Broken Family

Republic of the Philippines
Department of Education
Region 02(Cagayan Valley)
SCHOOLS DIVISION OFFICE OF ISABELA
QUEZON DISTRICT
306112- QUEZON NATIONAL HIGH SCHOOL
Quezon, Isabela 3324
 (0926) 934-3805 306112bnhs@gmail.com
BROKEN FAMILY: PERCEIVED EFFECTS TO THE STUDENTS’
ACADEMIC PERFORMANCE AT QUEZON NATIONAL HIGH
SCHOOL
A Research Proposal Presented to the

Faculty and Staff of
Quezon National High School
Senior High Department
In Partial Fulfilments for

The Requirements for
Inquiries, Investigation and Immersion
Researchers:
ANDRES, AZEL ANNE
IGNACIO, HANNA LYN
MAYO, JESSABEL
2019
APPROVAL SHEET
This thesis entitled “BROKEN FAMILY: PERCEIVED EFFECTS
TO THE STUDENTS’ ACADEMIC PERFORMANCE AT QUEZON
NATIONAL HIGH SCHOOL”, has been prepared and submitted by

ACADEMIC PERFORMANCE AT QUEZON NATIONAL HIGH SCHOOL
QUEZON DISTRICT
 (0926) 934-3805 306112bnhs@gmail.com
AZEL ANNE ANDRES, HANNA LYN IGNACIO, and JESSABEL
MAYO
Adviser
Approved by the Committee on Oral Examination in partial
fulfilment of the requirements for Inquiries, Investigation and Immersion.
__________________________ ____________________
Member Member
______________________
Chairperson
Date of Oral Examination:
JOEL ANTIPOLO
Principal
ACKNOWLEDGEMENT
“SUCCESS IS NO ACCIDENT. It is hard work, perseverance, studying,
sacrifice and most of all love of what you are doing”
-PELE
The researchers would like to express their sincerest gratitude to all
people who willingly and generously contributed, and helped to complete a
masterpiece that needs a lot of perspiration and equal inspiration; hence the

QUEZON DISTRICT
 (0926) 934-3805 306112bnhs@gmail.com
researcher wishes to acknowledge all those person who supported and guided
them in the realization of this research, to mention:
STUDENTS. For sharing their time and efforts in answering the
questionnaire needed for this study;
PARENTS. For also sharing their knowledge, time and effort in
answering the questionnaire needed for this study and for letting their children
to understand the causes and effects broken family to their academics;
TEACHERS. For their generosity and consideration for giving the
researchers necessarily information in this study;
. For sharing her constructive criticism, suggestions, time, efforts,
expertise and unending patience to edit and correct this work, her guidance and
encouragement to finish this study;
. Principal of Quezon National High School, for time and allowing us to
conduct this study and for allowing us to distribute questionnaires to the
students and teachers as a respondents.
FRIENDS. For inspiration, good friendship, generosity, kind help, love,
support and assistance throughout the conduct of the study;
And above all, to our Almighty God who always look after the
researchers, and give the strength, good health, guidance, hope and wisdom in

QUEZON DISTRICT
 (0926) 934-3805 306112bnhs@gmail.com
doing this research. The researchers always offer there all strength and effort in
their everyday life.
-Researchers
DEDICATION
“Striving for success without hard work is like trying to harvest where you
haven’t planted.”
-David Bly
The researcher heartedly dedicate this study to their supportive and loving:
STUDENTS,
OUR PARENTS,

QUEZON DISTRICT
 (0926) 934-3805 306112bnhs@gmail.com
OUR TEACHERS, and
OUR FRIENDS,
Whose affection and encouragement taught the researchers to believe in hard
work and that so much could be done with little
A long with all the hardworking and respected teachers
of QUEZON NATIONAL HIGH SCHOOL SENIOR HIGH SCHOOL
DEPARTMENT
And above all our ALMIGHTY GOD .
>>>Researchers<<<
TABLE OF CONTENTS
Approval Sheet ………………………..
Acknowledgement ………………………..
Dedication ………………………..
Table of Contents ………………………..
List of Tables ………………………..
Abstract ……………………….
CHAPTER I ……………………….

QUEZON DISTRICT
 (0926) 934-3805 306112bnhs@gmail.com
The Problem and Its Background ………………………
Overview of Background of the Study……………………
Conceptual Framework ………………………
Research Paradigm ……………………..
Research Questions ……………………..
Scope and Delimitation ……………………..
Significance of the Study …………………….
Definition of Terms …………………….
CHAPTER II …………………
Review of Related Literature and Studies
Foreign Literature
Local Literature
Foreign Studies
Local Studies
CHAPTER III
Research Design and Methodology
Research Design
Sampling Procedure and Sample
Data Gathering Methods
Data Analysis
CHAPTER IV
Presentation, Analysis, and Interpretation of Data

QUEZON DISTRICT
 (0926) 934-3805 306112bnhs@gmail.com
CHAPTER V
Summary, Conclusion, and Interpretation of Data
Summary
Conclusion
Recommendation
LIST OF TABLE
TABLES TITLES PAGE
1 Broken Family has a big Impact to students’
academic performance
2 Respondent’s Level of effect on their Academic

Performance towards Broken Family
3A Causes of separation
3B Person who decided to separate/to broken
relationship
4 Perceived factors that cause a Broken Family

QUEZON DISTRICT
 (0926) 934-3805 306112bnhs@gmail.com
5 Attitude of parents or guardians toward their

children’s education
6 Observations of teachers
7 Main economic activities of most parents whose
wards are in the school
8 Provisions make for broken home children who are

not regular in school
9 General performance of children from broken

families
ABSTRACT
ACADEMIC PERFORMANCE AT BARUCBOC NATIONAL HIGH
SCHOOL
This study investigated the perceived effects of broken family to the

academic performance of the students at Quezon National High School. In
carrying out the study, it revealed that the basic factors that causes family
broken is third party or the unfaithfulness of one of the husband and wife, and
it also revealed that there has no big impact to the students’ academic
performance when they are belong in broken family which emphasizes that they

QUEZON DISTRICT
 (0926) 934-3805 306112bnhs@gmail.com
still doing there study well, specifically there academic performance. The
sample for the study consisted of ten (10) students, five (5) teachers and ten (10)
parents purposively selected coming from Quezon National High School,
Barucboc, Quezon, Isabela. The instrument used for data collection was a self
– developed questionnaire which the researcher reviewed and browsed some
related literature and study in the internet. The data collected were analyzed
using both likert scale, where; 4points- strongly agree, 3points- agree, 2points-
disagree and 1point- strongly disagree.
KEYWORDS: Perceived Effect, Broken family, Academic performance,

