1

Chapter I

Introduction

Among the various influences in the society, family is undoubtedly one of

the most integral agents in a person’s life. It greatly plays an important role in

guiding an individual build an optimistic personality in the classroom

environment. A person learns the nature of oneself and others through the kind

of family experience he/she witnesses at home. One of the manifestations of an

adequately familial experience is noticed in the ability of a person to show

positive attitdes towards others while exchanging ideas, feelings and knowledge.

The building of encouraging attitudes and social skills are roles each parent

should play in the development of any child. On the other hand, the essence of

family has been deteriorating leading some to their brokenness. In effect in

creates unpleasant environment that may push the student to withdraw and to

create a gap in his or her relationship with others. While some students who

experience this situation are swayed to negative reactions, others are still able to

cope with this situation.

A vast research has been done in United States showing differences

between students being raised in a broken family. Few of these researches have

focused on resiliency (Hunter & Chandler, 1999; Rutter, 1990) examining how

students deal with the challenges they face for experiencing a broken home.

However, McLanahan and Sandefur (1994) had claimed that some students who

lived with one parent are likely to become worse ones in any case of broken
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family. For an instance, the adverse effects of this dilemma are displayed by

some adult sons, abandoned by their fathers, who have difficulty in building their

self-confidence and self-esteem as well as communicating their feelings with

others (Balcom, 1998). As discovered, the influence of family and its presence to

the life of a growing adolescent can be an important factor that determines the

kind of person he or she grows into.

In addition, the family is a fundamental locus where an individual learns

the socialization process that will include the learning of the children of certain

values and attitudes that are accepted in the society. (Shaffer, 2005; Laible et al.,

2004). Considering the disparate characteristics a child has, the kind of family

relationship is likely to predict child’s attitude and personality (Dias et al, 2012).

Conversely, the brokenness in the family can create an adverse effect that is

threatening to a person’s social interaction and academical state (Blankenhorn,

1995; Glenn, 1996; Popenoe, 1996, as cited in Amato, 2000).

Furthermore, a study conducted by Kasoma (2012) had ascertained the

influence of broken homes to pupil’s academic performance, with which data

were gathered and recorded from the ninety-one (91) participants including

teachers, parents and students. Among various results, 20% of the total

percentage of teachers strongly agreed that pupils who have separated parents

were mostly in-drawn and self-contained. In the recorded results, three (3) out of

ten (10) parents interviewed strongly agreed that students from broken families

recoursed to anti-social activities. The data presented above disclosed how this

perennial problem can somehow, if not totaly, affects students’ life.

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Similar to the study reviewed as above, an investigation was conducted by

Moges and Weber (2014) provided data about how family can greatly influence

child’s emotional development. The notion is supported with the result that when

a child is not closely and emotionally attached to his or her parents, it may lead

the child to less likely adjust with the emotions and feelings and will have

difficulty in feeling satisfaction about themselves.

In Asian societies, a literature review produced by Burke, et al. (2009) for

the Australian Psychological Society comparing matched samples of students

from non-divorced families, students of divorced parents have been identified to

be more disobedient and aggressive affecting some aspects of students”

development (Wadsworth et al, 1985). These mentioned characteristics may

have adverse effects to their social interaction which may reflect on how the

students are able to exude their self-esteem and confidence when connecting

with others.

On the other hand, Philippines is known to be one country where divorce

is illegal (Emery 2013). However, various evidences point out to a growing

number of Filipinos who decided to disregard their marriages (Abalos, 2011;

Emery, 2013). Furthermore, an investigation by Semorlan, P. & Semorlan T.

(2013) in Zamboanga City was performed to young adults’ raised independently

by their mothers for five or more years.

Along with the discovery of the research, there are disparate challenges

living with a single parent that affect their capacity to survive in life. This is also

supported with other several research studies that students from solo parents are
 4

adversely affected emotionally, psychologically, and socially. (Batacan, 2000,

Cabato & Dapug, 2004; Parke, 2003; Que, Bandillo & Sardea, 2004; Santrock,

2005).

Moreover, a person’s self development is affected by the process that is

basically founded at their respective families. Nevertheless, various positive

conclusions also emerged that some of these students from broken homes

become more persistent, adjustable and optimistic in their own situation (Aban,

Mobo, Montallana & Velasco, 1996; Baldoz, 2002). As Chador (2008) had noted,

the manner of the environment where the students come from greatly affects

their performance at school which in one way or another, show a positive attitude

in their interaction with others.

Indeed, many researchers have further documented studies identifying the

negative effects that a child from broken family is facing especially in the realm of

socialization. Various studies were recorded disclosing the adverse effects of this

phenomenon to the psychological aspect of a child. While looking at other

perspectives, this study sets further attention to the effects of this dilemma to the

attitude development of the students that are manifested mostly in their behavior

and manner of interaction while in the classroom setting.

However, the researcher believes that despite the negative impacts a

broken family causes to a student, there is still another side of the coin that is yet

to reveal. The matter that this research needs to address is the degree of

resiliency manifested by these students despite the challenges that they are

encountering as products of broken homes. Lastly, this study will be continuing to

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adhere to its thrust to help these students realize that their determination to

succeed will conquer any struggle they may encounter though family is

considered to be highly significant influencing them to acquire good perspective

of and attitude to the world.

Purpose of the Study

The purpose of this phenomenological study was to discover the

manifested classroom attitudes of the students from broken manifesting in the

town of Baganga, Province of Davao Oriental. This had also determined the

coping strategies that these students were employing to overcome and deal with

these difficulties they encountered in their classroom interaction.

Apart from these, this study also aimed to develop sense of resiliency

among these students who experienced such family problem setting themselves

to continue their journey and dreams in life despite the challenges that these

students are encountering. Futhermore, this could be a help for future studies

about the effective strategies that can be employed in order to help and recover

the social development of a child coming from a broken family.

Research Questions

In pursuit of carrying out the study regarding the classroom attitudes and

the coping strategies of students from broken families, this study sought answers

to the following questions:

1. What are the classroom attitudes of Junior High School Students from

broken families?
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2. What are the coping strategies of these students in managing these

classroom attitudes?

Theoretical Lens

This study used the lense of Resilience Theory (Rutter, 2006). The theory

served as a guide for this study to investigate an interactive concept that is

concerned with the combination of a broken-home experience and a relatively

positive attitude of the children from broken families. Self-Confidence and

Determination are one of the mental factors that resilient individuals have.

Positive coping of these challenges may mediate the effects of broken family and

lead the child to have self-confidence needed for a positive interaction.

Furthermore, the study is anchored to Bandura’s (2002) social cognitive

theory. Accordingly, the theory avouches that human development is partly

influenced by environmental agents. And family is considered as one of

environmental agents that inspire human development including the ability to

relate and communicate with others effectively with a good approach. This theory

is used to better understand to what extent the family could contribute to the

students’ ability in creating a passable relationship among people they meet. The

experiences of the students were examined in order to find out dominant

influences of the agents which lead the challenges to exist.

Lastly, the study also used the Attachment theory which was first

conceptualized by John Bowlby (1980) and later refined by Mary Ainsworth

(Bretherton, 1992). This comprehensive theory of development and personality

proposed how humans, when born, have innate set of behaviors (attachments)
 7

that help ensure security and protected figure which is necessary in building self-

confidence when facing other people or even starting a conversation with others.

Though adolescents may most likely to be with their peers, the strongest bond is

the one that is build between the adolescent and the parent. Wherefore, when a

child knows that he or she is secured by the support of parents, he or she can

actually relate and adjust to the social world.

Importance of the Study

The researcher believed that the influence of the family in every person’s

life even in their attitude in the classroom should never be underestimated.

Oftentimes, the family dominates in every aspect of human development.

Specifically, this unit in a society is the grounding foundation of positive attitude

and self-esteem of an individual. Therefore, the results of this study had provided

understanding of how the students from broken families were surviving from the

challenges they faced in the classroom. Since education is essential to one’s

development, it is with great consideration that the researcher have looked at the

following people involved in this research.DE

It is my hope that this study might help and enlighten parents to continue

in keeping their families strong and intact. As parents, they have greater

influence to their children’s lives rather than giving up on their marriages for mere

reasons that may not need separation. This research could help them

understand their roles and influence better in their students’ growth to become

well-rounded persons; being able to present themselves confidently to the crowd.

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The results may be utilized and used by language teachers as a guide

when dealing and handling with these students by adapting effective teaching

strategies to exude confidence and positive attitude when socializing with others.

I believe that as the leaders in the classroom, they can make extra efforts in

making these students feel that their presence is important in the classroom that

will eventually transude their self-esteem and confidence in dealing with others.

The administrators may also be helped by this investigation by deciding a

method which is safer and more effective for these students to learn who

certainly need attention and care as they pursue their education considering their

emotional and mental stability. As school leaders, they have furher authority and

control in helping these students from broken homes witness that their school is

not a place for them to be afraid to show their own identities but a place where

they can explore new experiences that will aid in their development.

The participants may benefit from the results especially the students

facing adversities due to this family conflict. This will help them understand

themselves better in times of difficulties and accepting the reality they may face.

Moreover, this may guide them into making decisions and actions in their lives in

a way that would help them in dealing with the problems and for them to be able

to pursue their dreams in life amidst this adversity.

Finally, it is my belief that this study will contribute to the building of

information and body of knowledge regarding the coping strategies of these

students from broken families and their classroom attitudes. Most importantly, the

study’s findings may help every family to continue fighting for their families and
 9

help their children grow as better individuals. Since there are few articles that

support studies like this, this study may be able attract future researchers to

further study about this matter in order to understand the phenomenon at hand.

Delimitation and Limitation of the Study

The study involved only the Junior High School students from broken

families studying at St. Mary’s College Baganga, Inc. in the town of Baganga,

Province of Davao Oriental. The results and findings of the study shall not be

used to generalize conclusions of the same issue across different places. Its

aims were focused only on the classroom attitudes of the students from broken

families though influences of the latter were included as bases in analyzing and

interpreting the results to objectively complete and provide empirical study about

the way these students projected themselves to other people.

Consequently, this study also determined important strategies used in

dealing with the challenges they encounter in the classroom. However in this

study, enough consideration was given to some respondents who had not

answer the questions during the interview since some of them were

uncomfortable to reveal highly personal information. Hence, different results and

findings may be sought in the future researches.

Definition of Terms

This research study defined the terms that were primarily used along the

course of the study. Such terms had contained a different concept in this

research. Therefore, in order to provide clear understanding and perception of

this investigation, the following terms related to this are operationally defined:
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Classroom Attitudes. The behavior and the personality of students from

broken families enacted in the way they interact and communicate with others.

Coping Strategies. Strategies manifested through students’ attitude

towards their relationship with others and treating themselves with a positive

attitude.

Broken Family. An experience of family processes with unfavourable

background such as living with only one parent due to separation, death,

illegitimacy or living with other people aside from any of the child’s parent.

According to Kwaku (1990), this broken family is perceived by social welfare

societies to be the families where one of the parents or both is/are not around

due to family problems.

Resiliency. An unusual capability of the child to fight adversities with

confidence and determination in order to achieve his or her dreams and goals in

life.

Students. These are the participants whose age ranging from twelve (12)

to nineteen (19) years old coming from broken families manifesting either positive

or negative attitudes towards the learning environment.

Social Withdrawal. The situation wherein students tend to back out from

the crowd and resort to keep themselves silent and quiet.

Self-Esteem. The value that a person gives himself or herself despite the

risks found in the society.

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Review of Related Literature

The reviews and the details presented below contributed greatly to the

body of knowledge that this research study is aiming for. The literatures reviewed

have presented studies and citations about the effects of broken homes to the

attitudes of the students in the classroom. Hence, the studies and researches

discussed in this section revealed primary notions prevailing in the study. Further

readings and researches had helped in supporting further details about the future

results and findings of this study. Finally, this discussion had provided a better

understanding in order to develop the impression about the study.

Modern View in New Marriage and Family

Getting married is commonly considered as an initial stage of starting and

building a new family (Wanjiku, 2010). Though marriage is an important deal in

the old days (Kithaka, 2006), it gradually becomes unnecessary to keep a family

intact especially when there is no such strong foundation of marriage (Kiura,

1999). The importance of marriage has been slowly emaciating nowadays, and

that majority of women would choose to raise their children on their own ways

(Wanjiku, 2010).

Connubial responsibilities and duties encompass possible values and

adjustments in order to make the family function well. For this matter, Bokea

(2006) had even argued that when both couples are able to apply the same

attitudes they establish on their working place, cases of broken families in each

country may be lessen including the number of affected children. Strengthening

of family has to be one of the major functions of both the mother and father
 12

needs in order to give a positive and securing environment for their growing

children.

Indeed, the desire of having and belonging to a family is one of the most

significant emotions an individual can have, yet some marriages lead the society

separated and apart rather than making it live together (Kithaka, 2006). He

further added that the view in getting into a married life has typically changed.

There are newly generated demands of the world where freedom is given more

value than their obligations and responsibilities to their respective families. As a

result, innocent children are repudiated and left with hopes of bringing their

families together.

Moreover, due to this family issue, many children were recorded to be

suffering from broken families. Obeta (2014) had claimed in her study that home

environment influences an adolescent’s desire to belong in a certain society

where they deal with different types of people. Definitely, the existing ambiance

at home leads a child to identify his or her personality and identity within the

society. Thus, the influence of a family works out for the life of a child especially

in the learning environment.

In addition, Anene (2005) asserted that family is regarded as an essential

factor that facilitates the ability of a child to develop trust and good attitude which

are important in learning to engage with the outside world without the fear of

judgment, embarrassment and rejection. Good functioning family supplies the

kind of love, support and attachment a child needs in order to do well in the

school and in interacting with others. Nanale (1997) had agreeably pointed out
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that an encouraging home and family offer an initially good social interaction that

will elevate the maturity of a child’s positive attitudes towards learning as well as

in language and social skills.

As Rochlkepartain (2003) claimed, family leads a crucial role among all

types of social environment that hugely affect the children’s academic

performance and attitude towards social learning and interaction. For this reason,

when a family experiences broken ness, children who desire to perform

well in school may be emotionally and mentally disturbed. However, this effect

may not happen if both parents would assume their responsibilities carefully as

couples living for their children and not just for themselves.

Family Influence to Adolescents

In recent researches, family has been defined as the most important

environment where a person first experiences personality formation, thus making

them a crucial influence in the development of a child or adolescent ((Berry,

Kagitçibasi, Georgas, Poortinga, & Van de Vijler, 2006; Relvas & Vaz, 2007). As

an environment, family opens up new stages to an individual influencing his or

her growth, sense of existence, and identification of self-identity (Anene, 2005).

As social environment, she stated that family is an environmental factor that

connects to the lives of the children who will soon enter the social life.

