Professional Documents
Culture Documents
Introduction
The researchers seek to inform their readers about the mental and emotional
factors affecting the academic performance of a child in school regarding the working of
parents tend to work overseas to offer a convenient living to their children. As a result, it
parents. A child's greatest need is quality time with their parents. Finding time to spend
which limits the time they have to spend with their children. In addition, children are
having OFW (Overseas Filipino Workers) parents are dropping out of school, taking
prohibited medicine, and getting into early pregnancy. These negative effects
sometimes occur when children do not get too much attention from their parent or either
guardian who is left behind. Children who dont have their parents guidance can easily
be influenced by peers. This is also a reason why abandoned children can change
their attitudes easily. But besides having negative effects, children having OFW parents
1
also change for good especially those who are in their adolescent age. Their OFW
she is developed mentally and emotionally. By actions, this study focuses entirely on the
reflected performance of students of Child Jesus of Prague School with parents that
Jesus of Prague School is aimed at providing guide to the school, faculty, students, and
Nowadays, there really is a need to give more attention to the needs of the youth.
These needs do not only pertain to material objects but also to the other needs such as
for security, love and belongingness, esteem and self-actualization as presented in the
People these times do receive very little from the privilege of formal studying. In order to
protect this, the researchers would give ample time to study more on the factors that
affect a childs performance in school without his or her parents around in order to
2
The researchers decided to focus on the relationship of the parents to their
children simply because this plays an important role in the development of the well-
being of individuals. At the final course of this study, the researchers aspire to give a
great realization to the readers about this matter. They want to see through the silent,
yet big problem faced by the youth as centered in the high school students of Child
This study aims to know the Factors Affecting the Academic Performance of
1.1 Gender
2. What are the factors affecting the academic performance of OFW children in Child
3
3. Is there any significant relationship between the Factors Affecting the Academic
Performances of OFW children in Child Jesus of Prague School to the profile of the
3.1 Gender
Theoretical Framework
As the framework for the study being conducted by the researchers, theories
about parental involvement and attachment are used as supporting ideas for the
researches to be made.
1994 and 1997, it affects student achievement because these interactions affect
students motivation, their sense of competence and belief they have control over their
success in school. It means that the involvement of parents serves as the basic
foundation in the development of a child in all aspects. Children spend most of their time
in schools than in their own house. The mere presence of parents at home after a
childs school hours makes a big difference in a childs development, being attached to
them more or not. Once an individual mind is muddled, it automatically affects his
4
In relation to the study of the researchers, pertaining to the factors affecting the
academic performance of students in Child Jesus of Prague School with OFW parents,
one could already perceive that the relationship of the parents with their children counts.
This study centralizes on high school students; hence, respondents are all in the stage
This is the stage wherein the support from the family, especially the parents, is much
The Attachment Theory proposed by William Sears states that the child forms a
strong emotional bond with caregivers during childhood with lifelong consequences.
Sensitive and emotionally available parenting helps the child to form a secure
extreme and rare conditions, the child may not form an attachment at all and may suffer
When mothers taught to increase their sensitivity to an infant's needs and signals, this
In relation to the factors affecting the performances of the children in school, the
presence of the parents is important. It can be proven by this theory. This theory means
that as an individual grows up, there is a strong bond or attachment developed between
the child and parents. Parents were needed by their children to discipline, to teach
them, and to guide them properly. All children need the love and care of their parents.
5
Nowadays, some parents go abroad to work and earn more money for the needs
and the future of their children. Even though it is hard for them to leave their children to
their relatives, they are forced to do so, because they want them to give their children a
brighter future. However, the one who is really going to be affected are the children. It
can affect them physically, emotionally, mentally, and the way they communicate to
other people. Some children nowadays tend to have rebellion against their parents
because they thought that their parents do not love them anymore because they left
them. Through these instances, it can be truly said that the presence of parents is
important for the child to grow with good attitude and can perform well in everything they
do because they know that their parents are always there to support them.
Hypothesis
performance of OFW children in Child Jesus of Prague School to the profile of the
a. Year level
6
Significance of the Study
A study is conducted to give a specific purpose for different individuals. These are the
a. Respondents
This study conducted by the researchers centralized only on students with
parents working overseas. This would benefit them by means of making them
reflect on the performance that they are making without their parents with them
so that they will be able to understand their work positively and even become
factors that affect the academic performance of those students with OFW
parents. With these, it would help them to realize the effects of being away from
their parents so that they will be able to value them more and to have a positive
son is not doing well in his academic performances. The researchers give some
tips that will help the parents working abroad on what they need to do to help
students who are having low grades in his or her different subjects and they will
find a way to help that student to cope up by giving them support and motivation
7
In the future, this study would benefit those who would be making also
f. Administration
They are in charge in promoting discipline inside school. With these, they
Definition of Terms
stimulus
Bias generally is one-sided that lacks a neutral point of view
Brusquely abrupt and curt in manner or speech; discourteously blunt
Chronologically arranged in order of time of occurrence
Cognition a group of mental processes that includes attention, memory,
one life area through the gratification or (drive towards) excellence in another
area.
8
Conscientious the state of being thorough, careful, or vigilant; it implies a
generations and their elders, especially between children and their parents
Gregarious fond of company or being sociable.
Immense extremely large or great, esp. in scale or degree.
Indiscriminate not marked by careful distinction
Inherent existing in something as a permanent, essential, or characteristic
attribute
Longitudinal study correlational research study that involves repeated
observations of the same variables over long periods of time often many
decades
Macrosystem the last level of Bronfenbrenners conceptualization of the
environment that consists of social class, ethnic and cultural customs, as well as
governmental laws and policies that frame the activities of children and their
families.
Mesosystem the level that comprises the connections among the various
Microsystems.
Microsystem refers to the daily face-to-face interactions with parents, siblings,
9
Prejudice used to refer to preconceived, usually unfavorable, judgments
goals.
Solicitousness the expression of care or concern.
Trepidation a feeling of fear or agitation about something that may happen.
Wariness a close attentiveness to avoiding danger
10
Chapter 2
Foreign Literature
personality, behavior and way of thinking. In this cycle, the involvement of parents
become vital for him to be emotionally and mentally fit; thus, performs efficiently in
school.
(2009), he viewed child development as a process that unfolds within a complex system
environments are not simply diverse; they are also related in specific ways. Thus,
childrens homes and schools are located in neighborhoods, and neighborhoods are
located within larger cultural groups that prescribe customs and values. Not only do all
11
of these environments have an impact on a childs development, according to
Bronfenbrenner, but the interactions among them also exert considerable influence.
It begins with what he called the microsystem, in which daily face-to-face interactions
with parents, siblings, teachers, and peers characterize childrens experiences. The
microsystem includes childrens homes, child care centers, and schools. Within these
other participant. For example, when a child becomes angry and aggressive at school,
the teacher must devote energy to calming that child down, and other students receive
less positive attention. However, when children are cooperative, the teacher can move
ahead with planned lessons, and everyone is likely to feel more relaxed. In this case,
students may experience their teacher as a happier and more positive person. Over
time, patterns of behavior like these may accumulate and have an important influence
on development.
connections among the various Microsystems. For instance, there are mesosystem
connections between childrens lives at home and their lives at school. If a 10-year-old
boy heard his parents arguing before he left home in the morning, he might already feel
anxious and upset when another boy accidentally steps on his foot at school. Instead of
reacting calmly, he might start yelling and punch the other boy. A teacher who found the
two boys fighting would most likely discipline both. Had things gone smoothly at home,
a small incident at school might not have turned into a big problem. Another boy, whose
family sent him to school feeling happy and relaxed, might have reacted differently.
12
Interactions between people at home, at school, and in neighborhoods all influence one
another.
Bronfenbrenner used the term exosystem to refer to settings that are not
inhabited by children, but nevertheless affect their experiences. The exosystem includes
parents work environments, community groups, and extended families. Even though
vacations, and health insurance can have an impact on their well-being. Similarly, even
or help with other matters that they provide may be significant in their families daily
lives. Conversely, if parents have difficulties at work or if grandparents fall ill and require
governmental laws and policies that frame the activities of children and their families.
opportunities related to nutrition, health care and education. In other environments, such
opportunities may be largely absent. Again, children may know nothing about the
toddlers than among any other age group. The likelihood of being maltreated is highest
among infants and toddlers and declines as children grow older. A large majority of
13
perpetrators of child abuse and neglect are parents. Only about one in five maltreatment
Types of Maltreatment
maltreatment, neglect, occurs when a caregiver fails to provide adequate food, clothing,
supervision, or medical care. At last count, neglect accounted for more than 60% of
documented cases of child maltreatment each year. Physical abuse such as hitting,
slapping, shaking, and kicking with the intent to cause harmaccounted for about 19%
sexual contact, and forced sexual behavior of any kindaccounted for approximately
10% of cases, mostly among older children. Emotional abuse, defined as demeaning,
including abandonment, threats of harm, and congenital drug addiction accounted for
about 17% of cases. These numbers add up to more than 100% because many infants
According to Patterson (2009), when children who have been maltreated are
compared with children from similar backgrounds who have not been maltreated, those
who have been maltreated show many problems in adjustment. These problems may
include difficulties at school, problems with peers, low self-concept, and academic
failure. Many of these problems are interrelated. For example, maltreated youngsters
14
show higher levels of aggressive behavior than their peers, and since aggressive
behavior is aversive, their peers often grow to dislike them, increasing the likelihood that
they will be victimized. The longer an infant or toddler is maltreated, the more serious
the effects are likely to be. Some long-term effects of child maltreatment may depend on
biological factors.
maltreated children fare better than others. One important factor seems to be strong
personal relationships with people outside the childs family. For instance, among
children who had been maltreated before entering school, a good-quality peer friendship
was protective against ill effects during elementary school. Children who had such a
friendship were less likely to experience negative outcomes. Another study found that
among maltreated children who attended a special therapeutic summer camp, those
who formed positive relationships with counselors fared best overall. Relationships both
within the family and outside it are important in fostering positive development of
Nonparental care
waking minute with their parents. As the number of single-parent and dual-earner
families has increased in recent years, many children in the United States have had
some experience with nonparental care. In fact, recent national data show that 61% of
U.S. children from birth to 6 years of age receive some form of child care on a regular
basis from people other than their parents. In a large-scale study of child care
15
sponsored by the National Institute of Child Health and Human Development, 92% of
children had experienced some form of nonparental care by the time they were 3 years
old, and 52% were regularly spending 30 or more hours per week in nonparental care.
The type of nonparental care that children receive varies with age. Infants and
toddlers are most likely to spend time in home-based child care arrangements, either
arrangements that put them into groups of more than six children, they catch more colds
and have more ear infections than do children who stay at home or who are in smaller
groups when away from home. Opinions differ as to whether these minor illnesses are a
problem or whether they actually benefit children by ensuring that they have developed
immunities before they enter school. Apart from these health issues, type of child care
word successful before we can begin to explore what makes a successful learner. As
detailed in the first edition of this book the thesaurus tells us that success has
attainment, victory, fortune and happiness. When asked what they understand by
16
According to Pardoe (2009), children need to see being successful in the wider
context of achieving something new for the first time, improving their own personal
performance and reaching their own goals. Although this may seem straightforward,
there are many needs to be met before conditions are conducive to successful learning
experiences.
In exploring motivation and learning, the source of self-worth and the experience
of success, it is essential to make time to talk with children about their lives and their
learning, and providing them with the language of learning. Unless we give time and
attention to self-esteem and motivation of each learner, unless we recognize and value
difference, and unless we invest time in creating a healthy, safe and enabling
environment for learning, we are probably wasting our time. This word motivation is,
however, often inappropriately used as in How can we motivate these kids? or Come
on, motivate yourselves! We know that real motivation comes from within and therefore
we need to understand how to ignite it. Ian Gilbert, in Essential Motivation in the
Classroom, uses the phrase Hope fires a neuron... which he first heard used by
hopefulness and creates energy, so that our learners are optimistic, have real ambition
17
According to Pardoe (2009), at the end of 2006, the Report of the Teaching and
Learning in 2020 Review Group was produced more commonly referred to as 2020
Vision. The report presents a clear vision of what personalized learning might look like
in our schools in 2020 (2020 Vision 2006). This vision is one where the Every Child
Matters outcomes are realized for all children and young people. The report identifies
some key recommendations for schools to enable young people to develop the skills
a. Helpful talk
b. Encouragement f. Explaining
c. Sharing ideas g. Being polite
d. Giving instructions h. Asking questions
e. Talking about learning
e.
f. Unhelpful talk
talking
18
g. Dwecks Motivational Model of Achievement
of course, derives mainly from their academic performance. Those who do well in
school are likely to develop high options of their competence, whereas poor performers
are likely to develop low opinions. How well a child performs in school depends partly
on his academic abilities and partly on the amount of effort and motivation the child puts
forth.
i. According to Burhans and Dweck (1995) as cited by Ross Vasta (et. al)
(1999), based on over 20 years of research, Carol Dweck and her colleagues have
developed a theoretical model that attempts to explain the complex role that motivation
plays in childrens academic success The model focuses on two patterns of motivation
that have been observed in both younger and older children and that are reflected in
ways. Some children display a mastery-oriented pattern. Despite having just failed at a
task or problem, these children retain a positive mood and express high expectations for
success on future attempts. As a result, they tend to persist at the task and they seek
out similar challenging problems. This motivational pattern usually leads to improved
failure, their affect conveys sadness or disappointment, and they express doubt that
19
they can ever succeed at the task. These children show little persistence on the activity
and tend to avoid similar challenges in the future. Academic performance in these
children often remains considerably below what it could be. What could produce these
l. Dwecks model proposes that at the heart of the problem are the childrens
feelings of self-worth. Children who develop the helpless pattern typically believe that
their self-worth depends on the approval and positive judgments of others. As a way of
validating their self-worth, they seek out situations in which success involves receiving
such approval. If the situation instead produces failure, these children view the absence
the helpless pattern of negative affect low expectations for future success, low
that their self-worth depends on the opinions of others. They tend to seek out situations
in which, whether successful or not, they will learn from their experiences. When these
children fail, therefore, they view it simply as an opportunity to improve their ability on
the task, and so display the opposite pattern of affect, expectations, and persistence.
n. According the Dweck (1991); Smiley and Dweck (1994) as cited by Vasta
(1999), this position of the model can account for the development of the motivational
patterns in younger children. Support for it comes from several studies in which 4- and
5-year-olds were asked to solve a number of puzzles, only one of which could actually
be solved. When later given the opportunity to play with one of the puzzles again,
20
children who chose the solved puzzle (non-persisters) also displayed negative affect
toward the task and expressed lower expectations for success on another task. Children
who chose to persist on one of the unsolved puzzles showed the more positive pattern
of reactions.
older children, the model becomes more complex. Beyond 10 years of age or so,
for success or failure. Some children believe that success or failure results primarily
from the amount of ability a person has; other children believe it depends on the amount
believe that the amount of their intelligence is fixed (entity model) and that their lack of
success derives from their lack of ability. These two beliefs combine to give the child
little reason for optimism in the face of failure-after all, ability is unchangeable and the
child simply has too little of it. Predictably, then, these children feel helpless and
hopeless. A very different outlook, however, results from the two opposite beliefs, which
model) and success depends largely on ones effort, then failure experiences need not
21
lead to feelings of despair or pessimism. These children believe they can do better next
q. Research has likewise supported this portion of the model. For example,
one study found that fifth-grade children who displayed elements of the helpless pattern
(non-persistence and low expectations for future success) following failure on as task
were more likely to hold the entity view of intelligence, whereas children displaying the
mastery-oriented pattern tend to believe in the incremental view (Cain and Dweck, 1995
as cited by Vasta et. al.). Evidence supporting the effects of different attributions for
success and failure derives from an early finding that the helpless pattern is more
common in girls (Dweck et. al. 1975 & 1973 as cited by Vasta 1999 et. al.). This gender
difference was subsequently shown to involve the way in which theaters typically
provided feedback to boys and girls. When boys failed, they were more often told that
they did not try hard enough (indicating lack of effort): when girls failed, they usually
were told simply that they had the wrong answers (implying lack of ability) (Dweck and
Goetz, 1980; Dweck etal., 1978 as cited by Vasta 1999 et. al.).
receive such feedback, and all can thus be influenced by it. In general, then, girls may
eventually come to believe that their abilities are inadequate (I failed because Im lousy
at math) and therefore approach new tasks in a pessimistic manner, whereas boys may
continue to assume that their failures result from too little effort (I could have done
better if I had studied harder) and so remain motivated in the face if new challenges.
22
appropriate ways (Dweck et. al., 1978), or by retraining helpless children to attribute
their failures to effort rather than to ability. (Dweck, 1975 as cited by Vasta et. al. 1999)
depending on their environment the interaction with individuals in the family, school
and the neighborhood. They also have emotional needs like being with their parents
and nonparental care becomes an issue. It is said that maltreatment does not only fall
under physical aspects but also neglect is one form. These kinds of maltreatment give
an impact on a childs adjustments from home to school and to his or her environment.
t. As these individuals grow up, they enter the stage of adolescence in which
their relationship with their parents becomes crucial because they are in the
state of confusion. There are individuals who are positive enough on that
talking is one significant element in the process. Motivation is one good thing to
Not all talks are helpful in a childs learning because there are also influences of
talk that makes them unable to perform well in school since their emotional
v. Local Literature
school students, learning about the necessary needs in this stage is important to
23
be guided to what contributes to their own success in schools depending on the
x.
infancy is known to be the time of true foundation of age. Although, it is true that other
stages of development is also critical, this stage is known to be the most critical phase
of developing personality because this is the time where the child is in depth in
acquiring all the knowledge and information that he can get from the world that he is
living in. It is a time where the child is so sensitive with all the behavioral, attitudinal and
emotional patterns that are being established by the people around him.
ab. According to Bayani (2005), this is the stage where the babies learn how
to catch the attention of the people around them in any way they can because of their
yearning to become a part of a certain social group. This craving will be justified through
their attachment behavior whenever they are with somebody who shows attention and
24
ac. According to Bayani (2005), in childhood, a lot of people think that
childhood is the longest amongst all stages development a time when a child is
divided into two stages early childhood and late childhood. The reason why this stage
is divided into two is not because of the physiological changes of the individual but
ad. According to Bayani (2005), in early childhood, the individual occupies this
stage when he is three to six years of age. The child in this stage have somewhat
developed their personality and unconsciously acquires more through the help of the
people with whom he is showing some interests. The interests with whom he is showing
become a member of a gang in the late childhood. Since, the child in this stage gets
too interested with the people around him, whatever attitude, behavior or emotions laid
ae. According to Bayani (2005), in late childhood, the individual occupies this
stage when he is within the age range of seven to thirteen. This stage of development
shows the kids in depth interests with their peers. As they get too involved in getting the
approval of their peers, family relationship gets deteriorated affecting their personal and
af. According to Bayani (2005), in adolescence, this stage extends from the
time a person enters the age of fourteen to seventeen. This is a stage that is known to
25
psychologically mature, yet, immature. Since it is a stage of transition it is known to be a
problem age where adolescents are too eager to improve their personalities in the hope
of advancing their status in the social group they belong and a time for identity
confusion where relationships between adolescents and members of the families tend
to decline although these relationships often improve as they draws near to adulthood.
Self-concepts of the individuals in this stage are often beyond their control since they
ag. In early childhood, our parents and other relatives are the most important
ah. According to Paulhus Trapnell (et. al) (1999) as cited by James W. Kalat in
2010, they say that firstborn children are more successful and ambitious than
ai. The problem is that many firstborns come from families with only one
child, whereas later-born children necessarily come from larger families. Many
highly educated and ambitious parents have only one child and provide that
and later-born children could be a difference between small and large families.
(Rogers, 2001)
26
aj. Psychologists have done a great deal of research comparing parenting
styles to the behavior and personality of the children. Much of this research is
ak. Authoritative parents: These parents set high standards and impose controls,
but they are also warm and responsive to the childs communications. They set
limits but adjust them when appropriate. They encourage their children to strive
al. Authoritarian parents: Like the authoritative parents, authoritarian parents set
firm controls, but they tend to be emotionally more distant from the child. They
am. Permissive parents: They are warm and loving but understanding.
an. Indifferent or uninvolved parents: These parents spend little time with their
children and do little more than provide them with food and shelter.
research has found small but reasonably consistent links between parenting
styles and childrens behavior. For example, most of authoritative parents are
authoritarian parents tend to be law- abiding but distrustful and not very
27
ap. According to Tronick Morelli and Ivey (1992) as stated by Kalat (2010), in
subsistence cultures, a mother returns to her task of gathering food and so forth
shortly after giving birth, leaving her infant most of the day with other women
and older children. Within the first few months, the infant establishes strong
aq. Still, many psychologist in Europe and North America maintained that
attachment to a single caregiver ordinarily, the mother. When more and more
families began placing infants in day care so that both parents could return to
work shortly after their infants birth, a question arose about the psychological
ar. Many studies compared children who stayed with their mothers and those
who entered day care within their first year or two of life. The studies examined
attachment, adjustment and well-being, play with other children, social relations
as. According to Scarr (1998) as stated by Kalat (2010), the results were that
most children develop satisfactorily if they receive adequate day care. Later studies
have confirmed that children in dual income families do just as well academically as
those with a parent at home (Goldberg, et. al. 2008). One exception to this rule is that if
both parents return to work full time within the first year of an infants life, the child later
shows a slightly increased probability of problem behaviors toward both children and
adults (Hill, et. al. 2005). As always, we cannot be sure about cause and effect from
28
data such as these. Perhaps the families that use full-time day care in the first year
at. Older children are less affected, and perhaps positively affected by having
examined preschoolers and older children before and after their mothers took
jobs. The preschoolers showed no behavioral changes, and the older children
au. According to Rita L. Antheonin 1993 as stated by Kalat (2010), our first
social contacts are with the persons who care for us in early infancy, usually the
influence the childs relationships with other people. Some Psychologists believe
av. By two months of age, the average child will smile at the sight of its
mother or fathers face. Delighted with this response, parents will go to great
early age may have evolved historically precisely because it strengthened the
parent-child bond. The first smiles tell the parents that the infant recognizes and
loves them-which is actually not true in any personal sense at this age-and
infant smiles and coos at the parents; they pat, smile, and vocalize in return,
29
thereby stimulating an even more enthusiastic response from the infant. A
maintained.
aw. By their third and fourth month, infants show that they recognize
and prefer familiar members of the household-by smiling or cooing more when
seeing these familiar faces of hearing their voices-but infants are still receptive
the approach of a stranger and, at the same time, to protest strongly when left in
ax. Parents are often disconcerted to find that their formerly gregarious infant,
who had always happily welcomed the attentions of a baby-sitter, now cries
inconsolably when they prepare to leave-and continues to cry for some time after they
have left.
ay. Although not all infants show this so-called stranger anxiety- it appears
increases dramatically from about eight months of age until the end of the first
year. Similarly, distress over separation from the parent-a distinct but related
between fourteen to eighteen months and then gradually declines. By the time
they are three years old; most children are secure enough in their parents
30
az. An infants tendency to seek closeness to particular people and to feel
more secure in their presence is called Attachment. The young of other species
ba. According to Harlow (et. al) (1969) as cited by Kalat (2010), psychologists
at first theorized that the attachment to the mother developed because she was
the source of food, one of the infants most basic needs. However, some facts
did not fit. A series of well-known experiments with monkeys showed that there
bb. According to Harlow (et al.) as cited by Kalat (2010) although we should
there is evidence that the human infants attachment to the primary caregiver
serves the same functions: it provides the security necessary for the child to
explore his or her environment, and it forms the basis for the interpersonal
relationships in later years. It has been hypothesized that the failure to form
secure attachment to one or a few primary persons in the early years is related
their mothers, and whether those differences can be attributed to earlier patterns
31
bd. According to Kalat (2010), puberty, the period of sexual maturation that
reproduction, takes place over a period of about three or four years. It starts with
affected the girls relationship with their parents; girls who were developmentally
advanced talked less with their parents and had fewer positive feelings about
personal turmoil is the expectation that adolescents and their parents suffer from a
teenager fails to negotiate a working relationship with his or her parents in early
as more typical of the last years of high school when, in fact, conflict is more
parents who provide explanations for their decisions, who relax parental control
32
during adolescence, and who employ a democratic structure of decision making
within the family give their off spring a sense of autonomy that reduces conflict
largely those of their parents; their feelings of self-esteem stem primarily from
their parents view of them. As youngsters move into a wider world of junior high
school, the values of the peer group become increasingly important, as do the
appraisals of the teachers and other adults. Adolescents try to synthesize these
values and appraisals into a consistent picture. If parents, teachers, and peers
bi.
bj.
capacity of the adolescent allows him or her to go beyond the sensible and
thinking, entering the sphere of possible and futuribles. More specifically, formal
33
a. Propositional thinking making assertions outside visual evidence, and stating
what may be possible in things not seen by the eyes ( for example, whether an
involving ones own bias, prejudice of distortion of facts- which may be either right or
wrong ( for example, arguing for or against the superiority of the races, whether
bn. c. Real versus possible examining a situation and exploring the possible
bo. For Piaget, one indication of the presence of formal operational thinking is
the ability of the adolescent thinker for combinational analysis, which is his taking
stock of the effects of several variables in a situation, testing one variable at a time,
analysis, is the school laboratory experiment activity wherein high school students
chemical changes.
