Emotional Stress of The Overseas Filipino Worker's Children in Private Schools in Marilao

JOCELYN V.
CACAS
MONTESSORI SCHOOL INC,
Blk36 Lot 9 MM2 Ph.2 Heritage Homes, Loma de Gato,
Marilao, Bulacan
Emotional Stress of the Overseas Filipino Worker’s Children in Private Schools in
Marilao
Scope: Junior High school students of private School around Marilao, Bulacan
Authors:
Bergonio, Angeli D.
Bonifacio, Billy H.
Huerta, Estelle Madeleine A.
Ledesma, Vince Daniel R.
Valerio, Jeus Jun G.
Jocelyn V. Cacas Montessori School, Incorporated
Authors’ Institution
Ms. Jennylin C. David
Research Mentor
Dr. Yanga’s Colleges Inc.,
Research Mentor’s Institution

JOCELYN V. CACAS
Marilao, Bulacan
Table of Contents
Approval Sheet................................................................................
Acknowledgement………………………………………………..
Author’s Profile…………………………………………………...
Dedication…………………………………………………………
Abstract……………………………………………………………
Chapter 1: Problem and Its Background
1.1 Introduction…………………………………………………....
1.2 Background of the Study……………………………………....
1.3 Statement of the Study………………………………………...
1.4 Significance of the Study………………………………………
1.5 Scopes and Delimitations………………………………………
1.6 Conceptual Framework………………………………………..
1.7 Definition of Terms……………………………………………
1.8 Hypotheses…………………………………………………….
Chapter 2: Review of Related Literature (RRL)
2.1 Related Literature………………………………………………
2.2 Related Studies………………………………………................
Chapter 3: Research Methodology
3.1 Research Design………………………………………………..
3.2 Population and Sample…………………………………………
3.3 Data Gathering Procedure……………………………………….
3.4 Research Instrument……………………………………………..
3.5 Statistical Treatment……………………………………………..

JOCELYN V. CACAS
Marilao, Bulacan
Chapter 4: Presentation, Analysis and Interpretation of Data
4.1 Presentation of Data…………………………………………………
4.2 Interpretation of Data………………………………………………..
Chapter 5: Summary, Conclusion, and Recommendations
5.1 Summary of Findings………………………………………………..
5.2 Conclusion…………………………………………………………...
5.3 Recommendations……………………………………………………
Time Table………………………………………………………………
Bibliography…………………………………………………………….
Appendices………………………………………………………………
JOCELYN V. CACAS
Marilao, Bulacan
ACKNOWLEDGEMENT
We wish to thank our members who were always there to help and also give their
precious time. A special thanks to Ms .Jennylin David, our research mentor for her
countless hours of reflecting, reading, encouraging, and most of all, patience, throughout
the entire process. Thankyou Mrs. Bernadette Duero, Mrs. Amparo V. Parreno, Dr.
Elizabeth Parreno for agreeing to be our panelist for our defense.

JOCELYN V. CACAS
Marilao, Bulacan
Author’s Profile
Name: Jeus Jun Valerio
Nickname: Jay
Birthday: June 20, 2002
Age: 15
Address: Blk 18 Lot 18 Phase 1 Golden Hills Subd. Loma De Gato, Marilao,
Bulacan
Jeus was born in Caloocan but he grew up in Marilao, Bulacan with his mother
because his father is an OFW. He is the only son of Mr. Jun Valerio and Mrs. Celina
Valerio. He have an older sisters, Cienne Mae Valerio and Jucelle Anne Valerio.
He started studying in Heritage Homes Elementary School but when he is in
Grade 7 he stared studying in Jocelyn V. Cacas Montessori School Inc. He is so scared in
thee first day of school but eventually he is comfortable at his teachers and classmates.
Jeus is a lazy person at home and also in school, but he is very determined to learn
at school and to graduate and to reach his dreams for his family especially for his parents.
He is also a sweet person in his parents and sisters because he is the only of the family.
JOCELYN V. CACAS
Marilao, Bulacan
Author’s Profile
Name: Billy H. Bonifacio
Nickname: Billy
Birthday: November 2, 2001
Age:15
Address: Blk 53 lot 23 Phase 2 Scorpio Street, Heritage Homes, Loma De Gato Marilao
Bulacan
Billy was born in Montefalco Hospital, Meycauyan, Bulacan, but he grew up here
in Marilao Bulacan. He is the youngest son of Emiliano N. Bonifacio and Eleanor H.
Bonifacio. His eldest brother is Bryan H. Bonifacio and his second brother is Bernard H.
Bonifacio.
He is studying at Jocelyn V. Cacas Montessori School Inc. since Pre-school to
present as Grade 10. He is very shy but tried to be friendly with his classmates.
Billy is very kind and simple person. He helps his classmates whenever needed
and in the best way that he can. He loves to play basketball during spare time and after
doing his assignments and school projects.