Dias (2012) had pointed out that one of the essential privileges a family

should have is the opportunity to pass on social self where an individual learns

how to interact and engage with the people through starting a conversation,

expressing oneself, or even facing conflict with others. And a person would
 14

naturally learn these skills from the environment he or she is exposed with (Ladd,

2005). Ackerman (1997) viewed these students to be lacking of a stable

environment that wil help them know and understand their place in the small

society as family. Simply knowing his or her place in the family is a strong

foundation of the child in recognizing the place to belong to in the outside

environment.

In this connection, Britten and Britten (2004) even emphasized to the

parents how significant it is to build quality time with their children to show their

love and affection. Additionally, when students see how their parents are working

to make the family intact and functioning, the children will feel assured that they

are important to them thus leading this emotion for the children to feel good

about themselves and replicate positive attitudes in the outside world.

Basically, a child experiences first relationship in the family shaping the

kind of social environment to a child irrespective of the family socio-economic

status (Laible, Carlo, Torquati, & Ontai, 2004; Jackson & Leonetti, 2001). Hence,

in intimacy and affection that these students may develop in the outside world,

the trusting personality a person has affected the way self-openness takes place

(Wanjiku, 2010). When the adolescent learns how to freely express themselves

in a well-functioning family, they can be able to create a good self-concept and

perform pro-social attitude.

In addition, Aufseeser et al (2006) had emphasized the different situations

a child can have when exposed to either positive or negative family influences.

Accordingly, the environment available in the family is a crucial factor in the

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support system of any child. The kind of support system they experienced from

the family helps the child in developing good sense of personality and identity.

This advantage also facilitates the child in making close relationships and

increasing the capacity of good communication skills. A healthy family

contributes an ample quantity of courage for these adolescents to also develop

healthy relationship with others. Futhermore, Aufseeser et al (2006) had found

out an indicatively large percentage of adolescents benefit from a healthy family

where 68% of these adolescents can converse with their parents the things that

bother them while 79% reported of having very close relationship with their

parents. A healthy

However, although adolescents try extend their relationship towards other

people by showing nice attitudes, still a developing adolescent has remained

attached to his/her family, thus making the family an essential part of the

adolescent’s development (Waithaka, 2006). In the study conducted by Fatima

(2015), results have shown that family background specifically parents’ attitudes

and the relationship existing at home are technically important in the attitude that

the students are manifesting in the school. As being said, the problems

happening at home are seen through they way students interact and behave

towards others. Basically, the attitudes of these students are strongly influenced

by the existing relationship they share inside their homes.

In the U.S. DepEd study in early adolescences, young teens (10-20 years

old) have tendency to constantly feel inadequate due to the inevitable changes

they may encounter as they grow up. In fact, the study had stated that usually,
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self-esteem is often rooted during early adolescence where in these individuals

become awkward and sensitive of others’ comments and criticisms. In this

connection, family has a greater role in assuring that their children follow a

smooth flow transition of adolescent stages.

As crucial as it gets, Spellings (2005) explained that some adolescents

undergo holding back from the society and some may act out in order to gain

most of the attention suggesting that a family’s presence could help lessen

negative effects of social anxieties and insecurities. Santrock (2011) even

considered the family as social context essential in the formation of adolescent’s

self-esteem.

Furthermore, the attitude of an individual in relating and communicating

with others greatly reflects his or her self-esteem and self-competence which are

primarily built in the family (Thakali, 2013). Kerr et al (2003) explained that the

type of attachment the individual has attained in the family will aid the

adolescents to be socially connected and related with others. Since parents are

integral models in adolescent’s search for identity (Thakali, 2013), Collins &

Laurson (2000) contended that the progress of positive emotions and attitudes

depend upon the extent or longevity of the family bond and attachment.

Influence of Family to the Adolescents’ Attitude

Family contributes a lot to how an individual process his or her social and

communicative ability to interact with other people. Agulana (1999) had asserted

that the overall development of a person lays on the psychological, social, moral

and spiritual foundation in the family. Horstman, Hays & Maliski (2016) asserted
 17

that good communication between parents and children influences how these

individuals, when they meet the outside world, will function in order to socialize

with others in their school, career and work, relationship values and skills and

even in health behaviors.

In her study, Wanjiku (2010) explained that the progress of one’s

development including sense of self-identity are formed during intimate

relationship happening in the family even when the member may tend to find

other attachments from others in the later life. While seeking for these

attachments, the feeling of security that they have experienced at home will also

become their tool as they build close relationship among others in the society

(Goldenberg and Goldenberg, 2000).

Clearly, the family functions as the primary motivating feature that

encourages the child to perform good in academic aspect. However, Levin

(2001) highlighted that the marital instability may beget stress which can lead to

aggressive behavior, tensions which may cause negative personality, lack of

motivation that may reduce child’s interest in building good relationships with

others, and frustration which may be manifested in the child’s unlikely behavior to

interacting, communicating and the like.

As family is considered as the first social contact of a person (Omoyuri,

2014), Epstein et al., (1993) contended that the nature of communication existing

within the family is significant in sharing one’s needs and emotions towards each

other. The way an individual communicates within the family will likely reflect his

or her way of dealing with close relationships. Hence, communication is not just
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transmitting emotions and information - it is rather the ability to pay attention and

listen carefully to what the person has to say.

In the reference of the Social Cognitive Theory of Bandura, F. Pajares

(1996) provided an understanding of how this theory assumes that individuals

hold a self-system that helps them to engage in good activities such as good

planning, regulating behavior and reflecting on oneself. These attributes interplay

with an encouraging environment which can basically be experienced in the

family atmosphere. Seeing through the same perspective, the citations of Dias et

al (2012) on the social learning theory of Bandura (1971 cited in Mack, 2001)

explained the attachment figures in the family guide in shaping up the behaviors

of child given the kind of figures the child experiences. These figures in the family

will enable the child to respond appropriately to the needs and demands of the

social world the child belongs to.

As Thomson (1998 cited in Laible et al., 2004; Jackson & Leonetti, 2001;

Shaffer, 2005) had explained, family has the most significant role in developing

an individual ready for socialization. Asssuming the role, parents help the child

obtain necessary skills, abilities and values that can be used in interacting and

socializing with others. Hence, when this role had not been fulfilled by any of the

parent, this can lead to a child’s lack of emotional and social needs. The

occurrence of events experienced in the family may highly determine the person

the child becomes when he or she grows up continuing to develop social

relationships with others.

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In addition, Jersild (1969) stated that the consequences of accepting and

loving parents to the child include better communication skills compared to those

who don’t have people to provide them the love they deserve; therefore, making

them exude a negative attitude towards the learning environment. The kind of

home environment that is available for these students drive them to bring this

sense of self-concept in the outside world (Okut et al, 2005). Accordingly, the

manner that a person expresses himself or herself with others is chiefly

determined by the kind of relationship that exists in his or her family.

In the same vein, a study conducted by Berlin (2004) had discovered that

adolescents from a complete family carry out a more positive attitude and

present themselves to others way better than those who come from broken

families. It was emphasized by Wanjiku (2010) that this issue may not only affect

academic development but might also be threat to a good interpersonal

interaction and communication. It was further explained in her study how the

ability of the family to resolve conflicts among them could model positive coping

skills leading to an increased social competence.

Classroom Attitude of Students from Broken Families

Broken family has becoming increasingly rampant in today’s generation

(Dias et al., 2012). Since this issue appears to be a common problem in the

society, this issue indeed impacts the lives of the children being involved in the

problem. Although relationships are constantly changing, the family still plays a

great role in giving a secure emotional base that is helpful in acquiring a positive

attitude of young people (Schofield, 1999).

 20

Accordingly, Mooney et al (2009) and Senturk (2012) emphasized that this

issue in the family can bring havoc to the lives of the children involved affecting

their academic, emotional, social and behavioral aspects. These aspects are

believed to be determinants of how these young students interact and show their

best or worst attitudes in the learning environment. Fatima (2015) pointed out in

her study that students from broken families do no get enough attention and love

that they need leading them to feel incomplete and inadequate.

Moreover, she affirmed that broken family students seek people to

understand their emotional needs which can be the reason for their constant

withdrawal and shyness in interacting with others. On the other hand, Edleson

(1997) had justified that long term effects of broken homes include low self-

esteem among women that would manifest in the way these students attempt to

communicate and relate with others. With the support of such study, Wanjiku

(2010) even stated that these students tend to exhibit attitude of anti-social being

fearful and showing lower social proficiency.

Another study by Webster et al. (1995) had vindicated that some products

from broken families due to divorce are more expected to communicate less

others. Nevertheless, while some children of divorced parent are led to

vulnerability, others chose to be resilient and strong to survive from the challenge

(Strohschein, 2005). She further disclosed that broken homes will likely affect

children with increased anxiety and depression and antisocial attitude.

Moreover, broken family individuals tend to have more emotional

problems and feel negative emotions that hamper their well-being (Amato, 2003).
 21

As one of the prime reasons of broken homes, divorce can lead to an individual’s

increased social anxieties (Strohschein, 2005), lower sef-esteem (Amato et al.,

2001), and lower self-confidence (Workman et al. 1991). In addition, Wells et al

(1996) associated divorce to a higher consequence of withdrawal of an individual

from friends and social activities.

According to Patel (2017), as some families tend to break up, this can

affect in the way their children would want to relate and communicate with others.

Shyness and lack of social skills are one of the noticeable consequences a child

from broken family could experience. Secondly, the students may experience

lack of self-confidence which is basically developed at home – in terms of

associating with the members of the family. This supports the findings of Jersild

(1969) stating that feeling of rejection may lead the adolescents to feel restricted

in expressing his or her emotions, and lose confidence in himself or herself.

According to Okut et al (2005), while some lose confidence among themselves,

the situation comes to these students as their reason for seeking the attention

they never had at home.

Schultz (2006) published that adolescents from broken homes tend to

have more social, academic and emotional problems. As marital instability brings

about stress and frustration, self-confidence and shyness go along in the way a

student is able to express his or her feelings with others. In most instances, due

to lack of self-confidence, it can even lead the child to withdraw. Additionally,

Orestein (1995) found out in his study that there is a greater chance for girls from

broken families to decrease in confidence as they get older.

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Furthermore, among the factors that could affect child’s development,

parents can be considered as a powerful one. Nonetheless, the effects of the

family to a child’s development highly depend upon the extent of its brokenness.

It is believed that in every aspect of child’s development, he or she needs

family’s attention and guidance. In fact, some students who have difficulty in

relating with others usually experienced neglect at home (Simpson, 2010).

As Kiura (1999) had affirmed, a person’s attitudes are gradually developed

and formed depending on what extent he or she learns from the parents. In the

age of young adolescence, a person’s life is altered by different influences that

can either build or annihilate his or her self-esteem and self-confidence (Eccles,

1999). Therefore, the security that is experienced in the family is important in the

emotional stability of any child avoiding such situations as fear and withdrawal

(Ribeiro, 2007).

Although the development of individual identities is inevitable in every

family member, each still remains attached to the family group in order to confirm

sense of security and confidence (Wanjiku, 2010). Consequently, a well

functioning family helps in the inculcation of the sense of security that will the

help the individual exude confidence in his communication with others.

As Wanjiku (2010) had studied, family conflicts can impact not just the

academic performance of the student but can also regenerate difficulties in their

self-concept. Moreover, students from broken families may highly undergo social

anxiety. Withal, a person who has experienced such family conflicts can have the
 23

tendency to constantly feel rejected therefore increasing social anxieties in

him/her.

Patel indicated that social anxiety is real and true to these students having

an irrational fear of being judged, embarrassed, and laughed at whenever they

start communicating with others. As stated by Furstenberg (1993), situations

such as brokenness of a family could impact the individual to less likely socialize

and communicate with others and the person’s low self-esteem will less likely

help him/her speak about personal feelings with others.

Resilience of Adolescence from Broken Families

Various studies have presented different effects and influences of broken

family to the lives of children and to the adolescents. In fact, Johnson (2005) had

rationalized that these students form broken families are more susceptible to

emotional and social risks as they are experience such traumatic experience. On

the other hand, Omoruyi (2014) counterargued this notion with the information

that the condition may not be applicable to all students who have relatable cases.

As supported by Ayodele (2007), there is a varying case in identifying the

environment of a child to be affecting its ability to learn and associate with others

effectively.

Resilience, as suggested by Bonanno, et. al (2005), is an attitude of an

individual earmarking strength and perseverance during and after undergoing

adversity. In this view therefore, resilience requires the presence of clear

substantial difficulties or challenges. In addition, Fonagy and colleagues (1994)

characterized resilience as a natural development when facing difficult conditions

 24

(Fleming J, & Ledogar, RJ, 2005). Along with this claim, Benard (1995) had

contended that resilient people share the same four characteristics manifested in

the way they deal adversities.

One of these characteristics is social competence which is seen in the

ability of an individual to create positive relationship with others by building trust,

confidence and familiarity of communication styles to be used. Another

characteristic is the problem-solving skills shown in the manner these individuals

organize and plan decisions for their problems. These students also take

chances in seeking help from others about making choices. Finally, a sense of

purpose and future is exhibited as individuals show sense of hopefulness,

perseverance and constancy in aiming for a successful future.

These attributes are thought to be reflections of people’s adjustment and

to the environment where they can be exposed to various adversities but can still

create a powerful image which can be admired by others. Having this unique

quality will typically enable a person to face the risks without breaking down.

Hence, risks and adversities are considered essential factors in developing

resiliency.

Despite the significant stressors associated with broken family,

approximately 75-80 percent of children (Hopf, 2010) developed into positive

adults and accomplished their education possessing good social qualities.

Furthermore, a study by Amato (1999) indicated that 42 percent students from

broken families acquired higher well-being scores as compared to those who

have complete and intact families. Therefore, the hardship and pain associated
 25

with this conflict made them stronger individuals. Children from high conflict

families oftentimes benefit the most as it represents an opportunity for a better

life. While some other people dwell on the negative effects of familial conflicts,

others decided to rebound from these adverse effects with surprisingly different

coping strategies.

Provided with sets of reviews on different literature, a body of fact can be

discovered explaining how a child or student may be affected by having a broken

home. In the long run, one factor which can be lost is the ability of an individual to

relate and socialize with others. In the very sense, family is always considered to

be a principal wall that sets every behavior a person has to learn (Relvas, 1996;

Shaffer, 2005).

Most often than not, the personality of an individual is usually traced back

on the kind of family he or she comes from. And as the child grows up, he or she

tries to find a certain attachment that can bring success in the development of

self-confidence and self-esteem (Eccles, 1999). As asserted by Thompson

(1998) in the citations of Laible et al (2004), the memories that were built in the

family is a crucial factor as the child grows into a positive individual.

In addition, as emphasized in the theory of social learning theory of

Bandura (1971), an attitude is inspired of the behavior a person witness on the

family as their attachment figures (Dias, 2012). However, among these literatures

being reviewed, no such literature had been able to provide facts and knowledge

about these students dealing with the attitude they show to other people in the

school environment. This is for the reason that the study further aimed to provide
 26

additional information in the pre-existing body of knowledge looking both on the

positive and negative effects of broken family to the way these students perceive

the world.

