“Lived Experiences of SHS Students Living With

Significant Others”

Alalong, Tummy
Ausejo, Marlon
Baylon, Naneth
Duhaylungsod, Rose Caryl Francesca
Elma, Rhena Jay
Rendal, Nicko Ross
Tan, Renzyrus
Vallente, Phamela

Dauin National High School

School Year 2018-2019
 APPROVAL SHEET

School Division of Negros Oriental

DAUIN NATIONAL HIGH SCHOOL
SENIOR HIGH SCHOOL
Dauin, Negros Oriental

In partial fulfilment of the requirement for Practical Research 1, the ready study

entitled “Lived Experiences of SHS students that are living with significant others

prepared and submitted by: Tummy Alalong, Marlon Ausejo, Naneth Baylon, Rose Caryl

Francesca Duhaylungsod, Rhena Jay Elma, Nicko Ross Rendal, Renzyrus Tan, and

Phamela Vallente is hereby recommended of oral Examination.

Floramae T. Sioco
Research Adviser

Accepted in partial/fulfilment of the requirements for practical research.

Jason S. Bacolod, MATS

OIC, Senior High School
 ACKNOWLEDGEMENT

We would like to express a deep sense of thanks and gratitude to our project guide Mrs.

Floramae T. Sioco for guiding us immensely through the course of the project. She

always evinced interest in our work. She’s constructive advice and constant motivation

has been possible for the successful of this project.

Our sincere goes to Mr. Jason S. Bacolod, our officer-in-charge for his

coordination in extending every possible support for the completion of this project.

Last but the least, we would like to thank all those who had helped directly or

indirectly towards the completion of this product especially to our beloved who give

financial support and guidance.

ABSTRACT
 TABLE OF CONTENTS

Approval Sheet -------------------------------------------------------

Acknowledgement-------------------------------------------------

Abstract ------------------------------------------------------------

Table of Contents ------------------------------------------------

Chapter 1

Introduction--------------------------------------------------------------1

Rationale of the study--------------------------------------------------1-3

Theoretical background------------------------------------------------3-6

Review of related literature and studies

Related literature-------------------------------------------------------7-15

Related studies---------------------------------------------------------15-18

Conceptual Framework and Background

Conceptual Framework------------------------------------------------19

Conceptual Background-----------------------------------------------20-22

The Problem
State of the Problem---------------------------------------------------23

Significant of the Study-----------------------------------------------24-26

Scope and Delimitation

Scope---------------------------------------------------------------------26

Delimitation-------------------------------------------------------------27

Research Methodology

Research Design-------------------------------------------------28

Research Environmental---------------------------------------29-31

Procedure of Data Gathering-----------------------------------31-33

Data and Analysis-----------------------------------------------33-36

CHAPTER II

Presentation, Analysis, and Interpretation of Data

Presentation of Analysis---------------------------------------37-38

Adhering to principle-------------------------------------------38-39

Exhausted Description-----------------------------------------39-40

Rigor of the study-----------------------------------------------40

Findings and Discussion of the study-------------------------40-43

CHAPTER III

Conclusion and Recommendation

Conclusion-------------------------------------------------------43

Recommendation------------------------------------------------43-44

Appendices

Appendix A1

Sample Informed Consent Form-----------------------------45

Appendix A2

Information Letter---------------------------------------------46

Appendix A3

Transmittal Letter---------------------------------------------47

Appendix A4

Approval Letter---------------------------------------------------48

Appendix B

Guide Questions--------------------------------------------------49

Appendix B1------------------------------------------------------49-59

Appendix C
Themes with coded Formulated Meanings--------------------59-64

Appendix D

Participant’s Demographic Profile------------------------------65-66

Appendix E

Curriculum Vitae-------------------------------------------------66-72

Bibliography------------------------------------------------------72-73
 CHAPTER I

Introduction:

“When a child reaches adolescence, there is very apt to be a conflict between

parents and child, since the latter considers himself to be by now quite capable of

managing his own affairs, while the former are filled with parental solicitude, which is

often a disguise for love if power. Parents consider, usually that the various moral

problems which arise in adolescence are particularly their province. The opinions they

express, however, go their own way in secret.

’-Bertrand Russell: Marriage and Morals

Rationale of the study:

Teenager’s life is the most momentous time of human’s existences. In this stage,

teenagers sought to explore the prodigious life of a human or change the world the way
they desire it to be. However, it could be the most arduous time of their life because they

interact or built relationship to others.

Young people often affected when there are changes in their family structure. Family

structure is the first basic source of teenager’s overall feelings of completeness, thus,

days function of family structure would severely damage to teenager’s view of the

importance of family.

Teenager’s need to feel the love and guidance from both of their parents it is their crucial

time of their life. Every child wants to feel they belong in a specific group’s that accept

their achievements, failure and depth. There, only, family can provide this without

hesitation. No one wants to sense the feelings of insecurity and abandonment.

Students that are living with significant others is cause of divorce, separation,

illegitimacy, and death of one parent that leaves psychological and emotional scars to

children’s life. It is a scar that may not facilely heal over a period of time.

For teenagers, students from broken home were 30 percent more likely to miss

school, be late or cut class than students from their relatives homes, in part because single

parents had more difficulty in monitoring their children. These children were also at

higher risk for smoking, using drugs and consuming alcohol. The senior high school

researchers hope this study would be the bridge for both internal and external

stakeholders in Dauin National High School to have a research about teenage counselling

for teenagers living with significant others. Researches expecting that this study improves

the ecological relationship between parent-child affinities.

 The research is engendered to outstretch these elastic and eccentric psychological and

emotional behaviour of teenagers living with their relatives that deeply wounded their

perception in life. On this matter, senior high school researchers make this study aimed to

converge in depth. Significantly, the research study puzzled out the following guide

question.

1. What are your lived experiences in living with significant others?

2. What are the reasons in living with significant others?

3. What are the benefits in living with significant others?

4. What are the disadvantages of living with significant others?

5. What is your aspiration in life?

Theoretical Background

Describing Edmund Husserl’s phenomenology as a method of inquiry in the

“essence” of things, this study will:

1. Apply the phenomenological description of Husserl in the study to gain access

to the transcendental reality of teenager from non-intact families.

2. Establish the lived experience of teenagers from non-intact family.

3. Retrieve to essences from the lived experience of non-intact.

Phenomenology was used since according to Polit and Beck, “phenomenology is an

approach to thinking about what life experiences of people are like and what they mean

to them” (409). Phenomenology allows one to recognize and to restore the world that

seemed to have been lost when we were locked into our own internal world by

philosophical confusion. Phenomenology does not remedy our intellectual distress; it also
opens the door to philosophical exploration for those who wish to practice it (World and

Hober51). Furthermore, Polit and Hungler stated that phenomenology is seen as an

important methodology for understanding human experiences. The goal of

phenomenology research is to attain a deeper understanding of the participant’s everyday

experience. Phenomenological research is centered on the investigation of the description

of the lived experiences. It is the process where one learns and constructs meaning of the

human experience through the discourse of those that are living the experience (575).

The goal of phenomenology is to gain a deeper understanding of everyday experiences

with its central focus being lived experience of the world within everyday life (Speziale

and Carpenter 23). According to Macnee (190), it is lived experience which are not open

to an empirical approach, therefore, a phenomenology methodology is utilize to capture

and reveal how people experience the world in which they live .Within healthcare,

researcher have embraced phenomenology as a way to examine, describe, and understand

the human experience (Speziale and Carpenter 23).

Phenomenology as a discipline is district from but related to other key disciplines in

philosophy, such as ontology, epistemology, logic and ethics. It has been practiced in

various guises for centuries, but it came into its own in the early 20th century in the works

Husserl, Heldegger, Sarte, Meleou-Ponty and others. In that movements, the discipline of

phenomenology was prized as the proper foundation of all philosophy – as opposed, say,

to ethics or metaphysic or epistemology (Smith 28). There are four concepts according to

Edmund Husserl that are essential in the study of phenomenology-essence, intuition,

phenomenological education and inter-subjective (“Phenomenology”).

Essence. “The word essence is derived from the Greek word meaning the inner essential

nature of a thing and true being of thing. An essence of purely the core meaning of any

given phenomenon that makes it what it is, in which this concept give understanding to

the phenomenon studied. Phenomenological research identifies the essence of a

phenomenon and truthfully describes it through the lived experience “(Macnee 190).

According to Smith (28), phenomenology is the study of the essence; all problems

amount to finding definitions of essence: the essence of perception, or the essence of

consciousness. But phenomenology is also philosophy which puts essence back into

existences, and does not expect to arrive at an understanding of man and the world from

any starting point other than that of their facility. It is the research for philosophy which

shall be a rigorous science, but it also offers an account space time and the world as we

live them (Smith29).

Intuitions “Intuiting is the process whereby one comes to know the phenomenon by

the descriptions provided by the participants. State that intuiting is an eidetic

comprehension interpretation of what is meant in the description of the phenomenon

under investigation resulting in a common understanding. Husserl intended the meaning

of intuiting to be an “all-at-once-grasp” of it meaning (Macnee 193)

The researcher is required to view the phenomenon under investigation as it is

described; as free as possible of presuppositions and in an unprejudiced ,manner so the

phenomenon can present itself with an accurate description to be the meaning of the

phenomenon researched (Judith and Haber 517).

 Phenomenological reduction. “It is a key epistemological approach of

phenomenology. It is the suspension of one’s beliefs, assumptions, preconceptions and

biases related to the phenomenon that is under investigation in which the phenomenon

can be seen with a fresh approach. This is a fundamental concept to Husserlian

philosophy which ensures a trustworthy description of the phenomenon” (Polit and Beck

576).

Review of Related Literature and Studies

Related Literature

Families

The majority of children in intact families has never experienced a marital disruption

and lives with both biological parents. This family structure has been theorized to have

several benefits for children. First, children have easy access to both biological parents.

