(TITLE OF YOUR RESEARCH PAPER)

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The Occurrence of a Broken Family and Its Effect on Academic Performance

A SENIOR HIGH SCHOOL RESEARCH PAPER

PRESENTED TO THE
FACULTY OF SENIOR HIGH SCHOOL
OF AMACC (insert Branch)

IRIGA

IN PARTIAL FULFILLMENT OF THE REQUIREMENTS

OF THE SUBJECT INQUIRIES, INVESTIGATION AND IMMERSION

 (DATE)

03/06/22

OUTPUT NO.4
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Title : The Occurrence of a Broken Family and Its Effect on Academic

Performance

Researchers : Mhel Santos

Ann Llorin Oliveros

Angela Olayon

Joshua Villadares

Nesselda Nuñez

Althea Zuñiga

Degree working for :

Name of Institution : ACLC COLLEGE OF IRIGA INC.

Adviser : MR. JOSEPH OLIVA

( INSERT ABSTRACT HERE )

 CHAPTER 1
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THE PROBLEM

A. Introduction

Society’s fundamental unit is the family. A home is a place where a family resides and

where children feel safe and secure. The family, which consist of a father, mother and a child

is the most significant primary group in society. The people that make up a family live and

share everything. It is critical for parents to effectively manage their families in order to

avoid family problems, because a family includes not only the mother and father, but also the

children. A family that can be shattered or intact have a directional impact on a child’s

behavior and personality development child because the child’s first environment for

personal and social adjustment is made up of the members of his or her family. Children

from broken family have a higher risk of developing psychological issues. This corroborated

by a London Institute of Psychiatry report from 2008, which found that people from broken

homes are more likely to develop psychotic illnesses.

Families that are broken are those that have experienced divorce, separation, the death of

a parent, or the death of a mother. It refers to the legal dissolution of a marriage that is agreed

upon between husband and wife by a court of competent jurisdiction or by a legislative act.

The problem of broken homes and its effect on particular family and the society have

doubtlessly continued to place considerate burden on the individual, family, the community
and the society. Children who grow up in a broken household are more likely to have stress

and emotional disorder. Many people have varied ideas about what constitutes a broken

home. According to Polanen (1990) asserts that, although a broken home is usually taken to a
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home where one parent has been gone by a certain cause, a home can still be broken even

with both parents are present. He argues that even if there is no communication, interaction

and investment in each other’s life, the home is broken and becomes a house with

roommates. The reason why the writer chose this study is because a broken home is not a

new thing anymore and it can happen at anyone around us. Furthermore, the problem of a

broken home is a significant issue that requires careful attention because it affects both the

parents and the child. As we all know, the impact of a broken home is significant, and it can

affect a child’s future because the effect of a broken family on children is also depend on

numerous factor, including respondent’s age and personality when parents got separated,

family relationships and surrounding circumstances in which changes in the academic

performance of the respondent can occur from simplest detail of the most complex, in

addition to the child’s ability to overcome these difficulties and favorable conditions.

As we all know, Academic is a measure of a student’s achievement across a variety of

academic topics and is seen as a key indicator of a student’s learning. Student traits such as

natural endowment, self-perception, achievement driven, and attitude toward learning,

according to Fabien, are elements that impact academic achievement (Fabien, 1991).

However, Saikia points out the student’s family history is one the most influential factors in

their academic performance. And it has been discovered that students’ academic achievement

and learning attitudes are negatively affected by broken or single-parent homes (Saikia,

2017). According to Omorogiuwa and Omoroguiwa’s research, marital instability has an

impact on students’ schooling adjustment, regardless of parental socioeconomic situation,

parental level of education, student gender, or school class or level. As a number of

children’s academic potential are now confronted with increasing obstacles, placing them at
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risk of poor academic accomplishment, the study’s findings indicate that low school

adjustment of student commonly occurs due to the effects of marital instability. Because

children have a close tie with their nuclear family, particularly their parents, marital discord

is a major indicator of academic adjustment and accomplishment. When this bond is broken,

the children’s schooling offers (Omoroguiwa & Omoroguiwa, 2016).

This topic was chosen by the researcher to highlight the perspectives of students at

ACLC College of Iriga. This study will concentrate on the student’s opinion on gender, age,

geographical location, grade level, and strands. To see if gender has an impact on what is

most affected. The researcher believes that the female is more likely to be affected as a

result of their emotional state. The researcher, on the other hand, intends to undertake this

study in order to determine the gender percentage sequence. Age, on the other hand, is

significant because of their mental and emotional capacities. Age also has a wide range of

probability when it comes to the affection of a split family. In terms of geography, the

researcher wants to discover if the likelihood of a fractured family is affected differently in

different sections of location. Broken families, according to the researcher, are influenced

by the surroundings. Regarding grade level and strands, each student has a unique

perspective, observe, and experiences the sensation of a broken family, the researcher

believes that across grade level and strands of student, they may be able to provide a

feasible response. The researcher focused on this profile to see if students at ACLC College
of Iriga might provide a plausible solution in order to scale the percentage of age, gender,

geographical location, grade level, and strand.

