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Chapter I

INTRODUCTION

Background of the Study

Parents are considered as the first teachers of a child, but after all these years, a child

will eventually become a teenager. At the age of thirteen, most teenagers start to feel the need

for independence and autonomy and if not met, spark the beginning of rebellion.

The “troubled teen” is, first of all, in rebellion (to the extent of alienation) against home,

school, and religion- the institutions designed to aid his or her growth and transition him or her

to the adult world. Secondly, “troubled teens” are a threat to self and others. Finally, troubled

teens are endangering their own future, society and the stability of their country.

Experts estimate more than 20% (percent) of America’s 25 million teenagers (some 5

million youth) are troubled and need intervention before serious harm is done. The various

categories of troubled youth make this a difficult topic to describe. Some of these young people

are emotionally disturbed (schizophrenic, clinically depressed, etc.) and some are suicidal.

Others are runaways (subject to prostitution, drugs and death), delinquent (in gangs or

isolation), slipping into extreme and dangerous cults, or have become drug addicts. Others are

on the borderline of trouble-rebelling against parents and teachers, befriending, anti-social kids,

turning to dangerous drugs, and willing to mock the law.

The researcher wants to conduct a study about the Factors that affect teenage rebellion

because it is one of the contemporary issue or topic today. Teenage rebellion is almost a big

issue that everyone must focus on. Teenage rebellion can still be corrected at these ages. This

research aims to gather data about the causes of teenage rebellion, the effects and it also

includes the possible remedial measures to address the problem with teenagers who rebel.

At least in American culture-is both helpful and necessary. Adolescence is a time of self-

actualization, when we realize an image of ourselves separate from our parents. Teenage also

act out because of pressures from other teenagers. A 2006 Cornell study determined that

teenagers actually do understand the risks of bad behaviors. The issue is prioritization;
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teenagers seek acceptance from each other more than parents, and peer gratification from

these behaviors outweighs the risks.

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Conceptual Framework

According to (Pickhardt, Carl E., Ph.D., 2009). Teenage rebellion plays an important part

in adolescent growth. It poster characteristics of the teenager years: adolescent rebellion. And

it’s one that causes many conflicts with parents. Two common types of rebellion are against

socially fitting in (rebellion of non-conformity) and against adult authority (rebellion of non-

compliance). In both types, rebellion attracts adult attention by offending it. The young person

proudly asserts individually from what parents like or independence of what parents wants and

in each case succeeds in provoking their disapproval. This is why rebellion which is simply

behavior that deliberately opposes the ruling norms or powers that he has been given a good

name by adolescents rebellion is not only that it creates more resistance to their job of

providing structure, guidance and supervision but because rebellion can lead to serious kinds of

harm.

To what degree a young person needs to rebel varies widely. In his fascinating book,

“Born to Rebel” (1997), Frank Sulloway posits that later born children tend to rebel more than

first born. Some of his reasoning is because they identify less with parents, do not want to be

clones of elder child or children who went before, and give themselves more latitude to grow in

nontraditional way so parents may find later born children to be more rebellious.

Accordning to (wordpress). In culture, teens are looked at by adults with scorn, terror,

and well anything that vilifies teens. Yes, this is the myth that all teens rebel against their

parents as a natural phrase of life. This is a myth because it is a stereotype based on the worst

that society has to offer. The media does a notoriously terrible job at representing teenagers

because they only show the negative side of teenagers, and the “bad teens”, which I assure you

rein few number. All the media focuses on are the hoodies, the drunken rioters, the tanned

skanks, the drunk girls, and of course the teen moms. These are all uncommon and horrible

examples of teens in our society, and they are all used by “experts” to describe “teenage

rebellion” as a “natural phase” in teenage life.

The problem with this is that most teenagers aren’t focused on rebelling against their

parents. They just want to live their life while it is still sweet for them. Just that the media wants
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to exaggerate their rebellious traits for the purpose of scaring little kids, parents, and perhaps

more likely, old people. That not only thing the media is using this false image for. Corporation

like to abuse the image of the “rebellious teenager” in order to hack various goals, and obviously

crappy pop and rap music. TV and movies will continue to perpetuate the stereotype and

sometimes they contrast it with the 1950’s, where supposedly, every kid acted like a kid, and

everyone spoke in a wholesome manner and played catch with the dads and went to church. For

all we know the 50’s probably was not a golden age and we all probably never know whether

stereotype were true. But in our time, the stereotype of youth, most of the time definitely it is

not true.

If teens do end up doing the things that are shown in the media, there is only one

explanation. Hormones? No, that crap is already sailed buddy. It is poor parenting. Their parents

are failing to fulfill their basic duties as parents, they are failing to be someone for them to look

up to with all the lying they have been doing to them as kids. The only reason a young person

has to be violent and aggressive is not because it is cool (which is totally isn’t), but because their

parents were obviously treating them or just raising them on TV.

The said study was related in a way that the researcher who conducted the research

generate changes in a person’s knowledge about teenage rebellion. Teenagers were the subject

of the study. The researcher wanted to discuss answers on the causes why teens rebel and its

effects and the possible remedial measures to address teenage rebellion.

By altering the domain of the qualified respondents. The researcher attempt to induced

knowledge and information to the people who want to explore more about teenage rebellion.

