CHAPTER I

THE PROBLEM AND ITS BACKGROUND

Introduction

Family is said to be the first institution where one starts to equip oneself to

grow. This is the most important component of the country. The family is one of

nature’s masterpieces. (Santayana 2012). A home is where the family lived. It

may be altered to the word ‘house’ but a house is more appropriately referring to

the material structure, whereas ‘home’ refers to the intangible things that bind

together the family members.

However, no matter how happy a family in terms of their relationship, there

are still hardships and misunderstanding that will come along the way. It is just

part of any relationship anyway but, the sad part is when one of the family

members gave up and the others have no choice but to accept and let go.

When we say broken family, it is not distinct and strange thing, rather

common and experiencing problems in and around us. Family life is in a crisis

when some problems aroused and which causes separation of the members in

the families, which is simply called broken family.

Broken family affects children’s social relationships in several ways. The

academic performance of children from broken family is often adversely affected,

as well as the stress of inadequate financial resources. Children from broken

home household are disadvantaged. Some of them do not go to school: those

1
who may attend low quality schools, and low quality performance. The emotional

stress of a broken family can be enough to stunt child’s academic achievements,

but the lifestyle changes and instability of a broken family can contribute to poor

educational outcomes.

Background of the Study

Broken family occurs as a separation of marriage either by death or

divorce. Broken home, contributed a lot to anti-social behavior society

According to Hornby (2000), a home is conceived as a family living

together and the way it behaves, while a family is referred to as a group

consisting of one or two parents and their children (Ibid). Broken home is a term

used to describe a household usually a reference to parenting in which he family

unity does not properly function according to accepted social norm. (Wikipedia

online)

However, as a home become insecure, children respond by developing

tension, prostration, aggression, anger and hatred toward one of both parents

because of their behavior, that lead to separation. Broken homes could cause

children to feel isolation and humpies, hence, they are frustrated and

psychologically disturbed even when they are in classroom, As it increased

stress and emotional difficulties among children were they cannot do well in

school activities thereby affecting their school achievement.

The choice of broken family as a factor affecting academic performance is

not far from the fact that family is the basic unit of society (Abah 2006), and the

2
home has a great influence on the students psychological, emotional, social and

economic state (Ajila and Olutola 2007).

The state of the home affects the individual because the parents are the

first socializing agents in an individual life (Ibid). The number one ingredient that

lays the psychological, moral and spiritual foundation in the overall development

of the child is his family (Uwaifo 2008).

Therefore, this study aims to determine the loss of concentration during

class hours leading to poor academic performance and loss of focus on

education. It is in light of this that the researcher sought to assess the impact of

having a broken family to the academic achievement of Senior High School

Students of AMA Computer Learning Center – Antipolo Campus.

Scope and Limitation of the Study

The study will be focusing on the impact of having a broken family to the

student’s academic achievement and was concentrated on Senior High School

Students, ages 15 above who are currently studying at AMA Computer Learning

Center – Antipolo Campus S.Y. 2019-2020.

This study will be conducted at AMA Computer Learning Center – Antipolo

Campus that contains necessary data needed for researchers to successfully

overcome the study.

The data will be gathered using Survey Questionnaire-Checklist to be

distributed to Senior High School Students. This study will be having eighty (80)

3
randomly picked students and will be performed on the convenience of the

respondents.

Through Survey Questionnaire-Checklist, it will be easier for the

researchers to determine the impact of having a broken family to student’s

academic achievement which will be beneficial to students who need additional

information about the study. The study will cover from January to March of year

2020, from survey to data gathering.

Statement of the Problem

Throughout the researcher, these questions are the main point that

researchers based on:

1. What is the respondent’s profile?

1.1 Age

1.2 Sex

1.3 Status

2. How does broken family affect you as an individual?

3. What are some causes of broken family to children?

4. Does being from a broken family affect the child’s school

performance?

4
Hypothesis of the Study

The following four (4) null hypotheses were generated for testing:

HO1: There is no significant effect especially on teenager’s lifestyle if they

have broken family

HO2: There is no average time for the respondents to perform more

chores and assume additional roles in the new house hold’s basic functioning.

HO3: There is no least factor that affects the respondents.

HO4: There is a great factor that affects the respondents.

Theoretical Framework

Cultivation Theory examines the long-term effects of having a broken

family. They show statistics that broken families affect much of student’s

emotional and spiritual being, that it greatly distresses the student’s education.

The primary proposition of Cultivation Theory states that having a broken family

really affects the student’s academic achievement, the more that the student

experience deficits in emotional development. This emotional suppression makes

it difficult for parents, teachers, and therapists to help the student process her

feelings in developmentally appropriate ways. Cultivation is a positivistic theory,

means it assumes the existence of objective reality and value-neutral research. A

study conducted by Dorina Miron and Jennings Bryant (2004), which surveyed

almost 2,000 articles published in the three top mass communication journals

since 1956, found that cultivation analysis was the third most frequently utilized

5
theory, showing that it continues to be one of the most popular theories in mass

communication.

