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THE RELATIONSHIP BETWEEN FAMILY STRUCTURES AND ACADEMIC

PERFORMANCE OF SENIOR HIGH SCHOOL STUDENTS OF CORPUS CHRISTI
SCHOOL

Research · March 2018

DOI: 10.13140/RG.2.2.13430.24649

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 Corpus Christi School

Senior High School

The Relationship between Family Structures And

Academic Performance of Senior High

School Students of Corpus

Christi School

By

Duane Francis V. Beley

Chazz Arden Mayo

Stephen John C. Salcedo

Kurt Dyll Villegas

March 2018
 THE RELATIONSHIP BETWEEN FAMILY STRUCTURES AND

ACADEMIC PERFORMANCE OF SENIOR HIGH

SCHOOL STUDENTS OF CORPUS

CHRISTI SCHOOL

A THESIS

Presented to the Faculty of Humanities and Social Sciences Department

Senior Highs School

Corpus Christi School Macasandig Campus

Cagayan de Oro City

In Partial Fulfillment

Of the Requirements for Research Project

By

Duane Francis V. Beley

Chazz Arden Mayo

Stephen John C. Salcedo

Kurt Dyll Villegas

March 2018
 CERTIFICATE OF ORIGINALITY

This is to certify that we assume full responsibility over the work entitle “THE

RELATIONSHIP BETWEEN FAMILY STRUCTURES AND ACADEMIC

PERFORMANCE OF SENIOR HIGH SCHOOL STUDENTS OF CORPUS CHRISTI

SCHOOL” submitted as a requirement for the subject Research Project, Senior High

School Corpus Christi School, that the work is our own, that this is original expect as

specified in the acknowledgement, footnotes, or in the references and that this has

never been submitted to this or any other school for a degree or other requirements.

Duane Francis V. Beley

Chazz Arden Mayo

Stephen John C. Salcedo

Kurt Dyll Villegas

March 2018
 TABLE OF CONTENTS

Page

TITLE PAGE i

CERTIFICATE OF ORIGINALITY ii

TABLE OF CONTENTS iii

CHAPTER

1 THE PROBLEM

Introduction 1

Conceptual Framework 5

Schematic Diagram 8

Statement of the Problem 9

Hypotheses 10

Significance of the Study 11

Scope and Limitation 13

Definition of Terms 14

2 REVIEW OF RELATED LITERATURE & STUDIES 16

3 RESEARCH METHODOLOGY

Research Design 29

Research Setting 30

Sampling Procedure 31

Data Gathering Instruments 33

Validity and Reliability of Data Gathering Instruments 34

Data Gathering Procedures 35

 Scoring Guidelines 36

Statistical Treatment 37

4 PRESENTATION, ANALYSIS & INTERPRETATION OF DATA 38

5 SUMMARY, FINDINGS, CONCLUSIONS & RECOMMENDATIONS

Summary 43

Findings 44

Conclusions and Implications 46

Recommendations 47

REFERENCES 49

APPENDICES 47

Appendix A Questionnaire 58

Appendix B Letters of Consent 59

Appendix C Computation of Sample Size 62

Appendix D List of Student Population 63

Appendix E Other Documents 75

CURRICULUM VITAE 78
 CHAPTER 1

INTRODUCTION

THE PROBLEM

According to Olaitan (2017), “academic performance is a very important

tool with which the success, ability and capability of a student are measured,

those students performing beyond average of the standard set by the school are

labeled as brilliant and those who perform low in class are considered as

average and not dumb.” Schools should constantly observe the academic

performance of their students. There are various factors that may affect the

academic performance of a student. According to Quebec (2017), these are the

following factors that may affect the academic performance of a student; support

and availability of parents, geographical location of the institution, medium of

instruction used by the teachers, diversity of the students in a class and more. In

addition, Coward (2001) proved with his study that a broken family structure is

one factor that does affect the academic performance of a student, on the other

hand, Small (2003) proved with his study that an intact family structure is also

another factor that affects the academic performance of a student.

A family, according to the Catechism of the Catholic Church, “is the

community in which, from childhood, one can learn moral values, begin to honor

God, and make good use of freedom.” Families are different in terms of various

forms- status, educational attainment, size, cultural background, involvement as

parents to their children- academic and activities and so on- and these forms
 2

affect the children’s performance in school. For the purpose of this study, family

structure is being conceived in terms of broken family structure due to different

reasons- divorced, death of a parent and the likes. This study wishes to

understand and further come to a conclusion whether there is a significant

relationship between family structures and academic performance.

Statistique Canada (2015) defines family structure as, “combination of

relatives that comprise a family. Classification on this variable considers the

presence or absence of: legally married spouses or common law partners;

children; and, in the case of economic families, other relatives.” In other words

family structure suggests whether a family is intact or broken. There are different

family structures in the Philippines, to name a few: single-parent, childless, step,

extended and nuclear families are the most common types according to Michelle

Blessing (2013).

In the context of this paper, the researchers will deal with the two main

family structures, which are the intact and broken ones. An intact family structure

is mistaken to be just a family living together in one roof, however it is more to

that, because it is a family in which both biological parents are present, are still

alive and may either be living or not living together (cases include Overseas

Filipino Workers) or are still married without undergoing separation, because if

this act is done then that family structure is a broken one. This research would

also focus on broken family structures, which is defined as a family structure that

has split or separated for various reasons, such as death of a parent, separation-
 3

annulment or divorce, or abandonment, which lead to the child being raised by a

single parent, cousin or by others.

There were many studies done before, but most were focused on family

background affecting academic performance, which is a bit similar to this

research. The following are studies which prove that family structure affect

academic performance: (a) Suleman, Hussain and Akhtar’s study - “Effects of

Family Structure on the Academic Performance of Students at Elementary Level

in District Karak, Khyber Pukhtunkhwa (Pakistan),” the study was conducted to

know the effects of family structure on academic performance of the students at

elementary level in district Karak. After they conducted their research, the

researchers concluded that large family size; large number of brother and sisters;

domestic issues and tension among the family members; low socio-economic

status, lack of parent’s participation badly affects student’s educational

attainment, (b) Peter Nato’s study – “Analysis of Family Structure Influence on

Academic Performance Among Secondary School Students in Bungoma East

Sub-County, Kenya.” This study examined the influence of family structure on

students’ academic performance within Bungoma East Sub-County. The result

was, those students belonging to a nuclear family were highly motivated, while

those who had a single parent were affected. But even if these studies were in

line with this research, since one primary aim is to contribute knowledge to the

existing body, this is one consideration why this research is focused on both of

the main family structures, the intact and the broken.

 4

The unit of analysis will include the Senior High School students of Corpus

Christi High School. In order to know whether the respondent was affected by

him or her being part of a family structure, the researchers would consider the

respondent’s general average for the final term of the first semester, comparison

of the grades between the two family structure is then done. In order to obtain

information about how family structures impact on the academic performance of

Corpus Christi Senior High School students, the researchers would be handing

out surveys. 12 classes would participate in filling out the survey questionnaire.

The researchers will be orienting them properly and will discuss to them the

purpose of the study and how their answers would help in finding out whether

there is a relationship between family structures and academic performance or if

there is none. In other words, the purpose of this study would be fulfilled.
 5

CONCEPTUAL FRAMEWORK OF THE STUDY

This study is anchored on two theories which serves a concept on

families, namely Structural-Functionalism Theory and Social Learning Theory.

Structural-Functionalism Theory

It is believed that all humans have functions. But the most important

people who are able to help and inculcate to others their functions are parents.

Parents help their children in different ways, whether physically, emotionally,

spiritually and others (Murphy, 2014).

Wilson (2013) stated that the family is the basic social organization or unit

of any society; he also said that the family has a very important role in helping

their children find their purpose in life or their function in the society.

In 1951, Talcott Parsons suggested that the family performs a number of

functions within the society but there are two functions that are more crucial than

the others. The first is the socialization of new members into the appropriate

values, norms and standards of society. This means that the role of the family is

to make sure that independence and motivation to achieve is instilled in

children’s behaviors. He mentioned that the second function is to stabilize adult

behavior in the future- through marriage, which will then serve as the remedy to

the emotional stress and tensions of everyday life. The theory also recognizes

and explains the differentiation of gender roles within the family, with partners

complimenting each other’s roles. Men are noted to be performing an

instrumental role while women provide the complement with their more
 6

expressive nature. In Parsons’ opinion, the expressive role is assigned to women

because of the primary expressive attachment between mother and children. In

other words, the implication of this theory is that both father and mother have

effective roles to play in the upbringing, training and development of children as

they complement each other. Thus, children would live better in two-parent

families or in intact families, since both parents are there to guide and mold them

to soon be better individuals who are able to be dependent.

Families, however, can be intact or broken. In the Review of Related

Literature part, past researches will be discussed on how two different types of

family structure can affect children’s academic performance. In the context of

broken family structure, it will be tackled on whether or not there is a possibility of

this type of family structure not being able to achieve their goal in the society,

which is to help their children in looking for their purpose or function.

Social Learning Theory

In addition, people also learn through observing other people’s behavior,

attitudes, and outcomes of those certain behaviors. Similar to the Structural

Functionalism Theory this theory also implies the use of role from a certain bar in

the structure, the parents. As of what Steifel (2015) said, most children or even

teens learn through imitating other people, like their parents.