Figure 1 shows the input, the researcher included the survey questionnaire, statement

of the problem, conceptual framework, HUMSS students and related literatures and studies. The

process includes the quantitative design in descriptive method using survey questionnaire as a

guide, floating questionnaire and gathering data about teenage rebellion. The output, to identify

and recommend solution for the problem encountered by teens who rebel, to understand the

reasons behind teenage rebellion and to present conclusion for the subject matter of this study.
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Input Process Output

 Identify and
 Survey  A quantitative
recommend
Questionnaire research design in
solution for the
 Statement of the descriptive
problem
problem method using
encountered by
 Conceptual survey-
teens.
framework questionnaire as a
 To understand the
 HUMSS students guide
reasons behind
 Related literature  Floating
teenage rebellion
and studies questionnaire and
 Conclusion for the
data gathering
subject matter of
about teenage
this stufy
rebellion

Figure 1

Paradigm of the Study

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Statement of the Problem

The purpose of the study is to investigate and gather data regarding the Factors

Affecting Teenage Rebellion among the Senior High School Students of Baguio Central University

Specifically, the study intends to find date for the following queries:

1. What is the level of contribution of the factors that affect teenage

rebellion?

2. What is the level of impact of the effects of teenage rebellion?

3. What is the degree of applicability of the possible remedial measures to

address teenage rebellion?

Null Hypotheses

The following are the null hypotheses of the study which are to be tested:

1. There is no significant difference between the perceptions of HUMSS Grade

11 and HUMSS Grade 12 on the factors that affect teenage rebellion.

2. There is no significant difference between the perception of HUMSS Grade

11 and HUMSS Grade 12 on the effects of teenage rebellion.

3. There is no significant difference between the perception of HUMSS Grade

11 and HUMSS Grade 12 on the possible remedial measures to address

teenage rebellion.

Scope and Delimitation

This study limits its coverage on the HUMSS students from Grade 11 and Grade 12 only.

Its main purpose is to identify the causes of teenage rebellion, it’s effects and the possible

remedial measures to address teenage rebellion. As the researcher go beyond the study, the

researcher will discover more about the teenage rebellion especially to the perspectives of the

respondents which includes the HUMSS students of Grade 11 and Grade 12. The researcher will

conduct a survey on the students, the said respondents will be given proper acknowledgement

as the study goes. The researcher aims to finish this study within the span of 2 and a half months

starting from the month of January to April of the year 2018.

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Significance of the Study

Knowing and determining the beneficiaries and the factors that affect teenage rebellion

provides the importance of the study to the following members of the society.

For the teens, they would be able to know the consequences of involving into rebellion.

It will help them to understand more about rebellion.

For the parents, this study will help them to understand why their children rebel, the

study also help them to be more knowledgeable about dealing with their children who are

rebelling.

For Baguio Central University, the study provides information that helps school’s

improvement on mitigation about teenage rebellion to satisfy the needs of the teens who are

involved into rebellion.

The study also aims and purposely looking for satisfaction of the researchers curiosity

and with the study the researcher’s purpose is to acquire deeper and better understanding

about the study wherein it delivers verification and expansion of existing knowledge about the

teenage rebellion.

For the future researchers, the study can serve as a guide and a reference for those who

want to improve or continue the study. It will serve as a basis for the future researchers who

want to upgrade the study.

Definition of Terms

The following words are used in the study and are defined operationally.

Teenage Rebellion. It refers to an act of someone who is between the ages of 13 and

19, they usually refuse to obey rules specifically from the family which leads to have a deviant

behaviour.
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Depression. It refers to as a serious health problem wherein a person feels very sad,

hopeless, unimportant and unable to live a normal life.

Substance Use. It refers to an act of using substances which are harmful to health.

Bully. It refers to a person who is doing bad things or cruel things against a person who

thinks they are weaker

Suicide. It refers to as an act of killing one’s self with the use of substances, ropes and

even sharp things.

Counselling. It refers to as a professional guidance of a counsellor to a client or

counselee to help them deal with problems.

Factors. It refers to the different events, ideas or things that affect or influences

something.

Adolescents. It refers to a person who is young and going through development into the

stage of adult.

Norms. It refers to as socially accepted habits.

Clones. It refers to person or thing that appears to be an exact copy of another person.
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Chapter II

RESEARCH DESIGN AND METHODOLOGY

Research Design

Descriptive method of research was used in the study. The descriptive method involves

the numerical or statistical analysis of the data collected, interpretation of the present nature

and composition or process of the phenomena. The focus is in the given queries related to each

other in the present time.

Descriptive-survey method of research was used in the study. The method was used

because to different subjects are to be tested. Consequently, this design was utilize in this study

for it aimed to find answers on the queries on factors affecting teenage rebellion with the help

of the students of HUMSS 11 and HUMSS 12 of Baguio Central University.

Locale and Population

The respondents of the research are from the students of Grade 11 HUMSS with a 40

respondents and Grade 12 HUMSS with a 40 respondents with a total of 80 respondents coming

from Grade 11 and Grade 12 students of Baguio Central University.

𝑁
The researcher used Slovin’s formula n=1+𝑁𝑒 2 to identify the sample size of this study.

The researcher used 10 percent margin of error and arrived to 80 respondents.

The researcher used simple-random sampling as a method used to float the

questionnaire. The researcher used the said method as for the purpose of having a respondent

who has knowledge about the study and to gather a reliable data.

Validity and Reliability

The researcher formulated the questionnaire through searching from the different

website in the internet.

To test the reliability of the questionnaire, the researcher floated questionnaire to 10

students of ABM who are not part of the actual respondents and later gathered and computed

the data. After gathering the data the researcher solved for the Inter-item correlation using the
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𝑵∑𝑿𝒀−∑𝑿∑𝒀
formula 𝒓𝒙𝒚 After Pearson’s correlation, the result was used to test
√[𝑵∑𝑿𝟐 −(∑𝑿)𝟐 ][𝑵∑𝒀𝟐 −(∑𝒀)𝟐 ]

Kr
the reliability of the questionnaire using Cronbach’s Alpha with the formula of α= 1+(K−1)r and

later the researcher sum up all the result of the three questionnaire and get its average resulting

to 0.8 which is interpreted as Good.