Cultivation Theory suggests that having a broken family, subtly “cultivates”

student’s perceptions of a family. “Broken family is one wherein the members do

not trust each other anymore. The husband and wife feel that marriage was a

mistake and their kid feel it is his/her fault that their dear mommy and daddy

aren’t happy” it’s functions in word, enculturation.

6
 Conceptual Framework

Input Process Output

Impact of a broken family to  Selecting respondents  Determine the impact

the academic achievements of  Gathering information of having a broken

Senior High School Students from other references family to student’s

of AMA Computer Learning  Distribution of academic

Center – Antipolo Campus. questionnaire achievements.

 Collection of the data

Profile of Respondents based
through questionnaire
on their:
and interview
 Age

 Sex

 Status

(Regular

Student/Working

Student)

FEEDBACK

“Impact of a broken family to academic achievement of Senior High School Student of

AMA Computer Learning Center – Antipolo City”

Figure 1

7
Significance of the Study

This research is conducted to know the impact of having a broken family

on student academic achievement. The following are those who will benefit this

research:

 To the Parents – this study will benefit also the parents to make them

realize that having a complete family is important foundation in our society

and having a broken family can affect their child’s behavior in all

instances.

 To the Teachers – this study will benefits teacher to help their student’s

despite of the problem in the study will also attempt to some extent

suggested some hopeful advice and counseling to people who may like to

apply them to their marital life situation.

 To the Students – this study is for them to be aware on how to deal with

problems and will be able to learn to more positive outlook in life and to

take full responsibilities in life.

 To Future researchers – this research data will provide information that

related to their research, this can help them improve their ideas as well as

they can take it as a guideline.

8
Definition of Terms

For better understanding of this research, the following terms are clearly

defined on how they are used in this research:

Academic achievement - refers to the level of schooling you have

successfully completed and the ability to attain success in your studies.

AMA Computer Learning Center- Antipolo Campus - where the

researchers conducted the study.

Anxiety- a feeling of wantingto for something very much and a fear or

nervousness about what might happen.

Cultivation Theory - refers to the theory used by the researcher as the basis

for conducting the study.

Enculturation- the process by which an individual learns the traditional

content of a culture and assimilates its practice.

Family - group of persons united by the ties of marriage, blood, or adoption,

constituting a single household and interacting with each other in their respective

social positions.

Home - happy place where you can live, laugh and learn. It's somewhere

where you are loved, respected, and cared for.

Survey Questionnaire-Checklist-researcher used as an instrument for

gathering data or information from the respondents.

9
 CHAPTER II
REVIEW RELATED LITERATURE AND STUDIES

Foreign Literature

The poem by Heather A. Richardson (2014) entitled Painful Tears is about

how the child felt when her parents got divorced. She felt betrayed by her own

father. It really breaks her hearts seeing her mother miserable and all. Divorce

happened when a relationship didn’t work out for both parties. And maybe treat

her father as a friend to lean on but after what happened, hatred and not wanting

to see her father is the only she felt.

Separation of parents can really affect child’s life forever. He may not

believe in the power marriage anymore.

The poem entitled Divorce by Anna Wickham (2015) is about material

divorce, but it is also helpful to think of the word ‘Divorce’ in terms of a separating

or breaking away from something. The speaker in this poem is feeling restricted

and constrained in the house in the valley but is aware of potential freedom

outside. ‘A voice from the dark is calling’ her, yet she is not frightened. She

yearns to be let free, into a night she associates with liberty and desire. Notice

how the poem turns on the exclamation ‘Wait!’ In line nine, when the speaker

ready to break away from the smothering house and the fire which has been

fanned with her ‘sick breath’. Look at the images of drums and war in the second

half of the poem. Her escape is into an exciting, if dangerous, world, but this is

preferable to a life of suffocating loneliness. She is drawn to the call of the ‘hero’

10
at the rock’s edge. The poem concludes with the repeated refrain and the urgent,

passionate plea ‘let me go, let me go!’

The poem from Brianna K. Slone (2016) entitled Through the Eyes of My

Child is about the child longing for his father for almost 15 years after his parent

achievements, and didn’t gave the love of a father. The only thing that’s been

gone after the divorce was his parent relationship but not his relationship with his

dad.

In the United States, the effects of single-parent family life on children fall

into two categories: (1) those attributed to the lower socioeconomic status of

single parents and (2) the short-term consequences of divorce that moderate

over time. Four factors are predictive of U.S. children’s adjustment to the divorce

of their parents: the passage of time, the quality of the children’s relationship with

their residential parent, the level of conflict between parents, and the economic

standing of the children’s residential family. In the first few years after a divorce,

the children have higher rates of antisocial behavior, aggression, anxiety, and

school problems may be attributed to a decrease in available resources and adult

super-vision; may of the negative effects disappear when there is adequate

supervision, income, and continuity in social networks (McLanahan and Sandefur

2014).