34
bq. Scientific evidence shows that while adolescents may obtain the capacity
for formal operational thinking, only experience and education will allow them to
actually practice it. School math and science courses, such as performing
shadows, etc.)
mathematical and science studies, the adolescent enters into a new capability,
and seeking new and creative solutions for them. The problem-finding thinker is
one who is able to rethink and reorganize ideas and ask important questions,
Thus, he/she is able to bring what is logically best for everyday life, whether or
problem.
bt.
35
observes the quality of information the adolescent processes, and those
bw. Overachievers
bx. According to Corpuz Ph.D. (et. al) (2010), achievement and IQ test are
success in given areas. While IQ test are alone do not measure the great
number of abilities that are part of human intelligence, they are still relatively
by. In many societies, students who get IQ scores that place them in top 3
and 5 percent on the bell curve are considered gifted. Still, those whose IQ
tests are not in the top 3 and 5 percent on the bell curve may actually achieve
very high academic grades. The latter types of learners are labeled
overachievers.
bz. The cases of overachievers serve as a reminder that the IQ test is not only
determinant in school achievement. There are other factors such as, motivation,
interest, work habits, and personality development. Beyond what are statistically
36
consciousness and planning compared with normal achievers. Listed as
teachers)
others)
cd. 4. Less conflict on the issue of self-autonomy (feels freedom to make right
discover and learn, interest in study values and varied fields of study)
organized tasks)
ch.Underachievers
ci. According to Corpuz Ph.D. (et. al) (2010), individuals whose performances
possible potentials to learn and scores in the top quarter on measured academic
ability, their grades are below their measured aptitudes for academic
37
achievement. Under achievements becomes more pronounced with the
beginning of adolescent years in high school when class work becomes more
demanding.
behavior being submissive and docile). They follow the path of no-resistance,
and rebellious.
38
co. 2. Harmonious and supportive relationship, inclusive of open, free and
undue pressure;
community activities.
cw. There are different stages of development. These are the beginning of life,
Babyhood, Childhood, Adolescence, and Adulthood. Life begins when the male sex cell
and female sex cell unite. In babyhood, the individual starts to develop his/her
personality. Moreover, he starts to acquire all the knowledge and information from the
39
people around him, unconsciously acquires more help of the people and develops
interests. Through this information, it explains that as the child gets older, he
cx. With the influence of the environment, it affects the thinking abilities of
adolescents (high school students) their capacity limited by different factors like
parental involvement.
cz. Parents have no choice sometimes but to leave the country to earn more
income so that their children would have a better quality education to receive
da. According to Farooq, M.S. (2011), the home environment also affects the
that suits best for academic success of their children. The school authorities can
provide counseling and guidance to parents for creating positive home environment for
of students heavily depends upon the parental involvement in their academic activities
to attain the higher level of quality in academic success (Barnard, 2004; Henderson,
2005, he used parents occupation as a proxy for income to examine the relationship
between income and achievement and found that children of farmers had fewer years of
schooling than children of parents with white-collar jobs. They also determined that the
40
schooling levels of both parents had a positive and statistically significant effect on the
educational attainment of Peruvian children. They argue that 34 how much education a
childs parents have is probably the most important factor in determining the childs
educational opportunities. They observe that the higher the attainment for parents, then
also an increase in the number of children being left behind. Migrating parents often
leave their children in the care of relatives, friends, or no one at all for significant periods
of time. In short term, these children might experience an improvement in their material
well-being. Indeed, they have nicer clothes, refurbished homes, better quality school
parents. However, despite the material advantages that remittances may provide,
dd. Education for their children is important to parents. They tend to give it by
means of working to the extent of leaving the country and their children to any relative,
friend or neighbor. Despite all the things received by those individuals, they lack when it
comes to the attention coming from their parents that yield to psychological impacts that
de.Local Studies
df. One reason why parents tend to work overseas is that they want a
convenient living for their children and of course to give a quality education as
41
possible. However, without given guidance, children barely understand these
performance in school.
(et. al) (2008), the worst scenario is when explanations are sought from children, who
Guinoco Jr. (et. al) (2008), one of the top reasons immigrants give for coming to the
their families and children. Immigrants this statement regardless of their educational
demonstrate that the children in immigrant families are well aware of their parents
motivations for coming to the United States. By the time they reach adolescence, many
children with foreign-both parents acknowledge their parents efforts and cite their
Because childrens sense of obligation to their immigrant parents can affect their
adaptation and adjustment in the United States, several studies of children and
adolescents from Asian and Latin American immigrant families have been conducted to
gauge their level of obligation to the family. Several general themes emerge from this
research, including the childrens strong sense of obligation, the contribution of that
42
di. According to Jere Brophy (1987), as stated by Pedrito R. Guinoco Jr. (et.
environment shapes the initial constellation of attitudes they develop toward learning.
When parents nurture their childrens natural curiosity about the world by welcoming
their questions, encouraging exploration, and familiarizing them with resources that can
enlarge their world, they are giving their children the message that learning is
worthwhile and frequently fun and satisfying. When children are raised in a home that
more apt to accept the risks inherent in learning. Conversely, when children do not view
challenging pursuits and capacity to tolerate and cope with failure are greatly
diminished. Once children start school, they begin forming beliefs about their school-
related successes and failures. The sources to which contribute their success to family
effort, ability, or level of task difficulty and failures often lack of ability or luck of effort
have important implications for how they approach and cope with learning situations.
The beliefs teachers themselves have about teaching and learning the nurture of the
dj. According to David Wilson (2002), as stated by Pedrito R. Guinoco Jr. (et.
al) (2008), the home is the first and most important school your child will ever have. You
may have heard this before, perhaps as part of a sales pitch your encyclopedias. It is,
however, more than a statement intended is to make a sale it is also a truth supported
43
by both research and common sense. And that truth is, parental involvement in is school
is important to academic success. Practically any teacher will verify this. Teachers will
tell you that their most success at student comes from a home where the parents
provide structure, support, and guidance. They will tell you from their own experiences
that students who have parents who really care about their education are usually more
dk. Based on a research conducted by Castro (et. al) (2011), supervision and
presence of the parents mold the behavior and character of a child at his developmental
stage. The studys aim is to figure out the psychological effects of the absence of parent
to the personality of the students specifically those with parents who are an overseas
impact to a child since they supply half the genetic material for personality
development. Feist (as cited by Castro, et al., 2011) thought that the personality of a
person is based on his own individuality and stays as it is as that person grows.
dl. In an Attachment Theory of John Bowlby, Feist depicted that the effects of ones
childhood are apparently observed as the person goes through his adolescent stage.
Early detachment of a parent and a child would influence the childs psychological
growth as assumed by the researchers in which they implied that parents should have
built a tight rapport with the child as it gets mature and realizes that he was raised up by
44
dm. The results of the study served as significant variables that seemed also
to be factors affecting the personality of the college students having absentee parents.
dn. According to Castro (et . al) (2011), De La Garza comprehended that children
abandonment or the setting of being left behind which lessens the confidence and
triggers damage to the childs patterns of socialization. One implication created by the
results of the study that a student may not be clued-up about the role of his absentee
do. 2. Monetary Support as a Compensation for the Time Lost While Working
Overseas.
dp. According to Castro (et. al) (2011), there was not any problem regarding
financial support based on the respondents answers since most of them are regularly
supported by their parents. Communication was not that hard at hand with high-tech
gadgets which contribute to good relationship between the child and the parent.
dr. According to Castro (et. al) (2011), majority of the participants still treats
their parent as figures of authority. The type of attachment they had when they were
young has relations to the parent authority they have today. According to Cherry K. as
45
mentioned by Castro (et. al), students with high level of confidence and are socially
dt. According to Rosalyn V. Antazo (et. al.), the following are the factors that
roles prescribed by the cultural group to which the childs family belongings.
2. There are two methods of child training.
a. Authorization consist of strict rules and regulations with severe punishment
for misbehavior.
b. Democratic involved discussion explanation and reasoning with the child,
du. Parents from rural places are more authoritarian than urban parents.
Mother is less strict than fathers. Young parents are more democratic than older.
Foreign born parents are more authoritarian than native born parents.
B. Order of Birth
1. Oldest child often becomes selfish and spoiled, quarrelsome and more
prone to anger because at the first the parents elevate all their time to him but
with the arrival of the second child he is less taken care of by the mother.
2. Second born children less likely to over protected the child and are less
anxious about his welfare as a reared the second children are his dependent.
They tend to be less neurotic and introverted and more fun loving and
humorous.
46
3. Middle Children are somewhat neglected in a favour of oldest and youngest
children. They are usually gregarious but are more popular than others.
4. Youngest spoiled and dependent but punished by the older siblings if he
and the center of attention, great impact from crisis within the family because
factors, such as the age differences of the siblings, the sex of the siblings and
the relationship between the different siblings in the family to their parents.
2. Conflicts and rivalry are the most common forms of siblings behavior.
3. In the case of jealousy, there is more in a girl girl combinations than in boy
the living of their own family, but also, it is important that children grow up to have
attachment to their parents in a positive manner. Family is one main factor and it
47
does not only focus directly on the work of parents because there are also factors
dw.
dx.
dy.
dz.
ea.
eb.
ec.
ed.
ee.
ef.
eg.Chapter 3
ei. This chapter shows the process on how the researchers conducted their
48
ej. This chapter comprises of the research method, subject of the study,
locale of the study, procedure of the study, research instrument and statistical
tool.
el. Among the types of research techniques, the researchers chose to use
descriptions. Being the most appropriate method to use, this would describe
information from different sources such as foreign and local literature and
studies and also from their respective respondents. As they go along with the
process of their study, they will analyze the data they have gathered from those
sources.
eo. The researchers see the need to focus on the performance children with
OFW parents since they know that having parents abroad is very hard and can
really affect their studies, specifically the high school students of Child Jesus of
sections from the freshmen, sophomores and juniors and 3 sections from the
are only limited respondents for their study in which they centered to only
49
students with OFW parents. Preferably, they would be having 40 respondents
only randomly, overall, of the said year levels. In relation to this, they chose all
year level there are changes and different factors that affect their studies. Since
they have different scenarios and age, there can be different results on how
these factors affect them. The researchers know how hard it is not to be with
parents while growing up. So with this, they can know how to deal and advice
them.
eq. For this study, the researchers chose respondents coming from all year
Binangonan, Rizal that offers the best quality education in Rizal and is also one
of the top performing schools in Luzon. Now in its thirtieth year of producing
outstanding citizens of this country, let us then explore the history and location of
er.
es.
et.
eu.
ev. Mrs. Antonia A. Aprecio and Mr. Bonifacio C. Aprecio Jr. founded Child
50
kindergarten and preparatory students. The name of the school then was
Aprecio-Arcilla Childrens House and it was previously located right below the
Aprecio residence in Libid, Binangonan, Rizal. The only employee of the school
then was Mrs. Antonia A. Aprecio and her aide, Mrs. Adoracion A. Cruz.
Calumpang, Binangonan, Rizal was started. The new campus came with the
new name Child Jesus of Prague Learning Center and additional grade levels
population of the school grew to more than 300 students. From 1984 to the early
90s, the growth rate was closed to 70% every year. In 1995, the total students
ex. Due to seemingly fast growth of the school and the additional levels being
offered, the owners thought that it will be wise to change its name again to
better describe its size. From its old name that connotes small in capability and
size, the Learning Center was changed to School . Child Jesus of Prague
ey. After enjoying several years of growth and increase in enrollees, CJPS
gradually lost more than 200 students. From 1997 to 2000, the schools
population was averaging only 530. This was mainly due to the rise of new
learning institution in the area that offers cheaper tuition fee rates and the
51
ez. In March 2000, the founders decided to establish the high school
elementary graduates. With only 38 students initially, the high school department
quickly gained recognition for the premium quality of education it renders. By its
fa.The institution was likewise given the recognition as one of the best performing
schools in Region IV-A by the Department of Education in 2000. This was due to
For three consecutive years since the above-mentioned exam was initiated, the
fb. In 2007, when the Department of Education reinstated the NCAE (National
Binangonan and #6 out of the total of 108 private high schools in the region.
This status was again maintained based on the 2008 NCA tally sheet. In 2009,
133 private high schools in the entire province of Rizal for the same
examination.
fc. The CJPS institution does not only excel in academics but also in terms of their
52
School have reigned champions in the Binangonan Private Schools Association
(BPRISA) Sports Competition for two consecutive years. Finally, last August 20,
2011, the CJPS basketball varsity team joined in the Metropolitan School Sports
Association. This is the first time CJPS competed in the vicinity of Manila. It is
expected that their opponents are stronger than them but still, they still proved
fd. Our track record will speak for itself when asked about the quality of
organization:
medals are Gold, 7 Silver and 4 Bronze. This competition was participated by
private schools in Binangonan and Angono. This made Child Jesus of Prague
School as the major representative of the two above mentioned towns to the
53
In the Provincial Level Inter Private Schools Academic Competitions, Child Jesus
of Prague School once again dominated the event and brought home 8 out of
In school year 2010-2012 Child Jesus of Prague School won the Overall-
of 117 Private High Schools for the entire REGION IV-A in the National Career
Our graduates have passed entrance examinations and now enrolled in the
54
fe. All these success give the institution a reputation of being one of the premiere
Binangonan, with more than one thousand enrollees. This came after more than 25
fg. Mission
fh. Child Jesus of Prague School will be one of the top performing learning
institutions in the Philippines in relation to its values formation, academic and non-
fi. Vision
development of the Filipino youth who embody strong faith in God and moral
fl. In conformity to our vision and mission, CJPS aims to achieve the following:
55
3. To be Christ-centered individuals
5. To be morally upright
daily lives.
10. To harness God-given talents and bring forth self-expression through Music and
Arts
11. To develop other academic, athletic, cultural, religious, leadership and personal
56
15. To mingle and accept individuals from different classes of society
16. To form responsible Filipino citizens who uphold the pride and dignity of being a
Filipino
fm. Our culture which is guided by our core values defines the characteristics
1. Hardworking
2. Dedicated
3. Professional
4. Honest
fn.
fp. Right from the start, each class of the seniors is composed of nine groups with
four to five members. First task given to the researchers is to brainstorm for
three topics each which then focused on the psychology of adolescents that
57
students with parents working abroad which was then formulated into the title of
fq. After the formulation of the title, the researchers then proceeded on working for
the first chapter entitled The Problem and Its Background. The researchers
were first asked to work on with the first three chapters, the Introduction,
Background of the Study and the Statement of the Problem. Introduction deals
with the overview of the mini-thesis of the researchers. It is about what the
researchers expect their readers to know about their study from general to
conducted by other personalities. Next, the Background of the Study deals with
the presentation, discussion and explanation about why the researchers chose a
particular topic, establishment of goals and its effects to the readers. After this,
the Statement of the Problem deals with three specific questions about the
profile of the respondents (gender, age, etc.), dependent variables versus the
topic (categories about factors, effects, etc.) and if there is any significant
variables cited.
fr. After the accomplishment of the first three parts of Chapter 1, the
researchers then proceed to the next three parts, the Theoretical Framework,
would serve as the support for our study. This part consists of theories and their
relevance to the topic, and researchers provided two theories namely the Parent
58
Involvement by Wendy S. Grolnick and the Attachment Theory by William Sears.
After which is the hypothesis. The researchers used the null hypothesis for this
years spent of parents abroad and average grade in the 2 nd quarter. For the
Significance of the Study, the researchers cited individuals who will benefit from
our study and how. The researchers include the respondents themselves,
fs. Lastly, the Definition of Terms is the last part of Chapter 1. It involves the
alphabetical list of all the unfamiliar terms that can be found in the mini-thesis
ft. After all these, the researchers were provided with two days for a library
tour for the gathering of data from different literature and studies about child
Literature and Studies. From the title itself, it is made up of related sources to
support the said study of the researchers. Literature refers to any printed
dissertations. Literature and studies both consist of foreign and local sources.
The researchers gathered most of the literature sources from the National
College of Business and Arts in Taytay, Rizal and in San Beda College Rizal
59
Campus. For the local studies, the researchers were able to gather their data
from the University of Rizal System Binangonan and the University of Rizal
System Angono. For the Foreign Studies, the researchers gathered their data
through the internet. They found a lot of difficulties in looking for sources simply
because the required publishing year for the literature source would be limited
only from the year 2000 up to the present. There are several great materials that
could support our study; however, the publishing years went beyond as early as
1900s.
fu. After completing the Chapter 2, creating the citations and list for the
bibliography are the most important parts of this chapter simply because to give
its first three parts, the Research Method, Subject of the Study and the Locale of
Quantitative and Quasi. For this, the researchers used the descriptive method
for describing, gathering and analyzing facts and information. For the Subject of
the Study, they are none other than the respondents. The researchers are
choosing them, the researchers used the Fishbowl Method. This method refers
to the random picking of the respondents to avoid having any bias in the
statistics. Afterwards, the Locale of the Study is all about the school where the
60
fw. After finishing the first three parts of Chapter 3, the researchers now
and Learning Process. After this, the researchers went on a review regarding
fx. During the break, the researchers made tallies regarding numbers per
profile of students and numbers per category items to profiles. Right after, the
Analysis and Interpretation of Data. Tables are categorized into three types
complete tallies with their corresponding weight for the Statistics and Chi-
Recommendation. This chapter includes the findings that would answer the
statement of the problem and about all the interpretation of data found-out by
the researchers. For the conclusion, it answers the statement of the problem
about generalizing the data gathered and stating credible conclusions for the
end results from the fourth chapter. Finally, recommendation answers the
significance of the study. These are specific, original and creative means of
61
fz. Going back to the third chapter, the researchers then proceed on finishing
the last three parts that include the Procedure of the Study, Research Instrument
and the Statistical tool. Procedure of the study refers to the narration of the
processes that took place in the making of the mini-thesis. The research
instrument refers to the effective means of conducting the study, through survey.
Last, but not the least, the statistical tool refers to the definition of terms used in
Statistics used for the study and their functions and also the formulas used to
ga.Research Instrument
possible, the researchers used the survey questionnaires. Survey questionnaires are
set of printed or written questions with a choice of answers, devised for the purposes
of questions and other prompts for the purpose of gathering information from
some other types of instruments because they do not require as much effort from the
that make it simple to compile data. The responses are gathered in a standardized
62
way, so questionnaires are more objective, certainly more so than
a short time.
parts which are first, regarding the profile of the respondents, and the second one is
regarding the identified factors in the survey proper. For the profile, it is composed of
five items asking for the gender, year level, nature of parents profession abroad,
years spent working abroad and average grade in the 2 nd quarter of the respondents
chosen randomly. For the second part, the researchers identified four categories
which are Communication, School, and Learning Process with five items each, and
the last is Socialization with four items. Summing them up, the researchers
interpretation and presentation of data. It deals with all aspects of this, including the
Statistical tool provides prediction and forecasting the use of data and statistical
models. As for this, the results from the data gathered from the survey
questionnaires would be the basis of the researchers. For the tabulation of data, the
researchers used different formulas to compute for every value located in the tables
63
gf.
Frequency refers to the number of respondents for a each profile and the
percentage of each frequency divided by the total frequency of the profile multiply
Frequency
gg. 100
Total Frequency
of the profile of the respondents and the test-type questionnaires while when it is
weighted mean.
Total weight is the summation of the frequency of answers on each item
F (X 1+ X 2+ ..+ Xn)
gh. n
gi. Where F is the frequency that a given X was chosen by the respondents
Weighted mean it is the amount obtained when the total weight is divided into
64
TotalWeight
gj. Total Responses
gk.
value. This computed value will be compared in the calculated value which will
determine if the null hypothesis is accepted or not. The following formulas are used:
O
E
OE
(O E)2
OE2
E
gn. Where:
gq. In order to compare for the computed and tabulated value, per profile, the
summation of the quotient of the square of the difference between the computed
weighted mean and expected weighted mean then compared to the equivalent value of
the degree of freedom in the chi-square under the value 0.50. The null hypothesis is
approved when the calculated value is less than the tabulated value.
Degree of Freedom
65
gr. df= (k-1)(n-1)
subtracted by one times the number of options under each profile subtracted by one.
gt.
gu.
gv.
gw.
gx.
gy.
gz.
ha.
hb.
hc.
hd.
he.
hf.
hg.
hh.
