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San Felipe Neri Parochial School


85 A.T. Reyes Street, Mandaluyong City

SY: 2018-2019
An Action Research Presented to the Faculty of

San Felipe Neri Parochial School

“Correlation of Parent’s Relationship Status to a Student’s Grades”

In Partial Fulfillment of the requirements in

Math 9 and English 9


Ighot, Karl Gabriel

Laureta, Luis Jericho

Teodosio, Harold Adrian

Ciminiano, Cassandra Kate

Gelito, Jannelle

Gomez, Sophia Ysabelle

Santiago, Winona Pearl

9 – St. John Marie Vianney




This study will correlate two variables to learn if they have relation to one another. The

two variables that the researchers will correlate is the parent’s relationship status of the

parents and the child’s grades. The researchers want to find out if the relationship status

of a student’s parents (such as annulled, married, or separated) affects the students



The Purpose of the Study is to correlate the relationship status of the parents and the

students grades.


General Problem

This study aims to correlate the relationship status of the parents and the students grades.

1. Does the parents relationship status affect the students grades positively?

2. Does the parents relationship status affect the students grades negatively?

Null Hypothesis

There is significant no change in the student’s grades because of the parent’s relationship


Alternative Hypothesis

There is significant change in the student’s grades because of the parent’s relationship



This study will be beneficial to the following

Parents, so that they will know how their relationship affects their children emotionally

but also in their grades.


The research was conducted in San Felipe Neri Parochial School Year 2018-2019.

Samples are taken from the Students of the Junior High School levels of San Felipe Neri

Parochial School. We will be conducting an actual interview using pen and paper only.
The Researchers goal for this research is to conduct a survey asking what their parent’s

relationship status is (married, annulled, or separated) and collect the the average of the

students that was surveyed to find out if the parent’s relationship affects the student’s

grades positively or negatively.






According to Joanne Pedro-

Carroll, PhD. June 2011.

- Understanding children’sTO KNOW HOW A PARENT’S

- Effective Parenting
- Parent-Child Relationship


We will Conduct a survey using
separation/according- questionnaires
(Simple Random Sampling)
There are several steps that the Researchers need to do to reach their goal. First, the

researchers need to conduct a survey. The researchers are going to use questionnaires by

using Simple Random Sampling Technique, to know the Correlation of Parent’s

Relationship Status to a Student’s Grade. The survey will only be conducted specifically

in 14 students per section of the Junior High School level. Second, after the process that

the researchers need to do to conduct the survey for their study, afterwards they have to

find the following factors from their survey for them to reach their specific goal in this

this study. And Lastly, the outcome study: “Correlation of Parent’s Relationship Status to

a Student’s Grades”


Average - a number expressing the central or typical value in a set of data, in particular

the mode, median, or (most commonly) the mean, which is calculated by dividing the

sum of the values in the set by their number.

Affect - have an effect on; make a difference to.

Conducted - organize and carry out.

Correlate - have a mutual relationship or connection, in which one thing affects or

depends on another.

Variables - an element, feature, or factor that is liable to vary or change.

Chapter II
According to Brian M. D’Onofrio, PhD. June 2011

Numerous studies have found that parental separation and divorce is associated with a

range of negative outcomes for younger children and adolescents across various

domains.5-7 Parental separation/divorce is associated with academic difficulties,

including lower grades and prematurely dropping out of school, and greater disruptive

behaviours (e.g., being oppositional with authority figures, getting into fights, stealing,

and using and abusing alcohol and illegal drugs). Children and adolescents who

experience the divorce of their parents also have higher rates of depressed mood, lower

self-esteem, and emotional distress.

Parental divorce is also associated with negative outcomes and earlier life transitions as

offspring enter young adulthood and later life. Children of divorce are more likely to

experience poverty, educational failure, early and risky sexual activity, non-marital

childbirth, earlier marriage, cohabitation, marital discord and divorce. In fact, emotional

problems associated with divorce actually increase during young adulthood.8

Understanding the magnitude of these problems and the causal mechanisms through

which divorce influences these behaviours, therefore, has important social consequences.


According to CM Lee, 2000

During the divorce process, adults experience a roller coaster of emotions to which their

children are extremely sensitive. It is crucial that parents avoid overburdening a child

with their own unhappiness or irritability. Furthermore, during the transition period of

separation and divorce, the parenting skills of adults are at a low ebb. Unfortunately, at a

time when children especially need support, warmth and firm, consistent control, many

parents are least equipped to provide it (2). Parents are encouraged to activate their adult

support systems and, if necessary, to seek professional help in their new parenting roles.

Seeing a parent coping well with the challenges of divorce may alleviate children’s sense

of burden or responsibility, and provide an effective model for handling distress.

Problem-solving interventions for parents are effective in helping them cope with

divorce. Children’s groups show some positive effects, but when recovering from

divorce, children take their lead from their parents – if the parents are functioning well,

the child is more likely to do well. Thus, interventions focused uniquely on children may

be of limited usefulness (7).

According to Joanne Pedro-Carroll, PhD. June 2011.

