Acknowledgement

To our Almighty God our Creator and Saviour, for bestowing your divine wisdom, strength, and grace in
digging up into new knowledge. To giving us direction and guidance to everything we do and incessantly
providing us determination and emotional strength in pursuing our study and for making things possible.
The researchers would like to extend their heartfelt thanks to their research adviser Mrs. Elmee Joy D.
Oraiz, RSW, MSSW for inculcating us adequate knowledge on research and equipping us with skills and
attitude of a good researcher and for continuous effort and enthusiasm on keeping us on track.
To our beloved Dean, Mrs. Lucia Stella Grace A. Abaa, RSW, MSSW for giving us undying support and
motherly guidance in doing our research.
To the School Administrator, Mrs. Maria Estella Roa, LPT for the support and allowing us to conduct our
research in school premise.
The researchers also want to convey their sincere gratitude to other professionals who contributed their
knowledge on the fulfilment of the study.
To our friends, classmates for being a partner, teammate and companion and accompanying us through
sleepless nights just to finish the study.
Lastly, to our beloved parents who never left our side in times of difficulties, for supporting us financially
and morally. To all of you we thank you for your contributions because without you this endeavour will
not be realized at all.
MUCH LOVE AND GRATITUDE TO ALL
 Table of Contents
Page

Acknowledgement 1
Table of Contents 2

Chapter I. INTRODUCTION
Rationale of the Study 3
Statement of the Problem 5
Significance of the Study 6

Chapter II. REVIEW OF RELATED LITERATURE AND STUDIES

Related Literature and Studies 8
Theoretical and Conceptual Framework 10
Definition of Terms 13

Chapter III. METHODOLOGY

3.1 Research Design 14
Research Respondents and Locale of the Study 14
Research Instrument and Data Gathering Procedure 14

REFERENCE16

APPENDICES
Survey Questionnaires 17
FGD Questionnaire 19
 CHAPTER I

INTRODUCTION

Rationale of the Study

According to the Institute for Women’s Policy Research, 4.8 million college students were
parents of dependent children, the most recent year for which data is available- that’s about 26
percent of all college undergraduates. This student parents are incessantly balancing their family
life, parenthood and college coursework which can be difficult at best, and challenging at worst,
especially for those without the support of a spouse or partner yet strived to pursue their desire to
acquire higher education.

Nearly 5 million undergraduate students are also parents. In the United States some of the
student parents only 26 percent earn their degree within six years. Many of them leaving college
early include not having a strong enough support system including friends and family that can
pitch in and help when the student-parent needs to stay late on campus or when a child is sick.
Some of them cannot overcome the financial burden of paying for college while raising a child.
Experts found that some student-parents question why they are putting themselves and their
families through this stress and whether a college degree is worth it. Since being a student-
parent often means not doing either role to the best of their abilities some student parent wonder
whether the sacrifices they are making to their education and their children will pay off in the
end. (Dr. Eve Gerrard and Dr. Ron Roberts)

They don’t know how to balance their outside commitments with their coursework. Lacking of
confidence in their academic abilities and they are dealing with personal issues. Highlighting
some of the difficulties faced by the student parent in the UK. These include: the challenges of
juggling the temporal demands of being both a student and a parent of a young child; the paucity
of on-site childcare facilities; restrictive ‘no child on campus’ policies; late availability of time
tables; inconvenient timing of lectures; and acute financial pressures. (Alsop et al. 2008;
Marandet and Wainwright, 2009; Osborne et al., 2004) Research has also highlighted the tension
experienced by many women between their identity as a mother and their identity as a student;
indeed, Alsop et al. (2008) note that “the fact that women have been traditionally the carers in
the family, and that the student have been conceptualised as male and non-carers, influences. The
ways in which they are perceived by others, and also the manner in which their own identity is
reconstructed. It is argued such tensions result in complex identity practices, as women
downplay their mother role in academia and their student role when they are outside the
university (Lynch, 2008).

According to the United Nations Population Fund (UNFPA) State of the World Population
Report of 2017, the Philippines has the third highest adolescent birth rate among 11 Southeast
Asian nations, trailing Laos and Thailand. The Philippine Statistics Authority (PSA) estimates
that one in every five persons is likely to be an adolescent between 10 to 19 years old and about
half of them are female.

The school must design programs for the welfare of the student-parents. These would include the
factors affecting their performance in parenting and study, proper time management, their view
in life, ways in dealing inadequate time and identifying their interest, dreams and ambitions in
life to realign their educational goals. Hence, the study on the life situation of these student
parents was conducted to serve as the basis in formulating the school policies and programs that
would help enhance the student’s view on the value of parenting and study, improve their
academic performance, empower them and attain success through professional growth
complemented with economic rewards.