66
hi.
hj. Chapter 4
hl. This chapter aims to present, analyze and interpret data gathered by the
researchers. This shows the relationship of the profile of the respondents with the
factors affecting the academic performance of OFW children in Child Jesus of Prague
ie. Table 1 shows that there are more females used as respondents with a
67
jf. Table 2 shows that the number of respondents is equally divided in the
four year levels. There are forty respondents so in each year level, there are ten
respondents used.
kg. Table 3 shows that half of the respondents have a parent whose work is
related to engineering. There are twelve respondents who have a parent whose work is
related to giving service such as care giving. Third in ranking, there are seven
respondents who have a parent abroad whose work is related to business. Lastly, there
is only one among the respondents who have a parent whose work is related to
business.
by Parent(s) Abroad
68
ki. Years kj. Frequency kk. Percentage kl. Rank
km. Less kn. 2 ko. 5% kp. 5
than a year
kq.1-2 years kr. 9 ks. 22.50% kt. 3
ku.3-5 years kv. 12 kw.30% kx. 1
ky. 6-10 years kz. 10 la. 25% lb. 2
lc. 11 years ld. 7 le. 17.50% lf. 4
above
lg. Total lh. 40 li. 100% lj.
lk.
working abroad in a range of 3-5 years. This table shows that it corresponds to 30% of
abroad for 6-10 years with a percentage of 25%, then by 1-2 years with 22.50%, next is
11 years and above with 17.50% and the least is less than a year holding 5% of the total
respondents.
69
mq. This table shows that there are no respondents who have an average
grade of 74 and below and also 91 and above used for the study. Majority of the
respondents have a range of average grade of 75-80 which corresponds to 45% of the
total respondents followed by those students with an average grade of 81-85 which
corresponds to 30% and lastly with 25%, these are the respondents with an average
mr.
ms.
mt.
mu.
mw. mx. my. na. nc. So ne. ng. ni. nj. nl. W nm.
Ge I Al O me Se N T To e R
ti i
mz. nb. me nf. nh. nk. g
(5) ( s (2) ( W h
nd. (3) t
e
d
m
e
a
n
nn. no. np. nq. nr. 4 ns. nt. nu. nv. nw. nx.
M 1 9 5 0 0 1 7 4.28 2
ny. nz. oa. ob. oc. 7 od. oe. of. og. oh. 4 oi.
2 7 4 0 0 1 7 . 5
70
0
0
oj. ok. ol. om. on. 1 oo. op. oq. or. os. 4 ot.
3 9 7 1 0 1 7 . 1
3
3
ou. ov. ow. ox. oy. 3 oz. pa. pb. pc. pd. 4 pe.
4 9 5 1 0 1 7 . 4
2
2
pf. pg. ph. pi. pj. 4 pk. pl. pm. pn. po. 4 pp.
5 9 5 0 0 1 7 . 2
2
8
pq. pr. ps. pt. pu. pv. pw. px. py. pz. T qb.
o
t
a
l
:
qa. 2
1
.
1
1
qc. qd. qe. qf. qg. 1 qh. qi. qj. qk. ql. 4 qm.
Fe 1 1 5 1 0 2 1 . 1
5
5
qn. qo. qp. qq. qr. 2 qs. qt. qu. qv. qw. qx.
2 1 7 1 0 2 9 4.36 3
qy. qz. ra. rb. rc. 7 rd. re. rf. rg. rh. 3 ri.
3 9 4 2 0 2 8 . 5
9
1
rj. rk. rl. rm. rn. 6 ro. rp. rq. rr. rs. 4 rt.
4 1 2 1 0 2 9 . 4
2
3
ru. rv. rw. rx. ry. 2 rz. sa. sb. sc. sd. 4 se.
71
5 1 4 1 0 2 9 . 2
5
0
sf. sg. sh. si. sj. sk. sl. sm. sn. so. T sq.
o
t
a
l
:
sp. 2
1
.
5
5
sr.
respondents, both male and female answered Always. Few only answered Seldom and
none answered Never. This table shows that most of the respondents in terms of
Category A (Communication), most answers from the male are from Item 3 (Do they
check-up on you on a regular basis?) and most answers from the female are from Item
st. In this category also, it shows that the least answers of male are from Item
2 (Is there the presence of your means in communicating with your parents abroad?),
and the least answers from the female are from Item 3.
of Gender
sv. sw. sx. sz. tb. So td. tf. th. ti. tk. W tm.
Ge I Al O me Se N T To e R
72
ti i
sy. ta. me te. tg. tj. g
(5) ( s (2) ( W h
tc. (3) t
e
d
tl. M
e
a
n
tn. to. tp. tq. tr. 4 ts. tt. tu. tv. tw. 3 tx.
M 1 5 7 0 2 1 6 . 5
7
2
ty. tz. ua. ub. uc. 3 ud. ue. uf. ug. uh. 3 ui.
2 6 7 1 1 1 7 . 3
8
9
uj. uk. ul. um. un. 2 uo. up. uq. ur. us. 4 ut.
3 1 6 0 0 1 8 . 2
4
4
uu. uv. uw. ux. uy. 2 uz. va. vb. vc. vd. 4 ve.
4 1 4 0 0 1 8 . 1
5
6
vf. vg. vh. vi. vj. 6 vk. vl. vm. vn. vo. 3 vp.
5 6 4 2 0 1 6 . 4
7
8
vq. vr. vs. vt. vu. vv. vw. vx. vy. vz. T wb.
o
t
a
l
:
wa.
20.3
9
wc. wd. we. wf. wg. wh. wi. wj. wk. wl. 4 wm.
Fe 1 11 9 1 0 1 2 9 . 3
3
2
73
wn. wo. wp. wq. wr. 1 ws. wt. wu. wv. ww. wx.
2 1 8 3 0 2 9 4.14 4
wy. wz. xa. xb. xc. 2 xd. xe. xf. xg. xh. 4 xi.
3 1 8 0 0 2 9 . 1
4
5
xj. xk. xl. xm. xn. 3 xo. xp. xq. xr. xs. 4 xt.
4 1 6 0 0 2 9 . 1
4
5
xu. xv. xw. xx. xy. 7 xz. ya. yb. yc. yd. 3 ye.
5 6 9 0 0 2 8 . 5
9
5
yf. yg. yh. yi. yj. yk. yl. ym. yn. yo. T yq.
o
t
a
l
:
yp. 2
1
.
3
1
yr.
ys. Table 1.2 shows that in Category B (School), still, majority of the
respondents, both male and female, answered Always. For the least, three answered
Never from the male and only one answered Never from the female.
the male are from Item 4 (Does your school conduct activities that enhances
your talents/skills?) while most of the answers coming from the female are
equally from Item 3 (Does your school provide activities for students self-
74
improvement?) and also Item 4. On the contrary, least of the answers coming
from the male are from Item 1 (Does the school provide motivational techniques
toward you?) while least of the answers coming from the female are from Item 5
(Does the school provide activities that let you discover who you really are?).
Terms of Gender
yv. yw. yx. yz. zb. So zd. zf. zh. zi. zk. W zm.
Ge I Al O me Se N T To e R
ti i
yy. za. me ze. zg. zj. g
(5) ( s (2) ( W h
zc. (3) t
e
d
zl. M
e
a
n
zn. zo. zp. zq. zr. 6 zs. zt. zu. zv. zw.3 zx.
M 1 2 5 2 3 1 5 . 4
0
6
zy. zz. aaa. aab. aac. aad. aae. aaf. aag. aah. aai.
2 2 3 11 2 0 1 5 3.28 3
aaj. aak. aal. aam. aan. aao. aap. aaq. aar. aas. aat.
3 7 1 5 2 3 1 6 3.39 1
aau. aav. aaw. aax. aay. aaz. aba. abb. abc. abd. abe.
4 4 4 7 1 2 1 6 3.39 1
abf. abg. abh. abi. abj. abk. abl. abm. abn. abo. abq.
Tota
l
:
abp.
13.1
75
2
abr. abs. abt. abu. abv. abw. abx. aby. abz. aca. acb.
Fe 1 3 4 11 3 1 2 7 3.23 2
acc. acd. ace. acf. acg. ach. aci. acj. ack. acl. acm.
2 5 8 7 2 0 2 8 3.73 1
acn. aco. acp. acq. acr. acs. act. acu. acv. acw. acx.
3 7 0 6 5 4 2 6 3.05 3
acy. acz. ada. adb. adc. add. ade. adf. adg. adh. adi.
4 2 6 7 3 4 2 6 2.95 4
adj. adk. adl. adm. adn. ado. adp. adq. adr. ads. adu.
Tota
l
:
adt.
12.9
6
adv.
adw. Table 1.3 shows that in Category C (Socialization), this time majority of the
respondents answered Sometimes both for male and male, and the number of
adx. Furthermore, it shows that most of the answers coming from the male are
equally from Item 3 (Are you not seeking love coming from having a boyfriend/girlfriend)
and Item 4 (Do peer pressure and relationships do not interfere with your studies?)
while most of the answers coming from the female are from Item 2 (Does your
classmate help you when you have a problems at home or in school?). On the contrary,
least of the answers coming from the male are from Item 1 (Are you not preferring to be
with your friends over your family?) while least of the answers coming from the female
76
ady.
aea. aeb. aec. aee. aeg. aei. aek. aem. aen. aep. aer.
Ge I Al O Somet Se N T To Weig R
im h
aed. aef. es aej. ael. aeo. t
(5) ( aeh. (2) ( W e
(3) d
aeq.
Mea
n
aes. aet. aeu. aev. aew. aex. aey. aez. afa. afb. afc.
M 1 4 5 7 0 2 1 6 3.50 4
afd. afe. aff. afg. afh. afi. afj. afk. afl. afm. afn.
2 7 4 5 2 0 1 7 3.89 1
afo. afp. afq. afr. afs. aft. afu. afv. afw. afx. afy.
3 2 1 8 3 4 1 4 2.67 5
afz. aga. agb. agc. agd. age. agf. agg. agh. agi. agj.
4 6 5 6 1 0 1 7 3.89 1
agk. agl. agm. agn. ago. agp. agq. agr. ags. agt. agu.
5 3 5 10 0 0 1 6 3.61 3
agv. agw. agx. agy. agz. aha. ahb. ahc. ahd. ahe. ahg.
Total:
ahf.
17.5
6
ahh. ahi. ahj. ahk. ahl. ahm. ahn. aho. ahp. ahq. ahr.
Fe 1 1 5 6 1 0 2 9 4.09 1
ahs. aht. ahu. ahv. ahw. ahx. ahy. ahz. aia. aib. aic.
2 7 6 5 3 1 2 8 3.68 3
aid. aie. aif. aig. aih. aii. aij. aik. ail. aim. ain.
3 1 4 9 4 4 2 6 2.73 5
77
aio. aip. aiq. air. ais. ait. aiu. aiv. aiw. aix. aiy.
4 9 4 6 3 0 2 8 3.86 2
aiz. aja. ajb. ajc. ajd. aje. ajf. ajg. ajh. aji. 3 ajj.
5 5 3 11 2 1 2 7 . 4
4
1
ajk. ajl. ajm. ajn. ajo. ajp. ajq. ajr. ajs. ajt. T ajv.
o
t
a
l:
aju.
17.7
7
ajw.
ajx. Table 1.4 shows that female respondents regard their studies highly than
off the male respondents. Generalizing, most of the answers for both genders fall under
ajy. Furthermore, it shows that most of the answers coming from the male are
equally from Item 2 (Do you show total focus in your studies?) and Item 4 (Do you give
priority to your academic goals?) while most of the answers from the female are from
Item 1 (Do you show optimism in learning your lessons?). On the contrary, least of the
answers coming from both male and female are from Item 3 (Do you study in advance
ajz.
78
akb. akc. akd. akf. akh. akj. akl. akn. ako. akq. aks.
Y I Al O Someti Sel N T T Wei R
me g
ake. akg. s akk. akm. akp. h
(5) ( aki. (3) (2) (1 W t
e
d
akr. M
e
a
n
akt. aku. akv. akw. akx. 0 aky. akz. ala. alb. alc. 4 ald.
1 1 9 1 0 0 1 4 . 1
9
0
ale. alf. alg. alh. ali. 4 alj. alk. all. alm. aln. 4 alo.
2 5 1 0 0 1 4 . 5
1
0
alp. alq. alr. als. alt. 1 alu. alv. alw. alx. aly. 4 alz.
3 8 1 0 0 1 4 . 3
7
0
ama. amb. amc. amd. ame. amf. amg. amh. ami. amj. 4 amk.
4 9 1 0 0 0 1 4 . 1
9
0
aml. amm. amn. amo. amp. amq. amr. ams. amt. amu. amv.
5 7 1 2 0 0 1 4 4.50 4
amw. amx. amy. amz. ana. anb. anc. and. ane. anf. T ang.
o
t
a
l
:
2
3
.
1
0
anh. ani. anj. ank. anl. 3 anm. ann. ano. anp. anq. 4 anr.
2 1 5 2 0 0 1 4 . 3
2
0
ans. ant. anu. anv. anw.2 anx. any. anz. aoa. aob. 4 aoc.
2 3 5 0 0 1 4 . 4
1
0
aod. aoe. aof. aog. aoh. 1 aoi. aoj. aok. aol. aom. aon.
3 3 5 1 0 1 4 4.00 5
aoo. aop. aoq. aor. aos. 1 aot. aou. aov. aow. aox. 4 aoy.
4 6 2 1 0 1 4 . 2
3
0
79
aoz. apa. apb. apc. apd. 2 ape. apf. apg. aph. api. 4 apj.
5 6 2 0 0 1 4 . 1
4
0
apk. apl. apm. apn. apo. app. apq. apr. aps. apt. T apv.
o
t
a
l
:
apu. 2
1
.
0
0
apw. apx. apy. apz. aqa. 0 aqb. aqc. aqd. aqe. aqf. 4 aqg.
3 1 7 3 0 0 1 4 . 1
7
0
aqh. aqi. aqj. aqk. aql. 1 aqm. aqn. aqo. aqp. aqq. 4 aqr.
2 5 4 0 0 1 4 . 3
4
0
aqs. aqt. aqu. aqv. aqw.3 aqx. aqy. aqz. ara. arb. 4 arc.
3 4 3 0 0 1 4 . 5
1
0
ard. are. arf. arg. arh. 3 ari. arj. ark. arl. arm. 4 arn.
4 5 2 0 0 1 4 . 4
2
0
aro. arp. arq. arr. ars. 0 art. aru. arv. arw. arx. 4 ary.
5 8 1 1 0 1 4 . 2
6
0
arz. asa. asb. asc. asd. ase. asf. asg. ash. asi. T ask.
o
t
a
l
:
asj. 2
2
.
0
0
asl. asm. asn. aso. asp. 2 asq. asr. ass. ast. asu. 3 asv.
4 1 3 4 1 0 1 3 . 3
9
0
asw. asx. asy. asz. ata. 2 atb. atc. atd. ate. atf. 4 atg.
2 4 3 1 0 1 4 . 2
0
0
ath. ati. atj. atk. atl. 2 atm. atn. ato. atp. atq. 3 atr.
3 4 2 2 0 1 3 . 4
8
0
80
ats. att. atu. atv. atw. 5 atx. aty. atz. aua. aub. 3 auc.
4 2 2 1 0 1 3 . 5
5
0
aud. aue. auf. aug. auh. 2 aui. auj. auk. aul. aum. aun.
5 3 5 0 0 1 4 4.10 1
auo. aup. auq. aur. aus. aut. auu. auv. auw. aux. T auz.
o
t
a
l
:
auy. 1
9
.
3
0
ava.
level, there is regular communication between the parents and their children for having
the highest number of answers under Always. Few only answered under Often and
Sometimes. Comparing the number of answers in Seldom among the four year levels,
more of it came from the fourth year. Furthermore, it shows that most of the answers
coming from the first year are equally from Item 1 (Do you have a regular
communication with your parents?) and Item 4 (Are you open in communicating with
your parents?). Most of the answers coming from the second year and fourth year are
both from Item 5 (Do your parents give you a sense of encouragement even theyre not
with you?), and most of the answers coming from the third year are from Item 1. On the
contrary, least of the answers coming from the first year are from Item 2 (Is there the
presence of means in communicating with your parents?). Least of the answers coming
from the second year and third year are both from Item 3 (Do they check up on you on a
regular basis?). Lastly, least of the answers coming from the fourth year are from Item
4.
81
avc. TABLE 2.2: Distribution of the Responses in Category B (School) in
avd. ave. avf. avh. avj. So avl. avn. avp. avq. avs.W avu.
Y I Al O me Sel N T T e R
tim i
avg. avi. es avm. avo. avr. g
(5) ( avk.(3) (2) (1 W h
t
e
d
avt. M
e
a
n
avv. avw. avx. avy. avz. 2 awa. awb. awc. awd. awe.4 awf.
1 1 5 3 0 0 1 4 . 4
3
0
awg. awh. awi. awj. awk.0 awl. awm. awn. awo. awp.4 awq.
2 7 3 0 0 1 4 . 1
7
0
awr. aws. awt. awu. awv.1 aww. awx. awy. awz. axa. 4 axb.
3 8 1 0 0 1 4 . 1
7
0
axc. axd. axe. axf. axg. 0 axh. axi. axj. axk. axl. 4 axm.
4 6 4 0 0 1 4 . 3
6
0
axn. axo. axp. axq. axr. 2 axs. axt. axu. axv. axw. 4 axx.
5 5 3 0 0 1 4 . 4
3
0
axy. axz. aya. ayb. ayc. ayd. aye. ayf. ayg. ayh. T ayj.
o
t
a
l
:
ayi. 2
2
.
6
0
ayk. ayl. aym. ayn. ayo. 2 ayp. ayq. ayr. ays. ayt. 4 ayu.
2 1 5 3 0 0 1 4 . 3
3
0
ayv. ayw. ayx. ayy. ayz. 2 aza. azb. azc. azd. aze. 4 azf.
2 3 5 0 0 1 4 . 4
1
0
azg. azh. azi. azj. azk. 1 azl. azm. azn. azo. azp. 4 azq.
82
3 6 3 0 0 1 4 . 2
5
0
azr. azs. azt. azu. azv. 0 azw. azx. azy. azz. baa. 5 bab.
4 10 0 0 0 1 5 . 1
0
0
bac. bad. bae. baf. bag. 4 bah. bai. baj. bak. bal. 3 bam.
5 3 3 0 0 1 3 . 5
9
0
ban. bao. bap. baq. bar. bas. bat. bau. bav. baw.T bay.
o
t
a
l
:
bax. 2
1
.
8
0
baz. bba. bbb. bbc. bbd. 0 bbe. bbf. bbg. bbh. bbi. 4 bbj.
3 1 4 6 0 0 1 4 . 2
4
0
bbk. bbl. bbm. bbn. bbo. 2 bbp. bbq. bbr. bbs. bbt. 4 bbu.
2 4 4 0 0 1 4 . 4
2
0
bbv. bbw. bbx. bby. bbz. 0 bca. bcb. bcc. bcd. bce. 4 bcf.
3 6 4 0 0 1 4 . 1
6
0
bcg. bch. bci. bcj. bck. 1 bcl. bcm. bcn. bco. bcp. 4 bcq.
4 5 4 0 0 1 4 . 2
4
0
bcr. bcs. bct. bcu. bcv. 3 bcw. bcx. bcy. bcz. bda. 3 bdb.
5 2 5 0 0 1 3 . 5
9
0
bdc. bdd. bde. bdf. bdg. bdh. bdi. bdj. bdk. bdl. T bdn.
o
t
a
l
:
bdm.
21.5
0
bdo. bdp. bdq. bdr. bds. 1 bdt. bdu. bdv. bdw. bdx. 3 bdy.
4 1 2 4 3 0 1 3 . 3
5
0
bdz. bea. beb. bec. bed. 0 bee. bef. beg. beh. bei. 3 bej.
2 2 3 4 1 1 3 . 5
1
83
0
bek. bel. bem. ben. beo. 2 bep. beq. ber. bes. bet. 4 beu.
3 2 6 0 0 1 4 . 1
0
0
bev. bew. bex. bey. bez. 4 bfa. bfb. bfc. bfd. bfe. 4 bff.
4 4 2 0 0 1 4 . 1
0
0
bfg. bfh. bfi. bfj. bfk. 4 bfl. bfm. bfn. bfo. bfp. 3 bfq.
5 2 2 2 0 1 3 . 4
4
0
bfr. bfs. bft. bfu. bfv. bfw. bfx. bfy. bfz. bga. T bgc.
o
t
a
l
:
bgb. 1
8
.
0
0
bgd. Table 2.2 shows that the respondents coming from the first year and
second year regard the school to be of great help for their development rather than the
respondents coming from the third year and fourth year level. Always, corresponding for
the positive answer, ranges from minimum of two and a maximum of six. Four from the
fourth year answered Seldom and no one answered Never for this category.
answers coming from the first year are equally from Item 2 (Do your teachers manage
to provide time to help you in your difficulties?) and Item 3 (Does your school provide
activities for students self-improvement?). Most of the answers coming from the second
year and third year are from Item 4 (Does your school conduct activities that enhances
your talents/skills?) and Item 3 respectively. Lastly, most of the answers coming from
the fourth year are equally from Items 3 and 4. On the contrary, least of the answers
coming from the first year are equally from Item 1 (Does the school provide motivational
techniques toward you?) and Item 5 (Does the school provide activities that let you
84
discover who you really are?). Least of the answers coming from the second year and
third year are from Item 5, and least of the answers coming from the fourth year are
from Item 2.
bgf.
bgg.
bgh.
bgi.
bgk. bgl. bgm. bgo. bgq. bgs. bgu. bgw. bgx. bgz. bhb.
Y I Al O Someti Sel N T T Wei R
me g
bgn. bgp. s bgt. bgv. bgy. h
(5) ( bgr. (3) (2) (1 W t
e
d
bha.
Mea
n
bhc. bhd. bhe. bhf. bhg.5 bhh. bhi. bhj. bhk. bhl. 3 bhm.
1 1 2 3 0 0 1 3 . 1
7
0
bhn. bho. bhp. bhq. bhr. 3 bhs. bht. bhu. bhv. bhw. bhx.
2 3 2 2 0 1 3 3.60 3
bhy. bhz. bia. bib. bic. 0 bid. bie. bif. big. bih. 3 bii.
3 6 1 0 3 1 3 . 1
7
0
bij. bik. bil. bim. bin. 7 bio. bip. biq. bir. bis. 3 bit.
4 1 2 0 0 1 3 . 4
4
0
biu. biv. biw. bix. biy. biz. bja. bjb. bjc. bjd. T bjf.
o
t
a
85
l
:
bje. 1
4
.
4
0
bjg. bjh. bji. bjj. bjk. 2 bjl. bjm. bjn. bjo. bjp. 3 bjq.
2 1 2 2 4 0 1 3 . 4
2
0
bjr. bjs. bjt. bju. bjv. 6 bjw. bjx. bjy. bjz. bka. 3 bkb.
2 2 2 0 0 1 3 . 1
6
0
bkc. bkd. bke. bkf. bkg. 5 bkh. bki. bkj. bkk. bkl. 3 bkm.
3 3 0 2 0 1 3 . 2
4
0
bkn. bko. bkp. bkq. bkr. 2 bks. bkt. bku. bkv. bkw. bkx.
4 2 3 2 1 1 3 3.30 3
bky. bkz. bla. blb. blc. bld. ble. blf. blg. blh. T blj.
o
t
a
l
:
bli. 1
3
.