The researcher wants to discover what student think about the occurrence of broken Page | 6

families in the independent variable question. The researcher believes that the students at

ACLC College of Iriga may be able to provide information about their perceptions of broken

families. In dependent variable, respondents who have been affected by a broken home may

experience difficulties in their grades, participation, and attendance. As a result, the

researchers want to know the thoughts of ACLC students on how a fractured family might

impair academic achievement.

What makes the respondent’s academic accomplishment so difficult is the impact of a

broken family, which shapes the respondent’s attitudes, feelings, thoughts, and behaviors.

Increased painful feelings of melancholy, worry, perplexity, dread, and guilt, as well as the

reinforcing of errors and beliefs, characterize these behaviors. When there has an impact,

actions with the dominance of some negative concepts exacerbate the pain of children. In all

domains, the quality of academic performance and as well as the quality of life of

adolescents.

The research aims to define to the students, parents, teachers, and community the term

“broken family” and how it affects academic achievement. Students will profit from this

study because they will be more conscious of their current condition and recognize how

strong they are as a result of their survivals. This study will also aid parents by demonstrating

to them that having a whole family is the most crucial foundation in our society, and that

having a fractured family can have a negative impact on their child’s conduct in any
 situation. This research will assist teachers in determining how to approach or treat pupils

who are suffering from this issue and how to assist them in certain situations. They believe

that the youth are our future’s hope, thus if our society’s youth are doing well, the researcher
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may expect a healthy and engaged community.

The researcher wants to know about the perspective of the students at ACLC College of

Iriga, like on how the absence of both parents influence the students’ academic performance.

However, every influence have causes and effect to the academic performance of the

respondents and how age, and gender is related to this study. To conclude, the researchers

aims to ask them about their suggestion on how to improve or address the academic

performance problem.

B. Statement of the Problem:

This research aims to expose the occurrence of a broken family on and its effect on

academic performance in senior high school ACLC College of Iriga.

Specifically, the study aims to answer the following:

1. What is the profile of the senior high school students in ACLC College of Iriga, in

terms:

A.) Age

B.) Gender

C.) Year Level

2. What are the occurrences of broken family perceived by the respondents?

 3. What is the rating level of the respondent’s academic performance, in terms of:

3.1 Grades

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3.2 Participation

3.3 Attendance

4. What are the effects of a broken family status on the level of academic performance of

senior high school students?

5. What possible solution were recommended to regain the old enthusiasm for learning?

C. Assumption of the study

1. Having a broken family has no effect on the students.

2. There is no difference in the academic performance of the students who have broken and

unbroken homes.

3. There is no effect on the academic performance of the students in terms of socialization

at home.

4. They may suffer from a mental breakdown, anxiety, or depression, which may impair

their academic performance.

5. For the shattered families, there are variety of options. The first option is to agree to

communicate to with each other. Another option is for family members to write other

respectful but honest letters to discuss their unique problems. Alternatively, the family

could seek professional assistance from therapists, counselors, or church related groups.

Finally, a solution is for the broken family to go their separate ways and form new

extended families.
D. Objective of the Study

The main objective of the study is to investigate the effects of having a broken family on
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student’s academic performance. Specifically, this study is to;

1. To assess the impact or the effects of a broken family and its influence on the students.

2. To find out the causes of a broken family.

3. To know how absence of one or both parent influence the students’ academic

performance in school.

4. To identify the common side effects of a broken family on a student’s academic

performance.

5. Determine the gender- related differences in academic performance among the students

as a result of a broken family.

6. Suggest strategies for improving the students’ academic performance through counseling

and guidance.

E. Significance of the Study

This study talks about THE OCCURRENCE OF BROKEN FAMILY AND ITS EFFECT

ON ACADEMIC PERFORMANCE IN SHS STUDENTS ACLC COLEGE OF IRIGA. The

person that would benefit from the study are the following;

STUDENTS - they will be informed how to handle the situation and this will also inform

them that do not be intimidated by any circumstances that might come their ways and always

be more pro-active in class.

 TEACHER – the findings from this study will inform them the effects of a broken family to

the student's academic performance. This study will also provide them complete insight and

guidance for the students,

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SCHOOL ADMINISTRATION - the researchers greatly hope that the administration

will be able to look into events and seminars that will help students increase their self-esteem.

