Chapter I

Introduction

Family is one of nature’s masterpieces as stated by George Santayana. A family

should consist of a father, mother and a child. A home is where a family lives, so if
the parents are legally or illegally separated it will turn into broken family. Broken
family can be describe as a broken home, wherein a child don’t have both parent at
home. The husband and wife are legally separated. It can also be spouse and child
who were abandoning. Sometimes death of one member of the family can be lead to
broken family. Broken family is incomplete, since family is where students got their
learning about the world before they engage themselves the real life scenarios and
raised in a broken family will affect the outlook in life of the students. It will affect their
whole life especially in their studies and their emotions.

The researchers aim to share information about the ground on why

grade 11 and 12 of Senior High School Students of Southern Leyte State University
main campus struggle to face the challenges on being raised in a broken family. The
researchers hope that this research, would help students undergoing such struggles
overcome it without compromising their academic performance.

Statement of the problem

This study aims to determine The Impact of a Broken Family to the academic
performance of the Senior High School students in Southern Leyte State University
main campus. It answers the following questions:

1) What are the socio-demographic profile of the respondents in terms of;

1.1 Name
1.2 Age
1.3 Sex
1.4 Year level
1.5 Marital status of parents

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 2) The impact of living in a broken family in terms of the following;
2.1 Emotional Aspect
2.2 Social Aspect
2.3 Mental Aspect
2.4 Physical Aspect

Significance of the study

The study “The Impact of living in a Broken Family as perceived selected senior high
school of Southern Leyte State University Main Campus in the year 2017-2018”, will
benefit to the following individuals;

 Students - 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.
 Parents/guardians – to guide their children in proper guidance and behavior
for their performance in school. They will soon realize the importance of the
children/student growth.
 Teachers – the study will serves as eye opener to the teachers view in the
child’s performance and help them to guide and give their full understanding
about the students situations.

Scope and Delimitation of the study

The researchers conducted this study to help everyone understand the

value of family and how awful a childhood experienced affect the growth of the
children/students. The scope of the study circulates in the southern leyte state
university main campus. It involves the senior high school grade 11 and 12 who will
be randomly pick by the researchers.

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 Chapter II

Review of Related Literature and Studies

In this chapter includes discussion on related and studies of a broken
family. In preparing this, researchers earnestly search for different articles, books
and other type of media references in the internet. The researchers will give some
information about the topics and their study.

In Foreign Literature, the poem entitled “Painful Tears” by Heather A.

Richardson (2006) is about how the child felt when her parents got divorced. Divorce
when a relationship didn’t work out for both couple. The twelve years old girl felt
betrayed by her own father. It breaks her heart seeing her mother unhappy and all.
The girl used to love her father and treat him like her own best friend, but all of a
sudden her father leave them, hatred is built from her heart as he lied to her, hurt her
just like he did to her mother, she hope one day her father will feel guilty from what
he done to them. For now, the only thing she felt is to not wanting to see her father.

The poem “Through the Eyes of a Child” by Brianna K. Slone (2006), it

is about the child longing for his father for almost 15 years after his got divorced. He
wishes that his father stay with them but sadly he couldn’t stay until he left them and
never see him again. His father didn’t see him grow up as a teenager, and didn’t
gave the love of a father. The only that’s been gone after the divorce was his parents
relationship but not the relationship with his dad because in his heart, he is still his
father and he loves him and missed him.

In the book entitled “Impact of Divorce on Children” implies that

misunderstanding for partners that lead to divorce really affects the children
especially the teenagers. They think they are one scaring the burden. According to
the book when parents make the decision to get divorced, some of the most
challenging impacts include the fact that the children start to blame themselves foe
the divorce, there is a feeling of an uncertainly elements of life that were previously
concrete, there are behavioral issues that arise, and the often becomes a challenge
to balance the feeling of stability between separate parents. Teenager should have
the knowledge or their parents should talk to them why things happen and why they
3
decided to broke up not blaming themselves and ruining their lives. Parents should
let their children realize that it is not always a happy ending.

