THE ACHY BREAKY HEART: TESTIMONIES OF BROKEN HEARTED STUDENTS

MAA NATIONAL HIGH SCHOOL

A research presented to the faculty

and staff of Ma-a National High School
Davao City

In Partial fulfillment of Requirements

of the Partial Research I

By:

Alfre Jane R. Alinsonorin

Nelia M. Rom
Alvin P. Gelay
John Loid D. Omapas
Jan Loyd D. Nacilla

March 2019
 MAA NATIONAL HIGH SCHOOL
Maa, Davao City

SENIOR HIGH SCHOOL DEPARTMENT

_______________________________________________________________

APPROVAL SHEET

This research paper entitled Factors Affecting Non Compliance of Subject-Class

Requirements in MA-A NATIONAL HIGH SCHOOL is prepared and submitted by Mary Elaine U.

Bisquera& Stephanie C. Dongiaponin partial fulfillment of the requirements for Practical Research 1

in Senior High School Department of Ma-a National High School, has been examined and is

recommended for approval and acceptance.

MORRIS JOHN I. LOBETOS Ph.D.

Subject Teacher

_______________________________________________________________

APPROVED by the panel of research examiners with a grade of PASSED.

MORRIS JOHN I. LOBETOS Ph.D. REX M. PALES

Chairman Member

_______________________________________________________________

March 2019
 ACKNOWLEDGEMENT

The researchers give thanks to a teacher – Abdon C. Canonoy, Jr. who had taught them how
to conduct a research through examples and techniques so that the researchers know better. They also
give their thanks to the Grade 8 Advisers such as: Elizabeth D. Policios, Rizzie Mae G. Pañuela, Mayla
T. Bandayanon, Che-che C. Ochia, Julie Mae Q. Laher, Forfirio A. Caronan, FardiaPawai, Mary Jane B.
Bolando, and Gladys Jane D. Pardillo who have allowed the researchers to interview the respondents
who were their students in their respective advisory. The researchers’ deepest gratitude to the students
who were the respondents and have answered the questions honestly, through them this study has
completed and successful. To the parents and guardians, they have been a great help to the
researchers through their financial and emotional supports; their care and understanding have inspired
the researchers to continue and finish this research study.
Above all, to Almighty God who is the giver of knowledge and understanding. All the glory and
honor be given back to Him for what He has done specially to complete this research paper.
 ABSTRACT

The purpose of this study is to identify the Factors Affecting Non Compliance of Subject-Class
Requirements. The researchers conducted a survey study developing a questionnaire comprising of
such factors and administered it to these students of Maa National High School, Maa Davao City.
Selected grade 8 students of Maa National High School were the respondents and out 729 there are 40
data collected. The data were analyzed and interpreted in terms of percentage. It was concluded that
different factors like electronic gadgets, being busy, forgetfulness, laziness, playing computer games,
lack of time, being tired, doing household-chores, doing something, doesn’t understand, don’t want to
pass and being uncomfortable affect noncompliance of Subject-Class Requirements. The researchers
also recommended suggestions for the removal of those factors.

Key words:

Non Compliance

Subject-class Requirements
 TABLE OF CONTENTS

PAGE

TITLE PAGE …………………………………………… i

APPROVAL SHEET ……………………………………………. ii

ACKNOWLEDGEMENT …………………………………………… iii

ABSTRACT ………………………………………… iv

TABLE OF CONTENTS …………………………………………… v

Chapter

I. INTRODUCTION

Purpose of the study……………………………………………………....

Research Questions …………………………………………………........

Theoretical lens ………………………………………………………….…

Importance of the Study ………………………......................................

Delimitation and Limitation of the Study …………………….……......

Definition of Terms ……………………………………………………….

Review of Related Literature……………………………………….….….

Bereavement Symptoms………………………………………………………….

Sleep Disturbances……………………………………………………………

Intrusive Thoughts and Attempts to Control Intrusive Thoughts……………

Potential Morbidity Factors……………………………………………………….

“Broken Heart” Syndrome………………………………………………………..

Endocrine and Immune Dysfunction…………………………………………….

Romantic Breakups…………………………………………………………………
Regional Brain Activity……………………………………………………………….

fMRIs of Rejected Love are Similar to those of Romantic Love……………..

Romantic Breakups and Romantic Love also have Similar Biochemical

Profiles…………………………………………………………………………………

Potential Mechanisms Underlying Romantic Breakups, Heartbreak and Bereavement

…………………………………………………………………………

Relationships as Social Regulators…………………………………………………

Loss of Psychobiological Attunement………………………………………………

Limitations of this Research and Future Directions………………………………

Organization of the Study………………………………………………………..

II.

METHODOLOGY

Research Design ………………………………………..……….……….

Research Participants……………………………………………..….........
.
Data Sources ………………………………………………………..………

Data Collection ………………………………………………………….….

Data Analysis ………………………………………………………….…….

Trustworthiness of the Study………………………………………….……

Role of the Researcher……………………………………………..……..

Ethical Considerations………………………………………………..….

III RESULTS …………………………………………………………….……

IV DISCUSSIONS……………………………………………………….…....

Implications for Educational Practice……………………………………

Recommendation for future research………………………………….

 Concluding Remarks………………………………………………….

REFERENCES ………………………………..…………………

APPENDICES …………………………………………………..……….…

Appendix A……………………………………………………….……….

Appendix B…………………………………………………………………

Appendix C…………………………………………………………..…….

Curriculum Vitae …………………………………………………..………

 Chapter 1

INTRODUCTION

Humans, particularly adolescents get involved in a romantic relationship with

variety of person. However, some of the student end up of crying because he/she

was left by his/her partner and feel hurt.