According to Bandura (2015), “Most human behavior is learned

observationally through modeling: from observing others, one forms an idea of

how new behaviors are performed, and on later occasions this coded information
 7

serves as a guide for action.” The social learning theory explains that if a

person is acting as a good role model would be expected to act like, then a good

product will come out. In the context of family structures, especially in intact

family structures, it is assumed that if their children are brought about by parents

who act as good role models, then the children might as well be good products.

But it does not apply that since one parent is out or gone in the cases of

Overseas Filipino Workers or OFWs, the one left behind at home is already weak

and the one not with their children is a bad role model (OFW), but might mean

that he or she is, doing it for the sake of their children’s future.
 8

SCHEMATIC DIAGRAM

INDEPENDENT VARIABLE DEPENDENT VARIABLE

Family Structure (intact or Academic Performance

broken)
(General Average of the final
term- first semester)
 9

STATEMENT OF THE PROBLEM

This study aims to know the relationship of family structures to the

academic performance of Senior High School students of Corpus Christi School.

This study will be conducted in Corpus Christi High School and the respondents

would be the Senior High School students of the said school. These respondents

will be grouped according to their family structure, whether intact or broken. Data

will be collected through surveys or questionnaires.

This study will seek answers for the following questions:

1. What is the profile of the respondents in terms of Family Structure?

2. What is the level of the student-respondents’ academic performance (General

Average of the final term- first semester) in terms of Family Structure?

A. Intact Family Structure

B. Broken Family Structure

3. Is there a significant relationship between family structures to academic

performance?
 10

HYPOTHESES

Ho: There is no significant relationship between family structures and academic

performance.

H1: There is a significant relationship between family structures and academic

performance.
 11

SIGNIFICANCE OF THE STUDY

The present study is significant and timely for the results can give valuable

information for the Senior High School students, teachers, guidance counselors,

parents and administrators, about the effects of family structure to the students’

academic performance.

Senior High School students. They would be aware that people still do

listen to their problems even if they are expected to be more mature in facing

problems, like their academic performance is affected by their family structure.

Teachers. After reading this paper, this will help them be more aware of

their students’ life. By knowing that they are from a broken family, the teacher

can be more sensitive with certain related topics, such topics regarding families,

divorce, separation, death and the likes.

Guidance Counselors. This will help them know who are the students

experiencing such or if who are affected and who are in need of their services as

the school’s guidance counselor, because it is their job to help those who are in

need, like students failing or having a hard time with in their studies because of

family problems..

Parents. They would be aware that their children get affected too. Since it

is an obligation of parents to tune into their children’s problems, they must help

them in their studies or so, by properly making them understand the reason for

such and by giving the children proper care and love, to make him/her secure.
 12

School. The research will be able to point out whether the institution

needs more counselors since individual counseling must be done for those

having a hard time transitioning from having a broken family to having a more

stable life or even though students who are not used to their present lives.

Future Researchers. This research can serve as a core study for future

researches. They can possibly get ideas from this research with proper citations.
 13

SCOPE AND LIMITATIONS

The aim of this study is to find out whether there is a relationship between

family structures and academic performance, this research will not provide

causes and effects of such variable to another. Questionnaires, existing bodies of

knowledge – studies, and scales will be used to gather information. There will be

a total of 185 respondents, which composes of the Senior High School students

of Corpus Christi School, Macasandig Campus only.

The independent variable is family structures which limit the study to focus

only on intact and broken families and the dependent variable is the academic

performance of a student, both of which have 6 indicators, 3 for each- this

enables the researchers to know where the student is really from, namely:

Nuclear which may be complete or incomplete for the Intact Family Structure and

Single-Parent which may be due to parental death or separation or divorcement

for the Broken Family Structure. As soon as the respondents will answer the

questionnaire, which is just a questionnaire that will make the researchers know

from which family structure they are from, random selections will be done in order

for the researchers to know whose grades will they take into consideration. After

that, comparison between the grades of the two structures is then done: if there

is a short gap- it may either be a good one wherein the broken family structure

might not be affected at all or be a bad one since it will show that the intact family

structure is deluded to the fact of compactness, thus they might tend to lose

focus; if there is a long gap- it shows that there is a relationship between both

variables- but will depend on which stays on lower ground- the intact or broken.
 14

DEFINTION OF TERMS

The terms defined below namely: academic performance, broken family

structure, complete nuclear families, divorced/separated, family structures,

incomplete nuclear families, intact family structure, nuclear families, parental

death, and single-parent families, are operationally defined. Some terms may

differ in meaning from what one knows.

Academic Performance. This term refers to the general average of the

final term of the first semester for the senior high school students of Corpus

Christi.

Broken Family Structure. This term refers to a type of family structure

wherein one member is absent that may cause the family to be broken.

Complete Nuclear Families. This term refers to a type of nuclear family

wherein both, the children and parents, are living together under one roof.

Divorced/ Separated. This term refers to a single-parent family wherein

one parent has split ways with the other leading the family to become broken.

Family Structure. This term refers to a combination of relatives that

comprise a family. This may be associated to a type of family one person has.

Incomplete Nuclear Families. This term refers to a type of nuclear family

that is incomplete. Although the family is considered as an intact type, one

member is not there or is not present temporarily or at the moment for various

reasons, like if that person is working far away (OFWs).

 15

Intact Family Structure. This term refers to a family structure that is

literally, intact or shows intactness of family members.

Nuclear Families. This term refers to a type of intact family structure that

comprises the children and the parents only.

Parental Death. This term refers to a single-parent family wherein one

parent has died, leaving the other parent alone to raise his/her child.

Single-Parent Families. This term refers to a type of broken family

structure wherein one parent is left out raising their children alone due to certain

reasons.
 CHAPTER 2

REVIEW OF RELATED LITERATURE

INTRODUCTION

This chapter contains the themes that were used to conduct the study.

The themes include family structure, both intact and broken family structure:

Intact family structures include nuclear families and broken family structure

covers single-parent families.

1.0 FAMILY STRUCTURE AND STUDENTS’ ACADEMIC PERFORMANCE

Caldas’ study (1999) proved that family structuring is one factor that

affects the academic performance of students. Family structures can be

analytically separated into two categories as raised by Fagan, Have and Chan

(2011): and these are intact family structure and broken family structure. With

respect to student’s academic performance in school: Fernal (2007), as well,

maintained that there is a direct relationship between family structure and

academic performance.

The intact family structure is defined by Phuctan (2009) as a family

wherein intactness is present and is a family where both parents are still

together. On the other hand, he said that the broken family structure is the

opposite of the intact family structure, it is a family wherein the parents are not

together anymore or in most cases, one parent is missing due to various reasons

like separation: divorce or annulment, or maybe parental death.

 17

Lumsden (2004), stated that the role of the significant others, which are

the parents, is very important towards children’s academic performance because

it acts as a main factor which shapes the initial well-being of the child as a

student and the attitudes they develop towards learning in institutions or schools.

He stressed that “When children are raised in a home that nurtures a sense of

self-worth, competence, autonomy, and self efficacy (intact family), the child will

be more apt to accept the risks inherent in learning,” which approves that having

an intact family structure is much more efficient in the pursuit of learning for

children, in other words there is less significant relationship between intact family

structure and academic performance, in most of the cases.

Alika’s study (2012), on the other hand, stated that broken family structure

affects greatly the academic performance of the student. She stressed out that

broken family structure affects the achievements of the child upon growing up,

since one of the child’s parents is absent and is not there to properly guide and

give out full attention to the child, which means that broken family structures have

high impact on children’s academic performance, in most of the cases.

2.0 INTACT FAMILY STRUCTURE

According to Michelle (2012) intact family structure is the traditional type of

family wherein the parents are still living together. One type, under intact family

structures are nuclear families, which is one of the main focus of this research.

According to Odok and Ella (2015), nuclear family consists of two parents- the

mother and father, plus their children.

 18

Larson (2016) believes that there is no better way of raising children than

having the nuclear type of intact family, which suggests the presence of both

parents. Both parents are involved in training and upbringing of their

child/children. Children from nuclear families or even intact family structures in

general, enjoy support whether financially, socially and physical help from their

parents (Fagan and Churchill, 2012).

Bonci (2008) mentioned things on home environment; he said that if a

child is exposed and is brought about in a family environment at home which is

well stimulated and good, then the child won’t have issues, since proper care is

given, but if a child if raised in an environment which is not child-friendly, then for

sure, the child will differ from the child raised well, since different environments

produce different outcomes.

Shek, Xie and Lin (2015) did a study on how family intactness impact on

Family Functioning, Parental Control, and Parent–Child Relational Qualities; at

the end, it said that children from intact families functioned very well, those

specific people had a more stable life, were more disciplined and had a better

relationship with their parents. Parents from Intact families are able to give more

time, affection, and supervision to their children than that of those coming from

broken families, as the two parents can relieve one another when they find that

parenting is becoming difficult (Peter 2016). In addition, according to Wilcox,

Whitney and Alejandro (2009) parents from nuclear families have several

advantages: they have access to more employment, income, and savings than

parents from broken families do (Amato 2005), on average, both parents are able
 19

to devote more time, affection and monitoring to their children than are single

parents (McLanahan & Sendefor 2004)

2.1 FAMILY COMPOSITION PERSPECTIVE

This is a perspective proposed on the composition of the family, deals on

the composition of a family and how it is very important.