Students.
CHAPTER I
THE PROBLEM AND ITS BACKGROUND
OVERVIEW OF BACKGOUND OF THE STUDY
The family is the child’s first place of contact with the world. The child
as a result, acquires initial education and socialization from parents and other
significant persons in the family. The family is the people who allows each

QUEZON DISTRICT
 (0926) 934-3805 306112bnhs@gmail.com
individual to feel the presence of acceptance and to be complete. It is the
foundation of love and trust is seen. When everything seems to be wrong the
family should be the one who make it right. Nevertheless, families should be
intact. Hands are strongly held together and there is no sign of separation.
Unfortunately, there are instances that a family is incomplete. The inseparable
feeling is not felt. There are times that a family is not always happy nor perfect,
because sometimes family will tear apart. Agulana (2000) pointed out that the
family lays the psychological, moral, and spiritual foundation in the overall
development of the child. Structurally, family/homes is either broken or intact.
Every family worldwide has some basic functions or responsibilities
towards their children. Every parent is expected to be a model for the children
to learn from. Parents can only become model if they are able to fulfil the basic
obligation of preparing the children for adult life. Parents are expected to act as
models by showing competences in what they do and generally conducting
themselves with respect.
A family may influence a person’s behaviour either negatively or
positively both at childhood and adulthood. An intact family can be said to be a
functioning union between a mother and a father, so when a break up exist, the
turmoil may affect a child to a greater extent. A functioning family is beneficial
to a child than a dysfunctional one. Family separation was a great contributor of
child neglect which generally leads to child deviant behaviour. For example,

QUEZON DISTRICT
 (0926) 934-3805 306112bnhs@gmail.com
leaving homes and addicted to vices and the like from parental and family
neglect, lack of supervision and guidance.
A broken family is a family that has a split or separated due to a variety
of reasons. This leads to children being raised by single parents, step parents or
others not related to the biological parents. A broken home in this context is one
that is not structurally intact, as a result of divorce, separation, death of one of
parent and illegitimacy. According to Frazer (2004), psychological home
conditions arise mainly from illegitimacy of children, the label of adopted child,
broken homes, divorce and parental deprivation. Such abnormal conditions of
the home, are likely to have a detrimental effect on school performance of the
child he asserts.
Nowadays, many are involved in a broken family. It is very usual for
people to thinks that a students or teenagers doing such nasty acts are rooted to
family disorientation. Moreover, it is said that students, being part of a broken
family, are suffering five times than their parents do. Adolescents belonging to
a broken family are exposed to more stressful experiences and circumstances
than those who are living with continuously and perfect family.
Johnson (2005) asserts that children of unmarried parents /separated
families often fail and are at risk emotionally. However, this may not be
completely applicable in all cases of broken family. Some children irrespective
of home background or structure may work hard and become successful in life.
Moreover, Ayodele (2007) stated that the environment where a child finds

QUEZON DISTRICT
 (0926) 934-3805 306112bnhs@gmail.com
himself/herself goes a long way in determining his learning ability and
ultimately his academic performance in school. Usually, things like decision
making, actions and words of a students would correspond to how they look on
their situation. It can be good or bad outcome, but mostly latter.
CONCEPTUAL FRAMEWORK
A broken family is a family that or separated due to a variety of
reasons. This leads to children being raised by single parents, stepparents or
others not related to the biological parents.
Broken families can result from separation due illness, divorce or other
issues. The break-up of a family has many negative impacts on the children. The
children are more likely to act out against siblings, biological parents or step
parents. Children also develop emotional issues, such as anger, resentment,
loneliness and depression, due to the change in the family unit. Children
involved in broken families are also more likely to engage in early sexual
activities and have difficulties in school. (reference.com)
As Magazine desk (2015) stated broken family can negatively affect all
domains of your child’s development. The effects of a broken family on a
child’s development depend on numerous factors, including the age of the child
at the time of parents’ separation, and on the personality and family
relationships. Although infants and young children may experience few

QUEZON DISTRICT
 (0926) 934-3805 306112bnhs@gmail.com
negative developmental effects, older children and teenagers may experience
some problems in their social, emotional and educational functioning.
RESEARCH PARADIGM
Process
Input Output
• PROFILE OF THE • Students will be

STUDENTS informed how much
• NAME important does
• AGE academic
• Survey performance is.
• SEX questionnaire
• 3rd Quater General • Statistical Analysis
Weighted Average • Students will
improved their
• PROFILE OF THE
school performance
PARENTS
• NAME
• AGE
• PROFILE OF
TEACHERS
• NAME
• AGE
• SEX
ss Process
Feedback
Figure 1. Paradigm of the Study
Figure 1: Conceptual model depicting the input, process and output of the
study

QUEZON DISTRICT
 (0926) 934-3805 306112bnhs@gmail.com
RESEARCH QUESTIONS
This research is about the PERCEIVED EFFECTS OF BROKEN
FAMILY TO THE STUDENTS’ ACADEMIC PERFORMANCE AT
BARUCBOC NATIONAL HIGH SCHOLL S.Y. 2018-2019.
1. What are the perceived causes of broken family?
2. What is the academic performance of students belong to a
broken family?
3. What are the perceived effects of broken family to the
academic performance of the students?
SCOPE AND DELIMITATION
This study focused on the perceived effects of broken family to the
academic performance of the students.
This study was conducted to ten (10) students, their advisers and
parents/guardian of the Barucboc National High School for the school year
2018-2019. It employed descriptive survey design where it identified the
effect of broken family to the students to their academic performance.
In gathering data, it made use of a survey questionnaire formulated
by the researchers.

QUEZON DISTRICT
 (0926) 934-3805 306112bnhs@gmail.com
SIGNIFICANCE OF THE STUDY
The study generally serves as the basis of students who are in a
broken family relationship. Hopefully, this research would be useful to a
number of people especially in the academe.
PARENTS. Will be given a hint on how they will handle their
family, this research is for them to give importance to the relationship they
have with their family and for them to know what is the perceived effect of
the broken family that they must avoid.
STUDENTS. Will be given a knowledge what is needed to do to
improve their academic performance whether they are in broken family or
not. Will make this an avenue to express their feeling on what is the
perceived effect of broken family that they are experiencing.
TEACHERS. To understand the problems that each students facing
in their daily lives and to determine a better solution or comfort for those
students encountering who have been in burden and advices from those who
have suffered but found a way to lessen the burden.
SOCIETY. To have better understanding on the norm who are
suffering from broken family.
Likewise, researchers were able to enhance their research skills and
a motivation for them to conduct other researches.