In mother-only families, children tend to experience short and long-term

economic and psychological disadvantages; higher absentee rates at school,

lower levels of education, and higher dropout rates (with boys more negatively

11
affected by parental discord prior to divorce than by living in single-parent

families and actually gain in responsibility as a result of altered family routines

(Demo and Acock 2016).

Local Literature

According to Eschica (2014), children with separated parents do not

perform well in school which is a very terrifying incident because a school that isa

an institution for learning is falling to deliver education. Thus it merely becomes

unproductive.

A more have been investigated into the relationship between broken

homes variable and academic achievement. Ducan (2014), started that the

relationship between home variable and academic achievement are positive but

the broken home has made it negative.

`However, the existence of this negative relationship between broken

home and academic achievement cannot generally tell us very much of the

nature of the casual relationship, that exist between the variables.

According to homeby (2015), broken home is a home in which the parents

are separated or divorced or are no more together as a result of death. Children

from such homes lack of proper care and security.

In the same way Udru (2014), define a broke home mean a house in

which the parental are no more living together. Others researcher studies

12
carryout on broken homes seem to agree that broken home associated with

increase aggressive and Juvenile delinquency in children.

Navarro (1990) revealed that solo parenting is a difficult road, though at

end you’re glad you saw it through became the real rewards are having a happy,

healthy kid and being a better person for it.

Foreign Studies

In this fast pace civilization that we exist in nowadays, it must to be simple

for us, the American public, to be aware of this phenomenon. The standard

“American Family” has both parents in the place of work, financial stress, job

discontent, children in school activities and sports, “high demand” lifestyles and

generally small time to center on the families group cohesiveness. Although

Waite and Lillard (2014) viewed that children, especially young children, present

and improve marital steadiness, environmental stressors and everyday labor are

often more than a parental relationship can endure. These “standard” stressors

alone can make much chaos, turmoil and in time lead to marital damage,

argument and divorce.

Many studies show that family conflict was typically a strong precursor to

divorce and lead children from divorced families to rate their relationships as

having greater family conflict. Those from intact families reported more cohesion,

expensiveness, sociability, and idealization and less conflict than those from

divorced families. However, coming from a divorced family did not affect young

13
adult’s self-esteem, fear of intimacy, or relationship satisfaction, but it did affect

fears and expectations for divorce (Kirk, 2014)

In-depth studies strongly indicate that the attitudes surrounding marriage

and success in marriage is transmitted between generations in divorced families.

Men and women from divorced families tend to score significantly lower on

several measures of psychological well-being and more likely to be divorce

themselves (Franklin, Janoff-Bulman, & Roberts; 2016). This trend has the

potential to have social impact on our culture because the evidences suggests

that adult children of divorce have relationship problems that lead to divorce in

their marriage as well, which could lead to a perpetual cycle of this phenomenon.

Perhaps the greatest problem associated with divorce is that it does

appear to be a cyclical phenomenon. An estimated 40% to 50% of children born

in the U.S. in the 1980’s experience parental divorce (Fine, Moreland,

&Schwebel, 1983), Women who experience parental divorce have a 60% higher

divorce rate than their counterparts; while men whose parents divorced have a

35% higher rate of divorce than men whose parents remained married (Glen &

Shelton, 1983). It seems clear that people from divorced families are more likely

to be divorced themselves and therefore convey the impression that marital

dissolution is more acceptable. Amato (2016) states that adult children of divorce

feel more pessimistic about their chances of life-long marriage and evaluate

divorce less negatively than do other young adults.

14
 Students experiencing post-divorced conflict were more likely to have

engaged in premarital sexual intercourse, their satisfaction with their current

relationship was lower, and they showed a decline in the parent-child

relationship. These adult children of divorce also expressed more difficulty in

finding people with whom they could establish relationships (Morris & West,

2014)

Local Studies

Family is the child’s first place of contact and in a world where having

broken families are no longer considered as something heartbreaking, students

of these families are usually the ones to suffer as they feel as if their world has

been turned upside down. Students who experienced going through the hardship

of their parents separation often would say, “others who have whole families

wouldn’t understand the feelings of someone from a broken family” and thus

arguments on the comparisons between groups of children from broken and

intact families are less illuminating than investigations of variables that may

mediate post-divorce adaption as stated by Grych and Fincham (2014) and are

usually inter-connected to each other as analyzing those, influences the results

and conclusions of each issues.

The number of marriage annulment cases in the Philippines has risen by

40 percent in the last decade with at least 22 cases filed every day, according to

a report by the Catholic bishops’ news agency (Tubeza, 2014) and with the rise

of such cases relating to separated parents, effects that deemed students into

15
becoming prone to challenge upon their emotional, mental and psychological

stability causes them to be much more exposed to the world they are not yet

ready to venture in. Discussion about the issue demonstrates that there are

many factors besides parental separation which have an impact on children’s

adjustment and proved to be a significant difficulty for most children suggests

that the relation between these variables and reaction is very complex and not

well defined or understood.

