Republic of the Philippines

Departmentof Education

Region X

Division of Misamis Oriental

Initao National Comprehensive High School

Initao, Misamis Oriental

BROKEN FAMILY: ITS EFFECT TOWARDS THE ACADEMIC

PERFORMANCE AMONG THE SHS INITAO NATIONAL
COMPREHENSIVE HIGH SCHOOL S.Y 2021-2022
Nivea T. Piquero
Queen Jasmine B. Libe
Hannah J. Dayhope
Maye Grace P. Espra
James Harvy D. Sayson
John Lenito B. Belida
Sherra Jaudian
Christine Mae Y. Cupat
Ronajane D. Rabuyo
Joven W. Echavez
Lizbeth P. Codera
James Bernard Pontillano
Anchieta E. Alo
Karl Roche Joe
Jovani O. Tupag

PRACTICAL RESEARCH II

JANUARY 2022
 BIOGRAPHICAL DATA

NAME : Nivea Mae Piquero

HOME ADDRESS : Apas, Initao Mis.Or

DATE OF BIRTH : September 11, 2004

PLACE OF BIRTH : Initao Mis.Or

PARENTS :Mother: Tissie Piquero

:Father: Antonio Piquero

EDUCATIONAL BACKGROUND

ELEMENTARY : Iligan City, Lanao del norte

JUNIOR HIGH SCHOOL : Iligan City, Lanao del norte

SENIOR HIGH SCHOOL : INCHS, Initao Mis.Or

 BIOGRAPHICAL DATA

NAME : Queen Jasmine Libe

HOME ADDRESS : Tubigan, Initao Mis.Or

DATE OF BIRTH : April 02, 2004

PLACE OF BIRTH : Tubigan, Initao Mis.Or

PARENTS :Mother: Maria Luisa Libe

:Father: Victor Libe

EDUCATIONAL BACKGROUND

ELEMENTARY : Tubigan, Initao Mis.Or

JUNIOR HIGH SCHOOL : INCHS, Poblacion, Initao Mis.Or

SENIOR HIGH SCHOOL : INCHS,Poblacion, Initao Mis.Or

 BIOGRAPHICAL DATA

NAME : Hannah Dayhope

HOME ADDRESS : Aluna, Initao Mis.Or

DATE OF BIRTH : September 23, 2004

PLACE OF BIRTH : Bukidnon, Mis.Or

PARENTS :Mother: Ruby Dayhope

:Father: Bonifacio Dayhope

EDUCATIONAL BACKGROUND

ELEMENTARY : Aluna, Initao Mis.Or

JUNIOR HIGH SCHOOL : INCHS, Initao Mis.Or

SENIOR HIGH SCHOOL : INCHS, Initao Mis.Or

 BIOGRAPHICAL DATA

NAME : Maye Grace Espra

HOME ADDRESS : Poblacion, Initao Mis.Or

DATE OF BIRTH : May 26, 2003

PLACE OF BIRTH : Baroy, Lanao del norte

PARENTS :Mother: Rebecca Espra

:Father: Elejoe Espra

EDUCATIONAL BACKGROUND

ELEMENTARY : Initao, Mis.Or

JUNIOR HIGH SCHOOL : INCHS, Initao Mis.Or

SENIOR HIGH SCHOOL : INCHS, Initao Mis.Or

 BIOGRAPHICAL DATA

NAME : James Harvy D. Sayson

HOME ADDRESS : Poblacion, Initao Mis.Or

DATE OF BIRTH : August 1, 2003

PLACE OF BIRTH : Initao Misamis oriental

PARENTS :Nestyglo B. Naguita

:Ranie D. Sayson

EDUCATIONAL BACKGROUND

ELEMENTARY : Initao Central School,

Mis.Or

JUNIOR HIGH SCHOOL : INCHS, Initao Mis.Or

SENIOR HIGH SCHOOL : INCHS, Initao Mis.Or

 BIOGRAPHICAL DATA

NAME : John Lenito B. Belida

HOME ADDRESS : Poblacion, Initao Mis.Or

DATE OF BIRTH : December 27, 2003

PLACE OF BIRTH : Initao Misamis oriental

PARENTS :Nelyn B. Belida

:Angelito C. Belida Sr.

EDUCATIONAL BACKGROUND

ELEMENTARY : Initao Central School,

Mis.Or

JUNIOR HIGH SCHOOL : INCHS, Initao Mis.Or

SENIOR HIGH SCHOOL : INCHS, Initao Mis.Or

 BIOGRAPHICAL DATA

NAME : Sherra Grace B. Jaudian

HOME ADDRESS : P-11 Poblacion Codilla Street Initao Mis. Or.

DATE OF BIRTH : August 03, 2001

PLACE OF BIRTH : Initao Misamis Oriental

PARENTS : Belen B. Jaudian

: Danny C. Jaudian

EDUCATIONAL BACKGROUND

ELEMENTARY : Initao Central School

JUNIOR HIGH SCHOOL : INCHS, Initao Mis. Or.

SENIOR HIGH SCHOOL : INCHS, Initao Mis. Or.

 BIOGRAPHICAL DATA

NAME : Christine Mae Y. Cupat

HOME ADDRESS : Purok-1 lawis poblacion Initao Mis. Or.