Organization of the Study

Chapter 1 presented the main problem by providing background

information about the issue, the purpose of the study, the literature reviews and

related studies that highly supported how variables in the study interacted and

worked within the framework, and the theories that had guided and supported the

findings and results of the study.

Chapter 2 provided detailed explanations about research design and its

method suited for the issue to be studied. This chapter had discussed also

matters about the ones who will complete the study, who will be involved and

treated and the processes to be undertaken in the course of data gathering to

ensure that results were aligned to fair findings in order to arrive at the best

conclusions. This had also included discourses of the trustworthiness of the

study, ethical consideration and the role of the researcher.

Chapter 3 discussed for the presentation of the results obtained during the

process of data gathering. This had also presented the analysis of the significant

details and statements during the interview and focus group discussion. To be

able to attain various experiences about the study, themes were formulated and

produced supported with the significant transcriptions of the participants’

responses. Most importantly, the tables in this chapter had answered the

research questions of the study.

 27

Chapter 4 produced the discussion of the results. Along with the

supported literature and theories, the themes were interpreted and given further

explanations in order to finalize the results. Anchored to the theories being used,

the results were consolidated to give justifications to the questions of this study.
 28

Chapter 2

Methodology

This chapter discusses how the investigation was realized successfully in

order to obtain significant answers to the purpose of study. This explains further

the research designs that this study was patterned into. Also, presented here are

the information about participants and the processes for formally securing their

identities and responses. Exhibited in this chapter are the discussions about data

sources and the process in obtaining them, data collection and the gathering

procedure, data analysis and the procedures in extracting and formulating

themes, the trustworthiness of the study, ethical consideration and the role of the

researcher.

Research Design

This study utilized phenomenological design. This design is naturally

subjective; thus, it could give information that may be primarily the products of

the person’s own opinions and perspectives. This design was employed in order

to explain and describe the classroom attitudes that the students from broken

families are evincing and how they were able to cope with them. As Van Manen

(2007) had explained, this design was used in order to explore the very essence

of the experiences of the phenomena; thus, students who were experiencing

broken homes are the key informants of this research study.

Basically, phenomenology is considered an educational qualitative study.

This design had been used in examining the atttudes of the students through the
 29

descriptions they had provided during the in-depth interview and focus group

discussion (Donalek, 2004). These lived experiences, referring to the

experiences of students from broken family in effect to their attitude with people

inside the classroom were analyzed to attain essential information about the

problem. Thereby, in order to analyze students’ lived experiences, the feelings

expressed were taken into consideration to be able to justify the impact of the

phenomenon to their experiences (Greene, 1997; Holloway, 1997; Kruger, 1998;

Kvale, 1996; Maypole & Davies, 2001; Robinson & Reed, 1998)

Moreover, the contention of Streubert and Carpenter (2002) about the

method was also employed looking through how these feelings of students

shifted in the past to the future the moment their family broke. Likewise, as

Creswell (1998) had claimed, this design necessitated philosophical

understanding of the participants’ classroom attitudes that were mostly common

among students from broken families.

In addition, this study also followed Giorgi’s (2009) argument in using the

design. Consequently, the design was used not just explain but to accurately

describe the experiences of the students. Through this design, a truthful and

unbiased collection of facts and data are secured from the participants. As this

design was primarily concerned about understanding the impact of the

experiences to the people involved (Welman & Kruger, 1999), this was applied in

order to look for a reflection that may be elicited from the conditions of the

participants suspending all natural and everyday assumptions about the

phenomena.
 30

I had utilized this approach for the reason that this method can eb used to

examine how these students were engaging in these lived experiences since this

is considered as a powerful tool in understanding human experiences. Therefore,

their personal feelings and perceptions towards the situation were taken into

consideration in order to understand how they are behaving and showing

particular attitude towards others.

Research Participants

In this study, purposive sampling was used to identify primary participants

as considered by Welman and Kruger (1999). The sample was selected based

upon the evaluation of the people who experienced the phenomenon to be

studied. (Kruger, 1999). The participants of the study were the selected students

from broken families from St. Mary’s College Baganga. Inc. Baganga, Davao

Oriental. They were the ones who were estimated to be aging 11-19 years old.

These were the participants who either lived with any of their parents (mother or

father) or any guardian available to foster them.

The participants were respectfully concealed through their given

pseudonyms. Any information given by these participants were carefully

appreciated and they were further guided to understand the conditions properly.

The participants chosen were secured to be willing as to the participation in the

study in order to obtain appropriate data needed for the investigation.

Additionally, ten participants answered the in-depth interview. Another

seven participants have joined the focused-group discussion. The participants

were assigned to different codes with the date they had been interviewed. The
 31

researcher utilized a minimum of 10 participants until data saturation was

obtained. Creswell (2007) addressed this issue in the participants in order to

further provide thematic saturation.

Moreover, to ensure ethical consideration, ascend consent was to the

parents/guardians and informed consent was provided for the students who were

considered the key informants involved in the study.

Data Sources

The declaration of any information in the study was upon the data that

emerged from the participants during the interviews and the discussion. The

interview guides, after having been validated, were consisted of questions that

would elicit answers about the classroom attitudes of students from broken

families as well as the strategies that they had been using in the classroom

environment.

The process of data gathering and interviews were done in a way that is

not intimidating for the participants; therefore making the process easy to be

understood and answered. These participants involved were the ones who

expressed their willingness in the participation of the study. The results were

derived from the researcher-structured and validated questionnaires and

interview guides. Adhering to the principles of Welman and Kruger (1999), the

questions were directed to the participants’ own experiences, feelings, and

beliefs about the questions asked. During the process, follow-up questions had

occurred for the purpose of leading, clarification and justification of the

information.
 32

Another source of data used in the study is called memoing (Miles &

Huberman, 1984). This source had given the researcher’s own observation

including what is heard, seen and felt from the way the participants shared their

experiences. Thus, there was a balance of descriptive and reflective notes on the

investigation and data gathering process (Groenewald, 2004).

Furthermore, it is highly important to have stressed and emphasized the

responsibility the participants had in the research. To be able to collect the

required information, the participants were responsible for the truthfulness of their

answers since they are the primary beneficiaries of the study (Groenewald,

2004). The investigator had also ensured that the storage of the data had not

been taken any longer as needed committed to the task that they will be

processed according to the right of the participants and will not be transferred to

any researcher without adequate protection. Written observations for interviews

will be documented and discussions will be recorded altogether kept in a drive

protected by a password.

Moreover, the participants were also oriented about their rights to have

access to their information to assure that no part of given information was

tampered. Also, the information that they can access will help the participants in

improving attitude and adjusting to what the social world demands of them as

adolescents. Apart from these, the data would be a helpful tool in overcoming the

emotional problems they experience that reflect their attitude in the classroom.

Finally, no process of the study was forced to the subject who is not willing

to disclose the information. Total respect was specially given to these kinds of
 33

participants who may have different perspective from all other else. Whatever

experience disclosed was highly acknowledged.

Data Collection

In order to gather best data and sources in a qualitative research, this

study had utilized interviews, focused group discussions, documentation and

audio-recording. Before the conduction of interview and focused-group

discussion, permission was sought to perform the sampling. Afterwards, informed

consent and ascend consent were secured and given to the participants as well

as to the parents of the participants. The participants and the parents were given

three days to fill up the form affixing their pseudonym and signature to be able to

ensure the formality and utmost permission of the participants who had willingly

participated in the study, meaning that their participation was voluntary and had

not involved monetary matters to provide the data the research demanded.

During the scheduled interviews and discussion, the purpose of the study

and the conditions in the consent form were further explained in order for the

participants to confirm their decision in the participation of the study. The

interview and the discussion were done during the most convenient time the

students have and for some are during the time when they become ready in

facing the researcher. In order to further protect the identities of the participants,

both the interviews and the discussions were done in the school’s counseling

room where they feel comfortable and secured that there will be no opportunities

for others to hear and see them.

 34

Most importantly, the researcher had ensured that the participants do get

enough orientation about the purpose of the study. After identifying the number of

participants needed, a letter for approval had been submitted to the School

Principal to conduct interviews and discussion to the concerned participants. To

further confirm and validate the answers to the researcher-made questionnaires,

the researcher had conducted another follow-up interview to correct and finalize

the participants’ responses.

Additionally, with the permission of the parents and the students, all oral

interviews specifically the focused-group discussions were audio-recorded. The

recorded information were used as a follow-up mechanism after consequent

interviews that helped in the analysis of the data. Also, field notes done during

the data collection process served as a first step towards data analysis.

Finally, since this study focused on the personal perspective of a person

to the world and how various things appear to them, a de-briefer was provided

after the interview and focused-group discussion. The process of the study had

included the identification of the issue, setting the purpose and limitations of the

study, constructing research questions that would smoothly guide the study,

interpreting the results with the use of theoretical frameworks, and providing

conclusions and recommendations.

Data Analysis

As regarded by Coffey and Atkinson (1996), analysis is a systematic

process of transforming the collected data through interpretation. Hence, the

analysis of the data was basically founded from the principle of Paton (2002)
 35

which was based upon interpretative thematic techniques exploring upon the

subjective, experiential world of human beings with which description of their

experiences rely deeply on themselves. The findings – or outcome - of this type

of study were collections of descriptions of meanings for individuals of their lived

experiences; experiences of concepts or phenomena (Cresswell 2007).

Formally, this study had used explicitation process by Hycner (1999)

which functionally has five steps or phases. In the first step, the conversations

were transcribed and translated. Moreover, the bracketing and phenomenological

reduction had implied that there should be a great emphasis to the experiences

present to the research participants since they were the ones who made the

phenomenon exist.

After performing the first phase, the researcher moved in to delineating

units of meaning where relevant meanings were extracted or isolated and

irrelevant ones were eliminated (Moustakas, 1994). In this stage, I have looked

into all the data securing that each statement had equal value. Some statements

were overlapping and repetitive but they were used in the confirmation of the

data. After cleaning the data, the remaining parts of the data were now called the

horizons. These horizons were the surfacing meaning extracted from the

participants’ experiences.

Afterwards, clustering of units of meaning in these horizons were done in

which the irrelevant information was again bracketed to form themes. Also,

validity check was done during the process of summarizing, validating and

modifying the interviews (Groenewald, 2004). The transcribed and translated

 36

data were then categorized according to the research questions of the study.

Also, core ideas were identified in order to validate the clustered and thematized

units. Finally, the researcher had looked for the common themes expressed by

the participants regarding their experiences (Hycner, 1999), the process of

synthesizing had been included in order to describe what occurred and

determine how it occurred. In the descriptions, major themes were included to

create the essence of the phenomena.

Trustworthiness of the Study

In the realization of the study, the following criteria and values were

considered in order to provide a fair and well-rounded foundation on the

interpretation of the results of this qualitative study (Veal, 2011; Bryman, 2012;

and Loh, 2013)

Credibility.

Lincoln & Guba (2000) defines credibility as ensuring the process of

appropriate measure of what are supposed to be measured. This highlights the

value of truth therefore manifesting researcher’s ability to capture different

realities present in the participants. In order to realize this, I focused on what

objectives were set for the study. In this study, I have obtained credibility by

assuring that my key participants were committed and willing to provide honest

information without force and harm. Together with the consent form, I had made

my participants understood the consent form and the situation that may occur

during the interview and the discussion.

 37

Confirmability.

Confirmability refers to the extent the study is affected by personal

interests and biases. In this manner, the researcher was obliged to empty her

mind from her own perceptions and welcome the realities disclosed by the

participants. Other than being driven by the researcher’s aim to produce her own

choice of findings, the researcher had straightforwardly followed to the objectivity

of the study (Gasson, 2004). I had obtained this criterion after performing a

second run-through of the focus group discussion in order to confirm the

truthfulness of the data being gathered during the first attempt.

Transferability.

Transferability as explained by Gason (2004) refers to how the study may

be applicable to other subjects and other contexts. Theoretically, the results of

the study were a great help for the proceeding studies regarding attitudes of

individuals with special family cases. The findings had become bases for the next

context where similar problems exist. The researcher of this study had assured

that there was a constancy of the study. The sets of documents of the results

were kept on file in case future researches would like to repeat the procedures of

the study.

Dependability.

Lastly, dependability asks the questions whether the findings be repeated

if the study be replicated in the same subject and context (Porter, 2007). In order

to ensure the consistency of the findings, the researcher was responsible for

gathering stories that were facts and not merely fictions – meaning the
 38

researcher valued first and foremost the participants in order to get their trust and

interactive response.

These four important factors and criteria had guided the study in achieving

and arriving at a truthful, applicable, consistent and neutral study.

Role of the Researcher

This study had been conceptually difficult in terms of getting definite

information from the concerned subjects since family is a matter that should not

be underestimated. However, determined as I am, I diligently and patiently deal

with my respondents in times of data gathering. I had objectively analyzed the

results through proposed theories, literatures, and methodologies. Scribing

accurately the experiences of students regarding the phenomenon, my research

will remain objective and true to the facts described by the participants involved.

As a researcher, I am responsible for getting along with my respondents

after knowing their profile and their emotions, feelings and mental stability. I had

also determined their ways and strategies in facing and overcoming this condition

and challenge in their lives as students.

Finally, with the help of my respondents, I successfully identified best

ways, suggestions and recommendations for the parents, teachers and

administrations and most especially for these adolescents who are victims of the

unfortunate event. Most especially, I had performed my responsibility and

obligation to keep the details of my participants confidential and not to divulge

any information disclosed by them.

 39

Ethical Consideration

One of the significant responsibilities a researcher should have is the

obligation to keep the data as well as the participants confidential and safe

(Creswell, 1998). Hence, utmost confidentially of their personal records was

secured and that whatever was shared by them remained to the researcher

alone. Thus, this study adheres to the principles the investigator should have as

stated in the Data Protection Act of 1998 by the National Foundation for

Educational Research. The answers of the participants were objectively and fairly

processed obtained only for the purpose of the study. It was also ensured that

the information given by participants were adequate, correct and relevant.

Significantly, their responses and answers were secured.

Likewise, I committed to follow all corrections, comments and suggestions

by the Research. Publication, and Innovation Center (RPIC) and University of the

Immaculate Conception – Research Ethics Committee (UIC-REC) for me to

better improve every part of my research. Thereupon, it is also my responsibility

to follow strictly the procedures of the validation, documentation and data

gathering. For the purpose of safe and unbiased analysis, I had consulted an

analyst expert in phenomenological data.

 40

Chapter 3

Results

The succeeding sections in this chapter presents significant experiences

of students from broken families highlighting disparate perspectives of students

being involved in the phenomenon and how they build the kinds of attitudes they

show to other people basing on the effects of their broken family to their outlook

in the society. Generally, the results yielded discussed about the attitudes

expressed by the students who were products of broken families in the

classroom. They were respectively expressed in themes.