One study based on mother’s reports, found higher parental involvement, more enjoyable

parent-child interactions, and the fewest disagreements between children and parents

among intact families (Acock and Demo, 1994). Intact families however, may not be free

of parental conflict (Simons et. al., 1996), and the physical presence of Parents does not

ensure emotional presence (La Rossa, 1998). In other words, more time together does not

necessarily mean high quality time together (Acock and Demo, 1994). Mc Lanahan and

San defur (1994), argue that intact two-parent families create a system of checks and
balances for parents to act in appropriate ways. Parents can put pressure on each other to

spend time with the children, have a good relationship with their children, and monitor

each other’s discipline of the children. Thus, having two biological parents in the

household, who care about their children, makes each parent more likely to be involved

with their children. Second, parents in intact families are likely to have higher levels of

psychological well-being when compared to parents in other family structures (Acock

and Demo, 1994; Gove, 1972).

Adolescence’s Behaviour Problems

According to Drysdale and Rye (2007), adolescence is a critical development period

in everyone’s life. To become adults, we have to “survive” adolescence. Adolescents are

at high risk for the development of problem behaviour that are distressing and socially

disruptive thus, they are victims once they have poor family structure. They are the

victims of unintentional broken family. Ahron (2007), children are encouraged to blame

the separation for whatever unhappiness they may feel, which makes them feel helpless

about improving their lives.

On another note, Amato (2007) proposed the family stress is the most common cause

of behavioural problems of the adolescents. Parental separation, children born outside

marriage, death of a parent, discordant two, parent families and stepfamilies are the

origins of a broken home. However, adolescence become risk-taking due to economic

hardship, quality of parenting and exposure to stress. The effort and care that parents put

into establishments their post separation families are crucial and will pay off over the

years in their many benefits to the children (Ahron 2007).

 Additional risk factors identified in the research also include the initial separation such

as the abrupt departure of one parent, continuing parent conflict after separation,

ineffective or neglectful parenting, loss of important relationships such as extended

family members, and financial are crucial and will pay off over the year in their many

benefits to the children (Ahron2007)

Furthermore, supporting Amato’s argument, Sun and Li (2007), also found that

adolescents of separated parent have lower scores an measures of well-being. (i,e.

academic functioning, locus of control, and self-esteem) compared to adolescents of

intact families. According to Doughty (2008), the research adds to a wealth of data

showing that children suffer badly from parental break-up, and that those who are

brought up by a single parent are more likely to do badly at school, suffer poor health and

fall into crime addiction and poverty as adults. The support, founded by the Department

of health and published by the office for National Statistics, investigated emotional

disorder ranked as those which cause considerable distress and interference with the way

in which children perform at school and during play. Teachers are often too quick to

identify separation as the reason for child’s school behaviour problem. The greater

society points a finger at separation as the person for a wide range of greater social

problems (Ahron 2007).

Psychological Problems

For Minde (1998), Psychological Problems are not always obvious. In many case

children are punished for showing their negative emotion, adding to their pain. On the

other hand, in school, teachers do not receive appropriate training in identifying

psychological and social problem. All these changes affect not only physical but also

psychological well-being of a vulnerable child. It is feared that children may find it

difficult to adopt to new changes which results in psychological problems.

According to Minde, this stress may be shown in symptoms of confusion, anxiety,

depression, and behavioural patterns. Twenty-five questions were design for measuring

depression which can be found or born in children psychological. Parental absence hurt

children with a mix of shock, confusion, shame (feeling unlovable and unworthy), even if

other adults are genuinely nurturing and attentive, guilt (feeling that they did something

bad or wrong that caused the abandonment), fears of bonding with some or all adults or

other that they may be abandoned one more time. As a combination, these stressors can

cause mixes of significant distrust, resentment and anger that often carry into adulthood.

Nickon (2009), parents are separating, one thing uppermost in the most mind of

both parties is how it will affect their children. Although around one-third of the marriage

end in divorce, these are plenty of instances where unhappy couples remain together for

the sake of their children, just so they children, just so they have both parents present as

they grow.

Emotional Behaviour

After a divorce, children from preschool through late adolescence can experience

deficits in emotional development. Children if all ages may seen tearful or depressed,

which is a state that can last several years after a child’s parents have separated, explains

psychologist Lori Rappaport. Additionally, some elder children may show very little

emotional reaction to their parent’s divorce. Rappaport explains that this may not be
developmentally beneficial. Some children who show little emotional response are

actually bottling up their negative feeling (Saikin 20017).

This emotional suppression makes it difficult for parents, teachers and therapists

to help the child process her feeling in developmentally appropriate ways. Children tend

to have a hard time dealing with change. When a parent leaves the family, a stepparent

joins the family, or the child doesn’t feel like their emotional need are being met by their

mother, they may express feeling of anger, resentment, confusion and jealousy. This can

bring on loneliness, isolation, depression and low self-esteem if children don’t know how

to express their feeling properly (Salkin 2007).

Likewise, children who have experienced their parent’s divorce display a range of

emotional and behavioural reactions in the months following the event. Following their

parents separation, children may regress, display anxiety and depressive symptom, appear

more irritable, demanding and non-complaint, and experience problems in social

relationships and school performance. Parents often feel troubled by and unprepared for

their children’s reaction to a separation and divorce. Children need to know that they are

not responsible for the separation, that they are loved by both parents, and that their need

will be met. Children’s expression of distress differs from that of adults (Lee and Bax

2000).

According to the article on the Family Relationship Online (2010), children can

react very differently to separation or divorce. The way they react depends on a number

of things, but two important factors are the age of the child and the degree of conflict and

animosity between the parents. There is no doubt, this is a stressful period for children,
but most recover and end up leading normal healthy lives. Children from separated

families can develop and flourish just as well as other children. Their adjustment is

enhanced when parents remain sensitive to the children and they generally experience

many of the same feelings as adults. Children can also give quite a long time. They may

be unaware of the problems their parents were having and they may feel shocked and

confused when the separation occurs. They are also likely to feel insecure and worry

whether the remaining parent will leave them as well.

Parental Separation: Father’s Absences

An article of Mackay (2005) on the Social Policy Journal of New Zealand,

discussed that parental separation has been reported in the literature as being associated

with a wide range of adverse effects of children’s well-being, both as a short-term

consequence of the transition and in the form of more enduring effects that persist into

adulthood.

Moynihan (1965),”pathology of the matriarchy” hypothesis stated that offers

absence of a father is destructive to children, because it means that they will lack the

economic resources, role models, model discipline, structure and guidance that a father

provides. In fact, the general conclusion from studies carried out since the 1970’s is that

children experiencing family disruption carry a heightened risk of short and long term

adverse psychological outcomes. Problem facing off spring of divorced parents related to:

educational problems, depressed mode, suicidal ideation, and earlier initiation of sexual

intercourse and emotional problems.

 From Sengendo and Nambi’s point of view (1997), in case where children are

raised by adopting parents after parental separation; adopting parents and schools have

not provided the emotional support these children often need resulting from lacking of

information on the problem and therefore unable to offer emotional support, also school

teachers do not know how to identify psychological and social problems and

consequently fail to offer individual and group attention.

Parenting Styles

The parenting styles most frequently investigated with relation to the student

success is those within the framework set forth by Baumrind (1996). Baumrind (1996),

presented three styles of presenting; authoritative, authoritarian and permissive.

Baumrind (1996) framework was later amended to include neglectful (or

sometimes referred to as uninvolved) parenting (Lamborn, et al., 1991). First,

authoritarian parents exhibit a high level of demand and a low level of responsiveness.

These parents focus on controlling their children, including their behaviour and attitudes

and they demand respect and obedience to authority. Next, authoritative parent show high

levels of demand and responsiveness. These parents monitor their children’s behaviour

but do not necessarily punish them. They recognized their children’s point of view when

establishing rules and they are supportive of their children. Thirdly, permissive parents

have a low level of demand and a high level of responsiveness. These parents

demonstrate a warm and accepting attitude towards their children; however, they exhibit

a lack of a control in regards to their children’s behaviour (Baumrind 1996).

 In general, parenting styles tend to determine the level of parent-child attachment

or detachment. This impacts students behaviour, including achievement orientation,

according to (Neumeister and finch 2006) therefore, patterns of students success emerge

as the result of the parenting style present in the home. In general, authoritative and

permissive parenting styles lend to be linked to secure attachment levels in children and

authoritarian and neglectful parenting style are related to parental detachment.

Neumeister and Finch (2006), presented a hypothetical model of the

aforementioned parenting styles and present the following findings. Specially, the first

part of the model illustrates that authoritative and permissive parenting are associated

with secure attachment, while authoritarian and uninvolved parenting are associated with

insecure attachment. These results are consistent with the attachment literature

summarized above indicating that a high level of responsiveness, as present in both an

authoritative and permissive parenting style is necessary for secure relationships to form.

Parent who attend to their children’s needs and demonstrate warmth and affection are

more likely to have securely attached children (p.247).

Single-mother families

One of the most frequently studied subgroups of students from non-traditional

families is the subgroup of student from single-mother families. The literature show that

student from single-mother families tend to underperform academically when compared

to counterparts from traditional families (Amalo and Keith, 1991; Bachman et al.,2009;

Guidubaldi et a.,1986; Thompson, 2009).

 Research suggests that being from single-mother family present pronounced

academic challenges for male students. Although the achievement gap between students

from single-mother families and students from traditional families is apparent for both

sexes (Zimiles and Lee, 1991). Thompson’s (2009) international research on student

literacy, compared students from two- parent households with students from single-

mother families only. Thompson (2009) said “These results indicate a pattern of

underachievement for children who live with their mother only” (p.520)

Furthermore, Amato and Keith (1991), suggested custodial single-parent mother

may “underestimate” (p.33) their children’s problems in general. Perhaps the

underachievement is perpetual in students from single- mother families due to lack of

parental attention to the or parental inability to admit the severity of problems.