The study of Corcoran (2015) likewise state that the children’s

psychological reactions to the reparation of their parents vary on three major

factors: (1) relationship quality of each parent before the separation. (2) the

intensity and duration of the parental conflict, and (3) ability of parents focus on

the needs of children in their separation.

Navarro (2015) revealed that solo parenting is a difficult road, through at

the end you’re glad you saw it through because the real rewards are having a

happy, healthy kid and being better person for it. Solo parents want to be

reassuring, as in an article that appeared in a professional journal. This review of

social psychological research into female-headed families conducted

between1970-1980 concludes that theoretically, children do not need the

presence of the same sex/opposite sex parents in the family in order to develop

sex-role behavior.

The emotional maturity, anxiety and communication of a person is related

to his behavioral attitude. These factors have been widely studied by

16
researchers, specially by Aquino et al. (2015), showing the comparison between

the students belonging to be a broken family and those that don’t. The study

shows that children who experience parental divorce tend to experience more

psychological and socio-emotional challenges than peers from families.

17
 CHAPTER III
METHODS OF RESEARCH AND PROCEDURES

This chapter presents a discussion of the research methodology, variable

of the study, population and sampling research instrument, data gathering,

scoring interpretation and statistical treatment.

Methods of Research Used

This study used the descriptive survey methods of research because it

describes the phenomena under study in its natural setting. It used also because

this was the most appropriate means of determining the “Impact of having a

broken family to the Academic Achievement of Senior High School Student of

AMA Computer Learning Center – Antipolo Campus S.Y. 2019-2020”

According to Aggarwal descriptive survey method of research which

concerns itself with present phenomena in terms of conditions, practices, trends

and relationships.

It is devoted to the gathering of information about prevailing or situations

for the purpose of description and interpretation.

The descriptive survey involved the description on what is the Impact of

having a broken family to the academic achievement of Senior High School

Students of AMA Computer Learning Center – Antipolo Campus. Furthermore,

the study used to present the significant Impact of having a Broken Family.

18
Population of Sampling

There are thirty seven (37) male respondents and forty three (43) female

respondents present with the total strength of eighty (80) respondents. The

research used 101as the total number of sample population.

Formula:

n= N

{1+N (e)2}

Where n= sample size

N= total population

e= level of significant

Total of Senior High school students

Male- 37 Female- 43

Total of N= 123

n= 101/1+101(0.05)2

n= 101/1+101 (0.0025)

n= 101/1+0.2525

n= 101/1.2525

n= 80 respondents

19
 Thus, 80 respondents used to select randomly using simple random

sampling as the sample size of AMA Computer Learning Center and the

respondents of the study used to answer the survey-questionnaire checklist

developed by the researcher.

Research Instrument

The researcher developed a3 parted survey=questionnaire checklist as

the main instrument of the study.

Part 1 a letter of respondents; Part 2 collect the details regarding the

profile of the respondents; Part 3 is composed of 10 items statement that

focuses on the Impact of having a Broken Family to Academic Achievement of

Senior High School Student of AMA Computer Learning Center – Antipolo

Campus.

The survey questionnaire checklist was developed by the researcher with

the help of Researcher Teacher. Then the researcher reconstructed the

instrument incorporating all valuable suggestions and comments those experts

had given.

Data Gathering

After the approval of the title at hand researchers immediately prepared

the Gantt Chart of activities that serves as the calendar of the researcher. It also

served as guide in accomplishing the desired task necessary for the conducted

of the study.

20
 After the construction of chapter 1, 2, 3, the researcher secured a permit

from the AMA Computer Learning Center to conduct the study and approved

request to the present School Director of ACLC Antipolo for the conduct of the

study. Then the retrieval of the survey questionnaire=checklist followed. In data

processing, the data gathered are tabulated, analyze and subject to appropriate

statistical treatment for its proper interpretation.

This is used to guide the construction of chapter 4 which dealt with the

detailed result of the study. Then it will be followed by the construction and the

recommendations.

Moreover, the scales below were used for the interpretation of the Impact

of having a Broken Family to a Student’s Academic Achievement.

Scoring and Interpretation

Scale Range Verbal Interpretation

5 (4.20-5.00) Strongly Agree

4 (3.40-4.19) Somewhat Agree

3 (2.60-3.39) Neutral

2 (1.80-2.59) Slightly Agree

1 (1.00-1.79) Disagree

21
Statistical Treatment

The following statistical tools were considered in the interpretation of the

gathered data.

1. Frequency, Percentage and Rank were used to determine the profile

of the respondents in terms of age, sex, and status.

P=f/Nx100

22
 CHAPTER IV
PRESENTATION, ANALYSIS, INTERPRETATION OF DATA AND ITS
IMPLICATIONS

This chapter presents the analysis and interpretation of gathered data that

would answer the problems that stated in the previous chapter. The data and

statistical findings are presented and given implication to recognize the concepts.