PARENTS/GUARDIAN - this study would also aid them in guiding their children in right

direction and behavior in their school performance.

F. Scope and Delimitation

The scope of this study are the profiles of the respondents such as age, gender,

geographical location, grade level, and strands. Also focuses to the occurrence of the

broken family perceived by the respondents, rating level of the respondents in academic

performance, and its effect.

However, in delimitation, it includes that the family status, students who only experienced

broken family, and the separated by distance but not by separated paper or simply means the

overseas Filipino workers (OFWs) are only include to explore by the researchers.

G. Definition of Terms

Operational Definition:

A.) Broken- disunited separation, or desertion of one parent.

Merriam-Webster. (n.d). Broken. In Merriam-Webster.com dictionary.

Retrieved

November 24, 2021, from https://www.merriam-webster.com/dictionary/broken

 B.) Psychological- directed toward the will or toward the mind specifically in its conative

function.

Merriam-Webster. (n.d). Psychological. In Merriam-Webster.com

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dictionary. Retrieved

November 17, 2021, from https://www.merriam-

webster.com/dictionary/psychological

C.) Performance- the act of doing job, an activity, etc.

Merriam-Webster. (n.d). Performance. In Merriam-Webster.com

dictionary. Retrieved November 17, 2021, from https://www.merriam-

webster.com/dictionary/performance

D.) Melancholy- depression of spirits

Merriam-Webster. (n.d). Melancholy. In Merriam-Webster.com

dictionary. Retrieved November 17, 2021, from https://www.merriam-

webster.com/dictionary/melancholy

Conceptual Definition:

A.) Broken family - In this research will refer to the separated parents of the respondents.

B.) Psychological- In this research it refers to the mental state of the respondents

C.) Performance- In this research it refers to the activity that the respondents do in

academic.

D.) Melancholy- In this research it refers to the depressing spirit of the respondent that is

affected of a broken family.

 CHAPTER II

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REVIEW OF RELATED LITERATURE AND STUDIES

This chapter contains an overview of related literature and studies gathered from online

resources. In addition, this will cover the findings of a current study on “The Occurrence of a

Broken Family and its Effect on the Academic Performance in SHS Students ACLC College of

Iriga”. The importance of this study will determine the concepts and principles from other

materials that will be used to the current research.

Foreign Literature

A trip to the Maldives conjures up images of vast experiences of blue, speckled with newlywed

couples of frolicking on the beach. Ironically, the world’s honeymoon capital also happens to be

the world’s divorce capital. According, to a report published on The telegraph, “The island

nation has divorce rate of 10.97, earning it recognition in the Guinness Book of Records. The

UN even estimate that the average Maldivian Woman, by the age of 30, has been divorced three

times”. According to the same survey, the ease of obtaining a divorce, a lack of childcare

services, and an increasing number of women entering the workforce are the key factors that

have contributed to the Maldives claiming the top rank, with 10.97 divorces per 1,000 people.
Due to a demographic shift in the country’s population, the number of primary and lower

secondary school aged (6-17 years) fell between 2006 and 2014.Unfortunately, one of the causes

that affects the academic performance of students is divorce. Children’s literacy rates are high
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with 98% of children aged 10-17 able to read and write in the local language. Dhivehi with

comprehension. The English literacy rate for children in this age bracket was also high at 96%.

Overall, children continue to attend school at a high rate of 94%. However, beyond the age of 16,

the percentage of children who are enrolled in school begins to drop dramatically. Children in

higher secondary school had a substantially lower rate, with 16-year-olds having a rate of 88%

and 17-years-olds having a rate of 71%. In the atolls, the drop is even more pronounced than in

males. A large number of children have dropped out of school. At the time of the Census, 4% of

the kid population aged 5 to 17 years old, or 3,103 youngsters were not studying or attending

school. There were more boys (1,741 or 4.5 %) than girls among these out-of-school-children

(1,362 or 3.7%). The majority of these children are in their later secondary school years, between

the ages of 16 and 17 (78%). With fewer chances for further education in the country,

particularly in the Atolls, more children in higher secondary school drop out. Nearly a third of

17-year-olds (29% of boys and 27% of girls) were not in school. This is higher in the Atolls (33

% for boys and 35% for girls). In the case of males, a higher percentage of boys were not in

school at this age, whereas in the Atolls, a higher percentage of girls were not in school at this

age. With fewer chances for further education in the country, particularly in the Atolls, more

children in higher secondary school drop out. Nearly a third of 17-year-olds (29% of boys and

27% of girls) were not in school. This is higher in the Atolls (33% for boys and 35% for girls). In

the case of males, a higher percentage of boys were not in school at this age, whereas in the

Atolls, a higher percentage of girls were not in school at this age. According to the Maldives’
present education system, children receive their major educational diploma after completing

Grade 10 and passing the London G.C.E Ordinary Level Exams at the age of 16 or 17 years. As a

result, the majority of 17-year-old children (88%) and 21% of 16-year-olds had an O’level
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certificate as their highest educational credential, as projected.