According to Amet (as cited in Fincham & Cui,2001) “late adolescents” is the

stage where teenagers experienced how to be totally and socially independent. This

is the time for curiosity & exploration in choosing and having a partner, and explores

his kind of curiosity that somehow leads to romantic relationship. This research is

conducted to find out the effects of having a relationship to a student. These

relationships often end after one to two years (Stanley, Rhoades & Fincham, 2011),

leaving many students in distress following the dissolution. Several factors have

been thought to influence the degree of distress, including the two that were the

focus of this study: the quality of the relationship, and the gender of the individual

who experiences the break-up.Young adults are oftenliving separately from their

immediate families for the first time in their lives (Hendy et al, 2013).One of the ways

in which young adults explore their newfound freedom is through establishing romantic

relationships. Romantic relationships are a common developmental experience for young

adults in university ( Rhoades& Stanley, 2014). A relationship break-up has the potential to

be one of the most psychologically distressing events in one’s life (O’Sullivan & Thompson,

2014; Sbarra, 2006).Many students experienced some early relationship.Having

relationship makes us feel good and better, because you are inspired of everything

what we want to do. Someone can give us happiness that we can’t feel with our

family and friends. Someone who will encourage and support you for your decision.

But being in a relationship is not that easy because both partners need to adjust their
different attitudes, need to have a long patience, need to spend time but trust and

loyalty is very important to both. Also for being an understanding person because too

much love will kill you, because once you experience love, you will also experience

pain. Our advice to the students who experience of having a broken heart are keep

moving forward. Be brave: “The things that we dream of most are the things we are

most scared of,” Welch shares. Face your fear in order to pursue your dream

relationship. It’s easier to sit on the couch and wallow in heartache, but that doesn’t

help you move on. Dating is scary, but as the relationship author says, “Do it

anyway.”

Move on: may weather once said, The best way to get over someone is to get

under someone else.”Welch quotes this eighteenth-century woman to prove her

point: The best way to move past an old heartache is to jump into a new relationship.

No matter what people say about loving yourself first, starting up another relationship

can offer the adrenaline that helps you forget the past pain. But then it is your choice

if you want to move on or forget that person, Its your choice if you want to used

someone else just to forget your past. We always have the right to choose for what

we think that is best for us. Others may commit suicide because he/she is broken

hearted but to tell you honestly suicide is not really a solution for love problems or

any problems that you may have right now because you can live your life alone. If

you really are a strong person then live. Don’t be too foolish or stupid to think what is

really right because there is always a time that the person hurts you, will have his/her

karma.
Purpose of the study

The purpose of this case study is to understand and to let them know

about thelive experiences of broken hearted students. Mostly it happens to

the teenagers. At this stage in the research, the students who experienced

broken hearted is one of the issue that are mostly happened in this world.

Research Questions:

1. What are the live experiences of broken hearted students?

2. What are the stories behind the broke up?

3. What are the coping mechanisms of the students when it comes to break up?

C. Theoretical Lens

This theory proposed by Pierce, Sarason and Sarason (1991). This theory is

based upon earlier models of social support that state that people have generalized

expectations about how likely it is that other will be able or willing to provide social

support, when they are in need ( Cohen et al., 1985; Cutrona& Russell, 1987). In

terms of university students, romantic relationships may be an important source of

social support, and loss of that support following the dissolution of the relationship is

likely to have a negative effect on students’ mental health. Pierce et al.’s theory

develops this line of 35 thinking further by proposing that not only do people have

generalized expectations regarding social support , they also have specific

expectations based upon the individual relationships in their lives. Specifically, these
expectations are created from a history of interactions that have shaped the unique

view of the individual. Based upon past interactions, expectations for social support

vary greatly from person to person within one’s social circle, and also across

cultures. Therefore, it is expected that the quality of one’s romantic relationship at

Time 1 (high degree of expectation of social support) will explain the fluctuation in

mental health levels following a break-up.

Guided by Pierce (1991) theory and the existing research on the connections

between mental health, romantic relationship status, romantic relationship quality

and gender. Three specific hypotheses were tested in the present study: 1. It was

hypothesized that, after controlling for the influence of age and preexisting mental

health status, romantic relationship status would significantly predict levels of self-

reported mental health, such that individuals who have experienced a recent

dissolution of a romantic relationship would have lower levels of mental health than

people whose romantic relationship has remained intact. 2. It was hypothesized that

the association between romantic relationship status and self-reported mental health

would be moderated by gender, such that the association is stronger in women than

men. 3. It was hypothesized that the association between romantic relationship

status and self-reported mental health would be mediated by the perceived quality of

the 36 former relationship, with an inverse relationship between relationship quality

and mental health level.

Importance of the study

This study intends to depict the experiences of the students of Maa

National High School. This study is helpful to the students especially to those

students who are a victim of this situation. This will provide avenues for them

to conduct programs that could help mitigate the undesirable experiences of

students when it comes to the situation of being broken hearted students. This

study can also help other co-students to continue to update themselves in

learning the new lesson that can help them in their lives. For the parents, the

study may help them in guiding and protecting their children and giving

advices of what is the right thing to do.

Delimitation and Limitation of the study

The study was delimited to the live experiences of students inMaa National

High School, Maa Davao City. This study is conducted at Maa National High School

Maa, Davao City on school year 2018- 2019. The participants of the study are the

students who experienced of being a broken hearted and how it affects in their lives

and studies.

Meanwhile, we admitted the fact that this study had some weaknesses. Time

constraints are one of the major weaknesses of the study. We the researchers had

only limited time in observing the participants of the study. This paper lacks

generality due to small samples in the study.

Definition of Terms

For reason of clarity, the following important terms were defined conceptually

and operationally to provide common understanding of the concepts being

discussed.

A. Broken Hearted- Someone who overcome by grief or despair; extremely

unhappy about the failure or end of something. (Merriam Webster Dictionary).

In this study it refers to individuals who are broken hearted.

B. Teachers - a person who teaches, especially in a school (Merriam

Webster Dictionary). In this study it refers to individuals with teaching degree

that provide educational services to high school students.

C. Students – a person who is studying at a university or other place of

higher education.(Oxford Dictionaries). In this study the students are the

participants of being a broken hearted.

D. Romantic Relationship- A romance is a relationship between two people

who are in love with each other but who are not married to each other.

(Collins English Dictionary)

Review of Related Literature

In this section, the researcher presents his readings from the articles and studies

previously conducted that are related to the current study.

This literature review suggests that romantic breakups may lead to

bereavement symptoms including intrusive thoughts and attempts to suppress them

and insomnia as well as morbidity factors including broken heart syndrome and

immune dysfunction. Although the broken heart syndrome has mimicked real heart

attacks, angiograms revealed no clogged arteries or permanent heart damage.