5
0
blk. bll. blm. bln. blo. 4 blp. blq. blr. bls. blt. 3 blu.
3 1 2 2 1 1 1 3 . 4
3
0
blv. blw. blx. bly. blz. 4 bma. bmb. bmc. bmd. bme. bmf.
2 1 4 1 0 1 3 3.50 2
bmg. bmh. bmi. bmj. bmk. bml. bmm. bmn. bmo. bmp. bmq.
3 4 0 3 2 1 1 3 3.40 3
bmr. bms. bmt. bmu. bmv. bmw. bmx. bmy. bmz. bna.3 bnb.
4 3 2 5 0 0 1 3 . 1
8
0
bnc. bnd. bne. bnf. bng. bnh. bni. bnj. bnk. bnl. T bnn.
o
t
a
l
:
bnm.
14.0
86
0
bno. bnp. bnq. bnr. bns. 4 bnt. bnu. bnv. bnw. bnx. 2 bny.
4 1 1 2 0 3 1 2 . 2
8
0
bnz. boa. bob. boc. bod.5 boe. bof. bog. boh. boi. 3 boj.
2 1 3 1 0 1 3 . 1
4
0
bok. bol. bom. bon. boo.2 bop. boq. bor. bos. bot. 2 bou.
3 2 0 3 3 1 2 . 3
5
0
bov. bow. box. boy. boz. 1 bpa. bpb. bpc. bpd. bpe.2 bpf.
4 0 2 2 5 1 2 . 4
0
0
bpg. bph. bpi. bpj. bpk. bpl. bpm. bpn. bpo. bpp.T bpr.
o
t
a
l
:
bpq.1
0
.
7
0
bps.
bpt. Table 2.3 shows that answers for all year levels, majority of the
respondents answered Sometimes. With a great difference, most of the answers under
Never came from the fourth year level and there are also three coming from the first
year level. This table goes to show also that first year respondents are more attached to
answers coming from the first year are equally from Item 1 (Are you not preferring to be
with your friends over your family?) and Item 3 (Are you not seeking for love coming
from having a boyfriend/girlfriend?). Most of the answers coming from the second year
and fourth year are both from Item 2 (Does your classmate help you when you have
87
problems at home or in school?) while most answers from the third year are from Item 4
(Do peer pressure and relationships interfere with your studies?). On the contrary, least
of the answers from the first year and fourth year are both from Item 4, while least
answers coming from the second year and third year are from Item 1.
bpw. bpx. bpy. bqa. bqc. bqe. bqg. bqi. bqj. bql. W bqn.
Y I Al O Someti Sel N T T e R
me i
bpz. bqb. s bqf. bqh. bqk. g
(5) ( bqd. (2) (1 W h
(3) t
e
d
bqm.
Mea
n
bqo. bqp. bqq. bqr. bqs. 2 bqt. bqu. bqv. bqw. bqx. 4 bqy.
1 1 6 2 0 0 1 4 . 1
4
0
bqz. bra. brb. brc. brd. 1 bre. brf. brg. brh. bri. 4 brj.
2 6 2 1 0 1 4 . 2
3
0
brk. brl. brm. brn. bro. 5 brp. brq. brr. brs. brt. 3 bru.
3 2 2 1 0 1 3 . 5
5
0
brv. brw. brx. bry. brz. 4 bsa. bsb. bsc. bsd. bse. 4 bsf.
4 4 2 0 0 1 4 . 3
0
0
bsg. bsh. bsi. bsj. bsk. 6 bsl. bsm. bsn. bso. bsp. 3 bsq.
5 2 2 0 0 1 3 . 4
6
0
bsr. bss. bst. bsu. bsv. bsw. bsx. bsy. bsz. bta. T btc.
o
t
a
l
:
btb. 1
9
88
.
8
0
btd. bte. btf. btg. bth. 4 bti. btj. btk. btl. btm.3 btn.
2 1 1 5 0 0 1 3 . 4
7
0
bto. btp. btq. btr. bts. 3 btt. btu. btv. btw. btx. 3 bty.
2 3 3 1 0 1 3 . 3
8
0
btz. bua. bub. buc. bud.4 bue. buf. bug. buh. bui. 3 buj.
3 3 1 2 0 1 3 . 5
5
0
buk. bul. bum. bun. buo.3 bup. buq. bur. bus. but. 3 buu.
4 4 2 1 0 1 3 . 1
9
0
buv. buw. bux. buy. buz. 4 bva. bvb. bvc. bvd. bve. 3 bvf.
5 3 3 0 0 1 3 . 1
9
0
bvg. bvh. bvi. bvj. bvk. bvl. bvm. bvn. bvo. bvp. T bvr.
o
t
a
l
:
bvq. 1
8
.
8
0
bvs. bvt. bvu. bvv. bvw. bvx. bvy. bvz. bwa. bwb. bwc.
3 1 2 4 4 0 0 1 3 3.80 1
bwd. bwe. bwf. bwg. bwh. bwi. bwj. bwk. bwl. bwm. bwn.
2 3 2 4 1 0 1 3 3.70 3
bwo. bwp. bwq. bwr. bws. bwt. bwu. bwv. bww. bwx. bwy.
3 0 2 5 1 2 1 2 2.70 5
bwz. bxa. bxb. bxc. bxd. 3 bxe. bxf. bxg. bxh. bxi. 3 bxj.
4 3 3 1 0 1 3 . 1
8
0
bxk. bxl. bxm. bxn. bxo. 4 bxp. bxq. bxr. bxs. bxt. 3 bxu.
5 3 2 1 0 1 3 . 3
7
0
bxv. bxw. bxx. bxy. bxz. bya. byb. byc. byd. bye. T byg.
o
t
a
89
l
:
byf. 1
7
.
7
0
byh. byi. byj. byk. byl. 3 bym. byn. byo. byp. byq. 3 byr.
4 1 4 0 1 2 1 3 . 2
3
0
bys. byt. byu. byv. byw. byx. byy. byz. bza. bzb. 3 bzc.
2 3 0 3 4 0 1 3 . 3
2
0
bzd. bze. bzf. bzg. bzh. 2 bzi. bzj. bzk. bzl. bzm. bzn.
3 0 0 3 5 1 1 1.70 5
bzo. bzp. bzq. bzr. bzs. 2 bzt. bzu. bzv. bzw. bzx. 3 bzy.
4 5 1 2 0 1 3 . 1
9
0
bzz. caa. cab. cac. cad. 6 cae. caf. cag. cah. cai. 3 caj.
5 1 1 2 0 1 3 . 4
1
0
cak. cal. cam. can. cao. cap. caq. car. cas. cat. T cav.
o
t
a
l
:
cau. 1
5
.
2
0
caw.
cax. Table 2.4 shows that the first year respondents regard highly their studies
more than the succeeding year levels. From the second year level, there are
respondents who answered more in Seldom and two respondents from the third year
answered Never. Lastly, answers under Seldom and Never greatly increased for the
90
cay. Furthermore, it shows that in Category D (Learning Process), most of the
answers coming from the first year are from Item 1 (Do you show optimism in learning
your lessons?). Most answers coming from the second year are equally from Item 4 (Do
you give priority to your academic goals?) and Item 5 [Do you show control over your
anxieties (being relaxed in performing organized tasks)?]. Most answers coming from
the third year students are equally from Items 1 and 4. Most answers coming from the
fourth year are from Item 4. On the contrary, least answers coming from all year levels
are all coming from Item 3 (Do you study in advance for your lessons?).
caz.
cba.
cbb.
cbc.
cbd.
cbe.
cbf.
cbh. cbi. cbj. cbl. cbn. cbp. cbr. cbt. cbu. cbw. cby.
Natur I Al O Someti Sel N T T Wei R
e m g
of cbk. cbm. es cbq. cbs. cbv. h
P (5) ( cbo. (2) ( W t
ar (3) e
e d
91
nt cbx.
s Mea
P n
r
of
e
s
si
o
n
A
b
r
o
a
d
cbz.E cca. ccb. ccc. ccd. 2 cce. ccf. ccg. cch. cci. 4 ccj.
n 1 13 5 0 0 2 9 . 1
gi 5
n 5
e
er
-
re
la
te
d
cck. ccl. ccm. ccn. cco. 6 ccp. ccq. ccr. ccs. cct. 4 ccu.
2 11 3 0 0 2 8 . 4
2
5
ccv. ccw. ccx. ccy. ccz. 3 cda. cdb. cdc. cdd. cde. 4 cdf.
3 10 6 1 0 2 8 . 4
2
5
cdg. cdh. cdi. cdj. cdk. 5 cdl. cdm. cdn. cdo. cdp. 4 cdq.
4 11 4 0 0 2 8 . 3
3
0
cdr. cds. cdt. cdu. cdv. 3 cdw. cdx. cdy. cdz. cea. 4 ceb.
5 12 5 0 0 2 8 . 2
4
5
cec. ced. cee. cef. ceg. ceh. cei. cej. cek. cel. T cen.
o
t
a
l
:
cem.
21.8
0
ceo. cep. ceq. cer. ces. 1 cet. ceu. cev. cew. cex. 3 cey.
Medic 1 0 0 0 0 1 3 . 4
in 0
92
e- 0
re
la
te
d
cez. cfa. cfb. cfc. cfd. 1 cfe. cff. cfg. cfh. cfi. 3 cfj.
2 0 0 0 0 1 3 . 4
0
0
cfk. cfl. cfm. cfn. cfo. 0 cfp. cfq. cfr. cfs. cft. 4 cfu.
3 0 1 0 0 1 4 . 1
0
0
cfv. cfw. cfx. cfy. cfz. 0 cga. cgb. cgc. cgd. cge. 4 cgf.
4 0 1 0 0 1 4 . 1
0
0
cgg. cgh. cgi. cgj. cgk. 1 cgl. cgm. cgn. cgo. cgp. 3 cgq.
5 0 0 0 0 1 3 . 4
0
0
cgr. cgs. cgt. cgu. cgv. cgw. cgx. cgy. cgz. cha. T chc.
o
t
a
l
:
chb. 1
7
.
0
0
chd. che. chf. chg. chh. 2 chi. chj. chk. chl. chm. chn.
Busin 1 4 1 0 0 7 3 4.29 2
e
s
s-
re
la
te
d
cho. chp. chq. chr. chs. 0 cht. chu. chv. chw. chx. 4 chy.
2 2 5 0 0 7 3 . 2
2
9
chz. cia. cib. cic. cid. 2 cie. cif. cig. cih. cii. 4 cij.
3 3 2 0 0 7 2 . 4
1
4
cik. cil. cim. cin. cio. 2 cip. ciq. cir. cis. cit. 3 ciu.
4 2 1 2 0 7 2 . 5
4
3
civ. ciw. cix. ciy. ciz. 1 cja. cjb. cjc. cjd. cje. 4 cjf.
5 4 2 0 0 7 3 . 1
93
4
3
cjg. cjh. cji. cjj. cjk. cjl. cjm. cjn. cjo. cjp. T cjr.
o
t
a
l
:
cjq. 2
0
.
5
8
cjs. S cjt. cju. cjv. cjw. 0 cjx. cjy. cjz. cka. ckb. 4 ckc.
er 1 7 4 1 0 1 5 . 2
vi 4
c 2
e-
re
la
te
d
ckd. cke. ckf. ckg. ckh. 2 cki. ckj. ckk. ckl. ckm. ckn.
2 5 4 1 0 1 4 4.08 4
cko. ckp. ckq. ckr. cks. 3 ckt. cku. ckv. ckw. ckx. 4 cky.
3 6 2 1 0 1 4 . 4
0
8
ckz. cla. clb. clc. cld. 2 cle. clf. clg. clh. cli. 4 clj.
4 9 1 0 0 1 5 . 1
5
8
clk. cll. clm. cln. clo. 1 clp. clq. clr. cls. clt. 4 clu.
5 8 2 1 0 1 5 . 2
4
2
clv. clw. clx. cly. clz. cma. cmb. cmc. cmd. cme. cmg.
Total
:
cmf. 2
1
.
5
8
cmh.
cmi. Table 3.1 shows that in Category A (Communication) in terms of the nature
work is related to engineering and for the least, there is only one who has a parent
94
whose work is related to medicine. It goes to show that there is a greater chance of
this table, a few only answered Seldom and no one answered Never.
answers of those with a parent/parents whose work is related in engineering are from
Item 1 (Do you have a regular communication with your parents?). One with a parent
whose work is related to medicines answer weighed most equally from Items 3 (Do
they check up on you on a regular basis?) and 4 (Are you open in communicating with
your parents?). Those with a parent/parents whose work is related to business are from
Item 5 (Do your parents give you a sense of encouragement even theyre not with
you?), and those with a parent/parents whose work is related to service are from Item 4.
On the contrary, least answers of those with a parent/ parents whose work is related to
engineering and service are both equally from Items 2 (Is there the presence of your
means in communicating with your parents?) and 3. One with a parent whose work is
related to medicines answer weighed the least equally from Items 1, 2 and 5.
cmk.
cml.
cmm.
cmn.
cmo.
cmp.
95
cmq.
cmr.
cmt. cmu. cmv. cmx. cmz. cnb. cnd. cnf. cng. cni. W cnj.
Natur I Al O Someti Sel N T T e R
e m i
of cmw. cmy. es cnc. cne. cnh. g
P (5) ( cna. (2) ( W h
ar (3) t
e e
nt d
s
P M
r e
of a
e n
s
si
o
n
A
b
r
o
a
d
cnk. cnl. cnm. cnn. cno. 2 cnp. cnq. cnr. cns. cnt. 3 cnu.
Engin 1 9 6 0 3 2 7 . 3
e 9
er 0
-
re
la
te
d
cnv. cnw. cnx. cny. cnz. 4 coa. cob. coc. cod. coe. 3 cof.
2 5 8 2 1 2 7 . 5
7
0
cog. coh. coi. coj. cok. 3 col. com. con. coo. cop. 4 coq.
3 14 3 0 0 2 9 . 1
8
0
cor. cos. cot. cou. cov. 2 cow. cox. coy. coz. cpa. 4 cpb.
4 13 5 0 0 2 9 . 2
5
96
5
cpc. cpd. cpe. cpf. cpg. 5 cph. cpi. cpj. cpk. cpl. 3 cpm.
5 6 7 2 0 2 7 . 4
8
5
cpn. cpo. cpp. cpq. cpr. cps. cpt. cpu. cpv. cpw. cpy.
Total
:
cpx. 2
0
.
8
0
cpz.M cqa. cqb. cqc. cqd. 1 cqe. cqf. cqg. cqh. cqi. 3 cqj.
e 1 0 0 0 0 1 3 . 4
di 0
ci 0
n
e-
re
la
te
d
cqk. cql. cqm. cqn. cqo. 0 cqp. cqq. cqr. cqs. cqt. 4 cqu.
2 0 1 0 0 1 4 . 2
0
0
cqv. cqw. cqx. cqy. cqz. 0 cra. crb. crc. crd. cre. 4 crf.
3 0 1 0 0 1 4 . 2
0
0
crg. crh. cri. crj. crk. 0 crl. crm. crn. cro. crp. 5 crq.
4 1 0 0 0 1 5 . 1
0
0
crr. crs. crt. cru. crv. 1 crw. crx. cry. crz. csa. 3 csb.
5 0 0 0 0 1 3 . 4
0
0
csc. csd. cse. csf. csg. csh. csi. csj. csk. csl. T csn.
o
t
a
l
:
csm.
19.0
0
cso. csp. csq. csr. css. 1 cst. csu. csv. csw. csx. 4 csy.
Busin 1 3 3 0 0 7 3 . 3
e 2
s 9
s-
re
la
97
te
d
csz. cta. ctb. ctc. ctd. 0 cte. ctf. ctg. cth. cti. 4 ctj.
2 3 3 1 0 7 2 . 4
1
4
ctk. ctl. ctm. ctn. cto. 0 ctp. ctq. ctr. cts. ctt. 4 ctu.
3 4 3 0 0 7 3 . 1
5
7
ctv. ctw. ctx. cty. ctz. 1 cua. cub. cuc. cud. cue. 4 cuf.
4 4 2 0 0 7 3 . 2
4
3
cug. cuh. cui. cuj. cuk. 2 cul. cum. cun. cuo. cup. 3 cuq.
5 1 4 0 0 7 2 . 5
8
6
cur. cus. cut. cuu. cuv. cuw. cux. cuy. cuz. cva. T cvc.
o
t
a
l
:
cvb. 2
1
.
2
9
cvd. cve. cvf. cvg. cvh. 1 cvi. cvj. cvk. cvl. cvm. cvn.
Servi 1 4 7 0 0 1 5 4.25 3
c
e-
re
la
te
d
cvo. cvp. cvq. cvr. cvs. 0 cvt. cvu. cvv. cvw. cvx. 4 cvy.
2 8 3 1 0 1 5 . 1
5
0
cvz. cwa. cwb. cwc. cwd. cwe. cwf. cwg. cwh. cwi. 4 cwj.
3 4 7 0 1 0 1 5 . 4
1
7
cwk. cwl. cwm. cwn. cwo. cwp. cwq. cwr. cws. cwt. 4 cwu.
4 7 3 2 0 0 1 5 . 2
4
2
cwv. cww. cwx. cwy. cwz. cxa. cxb. cxc. cxd. cxe. 4 cxf.
5 5 4 3 0 0 1 5 . 4
1
7
cxg. cxh. cxi. cxj. cxk. cxl. cxm. cxn. cxo. cxp. T cxr.
o
98
t
a
l
:
cxq. 2
1
.
5
1
cxs.
cxt. Table 3.2 shows that majority of the responses coming from respondents
in terms of their parents profession abroad fall under Always. Answers under Seldom
ranges from the minimum of one to the maximum of two, and no one answered Never in
this category.
those with a parent/ parents whose work is related in engineering and business are both
from Item 3 (Does your school provide activities for students self-improvement?). One
with a parent whose work is related to medicines answer weighed most from Item 4
(Does your school conduct activities that enhance your talents/skills?), and those with a
parent/ parents whose work is related to service are from Item 2 (Do your teachers
manage to provide time to help you in your difficulties?). On the contrary, least answers
of those with a parent/ parents whose work is related to engineering are from Item 2.
One with a parent whose work is related to medicines answer weighed the least equally
from Items 1 (Does the school provide motivational techniques toward you?) and 5
(Does the school provide activities that let you discover who you really are?). Least
answers of those with a parent/ parents whose work is related to business are from Item
5, and those with a parent/ parents whose work is related to service are equally from
Items 3 (Does your school provide activities for students self-improvement?) and 5.
99
cxv.
cxw.
cxx.
cxy.
cxz.
cya.
cyb.
cyd. cye. cyf. cyh. cyj. So cyl. cyn. cyp. cyq. cys.W cyt.
Natur I Al O m Sel N T T e R
e eti i
of cyg. cyi. m cym. cyo. cyr. g
P (5) ( es (2) ( W h
ar cyk.(3) t
e e
nt d
s
P M
ro e
fe a
s n
si
o
n
A
br
o
a
d
cyu. cyv. cyw. cyx. cyy. 9 cyz. cza. czb. czc. czd. 2 cze.
Engin 1 1 4 3 3 2 5 . 4
e 8
er 5
-
100
re
la
te
d
czf. czg. czh. czi. czj. 10 czk. czl. czm. czn. czo. 3 czp.
2 3 4 3 0 2 6 . 2
3
5
czq. czr. czs. czt. czu. 3 czv. czw. czx. czy. czz. 3 daa.
3 10 1 4 2 2 7 . 1
6
5
dab. dac. dad. dae. daf. 7 dag. dah. dai. daj. dak. 3 dal.
4 3 5 1 4 2 6 . 3
1
0
dam. dan. dao. dap. daq. dar. das. dat. dau. dav. T dax.
o
t
a
l
:
daw.
12.9
5
day.M daz. dba. dbb. dbc. 0 dbd. dbe. dbf. dbg. dbh.4 dbi.
e 1 0 1 0 0 1 4 . 1
di 0
ci 0
n
e-
re
la
te
d
dbj. dbk. dbl. dbm. dbn.1 dbo. dbp. dbq. dbr. dbs. 3 dbt.
2 0 0 0 0 1 3 . 2
0
0
dbu. dbv. dbw. dbx. dby. 1 dbz. dca. dcb. dcc. dcd. 3 dce.
3 0 0 0 0 1 3 . 2
0
0
dcf. dcg. dch. dci. dcj. 0 dck. dcl. dcm. dcn. dco. 2 dcp.
4 0 0 1 0 1 2 . 4
0
0
dcq. dcr. dcs. dct. dcu. dcv. dcw. dcx. dcy. dcz. T ddb.
o
t
a
l
:
dda.1
2
101
.
0
0
ddc. ddd. dde. ddf. ddg.4 ddh. ddi. ddj. ddk. ddl. 2 ddm.
Busin 1 0 1 1 1 7 1 . 4
e 7
s 1
s-
re
la
te
d
ddn. ddo. ddp. ddq. ddr. 2 dds. ddt. ddu. ddv. ddw. ddx.
2 0 2 3 0 7 2 2.86 3
ddy. ddz. dea. deb. dec. 3 ded. dee. def. deg. deh.3 dei.
3 1 0 2 1 7 2 . 2
1
4
dej. dek. del. dem. den.0 deo. dep. deq. der. des. 3 det.
4 1 4 1 1 7 2 . 1
4
3
deu. dev. dew. dex. dey. dez. dfa. dfb. dfc. dfd. T dff.
o
t
a
l
:
dfe. 1
2
.
1
4
dfg. S dfh. dfi. dfj. dfk. 5 dfl. dfm. dfn. dfo. dfp. 3 dfq.
er 1 4 2 1 0 1 4 . 3
vi 7
c 5
e-
re
la
te
d
dfr. dfs. dft. dfu. dfv. 4 dfw. dfx. dfy. dfz. dga.4 dgb.
2 4 4 0 0 1 4 . 1
0
0
dgc. dgd. dge. dgf. dgg.3 dgh. dgi. dgj. dgk. dgl. 3 dgm.
3 5 0 2 2 1 4 . 2
8
3
dgn. dgo. dgp. dgq. dgr. 7 dgs. dgt. dgu. dgv. dgw. dgx.
4 2 1 1 1 1 3 3.17 4
dgy. dgz. dha. dhb. dhc. dhd. dhe. dhf. dhg. dhh.T dhj.
102
o
t
a
l
:
dhi. 1
4
.
7
5
dhk.
dhl. Table 3.3 shows that majority of the answers in Category C(Socialization)
in terms of the nature of profession of parents abroad fall under Sometimes. This table
also shows that most of the answers under Never were answered by respondents with
answers coming from students with parents whose work is engineer-related are from
Item 3 (Are you not seeking for love coming from having boyfriend or girlfriend?). One
with a parent whose work is related to medicines answer weighed most from Item 1
(Are you not preferring to be with your friends over your family?). Most of the answers
coming from students with parents whose work is businessrelated are from Item 4 (Do
peer pressure and relationships do not interfere with your studies?), and lastly, most of
the answers coming from students with parents whose work is servicerelated are from
Item 2 (Does your classmate help you when you have problems at home or in school?).