Local Literature

The Church’s staunch hostility to divorce is most likely the fundamental reason why the

Philippines, together with the Vatican, is the only country in the world where divorce is illegal.

With the exception of Filipinos who are married to foreigners and seek divorce in another

country and Muslim Filipinos who are subject to distinct marriage laws, about 95% of Filipinos

must file a nullity of marriage or annulment to legally end their marriage. However, only a small

percentage of people apply these remedies since the outcomes are unpredictable, the expenses

are substantial (often 3 months or more of normal labor wages), and legal procedures are lengthy

and complicated. A marriage dissolution case can take anywhere from six to eighteen months to

complete, but it can possibly take many years (Lopez, 2006). Before even if the couple has a

fight or differences with each other they still want it to fix their marriage because of their

children. In the Philippines, divorce is not legal however those couples who are separated only

choose annulment, and recently it is only the way to terminate their marriage legally. But only

those couples who can afford to file an annulment can file because of the high cost of filing an

annulment in the Philippines. Despite the fact that divorce is still illegal in the Philippines, there

are still students who are affected by it. We all know how family-oriented Filipinos are, therefore

there is a high possibility that students will be affected by their parents’ and family’ status.
Definition of Terms

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Divorce- is the ending of the marriage by a legal process (Merriam-Webster 2021). This research

refers to the high percentage of ending a marriage in the world, which is the Maldives.

Children- are young people, especially between infancy and puberty (Merriam-Webster 2021).

This research, it refers to the young person who gets affected by divorce in the Maldives.

Percentage- the result obtain by multiplying a number by a percent (Merriam-Webster 2021). In

this research, it refers to the result of the number of rate on children that is most likely to get

affected by divorce of their parents.

Broken- disunited by separation, or desertion of one parent (Merriam-Webster 2021). It refers to

the separation of a family in the Philippines.

Annulment- a judicial or ecclesiastical pronouncement declaring a marriage invalid. (Merriam-

Webster 2021). It refers to the invalidity of a marriage that is legalize in the Philippines rather

than divorce.

Reference

UNICEF. (2014). CHILDREN IN MALDIVES-UNICEF. In unicef.org.

https://www.unicef.org/maldives/media/261/file/children%20in%20Maldives%202018.pdf
India Today. (2016). This honeymoon’s paradise actually has the highest divorce rate in the

world. In indiatoday.in.

https://www.indiatoday.in/amp/lifestyle/relationship/story/maldives-honeymoon-paradise- Page | 16

countries-highest-divorce-rate-world-lifest-343434-2016-09-27

Jeofrey B. Abalos. (2017). The rise of divorce, separation, and cohabitation in the Philippines. In

niusp.org.

https://www.niusp.org/family-and-households/the-rise-of-divorce-separation-and-

cohabitation-in-the-philippines
 CHAPTER III

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RESERCH DESIGN AND METHODOLOGY

Chapter 3 consists of three parts: (1) Purpose of the study and research design,(2) Methods

and,(3) Statistical Data Analysis Procedure.

Part one, Purpose of the study and Research Design, relates the purpose of the study and

describes the research design and the variables used in the study.

Part two, Methods, describes the participants, the data gathering materials and the research

procedure used in the study.

Part three, Statistical Data Analysis Procedures, reports the procedures for scoring and the

analysis used to interpret the hypothesis.

Research Design

This study adapted the experimental research design that is more on numerical analysis.

Spefically, this chapter adapted the experimental which is the goal is to find cause-and-effect

correlations between the variables. True experiments are fairly similar to these types of design,

but there are few crucial differences. These experimenter identifies but does not modify an

independent variable on the dependent variable.

Research methodology

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Respondents

The subject of this study is the person who is being investigated. The senior high school

students at ACLC college of Iriga are being evaluated in order to identify the challenges they

face occurrence of a broken family and its impact on students’ academic performance.

Respondents of this study are students who will be interviewed and will be expected to answer

and complete questionnaires. Respondents will provide information through google form. The

sample size will be One hundred (100) from GAS students in grade 11 and 12, from total

population of Two hundred forty nine (249) students.