Data Gathering Tool

In gathering the data needed in the study, a questionnaire was used as the main

instrument for gathering data needed in the study. A general rule is that these questions are

factual and intended to obtain information about condition of which the respondents are

presumed to have knowledge. The questionnaire prepared was based on the specific problem

on the study.

The first part of the questionnaire was the letter to the respondents. The study is limited

to these issues raised 1.Level of contribution of the factors that affect teenage rebellion, 2.Level

of impact of the effects of teenage rebellion, 3.Degree of applicability of the possible remedial

measures to address teenage rebellion.

Data Gathering Procedure

The said study will be done by the following procedure. Before floating the

questionnaire, letter of request to administer questionnaire was secured from the research

adviser. Afterwards, permission was obtained from the proper authority of the target

institution. With the assistance of the institutions head, the researcher personally distributed

the questionnaire to target respondents. The researcher had to personally administer the

questionnaire in order to explain to the respondents the proper accomplishment of the

questionnaire and to answer or give clarifications.

Statistical Treatment of the Data

∑f
WM= N

Where:

WM = Weighted mean
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∑ = summation

f = frequency

N = total number of cases

The responses were treated with a three-point scale with their respective statistical limit

and descriptive equivalents.

1. Level of contribution of the factors that affect teenage rebellion.

NUMERICAL STATISTICAL LIMITS DESCRIPTIVE SYMBOL

VALUE EQUIVALENT

3 2.35-3.00 High Contribution HC

2 1.68-2.34 Moderate Contribution MC

1 1.00-1.67 Least Contribution LC

2. Level of impact of the effects of teenage rebellion.

NUMERICAL STATISTICAL LIMITS DESCRIPTIVE SYMBOL

VALUE EQUIVALENT

3 2.35-3.00 High Impact HI

2 1.68-2.34 Moderate Impact MI

1 1.00-1.67 Least Impact LI

3. Level of applicability of the possible remedial measures to address teenage rebellion.

NUMERICAL STATISTICAL LIMITS DESCRIPTIVE SYMBOL

VALUE EQUIVALENT

3 2.35-3.00 Very applicable VA

2 1.68-2.34 Applicable A

1 1.00-1.67 Least applicable LA

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In conclusion for the difference of responses among the HUMSS Grade 11 students and

HUMSS Grade 12 students of Baguio Central University. The researcher used T-Test using the

formula. t=
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Chapter III

RESULTS AND DISCUSSION

This chapter contained the tabular presentation of the data gathered as well as their

results for t-test and corresponding analysis and interpretation. These were presented according

to the specific questions presented in Chapter 1.

Level of contribution of the factors that affect teenage rebellion

Table 1 shows the level of contribution of the factors that affect teenage rebellion

perceived by the Grade 11 HUMSS Students. The computed average weighted mean was 2.14

signifies that the respondents believe that the factors affecting teenage rebellion are Moderate

Contribution.

In detail, Parents are strict gained the highest rating of 2.33 with the descriptive

equivalent of Moderate Contribution. This outcome implies that this factor is the most that

affects teens to rebel considering that the respondents are knowledgeable on the given

questionnaire of the study. It was followed closely by Struggle for knowing their identity at 2.30,

Struggling for independence, Struggle for freedom and Parents expectations at 2.23 with a

descriptive equivalent Moderate Contribution, Depression and Parents are inconsistent with a

weighted mean of 2.13 interpreted as Moderate Contribution, Struggle for acceptance and

Struggle attention with a weighted mean of 2.10 interpreted as Moderate Contribution. On the

contrary, Family set-up gained the lowest rating of 1.60 with a descriptive equivalent of Least

Contribution. According to the Grade11 HUMSS students, these are the factors that affect

teenage rebellion.

Based on the result on the table below, the factors that affect teenage rebellion are

moderate contribution, parents are strict has a great effect on teenage rebellion. It also entails

that the struggle for knowing their identity, struggling for independence, struggling for freedom

parents expectations, depression, parents are inconsistent, struggle for acceptance, struggle

attention and family set-up may also contribute for the teens to rebel.
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Table 1
Level of contribution of the factors that affect teenage rebellion
as perceived by the Grade 11 HUMSS students
of Baguio Central University
N=40 Grade 11 HUMSS students

Factors that affect teenage 3 2 1 TWP WM DE R

rebellion (VF) (MF) (LF)
1. Struggle for knowing 15 22 3 92 2.30 MC 2
their identity
2. Struggling for 12 25 3 89 2.23 MC 3.5
Independence
3. Struggle for 13 20 6 84 2.10 MC 8.5
acceptance
4. Struggle for attention 7 30 3 84 2.10 MC 8.5
5. Struggle for freedom 14 21 5 89 2.23 MC 3.5
6. Family Set-up 7 20 3 64 1.60 LC 10
7. Parents are strict 16 21 3 93 2.33 MC 1
8. Depression 14 17 9 85 2.13 MC 6.5
9. Parents are 10 25 5 85 2.13 MC 6.5
inconsistent
10. Parents expectation 15 21 4 89 2.23 MC 3.5
Average Weighted Mean 2.14 MC

Legend:
NUMERICAL STATISTICAL DESCRIPTIVE SYMBOL
VALUE LIMITS EQUIVALENT
3 2.35-3.00 High Contribution HC
2 1.68-2.34 Moderate Contribution MC
1 1.00-1.67 Least Contribution LC

On the other hand, Table 1A shows the level of contribution of the factors that affect

teenage rebellion as perceived by the Grade 12 HUMSS students. The computed weighted mean

was 2.40 signifies that the respondents believe that the factors affecting teenage rebellion are

High Contribution.