In Foreign studies, Marriage and Religion Research Institute (2012) by

Patrick F. Fagan and Aaron Chrurchill which “The Effect of Divorce on Children”,
there are effects children might encounter after divorce. It affects and weakens
parent-child relationships and hard to trust their parents. In the study the effect of
divorce on children’s hearts, minds, and soles ranges from mild to severe, from
seemingly small to observably significant, and from short-term to long-term. There is
no way to predict how any particular child will be affected nor to what extent, but it is
possible to predict divorce social affects and how this large cohort of children will be
affected as a group. Under the divorce detrimentally impacts individual and society in
numerous other ways are “Education and Health and well-being”.
1. Education – divorce diminishes children’s learning capacity and
educational attainment.
2. Health and Well-being – divorce weakens children’s health and longevity it
also increase behavioral, emotional and psychiatric risk including even
suicide.

Children in divorced families receive less emotional support, financial

assistance, and practical help from their parents. Divorced home shows a decreased
in language stimulation pride, affection, stimulation of academic behavior,
encouragement of social maturity and worth directed toward the children. Children
have weakened ability to handle and move towards agreement, lock of social skills
move away from their families and almost completely last the bond between it. In the
study one of the effects is “Emotional Closeness and Well-being”. Children’s
relationship with their parents worsen after a divorce. Marital disruption creates
distance between parents and children, even compared to children, to children living
in married and unhappy families. Taken together, children suffer a lot of trouble
physically, spiritually and emotionally dealing with divorce.

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 In Local studies, according Alex Rizada, there are lots of reasons that
can impact the children and the society that’s why they didn’t study in the book
Philippines by Degracias T. Reyes allow divorce in the Philippines.

Psychological Disorder, it is said that most children who belongs to a broken family
tends to have a post-traumatic stress disorders that result to changes in attitude and
suicide. The Breakdown of two parents family youth violence and gangs.
Teenage pregnancy and, Poverty and kidnapping. There is extensive and heated
debate over just how much harm, just how many children harmed to what extent.

Children of divorce parents are reported to have a higher chance of

behavioral problems that those of non-divorce parents. Studies have also reported to
former to be more likely to suffer abuse than children in intact families and, have a
greater chance of living in poverty.

Theoretical/Conceptual Framework

BROKEN FAMILY

Patrick F. Fagan and Aaron The Impact of living in a

Churchill Broken Family as
perceived selected Senior
(2012) High School of Southern
Leyte State University

The Effects of divorce in

Children

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 Social Aspects
Emotional Aspects

Children Emotional
diminished Closeness  Depression
social skills and well-  Yearning
(poor skills) being  Anger
 Loneliness
 Lower self-
esteem
 Fear
 Rejection

Physical Aspects Mental Aspects

Stunted Physical
Increased and
Increased drug use Psychological
Abuse Growth
and
alcohol
Destructive
Damaging Behavior
Behavior
suicide Bipolar
Disorde
Post-
r
traumatic
Disorder Psychopatholog
y

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Definition of terms
The following terms are operationally defined to give a clear
understanding of the research.

Broken Family – this terms refers to family that is not structurally intact for various
reasons; death of a parent, divorce, separation, dissertation, and illegitimacy in
which case the family is not completed.

Academic performance – refers to the willingness of a student in her/his studies

in different subjects in the class.

Psychological – relating to the mind, study of the mind or relating to psychology.

Cohort – a friend or companion

Burden – a duty, responsibilities or something that is carried.

Detrimentally – causing damage or injury.

Diminishes – to become or to cause something to become less in size;

importance etc.

Stimulation - to make more active, to cause or encourage something to happen

or develop.

Psychiatric - a branch of medicine that deals with mental or emotional disorders.

Post-traumatic stress disorder – is a mental health condition that triggered by a

terrifying event either experiencing it or witnessing it.

Longevity - long life or the fact of living for many years.

Stability – the quality or state of something that is not easily changed or likely to
change and a state of someone who is emotionally or mentally healthy.