By sorting out significant and valuable detail from an array of information

gathered from the participants, nine (9) themes that were supported with the core

ideas had been generated which are basically based upon the main research

questions. The results written in this chapter were in the “very words” of the

purposefully selected seventeen (17) participants who had experienced broken

family at early ages, manifested and managed to show both positive and

negative attitudes inside the classroom setting in effect of their broken family to

the way they perceived themselves as outcast people.

Considering the specified area of the study, the inclusion criteria had been

reduced to the attitudes of students manifested during conversations about

family, family gatherings and performance in English subjects. It was further

noted that the researcher had conducted the focus group discussion twice in

order to elicit richer and clearer responses and information.

 41

Table 1
Profile of Participants
No Grade Study
Assumed Name Gender Age
. Level Group
1 Claire Mae Cruz Female 15 Grade 9 IDI
2 Vap Male 16 Grade 10 IDI
3 Ting Male 16 Grade 10 IDI
4 Ultra Might Male 12 Grade 7 IDI
5 Ace Female 14 Grade 8 IDI
6 Veronica Female 12 Grade 7 IDI
7 Aqua Blue Female 13 Grade 8 IDI
8 Riza Female 12 Grade 7 IDI
9 Alexander Alcantara Male 15 Grade 9 IDI
10 Someone Female 12 Grade 7 IDI
11 Gemix/FGD 1 Female 16 Grade 10 FGD
12 Bugoy/FGD 2 Male 13 Grade 8 FGD
13 Superman/FGD 3 Male 12 Grade 7 FGD
14 Kate/FGD 4 Female 12 Grade 7 FGD
15 FGD 5 Female 12 Grade 7 FGD
16 FGD 6 Female 12 Grade 7 FGD
17 FGD 7 Female 12 Grade 7 FGD

Table 1 presents the basic information about the key participants and how

they were involved in the study. As the table shows, the study group in IDI had

six female participants and four male participants. Of the seven participants in an

FGD study group, only two were male and five were female participants. It was

also clear in the same table that the youngest respondent was aged 12 and 16

as the oldest for both study groups, the IDI and FGD.

Table 1 also presents that the key participants had experienced broken

family at varying but early ages. Some of them witness its brokenness even

during conception and some during their one (1) to ten (10) years of ages. It was

also shown that most of the participants experienced broken families at early

ages which required crucial attention from the parents.

 42

Table 2
Major Themes and Core Ideas on the Experiences of Students from Broken
Families
Major Themes Core Ideas
Difficulty in opening up topics about families
Difficulty in expressing emotions when talking about
families
Feeling insecure of talking with their classmates
Inability to Express having a complete family
Oneself Difficulty in expressing ideas and thoughts
Having no one to encourage and motivate them in
speaking in public
Difficulty in communicating with people they don’t
want to speak to.
Keeping oneself in a corner especially during
gathering of families in school
Wanting to be alone
Social Withdrawal
Allowing the family members at home to talk first
before communicating
Preferring others to start conversing with them
Anxious of their classmates who are confident of
speaking in English because their classmates are
used to practice English in their families
Afraid of judgment when mistakes are committed in
speaking in English
Fear of Judgment Difficulty in pronouncing and spelling out some
English words
Difficulty in looking for the correct word that would fit
to what should be said
Having little knowledge or idea about grammar,
spelling and pronunciation
Anxious of people who are smart talkers
Starting a conversation is pointless when there is a
feeling of discomfort
Over-Sensitivenesss
Getting easily hurt whenever they are noticed to
commit mistakes in trying to speak in English
Getting irritated and annoyed if forced to speak

Experiences of Students from Broken Families

Gathering information from the personal perspectives of the participants,

four (4) themes were generated as shown in the Table 2 as follows: Inability to

Express Oneself, Social Withdrawal, Fear of Judgment, and Over-Sensitiveness.

 43

The generated themes had helped the researcher to determine detailed

data and identify core ideas to further explain the experiences and attitudes of

students from broken families. The widely held attitude of these participants was

their difficulty in expressing themselves especially during conversations about

family during family gathering, and when trying to speak in English in front of a

crowd. Also, it was shown in the table the most common fear of every individual

which is fear of being judged and laughed at. The themes in this table that were

extracted during the analysis had given clarification regarding the way these

students react towards other people in the classroom setting.

In order to set the ambiance of the discussion, the students were asked

about the status of their family, how they were feeling about the set-up of their

families as well as their experiences in having broken families. There was a

smooth flow of the discussion that happened because the students were aware

that I can understand their situations. In fact, it was verbalized that they were

happy since we are both coming from a broken family and that I can understand

them. After making sure that there was no feeling of hesitation and awkwardness

between me and my participant/s, I then facilitated the interview and the

discussion.

Inability to Express Oneself. Considering the experiences of these

students from broken families expressing different family status and brokenness,

the participants had divulged how much of their characters and personality were

affected by this family issue. Though some of the informants were very much

aware of their family statues, most of them undergo difficulty in sharing their
 44

family stories. Additionally, these participants are perceived to be having no good

perspective of their families since they were not happy about what had

happened. Most especially, it had gone difficult for them to talk about families

because they did not know what emotion they should have when speaking about

the issue considering that they have no one to encourage and motivate them.

Aside from their difficulty in starting a conversation especially with the people

they don’t want to talk to, they find it also insecuring to talk with their classmates

who have complete families.

For an instance, Ting had expressed his sentiments and feelings when

asked to speak about his family which is a lot negative since he wanted other

people to see him as a strong person rather than a weak one.

Pero kung yang topic Ma’am talks about

family adto da dayun ako amanang mag-
conflict da dayun utok ko... Yang iisip ko na...
Unuhon ko pagpakita sang mga utaw na
strong ba ako, na dili lang ako lang-on na
luya ako tungod lang sian na problema.
(Ting_IDI3_p3)

But when the topic Ma’am talks about family,

it will make conflict in my mind. I am thinking
for ways on how will I show to the people that
I am strong and, that I will not be seen as
weak because of that problem.

In addition, Ting had described one instance in his life where he

underwent struggle in his family due to misunderstanding and that it affected his

focus in school and even in his attitude towards others during that moment.

Di ako masyado sian maka-focus ng studies.

Usahay gani Ma’am... amanang tulala lang
 45

gani Ma’am... Tapos walay masulod sang

huna huna ko ma-mental block ako. Sauna
kay bay skwelahan lang ako... Ana sian
Ma’am. (Ting_IDI3_p4)

I cannot really focus on my studies.

Sometimes Ma’am, nothing will come into my
mind, I get mental block. Before, I went to
school then back home immediately.

In fact, one of the informants had revealed that this broken family issue

had provided him the reason to be taken aback when it comes to topics about

family and it made him like he is behind his classmates regarding family status

and stories.

When questions na tinanong about sa

pamilya. Yung ganuun po.... Parang na-
bebehind po ako dyan na topic na yan... .
Tapos dili ako masyado yagatalk man gud
about sang family da gani. (Vap_IDI2_p4)

When questions that are asked are about

families, I feel like I am behind in that topic.
And I don’t really speak about family.

Similarly, Riza had experienced strange feelings and emotions towards

the kind of family she has; however, she just chose to be strategic whenever she

is involved in a conversation which talks about family.

Kung may magtanong sa akin about na nung

family, ginachange ko ang topic namin.”
(Riza_IDI8_p4)

If one will already ask me about family, I

usually change the topic of our conversation.
 46

Aside from having issues in conversing and exchanging ideas about

families, some of these participants had also fought challenges in the way they

want others to accept their thoughts and ideas. In effect, broken homes gradually

distracted the process of these students in building their self-confidence so they

can present themselves without further hesitations.

In a different incident, Alexander Alcantara had underwent an unpleasant

perception and attitude towards his classmates regarding his intention to clearly

express his own thoughts and ideas.

Yang usahay gani na dili ko maexpress kung

unan ing adi sang huna huna ko medyo
maglisud ako pag explain pa. (Alexander
Alcantara_IDI9_p6)

Sometimes, I really cannot express what I

have in my mind because I find it hard to
explain them yet.

Moreover, it was revealed by Superman, a 12-year old participant, how

significant is the presence of having a family who will support and motivate him in

speaking in English very well even if he commits mistakes in doing so.

Makaapekto usahay kay yang feeling ko man

gud man gud Ma’am kay walay yang, walay
tawag sad-ing, walay... Mag-encourage...
Tapos walay mag motivate kanak Maam na
tiyaban ako na madayaway kaw sa lage sang
English ana gud sian. (Superman_FGD3_p4)

It affects me sometimes because I feel like no

one will encourage me. Then no one will
motivate me Maam and tell me that I am
very good in English.
 47

Social Withdrawal. As it has been previously discussed, the key

participants were discovered to be struggling with their own attitudes due to

situation they are currently involved. Not only that they are experiencing such

effects of the issue, but their personality, when it comes to classroom setting, is

altered. As the interview and discussion pursued, it was further found that others

tend to withdraw themselves especially during family gatherings when they see

their classmates with complete families. Accordingly, when these participants

witness other classmates having a complete family, it becomes a struggle for

them to mingle with them because they cannot avoid feeling insecure of their

classmates. As a result, these participants resorted to draw back and kept

themselves away from any opportunity of socializing with others or even starting

a conversation with people.

Gemix was perceived to be having a very positive attitude in her own

situation considering that she had been doing great in relating to others

especially in communicating using English language. However, she had revealed

how she feels about seeing her classmates spending the family day with their

families.

Sometimes isab Ma’am yang time gani during

the family day? Yang mag-gather ing Mama
asta Papa matingon da lang ako sang kilid
kay ma-feel ko na maka-insecure kay
kumpleto siya. Ana gud Ma’am.
(Gemix_FGD1_p4)

Sometimes Ma’am, the time during the family

day, when mother and father gather together,
I will just sit and stay silent because I always
feel insecure because they are complete.
 48

Similar emotions and feelings were experienced by Someone who had

broken family since she was six (6) years old. She further revealed how happy

she could be if she has been able to live with a complete family.

Makaselos lang kase kung may makita ako

yung mga pamilyang magsasama.
(Someone_IDI10_p7)

It makes me really jealous when I see those

families being together.

On one hand, Claire, unlike other participants was also having her own

special experience with her family at home. She divulged what kind of attitude

she shows to her family. Accordingly, Claire has a better preference in staying

quiet unless speaking is necessary.

Basta sang balay man gud Ma’am kay sila

lang kumakausap sa akin tapos gusto ko po
talaga mapag-isa. Gusto ko lang Ma’am yung
amanang way kastorya ko Ma’am. Di ko
lang gusto na awn kasamok.. Di ko gusto na
yang sige ako pangutanahon. Gusto ko ako
lang gayud isa Ma’am. (Claire Mae
Cruz_IDI1_p7)

At home, they are the ones who start

communicating with me, and that I really want
to be alone. I just want that I don’t have
someone to talk to. I do not want noise. I
do not want that I am always asked. I just
want to be alone Ma’am.

Fear of Judgment. The feeling of inadequacy and perennial fear of being

judged had emerged from some of the key informants revealing how a family

could contribute to the way they confidently socialize with others. Suprisingly,
 49

some participants were noticeably lacking the micro-skills needed to be able to

understand and speak in English very well. Therefore, this perennial issue has

also added up to the anxieties that these students are feeling. With the fact that

these students do not have complete family to guide them in their learning

especially in speaking skills, the more these students were vulnerable to feel

anxious of the mistakes they might commit when speaking to others.

Currently known for her ability to speak in English very well in class,

Gemix had also experienced feeling inferior of those who speak in English

fluently; but in the course of time, she was able to overcome this fear.

Di pareha agaw ng iban ko na classmates

Maam na, awn isa ko ka classmate Ma’am
na tig silan mag-English sang bahay agaw
yaan isab sang eskwelahan anad sab yaan
na kung, example awn simple naan na
pangutana sang iban, dili yaan ma-awkward
mag-English kay sanay yaan sang family kay
sa family naan ad silan mag-English. Pero
duun Ma’am okay da ako. Yalagpasan da ko
ngawn na difficulty ko. (Gemix_FGD1_p7)

I had one classmate who speaks in English at

home thus also in school she is used to if.
For an instance, she has simple question for
others, she will not feel awkward to speak
English because in the family they are used
to speaking English. But now I am ok already.
I had overcome that difficulty of mine.

And basing upon her experience, Gemix had added to her own sentiments

how students coming from broken families are indeed feeling inferiority and had

witnessed how her classmates could greatly contribute to feeling of fear to the

person like her.

 50

Usahay ngiding iban isab agaw na

classmates mayo miskan isab kanami sang
mga classmate nato kay dili kaw isab i-
support Ma’am ba amo usually ing iban na
dili masyado confident kay dili da gusto
magtiyab. (Gemix_FGD1_p7)

Sometimes, some of our classmates are not

that supportive that is why usually those who
are not confident in speaking do not like to
speak anymore.

As for the skills needed in speaking English well, Kate had described how

she feared being judged and ridiculed whenever she commited mistakes in trying

to answer speaking English language.

Ma’am alangan kay dili pa sa gayud ako

masyado makipag-istorya, yang, dili pa gud
ako matigamay magbuhat ng sentence sang
English. Agaw usahay Ma’am pag kana gong
naga-answer na ako, kabahan talaga ako
baka mamali ako at pagtawanan.”
(Kate_FGD4_p8)

Of course, I am not really into

communicating; I am not really good in
constructing sentences in English. That is
why sometimes, I am really nervous because
I might be wrong and then be a subject of
fun.

With the foregoing, similar feeling and fear had also been shared by FGD5

who had admitted having difficulty in terms of grammar which basically caused

her to barely speak in English.

“Maglisud ako sang grammar Ma’am amo

usahay dili ako mag-English. Hate ko man
 51

gud isab ing English Ma’am basta about da

sang grammar.” (FGD5_p8)

I find it hard in grammar. The reason why

sometimes I do not speak English anymore.
Besides, I hate English once it tackles about
grammar already.

In the same streak of experience, Superman had expressed his own

difficulty and embarrassing moment whe he accidentally mispronounced a

certain word which led him to become more anxious of his speaking in the crowd.

Awn isab mga words Ma’am na malisuday i-

pronounce. Awn time na gabasa ako Ma’am,
ipabasa ako Ma’am ni Ma’am *****, tapos
nakay duung wa ako kasayud Ma’am sian na
word gani, yamali ako pag-pronounce iiyakan
ako ng iban ng tama kadi sian na pagspell,
ay, pagtiyab. (Superman_FGD3_p8)

There are words that are very difficult to

pronounce. There was a time that I was
asked to read by Ma’am *****, then I just do
not know about that word, I pronounced it
incorrectly, other shouted at me the correct
pronunciation.