This study assessed the following statements of the problem:

Sub-Problem No. 1: What is the profile of the Senior High School Respondents

in terms of age, sex, and status

Profile of the Senior High School Respondents at AMA Computer

Learning Center in terms of age, sex, and status

Table 1
Frequency, Percentage and Rank Distribution of Senior High School
Respondents Profile in Terms of Age, Sex, and Status

Age Frequency Percentage Rank

15-16 11 14 2

17-18 59 74 1

19 above 10 12 3

Total 80 100

Sex Frequency Percentage Rank

Male 37 46 2

Female 43 54 1

23
 Total 80 100

Status Frequency Percentage Rank

Regular Student 65 81 1

Working Student 15 19 2

Total 80 100
Table 1 presents the frequency, percentage and rank distribution of

Senior High School Respondents profile in terms of age.

As shown in Table 1, the greater the number, 74% or 59 Senior High

School Respondents where at the age of 17-18 years old and the lesser number,

12% or 10 Senior High School Respondents where at the age of 19 years old

and above.

The table explains that the majority of the Senior High School

Respondents at AMA Computer Learning Center are the adolescence stage of

life specifically from 17-18 years old above.

Table 2 presents the frequency, percentage and rank of distribution

of Senior High School Respondents profile in terms of gender.

As shown in table 2, the greater the number, 54% or 43 Senior High

School Respondents are male.

The table explains that most of the Senior High School Respondents at

AMA Computer Learning Center are female.

24
 Table 3 presents the frequency, percentage and rank distribution of

Senior High School Respondents in terms of status

As shown in table 3, the greater number, 81% or 65 Senior High School

Respondents are Regular Student and the lesser the number, 19% or 15 of the

Senior High School are working.

The table explains that the majority of Senior High School Respondents at

AMA Computer Learning Center are Regular Students.

Sub-Problem No.2: What’s the profile of Senior High School Respondents in

terms of being part of a Broken Family.

Table 4
Frequency, Percentage and Rank Distribution of Senior High School in
Terms of being part of a Broken Family

Broken Family Frequency Percentage Rank

Yes 68 85 1

No 12 15 2

Total 80 100
Table 4 presents the frequency, percentage and rank distribution of

Senior High School Respondents in Terms of being part of a Broken

Family.

As shown in table 4, the greater the number, 85% or 68 Senior High

School Respondents are not part of a Broken Family and the lesser the number,

15% or 12 of the Senior High School Respondents are part of Broken Family.

25
 Table explains that the majority of the Senior High School Respondents at

AMA Computer Learning Center are not part of a Broken Family.

Sub-Problem No.3: Who is the legal guardian?

Table 5
Frequency, Percentage and Rank Distribution of Senior High School
Respondents in Terms of Knowing their Legal Guardian

Legal Guardian Frequency Percentage Rank

Mother 32 40 1

Father 16 20 2

Elder Sister 11 14 3

Elder Brother 2 2 6

Grandparents 9 11 5

Other Relatives 10 13 4
Total 80 100
Table 5 presents the frequency, percentage and rank distribution of

Senior High School Respondents in terms of knowing their Legal Guardian.

As show in table 5, the greater the number, 40% or 32 Senior High School

Respondents are living with their Mother and the lesser the number 2% or 2 of

the Senior High Respondents are living with their Elder Brother.

The table explains that the majority of the Senior High School

Respondents at AMA Computer Learning Center are living with their Mother.

Sub-Problem No.4: Having a Broken Family affects my life style?

26
 Table 6
Frequency, Percentage and Rank Distribution of Senior High School
Respondents in Terms of affecting their lifestyle

Affected Frequency Percentage Rank

Yes 68 85 1

No 12 15 2

Total 80 100
Table 6 presents the frequency, percentage, and rank distribution of

Senior High School Respondents in terms of affecting their lifestyle.

As shown in Table 6, the greater the number, 85% or 68 Senior High

School Respondents are affected and the lesser the number, 15% or 12 of the

Senior High School Respondents are not affected.

The table explains that the majority of the Senior High School

Respondents of AMA Computer Learning Center is affected.

Sub-Problem No.7: How may the Impact of having a Broken Family affects the

lifestyle of Senior High School Respondents in terms of thinking, acting,

socializing and emotional management.