Related Studies

These related studies provide a clear distinct outcome to support or uphold the

study being conducted. It helps researches to gain more about existing studies that relates

to the main topic of this research study. There were 6 related studies for this research ;

one of the were more on the effects of divorce to the children, two of them discussed

about on comparative study of teenagers from intact to non-intact family and one

explains about parental control relates to children well-being on intact or non-intact

families. These existing studies were discussed and presented consequently.

A study on the Influence of Family Structure on Juvenile Delinquency by Kimani

(2010), investigated the relationship between family unit structure and juvenile

delinquency. The research revealed that there was a strong correlation between murder
and a child having come from an intact family. For a single parent family parenthood,

there was a strong correlation between street life, sex and defilement offences. Children

brought up in a step parent home a strong inclination towards substance abuse but the

correlation was even greater for stealing and refusing school. For children having some

from a children’s home, they had a strong correlation towards substance abuse and street

life but showed a negative strong correlation with refusing school. For children brought

up in a grandparent family structure the correlation was strong for substance abuse and

the highest for stealing. This research concludes that the single parenthood families were

the most significant for all offence in the study except murder.

In additional, a study on the effects of Divorce in children; Married and Divorce

Parent’s Perspectives by Moon (2011), finds that the self-interest and personal

experiences associated with marital status influence perceptions of the effects of divorce

on children. Regardless of gender, parents marital or divorce influence their rating of the

impact of divorce on children. Specifically, married fathers and mothers, evaluated the

impact of divorce on their children more negatively than did divorced fathers and

mothers. These finding are consistent with the social psychological literature, and the

need individuals have to reduce their cognitive abundance is extended to the divorced

literature. Mother and father whose parents had remained also reported the impact of

divorce move negatively than those did not initiate the divorce.

Children’s survival is also related to parent’s divorce. For example, Buhiya and

Chowdhury (1997) conducted a study in Matlab or the effects of divorce on child survival

in a rural area of Bangladesh started that there where a continuous registration of

demographic events has been maintained by the international centre for Diarrheal disease
research of demographic events has been maintained by the international centre of

Diarrheal disease research, Bangladesh since 1966. A total of 11,951 first marriages of

muslims that took place in the area between 1975 and 1987 were followed until the end

of 1989, to examine the relationship between parental marriage breakdown and survival

of first-born children. The impact of divorce on survival of children during infancy and

childhood was examined, using hazard analysis. Other independent variables included

age of mother at birth and mother’s education, year of birth, sex of children, and

residence at the time of childbirth. It is found that the/net odds of death among children

of divorced mothers in infancy and childhood were respectively 3.2 and 1.4 times higher

marriage continued.

Meanwhile, a study on the Effects of Intact versus Non-intact Families on

Adolescent Head Injury Rehabilitation by Barry, et al. (1992), discussed that forty-one

children, ages 8-18 years, were admitted to a comprehensive in-parents injury

rehabilitation family over 5-year period. Over half (59%) came from families with only

one biological parents in the home. Data from intact versus non-intact family suggest that

the children from the latter were significantly longer than their counterparts. The severity

of injuries and incidence of pre morbid psychosocial documentation were equivalent for

the two groups. The implications for treatment and future research are discussed.

Furthermore, a study Differences Between Children from Intact and Non-intact

Family by Monn et, al., (2001) employed African – American adolescent females from

intact and non-intact families to examine the relationship between parenting processes

(parental monitoring, parent adolescent communication, parent-adolescent attachment,

authoritative parenting) and delinquency. The result indicates that the adolescents in
intact families and stepfamilies have commonalities regarding their experiences with

disciplines. Consistent with their development task of forming peer friendship and

establishing independence from family adolescents in this study identified peer relations

and obeying house rules as salient discipline issues.

An additional, a study on the Differences in Perceived Parental Control Processes,

Parent-child Relational Qualities, and adolescent Psychological Well-being by Shek(

2008), examines whether Chinese adolescents perception of parental behaviour control

(parental knowledge, expectation, monitoring, discipline, and demandingness as well as

parental control, parent-child relational qualities (child’s satisfaction with parenting

control, child’s readiness to communicate with the parents, perceived parental trust, and

child’s trust of the parental), and adolescent psychological well-being (hopelessness,

mastery, life satisfaction, and self-esteem) differed in intact families (N=241) over time.

Results showed that relative to intact families over time, parental behaviour control

processes were weaker and parental-child relational qualities were worse in non-intact

families over time in contrast, parental psychological control was higher in non-intact

families over than in intact families over time. Finally, the psychological well-being of

adolescents in non-intact families over time was poorer than that of adolescents in intact

families over time.

 Conceptual Framework and Background

Conceptual framework
B

R
Phenomenology Colaizzi’s
A Method of
Students living
with Significant C Analysis
Others K

Students & Themes

and all

Call
Students Everything
 HUMAN ECOLOGICAL APPROACH

Response

Figure 1. Conceptual Framework of the Study Based on Family System Theory of Dr.

Murray Bowen.

Conceptual Background

The framework accentuates the process by whithin a certain phenomenom or

interesting events was specially studied focusing on the real life experience of teenagers

with non-intact families. The participations are enclosed by the smallest devise signifying

that the subject is the center fucos and is an open system.

The researches performed the analysis through the seven steps proposed by

Coloizzi’s when the data was available. In the framework, braketing is mesclosed with

the shape aligning the border line that is connecting to the Coloizzi’s method of data

analysis and the Musserian Phenomenology states that the process should be performed

within each them.

From the analysis emerged four themes:

1. Expressing deep distress

2. Lacking of Freedom

3. Pursuing dreams
 4. Lacking of financial support

Theory of Dr. Murray Bowen

Human Ecological Approach view the prolems as things that occur between people.

They tend to see individual problems as instances of larger relationship problems

occuring with families or ( within a society ). The conceptional framework of the theory

represents a nonlinear process that, over time spirals outward. This is one of the gasped,

allow for the generalization to a diversity of practice setting.

The Family System Theory was inroduced by Bowen in the time middle of 20th

century. According to Bowen, a family system in which each member had a role to paly

and rules to respect. Members of the system are expected to response each other in a

certain way according to their role, which determined by a relationship agreement.

Within the bounderies of the system, pattern develop as a certain family member’s

behaviour is cause by and cause other family member’s behaviour in predictable ways.

Maintaining the same patterns of behaviour within a system may time to balance in the

family system.

There are eigth inetrlocking concepts in Dr. Bowen’s theory

1. Triangle: the smallet stable relationship. Triangle usually have one side in conflict

and two sides in harmony, contibuting to the development of clinical problems.

2. Differentiation of self: the variance in individuals in their susceptibility to defend

on others for acceptance and approval.

3. Nuclear Family emotional system: the four relationship patterns that define

problems may develop in a family.

 - Marital conflict

- Dysfuntion in one spouse

- Impairment of one or more children

- Emotional distance

4. Family projection process: The transmission of emotional problems from a parent

to a child.

5. Multigenerational transmission process: the transmission of small differences in

the levels of differentation between parents and their children

6. Emotional cutoff: the act of reducting or cutting off emotional, contact with

family as a way managing emotional issues.

7. Sibling position: the impact of sibling position and development and behaviour.

8. Societal emotional process: The emotional system governs behaviour on a

sociental level, promoting both progressive and regressive period in a society.

The Problem

Statement of the problem

Family plays a very important role in the life of the teenagers. The stability or

family creates a prodogious progress for children’s life. However, separation of

family members is very devastating for teenager’s mental well-being. Non-intact

families present a very serious danger to the psychological, personality and emotional

behaviour of the teenagers.

 The precipitating cause of non-intact family changes periodically, whether or not

there is a huge impact of having a non-intact family to the teenager’s behavioural

patterns.

The purpose of this study is to describe the psychological and emotional problems

experienced by teenagers with non-intact family. The participants were teenagers

coming from non-intact families of Dauin National High School both Junior and

Senior high school students. Specifically, this study sought to a answer the following

questions:

1. What are your lived experiences in living with significant others?

2. What are the reasons in living with significant others?

3. What are the benefits in living with significant others?

4. What are the disadvantages of living with significant others?

5. What is your aspiration in life?

Significance of the study

The findings of this study would provide descriptions of the real life’s experiences

of teenagers living with significant oyhers. It is very relevant for school improvements

purposes, student’s improvement in academic performance and teenager’s view on the

importance of family either intact or non-intact. It is worthy to explore and describe the

real life experiences of teenagers living with significant others because it provides a

reliable source of information about family matters.

Hence, the outcomes of the study are of great help to the following.
  Researchers:

For the Researchers, the outcome of this studyis very significant for they could

provide appropriate findings to the teenagers living with significant others, through deep

understnding about them lived experiences.

 Students:

Students can intuitively understanding the situation that their classmates or

schoolmates undergo living with significant others on a very clear way.

 Teachers:

On the part of Teachers, this study would the very useful in picking up possible

remedies to help teenagers in dealing with non-intact families. Identifying the

experiences of the specific traits and behavioural patterns that teenagers showing.

 School Administrators:

The outcomeot this study would lead School Administrators to adjust the program

of guidance services and make a provision program to help students with behavioural

manangement.

 School:

The output of the study would be beneficial to the School for it will be used for

student’s purposes. School can provide a secondary reference to the students who are

seeking for information about the study on non-intact families.

  Community:

The findings of this study would be a great persuasive source to motivate external

stakeholders to support teenagers in every step they takes, provide them the attention they

needed and perform their respective role.

 Government Agencies:

Governments Agencies shall be given a strategies and plans to execute to have a

fundraising program to help those teenager with non-intact family. It provides

understanding of the economic impact on non-intact families on the society.

 Future researchers:

A replication of this study would provide a study of knowledge for a new research

study. The findings with the reliable information source or will be uses to the Review of

Related Literature and Studies of they want to investigate further that is related to the

topic.