JOCELYN V. CACAS
Marilao, Bulacan
Author’s Profile
Name: Angeli Domato Bergonio
Nickname: Geli
Birthday: January 10, 2003
Address: Blk 410 Lot 24 Ph.4 Jupiter St.
Heritage Homes Loma De Gato Marilao Bulacan
Angeli was born on JRMMC but she grew up at Marilao, Bulacan. She is
the youngest daughter of Jose B. Bergonio and Monique D. Bergonio. She has an
elder sister named Joan D. Bergonio.
She graduated elementary in Heritage Homes Elementary School and
continued her studied in Jocelyn V. Cacas Montessori School Inc when she was
grade 7. She is a type of girl who is shy at first as time passes by she became
shameless whenever she is with her friends. Her shyness sometimes overtakes her
whenever she is answering questions in front of the class.
She is kind, reliable and fun to be with. She often hangout with her friends
since she doesn’t like to just space out and do nothing. She seldom plays
volleyball only when she is invited by her friends.

JOCELYN V. CACAS
Marilao, Bulacan
Author’s Profile
Name: Vince Daniel R. Ledesma
Nickname: Bibo
Birthday: July 3, 2002
Age: 15
Address: Block 5 Lot 46 Carnation St. Dolmar Golden Hills, Loma De Gato,
Marilao, Bulacan
Vince was born in Valenzuela but he grew up here in Marilao, Bulacan. He is the
eldest son of Virgilia R. Ledesma and Dalmacio M. Ledesma. He has a younger brother,
Vince Dandrei R. Ledesma.
He started studying in Jocelyn V. Cacas Montessori Inc. when he was Grade 9. At
first, he was very shy but with his classmates but then they become friends eventually.
Vince is very kind, understanding but quiet boy. He helps his classmates when
they needed help at the best he can do to help them. He also watches movies or play
basketball at spare time after doing his assignment.

JOCELYN V. CACAS
Marilao, Bulacan
Author’s Profile
Name: Estelle Madeleine A. Huerta
Nickname: Madz
Birthday: June 10, 2001
Address: Blk 35 Lot 10 Ph.1 Advocacy St. Heritage
Homes Loma De Gato Marilao Bulacan
Madz was born in Dubai, U.A.E. However, when she turned two, her
parents decided to move, then spent the of her 11 years in the Kingdom of Saudi
Arabia before she move in Marilao, Bulacan. She studied at various schools due
to the constant need of her father’s work. Madz is the youngest child of Antonio
Huerta and Alejandra Arpon. She started studying in Jocelyn V. Cacas Montessori
School Inc. when she was in Grade 7. As an introvert, making new friends wasn’t
immediate for her, but soon she adopted well with them.
Madz is a typical teen who seeks adventure to know herself-more. She is a
shy type girl who’s afraid to show her true feelings, but actually very lively once
you get to know her. Despite of being a procrastinator, she works hard to meet
the deadlines. She’s an independent and reliable person. Having potential in arts,
she dreams of having a profession related to it just like her father’s, where she can
develop her skills.

JOCELYN V. CACAS
Marilao, Bulacan
DEDICATION
We dedicate our dissertation work to our beloved families Bergonio, Bonifacio,
Huerta, Ledesma and Valerio Family. A special feeling of gratitude for our loving parents
and family, whose words of encouragement and push for tenacity ring in our ears. We
also dedicate this dissertation to our friends, parents and teachers who supported us
throughout the process of our thesis.
We dedicate this research to OFW’s and their child and give special thanks to our
beloved mentor, Mrs. Jennylin David, we always appreciate all your help for us, for
developing our skills and helping us throughout the entire process. You will always be
our best mentor. Godbless and Thank you!

JOCELYN V. CACAS
Marilao, Bulacan
Abstract
Overseas Filipino Workers are very common in our culture. Parents are willing to
do such things for their family and for the future of their family. A lot of reasons why the
parents are forced to work abroad especially for their family. OFW parents are very
difficult especially for their children. Lack of communication is a big problem of having
OFW parents.
The main purpose of this study is to determine how difficult if having an OFW
parents abroad and lack of communication with them.This study also helps to determine
how having an OFW parents can affect the emotional stress of the children.
The data the researchers used is the T-test. This is used to know on how this
affects the children with both parents working abroad and children with only one parent
working abroad.
JOCELYN V. CACAS
Marilao, Bulacan
CHAPTER 1
Problem and Its

Background
JOCELYN V. CACAS
Marilao, Bulacan
Introduction
The overseas migration of parents from their country has resulted in increasing numbers
of long-term separation of parents from their children which leaves an impact to their
children. They have different levels of acceptance and tolerance depending on the
situation.
A lot of Filipinos are encouraged to flee the country and find a job elsewhere because of
the salary difference. In this case, individual move as part of their effort to improve their
lives and lives of their families.
Although it is widely known and mentioned, the life of children whose parents are
working abroad has not been researched widely. This study was chosen by our group for
better understanding on the children’s behavior towards their parents working abroad.
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Background of the study
Communication between children with their parents may seem uninteresting to their
children which may cause a strain in their relationship. The way they communicate and
the instrument they use to communicate may affect their relationship.
The reason why the researcher conducted this study is in order to find out if whether or
not parents working abroad may ffect the relationship of children with their parents
abroad and how it may affect the emotions of the child. If whether or not it gives them
emotional stress.
Statement of the Problem
These are the following questions that the researchers hope to be answered:
 The effects that leave whether a positive or negative impact to their children
 Reasons on how lack of communication may put a strain on their relationship.
 Difficulties of children in coping to changes when their parents are away
 If it whether or not parents being and working abroad may cause an emotional
stress to the children or not.
 The discontent/contentment of children when their parents working abroad only