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 Chapter III

Participants
The respondents of this study are the Senior High School Students who
are studying from SLSU Main Campus in Brgy. San Roque Sogod Southern Leyte.
The researchers randomly pick participants with the following standards; the
participants SLSU Main Campus in any strands and the participants are from broken
family. The participants age ranges from 16 to 19 years old. The researcher pick only
minimum of 20 and maximum of 30 participants needed in conducting the research
study.

Research Instruments
The instruments used by the researchers to gather the data are; camera
or any digital devices such as mobile phones tablet and etc. that can captured
photos or record videos for documentation. Online resources in internet to gather
some information regarding to the research topic and online books journals, articles
and other media reference in the internet for references and informations, and lastly
is the questionnaire in written skills that the participants will answer. The
questionnaire consist of two parts the first part is the socio-demographic profile of the
participants in terms of (name, age, sex, year level, and family background), second
part is questions that is answerable by yes or no.

8
Locale of the study

Figure 1. Map of Sogod So. Leyte and the Figure 2. The map of Southern Leyte
location of Southern Leyte State University. State University Main Campus.

Sothern Leyte is a province in the Philippines located in the Eastern Visayas

Region. Sogod is the 2nd class municipality in the province of Southern Leyte,
Philippines known as the central region of Leyte. Sogod is also home of Southern
Leyte State University (SLSU) Main Campus. Southern Leyte State University
(SLSU) is premier public university in the Philippines. It mandated to provide
advanced education, higher technological, professional instructions and training in
trade, fishery, agriculture engineering and etc.

The Southern Leyte State University is composed of institutions known as the

following;

 SLSU - Sogod Main Campus – Sogod Southern Leyte

 SLSU – Thomas Oppus Campus – Thomas Oppus, Sothern Leyte
 SLSU – Bontoc Campus – Bontoc, Sothern Leyte
 SLSU – San Juan Campus – San Juan, Sothern Leyte
 SLSU – Hininangan Campus – Hinunangan, Sothern Leyte

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 SLSU is the only college University in the province of Southern Leyte. The
researcher choose SLSU Main Campus to conducted this research study because
the SLSU is the best area for further research about the impact living in a broken
family of the Senior High School students that involve about relationship with the
family and how the students cope up the situation.

Data Gathering Procedure

The researcher will go the Southern Leyte State University Main Campus
specifically Senior High School Department to submit the permission letter to the
principal and asking the approval to allow the research study to be conducted inside
the school and also to gather data and information. After signing the research letter
request, the researcher will start to ask permission to all the participants in the study.
Then the researcher will give the questionnaire to the participants to answer the
given questions in 20-30 minutes.

Data Analysis
The data collected were organized and analyzed through simple percentage
using the following formula = obtain scores x 100 thing is to stay the reconvened tick
one response which could be either (yes) or (no) the number of such responded now
be counted from each item which will be obtained score.

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 Chapter IV
Presentation, Analysis, and Interpretation of Data

This chapter present the analysis and interprets the result of the study. The
data gathered were presented in the tables and figures showing frequencies, and
percentage. Percentage (%) were employed as the statistical tools for analyzing
data. The result of the analysis are presented in percentage for Yes or No. The data
for the research work was obtained through the questionnaires.

A. To know the Socio-demographic of the respondents

1.1 Age
1.2 Sex
1.3 Year level
1.4 Marital status

B. The impact of living in the broken family in terms of the following;

2.1 Emotional Aspect
2.2 Social Aspect
2.3 Mental Aspect
2.4 Physical Aspect

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A. Socio – Demographic of the Respondents

Specify Frequency Percent

Specify Female 21 70%
Male 9 30%
Age 16-17 22 73%
18-19 8 27%
Year XI 25 83%
Level XII 5 17%

Living together, but one working 5 17%

abroad.
Living together, but not working 0 0%
abroad.
Marital
Separated without having each 6 20%
Status
family.
Separated, but with other families. 7 23%
Living with one of your parents. 12 40%
Table 1

As what the table shown above, out of 100%, 70% were female, while the
remaining 30% were male. The researcher discovers that most of the respondents
coming from different strands were female. Regarding to the age of the respondents
there are 73% in the age of 16-17 years old, while in the age of 18-19 years old are
27%.