Over-Sensitiveness. Dealing constantly with different people in the

classroom, feeling discomfort of socializing situation, waiting for others to start

the conversation, and getting irritated when forced to speak – these had become

a daily routine for the participants who were trying to hold back their sensitive

feeling. When asked, few participants were able to connect with others while the

other participants preferred to have others talk to them first. Due to this, one can

sense the apprehension these participants had been rooting for their reason of
 52

getting hurt easily. Reasons that were found could explain their various

experiences in their attitude towards others.

Parang para sa akin Maam...Parang ewan ko

Maam ha... Ewan ko kung ano yung correct...
Parang pointless na para sa kin na
magsalita... especially sa hindi ko close.
(Someone_IDI10_p5)

I just don’t know Maam what is correct. It

seems like it is pointless for me to start the
conversation especially if I am not close to
them.

She had further declared that it was traumatizing for her whenever others

would ask her about her personal life where she considered this as other people

trying to cross boundaries in her life.

Ma’am magtanong gani sila about sa

personal life na parang hindi mo gani
mabring up yung sarili mo na sabihin sa
kanila na parang na parang sa feeling mo
gani kay nagacross na sila sa boundary ng
buhay mo... Yung kapag kapag manggud
kay... Kapag ginasabi ko yung personal life
ko parang mabring back gani yung mga
pain.... Tapos yung mga memory yung mga
memory yung na-traumatized kase ako
Ma’am ba.... Parang mabring up yung pain
tpos mahirap magmoveon...”
(Someone_IDI10_p6)

Ma’am when they asked me about my

personal life, it seems like it’s hard to bring
myself up. I feel like they are crossing the
boundary in my life. That time when I talk
about my personal life, it brings back the
pain. Then the memory, those memories,
which I was traumatized, they would be
 53

brought up again and would be hard for me

to move on.

The anecdote told by one of the participants in the focus group discussion

had shared her frustration in attempting to speak with people who either want or

don’t want to talk to her.

Awkward lang kay syempre dili mo kaila

tapos wala kaw kasayud daw gusto kaw
kaistorya ng isa ka utaw. (Bugoy_FGD2_p1)

It’s awkward of course if you do not know the

person so you do not know also if he or she
wants to talk to you.

Likewise, a participant in the discussion felt disturbed whenever others

would make him a subject of their joke.

Yang binuangan ako tapos dili kadi amo

iistorya kanak. (FGD7_p2)

When they would be joking on me and then

they were telling me the wrong thing.

Table 3.
Major Themes and Core Ideas on the Strategies Used by the Students from
Broken Families in Dealing with their Classroom Attitudes
Major Themes Core Ideas
Selecting and Filtering Selecting people in order to avoid rejection since
they do not know what others might be thinking
Expressing themselves with the persons they are
close with
Doing trial and error with the people you are
comfortable with
Speaking and Acting Answering questions as if they know the answer
Pretentiously Acting as if they’re fine and confident in speaking
Pretending to know the answer then shifting the
attention to speaking to classmates in order to avoid
rejection
Using body languages and facial expressions
 54

Asking for Social Help Asking teacher about the difficult word
Seeking help from friends about the topic
Asking teacher to repeat the question
Using Stock Knowledge Using the knowledge they have in mind to answer
difficult questions
Thinking very hard and carefully to find the correct
answer
Becoming a Snob Ignoring non-sense talk
Becoming silent to the people they don’t like.

Strategies Used by the Students from

Broken Families in Dealing with
their Classroom Attitudes

Out from the experiences of the research participants, there were five (5)

themes emerged to answer the secondary research question. The table below

illustrated the styles of the students from broken families in the way they manage

their personal attitudes in terms of relating and communicating with others

namely selecting and filtering, speaking and acting pretentiously, asking for

social help, using stock knowledge, and becoming a snob.

These themes had surfaced to answer the inquiry as to what strategies

were considered by these students in dealing with their difficulty in classroom

setting. As discussed individually in the next paragraphs, the themes had

revealed significant information in identifying the resiliency manifested by the key

participants.

Selecting and Filtering. In order for the participants to cope with the

difficulties they experience in their attitude in the classroom, they had employed

this strategy wherein they choose the people they interact and communicate

with. It was explained by them how advantageous it could be to be socializing

with the ones they are close with. Close friends or even family members could
 55

help in aiding them to show positive attitude in themselves. This is a fact explicitly

explained by a participant in the focus group discussion.

Pilion lang kay basin dili ako ma-entertain

man gud ba. Tapos pillion ko na yang dili
ako ma-reject or kaya majudge. Amo pillion
ko gayud yaan ng madayaw. Dili ko gusto
mag-una-una pag istorya malay ko ba dili
yaan interesado sang atiyab ko.
(Gemix_FGD1_p5)

I just select because I might not be

entertained. Then I will filter the people I talk
to in order to avoid rejection or judgment.
That is why I will really select carefully. I just
don’t want to be the first one to speak. How
will I know if he or she is interested with what
I am about to say.

This had also been the experience by another participant in the discussion

who is perceived to be very cautious of what other people might think of him.

Kinahanglan pillin mo ing utaw kay yang kuan

Ma’am, kay usahay malisuday Ma’amkay
yang ngiding, kuan Ma’am, yang, wala kaw
kasayud daw unan itiyab naan sang utok
naan. Malay mo agaw okay lang yaan sang
harapan pero sang utok naan awn itiyab na
dili amo kanmo. (FGD5_p5)

It is indeed a need to choose right people

because sometimes it is difficult to find out
what he or she might be thinking about you.
Maybe he or she is just ok when you are
facing each other but he or she might be
saying different things on his or her head.
 56

Bugoy, who had positive relationship with the people close to him, had

explained how important it is to have someone who will not just critic or judge him

for the mistakes he committed but will also help him oversome his own difficulty.

And isa pa isab Maam mas maka-express

ako sang mga kaila ko gayud. Tapos kung
awn man mga mali ko, iyan silan para mag-
correct kanak. (Bugoy_FGD2_p5)

And another thing also Maam, I can further

express with the ones I really know very well.
And then, if I will be committing mistakes, at
least they can correct me with it.

The same mechanism had worked as well for another participant declaring

her eagerness to eventually learn how to speak in English through the help and

support of the people with whom they had built their confidence with.

Pillin muna ang kakausapin Maam. Tapos sa

pamamagitan ng pakikipag-usap sa mga
kakilala mo na ay dapat ano...dapat na mag-
sanay ka na rin Maam na makipag-usap sa
kanila sa English example. Yang kanilan kaw
magpractice ng English-English kumbaga
para kung sang iban na utaw makig-istorya
kaw dili kaw ma-awkward kay at least ya-
build da mo yang confidence mo gani.
(FGD6_p5)

Select first the people you will be speaking to.

Then when speaking to your close friends,
you should also practice speaking to them in
English. You will practice your speaking to
them for you to be able to soon talk to other
people with no awkwardness because at
least you have built the confidence already.
 57

Speaking and Acting Pretentiously. In order to counteract their fear of

judgment and embarrassment, the participants had learned how to fake their

faces and actions which primarily helped them in convincing other people that

they are doing fine. In this strategy, participants joined in one perception that

faking their smiles, actions, and confidence were effective enough for them to

avoid moment of humiliation.

Pompously, Alexander Alcantara had chosen and used this strategy for

countless times just to ensure he had always something to say in front of the

class whose eyes and ears were always ready to hear mistakes.

Magpamatay mali lamang ako. Na awn taraw

yasayudan ko pero dili sa gud ako sure kung
tama ba ngidto. (Alexander
Alcantara_IDI9_p7)

I will just pretend that I know something but

actually I am not sure if that was correct.

In the same vein, Aqua Blue had been using this strategy as she

described how she survived from a terrifying situation of being questioned

without knowing the correct answer.

Answer lang din ako Ma’am kase po...

Ammmm... Mas nakakahiya kung wala talaga
akong masabi... (Aqua Blue_IDI7_p8)

I would just answer Ma’am because it is more

shameful if I cannot say anything.

Meanwhile, Riza had been reinforcing herself not to be taken aback by her

fears by constantly reminding herself that she could always have a good posture

even if she answered the wrong one.

 58

Yang mag-answer ako na as if tama tapos

after kay makipag-istoryahan ako sang lain
da dayun... Miskan unan lang istorya ko para
lang dili silan makapansin na mali kadi
yatiyab ko tapos wa ko madungog si
Ma’am...” (Riza_IDI8_p8)

I would answer as if it is the right answer then

after answering, I will be talking with others
immediately. I would talk about anything so
they will not notice that my answer is
wrong and that I did not really hear the
feedback of our teacher.

Furthermore, one of the key informants has given an intuitive mechanism

that had helped him cope up with the attitude he has whenever he is asked about

his family that further reinforces his resiliency despite the negative situation.

Yang ipakita da ko lang sa kuan Ma’am sang

kanak kuan... Yang kanak body language,
yang kanak face tsaka expression, tsaka mu-
smile da lang ako Ma’am ... Amo gayud
yang one way Ma’am na mapakita ko na
strong gayud ako Ma’am ... Dili gayud ako na
luya makipagistorya always jolly gayud ako
makipagistorya... Para dili makita ng mga
utaw na ya-fail ako... na hala ya-fail
ako...” (Ting_IDI3_p8)

I will show it through my body language,

through my face and expression. Then, I will
just smile Maam. That is really that one way
that I could show to them that I am always
funny and jolly to speak with. So that people
will not notice that I fail.

Asking for Social Help. While others find the first two strategies effective

for their respective situations, some participants had used this third strategy
 59

which is to ask for a help for people who they think can help them in their

difficulties. As for the mainstream learners, it is understood that the classroom

appear to be a various things for these individuals; hence these participants were

perceived to be looking for possible resources and aid in order to be helped in

their problems in terms of their personality and attitude in the classroom.

Accordingly, Ultra Might possessed a confident and positive attitude

towards his learning in the English subject especially in the parts he has difficulty

with.

Mag-study ako Ma’am ng about sang

grammar. Kapag hindi ko po alam anong ang
word para sa sasabihin ko nagtatanong ako
bago ko sagutin... Hindi naman ako nahihiya
kase gusto ko man matigam.” (Ultra
Might_IDI4_p8)

I will study about grammar Ma’am. When I do

not know the word for my explanation, I will
ask first before I will answer. I am not shy to
ask since I really wanted to learn.

Ace had also exposed that somehow it could be beneficial to ask help

from others. This characteristic seemed to be familiar and normal to Ace but not

to some of the participants who have hesitations in asking help from others.

Magtanong ako sa mga close friends ko po...

Kase baka may alam sila about duun...
(Ace_IDI5_p7)

I will ask my close friends about it. They

might have knowledge about it.
 60

Resilient as she is, Veronica resorted to use this kind of strategy also not

just to save herself from judgment but also to help herself learn from the subject

as she asks her teacher about the things she has difficulty in understanding with.

Gina-ask ko ang teacher Ma’am nga i-repeat

ang question para kasabot ako.
(Veronica_IDI6_p7)

I ask my teacher Ma’am to repeat the

question for me to understand it.

Using Stock Knowledge. Aside from the aforementioned strategies used

by the participants, few participants had opted to use this kind of strategy in

attempting to avoid embarrassment. True to their side, it is important to think

very hard in order to give an answer so they could avoid being embarrased.

Additionally, participants might as well agree to how stock knowledge could help

them avoid such embarrassment as mentioned by Veronica who is also

employing this coping mechanism

Hinahanapan ko ng paraan... Parang nag-

iisip akoooo.. Umiisip ako ng mga ibang
ano na mga maisasagot sa kanya...
(Veronica_IDI6_p8)

I will look for the possible ways or think of

some other things just to give an answer...

In the same experience with Veronica, one key informant, Vap, had also

made known during the interview that he sometimes experience mental block

especially when faced with judgmental people.

I'm using nalang my stock knowledge na lang

Ma’am... Answer-an ko talaga kase question
nya yun kaya dapat sagutin... At as a sign of
 61

respect din po Ma’am... Sa Teacher...

(Vap_IDI2_p7)

I’m just using my stock knowledge Ma’am. I

will really answer the question because that
is the teacher’s question therefore it should
really be answered. And also, that is a sign
of respect Ma’am to the teacher who is
asking the question.

Becoming a Snob. While some of the participants are known to have

possessed such positive attitude in the classroom, it is inevitable that there are

really few participants who totally manifested a negatively coping attitude. This

theme that is common to participants Claire Mae Cruz and Someone had

expressed how they had unpleasant attitude towards other people they do not

want to talk to and together with their pretentious strategy, they also opted to

ignore any non-sense talk that may occur during the attempted conversation.

This had been exposed by Someone who admitted that she sometimes get

irritated if she is forced to speak.

Hindi po talaga ako nagasagot. Lalo na

kapag ayaw ko po. (Someone_IDI10_p8)

I really don’t answer especially if I don’t want

to speak to that person.

Though having the same strategy and experience, Claire Mae Cruz had

also possessed sense of good manners and attitude in relating with other people.

Mutubag lang ako miskan pamataka. Usahay

i-ignore ko sya Ma’am kung non-sense itiyab
naan pero matino naman Ma’am kung matino
yaan na makipag-usap sa akin.” (Claire Mae
Cruz_IDI1_p7)
 62

I will answer even through guessing.

Sometimes, I would really ignore it Ma’am if it
is a non-sense talk but I will answer politely if
he or she talks politely too.

After discovering disparate struggles and attitudes that these students are

experiencing in the classroom, it can be perceived that they, in one way or

another, were struggling also to fight and overcome these challenges they

encountered in class. The difficulties that they had been and are encountering

can be considered as significant factors that could impede their development in

socializing with others. Though there are few students who were able to survive

totally from this dilemma, other participants find it difficult for them to perform

such good connection and attitude to their learning environment. However, these

participants have chosen to fight and overcome them. They believe that they can

still improve their attitudes into positive ones. With perseverance and with

strategies that are effective for them, they can eventually become better

individuals.
 63

Chapter 4

Discussion

This chapter discusses how the results found could be beneficial to the

persons involved in the study, as well as their implications to the educational

practice, the conclusions and possible recommendations for future studies. After

thorough data gathering and analysis, nine themes had emerged which

answered to the very purpose of this study. During the analysis, the researcher of

the study analyzed themes and core ideas on the lived experiences of students

from broken families manifesting various attitudes in interacting and relating with

others in the classroom with a positive attitude. Consequently, after determining

important factors that affected their relationship towards others, the researcher

was then able to identify useful and effective strategies that were both

consciously and unconsciously used by the participants.

Seventeen selected students from broken families were willing to

participate in the study and had been consented to help in the pursuit of the

investigation. During the interview sessions and discussions, the participants had

showed commitment in giving their honest and confident answers though few of

them could become uncomfortable at times due to too personal questions.

Nevertheless, the researcher never pursued triggering questions. The

participants were truly guided during the sessions and guidance counseling

hadbeen provided for them to ensure that they will in good condition after the

intensive sharing. In accordance to Data Privacy Act, the participants were never
 64

forced to divulge any information that concerned their families. But with thorough

understanding of the study, the participants were walked through in order to

provide honest and transparent answers to the questions.