Research Gathering Instrument

The researcher gathering instruments that we used was to gather the senior high

school students profile. The researcher used a questionnaire that was drawn out from previous

studies and research for it is proven to be much more effective on the type of research that we are

having. The researcher also used this method of research gathering for it is known to have less

bias and the least expensive way of collecting data and it is also promoting open-minded options

related to our study, also to avoid any kind of bias in the method of collecting this data. It is also

encouraging the respondents to be more cooperative due to the fact that it is much more

comfortable to respond and much open to options but still related and specific to our type of

research were conducting.

Data Gather
 We put in a lot of time, effort, and teamwork into creating questionnaires with clear

wording in order to better serve the target audience. The survey was conducted with the use of

appropriate questions adapted from relevant research and unique questions created by the
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researcher. The questionnaire has a large number of constructed and dichotomous items. The

answer of the respondents will base on yes or no questionnaires that affairs or Denise the

questions. The information gathered and organized from this study's instrument was based on the

responses supplied by the participants.

img Procedure

Statistical Data Analysis and Procedure

The researcher will be use purposive sampling method, wherein the sampling technique in

which researcher relies on his or her own judgement when choosing members of population to

participate in the study.

1. Frequency – The frequency (f) of a given value refers to how many times it appears in the

data. The patterns of frequencies associated with a variables distribution is the set of all

conceivable values and the frequencies associated with these values.

2. Percentage (%) Technique- It is the identification of relationship of a certain variable to

the whole respondents. This was employed to determine the frequency and percentage of

distribution of respondents when grouped according to their personal-related variables.

The formula is:

𝑓 Page | 20
P= 𝑛 𝑥 100

Where:

% = Percentage

f = Frequency (numbers of responses/respondents)

n = Total number of Respondents

100 = Constant Value

3. Mean (X) – This was employed to determine the certain point in the distribution of

measurement as to The Occurrence of a Broken Family and Its Effect on Academic

Performance.

The formula is:

𝐹𝑥
𝑋=
𝑁

Where:

X = Mean

F = Frequency
x = Weight

N = Total Number of Respondents

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For better understanding of the qualitative form of the description, five Likert scale were used:

Scale Mean Descriptive Rating (DR)

5 (4.0 -5.0) Strongly Agree (SA)

4 (3.0 - 4.0) Agree (A)

3 (2.0 – 3.0) Nuetral

2 (1.0 – 2.0) Disagree (D)

1 (0.5 – 1.0) Strongly Disagree (DA)

4. Person’s Correlation – The Person correlation coefficient r (also known as the person

product –moment correlation coefficient) is a measure of the relationship (rather than

differences) between two quantitative variables (interval/ratio) and the degree to which

the two variables coincide – that is, the extent to which two variables are linearly related:

changes in one variable correspond to changes in the other.

5. Standard Deviation – The square root of the variance is used to calculate the standard

deviation, which is a statistic that represents the dispersion of a dataset relative to the
 mean. The standard deviation is obtained by determining each data points departure

relative to the mean.

The Experimental Procedure

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To establish the occurrence of a broken family on and its effect on academic

performance in senior high school ACLC College of Iriga, the researcher will execute the

following steps: Initially, two strands at ACLC College of Iriga (Year level: 11 and 12) will

identify respondents of the study. The experimental control groups will be chosen using the

lottery technique of the sim random sampling. Four lessons are identified as the selection for

pretest and posttest: Elements Affected in shifts on speech context. Elements Affected in shifts

on speech context, speech styles, speech acts, and communicative strategy; Type 1 and 2;

Principles of speech Writing; Principle of Speech Delivery. Prior to the start of the study, both

the experimental and control groups will be given the same set of pretests in order to acquire

preliminary data on their understanding and appreciation of literature before the intervention is

implemented. Another English teacher will administer the pretest, which will be validated,

recorded, and tabulated for analysis using the relevant statistical techniques. Reading,

comprehension, vocabulary, critical thinking, and application of the principle portrayed in the

lesson were all addressed on the test. In the pretest and posttest, both groups will be given the

same set of tests, but the posttest question will be rephrased. The posttest will be given after each

story has been discussed. The completed test and questionnaire will then be gathered, and the

replies will be counted, tabulated, analyzed, processed, and interpreted using statistical software.

The results and responses were kept in strict confidence. Statistical Data Analysis and Procedure

The data gathered will be subjected to descriptive and interferential analysis. Frequency
distribution and percentage. This will be used to figure out how many people responded to each

area. Mean. This test will be used to ascertain the level of effectiveness.

Page | 23
 CHAPTER IV

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RESULTS AND DISCUSSION

After the data had been gathered from the responses of 50 students in grade 11 and 12 in

ACLC, these were subjected to analysis using appropriate statistical tool for a more accurate

result. The discussion is organized in this chapter following the sequence of the specific problem

earlier formulated.