The data tells that majority of the respondents are in the age of 16-17 years old.
The respondents were taken randomly from different strands presented by the
different year level, out of 100%, only 83% of the Senior High student the year of X1,
while the remaining 17% belongs to the Senior High students. Most of the students
were coming from in the year of XI. Regarding to the marital status of the Senior
High School Students 17% are living together, but one working abroad and there
is0% respondents living together but not working abroad, while the 20% are those
separated without having each a family. While the 23% are those separated but with
other families and the remaining percentage which is 40% are those students live

12
with one of their parents. Therefor most of the marital status of the Senior High
School students are belongs to the students who live with one of their parents, while
the lowest percentage are the students who live together but not working abroad.

B. The Impact of Living in a Broke Family in terms of the following;

2.1 Emotional Aspect

YES NO

1. I did not let my emotion control me. 67% 33%

2. I feel happy with my family when I saw a complete and 87% 13%
happy one.
3. I accept the fact that one of my parents have another 57% 43%
family.
4. I am yearning for my parents to get together again. 60% 40%

5. I still show my positive emotional reaction to my family,

whenever I see them.
77% 23%

6. I feel insecure to the others who have a complete family. 70% 30%

7. I am afraid to experience the same situation of my family in 83% 17%

the near future.
8. I feel jealous with my friends who talks about their own 57% 43%
family.
9. I feel lonely now that my parents are separated. 60% 40%

10. I feel anger inside because of my situation. 50% 50%

Table 2

As shown in the table 2 regarding to the impact in the Broken Family in terms
of the Emotional Aspects of the students in SLSU 2017-2018 and out of 30
respondents there are 26 or 87% which is the highest percentage answered yes that
the respondents feel happy with their family when they saw a complete and happy
one and the 2nd highest percentage answered yes have 25 or 83% of the
respondents answered that they are afraid to experience the same situation of the

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 family in the near future. Therefore, the researcher conclude that being in a broken
family have different ways in expressing their emotions in different situations.

2.2 Social Aspect

YES NO

1. I still respect my parents even though my family is broken. 90% 10%

2. I still bond with my parents and their new family. 40% 60%
3. I attend and enjoy school events where my parents are involved like family day. 50% 50%
4. I still like to socialize with others inspite of my family’s condition. 87% 13%
5. I still have a better communication with my family and their new family. 40% 60%
6. I distance myself to my family. 23% 77%
7. .i have trust issues interms of relationships to others. 70% 30%
8. I am ashamed to share to my friends about my family situation 40% 60%
9. I lied to cover my family situation for myself not to be bullied. 13% 87%
10. I easily get angry when my friends talk about family. 13% 87%
Table 3

As shown in the table regarding to the Social Aspect of the students in

Southern Leyte State University in the year 2017-2018 and out of 30 respondents,
there are only 27 or 90% answered yes that they still respect their parents even
though their family are broken and the second highest percentage answered yes are
26 or 87% that they still like to socialize with others inspite of their family’s condition.
This shows that despite of what happened respect towards their respective families
is still present and socializing with others.

2.3 Mental Aspect

YES NO

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 1. Being in the broke family doesn’t affect my academic 57% 43%
performance in school.
2. I still care about my health inspite of my situation. 83% 17%
3. I think about my health inspite of my family situation. 57% 43%
4. I keep thinking ways that my parents will be together 40% 60%
again.
5. I blame myself of the situation of my family. 30% 70%
6. I think positive thoughts inspite of the situation of my 83% 17%
life.
7. Came to the point that I got depressed because of the 43% 57%
separation of my parents.
8. I tried to commit suicide because I want to run away 20% 80%
from the family issues.
9. I attempt to do crime, drink alcohol and smoking 13% 87%
cigarettes.
10. I’ve notice that my behavior is changing since the 37% 63%
situation of my parents happened.
Table 4

The table 4 shows that interms of Mental Aspects of the Senior High School
Students in Southern Leyte State university in 2017-2018, that out of 30 respondents
there are 83% that they still care about their health inspite of their family situation
and same for thinking positive thoughts inspite of the situation of their lives, while
there are 63% who answered “No” about their behavior changing because if their
situation. The result indicate that the students prioritize their mental health over the
dilemma they are facing.