Compromised immune function may result from reduced vagal activity and increased

cortisol and catecholamines leading to increased inflammatory cytokines and

decreased natural killer cell activity. The model proposed here is that romantic

breakups result in the loss of a person as a regulator of stimulation and arousal

modulation that can then lead to these physiological and biochemical effects. These

data highlight the complexity of romantic breakups, heartbreak and bereavement and

the need for multi-variable research on these systems both before and after the

breakups occur.Romantic breakups can be followed by symptoms of heartbreak and

bereavement (Prigerson& Jacobs, 2001; Raphael, Minkov, & Dobson, 2001; Davis,

Shaver, & Vernon, 2003), typically, these symptoms have been associated with a

loss from death, although they can also occur following other losses like divorce and

romantic breakups (Prigerson& Jacobs, 2001; Davis et al., 2003).

This review of research from these different literatures suggests that romantic

breakups, like the losses following death or divorce, can lead to bereavement

symptoms including intrusive thoughts, difficulty controlling intrusive thoughts and

insomnia as well as heartbreak syndrome and compromised immune function.

Studies on bereavement symptoms, heartbreak syndrome and immune dysfunction

are followed by a summary of research on romantic breakups and their symptoms. A

potential underlying mechanism model is then presented, suggesting that it is the

loss of the person as a regulator of stimulation and arousal modulation that can

result in physiological and biochemical dysregulation including reduced vagal

activity, increased cortisol and catecholamines and compromised immune function.

Limitations of this literature are then suggested as well as future research including

multi-variable studies that could assess these systems both before and after the

breakups occur.

Bereavement Symptoms

Bereavement symptoms have varied cross-culturally, with more symptoms

reported for non-Western cultures (Kleinman& Good, 1985), and the symptoms have

differed even within religions. For example, Egyptian Muslims show intense grief,

while Muslims in Bali do not (Wikan, 1988). Contradictory data include an

international study that reported very similar symptoms across diverse cultures

(Simon, VonKorff, Piccinelli, Fullerton, &Ormei, 1999). In that large sample study,

sleep disturbances were among the most frequently reported symptoms across

cultures (Simon et al., 1999).

Sleep Disturbances

Sleep disturbances have been reported by as many as 43% of bereaved

subjects in one sample (Bisconti, Bergeman, &Boker, 2004), and poor sleep has

been noted in bereavement-related depression (McDermott, Prigerson, Reynolds,

Houck, Dew, Hall et al., 1997; Hardison, Neimeyer, &Lichstein, 2005). In a study on

college students, for example, insomnia was greater in bereaved versus non-
bereaved groups (22% versus 17%) (Hardison et al., 2005), with sleep onset

insomnia being related to nighttime ruminations about the loss, and sleep

maintenance insomnia being related to dreaming about the lost person. Elevated

cortisol has also contributed to poor sleep including more REM sleep and less delta

wave activity (Reynolds, Hoch, Buysse, Houck, Schlernitzauer, Pasternak et al.,

1992), although it is not clear whether those EEG sleep changes preceded or

followed the depression.

Intrusive Thoughts and Attempts to Control Intrusive Thoughts

Intrusive images and attempts to control them are thought to contribute to the

insomnia associated with bereavement. Insomnia, based on actigraphic recordings,

for example, has resulted from unpleasant images (Nelson & Harvey, 2002). And,

unpleasant images have been correlated with sleep onset la- * This research was

supported by a merit Award (MH46586), NIH grants (AT00370 and HD056036) and

Senior Research Scientist Awards (MH0033 and AT0011585) and a March of Dimes

Grant (12-FY03-48) to Tiffany Field and funding from Johnson and Johnson Pediatric

Institute to the Touch Research Institute. T. FIELD 383 tency, with more of those

images related to intimate relationships. Pre-sleep images have also been rated as

less controllable than pre-sleep verbal thoughts, although more disengagement has

been noted from images than verbal thoughts (Nelson & Harvey, 2003). Negative

images have also been associated with higher heart rate, which is surprising given

that negative verbal thoughts typically elicit greater cardiovascular responses than

negative verbal images (Vrana, Cuthbert, & Lang, 1986). Attempts to suppress the

images and thoughts often lead to dreams. In one study, participants were asked to

think about a romantic “crush” or a “non-crush” (Wegner, Wenzlaff, &Kozak, 2004).

Although there was no greater dreaming about the romantic “crush,” suppression
enhanced eroticism of the “crush”. Thus, the increased accessibility of intrusive

thoughts resulting from thought suppression transferred even to dreams.

Potential Morbidity Factors

Morbidity factors have also been associated with bereavement. And, romantic

breakups may be a risk factor for the more serious complications associated with

bereavement including broken heart syndrome (Wittstein, Thiemann, Lima,

Baughman, Schulman, Gerstenblith et al., 2005) and endocrine and immune

dysfunction (Frazier, Strauss, &Steinhauer, 2004).

“Broken Heart” Syndrome

The “broken heart” or heartbreak syndrome has been described as physical

pain in the heart or chest after losing someone. Although the heartache mimics

symptoms of a real heart attack, those with broken heart syndrome typically recover

faster (Wittstein et al., 2005). This condition has also been called stress

cardiomyopathy or “takotsubo cardiomyopathy,” takotsubo being a fishing pot with a

narrow neck and a wide base that is used to trap octopus in Japan, a shape that is

similar to that of the left ventricle. Cardiac contractile abnormalities and heart failure

have been recorded by several investigators, although angiograms have revealed no

clogged arteries in heartbreak, unlike real heart attacks (Kawai, Suzuki, Yamaguchi

et al., 2000; Kurisu, Sato, Kawagoe, Masaharu, Yuji, Kenji et al., 2002; Villareal,

