possibilities is because of financial
problems, infidelity, early marriage, education etc. Broken homes can cause children to
question their self-worth, to experience unnecessary grief, guilt and confusion. It can
affect their whole life, especially in their academics and in their emotions. Being into a
broken family gives a lot of effects in a teenager. The one who should support and be
there for them are the ones who hurt their mental state being. This leads to children
being raised by single parents, step parents, or others not related to the biological
parents.
According to Green (2015), slowed academic development is another common
way that separation of the parents affects children. The emotional stress of parents
separating alone can be enough to stunt your child’s academic progress, but the
lifestyle changes and instability of a broken family can contribute to poor educational
outcomes. This poor academic progress can stem from a number of factors, including
instability in the home environment, inadequate financial resources and consistent
routines.
As said above, family is the first institution that hones one's intellectuality in
dealing with life and its struggles in between. A broken family affects the attitude of an
individual and some often rebel because of that. Having a strong relationship between
the parents and their child contributes to the growth of an individual emotionally,
spiritually, psychologically and physically. Some take it in a positive way.
We, the researchers, want to tackle this certain issue because of our own
experiences. We are also in this situation and we want know the effects of a broken
family to our fellows.
Statement of the Problem
This study aims to determine the effects of being part of a broken family to the
academic performance of Grade 11 students of Lyceum-Northwestern University
enrolled during A.Y. 2019-2020
Specifically, this study sought to answer the following question:
1. What is the demographic profile of Grade 11 STEM students in terms of:
A) Gender
B) Religion
C) Number of siblings
2. What are the negative effects of being part of a broken family to the academic
performance of students?
3. How can a student cope up with the bad effects of being part of the broken
family?
Research Paradigm
Input
1.) What
is
the
demographic
profile of Grade 11
STEM students in
terms of:
A.
A.) Gender
B.
B.) Religion
C.
C.) Number of
siblings
2.) What
are
the
negative effects of
being part of a
broken family to
the
academic
performance
of
students?
3.) How can a student
cope up with the bad
effects of being part
of the broken family?
Process
The
researchers
gathered
data
through the use of
survey questionnaire.
Output
Effects of Being Part
of a Broken Family to
the
Academic
Performance
of
Grade
11
STEM
Students
Significance of the Study
This study on the effects of being part of a broken family to the academic
performance of Grade 11 students of Lyceum-Northwestern will be of great benefit to
the following:
Students. This study will help the students who have a broken family to be
aware in their situation and how it affects their academic performance in school.
Teachers. This study will raise awareness of the effects of being part of a broken
family to the academic performance of their students and on how will they understand
the behaviour shown by their student.
School Administration. The results of the study will bring development in
teaching-evaluation approach. It will also help them plan appropriate interventions to fit
students’ need and provide necessary aides to support the students.
Guardians/Parents. This study will also benefit the parents to make them realize
that having a broken family will have a great effect on how their child will grow and
how will he/she will perceive the world. Furthermore, will be an eye-opener that having
a strong relationship in the family is a must.
Future Researchers. This study can help the future researchers with the same
topic as ours that they will use as a guide for theirs.
Scope and Delimitation of the Study
This study was conducted with the grade 11 Science, Technology, Engineering,
and Mathematics (STEM) students at Lyceum-Northwestern University regarding the
study of “Effects of being part of a Broken Family to the Academic Performance of
Grade 11 STEM Students”. The grade 11 in 9 random order sections in Senior High
School selected as participants for the respondents.
Objective of the Study
Generally, this study aims to determine the effects of being part of a broken
family to the academic performance of Grade 11 STEM students of LyceumNorthwestern University enrolled during A.Y. 2019-2020.
Definition of Terms
Academic Performance. It is the measurement of student achievement across
various academic subjects.
Biological Parent. One's natural parent: the woman who gave birth to a child or
the man who is related by birth to a child.
Broken Family. Consists of a biological family that has separated for specific
reasons that may result in single-parent families, stepfamilies, or blended families.