QUEZON DISTRICT
 (0926) 934-3805 306112bnhs@gmail.com
Finally, the research may be significant to future researchers
interested in conducting studies related to the study. They can utilize results
of the study as inputs to their respective future studies. This study may also
serve as a guide to any future researches through its recommendations.
DEFINITION OF TERMS
Family. A group of parents and children living in one house.
Broken Family. A family in which there separation or divorce between the
couple, children who lost of the parents. It is defined as a situation whereby
there is a confusion, misunderstanding and conflict in the family setup as a result
of divorce of the couple.
Survey Questionnaire. This is the instrument used to describe the perceive
causes and perceived effects of broken family to the academic performance of
the students.

QUEZON DISTRICT
 (0926) 934-3805 306112bnhs@gmail.com
CHAPTER II
REVIEW OF RELATED LITERATURE AND STUDIES
This part presents relevant foreign and local literature that has
significant bearing with the present study. These significant information and
discussions greatly helped the researcher to gain deeper understanding of this
study that focuses on the perceived effect of broken family to the academic
performance of the students.
RELATED LITERATURE
This portion presents related literature, which comprise both foreign and
local literature. The insights culled from these readings proved valuable in the
development and completion of the study.
FOREIGN LITERATURE
Saikia (2017) cited that family is the basic unit of society. This is the
most essential component of a country. A home is that where a family lives. No
one wants to lose the secure feeling that a family provides. No matter how ideal
a family in the terms of their relationship, there are still hardships and
misunderstandings that will come along the way. It is just part of any
relationship anyway. But, the sad part is that when one of the family members
gave up and the others have no choice but to accept and let go. Thus, the family
starts to be broken. A broken home can disrupt and confuse a child’s world.
Broken family is a major problem of society that should be given enough

QUEZON DISTRICT
 (0926) 934-3805 306112bnhs@gmail.com
attention this paper seeks to explore the ways and means through which a
positive relation in a family could be established
According to PsychologicalMatters.Asia (2015) A child has emotional
needs to, that happiness of a child is in fact, not contingent on an intact family
structure; the researchers found that in a population of nearly 13,000 children,
children from single parent homes were no less happy than their counterparts
from two-parent families. Are these findings counter intuitive, given that much
research has documented a relationship between broken homes and
delinquency?
Perhaps not quite, if the conceptualization of a broken home is extended
to include that of a structurally intact yet psychologically fragmented family. It
would stand to reason that for a child’s emotional well-being, the composition
of a family matters far less than the quality of the relationships within the home-
even if parent-child relationship are compromised in quantity. That is, a child
who has loving relationship with just one parent is likely to fare better in
happiness than one lacking that with both parents. Importantly, not all homes
with separated parents are “broken”, and contrarily can very much be filled with
warmth. Likewise, structurally impeccable families do not unfailingly entail
healthy functioning.
LOCAL LITERATURE
According to look.upgrade.com (2018) family is the most important and
one of the pillars of our society. However, at present, a lot of Filipino family

QUEZON DISTRICT
 (0926) 934-3805 306112bnhs@gmail.com
have encounter problems that may cause separation of the parents. It is one of
the major problems of the Philippine society that need so much attention of the
government. It affects the social, economic, and political aspect of the country.
Not only our society but most important is it affect the child growth. A broken
family is not a good example to the Filipino it has a negative impact on each
individual knowing that you came from a broken family. In the Philippines
traditionally it is the family that keeps us strong and give us the courage to do
what is right and family is our first priority in our life. However, even if we
don’t want to have a broken family we can’t stop our parents to separate their
ways if they really not in a good relationship. If Filipino parents suffer in their
relationship their marriage also suffer and lead to separation.
A family is one of the most influential factors in society. The Filipino
parents are important to every child and it helps the youth to develop a good
behaviour which affects the outlook of their future of every Filipino child. A
Filipino family can really help to build a good attitude of every person or a child,
it also helps a person to honour his dignity and bring achievements to each
member. That how important is the family to Filipino people. A family that has
a father and a mother that bond with each other and give love to each other can
be a good example to the society. It also important to show the love of the family
and be complete. A family can support, love, fight, and guide you through thick
and thin.

QUEZON DISTRICT
 (0926) 934-3805 306112bnhs@gmail.com
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, 2011) and with the rise
of such cases relating to separated parents, effects that deemed students into
becoming prone to challenges 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.
FOREIGN STUDIES
Omoruyi (2014) revealed on his study about the influence of broken
homes on academic performance and personality development of the adolescent
in Lagos State Metropolis. A broken family can negatively affect all domains of
the child’s development. The stability of family creates a building blocked for
children to progress throughout life, when parents separate the children are left
with no stability causing them to lose basic concepts of childhood that may carry
with them throughout life. Children of divorce or separated parents have less
success and happiness. Watching parents take a home from a traditional family

QUEZON DISTRICT
 (0926) 934-3805 306112bnhs@gmail.com
lifestyle to a “broken” family by getting separated is very devastating for a child
mental well-being.
Woosley et. al, (2009), concluded on his study that children from non-
intact families tend to have lower psychological well-being as compared to
those from intact families. Also, the researcher state that the interaction between
parents can cause the child to have mixed feelings about what and whom they
should be "siding" with. The relationship between the child and parent is one
factor that may change or add stress to all involved. The parent child
relationships are representation of how the child views relationships not only
with friends but also with a romantic partner. Many changes occur during and
after family breakdown that can impact this relationship. In most societies, the
family is the principal institution for the socialization of children. As the basic
unit for raising children, anthropologists generally classify most family
organization as matrifocal (a mother and her children); conjugal (a husband, his
wife, and children; also called the nuclear family); avuncular (for example, a
grandparent, a brother, his sister, and her children); or extended (parents and
children co-reside with other members of one parent's family). Sexual relations
among the members are regulated by rules concerning incest such as the incest
taboo. "Family" is used metaphorically to create more inclusive categories such
as community, nationhood, global village and humanism. The importance of
strong marriage, healthy families, and well-adjusted children, has been the basis
of a well-functioning society.

