I.

Context and Rationale

The family as the smallest unit of the society plays an important role in the community.

One of the roles is the values formation of the children in the community. The parents, being the

head of the family have the responsibility of providing good upbringing to children as well as

giving them a safe and healthy environment. Apparently, the opposite is happening at times

because of some factors that influence the behavior of the children.

Thus, it is said the environment where a child grows is said to be a factor that influences

the values formation, behavior and attitude of the child. In addition, it has also an effect on the

preferences and lifestyle of the child as he or she grows. Alongside this, the culture, which refers

to the pattern of behavior in the community is another factor that also affects the behavior the

child. Thus, if the child grows in unhealthy environment, he or she imbibes the general behavior

of the people who he or she interacts and mingle daily. This scenario is related to the sociocultural

condition of the child living in an unhealthy environment, like those living in slum area, congested

place, and near the coastal shore.

Marinduque is an island province in the Southern Luzon which is surrounded by the sea.

With this, majority of the people’s source of livelihood is fishing. Since most of the residents are

fishermen, the coastal area the residential areas of the community folks. The children of the

families grow in this area and imbibe the culture of the environment.

More specifically, in Barangay Balogo, one of 55 the barangays in the town of Santa Cruz,

province of Marinduque, there are families who are living along the coastal area for more than 2

decades when the place was affected by the mining residues brought by Marcopper Mining

Industry way back 1996. With this, most of the residents living in Purok Dunggot and Purok

1|Page
Socio-cultural Factors
Labugin did not leave the place and continue fishing and for many years. Since then, the

socioeconomic condition of the residents are unidentified and seemed needing recovery.

Moreover, children who grew from this place have been observed to have unbecoming

behavior in the school and indifferent ways of mingling with other children in school. These

children showed rude behavior with their fellow pupils. At times, they were caught bullying and

saying bad and foul words with their classmates. In addition, they were also observed to have less

interest with studies.

Furthermore, although parents are sending their children to school, they seemed to have

indifferent perceptions about schooling. In fact, when parents were called for the rude behavior

manifested by their children, they seemed to have negative response with the call and the good

intention of the school. It is implied that there are socio-cultural factors affecting the children’s

behavior in school.

Socio-cultural factors are the larger scale forces within societies and culture that affects the

thoughts, behaviors and feelings of individual members of those societies and cultures. Example

of socio-cultural factors include language, law, aesthetics (appearance), religion, values, attitudes,

social organizations, family, community a person’s role or status among others (Free Psychology

Newsletter). These issues can become very important for any nation because such nation needs to

target their promotions based on the socio-cultural factors that are at play.

According to Edinyang, et al (2014) there are four socio-cultural factors that affect the

teaching and learning of children in school such as a) the home/community background, b) culture

of the society, c) religious challenges, and d) differences in language. Among which are, the

home/community background is the most relevant to the current research. It is said that home is

2|Page
Socio-cultural Factors
the foundation from which learning activities of any child take off. Sociologist refers to the home

as the bedrock of the socialization process, which implies learning. The type of home environment

a child is born sets the limit for life’s adjustment (Isangedighi 2011). The aspects of home

background are limited to family socio-economic status, parent’s educational status and parental

discipline, adult predominance, differences in language and the culture of community where the

child comes. Many studies have shown that family characteristics can significantly affect children

development and school achievement. The impoverish status of parents makes it difficult for them

to parent their children adequately. This is best explain in Denga and Denga (2007). “Poverty as a

notorious social, economic and psychological factor can be held accountable for poor parenting in

developing countries”. Parent’s poverty makes them subject their children to indecent behaviour’s

such as petty trading, malnutrition, hard labour, health risk, poor or no education among others.

Beyond the immediate family, the community in which the child lives has a great influence to the

teaching and learning of children. High levels of poverty within the community can adversely

affect children’s development regardless of the quality of individual family environment. This is

confirmed by a study by Boody and colleagues (2011) who studied the influence of neighborhood

characteristics on 10 and 11 years old African American children in Iowa and Georgia. Their data

suggest that children who lived in disadvantaged communities, whether urban or rural were more

likely to affiliate with antisocial peers than were children living in more affluence communities.

Affiliating with antisocial peers had a negative effect on children’s academic progress even when

those children came from nurturing supportive families.