Achari, Wilansky, & Wilson, 2001). Norepinephrine and epinephrine levels have also

been elevated (7 - 34 times the normal levels) in individuals with broken heart

syndrome, but cardiac enzymes typically released from damaged heart muscle

during real heart attacks were not noted (Wittstein et al., 2005). Echocardiograms

suggested that although the left ventricle was contracting normally, there appeared
to be a weakened contraction in the middle and upper portions of the heart muscle,

and inverted T waves and prolonged Q-T intervals which are often associated with

stress were noted. Magnetic resonance imaging scans suggested that none of the

broken heart syndrome patients suffered irreversible heart damage, and their

recovery rates were faster (typically two months) than after real heart attacks

(Akashi, Nakazawa, Sakakibara, Miyake, Koike, &Sasaka, 2003; Nyui, Yamanaka,

Nakayama, Sawano, & Kawai, 2000). Potential underlying mechanisms offered for

these effects include: 1) increased catecholamines causing spasms in the coronary

arteries (Wittstein et al., 2005); 2) multiple simultaneous spasms of the coronary

arteries that would cause enough loss of blood flow to lead to the transient stunning

of the heart (Kurisu et al., 2002); and 3) a failure of the arteries to provide adequate

oxygen to the heart (Kawai et al., 2000). Most of these researchers have suggested,

however, that all of these factors may be operating. Unfortunately, many of these

studies were based on small samples, and although there are strong associations

between increased heart rate and the release of catecholamines and the resultant

cardiomyopathy, the relationships are only suggestive. The elevated catecholamines

may simply be an epiphenomenon or a secondary response in the patients with the

stress cardiomyopathy rather than an original cause. Nonetheless, elevated

catechalomines are typically indicative of elevated stress and when prolonged can

lead to endocrine and immune dysfunction.

Endocrine and Immune Dysfunction

Decreased vagal activity and increased skin conductance have been

associated with elevated stress (Frazier et al., 2004), and increased heart rate and

blood pressure have been accompanied by increased cortisol and norepinephrine

levels, which when prolonged can have negative effects on the immune system
(Uchino, Kiecolt-Glaser, & Glaser, 2000). This initial “fight-or-flight” mechanism is

adaptive in mobilizing energy stores leading to increased inflammatory cytokines

which ultimately mobilize antibodies as a defense against infection (Black, 2002). In

this way, immune activity is initially enhanced, but, over time, elevated stress

hormones and cytokine activity can result in impaired immune function (Kiecolt-

Glaser, McGuire, Robles, & Glaser, 2002). Compromised immune function occurs

via the necrotic effects of stress hormones on the immune organs. Examples have

been given of elevated inflammatory cytokines (IL-1, IL-2, IL-6 and PNF-alpha)

accompanying the depressed state (Leonard, 2006), as well as higher antibody titres

to the Epstein-Barr virus and lower than normal natural killer cell activity (noted to kill

bacterial, viral and cancer cells) following divorce (Powell, Lovallo, Matthews, Meyer,

Midgley, Baum et al., 2002). Bereaved individuals have had profiles of high anxiety

and depression scores, elevated cortisol and decreased natural killer cell activity

which in some individuals lasted for as long as six months (Gerra, Monti, Panerai,

Sacerdote, Anderlini, &Avanzini, 2003). These physiological and biochemical

changes may contribute to the greater incidence of physical illnesses (following

“betrayal”) (Freyd, Klest, & Allard, 2005) and heart disease (related to “broken

hearts”) (Johnson &Grippo, 2006) in bereaved individuals.

Romantic Breakups

Although most adults are resilient following romantic breakups, some

experience symptoms similar to those of bereavement including intrusive thoughts,

insomnia and depression. In a study conducted by our group, university students

who experienced romantic breakups had elevated scores on intrusive thoughts,

difficulty controlling intrusive thoughts and insomnia scales (Field, Diego, Pelaez,

Deeds, & Delgado, 2009) (see Table 1). In a regression on these data, scores on
these scales contributed to 34% of the variance on breakup distress which was

experienced by 58% of the students following romantic breakups (see Table 2).

Similarly, in a survey of more than 5000 internet respon- dents, romantic breakups

were associated with more extreme physical and emotional distress including

exaggerated attempts to re-establish the relationship, angry and vengeful behavior,

drugs and alcohol use (Taylor & Bryant, 2007). Laboratory studies have also been

conducted to assess physiological and biochemical changes associated with

bereavement and romantic breakups including regional brain and neurotransmitter

activity. Regional Brain Activity

Bereavement and romantic breakups have been assessed for regional brain

activity by positron emission tomography (PET) and functional magnetic resonance

imaging (fMRI). In a paper entitled “Craving love? Enduring grief activates brain

reward center”, PET showed reduced cerebral blood flow to the hippocampus in

individuals with bereavement symptoms (O’Connor, Wellisch, Stanton, Eisenberger,

Irwin, & Lieberman, 2008). The more severe the symptoms, the less blood flow to

this region. In contrast, increased blood flow has been noted for the cingulate cortex

in fMRI studies. This was shown in bereaved women, for example, in a paradigm in

which grief was elicited by photographs of the lost person (Gündel, O’Connor, Littrell,

Fort, & Lane, 2003), and in women who were grieving the loss of a romantic

relationship (Najib, Lorberbaum, Kose, Bohning, & George, 2004). Involvement of

the cingulate cortex is consistent with brain activity associated with rejection and the

mixed emotional state of sadness, anger and anxiety, suggesting that rejection may

be a key factor in romantic breakups (Eisenberger, Lieberman, & Williams, 2003).

fMRIs of Rejected Love are Similar to Those of Romantic Love

 Paradoxically, the same brain areas that light up in those experiencing

romantic breakups also light up in individuals in long-term love relationships. In a

recent study, women who were still very much in love but had been rejected by their

romantic partner alternately viewed a photograph of their abandoning loved one and

a photograph of a familiar individual (Fisher, Aron, & Brown, 2006). These

researchers then compared their data on rejected lovers with the results from a study

on happily-in-love individuals (Aron, Fisher, Mashek, Strong, Li, & Brown, 2005).The

data showed that activity in regions associated with physical pain increased during

both love and rejection. The PET and fMRI data are difficult to interpret, and it is not

clear that they would lead to any implications for treatment, especially since similar

areas appear to be activated both during romantic relationships and after romantic

breakups. However, these findings are noteworthy inasmuch as they are consistent

with data showing that biochemical profiles are also similar for both romantic love

and romantic rejection.