Theorists, who take the family composition perspective, argue that intact

families are the best family structure for their children and that two-parent or

nuclear and extended families are the ideal family structure for their children.

Studies claim that children who are not raised by both their biological parents will

suffer lower levels of well-being than children from intact families.

Theorists who favor the family composition perspective see this loss of

social capital for children from single-parent and non-intact families as inevitable.

This theory suggests that if parents are not living together, it may cause more

conflict. No emotional attachments would be considered, but financially, parents

would help no matter what, leading to the conclusion that whether or not in

contact, nuclear and extended families do help each other in reaching and

helping their children attain success in the future.

2.2 NUCLEAR FAMILIES: COMPLETE

A nuclear family may be either complete or incomplete, regardless of its

name: intact. A complete nuclear family is a nuclear family wherein both parents

are together in one roof. These include the homes where the mother, father and
 20

children are present. There are various studies which show whether or not there

are effects of being part of a family that is complete nuclear type.

In Nato’s study done in 2016, he examined the influence of family

structure influence on students' academic performance within Bungoma East

Sub-county, Kenya. He sorted out study objectives and was purposely made to

examine the nuclear family structure influence on academic performance of

students' public secondary schools in Bungoma East Sub-County. This study

was guided by Brofenbronner's principles of ecological theory of child on child

development, which is both a risk and a protective model. The findings of this

study revealed that good performance of learners from nuclear families were due

to economic support, family support, parental motivation and home study

environment. In addition, nuclear family background and structure positively

influenced academic performance of student and it significantly accounted 16.7%

variance in student performance, which can lead to this particular study’s

conclusion that nuclear families handed out positive effects to children.

The intention of this study was to investigate the extent to which family

structure; specifically from single-parent families and two parent families which

may affect the academic performance of secondary school students. The

Multidimensional Life Satisfaction Scale (MSLSS), which was designed by Suldo

and Huebner (2006), was used to gather information from the students and it was

conducted in a classroom environment during school period. Results show a

significant difference in the academic performance of students from single parent

families and those from two parent families. In other words, the academic
 21

performance of children from two parent families were better than those from

single parent families, this shows that the family structure, nuclear families, had

an effect on academic performance, and it affected the children from nuclear

families, positively.

2.3 NUCLEAR FAMILIES: INCOMPLETE

An incomplete nuclear family is a nuclear family wherein both parents are

still together but are currently not residing in one house; this is for the cases of

OFWs or Overseas Filipino Workers who work abroad for different reasons.

Incomplete nuclear families are common nowadays, as reported by Rappler, that

more than 2 Million Filipinos from families have already worked outside the

country, which is why this research will also have this as a focus.

In the last 30 years, there has been a rapid increase of Filipino parents

leaving the country and their families for better job opportunities abroad. A review

of the literature and a survey on the current practices in schools reveals a lack of

structured and programmatic interventions in school, which mental health

professionals in schools recognize to be essential to help OFW children adjust

better. Considering the gaps in the current practice, we recommend that more

purposive school-based and family-focused psychological services are

implemented to help the children and families left behind by OFW parents

(Tarroja & Fernando 2013). Further explanations say that when one parent is

away, there is no effect of such towards their children’s academic performance.

 22

Transnational migratory labor remains a primary method many Filipinos

use in an effort to gain financial security for their families. Children from OFW

families were reported to demonstrate greater internalizing and externalizing

problems when compared with children from homes in which both parents lived

in the home. Subsequent regression analyses showed that fathers who worked

abroad may contribute to mother behaviors and child outcomes in certain direct

and indirect paths (Harper & Martin 2013). In 2012, Rappler did a study on

incomplete nuclear families and the site listed 10 students who were achievers in

different fields but were affected by the fact that one of their parents were away,

but the top 10 however, were affected positively.

3.0 BROKEN FAMILY STRUCTURE

According to The Life being Seaman (2012), “Broken family is believed to

be a cause of a child’s mislead in life, some people give it as the main reason of

the rebellious and unclear acts of children.” Schools are established to help

students strive to soon be successful, but how can one be focused on excelling if

one can’t even focus because of family issues.

There are different kinds of broken family structures, but in this research, a

single-parent family is what’s focused on. Most of the families nowadays are lead

by an individual, wherein it is possibly because of various reasons, like

separation or death. Single parent families can be defined as families where

parent lives with dependent children, either or in a large household, without the

presence of the spouse or partner. According to Michele (2012) and

 23

Ketteringham (2007), the single parent family is the biggest change society has

seen in terms of changes in family structure. Others suggest that single-parent

families have been present in all societies over time and should not be viewed as

deviant or problematic, but rather as an alternative family form (Coontz 1997).

Generalizations are very common nowadays; that most people say that

students from broken family structures really get affected by their situation, but

that does not imply anything at all, since there are students who consider such

situations as their driving force in life or their motivation to go to school (Lacea,

2015). She might as well said that experiencing being in a broken family might as

well have positive effects. She enumerated these positive effects, people from

broken families are: much stronger, easier to forgive, most loyal and etc…

But some children or people do get affected and this is inevitable. Doughty

(2008) stated in Daily Mail, that children from broken families have a higher

possibility of getting an unhealthy mind or thinking, since they are expected to do

mental troubles.

3.1 SOCIAL BOND THEORY

The Social Bond theory suggests that social bonds promote socializing

with other people and promote conformity as well. Due to not socializing well

enough or conforming to the norms of society, the society perceives children as

people who need guidance thus needs to have two parents in order to fit in.

Children who are raised in broken homes where one of their biological

parents is missing tend to be more hard-headed and tend to fail more in class
 24

and are considerably more liable to become involved in delinquency than

children raised in intact families where both biological parents are present. Since

support, guidance and etc… are needed and aren’t enough in some cases.

But this all depends on the person in the first place, because it is their

choice whether or not to really grasp the idea of being affected by the situation,

since it is possible indeed, to make the situation a motivation in life and make it a

driving force in going to school everyday.

3.2 SINGLE-PARENT FAMILIES: DIVORCE/SEPARATION

Nowadays, whether legal or illegal, whether with papers or none, if the

parents are not in good terms and have lost hope on restoring the relationship,

separation is ought to be done.

The study examined the effects of broken home on academic

performances of secondary student schools in Nigeria. Descriptive survey

research design was adopted with the sample consisting of 200 students and

teachers drawn from ten randomly selected secondary schools in Esan West

Local Government Area, Edo State Nigeria. The results showed that there were

no significant effects on secondary school students in terms of broken home.

There were no significant differences in the academic performance of secondary

school students from broken homes and unbroken homes. There is no significant

effect on the Academic performance of secondary school students in term of

socialization of the home. It is recommended that school counselors should be

employed in all schools where they should provide necessary assistance to

 25

students especially those that are from single-parent families or broken homes to

enable them overcome their emotional concerns. Implications of the findings for

the parents and the school counselors were highlighted. It was implicated that

although society tags children from broken families as victims and are the

“affected,” this study proved it wrong since it showed that there are no effects.

Sawhill (2014) said that not all people who are raised by single-parent

families are affected, because he believed that some do not. He included that not

all suffer these outcomes, although as they age, they might inquire to their

parents on why they’re living alone or even make themselves realize it alone. In

other words, this study proved that not all those who have separated parents are

affected.

On the other hand, Fagan (1992) said that the journey toward having a

secure income can be derailed by the choices of children who are growing up

make, such as dropping out of school or getting pregnant before marriage. These

are the choices made by, clearly, the child who got affected. With no proper care

and treatment, as time passes by, one parent can’t handle the child anymore

thus, letting him or her do anything they desire. In addition, he also mentioned

that broken families earn less and experience lower levels of educational

achievement. Worse case is, if they pass the prospect of incomes and family

instability on to their children, ensuring a continuing if not expanding cycle of

economic distress, which is not a form of helping in the society

 26

3.3 SINGLE-PARENT FAMILIES: PARENTAL DEATH

In this case, these families were once nuclear families, but then turned out

to be broken, because one parent departed. There are two common deaths:

sudden and anticipated deaths. Sudden death is when someone dies without the

knowledge that it is possible and that it can happen anytime, while anticipated

death is when someone dies with the knowledge that it is possible to and can

happen anytime.

Hope ad Hodge (2006) reported that children cope better with death, if the

death is anticipated, rather than a sudden tragic. This means that there would be

less chance of being affected if one knows that it can, might and will happen. In

academic performance context, if one parent died, if the student knew and saw it

coming, then it wouldn’t reflect much on the academic performance. But, on the

hand, if the student did not know that one of his/her parent died, he/she would be

greatly affected.

Charkow (1998) indicated that an important factor that impacts children’s

grief is chronological age and developmental level, meaning there are different

ways of coping up with the situation, depending on the age. Surely, children

won’t be that much affected because children of different ages conceptualize

death and grief in various ways depending mainly on their cognitive function, but

as they age, they will be experiencing doubt on why they only have one parent

and not as the society prefers to have, which is having two. This study figured out
 27

that again, children do not get affected, but as they age, they do get affected

which is a late reaction done by realizations.