DATE OF BIRTH : December 23, 2003

PLACE OF BIRTH : Initao Misamis Oriental

PARENTS : Esmeralda Cupat

: Elvin Cupat

EDUCATIONAL BACKGROUND

ELEMENTARY : Initao Central School,

Mis.Or

JUNIOR HIGH SCHOOL : INCHS, Initao Mis.Or

SENIOR HIGH SCHOOL : INCHS, Initao Mis.Or

 BIOGRAPHICAL DATA

NAME : Ronajane D. Rabuyo

HOME ADDRESS : Purok-1 SanPedro Initao Mis. Or.

DATE OF BIRTH : December 2, 2002

PLACE OF BIRTH : Initao Misamis Oriental

PARENTS : Melona D. Rabuyo

EDUCATIONAL BACKGROUND

ELEMENTARY : Initao Central School, Mis.Or

JUNIOR HIGH SCHOOL : INCHS, Initao Mis.Or

SENIOR HIGH SCHOOL : INCHS, Initao Mis.Or

 BIOGRAPHICAL DATA

NAME :Joven W. Ecavez Jr.

HOME ADDRESS :Purok 10 Maputi

DATE OF BIRTH :Gimangpang Initao Mis. Or.

PLACE OF BIRTH :May 20, 2002

PARENTS :Merlyn W. Echavez

:Joven B. Echavez Sr.

EDUCATIONAL BACKGROUND

ELEMENTARY : Kanitoan Initao Mis. Or

JUNIOR HIGH SCHOOL : INCHS, Initao Mis.Or

SENIOR HIGH SCHOOL : INCHS, Initao Mis.Or

 BIOGRAPHICAL DATA

NAME : Lizbeth P. Codera

HOME ADDRESS : P-Mahayahay Gimangpang Initao

DATE OF BIRTH : Febuary 28, 2004

PLACE OF BIRTH : P-Mahayahay Gimangpang

PARENTS : Vingie Codera

: Hassid Codera

EDUCATIONAL BACKGROUND

ELEMENTARY : Gimangpang

JUNIOR HIGH SCHOOL : INCHS, Initao Mis. Or.

SENIOR HIGH SCHOOL : INCHS, Initao Mis Or.

 BIOGRAPHICAL DATA

NAME : Bernard Pontillano

HOME ADDRESS : Purok 3A Poblacion Initao Mis. Or.

DATE OF BIRTH : May 13, 2003

PLACE OF BIRTH : Purok Tisa,Pitogo Zamboanga Del Sur

PARENTS : Beverly Pontillano

: Ronaldo Pontillano

EDUCATIONAL BACKGROUND

ELEMENTARY : Talisay Bihonan, Cebu City

JUNIOR HIGH SCHOOL : INCHS, Initao Mis.Or

SENIOR HIGH SCHOOL : INCHS, Initao Mis.Or

 BIOGRAPHICAL DATA

NAME : John Elmo N. Sacabin

HOME ADDRESS : P-13 poblacion Initao Mis. Or.

DATE OF BIRTH : November 17, 2002

PLACE OF BIRTH : P-13 Poblacion

PARENTS : Elmo Sacabin

EDUCATIONAL BACKGROUND

ELEMENTARY : Initao Central School

JUNIOR HIGH SCHOOL : INCHS, Initao Mis. Or.

SENIOR HIGH SCHOOL : INCHS, Initao Mis Or.

BIOGRAPHICAL DATA
NAME : Karl Roche P. Joe

HOME ADDRESS : P-Makiangayun Gimangpang Initao Mis.

Or.

DATE OF BIRTH : August 15, 2002

PLACE OF BIRTH : P-Makiangayun Gimangpang

PARENTS : Cherry Mae P. Joe

EDUCATIONAL BACKGROUND

ELEMENTARY : Gimangpang

JUNIOR HIGH SCHOOL : INCHS, Initao Mis. Or.

SENIOR HIGH SCHOOL : INCHS, Initao Mis Or.

BIOGRAPHICAL DATA
NAME : Jovani O. Tupag

HOME ADDRESS : P-3 Apas Cebucaun

DATE OF BIRTH : July 7, 2003

PLACE OF BIRTH : P-3 Apas Cebucaun

PARENTS : Jacquiline Tupag

EDUCATIONAL BACKGROUND

ELEMENTARY : Initao Central School

JUNIOR HIGH SCHOOL : INCHS, Initao Mis. Or.

SENIOR HIGH SCHOOL : INCHS, Initao Mis Or.

ACKNOWLEDGEMENTS
The researchers would like to express their heartfelt gratitude to the following

Above all the Almighty Father for His invisible ways on providing their need
physically,emotionally, mentally, and ispiritually;

To Ms. Annarose Catian, there Practical Research II Subject Teacher, For sharing
her knowledge,genuine support, understanding, encouragement and guidance
throughout the making of this research;

To their Parents and Guardians, For the full support, motivation, and providing the
needs of this study;

To their Siblings, for being there to cheer up when facing problems concerning their
research;

To their classmates and friend, for always being there as truest friends, for their
genuine concern, moral support and for encouraging optimism; and lastly,

To the teachers, for showing their support, understanding, and help in order to form
this research.