Scope and Dellimitation

 Scope

The participant’s type will the greatly cintingent upon the perception of their

capabilities. With regards to this, the participants of the study were chosen based on the

ollowing creteria. They were; 1.) 10 males and 10 females, 2.) ages 13-18 years old, 3.)

currently enrolled in Dauin National High School, 4.) junior high school students and

senior high school students, 5.) living in Dauin, Negros Oriental, 6.) able to read, write
and interpret/ understand English or Cebuano dialect, 7.) living with non-intact family,

and 8.) willing to participate and give their statements openly in the study. Nevertheless,

they were chosen because they were capable of following instructiona and interviews and

were capable to extend informed consent.

 Delimitations

The researchers recognized and identifined 5 major delimitations in the study.

There were a number od delimitations that were addressed. First, mental health condition

of the participants because it affects their understanding and point of view on the

environment they belong. Second statistical analysis and method were not permitted in

this study for it is for the quantitative research. Third, the type of response and, therefore

it. Fourth, students currently enrolled in another school except Dauin National High

School. And lastly, this study would not include teenagers who ages 12- below and 19

years old-above.

RESEARCH METHOLOGY

Research Design

The metod utilized in the study was the Musserian phenomenological qualitative

approach and Coloizzi’s method of date analysis. Musserian indicates that

phenomenological studies conscious experiences and through phenomenological

qualitative approach we can exactly look and discover the truth that can only be proven in

the study of human experiences. This attributed to the meaning in which we and our

activities are always “ in the world”, so we do not study our activities by breaking the

world, rahter we interpret our activities and the meaning of things have for us by looking
to our contextual relations to thing in the world (Meidegger, 1927). The study focused on

the psychogical and emotional problems experienced by teenagers with non-intact family

and phenomenology was concered with the lived lived experience of humans. It is

approach to thinking aout thinking about what life experiences of who are like and what

they mean ( Polit and Beck 525).

Husserl’s approach aims to bring understanding to phenomena in everday life

with the investigation of people’s experince (Macnee 190). Utilizing a rigorous scietific

methodology in order to answer question “ How do we know?” ( Wood and Haber 517).

Researchers used coloizzi’s seven steps to analyze and indicate the data collected

and gathered. It helps to distinguish the momentous information and organize it into

themes.

Research Environment

 Dauin Negros Orietal

The study was conducted in Dauin National High School. It is located on District

II, Poblacion, Dauin , Negros Oriental. The municipality of Dauin is a fourth-class

municipality in the province of Negros Oriental in Negros Island Region, Philippines. It

is bored on the north by Bacond and on the south of Zamboanguita. It is about 15

kilometers south of Dumaguete City. The current Municipality Mayor is Neil B. Credo

and Vice-Mayor is Rodrigo A. Alanano. The total of area is 114:10 km. Dauin is

composed of 23 barangays, it includes Apo Island, Anhawan, Bagacay, Baslay,

BatuhonDaco, Masaplod Norte, Maayongtubig, Mag-aso, Magsaysay, MalungcayDacu,

Panubtuban, Poblacio 1, Poblacion 2, Poblacion 3, Tugawe and Tunga-Tunga. However,

it is not just the barangays that makes Dauin a popular one but also the attractions that

you can find and discover here. Dauin is an eco-tourism destination and known to have a

popular beach resort in Negros Oriental both local and foreign tourist visited this place.

Dauin have origin names. The first one was originated during Spanish time when

Spaniards asked the name of majestic tree that towered all over the tree and it was called

Calawin. Second , the word Calawin was changed to Dawinde by the natives belief, and

the third, the land becomes into banana plantation and it was sold out by hands, when

were locally called Lawing.

In every barangay, there are people living and doing different works in order for

them to provide their daily needs. People living near the seashore usually become a

fisherman and those who lived near in mountain became a farmer either both parents or

not. Some are working in the City and in different places in the Philippines.

 Dauin National High School

In Dauin, Negros Oriental, it composed of seven secondary schools and the

focused of this study was the Dauin National High School. Dauin National High School

were once called Dauin Municipal High School Department of Education. The school

head of Dauin National High School is Mr. Joelou M. Aguirre while the officer incharge

of the Senior High School Department is Mr. Jason S.Bacolod.

The teachers provide regular way of checking students understanding by checking

students performance regularly, assigning and checking homework and receiving students

performance data to produce a productive students coming from Dauin National High

School.
Research Participants

A participants in this study was chosen or selected using snowball sampling.

Snowball sampling is also known as chain refferal sampling. It is non-probability

sampling method in which researchers take consideration of the decisions regarding to

the teenagers to be included in the sample. It will base upon the assortment o criteria

which may include profound of the research problem or ability and willingness to partake

in the research. This metod was used to select teenagers as studly of the research. The

participation where chosen randomly just to the concrete needs of the senior high school

researchers. It is considered certain criteria and those who made good informants ( curti,

et al.20 ). To be exact the senior high school researchers choose those participants who

are absolutely needed in the study to privide useful information. According to Curtis, et

al. (21), samples need to be small and can be studied intensively with each participants

who was able to provide adequate information. Regarding with this, only 20 participants

will ne involved in this study.

In this study, teenager’s ages 13-18 years old are the participants of the study.

They were coming from non-intact family which is the main topic of the research.

Exactly 10 males and 10 females were interviewed and they were given an appropriate

amount of time to respond and given the scope of this study. They freely speak their

different answer directly to the questions and researchers were more on convincing the

participants included in this study.

Procedure of Data Gathering

1. As a protocol, a letter or permission was given to the research adviser Mrs.

Floramae T. Sioco to coduct the study.

2. Identifying who would be the participants was done by the researchers. The

researchers were going to recruit participants in the study through quota

sampling to conduct the research study was approved. Teenagers who are

qualified to participate in the study and were willing to participate was include

in the study.

3. Bracketing was executed prior to the actual gathering. This is to recognized

personal pre-conceived thoughts of teenagers from non-intact family.

4. To maintain consistency, researchers created an informed consent form to

secure the participants private life and to be assured with his/her given

statement will not be leaked without his/her permission and can have

knowledge to the study procedure.

5. The participants were guided to proceed to a designated area for the interview.

Participants were interview inside the school campus. Researchers prepared an

audio recording equipment, a notebook, piece of paper, and a ballpen. For

making the interview more succesful, chairs were provided both researchers

and participants to have a nice area to sit and to have a proper interview.

6. During the interview, rules, procedure, and rights was presented to the

participants for the contentment purpose and to make participants easier to

understand that the answer he/she provided will be kept confidential.

Moreover, names and contact information were given by the participants.

 7. Researchers data was collected through face-to-face interview. To finally

begin the interview, the audio recorder set and researchers get their ballpen

and notebook for recording and writinf down all the important answers. Basic

question were ask like the demographic profile which contain the participants

name, age, gander, address and contact number. To ensure to gain all the data

needed in the study, open-ended questions was prioritized during the

interview to get all the opinions and facts about the real life experiences of the

participants with non-intact family that affects their psychological and

emotional problem. Participants freely used the stlye they want to give their

response either in written form. Investigators take down non-verbal cues or

through an audio video tape recording.

8. Participants were convinced to response to all the questions using their own

words and dialect. They were not pressured to immediately give answer. At

the end of the interview, senior high school researchers informed the

participants aout their need of a second interview regarding to the findings

that they may gathered to finalize it if just fair and it is based in their own

experiencees. It will be not added nor shortens with the researchers.

9. All the recording and written outputs were kepts safe and have a double copy

to secure that if ever it will be loast they can still have a one copy. Each

member of the researchers was given a soft copy with all the data collected

and gathered.

Data and Analysis

 From the participant’s responses, data were collected, gathered and analyzed

instantly, using Colaizzi’s framework for phenomenological analysis. Colaizzi’s method

suits perfectly to interpret and analyze the data which were already available. It will

provide appropraite finding about the psychological and emotional problems pf teenagers

with non-intact family. Therefore, it will be fruitful to the body of knowledge of the

study.

The following steps were utilized for phenomenological data analysis (Speriac and

Carpenter 69-70)

1. Each transcript was read and re-read in order to obtain a general scence about

whole content.

Each transcript was read several times to really get the main idea or thought given by

the participants. Every word was clearly analyzed in order for the researchers not miss

anything and every details that the transcript contail will be use accordingly.

2. For each transcript, significant statement that pertains phenomenon were

extracted. These statement were recorded of separate sheet and specifics numbers

were assigned.

Researchers extracted the significant statement from each transcript that answer

specific question in the study. Researchers use numers to indicate significant statement

that pertain phenomenon. After doing this, research perform a comparative analysis with

the extracted significants statement.

3. Meanings were formulated from the significant statement.

 In this stage of analysis, extracted signifivant statement meaning were formulated. It

also uses specific numbers with accordance with what significant statement being

formulated.

4. The formulated were sorted into categories and themes

After getting the approaval of the research adviser with the formulated meanings, it

was being categorized to come up with themes will e use to describe the psychological

and emotional problems accurately to provide exact data to the research study.

5. The findings of the study were integrated into an exhaustive description of the

phenomenon under study.

In this step, all the themes that were identified are called exhaustive description. All

themes in the study conflated so that the whole structure of phenomenon “Lived

Experiences of SHS students living with Family members” were extracted.

Subssequently, to provide sufficient description and concrete finding to the phenomenon

researchers sought help from the research adviser to have an approval if the exhaustive

description reflected the real life experiences of teenagers with non-intact family that

affects theur psychological and emotional behaviour.

6. The fundemental structure of the phenomenon was described.

At this page , the act or process of reducing the findings of the study was done to

eliminate those unnecessary or repeating words to present a relevant outcome of the

phenomenon.
 7. Finally, validation of the finding was sought to from the research participants to

compare the student researchers descriptive results with their experiences.

In this final stage of data analysis, senoir high school researchers validated the

findings to secure that the findings were developed exactly the same with the

psychological and emotional problems experienced by teenagers living with family

members. Participants in the study were approached by the resaerchers to discuss the

outcomes of the study based on their experiences.

Definition of Terms

Teenagers - refers to the young person who is going through adolescence, ages 13-18

years old, currently envolved in Dauin National High School, living in Dauin Negros

Oriental and living with the family members.

Family – is the basic unit in society traditionally consiting two parents rearing their

children.