Romantic Breakups and Romantic LoveAlso Have Similar Biochemical Profiles

The brain also releases similar chemicals for both romantic breakups and

romantic love including pheromones, dopamine, norepinephrine, epinephrine and

serotonin. As dopamine and norepinephrine levels increased, serotonin levels

decreased, and these changes were associated with increased heartrate, trembling,

flushing, pupil dilation, sleeplessness and loss of appetite (Fisher, 2006). These data

are understandable given that these physiological and biochemical responses have

generally been noted during stressful situations (Luciana, Collins, &Depue, 1998;

Griffin & Taylor, 1995).

Potential Mechanisms Underlying Romantic Breakups, Heartbreak and

Bereavement

Potential underlying mechanisms have been explored for romantic breakups,

heartbreak and bereavement. These include loss of regulation models labeled

“relationships as social regulators” and “psychobiological attunement”.

Relationships as Social Regulators

In the social regulators model of bereavement, the loss of a significant other

represents the loss of major social time cues ((Ehlers, Frank, &Kupfer, 1988). In

seminal papers on “Relationships as Regulators”, Hofer outlined a model for the loss

of a relationship as being the loss of a regulator (Hofer, 1984, 1996). He suggested

that losing an attachment figure means “losing regulatory control of stable daily

patterns, of tasks, attention, concentration, sleep, food intake and mood, such that

they become fragmented, and the individual has a sense of in- T. FIELD 385 ternal

disorganization”. Relationships can help maintain psychological and physiological

equilibrium, as each person is associated with a state of psychological security and

physiological calm for the other and serves to up- or down-regulate the partner’s

psychophysiological arousal (Hofer, 1984, 1996; Depue&Morrone-Strupinsky, 2005;

Sbarra &Hazan, 2009). This co-regulation is considered a property of the relationship

(not a property of either individual alone), and, it can occur through several senses

(e.g. touch, smell, eye contact) and is thought to regulate and synchronize body

rhythms. In the absence of the “co-regulator,” the psychological and physiological

rhythms can become dysregulated, leading to dysphoria, restlessness/agitation,

sleep disturbances, changes in appetite and decreased vagal tone (Sbarra &Hazan,

2008). Dysregulation can happen when a partner is absent, for example, during

business trips and military deployments, as sleep disturbances have been noted

during the travel period, and the individuals then return to a regulated state following

reunion (Diamond, Hicks, & Otter-Henderson, 2008). It can also happen during

threat conditions that can be alleviated by holding the hand of one’s partner versus

the hand of a stranger (Coan, Schaefer, & Davidson, 2006). The authors of the

handholding study suggested that the threatened person “borrowed emotional and

physiological stability from the partner”. Some have noted that even mental

representations of one’s partner can be dysregulating following a breakup or loss,

leading to intrusive thoughts and disturbing dreams (Uvnäs-Moberg, 1998). Most of

the examples given have involved the partner decreasing arousal levels rather than

helping find a balance between under- and over-arousal. Under-arousal could be

equally disturbing as, for example, the sensory deprivation experienced by

individuals who are in military combat and confined to light and sound-proof

chambers (Hofer, 1984).

Loss of Psychobiological Attunement

A model called “psychobiological attunement” or “being on the same

wavelength”, accommodates both the need for optimal stimulation and for arousal

modulation (Field, 1985, 1996). In this model, each partner provides meaningful

stimulation for the other and has a modulating influence on the other’s arousal level.

Both over-stimulation and under-stimulation are aversive, and stimulation that brings

or keeps an individual within an optimal arousal zone is considered reinforcing. Thus,

the loss of a significant other means the loss of both activating and calming
stimulation. The individual experiencing the loss would be expected to fluctuate

between one end of the continuum of under-stimulation and the other end of over-

stimulation and not be able to modulate these levels to experience optimal arousal

levels. Other terms used to describe this phenomenon were synchrony and sharing

rhythms (Field, 1985, 1996). Synchrony is a term that is usually applied to the

matching of physiological or physical activity rhythms by individuals in a close

relationship. Examples of this can be seen in partners who are extremely close

tending to coordinate their physical movements and expressions while talking, as

well as their cortisol cycles tending to be synchronized on weekends when they are

together (Field, 1985, 1996). Thus, attunement or “being on the same wavelength”

happens for both behavioral and physiological rhythms in adults who have a close

relationship. Seemingly, the only way this could happen is if each partner of the dyad

is sensitive and responsive to each other’s stimulation and arousal-modulation

needs, as in a feedback loop, and each accordingly adjusts his or her behavior to

facilitate the behavioral and physiological synchrony of the couple. If and when the

partner is not there to meet the needs for different types and degrees of stimulation,

dysregulation may occur including physiological disorganization such as decreased

vagal activity (Frazier et al., 2004; Diego, Field, & Hernandez-Reif, 2007), and in

some cases changes in immune function such as increased inflammatory cytokines

(Leonard, 2006) and decreased natural killer cell activity (Powell et al., 2002). In our

model, the loss of a loved one may result in this dysregulation simply because the

source of stimulation and arousal modulation is no longer present (Field, 1985,

1996). Physical intimacy can enhance attunement (Fisher, 2004). Via touching,

individuals can learn each other’s stimulation and arousal modulation needs.

Although it is possible to self-regulate in the absence of an intimate partner, it may

not be as easy or effective. When a partner is no longer there and touch stimulation,

for example, is missing, it may become necessary to find that type of stimulation

from other activities until a new partner is found. Massage, yoga, and other forms of

exercise, for example, may help avoid the physiological dysregulation and immune

problems that can result from touch deprivation (Field, 2009).

Limitations of This Research and Future Directions

The intent of this review was to summarize the limited literature on romantic

breakup symptoms that are similar to those of the bereavement syndrome including

intrusive thoughts, attempting to control intrusive thoughts and insomnia and more

serious complications including heartbreak syndrome and immune dysfunction.