On the contrary, least of the answers coming from students with parents whose work is
engineer-related and business-related are both from Item 1. Least of the answers
coming from students with parents whose work is medicine-related and service-related
103
are both from Item 4 (Do peer pressure and relationships do not interfere with your
studies?)
dhn.
dho.
dhp.
dhq.
dhr.
dhs.
dht.
dhu.
dhw. dhx. dhy. dia. dic. So die. dig. dii. dij. dik. W dil.
Natur I Al O m Sel N T T e R
e eti i
of dhz. dib. m dif. dih. g
P (5) ( es (2) ( h
ar did. (3) t
e e
nt d
s
P M
r e
of a
e n
s
si
o
n
A
104
b
r
o
a
d
dim. din. dio. dip. diq. 7 dir. dis. dit. diu. div. 3 diw.
Engin 1 6 5 0 2 2 7 . 3
e 6
er 5
-
re
la
te
d
dix. diy. diz. dja. djb. 6 djc. djd. dje. djf. djg. 3 djh.
2 8 2 4 0 2 7 . 2
7
0
dji. djj. djk. djl. djm. 7 djn. djo. djp. djq. djr. 2 djs.
3 3 2 3 5 2 5 . 5
7
5
djt. dju. djv. djw. djx. 6 djy. djz. dka. dkb. dkc. 3 dkd.
4 8 3 3 0 2 7 . 1
8
0
dke. dkf. dkg. dkh. dki. 9 dkj. dkk. dkl. dkm. dkn. 3 dko.
5 5 4 2 0 2 7 . 4
6
0
dkp. dkq. dkr. dks. dkt. dku. dkv. dkw. dkx. dky. T dla.
o
t
a
l
:
dkz. 1
7
.
5
0
dlb. M dlc. dld. dle. dlf. 1 dlg. dlh. dli. dlj. dlk. 3 dll.
e 1 0 0 0 0 1 3 . 3
di 0
ci 0
n
e-
re
la
te
d
dlm. dln. dlo. dlp. dlq. 1 dlr. dls. dlt. dlu. dlv. 3 dlw.
2 0 0 0 0 1 3 . 3
0
0
105
dlx. dly. dlz. dma. dmb. dmc. dmd. dme. dmf. dmg. dmh.
3 0 0 0 1 0 1 2 2.00 5
dmi. dmj. dmk. dml. dmm. dmn. dmo. dmp. dmq. dmr.3 dms.
4 0 0 1 0 0 1 3 . 3
0
0
dmt. dmu. dmv. dmw. dmx. dmy. dmz. dna. dnb. dnc. 4 dnd.
5 0 1 0 0 0 1 4 . 1
0
0
dne. dnf. dng. dnh. dni. dnj. dnk. dnl. dnm. dnn.T dnp.
o
t
a
l
:
dno.1
5
.
0
0
dnq. dnr. dns. dnt. dnu.1 dnv. dnw. dnx. dny. dnz. 4 doa.
Busin 1 3 2 1 0 7 2 . 1
e 0
s 0
s-
re
la
te
d
dob. doc. dod. doe. dof. 1 dog. doh. doi. doj. dok. 3 dol.
2 1 3 2 0 7 2 . 3
4
3
dom. don. doo. dop. doq.3 dor. dos. dot. dou. dov. 2 dow.
3 0 1 1 2 7 1 . 5
4
3
dox. doy. doz. dpa. dpb.1 dpc. dpd. dpe. dpf. dpg.3 dph.
4 1 4 1 0 7 2 . 2
7
1
dpi. dpj. dpk. dpl. dpm. dpn. dpo. dpp. dpq. dpr. 3 dps.
5 1 1 5 0 0 7 2 . 3
4
3
dpt. dpu. dpv. dpw. dpx. dpy. dpz. dqa. dqb. dqc. T dqe.
o
t
a
l
:
dqd.1
7
.
106
0
0
dqf. S dqg. dqh. dqi. dqj. 3 dqk. dql. dqm. dqn. dqo.3 dqp.
er 1 4 4 1 0 1 4 . 3
vi 9
c 2
e-
re
la
te
d
dqq. dqr. dqs. dqt. dqu.1 dqv. dqw. dqx. dqy. dqz. 4 dra.
2 5 5 1 0 1 5 . 1
1
7
drb. drc. drd. dre. drf. 6 drg. drh. dri. drj. drk. 3 drl.
3 2 2 2 0 1 4 . 5
3
3
drm. drn. dro. drp. drq. 4 drr. drs. drt. dru. drv. 4 drw.
4 6 2 0 0 1 5 . 1
1
7
drx. dry. drz. dsa. dsb. 5 dsc. dsd. dse. dsf. dsg. 3 dsh.
5 4 3 0 0 1 4 . 3
9
2
dsi. dsj. dsk. dsl. dsm. dsn. dso. dsp. dsq. dsr. T dst.
o
t
a
l
:
dss. 1
9
.
5
1
dsu.
dsv. Table 3.4 shows that those most of the respondents with parents whose
work is related to engineering answered Sometimes and most of the respondents with
parents whose work is related to giving service answered Always. Answers under Never
were only filled by two respondents with parents whose work is related to business and
five from those who have parents whose work is related to engineering.
107
dsw. Furthermore, it shows that Category D (Learning Process), most of the
answers coming from students with parents whose work is engineer-related is from Item
4 (Do you give priority to your academic goals?). Most of the answers coming from
students with parents whose work is medicine-related are from Item 5 (Do you show
control over your anxieties (being relaxed in performing organized tasks)?). Most of the
answers coming from students with parents whose work is business-related are from
Item 1 (Do you show optimism in learning your lessons?). Most of the answers coming
from students with parents whose work is service-related are from Items 2 and 4 (Do
you show total focus in your studies?) (Do you give priority to your academic goals?),
respectively. On the contrary, least of the answers coming from students with parents
are from Item 3 (Do you study in advance for your lessons?).
dsx.
dsy.
dsz.
dta.
dtb.
dtc.
dtd.
dte.
108
dtf. TABLE 4.1: Distribution of the Responses in Category A
dtg. dth. dti. dtk. dtm. dto. dtq. dts. dtt. dtu. W dtv.
Ye I Al O Someti Sel N T T e R
me i
dtj. dtl. s dtp. dtr. g
(5) ( dtn. (3) (2) (1 h
t
e
d
M
e
a
n
dtw. dtx. dty. dtz. dua.0 dub. duc. dud. due. duf. 4 dug.
Le 1 1 1 0 0 2 9 . 2
5
0
duh. dui. duj. duk. dul. 0 dum. dun. duo. dup. duq.4 dur.
2 1 1 0 0 2 9 . 2
5
0
dus. dut. duu. duv. duw. dux. duy. duz. dva. dvb. 4 dvc.
3 1 0 1 0 0 2 8 . 5
0
0
dvd. dve. dvf. dvg. dvh. 0 dvi. dvj. dvk. dvl. dvm. dvn.
4 1 1 0 0 2 9 4.50 2
dvo. dvp. dvq. dvr. dvs. 0 dvt. dvu. dvv. dvw. dvx. 4 dvy.
5 1 1 0 0 2 9 . 2
5
0
dvz. dwa. dwb. dwc. dwd. dwe. dwf. dwg. dwh. dwi. T dwk.
o
t
a
l
:
dwj. 2
2
.
0
0
dwl. dwm. dwn. dwo. dwp. dwq. dwr. dws. dwt. dwu. dwv.
1-2 1 7 1 1 0 0 9 4 4.67 2
dww. dwx. dwy. dwz. dxa. 2 dxb. dxc. dxd. dxe. dxf. 5 dxg.
2 5 2 0 0 9 4 . 1
0
109
0
dxh. dxi. dxj. dxk. dxl. 4 dxm. dxn. dxo. dxp. dxq. 3 dxr.
3 3 2 0 0 9 3 . 5
8
9
dxs. dxt. dxu. dxv. dxw. dxx. dxy. dxz. dya. dyb. 4 dyc.
4 5 0 4 0 0 9 3 . 3
1
1
dyd. dye. dyf. dyg. dyh. 0 dyi. dyj. dyk. dyl. dym. dyn.
5 5 2 2 0 9 3 4.11 3
dyo. dyp. dyq. dyr. dys. dyt. dyu. dyv. dyw. dyx. T dyz.
o
t
a
l
:
dyy. 2
1
.
7
8
dza. dzb. dzc. dzd. dze. 1 dzf. dzg. dzh. dzi. dzj. 4 dzk.
3-5 1 9 2 0 0 1 5 . 1
6
7
dzl. dzm. dzn. dzo. dzp. 2 dzq. dzr. dzs. dzt. dzu. 4 dzv.
2 7 3 0 0 1 5 . 4
4
2
dzw. dzx. dzy. dzz. eaa.2 eab. eac. ead. eae. eaf. 4 eag.
3 7 3 0 0 1 5 . 4
4
2
eah. eai. eaj. eak. eal. 2 eam. ean. eao. eap. eaq.4 ear.
4 7 3 0 0 1 5 . 4
4
2
eas. eat. eau. eav. eaw. eax. eay. eaz. eba. ebb.4 ebc.
5 9 0 3 0 0 1 5 . 2
5
0
ebd. ebe. ebf. ebg. ebh. ebi. ebj. ebk. ebl. ebm. ebo.
Total
:
ebn.2
2
.
4
3
ebp. ebq. ebr. ebs. ebt. 1 ebu. ebv. ebw. ebx. eby. 4 ebz.
6- 1 4 4 1 0 1 4 . 4
1
0
110
eca. ecb. ecc. ecd. ece. 3 ecf. ecg. ech. eci. ecj. 3 eck.
2 4 2 1 0 1 3 . 5
9
0
ecl. ecm. ecn. eco. ecp. 0 ecq. ecr. ecs. ect. ecu. 4 ecv.
3 4 5 1 0 1 4 . 3
2
0
ecw. ecx. ecy. ecz. eda.1 edb. edc. edd. ede. edf. 4 edg.
4 6 2 1 0 1 4 . 2
3
0
edh. edi. edj. edk. edl. 2 edm. edn. edo. edp. edq.4 edr.
5 6 2 0 0 1 4 . 1
4
0
eds. edt. edu. edv. edw. edx. edy. edz. eea. eeb.T eed.
o
t
a
l
:
eec. 2
0
.
9
0
eee. eef. eeg. eeh. eei. 2 eej. eek. eel. eem. een.4 eeo.
11 1 3 2 0 0 7 2 . 3
1
4
eep. eeq. eer. ees. eet. 2 eeu. eev. eew. eex. eey. 4 eez.
2 2 3 0 0 7 2 . 4
0
0
efa. efb. efc. efd. efe. 0 eff. efg. efh. efi. efj. 4 efk.
3 4 2 1 0 7 3 . 1
2
9
efl. efm. efn. efo. efp. 2 efq. efr. efs. eft. efu. 3 efv.
4 3 1 1 0 7 2 . 5
8
6
efw. efx. efy. efz. ega.1 egb. egc. egd. ege. egf. 4 egg.
5 3 3 0 0 7 3 . 1
2
9
egh. egi. egj. egk. egl. egm. egn. ego. egp. egq.T egs.
o
t
a
l
:
egr. 2
0
111
.
5
8
egt.
egu. Table 4.1 shows that most of the respondents with parents working abroad
regardless of the years of work answered Always. Answers under Sometimes only
ranged from one to four and answers under Seldom ranged from one to two. No one
answered Never.
answers coming from the students with parents working abroad for 1-2 and 3-5 years
are both Item 1 (Do you have a regular communication with your parents?). Those with
parents working abroad for 6-10 years are from Item 5 (Do your parents give you a
sense encouragement even theyre not with you?). Lastly, those with parents working
for more than 11 years are from equally from Items 3 (Do they check up on you on a
regular basis?) and 5. On the contrary, least of the answers coming from the students
with parents working less than a year and 1-2 years abroad are from Item 3. Those with
parents working for 3-5 years are from equally distributed in Items 2 (Is there the
presence of your means in communicating with your parents?), 3 and 4 (Are you open
in communicating with your parents?). Lastly, those with parents working for 6-10 years
egw.
egx.
egy.
112
egz.
eha.
ehb.
ehd. ehe. ehf. ehh. ehj. So ehl. ehn. ehp. ehq. ehs. eht.
Ye I Al O me Sel N T T Wei R
tim g
ehg. ehi. es ehm. eho. ehr. h
(5) ( ehk. (2) (1 W t
(3) e
d
M
e
a
n
ehu. ehv. ehw. ehx. ehy. 0 ehz. eia. eib. eic. eid. 5 eie.
Le 1 2 0 0 0 2 1 . 1
0
0
eif. eig. eih. eii. eij. 1 eik. eil. eim. ein. eio. 4 eip.
2 1 0 0 0 2 8 . 4
0
0
eiq. eir. eis. eit. eiu. 0 eiv. eiw. eix. eiy. eiz. 5 eja.
3 2 0 0 0 2 1 . 1
0
0
ejb. ejc. ejd. eje. ejf. 0 ejg. ejh. eji. ejj. ejk. 4 ejl.
4 0 2 0 0 2 8 . 4
0
0
ejm. ejn. ejo. ejp. ejq. 0 ejr. ejs. ejt. eju. ejv. 4 ejw.
5 0 2 0 0 2 8 . 4
0
0
ejx. ejy. ejz. eka. ekb. ekc. ekd. eke. ekf. ekg. T eki.
o
t
a
l
:
ekh. 2
113
2
.
0
0
ekj. ekk. ekl. ekm. ekn. 1 eko. ekp. ekq. ekr. eks. 4 ekt.
1-2 1 5 2 0 1 9 3 . 4
1
1
eku. ekv. ekw. ekx. eky. 1 ekz. ela. elb. elc. eld. 4 ele.
2 3 4 1 0 9 3 . 5
0
0
elf. elg. elh. eli. elj. 1 elk. ell. elm. eln. elo. 4 elp.
3 5 3 0 0 9 4 . 1
4
4
elq. elr. els. elt. elu. 1 elv. elw. elx. ely. elz. 4 ema.
4 4 4 0 0 9 3 . 2
3
3
emb. emc. emd. eme. emf.2 emg. emh. emi. emj. emk. eml.
5 4 3 0 0 9 3 4.22 3
emm. emn. emo. emp. emq. emr. ems. emt. emu. emv. emx.
Total
:
emw.
21.1
0
emy. emz. ena. enb. enc. 2 end. ene. enf. eng. enh.4 eni.
3-5 1 3 7 0 0 1 4 . 4
0
8
enj. enk. enl. enm. enn.1 eno. enp. enq. enr. ens. 4 ent.
2 7 3 1 0 1 5 . 3
3
3
enu. env. enw. enx. eny. 1 enz. eoa. eob. eoc. eod.4 eoe.
3 6 5 0 0 1 5 . 2
4
2
eof. eog. eoh. eoi. eoj. 1 eok. eol. eom. eon. eoo.4 eop.
4 9 2 0 0 1 5 . 1
6
7
eoq. eor. eos. eot. eou.6 eov. eow. eox. eoy. eoz. 3 epa.
5 3 3 0 0 1 4 . 5
7
5
epb. epc. epd. epe. epf. epg. eph. epi. epj. epk. T epm.
o
t
a
l
:
114
epl. 2
1
.
2
5
epn. epo. epp. epq. epr. 2 eps. ept. epu. epv. epw. epx.
6- 1 3 4 0 1 1 3 3.80 3
epy. epz. eqa. eqb. eqc. 1 eqd. eqe. eqf. eqg. eqh.3 eqi.
2 2 5 2 0 1 3 . 4
7
0
eqj. eqk. eql. eqm. eqn.1 eqo. eqp. eqq. eqr. eqs. 4 eqt.
3 4 5 0 0 1 4 . 2
3
0
equ. eqv. eqw. eqx. eqy. 2 eqz. era. erb. erc. erd. 4 ere.
4 8 0 0 0 1 4 . 1
6
0
erf. erg. erh. eri. erj. 4 erk. erl. erm. ern. ero. 3 erp.
5 1 4 1 0 1 3 . 5
5
0
erq. err. ers. ert. eru. erv. erw. erx. ery. erz. T esb.
o
t
a
l
:
esa. 1
9
.
9
0
esc. esd. ese. esf. esg. 0 esh. esi. esj. esk. esl. 4 esm.
11 1 3 3 0 1 7 2 . 4
0
0
esn. eso. esp. esq. esr. 0 ess. est. esu. esv. esw. esx.
2 3 3 0 1 7 2 4.00 4
esy. esz. eta. etb. etc. 1 etd. ete. etf. etg. eth. 4 eti.
3 5 1 0 0 7 3 . 1
5
7
etj. etk. etl. etm. etn. 1 eto. etp. etq. etr. ets. 4 ett.
4 4 2 0 0 7 3 . 3
4
3
etu. etv. etw. etx. ety. 2 etz. eua. eub. euc. eud.4 eue.
5 4 1 0 0 7 3 . 1
5
7
euf. eug. euh. eui. euj. euk. eul. eum. eun. euo.T euq.
115
o
t
a
l
:
eup.2
1
.
5
7
eur.
eus. Table 4.2 shows that in Category B (School), most of the answers of those
respondents answered Always. Answers under Seldom range from a count of one to
two. Answers under Never are only filled by a single respondent from all year ranges
except from those whose parents work within less than a year and in a range of 3-5
years.
answers coming from students with parents working abroad for less than a year are
equally from Items 1 (Does the school provide motivational techniques toward you) and
3 (Does your school provide activities for students self-improvement?). Those with 1-2
years are from Item 3. Those with 3-5 and 6-10 years are both from Item 4 (Does your
school conduct activities that enhance your skills and talents?). Lastly, those with
parents working abroad for more than 11 years are from equally from Items 3 and 5
(Does the school provide activities that let you discover who you really are?). On the
contrary, least answers coming from those with parents working abroad for less than a
year are distributed evenly on Items 2, 4 and 5. Those with 1-2 years are from Item 2.
Those with 3-5 and 6-10 years are both from Item 4. Lastly those with parents working
116
euu.
euv.
euw.
eux.
euy.
euz.
evb. evc. evd. evf. evh. evj. evl. evn. evo. evq. evr.
Ye I Al O Someti Sel N T T Wei R
me g
eve. evg. s evk. evm. evp. h
(5) ( evi. (3) (2) (1 W t
e
d
M
e
a
n
evs. evt. evu. evv. evw. evx. evy. evz. ewa. ewb. ewc.
Le 1 0 1 0 1 0 2 6 3.00 3
ewd. ewe. ewf. ewg. ewh. ewi. ewj. ewk. ewl. ewm. ewn.
2 0 1 0 1 0 2 6 3.00 3
ewo. ewp. ewq. ewr. ews. ewt. ewu. ewv. eww. ewx. ewy.
3 1 0 1 0 0 2 8 4.00 1
ewz. exa. exb. exc. exd. 1 exe. exf. exg. exh. exi. 4 exj.
4 1 0 0 0 2 8 . 1
0
0
exk. exl. exm. exn. exo. exp. exq. exr. exs. ext. T exv.
o
t
a
l
117
:
exu. 1
4
.
0
0
exw. exx. exy. exz. eya. 6 eyb. eyc. eyd. eye. eyf. 3 eyg.
1-2 1 0 3 0 0 9 3 . 4
3
3
eyh. eyi. eyj. eyk. eyl. 2 eym. eyn. eyo. eyp. eyq. 3 eyr.
2 3 3 1 0 9 3 . 1
8
9
eys. eyt. eyu. eyv. eyw. eyx. eyy. eyz. eza. ezb. 3 ezc.
3 4 0 3 1 1 9 3 . 3
5
6
ezd. eze. ezf. ezg. ezh. 5 ezi. ezj. ezk. ezl. ezm. ezn.
4 2 2 0 0 9 3 3.67 2
ezo. ezp. ezq. ezr. ezs. ezt. ezu. ezv. ezw. ezx. T ezz.
o
t
a
l
:
ezy. 1
4
.
4
5
faa. fab. fac. fad. fae. 5 faf. fag. fah. fai. faj. 3 fak.
3-5 1 3 2 2 0 1 4 . 1
5
0
fal. fam. fan. fao. fap. 5 faq. far. fas. fat. fau. 3 fav.
2 2 3 2 0 1 4 . 2
4
2
faw. fax. fay. faz. fba. 5 fbb. fbc. fbd. fbe. fbf. 2 fbg.
3 2 1 1 3 1 3 . 4
8
3
fbh. fbi. fbj. fbk. fbl. 3 fbm. fbn. fbo. fbp. fbq. 3 fbr.
4 3 3 2 1 1 4 . 2
4
2
fbs. fbt. fbu. fbv. fbw. fbx. fby. fbz. fca. fcb. T fcd.
o
t
a
l
:
fcc. 1
118
3
.
1
7
fce. fcf. fcg. fch. fci. 5 fcj. fck. fcl. fcm. fcn. 2 fco.
6- 1 2 0 1 2 1 2 . 3
9
0
fcp. fcq. fcr. fcs. fct. 7 fcu. fcv. fcw. fcx. fcy. 3 fcz.
2 0 3 0 0 1 3 . 1
3
0
fda. fdb. fdc. fdd. fde. 1 fdf. fdg. fdh. fdi. fdj. 3 fdk.
3 4 0 3 2 1 3 . 2
1
0
fdl. fdm. fdn. fdo. fdp. 4 fdq. fdr. fds. fdt. fdu. 2 fdv.
4 1 1 2 2 1 2 . 4
7
0
fdw. fdx. fdy. fdz. fea. feb. fec. fed. fee. fef. T feh.
o
t
a
l
:
feg. 1
2
.
0
0
fei. fej. fek. fel. fem.1 fen. feo. fep. feq. fer. 2 fes.
11 1 0 3 1 2 7 1 . 4
7
1
fet. feu. fev. few. fex. 4 fey. fez. ffa. ffb. ffc. 3 ffd.
2 2 1 0 0 7 2 . 2
7
1
ffe. fff. ffg. ffh. ffi. 1 ffj. ffk. ffl. ffm. ffn. 3 ffo.
3 4 0 2 0 7 2 . 1
8
6
ffp. ffq. ffr. ffs. fft. 2 ffu. ffv. ffw. ffx. ffy. 2 ffz.
4 0 3 0 2 7 2 . 3
8
6
fga. fgb. fgc. fgd. fge. fgf. fgg. fgh. fgi. fgj. T fgl.
o
t
a
l
:
fgk. 1
3
119
.
1
4
fgm.
fgn. Table 4.3 shows that the rate of answers under Always decreases as it the
range of years spent by parents abroad increases. Under the range of 3-5 years, there
is an increase under those who answered Never ranging a count from one to three.
answers coming from the students with parents working abroad for 1-2 and 6-10 years
are from Item 2 (Does your classmate help you when you have problems at home or in
school?). Those with parents working for less than a year are equally from Items 3 (Are
you not seeking love coming from having a boyfriend/girlfriend?) and 4 (Do peer
pressure and relationships do not interfere with your studies?). Most of the answers
coming from the students with parents working abroad for 3-5 years are from Item 1
(Are you not preferring to be with your friends over your family?). Lastly, most of the
answers of those with parents working abroad for more than 11 years are from Item 3.