1. Profile of the Respondents

The profile variables included in this study are age, year level, and gender.

As could be noted from Table 1, fifty (50) Senior High students are included as

respondents who are studying in ACLC College of Iriga from the Academic Year 2021-2022.

1.1 Age. The SHS Students are mostly the age 18 years old having a frequency of nineteen (19)

representing 38 percent of the respondent. eighteen (18) or 36 percent of the respondent are 17

years old, eight (8) or 16 percent are in the age of 16 years old, three (3) or 6 percent are the age

of 19 years old, and two (2) or 4 percent are in the age of 21 years old. The result shows that not

only younger students study in senior high but the older aged as well.
 Age

6%4% 16%
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Table 1

38%
36%
Profile of Students

(N=50)
16 yrs old 17 yrs old 18 yrs old 19yrs old 20 yrs old 21 yrs old

Variable Frequency Percentage

Age 16 8 16%

17 18 36%

18 19 38%

19 3 6%

20 0 0%

21 2 4%

Gender Male 40 80%

Female 10 20%

Year Level 11 30 70%

12 20 30%
1.2 Gender as to gender, the majority (80 percent) are males, while 20 percent are females. This

means that both genders are almost evenly distributed. The result is in conformity with the Page | 26

general observation that the occurrence of a broken family and its effect on academic

performance is an oriented career for both genders.

1.3 Year Level. Table 1 Shows the year level of the students most of them are in grade 11

students.

GENDER
Female Male

20%

80%

2. The occurrence of broken families perceived by the respondents.

Factors that may affect the academic performance of the students in ACLC College of Iriga of

having a broken family in terms of Grades, Participation, and Attendance.

 Table 2

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The Occurrence of Broken family

(N=50)

The Occurrence of Broken family X DR

1. A student's mind is confused. 3.92 A

2. Always fighting inside the home. 3.66 A

3. Unseen to have family unity. 3.44 A

4. Family Dispute. 3.62 A

5. Children experience trauma. 4.08 A

6. Affects student’s learning. 4.06 A

7. Treating or interacting with other people is different. 3.72 A

8. Wants to bond or avoid the family. 3.62 A

9. With friends recovering the care and 4.02 A

love that should come from family

10. The family does not see love for each other. 3.54 A

OVERALL 3.79 A
 Table 2 presents the perception of the respondents towards the occurrence of having a

broken family that may affect their academic performance. As shown in the table, the ACLC

senior high students, 50 of them, indicated and “Agree” 3.79 perceptions towards the occurrence
Page | 28
of having a broken family.

It is manifested that the respondents agree on favorable perception towards the notion

that A student's mind is confused3.92), Always fighting inside the home (3.66), Unseen to have

family unity (3.44), Family disputes (3.62), Children experience trauma (4.08), Affect’s

student’s learning (4.06), Treating or interacting with other people is different (3.72), Wants to

bond or avoid the family (3.62), With friends recovering the care and love that should come from

a family (4.02), The family does not see love for each other (3.54).

Table 3

Rating the level of the respondent’s academic performance, in terms of Grades

(N=50)

GRADES X DR

1. I review the day before a quiz. 4.18 A

2. I don’t really mind the score I got. 2.94 N

3. I feel bad whenever I got half of the total score. 3.64 A

Page | 29
4. I am not listening when my teacher is discussing. 2.38 D

5. My parents don’t support me for my educational needs. 1.94 D

OVERALL 3.02 N

Table 3 presents the perception of the respondents towards the rating the level of the

respondent’s academic performance, in terms of Grades as shown in the table, the ACLC senior

high students, 50 of them, indicated a “Neutral” 3.02 perception towards the rating the level of

the respondent’s academic performance, in terms of Grades.

It is manifested that the respondents towards ratings are Neutral are favorable

perception towards the notion that I review the day before a quiz (34.18), I don’t really mind the

score I got. (2.94), I feel bad whenever I got half of the total score (3.64), I am not listening

when my teacher is discussing (2.38), and My parents don’t support me for my educational needs

(1.94).
 Table 4

Rating the level of the respondent’s academic performance, in terms of; Participation

Page | 30
(N=50)

PARTICIPATION X DR

1. I am not confident with my answer. 3.18 N

2. I actually participate in the class discussion. 3.74 A

3. I am not interested with the topic 2.54 D

4. I rather sleep than to participate. 2.14 D

5. I joined in the group activities given by our teacher. 4.04 A

OVERALL 3.12 N

Table 3 presents the perception of the respondents towards the rating the level of the

respondent’s academic performance, in terms of Participation as shown in the table, the ACLC

senior high students, 50 of them, indicated a “Neutral” 3.12 perception towards the rating the

level of the respondent’s academic performance, in terms of Participation.