calls when there is special events
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Significance of the Study
This study will greatly benefit the following:
 For students, the results may clarify the reason behind their possible change in
their relationship with their parents overseas be more understood. To prevent
possible loss of communications between them and their parents.
 For parents, to have more knowledge about the possible change in their
relationship with their children. To have a better relationship and communication
with their children.
 For teachers, the given data would guide the teachers on how to help students
that may have this particular communication problems with their parents abroad.
 For future researchers, the results of the study will serve as an awareness about
the importance of the communication of parents and their children and how it can
help not only for the students’ daily life but also the parents and teachers who
have concerns. In order to improve the communication not only with their parents
but also with the teachers.
Scope and Delimitations
The researcher conducted the study in two various private schools in Marilao, Bulacan.
These are from Escuela De Sto. Padre Pio; and Jocelyn V. Cacas Montessori School Inc.
The survey was conducted on Nov.19, 2017. There are a total of 300 student who
participated in answering the surveys.
The students from Escuela De Sto. Padre Pio has one153 respondents and from Jocelyn
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V. Cacas with 147 respondents a total of 155 male and 145 female respondents. The
students who are involved in this study conducted was Grade 7 to Grade 10 students.
Conceptual Framework
Independent Variable Dependent Variable
Emotional stress of
Overseas
the Overseas
Filipino
Filipino Worker’s
Workers Children
Overseas Filipino Worker which is the researchers’ independent variable may affect the
emotional stress. The researchers picked emotional stress of the overseas Filipino
worker’s children as the independent variable, as this changes overtime. Emotional stress
of the children may vary depending on their level of acceptance to their parents working
abroad.
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Definition of terms
Ambivalent – having mixed feelings toward the same object.
Assimilate – to make part of one’s own thinking.
Criterion – a standard, rule or test by which a correct judgement can be made.
Discern – to perceive; to see clearly.
Engender – to bring into existence.
Fluidity – able to flow freely; able to change rapidly or easily.
Heighten – to make or more higher or more intense.
Impending – to be eminent; to threaten.
Intimacy – close or confidential friendship.
Keenly – eager, enthusiastic; intellectually acute, shrewd.
Outweigh – to count for more than, to exceed in value, weight or importance.
Paramount – having the highest title or rank; superior to all others.
Prerequisite – required as necessary to something that follows.
Prevalent – current; predominant; widely practiced or experienced.
Prominent – jutting, projecting; standing out, conspicuous; widely and favorably known;
distinguished.
Prompted – to remind of what have been forgotten or of what comes next.
Proximity – the state or fact of being near.
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Remittances – the sending of money or a payment; the payment or money sent.
Subsequent – occurring or following after.
Substantial – of considerable value or size; important; strongly built.
Transnational- extending or operating across national boundaries.
Hypotheses
H0 : There is no significance in the emotional stress of overseas Filipino worker’s
children.
H1 : There is a significance in the emotional stress of overseas Filipino worker’s children
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CHAPTER 2
Review of Related
Literature
JOCELYN V. CACAS
Marilao, Bulacan
Related Literature
What is the definition of socialization? Various definitions have been given to the term
socialization—for example, “socialization is the process of the emergence of the personality” [7];
“socialization is the process by which individuals become integrated in the existing society” [8];
“socialization is the process and the result of the individual’s learning and subsequent active
reproduction of the social experience” [9]; “the process of the development of the individual in
interaction with the world around him” [10]. In the process of socialization, individuals learn
values, norms, and symbols [8]; they master the skills of practical and theoretical activity [11],
become adjusted to social norms [12], develop social and individual attitudes [13], and assimilate
the culture that is characteristic of their society and people [14]. Thus, the aspect of integration in
society is prominent in the content of socialization. The various authors emphasize the influence
of the environment on the socialization of the individual. They point out that socialization
proceeds “through the family, the school, the language, and the people around one” [8]; “in
interaction with the microenvironment and the macro environment” [15]; and under the influence
of the various life conditions and circumstances [11]. Consequently, socialization can be
understood as a life-long process in which the individual, in interaction with the environment and
the people around him and in the process of improving his development, becomes integrated in
society. Even though socialization is a life-long process, its intensity differs in each stage of
development. A number of scientists who have studied the process of socialization (Berger and
Luckman [16], Juodaityte [13], Leliugiene[12; 17], Mudrik [10; 18] and others) acknowledge that
the process goes on most actively in childhood, when the foundations are laid down for
independent life. Socialization is one of the most important functions of the family, and it is
linked to the satisfaction of the needs of the family and the performance of roles [19–22]. The aim
of primary socialization is to develop the child’s emotional attachment to other people, an
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attachment manifested in trust, obedience, and the desire to do good things that are pleasing to
them. In their interaction with their parents, brothers, and sisters, children gain a gradual
understanding of society and, at the same time, they learn how to function in society as full-