On the contrary, least of the answers from those with parents working for less than a
year are equally from Items 1 and 2. Least of the answers coming from the students
with parents working abroad for 1-2 and more than 11 years are from Item 1. Those with
parents working for 3-5 years are from Item 3, and those with parents working for 6-10
fgp.
fgq.
120
fgr.
fgs.
fgt.
fgu.
fgv.
fgx. fgy. fgz. fhb. fhd. So fhf. fhh. fhj. fhk. fhm. fhn.
Ye I Al O me Sel N T T Wei R
tim g
fha. fhc. es fhg. fhi. fhl. h
(5) ( fhe. (3) (2) (1 W t
e
d
M
e
a
n
fho. fhp. fhq. fhr. fhs. 1 fht. fhu. fhv. fhw. fhx. 3 fhy.
Le 1 0 1 0 0 2 7 . 2
5
0
fhz. fia. fib. fic. fid. 1 fie. fif. fig. fih. fii. 2 fij.
2 0 0 1 0 2 5 . 4
5
0
fik. fil. fim. fin. fio. 1 fip. fiq. fir. fis. fit. 2 fiu.
3 0 0 0 1 2 4 . 5
0
0
fiv. fiw. fix. fiy. fiz. 0 fja. fjb. fjc. fjd. fje. 3 fjf.
4 0 1 1 0 2 6 . 3
0
0
fjg. fjh. fji. fjj. fjk. 1 fjl. fjm. fjn. fjo. fjp. 4 fjq.
5 1 0 0 0 2 8 . 1
0
0
fjr. fjs. fjt. fju. fjv. fjw. fjx. fjy. fjz. fka. T fkc.
121
o
t
a
l
:
fkb. 1
5
.
0
0
fkd. fke. fkf. fkg. fkh. 3 fki. fkj. fkk. fkl. fkm. 4 fkn.
1-2 1 6 0 0 0 9 3 . 2
3
3
fko. fkp. fkq. fkr. fks. 3 fkt. fku. fkv. fkw. fkx. 3 fky.
2 4 1 1 0 9 3 . 3
8
9
fkz. fla. flb. flc. fld. 5 fle. flf. flg. flh. fli. 2 flj.
3 0 2 0 2 9 2 . 5
7
8
flk. fll. flm. fln. flo. 3 flp. flq. flr. fls. flt. 4 flu.
4 5 1 0 0 9 4 . 1
8
9
flv. flw. flx. fly. flz. 4 fma. fmb. fmc. fmd. fme.3 fmf.
5 2 1 2 0 9 3 . 4
3
3
fmg. fmh. fmi. fmj. fmk. fml. fmm. fmn. fmo. fmp.T fmr.
o
t
a
l
:
fmq.1
9
.
2
2
fms. fmt. fmu. fmv. fmw. fmx. fmy. fmz. fna. fnb. 3 fnc.
3-5 1 3 4 4 1 0 1 4 . 3
7
5
fnd. fne. fnf. fng. fnh. 2 fni. fnj. fnk. fnl. fnm.3 fnn.
2 4 4 2 0 1 4 . 1
8
3
fno. fnp. fnq. fnr. fns. 5 fnt. fnu. fnv. fnw. fnx. 2 fny.
3 0 1 5 1 1 3 . 5
5
0
fnz. foa. fob. foc. fod. 5 foe. fof. fog. foh. foi. 3 foj.
4 3 4 0 0 1 4 . 1
122
8
3
fok. fol. fom. fon. foo. 7 fop. foq. for. fos. fot. 3 fou.
5 2 3 0 0 1 4 . 4
5
8
fov. fow. fox. foy. foz. fpa. fpb. fpc. fpd. fpe. T fpg.
o
t
a
l
:
fpf. 1
7
.
4
9
fph. fpi. fpj. fpk. fpl. 5 fpm. fpn. fpo. fpp. fpq. 3 fpr.
6- 1 3 1 1 0 1 3 . 2
6
0
fps. fpt. fpu. fpv. fpw. 2 fpx. fpy. fpz. fqa. fqb. 3 fqc.
2 3 3 1 1 1 3 . 2
6
0
fqd. fqe. fqf. fqg. fqh. 4 fqi. fqj. fqk. fql. fqm.2 fqn.
3 1 1 2 2 1 2 . 5
7
0
fqo. fqp. fqq. fqr. fqs. 3 fqt. fqu. fqv. fqw. fqx. 4 fqy.
4 5 2 0 0 1 4 . 1
2
0
fqz. fra. frb. frc. frd. 6 fre. frf. frg. frh. fri. 3 frj.
5 1 2 0 1 1 3 . 4
2
0
frk. frl. frm. frn. fro. frp. frq. frr. frs. frt. T frv.
o
t
a
l
:
fru. 1
7
.
3
0
frw. frx. fry. frz. fsa. 0 fsb. fsc. fsd. fse. fsf. 3 fsg.
11 1 2 4 0 1 7 2 . 3
8
6
fsh. fsi. fsj. fsk. fsl. 2 fsm. fsn. fso. fsp. fsq. 3 fsr.
2 3 1 1 0 7 2 . 3
8
123
6
fss. fst. fsu. fsv. fsw. 2 fsx. fsy. fsz. fta. ftb. 2 ftc.
3 2 0 1 2 7 2 . 5
8
6
ftd. fte. ftf. ftg. fth. 1 fti. ftj. ftk. ftl. ftm. 4 ftn.
4 4 1 1 0 7 2 . 1
1
4
fto. ftp. ftq. ftr. fts. 3 ftt. ftu. ftv. ftw. ftx. 3 fty.
5 2 2 0 0 7 2 . 3
8
6
ftz. fua. fub. fuc. fud. fue. fuf. fug. fuh. fui. T fuk.
o
t
a
l
:
fuj. 1
8
.
5
8
ful.
fum. Table 4.4 shows that majority of the respondents answered Always and
answers both under Seldom and Never ranges from one to two.
Process), most of the answers from students with parents working abroad for 1-
2, 6-10 and more than 11 years are all from Item 4 (Do you give priority to your
academic goals?). Those with parents working for less than a year are from Item
5 [Do you show control over your anxieties? (being relaxed in performing
organized tasks?)], and those with parents working for 3-5 years are equally
from Items 2 (Do you show total focus in your studies?) and 4. On the contrary,
least of the answers of all the respondents regardless of the working years of
parents abroad are from Item 3 (Do you study in advance for your lessons?).
124
fuo.
fup.
fuq.
fur.
fus.
fut.
fuu.
fuv.
fuw.
fux.
fuz. fva. fvb. fvd. fvf. So fvh. fvj. fvl. fvm. fvn. W fvo.
Av I Al O me Sel N T T e R
ti i
fvc. fve. me fvi. fvk. g
(5) ( s (2) ( h
fvg. (3) t
e
d
M
e
a
n
fvp. fvq. fvr. fvs. fvt. 0 fvu. fvv. fvw. fvx. fvy. 0 fvz.
74 1 0 0 0 0 0 0 .
0
0
125
fwa. fwb. fwc. fwd. fwe. 0 fwf. fwg. fwh. fwi. fwj. 0 fwk.
2 0 0 0 0 0 0 .
0
0
fwl. fwm. fwn. fwo. fwp. 0 fwq. fwr. fws. fwt. fwu. 0 fwv.
3 0 0 0 0 0 0 .
0
0
fww. fwx. fwy. fwz. fxa. 0 fxb. fxc. fxd. fxe. fxf. 0 fxg.
4 0 0 0 0 0 0 .
0
0
fxh. fxi. fxj. fxk. fxl. 0 fxm. fxn. fxo. fxp. fxq. 0 fxr.
5 0 0 0 0 0 0 .
0
0
fxs. fxt. fxu. fxv. fxw. fxx. fxy. fxz. fya. fyb. T fyd.
o
t
a
l
:
fyc. 0
.
0
0
fye. fyf. fyg. fyh. fyi. 3 fyj. fyk. fyl. fym. fyn. 4 fyo.
75- 1 10 5 0 0 1 7 . 1
3
9
fyp. fyq. fyr. fys. fyt. 4 fyu. fyv. fyw. fyx. fyy. 4 fyz.
2 6 8 0 0 1 7 . 5
1
1
fza. fzb. fzc. fzd. fze. 3 fzf. fzg. fzh. fzi. fzj. 4 fzk.
3 8 6 1 0 1 7 . 3
1
7
fzl. fzm. fzn. fzo. fzp. 4 fzq. fzr. fzs. fzt. fzu. 4 fzv.
4 9 4 1 0 1 7 . 3
1
7
fzw. fzx. fzy. fzz. gaa.3 gab. gac. gad. gae. gaf. 4 gag.
5 10 4 1 0 1 7 . 2
2
8
gah. gai. gaj. gak. gal. gam. gan. gao. gap. gaq.T gas.
o
t
a
l
:
gar. 2
1
.
126
1
2
gat. gau. gav. gaw. gax. 2 gay. gaz. gba. gbb. gbc. 4 gbd.
81- 1 7 3 0 0 1 5 . 2
4
2
gbe. gbf. gbg. gbh. gbi. 4 gbj. gbk. gbl. gbm. gbn.4 gbo.
2 6 2 0 0 1 5 . 5
1
7
gbp. gbq. gbr. gbs. gbt. 1 gbu. gbv. gbw. gbx. gby. 4 gbz.
3 6 4 1 0 1 5 . 4
2
5
gca. gcb. gcc. gcd. gce. 2 gcf. gcg. gch. gci. gcj. 4 gck.
4 7 3 0 0 1 5 . 2
4
2
gcl. gcm. gcn. gco. gcp. 2 gcq. gcr. gcs. gct. gcu. 4 gcv.
5 7 3 0 0 1 5 . 2
4
2
gcw. gcx. gcy. gcz. gda. gdb. gdc. gdd. gde. gdf. T gdh.
o
t
a
l
:
gdg.2
1
.
6
8
gdi. gdj. gdk. gdl. gdm. gdn. gdo. gdp. gdq. gdr. 4 gds.
86- 1 7 2 0 1 0 1 4 . 2
5
0
gdt. gdu. gdv. gdw. gdx. 1 gdy. gdz. gea. geb. gec. 4 ged.
2 8 1 0 0 1 4 . 1
7
0
gee. gef. geg. geh. gei. 2 gej. gek. gel. gem. gen.4 geo.
3 5 2 1 0 1 4 . 4
1
0
gep. geq. ger. ges. get. 3 geu. gev. gew. gex. gey. 4 gez.
4 6 0 1 0 1 4 . 4
1
0
gfa. gfb. gfc. gfd. gfe. 3 gff. gfg. gfh. gfi. gfj. 4 gfk.
5 7 0 0 0 1 4 . 3
4
0
gfl. gfm. gfn. gfo. gfp. gfq. gfr. gfs. gft. gfu. T gfw.
o
127
t
a
l
:
gfv. 2
1
.
8
0
gfx. gfy. gfz. gga. ggb.0 ggc. ggd. gge. ggf. ggg.0 ggh.
91 1 0 0 0 0 0 0 .
0
0
ggi. ggj. ggk. ggl. ggm. ggn. ggo. ggp. ggq. ggr. 0 ggs.
2 0 0 0 0 0 0 0 .
0
0
ggt. ggu. ggv. ggw. ggx. 0 ggy. ggz. gha. ghb. ghc. 0 ghd.
3 0 0 0 0 0 0 .
0
0
ghe. ghf. ghg. ghh. ghi. 0 ghj. ghk. ghl. ghm. ghn.0 gho.
4 0 0 0 0 0 0 .
0
0
ghp. ghq. ghr. ghs. ght. 0 ghu. ghv. ghw. ghx. ghy. 0 ghz.
5 0 0 0 0 0 0 .
0
0
gia. gib. gic. gid. gie. gif. gig. gih. gii. gij. T gil.
o
t
a
l
:
gik. 0
.
0
0
gim.
gin. Table 5.1 shows that when it comes to communication, the frequency of
answers range only from Always up to Sometimes. No one answered Never in this
category.
answers coming from students with average grade of 75-80 are from Item 1 (Do you
128
have a regular communication with your parents?). Most of the answers coming from
the students with an average grade of 81-85 are equally distributed from Items 1, 4 (Are
you open in communicating with your parents?) and 5 (Do your parents give you a
sense of encouragement even theyre not with you?). Lastly, most of the answers
coming from students with an average grade of 86-90 are from Item 2 (Is there
presence of your means in communication with your parents abroad?). On the contrary,
least of the answers coming from the students with an average grade of 76-80 and 81-
85 are both from Item 2, and least of the answers from students with an average grade
of 86-90 are equally from Item 3 (Do they check up on you on a regular basis?) and
Item 4.
gip.
giq.
gir.
gis.
git.
giu.
giv.
giw.
gix.
129
giy. TABLE 5.2: Distribution of the Responses in Category B (School) in
giz. gja. gjb. gjd. gjf. So gjh. gjj. gjl. gjm. gjn. W gjo.
Av I Al O me Sel N T T e R
ti i
gjc. gje. me gji. gjk. g
(5) ( s (2) ( h
gjg. (3) t
e
d
M
e
a
n
gjp. gjq. gjr. gjs. gjt. 0 gju. gjv. gjw. gjx. gjy. 0 gjz.
74 1 0 0 0 0 0 0 .
0
0
gka. gkb. gkc. gkd. gke. 0 gkf. gkg. gkh. gki. gkj. 0 gkk.
2 0 0 0 0 0 0 .
0
0
gkl. gkm. gkn. gko. gkp. 0 gkq. gkr. gks. gkt. gku. 0 gkv.
3 0 0 0 0 0 0 .
0
0
gkw. gkx. gky. gkz. gla. 0 glb. glc. gld. gle. glf. 0 glg.
4 0 0 0 0 0 0 .
0
0
glh. gli. glj. glk. gll. 0 glm. gln. glo. glp. glq. 0 glr.
5 0 0 0 0 0 0 .
0
0
gls. glt. glu. glv. glw. glx. gly. glz. gma. gmb. gmd.
Total
:
gmc.
0.00
gme. gmf. gmg. gmh. gmi. 4 gmj. gmk. gml. gmm. gmn. gmo.
75- 1 8 5 0 1 1 7 4.06 3
gmp. gmq. gmr. gms. gmt.3 gmu. gmv. gmw. gmx. gmy. gmz.
2 6 7 2 0 1 7 3.94 4
gna. gnb. gnc. gnd. gne.1 gnf. gng. gnh. gni. gnj. 4 gnk.
3 12 5 0 0 1 8 . 1
6
1
gnl. gnm. gnn. gno. gnp.2 gnq. gnr. gns. gnt. gnu.4 gnv.
130
4 11 5 0 0 1 8 . 2
5
0
gnw. gnx. gny. gnz. goa.6 gob. goc. god. goe. gof. 3 gog.
5 3 8 1 0 1 6 . 5
7
2
goh. goi. goj. gok. gol. gom. gon. goo. gop. goq.T gos.
o
t
a
l
:
gor. 2
0
.
8
3
got. gou. gov. gow. gox. 2 goy. goz. gpa. gpb. gpc. 3 gpd.
81- 1 2 7 0 1 1 4 . 5
7
5
gpe. gpf. gpg. gph. gpi. 1 gpj. gpk. gpl. gpm. gpn.4 gpo.
2 6 4 0 1 1 5 . 2
1
7
gpp. gpq. gpr. gps. gpt. 2 gpu. gpv. gpw. gpx. gpy. 4 gpz.
3 4 6 0 0 1 5 . 2
1
7
gqa. gqb. gqc. gqd. gqe.1 gqf. gqg. gqh. gqi. gqj. 4 gqk.
4 8 3 0 0 1 5 . 1
5
8
gql. gqm. gqn. gqo. gqp.3 gqq. gqr. gqs. gqt. gqu.3 gqv.
5 4 4 1 0 1 4 . 4
9
2
gqw. gqx. gqy. gqz. gra. grb. grc. grd. gre. grf. T grh.
o
t
a
l
:
grg. 2
0
.
5
9
gri. grj. grk. grl. grm. grn. gro. grp. grq. grr. 4 grs.
86- 1 6 3 0 0 1 1 4 . 3
3
0
grt. gru. grv. grw. grx. 0 gry. grz. gsa. gsb. gsc. 4 gsd.
2 4 4 2 0 1 4 . 5
131
0
0
gse. gsf. gsg. gsh. gsi. 1 gsj. gsk. gsl. gsm. gsn. 4 gso.
3 6 3 0 0 1 4 . 1
5
0
gsp. gsq. gsr. gss. gst. 2 gsu. gsv. gsw. gsx. gsy. 4 gsz.
4 6 2 0 0 1 4 . 2
4
0
gta. gtb. gtc. gtd. gte. 4 gtf. gtg. gth. gti. gtj. 4 gtk.
5 5 1 0 0 1 4 . 4
1
0
gtl. gtm. gtn. gto. gtp. gtq. gtr. gts. gtt. gtu. T gtw.
o
t
a
l
:
gtv. 2
1
.
3
0
gtx. gty. gtz. gua. gub.0 guc. gud. gue. guf. gug.0 guh.
91 1 0 0 0 0 0 0 .
0
0
gui. guj. guk. gul. gum. gun. guo. gup. guq. gur. 0 gus.
2 0 0 0 0 0 0 0 .
0
0
gut. guu. guv. guw. gux. 0 guy. guz. gva. gvb. gvc. 0 gvd.
3 0 0 0 0 0 0 .
0
0
gve. gvf. gvg. gvh. gvi. 0 gvj. gvk. gvl. gvm. gvn. 0 gvo.
4 0 0 0 0 0 0 .
0
0
gvp. gvq. gvr. gvs. gvt. 0 gvu. gvv. gvw. gvx. gvy. 0 gvz.
5 0 0 0 0 0 0 .
0
0
gwa. gwb. gwc. gwd. gwe. gwf. gwg. gwh. gwi. gwj. T gwl.
o
t
a
l
:
gwk.
0.00
gwm.
132
gwn. Table 5.2 shows that still, majority of the answers fall under Always and
Sometimes. Only a single respondent with an average grade of 81-85 and 86-90
answered Never.
coming from the students with the an average grade of 75-80 and 86-90 are both from
Item 3 (Does your school provide activities for students self-improvement?), and most of
the answers coming from the students with an average grade of 81-85 are from Item 4
(Does your school conduct activities that enhances your talents or skills?). On the
contrary, least of the answers coming from the students with an average grade of 75-80
are from Item 5 (Does the school provide activities that let your discover who you really
are?). Least of the answers of students with an average grade of 81-85 are Item 1
(Does the school provide motivational techniques towards you?), and lastly, least of the
answers coming from students with an average grade of 86-90 are from Item 2 (Do your
gwp.
gwq.
gwr.
gws.
gwt.
gwu.
gwv.
133
gww.
gwy. gwz. gxa. gxc. gxe. gxg. gxi. gxk. gxl. gxn. gxo.
Av I Al O Someti Sel N T T Wei R
me g
gxb. gxd. s gxh. gxj. gxm. h
(5) ( gxf. (3) (2) (1 W t
e
d
M
e
a
n
gxp. gxq. gxr. gxs. gxt. 0 gxu. gxv. gxw. gxx. gxy. 0 gxz.
74 1 0 0 0 0 0 0 .
0
0
gya. gyb. gyc. gyd. gye. 0 gyf. gyg. gyh. gyi. gyj. 0 gyk.
2 0 0 0 0 0 0 .
0
0
gyl. gym. gyn. gyo. gyp. 0 gyq. gyr. gys. gyt. gyu. 0 gyv.
3 0 0 0 0 0 0 .
0
0
gyw. gyx. gyy. gyz. gza. 0 gzb. gzc. gzd. gze. gzf. 0 gzg.
4 0 0 0 0 0 0 .
0
0
gzh. gzi. gzj. gzk. gzl. gzm. gzn. gzo. gzp. gzq. T gzs.
o
t
a
l
:
gzr. 0
.
0
0
gzt. gzu. gzv. gzw. gzx. 7 gzy. gzz. haa. hab. hac. 2 had.
75- 1 1 3 5 2 1 5 . 4
7
8
hae. haf. hag. hah. hai. 10 haj. hak. hal. ham. han.3 hao.
2 1 4 3 0 1 5 . 2
1
7
134
hap. haq. har. has. hat. 8 hau. hav. haw. hax. hay. 3 haz.
3 4 0 4 2 1 5 . 3
0
0
hba. hbb. hbc. hbd. hbe.7 hbf. hbg. hbh. hbi. hbj. 3 hbk.
4 3 5 1 2 1 6 . 1
3
3
hbl. hbm. hbn. hbo. hbp. hbq. hbr. hbs. hbt. hbu.T hbw.
o
t
a
l
:
hbv. 1
2
.
2
8
hbx. hby. hbz. hca. hcb. 6 hcc. hcd. hce. hcf. hcg. 3 hch.
81- 1 2 3 0 1 1 4 . 3
4
2
hci. hcj. hck. hcl. hcm. hcn. hco. hcp. hcq. hcr. 3 hcs.
2 3 3 6 0 0 1 4 . 1
7
5
hct. hcu. hcv. hcw. hcx. 3 hcy. hcz. hda. hdb. hdc. 3 hdd.
3 6 0 1 2 1 4 . 2
5
8
hde. hdf. hdg. hdh. hdi. 5 hdj. hdk. hdl. hdm. hdn.3 hdo.
4 2 3 1 1 1 4 . 4
3
3
hdp. hdq. hdr. hds. hdt. hdu. hdv. hdw. hdx. hdy. T hea.
o
t
a
l
:
hdz. 1
4
.
0
8
heb. hec. hed. hee. hef. 4 heg. heh. hei. hej. hek. 3 hel.
86- 1 2 3 0 1 1 3 . 2
5
0
hem. hen. heo. hep. heq.2 her. hes. het. heu. hev. 3 hew.
2 3 4 1 0 1 3 . 1
9
0
hex. hey. hez. hfa. hfb. 0 hfc. hfd. hfe. hff. hfg. 3 hfh.
135
3 5 0 2 3 1 3 . 3
2
0
hfi. hfj. hfk. hfl. hfm.2 hfn. hfo. hfp. hfq. hfr. 2 hfs.
4 1 2 2 3 1 2 . 4
6
0
hft. hfu. hfv. hfw. hfx. hfy. hfz. hga. hgb. hgc. T hge.
o
t
a
l
:
hgd.1
3
.
2
0
hgf. hgg. hgh. hgi. hgj. 0 hgk. hgl. hgm. hgn. hgo.0 hgp.
91 1 0 0 0 0 0 0 .
0
0
hgq. hgr. hgs. hgt. hgu.0 hgv. hgw. hgx. hgy. hgz. 0 hha.
2 0 0 0 0 0 0 .
0
0
hhb. hhc. hhd. hhe. hhf. 0 hhg. hhh. hhi. hhj. hhk. 0 hhl.
3 0 0 0 0 0 0 .
0
0
hhm. hhn. hho. hhp. hhq.0 hhr. hhs. hht. hhu. hhv. 0 hhw.