How parents can help their children to cope through divorce and separation:

1) Understanding children’s hidden emotions. The 2009 Stress in America survey

conducted by the American Psychological Association reveals the disconnect between

what children experience and what parents think they experience. One of their key

findings was that “Parents and young people differ on several key measures related to

how much stress or worry young people experience, what is causing the stress or worry

and how their level of stress or worry has changed over the last year. For example, fewer

parents than children believe that children’s stress has increased in the past year, there is

a disconnect between what parents believe causes stress in children and what children

consider worrisome, and parents appear to be unaware of the degree to which children

report physical symptoms like headaches and difficulties sleeping that are often

associated with stress.” 11

One of the ways parents can understand their children’s emotions is by helping them

learn to identify and name their feelings. Recent neurophysiological research has shown

that naming emotions calms the amygdala, increases activity in the prefrontal cortex, and

helps children develop neural pathways for managing strong emotion, problem solving,

rational thinking and judgment.12

Parents are better able to understand their children’s emotions when they make time for

one-on-one interaction, listen empathetically, notice children’s non-verbal signals and

reflect their own understanding of what their children are feeling. Children often need
time and space to share their hidden feelings, and they are most likely to do so if they

believe their parents will listen to them openly and without judgment.

2) Effective parenting. Recent clinical trials of an intervention for parents called the

New Beginnings Project9 found that quality parenting is a powerful protective factor and

a modifiable source of childhood resilience. High quality is defined as a combination of

warmth and nurturance with effective discipline and limit setting. This kind of parenting

is shown consistently to relate to better outcomes for children. One of the most important

ways parents can reassure their children in these times of great uncertainty is to affirm

their abiding love for them. Although at various developmental stages children may

appear not to need this reassurance or even to reject expressions of strong emotion, they

all benefit from frequent, genuine manifestations of their parents’ love. In addition to

words, parents can show their affection through physical gestures – snuggling with young

children and bear hugs for older ones, for example – and through making the time to

simply be with them. Creating routines of shared activities and being empathetic and

responsive to verbal and nonverbal clues about children’s feelings all help to show

warmth and nurturance. The other side of effective parenting is discipline, characterized

by clear guidelines, limits and age-appropriate expectations. Effective discipline helps

children by increasing the predictability of the environment and their own sense of

control at the same time that it reduces coercive interactions between parent and child and

prevents involvement with deviant peers. It requires parents not only to establish clear

and appropriate rules and limits, but also to monitor their children’s behavior and enforce

the rules. Children need to understand that all feelings are ok, but that not all behaviours
are ok.

3) Parent-child relationships. The quality of parent-child relationships is an important

protective factor that predicts the long-term impact of divorce on children. Unfortunately,

national surveys show a significant deterioration in relationships between children and

their parents, especially fathers, over time.10 The encouraging and empowering news is

that there are many ways that parents can strengthen their relationships with their

children. Among these are quality parenting practices including committing to one-on-

one time with each child, affirming their strengths, reinforcing positive behaviours,

listening without judgment, accepting ambivalent feelings, reflecting understanding,

connecting words to feelings, allowing silence and giving children space to not talk. All

of these help children and parents alike to understand each other and deepen their

connection. Developing strong parent-child relationships depends on communicating well

and frequently with children, especially listening to their feelings and responding with

empathy. Research shows that healthy families regularly incorporate genuine expressions

of appreciation and encouragement for one another. Taking the time to notice and express

appreciation for acts of kindness or consideration creates goodwill that fuels hope,

optimism and loving relationships. Establishing new family rituals and routines is another

way to strengthen the bonds between parents and children. These convey the message

that we are still a family – a very reassuring message for children. Parents can also

strengthen their bonds with their children at the same time that they are helping them to

become resilient by conveying a positive sense of hope about the future and reinforcing a

message of enduring, unconditional love for their children. Another important way that
parents can strengthen their relationships with their children is to avoid rushing into new

relationships. While it is understandable that divorcing parents long to have a loving new

partner, entering such relationships too quickly can come at great cost to their children.

The issues are compounded when the new partner also has children. Many children

express an enormous sense of loss, and they may fear being replaced when their parent is

suddenly focused on a new love. Their parents’ new relationships inevitably bring still

more profound changes into the lives of children who are already buffeted from those

related to their parents’ divorce. Taking new relationships slowly and allowing children

time to adjust to the divorce before adding more changes benefits children and new



According to Wendy Johnson, Matt McGue, and William G. Iacono

How Parents Influence School Grades: Hints from a Sample of Adoptive and Biological


Among developmental and clinical psychologists, parenting is considered to be an

important influence on children’s academic outcomes (e.g., Gadeyne, Ghesquiere, &

Onghena, 2004; Steinberg, Elmen, & Mounts, 1989). This is supported by a large volume

of evidence from longitudinal (e.g., Steinberg, Lamborn, Darling, Mounts, & Dornbusch,
1994) and experimental intervention studies (e.g, Forgatch & DeGarmo, 1999), as well as

by studies of concurrent associations. Investigations of the mechanisms by which parents

exert their effects on academic outcomes tend to follow one of two general traditions