Experiences of Students from Broken Families

On the lived experiences of students from broken families, there were (4)

themes that surfaced. These were the inability to express oneself, social

withdrawal, fear of judgment, and over-sensitiveness.

Inability to Express Oneself. To be able to express oneself freely, there

is a need for an individual to develop confidence and esteem in facing other

people. The participants of this study were having a difficult situation in building a

good image in the way they shared and expressed their ideas without worrying

what might happen to them. As Horstman, Hays & Maliski (2016) stated, family is

one of the factors that may both affect or help in the development of the social

self of a child. Thus, its influence to the personality of person should not be

underestimated.

This runs parallel to the study of Dias (2012) pointing out that one of the

most important privileges a family should have is the opportunity to pass on

social self where an individual learns how to interact and engage with the people

through starting a conversation, expressing oneself, or even facing conflict with

others. Thus, as stated by Wanjiku (2010), the intimacy and affection these

students may develop in the outside world, the trusting personality a person has

affects the way self-openness takes place.

 65

During the investigation, it is understood that the presence of the family

play a great role in helping the students relate well and confidently with others. In

the same vein, Ladd (2005) stated that a person would naturally learn these skills

from the environment he or she is exposed with. Additionally, the kind of

communication that exists and continues to exist in the family is important in

helping a person learn to express needs and feelings especially when

communicating with other people (Epstein et al., 1993).

This is in spouse of the theory of Bandura (2002) indicating that a family is

one of the most important agents in a person’s life in an instance that they need

someone to encourage and motivate them to attain positive attitude. And since

they can feel insecurity and incompleteness, these individuals could resort to an

anti-social personality. This is aligned with the statement of Spellings (2005)

asserting that some adolescents undergo holding back from the society and

some may act out in order to gain most of the attention suggesting that a family’s

presence could help lessen negative effects of social anxieties and insecurities.

Social Withdrawal. From time to time, every individual experiences the

feeling of not belonging to the group and resorting to stay away from the

presence of a lot of people. This is a natural reaction for a human especially

when trying to adjust to the kind of environment that they are into. The results

have shown how the key participants are drawn back by different social factors

such public shame, judgment and backstabbing, and a special situation with any

smart talker. Since these students are products of broken families, they did not

get enough and appropriate emotional and social support leading them to less
 66

likely adjust with the society and had difficulty initiating conversation with others

(Moges & Weber, 2014).

Due to these anxieties, these students were not able to perform the

purposive function of communication process as explained Theodorson and

Theodorson (1969): that is, to be able to transform information, ideas, attitudes

and emotions to the social group. The results could be seen aligning to the

findings of Thakali (2013) that the attitude of an individual in relating with others

greatly manifest his or her self-esteem and self-competence which are primarily

built in the family environment.

In addition, it was explained by Kerr et al (2003) that the available

attachment in the family helped the adolescents in attaining a social connection

with others. This is further supported by the findings that the kind of home

environment available for these students drove them to bring this sense of self-

concept in the outside world (Okut et al, 2005); therefore, leading the students to

exhibit anti-social attitude being fearful and showing lower social proficiency

(Wanjiku, 2010).

Fear of Judgment. On a daily basis where a certain subject reqired good

speaking skills, the participants were mostly indrawn and reserved due to various

hesitations such as commiting mistakes, giving the wrong answers and

embarrassing oneself. In this connection, another study by Webster et al. (1995)

had pointed out that some products from broken families due to divorce

communicate less and had difficulty building positive attitude within themselves

to be shown in the classroom.

 67

In the accounted literature, Patel (2017) pointed out that shyness and lack

of social skills are one of the noticeable consequences a child from broken family

could experience. This is further supported by the findings of Jersild (1969)

stating that feeling of rejection may lead the adolescents to feel restricted in

expressing his/her emotions, and lose confidence in himself or herself. According

to Okut et al (2005), while some lose confidence among themselves, the situation

comes to these students as their reasons for seeking the attention they never

had at home.

As Wanjiku (2010) had studied, family conflicts can impact not just the

academic performance of the student but can also regenerate difficulties in their

self-concept. Furthermore, as stated by Furstenberg (1993), situations such as

brokenness of a family could cause the individual to less likely relate with others

and the person’s low self-esteem will less likely help him or her speak about

personal feelings with others.

Over-Sensitiveness. In addition, few of the participants had responded

that their personality is personalities were affected in the extent of developing

their confidence and closeness. In addition to this, few of them have over-

reactions towards situations that they might think insulting for them. This is

supported by the Theory of Attachment (Bowlby, 1980) proposing that an

individual is developing his or her confidence as well as self-esteem according to

the kind of attachment he or she experiences in her early stages of development.

This is in connection with Amato’s (2003) proposition that broken family

individuals were affected emotionally and could lead them to constantly feel
 68

negative about themselves. As parallel to this study, since divorce is one of the

prime reasons of broken homes, this can lead to an individual’s increased social

anxieties (Strohschein, 2005), lower sef-esteem (Amato et al., 2001), and lower

self-confidence (Workman et al. 1991). In addition, Wells et al (1996) associated

divorce to a higher consequence of withdrawal of an individual from friends and

social activities.

However, while some children of divorced parents are led to vulnerability,

others chose to be resilient and strong to survive from the challenge

(Strohschein, 2005). She further stated that broken homes will likely be affect

children with increased anxiety and depression and antisocial attitude.

Strategies Used by the Students from

Broken Families in Dealing with their
Classroom Attitudes

On the second category, aimed at discovering how these students from

broken families use various strategies in order to cope up with the problems in

the clasroom, five (5) themes had emerged including selecting and filtering,

speaking and acting pretentiously, asking for social help, using stock knowledge,

and becoming a snob.

Selecting and Filtering. Majority of the participants illustrated how they

carefully select and filter the kind of people they get along with. This runs parallel

to the Resilience Theory contending that an individual thrives to create positive

relationship with others by building trust, confidence and familiarity of relating

styles to be used. Irrespective of the status these individuals have, this attribute

can be seen as a reflection of people’s adjustment and to the environment where

 69

they are exposed to various adversities but can still create a powerful image

which can be admired by others.

As they had explained, they need to choose people in order for them to

practice exuding their self-confidence and self-esteem as well as avoiding

conflicts which clearly show one of the characteristics of being resilient. These

individuals had sought ways such as asking help from others in order to forsee

probable consequences of the attitude they want others to experience in them

(Benard, 1995). Furthermore, these participants had shown their sense of

hopefulness that even if they are experiencing such problems, they still have the

chance to become better individuals (Hopf, 2010).

Speaking and Acting Pretentiously. Furthermore, most of the

participants resorted to this strategy themed as speaking and acting

pretentiously. They faked their personalities in order to show to others that they

are not affected with the problems. As what they had explained, these

participants were clearly showing one characteristic of being resilient people.

Their ability to be pretentious was not because they didd not like the person, but

because they wanted to build positive relationship among adults and peers to

avoid conflict with others (Benard, 1995).

Although this strategy could fall under the Masked and Indirect style of

communication (Epstein et al., 1993), through this strategy, they are persevering

in making their personalities as welcoming as possible so they can show to

people that even if they come from a broken family, they can still physically

endure the rejection and judgment and be able to balance them. This is a
 70

confirmation of the Resilience Theory (Rutter, 2006) presenting individuals who

were experiencing adversities to be coping with them positively without losing

self-concept.

Asking for Social Help. Consequently, asking for social help was found

out during the investigation. This is considered a good strategy used by the

participants which manifest a good sense of resiliency (Bonanno et al., 2005).

Instead of remaining soaked with their difficulties, these individuals had chosen

to be as resourceful as possible in looking for ways that others would help them

especially in areas in which they are weak especially in relating with others.

Indeed their determination, which is one manifestation of resiliency, to be good at

things they were struggling now have eventually lead them to attain a personality

that can face the challenge of the social world in the classroom.

Using Stock Knowledge. The fourth theme which is using stock

knowledge had shown the ability of the participants in problem solving and

choice-making; thus appearing to have confidence and positive attitude to the

learnings they have acquired before. As defined by Carillo (2013) stock

knowledge is a set of systematic and structured information already stored in

one’s mind after learning a discipline. Thus, being able to use the stock

knowledge in connection to the newly presented topic will take a lot of thinking in

order to provide correct information. As these participants had been experiencing

problems in comprehending questions and temporary inability to give answers,

they were determined to think of the best response they can give their English

teachers. In a positive side, these participants expressed what they had in mind,
 71

though its negative side is that they also avoided moments of embarrassment in

the crowd.

Becoming a Snob. The last theme that surfaced in this study is becoming

a snob. This strategy had been found as one alternative for the two participants

of the study being the least dominant strategy among the participants. However,

this had become helpful for these participants as their own way of showing

withdrawal. In view of that, choosing a sensible topic was a helpful tip in order to

keep themselves away from the people they didn’t want to talk to. Unlike the

ones who were using the selecting and filtering, these participants just resorted

to put a wall between themselves and other people especially when they feel like

they are not comfortable with the situation.

Being able to reflect positive attitude in the classroom is now considered

to be one of the essential skills in every 21 st century learners. And through in-

depth interviews and group discussions, I had discovered how these participants

were affected in such different ways considering the fact that they come from

broken families. Through the use of phenomenological study, I was able to

determine that these students were continuing to cope up with these challenges

by employing different coping strategies.

Implications for Educational Practices

In the accomplishment of the study, the findings and results had become

useful in the different areas of the academe. Aside from the purpose indicated in

the first chapter, the implications presented here were indicative and suggestive

to add to the existing body of information about the study.

 72

Experiences of Students from Broken Families

The participants of this study were, in one way or another, affected by the

kind of family they have in their lives. For the school administrators, as the main

workers of the institution, it is with great emphasis that they make the school

environment a true second home since each of these participants is struggling to

find it in their own family. They could be supportive of these kinds of students

especially in the way they are treated at school. I believe that with the help of the

administration, the school can eventually become a happy and comfortable place

for these students from broken families.

It is indicative that since teachers are one of the highly frequent people

these individuals will meet and encounter in school, in the same manner that we

consider our class preparation and outstanding students, it could also help these

struggling students if we could extend time for them in talking about their feelings

and emotions for the day or week. These students might be feeling shy of

opening-up to others and I believe that our help as teachers greatly influence

their lives and could even change their situations.

Indeed, every person has his or her own anxieties. But when one feels

that they are enough and good, these anxieties could be eliminated. Majority of

the participants had difficulty in relating with others due to the fears that they

have been feeling inside. So for the teachers, it implies that we know how

significant yet critical relationship is. Hence, it is our responsibility to set the

ambiance of our classroom environment worry-free and judgment-free for these

individuals. These students need our extra support in helping them build their
 73

self-confidence and esteem to finally put away those anxieties that draw them

backwards.

Broken family is a matter that can become a continuing unresolved issue if

paid with no attention. One participant had stated that there is no enough

knowledge in pronunciation, spelling, and grammar since they are not taught

during elementary years. However, it implies that we should not make this as an

excuse. We are given the responsibility to change whatever is changeable in

these individuals. We could try promoting a movement or organization that will

help us in aiding this perennial problem. Thus, with the support of the

administration, the teachers could establish a special program for those who lack

the basic skills needed in order to speak with others.

As teachers, we should extend our help to them for them to gradually

develop their level of confidence in speaking without preservation. Hence, it

would really mean a lot if these individuals are supported and encouraged by the

people around them to help them overcome the problems they have when facing

other people. We know that being able to communicate very well will require

these students time, effort and constant determination to finally be able to

achieve this skill. Hence, as a teacher, it should be our task to make these

students feel that they can always rely on us as their guide and helper.

Strategies used by the Students from Broken Families

As a strategy, majority of students preferred selecting and filtering as a

coping mechanism in order to develop their skills through practice only with the

people they are close and comfortable with. One participant even said that she
 74

must select carefully because people are way too judgmental. In the part of

teachers, we must explain to them how the world truly works. And at the same

time, we should make them feel how they can overcome this.

As second mothers, it is our duty to help them witness themselves facing

and communicating with different kinds of people without the need to select and

filter them. We could offer them a help to select us as one of the people they can

practice their speaking skills with. In fact, one of the participants had stated that it

is better to have a companion who knows how to speak properly and

appropriately, and we are considered as good speakers who could greatly help

these students from broken families.

The support of the administration will really help the teachers in the

intevention that they can organize to be able to help these students who also

need special attention. Your institution’s goal to achieve a wholly developed

individual will surely require you to produce good communicators, and I believe

we do not select the ones we want to produce with such skills. Thus, your

support and encouragement for the teachers will help them in the realization of

helping these students.

Finally, for the students, being the ones who get along with them, they

could provide them good opportunities in expressing themselves. They may allow

these individuals to consider that you are their confidant – that they could commit

errors without fear of being judged or teased. As their frequent company, they

know that they have people whom they can approach in case they needed help.
 75

Recommendations for Future Research

After thorough and careful investigation, this research had uncovered the

experiences of the students from broken families in their communication

challenges. However, due to the limitation of the study, scope and methodology, I

would recommend the following research inquiries to further generate findings on

this subject such as conducting a study determining effective teaching methods,

strategies and techniques that can be employed in helping the students from

broken families develop their communicative skills. Furthermore, I would like to

recommend to future researchers to compare these methods, strategies and

techniques.

In addition, it is my desire to make a clear distinction between individuals

both from broken and intact families, hence I suggest that there could be a study

regarding the differences between lived experiences of students from broken

families and complete families in terms of the communication challenges

encountered. Also, a qualitative study comparing the performance in English

subject of students from broken families and complete families can be conducted

for further references. Finally, in order to see the extent on how these children

could be helped in their communication problems, I suggest that a study of the

communicative approach employed by English teachers to the students from

broken families could be investigated.

Concluding Remarks

Being raised in a broken family is such a challenge for a child who

basically needs people who can give them enough love and care. Since parents
 76

easily give up and choose to break or stop the family that they have started, it is

possible to have negative effects to any person’s development.

As experienced in the statements of the participants, the mode of having a

broken family has becoming rampant. With the experience that I had with them, I

therefore conclude that, we should never underestimate the power of the

influence and effect of families in our lives – in all aspects of it.

Personally, I have always believed that it is you personally who will make

your own destiny. Yet, as I have encountered these individuals, I could see my

feelings engraved in the way they respond to my questions and I came to realize

the importance of self-confidence in every development a person has to

undertake.

Finally, as this study has been a gift to me, I have learned that life may

throw a lot of difficulties and challenges at you, and it’s not about life being unfair,

but it’s all about you handling every trial. In as much as I have learned a lot from

the investigation, I hope to consequently impart the same learning to others.