4 0 0 0 0 0 0 .
0
0
hhx. hhy. hhz. hia. hib. hic. hid. hie. hif. hig. T hii.
o
t
a
l
:
hih. 0
.
0
0
hij.
hik. Table 5.3 shows that most of the answers fall under Sometimes.
Compared to the previous two tables, the number of answers under Seldom and Never
greatly increased.
136
hil. Furthermore, it shows that in Category C (Socialization), most of the
answers coming from students with an average grade of 81-85 and 86-90 are both from
Item 2 (Does your classmate help you when you have problems at home or in school?),
and most of the answers of students with an average grade of 75-80 are from Item 4
(Do peer pressure and relationships do not inter free with your studies?). On the
contrary, least of the answers coming from the students with an average grade of 75-80
are from Item 1 (Are you preferring to be with your friends over your family?), and those
with an average grade of 81-85 and 86-90 item are from Item 4.
hin. hio. hip. hir. hit. So hiv. hix. hiz. hja. hjb. hjc.
Ave I Alw O me Sel N T T Wei R
tim
hiq. his. es hiw. hiy.
(5) (4 hiu. (3) (2) (1)
hjd. hje. hjf. hjg. hjh. 0 hji. hjj. hjk. hjl. hjm. hjn.
74 1 0 0 0 0 0 0 0.0
hjo. hjp. hjq. hjr. hjs. 0 hjt. hju. hjv. hjw. hjx. hjy.
2 0 0 0 0 0 0 0.0
hjz. hka. hkb. hkc. hkd. 0 hke. hkf. hkg. hkh. hki. hkj.
3 0 0 0 0 0 0 0.0
hkk. hkl. hkm. hkn. hko. 0 hkp. hkq. hkr. hks. hkt. hku.
4 0 0 0 0 0 0 0.0
hkv. hkw. hkx. hky. hkz. 0 hla. hlb. hlc. hld. hle. hlf.
5 0 0 0 0 0 0 0.0
hlg. hlh. hli. hlj. hlk. hll. hlm. hln. hlo. hlp. hlr.
Tot
hlq.
0.0
hls. hlt. hlu. hlv. hlw. 8 hlx. hly. hlz. hma. hmb. hmc.
75- 1 3 6 0 1 1 6 3.5 2
hmd. hme. hmf. hmg. hmh.8 hmi. hmj. hmk. hml. hmm. hmn.
2 3 2 4 1 1 5 3.1 4
hmo. hmp. hmq. hmr. hms.8 hmt. hmu. hmv. hmw. hmx. hmy.
137
3 2 2 2 4 1 5 2.7 5
hmz. hna. hnb. hnc. hnd. 7 hne. hnf. hng. hnh. hni. hnj.
4 3 5 3 0 1 6 3.4 3
hnk. hnl. hnm. hnn. hno. 11 hnp. hnq. hnr. hns. hnt. hnu.
5 2 4 1 0 1 6 3.8 1
hnv. hnw. hnx. hny. hnz. hoa. hob. hoc. hod. hoe. hog.
Tot
hof.
16.
hoh. hoi. hoj. hok. hol. 5 hom. hon. hoo. hop. hoq. hor.
81- 1 4 2 0 1 1 4 3.6 3
hos. hot. hou. hov. how. 3 hox. hoy. hoz. hpa. hpb. hpc.
2 5 3 1 0 1 4 4.0 2
hpd. hpe. hpf. hpg. hph. 6 hpi. hpj. hpk. hpl. hpm. hpn.
3 0 2 3 1 1 3 2.7 5
hpo. hpp. hpq. hpr. hps. 4 hpt. hpu. hpv. hpw. hpx. hpy.
4 5 3 0 0 1 4 4.0 1
hpz. hqa. hqb. hqc. hqd. 6 hqe. hqf. hqg. hqh. hqi. hqj.
5 2 3 1 0 1 4 3.5 4
hqk. hql. hqm. hqn. hqo. hqp. hqq. hqr. hqs. hqt. hqv.
Tot
hqu.
18.
hqw. hqx. hqy. hqz. hra. 0 hrb. hrc. hrd. hre. hrf. hrg.
86- 1 7 2 1 0 1 4 4.5 1
hrh. hri. hrj. hrk. hrl. 1 hrm. hrn. hro. hrp. hrq. hrr.
2 4 3 2 0 1 3 3.9 3
hrs. hrt. hru. hrv. hrw. 4 hrx. hry. hrz. hsa. hsb. hsc.
3 1 2 0 3 1 2 2.8 5
hsd. hse. hsf. hsg. hsh. 1 hsi. hsj. hsk. hsl. hsm. hsn.
4 7 1 1 0 1 4 4.4 2
hso. hsp. hsq. hsr. hss. 3 hst. hsu. hsv. hsw. hsx. hsy.
5 4 1 1 1 1 3 3.6 4
hsz. hta. htb. htc. htd. hte. htf. htg. hth. hti. htk.
Tot
htj.
19.
htl. htm. htn. hto. htp. 0 htq. htr. hts. htt. htu. htv.
91 1 0 0 0 0 0 0 0.0
htw. htx. hty. htz. hua. 0 hub. huc. hud. hue. huf. hug.
2 0 0 0 0 0 0 0.0
138
huh. hui. huj. huk. hul. 0 hum. hun. huo. hup. huq. hur.
3 0 0 0 0 0 0 0.0
hus. hut. huu. huv. huw. 0 hux. huy. huz. hva. hvb. hvc.
4 0 0 0 0 0 0 0.0
hvd. hve. hvf. hvg. hvh. 0 hvi. hvj. hvk. hvl. hvm. hvn.
5 0 0 0 0 0 0 0.0
hvo. hvp. hvq. hvr. hvs. hvt. hvu. hvv. hvw. hvx. hvz.
Tot
hvy.
0.0
hwa.
hwb. Table 5.4 shows that most of the answers again fall under Sometimes and
of the answers coming from the students with an average grade of 75-80 are from Item
5 [Do you show control over your anxieties (being relaxed in performing organized
tasks?)]. Most of the answers coming from those with an average grade of 81-85 are
from Item 4 (Do you give priority to your academic goals?), and those with an average
grade of 86-90 are from Item 1 (Do you show optimism in learning your lessons?). On
the contrary, least of the answers coming all students regardless of their average grade
are all from Item 3 (Do you study in advance for your lessons?).
Gender
139
Female 21.55 21.31 12.96 17.77 73.59
hww. hwx. hwy. hwz. hxa. hxb.
Total 42.66 41.70 26.08 35.33 145.77
hxc.
hxd. Table 6 shows the total weighted means in all categories in terms of
gender. It shows that female respondents with a weight of 73.59 weighed higher than
highest with a weight of 42.06 among other categories and Category C (Socialization)
weighed the lowest among the categories with a weight of 26.08. Getting the sum of all
weighted means in all the categories in terms of gender, the total weighted mean all-in-
140
hym. hyn. hyo. hyp. hyq.
12.96 13.17 -0.21 0.0441 0.00335
hyr. hys. hyt. hyu. hyv.
17.56 17.49 0.07 0.0049 0.00028
hyw. hyx. hyy. hyz. hza.
17.77 17.84 -0.07 0.0049 0.00027
hzb. hzc. hzd. hze. hzf. Total:
hzg.
0.01380
hzh. CALCULATED VALUE: 0.01380
hzk. Referring to the table above, calculated value (0.01380) is less than the
tabulated value (7.8147) proving that there is no significant relationship between the
gender and the factors affecting the academic performance of OFW children in Child
Year Level
141
Fourth 18.00 10.70 15.20 63.20
Year
iaq. iar. 85.40 ias. iat. 52.60 iau. iav.293.
Total 83.90 71.50 40
iaw.
iax. Table 7 shows the total weighted means in all categories in terms of year
level. It shows that first year respondents with a weight of 79.90 weighed the highest
among the other year levels, and the fourth year respondents weighed the least with a
weight of 85.40 among other categories and Category C (Socialization) weighed the
lowest among the categories with a weight of 52.60. Getting the sum of all weighted
means in all the categories in terms of year level, the total weighted mean all-in-all is
equal to 293.40.
142
21.50 0
icq. 18.00 icr. 18.07 ics. - ict. 0.0049 icu. 0.0002
0.0700 7
icv. 14.40 icw. 14.32 icx. 0.0800 icy. 0.0064 icz. 0.0004
5
ida. 13.50 idb. 13.46 idc. 0.0400 idd. 0.0016 ide. 0.0001
2
idf. 14.00 idg. 13.48 idh. 0.5200 idi. 0.2704 idj. 0.0200
6
idk. 10.70 idl. 11.33 idm. idn. 0.3969 ido. 0.0350
-0.6300 3
idp. 19.80 idq. 19.47 idr. 0.3300 ids. 0.1089 idt. 0.0055
9
idu. 18.80 idv. 18.30 idw.0.5000 idx. 0.2500 idy. 0.0136
6
idz. 17.70 iea. 18.33 ieb. - iec. 0.3969 ied. 0.0216
0.6300 5
iee. 15.20 ief. 15.40 ieg. - ieh. 0.0400 iei. 0.0026
0.2000 0
iej. iek. iel. iem. ien. Total:
ieo. 0.1864
4
iep. CALCULATED VALUE: 0.18644
ies. Referring to the table above, calculated value (0.18644) is less than the
tabulated value (16.9190) proving that there is no significant relationship between the
year level and the factors affecting the academic performance of OFW children in Child
ieu.Natur iev. Categ iew. iex. Categ iey. Categ iez. Total
e of ory A Category ory C ory D
Parent B
s
Profes
143
sion
Abroa
d
ifa. Engin ifb. 21.80 ifc. 20.80 ifd. 12.95 ife. 17.50 iff. 73.05
eer-
relate
d
ifg. Medici ifh. 17.00 ifi. 19.00 ifj. 12.00 ifk. 15.00 ifl. 63.00
ne-
relate
d
ifm.Busin ifn. 20.58 ifo. 21.29 ifp. 12.14 ifq. 17.00 ifr. 71.01
ess-
relate
d
ifs. Servic ift. 21.58 ifu. 21.51 ifv. 14.75 ifw.19.51 ifx. 77.35
e-
relate
d
ify. Total ifz. 80.96 iga. igb. igc. igd.
82.60 51.84 69.01 284.41
ige.
igf. Table 8 shows the total weighted means in all categories in terms of the
nature of parents profession abroad. It shows that those respondents with parents
whose work is service-related with a weight of 77.35 weighed the highest among other
profession that parents are engaged into. For the least, the student with a parent whose
weighed the highest with a weight of 82.60 among other categories and Category C
(Socialization) weighed the lowest among the categories with a weight of 51.84. Getting
the sum of all weighted means in all the categories in terms of the nature of parents
144
igh. igj.E igl.O- igm. ign.
O igk. E (O-E)2 (O-E)2/ E
igi.Weig Expecte igo.
hted d
Mea Mea
n n
igp. igq. igr. 1.010 igs. igt. 0.049
21.80 20.79 0 1.0201 07
igu. igv.17.93 igw. igx. igy.0.048
17.00 -0.9300 0.8649 24
igz. iha. ihb. ihc. ihd.
20.58 20.21 0.3700 0.1369 0.00677
ihe. ihf. 22.02 ihg. ihh. ihi. 0.008
21.58 -0.4400 0.1936 79
ihj. 20.80 ihk. ihl. - ihm. ihn.
21.22 0.420 0.1764 0.00831
0
iho. ihp. ihq. ihr. 0.490 ihs.
19.00 18.30 0.7000 0 0.02678
iht. 21.29 ihu. ihv.0.670 ihw. ihx.
20.62 0 0.4489 0.02177
ihy.21.51 ihz. iia. - iib. 0.902 iic. 0.040
22.46 0.950 5 18
0
iid. 12.95 iie. 13.31 iif. - iig. 0.129 iih. 0.009
0.360 6 74
0
iii. 12.00 iij. 11.48 iik. 0.520 iil. 0.270 iim.
0 4 0.02355
iin. 12.14 iio. 12.94 iip. - iiq. 0.640 iir. 0.049
0.800 0 46
0
iis. 14.75 iit. 14.10 iiu. 0.650 iiv. 0.422 iiw.0.029
0 5 96
iix. 17.50 iiy. 17.73 iiz. - ija. 0.052 ijb. 0.002
0.230 9 98
0
ijc. 15.00 ijd. 15.29 ije. - ijf. 0.084 ijg. 0.005
0.290 1 50
0
ijh. 17.00 iji. 17.23 ijj. - ijk. 0.052 ijl. 0.003
0.230 9 07
145
0
ijm. ijn. 18.77 ijo. 0.740 ijp. 0.547 ijq. 0.029
19.51 0 6 17
ijr. ijs. ijt. iju. ijv. Total
ijw.0.363
34
ijx. CALCULATED VALUE: 0.36334
ika. Referring to the table above, calculated value (0.36334) is less than the
tabulated value (16.9190) proving that there is no significant relationship between the
nature of parents profession abroad and the factors affecting the academic
146
above
ilm.Total iln. 107.6 ilo. 105.8 ilp. 66.76 ilq. 87.59 ilr. 367.8
9 2 6
ils.
ilt. Table 9 shows the total weighted means in all categories in terms of the
years spent by parents abroad. It shows that those respondents with parents working
for 1-2 years with a weight of 76.55 weighed the highest among other working years of
parents. For the least, respondents with parents working for 6-10 years weighed a total
of 107.69 among other categories and Category C (Socialization) weighed the lowest
among the categories with a weight of 66.76. Getting the sum of all weighted means in
all the categories in terms of the nature of parents profession abroad, the total weighted
ilu.
ilv.
ilw.
ilx. Table 9.1: Relationship of the Factors Affecting the Academic Performance
of OFW Children in Child Jesus of Prague School S.Y. 2012 2013 and
147
22.00 21.37 0 9 0.01857
iml.21.78 imm. imn. imo. imp.
22.41 -0.6300 0.3969 0.01771
imq. imr.21.76 ims. imt.0.448 imu.
22.43 0.6700 9 0.02063
imv. imw. imx. imy. imz.
20.90 20.52 0.3800 0.1444 0.00704
ina.20.58 inb.21.63 inc.- ind.1.102 ine.0.050
1.050 5 97
0
inf. 22.00 ing.21.00 inh.1.000 ini. 1.000 inj. 0.047
0 0 62
ink.21.10 inl. 22.02 inm. inn.0.846 ino.0.038
-0.9200 4 44
inp.21.25 inq.21.38 inr. - ins.0.016 int. 0.000
0.130 9 79
0
inu.19.90 inv. 20.17 inw. inx.0.072 iny. 0.003
-0.2700 9 61
inz.21.57 ioa.21.25 iob.0.320 ioc.0.102 iod.0.004
0 4 82
ioe.14.00 iof. 13.25 iog.0.750 ioh.0.562 ioi. 0.042
0 5 45
ioj. 14.45 iok.13.89 iol. 0.560 iom. ion.0.022
0 0.3136 58
ioo.13.17 iop.13.49 ioq.- ior. 0.102 ios.0.007
0.320 4 59
0
iot. 12.00 iou.12.72 iov. - iow. iox.0.040
0.720 0.5184 75
0
ioy. 13.14 ioz.13.41 ipa.- ipb.0.072 ipc.0.005
0.270 9 44
0
ipd.15.00 ipe.17.38 ipf. - ipg.5.664 iph.0.325
2.380 4 91
0
ipi. 19.22 ipj. 18.23 ipk.0.990 ipl. 0.980 ipm.
0 1 0.05376
ipn.17.49 ipo.17.70 ipp.- ipq.0.044 ipr. 0.002
0.210 1 49
0
ips.17.30 ipt. 16.69 ipu.0.610 ipv. 0.372 ipw.
0 1 0.02229
ipx.18.58 ipy. 17.59 ipz.0.990 iqa.0.980 iqb.0.055
0 1 72
148
iqc. iqd. iqe. iqf. iqg.Total:
iqh.0.789
18
iqi. CALCULATED VALUE: 0.78918
iql. Referring to the table above, calculated value (0.78918) is less than the
tabulated value (16.9190) proving that there is no significant relationship between the
nature of parents profession abroad and the factors affecting the academic
iqm. TABLE 10: Total Weight of the Responses in All Categories in Terms
149
e
irx. iry. 64.60 irz. 62.72 isa. isb. isc.
Total 39.56 53.98 220.86
isd.
ise. Table 10 shows the total weighted means in all categories in terms of the
average grade in the 2nd quarter. It shows that those respondents with an average grade
of 86-90 with a weight of 75.50 weighed the highest among other average grades in the
2nd quarter. For the least disregarding the average grades of 74 and below and 91 and
above without any weight, respondents with an average grade of 75-80 weighed a total
of 64.60 among other categories and Category C (Socialization) weighed the lowest
among the categories with a weight of 39.56. Getting the sum of all weighted means in
all the categories in terms of the nature of parents profession abroad, the total weighted
isf.
isg.
150
0 0 00
isv. 21.12 isw. isx. 0.350 isy. 0.000 isz. 0.000
20.77 0 0 00
ita. 21.68 itb. 21.75 itc. - itd. 0.004 ite. 0.000
0.070 9 23
0
itf. 21.80 itg. 22.08 ith. - iti. 0.078 itj. 0.003
0.280 4 55
0
itk. 0.00 itl. 0.00 itm.0.000 itn. 0.000 ito. 0.000
0 0 00
itp. 0.00 itq. 0.00 itr. 0.000 its. 0.000 itt. 0.000
0 0 00
itu. 20.83 itv. 20.17 itw. 0.660 itx. 0.435 ity. 0.021
0 6 60
itz. 20.59 iua.21.11 iub.- iuc.0.270 iud.0.012
0.520 4 81
0
iue.21.30 iuf. 21.44 iug.- iuh.0.019 iui. 0.000
0.140 6 91
0
iuj. 0.00 iuk.0.00 iul. 0.000 ium. iun.0.000
0 0.0000 00
iuo.0.00 iup.0.00 iuq.0.000 iur. 0.000 ius.0.000
0 0 00
iut. 12.28 iuu.12.72 iuv. - iuw. iux.0.015
0.440 0.1936 22
0
iuy. 14.08 iuz.13.32 iva.0.760 ivb.0.577 ivc. 0.043
0 6 36
ivd.13.20 ive.13.52 ivf. - ivg.0.102 ivh.0.007
0.320 4 57
0
ivi. 0.00 ivj. 0.00 ivk. 0.000 ivl. 0.000 ivm.
0 0 0.00000
ivn.0.00 ivo.0.00 ivp.0.000 ivq.0.000 ivr. 0.000
0 0 00
ivs. 16.78 ivt. 17.36 ivu.- ivv. 0.336 ivw.
0.580 4 0.01938
0
ivx. 18.00 ivy. 18.17 ivz. - iwa. iwb.
0.170 0.0289 0.00159
0
iwc. iwd. iwe. iwf. 0.562 iwg.
19.20 18.45 0.7500 5 0.03049
iwh. iwi. 0.00 iwj. 0.000 iwk. iwl. 0.000
151
0.00 0 0.0000 00
iwm. iwn. iwo. iwp. iwq.
Total:
iwr. 0.156
71
iws. CALCULATED VALUE: 0.15671
iwv. Referring to the table above, calculated value (0.15671) is less than the
tabulated value (21.026) proving that there is no significant relationship between the
average grade in the 2nd quarter and the factors affecting the academic performance of
iww. Chapter 5
iwy. This chapter deals with the over-all findings of the researchers supported
and reflected on Chapter 4 which deals with the presentation, analysis and
interpretation of data. In this chapter also, the researchers will provide credible
conclusions regarding the data gathered through tabulation. Lastly, this chapter
presents different recommendations for those people who would benefit from the study
of the researchers.
iwz. Findings
152
ixa. The study of the researchers aims to know the factors that may affect the
academic performance of the children whose parents are working abroad in Child Jesus
of Prague School for S.Y 2012-2013. When the researchers conducted a survey, the
researchers first, asked for students with parents working abroad randomly. In choosing
the respondents, the researchers divided equally the expected 40 respondents in all
year levels, acquiring ten per year level. These selected students served as the subject
of the study. The following findings are reflected on the interpretation on the previous
chapter.
ixb. The researchers found out that there are more females used as
respondents with a number of 22 (55%) than males with a count of 18 (45%); the
number of respondents is equally divided in the four year levels so there are forty
respondents with ten per year level (25% each); that half of the respondents have a
parent whose work is related to engineering (50%), twelve are respondents who have a
parent whose work is related to giving service (30%) such as care giving, seven are
respondents who have a parent abroad whose work is related to business (17.50%) and
only one among the respondents who has a parent whose work is related to business
(2.50%); that most of the respondents have a parent/parents working abroad in a range
of 3-5 years (30%) of the total respondents followed by those respondents with a
parent/parents working abroad for 6-10 years (25%), then by 1-2 years (22.50%), next
is 11 years and above (17.50%) and the least is less than a year (5%); and that there
are no respondents who have an average grade of 74 and below and 91 and above,
majority of the respondents have a range of average grade of 75-80 (45%) followed by
153
those students with an average grade of 81-85 (30%) and lastly are the respondents
ixc. Using Table 1.1, the researchers found out that in Category A
(Communication), majority of the respondents, both male and female answered Always.
Few only answered Seldom and none answered Never. Also, they found out that most
of the respondents in terms of gender are having a regular communication with their
are from Item 3 (Do they check-up on you on a regular basis?) and most answers from
the female are from Item 1 (Do you have a regular communication with your
parents?).In this category also, it shows that the least answers of male are from Item 2
(Is there the presence of your means in communicating with your parents abroad?), and
ixd. Using Table 1.2, the researchers found out that in Category B (School),
still, majority of the respondents, both male and female, answered Always. For the least,
three answered Never from the male and only one answered Never from the female.
Furthermore, in Category B (School), most of the answers coming from the male are
from Item 4 (Does your school conduct activities that enhances your talents/skills?)
while most of the answers coming from the female are equally from Item 3 (Does your
school provide activities for students self-improvement?) and also Item 4. On the
contrary, least of the answers coming from the male are from Item 1 (Does the school
provide motivational techniques toward you?) while least of the answers coming from
154
the female are from Item 5 (Does the school provide activities that let you discover who
ixe. Using Table 1.3, the researchers found out that in Category C
(Socialization), this time majority of the respondents answered Sometimes both for male
and male, and the number of respondents who answered Never increased.
Furthermore, it shows that most of the answers coming from the male are equally from
Item 3 (Are you not seeking love coming from having a boyfriend/girlfriend) and Item 4
(Do peer pressure and relationships do not interfere with your studies?) while most of
the answers coming from the female are from Item 2 (Does your classmate help you
when you have a problems at home or in school?). On the contrary, least of the answers
coming from the male are from Item 1 (Are you not preferring to be with your friends
over your family?) while least of the answers coming from the female are from Item 4.
ixf. Using Table 1.4, the researchers found out that in Category D (Learning
Process), female respondents regard their studies highly than off the male respondents.
