Abstract

The profile of the respondents in terms of age varied widely in terms of the

distribution according to age bracket. In terms of the teachers there were three age

brackets with the same frequency of three (3) or 25 percent, as follows: 26-30, 31-35,

36-40 age brackets. The age bracket 20-25 has a frequency of (2) or 16.67 percent.

The remaining frequency of (1) or 8.33 percent falls on the age bracket of 41-45.

In terms of parents, two age brackets with the same frequency of eight (8) or

22.86 percent, as follows: 20-25, 31-35 age brackets. The age bracket of 26-30

comprised of frequency (7) or 20 percent. Frequency of (1) or 2.86 percent appeared on

age bracket 41-45. Large frequency of (11) or 31.43 percent belongs to the age bracket

of 36-40.

Along stakeholders, wide distribution of frequency spread throughout the age

brackets. Large frequency of (11) or 31.43 percent registered on the age bracket 41-45,

frequency of (8) or 22.86 percent with age bracket 31-35, frequency of (6) or 17.14

percent with age bracket 36-40, frequency of (5) or 14.29 percent with age bracket 26-

30, frequency of (3) or 8.57 percent with age bracket 51-55, lastly two age brackets as

follows: 20-25 and 46-50 showed with each recorded frequency of (1) or 2.86 percent.

The frequency and percentage distribution appeared remarkably that huge

population sample were female in the three categories respondents. For the teachers,

all were female with frequency of (12) or 100 percent. In terms of parents, a percentage

of 77.14 percent or twenty seven (27) respondents were female with the remaining

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 URDANETA CITY UNIVERSITY
Graduate School
Urdaneta City

22.86 percent or ten (10) respondents were male. Along other stakeholders, large

frequency of (25) or 71.43 percent were female and the remaining 28.57 percent or

frequency (10) were male.

The table showed that majority of the respondents were married. In the teachers

category a percentage of 83.33 percent or (10) respondents were married and

remaining 16.67 percent or (2) respondents were single.

In terms of parents, a frequency of (33) or 94.29 percent were married ,along

with single with frequency of (1) or 6.06 percent.

Moreover, for stakeholders, a huge percentage of 97.14 percent or (34)

respondents were married with remaining 2.86 percent or (1) respondent as single.

This refers to the highest level of education that an individual has completed. This is

distinct from the level of schooling that an individual is attending. It reveals the

frequency and percentage distribution of respondents according to highest educational

attainment.

The table revealed significantly majority of the respondents were at least college

graduates/undergraduates. Under the teachers category, data showed that (9)

respondents or 75 percent were college graduate with remaining (3) respondents or 25

percent were at masters units level. Moreover, on the parents column a total of (19)

respondents or 54.23 percent were college graduates with remaining (16) respondents

or 45.71 percent were undergraduates level. The other stakeholders column revealed

(13) respondents or 37.14 percent were college graduates, (10) respondents or 28.57

percent were college undergraduates, (8) respondents or 22.86 percent with masters

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 URDANETA CITY UNIVERSITY
Graduate School
Urdaneta City

units, (3) respondents or 8.57 percent were MA/MS degree, and lastly (1) respondent or

2.86 percent with EdD/Phd.

McClelland, et al., (2000) focused on children with poor learning-related skills in

early elementary school. These children shared a number of child, family and

sociocultural characteristics, such as having significantly more behavior difficulties,

poorer family learning environments, lower IQs and more medical problems, such as

hearing and language problems, Most of the children in this group were African-

American, were more likely to come from single-parent households, and had mothers

with lower levels of education. In addition, this group of children performed significantly

lower on academic indices between kindergarten and second grade compared to their

peers.

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