NIVEA PIQUERO

QUEEN JASMINE LIBE

HANNAH DAYHOPE
MAYE GRACE ESPRA

JAMES HARVY SAYSON

JOHN LENITO BELIDA

SHERRA JAUDIAN

CHRISTINE MAE CUPAT

RONAJANE RABUYO

JOVEN ECHAVEZ

LIZBETH CODERA

JAMES BERNARD PONTILLANO

ANCHIETA ALO

KARL ROCHE JOE

JOVANI TUPA
 ABSTRACT

The study tried to find out if there is a significant relationship between the effects of haing a broken

family towards the academic performance among students of Initao National Comprehensive High

School. There were thirty(30) selected students from grade 10 and grade 12 in Initao National

Comprehensive High Schoolwere involved in the study. The study had used a descriptive quantitative

design using inferential statistics. A survey questionnaire that composed of different categories that

are related on how having a broken family can affect the academic performance of a students in

Initao National Comprehensive High School was used and the data were analyzed using mean,

percentage, and Person product moment correlation. The result of the study showed an overall

mean o f 3.17 which means that the selected students from Grade 10 and Grade 12 students

answered occasionally to those different categories that are related to having a broken family. It was

also found out that zero percent (0%) of the students need an

improvement, zero percent (0%) were fairly statisfactory, twenty-seven (27%) percent were

statisfactory, thirty-five percent (35%) were very statisfactory, and thirty-eight percent (38%) are

outstanding. These results showed no significant relationship and no relationship between the

effects of having a broken family towards the academic performance among students of Initao

National Comprehensive High School, This study concludes that having a broken family does not

affect the Academic Performance of the Students

i
 LIST OF TABLES

Table Description Page

1 Mean distribution of the involvement of the selected students from

Grade 10 and Grade 12 students. . . . . 16

2 Person product moment correlation test result of the relationship

between the effects of havinga broken family towards the pandemic
performance. . . . . . 17

ii
 LIST OF FIGURES

Figure Description Pages

1. The Conceptual Framework of the Study . . . . . 9

2. Map showing the location where the study was conducted . . . . . 11

3. Flow Chart of the Study . . . . . . 14

4. Percentage Distibution of the Academic

Grades of Grade 10 and Grade 11 Students. . . . . 16

iii
 LIST OF APPENDICES

Appendix Description Page

1 Survey Questionnaire used in the study 23

2 Raw Data of the Study 28

iv
 TABLE OF CONTENTS page

ABSTRACT i

LIST OF TABLES ii

LIST OF FIGURES iii

LIST OF APPENDICES iv

1.INTRODUCTION

1.1. Background and Rotaionaire. 1

1.2. Statement of the Problem. 1

1.3. objective of the Study 2
1.4. Significance of the study 2
1.5. Scope and limitations 3
1.6. Definitions of terms 3

2. REVIEW OF RELATED LITERATURE 4

3. THEORETICAL FRAMEWORK AND CONCEPTUAL FRAMEWORK

3.1 Theoretical Framework 5

3.2. Conceptual Framework 5

4. MATERIALS AND METHOD

4.1.Research Design 6
4.2. Subject of the study 6

4.3. Data Gathering Procedure 6

4.4. Instrument Used In the Study 6

4.5 Data Analysis 7

5. RESULTS

5.1. Involvement of having a broken family towards the academic performance 8

5.2. Percentage distribution of the achievement grades of selected Senior High School

students from Initao National Comprehensive High School. 8

5.3. The relationship between the effects of having broken family towards the academic

performance using pearson product moment correlation test. 9

6. DISCUSSION

6.1. The effects of having a broken family towards the academic performance

among students in INCHS. 10

6.2. Percentage distribution of the achievement grades of selected Senior High

School students. 10

6.3 The relationship between the effects of having a broken family towards their academic

performance among students of INCHS using pearson Product Moment Correlation Test. 10

IMPLICATION AND RECOMMENDATION 11

SUMMARY AND CONCLUSIONS 12

LITERATURE CITED 13

APPENDICES 14
 1.INTRODUCTION

1.1 Background and Rattionaire

No person that comes from a broken family in the same with another. For some, a broken
family was caused by a divorce, abuse, neglection or a death of a parent at a young age. For
others a broken family is the only thing they know For many. It came at a young age and a big
coat to who they would become. There is no definition that explains what it feels or what it
means to come from a broken family. It’s not simple to explain. It’s not what most would see
as normal, and it’s something that can bring both happiness and pain. Those who come from
a broken family are doing their best to figure life out, just like everyone else. Conflict in a
family can be a result of lack of trust, drunkenness, and lack of dialogue, lack of respect,
joblessness and idleness. It comes in form of fights, quarrels spouse battering, child abuses
and child molestation. It can result to a bad atmosphere in the home, separation or even
divorce. According to Walker (1999), studies have shown that when one form of violence was
found in the family, other forms were more likely to siao occur and that violence in that family
has a direct relationship to community violence and other forms of aggression and gender
based violence. Lae enforcement in many countries will not intervene in what is often called a
“dramatic quarrel” even though psychological research indicates that without such
intervention abusers are unlikely to seek help to stop their battering behavior. Research has
found a strong relationship between violence in the home and violence in the community
Golden (2000) reports that it has been found that prior history of abuse can increase the
likehood of abusive behavior. The first important influence on children is the family but
children and families are interactive members of a large system of social institution, such as
the school, the workplace and community . Parental involvement and education improve both
family and child functioning.It has been found out that parental involvement in a child might
have lasting effects to its behavior. Carried out have found that children’s health and social
development is most effectively promoted by love and at least some moderate parental
control.