Lived Experiences - refer to the experiences thet teenagers have undergone,

encountered or lived through. It is the conscious events thet make up the teenager’s life.

Psychological problem – it is disorder relating to the mind. It is usually directed toward

the mind specifically in its cognitive function.Emotional problem – it is disorder in which

teenagers likely to show vehement feelings towards specific situation or event.

Single-mother – refers to a mother who raised their child all by herself.

 CHAPTER II

PRESENTATION, ANALYSIS AND INTERPRETAYION OF DATA

Presentation of Analysis

The real life experiences of teenagers living with signifivcant others in Dauin

National High School create emotional and psychological problems. There is a chanfge

that impacts their relationship with their parents and their developmental outcome. The

family structure impacts them positive and negative. This chapter presents, demonstrate,

expalain and elucidate the actual existing experiences or the cuncious events that make

up the teengaers living with significant others.

The participants were composed of 17 females and 11 males and were choosen

through quota sampling. They were all Senior High School Students in Dauin National

High School.
 Colaizzi’s phenomenological approach was used to scrutinize the data. To foftifie

emotional connection, the transcription were read and reviewed by the Senior High

School researchers myraid times. Significant statementes unservingly related to the

phenomena in questionwere extracted. This were categorized and treated to form

significanty statements about the participants lived experiences, which lead to four

themes. This themes were exhaustevely discussed to considerably describe their lived

experiebnces, which were, later on, validated from the participants. From analysis

emerged four themes: 1. Expressing deep distress. 2. Lacking of freedom. 3. Pursuing

dreams. 4. Lacking of financial support. All thus profoundly described the participant

experiences.

Adhering to Principle: Colazzi’s Seven step method for data analysis

In order to ensure systematic in the analysis of the data, necessarry procedure had

to be followed. This research study adheared to the seven steps necessissitated by

Colaizzi in stablishing an efficient analysis of the data.

The analysis started with a reading and acquiring of feelings for the protocol. This

step required the Senior High School researchers to listen to the recorded interview in

several times until understanding of the context and familiarization on the content are

achived. The naration was transalated from Visayan to English. And this were reviewed

in order to retain the meaning intended by the participants.

Secondly, statements that were considered directly significant for the phenomena

querried were extracted. In ordered to do so, the statement were firsty reviewed. This
statements ere labeled SS1 to SS28 signifying statements were extracted from the

interview.

This statement sere then submitted to honest reflection in order to formulate

meanings, which were analized with respect to the pre and proceeding statements in the

transcripts. This is important for stablished meaning in context.

Then, emergent themes were described exhaustively that was supported by the

statement coming from the interview. The discussion was done truthfully to provide

structural and contextual meaningn of the lived experiences of teenagers living with

significant others.

Exhaustive Description

Family structure effects teenagers developmental outcome both positive and

negative. Participants living with significant others had different experiences. They went

through hardships with the absence of parent. Growing up with no parents makes them

felt the absence of warmth and love of both parents. It makes them hard to adjust without

the guidance and care of their parents five of them verbalizes that it is very tough and

difficult having this kind of family structure and during family day to of them stated that

they didn’t able bring both of their parents.

Meanwhile participants say that living with significant others doesn’t mean that

your worls stops their. Some teenagers living with significant othersn realized that they

will just focused on their studies, give their best to strive and study even harder. They
look at the good sides of living with significant others. They make it their motivation to

be eagern to concentrate on their study.

While living with significant others, teenagers had slowly accepted that their

family structure were never be perfect as they wabted it to be. For them, living with

significant others is a normal. Teenagers living with significant others were living in their

dreams and passion in life instead of thinking unnecessary thaughts, they molded their

self and choosen what carrer they wanted to pursue.

In this study, credibility was addressed by setting inclusion criteria for the

participants and allowing the participant to chech the exhaustive description wether

indeed it refelcts their experinces the criterion on dependability was achieved by

demonstrating the appropriatness of methodiological decissions. Both the Senior High

School Researhers validated the significant statement, formulatyed meanings anfd

themes.

Rigor of the study

Without rigor, research is worthless, become imaginary tale and loose its utility.

Consequently, and immens deal of attention is applied to reliability and validity in the

systematic research method. Challenges to rigir in qualitative inquiry interestingly

paralelled the promising of statistical packages and development computing systems in

qualittative research (mores, et al. 2002)

In the sudy credibilty was addressed by setting in inclusion for the participants

and allowing the participants to chech the exhaustive description whether indeed it
reflects their experiences. The criterion on the dependabilty was achieve by

demonstrating trhe appropriateness odf methodological decission.

Findings and Discussion of the study

The discussion was centered on the themes, which became apparent from

carefully categorization meanigful statement conveyed by the respondents. From their,

come out for themes: 1. Expressing deep depress. 2. Lacking of freedom. 3. Pursuing

dreams. 4. Lacking of financial support. All thus profoundly described the participant

experiences.

Theme 1: Expressing deep distress

Teenagers living with significant others are expressing a very tremendous pain and down

hearted that effects their way of living. They were longing for the love of their parents.

Participant 1 shared that:

“ I do feel sad because I don’t feel belongingness to their family”

Likewise, another participant confirmed that there is emptiness inside them that

always haunt them.

Participant 2, finally states that :

“ I feel descriminated”

Theme 2: Lacking of Freedom

Teenagers living with significant others suffering from a lack of freedom. They felt like

an emptiness of warmth of love and care.

Participant 4 stated that:

“ Cant give time in doing projects during weekends”

Other participants admitted that with the absence of parents gives them hard times

to adjust in living with significant others.

Similar to Participant 5 said:

“ Because my father had a mistress”

Theme 3 Pursuing dreams

Making and creating dreams that like stars in heaven are those recreations that

teenagers are preparing for.

Participant 8 tells that:

“ To finish my study and to have a good job”

Like participant 10 stated that:

“To become a professional someday”

Theme 4 Lacking of financial support

Being a student is not easy, many projects to pay.

Participant 2 tells that:

 “My familiy can’t support my financial problem in my sutdy”

Simmilar participant 25 tells that:

“The reason why I live with my aunt because she is the one who supports my studies”

CHAPTER III

CONCLUSION AND RECOMMENDATION

CONCLUSION

After gathering all the data from the interview, the researchers of the study

cunclude that teenagers who lived from significant others suffered not only emotional

but also psychological problems that greatly affect them in a positive and negative way.
 From the data gathering and analysis , the researchers had come up with 4 themes,

the fallowing are: negative effects are they express deep distress, lacking of freedom,

lacking of financial support.and the positive effect is they want to pursue their dreams.

The researchers find that the dysfunction of familiy has an enormous effect on the

child’s development and coping the challenges in life. It alters the child’s mind to focus

greatly on the child parent affinities.

RECOMMENDATION

After concluding the research, the Senior hingh school researchers recommended

that this study to be conducted wider sampling of papulation and to new environment to

gain more profound nkowledge about the consciouse event that make an individual life.

Likewise, researchers recommend that assistance is neended and interventions are

necessitated to teenagers living with significant others to diminish possible detrimental

effects on children. Researchers also recommend this research to the parents that they

should use this research to be encouraged to minimize the involment of their children in

their disputes.

Lastly, to the betterment of the findings to be utilize in an appropriate way to help

teenagers find ways to cope up with their problems, researchers recommended that future

researchers should not use this only as a preference but also as a basis on how to conduct

a research study that would test their capability to constitute the entirety of a person’s

development.
 APPENDICES

APPENDIX A

COMMUNICATION LETTERS

APPENDIX A1

SAMPLE INFORMED CONSENT FORM

Research Participant Statement

I,---------------------------------------------------- agree tp participate in the research stud with

a title “Lived Experiences of SHS Student Living With Significant Others:A

Phenomenological Study”.The purpose and nature of the study has been explained to me

in writing.I am participating voluntary.I am aware that the interview will be recorded or I

will be writing it down.I understand that I can withdraw from study,without

consequences, at any time, whether before it start or while I am participating.I understand

that my anonymity will be ensured in the write –up by disguising my identity.I

understand that disguised extracts from my interview may be quoted in the research and

any subsequent publication if I dive permission below. I agree to quotation/publication of

extracts from my interview.

-------------------------------------------

-------------------------

Name and Signature of participant Date:

Appendix A2

INFORMATION LETTER

Research Title: “ Lived Experiences of SHS Students Living With Significant Others:A
Phenomenological Study.”

I am Tummy Alalong , representative of group3 researchers from SHS of DNHS and

currently enrolled in the TVL Strand.Practical Research 1 is one of our applied subjects
this semester.
I believe that the information that you would share is of utmost important in obtaining the
knowledge for this study, which will contribute to our existing body of knowledge and
might be used. The study will be conducted through an interview, which will last 30
minutes-1 hour or we will let your write it down and will be scheduled within your
convenient time. During the interview,which will be recorded using audio recorder, you
will be asked some questions aboout your condition. You may decline to answer some
questions or ask the recorder to be turned off during the interview.

Your participation is fully and I am only one who knows your identity with the
interview, under no circumstances that your name will be identified in the research
report. The soft copy of the audio file of the interview will be stored in password-
protected folder of my personal computer and will be completely deleted after the
completion of the study. You may withdraw from the study anytime you may feel there is
need to, without further consequences.

Tummy Alalong
Group 3 Representative

Noted by:

Floramae T. Sioco
Research Adviser, Senior High School

Appendix A3
TRANSMITTAL LETTER

September, 2018

Floramae T. Sioco
Research Adviser, Senior High School
Dauin National High School
Dear Ma’am Sioco:

Good Day!

I am Tummy Alalong, representative of Group 3 researchers from Dauin National High

School, Senior High School and currently enrolled in TVL Strand. On behalf of Group 3
researchers, I woud like to ask your permission to conduct research for a study entitled
“lived Experiences of SHS Students Living With Significant Others: APhenomenology
Study”.