In line with this, a situation analysis on the Plight of Student Parents of Southern Leyte State
University- Maasin City Campus as of School Year 2019-2020 was conducted.
Statement of the Problem
This study aims to know the plight of the student-parents of Southern Leyte State University-
Maasin City Campus.
It sought to answer the following questions:
1. What is the profile of the student parents in the community in terms of:

1.1 Age;
1.2 Sex;
1.3 Civil Status;
1.4 Number of Children;
1.5 Occupation;
1.6 Estimated Monthly Income;
1.7 Year Level:
1.8 Course

2. What are the School challenges encountered by the student parents in SLSU-MCC in
terms of:

2.1 Personal Factors;

2.2 Family Factors;
2.3 Financial Factors;
2.4 School Factors;

3. What are the needs of the Student-parent?

4. What recommendations can be made for the formulation of school programs and policies
for the student parents based on the results of the study?
Significance of the Study

The research would be meaningful to the following:

The Student Parents

The result of the study would serve as an initial basis in the formulation of school programs and
policies intended for the student parents to attain their goal of having a college education which
would give them fine immunity and well-balanced role.

The SLSU- MCC Administrator

The research would serve as a recommendation for the school proposed programs and policies
for student parents and which would be a subject to the school administrator’s approval. The
study would serve as a guide to better understand the problem and issues of student parents and
to know the factors affecting their behavior school and towards others.

The SLSU-MCC Faculty

The study would help them to better understand the academic performance and characteristics
manifested by student parents towards class.

The Family of the Student-Parents

The study would be an advantage for the family of the respondents, for them to be aware and
understand the situations facing by being a student-parent about managing their school and home
matters.
The SLSU-MCC Students

The study would provide better understanding on dealing with people in difficult situations. Such
experience would make them more aware on the issues and concerns of the society especially in
schools, thus, making them a better social worker in the future.

The SSC

The research would give them awareness about the student parents’ life situation, so they would
be able to give enough consideration on the students’ failure in attending school activities.

The Researchers

The research would be an application of the researcher’s skills, theories, and concepts that they
learned in school and would particularly enhance the data gathering and analytical skills they
had. Moreover, this study would boost their confidence, strengthen unity and teamwork, and help
develop discipline, dedication, patience and other essential virtues that would be helpful in their
future chosen careers.
Related Literature
According to the Student Engagement Insights Survey last 2014 which shed light on the
motivations, interests, and opinions of today’s student parents. They want to enter or transition
into a specific field, It’s the right time in their lives to do so, They’re preparing themselves for
today’s job market, They want to learn, and hone, particular skills, They want to fulfil their
dreams, They want to finish what they’ve started and 85% gave their reason isto provide for—
and inspire—their loved ones.

McClelland’s Need Theory explains the drive to excel, to achieve in relation to a set of standard,
and to strive to succeed. This demonstrates the behaviour of the student-parents to pursue higher
education because of the urge to succeed in which they believe can be done through education.
(Chand, 2015)

According to humanistic theories set forth by Carl Rogers, motivation might come
from within an individual without any thought to the external reward. Students receive
their own internal reward through an increase in self-esteem and sense of achievement
when they reach their desired goals. They may just feel the desire to succeed based on
factors such as their own interest in an activity or the feeling of satisfaction that is
achieved when they complete the necessary steps to achieve the desired
accomplishment.

Drive-Reduction Theory was first developed by Clark Hull in 1943. According to this theory,
deviations from homeostasis create physiological needs. These needs result in psychological
drive states that direct behavior to meet the need and, ultimately, bring the system back to
homeostasis. When a physiological need is not satisfied, a negative state of tension is created;
when the need is satisfied, the drive to satisfy that need is reduced and the organism returns to
homeostasis. In this way, a drive can be thought of as an instinctual need that has the power to
motivate behavior. (Psychology Notes, 2016)

Role cluster refers to the interconnection between roles that occur within the same social
institution (Lopata,1991). A woman's roles within the family are related and often different in
important ways from her roles in the workplace, such as business owner, manager, and
colleague.
Research finds multiple roles to be associated with both positive and negative consequences.
Much attention had been given to the problems associated with multiple roles. Role overload and
role conflict are two of the most well-known role theory concepts.

Role overload refers to the experience of lacking the resources, including time and energy,
needed to meet the demands of all roles.

Role conflict describes an incongruity between the expectations of one role and those of another.
Role overload and conflict often lead to difficulties with meeting role expectations, known as
role strain (Goode, 1960).