QUEZON DISTRICT
 (0926) 934-3805 306112bnhs@gmail.com
LOCAL STUDIES
Nerriel (2011) stated that a Broken Family can be describe as a
broken home, where in a child don’t have a 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 lead to broken
family. Broken family is incomplete. However, no matter how ideal a family in
the terms of their relationship, there are still hardships and misunderstandings
that will come along the way. 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. Thus,
the family starts to be broken. Broken family varies from numerous reasons why
it had to be that way. Misunderstanding starts from simple domestic quarrel that
grows impertinently damaging the long-forged relationship between the family
members. When a couple split up, it is the children that are greatly affected
scarring them physically, emotionally and socially. The most common dispute
between a husband and a wife is the financial issue.
One of the reason why a family has broken up is because of parental or
friends influence. Any relationship should be founded by unconditional love.
Having a family is all about sacrifice and self-denial. Lack of genuine sacrificial
love is one of the major reasons why couples split up. Breaks home and has
been proven a million times over. Infidelity starts when a husband or wife starts
to be discontented with his or her partner. Thus, seeking a partner that can
provide the needs he or she wants to fulfil. It could emotional needs, sexual

QUEZON DISTRICT
 (0926) 934-3805 306112bnhs@gmail.com
desire or even financial needs. The key in avoiding such unfaithfulness is being
very much certain on who you will be marrying. Making sure that your love is
enough to spend a lifetime with that partner is important. Although the couple
seems to be hurtful when a split up has been decided, it is the children that are
taking the largest toll of having a broken family. The impact of having a broken
home usually manifests in the adolescence of the child experiencing the trauma
of separation. It may cause an internal conflict which may result to depression,
anxiety, disobedience, aggression and low self-esteem.
There are difference between a complete and a broken family. Complete
family can looked at their child properly than a broken family can. Most of the
teenagers who belongs to a broken family did not graduate. They even suffer
emotional stress and depression which usually leads to suicide. While teenagers
who belongs to a complete family graduated with even honours. But there are
some products of broken family who were successful because their experiences
inspire them to make a better family someday unlike the family they have.
Members of a complete family are also capable of handling problems than a
member from a broken one but they are both acceptable in the society. Broken
family is a major problem of the society that should be given enough attention.
The behaviour of family setup affects the social, economic and political aspects
of a country. It should not be taken for granted as if it will fix the problem on
its own. Unconditional love and eternal care should be the foundation of every

QUEZON DISTRICT
 (0926) 934-3805 306112bnhs@gmail.com
family. It should always be remembered to keep the family away from the
thoughts of separation.
The emotional maturity, anxiety and communication of a person is
related to his behavioral attitude. These factors have been widely studied
by researchers, specifically by Aquino et al. (2015) showing the comparison
between the students belonging to a broken family and those that don’t. The
study shows that children who experienced parental divorce tend to experience
more psychological and socio-emotional challenges than peers from intact
families on the other hand, despite many adjustment difficulties ,these
adolescents also show positive changes such as an `impressive development
of maturity and moral growth, a more realistic understanding of finances,
and progression on taking new family roles and responsibilities.

QUEZON DISTRICT
 (0926) 934-3805 306112bnhs@gmail.com
CHAPTER III
RESEARCH DESIGN AND METHODOLOGY
This chapter deals with the method of research used in conducting the
study, respondents, data gathering instruments, data gathering procedure and
statistical tools used by the researchers.
RESEARCH DESIGN
The researchers used descriptive survey research design where
described the perceived effects to the students’ academic performance who’s
belong to broken family relatively to its factors.
A descriptive survey method, participants answer questions
administered through interview questionnaires. After participants answer the
questions, researcher describe the response given. In order for the survey to be
both reliable and valid it is important that the questions are constructed properly.
Questions should be written so they are clear and easy to comprehend. (Hale,
2018)
SAMPLING PROCEDURE AND SAMPLE
Ten students (10), Five (5) of their advisers and ten (10) parents were
the respondents of the study which are purposively selected with the use of
purposive sampling procedure. The basis of choosing the respondents are: first,
the researcher first, can reach easily the students and teachers and through the

QUEZON DISTRICT
 (0926) 934-3805 306112bnhs@gmail.com
students the researcher can also reach the parents, and second, students were
one of the first hand clients of the effect of broken family, Parents are the one
who know what is the real causes of broken family and teachers can tell their
opinion or observation about the effects of broken family to their students in
their academic performance. In purposive sampling procedure, the researcher
chooses the sample base on who he/she thinks would be appropriate for the
study.
DATA GATHERING METHODS
In collecting the data, first the researchers browsed related literature,
studies and sample of questionnaire. Then researcher formulated and developed
the instrument to be used.
Second, they seek permission to the school head which allowed the
researcher to distributed questionnaire. The respondents were selected through
purposive sampling. Consent from the participants was obtained and assured
that their answers will be treated with confidentiality.
During the process of data collection, the respondents were instructed
clearly. When there were no clarifications, the researchers precede to the
distribution of the survey questionnaires to the students. These survey
questionnaires were formulated and adapted by the researchers. These,
however, gone through pool of experts which were the research teacher for
checking and editing.

QUEZON DISTRICT
 (0926) 934-3805 306112bnhs@gmail.com
After the retrieval of such questionnaires, computation, interpretation
and analysis of the data were conducted to come up with the final results for
conclusion and further recommendations.
DATA ANALYSIS
To determine the cause and effects of broken family that encountered by
the students at Barucboc National High School. Since the four point Likert
scale, the weighted mean was interpreted using the guides below.
A. Perceived effects and Factors of being one from broken Family.
Points Mean Ranges Descriptive Category
4 3.26-4 Strongly Agree
3 2.6-3.25 Agree
2 1.76-2.5 Disagree
1 1-1.75 Strongly Disagree

QUEZON DISTRICT
 (0926) 934-3805 306112bnhs@gmail.com
CHAPTER IV
PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA
The interpretation and analysis of the data gathered is presented in this
chapter. The questions asked in the first chapter are to be answered as the
discussion of this chapter progresses. Each question is answered according to
how they are sequenced in the statement of the problem. Moreover, researches
and literatures reviewed are used to enrich the discussion for the interpretation
of the data collected.
TABLE 1. Broken Family has a big Impact to students’ academic

performance
YES NO
FREQUENCY PERCENTAGE FREQUENCY PERCENTAGE
4 40% 6 60%
As shown from the table 60 % of the respondents said that broken

family has no impact to the students’ academic performance and only 40%
said that it has.
It means that even if the students are belong to a broken family they
can perform well to their academic performance and they can make it better.
As Widyastuti (2017) stated on her study that some children with

divorced parents are found to be achievers and to be positive despite their
parental divorce. Linley and Joseph (2004) also believed that children in
extreme and non-conducive environments had a positive development, despite