1
1.2 Statement of the Problem

The study arms to find out the effects of having a broken family towards their academic

performance among students of Initao National Comprehensive High School, Specifically, the

study aimed to answer the following question.

1. What are the possible outcomes with having a broken family?

2. What are the academic performance of students who have broken families?

3. Is there any significant relationship between the academic performance and the

4. status of the students with broken families?

1.3 Objective of the Study

Specifically, the researcher sight.

To determine the possible outcomes with having a broken family

To determine the academic performance of students who have broken families.

To determine the significant relationship between the academic performance and the

Status of the students with broken families.

1.4. Significance of the Study

The result of the study will benefit the following:

To the students; Students will be mindful of what are the outcomes of having broken family. It will

help to understand the status of the students with broken family.

To the teachers; This study will help the teachers to know how to approach or treat their students

well who are experiencing this particular situation and help them in those situation.

To the parents; This study will benefit also the parents to make them realize that having a complete

family is the most important foundation in our society and having a broken family can affect their
child”s behavior and all instances.

To the future researcher; They can use the study as a source material regarding this to develop
andunderstand more of their study.

2
1.5 Scope and Limitation

The following terms, which are important to the study, are the following operational meanings.

Academic performance – this is how students are ranked in terms of educational achievement in

this study, academic performance means how the students perform on their studies as compared to

others in the same class.

Broken family - this is the status of the chosen respondents which is considered as the independent
variable if the study.

Students- refers to the respondents of Initao National Comprehensive High School of Initao.

Initao National Comprehensive High School – the school where the study was conducted.

1.6 Definition of terms

Broken Family- A broken family is one that includes unhealthy or severed

relationships within the family unit," explains Anderson. "They are often associated with
divorce but certainly can occur in an intact family where various members are in conflict with
or estranged from each other”.

Academic performance – or also known as academic achievement is the extent to

which a student, teacher or institution has attained their short or long-term
educational goals. Completion of educational benchmarks such as secondary school
diplomas and bachelor's degrees represent academic achievement

Education- The process of receiving or giving systematic instruction at a school or

university.

3
 2. REVIEW OF RELATED LITERATURE

Kiura (1996) inducated that if two people share a good marriage, then starting a family and

taking good care of it would not be a problem. He adds that the vice- versa is true if the

marriage is not built on a strong foundation. According to Durazi (2005), there are no people

who are no longer view marriage as a mean to personal fulfillment. Majority of women today

prefer taking care of their children single-handedly. They argue out that being a mother is a

better legacy than being a wife. It is believed that formal marriage is slowly disappearing since

majority of the youth prefer live-in arrangements. Many people see marriage as a form of

enslavement, particularly for the woman. (2006) believes that while sometimes separations

may seem like the only option, people are slowly becoming a society that believes in divorce

and separation rather than in marriage for life. She laments that if only people could make the

effort in their marriages that they do sustaining others of their lives. Many people are very

understanding when dealing with their friends but totally unable to extent the same

understanding to the one person they claim to most in the whole world – their spouse. They

go out of our way to be courteous to strangers yet courtesy does not exist in their vocabulary

when dealing with their vocabulary when dealing with there partners. The world is changing

but according to her, today’s generation can borrow a thing or two from their grandparents. In

the old days, when a member of the community fell out of step with established norms, they

were reprimanded immediately and by every one. If, for example a married person was

known to be unfaithful, it became everyone’s business and s/he was dealt with accordingly.

She goes on to say that broken families produce broken spirits and with time, a broken

society.

Kithaka (2006) say that marriage was ventured into for procreation, security and

companionship among others social and psychological needs. Clearly, the fundamental

reasons why people get married haven’t changed with time but the approach definitely has.

First, young men and women were prepared for it by the entire community. Everyone knew
what was expected of them if they fell short of these expectations for one reason or another, it
was back to the drawing board. Again,the community was involved because marriage was

abount bringing together rather than driving them apart. He assets that now, strangers meet,

sometimes far away from home and decide that since they like each other some what, ‘why

not get hitched’. And just like that there is a newlywed couple that, more often than not, has

no clue what they are doing together. If anyone tries to intervene, even well-meaning friends

or relatives, They are asked to get out and not interfere. But at first sign of trouble, union of

tossed out the window and life is supposed to go on like before. Today, they have the

freedom of choice, which means they can marry anyone anytime they want – or not. They can

choose to get a long with the mother-in-law or not. They can choose to be submissive or

forceful and not care about what the world thinks of them. Unfortunately, while freedom

choice is a good thing, It hasn’t made marriage anybetter. He asserts that if marriage in the

modern world is to survive, people need to be more realistic-in brutally honest-with each

other. With this in mind, let whoever once to get married be sure about why he/she is going

into it.

Selfe (1993) asserts that a family is a social unit made up of people related to each other by

blood, birth or marriage. It is a social group characterized by common residence, economic

cooperation and reproduction. According to him, functions of a family include reproduction of

population , care of the youth, istabilization of relationship between adults and transmission of

the social culture from one generation to the next. In the present society, there should be a

limited number of children in a family. The couple must consider a lot of issues such as

income(it is enough to provide food ,clothing and education?), size of your house open ( is

there enough space to fit in each individual member and is there privacy?), health of the

mother ( physical and mental conditions) and personal needs of the children.