On the other hand, parental death hands out effects in different contexts.

Poor educational outcomes may initiate processes that lead to other kinds of

disadvantages and contribute to persistent differences in physical and

psychological health (Dalgard 2007), relationship stability (Lyngstad 2004), and

economic well-being (Statistics Norway, 2005) later in adulthood. As mentioned

in the last paragraph, children do not get affected much, but as they age, they do

and in this study it contributed to poor educational outcomes, which is caused by

various reasons.

In addition, Nickerson (2011) said that it is possible that positive family

relationships and good parenting practices may be formed to protect children

against psychopathology following the loss of a parent. As children age, they

realize things, and if one is the loss of a parent, in this study it explained that if

children are raised before in a very good environment, then it won’t be a hard

time for the remaining parent to take care, since the children can already

understand the situation.

4.0 ACADEMIC PERFORMANCE

This research will see if the independent variables: family structures in

general, affect the dependent variable: academic performance of students.

According to Mark (2003), “Education is an essential need in the society

today, and therefore academic performance is positioned quite high on the

 28

national agenda, with educators and policy makers putting effort in testing,

accountability and other related concerns.” Maiyo (2009) believes that evaluation

of academic performance progress is determined through examinations; by this

the researchers intend to get the final average grade of the students randomly

picked, to measure their performance and to see whether there is a relationship

between family structures and academic performance.

 CHAPTER 3

RESEARCH METHODOLOGY

This chapter illustrates the research design, research setting, sampling

procedure, data gathering instruments, validity and reliability of data gathering

instruments, scoring guideline, and statistical treatment which will be utilized in

the study.

RESEARCH DESIGN

In this research, the researchers will use the descriptive type of research

design. According to Raagas (2010) the descriptive research design deals with

the relationships between variables and the testing of the hypotheses. In

addition, it states in Raagas’ book that “it is primarily concerned with the present,”

this serves as an advantage for the researchers since family structures play a big

role in a student’s life. The descriptive research design is used to describe

characteristics of the population. In this research, the researchers grouped the

population according to year level (grades 11 and 12) and hopefully as this

research progress; the researchers can be able to identify the students according

to their family structure. This research will only describe the phenomenon on the

relationship between family structures and academic performance of those

involved.
 30

RESEARCH SETTING

The research setting is the environment within which studies are run. This

research will be conducted at Corpus Christi High School, Macasandig Campus.

This school is an institution that offers the students quality education. It is a

Filipino, non-sectarian and co-educational institution run by lay Christians. It was

established in 1975 by Dr. Alfonso Del Fierro Jr. and his wife, Mrs. Corazon Del

Fierro, which they both called “Little School House.” Years passed and in 2016,

the school accepted students for senior high school for the school year 2016-

2017. It is currently run by Mr. Michael V. Leuterio. The mission of the school is

to make visible God’s love and message to all members of the Body of Christ.

The school’s vision is for the Corpus Christian upon graduation from high school:

(1) is motivated by Christian values and ideals; (2) is imbued with love for

country; (3) is committed to leading, serving, and working with others; (4)

constantly works towards excellence; and (5) has a well-integrated character.

The study will take place in the said school since the respondents of the research

are students.
 31

SAMPLING PROCEDURE

The target population of this research is the Senior High Students of Corpus

Christi School Macasandig Campus.

Using Cochran’s sample size formula, from 292 students (population) its

quotient is 166. If the anticipated return rate is 90% then the quotient will be 185

students and it will serve as the final sample size. (Please refer to the

calculations below)

1.962 (.5)(.5)
n0 =
.052

384
n1 = 384 = 166
(1+ )
292

Section Number of students Percentage Sampling

11-S 19 6.50% 12
11-T 28 9.60% 18
11-A 26 8.90% 16
11-H 27 9.20% 17
11-G 22 7.50% 14
12-S 32 11% 20
12-T 34 12% 22
12-A 23 7.90% 15
12-B 24 8.20% 15
12-H 33 11% 20
12-G 24 8.60% 16
Total: 292 Total = 100% Total = 185

166
Final Sample Size= = 185
0.9
 32

The stratified random sampling technique is used to generate identifiable

groups namely; grades 11 and 12. Then by using Cochran’s sample size formula

the final sample size was computed (refer to calculations). Lastly, the simple

random sampling technique will be used, in which the researchers will randomly

select the students depending on how many students will they pick for each

section, this is done so that all of the sample will be given an equal probability of

being selected.
 33

DATA GATHERING INSTRUMENTS

In order to get the needed data, questionnaires would be handed out to

the sample of this research, the Senior High School students of Corpus Christi

School. The questionnaire is researcher-made and is produced using the binary

scale, which refers to a nominal scale comprising of binary items that assume

one of two possible values. In this case, respondents will be asked to put a check

mark on the choices (yes or no), although there are instances wherein specific

numbers are marked not-applicable, due to their answer to a particular question

(Refer to appendix A). The researcher-made questionnaire will only give the

researchers the data on what family structure that particular student is part of.

In addition, since academic performance is a variable in this research: the

researchers will hand out letters of consent to the principal, parents and students,

asking for their permission to allow the researchers to gain information on the

students’ grade.
 34

VALIDITY AND RELIABILITY OF DATA GATHERING INSTRUMENTS

Since the questionnaire is researcher-made, validity and reliability of such

instrument is very important. To make sure that it is valid and reliable, the

researchers will do a pilot test and to make sure it is internally consistent, the

Cronbach Coefficient alpha will be computed. A pilot test, according to 2lti is, “a

small-scale trial where a few examinees take the test and comment on the

mechanics of the test,” the examinees will point out the errors they see in the

test/ questionnaire. Whereas the Cronbach coefficient alpha according to IDRE

is, “a measure of internal consistency that is, how closely related a set of items

are as a group.” This considered to be a measure of scale reliability.

 35

DATA GATHERING PROCEDURES

Letters of consent were written to be given to the principal, Mr. Michael V.

Leuterio, to the parents of the students and the students as well. The letters of

consent were made in order to ask for consent or permission from the different

people, if they allow the researchers to make them part of the study by asking for

their general average grade. In this research, one instrument used in order to

gather data is a questionnaire, and this instrument will be handed out in the

second semester of the school year 2017-2018.

 36

SCORING GUIDELINE

For the dependent variable, the researchers will measure the respondents’

academic performance based from what is written in Corpus Christi School’s

Student Handbook, the over-all averages along with their corresponding

academic mark descriptors are provided below:

Over-all Average Description

90 – 100 Advanced
85 - 89.99 Proficient
80 – 84.99 Approaching Proficiency
75 – 79.99 Developing
70.00 - 74.99 Beginner
 37

STATISTICAL TREATMENT

The researchers will employ descriptive treatment and point-biserial

correlation. Profiling will be measured with the use of percentage, mean, and

standard deviation. In this study, the researchers grouped the respondents

according to their profile, whether the student was mainly from an intact or

broken family structure or from other types of family structure. In addition, the two

main family structure - intact and broken, were then classified as advanced,

proficient, approaching proficiency, developing or beginner which was based

from their academic performance within that term. A point-biserial correlation was

run since the dependent variable (Family Structures) was dichotomous in the

case of this research – which may either be only intact or broken. The

researchers seek to know whether there was a relationship between family

structures and academic performance or if there was none.

 CHAPTER 4
PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

This chapter presents, analyzes, and interprets the data gathered. The
findings of the study are presented based on the sequence of problems stated in
Chapter 1.
PROBLEM 1
Problem 1. What is the profile of the student-respondents in terms of:
1. 1 Family Structure

Table 1.1 shows the distribution of the student-respondents in terms of

their family structure. As to family structure, there were more students coming

from the intact type of family structure (62.16%) than students from the broken

family structure (14.59%); students from the extended nuclear type of family

structure, those who lived alone, etc… were put to others (23.24%). Peter Nato’s

study done in 2016 had the same result as to this, there were more students from

the nuclear type of intact family structure than of those from the single-parent

type of broken family structure.

Table 1.1 Percentage Distribution of Students according to Family Structure

Same Characteristics Frequency Percentage
Family Structure
Intact Family Structure 115 62.16
 Complete- Nuclear 90 78.26
Incomplete- Nuclear 25 21.74
Broken Family Structure 27 14.59
 Single- Parental Death 18 66.67
 Single- Divorcement 9 33.33
Others (Extended Family,
43 23.24
Living Alone, etc...)
Total 185 100.00
 39

PROBLEM 2
Problem 2. What is the level of the student-respondents’ academic performance

(General Average of the final term- first semester) in terms of Family Structure:

2.1 Intact Family Structure (IFS)

Table 2.1 shows the general average grade for the final term of the first

semester of Senior High School students from the Intact Family Structure

specifically the Nuclear type. Most of the students were categorized as Advanced

(37.39%) followed by those who were leveled as Approaching Proficiency

(32.17%), then Proficient (23.48%), then Developing (6.09%); and Beginner

(0.87%). In 2008, Jeynes proved with his study that when a student is from an

intact family, a positive impact is shared, thus based from the table below, most

students are labeled as proficient and advanced.