QUEZON DISTRICT
 (0926) 934-3805 306112bnhs@gmail.com
an unpleasant experience. The success or failure of a child in dealing with

parental divorced depends on the child’s endurance.
Table 2. Respondent’s Level of effect on their Academic Performance

towards Broken Family
STATEMENTS WEIGHTED MEAN DESCRIPTIVE

CATEGORY
1. I take three square meal in a day. 4 STRONGLY

AGREE
2. There’s a time that I’m ashamed 3.775 STRONGLY

with what happened to my family. AGREE
3. Socio-economic background is a 3.4 AGREE

reflection of my parental
education attainment.
4. Home has been identified as a 3.4 AGREE
greater affecting my academic
performance.
5. Being in a broken family leads me 3.4 AGREE
to delinquent behavior.
3.325 AGREE
6. I perform well in school.
7. Belonging to broken family made 3.1 AGREE
me become responsible.
8. I can pay my tuition fees on my 2.95 AGREE
own.
9. I’ve been bullied because I belong 2.95 AGREE
to Broken Family.
10. My academic performance could 2.875 AGREE
be affected due to lack of
motivation.
GENERAL WEIGHTED MEAN 3.318 STRONGLY
AGREE
Table 2 shows that the level of effect of broken family to the students’
academic performance is strongly agree with 3.318 general weighted mean. In
particular, most of the respondents belong to a broken family are strongly agreed

QUEZON DISTRICT
 (0926) 934-3805 306112bnhs@gmail.com
that they can take three square meal in a day with a weighted mean of 4, then
there’s also a time that they are ashamed on what happen to their family with
3.775 weighted mean, followed by the weighted mean of 3.4 which are Socio-
economic background is a reflection of their parental education attainment,
Home has been identified as a greater affecting their academic performance, and
being in a broken family leads to delinquent behaviour which means the
respondents agree to this effect. And the least effect of broken family to the
academic performance of the students which the respondents also agreed is that
academic performance could also affected due to lack of motivation with 2.875
weighted mean.
It means that even if the children is not with their parents they can eat
three times a day, but they cannot denied the reality that they feel ashamed on
what happened to their family.
Thuen et al. (1992) stated that, it must be kept it mind, however, that
a majority of young people never become regular smokers, heavy drinkers or
drug addicts, and a substantial proportion of young adults remain physically
active and continue eating healthy food even if they are belong to a broken
family throughout and after the adolescent years. During adolescence the basis
for a long life health-enhancing may be established.

QUEZON DISTRICT
 (0926) 934-3805 306112bnhs@gmail.com
Table 3A. Causes of separation
CAUSES FREQUENCY PERCENTAGE
THIRD PARTY 6 60%
FINACIAL PROBLEM 2 20%
VICES 1 10%
SOCIAL LIFE 1 10%
TOTAL 10 100%
It can be seen on the table that 60% of the respondents said that the first
cause of separation is third party, followed by financial problem with 20% then
vices and social life with 10%. It means that in the relationship of husband
and wife there is one who is not loyal or unfaithful.
According to Stephen (2019) stated that if you cheated on your wife,
then that explains why she wants a divorce. Or, if your wife is cheating on you,
then that also explains why she wants a divorce.
Table 3B. Person who decided to separate/to broken relationship
FREQUENCY PERCENTAGE
WIFE 7 70%
HUSBAND 2 20%
BOTH 1 10%
TOTAL 10 100%
The table showed that the one who insist separation is the wife with
70%, followed by 20% that the husband and then only 10% said that they both

QUEZON DISTRICT
 (0926) 934-3805 306112bnhs@gmail.com
decided to their separation. It only means that wife is the first who get tired on
the situation of their relationship.
Table 4. Perceived factors that cause a Broken Family

STATEMENTS WEIGHTED DESCRIPTIVE
MEAN CATEGORY
1. Unfaithful 3.775 STRONGLY AGREE
2. Self-doubt and insecurity 3.4 AGREE
3. Financial problem 3.4 AGREE
4. An ambition 3.4 AGREE
5. Lack of Love 3.3 AGREE
6. Third Party 3.175 AGREE
7. Lack of communication 3.1 AGREE
8. Misunderstanding of a couple 2.95 AGREE
9. Vices 2.95 AGREE
10. Discontented with what they 2.875 AGREE

have
11. Having a poor environment 2.875 AGREE
12. Lack of emotional support 2.5 DISAGREE
GENERAL WEIGHTED MEAN 3.77 STRONGLY AGREE
The table presented the factors that causes a broken family. It can be
gleaned on the table that the respondents are strongly agree that the basic factors
of broken family is because the partners are unfaithful to each other with 3.775
weighted mean, followed by self-doubt and insecurity, financial problem and

QUEZON DISTRICT
 (0926) 934-3805 306112bnhs@gmail.com
an ambition with a category mean agree or a weighted mean of 3.4, followed by
lack of love within the partners with 3.3 weighted mean and respondents
disagree that one factor causes broken family is the lack of emotional support
with a weighted mean of 2.5.It means that in every relationship there is one who
is unfaithful or there is one who is not honest to their relationship.
Dr. Clifford Hill, research director of the Bedford-based institute, said:
‘The family environment and the relationship between the husband and wife can
have a very real effect on the children. If one or other of the parents is rarely
around or has been unfaithful then that affects the child.’ Professor Martin
Richards, director of the Centre for Family Research at Cambridge University,
said: ‘Premature parenthood blights the lives of those who have responsibilities
thrust on them too early.
A. BEHAVIORS OF PARENTS THAT CONTRIBUTE TO THE

PROBLEM
Table 5. Attitude of parents or guardians toward their children’s

education
INTERESTED 4 80%
NOT INTERESTED 1 20%
INDIFFERENT 0 0
TOTAL 5 100%
It can be seen on the table that 80% of the respondents said that the
parent or guardians are interested to their children’s education, while the other

QUEZON DISTRICT
 (0926) 934-3805 306112bnhs@gmail.com
20% are not interested. It means that the parents are supportive to their children
even if their husband or wife is not with them, or even if they are not the real
parents of the children.
Table 6. Observations of teachers using the options below.