Taking it singly, Struggle for attention got the highest weighted mean of 2.68 interpreted

as High Contribution followed by Struggle for freedom with a weighted mean of 2.50 interpreted

as High Contribution, Struggle acceptance and Parents expectations having a weighted mean of

2.45 interpreted as High Contribution, then struggle for independence at 2.43 interpreted as

High Contribution, Family Set-up at 2.40 with a weighted mean of High Contribution followed by
 P a g e | 15

Depression at 2.33, Struggle for knowing their identity at 2.30, and lastly Parents are strict at

2.25 and are interpreted as Moderate Contribution. On the other hand, Parents are inconsistent

got the lowest weighted mean of 2.18 with a descriptive equivalent of Moderate Contribution.

Based on the results from the respondents, the struggle attention has a great effect on

teenage rebellion. It also entails that struggle for freedom, struggle acceptance, parents

expectations, struggle for independence, family set-up, depression, struggle for knowing their

identity, parents are strict, and parents are inconsistent may also contribute from the teens to

rebel.

Table 1A
Level of contribution of the factors that affect teenage rebellion
as perceived by the Grade 12 HUMSS students
of Baguio Central University
N=40 Grade 12 HUMSS students

Factors that affect teenage 3 2 1 TWP WM DE R

rebellion (HC) (MC) (LC)
1. Struggle for knowing 15 22 3 92 2.30 MC 8
their identity
2. Struggling for 18 21 1 97 2.43 HC 5
Independence
3. Struggle for 22 14 4 98 2.45 HC 3.5
Acceptance
4. Struggle for 30 7 3 107 2.68 HC 1
Attention
5. Struggle for freedom 23 14 3 100 2.50 HC 2
6. Family Set-up 18 20 2 96 2.40 HC 6
7. Parents are Strict 14 22 4 90 2.25 MC 9
8. Depression 17 19 4 93 2.33 MC 7
9. Parents are harmful 13 24 3 87 2.18 MC 10
10. Parents Expectations 19 20 1 98 2.45 HC 3.5
Average Weighted Mean 2.40 HC

Legend:
NUMERICAL STATISTICAL DESCRIPTIVE SYMBOL
VALUE LIMITS EQUIVALENT
3 2.35-3.00 High Contribution HC
2 1.68-2.34 Moderate Contribution MC
1 1.00-1.67 Least Contribution LC
Table 1B shows the results of the combined comparison and summary of perception of

the respondents HUMSS Grade 11 and Grade 12 for the factors that affect teenage rebellion
 P a g e | 16

with an average weighted mean of 2.27 signifies that the respondents believe that the factors

affecting teenage rebellion are Moderate in Contribution.

In detail, Struggle attention got the highest average weighted mean of 2.39 interpreted as

High Contribution followed by Struggling for independence with an average weighted mean of

2.38 interpreted as High Contribution also with Struggle for freedom with a total weighted mean

of 2.37 with weighted mean of High Contribution, then Parents expectations at 2.34, Struggle

for knowing their identity at 2.30, Parents are strict at 2.29, Struggle acceptance at 2.28,

Depression at 2.23, Parents are inconsistent at 2.16 and are interpreted as Moderate

Contribution . On the other hand, Family set up got the lowest total average mean of 2.00 with a

descriptive equivalent of Moderate Contribution.

Based on the results on the table below, the struggle attention was a great contribution to

teenage rebellion. It also entails that struggle for independence, struggle for freedom, parents

expectations, struggle for knowing their identity, parents are strict, struggle acceptance,

depression, parents are inconsistent and family set-up, may also contribute for the teens to

rebel.

The t-computed value was 1.1629 which is lower compared to the tabular value 1.664 10

percent margin of error meaning the difference is not significant. The null hypothesis which

states that there is no significant difference between the perceptions of HUMSS Grade 11 and

HUMSS Grade 12 students on the factors that affect teenage rebellion is accepted.

According to Psychology today many high school rebellions that occur as a result of

delayed adolescence, the young person dramatically rebelling at last to liberate himself or

herself from childhood dependency on parental approval for always being the ‘good child’. For

example, only children are often slower to separate from parents because of strong attachment

and protracted holding on by both sides. Finally in high school these young people with

graduation into more independence looming a year or two ahead, may need to initiate late

stage rebellions to get the separation and differentiation and autonomy they need to undertake

this next momentous step. This is painful and scary for parents. As this older age, risk taking can
 P a g e | 17

be more dangerous, while they miss the loss of closeness and compatibility with their son or

daughter that they have enjoyed for so many years.