fledged personalities. As soon as a crisis hits a family (divorce, death, unemployment, etc.), its
functions also break down. In such cases, when one or several family functions do not work
satisfactorily, it is reasonable to speak of functional disruptions, or dysfunctions [22]. Children’s
separation from their parents (or from one parent) owing to their going to another country to find
work is one circumstance that affects a family’s dysfunctionality. In such a case, the performance
of many functions breaks down, including that of children’s socialization. In such a case, more
importance is assigned to just one functions (the economic function, for the purpose of meeting
material needs); also at work are changes in people’s attitudes regarding family and children.
According to the data of a European study of values in 1990 and 1999 [23], over a ten-year period
there was a decline in the importance that a woman assigns to children in her life, and a
noticeable shift in the direction of greater importance of material conditions as a prerequisite for a
happy marriage (especially among younger people). It is widely thought that successful
upbringing and development does not necessarily require that a child have both parents. It is
obvious that when there is a widespread tendency in society to discount the family and justify
bringing up children without parents (or without one parent), the justification of temporary
migration becomes more prevalent.
Implications and conclusions
Substantial changes take place in the life of an adolescent when one or both parents are
temporarily living and working abroad. A total of 61 percent of the respondents reported that they
were living with one parent (the other parent had gone abroad); both parents had gone abroad in
the case of 39 percent. It was most often the case that the adolescents were living with relatives
(23 percent with grandparents, 4 percent with a sibling, and 5 percent with other relatives)—in
other words, they were living with blood relatives; only 2 percent reported that they were living
with family friends. Hence, the parents are leaving their children with people who are quite close
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to them. What is disturbing is that there are quite a few cases in which there is no one to take care
of the child left at home when parents go away: 5 percent of the respondents reported that they
were living completely on their own. In the case of most respondents their parents had been
working abroad for a relatively brief time: from one to six months (the father in 44 percent of
cases, the mother in 34 percent of cases); from six months to one year (11 percent and 20
percent), and from one year to two years (13 percent and 11 percent). A total of 33 percent of the
fathers and 35 percent of the mothers had been working abroad for two years or more. This means
that a substantial percentage of the adolescents who took part in the survey had been living
without one or both parents for quite a long period of time. The conditions under which most
respondents were living, going to school, and getting medical care had not changed as a result of
the temporary migration of their parents. A total of 11 percent of the respondents reported that in
the absence of their parents they were not going to their own doctor for medical care, 9 percent
were not going to their regular school, 13 percent were not living in their own home, and 7
percent were not even living in the same town. Statistically significant differences were found in
regard to the situation where parents have migrated: in the majority of cases where both parents
have gone abroad the adolescents are less likely to remain living in their customary surroundings.
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Related Studies
 Educational performance of children of migrant parents in Ghana, Nigeria and
Angola
Victor and Mazzucatob (2016) stated that “The migration from the Global South
regularly entails leaving children in the home country, hence creating a network of
transnational families. When parents migrate, they are often motivated by a desire to
provide better educational opportunities for children who stay behind. Remittances sent
back by migrant parents may be used to paying school fees, books and other school
necessities, thus enabling children to enhance their education. Yet, under certain
circumstances, parental migration may affect children emotionally (Mazzucato, Cebotaria
et al. 2015) and potentially disrupt their performance in school.
Indeed, the transnational family literature on children’s education finds contrasting
evidence. Battistella and Conaco (1998) study the effects of parental migration on
educational performance of children and conclude that migration negatively impacts the
schooling of children in transnational care. The effects are greater for children separated
from their mothers or from their primary caregivers. Similar results are found by other
scholars.” (Vol. 42 Issue 5, pp. 834-856. 23p.)
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 Impact of International Remittances on
Schooling in the Philippines: Does the Relationship to the Household Head Matter?
Tomoki Fujii (2015) said that “The additional incomes from remittances potentially allow
the children of emigrant workers to go to school, but this may also mean that the emigrant
parents cannot take care of their children by themselves. Even though this consideration
is neglected in the published literature, it is important because there may be negative
guardian effects. That is, children in a household headed by someone other than their own
parent may not receive sufficient parental input. Second, the remittances sent by the
emigrant parents may not necessarily benefit their children if the receiving household in
the home country uses them in an unintended way.
Therefore, using micro data, we investigate whether and to what extent the impact of
remittances on human capital investment depend on the relationship between the school-
age individuals and their household heads. This is particularly relevant in the Philippines
because it is common for Filipino parents to ask other people, usually relatives, to care for
their school-age children while working abroad.
We indeed find that there are negative guardian effects on schooling. However, we find
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no evidence that remittances are used in an unintended way. Although there is a gender