Much of the discussion regarding romantic breakups, however, is mere speculation

based on the bereavement and heartbreak syndrome literature. And, the

bereavement and heartbreak syndrome literature has the problem that the data are

derived primarily from loss related to death and divorce. These likely have

commonalities with romantic breakups, but also major differences, as in divorce not

only involving betrayal and rejection but also having to continue the relationship for

family reasons and death involving a permanent loss. Even within the loss by divorce

and the loss by death literatures, comparisons across studies are problematic given

the different measures, the different intervals from the time of loss to the time of

assessment, and the different age, ethnic and cultural groups assessed (among

other potentially confounding variables). Other nuisance factors are the small sample

sizes and the measurement of only one or two variables. This is particularly

problematic when the results appear paradoxical such as the fMRI data showing that

the same region of the brain is activated by romantic breakup and by romantic love

and the same biochemical profile emerging (albeit from different studies). Without
converging variables such as behavioral data, these findings are difficult to interpret.

And, as already mentioned, they are not perhaps useful for informing potential

treatment 386 T. FIELD options. In brief, in any of these research areas, multi-

variable studies would be more informative. Combining self-report, behavioral,

physiological and biochemical measures in the same sample of individuals

experiencing loss from the same cause would be optimal. Perhaps the greatest

weakness of these literatures is that it is not clear what is happening in relationships

that are then missing when the loss occurs, whether by death, divorce or romantic

breakups. Reviewing the “social regulators” and the “psychobiological attunement”

models in this paper was meant to highlight how little we know about what changes

occur from before to after the loss or what was critical about the relationship that was

then missing after the loss occurred. This, of course, is always difficult given the

longitudinal nature of the problem. However, convenience samples could be

researched such as university students whose relationships tend to be short-lived,

affording the opportunity to collect behavioral, physiological and biochemical data

during the relationship and after the breakups. To address these questions, we are

currently designing research to videotape interactions of university student couples

during their relationships and after their break-ups as well as recording their

heartrate and assaying saliva samples for cortisol levels. Relationships between

older couples, for example couples in assisted living, could also provide the

opportunity for studies of long-term relationships that are “snuffed out” by the death

of one partner. These are potential challenges for the very important problem of

determining how to alleviate the significant social pain of loss, be it by death, divorce

or romantic breakups. In a sense, each of these, no matter the cause, are romantic

breakups that can be chronically painful and therapeutically costly.

Organization of the study

Chapter 1 of our study presents a substantial body of evidence to support the

testimonies of the students who experienced heart breaks: From the lens of public

school teachers. The second chapter demonstrated the method utilized in this study

which include the research design, participants of the study, data sources, collection

procedure, trustworthiness of the study, role of the researcher, ethical

considerations. Chapter 3 presents the results of the study and chapter 4 gives the

discussion, conclusions, implications for practice and recommendation for future

research.
 Chapter 2

METHODOLOGY

This chapter discusses the methodology of the study. It covers the following

components: research design, research participants, data sources, data collection,

data analysis, trustworthiness of the study, role of the researcher, and ethical

considerations of the study.

Research Design

In this research, we employed the qualitative case study because it is based

on an in-depth investigation of a single individual, group, or event. Moreover, this

research investigated a contemporary caution within the real-life situation (

Creswell,2007) and gathered pertinent information from the selected participants

using observations, interviews, and documents (Yin, 2003).

The advantage of the case study is that you can focus on specific and

interesting cases. This research should be thorough and note taking should be

meticulous and systematic. The first foundation of the case study is the subject and

relevance. In a case study, we are deliberately trying to isolate a small study group, one

individual case or one particular population.

Research Participants

The participants of the study are the 20 junior high school students of Maa

National High School, Maa Davao City Coming from different grade levels. Five

grade 7 students, five grade 8 students, five grade 9 students and five grade 10

students are the level of student’s participants.

Data Sources

The participants of the study are the 20 junior high school students of Maa

National High School, Maa Davao City Coming from different grade levels. Five

grade 7 students, five grade 8 students, five grade 9 students and five grade 10

students are the level of student’s participants.

Data Collection

Our study focused only to twenty students coming from different level.

Observation and full interview were the main sources of collecting the needed

information for this study.

After identifying twenty students, we immediately call their attentions and give

them a consent letter or an invitation letter.Before the full interview, we had a one-

on-one orientation with the participant as to the purpose of the study. The

participants were given three days to return the consent form by affixing only their

pseudonym. One-on-one in depth interview followed after an agreed date was set.

Before the gathering of information, we followed a thorough process of

selecting the possible participants. We conducted an observation of the students in

their classroom and interview some students that can give us an idea regarding the

possible participants of the study. After determining the possible participants, We

gave a letter of invitation to them to participate in the study. The participants were

given three days to return the consent form affixing their signature to participate the

study. After determining the participants who agreed to participate in the study is the

one-on-one interview with them. The participants were given three questions to
answer. We are able to interview twenty participants and gather their responses to

the questions.

Data Analysis

A combination of inductive and deductive coding was used. The coding

structures for inductive analysis were based on the topics covered by the interview

schedules which map onto the domains of the main study. The questions asked of

the participants were framed by technology in the classroom from the lens of public

school teacher. Each question is analyzed by open coding. Thematic analysis

entailed the examination of data to deduce patterns in participants‟ responses, which

were coded as emerging themes.

Trustworthiness of the study

Fenton and Mazuwelicz (2008) as cited by San Jose (2012) averred that there

are four things to be considered in order for the gathered information in a qualitative

research reliable. These are credibility, transferability, dependability, and

confirmability. On his side, Yin (2003) conveyed that incorporating necessary

operational measures are of importance in meeting credibility standards of a

qualitative research. Thus, credibility is realized in this study by ensuring that

materials I used in collecting the information needed were presented to the

authorities and the participants.

Confirmability according to Shenton (2003) concerns with the objectivity of the

findings-that is whether the findings are the experiences and ideas of participants

rather than the researcher’s preferences and characteristics. To address this issue in

the study. The reference codes were seen in every citation of the transcripts as
articulated by the participants. Lincoln and Guba (1985) suggested that audit trail

should be done by ‘someone not related to the study’. Thus, the raw information was

given to the auditor for his impressions, comments and suggestions.