Table 1B

Comparison and Summary of the level of contribution of the factors that

affects teenage rebellion as perceived by Grade 11 and 12 HUMSS

students of Baguio Central University

N=80 students of HUMSS

Factors that affect teenage WM WM Average Rank Descriptive

rebellion (HUMSS 11) (HUMSS 12) Equivalent

1.Struggle for knowing their 2.30 2.30 2.30 5 MC

identity
2.Struggling for 2.23 2.43 2.38 2 HC
independence
3.Struggle for Acceptance 2.10 2.45 2.28 7 MC
4.Struggle for Attention 2.10 2.68 2.39 1 HC
5.Struggle for freedom 2.23 2.50 2.37 3 HC
6.Family set-up 1.60 2.40 2.00 10 MC
7.Parents are strict 2.33 2.25 2.29 6 MC
8.Depression 2.13 2.33 2.23 8 MC
9.Parents are inconsistent 2.13 2.18 2.16 9 MC

10.Parents expectations 2.23 2.45 2.34 4 MC

Average Weighted Mean 2.27 MC

Level of impact of the effects of teenage rebellion

Table 2 presents the level of impact of the effects of teenage rebellion by the Grade

11HUMSS students. As shown on the table, the respondents also held the effects of teenage

rebellion as Moderate Impact with a computed average weighted mean of 2.16

Among the identified effects of teenage rebellion, Substance use was the most notable

having a weighted mean of 2.53 with a descriptive equivalent of High Impact, according to the

respondents, this kind of activity has a high impact to teenage rebellion. On the other hand,

Dating and relationships was believed to also be High Impact to teenage rebellion with a

weighted mean of 2.48 followed by Poor school performance with a weighted mean of 2.40

interpreted as High Impact, Changes in health at 2.28, Losing relationships at 2.18, Stealing at
 P a g e | 18

2.05, Loss of identity at 1.98, Criminal activity at 1.95 which are interpreted as Moderate Impact,

while Suicide has the lowest weighted mean of 1.80 interpreted as Moderate Impact which

shows that it is not a great effect of teenage rebellion.

Based on the results on the table below, the substance use was a great effect of teenage

rebellion. It also entails that dating relationships, poor school performance, changes in health,

losing relationships, stealing, loss identity and suicide may also be an effect of teenage rebellion.

Table 2
Level of impact of the effects of teenage rebellion
as perceived by the Grade 11 HUMSS students
of Baguio Central University
N=40 Grade 11 HUMSS students

Effects of teenage rebellion 3 2 1 TWP WM DE R

(HI) (MI) (LI)
1. Substance 25 11 4 101 2.53 HI 1
Use(drugs, liquor
etc.)
2. Stealing 11 20 9 82 2.05 MI 6
3. Dating and 22 15 3 99 2.48 HI 2
Relationships
4. Changes in health 13 25 2 91 2.28 MI 4
5. Poor School 22 12 6 96 2.40 HI 3
Performance
6. Suicide 8 16 16 72 1.80 MI 10
7. Bully 11 15 14 77 1.93 MI 9
8. Criminal Activity 11 16 13 78 1.95 MI 8
9. Loss of Identity 10 19 11 79 1.98 MI 7
10. Losing Relationships 17 13 10 87 2.18 MI 5
Average Weighted Mean 2.16 MI

Legend:
NUMERICAL STATISTICAL DESCRIPTIVE SYMBOL
VALUE LIMITS EQUIVALENT
3 2.35-3.00 High Impact HC
2 1.68-2.34 Moderate Impact MC
1 1.00-1.67 Least Impact LC

Table 2A presents the level of impact of the effects of teenage rebellion as perceived by

the Grade 12 students. As shown on the table, the respondents also held the effects of teenage

rebellion as Moderate Impact with a computed average mean of 2.19.

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Among the identified effects of teenage rebellion, Poor school performance was the

most notable having a weighted mean of 2.65 with a descriptive equivalent of High Impact,

according to the respondents this kind of activity has a high impact why teens rebel. On the

other hand, Bully was believed to also be High impact to teenage rebellion with a weighted

mean of 2.48 followed by Changes in health with a weighted mean of 2.40, Criminal activity at

2.33, Losing relationships at 2.20, Suicide at 2.13, Loss of identity at 2.08, Substance use at 2.03,

Stealing at 2.00 which are interpreted also to be Moderate Impact while Dating and

relationships has the lowest weighted mean of 1.55 interpreted as Least Impact which shows

that it’s not a great effect of teenage rebellion.

Based on the result below, the poor school performance has a great impact on teenage

rebellion. It also entails that bully, changes in health, criminal activity, losing relationships,

suicide, loss of identity, stealing, and dating and relationships may also be a great effect of

teenage rebellion.

Table 2A
Level of impact of the effects of teenage rebellion
as perceived by the Grade 12 HUMSS students
of Baguio Central University
N=40 Grade 12 HUMSS students

Effects of teenage rebellion 3 2 1 TWP WM DE R

(HI) (MI) (LI)
1. Substance Use 31 9 0 81 2.03 MI 9
(drugs, liquor etc.)
2. Stealing 9 22 9 80 2.00 MI 8
3. Dating and 17 18 5 62 1.55 LI 10
Relationships
4. Changes in health 18 20 2 96 2.40 HI 3
5. Poor School 29 8 3 106 2.65 HI 1
Performance
6. Suicide 12 21 7 85 2.13 MI 6
7. Bully 20 19 1 99 2.48 MI 2
8. Criminal Activity 18 17 5 93 2.33 MI 4
9. Loss of Identity 13 17 20 83 2.08 MI 7
10. Losing Relationships 15 18 7 88 2.20 MI 5
Average Weighted Mean 2.19 MI
 P a g e | 20

Legend:
NUMERICAL STATISTICAL DESCRIPTIVE SYMBOL
VALUE LIMITS EQUIVALENT
3 2.35-3.00 High Impact HC
2 1.68-2.34 Moderate Impact MC
1 1.00-1.67 Least Impact LC

Table 2B present the combined comparison and summary of the perception of the

respondents HUMSS Grade 11 and Grade 12 for the effects of teenage rebellion with an average

weighted mean of 2.18 signifies that the respondents believe that the effects of teenage

rebellion are Moderate Impact.