difference in the marginal impact of remittances, the positive impact of international
remittances tends to outweigh the negative guardian effect for both boys and girls.” (Vol.
29 Issue 3, pp. 265-284. 20p. 6 Charts.)
 Long distance intimacy: class, gender and intergenerational relations between
mothers and children in Filipino transnational families
Parrenas (2005) said that “Migration engenders changes in a family. This is particularly
so in the Philippines where a great number of mothers and fathers emigrate to sustain
their families economically.
There are no reliable government statistics on the number of mothers and fathers leaving
their children behind in the Philippines, but non-governmental organizations estimate
there are approximately nine million of these children growing up physically apart from a
migrant father, migrant mother or both migrant parents (Kakammpi 2004). This figure
represents approximately 27 per cent of the overall youth population. The formation of
transnational households poses challenges to the achievement of intimate familial
relations between migrant parents and the children they leave behind in the Philippines.
In this article, I address transnational intergenerational relations between Filipino migrant
mothers and their young adult children and examine how families achieve intimacy
across great distances. I do this by identifying and examining the acts of transnational
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communication that Filipino migrant families use to develop intimacy, in other word
familiarity, across borders. By transnational communication, I refer to the flow of ideas,
information, goods, money and emotions.
Contemporary transnational households have a different temporal and spatial
experience from the binational families of the past. New technologies ‘heighten the
immediacy and frequency of migrants’ contact with their sending communities and
Global Networks allow them to be actively involved in everyday life there in
fundamentally different ways than in the past (Levitt 2001: 22). For instance,
transatlantic telephone services are more accessible and allow migrants to be involved
in day-to-day decisions. This is also the case in the Philippines, where the rapid
advance in technology is mirrored in the mobile phone industry.
In this article, I address how political economic conditions and gender shape the
dynamics of transnational communication in families where the mother is away. My
discussion begins with a literature review on transnational families and then moves to
an overview of my methodology and characteristics of sample. I then proceed to
describe the transnational communication recognized by young adult children in such
‘mother-away families’. My discussion considers the occupation of the migrant parent
and examines how the conditions of migrant employment control transnational family
life. It also considers geopolitics, taking into account how the regional development of
the area of residence controls transnational communication flows between migrant
mothers and their children. Next, I examine how gender is constituted in acts of
transnational communication, addressing whether they agree or disagree with the
reorganization of the gender division of labor forced by the biological mother’s
complete removal from the home. By illustrating how employment conditions,
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economic conditions and gender shape transnational family communication, I provide
a socially thick lens through which to understand the formation of transnational
intimacy and emphasize how larger systems of inequality shape the lives of the
children the global migration of women have left behind.” (P317-336)
 When the light of the home is abroad:
Unskilled female migration and the Filipino family
Milagros, et.al (0000) stated that “It is increasingly acknowledged that the transnational
family – generally one where core members are distributed in two or more nation states
but continue to share strong bonds of collective welfare and unity – is a strategic response
to the changing social, economic and political conditions of a globalizing world
(Parreñas, 2001; Bryceson & Vuorela, 2002; Ho, 2002).
It is also recognized that efforts to create familial space and network ties are especially
difficult in transnational families, because the lack of spatial proximity and face-to-face
interaction compounds the differences between individuals and generations that already
exist even for the non-transnational family.
As such, rather than working to maintain ties with one another, members of a
transnational family may allow these to lapse and/or choose to replace them with non-
blood ties (Bryceson & Vuorela, 2002). Bryceson and Vuorela (2002:14) suggest the
term “relativizing” to refer to the variety of ways employed by individual members of
transnational families to consciously “establish, maintain or curtail relational ties” with
one another, either through “active pursuit” or “passive negligence”. Thus, they argue,
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different individuals within the same transnational family may imagine their family
differently, depending on how they “center their family stories and sense of belonging”
(Bryceson & Vuorela, 2002:15) in the family, leading to very fluid conceptions of who
constitutes the family and the different roles members within it play.”
According to Bryceson and Vuorela (2002), such fluidity not only characterizes the
way the family is (re)constituted in the minds of family members, but there is also a
continual negotiation and definition of the roles of, and relationships among, different
family members – both present and absent – through an individual’s life cycle. For
some, however, their conceptions may be “unyielding” and not subject to any
revisions, or new roles are quickly retracted upon family reunion (Bryceson &
Vuorela, 2000:16). Such relativizing of familial roles and relationships is also tied to
material economic conditions as maintaining contact over geographically distant
places requires money. For less well-off migrants (such as unskilled labor migrants):
Once the migrant locates away from the core family the cost of international
telephone calls, faxes, emails and airfares may serve as barriers to communications
within low-income transnational families. On the other hand, they may feel greater
insecurity and more compulsion to retain links with distant family members than