Table 2.1 Percentage Distribution of student-respondents’ academic performance

according to Intact Family Structure
Description Frequency Percentage
I.F.S. General Average Grade
Advanced 43 37.39
Proficient 27 23.48
Approaching Proficiency 37 32.17
Developing 07 6.09
Beginner 01 0.87
Total 115 100.00
2.2 Broken Family Structure (BFS)

Table 2.2 shows the general average grade for the final term of the first

semester of Senior High School students from the Broken Family Structure

specifically for Single-Parenting due to some factors, most of the students were
 40

categorized as Proficient (48.15%), followed by those who are leveled as

Advanced (22.22%) and Approaching Proficiency (22.22%), then Developing

(7.14%); None of the student-respondents’ general average grade was

categorized as Beginner. A similar study was conducted by Muthoni in 2010; it

concluded that single parenthood had a negative relationship with the academic

performance of the children, prior to the results below, it showed that there are

still students who are affected by the current structure they are in.

Table 2.2 Percentage Distribution of student-respondents’ academic performance

according to Broken Family Structure
Description Frequency Percentage
B.F.S. General Average Grade
Advanced 06 22.22
Proficient 13 48.15
Approaching Proficiency 06 22.22
Developing 02 7.41
Beginner 00 00.00
Total 27 100.00

PROBLEM 3
Sample Characteristics
A visual inspection of the their histograms, normal Q-Q plots and box plots

(found in the appendix E) showed that the grades were approximately normally

distributed for both samples, with a skewness of -1.14 (SE 0.226) and kurtosis of

1.56 (SE=0.447) for Intact Family Structure and a skewness of -0.35 (SE=0.448)

and a kurtosis of -0.56 (SE=0.872) for Broken Family Structure (Cramer, 1998;

Cramer & Howitt, 2004; Doane & Seward, 2011).A Levene’s test verified the
 41

equality of variances in the samples (homogeneity of variance)( p>0.05)(Martin &

Bridgmon, 2012).

Problem 3. Is there a significant relationship between academic performance to

family structures?

This research sought to find out whether to accept or reject either the null

hypothesis or Ho, which states that there is no significant relationship between

family structures and academic performance, or, accept or reject the alternative

hypothesis or H1, which states that there is a significant relationship between

family structures and academic performance.

According to Laerd Statistics, a point-biserial correlation is run to

determine the relationship between two variables: which in this case are family

structures and academic performances. The point-biserial correlation was used

to measure the strength and direction of the connection that existed between one

continuous variable (academic performance) and one dichotomous variable

(which may either be: intact or broken). This resulted a zero or no correlation

between the family structure and academic performance which was not

statistically significant (𝑟𝑝𝑏 = 0.002; 𝑛 = 142 , 𝑝 = 0.980), this suggested that the

null hypothesis be accepted and the alternative hypothesis be rejected, since a

relationship was not seen between the variables mentioned. This signified that

the two variables, family structures and academic performances, had no linear

dependency, which meant that Family Structure was not a listed factor; however,

there might be other factors that may affect the academic performance of Senior

High School Students.

 42

Correlations
Grades Family Structure

Grades Pearson Correlation 1 .002

Sig. (2-tailed) .980
N 142 142
Family Structure Pearson Correlation .002 1
Sig. (2-tailed) .980
N 142 142
 CHAPTER 5

SUMMARY, FINDINGS, CONCLUSIONS AND RECOMMENDATIONS

This chapter presents the summary, findings, conclusions and

recommendations based on the results presented in the previous chapter.

SUMMARY

The research was titled “The Relationship between Family Structures and

Academic Performance of Senior High School Students of Corpus Christi

School.” The research setting was at Corpus Christi School, Macasandig

Campus.

The researchers aimed to know beforehand: whether there was a

relationship between family structures to the academic performance of students

or if there was none.

This study seek answers for the following research questions: First, what

was the profile of the student-respondents in terms of Family Structure (Intact or

Broken Family Structure)? Second, what was the level of the respondents’

academic performance (General Average of the final term of the first semester) in

terms of Family Structure (Nuclear Family Structure or Broken Family Structure?

Third, was there a significant relationship between family structures to academic

performance?

The researchers employed the descriptive research design which dealt

with the relationships between variables and the testing of the hypotheses. This

type of research design was employed due to it being primarily concerned with
 44

the present, in the researchers’ case- Family Structures and Academic

Performance.

The student-respondents included grade 11 and 12 students from Corpus

Christi school, Macasandig Campus; honing a sample size of 185 student-

respondents from the 292 population.

Researcher-made questionnaires, which were reliable and valid (see

appendix for data-proof), were distributed during the Independent Learners-Block

(ILB) period, during recess or lunch break. The questionnaires were of a binary

scale type, which refers to a nominal scale comprising of binary items that

assume one of two possible values, in this case – either intact or broken family

structure.

The statistical treatments used were the descriptive treatment and point-

biserial correlation. The descriptive treatment aimed at describing the basic

features of the research which provided the summaries for the matter – for

example: given in table 1.1 is the Percentage Distribution of Students according

to Family Structure. In addition to the treatment, the point-biserial correlation was

run since the dependent variable only yielded to two answers: intact or broken.

FINDINGS

1. What was the profile of the student-respondents in terms of Family

Structure?

The profile of the student-respondents in terms of Family Structure,

out of the 185 students: 115 (62.16%) students were from the Intact

Family Structure, 27 (14.59%) students were from the Broken Family

 45

Structure and 43 (23.24%) students were part of the others – lived

independently or lived with their relatives (extended – type of intact family

structure), which summed up to a 185 – total (100%).

2. What was the level of the student-respondents’ academic performance

(general average of the final term of the first semester) in terms of Family

Structure?

Since the ‘others’ section found on table 1.1 was not included in the

scope, the intact and broken family structure would be the only section

considered. For the Intact Family Structure: 43 (37.39%) students were

considered Advanced, 27 (23.48%) students were Proficient, 37 (32.17%)

students were Approaching Proficiency, 7 (6.09%) students were

considered Developing and 1 (0.87%) student was considered a Beginner.

For the Broken Family Structure: 6 (22.22%) students were considered

Advanced, 13 (48.15%) students were Proficient, 6 (22.22%) students

were considered Approaching Proficiency, and 2 (7.41%) students were

from the Developing part, none were considered a Beginner.

3. Was there a significant relationship between family structures to academic

performance?

In order to know if there was a relationship or if there was none, a

point-biserial correlation was run and resulted a zero or no correlation

between family structure and academic performance which was

statistically significant (𝑟𝑝𝑏 = 0.002; 𝑛 = 142 , 𝑝 = 0.980). The results

suggested that the null hypothesis was to be accepted and the alternative
 46

hypothesis be rejected, in other words, there was no significant

relationship between the family structure and academic performance of

Senior High Students of Corpus Christi School was present.

CONCLUSIONS AND IMPLICATIONS

Conclusion: The aim of this research was to know whether there was a

relationship between family structures and academic performance, and that aim

has already been reached. The following are the summary of findings: First, the

researchers found out that most students are from the Intact Family Structure:

Second, the researchers found out that although the students from the Intact

Family Structure were expected to have high grades and students from the

Broken Family Structure were expected to have low grades, a few students from

the Intact Family Structure actually had very low final grades, on the other hand,

it is noted in this particular situation that the stated belief above is insignificant

nowadays, since some students from the Broken Family Structure performed

academically better than students from the Intact Family Structure, this supports

Apia & Olutola’s study done in 2007. Third, both the test and the grades reflected

a zero or no correlation altogether.

Implications: The findings mentioned above implied that it did not matter

what family structure you belonged in, if you were determined, a hard worker and

passionate of your work, the family structure you belonged in will be disregarded.

This finding could be justified by the fact that life in Broken Family Structures can

be traumatic and children brought up in such family structure often suffer some

emotional problems such as lack of warmth, love and disciplinary problems,

 47

which may hinder their academic performance, however a student from the

Broken Family Structure did not have a complete family since his mom died, but

he strived to give his best and his academic performance was quite high. On the

other hand, in most cases, students were raised in Intact Family Structures were

often stable emotionally and they suffered less emotional problems thereby

making them less anxious in the pursuit of their academic work.

In addition, Family Structure in this case didn’t contribute anything in

dictating the academic performance of students.

RECOMMENDATIONS

On the basis of the findings, conclusions and implications, the following

recommendations are given:

 The researchers recommend future researchers to widen the scope.

Since it is stated in table 1.1 of chapter 4 that 43 students came from

different family structures, aside from the two main structures – intact

and broken, it is recommended for future researchers to include the

extended family structure and the structure which is focused on those

with no parents at all.

 The researchers also recommend future researchers to look for the

difference instead of the significant relationship, by this the readers will

be able to know that if one comes from this structure then one must act

a certain way. Together with enumerating the differences of being in

this family structure and another.

 48

 The researchers recommend the school to employ another guidance

counselor to ensure adequate supervision for each student. If one-on-

one talks were to be done, for sure not all students would be catered

since the guidance counselor also has limitations within work.

 The researchers recommend the faculty of the school to enlighten the

parents of the importance of the family structure on the life of their

child. This is necessary so that parents can understand the

implications and consequences of, for example, parental separation.