In detail Poor school performance was the most notable having a weighted mean of

2.53 with a descriptive equivalent of High Impact, according to the combined results from the

table below, this kind of activity has a high impact why teens rebel. On the other hand, Changes

in health with a weighted mean of 2.34, Moderate Impact also Substance use with a total

weighted mean of 2.28, Bully at 2.21, Losing relationships at 2.19, Criminal activity at 2.14, Loss

of identity and stealing at 2.03, Dating and relationships at 2.02 which are Moderate Impact also

resulted to be one of the effects of teenage rebellion. Suicide got the lowest weighted mean of

1.97 which is interpreted as Moderate Impact.

Based on the results on the table below, the poor school performance is a great effect

of teenage rebellion. It also entails that changes in health, substance use, bully, losing

relationships, criminal activity, loss of identity, stealing, dating and relationships and suicide may

also contribute for the effects of teenage rebellion.

The t-computed value was 0.1395 which is lower compared to the tabular value 1.664

10 percent margin of error meaning the difference is not significant. The null hypothesis which

states that there is no significant difference between the perceptions of HUMSS Grade 11 and

HUMSS Grade 12 students on the effects of teenage rebellion is accepted.

According to livestrong whether a teen refuses to do his work/homework, talk back to

his teachers constantly cuts classes, rebellion at school can be harmful to your teens future.
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According to the American Academy of Pediatric’s Healthy Children Website, dropping out of

school before receiving a high school diploma has serious long term financial consequences

when it comes to finding a career that pats a livable wage. While your teen may think his school-

centered rebellion is ‘cool’ or that cutting class will make him more popular, you must put a stop

to his behavior.

Table 2B

Comparison and Summary of the level of contribution of the effects of

teenage rebellion as perceived by Grade 11 and 12 HUMSS

students of Baguio Central University

N=80 students of HUMSS

Effects of teenage WM WM Average Rank Descriptive

rebellion (HUMSS (HUMSS Equivalent
11) 12)
1.Substance Use(drugs, 2.53 2.03 2.28 3 MI
liquor etc.)
2.Stealing 2.05 2.00 2.03 7.5 MI
3.Dating and relationships 2.48 1.55 2.02 9 MI
4.Changes in Health 2.28 2.40 2.34 2 MI
5.Poor School 2.40 2.65 2.53 1 HI
Performance
6.Suicide 1.80 2.13 1.97 10 MI
7.Bully 1.93 2.48 2.21 4 MI
8.Criminal Activity 1.95 2.33 2.14 6 MI
9.Loss of Identity 1.98 2.08 2.03 7.5 MI
10.Losing Relationships 2.18 2.20 2.19 5 MI
Average Weighted Mean 2.18 MI

Level of applicability of the possible remedial measures to address teenage rebellion

Table 3 presents the degree of applicability of the possible remedial measures to

address the teenage rebellion.as seen on the table, the respondents also held the possible
remedial measures as Very Applicable with a computed average weighted mean of 2.43.

Among the identified possible remedial measures, Family Time/Bonding was the most
notable having a weighted mean of 2.55 with a descriptive equivalent of Very Applicable.
According to the respondents this kind of remedial measures is very applicable to address
teenage remedial. On the other hand, Be a friend has a weighted mean of 2.53 followed by
 P a g e | 22

Counseling with a weighted mean of 2.50, Hear them out at 2.40, Supervise at 2.38 which are
interpreted as Very Applicable. Don’t compare your child with others was believed to be
Applicable remedial measure to address teenage rebellion with the lowest combined weighted
mean of 2.24. These infer that, for the HUMSS Grade 11students this is not a useful measure to
be addressed in order to eliminate and decrease the teens who enters to rebellion.

Based on the results on the table below, the possible remedial measures to address
teenage rebellion are very applicable.

Table 3
Level of applicability of the possible remedial measures to
address teenage rebellion as perceived by the Grade 11
HUMSS students of Baguio Central University
N=40 Grade 11 HUMSS students

Possible remedial measures 3 2 1 TWP WM DE R

to address teenage (VA) (A) (LA)
rebellion
1. Counseling 24 12 4 100 2.50 VA 3
2. Supervise 20 15 5 95 2.38 VA 5
3. Don’t compare your 17 15 8 89 2.23 VA 6
children with others
4. Hear them out (by 22 12 6 96 2.40 VA 4
parents)
5. Family 24 14 2 102 2.55 VA 1
Time/Bonding
6. Bea friend (by 24 13 3 101 2.53 VA 2
parents)
Average Weighted Mean 2.43 VA

Legend:
NUMERICAL STATISTICAL DESCRIPTIVE SYMBOL
VALUE LIMITS EQUIVALENT
3 2.35-3.00 Very Applicable VA
2 1.68-2.34 Applicable A
1 1.00-1.67 Least Applicable LA

Table 3A presents the degree of applicability of the possible remedial measures to

address teenage rebellion as perceived by Grade 12 HUMSS students. As shown on the table,

the respondents also held the possible remedial measures as Very Applicable with a computed

weighted mean of 2.69.

 P a g e | 23

Among the identified remedial measures, Counseling was the most notable having a

weighted mean of 2.75 with a descriptive equivalent of Very Applicable. According to the

respondents this kind of remedial measures is very applicable to address teenage rebellion.On

the other hand, Family Time/Bonding has a weighted mean of 2.73 followed by Hear them out

and Be a friend with a weighted mean of 2.70, supervise at 2.68 which are interpreted as Very

Applicable. Don’t compare your child with others with a lowest weighted mean of 2.55 it was

still believed to be Very Applicable remedial measure to address teenage rebellion. This infers

that, for the HUMSS Grade 12 students this is still a useful remedial measure to be addressed in

order to eliminate and decrease the teens who enter rebellion.