A. Those living with both parents
B. Those living with a guardian
C. Those living with mother only
D. Those living with father only
STATEMENTS A % B % C % D %
From observation, which of 5 100 0 0 0 0 0 0
these groups of pupils comes to %
school early?
Which of the groups of pupils in 4 80% 1 20 0 0 0 0

question 1 above comes to %
school regularly
Which of these groups of pupils 5 100 0 0 0 0 0 0
perform better academically? %
Which group is more likely to 0 0 4 80 1 20 0 0
drop out before completion % %
Table 6 presents the observations of teachers towards the effect of
broken family to the students’ academic performance, which those students who
are living with both parents are comes to school early with 100%, they are also
the students who comes school regularly with 80% and 20% for those living
with a guardian , then 100% that the students who are living with both parents
also the one who perform better academically and then 80% of the students who

QUEZON DISTRICT
 (0926) 934-3805 306112bnhs@gmail.com
are living with their guardian are more likely to drop out before completion and
the other 20% are those students who are living with their mother.
It means that those students who is with their parents can perform their study
or academic well because they have their parents as their inspiration. They are
The finding ca be added to the study conducted by Dawson which focused
to “family structure and children’s health and well-being”, 20-35% of their
children who are living with both biological parents are physically healthy than
those from broken homes. In addition, Woosley et.al, (2009), concluded on his
study that children from non-intact families tend to have lower psychological
well-being as compared to those from intact families.
Table 7. Main economic activities of most parents whose wards are in the
school
FARMING 3 60%
NOT WORKING 1 20%
TENANTS 1 20%
TEACHING 0 0
SEAMSTRESS 0 0
NURSING 0 0
TRADING 0 0
PUBLIC SERVICE 0 0

QUEZON DISTRICT
 (0926) 934-3805 306112bnhs@gmail.com
DRIVING 0 0
TOTAL 5 100%
Table 7 shows the economic activities of parents whose wards at school.
Out of 5 respondents, Farming is main economic activities with 60%, followed
by Not Working and tenants with 20%. It implies that parents can also support
the education of their children through farming.
B.HELPING CHILDREN IN BROKEN HOMES
Table 8. Provisions make for broken home children who are not regular
in school
a) More consideration is given them 3 60%

when marking scripts
b) No provision is made 1 20%
c) Time is allocated to teach them 1 20%
d) They are forced to come to school on 0 0

time because they will be punished
TOTAL 5 100%
It can be seen on the table that, 60% of the teachers giving more
consideration to their students, followed by no provision made and time allocate
to teach them with 20%. It means that teachers can considered the situation of
their students. Teachers are concerned and understand the situation facing by
their students.

QUEZON DISTRICT
 (0926) 934-3805 306112bnhs@gmail.com
Berge (1950) revealed on his study that, it is important that school find
out more about their pupils. Teachers should try to understand each child’s
problems in the light of his home, his/her parents and other people with whom
he/she might live. The children of broken family do need special consideration
and understanding. Instead of aggravating the wounds these children have
already sustained, schools must try to heal those wounds and try to improve
their lives.
C.MINIMIZING THE EFFECT OF BROKEN HOMES
Table 9. General performance of children from broken families
a)Average 2 40%
b) Good 1 20%
c)Below average 1 20%
d) Poor 1 20%
e)Very Good 0 0
TOTAL 5 100%
Table 9 shows the general performance of children from broken family.
40% of the teachers answered that students general performance is in Average,
followed by Good, Below Average and Poor with 20% respectively. It means
that belonging to a broken family is in the average performance, not so good
and not so poor.

QUEZON DISTRICT
 (0926) 934-3805 306112bnhs@gmail.com
Johnson (2005) asserts that children of unmarried parents /separated
families often fail and are at risk emotionally. However, this may not be
completely applicable in all cases of broken family. Some children irrespective
of home background or structure may work hard and become successful in life.

QUEZON DISTRICT
 (0926) 934-3805 306112bnhs@gmail.com
CHAPTER V
SUMMARY, CONCLUSION AND RECOMMENDATIONS
SUMMARY
This research entitled “Broken Family: Perceived effects to the student’
academic Performance at Barucboc National High School”. The researchers
used descriptive survey research design where described the perceived effects
to the students’ academic performance who’s belong to broken family relatively
to its factors.
Ten students (10), Five (5) of their advisers and ten (10) parents were
the respondents of the study which are purposively selected with the use of
purposive sampling procedure.
In collecting the data, the researchers browsed related literature, studies
and sample of questionnaire. Then researcher formulated and developed the
instrument to be used.
Based on the statistical analysis conducted from the data collected in the
study, most of the respondents are saying that being one of broken family has
no impact to their academic performance, students whose belong to a broken
family can eat three meals a day, and most of the students who are not belong
to the broken family can performed well in their school. It also revealed that
most of the factors causes’ broken family is because of unfaithful wife/ husband,

QUEZON DISTRICT
 (0926) 934-3805 306112bnhs@gmail.com
and this is also called as “third party”. This study also revealed that teachers are
giving consideration to the students who are belong to a broken family and the
parents of the students are interested to the school academic of their children.
CONCLUSION
Based on the general findings of the study, the researchers conclude that
husband and wife must stay together even if they facing some obstacles or
problems in social, financial, emotional and physical in their life, and students
must not be affected on what happened in their family because teachers are there
to help students as students’ second parents.
Generally, the factors causes’ family broken is always between wife and
husband, and it has also positive effect on the students who belong to a broken
family in which they can study or perform their academic well without thinking
their family relationship but by making this situation as their inspiration.
RECOMMENDATIONS
With the findings and conclusions discussed above, the following
recommendations are, therefore, suggested:
1. Parents should be enlightened on the need to stay together as husband
and wife to raise a good family. They should persevere and tolerate each
other in marriage.

QUEZON DISTRICT
 (0926) 934-3805 306112bnhs@gmail.com
2. It is obvious that secondary school should have guidance services with
a competent counsel students from broken family, child raised by single
parent and parents who do not pay adequate attention to their children
and wards education and those students experiencing challenges in
school.
3. Parents should ensure that they provide their children/wards educational
materials to promote their teaching and learning in schools.
4. There is need for personal social, grouped counseling and individual
counseling in school where students with challenged homes are
counseled. And students should develop positive self-concept in life to
assist them in their academic achievement.
5. Teachers must help a teenager from a broken family by listening to them.
The teen may need only to talk through with someone WHO Things will
not be judgmental. If you offer, the teen can get those feelings out, you
may never know how much you actually helped them cope with their
feelings and problems about coming from a home of divorced parents.
6. Teens/Children must not forget their obligation as a student, and as a
son/daughter. They must give importance to their study and academic,
they must not feel ashamed on what happened on their family, however,
they must be brave and strong to be successful and to not let their dreams
be broken or their future to fade off.