Interest in organizational role theory began with the works of Neal Gross, Robert Kahn, and their
associates, which questioned the assumption that consensual norms were required for social
stability. Instead, these writers suggested that formal organizations were often characterized by
role conflict such conflicts posed problems for both the actors and the organizations in which
they appeared, and that strategies for coping with or "resolving" role conflict could be studied.
These insights stimulated both texts that applied role concepts to organizational analysis and
many studies of role conflict and role conflict resolution in organizational contexts (Van de
Vliert 1979; Van Sell et al. 1981; Fisher and Gitelson 1983).

In addition, the concept of role conflict has proven attractive to scholars who wanted to
conceptualize or study problems that are faced by disempowered persons, particularly married
women who must cope with the opposing demands of the workplace, home maintenance, and
support for their husbands (Stryker and Macke 1978; Lopata 1980; Skinner 1980).

1987 Constitution Section 2 No. 1; Establish, maintain, and support a complete, adequate and
integrated system of education relevant to the needs of the people and society.
Theoretical Framework
This study will be anchored to theories and legal basis such as:

THE EDUCATION ACT OF 1982 Section 3 no. 2-3, to ensure the maximum participation of all
people in attainment and enjoyment of benefits of such growth. To achieve and strengthen
national unity and consciousness and preserve, develop and promote desirable culture, moral and
spiritual values in changing the world. In accordance with Section 2, this act shall apply to and
govern both formal and non- formal system in public and private schools in all levels of the
entire educational system.

Student-parents are often overwhelmed by the expectations that institutions of higher education
place on them. Some student-parent have been out of school for quite a while, and this can be a
problem for them academically and socially. By the deciding to return to school is a huge
decision. This decision is even harder when there are children or a family involved. Finding a
balance between maintaining your own academic career and the well-being of your family can be
tricky. (National Student Speech Language and Hearing Association, 2010)

Many of the obstacles that single-parents face come in all aspects of life that make higher
education seem unobtainable. A great deal of non-residential single-parent students lack the
support of family as well as institutions, especially when it comes to childcare. “Amenities that
student-parents need, such as affordable childcare facilities, flexible scheduling options, and
parents support group, aren’t available at every institution” (Couch, 2013).

Vincent Tinto created a model that provided information derived from a sociological
standpoint regarding persistence. It is the integration model or a student retention
model that explains the contributing factors that threaten and hinder persistence in
higher education. The model applies to many students because the core issues stem
from the institutional structure. Tinto provided an explanation of five issues that deter
persistence among student-parents that include expectations, advisement, support,
involvement and learning. (1) Expectations; students are more likely to succeed in
settings where expectations for success are clearly articulated and are high. It is
important that they have direct knowledge of what is expected of them at the
institution of their choice. There are institutions that have set achievement standards
that are often above the norm of higher educational institutions. Many students are
unable to live up to what is expected of them by the administrative staff. (2) Advice;
is important for all students to get started in the right direction as they enter their
chosen institution of higher education. Getting pointed in the right direction and
having knowledge of how to reach educational goals are very important. (3) Support;
without support, academic, social, and in some cases financial, many students struggle
to meet institutional expectations and succeed in college. Support should be arranged
in multiple forms in a manner that is easily accessed. (4) Involvement; the more
students are academically and socially engaged with faculty, staff, and peers,
especially in classroom activities, the more likely are they to persist and graduate.

(5) Learning; throughout the learning process, students should always feel that they
are learning. When students are progressing in their studies, they will persist and push
forward to reach their educational goals. (Poindexter, 2017)

Nowhere is involvement more important than in the classrooms of the university, the
one place, perhaps the only place, students meet each other and the faculty, and
engage in learning. For that reason, the centerpiece of any university policy to
enhance retention must begin with the classrooms and serve to reshape the classroom
practice in ways that more fully involve students in learning, especially with other
students. (Tinto, 2003)

“The Human Capital Theory” believed that people invest in themselves through
education and when a society is abundantly educated, companies maintain a high level
of global economic competitiveness.” (Schultz,1961)

Popovic and Nikola (2011), researchers in the economics department at Illinois

Wesleyan University, explain how the Human Capital Theory will give a return on
education investment: “General human capital theory states that skills obtained
through education and experience in one’s lifetime are what develops an intuition for
successful business behavior due to a broad set of skills that are transferable between
occupations. Productivity is predicated on citizens having a high level of education.”