higher income families. They may be exposed to a more pronounced cultural divide
in their adopted country and have more need for a fallback in case they lose their
livelihood or residential rights… [But] they find means to keep in close contact
despite their tighter financial circumstances.
 The Effect of Parents’ Labor Migration on the Socialization of Adolescents
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LIaLIugene and Rupshene (2009) stated that “The majority of people who go to other
countries to work leave their families back in their own country. It must be acknowledged
that this results in a transformation of the institution of the family and the socialization of
children. Thus it is of paramount importance to look at temporary migration from the
child-centered perspective. How does parents’ temporary migration affect the
socialization of their children? Older children have to assume responsibilities that used to
be taken care of by their parents, and may drop out of school to take care of younger
siblings. When one or both parents go away, grandparents and other relatives have to
step in to take care of the children. (pp. 6–19.)
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CHAPTER 3
Research Design
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Marilao, Bulacan
Research Design
The study dealt primarily in the bereavement of a child. It also includes the effects to the
emotion of the children caused by their parents working abroad. It may cause the children
to be upset to their parents. However, every children has a different level if acceptance
depending on the situation.
This study covers two different private schools in Marilao, Bulacan. In showing these
problems, the researchers employed causal design, because the study pursues to
determine whether or not the parents leaving and working abroad causes emotional
distress to their children. As a tool for data gathering, the researchers used questionnaires
and came up with a survey.
Population and Sample
The population became a big part of this research especially in our thesis. A sample of
this study is the population of students in different private schools around in Marilao,
Bulacan. The respondents that we count were not chosen most of them were just number
of random students. The sample of the population in our research study stood at 145
female students and 155 male students in the secondary level from different private
schools that gave a total of 300 respondents for this research.
N
S= Where :
(1+Ne2 )
300
S = 1+(300)2 S = Sample Space
S =171.43 N = Number of Respondents
E 2 = Level of Significance
17
JOCELYN V. CACAS
Marilao, Bulacan
Data Gathering Procedure
The researchers created twenty (20) questions, then chose ten (10) out of it to put into the
questionnaires. Researchers arrange it chronologically with relevance. After having been
told of giving survey, the researchers gave letters of intent to various schools in order to
meet the desired quantity of respondents. This research are focused to the high school
students that the researchers will gave a survey to them in a given date of school’s
administrator.
On the 29th of November the researchers’ group conducted a survey at the Escuela De
Santo Padre Pio. When the student’s approach the school they weren’t certain if they are
allowed. However upon showing the waiver, they were given an approval to continue and
take a survey. They entered every grade and section in the high school department and as
the researchers meet the students, they immediately explain the instructions and after,
collect the questionnaires and thank them for their cooperation.
18
JOCELYN V. CACAS
Marilao, Bulacan
Research Instrument
The researchers made survey questionnaires to gather data and information, by preparing
questions for the students to answer, and by answering the questions, the students also
share their feelings and thoughts.
Specific Question Questionnaire
1. What is the respondents’ profile? 1. profile of the respondents
1.1 Age
Male ______ Female_______
1.2 Gender
___________ Grade 7
1.3 Year level
___________ Grade 8
___________ Grade 9
___________ Grade 10
1.4 School
___________ JVCMSI
___________ PIO
2. Difficulties of children coping with Is it difficult for you to cope up with the
changes when their parents abroad changes when your parents are away?
3. Love and support that children feel when Do you still feel your parent’s love and
their parents are away support when they are away?
4. The contentment and/or discontentment of Is it enough that your parents abroad only
children when their parents abroad only calls calls when there are special events
when there are special events.
19
JOCELYN V. CACAS
Marilao, Bulacan
5. The possible loss of interest of children to Do you think that when their parents are in
communicate with their parents abroad. abroad, children lose interest in
communicating with their parents
6. Overseas Filipino Worker’s hard work as Does Overseas Filipino Worker’s hard
an inspiration to the students. works inspire you to achieve to do your
best at school
Statistical Treatment
The method we used is t-test, in order to perceive the difference. The emotional stress of
the children whose parents are either both working on abroad or children with only one
parent abroad.
∣𝑥̅ 1 −𝑥̅ 2 ∣
t=
2 2
√𝑆1 +𝑆2
𝑛1 𝑛2
Where:
𝑥̅1 = Mean of the scores of the students with only 1 parent working abroad
𝑥̅2 = mean of the scores of the students with both of the parents working abroad
S1 = Squared of the mean of the scores of the students with only 1 parent working abroad
S2 = Squared of the mean of the scores of the students with both of the parents working
abroad
n1 = No. of students who has only 1 parent working abroad
n2 = No. of students who has both parents working abroad
20
JOCELYN V. CACAS
Marilao, Bulacan
CHAPTER 4
Presentation and
Interpretation of Data
JOCELYN V. CACAS
Marilao, Bulacan
Presentation of Data
Table of Respondents According to Year
300
250
200
Grade 7
Grade 8
150
Group 9
100 Grade 10
50
74 68 80 78
0
Grade 7 Grade 8 Grade 9 Grade 10
No. of Respondents
× 100
300
Grade 7 = 74/300 = 24.67%
Grade 8 = 68/300 = 22.66%
Grade 9 = 80/300 = 26.67%
Grade 10 =78/300 = 26%
21
JOCELYN V. CACAS
Marilao, Bulacan
Table of Respondents According to Gender
300
250
200
150 Male
Female
100
145 155
50
0
Female Male
No. of Respondents
× 100
300
Female = 145/300 = 48.33%
Male = 155/300 = 51.67%
Table of Respondents According to School
300
250
200
150 Padre Pio