Generalizing, most of the answers for both genders fall under Sometimes and few only
answered Never. Furthermore, it shows that most of the answers coming from the male
are equally from Item 2 (Do you show total focus in your studies?) and Item 4 (Do you
give priority to your academic goals?) while most of the answers from the female are
from Item 1 (Do you show optimism in learning your lessons?). On the contrary, least of
the answers coming from both male and female are from Item 3 (Do you study in
155
ixg. Using Table 2.1, the researchers found out that in Category A
parents and their children for having the highest number of answers under Always. Few
only answered under Often and Sometimes. Comparing the number of answers in
Seldom among the four year levels, more of it came from the fourth year. Furthermore, it
shows that most of the answers coming from the first year are equally from Item 1 (Do
you have a regular communication with your parents?) and Item 4 (Are you open in
communicating with your parents?). Most of the answers coming from the second year
and fourth year are both from Item 5 (Do your parents give you a sense of
encouragement even theyre not with you?), and most of the answers coming from the
third year are from Item 1. On the contrary, least of the answers coming from the first
year are from Item 2 (Is there the presence of means in communicating with your
parents?). Least of the answers coming from the second year and third year are both
from Item 3 (Do they check up on you on a regular basis?). Lastly, least of the answers
ixh. Using Table 2.2, the researchers found out that in Category B (School) the
respondents coming from the first year and second year regard the school to be of great
help for their development rather than the respondents coming from the third year and
fourth year level. Always, corresponding for the positive answer, ranges from minimum
of two and a maximum of six. Four from the fourth year answered Seldom and no one
answered Never for this category. Furthermore, it goes to show that in Category B
(School), most of the answers coming from the first year are equally from Item 2 (Do
your teachers manage to provide time to help you in your difficulties?) and Item 3 (Does
156
your school provide activities for students self-improvement?). Most of the answers
coming from the second year and third year are from Item 4 (Does your school conduct
activities that enhances your talents/skills?) and Item 3 respectively. Lastly, most of the
answers coming from the fourth year are equally from Items 3 and 4. On the contrary,
least of the answers coming from the first year are equally from Item 1 (Does the school
provide motivational techniques toward you?) and Item 5 (Does the school provide
activities that let you discover who you really are?). Least of the answers coming from
the second year and third year are from Item 5, and least of the answers coming from
ixi. Using Table 2.3, the researchers found out that in Category C
(Socialization) answers for all year levels, majority of the respondents answered
Sometimes. With a great difference, most of the answers under Never came from the
fourth year level and there are also three coming from the first year level. Also, they
found out that first year respondents are more attached to their family than the
the answers coming from the first year are equally from Item 1 (Are you not preferring to
be with your friends over your family?) and Item 3 (Are you not seeking for love coming
from having a boyfriend/girlfriend?). Most of the answers coming from the second year
and fourth year are both from Item 2 (Does your classmate help you when you have
problems at home or in school?) while most answers from the third year are from Item 4
(Do peer pressure and relationships interfere with your studies?). On the contrary, least
of the answers from the first year and fourth year are both from Item 4, while least
answers coming from the second year and third year are from Item 1.
157
ixj. Using Table 2.4, the researchers found out that in Category D (Learning
Process), the first year respondents regard highly their studies more than the
succeeding year levels. From the second year level, there are respondents who
answered more in Seldom and two respondents from the third year answered Never.
Lastly, answers under Seldom and Never greatly increased for the fourth year students.
coming from the first year are from Item 1 (Do you show optimism in learning your
lessons?). Most answers coming from the second year are equally from Item 4 (Do you
give priority to your academic goals?) and Item 5 [Do you show control over your
anxieties (being relaxed in performing organized tasks)?]. Most answers coming from
the third year students are equally from Items 1 and 4. Most answers coming from the
fourth year are from Item 4. On the contrary, least answers coming from all year levels
are all coming from Item 3 (Do you study in advance for your lessons?).
ixk. Using Table 3.1, the researchers found out that in Category A
respondents have a parent/parents whose work is related to engineering and for the
least, there is only one who has a parent whose work is related to medicine. It goes to
show that there is a greater chance of communication to those parents whose work is
engineering-related than the others. In this table, a few only answered Seldom and no
of the answers of those with a parent/parents whose work is related in engineering are
158
from Item 1 (Do you have a regular communication with your parents?). One with a
parent whose work is related to medicines answer weighed most equally from Items 3
(Do they check up on you on a regular basis?) and 4 (Are you open in communicating
with your parents?). Those with a parent/parents whose work is related to business are
from Item 5 (Do your parents give you a sense of encouragement even theyre not with
you?), and those with a parent/parents whose work is related to service are from Item 4.
On the contrary, least answers of those with a parent/ parents whose work is related to
engineering and service are both equally from Items 2 (Is there the presence of your
means in communicating with your parents?) and 3. One with a parent whose work is
related to medicines answer weighed the least equally from Items 1, 2 and 5.
ixl. Using Table 3.2, the researchers found out that in Category B (School)
majority of the responses coming from respondents in terms of their parents profession
abroad fall under Always. Answers under Seldom ranges from the minimum of one to
the maximum of two, and no one answered Never in this category. Furthermore, it
shows that in Category B (School), most of the answers of those with a parent/ parents
whose work is related in engineering and business are both from Item 3 (Does your
school provide activities for students self-improvement?). One with a parent whose
work is related to medicines answer weighed most from Item 4 (Does your school
conduct activities that enhance your talents/skills?), and those with a parent/ parents
whose work is related to service are from Item 2 (Do your teachers manage to provide
time to help you in your difficulties?). On the contrary, least answers of those with a
parent/ parents whose work is related to engineering are from Item 2. One with a parent
whose work is related to medicines answer weighed the least equally from Items 1
159
(Does the school provide motivational techniques toward you?) and 5 (Does the school
provide activities that let you discover who you really are?). Least answers of those with
a parent/ parents whose work is related to business are from Item 5, and those with a
parent/ parents whose work is related to service are equally from Items 3 (Does your
ixm. Using Table 3.3, the researchers found out that majority of the answers in
under Sometimes. Also, they found out that most of the answers under Never were
to the other three. Furthermore, it shows that in Category C (Socialization), most of the
answers coming from students with parents whose work is engineer-related are from
Item 3 (Are you not seeking for love coming from having boyfriend or girlfriend?). One
with a parent whose work is related to medicines answer weighed most from Item 1
(Are you not preferring to be with your friends over your family?). Most of the answers
coming from students with parents whose work is businessrelated are from Item 4 (Do
peer pressure and relationships do not interfere with your studies?), and lastly, most of
the answers coming from students with parents whose work is servicerelated are from
Item 2 (Does your classmate help you when you have problems at home or in school?).
On the contrary, least of the answers coming from students with parents whose work is
engineer-related and business-related are both from Item 1. Least of the answers
coming from students with parents whose work is medicine-related and service-related
are both from Item 4 (Do peer pressure and relationships do not interfere with your
studies?)
160
ixn. Using Table 3.4, the researchers found out that in Category D (Learning
Process) most of the respondents with parents whose work is related to engineering
answered Sometimes and most of the respondents with parents whose work is related
to giving service answered Always. Answers under Never were only filled by two
respondents with parents whose work is related to business and five from those who
have parents whose work is related to engineering. Furthermore, It shows that Category
D (Learning Process), most of the answers coming from students with parents whose
work is engineer-related is from Item 4 (Do you give priority to your academic goals?).
Most of the answers coming from students with parents whose work is medicine-related
are from Item 5 (Do you show control over your anxieties (being relaxed in performing
organized tasks)?). Most of the answers coming from students with parents whose work
is business-related are from Item 1 (Do you show optimism in learning your lessons?).
Most of the answers coming from students with parents whose work is service-related
are from Items 2 and 4 (Do you show total focus in your studies?) (Do you give priority
to your academic goals?), respectively. On the contrary, least of the answers coming
related and service-related are from Item 3 (Do you study in advance for your lessons?).
ixo. Using Table 4.1, the researchers found out that in Category A
the years of work answered Always. Answers under Sometimes only ranged from one to
four and answers under Seldom ranged from one to two. No one answered Never.
161
from the students with parents working abroad for 1-2 and 3-5 years are both Item 1 (Do
you have a regular communication with your parents?). Those with parents working
abroad for 6-10 years are from Item 5 (Do your parents give you a sense
encouragement even theyre not with you?). Lastly, those with parents working for more
than 11 years are from equally from Items 3 (Do they check up on you on a regular
basis?) and 5. On the contrary, least of the answers coming from the students with
parents working less than a year and 1-2 years abroad are from Item 3. Those with
parents working for 3-5 years are from equally distributed in Items 2 (Is there the
presence of your means in communicating with your parents?), 3 and 4 (Are you open
in communicating with your parents?). Lastly, those with parents working for 6-10 years
ixp. Using Table 4.2, the researchers found out that in Category B (School),
most of the answers of those respondents answered Always. Answers under Seldom
range from a count of one to two. Answers under Never are only filled by a single
respondent from all year ranges except from those whose parents work within less than
a year and in a range of 3-5 years. Furthermore, it goes to show that in Category B
(School), most of the answers coming from students with parents working abroad for
less than a year are equally from Items 1 (Does the school provide motivational
techniques toward you) and 3 (Does your school provide activities for students self-
improvement?). Those with 1-2 years are from Item 3. Those with 3-5 and 6-10 years
are both from Item 4 (Does your school conduct activities that enhance your skills and
talents?). Lastly, those with parents working abroad for more than 11 years are from
equally from Items 3 and 5 (Does the school provide activities that let you discover who
162
you really are?). On the contrary, least answers coming from those with parents working
abroad for less than a year are distributed evenly on Items 2, 4 and 5. Those with 1-2
years are from Item 2. Those with 3-5 and 6-10 years are both from Item 4. Lastly those
with parents working abroad for more than 11 years are from Items 3 and 5.
ixq. Using Table 4.3, the researchers found out that the rate of answers under
Always decreases as it the range of years spent by parents abroad increases. Under
the range of 3-5 years, there is an increase under those who answered Never ranging a
count from one to three. Furthermore, it shows that in category C (Socialization), most
of the answers coming from the students with parents working abroad for 1-2 and 6-10
years are from Item 2 (Does your classmate help you when you have problems at home
or in school?). Those with parents working for less than a year are equally from Items 3
(Are you not seeking love coming from having a boyfriend/girlfriend?) and 4 (Do peer
pressure and relationships do not interfere with your studies?). Most of the answers
coming from the students with parents working abroad for 3-5 years are from Item 1
(Are you not preferring to be with your friends over your family?). Lastly, most of the
answers of those with parents working abroad for more than 11 years are from Item 3.
On the contrary, least of the answers from those with parents working for less than a
year are equally from Items 1 and 2. Least of the answers coming from the students
with parents working abroad for 1-2 and more than 11 years are from Item 1. Those with
parents working for 3-5 years are from Item 3, and those with parents working for 6-10
ixr. Using Table 4.4, the researchers found out that in Category D (Learning
Process) majority of the respondents answered Always and answers both under
163
Seldom and Never ranges from one to two. Furthermore, it goes to show that in
Category D (Learning Process), most of the answers from students with parents
working abroad for 1-2, 6-10 and more than 11 years are all from Item 4 (Do you give
priority to your academic goals?). Those with parents working for less than a year are
from Item 5 [Do you show control over your anxieties? (being relaxed in performing
organized tasks?)], and those with parents working for 3-5 years are equally from Items
2 (Do you show total focus in your studies?) and 4. On the contrary, least of the
answers of all the respondents regardless of the working years of parents abroad are
ixs.
ixt. Using Table 5.1, the researchers found out that in Category A
from students with average grade of 75-80 are from Item 1 (Do you have a regular
communication with your parents?). Most of the answers coming from the students with
an average grade of 81-85 are equally distributed from Items 1, 4 (Are you open in
communicating with your parents?) and 5 (Do your parents give you a sense of
encouragement even theyre not with you?). Lastly, most of the answers coming from
students with an average grade of 86-90 are from Item 2 (Is there presence of your
means in communication with your parents abroad?). On the contrary, least of the
164
answers coming from the students with an average grade of 76-80 and 81-85 are both
from Item 2, and least of the answers from students with an average grade of 86-90 are
equally from Item 3 (Do they check up on you on a regular basis?) and Item 4.
ixu. Using Table 5.2, the researchers found out that in Category B (School)
still, majority of the answers fall under Always and Sometimes. Only a single respondent
with an average grade of 81-85 and 86-90 answered Never. Furthermore, it shows that
in Category B (School), most of the answers coming from the students with the an
average grade of 75-80 and 86-90 are both from Item 3 (Does your school provide
activities for students self-improvement?), and most of the answers coming from the
students with an average grade of 81-85 are from Item 4 (Does your school conduct
activities that enhances your talents or skills?). On the contrary, least of the answers
coming from the students with an average grade of 75-80 are from Item 5 (Does the
school provide activities that let your discover who you really are?). Least of the
answers of students with an average grade of 81-85 are Item 1 (Does the school
provide motivational techniques towards you?), and lastly, least of the answers coming
from students with an average grade of 86-90 are from Item 2 (Do your teachers
ixv. Using Table 5.3, the researchers found out that in Category C
(Socialization) most of the answers fall under Sometimes. Compared to the previous
two tables, the number of answers under Seldom and Never greatly increased.
from students with an average grade of 81-85 and 86-90 are both from Item 2 (Does
your classmate help you when you have problems at home or in school?), and most of
165
the answers of students with an average grade of 75-80 are from Item 4 (Do peer
pressure and relationships do not inter free with your studies?). On the contrary, least of
the answers coming from the students with an average grade of 75-80 are from Item 1
(Are you preferring to be with your friends over your family?), and those with an average
ixw. Using Table 5.4, the researchers found out that in Category D (Learning
Process) most of the answers again fall under Sometimes and answers under Never
(Learning Process), most of the answers coming from the students with an average
grade of 75-80 are from Item 5 [Do you show control over your anxieties (being relaxed
in performing organized tasks?)]. Most of the answers coming from those with an
average grade of 81-85 are from Item 4 (Do you give priority to your academic goals?),
and those with an average grade of 86-90 are from Item 1 (Do you show optimism in
learning your lessons?). On the contrary, least of the answers coming all students
regardless of their average grade are all from Item 3 (Do you study in advance for your
lessons?
ixx. Using Table 6, the researchers found out that the total of weighted means
in all categories in terms of gender, female respondents with a weight of 73.59 weighed
weighed the highest with a weight of 42.06 among other categories and Category C
(Socialization) weighed the lowest among the categories with a weight of 26.08. Getting
166
the sum of all weighted means in all the categories in terms of gender, the total
ixy. Using Table 7, the researchers found out that the total of weighted means
in all categories in terms of year level shows that first year respondents with a weight of
79.90 weighed the highest among the other year levels, and the fourth year
(Communication) weighed the highest with a weight of 85.40 among other categories
and Category C (Socialization) weighed the lowest among the categories with a weight
of 52.60. Getting the sum of all weighted means in all the categories in terms of year
ixz. Using Table 8, the researchers found out that the total of weighted means
in all categories in terms of the nature of parents profession abroad shows that those
respondents with parents whose work is service-related with a weight of 77.35 weighed
the highest among other profession that parents are engaged into. For the least, the
student with a parent whose work is medicine related weighed a total of 63.00. By
categories, Category B (School) weighed the highest with a weight of 82.60 among
other categories and Category C (Socialization) weighed the lowest among the
categories with a weight of 51.84. Getting the sum of all weighted means in all the
categories in terms of the nature of parents profession abroad, the total weighted mean
iya. Using Table 9, the researchers found out that the total of weighted means
in all categories in terms of the years spent by parents abroad shows that those
167
respondents with parents working for 1-2 years with a weight of 76.55 weighed the
highest among other working years of parents. For the least, respondents with parents
(Communication) weighed the highest with a weight of 107.69 among other categories
and Category C (Socialization) weighed the lowest among the categories with a weight
of 66.76. Getting the sum of all weighted means in all the categories in terms of the
nature of parents profession abroad, the total weighted mean all-in-all is equal to
367.86.
iyb. Using Table 10, the researchers found out that the total of weighted
means in all categories in terms of the average grade in the 2 nd quarter shows that
those respondents with an average grade of 86-90 with a weight of 75.50 weighed the
highest among other average grades in the 2 nd quarter. For the least disregarding the
average grades of 74 and below and 91 and above without any weight, respondents
(Communication) weighed the highest with a weight of 64.60 among other categories
and Category C (Socialization) weighed the lowest among the categories with a weight
of 39.56. Getting the sum of all weighted means in all the categories in terms of the
nature of parents profession abroad, the total weighted mean all-in-all is equal to
220.86.
iyc. Using Table 6.1, in terms of gender, the researchers found out that the
calculated value (0.01380) is less than the tabulated value (7.8147) proving that there is
168
no significant relationship between the gender and the factors affecting the academic
iyd. Using Table 7.1, in terms of year level, the researchers found out that the
calculated value (0.18644) is less than the tabulated value (16.9190) proving that there
is no significant relationship between the year level and the factors affecting the
academic performance of OFW children in Child Jesus of Prague School S.Y. 2012-
2013.
iye. Using Table 8.1, in terms of the nature of parents profession abroad, the
researchers found out that the calculated value (0.36334) is less than the tabulated
value (16.9190) proving that there is no significant relationship between the nature of
parents profession abroad and the factors affecting the academic performance of OFW
iyf. Using Table 9.1, in terms of the years spent by parents abroad, calculated
value (0.78918) is less than the tabulated value (16.9190) proving that there is no
significant relationship between the nature of parents profession abroad and the factors
affecting the academic performance of OFW children in Child Jesus of Prague School
S.Y. 2012-2013.
iyg. Using Table 10.1, in terms of the average grade in 2 nd quarter, the
researchers found out that the calculated value (0.15671) is less than the tabulated
value (21.026) proving that there is no significant relationship between the average
grade in the 2nd quarter and the factors affecting the academic performance of OFW
169
iyh. Conclusions
iyi. Based on the findings, the researchers were able to create the following
conclusions:
iyj. The researchers conclude that there are more female respondents than male
respondents because due to the limited population in the four sections chosen, each
class is really dominated by female students. They conclude that also in terms of year
level, there is no accurate reason on why they have parents working abroad simply
because the number of students each year level were really measured unlike the
gender. In terms of job, they conclude that there are more engineering-related and
service-related jobs of parents abroad maybe because the opportunity really here in the
Philippines in terms of manpower, the pay is really small to sustain the needs of their
family and other countries are in need of manpower coming from our country. There are
jobs abroad are in the hands of their own citizens and what they need there is
manpower than professional white collar job workers. For the grades, the researchers
conclude that the range of the average grades of students were only from 75-90 and
they cannot exceed beyond 91 and less than 74 because they are having their focus on
their studies yet at the same time, they are in emotional struggle for their parents who
iyk. The researchers identified that the factors affecting the academic
170
advance studying and control. They include gadgets simply because it is the
bridge that helps both parents and their children get in touch with each other;
as a source of love they cannot feel with their parents away; motivation,
others give priority on their academic goals rather than the negative emotions
that they feel; advance studying because most of them answered never, it
affects their studies in a negative sense; and lastly, control because it is already
in them on how are they going to manage themselves through problems faced
the factors and the gender exposed to the same social and academic
environment. They are examined using the same standards so the response to
relationship between the factors and year level because according to Piagets
Theory, at adolescence, the individuals brain is fully developed and can get
be more focused on their academic pursuits than the older ones. This could be
because the older ones are burdened with other nonacademic demands that
academic work may not have experience to effectively meet the challenges
required for enhanced academic work; therefore, they go to the same level with
their older counterparts who may have the experience but do not have the time
171
to pursue academic activities well for a better academic performance. They
conclude that there is no significant relationship between the factors and the job
parents have abroad because the parents sole reason for going overseas is to
provide more for their child so they would experience conducive learning. It
becomes neutral since they are not actually present but through communication,
they are having a worthwhile time to discuss different matters with each other.
They also conclude that there is no significant relationship between the factors
and the number of years spent by parents abroad because adolescents are
their child. Lastly, there is no significant relationship between the factors and the
average grade in the second quarter because maybe even if their parents are
overseas, they still tend to create a supportive relationship with each other that
boost the students self-esteem to perform well in class; however, they cannot
go beyond extremes such as grades lower than 74 and higher than 91.
iym.
iyn. Recommendations
that the researchers created for the following groups that will benefit the study of
the researchers:
Respondents
172
iyp. For the respondents, the researchers recommend that they should
have the PACH Time Table posted in areas they visit the most so they wont forget
that they will be having at least an hour each day to communicate with their parents
iyq.
Students
iyr. The students, if ever they know a child or schoolmate who has a
problem regarding having parents working abroad, they should help these people
by giving them advises that can enlighten their minds to study and strive more and
not to rebel against their parents like having friends that influencing them to drink,
to smoke and etc. This type of advice is different than the usual thing that happens.
This would be done in groups. Each class has the H.A.P coming from the first
iys.
Parents
iyt. If going overseas would be their only option to earn a better living,
instead of just going to stay here in the country with their child/children, they could
spend quality time like also an open-up conversation by the time they get home.
Also, if they cannot really stay for long, parents should already decide to finish
documents for their child so that it would be easy for them to take their child to other
countries if that is what they really want. They should also prefer countries which
are not really that far from the Philippines, in which jobs could be stable such as
173
emotionally unwell for their longing. As much as possible, instead of only cellular
Teachers
should act one. Students are aware that teachers in Child Jesus of Prague School
are married and living with children at their care. With this fact, they could at least be
a supporting brother, sister or even a friend but of course, knowing the limits that
they are still in authority, and that they are the teachers. By these, teachers would
simply because the school has a large population and it cannot be monitored well.
Consultation hours should be done at least twice a week because an hour each day
is not enough to help students in need because not only one needs help coming
iyv.
Researchers
iyw. As the individuals making the study, and even for those who want to
further study about the factors affecting the academic performance of students with
and opinions coming from their actual parents and teachers so that they would
actually feel the gap that is happening between children and their parents. For this,
they could also use research tools such as books about psychology during the
1970s to 1980s because they contain so much information about the psychological
growth of individuals if they would be permitted. For this also, the current
174
researchers would benefit because they have studied enough and understood a lot
of things regarding the complex stage of adolescence so they could avoid the wrong
iyx.
Administration
iyy. They should conduct some activities for parents and their
child/children. A different sort of family day would be very effective. The common
connotation on Family Day would only be only involving the usual sack race, relays
and other games with a parent and a child as partners. Maybe involving how well
they know each other would help because for games, no one intends to lose at all.
So they would try their best to get along with each other much more along the
process. By these activities, they can help those parents to be close and to have an
open communication with their child. The researchers thought that these activities
would be a big help to parents and especially to the students to have better
performance here in school because they can freely tell their problems to their
parents without hesitations or not being shy. Also, the researchers recommend the
administration to let the teachers and students to feel free on settling personal
problems especially at home than doing it when they already see something wrong
with a student because when problems get bigger, it would be much harder to
Ceasing the Gaps. For the previous years, the school already conducted one
175
iyz.
176