Moreover, credibility of this study established through making the description

of the research steps acquired from the very start to the process of developing and

reporting and analyzing of findings available. All materials used and transcriptions of

this study were kept and could accessed in case of further debriefing.

Role of the Researcher

Our role in this study is three folds. First we became an observer. As an

observer we are very strong to determine the possible participants of the study. We

entered different classrooms and to observe the natural behavior of the students.

Secondly, we took the role of an interviewer. As an interviewer, we prepared the

necessary materials needed for the interview. Interview procedure was observed.

Prior to the interview proper, the participants were given one-on-one interview as to

the purpose of the activity. Thirdly, we served as the transcriptionist of the

information gathered from the interview.

Ethical considerations

Responsible researchers should always keep the privacy of the participants of

the study ( Creswell, 1998). Privacy of participants in this study was given ultimate

consideration. Initially before the formal conduct of the study, we approach the

participants and ask their permission if its okay to them to have an interview. Further,

their conformation does not indicate their real names rather pseudonyms. Their

identity is left in confidentiality to protect their privacy. They are given a free choice to

withdraw any moment in the time of study. The participants are given the time to

review the results of the study for counter checking purposes of their responses.
 Chapter 3

RESULTS

This chapter presents the results of the study. Raw data from the responses

of the participants in the questions during the one-on-one interview are being coded.

Open coding is used to reduce the responses of the participants into coherent

themes then group into categories.

Question #1 What are the live experiences of broken hearted students?

Frequency Responses Percentage

Question#2What are the stories behind the broke up?

Frequency Responses Percentage

Question #3 What are the coping mechanisms of the students when it comes

to break up?

Frequency Responses Percentage

 Chapter 4

DISCUSSION

This chapter presents the discussions of the results of the study. The

discussion is sequence according to the order of the research questions.

In question number which isWhat are the live experiences of broken hearted

students?.The prevalent themes are inconvenience, no power supply and lack of

expertise. In inconvenience, some of the participants are not really good in using

computers and other teaching devices. The participants find it more laborious and

time consuming on their part. . Participant one stated that

“Inconvenient and hassle to use for me because you are going to bring

gadget. Sometimes you will be hanging if there will be no electricity at the

time you need it.”

Some participants are used already in using manila paper and cartolinas as

teaching aide. For them it is more convenient because they can use it even during

brownouts. This research finding was also supported by George (2000) who

indicated that the primary obstacle in incorporating technology in the

teaching/learning process is the lack of expertise, time, and funds. The theory of

planned behavior by Ajzen (1991) provides the framework to focus participant

responses on their attitudes toward using technology. In this theory, Ajzen postulates

that attitudes, whether positive or negative, come from our beliefs and experiences.

Therefore, a teacher’s belief about technology can be difficult to change because

these beliefs are based on past experience.

 On the theme lack of expertise, majority of the participants have a hard time in

following the commands of the computer. It seems that they cannot absorb the

instructions when using the computer. Participant two stated that

“I don’t comprehend the instructions and computer commands”.

Some of them have fear that they might damage the computer and projector.

One of the participant says that he is afraid especially in attaching the cables and

find it tiresome also on his part.This theme is supported by Cognitive

Constructivismtheorybased on the work of JeanPiaget.Learning is an active process

where direct experience, making errors, and looking for solutions is vital for the

assimilation and accommodation of information. Byron (1995) listed several

shortcomings related to teacher effectiveness when using technology in instruction.

These shortcomings included the lack of faculty training on the use in instructional

technology, classrooms that were not designed to support the use of technology,

teachers' doubts about whether technology would improve their performance, and

teachers' concerns about whether technology enhances or detracts from teaching

and learning.

The last question “How do teachers cope in technology for instruction?”

the themes are attend trainings, ask assistance and hire someone. Majority of the

participants wanted to go to a training especially in ICT. They are hoping that

the government will be given training and hands-on workshop in using computer

technology. The lack of technological devices also is one of the reason why many of

the teachers failed to adapt. Many of the devices inside the classroom are finance

through the initiative of the teacher. If the teacher is not willing to invest on

technology that can aide him in his teaching career, he will be lagging behind with
the other teachers. "If the integration of technology in the classroom in the next ten

years is to look any different from the last ten …," the educational community " …

must focus time, money, and resources in the areas that can have the greatest

impact for our students, our teachers" ( Fabry& Higgs, 1997 , p. 393).To cope up

with technological gap some teachers just asked the assistance of other teachers to

help them in encoding grades and making powerpoint presentation. Through

constant mentoring they are able to utilize partially the softwares. Other participants

that are really hesitant in adapting to computer technology hire someone to do the

job for them. One of the participant stated that:

“I hire somebody to do the job for me”.

They hire an encoder in making their grades and also in making presentations. It

seems that they don’t want to exert any effort anymore in adapting to technology to

avoid technological anxiety.

Implications for Educational Practice

The use of technology inside the classroom nowadays are one of the major

innovations in the field of education. Utilizing these devices greatly helps in the

teacher’s job and gives him more effectivity especially in doing paper works. It is a

great advantage on the part of the teacher to have technical knowledge of this

devices and softwares for his convenience and edge among other teacher. The

Department of Education ICT integration plan is one of the programs made to

strengthen the knowledge of teacher is using technology inside the classroom.

Many of the teachers in public school are not well prepared to adapt in ICT

integration in the classroom. Training programs for ICT orientation should be

enhanced so that those senior teachers can benefit from it and will lessen the
technological gap. By having these programs in the public school system, the

teachers will be more encouraged to apply technology in their teaching activities.

The morale of the teacher will be high and it will also lighten the burden of paper

works and especially in preparing visual aids.

The support from the heads of the Department of Education in providing new

technologies and innovation to the teachers can really help a lot on the part of the

teacher and it also makes learning more meaningful and lasting on the art of the

students.

Recommendation for future research

The limitations of the study set constraints in deepening more the study. So

additional research will surely bring more meaning and insights about the

experiences of public school teachers in adapting to technology. Further study of the

research is encouraged to supplement this study.