In addition, Asuquo (as cited by Cletus & Edinyang, 2014) have indicated that children

from higher socio-economic families tend to perform and achieve better educationally than

children from lower socio-economic families. According to them, according to them higher socio-

3|Page
Socio-cultural Factors
economic families are capable of providing learning material thus, conducive environment for

learning and growth. Education of the parents particularly of mothers has some relationship with

their children school learning ability. Educated parents are able to identify with the school learning

experiences of their children, and therefore able to lend the necessary assistance to them.

Uneducated parents lack the capacity to assist in the supervision of school assignments, or proper

counseling of their school going children. Also parental discipline is another factor –children who

learn to accept parental authority will also accept teacher’s authority in school (Isangedighi 2011).

With this premise, the researchers would like to conduct a thorough investigation to

determine the factors affecting the socio-cultural of the children who reside near the coastal area

of Barangay Balogo. Results will become the basis for proposing positive behavior intervention

and support program. This program aims to educate children with positive behavior and refine

their values.

II. Action Research Questions

The study intends to find out the socio-cultural factors that affect the behavior and values

of children living in the coastal area of Barangay Balogo, Santa Cruz, Marinduque.

Specifically, it seeks answers to the following questions:

1. What is the demographic profile of the children living along the coastal area in Barangay

Balogo in terms of:

1.1 demographic profile

1.1.1 age;

1.1.2 sex;

4|Page
Socio-cultural Factors
 1.1.3 grade level;

1.1.4 monthly income;

1.1.5 parent’s occupation;

1.1.6. educational attainment; and

1.1.7 number of siblings

2. What is the academic profile of the children in terms of:

2.1 written outputs;

2.2 performance; and

2.3 quarterly test?

3. Is there a significant relationship between the demographic profile and academic profile

of the children?

4. What are the socio cultural factors that influence school children’s academic

performance?

5. What socio cultural and educational intervention can be proposed as output of the study?

IV. Scope and Limitation

The study will focus on investigating the profile of the children living along the coastal

area in Barangay Balogo, their sociocultural condition and the factors that affecting it. Results will

become the basis for proposing a policy that will protect the right and living of the children living

the coastal area.

5|Page
Socio-cultural Factors
 It will cover the 32 children in Purok Dungot and Purok Labuguin who are enrolled in

Balogo Elementary School as the subject for investigation. Similarly, the study will involve the 9

teachers in Balogo Elementary School and the 50 community members who will be randomly

chosen as the respondents of the study.

This research will not include other residents of the Barangay because its main focus only

is to investigate the profile, sociocultural condition, and the factors that affect the sociocultural

condition of the children living along the coastal area of Barangay Balogo. The study will also

exclude the children who are not enrolled in Barangay Balogo Elementary School, although they

living along the coastal area, because a part of the study is the academic profile of the school

children.

Another limitation of the study will be observed in conducting the research instrument.

Since parents and community folks will be involved in the study as respondents, questions and

indicators of the research instrument will be translated in the vernacular language to facilitate better

understanding of the questions being asked.

V. Significance of the Study

Children deserve to have a descent and comfortable life. They also deserve to live and be

nurtured in a clean, safe, and healthy environment. In addition, they must be nourished with proper

values formation and access education to eventually have a descent life and living of their own.

6|Page
Socio-cultural Factors
Thus, knowing the factors that affect the sociocultural condition of these children is deemed

relevant and important.

Specifically, this study will give significance to the following groups of individuals:

To the parents, results of the investigation may give them an awareness on the importance

of rearing children in a healthy environment. Likewise, it may be their eye opener to teach and

nurture proper values and gestures at home that their children will imitate. Parents may know, that

despite they weren’t given complete education, their children deserve to have, besides they are

earning money for the future of their children. Results may change their indifferent viewpoint

about children’s education.

To the community folks, they are the elderly in the community, results of the study may

bring them also awareness and realities on the importance of nurturing values and manners among

children. Thus, those habits which are for adults only should not be displayed in front of the

children, because indirectly it affects the values formation and behavior of the children.

Unknowingly, they copy and imitate a sort of bad behavior and customs because they see these

are done by the elders.

To the Barangay Officials, they are the ones responsible for the welfare of the community

members. Results of the study may help them see the bigger picture of the real conditions of the

residents living along the coastal area, so they may be able to think of a community plan or program

like livelihood program as an alternative source of revenue for the residents.