27
 Table 7
Computed mean and Verbal Interpretation of the Impact of having a Broken
Family on Senior High School lifestyle at AMA Computer Learning Center

No. Impact of having a Broken Family Wx VI

1. Does having broken family affect your attitude? 3.25 Neutral

Does having a broken family affect your daily
2. living? 3.3 Neutral
Does having a broken family affect your financial
3. state? 3.18 Neutral
Does being part of broken family cause you a bad
4. image on society? 2.81 Neutral
Does having a broken family have a negative effect
5. on your social life? 2.54 Neutral
Does someone discriminate you because you
6. came from a broken family? 2.91 Neutral
Does having a broken family affect your
7. relationship with your relatives? 3.16 Neutral
Does having a broken family increase your stress
8. in school? 3.18 Neutral
Does having a broken family cause tardiness in
9. school? 3.01 Neutral
Does having a broken family affect your grades in Somewhat
10. school? 3.51 Agree

Total 3.09 Neutral

Table 7 presents the frequency, percentage and rank distribution of

Senior High School Respondents in terms of computed mean and verbal

interpretation of the Impact of having a Broken Family to Students

Academic Achievements at AMA Computer Learning Center.

The table explains that the majority of the Senior High School Respondents

at AMA Computer Learning Center – Antipolo Campus has a weighted mean

28
(wx) of 3.09 and has a verbal interpretation of Neutral on the Impact of having a

Broken Family.

Table 8

Frequency, Percentage and Rank Distribution of Senior High School

Respondents in terms of The Impact of Having a Broken Family.

Frequency Percentage Rank

Least Affected 68 85 1

Great Affected 12 15 2

Total 80 100
Table 8 presents the frequency, percentage, and rank distribution of

Senior High School Respondents in terms of Impact of Having a Broken

Family

As shown in Table 8, the greater the number, 85% or 68 Senior High

School Respondents are least affected and the lesser number, 15% or 12 of the

Senior High School Respondents are great affected.

The table explains that the majority of the Senior High School

Respondents of AMA Computer Learning Center is least affected.

29
 CHAPTER V
SUMMARY OF FINDING, CONCLUSIONS AND RECOMMENDATIONS

This chapter presents the summary of findings, implications, conclusions

and recommendations.

SUMMARY OF FINDINGS

The study answered the following sub-problems:

1. Profile of the Senior High School Respondents at AMA Computer

Learning Center in terms of Age, Sex and Status

1.1 Seventy-four (74%) or 59 Senior High School Respondents at AMA

Computer Learning Center are adolescence stage specifically from 17-

18 years old while (12%) or 10 of the Senior High School Respondents

were at the age of 19 and above.

1.2 Fifty-four (54%) or 43 of the Senior High School Respondents are

female while (46%) or 37 of the Senior High School Respondents are

male.

1.3 Eighty-one (81%) or 65 of the Senior High School Respondents are

Regular students and the lesser the number, (19%) or 15 of the Senior

High School Respondents are working students.

30
2. Number of students that belong to a Broken Family of Senior High School

Respondents on the Impact of having a Broken Family at AMA Computer

Learning Center.

2.1 Majority of the Senior High School Respondents at AMA Computer

Learning Center are part of a Broken Family.

3. Knowing the legal guardian of Senior High School Respondents in the

Impact of having a Broken Family.

3.1 Majority of the Senior High School Respondents at AMA Computer

Learning Center are not living with their parents.

4. Affecting the lifestyle of Senior High School Respondents from having a

Broken Family.

4.1 Majority of the Senior High School Respondents at AMA Computer

Learning Center are affected.

5. Verbal interpretation of the Impact of having a Broken Family to a Student

Academic Achievements.

5.1 Majority of the Senior High School Respondents at AMA Computer

Learning Center has verbal interpretation of Neutral on the Impact of

having a Broken Family.

6. Effects of having a Broken Family.

31
 6.1 Majority of the Senior High School Respondents at AMA Computer

Learning Center are totally affected of having a Broken Family.

Recommendations

Based on the conclusion, the following recommendations were formed:

For the AMA Computer Learning Center:

 They should conduct a program which will tackle and spread inspiration to

every other student’s whose experiencing some stress, depression and

anxiety.

 They should conduct some activities which can help the Senior High

School. Like an open forum for them to be able to express their feelings

and emotions hidden inside them.

For the Parents:

 They should be aware on the different effects of having a Broken Family in

the lifestyle of their sons and daughters. They should spend time with their

children to know what is happening on them.

 They should know what are the activities or pass time that their children

are doing for them to guide the students.

For the Students:

32
  They should know how to handle their emotions for them to be able to

manage situations and they should be independent.

 They should know how to protect themselves, they should have guarded

their hearts because if not they will never get out of pain.

For the Respondents:

 They should know how to manage and protect themselves on the different

effects of having a Broken Family.

 They should think of other activities than being affected, especially

activities that can help them to recover from pain.

For the Future Researchers:

 They should replicate the study but it is suggested that researchers

must designed their own questionnaire to make it more relevant to

future address problem.

33
 Appendix A

BIBLIOGRAPHY

Ashcroff, Bill; Griffths, Gareth & Tiffin, Helen. The Empire Writes Back: Theory

and Practice in Post- Colonial Literature. London & New York: Routledge, 1989.

Rushdie, Salman. Imaginary Homelands: Essay and Criticism 1989-1991.

London: Granta Books, 1992.