Respectfully Yours,

Tummy Alalong
Group 3 Researchers Representative

Noted By:
Floramae T. Sioco
Researcher Adviser, Senior High School

Appendix A4
APPROVAL LETTER

September, 2018

Floramae T. Sioco
Research Adviser, Senior High School
Dauin National High School
Dear Ma’am Sioco:

Good Day!

I am Tummy Alalong, representative of Group 3 researchers in practical research 3 from

Dauin National High School, Senior High School and currently enrolled in TVL Strand.
On behalf of Group 3 researchers, I would like to allow the TVL research Group 3 to do
their data assemblage. Our research paper is entitled “live experience of SHS students
living with significant others. A phenomenological study.”

As a partial fulfillment of the requirements in practical research 1 subject, I wished to

conduct study inside the school ground during vacant time to the participants which will
not affect our classes.

Sincerely, I thank you for your myriad and onging forms of support.

Respectfully Yours,
Tummy Alalong
Group 3 Researchers’ Representative

Noted by:

Floramae T. Sioco
Researchers Adviser

Appendix B
GUIDE QUESTIONS

“Lived Experience of SHS Students Living with Significant Others. A phenomenological

study.”

1. What is your live experiences in living with significant others?

( Unsa man imong nasinati sa pagpuyo nga wala ka sa imong ginikanan?)
2. What are the reasons in living with significant others?
( Unsa imong rason nganung wala ka nagpuyo sa imong ginikanan?)
3. What are benefits you can get in living with significant others ?
( Unsa nga binipisyo ang imong nakuha gikan sa imong ginapuy.an?)
 4. What are the dis advantage on living with significant others?
( Unsa may dili maayo nga imong makuha gikan nila?)
5. What are your aspiration in life?
( Unsa may imong panganduy sa imong kinabuhi?)

Appendix B
Table #1
Significant Statement (ss) with coded Formulated Meaning (FM)

PARTICIPANT 1
Extracted Significant Statement (SS) Formulated Meaning (FM)
SS1.) “I don’t feel belongingness to this FM1.)The participant said that she feels
family” incomplete and down.
SS2.) “Because of poverty and I want to FM2.)The respondent claimed that her
continue my studies” family cant cant support the financial for
her study.
SS3.) “They support my financial but I FM3) The participant revealed that she
have to work for it” likes a working student.
SS4) “Lack of family bonding and lack of FM4) The respondent claimed that there
freedom” is no freedom.
SS5.) “ To finish my studies and to prove FM5.) The respondent claimed that she
them that I can be a successful person.” want to become a successful.

PARTICIPANT 2
SS6. ) “They are so strict that I think I FM6.) The participant said that she feels
can’t breath.” no freedom.
SS7.) “ To finish my studies because my FM7.) The respondents said that her
parents cannot support my financial parents cant support her financial but she
problem.” wants to finish her studies.
SS8.) “ They support my financial, I don’t FM8.) The participant revealed that she
feel belongingness.” likes a working students.
SS9.) “ No freedom to give time in my FM9.) The respondent claimed that there
studies and friends.” is no freedom.
SS10.) “ I want to be a successful so that I FM10.)The respondent claimed that she
can give back what help they give to me.” do her best to be a successful in life.

PARTICIPANT 3
SS11.) “ They give me a better life.” FM11.) The participants said that he has a
good life.
SS12.) “ My parents have no time on me FM12.) The respondent said that his
and they only think for themselves.”
SS13.) “ They support my studies and
they taking care of me.”
SS14.) “ Sometimes they don’t care what
will happen to me.”
SS15.) “ I want to finish my studies so
that I can give them a better life.”
family doesn’t care about him.
FM13.) The particicants claimed that he
has lack of financial support of his
parents.
FM14.) The participant said that he
cannot feel love.
FM15.) The respondent claim that he
want to finish his studies.

PARTICIPANT 4
SS16.) “ I experience a challenges in my FM16.) The participant said that he face
life.” the challenges in his life.
SS17.) “ Because my parents can’t give FM17.) The participant claimed that he
financial support.” belong to the poverty family.
SS18.) “ The benefits that I get is to FM18.) The respondent claimed that his
support my studies no matter what family will supoort him no matter what
happen.” happen.
SS19.) “ Can’t give time in doing project FM19.) The respondent claimed that he
during weekend and to my friends.” always running out time.
SS20.) “ To have a permanent work. FM20.) The participant said that he do
everyting for his goal.

PARTICIPANT 5
SS21.) “ They discipline me and they FM21.) The participant said that his
always support me.” relatives is always give time for him.
SS22.) “ Because my father has a another FM22.) The respondent claimed that he
women. has a broken family.
SS23.) “ The benefits that I can get is a FM23.) The respondent said that he don’t
financial support in my studies. have to worry about his financial support.
SS24.) “Doesn’t care me when I where FM24.) The respondent claimed that his
about.” family has lack of time for him.
SS25.) “ To finish my studies, get a nice FM25.) The participant claimed that he
job and traveld the world. would pursue his studies even if his
family is not complete.

PARTICIPANT 6
SS26.) “ Its very okay and very FM26.) The participant said living with
peacefull.” his significant others is very okay.
SS27.) “ Because our school is very far to FM27.) The respondent claimed that he is
my original home.” willing to live his family for his studies.
SS28.) “ Financial, care and love.” FM28.) The respondent said that he is
living with respectfull family.
SS29.) “ I always feel free.” FM29.) The participant said that he can
 do what ever he want.
SS30.) “ To finish my studies and to get FM30.) The respondent claim that he will
my stable job.” pursue his studies.

PARTICIPANT 7
SS31.) “ Different beacause they dont FM31.) The participant said that she lack
care about me.” of attention.
SS32.) “ Because my parents left me when FM32.) The participant claimed that she
I still a child.” is living with a broken family.
SS33.) “ Allowance.” FM33.) The respondent claimed that she
don’t have to worry about the money.
SS34.) “ Because they don’t care of my FM34.) The respondent claimed that his
where about.” significant others they don’t have even a
small care for her.
SS35.) “ To finish my studies and become FM35.) The participant said that she have
a chief.” a goals in her life.

PARTICIPANT 8
SS36.) “ Tired and I feel lonely.” FM36.) The participant said that she is sad
and no one comforting her.
SS37.) “ Our house is very far from the FM37.) The participant claimed that she
school.” want to pursue her study.

SS38.) “ They support my financial in my

study.” FM38.) The respondent said that she don’t
have to worry about the financial to her
study.
SS39.) “ I cant feel that I’m in my FM39.) The participant claimed that she is
original house.” uncomfortable.
SS40.) “ To finish my studies and to have FM40.) The respondent claimed that she
a stable job.” wants to finish study and to have a good
future.

PARTICIPANT 9
SS41.) “More emotional and of course, FM41.) The participant said that she
more happiness in my life.” feel’s up’s and down in living significant
SS42.) “Because I want to give a distance others.
from my family and I also want to study FM42.) The respondent claimed that she
here.” need space and she want to pursue her
study.
SS43.) “Financial support.” FM43.) The participant claimed that she
dont have enough of financial support.
SS44.) “Lack of time in my studies.” FM44.) The respondent said that she
 don’t have enough time to her study.
SS45.) “I want to finish my K-12 and to FM45.) The participant said that she
get a good job.” want to finish her study and to have better
future.

PARTICIPANT 10
SS46.) “Happy.” FM46.) The respondent said that she is
contented and joyful to significant others.
SS47.) “Because I want to explore to FM47.) The participant claimed that she
other school.” want to experience in other school.
SS48.) “Financial support and time.” FM48.) The participant said that she had
enough sustain to significant to others.
SS49.) “Lack of time when we have an FM49.) The respondent claimed that she
assignment to do in weekend. is lack of time to do the assignment during
weekend.
SS50.) “I want to become a professional FM50.) The respondent said that she
chief someday so that I can give a better wants to become a professional chief to
life to my family.” help her family and give them a better life.

PARTICIPANT 11
SS51.) “Im very happy and I am FM51.) The participant claimed that she
contented because they treat me as a true is happy of living with significant others
son and give me an opportunity to finish because thay let him continue his studies.
my studies.”
SS52.) “Because my family decided to FM52.) The respondent said that his
bring us here in Dauin.” reason behind living with significant
others is that his family wants to give
space from them.
SS53.) “Love, guidance and care.” FM53.) The participant claimed that he
has enough love, guidance and care in
living with significant others.
SS54.) “Lack of attention.” FM54.) The respondent said that he has
lack of attention in his significant others.
SS55.) “To finish my studies and help FM55.) The respondent said that he wants
them back and to become a great animator to finish his studies to help his significant
someday.” others.

PARTICIPANT 12
SS56.) “They treat me as their own child FM56.) The participant said she is
and if I did something wrong, they’ll just comfortable in living with significant
advice me and care for me as what my others.
mother do.”
SS57.) “Because of my study.”
SS58.) “Allowance.”
SS59.) “ They didn’t allow me to use
cellphone.”
SS60.) “To become a successful person
someday to help my family.”
FM57.) The respondent claimed that her
reason of living with significant others is
that she wants to continue of her studies
because her family cannot afford anymore
for her financial or allowance.
FM58.) The respondent said that she get
enough allowance.
FM59.) The participant said that using
cellphone is strictly prohibited for her.
FM60.) The respondent claimed that she
wants to become a successful person in
the future so that she can help her family.

PARTICIPANT 13
SS61.) “Its okay because they treat me as FM61.) The participant said that he is
part of their family and they are very nice very comfortable and happy.
to me.”
SS62.) “Because I want to finish my FM62.) The participant said that his
studies.” reason in living with significant others is
that he want to finish his studies.
SS63.) “Allowance and everything I FM63.) The respondent said that he gets
need.” enough allowance and everything he need.
SS64.) “If ever Im wrong, they will just FM64.) The respondent said that he is
discipline me. well discipline in his significant others.
SS65.) “To finish my studies and have a FM65.) The respondent claimed that he
good job.” will do his best to finish his studies and
have a good job.