Inadequate. Lacking the quality or quantity required; insufficient for a purpose.
Infidelity. Act or fact of having a romantic or sexual relationship with someone
other than one's husband, wife, or partner.
Instability. It is the tendency to unpredictable behaviour or erratic changes of
mood.
Psychologically. In a way that affects the mind or relates to the emotional state
of a person.
Step Parent. A person who is not one's biological parent by a subsequent
marriage.
CHAPTER II
Review of Related Literature
This chapter contains the literature and studies, both local and foreign, reviewed
by the researchers, which are related to this research.
Related Literature Studies
A home is where a family lives. It may be substitute to word “house” but a house
is more appropriately referring to the material structure whereas home refers to the
intangible things that bind together the family members. It has the measurable love
and care that keeps the family member together.
A family may influence a person’s behaviour either negatively or positively. An
intact family can be said to be a functioning union between a mother and a father, so
when a break up exist, the confusion may affect a child to a greater extent. A
functioning family is beneficial to a child than a dysfunctional one. Family separation
was a great contributor of child neglect which generally leads to child deviant
behaviour. Many family characteristics and family environments influence juvenile
deviant behaviour such as the number of people in a family, inconsistent parenting,
family problems, child neglect and children’s attachment to parents.
The relationship between the child and parent is one factor that may change or
add stress to all involved (Bartell, 2001).
A more have been investigated into the relationships between broken homes and
academic achievement. (Ducan, 1973) started that the relationship between home
variable and academic achievement are positive but the broken home has made it
negative.
Poor academic performance in national examinations have been attributed to
many factors that are mainly family based such as those that are faced with changing
hard economic times which has made it not possible for them to meet their
responsibilities of ensuring a healthy and literate family. The size of the family in which
the child grows especially if the family does not have adequate resources will affect the
child growth and development due to lack of quality feeding, lack of proper medical
care, and more so a child will not be given the required attention on his/her academic
work which can make him/her lose focus. A lot of studies show that there is a big effect
of the nature of family background on the academic performance of children in school.
The family back ground plays has a big on the academic performance of children at all
levels of education in the school system. It is generally accepted that the quality of
family interactions has important associations with the children’s academic motivation
and achievement. (Anonymous, 2017)
A broken home is a factor in personality mal-adjustment. For males, the largest
proportion of crimes brought to the attention of the court was the petty theft offenses.
The female delinquents were referred for running away from home and involved in
some type of sexual deviancy. Certain types of delinquency are related to broken
homes (e.g. runaway, truancy and fighting). Juveniles from broken homes according to
(A. Mullens, 1860) are 2.7 times more likely to run away from their family than children
living in intact homes.
Another study links parental care with high levels of psychological distress, which
leads to delinquency. J. Chambers and others found that high parental control, such as
in an authoritarian parenting style, leads to a faster first arrest. They also discovered
that low parenting care, such as in a permissive parenting style, is related to high levels
of distress in adolescents. These finding would also indicate harmful results from being
reared in a permissive or authoritarian home.
The major area within juvenile
delinquency and families is single parent households versus two parent households. (K.
Klein and R. Forehand) suggest that the prediction of juvenile delinquency in early
childhood depends on the type of maternal parenting skills that are imposed upon the
child during early adolescence. In addition, highly active children and children who
frequently and intensely experienced negative emotions had less constructive conflict
with their mothers, involving less resolution, more aggravation and less justification,
than children who did not have these qualities. Attachment security was not related to
the frequency of conflict between mothers and their children, but to the quality, the
study found. Mother and children who had secure relationships had constructive conflict
involving high levels of resolution, compromise and justification. A 2008 study by
UNICEF claimed that mothers who went back to work less than a year after giving birth
were gambling with their children’s development.