Student-parents reap the benefits of education through knowledge, wages, and

opportunities. Persistence with education has also been shown to pay off by producing
positive changes in a person’s economic status. “Accumulation of human capital
through learning activities significantly influences many sectors. In the macroscopic
aspects, many researchers present that accumulation of one’s human capital on
education and training investment largely affects the growth of an individual’s wages,
a firm’s productivity, and national economy.” (Kwon,2009)

It is important to student -parents to be financially stable and be able to support a

family with the necessities of life, which often equates to happiness. Personal
happiness is related to the Human Capital Theory. Researchers explain that human
capital goes beyond increased salaries and wealth. According to Piper (2012), Human
Capital Theory leads to “less risky and stimulating employment; improved ability to
contribute to, and participate in, socio-political processes; enhanced ability to
appreciate cultural goods; increased longevity and other health benefits; and
subjective well-being.”

Piper (2012) also highlights the relationship between doing what you like to do to
make a living and doing what you must do to make a living to survive. The education
leads to a position that involves doing what stimulates the brain. That stimulation will
often transform into happiness. Student-parents benefit from the same concept. Not
only are they able to provide for their children, but they can have a rewarding career.

The transferability of knowledge from one generation to another proves the concept of
Human Capital Theory. Future generations are to learn from the collected knowledge
of past generations. (Adewuyi, Olusayo and Okemakind, 2013)

Indeed, the desire to create from the present and current knowledge must be instilled
into the next generation. These actions are the duties of parents, teachers, and those in
leadership positions. Student-parent who struggle and persist to acquire formal
education will pass on those values to future generations. Traditions and values are
learned components of life that start with the efforts set forth by the parents. If parents
emphasize the importance of education, they will pass along the core value of Human
Capital Theory.

Maslow’s Need Hierarchy Theory; Maslow’s theory is based on the human needs. Drawing
chiefly on his clinical experience, he classified all human needs into a hierarchical manner from
the lower to the higher order. In essence, he believed that once a given level of need is satisfied,
it no longer serves to motivate man. Then the next higher level of need has to be activated in
order to motivate the man, one of those is the need for Self-esteem this needs refer to self-esteem
and self-respect. They include such needs which indicate self-confidence, achievement,
competence, knowledge and independence. The fulfillment of esteem needs leads to self-
confidence, strength and capability of being useful in the society which can be done through
pursuing higher education, participate in charities and different organizations and etc. However,
inability to fulfill these needs results in feeling like inferiority, weakness and helplessness.
(Chand, 2015)

1987 Constitution Article XIV Section 5, the state shall take into account regional and sectoral
needs and conditions and shall encourage local planning in the development of educational
policies and programs.
 Figure 1. Conceptual Framework

Theories
- Integration Model (Vincent Tinto)
Legal Basis
-Human Capital Theory (Theodore
Schultz) -The Education Act of 1982

-Hierarchy of Needs (Abraham - 1987 Constitution

Maslow)

-Student Parent’s -Survey

The Plight of Student-Parents in
Profile Information Questionnaires
Southern Leyte State
-Encountered -Focus Group
University-
Problems and Issues Discussion
Maasin City Campus
-Home and School -Document Review
Life Situations

Data Analysis

Conclusion/Recommendations

Formulation of
programs and policies
Definition of Term
  Profile- a description of someone containing all the most important or interesting facts
about the person.

 Community- all the people who live in a particular area, or a group of people who are
considered as a nit because of their shared interests or background.

 Challenges- something needing great mental or physical effort in order to be done

successfully, or the situation of facing this kind of effort.

 Needs- the things you must have for a satisfactory life.

 Programs- a group of activities or things to be achieved.

 Policy- set of ideas or plans that is used as a basis for making decisions.

Research Design
The descriptive type of research was aims to understand the profile, needs, and challenges of the
Student-Parent in Southern Leyte State University- Maasin City Campus.

Research Locale
The research is a school-based study conducted at Southern Leyte State University- Maasin City
Campus. The school is located at the heart of the Maasin City in Barangay Tunga-tunga with a
total land area of 1, 394 sq.m.

Research Respondents
The researchers will only interview 50% from Social Work Department, 35% from Public
Administration Department, and 20% from Senior High Department. Using the Random
Sampling Method.

Research Instrument
 1. Survey Questionnaires
Using a prepared questionnaire, selected respondents will answer the questions that will
provide the information needed for their personal profiles and relevant issues and
concerns affecting their situations. The survey questionnaires will be personally given
and retrieve by the researchers.

2. Focused Group Discussion (FGD)

An FGD will be conducted to give light to some issues. All student parents will be given
a letter of invitation but a maximum of 11 respondents only will be taken.
The FGD will validate the data gathering during the survey. It will add more significant
information towards a better understanding of the student parent life situation.