PARTICIPANT 14
SS66.) “Its okay and they love me. They FM66.) The participant said that she is
also treat me as their own daughter and well treated in her significant others and
support me from everything I want to do.” treat her as a true daughter.
SS67.) “Because I don’t have parents.” FM67.) The respondent said that she live
with significant others because her parents
already passed away.
SS68.) “Proper care.” FM68.) The participant said that she has
enough care in her significant others.
SS69.) “I can’t jam with my friends, they FM69.) The participant said that she don’t
didn’t even allow me to use cellphone and havve a freedom.
to go home as early as possible.”
SS70.) “I want to finish my studies to pay FM70.) The respondent claimed that she
back of all the sacrifices they went will do all his best to finish her studies
through just to support me. and look for a job and support and help
 her family.

PARTICIPANT 15
SS71.) “Bored and alone.” FM71.) The respondent said that he is
bored and alone in living with his
significant others.
SS72.) “Because my house is far from my FM72.) The respondent said that his
school.” reason behind living with significant
others is that his house is far from there
house.
SS73.) “They take care of me. FM73.) The participant said that they are
taking care of him.
SS74.) “No freedom and can’t jam with FM74.) The participant said that he can’t
my friends. jam with his friends even if he likes it.
SS75.) “To finish my study and become a FM75.) The respondent claimed that he
chief.” will finish his study to become a chief.

PARTICIPANT 16
SS76.) “Okay because they are very good FM76.) The respondent said that she is
at me.” comfortable.
SS77.) “Because I was told to stay with FM77.) The participant claimedthat her
my ate so that I can take care of my family told her that she will stay with her
grandfather. ate so that she can take care of her grand
father.
SS78.) “Personal needs and money.” FM78.)The respondent said that she don’t
have to worry about the financial problem.
SS79.) ““I can’t go out in the evening to FM79.)The participant said that she don’t
jam with friends. have a freedom.
SS80.) “I want to become a business Add FM80.) The participant said that she
or teacher to help my family and to pay wants to have a stable job to help her
back for everything they do to me.” family.

PARTICIPANT 17
SS81.) “Happy because my aunt is still FM81.) The respondent said that he is
here to support me even if my mother and comfortable.
father are not atound.”
SS82.) “Because they want me to finish FM82.) The participant said that his
my studies to support them.” relatives wants him to finish his studies.
SS83.) “A good life and to have a better FM83.) The participant claimed that he
future.” want to have a better life.
SS84.) “They don’t want me to go outside FM84.) The respondent said that his
during evening because the people will relatives don’t have trust on him.
think that Im a thief.”
SS85.) “To become what I have always FM85.) The respondent claimed that he
dream for my future.” want to be what he want to be in his
dream.

PARTICIPANT 18
SS86.) “Sometimes strict, but sometimes FM86.) The respondent said that her life
happy.” unconditional.
SS87.) “To finish my study.” FM87.) The participant claimed that she
wants to finish her study.
SS88.) “Allowance and personal needs. FM88.) The participant said that she
doesn’t have to worry anymore of her
personal needs.
SS89.) “No to boyfriend.” FM89.) The respondent said that her
relatives is strict about having a boyfriend.
SS90.) “I want to be a good nurse FM90.) The respondent claimed that she
someday because I want to help my wants to be a good nurse to help her
nephew.” nephew.

PARTICIPANT 19
SS91.) “It is hard sometimes but I can FM91.) The respondent said that there’s a
really see the difference if you’re living big difference between living with
with your family.” significant others and living with your
true family.
SS92.) “Because I want to give a distance FM92.) The respondent claimed that she
from my family.” wants to give space from her family.

SS93.) “Allowance.” FM93.) The participant said that she gets

SS94.) “I have no freedom.”
SS95.) “To finish my study and to help
my family.”
enough allowance for her study.
FM94.) The participant said that she
don’t have freedom.
FM95.) The respondent claimed that she
wants to finish her studies to help her
family.

PARTICIPANT 20
SS96.) “Its very difficult.” FM96.)The participant say that her
situition is hard.
SS97.) “Because our house is very far FM97.)The respondent claimed that she
from school.” really wants to pursue her studies.
SS98.) “Allowance.” FM98.) The respondent said that she
don’t have to worry about her financial
supoort.
SS99.) “No freedom.” FM99.) The participant claimed that her
 relatives/ significant others are so strict.
SS100.) “To finish my studies and help FM100.) The participant claimed that she
my family.” want to finish her studies and to help her
family.

PARTICIPANT 21
SS101.) “They are respectful.” FM101.) The participant claimed that he
is living with the elite family.
SS102.) “Because I have a broken FM102.) The participant said that his
family.” family are broken family.
SS103.) “Guidance.” FM103.) The respondent said that he fully
guided.
SS104.) “My mother doesn’t care to me at FM104.) The participant said that he lack
all because she already have a new of attention of his mother.
family.”
SS105.) “To become a electrician FM105.) The respondent said, he will
someday to help my family.” pursue his studies and to have stable job.

PARTICIPANT 22
SS106.) “Happy and if I did something FM106.) The participant said that she is
wrong they automatically correct me.” being guided with her relatives.
SS107.) “Lack of money.” FM107.) The respondent claimed that
she’s lack of financial problem.
SS108.) “Money and personal needs.” FM108.) The participant claimed that
must fullfil her needs.
SS109.) “I can’t hang out with my FM109.) The respondent said that she
friends.” don’t have a freedom.
SS110.) “I want to finish my studies and FM110.) The respondent said that she
to help my parents and for my future wants to commit her goal in life.
also.”

PARTICIPANT 23
SS111.).) “Its okay, no problem.”
SS112.) “Because I like to finish my
study.”
SS113.) “Allowance.”
SS114.) “I am free to do what I want.”
SS115.) “I want to finish my study to
beacome a seaman someday and to help
FM111.) The respondent claimed she no
worries.
FM112.) The repondent said that she has
her goal life.
FM113.) The participant said that she
need her allowance.
FM114.) The respondent claimed she has
free time to mingle.
FM115.) The participant claimed said that
she want to finish her studies and get a
my family.” stable job.

PARTICIPANT 24
SS116.) “It is hard for me to live with FM116.) The participant said that she can
different people. Even though they are my balance her situation in order to her
relatives, it is different to live in the other studies.
house rather than living in our own
house.”
SS117.) “The reasons behind why I am FM117.) The respondent claimed that she
living to another house it is because I must study hard so that the people behind
want to finish my study, my relatives her back she cant hear a bad feedback.
helps me to my education.
SS118.) “The benefits I got in living with FM118.) The participant said that she
significant others is my education and must help household chores.
some knowledge in household chores.
SS119.) “I feel like I have no parents with FM119.) The respondent claimed that she
me and sometimes they prioritize others feel like she had no parents.
rather than me.
SS120.) “I want to become successful FM120.) The participant claime that she
someday. It is the reason behind why I must finish her studies even if she
strive hard even though my life was so suffering cruelty.
cruel.

PARTICIPANT 25
SS121.) “It is hard for me to put with FM121.)The participant said that she cant
them because its different to live in others feel belongingness.
rahter than in my own family. Sometimes
I can’t feel that I belong to them.
SS122.) “The reason is that my aunt FM122.)The respondent said she is lack
supports my schooling, and one of the of financial soppurt becouse she had a
reason of it is I belong to a broken family. broken family.
SS123.) “I become independent FM123.) The participant said that she
individual and helps me to strive hard in will not surrender to any circumtances
other words, it encourages me to face all that she will encounter.
the circumstances that I will encounter.”
SS124.) “I felt sad sometimes and lack of FM124.)The respondent said that she is
family support. lack of family support that’s why she felt
sad on her study.
SS125.) “To finish my study and to have FM125.)The respondent claimed that she
a stable job.” wants to finsh her study and have a stable
job.

PARTICIPANT 26
SS126.) “Its very hard especially if you
don’t get along well.
SS127.) “Its because Im studying here and
my house is near at my school.
SS128.) “Allowance.”
SS129.) “No freedom.”
SS130.) “Finish my studies and have a
nice work for my siblings.”
FM126.)The participant said that she is
not comfortabe.
FM127.)The respondent said that their
house is far from school that’s why she
lived on her significant others.
FM128.) The respondent said that the
benifits that she can get is the financial
support.
FM129.)The participant said that she
don’t have a freedom.
FM130.) The participant claimed that she
wants to finish his study to have a work so
that she can help her siblings.

PARTICIPANT 27
SS131.) “Very difficult because you cant FM131.) The respondent said that his not
express what you feel unlike your real comfortabel becouse he cant express what
family. he feel.
SS132.) “becouse of poverty.” FM132.)The participant said that the
resson why he lived on his aunt becouse
his family cant support his financial.
SS133.) “Allowance.” FM133.)The respondent said that the
benefits that he can get is allowance.
SS134.) “No privacy and no freedom to FM134.)The participant said that he don’t
love.” have a freedom.
SS135.) “I want to become a teacher FM135.)The respondent claimed that he
someday and I want to have other children wants to have a stable job and to help
who cant afford to educated their self.” children that cant afford for education.

PARTICIPANT 28
SS136.) “happy and comfortable.”
SS137.) “To find a money and provide
my personal needs.”
SS138.) “Allowance.”
SS139.) “No freedom and my time is
limited.”
SS140.) “To finish my school and to
become a successful one.
FM136)The respondent said that she is
happy and comfortable.
FM137.)The participant said that she is
the one who support her life in her study.
FM138.) She said that the benefits that
she get is allowance.
FM134.)The participant said that he
don’t have a freedom.
FM140.)She claimed the she wants to
finish her study.

AppendexC
Table#2
 Themes with coded Formulated meanings

Themes Formulated Meanings (FM)

Expressing deep distress FM1.)The participant said that she feels
incomplete and down
FM16.) The participant said that he face
the challenges in his life.

FM17.) The participant claimed that he

belong to the poverty family.

FM36.) The participant said that she is sad

and no one comforting her.

FM31.) The participant said that she lack

of attention.

FM54.) The respondent said that he has

lack of attention in his significant others.