In reviewing the literature through the late 1980s, Lee and Gotlib (1991) found
that children’s adjustment to family disruption was related to diminished parental
availability or poor parental responsibility to the child. (Anderson, 2002) found that
adolescents from single parent families were involved in higher rates of delinquent
behaviour and that minorities from single parent families were especially more likely to
be involved in certain types of delinquency than other students. Because of the need to
expand the study of family dysfunction and academic achievement, as well as the
established relationship between family dysfunction and child behaviour problems in
some studies, and between behavior problems and poor academic functioning in other
studies, the literature described next addresses behaviour, achievement, and family
disruption.
Biblarz (2000) conducted a study which compared academic performance of
children of divorce with children of widowed mothers. Findings concluded that children
of divorcees were less likely to complete high school, attend college, or attend graduate
school than children of widowed mothers.
According to smith (1999), 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, blame themselves for the break-up,
and see their parent’s separation or divorce in a complicated way. The range of feelings
that a child may encounter include; disbelief and denial, sadness, loss, loneliness,
depression, anger, anxiety, fear, relief and hope. Response to these feelings often
results in different levels of intensity (Smith, 1999).
Similarly, Lioyd Young, M. (1997), investigated the factors within the student
home background or family that affect their performance in school. The variables are:
socio economic status, family size, birth order, parental attitude, child rearing practices,
parental absence or presence have been found to affect social and intellectual learning
experiences of children in schools. This is so because children are born with some
psychological, emotional and intellectual needs such as need for love and security, the
need for new experiences, the need for praise and recognition and the need for
responsibility. Many of these needs are not offered to the children of broken homes
which will influence their performance.
The core belief is that a broken home has an imbalance and as a result is
detrimental to a child’s socialization and personality adjustment. As a result, a child may
be more susceptible to negative peer pressure and may ultimately commit 55 acts of
delinquency not committed by children from intact homes where there is a balanced
structure of man and women who act as good role models in child acquiring proper
roles.
http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.389.9102&rep=rep1&type=pdf
https://shodhganga.inflibnet.ac.in/bitstream/10603/176157/8/08_chapter%202.pdf
http://repository.out.ac.tz/1004/1/DISSERTATION_-_BUBERWA.pdf
https://www.grin.com/document/384998
https://www.academia.edu/9828206/THE_EFFECT_OF_BROKEN_HOME_ON_THE_ACADEMIC_P
ERFORMANCE_OF_STUDENTS
CHAPTER III
RESEARCH METHODOLOGY
This chapter contains the research design, population and locale of the study,
data gathering procedures and the statistical data.
Research Design
This study used a quantitative descriptive survey method in obtaining data from the
Effects of being part of a Broken Family to the Academic Performance of Grade 11
STEM Students.
At the same time, the researchers used the survey questionnaire method in gathering
the data. As a quantitative descriptive study, it collected detailed and factual
information that described the effects of each STEM student who’s tardy to their
Academic Performance. It will systematically describe the effects of tardiness factually
and accurately. Furthermore, it also allowed the researchers describe the effects
carefully.
Research Locale
The chosen venue for this study is at Lyceum Northwestern University where the
researchers are the Grade 12 STEM 7 students conducting a phenomenological study
about the effects of being part of a broken family to the academic performance of
Grade 11 STEM Students.
Research Instrument
The instrument that we used in this research is the questionnaire that we have given to
the respondents in the Grade 11 STEM students of Lyceum-Northwestern University
wherein the survey form has three parts.
The first part of our survey is all about the demographic profile of the respondents. The
second part is, what causes them tardy. And the third part is what the effect of being
late in school is.
In all parts, the instruments that we used in our research, helped us in gathering the
data that supports this study.
Data Collection Procedure
Data collection is the process of gathering and measuring information on variables of
interest, in an established systematic fashion that enables one to answer queries, stated
research questions, test hypotheses, and evaluate outcomes. In quantitative, data deals
with things that are measurable and van be expressed in numbers or figures and is
most likely to provide answers to question such as Who? When? Where? What? And
how many?
A data obtained via quantitative are often based on mathematical calculation that’s why
it is more objective and reliable than qualitative.
Statistical Treatment of Data