For the teachers, they are the ones responsible for the education of the school children.

Findings of the study may help them think of ways and means on how to help and protect the right

of the pupils to achieve quality living in the future. Findings may help them to understand the

7|Page
Socio-cultural Factors
sociocultural condition of the children, as this is influenced by some factors. Likewise, results may

give them motivation to help the parents inculcating values and good behavior to their children in

school.

For the pupils, they are the primary beneficiaries of the study. Results may help them to

become better individuals as they may learn the proper values and attitudes from their parents and

community folks as well as teachers who will constantly guide and remind them about proper

behavior and attitude regardless of the environment where they live. In addition, findings of the

study may help their rights and dreams to have quality living and to have morale and proper values.

VI. Methodology

A. Sample
In getting the respondents of the study, the researchers will consider two kinds of sampling

techniques. For the teacher respondents, researchers will apply convenient sampling. A

convenient sampling is a non-probability sampling in which all teachers in Balogo Elementary

School are the respondents of the study which is equivalent to nine (9) including the head

teacher. On the other hand, in choosing the community folks respondents, the researcher will

utilize the fishbowl technique. A fishbowl technique is a probability sampling in which all the

names of the community folks in the Barangay Balogo will be listed and drawn. The researcher

will choose only the 30% of the entire population, hence, this is enough to represent the

responses of the whole group. Those will be selected are the respondents of the study. The list

of the names will be sourced from the list of households in the barangay. Another non-

probability sampling to be used is the purposive sampling. This will be used for the parent

8|Page
Socio-cultural Factors
 respondents. Parents of the 32 children who are residents of Purok Dunggot and Purok

Labuguin will be the respondents also of the study, since their sociocultural condition of their

children is the subject of the investigation.

B. Data Collection Procedure

The researchers will ask the permission of the Public Schools District Supervisor as well

as the school head. They will also get the approval of the Barangay Chairman since some

community members will be involved in the study. Upon approval, the researchers will start

designing either a closed-ended questionnaire or checklist and an interview guide as the main

instrument to generate data needed for the research. Once the questionnaire has been designed, the

researcher will consult of the school head, guidance worker, and Barangay Officials to validate the

questionnaire and the interview guide. Once approved, the researcher will start to conduct the

survey.

In conducting the survey, the questionnaire will have a transcription. Questions and

indicators will be transcribed into the vernacular language (Tagalog) to facilitate better

understanding of the questions for the parents and community respondents.

C. Ethical Consideration

This research will observe ethics in conducting the survey. Ethics is very important to apply,

in particular with this research because the study will cover the responses of the teachers, parents,

and community folks.

9|Page
Socio-cultural Factors
 One of the considerations is the proper approach during investigation. Researchers have to

consider that some questions may seem personal for parents and so they have to do it in a manner

in which parents will not be offended. Parents should not feel that their personal accounts are to

be displayed in public, or their personal life and how they nurture their children.

Another consideration is the integrity of the research. Researchers have to maintain the

integrity of the research, that this is done to validate some things that needed interventions and

may be of help to parents, children, and community folks in the long run, thus, researchers should

keep and maintain the confidentiality of the responses.

Last, researchers have to consider also the subjects and locale of investigation. Children’s

rights and feelings should be protected and the community must be respected.

D. Plan for Data Analysis

After the data gathering collection, data will be analyze. Since this research is

descriptive in nature, researchers will employ descriptive statistics such as frequency and

percentage for analyzing the demographic and academic profile of children. Mean and

modified Liker scale will be used to analyze the sociocultural conditions and the factors that

affect the sociocultural conditions of the children. Person product moment of correlation will

be employed to statistically analyze the significant different which will be determine by a

statistician. Ranking will be used also to statistically arrange the scores obtained.

VII. Timetable (See attached file)

VII. Dissemination/Advocacy Campaign

10 | P a g e
Socio-cultural Factors
 To realize the intervention of the research, researchers will organize a one-day seminar to

information dissemination to raise awareness on the sociocultural conditions and the factors

affecting these among the children living along the coastal areas in Barangay Balogo as revealed

by the three groups of respondents namely the teachers, parents, and community folks.