 49

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cation
 58

APPENDICES

Appendix A - Questionnaire

Name:_______________________________
Year Level: 11
12
Strand: STEM
ABM
HUMSS
GAS

Instructions: Please put a check mark ( ) on the choices that may apply to you. Please
answer this as honestly as possible.
YES NO

1. Are both of your parents still alive? (if yes: continue answering ; if no:
stop answering)
2. Do you live with both of your parents? (if yes: go to no. 4 ; if no: continue
answering)
3. Do you live with one of your parents? (if yes: continue answering ; if no:
stop answering)
4. Are your relatives living with you and your parent/s? (if yes: stop
answering ; if no: skip no. 5)
5. Are both of your parents present all the time? (if yes: stop answering ; if
no: continue answering)
6. Is one of your parent/s an (OFW) or is working far away? (if yes: stop
answering ; if no: continue answering)
7. Are your parents separated or divorced? (if yes/ no: stop answering)

Note: Any information we will obtain will remain strictly confidential.

 59

Appendix B – Letters of Consent

Appendix B1 – Principal
 60

Appendix B2 – Parent/ Guardian

 61

Appendix B3 - Student
 62

Appendix C – Computation of Sample Size

Section Number of students Percentage Sampling

11-S 19 6.50% 12
11-T 28 9.60% 18
11-A 26 8.90% 16
11-H 27 9.20% 17
11-G 22 7.50% 14
12-S 32 11% 20
12-T 34 12% 22
12-A 23 7.90% 15
12-B 24 8.20% 15
12-H 33 11% 20
12-G 24 8.60% 16
Total: 292 Total = 100% Total = 185

CALCULATIONS:

1.962 (.5)(.5)
n0 =
.052

384
n1 = 384 = 166
(1+ )
292

166
Final Sample Size: = 185
0.9
 63

Appendix D – List of Student Population

11-T Macasandig
MALE

405207150995 ABREGANA, MATHEW ALEN LEONOR

405207151047 ACIERTO, MERBEN JAMES ESPARES
405207150974 BABIA, CHARLES BLAIZE ANTONIO
405268150782 BADAL, DAFFYD JAZZ LIZADA
478017151056 CORNELL, NASHEEB BARACOR
405207150977 COSICO, SEAN PATRICK JIMENEZ
405207150978 DACLAG, RHENE FRANCIS ABEJO
405207151052 DIMAPORO, MOHAMAD HANZALAH DIMAPORO
128081060196 DISAMBURUN, ABDUL CARIM MADALE
405207150950 GAMAYA, HEBER JAMES CONCEPCION
405207151025 IEWIDA, KHALED PEREZ
405207151001 LAPURE, CARL BRIAN PANGCA
405207150952 MIKUNUG, JUFFALY AMPA
405207150955 RAVACIO, EARL CHRISTOFFER CRUZ
127873060335 REFORMINA, RYAN JAY TUNDAG
405268150900 ROSALES, RENZO CARLO RACINES
405207151033 UNTAL, JOHN AUSTINE GARGUENA
405207151059 YEE, KENT JUSTIN PANIS
405207150957 YEPIS, FONZY REDOBLE

FEMALE

405207150983 BACUS, BILLIE JILL JACA

132290070031 BALANGUE, ADELA SALEM
405207150961 BURGOS, TRINETTE ANNE BROÑOLA
405256150106 BUTRA, DOROTHY SHIN GALVADORES
405207151014 GOMEZ, RAE DAWN ROA
405207151065 LECAROS, TRACY JOSH NERI
 64

405207150963 MALANOG, AUBREY DOMINIQUE TELERON

405207151069 TABOR, CARENTHEA NEANNA LLIDO
486045152020 YAP, VERINA MAE SABUD
TOTAL: 28

11-S Macasandig
MALE

405207150972 AGCOPRA, JOEBERT FAJARDO

405207150921 BANAAG, ZEANLEY KENN RIVERO
405207150926 CUEVAS, KLYDE ANDREW SANTOSIDAD
405207150949 ENGANA, JOHN ERIC PEPITO
405207150927 ESCARDA, GLENN BORBANO JR
405207150928 FERNANDEZ, RAIN ELLIOT BACARRO
405207150979 FLORES, WINCHESTER BATILO
405207150929 GOMEZ, JOEMARI TRAZONA
405207150980 GUERRERO, PATRICK TEJERO II
405207150951 KUAN, KHENT JASON
405207150931 LLAVORE, JONELLE CHRISTIAN ESCALANTE
405207150932 OBSIOMA, PAUL MATTHEW ATILANO
405207150933 ORACION, ALLEN RAPHAEL ROA
405207150934 SEVILLEJO, JASPER JAKE BARBON

FEMALE

405207150935 AGANAN, ESTHER JELENE YACAPIN

405207150936 ATIENZA, CARMINA LOURDES DEL FIERRO
405207150941 MANGUBAT, XENA BALOGAL
405207150942 RAMOS, RAYSHEILE LOVE CABAHUG
127940070978 SETIER, VINA MAE LABADOR
TOTAL: 19
 65

11-H Macasandig
MALE

408084160409 ABINAL, MOHAMMAD JAFAREE IMAM

405207150946 BELMES, BRIAN MATTHEW SALISE
462049150826 CAYTUNA, HERMOLANDO SORONIO JR.
405207150924 CUARESMA, EDMON DEO DACUDAO
405207150925 CUERPO, JOSE-MARIA PANLILIO III
405207150997 HILOTIN, JOHN PAUL PAGOBO
405207150998 ILANO, KYLE RUSSEL PANTANOSAS
127967060164 JANIER, EFREN CABREROS JR
405207151056 LEUTERIO, MARK JASON BALABA
405207151003 MACAPANAS, KERWIN REY TORRALBA
304028140023 PANAL, JOSHUA DUMANJUG
127967120287 ROXAS, PATRICK XAVIER EDUAVE
127952060227 SUPELARES, RONNEL DELA VICTORIA JR.

FEMALE

405207151010 ABESAMIS, MARGARITA LIANNE JARANILLA

405207151011 AMRON, IZDIHAAR POTAWAN
405207150982 ANTILLON, BIANCA MARIE MAGHUYOP
127940060227 CABINGAS, JUBILEEA ZUÑIGA
462049150781 CAÑETE, JO ANTONETTE MOLINA
405207151064 CARTILLA, MARY NICOLLE JEREZON
127942060143 DE LA CALZADA, ERA MAY
405260150591 GONTIÑAS, MORIAH MAURICE BACONGUIS
127940060570 KALINAWAN, SHAYNE VI BASA
405268150934 MASONGSONG, LEIGH ANDREI DESCALLAR
NERI, CARLWINA VICTORIA FACTURA
405207150990 PLA, KAMYLL MIGUEYL GARCIA
304091130098 SALVAÑA, TRISHA RACHELLE BARATA
405207150967 TIDOY, GABRIELLE MARIE COSTOSA
 66

TOTAL: 27
11-G Macasandig
MALE

405207151021 ABDULBALI, EARL ANTOINE ALBIA

405207151050 CRUZ, SEAN PATRICK MALOLOT
125476060023 DEUS, SHEEN LEAFAR MASANGKAY
406360160188 EBRAHIM, MOHAMMAD ALI KUDARAT
405228160140 GANDAMRA, CAZAN DIA JR.
405189150104 HALASAN, NELMAR TOLENTINO
405207150999 JACUTIN, JOVANNE CARLO ROYO
405207151026 LABIS, ADIE GIOVANNI FABRIA
405207151002 LIM, ANTHONY GAMOLO
405207160022 MAGLUNSOD, RHEIGE XAVIER SOTTO
405207151028 PADINIT, KEMUEL IPAN
125134060041 PAQUIT, GABRIEL TAYONG JR.
405207151005 ROSALEJOS, JOHN KENNETH BURDEOS
405207151030 ROSLIN, PATRICK JVINCENT GUAZON
127860060198 SALIGUMBA, JESSE TONZO JR.
405207151008 TAYANES, ROGYRLEE FRANCIS ESPINA
405207151032 TIMOGAN, IVAN KIM LLOYD ACHAS
405207150956 UDARBE, ROMM DARWAINE DON

FEMALE

405260150533 BALTAR, CASSANDRA NICOLE CELIZ

405256150184 GABRINEZ, NEHEMIAH GUIL GENTIO
405207151013 GALOPE, KATE ASHLEY MACALE

405207151043 SAID, SALMERAH ARAGASI

TOTAL: 22
 67

11-A Macasandig
MALE

405207150944 AKUT, NIÑO LOUIS ARANAS

405207150920 BAGUL, ALIREZA LUCMAN
405207150947 BOLORON, JOSE MARI YANCHA
405207150922 BUOT, LUIS YAP VII
405231150567 CADAVEZ, KYLE BENJAMIN CRUZ
405207151022 CALONIA, ANGELO RICHARD OBSINA
405207150923 CANTONES, AARON LLOYD DURBAN
405207151051 DAGALEA, JOSE ANTONIO FERRER
405207150996 DUMAGTOY, REYMARK IAN YASOL
405207151024 ESPUERTAS, RUSTY ROYCE BARRANCO
405207150930 LASANAS, BENEDICT CORPUZ
405207151027 MENDOZA, PRECIOUS LAWRENCE MANDIN
405207151009 TUBELLEJA, JOHN MARK B BACULIO