It is manifested that the respondents towards rating is Neutral are favorable perception

towards the notion that I am not confident with my answer (3.18), I actually participate in the

class discussion. (3.74), I am not interested with the topic (2.54), I rather sleep than to participate

(2.14), I joined in the group activities given by our teacher (4.04).

 Table 5

Page | 31
Rating the level of the respondent’s academic performance, in terms of; Attendance

(N=50)

ATTTENDANCE X DR

1. I attend class regularly. 3.98 A

2. I attend class on time. 4.02 A

3. I don’t go to school when I don’t want too. 2.05 D

4. I skip classes for some emergency purposes. 3.58 A

5. I let my teacher know when I can’t go to school. 3.09 N

OVERALL 3.34 N
 Table 3 presents the perception of the respondents towards the rating the level of the

respondent’s academic performance, in terms of Attendance as shown in the table, the ACLC

senior high students, 50 of them, indicated a “Neutral” 3.34 perception towards the rating the
Page | 32
level of the respondent’s academic performance, in terms of Attendance.

It is manifested that the respondents towards ratings are Neutral are and favorable

perceptions towards the notion that I attend class regularly (3.98), I attend class on time (4.02), I

don’t go to school when I don’t want too (2.05), I skip classes for some emergency purposes.

(3.58), I let my teacher know when I can’t go to school. (3.09).

 CHAPTER V

Page | 33
SUMMARY OF FINDINGS, CONCLUSIONS, AND RECOMMENDATIONS

This chapter presents the summary and conclusions drawn from the findings and the

corresponding recommendations.

SUMMARY OF FINDINGS

The study determined how Grade 11 and 12 students at ACLC College of Iriga perceived

the factors that a broken family could have on academic performance. It was also discovered that

there is a significant relationship between respondents' perceptions and some identified personal

variables.

The purposive sampling method was used, with a questionnaire as the primary tool for

gathering data from respondents in order to answer the problem posed. The study is also

classified as correlation research because it allows the researcher to determine which personal

variables may be related.

Salient findings

Using the appropriate statistical tools in analyzing and interpreting the data, the following are the

salient findings sequentially presented based on the specific problems.

1. The majority of ACLC College of Iriga students are between the ages of 18 (19

respondents; 38 percent) and 17 (18 respondents; 36 percent), followed by age of 16

(8 respondents; 16 percent) and age of 21 (2 respondents; 4 percent). Males led the

Page | 34
gender response (40 respondents; 80 percent), while females responded the least (10

respondents; 20 percent). At the year level, the majority of grade 11 students (30

respondents; 70%) responded, while grade 12 students responded the least (20

respondents; 30 percent).

2. 50 ACLC senior high students indicated an "Agree" 3.79 perceptions of the

occurrence of a broken family.

It is clear that respondents have a positive attitude toward the idea that A student's

mind is confused. (3.92), Always fighting inside the home (3.66), Unseen to have

family unity (3.44), Family disputes (3.62), Children experience trauma (4.08), Affect

student’s learning (4.06), Treating or interacting with other people is different (3.72),

Wants to bond or avoid the family (3.62), With friends recovering the care and love

that should come from a family (4.02), The family does not see love for each other

(3.54).

3. 3. It is evident that the respondents' attitudes toward ratings are neutral, with

favorable perceptions toward the notion that I attend class regularly (3.98), I attend

class on time (4.02), I don’t go to school when I don’t want too (2.05), I skip classes

for some emergency purposes. (3.58), I let my teacher know when I can’t go to

school. (3.09).

CONCLUSIONS
The findings of the investigation led to the following conclusions:

Page | 35
This research study, as perceived by the respondents, demonstrated that a broken family has no

significant impact on a student's academic achievement, although practically all respondents to

this study believe that the personality of a person is most likely targeted by this

condition.Furthermore, according to the findings summary, Male gets the most positive reaction

in terms of the issue with the majority of respondents agreeing with all of the statements made.

In addition, according to the respondents' perspectives, it is more valuable for those in a broken

family to endure and bond with other people or close friends than it is for them to create new and

exciting experiences with their families. As a result, their responses in the study appear to

indicate that they would rather enjoy their lives and put difficulties aside than spend time trying

to solve the issue.

To summarize all of the information gathered from the respondents in terms of the brokenness of

once family, they always choose to be better and consistent in school, thus they do not doubt to

forget what they started, as well as the responsibilities and qualifications required to pass and

graduate. Finally, all activities, particularly their attendance, are always a top priority.

RECOMMENDATIONS

The following recommendations are made based on the provided summary of findings and

drawn conclusions:
STUDENTS: The students who come from a broken family are encourage through this study to

become a good student and to inspire them to be more productive and positive with the

emotional stress that they have encounter.