FM71.) The respondent said that he is

bored and alone in living with his
significant others.

FM86.) The respondent said that her life

unconditional.

FM91.) The respondent said that there’s a

big difference between living with
significant others and living with your true
family.

FM96.)The participant say that her situition

is hard.

FM116.) The participant said that she can

balance her situation in order to her studies.

FM121.)The participant said that she cant

feel belongingness.
FM126.)The participant said that she is not
comfortabe.

FM131.) The respondent said that his not

 comfortabel becouse he cant express what
he feel.

Lack of Freedom FM4) The respondent claimed that there is

no freedom.

FM6.) The participant said that she feels no

freedom.

FM9.) The respondent claimed that there is

no freedom.

FM44.) The respondent said that she don’t

have enough time to her study.

FM49.) The respondent claimed that she is

lack of time to do the assignment during
weekend.

FM69.) The participant said that she don’t

havve a freedom.

FM74.) The participant said that he can’t

jam with his friends even if he likes it.

FM79.)The participant said that she don’t

have a freedom.

FM84.) The respondent said that his

relatives don’t have trust on him.

FM89.) The respondent said that her

relatives is strict about having a boyfriend.

FM94.) The participant said that she don’t

have freedom.

FM99.) The participant claimed that her

relatives/ significant others are so strict.

FM109.) The respondent said that she

don’t have a freedom.

FM129.)The participant said that she don’t

have a freedom.
 FM134.)The participant said that he don’t
have a freedom.

FM134.)The participant said that he don’t

have a freedom

Pusuing Dreams FM5.) The respondent claimed that she

want to become a successful.

FM10.)The respondent claimed that she do

her best to be a successful in life.

FM15.) The respondent claim that he want

to finish his studies.

FM20.) The participant said that he do

everyting for his goal.

FM25.) The participant claimed that he

would pursue his studies even if his family
is not complete.

FM30.) The respondent claim that he will

pursue his studies.

FM35.) The participant said that she have a

goals in her life.

FM40.) The respondent claimed that she

wants to finish study and to have a good
future.

FM45.) The participant said that she want

to finish her study and to have better future.

FM50.) The respondent said that she wants

to become a professional chief to help her
family and give them a better life.

FM55.) The respondent said that he wants

to finish his studies to help his significant
others.

FM60.) The respondent claimed that she

wants to become a successful person in the
future so that she can help her family.

FM65.) The respondent claimed that he

will do his best to finish his studies and
have a good job.

FM70.) The respondent claimed that she

will do all his best to finish her studies and
look for a job and support and help her
family.

FM75.) The respondent claimed that he

will finish his study to become a chief.

FM80.) The participant said that she wants

to have a stable job to help her family.

FM85.) The respondent claimed that he

want to be what he want to be in his dream.

FM90.) The respondent claimed that she

wants to be a good nurse to help her
nephew.

FM95.) The respondent claimed that she

wants to finish her studies to help her
family.

FM100.) The participant claimed that she

want to finish her studies and to help her
family.

FM105.) The respondent said, he will

pursue his studies and to have stable job.

FM110.) The respondent said that she

wants to commit her goal in life.

FM115.) The participant claimed said that

she want to finish her studies and get a
stable job.
 FM120.) The participant claime that she
must finish her studies even if she suffering
cruelty.

FM125.)The respondent claimed that she

wants to finsh her study and have a stable
job.

FM130.) The participant claimed that she

wants to finish his study to have a work so
that she can help her siblings.

FM135.)The respondent claimed that he

wants to have a stable job and to help
children that cant afford for education.

FM140.)She claimed the she wants to

finish her study.

Lacking of financial support FM2.)The respondent claimed that her

family cant cant support the financial for
her study.

FM3) The participant revealed that she

likes a working student.

FM7.) The respondents said that her

parents cant support her financial but she
wants to finish her studies.

FM8.) The participant revealed that she

likes a working students.

FM13.) The particicants claimed that he

has lack of financial support of his parents.

FM43.) The participant claimed that she

dont have enough of financial support.

FM57.) The respondent claimed that her

reason of living with significant others is
that she wants to continue of her studies
because her family cannot afford anymore
for her financial or allowance.
 FM107.) The respondent claimed that she’s
lack of financial problem.

FM122.)The respondent said she is lack of

financial soppurt becouse she had a broken
family.

FM132.)The participant said that the

resson why he lived on his aunt becouse his
family cant support his financial.

FM137.)The participant said that she is the

one who support her life in her study.

Appendix D
Participants Demographic profile

Participant 1 Participant 2
Age:21 Age:18
Sex:female Sex:female
Grade Level:12 Grade Level:12
Participant 3 Participant4
Age:19 Age:18
Sex:male Sex:male
Grade Level:12 Grade Level:12
Participant5 Participant6
Age:18 Age:18
Sex:male Sex:male
Grade Level:12 Grade Level:12
Participant7 Participant8
Age:18 Age:18
Sex:female Sex:female
Grade Level:12 Grade Level:12
Participant9 Participant10
Age:20 Age:18
Sex:female Sex:female
Grade Level:12 Grade Level:12
Participant11 Participant12
Age:18 Age:17
Sex:male Sex:female
Grade Level:12 Grade Level:11
Participant13 Participant14
Age:17 Age:17
Sex:male Sex:female
Grade Level:11 Grade Level:11
Participant15 Participant16
Age:17 Age:17
Sex:female Sex:male
Grade Level:11 Grade Level:11

Participant17 Participant18
Age:18 Age:17
Sex:male Sex:male
Grade Level:12 Grade Level:11
Participant19 Participant20
Age:18 Age:17
Sex:female Sex:female
Grade Level:12 Grade Level:11
Participant21 Participant22
Age:17 Age:17
Sex:male Sex:male
Grade Level:11 Grade Level:11
Participant23 Participant24
Age:17 Age:18
Sex:male Sex:female
Grade Level:11 Grade Level:12
Participant25 Participant26
Age:17 Age:17
Sex:female Sex:female
Grade Level:12 Grade Level:11
Participant27 Participant28
Age:18 Age:18
Sex:male Sex:female
Grade Level:11 Grade Level:11
 APPENDIX E
CURRICULUM VITAE
Personal Information
Name:Tummy Alalong
Age:18
Address:Pob.distIII Dauin Negros Oriental
Phone number:09756826915
Date of Birth:September 18,2000
Place of Birth:Dauin Center
Citizinship:Filipino
Religion:Roman Catholic
Civil Status:Single
Sex:Male

Educational Backgroumd
Primary:Dauin Central School (2012-2013)
Junior High School: Dauin National High School (2015-20160
Senior High School: Dauin National High School(2018-2019)

Personal Information
Name:Marlon Ausejo
Age:18
Address:Masaplod Norte,Dauin Negros Oriental
Phone number: 09972292356
Date of Birth: November 12, 2000
Place of Birth: Dauin Centre.
Citizinship:Filipino
Religion: Roman Catholic
Civil Status:Single
Sex:male

Educational Backgroumd
Primary:Dauin Central School
Junior High School: : Dauin National High School (2015-20160
Senior High School: Dauin National High School(2018-2019)

Personal Information
Name:Naneth Baylon
Age:21
Address:Pob.DistIII,Dauin Negros Oriental
Phone number: 09972292279
Date of Birth: January 3, 1997
Place of Birth: Dumaguete City
Citizinship:Filipino
Religion: Roman Catholic
Civil Status: Single
Sex:female

Educational Backgroumd
Primary: Dauin Central School (2009-2010)
Junior High School: : Dauin National High School (2015-2016)
Senior High School: Dauin National High School(2018-2019)

Personal Information
Name:Rose Caryl Duhaylungsod
Age:18
Address:Bacong Negros Oriental
Phone number: 09361280350
Date of Birth: October 8, 2000
Place of Birth: Cotabato City
Citizinship:Filipino
Religion:Roman Catholic
Civil Status:Single
Sex:Female

Educational Backgroumd
Primary: Masaplod Elementary School
Junior High School: : Dauin National High School (2015-20160
Senior High School: Dauin National High School(2018-2019)
Personal Information
Name:Rhena Jay Elma
Age:17
Address:Masaplod Sur Dauin Negros Oriental
Phone number: 09559746363
Date of Birth: April 7, 2001
Place of Birth: Bais City
Citizinship:Filipino
Religion:Roman catholic
Civil Status:Single
Sex:Female

Educational Backgroumd
Primary:Masaplod Sur Elementary School (2012-2013)
Junior High School: : Dauin National High School (2015-20160
Senior High School: Dauin National High School(2018-2019)

Personal Information
Name:Nicko Ross Rendal
Age:18
Address:Masap;od Norte Dauin Negros Oriental
Phone number: 09759787009
Date of Birth: September 8, 2000
Place of Birth: Dauin Centre
Citizinship:Filipino
Religion:Roman Catholic
Civil Status:Single
Sex:Male
Educational Backgroumd
Primary:Masaplod Sur Elementary School (2012-2013)
Junior High School: : Dauin National High School (2015-20160
Senior High School: Dauin National High School(2018-2019)

Personal Information
Name:Renzyrus Tan
Age:19
Address:Tugawe Dauin Negros Oriental
Phone number: 09263454341
Date of Birth: August 17, 1999
Place of Birth: Matais Subic Zambales
Citizinship:Filipino
Religion: INC
Civil Status:Single
Sex:Male

Educational Backgroumd
Primary: Dauin Central School
Junior High School: : Dauin National High School (2015-
20160
Senior High School: Dauin National High School(2018-2019)

Personal Information
Name:Phamela Vallente
Age:18
Address: Magay, Dauin Negros Oriental
Phone number: 09361292272
Date of Birth: November 7, 2000
Place of Birth: Mandaue City
Citizinship:Filipino
Religion:Roman Catholic
Civil Status:Single
Sex:Female

Educational Backgroumd
Primary:Dauin Central School (2012-2013)
Junior High School: : Dauin National High School (2015-20160
Senior High School: Dauin National High School(2018-2019)

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