JVCMSI
100
147 153
50
0
JVCMSI Padre Pio
No. of Respondents
× 100
300
JVCMSI = 147/300 = 49%
Padre Pio = 153/300 = 51%
22
JOCELYN V. CACAS
Marilao, Bulacan
Table of Respondents According to their Age
300
250
17 yrs. Old
200
16 yrs. Old
15 yrs. Old
150
14 yrs. Old
100 13 yrs. Old

12 yrs. Old
50 87 11 yrs. Old
65 62
3 44 29
0 10
11 yrs. Old 12 yrs. Old 13 yrs. Old 14 yrs. Old 15 yrs. Old 16 yrs. Old 17 yrs. Old
No. of Respondents
× 100
300
11 yrs. Old = 3/300 = 1%
12 yrs. Old = 44/300 = 14.67%
13 yrs. Old =65/300 = 21.67%
14 yrs. Old = 62/300 = 20.67%
15 yrs. Old = 87/300 = 29%
16 yrs. Old = 29/300 = 9.67%
17 yrs. Old = 10/300 = 3.33%
23
JOCELYN V. CACAS
Marilao, Bulacan
Table of Respondents According to their Answer
300
267
247
250
226
213 215
194
200
161
150 139 Yes
No
106
100 87 85
74
53
50 33
0
Q1 Q3 Q6 Q7 Q8 Q9 Q10
No. of Respondents
× 100
300
Q1 = YES 213/300 = 71%
NO 87/300 = 29%
Q3 = YES 247/300 = 82.33%
NO 53/300 = 17.67%
Q6 = YES 85/300 = 28.33%
NO 215/300 = 71.67%
Q7 = YES 106/300 = 35.33%
NO 194/300 = 64.67%
Q8 = YES 139/300= 46.33%
NO 161/300 = 53.67%
Q9 = YES 226/300 = 75.33%
NO 74/300 = 24.67%
Q10 = YES 267/300 = 89%
NO 33/300 = 11%
24
JOCELYN V. CACAS
Marilao, Bulacan
Table 1: Profiling
No. of respondents Percentage
F %
1. Only 1 parent 158 88.27%
2. Both parents 21 11.73%
Total 179 100%
This table contains a total number of students who answered the 5th question about
whether or not either of their parents are working abroad or only one parent who works
abroad.
1. 158/179 100 = 88.27%
2. 21/179 100 = 11.73%
Table 2: Profiling
F %
1. Through letter 12 6.70%
2. Through text 10 5.59%
3. Through chat/video 153 85.48%
4. Others 4 2.23%
Total 179 100%
This table contains a total number of students who answered in 4th question about how
the children communicates with their parents working abroad.
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JOCELYN V. CACAS
Marilao, Bulacan
Table 3
Where the scores are: Yes – 5 ; No – 0 and reverse for questions 3 and 7
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JOCELYN V. CACAS
Marilao, Bulacan
Table 4
Where the scores are: Yes – 5; No – 0 and reverse for questions 3 and 7
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JOCELYN V. CACAS
Marilao, Bulacan
Test Goodness of Fit Test
∣𝑥̅ 1 −𝑥̅ 2 ∣
t=
2 2
√𝑆1 +𝑆2
𝑛1 𝑛2
∣16.49−15.71∣
= 2 2
= 0.21
√(16.49) +(15.71)
158 21
1. H0 : There is no significant differences between the scores of children whose
parents are both working abroad and children with only one parent working
abroad.
2. 𝛼= 5%
3. Use t-test
4. CV= 0.21
5. df= 177
6. TV= 2.609
TV >CV
7. Accept H0
8. There is no significant differences between the scores of children whose parents
are both working abroad and children with only one parent working abroad.
28
JOCELYN V. CACAS
Marilao, Bulacan
Interpretation of Data
Based on the result of the data that the researchers gathered, the tabulated value is greater
than the computed value (CV < TV) meaning the hypothesis that states that emotional
stress does not happen to children who has OFW parents is accepted.
The decision formulated by the researcher is “Emotional Stress is not associated to
children whose parents are working abroad.” It means that the children understand why
their parents needs to be away to earn money for their family. They try to look at the
situation in a positive way and be strong even their parents are not there with them.
29
JOCELYN V. CACAS
Marilao, Bulacan
CHAPTER 5
Summary,
Conclusions, and
Recommendations
JOCELYN V. CACAS
Marilao, Bulacan
Summary of Findings
The problem being discussed on the research is the effects of emotional stress on the
children of Overseas Filipino Workers. The research design used was descriptive survey
method, which is to acquire first hand data to provide interpretations and
recommendations for the said study. Based on the findings gathered in the questionnaires,
emotional stress does not affect the children whose parent/s is/are working overseas. The
researchers discovered that children do not experience emotional distress or difficulties
when one or both of their parents are away. They tend to understand that because of
underlying factors like poverty or low income, their parents need to find luck and go
abroad to earn for a living. Children has their loved ones and friends that will fill in and
make them feel loved and complete. Through modern technology, communication
between the parent and their child is more convenient meaning parents can still assess
their child’s development and the child can still feel that their parents are still there for
them.
Conclusions
Based on the findings of the study, the following conclusion are drawn:
 The researchers concluded that children understand the reasons of their parents
why they need to go abroad
 The researchers concluded that parents are making efforts and time just to see and
make the child feel their love even they are far
 The researchers concluded that modern technology is a big help to the
communication of the child and parent
30
JOCELYN V. CACAS
Marilao, Bulacan
 The respondents are used to in having their parents away from them
Recommendations
Based on the findings and conclusion presented, the following recommendations
suggested:
 The children should have understanding and patience towards to the situation.
They should do good in school as a repay for their parent’s sacrifices.