The one-day seminar will be conducted at School Social Hall. The researchers will act as

facilitators of the seminar. They seek the permission of the School Head and the District Supervisor

to invite resource speakers like a Licensed Guidance Counsellor or a person in the field if possible

who will talk on matters regarding sociocultural conditions and its factors.

Researchers will prepare the materials needed for information dissemination and advocacy

campaign such as tarpaulin, leaflets that contains sort of things needed to know by teachers and

parents regarding the sociocultural conditions of their children. Power point presentation and video

presentation will likewise be prepared as part of the advocacy campaign.

IX. References

Albert, I., Trommsdorff, G., & Wisnubrata, L. (2009). Intergenerational transmission of values
in different cultural contexts: A study in Germany and Indonesia. In A. Gari & K.
Mylonas (Eds.), Quod Erat Demonstrandum: From Herodotus' ethnographic journeys to
cross- cultural research (pp. 221-230). Athens, Greece: Pedio.

11 | P a g e
Socio-cultural Factors
Arnett, J. J. (1995). Broad and narrow socialization: The family in the context of a cultural
theory. Journal of Marriage and the Family, 57, 617-628.
Retrieved February 2017 from http://dx.doi.org/10.2307/353917

Albert, I., & Ferring, D. (2012). Intergenerational value transmission within the family and
the role of emotional relationship quality. Family Science, 3, 4-12.
Retrieved February 2012 from http://dx.doi.org/10.1080/19424620.2011.671496

Barni, D., Ranieri, S., & Scabini, E. (2012). Value similarity among grandparents, parents,
and adolescent children: Unique or stereotypical? Family Science, 3, 46-54. Retrieved
February 2017 from http://dx.doi.org/10.1080/19424620.2011.671499

Barni, D., Knafo, A., Ben-Arieh, A., & Haj-Yahia, M. M. (2012, March). Parent-child value
similarity within and across cultures. In W. Friedlmeier (Chair), Intergenerational
relations and transmission of values in cross-cultural comparison. Symposium
conducted at the Value of Children and Intergenerational Relations Workshop,
University of Konstanz, Germany.

Boehnke, K., Hadjar, A., & Baier, D. (2007). Parent-child value similarity: the role of the
Zeitgeist. Journal of Marriage and the Family, 69, 778-792. Retrieved February 2017
from http://dx.doi.org/10.1111/j.1741-3737.2007.00405.x

Boehnke, K. (2001). Parent-offspring value transmission in a societal context: Suggestions

for a utopian research design with empirical underpinnings. Journal of Cross-Cultural
Psychology, 32, 241-255. http://dx.doi.org/10.1177/0022022101032002010.

Friedlmeier, W., Schäfermeier, E., Vasconcellos, V., & Trommsdorff, G. (2008). Selfconstrual
and cultural orientation as predictors for developmental goals: A
comparison between Brazilian and German caregivers. European Journal of
Developmental Psychology, 5, 39-67. Retrieved February 2017 from
http://dx.doi.org/10.1080/17405620600751085

Gelfand, M. J., Raver, J. L., Nishii, L., Leslie, L. M., Lun, J., Lim, B. C., & Yamaguchi, S.
(2011). Differences between tight and loose cultures: A 33-nation study. Science,
332, 1100-1104. Retrieved February 2017 from
http://dx.doi.org/10.1126/science.1197754

Glass, J., Bengston, V. L., & Dunham, C. C. (1986). Attitude similarity in three-generation
families: Socialization, status inheritance, or reciprocal influence? American
Sociological Review, 51, 685-698. http://dx.doi.org/10.2307/2095493

Goodnow, J. J. (1995). Parents' knowledge and expectations. In M. H. Bornstein (Ed.),

Handbook of parenting: Vol. 3. Status and social conditions of parenting (pp. 305-

12 | P a g e
Socio-cultural Factors
 332). Mahwah, NJ: Erlbaum.

Greenfield, P. M., Keller, H., Fuligni, A., & Maynard, A. (2003). Cultural pathways through
universal development. Annual Review of Psychology, 54, 461-490. Retrieved February
2017 from http://dx.doi.org/10.1146/annurev.psych.54.101601.145221

Grusec, J. E., & Goodnow, J. J. (1994). Impact of parental discipline methods on the
child's internalization of values: A reconceptualization of current points of view.
Developmental Psychology, 30, 4-19. Retrieved February 2017 from
http://dx.doi.org/10.1037/0012-1649.30.1.4

Holt, K.S (1993). Child development: Diagnosis and assessment. Butterworth-Heineman Ltd,
U.K.