FEMALE

405207150938 DIMALNA, KHYRA AHMIL BANTUAS

405207151038 GURO, SITTIE SUMAIKHA GURO
304114130097 HARUN, ELAINE FATIMA AMANDA DURIAS
462043150073 JAMILA, MA. RAFAELLAH
405207150962 KHALIL, SHEHAIRAH BANTUAS
405207151066 MACAPANAS, KIMBERLYNNE TORRALBA
405207150940 MAGALLANES, ERIKA HOPE PAGARA
127839060116 PAKINO, PATRICIA NIOBE VILLAREAL
482727150007 PANGANDAMUN, ALIAH POTAWAN
405207150943 SABIO, JASCHA MAY ESCABARTE
127967060326 TAMBILAWAN, FATIMAH AMPUAN
405207150969 VEGAFRIA, ALIZZANDRA CASSY DY
405207151020 ZAPICO, LYNHART GUTIERREZ
 68

TOTAL: 26

12-A Macasandig
MALE

405207151134 ARTAZO, LUC ASHTON BEJA

405207151306 CALUNOD, HARLEY DAGCUTA
405252150243 DABLIO, KRISTIAN YULESIS DEANG
406089150744 DAGALANGIT, AMINOLAH PACOD
405207151110 GOPEZ, WARREN AUTOR JR
405207151194 LABORADA, NATHAN JOSEPH BATE
125476050023 LANZADERAS, KYLE HINTJAY DEUS
405207151257 SAJULGA, AERICH JUDE DULGUIME

FEMALE

405207151117 AGANA, CHARISSE ERIKHA KAYE RIVERO

405260150644 ARNEJO, JEWEL MAREAI MACALISANG
405207151263 ARSENAL, MELISSA MAXINE SIBI
405207151177 CABALLERO, JEREMY DAWN ZAMORA
405207151087 DELGADO, KYLE NANCE LOMPON
405207151207 DUPA, BEA SOPHIA DITOPOR
405207151184 FEBRA, SHENN MARIE MADRID
405207151270 GABE, CHARLIZ JOTHIA WABAN
405207151327 GONO, LUCILLE ROSE SUAREZ
405207151210 GONZALES, GIL YLINNOR CRISTOBAL
405207151213 MANZANO, ANGELA FERNANDEZ
127639050132 PADILLA, BUTCH CHRISTINE DELA CRUZ
405207151131 ROA, AVE THERESE DOONG
405207151216 ROLLORAZO, RIANA THERESE MANALO
405207151161 UY, KAMYL NATASHA MONSANTO

TOTAL: 23
 69

12-B Macasandig
MALE

405207151192 DY, KING NENITO APORILLO

405260150630 HENGANIA, CLINT JOHN IMPERIO
405207151142 JAINGA, Z JAIS BABAISON
405207151282 MANZANO, PAULO SORIANO
405207151174 SANCHEZ, CARLO DANIEL TALAO
405207151116 UGSOD, BRIGGS NATHANIEL GABRIEL BALATAYO
405207151147 VILLONDO, VAN RYAN GASTON
405207151318 ZARAGOSA, KURT BRYAN PONCE

FEMALE

405207151118 AGUSTIN, SHANNEL EDREY CALIXTRO

405207151262 ARTANGO, SETH BARTOLATA
405144150052 BERNALES, AUBREY BAGONOC
405207151121 CALMA, MARY AUBREY CIENCIA
405207151122 CAÑEDO, MARIA ANGELICA MACARAEG
405207151268 CARALDE, KATE LYZZANDRA UBARCO
405207151235 CO, CHERIFER DAHANG
405207151181 CONCEPCION, ADRIENNE DANIELLE SANTIAGO
405148150069 LEGASPI, JOELIANAH
405177150034 MOSQUEDA, ANJELICA DEVI ESTRELLA
405207151189 PADILLA, TRISHA SANCHEZ
406089150735 PANDAPATAN, SITTIE HIDAYA POTAWAN
405207151130 QUEVEDO, ANGELICA CATIGAN
405207151217 SOMO, GENNASEL ROSE REJAS
405207151132 VILLAROSA, ANNA MIKAELA PAKINO
405207160001 YAÑEZ, ALYSSA DOMINIQUE GUMAPON
TOTAL: 26
 70

12-G Macasandig
MALE

405207151275 ACEBES, JOSEPH ZEUS

405238150325 ALIPOYO, DAVE CHRISTIAN CORDA
405207160003 ALMONIA, JEFF MARCO ALFORQUE
405207151305 ANCHES, SEAN FRANCIS JAMIS
405207151249 ANDAM, KEN URIEL HORTELANO
127995050118 BASALLO, ROB PATRICK LUMACAD
405207151277 BINAYAO, KERWIN TAMINE
405260150628 CABAHUG, ED IYOG
405207151310 JOLOYOHOY, JOSHUA SAPIO
405177150033 MOSQUEDA, KURT DEWEY ESTRELLA
462024150025 MUTIA, MAX ANTON UY
405238150329 NOBLE, LOUIS RALPH MENDOZA
405207151313 PAJAYON, CHESTER IAN PAGARA
127995060767 SEVA, MIKHO COMOSO
405207151145 SOLDEVILLA, RAFAEL ADRIAN SANCHEZ
405207151259 VILLAMOR, JERICHO DALAY

FEMALE

405207151265 BALBUENA, MARIA CARMELA COTINGJO

303951120081 BEATISULA, LOUISE LAGUITAO
405207151329 MANDAC, ISABELLA BACARRO
405207151330 MESA, AREEVE ARPEARL TIU
405207151160 RAFOL, RAYANNE ROSE SAJONIA
405207151190 SARONG, SOFIA BANAC
405207160002 TISOCAN, CAREY SHANE BACONGA
405207151303 YAP, JOAN MONIQUE DACALOS

TOTAL: 24
 71

12-H Macasandig
MALE

405207151105 BELEY, DUANE FRANCIS VIAJANTE

406306150095 BONTAO, PAUL JOSEPH BOCTOT
405207151108 DAAMO, CHRISTIAN TIMOTHY TRINIDAD
405207151193 INOT, VEL GABRIEL BATALLA
405207151196 MATIAS, KIRK ISAAC BUAYA
405260150633 MAYO, CHAZZ ARDEN
405207151113 OBENZA, JOSEF AL CARMEL MIJARES
304091121520 PULTA, NEIL JOHN SUIZO
405207151198 RAAGAS, MATTHEW BENEDICT ARIOLA
405252150485 SALCEDO, JAN BLESS CONSTANTINO
405207151317 TROCINO, BERNARDO RAPHAEL BERIOSO
405264150813 VALMORIDA, LARKIN VERULA
405207151260 VILLEGAS, KURT DYLL CABIGAS

FEMALE

405207151202 ARANAS, KIMBERLEY CHRISTINE APEPE

405207151266 BENEDICTO, MARY DANIELLE DEGOMA
405207151120 BOLOTO, AKILA GABRIELLE OH
405207151206 CINCO, ALYSSA JURELLE CASTIL
127962060061 CORTES, ALEXANDRA JAYNE PACQUIAO
405207151154 ENRIQUEZ, LOREN JADE SALVO
405207151091 FERNANDO, ROSEMIN ELLYZZAH ENGANA
405207151185 GO, FELMARGE MEKAELA BRIONES
405207151238 LASANAS, MARY THERESE CORPUZ
405207151186 LIMBAROC, KATRINA BALIO
405207151157 NAPILI, VALERIE CES GAMUTAN
405165150547 NONOT, JAEL MAE UY
405207151159 ORAIZ, NADINE ALEXIS LAGUNAY
405207151243 REGALADO, LORIE JOY DADULO
 72

405228150071 RODRIGUEZ, MARY HOPE BALISTA

127991050115 SALCEDO, JHON STEPHEN CONSTANTINO
405243150225 TABOCLAON, KEZIAH LEE JAMORA
405207151133 VUELBAN, ALEXIS MARIE ORTIZ
127942050505 YAMOWAY, KATHLYNE JOY OSORIO

TOTAL: 32

12-S Macasandig
MALE

405207151071 ABELLANOSA, EARL HANS TABAN

405207151247 ADIS, ACKIA JOHN DEJAN
405207151104 BARRIENTOS, PRISRO JOSHUA CAJELES
127940060219 CABACTULAN, IAN JOHN APDUHAN
405207151072 CASTILLON, VINZ KHYL GALA
405207151252 GALUA, REY MOISES GALOPE
405207151221 HANDUMON, KYLE LESTER YANCHA
405207151075 LEUTERIO, JOHN WILFORD BALABA
405207151077 MABANTA, BENJAMIN ZACHARY CABUSAO
127967060232 MORALES, JEREMY JOHN UCAB
405207151197 OBSIOMA, RALPH LAURENCE PAL-ING
405207151114 PANTANOSAS, DANIEL CRUZ
405207151227 RAGUDO, RYAN PAULO VACALARES
405207151081 ROBLE, HANZ ANGELO BAUTISTA
405207151200 TOLEDO, IBARRA IMMANUEL ZERRUDO
405207151084 VILLANUEVA, ANTON YUBEL MERCADO
405207151201 VILLAROSA, JOSE ANDREW PAKINO