QUEZON DISTRICT
 (0926) 934-3805 306112bnhs@gmail.com
REFERENCES
• www.allresearchjournal.com/archives/?year=2017&vol=2&part=G
&Articled=3214
• https://www.slideshare.net/MetaloroDavid/chapter-two-48222126
• https://www.academia.edu/9828206/THE_EFFECT_OF_BROKE
N_HOME_ON_THE_ACADEMIC_PERFORMANCE_OF_STUD
ENTS
• https://www.thenews.com.pk/magazine/you/76974-the-effect-of-a-
broken-family
• www.academia.edu/29405405/Effect_of_Broken_Family_to_Stude
nts_Performance
• nurt9jageneral.blogspot.com/2015/08/effects-of-broken-home-on-
student.html
• https://www.thenews.com.pk/magazine/you/76974-the-effect-of-a-
broken-family
• https://lookupgrade.com/en/blog/english-the-effect-of-having-a-
broken-family-to-filipino-children/

QUEZON DISTRICT
 (0926) 934-3805 306112bnhs@gmail.com
• https://www.treatrelationships.com.ng/2017/05/3-causes-and-effects-of-
broken-homes-on.html
• https://www.treatrelationships.com.ng/2017/05/how-to-help-your-
child.html

QUEZON DISTRICT
 (0926) 934-3805 306112bnhs@gmail.com
APPENDIX A (REQUEST LETTER)

QUEZON DISTRICT
 (0926) 934-3805 306112bnhs@gmail.com
APPENDIX B (QUESTIONNAIRE)

Region II- Isabela
Barucboc National High School
BROKEN FAMILY: PERCEIVED EFFECT TO THE STUDENT’S

ACADEMIC PERFORMANCE AT BARUCBOC NATIONAL HIGH
SCHOOL
Dear Respondents,
We, the Grade 12-GAS Researchers, would like to know the Perceived
Effect of being a Broken Family to the Student’s Academic Performance. We,
therefore, request your full cooperation through answering the following
questions with sincerity and honesty. We, however, ensure the confidentiality
of the data gathered and promise to use it for our research purposes ONLY.
Thank you!
A. QUESTIONNAIRE FOR STUDENTS
I. PERSONAL DATA
NAME: _______________________________________________ AGE:
__________
GRADE/SECTION: ____________________ SEX:
____________
3rd QUARTER GENERAL WEIGHTED AVERAGE: _______________
II. QUESTIONS
A. Answer the following items by checking the corresponds to your
answer to every item.
1. Broken Family has a great impact or effect on your academic
performance?
___YES ___NO
2. What is your idea/s why their relationship does not work?
__ FINANCIAL PROBLEM
__ 3RD PARTY

QUEZON DISTRICT
 (0926) 934-3805 306112bnhs@gmail.com
__ PROBLEM WITH RELATIVES
________________ OTHERS (please specify)
3. Is there any circumstances that you personally approach your parents

and ask what happened to their relationship? ___ YES
___NO
4. Was there any instances that you decided to live on your own? ___
YES ___NO
III. Respondent’s Level of effect on their Academic Performance

towards Broken Family
Direction: Use the given scale to rate your level of acceptability towards the
Senior High School Program. Put a check mark on the appropriate column that
corresponds to your assessment of the particular item.
4- STRONGLY AGREE
3- AGREE
2- DISAGREE
1- STRONGLY DISAGREE
STRONGLY AGREE DISAGREE STRONGLY
DISAGREE
AGREE
1. I perform well in
school.
2. sI can pay my tuition
fees on my own.
3. I take three square
meal in a day.
4. Socio-economic
background is a
reflection of my
parental education
attainment.
5. My academic
performance could be

QUEZON DISTRICT
 (0926) 934-3805 306112bnhs@gmail.com
affected due to lack of

motivation.
6. Home has been
identified as a greater
affecting my
academic
performance.
7. Being in a broken
family leads me to
delinquent behavior.
8. Belonging to broken
family made me
become responsible.
9. There’s a time that
I’m ashamed with
what happened to my
family.
10. I’ve been bullied
because I belong to
Broken Family.
B. QUESTIONNAIRE FOR PARENTS/GUARDIANS
I.PERSONAL DATA
PARENT’S/GUARDIAN’S NAME:_________________________________
AGE: __________
II. QUESTIONS
1. What is the causes why did you separate your partner?
_____________________________
2. Who insist the separation?___________________________
3. How long have you been living separately?

_________________________________
III. Perceived factors that cause a Broken Family.

Direction: Use the given scale to rate your level of acceptability towards the
Senior High School Program. Put a check mark on the appropriate column that
corresponds to your assessment of the particular item.

QUEZON DISTRICT
 (0926) 934-3805 306112bnhs@gmail.com
4- STRONGLY AGREE
3- AGREE
2- DISAGREE
1- STRONGLY DISAGREE
Strongly Agree Disagree Strongly
Agree Disagree
13. Misunderstanding of a couple
14. Lack of Love
15. Having a poor environment
16. Financial problem
17. Third Party
18. Lack of emotional support
19. Unfaithful
20. Discontented with what they

have
21. An ambition
22. Lack of communication
23. Self-doubt and insecurity
24. Vices
C. QUESTIONAIRRE FOR TEACHERS/ADVISERS

I.PERSONAL DATA
Name: ___________________________________
Age:____________ Sex: Male [ ] Female [ ]
I. Questions.
1. How many years in teaching at BNHS?

QUEZON DISTRICT
 (0926) 934-3805 306112bnhs@gmail.com
a)1-5 years[ ] b)6-10 years[ ] c)11-15 years[ ] d)More

than 15 years[ ]
2. Marital Status
a)Single [ ] b)Separated [ ] c)Married [ ]

d)Divorced [ ]
CAUSES OF BROKEN HOMES
3. What do you think are the main causes of broken families in this
community/classroom?
Early marriage [ ] Financial constraints [ ] Lack of communication [ ]
Childlessness[ ] Interference of In-laws[ ] Adultery[ ]

Cruelty and Violence[ ]
Others specify ____________________
BEHAVIOURS OF PARENTS THAT CONTRIBUTE TO THE

PROBLEM
4. What is the attitude of parents or guardians in the community toward

their
children’s education?
Interested [ ] Not interested [ ] Indifferent [ ]
5. From experience or observation which parent mostly takes care of their

Father [ ] Mother [ ]
Use the options lettered A-D to answer questions 8-11
A. Those living with both parents
B. Those living with a guardian
C. Those living with mother only
D. Those living with father only

QUEZON DISTRICT
 (0926) 934-3805 306112bnhs@gmail.com
6. From observation, which of these groups of pupils comes to school

early?
____________
7. Which of the groups of pupils in question 1 above comes to school

regularly?
_____________
8. Which of these groups of pupils perform better academically?