Kiura (1999) says that a child’s attitude, standards and values will slowly be formed by what

he learns from his or her parents should lead by example. Britten and Britten (2004) advice
parents to spend quality time with their children, talk to them and show them love. As a

parent, one should help their children to learn from mistake of others. In today’s society,

parents hardly spend anytime with there children. Parents should find time to listen to their

children’s problems and joys . Kiura (1999) also indicated that when children see that their

parents love each other, they are assured that their parents love them. He also asserted that

parents should always tell their children the reason why they have to beat them and praise

their children more often than they punish them. Researchers have found interdependence

between depressed persons and their social contexts. This is especially true in the case of

parent’s depression and children’s adjustment.

According to Waithaka ( 2006 ), Violence between partners is often view as couple’s private

affair because it often involves ‘only’ the husband and wife. The truth is that violence often

has a bigger impact on the children. This could be attributed to the fact that children born to a

couple grow up regarding the mother and father as one unit. They become attached to both

parents and learn to defend on them for their survival. As a result, children become extremely

overwhelmed

after witnessing violent scenes between their parents and the parent – child relationship they

have been relying on nurture, safety and help is threatened by this violence. Waithaka (2006)

also asserts that usually, it is men who are perpetrators of domestic violence and because

children form a special relationship with their mother’s right from birth, any form of suffering

experience by the mother greatly affects them. Their reactions may include acute fear for their

own and their mother’s safety. Many woman abusive marriages for the sake of their children.

But the sad fact according to Waithaka (2006), is that children reared in violent homes grow

up largely confuse about the meaning of love, violence and intimacy. Often, men who better
their wives also harass the children. Studies have established that about half of battering
husbands also physically assault their children. In later years, the father’s rage is re-directe
ttothchildren when they attempt to defend their mother.

According to Eckenrode, Laird and Dorris (1993), parental involvement and education is
related to a child’s academic achievements and evidence suggests that increasing parental

involvement leads to academic improvements. They also assert that parents influence the

development of academic achievement through direct involvement with schools, for example,

when they contact school about their child or attempt parent- school function. They also affect

achievement through their attitudes and behavior, for example, by communicating strong

educational values, conveying the value of effort, expecting and encouraging their children to

succeed academically and monitoring or helping with their child’s school work at home. For

maltreated children, dealing with first about abuse and searching for security and relationship

with adults can take precedence over performing competently at academic task. Being

physically abused has been linked with children’s anxiety, personality problems, depression,

conduct disorder and delinquency . Hawse also says that minute couples neglect

considerations of how they are going tomake decisions and consequently often end up

fighting about how the decision was made, even through they have little difficultly about the

decision itself. Anger in the family could result to avoiding responsibility, neglect

thoughtlessness, unfaithfulness and rejection. According to him, marital conflict is all about

differences. Without trust between two people, conflict cannot be resolved. Negative feelings

will prevail. According to James Coleman in Howse (1989), conflict can be divided into

rational irrational, overt, convert, acute, chronic, basic, non-basic, personal and interpersonal .

Impact of family conflict on children Martia conflict exist when there are major differences of

opinion between people which persist and remain unsolved, (Kiura, 1999). Shantz and Hartup

(1992) say that family conflicts range in frequency. Some could be rare while others occur

very frequently. Conflict serves the function of testing and changing the structure of family

relationship. Family conflicts are difficult to escape . They carry great consequences for
individuals, relationships and society. All family conflicts have elements of power struggle and

intimacy struggle. It is a consequence of transitions in an individual’s development. Problems

in families include adultery, customs and traditions in intermarriage, lack of forgiveness,

alcoholism, HIV/AIDS, gossip, lack of communication, finances, divorce, mistrust, wife beating

and rape.

Nguru (2006) asserts that in marriage, there is a serious lack of openness and that is a major

cause for concern marriages based on deceit are also better off annulled. Infidelity can never

be justified but unfaithful partners are constantly giving reason why they do it instead

acknowledging that they have done something terribly wrong. The sooner people realize that

marriage is a serious commitment, the sooner they can attain that state of nirvana they are all

looking so desperately for. Guidance and Counseling in Schools Okut, Ndambuki, Karuguti,

Oidi.

3.THEORETICAL FRAMEWORK

3.1 Theoretical Framework

Family Stress Theory defines and explores the periodic, acute stressors that happen to all
families. When these stressors become frequent or if the individual or family lacks of support of

significant relationships, an accumulating residue of insecurity can lead to personal and family

crises,including physical, emotional, or relational trauma. Such family crises may include episodes of

domestic violence, recurring or chronic substance abuse, illness from weakened immune systems,

divorce, accidents, child abuse/neglect, etc.

In the context of these stressors, research suggests that the maintenance or discruption of daily

routines is one of the most significant factors affecting children’s sense of security. These
routines

include personal and shared schedules, habits, rituals, and repetitious environmental stimuli. The
impact

of erratic personal activities and the lack of consistent behavior patterns can be mutes or buffered with

protective factors such as perceptions and social relationships. These positive factors help families to

cope, so parents can continue to nurture their children despite chronic and acute stressors.
(McCubbin,

1993)

3.2 Conceptual Framework

The study aims to find out the effect of having a broken family towards the academic

performance among the students of INITAO NATIONAL COMPREHENSIVE HIGH SCHOOL .