2.4 Physical Aspect

YES NO
1. I’m conscious with my physical looks. 57% 43%
2. I still care of my looks even though I’m depressed of the situation. 77% 23%

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 3. I compare my appearance to my half-sister or brother. 27% 73%
4. I’m physically abuse by my parents. 0% 100%
5. My parents reach to the point that they compared my looks to 37% 63%
others.
Table 5

The table 5 shows that interms of Physical Aspects of the Senior High School
Students of Southern Leyte State University in 2017-2018 that out of 30 respondents
there are 100% who answered “No” that theye were not physically abused by their
parents, while there are 77% answered “Yes” that they still care of their looks even
though in depression of their situation.

Based on the tabulated result that the students never experienced aby sort of
physical abuse from their parents and they still care about their selves even the
struggles their facing.

Result of Discussion
The following are divided and presented in the following aspects;
2.1 Emotional Aspects
2.2 Social Aspects
2.3 Mental Aspects
2.4 Physical Aspects

In Emotional Aspects the highest percentage was 87% that they still feel
happy with there family when they saw a complete and happy one.

In Social Aspects 90% is the highest percentage that they still respect their
parents even though their family is broken.

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 In Mental Aspects the highest percentage was 83% that they still care about
their heath inspite of their family situation.

And lastly, in Physical Aspects 100% is the highest percentage who

answered NO, that they are not physically abuse by their parents.

Hypothesis

Null Hypothesis (H0) – There are big impacts of living in a broken family that affect
the Emotional, Social, Mental, and Physical aspects of the Senior High students in
Southern Leyte State University Main Campus in the year 2017-2018.

Alternative Hypothesis (H0) – There are less impacts of living in a broken family
that affect the Emotional, Social, Mental, and Physical aspects of the Senior High
students in Southern Leyte State University Main Campus in the year 2017-2018.

Level of Statistic

Simple Percentage Formula

P = f / n x 100
Where: P = Percentage
f = Frequency
N = Number of respondents
100 = Constant variable in computing percentage

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 Chapter V
Summary, Conclusions, and Recommendations

Summary
The main purpose of the study is to know the Impact of Living in a
Broken Family interms of Emotional, Social, /mental and Physical Aspects, and how
these aspects affect the positive and negative outlook I life of the students. It further
thought to answer the highest percentage in every aspects of the students. Based on
the result of the statistical analysis of the date, the findings are the following;

1. Emotional Aspects
The study revealed that most of the respondents feel happy with their family
even in a rough situation.

2. Social Aspect
The result of the study in terms of social aspects, revealed that the
respondents still respects their parents even though their family is broken.

3. Mental Aspect
The study revealed that the most of the respondents still care about their
health inspite of their family situation.

4. Physical Aspect
The result of the study in terms of physical aspects revealed that there is
100% answered “NO” that they were not physically abused by their parents.

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Conclusion

The study conclude that based on the data gathered student from Senior High
School XI and XII in Southern Leyte State University – Main Campus still have
positive impacts regarding to the Emotional, Social, Mental and Physical Aspects of
the students even though their family is broken they still think positive thoughts for
their life and their family since most of the respondents mostly answered positive of
the questions that the researchers distributed.

Recommendation
The following are the recommendation of the research study;

1. Principal and the teachers should monitor the students from a broken family and
understand their situation.

2. Parents should be more open to their children for them to be aware and to know
their children’s opnions in life.

3. The students from broken family should be given proper guidance and counseling
social problems towards their studies for appropriate discipline.

4. Proper monitoring, security and discipline should be given to the students by their
guidance and specially to those single parents.

5. The students should not be afraid to deal with the problems and challenges in
their life. Being positive can help them not to be stress and depress in their life.

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