_______________
9. Which group is more likely to drop out before completion?

_______________
10. What are the main economic activities of most parents whose wards
are in the school?
a)Teaching [ ] b)Seamstress [ ] c)Nursing [ ]
d)Trading [ ] e)Public Service [ ] f)Farming [ ]
g)Driving [ ] Other, please specify______________
11. Do you think parents’ educational background have any effect on

Yes [ ] No [ ]
HELPING CHILDREN IN BROKEN HOMES
12. What provisions do you make for broken home children who are not
regular in school?
a) No provision is made [ ]
b) More consideration is given them when marking scripts [ ]
c) Time is allocated to teach them [ ]

QUEZON DISTRICT
 (0926) 934-3805 306112bnhs@gmail.com
d) They are forced to come to school on time because they will be

punished [ ]
13. Do children from broken families face problems in the school?
Yes [ ] No [ ]
14. If yes, what are some of the problems?
___________________________________________________________
MINIMIZING THE EFFECT OF BROKEN HOMES
15. What is the general performance of children from broken families?
a)Very Good [ ] b) Good [ ] c)Average [ ]
d)Below average [ ] e) Poor [ ]
16. In what ways do you think teachers or school authorities can help
children from broken homes?
____________________________________________________________
_______________________________________________________________

QUEZON DISTRICT
 (0926) 934-3805 306112bnhs@gmail.com
CURRICULUM VITAE
HANNA LYN V. IGNACIO

Barucboc, Quezon Isabela
hannalyni07@gmail.com
CP #: 09260673409
PERSONAL DATA:
Date of Birth: August 16, 2001

Place of Birth: Barucboc, Quezon Isabela
Age: 17
Sex: Female
Civil Status: Single
Nationality: Filipino
Religion: Roman Catholic
Height: 5’5”
Weight: 42
Language/Dialects Spoken: English, Tagalog, Ilocano
EDUCATIONAL BACKGROUND:
Secondary:
Senior High School Barucboc National High School
(2018-2019)
Junior High School Barucboc National High School
(2016-2017)
Elementary: Barucboc Elementary School
(2012-2013)

QUEZON DISTRICT
 (0926) 934-3805 306112bnhs@gmail.com
CURRICULUM VITAE
AZEL ANNE ANDRES

erwinjoson06@gmail.com
CP #: 09755913169
PERSONAL DATA:
Date of Birth: March 6, 2000

Place of Birth: Gat. Andres Tondo Manila Medical Center
Age: 18
Sex: Male
Civil Status: Single
Nationality: Filipino
Religion: Roman Catholic
Height: 5’5”
Weight: 57
Language/Dialects Spoken: Tagalog, English
EDUCATIONAL BACKGROUND:
Secondary:
Senior High School Barucboc National High School
(2018-2019)
Junior High School Barucboc National High School
(2016-2017)
Elementary: San Pedro Elementary School
(2012-2013)


Broken Family

Încărcat de

Informații document

Titlu original

Drepturi de autor

Formate disponibile

Partajați acest document

Partajați sau inserați document

Opțiuni de partajare

Vi se pare util acest document?

Este necorespunzător acest conținut?

Drepturi de autor:

Formate disponibile

Broken Family

Încărcat de

Drepturi de autor:

Formate disponibile

Republic of the Philippines

BROKEN FAMILY: PERCEIVED EFFECTS TO THE STUDENTS’

ACADEMIC PERFORMANCE AT QUEZON NATIONAL HIGH

A Research Proposal Presented to the

In Partial Fulfilments for

ANDRES, AZEL ANNE

IGNACIO, HANNA LYN

This thesis entitled “BROKEN FAMILY: PERCEIVED EFFECTS

TO THE STUDENTS’ ACADEMIC PERFORMANCE AT QUEZON

NATIONAL HIGH SCHOOL”, has been prepared and submitted by

BROKEN FAMILY: PERCEIVED EFFECTS TO THE STUDENTS’

AZEL ANNE ANDRES, HANNA LYN IGNACIO, and JESSABEL

Approved by the Committee on Oral Examination in partial

fulfilment of the requirements for Inquiries, Investigation and Immersion.

Date of Oral Examination:

“SUCCESS IS NO ACCIDENT. It is hard work, perseverance, studying,

sacrifice and most of all love of what you are doing”

The researchers would like to express their sincerest gratitude to all

people who willingly and generously contributed, and helped to complete a

BROKEN FAMILY: PERCEIVED EFFECTS TO THE STUDENTS’

them in the realization of this research, to mention:

STUDENTS. For sharing their time and efforts in answering the

questionnaire needed for this study;

PARENTS. For also sharing their knowledge, time and effort in

to understand the causes and effects broken family to their academics;

TEACHERS. For their generosity and consideration for giving the

researchers necessarily information in this study;

. For sharing her constructive criticism, suggestions, time, efforts,

encouragement to finish this study;

. Principal of Quezon National High School, for time and allowing us to

conduct this study and for allowing us to distribute questionnaires to the

students and teachers as a respondents.

FRIENDS. For inspiration, good friendship, generosity, kind help, love,

support and assistance throughout the conduct of the study;

BROKEN FAMILY: PERCEIVED EFFECTS TO THE STUDENTS’

their everyday life.

BROKEN FAMILY: PERCEIVED EFFECTS TO THE STUDENTS’

OUR TEACHERS, and

Whose affection and encouragement taught the researchers to believe in hard

work and that so much could be done with little

A long with all the hardworking and respected teachers

of QUEZON NATIONAL HIGH SCHOOL SENIOR HIGH SCHOOL

And above all our ALMIGHTY GOD .

Approval Sheet ………………………..

Table of Contents ………………………..

List of Tables ………………………..

BROKEN FAMILY: PERCEIVED EFFECTS TO THE STUDENTS’

The Problem and Its Background ………………………

Overview of Background of the Study……………………

Conceptual Framework ………………………

Research Paradigm ……………………..

Research Questions ……………………..

Scope and Delimitation ……………………..

Significance of the Study …………………….

Definition of Terms …………………….

Review of Related Literature and Studies

Research Design and Methodology

Sampling Procedure and Sample

Data Gathering Methods

Presentation, Analysis, and Interpretation of Data

BROKEN FAMILY: PERCEIVED EFFECTS TO THE STUDENTS’

Summary, Conclusion, and Interpretation of Data

2 Respondent’s Level of effect on their Academic