Page | 36

TEACHERS: Teachers should be more considerate of students who come from broken families,

in order to help them build their self-esteem and encourage them to perform good or excel in

school despite their family problems.

SCHOOL ADMINISTRATION: They should be especially considerate of children from

broken families who are unable to pay their school fees on time. They should give assessment to

students from separated parents so that bullying could be avoided.

PARENT/GUARDIAN: A broken family cannot be avoided, so parents must be responsible

enough to help their children understand their condition so that they can overcome emotional

stress and accept their situation.

GOVERNMENT: The government should create academic and counseling units in schools with

adequate fund while students from broken homes should be given proper guidance and

counseling concerning their psychological needs and social problems towards their studies for

appropriate discipline.
REFERENCES

Page | 37
“The Effects of Family Structure and Parenthood on the Academic Performance of Nigerian

University Students”, Stud Home CommSci, 2(2): 121124 (2008). TARRO’A (2010),

http://www.barleby.com/essay/The-Effect-of-a-Broken-Family-toPKYK6Y4K6YZSThe Effect

of a Broken Family to a Student’s Performance in School. IGNACIO & PERLAS (1994),

http://www.scibd.com/document/346116242/Chapter-2-BrokenFam-w-Local-Lit-Na.

WALLERSTEIN, J.S. (1994). Amato, P.R. (in press). "Lifespan Adjustment of Children to their

Parents’ Divorces". Future of ChildrenMcLANAHAN, S. and SANDERFUR, G. (1994 The

dynamics of childhood poverty, The future of Children, 7(2), 40-54, Retrieved December 11,

2007, from http://www.futureofchildren,org/usr_doc/vol7no2ART3,pdf.

DAVID,O,A,(2014),http://www.academia.edu/9828206/The_effect_of_broken_home_on_the_ac

ademic_performance_of_students.https://ejournal.undiksha.ac.id/index.php/IJERR/article/view/2

8592. https://www.thenews.com.pk/magazine/you/76974-the-effect-of-a-broken-family Bishop,

S. and G.Ingersoll. (1989). "Effects of Marital Conflict and Family Structure on the Self-Concept

of Pre- and Early Adolescents". Journal of Youth and Adolescence, 18 (1), 25-38
 The Occurrence of a Broken Family and Its Effect on Academic Performance

Questionnaires: Page | 38

Direction: Please indicate your level of agreement or disagreement with each statement in the

survey by checking the box on the right side of each sentence. There is mo such thing as a

correct or incorrect response. Your response will be kept completely private, and you will not be

identified.

Scale:

5 – Strongly Agree (Indicates that the characteristic is always manifested)

4 – Agree (Indicates that the characteristic is often manifested)

3 – Neutral (Indicates that the characteristic is sometimes manifested)

2 – Disagree (Indicates that the characteristic is seldom manifested)

1 – Strongly Disagree (Indicates that the chararcteristic is never manifested)

I. What is the profile of the senior high school students in ACLC College of Iriga.

Name:(optional) _____________________ Grade & Section: __________

Sex: Female Male Age: ________

Geographical Location: _________________

 5 4 3 2 1

Strongly
Agree Neutral Disagree Strongly
Agree Page | 39
Disagree

1. A student’s mind is confused.

2. Always fighting inside the

home.

3. Unseen to have family unity.

4. Family disputes.

5. Children experience trauma.

6. Affect’s a student’s learning.

7. Treating or interacting with

other people is different.

8. Wants to bond or avoid the

family.

9. With friends recovering the

care and love that should come

from family.

10. The family does not see love

for each other.

II. What is the rating level of the respondent’s academic performance, in terms of;

A. Grades 5 4 3 2 1 Page | 40

Strongly
Agree Neutral Disagree Strongly
Agree
Disagree

1. I review the day before a

quiz.

2. I don’t really mind the score I

got.

3. I feel bad whenever I got half

of the total score.

4. I am not listening when my

teacher is discussing.

5. My parents don’t support me

for my educational needs.

B. Participation 5 4 3 2 1

Strongly
Agree Neutral Disagree Strongly
Agree
Disagree

1. I am not confident with my

 answer.

2. I actually participate in the

class discussion.
Page | 41
3. I am not interested with the

topic.

4. I rather sleep than to

participate.

5. I joined in the group activities

given by our teacher.

C. Attendance 5 4 3 2 1

Strongly
Agree Neutral Disagree Strongly
Agree
Disagree

1. I attend class regularly.

2. I attend class on time.

3. I don’t go to school when I

don’t want to.

4. I skip classes for some

emergency purposes.
5. I let my teacher know when

I can’t go to school.

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