Student’s Academic
Performance
BROKEN FAMILY

Figure 1. The conceptual framework of the study

5
4. MATERIALS AND METHOD
4.1 Research Design

The study used to descriptive quantitative design through inferential statistics. The survey
questionnaires were given to the respondents randomly in Initao National Comprehensive High
School and gathered their responses and achievement grades to analyze data. The data was
measured sing a questionnaire that contains 5 points Likert Scale (Always, Very Frequently,
Occasionally, Rarely, Never) that is related to the study.

4.2 Subject of the Study

The subjects of the study were the students of Initao National Comprehensive High School who
have a total population of 30. The respondents were randomly selected through cluster random
sampling.

4.3 Data Gathering Procedure

The data of this study was collected at Initao National Comprehensive High School. The
researchers have asked permission to the school to conduct the study. The researchers wrote a
letter of permission to the school principal to allow the researchers to conduct a survey about the
“Effects of Having a Broken Family Towards the Academic Performance Among Students of Initao
National Comprehensive High School”. The researchers have selected students of Initao National
Comprehensive High School with the use of cluster random sampling in the campus and distributed
survey questionnaires containing the Likert Scale and afterwards retrieve it. The data were organized
after retrieving the survey questionnaires. To analyze the data, percentage, mean, and Pearson
correlation coefficient will be used to tabulate the data. Afterwards, the concept development
followed. The study was conducted at Initao National Comprehensive High School, Initao Misamis
Oriental, 9022.

4.4 Instruments used in the Study

The study was conducted using a survey questionnaire consisting of twenty (20) questions for
the students who are having broken families at Initao National Comprehensive High School.

4.5 Data Analysis

After the survey questionnaires were given and answered by the respondents using the Likert
Scale method (Always, Very Frequently, Occasionally, Rarely, Never), the data had been organized
and analyzed. In analyzing the data of the study, the following statistical tools had been used:

1. Mean

It is used to determine the average responses of the study in every item in the
questionnaire.

where n = is the number of respondents

x is the value of the responses of the students

6
2. Percentage

It is used to describe the distribution of responses derive from the questionnaire.

 Where n is the respondents and F is the frequency

3. Correlation Analysis using Pearson Correlation Coefficient

This is to determine if there is a relationship between The Effects of Having a Broken Family
towards the Academic Performance of the students.

Where:

r = is the computed value of Pearson product moment correlationsss

n = is the subject or total number of respondents

4. The strength of relationship interpreted the degree of relationship existing between the
Effects of Having a Broken Family towards the Academic Performance of the students.

Value of r Strength of Relationship

1.0 to 0.5 Strong Positive Relationship

0.3 to 0.5 Moderate Positive Relationship

0.1 to 0.3 Weak Positive Relationship

0 No Relationship

-0.1 to -0.3 Weak Negative Relationship

-0.3 to -0.5 Moderate Negative Relationship

-0.5 to -1.0 Strong Negative Relationship

7
Figure 2. Map showing the location where the study was conducted.
 Initao National
Comprehensive High School

Selection of the students in

Initao National Comprehensive High
School

Academic
Distribution of
Performance
survey
Questionnaire

Organization of Retrieval of
Data survey
questionnaire

Data Anaylsis

Concept Developement

Figure 3. Flow chart of the study

 5.RESULTS

5.1Outcome of having a broken family towards the academic performance

Questions related in having a broken family Mean Description

1. I can perform well in school because I live with my parents. 3.27 Occasionally

2. I am doing well academically because I stayed with either my

father or my mother. 3 Occasionally

3. I am not performing well in school because I stayed with either

my father or my mother and he/she is not bother about my

education. 2.13 Rarely

4. I take three square meals a day. 2.5 Occasionally

5. I can always manage to solve difficult problems if I try hard

Enough. 3.43 Occasionally

6.I feel that I am a person of worth, at least on an equal plane

with others. 3.3 Occasionally

7. It is easy for me to stick to my aims and accomplish my goals. 3.58 Very

Frequently

8. I am confident that I could deal efficiently with unexpected

events. 3.23 Occasionally

9. Thanks to my resourcefulness, I know how to handle

unforeseen situation. 4.86 Always

10. I can solve most problems if I invest the necessary effort. 3.16 Occasionally

11. I can remain calm when facing difficulties because I can

rely on my coping abilities. 3.03 Occasionally

12. When I am confronted with people, I can usually find several

solutions. 2.93 Occasionally

13. If I am troubled, I usually think of a solution. 3.06 Occasionally

13. If I am troubled, I usually think of a solution. 3.06 Occasionally

14. I can usually handle whatever comes my way. 3.03 Occasionally

15. I take a positive attitude towards myself. 3.4 Occasionally

16. At times, I think I am no good at all. 2.93 Occasionally

17. I feel that I have a number of good qualities. 2.96 Occasionally

18. I am able to do things as well as most other people. 2.93 Occasionally

19. I feel like I am a strong person at all times. 2.43 Occasionally

20. On the whole, I am satisfied with myself. 3 Occasionally

Grand Mean 3.17 Occasionally

Table 1. Mean Distribution of the Involvement of Selected Senior High School Students

Table 1 shows the mean distribution of having a broken family towards academic performance.
Most of the students answered occasionally. The overall mean is 3.17 which is Occasionally.