3. Document Review
Written and unwritten information relevant to the study were reviewed. Some documents
and researchers were also looked into the shed light and give clearer understanding of
certain points about the plight of student parents.

Data Gathering Procedures

The following data procedures were followed:
1. Prior to the actual conduct of the study, the researchers ask for approval from the
Research Class Adviser to conduct a research on the Plight of Student Parents at Southern
Leyte State University- Maasin City Campus for A.Y 2018-2019. Permission was sought
well. With a positive response, the study commenced.
2. The researchers will send a letter to the school administrator to seek permission to
conduct research activities in the school.
3. Survey questionnaires were formulated and will be administered and retrieved by the
researchers themselves.
4. The researchers will send a letter of invitation to the student parents that requests their
participation on the FGD.
5. FGD will be conducted as a validation of the data from the survey questionnaires.
6. Tabulation, ranking, treatment and analysis of the gathered data will be done.
Statistical Treatment of Data
The information gathered from the study will be analyze based on percentage using formula:

f
P= ------------------ x 100
n
Where: P- Percentage
f- Frequency/ number of data
n- Sample size/ sample population

For other qualitative data, ranking categories and content analysis will be done.
Appendix A. Survey Questionnaire

SURVEY QUESTIONNAIRES FOR STUDENT PARENTS

I. PROFILE INFORMATION

Name: _________________________________________________________
Address: _______________________________________________________
Age: ________
Sex: Male Female
Civil Status: Single Married Common law
Number of Children: _______
Occupation: Employed Self-employed Unemployed
Estimated Monthly Income: _______________

II.
1. Is it difficult for you to manage your time with both children and studies?
YES NO
2. Does parenting affects your academic performance?
YES NO
3. Have you ever been offended during discussion in classes regarding your situation
and experience?
Always Sometimes Never
4. Do you find it hard in dealing with your fellow classmates?
YES NO
5. Are you having hard time budgeting money for school and family expenses?
YES NO
6. Which part of school expenses you spend your money the most?
Tuition Fee Fines Contributions Others (please specify):__________
7. Do you actively participate to school extracurricular activities?
YES NO
8. Is it difficult for you to manage the expenses in school and for the needs of your
child?
YES NO
9. Does your problem in home affect your studies?
YES NO

10. What will be your recommendations in formulating school programs and policies?
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
 FOCUSED GROUP DISCUSSION

1. How do your children adjust in your situation as a student and as their parent?
2. What are the reasons or influences that pushed you to pursue college?
3. What are the biggest factors that challenge your role as student and as parent?
4. How did you adjust and cope to the stress and challenges you encountered as a Student-
Parent?
5. Do you have family issues regarding your situation as a parent and a student?
6. When was the last time you feel discouraged to continue your studies? State your reasons
7. What are your realizations during your study?
8. Are you satisfied with how the school staffs communicate with you?
9. What do you think are the advantages and disadvantages of student parents?
10. What are your thoughts to recommend in SLSU-MCC that will help your fellow student
parents in managing their dual roles?
REFERENCE:

 Parent Development Theory: Understanding Parents, Parenting perception and Parenting

behaviors.
(e.g., Baurmind, 1975, 1991), (Mowder, 1991, 1993, 1997), (Mowder, Harvey, Moy, and
Pedro, 1995), (Levine, 2 003), (Wise, 1995).

 Goal Setting Theory of Motivation (1960)

Edwin Locke put forward the Goal- setting theory of motivation.

 Legal bases of the Philippine Educational System

The 1987 constitution

 McClellands Human Motivation Theory. McClelland, D.C. (1961) “The Achieving

Society”, Princeton: Van Nostrand

 Philippines Law Statutes and Codes- Chan Roble Virtual Law Library
Batas Pambansa Bilang 232 “Education Act 1982

 Role Theory Encyclopedia

(Ivan Nye 1976),( Linton 1945),( Lapata 1991), (Wirtberg 1999), (Turner 1990),( Neye
1974),( Rothbell 1991), (Cottrell 1942), (Goffman 1959), (Turner 1956),( Stryker 1968),
(Burr 1972),( Rodgers and Whit 1993),( Blossfeld and Hulnink 1991), (Merton 1957).

 Motivation Theories: Top 8 Theories of Motivation – Explained! By Smriti Chand

Maslow’s Need Hierarchy Theory

 Time Poverty of Students Who Are Parents. Study adds to the growing evidence that
students with young children have a much harder time completing their degrees than their
childless peers. By Emma Whitford October 2, 2018

 Why Nontraditional Students Decided to Attend College by Tami Strang November 18,
2014.Posted in: Engagement and Motivation, Student Engagement