Based on the results, the possible remedial measures to address teenage rebellion are

very applicable.

Table 3A
Level of applicability of the possible remedial measures to
address teenage rebellion as perceived by the Grade 12
HUMSS students of Baguio Central University
N=40 Grade 12 HUMSS students

Possible remedial measures 3 2 1 TWP WM DE R

to address teenage (VA) (A) (LA)
rebellion
1.Counseling 30 10 0 110 2.75 VA 1
2.Supervise 28 11 1 107 2.68 VA 5
3.Don’t compare your 25 14 1 102 2.55 VA 6
children with others
4.Hear them out (by 28 12 0 108 2.70 VA 3.5
parents)
5.Family Time/Bonding 29 11 0 109 2.73 VA 2
6.Bea friend (by parents) 29 10 1 108 2.70 VA 3.5

Average Weighted Mean 2.69 VA

Legend:
NUMERICAL STATISTICAL DESCRIPTIVE SYMBOL
VALUE LIMITS EQUIVALENT
3 2.35-3.00 Very Applicable VA
2 1.68-2.34 Applicable A
1 1.00-1.67 Least Applicable LA
 P a g e | 24

Table 3B shows the combined comparison and summary of the perception of

the respondents HUMSS Grade 11 and HUMSS Grade 12 for the possible remedial measures to

address teenage rebellion with an average weighted mean of 2.58 signifies that the respondents

believe that the remedial measures for teenage rebellion are Very Applicable.

In detail, Family time/bonding was the highest having a weighted mean of 2.64

signifies that it is Very Applicable, followed by Counseling interpreted as Very Applicable with a

weighted mean of 2.63 also with Be a friend with a total weighted mean of 2.62, Hear them out

at 2.55, Supervise at 2.53 which are Very Applicable. According to the combined results from the

table below this kind of remedial measures is Very Applicable to address teenage rebellion.

While Don’t compare your child with others was the lowest weighted mean of 2.39 but still Very

Applicable.

Based on the results the family time/bonding is a very applicable remedial

measure to address teenage rebellion. It also entails that counseling, be a friend, hear them out,

supervise and don’t compare your child with others may also be a very applicable remedial

measure to address teenage rebellion.

The t-computed value was 1.2546 which is lower compared to the tabular value

1.664 10 percent margin of error meaning the difference is not significant. The null hypothesis

which states that there is no significant difference between the perceptions of HUMSS Grade 11

and HUMSS Grade 12 students on the possible remedial measures to address teenage rebellion

is accepted.

According to raising children many people think that adolescence is always a

difficult time and that all teenagers have bad moods and behave in challenging ways. In fact,

some studies show that only 5-15% of teenagers go through extreme emotional turmoil,

become rebellious, or have major conflicts with their parents and family relationships help

teenager develop skills they need for adulthood.

 P a g e | 25

Table 3B

Comparison and Summary of the degree of effectiveness of the possible remedial

measures to address teenage rebellion as perceived by HUMSS

Grade 11 and 12 students of Baguio Central University

N=80 students of HUMSS

Effects of teenage WM WM Average Rank Descriptive

rebellion (HUMSS (HUMSS Equivalent
11) 12)
1.Counseling 2.50 2.75 2.63 2 VA
2.Supervise (by parents) 2.38 2.68 2.53 5 VA
3.Don’t compare your 2.23 2.55 2.39 6 VA
child with others
4.Hear them out (parents) 2.40 2.70 2.55 4 VA
5. Family time/bonding 2.55 2.73 2.54 1 VA
6.Be a friend (parents) 2.53 2.70 2.62 3 VA
Average Weighted Mean 2.56 VA
 P a g e | 26

Chapter 4

CONCLUSION AND RECOMMENDATIONS

Based on the results and discussions of the study this chapter contains the

findings, conclusions of the study and the recommendation suggested.

Findings

The salient findings of the study are as follows:

1. Struggle for attention ranked as the highest among the identified factors that

affect teenage rebellion with a weighted mean of 2.39.

2. Poor school performance ranked as the highest among the identified effects

of teenage rebellion with a weighted mean of 2.53.

3. Family time/bonding ranked as the highest among the identified possible

remedial measures to address teenage rebellion with a weighted mean of 2.64.

Conclusions

Based on the findings of the study, the following conclusions are drawn:

1. The struggle for attention has the highest contribution on the factors that

affect teenage rebellion as perceived by the respondents.

2. The poor school performance has the highest impact on the effects of

teenage rebellion as perceived by the respondents.

3. The family time/bonding is the very applicable solution on the possible

remedial measures to address teenage rebellion as perceived by the respondents.

Recommendations

Based on the findings and conclusions presented, the following recommendations are as

follows:

1. Parents should give enough time and attention to their children by going out,

doing recreational activities and the likes to avoid them to enter into rebellion.
 P a g e | 27

2. The teens should have a goal in life wherein they will set what they will do

and will not do to prevent their selves from rebellion.