Knafo, A. (2003). Contexts, relationship quality, and family value socialization: The case of
parent-school ideological fit in Israel. Personal Relationships, 10, 373-390.
http://dx.doi.org/10.1111/1475-6811.00055

Knafo, A., & Schwartz, S. H. (2003). Parenting and adolescents’ accuracy in perceiving
parental values. Child Development, 74, 595-611. http://dx.doi.org/10.1111/1467-
8624.7402018

Kuczynski, L. (Ed.). (2003). Handbook of dynamics in parent-child relations. London, UK:

Sage.

Maccoby, K. (1993). Intergenerational congruence of attachment: limitations of findings.

In Albert, I. & Ferring, D., Intergenerational relations. European perspectives in
family and society, 85-99. Bristol: Policy Press.

Park, S.-Y., Trommsdorff, G., & Lee, E. G. (2012). Korean mothers' intuitive theories
regarding emotion socialization of their children. International Journal of Human
Ecology, 13, 39-56. Retrieved February 2017 from
http://dx.doi.org/10.6115/ijhe.2012.13.1.39

Pinquart, M., & Silbereisen, R. K. (2004). Transmission of values from adolescents to their
parents: The role of value content and authoritative parenting. Adolescence, 39, 83-
100.

Roest, A. M. C., Dubas, J. S., Gerris, J. R. M., & Engels, R. (2009b). Value similarities
among fathers, mothers, and adolescent and the role of a cultural stereotype:
Different measurement strategies reconsidered. Journal of Research on
Adolescence, 19, 812-833. Retrieved February 2017 from
http://dx.doi.org/10.1111/j.1532-7795.2009.00621.x

13 | P a g e
Socio-cultural Factors
Rothbaum, F., Pott, M., Azuma, H., Miyake, K., & Weisz, J. (2000). The development of
close relationships in Japan and the United States: Paths of symbiotic harmony and
generative tension. Child Development, 71, 1121-1142. Retrieved February 2017 from
http://dx.doi.org/10.1111/1467-8624.00214

Schönpflug, U., & Bilz, L. (2009). The transmission process: mechanisms and contexts. In
U. Schönpflug (Ed.), Cultural transmission: Psychological, developmental, social,
and methological aspects (pp. 212-239). New York, NY: Cambridge University
Press.

Super, C. M., & Harkness, S. (1997). The cultural structuring of child development. In J. W.
Berry, P. R. Dasen, & T. S. Saraswathi (Eds.), Handbook of cross-cultural
psychology: Vol. 2. Basic processes and human development (2nd ed., pp. 1-39).
Boston, MA: Allyn & Bacon.

Trommsdorff, G. (1995). Parent-adolescent relations in changing societies: A crosscultural

study. In P. Noack & M. Hofer (Eds.), Psychological responses to social
change: Human development in changing environments (pp. 189-218). Berlin,
Germany: De Gruyter.

Trommsdorff, G. (2009). Intergenerational relations and cultural transmission. In U.

Schönpflug (Ed.), Cultural transmission: Psychological, developmental, social, and
methodological aspects (pp. 126-160). New York, NY: Cambridge University Press.

UNESCO. (1995) Enhancing the skills of early childhood trainers. Bernard Van Leer
Foundation, France.

Vygotsky, L. S. (1934). Mind in society: The development of higher mental processes, eds
& trans. M. Cole, V. John-Steiner, S. Scribner, & E. Souberman. Cambridge, MA:
Harvard University Press.

Werner, D. (1988). Disabled village children. The Hesperian Foundation, U.S.A.

Young, M. (997). Early childhood development. Elsevier science B.V., Netherlands.

Other Online References

http://www.businessdictionary.com/definition/socio-cultural-environment.html

https://www.education.com/reference/article/factors-affecting-social-development

14 | P a g e
Socio-cultural Factors
https://www.psychologistworld.com/cognitive/learning/sociocultural-approach-vygotsky-zone-
proximal-development.php

https://workbloglearning.wordpress.com/2009/04/01/socio-cultural-perspectives-the-influence-
of-our-social-environment-on-development/

15 | P a g e
Socio-cultural Factors