Coughlan, Peter. A Conversation with Michael Ondaatje: Meander If You Want to

Get to Town Toronto, March 28, 2001.

Leon, Carol Elizabeth. Movement and belonging: lines, places and spaces of

travel in selected.

Writings of Naipul, Ondaatje, Lawrence and White. Thesis (Ph.D). The

Australian.

National University, 2000.

Theme, John. Third Word Quarterly: Searching for a Centre; The Writing of V.S.

Naipul.

Vol 9, No. 4 (pp. 1352-1356). Taylor & Francis Ltd, Ovt 1987.

http://www.jstor.org/stable/3991661

http://www.allreaders.com/topics/Info_3184.asp

34
 Appendix B

LETTER OF PERMISSION TO CONDUCT A STUDY

Republic of the Philippines

AMA COMPUTER LEARNING CENTER
ANTIPOLO CITY

MS. LYNDIE B. LINDO

School Director

AMA Computer Learning Center

Antipolo City

January 27, 2020

Dear Ma’am,

We would like to request permission from your office to administer questionnaire checklist to the
Senior High School Students who are currently studying at AMA Computer Learning Center –
Antipolo Campus.

The data from the accomplished questionnaire checklist will be used for our thesis entitled “The
Impact of having a Broken Family to Academic Achievement of Senior High School Students of
AMA Computer Learning Center – Antipolo Campus” S.Y. 2019-2020.

I hope this request will merit your kind consideration and approval.

Thank you very much and God Bless.

Respectfully yours,

The Researchers

Noted:

MR. RACHEL BALCOBA

Research Instructor

Approved by:

LYNDIE B. LINDO
School Director

35
 Appendix C

LETTER OF REQUEST TO THE RESPONDENTS

AMA Computer Learning Center

Antipolo City

Dear Respondents,

The undersigned is conducting a study entitled “Impact of having a Broken Family to a

Student Academic Achievements at AMA Computer Learning Center Academic year 2019-2020

as partial fulfillment of the requirements for Senior High School in AMA Computer Learning

Center.

Relative to this, I humbly ask for your assistance and cooperation by giving your honest response

to their questionnaire.

Rest assured that all gathered information will be treated with confidentiality.

Respectfully yours,

The researchers

Noted:

Mr. Rachel A. Balcoba

Research Instructor

36
 Appendix D

SURVEY QUESTIONNAIRE CHECKLIST

Impact of Having a Broken Family to the Student Academic Achievement at AMA

Computer – Antipolo Campus S.Y. 2019-2020

Name_______________________________________ Date: _______________

(Optional)

I. Respondents Profile: Please put a check on the line for your

answers.

Sex: ____ Male _____Female

Age: _____15-16 _____17-18 _____19above
Status: _____Regular Student
_____Working Student

Who is your legal guardian?

_____Mother _____Father
_____Elder Sister _____Elder Brother
_____Grandparents
_____Other Relatives

Are you part of a broken family?

_____Yes _____No

II. Impact of having broken family

Kindly answer the table by checking your answer in appropriate
column.

5=STRONG AGREE
4=SOMEWHAT AGREE
3=NEUTRAL
2=SLIGHTLY AGREE
1=DISAGREE

5 4 3 2 1

Does having a broken family affect your attitude?

Does having a broken family affect your daily living?

Does having a broken family affect your financial state?

37
Does being part of a broken family cause you a bad
image in society?
Does having a broken family have a negative effect on
your social life?
Does someone discriminate you because you came from
a broken family?
Does having a broken family affect your relationship with
your relatives?
Does having a broken family increase your stress in
school?

Does having a broken family cause tardiness in school?

Does having a broken family affect your grades in
school?

We are extremely grateful for contributing your valuable time, your honest
information, and your thoughtful suggestions.

38
 Appendix E

Gannt Chart

November Planning of the Approval of the Start of End of Revision of

2019 Title Title Chapter 1 Chapter 1 Chapter 1

December Start of End of Chapter Revision of

2019 Chapter 2 2 Chapter 2

January Construction of Evaluation of Distribution of Start of End of

2020 Questionnaire Questionnaire Questionnaire Chapter 3 Chapter 3

February Revision of Start of End of Chapter Start of End of

2020 Chapter 3 Chapter 4 4 Chapter 5 Chapter 5

March
Thesis Critique
2020

39
ZYRA JANE M. BACULANDO
365 Dela Virgen St. Brgy. San Isidro Antipolo City
(+63) 09501361381
[email protected]

OBJECTIVES
To work in a company with high set of goals wherein I can utilize my
acquired knowledge and skills and to gain professionalism as I go along with the
best people and its culture.
PERSONAL INFORMATION
Date of Birth: March 26, 2001
Sex: Female
Civil Status: Single
Religion: Roman Catholic
Mother: Analyn Mabuti Occupation: Sewer
Father: Alejandro Baculando Occupation: Installer
EDUCATIONAL BACKGROUND
Senior High School: AMA Computer Learning Center
(2018-2020)
Junior High School: San Isidro National High School
(2014-2018)
Primary School: Juan Sumulong Elementary School
(2008-2014)