3. Parents should support and guide their children decisions in life by giving

them advices.
 P a g e | 28

REFERENCES

Pickhardt, C. E.(December 6, 2009). Rebel with a Cause: Rebellion in Adolescence. Retrieved

from https://www.psychologytoday.com/us/blog/surviving-your-childs-

adolescence/200912/rebel-cause-rebellion-in-adolescence

Avezedo Family Pyschology.(June 1, 2017). A life of their own: Understanding Teenage

Rebellion. Retrieved from https://azevedofamilypsychology.com/parenting/understanding-

teenage-rebellion

Pam, W. [?].(2009). Teen Rebellion. Retrieved from

https://www.focusonthefamily.com/parenting/parenting-challenges/teen-rebellion/teen-

rebellion

Pickhardt, C. E.(December 6, 2009). Rebel with a Cause: Rebellion in Adolescence. Retrieved

from https://www.psychologytoday.com/us/blog/surviving-your-childs-

adolescence/200912/rebel-cause-rebellion-in-adolescence

Borgman, D. [?].(2009). The Troubled Teen. S. Hamilton, MA: Center for Youth Studies.

Retrieved from https://www.culturedyouth.org/troubled-youth/articles-troubled-youth/the-

troubled-teen/

Robert, E. [?].(June 1, 2007).The Myth of the Teen Brain. Retrived from

https://www.scientificamerican.com/article/the-myth-of-the-teen-brain-2007-06/

[?]. Retrieved from https://www.straighthead.org/pdf/Rebellion/pdf.

 P a g e | 29

APPENDIX A

PERMIT TO CONDUCT STUDY

#167 Upper San Carlos Heights

Baguio City

January 10, 2018

Manion K. Alcantara, Ed.D.

Principal, SHS

Baguio Central University

Sir:

Greetings!

This is to inform your office that the undersigned is currently enrolled in Baguio Central

University with the strand Humanities and Social Sciences.

In partial fulfillment of her requirements for, Inquiries, Investigation and Immersion, she is

conducting a research entitled “Factors Affecting Teenage Rebellion among Senior High School

Students of Baguio Central University”. In this regard may I ask your permission to float

questionnaire to the Grade 11 and Grade 12 students. The findings of the study will be confined

for the purpose for which it is conducted and with the hope that it will be significant in

identifying possible solutions to mitigate factors affecting teenage rebellion.

Thank you very much and looking forward to your favorable consideration on the subject.

Respectfully Yours,

Meryll S. Bayaona

Researcher
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APPENDIX B

Baguio Central University

#18 Bonifacio St., Baguio City

Senior High Department

Letter to the Respondents

Dear respondents,

The undersigned are conducting a study entitled FACTORS AFFECTING TEENAGE

REBELLION AMONG THE SENIOR HIGH SCHOOL STUDENTS OF BAGUIO CENTRAL UNIVERSITY.

In this connection, the undersigned request your cooperation in answering the herein attached

questionnaire. Rest assured that all data gathered through the questionnaire will be treated

with strict confidentiality.

Your cooperation and kind consideration of this request is highly appreciated. Thank

you!

Very Truly Yours,

Meryll S. Bayaona

Researcher
 P a g e | 31

APPENDIX C

Questionnaire

Name:

Grade and Strand :

Part I. Direction: Please put a check mark in the appropriate column of your observation on

the contribution of the factors that affect teenage rebellion.

Factors that affect Teenage Rebellion High Contribution Moderate Least

(3) Contribution Contribution
(2) (1)
1. Struggle for knowing their
identity
2. Struggling for independence
3. Struggle acceptance
4. Struggle Attention
5. Struggle for freedom
6. Family Set-up
7. Parents are Strict
8. Depression
9. Parents are inconsistent
10. Parents expectations
Total:

Part II. Direction: Please put a check mark in the appropriate column of your perception on the

impact of the effects of teenage rebellion.

Effects of Teenage Rebellion High Impact Moderate Least Impact

(3) Impact (1)
(2)

1. Substance use (drug, liquor, etc.)

2. Stealing
3. Dating and Relationships
4. Changes in health
5. Poor school performance
6. Suicide
7. Bully
8. Criminal activity
9. Loss of identity
10. Losing relationships
Total:
 P a g e | 32

Part III. Direction: Please put a check mark in the appropriate column of your opinion on the

applicability of the possible remedial measures to address teenage rebellion.

Possible Remedial measures to address Very Applicable Applicable Least Applicable

Teenage Rebellion (3) (2) (1)

1. Counseling

2. Supervise (by parents)

3. Don’t compare your children with

others

4. Hear them out (by parents)

5. Family Time/ Bonding

6. Be a friend (parents)

Total:
 P a g e | 33

CURICCULUM VITAE

Name: Bayaona, Meryll S.

Age: 17

Birth Date: January 13, 2000

Religion: Roman Catholic

Name of Father: Romeo M. Bayaona

Name of Mother: Marybel S. Bayaona

Name of Siblings:

 Ronel S. Bayaona
 Saori Mae S. Bayaona
 Raven Claire S. Bayaona
 Azriel Xian S. Bayaona

Educational Attainment:

 Quezon Hill Elementary School

Middle Quezon Hill

Graduate (2011-2012)

 Quezon Hill National High School

Lamug St., Middle Quezon Hill
Completer JHS (2015-2016)
 Baguio Central University
Bonifacio Street, Baguio City
Senior High School

Achievements:

 Vice President, Classroom Officer June 2012-March 2013

Quezon Hill National High School June 2015-March 2016
 Vice President, Journalism Club June 2015-March 2016
Quezon Hill National High School
 Sports Writer, Nan-Dontog (School News Paper) June 2015-March 2016
Quezon Hill National High School
 Yes-O Club, Representative June 2014-March 2015
Quezon Hill National High School
 Certificate of Recognition, Arnis 2nd runner up January 2012
Certificate of Participation, Arnis UB DIWA Annual Science Skills Olympics
P a g e | 34