 77

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Appendix A: Letter of Invitation

UNIVERSITY OF THE IMMACULATE CONCEPTION

Graduate School Department
Master of Arts in Education Major in English

CLASSROOM ATTITUDES OF JUNIOR HIGH SCHOOL STUDENTS FROM

BROKEN FAMILIES: A PHENOMENOLOGY

Dear Respondents,

I humbly invite you to participate in the research study entitled “Classroom

Attitudes of Junior High School Students from Broken Families: A
Phenomenology.” I am currently enrolled in the Master of Arts in Education
Major in English at the University of the Immaculate Conception at Bonifacio
Campus, Davao City and I am in the process of writing my master thesis. The
purpose of this research is to find out the classroom attitudes of students from
broken families and how they cope and deal with these challenges.

Indeed, your cooperation in my study is highly voluntary. And with great humility,
I understand if you decline altogether, or leave the questions blank or
unanswered if you don’t wish to answer. With my desire to accomplish this study,
I assure the confidentiality and the anonymity of your responses. Your individual
records of the interview will never be known aside from the researcher. In this
connection, I would like to ask your permission to allow the researcher to utilize
audio recorder as instrument during the interview as one of the bases of data
collection. Rest assured the recordings are solely for the purpose of this study.

If you agree to participate in this study, please feel free to contact Ms. Angel Mae
M. Pontillo at St. Mary’s College Baganga, Inc. with cellphone number
09956989236 or approach me at your most convenient time.

Thank you so much for you participation and cooperation in this significant
endeavour. God bless you always.

Sincerely Yours,

ANGEL MAE M. PONTILLO

Researcher
 84

Appendix B: Letter to Conduct the Study

ST. MARY’S COLLEGE BAGANGA, INC.

Baganga, Davao Oriental

March 12, 2018

S. MA. JOCELYN G. GERARDE, RVM

School Principal
Baganga, Davao Oriental

Sister Joy:

The undersigned is a graduate school student of the University of the Immaculate

Conception, Davao City. I am currently conducting a study entitled “Classroom
Attitudes of Junior High School Students from Broken Families: A
Phenomenology”. This is a partial fulfillment of the requirements for the Degree
of Master of Arts of Educaiton Major in English. The purpose of the research is to
find out the personal experiences of the students in their communication.

In view of this, I would like to seek your approval to allow me to administer my

qualititave reseach to the Junior High School students from broken families. Your
favorable response and support in this significant endeavor will be a great help
for the success of this study. Thank you so much for your favorable support

Very Truly Yours,

ANGEL MAE M. PONTILLO

Researcher

Noted By:

DR. LILIAN B. DUPA

Research Adviser

Approved By:

S. MA. JOCELYN G. GERARDE, RVM

Principal
Appendix C: Consent Form
 85

University of the Immaculate Conception

Research, Publication, and Innovation Center RPIC_FO_0057
Bonifacio Street, Davao City, Philippines Control No.: _________

Ethics Informed Consent Form (ICF)

Informed Consent Form for COMMUNICATION CHALLENGES OF JUNIOR HIGH SCHOOL

STUDENTS FROM BROKEN FAMILIES: A PHENOMENOLOGY
Name of the Researcher(s):ANGEL MAE M. PONTILLO
Institution: UNIVERSITY OF THE IMMACULATE CONCEPTION, GRADUATE SCHOOL

INTRODUCTION

You are invited to participate in a research study conducted by ANGEL MAE M. PONTILLO, at the
University of the Immaculate Conception, because you fit the inclusion criteria for informants of
our study.

Your participation is completely voluntary. Please read the information below, and ask questions
about anything you do not understand, before deciding whether to participate. Please take as
much time as you need to read the consent form. You may also decide to discuss participation
with your family or friends.

If you decide to participate, you will be asked to sign this form. You will be given a copy of this
form.

PURPOSE OF THE STUDY

The purpose of this phenomenological study will be to discover the challenges thatyou are
experiencing in your communication development and skills. Likewise, this will determine
communication coping strategies that you have used and continually use in order to overcome
these challenges for your own benefit. This research study will also be a help for your teachers
employing inquiry methods and strategies in developing your communicative skills. Finally, this will
be a help for future studies about effective strategies which can be employed in order to help and
recover communication development of a child coming from a broken family.

STUDY PROCEDURES
If you volunteer to participate in this study, you will be asked to participate by being a key
informant who will undergo an in-depth interview/focused-group discussion and you will be
expected to answer a series ofinterview guide questions which will be facilitated by the
researcher.

POTENTIAL RISKS AND DISCOMFORTS

You may feel discomfort during the course of the interview because of the sensitive nature of the
topic being studied. You may opt not to answer questions which make you feel any psychological
or emotional distress or you can withdraw as a participant of the study if you feel that you cannot
discuss the information that is asked of you. The researchers value your participation and will
place your welfare as their highest priority during the course of the study.

POTENTIAL BENEFITS TO PARTICIPANTS AND/OR TO SOCIETY

This study on Communication Challenges believes that the influence of the family in every
person’s life even in school or communication should never be underestimated. Thus, the results
of the study may provide understanding of how the students from broken families are surviving.
Telephone No. (082) 227-28-26 (loc. 111) ● Email Address: [email protected] Page 1 of 2
 86

The researcher hopes that this study may help enlighten the parents to continue in keeping their
families strong and intact.

Furthermore, the data may be utilized by teacher as a guide when dealing and handling with
students with this situation. The administration may also be helped in communicating with the
stakeholders to get into a method effective or these students. Finally, this will benefit you as
participants who are facing adversities such as these. This will help you understand yourselves
better and may guide you in your communication development.

CONFIDENTIALITY
We will keep your records for this study confidential as far as permitted by law. Any identifiable
information obtained in connection with this study will remain confidential, except if necessary to
protect your rights or welfare. This certificate means that the researcher can resist the release of
information about your participation to people who are not connected with the study. When the
results of the research are published or discussed in conferences, no identifiable information will
be used.

PARTICIPATION AND WITHDRAWAL

Your participation is voluntary. Your refusal to participate will involve no penalty or loss of benefits
to which you are otherwise entitled. You may withdraw your consent at any time and discontinue
participation without penalty. You are not waiving any legal claims, rights or remedies because of
your participation in this research study.

INVESTIGATOR’S CONTACT INFORMATION

If you have any questions or concerns about the research, please feel free to contact the
researcher at the St. Mary’s College Baganga, Inc. Baganga, Davao Oriental through mobile phone
number 0995-698-9236 or through email at
[email protected]:[email protected]:gracemcastigon@y
ahoo.com; or if you need to see her, she can be located at the Office of the Principal, St. Mary’s
College Baganga Inc. Baganga, Davao Oriental

RIGHTS OF RESEARCH PARTICIPANT

If you have questions, concerns, or complaints about your right as a research participant or the
research in general and are unable to contact the research team, or if you want to talk to
someone independent of the research team, please contact the University of the Immaculate
Conception Research Publication, and Innovation Center at 227- 82-86 local 111.

RESEARCH PARTICIPANT’S CONSENT

I have read the information provided above. I have been given a chance to ask
questions. My questions have been answered to my satisfaction, and I agree to
participate in this study. I have been given a copy of this form. I can withdraw my
consent at any time and discontinue participation without penalty.

______________________________________ _____________________
Signature above Printed Name of Participant Date Signed

To be accomplished by the Researcher Obtaining Consent:

I have explained the research to the participant and answered all of his/her
questions. I believe that he/she understands the information described in this
document and freely consents to participate.

______________________________________ _____________________
Name of Person Obtaining Consent Date Signed
Appendix D: Informant Consent Form
Telephone No. (082) 227-28-26 (loc. 111) ● Email Address: [email protected] Page 2 of 2
 87

UNIVERSITY OF THE IMMACULATE CONCEPTION

Graduate School Department
Master of Arts in Education Major in English

This to confirm that I am willing to participate and complete the part of the study
and I understand that;

1. The primary goal of the study of Ms. Angel Mae M. Pontillo is to determine
personal experiences of the students in terms of my communication
challenges. I am also aware as a participant that there may be discomfort
that will occur during the interview or discussion and that my
researcher understand it so;
2. Transcription are records from the interview are analyzed and included in this
research;
3. Aside from my pseudonym, my real name and identify will never be used in
publication of the thesis;
4. I have the right to review the materials prior to the researchers final oral
defense to assure the accuracy of my responses and statements; and
5. I understand that this research will be used to contribute for the benefit of all
concerns specially the participants; thus , I am not expecting any fees and
monetary rewards for my cooperation in this study.

__________
Participant’s Pseudonym Date

__________
Researcher’s Signature Date

Appendix E: Informant Ascent Form

 88

UNIVERSITY OF THE IMMACULATE CONCEPTION

Graduate School Department
Master of Arts in Education Major in English

This to confirm that I, as a parent/guardian, am willing to participate in the

realization of the study and I understand that:

1. The primary goal of the study of Ms. Angel Mae M. Pontillo is to determine the
personal experiences the child in terms of their communication challenges.
2. Transcriptions and records of personal information from the interview are
analyzed and included in the research;
3. Aside from the child’s pseudonym, their real name and identity will never be
used in the publication of the thesis;
4. I have the right to review the child’s statements and responses; and
5. I understand that this research will be the benefit of all purposes of the study;
thus, I am not expecting any fees and monetary rewards for my and the
child’s cooperation in this study.

__________
Parent’s/Guardian’s Signature Date

__________
Researcher’s Signature Date

Appendix F: Participant Verification

 89

PARTICIPANT VERIFICATION

(In-depth Interview)

After carefully reading and checking the five-page transcription on the in-
depth interview last March 15,2018, held at St. Mary’s College Baganga Inc.,
concerning the communication challenges of Junior High School students from
Broken Families, conducted by the investigator herself, ANGEL MAE M.
PONTILLO, I hereby confirm to the truthfulness and accuracy of the data the
information I gave during the live interview through audio recording are the exact
words that I uttered in the transcriptions that were presented back to me.
The investigator had also described the condition during the interview
such as the time and place of the meeting. The investigator as well made true
her word that she would provide me the opportunity to authenticate the
information which I presented during the live interview.

______________________ __________________ ________________

Participant Signature Date

Appendix G: Interview Protocol

 90

INTERVIEW PROTOCOL

This Interview Protocol is formulated to support the questionnaire. It is then fitted

for the in-depth and focused-group discussion gathering information.
Furthermore, this protocol guides the interview for the convenience of the study
participants.
Date: ________________ Time:_______________ Place:_______________

1. Introduction of the researcher.

2. Discussion and explanation on the nature and the purpose of the

research.

3. Obtain signature from the study-participant(s) as his/her/their consent.

4. Provide structures for the interview (audio and video recording, taking

notes and use of pseudonym).

5. Ask for any clarification or question from the study-participants.

6. Assured the study-participants on the confidentiality of the information

that will be gathered.

7. Clarify to the study-participants, information gathered will be confirmed

through listening to the recording and reading the notes.

8. Give the study-participants a few moments before the interview starts.

9. Make sure audio/video recording equipment is functional.

10. Smile to make the study-participants feel comfortable.

11. After the interview and confirmation of the gathered information, thank

the study-participants. (In-

Appendix H: Interview Guides

 91

UNIVERSITY OF THE IMMACULATE CONCEPTION

Graduate School Department
Master of Arts in Education Major in English

Directions: Please answer honestly each of the following questions and the areas

which require your most confident response and to the extent of the information

you want to disclose. Please be reminded that the interview process will be audio

recorded aside from the written records. Be assured that all portions of your

information will be treated with great confidentiality. All purpose is to take part in

the accomplishment of the investigation.

IN-DEPTH INTERVIEW

PRELIMINARY QUESTIONS

1. How old are you when your parents separated?

2. To whom do you currently live with? How long have you been living with

them?

3. How do you feel about the set-up of your family?

4. How do you describe your performance in English Subject during periodical

exams, performance tasks, and in terms of communication skills? Does your

family problem affect the way you communicate with others? Why or why not?

MAIN QUESTIONS

1. How do you describe your experience when starting a conversation with other

people?

2. What are the attitudes that you manifest when you communicate with others?

Why do you manifest these attitudes?

 92

3. What are the reasons why you are experiencing such difficulties resorting you

to show the kind of attitudes you’re showing to others?

4. How do you deal with the situations you are into right now? What are the

strategies that you use in dealing with your classroom attitudes?

FOCUSED-GROUP DISCUSSION

PRELIMINARY QUESTIONS

1. How are you feeling facing these people right now? Do you feel like you want

to speak to them? Why or why not?

MAIN QUESTIONS

1. How do you describe your way of relating with other people?

2. What are the barriers that hinder you to connect with others?

3. What are the challenges you face in terms of your communication skills? Why

are these a challenge?

4. What are the strategies that you use in order to overcome these challenges?

Why use that strategy?

Appendix I: Letter to the Validators

UNIVERSITY OF THE IMMACULATE CONCEPTION

 93

Graduate School Department

Master of Arts in Education Major in English

REQUEST LETTER FOR QUESTIONNAIRE VALIDATION

February 15, 2018

_______________

Dear __________

I, a graduate school student of University of Immaculate Conception, am

currently conducting a study entitled “Classroom Attitudes of Junior High
School Students from Broken Families.” The purpose of this study is to
discover the challenges these students experience as they develop their
communicative skills and to give a body of knowledge for teachers dealing these
kinds of students. Further, this aims to answer the following research questions:
1. What communication challenges are experienced by Junior High School
students from broken families?
2. How do the participants cope with these communication challenges?
In this connection, I respectfully request your expertise to validate and further
evaluate my research guide questions to be used for my interview and focused-
group discussion. I am looking forward for your positive response in helping me
accomplish a well-grounded data analysis using these instruments.

Thank you and God bless!

ANGEL MAE M. PONTILLO

Student
Appendix J: Validation Forms
GSD-FO-22
University of the Immaculate Conception
 94

GRADUATE SCHOOL, A. Bonifacio St., 8000 Davao City, Philippines

VALIDATION FORM FOR THE QUALITATIVE RESEARCH GUIDE QUESTIONAIRE

Name of Evaluator _________________________

Degree _________________________
Position __________________________
Number of Years in Teaching Research ______________

To the Evaluator:

Using this assessment form, kindly determine the validity of the attached instrument in
relation to the purpose of the study; specifically with regards to the research question as
stipulated (See also the attached documents revealing the Title and Purpose of the Study). There
are three areas to be examined, namely, introduction key components, questions, and closing
key components. The question items must be evaluated in terms of their clarity, suitability,
understandability, and ability to elicit personal narratives, comments, opinions, and insights
from the research participants. Please check the corresponding rating and write the necessary
remarks.