5.1 Percentage distribution of the achievement grades of selected students from Initao National
Comprehensive High School.

Figure 4. Percentage Distribution of the Academic Performance of Selected Senior High School
Students in Initao National Comprehensive High School

100%
90%
80%
70%
60%
Percentage

50%
40%
30%
20%
10%
0%
74 and below(Did not meet the expectation)
85-89 (Very Statisfactory)
Achievement Grade

8
Figure 4 shows the percentage distribution of the achievement grades of the selecting Senior High

School students in Initao National Comprehensive High School of Initao. The figure shows that zero

percent (0%) if the students who has 74 below grades which is did not met the expectation; zero

(0%) got the grades 75-79 which is fairly satisfactory; thirty-five percent (35%) got the grades 85-89

which is very satisfactory, and another thirty-eight percent (38%) got the grades 90 and above which

is outstanding.

5.3. The relationship between the effects of having broken family towards the academic
performance using Pearson Product moment correlation test

Relationsip r-value p-value remarks

The effects of having broken family Not

0.10087 0.59584 Significant

Academic Performance

P>0.05*

Table 2. Person Product Moment Correlation Test result on the relationship between the effects of

Having a broken family towards the academic performance among the students of Initao National

Comprehensive High School

Table 2. signifies Pearson Product Moment Correlation test result on the relationship between the

effects of having a broken family and the academic performance sine the p-value is 0.59584 is

greater than 0.05 which is the level of significance with no relationship (0.10087), and thus the null

hypothesis is accepted.

9
 6. DISCUSSION
6.1 The effects of having a broken family towards the academic performance among students in
Initao National Comprehensive High School

Majority of selected students of Senior High School Students answered occasionally on the
questionnaire that contains Likert Scale that related on the effects of having a broken family towards
the academic performance of the students. The overall mean is 3.17 which means that most of the
selected Senior High School students of Initao National Comprehensive High School answered
occasionally to those questions that are related to the effects of having a broken family towards
their academic performance. According to the survey, most students answered that having a broken
family was no a hindrance to perform well academically and dealing with difficult and unexpected
problems. They believed that being a positive thinker and a person with determination is a key to
accomplish their studies successfully. Though they were raised with only one parent or even with no
parents, just guardians, they could still succeed if they will only persevere and believe that what
others could do, they could also do even with their own effort.

6.2 Percentage distribution of the achievement grades of selected Senior High School Students

The study shows that zero percent (0%) of the students who has 74 and below grades which
did not meet the expectation; zero percent (0%) got the grades 75-79 which is fairly satisfactory;
twenty-seven (27%) got the grades 80-84 which is satisfactory; thirty-five (35%) got the grades 85-89
which is very satisfactory, and another thirty-eight (38%) got the grades 90 and above which is
outstanding.

6.3 The relationship between the effects of having a broken family towards their academic
performance among students of Initao National Comprehensive High School using Pearson
Product Moment Correlation Test

Table 2 shows the correlation of the effects of having a broken family towards the academic
performance of the students of Initao National Comprehensive High School. It shows in the result
that there is no significant relationship between having a broken family and the achievement grades
of the selected Senior High School students since the Pearson Product Moment Correlation Test
result to 0.10087 which corresponds to p-value 0,59584 which is greater than 0.05 as a level of
significance. It shows that having a broken family have no relationship (0.10087) with the
achievement grades of the selected Senior High School students of Initao National Comprehensive
High School. Based on the result of the study that was conducted, having a broken family was not a
significant factor o the academic performance among the students of Initao National Comprehensive
High School. If a student has a broken family, that doesn’t mean that the student’s academic
performance will be unsuccessful.

10
 7. IMPLICATION AND RECOMMENDATION

1. The study showed that there was no significant relationship between having a broken family
and academic performance of selected students of Senior High School in Initao National
Comprehensive High School. It shows that having a broken family have no relationship
(0.10087) with the students’ achievement grades.

2. The study informs that having a broken family can result to varying outcomes depending on
specific conditions like the student’s expenses, needs, self-confidence, self-worth, ability to
solve problems and academic performance. The study shows most of the questions on the
survey were answered occasionally and students seldom answered always, very frequently
and rarely. Based on the survey done by the researchers, the students are commonly
acquainted to the modern side of parenting and are successful in their pursuit of education
regardless of having one parent on their side.

3. The study proves that having a broken family does not necessarily affect the academic
performance of a student. Based on the results from the survey done by researchers,
students are capable of solving problems and are doing well in their academic performances.
Moreover, students having one parent are doing well in their studies since it serves as their
motivation in their pursuit for success.

4. The study recommends other researchers who has a similar topic to this study be a
reference to them for their study, to help them understand more regarding the effects of
having a broken family that might affect the student’s academic performance.

11
 8. SUMMARY AND CONCLUSION

1. The study focused on how having a broken family can affect the academic performance
of the selected students of Senior High School of Initao National Comprehensive High
School. There were 30 respondents and were asked about the effects of having a broken
family towards the academic performance of the students.

2. Based on the study, majority of the students of Senior High School answered
occasionally to the questions that are related to the effects of having a broken family.
These are related to the effects of having a broken family towards the academic
performance among students of Initao National Comprehensive High School with the
overall mean of 3.17 which means they answered occasionally.