(Kellaghan, Sloane, Alvarez, & Bloom, 1993): examination of the effects on children of

parental actions, or “what parents do”, and exploration of the effects on children of “who

parents are”. The classic parenting research focusing on socialization activities by parents

in the form of emotional tone, disciplinary practices, responsiveness, and expectations

(e.g., Baumrind, 1991; Maccoby & Martin, 1983) comes from the “what parents do”

tradition, as does research on the quality of the home learning environment provided to

children (e.g., Bradley, 1994; de Jong & Leseman, 2001). The “who parents are” tradition

is represented by studies positing that socioeconomic and cultural factors carry with them

trait-like parental socialization practices with a variety of contextual influences that affect

development (e.g., Gallimore & Goldenberg, 2001; Gutman & McLoyd, 2000). Of

course, the two research traditions do not necessarily reflect distinct aspects of parenting,

as who parents are and what they do are often closely intertwined, and may be especially

so with respect to their offspring’s academic achievement

Chapter III

Research Methodology


The research design used is Inferential Statistics. According to Minitab/Research,

Inferential statistics use a random sample of data taken from a population to

describe and make inferences about the population. Inferential statistics are

valuable when examination of each member of an entire population is not

convenient or possible. The Researchers used this method to equally show all the

data we have used and collected, for those who will read our research to clearly



The researchers chose Simple Random Sampling as the sampling technique. The

researchers chose this sampling technique so that each and everyone of the

respondents may be given the chance to be included in the sample.


The Researchers has chose to take respondents from Grades 7-10. The Researches chose

to take respondents from the whole Junior High School level because the researchers

want to observe the different ways students handle their parent’s relationship, and how

parents help them cope with it. The researchers want to know if different age groups have

different ways of coping. The Researchers will find out if separation causes student’s to
lose inspiration and their grades get low, or they cope well and their grades stay the same

or get higher.


The process of the researchers data gathering is surveying through questionnaires.

Through questionnaires the respondents will answer it by themselves with the

help of the questions and choices given. After gathering all the data the

researchers will tally the results and the results will be used for the study.


The researchers will use Slovin’s formula to calculate the sample size of the

respondents. With the population size of 796 students of the Junior High School

level and 5% margin of error the researchers will now calculate the sample size to

be used.

Given: Formula: N/1+Ne2

 N: 796

 e: 5% or 0.05

= ------------------
1+796 (0.0025)

= ------------

1 + 1.99
= -------------

= 266.2207358
= 266.22

The sample size to be used is 266.22 in the Junior High School level as a whole, and

14 students per section. The researchers divided the given sample size, 141.10, by 19

which is the number of sections that Junior High School has. The researchers will

conduct a survey that will be answered by 14 students per section of the Grades 7-10.

Sample Survey

NAME:_________________________________ AGE__________


Status of the parents (check)

Married Divorce

Separate others please


Does your parents relationship affect your studies?




This chapter presents the table and figure with specific analysis and interpretation of data.




According to the data the researchers have gathered most of the Grade 7 students’

parents’ are married. Most of the Grade 7 students answered that their parents’

relationship does not affect their studies and according to the respondents’ grades that

was collected, most of the Grade 7 students don’t suffer from failing grades.



According to the data, most of the Grade 8 respondents’ parents are married. The

respondents also answered in the survey that they do not get affected by their parents

relationship, in agreement with their studies. The Researchers collected the respondents’

general averages, and so far they don’t have failing grades.




In accordance to the data gathered, most og the Grade 9 students have married parents. As

they answered the survey they said that parent relationship usually don’t affect their

studies, but they use it as their inspiration. The Researchers collected the respondents Third

Quarter general averages and like the previous grade levels’ respondents, the Grade 9

students do not suffer from failing grades.




According to the data that the researchers collected in the Grade 10 community, their

parents are mostly married, followed by separated. Through their answers in the

researchers survey, it has been stated that their parents relationship status does not affect

them. The researchers also collected their general averages, and they also do not suffer

from failing grades.



This chapter presents briefly the summary and the recommendation of the study for each

of the problem.


Based on the results of the research in this project, the following findings are made:

1. Does the parents relationship status affect the students grades positively?

- According to the survey that the researchers conducted from each level, most of the

students that answered the survey question has married parents that they use their parents

as an inspiration or a role model for them in their studies and in that, parents relationship

status affects most of the students grades positively.

2. Does the parents relationship status affect the students grades negatively?

- According to the survey that we conducted each level, the parents relationship status

doesn’t affect the students grades negatively because in spite of their parents separation,

they make it an inspiration to work harder for them to make their parents proud.

This study has stated that the parent relationship status affects the students grades

negatively and positively through many reasons. The students make their parents as

an inspiration positively and even though others parents are separated. This study

has many advantages, one is to know what causes students to have high or low

grades. It can help parents too, its help them in a way that they know that the way

they act towards their child can also affect their child.


The researchers of this study recommend to future researchers to use other variables

other than students grades to correlate to parents relationship status. It can be the

students behaviour, parents relationship can also affect a child’s behaviour and how

he/she acts. The future researchers can also research on why a students easily gets

distracted, if it has something to do with their mental health and such.