FEMALE

405207151231 BASILIO, JANNAH FAYE BERNALES

 73

405006150982 CACA, KYLA GRACIEL BAYRON

405207151182 DIMAPORO, SITTIE NURUL-IZZAH SARIP
405207151088 DOROMAL, JOSIAH ANGELA GALILEA
405207151089 EMANO, KATHRYNA MARIE PANIQUE
405207151093 GONZALEZ, ADRIANNA NICOLE BAHALA
304104140028 HEDUCOS, CRIS CHAR QUIN
405207151211 LECAROS, FRANCHESKA MAREE NERI
405207151239 LLAVORE, JANELLE CARMELA ESCALANTE
405207151240 MERTALLA, REGINA ANDRIANNE
405207151158 OLARTE, ANGELICA ELAINE BAANG
405207151299 ORDIALES, BIANCA BEATRIZE MINOZA
405207151098 PASADAS, MARY AMETHYST JUNTILO
405207151099 QUIAOIT, LIA ANGELA DEL FIERRO
405207151101 ROA, MA. INES GAMONEZ
TOTAL: 32

12-T Macasandig
MALE

405207151304 ABELLANOSA, JAN GILBERT WABAN

405207151308 DELABAHAN, ARES GABRIEL LEONG
405207151137 EGARGO, MIGUEL ANTONIO REYES
405207151109 ESPITAL, MORLEIGH JAPHETH JONAS
405207151166 FLORES, CLINT LAURENCE SALUTAN
405207151309 GALUPO, DANIEL GLITZ OUANO
405207151140 GONZAGA, JOSE MIGUEL DULHAO
127963050143 HUESCA, BJ LASTIMA
KHALID, ABDULHAKIM LOMANGCO
405207151255 LAMBERANG, JUDE ART THADDEUS MANGANAR
127940050647 LARA, KING ALBERT VIERNES
127940050653 LEBRIA, ROWELL JHON QUIMBO
405207151168 LUNA, JOHN POLARIS MAGALLANES
 74

405207151170 MANCAO, SEAN LESTER OBIDOS

405207151171 MANDURO, CARLO MIGUEL TANCONGCO
405207151312 NUSKA, AL-NOROLHAKIM MAMINTA
405207151284 PARCUTILO, EZEKIEL ALEGRE
405207151285 PAREDES, JOSE PAOLO PEREZ
303592130069 YANCHA, WINSTER CABUGAYAN

FEMALE

405207151203 BAGASLAO, JOSEF ANTOINETTE APALE

405207151319 BALDO, ALEKSA SHAIRA CANTONES
405207151321 CANO, KYLAINE KAYE INIEGO
405207151205 CHAVES, MARIA BIANCA PADLA
405207151151 CUEVAS, KELLY DEXTER SANTOSIDAD
405087150697 DY, DAELYN CHRISTINE JOAQUIN
405207151208 FLORES, GRAZLE JOYCE NAVARRO
GADIAN, ANDREANNA JOAN THERESSE
405207151209 ABEJUELA
405207151325 GICA, CAMILLE JEANNE SANTIAS
405207151295 GONZALEZ, ALEXANDRIA YZZABELLE BEJA
405207151212 MANTILLA, ALEXI NICOLE CHUA
405207151188 MONTERO, MIKEE ANGELA OTAKAN
600168150018 NATANGCOP, OMELHAYAH PANGANDAMAN
405207151215 PUGOY, MICHELLE JENNIFER DACUA
405207151301 RAMOS, IONA SOFIA CORTES

TOTAL: 34

POPULATION SIZE: 292 STUDENTS

 75

Appendix E – Other Documents

Levene
df1 df2 Sig.
Statistic

Based on Mean 2.005 1 140 .159

Based on Median 1.828 1 140 .179

Grades Based on Median 140.00

1.828 1 .179
and with adjusted df 0

Based on trimmed
2.049 1 140 .155
mean

Correlations

Grades Family Structure

Pearson Correlation 1 .002

Grades Sig. (2-tailed) .980

N 142 142

Pearson Correlation .002 1

Family Structure Sig. (2-tailed) .980

N 142 142
76
 77

DESCRIPTIVES
Family Structure Statist Std.
ic Error
Grad Intact Family Mean 86.56 .482
es Structure 95% Confidence Lower 85.60
Interval for Mean Bound
Upper 87.51
Bound
5% Trimmed Mean 86.69
Median 86.00
Variance 26.74
5
Std. Deviation 5.172
Minimum 71
Maximum 96
Range 25
Interquartile Range 8
Skewness -.258 .226
Kurtosis -.692 .447
Broken Family Mean 86.58 .880
Structure 95% Confidence Lower 84.78
Interval for Mean Bound
Upper 88.39
Bound
5% Trimmed Mean 86.62
Median 87.00
Variance 20.90
9
Std. Deviation 4.573
Minimum 78
Maximum 95
Range 17
Interquartile Range 5
Skewness -.155 .448
Kurtosis -.490 .872
 78

CURRICULUM VITAE

DUANE FRANCIS V. BELEY

Villa Trinitas Subdivision
Cagayan de Oro, 9000
beleyduane@gmail.com
09566544006

PERSONAL DATA
Age: 17
Date of Birth: July 12, 2000
Place of Birth: Cagayan de Oro City
Home Address: Phase 1 Block 16 Lot 2, Villa Trinitas Subd. Bugo, Cagayan de
Oro City
Parents’ Name: Eduardo N. Beley
Ludivina Ana V. Beley

EDUCATION
Completed four years in Junior High School at Corpus Christi School.
Moving Up Ceremony Date: March 2016.

June 2016 – present

Studying Humanities and Social Sciences in Senior High school at Corpus Christi
School.
 79

RELEVANT HIGH SCHOOL STUDIES

Academic Writing
Literature
Social Sciences
Philosophy
Politics and Governance

HONORS, AWARDS, AND MEMBERSHIPS

 2016, Humanities & Social Sciences 3rd honor awardee in the second
semester
 2016, Humanities & Social Sciences 2nd honor awardee in the first
semester
 2014, Young Disciples Club Vice-President
 2014, Young Disciples Club Secretary
 2013, Glee Club President
 2012, Glee Club Vice-President
 80

CHAZZ ARDEN MAYO

351 Saarenas St. Patag

Cagayan de Oro, 9000

Chazz.mayo@gmail,com

09173378607

PERSONAL DATA

Age: 19

Date of Birth: March 16, 1998

Place Of Birth: Tripoli, Libya

Home Adress: 351 Saarenas Street Patag, Cagayan de Oro City

Parents' Name: George G. Mayo

Arlene M. Mayo

EDUCATION

Studied at Kong Hua, 1st year

Transferred to St. Mary's School, 2nd year

Transferred to Adamson University Grade, 8 and 9

 81

Transferred back to St. Mary's School, Grade 10

Moving Up Ceremony Date: March 2016

June 2016 - present

Studying Humanities and Social Sciences in Senior High school at Corpus Christi
School.

RELEVANT HIGH SCHOOL STUDIES

Academic Writing Literature

Social Sciences

Philosophy

Politics and Governance

HONORS, AWARDS, AND MEMBERSHIPS

 2017, Mindanao Ultimate Mixed Martial Arts Team Gold Medalist

 2016, Corpus Christi Basketball Team 1st Runner Up
 2014-2015, Member Adamson Baby Falcons (UAAP 2nd runner up)
 2013, Most Entertaining Person
 82

JHON STEPHEN SALCEDO

Xavier Heights
Cagayan de Oro,
pepensalcedo@gmail.com
09151754053

PERSONAL DATA
Age:19
Date of Birth: July 3,1998
Place of Birth: Puntod San roque
Home Address: Xavier Heights Upper Balulang Blk 4 Lot 10
Cagayan de Oro City
Parents’ Name Renante M. Salcedo
Alma Q. Constantino

EDUCATION
Completed four years in Junior High School at Misamis Oriental General
Comprehensive High School.
Moving Up Ceremony Date: March 2016.

June 2016 - present

Studying Humanities and Social Sciences in Senior High school at Corpus Christi
School.
 83

RELEVANT HIGH SCHOOL STUDIES

Academic Writing
Literature
Social Sciences
Philosophy
Politics and Governance
 84

KURT DYLL C. VILLEGAS

Melecia Homes Subdivision

Cagayan de Oro, 9000

kurtvillegas14@gmail.com

09262109269

PERSONAL DATA

AGE: 17

Date of Birth: April 10, 2000

Place of Birth: Cagayan de Oro City

Home Address: B-10, L-7 Melecia Homes Subd., Upper Macasandig, Cagayan
de Oro

Parents' Name: Junlar C. Villegas

Florita C. Villegas

EDUCATION

Studied at Xavier University High School, 1st year

Transferred to Corpus Christi School Macasandig Campus, 2nd year

Moving Up Ceremony Date: March

June 2016 - present

 85

Studying Humanities and Social Sciences in Senior High school at Corpus Christi
School.

RELEVANT HIGH SCHOOL STUDIES

Disciplines and Ideas in the Applied Social Sciences

Creative Writing

Philosophy of a Human Person

Philippine Politics and Governance

AWARDS

 2015-2017, Volleyball District Meet Champion

 2016, Loyola Cup Volleyball Men's Division Champion
 2016, Philippine Volleyball Federation 2nd Runner Up
 2016, Youth for Christ-Gawad Kalinga Participant
 2012, Xavier University Soccer team

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