40
ISAH MARIE L. CASIANO
127 Sitio Lucban Brgy. Dela Paz Antipolo City
(+63) 09364654454
[email protected]

OBJECTIVES
To engage in a career that will allow for progress in terms of expertise,
socio-economic development and innovation through exposure to new ideas for
professional growth as well as growth of the company.
PERSONAL INFORMATION
Date of Birth: November 27, 2001
Sex: Female
Civil Status: Single
Religion: Roman Catholic
Mother: Evelyn Lita Occupation: Deceased
Father: Isaias Casiano Occupation: Company Manager
EDUCATIONAL BACKGROUND
Senior High School: AMA Computer Learning Center
(2018-2020)
Junior High School: Antipolo National High School
(2014-2018)
Primary School: Sta. Cruz Elementary School
(2008-2014)

41
Maesha G. Durante
#16 D.F Dimanlig St. Brgy. San Roque, Antipolo
City
(+63) 09125716142
[email protected]

OBJECTIVES
To secure a challenging position in a reputable organization to expand my
learnings, knowledge, and skills.
PERSONAL INFORMATION
Date of Birth: May 24, 2002
Sex: Female
Civil Status: Single
Religion: Roman Catholic
Mother: Maria Estella G. Durante Occupation: House Wife
Father: Dennis N. Durante Occupation: Tricycle Driver
EDUCATIONAL BACKGROUND
Senior High School: AMA Computer Learning Center
(2018-2020)
Junior High School: San Roque National High School
(2014-2018)
Primary School: Juan Sumulong Elementary School
(2008-2014)

42
Gennen E. Gemao
B27l25butterfly St. Brgy. San Luis Antipolo Hills,
Antiplo City
(+63) 09993146940
[email protected]

OBJECTIVES
Secure a responsible career opportunity to fully utilize m training and
skills, while making a significant contribution to the success of the company.
PERSONAL INFORMATION
Date of Birth: April 18, 2002
Sex: Female
Civil Status: Single
Religion: Roman Catholic
Mother: Daisy Gemao Occupation: House Wife
Father: Helmer Gemao Occupation: UV Express Driver
EDUCATIONAL BACKGROUND
Senior High School: AMA Computer Learning Center
(2018-2020)
Junior High School: San Isidro National High School
(2014-2018)
Primary School: San Luis Elementary School
(2008-2014)

43
Mia Mei J. Generoso
Blk7 Lot1 Tawa tawa Street Corville Subd. Brgy.
San Luis, Antiplo City
(+63) 09398422290
[email protected]

OBJECTIVES
To secure employment with a reputable company, where I can utilize my
abilities and business studies background to the maximum.
PERSONAL INFORMATION
Date of Birth: August 1, 2001
Sex: Female
Civil Status: Single
Religion: Roman Catholic
Mother: Helen Generoso Occupation: House Wife
Father: Babie Generoso Occupation: Construction Worker
EDUCATIONAL BACKGROUND
Senior High School: AMA Computer Learning Center
(2018-2020)
Junior High School: San Isidro National High School
(2014-2018)
Primary School: San Isidro Elementary School
(2008-2014)

44
Jane B. Sandoval
Sitio Dalig II, Brgy. Dalig, Antipolo City

(+63) 09279102966
[email protected]

OBJECTIVES
Seeking employment where I can use my knowledge, skills, effort and
hard work as well as to comply with other job ad task that may be deemed to me
by my supervisor.
PERSONAL INFORMATION
Date of Birth: October 12, 2001
Sex: Female
Civil Status: Single
Religion: Roman Catholic
Mother: Jenelyn B. Sandoval Occupation: House Wife
Father: Tomas G. Sandoval Occupation: Fisherman
EDUCATIONAL BACKGROUND
Senior High School: AMA Computer Learning Center
(2018-2020)
Junior High School: Lila National High School
(2016-2018)
Primary School: Nagsulay Elementary School
(2009-2014)

45
Missey Tiberio
Luville II Sitio Daan Bakal Brgy. Delapaz, Antipolo
City

(+63) 09975464260
[email protected]

OBJECTIVES
To contribute for auxiliary development and improvement of the company
with enormous sense of responsibility and accountability and will lead to further
enrichment and growth of the skills and capabilities.
PERSONAL INFORMATION
Date of Birth: October 18, 2001
Sex: Female
Civil Status: Single
Religion: Roman Catholic
Mother: Eloisa Tiberio Occupation: House Wife
Father: Freddie Delos Reyes Occupation: Deceased
EDUCATIONAL BACKGROUND
Senior High School: AMA Computer Learning Center
(2018-2020)
Junior High School: Dela Paz National High School
(2014-2018)
Primary School: Juan Sumulong Elementary School
(2008-2014)

46