3. There was no significant relationship between having a broken family towards the
academic performance among students of Initao National Comprehensive High School
and the null hypothesis was accepted.

4. Among the selected Senior High School students, thirty-eight (38%) got 90 and above
achievement grades which means most of them are outstanding. Zero percent (0%) of
the student’s needs an improvement, zero percent (0%) of the students are fairly
satisfactory, twenty-seven (27%) are satisfactory, and thirty-five percent (35%) are very
satisfactory.

5. According to the data gathered by the researchers through the Likert Scale Survey
method and data tabulation through the Pearson Correlation Coefficient method, having
a broken family does not affect a student’s academic performance.

6. Pearson Product Moment Correlation Test result 0.10087 which shows that there was
no significant relationship between having a broken family towards the academic
performance in selected Senior High School students of Initao National Comprehensive
High School. This study concludes that having a broken family is not related to the
academic performance.

12
 LITERATURE CITED

Wright, L.M. & Leahey, M. Nurses and Families: a Guide to Family Assessment and Intervention.
(1984). Philadelphia: F.A. Davis Co. pp. 25

Shantz, C.U. and Hartup, W.W. (Eds). Conflict in Child and Adolescent Development. (1992).
USA: Cambridge University Press

Selfe, P. Sociology: A Level. (1993). London: Macmillan Press Ltd

Mackay, R. (2005).The impact of family structure and family change on child outcomes: A personal
reading of the research literature. Social Policy Journal of New Zealand,24(4), 111-133.

Lazarus, R.S. (1993). Coping Theory and research: past,present, and future. Psychosmatic Medicine,
55(3), 234-247.

Kiura, J.M. On Life and Love:Guidelines for Parents and Educators. (1999).Nairobi:Pauline
Publications Africa. Pp. 12

Kelly, J. B., & Emery, R. E. (2003). Children’s adjustment. Following divorce: Risk and resilience
perspectives. Family Relations,52(4), 352-362.

Harriet Churchill, Retrechment and restructuring: family support and children’s services reform under
the coalition. Journal of Children’s Services, (2013). pp. 8

Grych, J. H., & Fincham, F. D. (1990).Martial conflict and children’s adjustment: A cognitive-contextual
framework. Pyschological Bulletin, Vol 108. No 2, 267-290

Eleanor Wilkinson, Learning to love again: ‘Broken families’, citizenship and the state promotion of
coupledom, Geoforum, (2013). pp.43

Eckenrode, J., Laird, M., and Doris, J. (1993). School Performance and Disciplinary Problems among
Abused and Neglected Children. (1993). Developmental Psychology, 29 53 – 62.

Daniela Tepe-Belfrage, The British Growth Crisis, (2015). Pp. 285

Bronfenbrenner, U. The Ecology of Human Behavior. (1979). Cambridge, MA: Harvard University
Press.

Britten, B and Britten, C. Answers for Your Marriage. (2004). Nairobi: Uzima Publishing House.

Durazi, S. Is Marriage Still Relevant? (2005), August 31). The Daily Nation pp. 7

Nguru, G. Should Marriage have a ‘Sell by’ Date? (2006, March 15). The Daily Nation pp. 15.

Kithaka, G. (2006, March 15). Marriage? Not for Me. (2006, March 15). The Daily Nation pp. 6.

Waithaka, E. Coming to Blows. (2006, April 12). The Daily Nation pp. 4

Bokea, H. Broken Families, Broken Society. (2006, April 15) The daily Nation pp. 3

13
Appendix 6. Survey questionnaire usend in study

INITAO NATIONAL COMPREHENSIVE HIGH SCHOOL

Grade 12
SY 2021-2022

Name:_______________________ Age:_________________

Grade and Section:______________ Date:_________________

This is not a test, this is a questionnaire on how “The effects of having a broken family towards
their acadmic performance among students of Initao National Comprehensive High School

Directions: (1) read each statement and think about it. (2) answer each questions as honestly as you
can (3) please check (7) in the column that best describe your current level as it relates to the.

STATEMENT 1 2 3 4 5
1.I perform well in the school because I live with my parents.
2.I cannot pay my tuition fees because my mum and dad have
separated .
3.I am doing well academically because I live with my father and not my
mother.
4.I am not performing well in school because I stayed with my mother
and she is not bothered about my education.
5.I take three square meal in a day.
6.I can always manage to solve difficult problems if I try hard enough.
7.If someone apposes me, I can find the means and get what I want.
8.It is easy for me to stick to my aims and accomplish my goals.
9.I am confident that I could deal efficiently with unexpected events.
10.Thanks to my resourcefulness,I know how to handle unforeseen
situation.
11.I can solve most problems.If I invest the necessary effort.
12.I can remain calm when facing difficulties because I can rely on my
coping abilities
13.When I am confronted with a problem, I can usually find serveral
solutions.
14.If I am trouble, I usually think of solution.
15.I can usually handle whatever comes with myself.
16.On the whole,I am satisfied with myself.
17.At times, I think I am no good at all.
18.I feel that I have a number of good qualities
19.I am able to do things as well as most other people.
20.I feel that I’m a person of worth, at least on an equal plane with
others.
5 - Always, 4 - Very Frequently, 3 – Occasionally, 2 – Rarely, 1 – Never

14