Concluding remarks

In my experience, the teachers in public school really needs the support of the

government when it comes to technological innovations. Financial constraints are

one of the major reason why teachers do not have ICT integration inside the

classroom because they are the one who will provide this technology through their

initiative. Lack of support from the government creates a sense of demoralization

among the teachers especially in adapting to computers. Some administrators also

are not supportive to the demands of the teachers when it comes to purchasing
computers, projector and other devices. The training of the teachers is inadequate

and the programs of the government in ICT integration are not implemented well.

References

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 http://www.people.umass.edu/aizen/pdf/tpb.measurement.pdf

Alharbi ,Asma Mohammed (2013). Teacher's attitudes towards integrating

technology: Case studies in Saudi Arabia and the United States Masters

Theses. Paper 58.

Al-Zaidiyeen ,Naser Jamil. (2010). Teachers’ Attitudes and Levels of Technology

Use in Classrooms: The Case of Jordan Schools retrieve from:

http://www.ccsenet.org/journal/index.php/ies/article/viewFile/5891/4664

Bates, A. W. (1995). Technology, Open Learning and Distance

Education. London: Routledge.

Boyle, T. (2004). Technology and the reflective practitioner.

Chen, C. (2008). Why do teachers not practice what they believe regarding

technology integration? The Journal of Educational Research, 102(1), 65- 75.

Creswell, John W. (2007). Research design: qualitative, quantitative and mix

method approaches, 116-130.

Frand, J. L. (2000). The information age mindset. Educause review,

September/October, 14-24. Retrieved March 23, 2006

from: http://www.educause.edu/ir/library/pdf/ERM0051.pdf

Irons, A. and Alexander S. Alexander (Eds.) (2004)..Effective Learning and

Teaching in Computing (pp. 182-188). London: RoutledgeFalmer.

MacKinnon, Soledad (2002).Technology Integration in the Classroom, Is There

Only One Way to Make It Effective?

McNeill Jr. ,Richard G..(2011). Adapting Teaching to the Millennial Generation: A

Case Study of a Blended/Hybrid Course

Price, L. and Kirkwood, A (2006). . Adaptation for a changing

environment: developing learning and teaching with information and

communication technologies.

Swan, K., & Hofer, M. (2011). In search of technological pedagogical content

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Research on Technology in Education, 44(1), 75-98

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54(2), 210-228.

Appendices

APPENDIX A.

Subject Consent to participate the study

Dear Participant,

The following information is to provide you to decide whether you want to

participate in the present study. You should be aware that you are free to decide not
to participate or withdraw at any time without affecting the relationship to school
administration as well as your co-teachers.
The purpose of this study is to understand the “Technology in the classroom: From
the lens of public school teachers”. The procedure is a phenomenological study
design.
Data will be collected at three points-at the beginning of the study, at the midpoint of
the study and at the end of the study. Data collection will be through interviews(
transcript from the participants) and focus group discussion.
Do not hesitate to ask questions about the study either before participating or during
the time that you are participating. I would be happy to share the findings with you
after the research is completed. However, your name will not be associated with the
research findings in any way and only the researcher will know your identity as a
participant.
There are no known risks and/or discomforts associated with the study. The
expected benefits associated with your participation are the information about the
live experiences of teachers in adapting to technology in the classroom, the
opportunity to participate in a qualitative research study and co-authorship of the
study.
Please sign your consent with full knowledge of the nature and purpose of the
procedures. A copy of this consent form will be given to you to keep.

Date:______________
Signature of the Participant:___________________

MORRIS JOHN I. LOBETOS

Researcher

APPENDIX B

Participants Acknowledgement to Participate In the Study

Title of the study:

Technology in the classroom: From the lens of public school teachers

This document acknowledges you understand of your rights as a participant in this

study, which the researcher has explained to you prior to signing this document. I
acknowledge that the researcher has explained my rights, the requirements of this
study, and the potential risks involved in participating in this study. I understand there
is no compensation for, or direct benefit of participating in this study. By signing
below and providing my contact information I am indicating that I consent to
participate in this study, that I am at least 18 years of age, and I am eligible to
participate in this study. You may withdraw from this study at any time by notifying
me by text or email.

Date: _______________
Signature:_______________
Phone Number, Email Address, or Postal Address:
________________________________________________________________

Thank you for your participation,

MORRIS JOHN I. LOBETOS

Researcher

APPENDIX C

Interview Guide Questions

Interview Guide Questions:

Time of Interview:_____________

Date:________________________

Place:________________________

Interviewer: MORRIS JOHN I. LOBETOS

Interviewee:___________________

Position of Interviewee:__________________________

Questions:

1. What are the experiences of a public school teacher in adapting new

technology in the classroom?

2. How do teachers cope in adapting technology for instruction?

Curriculum vitae

MORRIS JOHN I. LOBETOS

Contact Number: 09102002795

Residence: 383Makiling Road Central Park Subd. Bangkal, Davao City.

E-mail Address: morskee3000@yahoo.com
Date of Birth: Aug. 13, 1986
Place of Birth: Davao City
Civil Status: Single
Age: 29
Sex: Male
Citizenship: Filipino
Religion: Roman Catholic
Skills: Electrician, Electronics Technician and Computer Technician
Mother’s name: Irene I. Lobetos
Fathers’s name: Carlito V. Lobetos

a. Educational Attainment

Post-Graduate studies: University of Immaculate Conception

Course: currently taking PhD. Major in educational leadership
Award received: Cum Laude

Graduate Studies : Southern Philippines Academy, Inc.

Month and Year Graduated: March 2013

Degree: Master of Educational Management

College: Assumption College of Davao

Month and Year Graduated: April 2007
Degree: Bachelor of Secondary Teacher major in Mathematics
Award received: Cum Laude

Secondary: Gov. Vicente Duterte National High School

Month and Year Graduated: March 2003

Elementary: Leon Garcia Elementary School

Month and Year Graduated: March1999
 Trainings Attended:

Research Presenter: Diad Activity on Global Education (Oct. 25, 2015)

Teacher Induction Program (February 4, 2014)
K to 12 Mass Training ( May 2013)

Working Experience:
Teacher 1 –Maa National High School -2013- Present
Auxiliary Teacher-Talomo National High School-Davao City-2011-2013
High School Teacher-Aquinas School Metro Manila -(2008-2010)