SECTIONS EVALUATION
ITEMS
YES NO REMARKS
Introduction Key 1. Is there an opening statement expressing
Components gratitude to the research participant for his or
her willingness to join the session?
2. Does this section of the questionnaire reveal
the name of the researcher? ( i.e. the
researcher Introducing himself or herself)
3. Is the purpose explicitly stated?
4. Is the duration of the session clearly
stipulated?
5. Is there a statement assuring the research
participant of the confidentiality of his her
responses?
6. Does this section explain how the in-depth
interview or the focus group discussion to be
conducted?
7. Does this section include a statement
assuring the research participant of his or her
opportunity to be clarified further before
proceeding to the intended activity?
8. Does this section provide spaces for the
signature of the research participant?
9. Does it require a witness to sign/
10. Does this section stipulate the need for a
legalFOR
VALIDATION FORM guardian to sign as in the
THE QUALITATIVE case of aGUIDE QUESTIONNAIRE
RESEARCH Page 1 of 2
research participant under 18 years of age?
Questions 11. Are there no more than 15 questions (i.e.
 95

no more than 3 research questions with no

more than 5 proving question each)?
12. Are factual questions asked first before the
proving questions?
13. Are there questions requiring the
participant to describe her or his experienced?
14. Are there questions requiring participant to
explain the meaning of his or her shared
experiences?
15. Are the vocabulary level and language
structure of the questions appropriate to the
age and capability of the research participant?
16. Are the questions clear and
understandable?
17. Do the questions possess the ability to elicit
qualitative data relevant to the attainment of
the objectives of the study?
Closing Key 18. Does this section guarantee the participant
Components of his or her chance to give additional
comments?
19. Dos this section inform the research
participant of the researcher’s plan regarding
the data being collected, its analysis, and the
corresponding report and what the researcher
would do next?
20. Does this section of the questionnaire
express gratitude to the research participant?

_______________________
Evaluators Name and Signature

VALIDATION FORM FOR THE QUALITATIVE RESEARCH GUIDE QUESTIONNAIRE Page 2 of 2

GSD-FO-22
University of the Immaculate Conception
GRADUATE SCHOOL, A. Bonifacio St., 8000 Davao City, Philippines

VALIDATION FORM FOR THE QUALITATIVE RESEARCH GUIDE QUESTIONAIRE

Name of Evaluator _________________________

Degree _________________________
Position __________________________
Number of Years in Teaching Research ______________

To the Evaluator:
 96

Using this assessment form, kindly determine the validity of the attached instrument in
relation to the purpose of the study; specifically with regards to the research question as
stipulated (See also the attached documents revealing the Title and Purpose of the Study). There
are three areas to be examined, namely, introduction key components, questions, and closing
key components. The question items must be evaluated in terms of their clarity, suitability,
understandability, and ability to elicit personal narratives, comments, opinions, and insights
from the research participants. Please check the corresponding rating and write the necessary
remarks.

SECTIONS EVALUATION
ITEMS
YES NO REMARKS
Introduction Key 1. Is there an opening statement expressing
Components gratitude to the research participant for his or
her willingness to join the session?
2. Does this section of the questionnaire reveal
the name of the researcher? ( i.e. the
researcher Introducing himself or herself)
3. Is the purpose explicitly stated?
4. Is the duration of the session clearly
stipulated?
5. Is there a statement assuring the research
participant of the confidentiality of his her
responses?
6. Does this section explain how the in-depth
interview or the focus group discussion to be
conducted?
7. Does this section include a statement
assuring the research participant of his or her
opportunity to be clarified further before
proceeding to the intended activity?
8. Does this section provide spaces for the
signature of the research participant?
9. Does it require a witness to sign/
10. Does this section stipulate the need for a
legal guardian to sign as in the case of a
research participant under 18 years of age?
Questions 11. Are
VALIDATION FORM FORthere
THE no more than 15
QUALITATIVE questions
RESEARCH (i.e. QUESTIONNAIRE
GUIDE Page 1 of 2
no more than 3 research questions with no
more than 5 proving question each)?
12. Are factual questions asked first before the
proving questions?
13. Are there questions requiring the
participant to describe her or his experienced?
14. Are there questions requiring participant to
explain the meaning of his or her shared
experiences?
15. Are the vocabulary level and language
structure of the questions appropriate to the
age and capability of the research participant?
16. Are the questions clear and
 97

understandable?
17. Do the questions possess the ability to elicit
qualitative data relevant to the attainment of
the objectives of the study?
Closing Key 18. Does this section guarantee the participant
Components of his or her chance to give additional
comments?
19. Dos this section inform the research
participant of the researcher’s plan regarding
the data being collected, its analysis, and the
corresponding report and what the researcher
would do next?
20. Does this section of the questionnaire
express gratitude to the research participant?

_______________________
Evaluators Name and Signature

VALIDATION FORM FOR THE QUALITATIVE RESEARCH GUIDE QUESTIONNAIRE Page 2 of 2

GSD-FO-22
University of the Immaculate Conception
GRADUATE SCHOOL, A. Bonifacio St., 8000 Davao City, Philippines

VALIDATION FORM FOR THE QUALITATIVE RESEARCH GUIDE QUESTIONAIRE

Name of Evaluator _________________________

Degree _________________________
Position __________________________
Number of Years in Teaching Research ______________

To the Evaluator:

Using this assessment form, kindly determine the validity of the attached instrument in
relation to the purpose of the study; specifically with regards to the research question as
stipulated (See also the attached documents revealing the Title and Purpose of the Study). There
are three areas to be examined, namely, introduction key components, questions, and closing
key components. The question items must be evaluated in terms of their clarity, suitability,
understandability, and ability to elicit personal narratives, comments, opinions, and insights
from the research participants. Please check the corresponding rating and write the necessary
remarks.

SECTIONS ITEMS EVALUATION

 98

YES NO REMARKS
Introduction Key 1. Is there an opening statement expressing
Components gratitude to the research participant for his or
her willingness to join the session?
2. Does this section of the questionnaire reveal
the name of the researcher? ( i.e. the
researcher Introducing himself or herself)
3. Is the purpose explicitly stated?
4. Is the duration of the session clearly
stipulated?
5. Is there a statement assuring the research
participant of the confidentiality of his her
responses?
6. Does this section explain how the in-depth
interview or the focus group discussion to be
conducted?
7. Does this section include a statement
assuring the research participant of his or her
opportunity to be clarified further before
proceeding to the intended activity?
8. Does this section provide spaces for the
signature of the research participant?
9. Does it require a witness to sign/
10. Does this section stipulate the need for a
legal guardian to sign as in the case of a
research participant under 18 years of age?
Questions 11. Are there no more than 15 questions (i.e.
VALIDATION FORM FOR THE QUALITATIVE RESEARCH GUIDE QUESTIONNAIRE Page 1 of 2
no more than 3 research questions with no
more than 5 proving question each)?
12. Are factual questions asked first before the
proving questions?
13. Are there questions requiring the
participant to describe her or his experienced?
14. Are there questions requiring participant to
explain the meaning of his or her shared
experiences?
15. Are the vocabulary level and language
structure of the questions appropriate to the
age and capability of the research participant?
16. Are the questions clear and
understandable?
17. Do the questions possess the ability to elicit
qualitative data relevant to the attainment of
the objectives of the study?
Closing Key 18. Does this section guarantee the participant
Components of his or her chance to give additional
comments?
19. Dos this section inform the research
participant of the researcher’s plan regarding
the data being collected, its analysis, and the
corresponding report and what the researcher
would do next?
 99

20. Does this section of the questionnaire

express gratitude to the research participant?

_______________________
Evaluators Name and Signature

VALIDATION FORM FOR THE QUALITATIVE RESEARCH GUIDE QUESTIONNAIRE Page 2 of 2

Appendix K: Archival Log

Trail Pseudony Grade Study Date of

Decoding Interviewer
(Code) m Level Group Interview
Sex,
Pseudonym,
Age Claire Mae
FCMCB15G9 Experiencin G9 IDI Pontillo, A. 03-13-18
Cruz
g Broken
Family, Age,
Grade Level
Sex,
Pseudonym,
Age
MVC16G10 Experiencin Vap G 10 IDI Pontillo, A. 03-13-18
g Broken
Family, Age,
Grade Level
Sex,
Pseudonym,
Age
MT5616G10 Experiencin Ting G 10 IDI Pontillo, A. 03-13-18
g Broken
Family, Age,
Grade Level
Sex,
Pseudonym,
Age
MUM1012G7 Experiencin Ultra Might G7 IDI Pontillo, A. 03-13-18
g Broken
Family, Age,
Grade Level
 100

Sex,
Pseudonym,
Age
FA1314G8 Experiencin Ace G8 IDI Pontillo, A. 03-13-18
g Broken
Family, Age,
Grade Level
Sex,
Pseudonym,
Age
FVB12G7 Experiencin Veronica G7 IDI Pontillo, A. 03-13-18
g Broken
Family, Age,
Grade Level
Sex,
Pseudonym,
Age
FABI13G8 Experiencin Aqua Blue G8 IDI Pontillo, A. 03-13-18
g Broken
Family, Age,
Grade Level
Sex,
Pseudonym,
Age
FRC12G7 Experiencin Riza G7 IDI Pontillo, A. 03-13-18
g Broken
Family, Age,
Grade Level
Sex,
Pseudonym,
Age Alexander
MAA4C15G9 Experiencin G9 IDI Pontillo, A. 03-13-18
Alcantara
g Broken
Family, Age,
Grade Level
Sex,
Pseudonym,
Age
FS612G7 Experiencin Someone G7 IDI Pontillo, A. 03-13-18
g Broken
Family, Age,
Grade Level
FGC1610 Sex, Gemix G 10 FGD Pontillo, A. 03-19-18
Pseudonym,
Age
Experiencin
 101

g Broken
Family, Age,
Grade Level
Sex,
Pseudonym,
Age
MB413G8 Experiencin Bugoy G8 FGD Pontillo, A. 03-19-18
g Broken
Family, Age,
Grade Level
Sex,
Pseudonym,
Age
MS712G7 Experiencin Superman G7 FGD Pontillo, A. 03-19-18
g Broken
Family, Age,
Grade Level
Sex,
Pseudonym,
Age
FK9122G7 Experiencin Kate G7 FGD Pontillo, A. 03-19-18
g Broken
Family, Age,
Grade Level
Sex,
Pseudonym,
Age
FFB12G7 Experiencin FGD 5 G7 FGD Pontillo, A. 03-19-18
g Broken
Family, Age,
Grade Level
Sex,
Pseudonym,
Age
FF512G8 Experiencin FGD 6 G8 FGD Pontillo, A. 03-19-18
g Broken
Family, Age,
Grade Level
Sex,
Pseudonym,
Age
FF112G7 Experiencin FGD 7 G7 FGD Pontillo, A. 03-19-18
g Broken
Family, Age,
Grade Level
 102

Appendix L: Grammarian’s Certificate

University of the Immaculate Conception QFM - GSD - 019

GRADUATE SCHOOL Rev. 01/ September 6, 2016
Approved by:
GRAMMARIAN FORM Control No.:____________

ENGLISH EDITING CERTIFICATION

Date: September 28, 2018

This is to certify that I have edited this thesis/dissertation manuscript entitled:

CLASSROOM ATTITUDES OF CHILDREN FROM BROKEN FAMILIES:
A PHENOMENOLOGY.

Prepared by:

ANGEL MAE M. PONTILLO/MaEd – ENGLISH

(Name of Student/Degree Program)

And have found it thorough and acceptable with respect to grammar and
composition.
 103

DR. LILIAN B. DUPA

Editor
(Signature over Printed Name)

LA Faculty, University of Immaculate Conception/09255232898

Work Affiliation/Contact Number

Appendix M: Certification of Debriefing

This is to certify that the thesis entitled CLASSROOM ATTITUDES OF

JUNIOR HIGH SCHOOL FROM BROKEN FAMILIES: A PHENOMENOLOGY has
undergone debriefing. The researcher observed and employed enough
information to establish credibility, transferability, dependability and
confirmability in this research study.

Likewise, the researcher has observed appropriate process in gathering

the data needed for the study. The researcher has sought permission from the
experts to completely validate the study.

Moreover, a careful use of sources and data is observed using validated

questionnaires and careful discussion and analysis is provided in the study. All
information used in this study was kept secured and confidential.

MAUREEN D. AGUISANDO, Ph.D

Faculty
 104

University of Immaculate Conception

Appendix N: Certificate of Originality

University of the Immaculate Conception QFM - GSD - 021

GRADUATE SCHOOL Rev. 01/ September 6,
2016
CERTIFICATE OF ORIGINALITY Control No.:____________

Date: October 13, 2018

I hereby declare that this submission is my own work and that, to the best of my
knowledge and belief, it contains no material previously published or written by another
person nor material which to a substantial extent has been expected for award of any
degree or diploma of a university or any institute of higher learning, except where due
acknowledgement is made in the text.

I also declare that the intellectual content of this thesis/dissertation is the product of
my work, even though I may have received assistance from others on style,
presentation and language expression.

ANGEL MAE M. PONTILLO, MaEd – ENGLISH October 13, 2018

Name and Degree of Candidate here Date
(Signature over Printed Name)

DR. LILIAN BANLASAN-DUPA October 13, 2018

Name of Adviser here Date
(Signature over Printed Name)
 105

ANGEL MAE MORALES PONTILLO

0995-698-9236 – [email protected]
________________________________________________________________
PERSONAL DATA
Place of Birth: Davao City
Civil Status: Single
Occupation: Teaching

EDUCATIONAL BACKGROUND
College: Bachelor in Secondary Education - English
St. Mary’s College Baganga, Inc.
Diligent and Non-Academic Awardee
Secondary: Baganga National High School
Non-Academic and Special Talents Awardee
Elementary: Lucod Elementary School
Second Honorable Mention
Best in Public Speaking
WORK EXPERIENCE
St. Mary’s College On-the-Job Training
Baganga, Inc. March 2015
English Teacher (JHS and SHS)
 106

Research , College Instructress, Senior High School

Awards Committee, Writers’ Club Moderator,
Speakers’ Club Moderator
English Subject Area Coordinator. College of
Education Program Coordinator
Internal Quality Assurance Coordinator
Practical Research 2 Adviser
Baganga National On-the-Job Training
High School: February 2015-March 2015

Office of the Student Assistant (Lot Paying Taxes)

Municipal Treasurer: Summer 2011

SEMINARS ATTENDED
Inset Training 2015 The Mandaya Hotel
April 23-27, 2015

Campus Journalism Davao Association of Catholic Schools, Matina

September 15, 2015

Inset Training 2017 University of Immaculate Conception, Bajada

May 19-21, 2017

RVM Quality Road RVM Retreat House

Map September 1-2, 2017

Coping with 21st University of Immaculate Conception, Bonifacio

Century Teaching- May 18, 2018
Learning Process

4th Industrial Technology/ University of Immaculate Conception, Bonifacio

Educational Revolution May 18, 2018
Updates on JEEPGY University of Immaculate Conception, Bonifacio
May 18, 2018

Training on the New University of Immaculate Conception, Bonifacio

General Courses May 23-26, 2018
 107

in College Curriculum

OBE Syllabi Grand Men Seng Hotel, Magallanes

Writeshop January 23-24, 2018
June 1-2, 2018