 The parents should constantly communicate and make their loved and supported
in anyway that they can.
31
JOCELYN V. CACAS
Marilao, Bulacan
Time Table
July 27, 2017 Submission of author’s profile
August 1, 2017 The researchers were asked to submit 5
topics to their research mentor.
August 5, 2017 Approval of the title
September 3, 2017 After the approval of topic, the researchers
were asked to create 20 questions for the
questionnaire.
October 19, 2017 10 question were approved by the research
mentor.
October 23, 2017 Making of introduction, background of the
study.
October 24, 2017 Waiver and letter for parents were printed.
October 27, 2017 The researchers made letter of intent in
order to ask permission to the school
principals
November 29, 2017 The researchers started the survey to
various schools and distribute the
questionnaires.
December 13, 2017 The researchers started making initial pages
and the rest of chapter 1.
32
JOCELYN V. CACAS
Marilao, Bulacan
January 15, 2018 Making of chapters 2 & 3
January 22, 2018 Approval of chapters 2 & 3
January 26, 2018 Making of chapters 4 & 5
February 23, 2018 Approval of all chapters
February Book binding
February 27, 2018 Mock Defense
March 2, 2018 Oral Defense
33
JOCELYN V. CACAS
Marilao, Bulacan
JOCELYN V. CACAS
Marilao, Bulacan
Bibliography
References
1. World Economic and Social Survey 2004: International Migration. The United Nations
Department of Economic and Social Affairs. www.un.org/
esa/policy/wess/wess2004files/part2web/part2web.pdf. 2. Malinauskas, G. “Researching
the Impact of Partial Labour Migration on a Child: Failure of Attachment Theory.” Social
Work and Society, 2004, vol. 4, no. 2. 3. Abormaitiene, L. “The Emerging Aspects of
Children’s Social and Educational Problems in the New Member States EU, 2004.” In
Education-Line. www.leeds.ac.ua/educol/documents/00003777.html. 4. Nosseir, N.
“Family in the New Millennium: Major Trends Affecting Families in North Africa.” In
Major Trends Affecting Families: A Background Document. Report for United Nations,
Department of Economic and Social Affairs, Division for Social Policy and
Development, Program on the Family (2003), pp. 14–15 (citations omitted).
www.un.org/esa/ socdev/family/Publications/mtnosseir.p.fox. 5. De Silva, I.
“Demographic and Social Trends Affecting Families in the South and Central Asian
Region.” In Major Trends Affecting Families: A Background Document. Report for
United Nations, Department of Economic and Social Affairs, Division for Social Policy
and Development, Program on the Family, May 2003, pp. 10–11.
www.un.org/esa/socdev/ family/Publications/mtdesilva.pdf. 6. Quah, S. “Major Trends
Affecting Families in East and Southeast Asia.” In Major Trends Affecting Families: A
Background Document, Report for United Nations, Department of Economic and Social
Affairs, Division for Social Policy and Development, Program on the Family, March
2003, p. 22 (citation omitted). www.un.org/esa/socdev/family/Publications/mactquah
.pdf. 7. Mardakhaev, L.V. Slovar’ po sotsial’noi pedagogike [Dictionary of Social
Pedagogy]. Moscow: Akademiia, 2002.
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JOCELYN V. CACAS
Marilao, Bulacan
2. http://web.b.ebscohost.com/ehost/detail/detail?vid=0&sid=bca76043-06e7-4444-a0dd-
41429ec9be6c%40sessionmgr104&bdata=JnNpdGU9ZWhvc3QtbGl2ZQ%3d%3d#AN=
44190292&db=pbh
http://web.b.ebscohost.com/ehost/detail/detail?vid=0&sid=feb16e28-3396-4d9f-a1f9-
9a3f36045559%40sessionmgr120&bdata=JnNpdGU9ZWhvc3QtbGl2ZQ%3d%3d#AN=
EJ832134&db=eric
http://web.b.ebscohost.com/ehost/detail/detail?vid=0&sid=c1136691-f6ec-42c3-b1f7-
c564f583d45f%40pdc-v-
sessmgr01&bdata=JnNpdGU9ZWhvc3QtbGl2ZQ%3d%3d#AN=13662219&db=aph
http://web.b.ebscohost.com/ehost/detail/detail?vid=0&sid=ff0f7f25-d5ed-4d8d-aec6-
953a6ad5bcbe%40pdc-v-
sessmgr01&bdata=JnNpdGU9ZWhvc3QtbGl2ZQ%3d%3d#AN=18526965&db=aph
http://web.b.ebscohost.com/ehost/detail/detail?vid=0&sid=54aadb95-a33c-48c3-b52e-
ba5a0c50f491%40sessionmgr102&bdata=JnNpdGU9ZWhvc3QtbGl2ZQ%3d%3d#AN=
109503675&db=bsh
http://web.b.ebscohost.com/ehost/detail/detail?vid=12&sid=982b6aef-eb42-4e0e-8a60-
daeb523d9e3f%40sessionmgr102&bdata=JnNpdGU9ZWhvc3QtbGl2ZQ%3d%3d#AN=
113744281&db=aph
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JOCELYN V. CACAS
Marilao, Bulacan
Appendices
Grade 7 from Escuela De Santo Padre Pio
36
JOCELYN V. CACAS
Marilao, Bulacan
37
JOCELYN V. CACAS
Marilao, Bulacan
Grade 7 from Jocelyn V. Cacas
38
JOCELYN V. CACAS
Marilao, Bulacan
39
JOCELYN V. CACAS
Marilao, Bulacan
Sample Questionnaires
40
JOCELYN V. CACAS
Marilao, Bulacan
Jocelyn V. Cacas Montessori School, Inc
Block 36, Lot 9, Metrogate Meycauayan 2, Heritage Homes,
Marilao, Bulacan
Waiver Form
___________________
Name of student
I acknowledge that my son/daughter participating in conducting their survey
outside school premises. It is entirely voluntary.
I have also ensured that my child understand that it is important for safety of the
group that all rules and introduction given by their research mentor are obeyed.
I hereby agree that any negligent act or accident towards my child will not bring
assert or claim against JVCMSI or teacher - in - charge as a result of any action taken.
___________________ ___________________ ____________________
Parents’ name Parents’ signature Date

JOCELYN V. CACAS
Marilao, Bulacan

Emotional Stress of The Overseas Filipino Worker's Children in Private Schools in Marilao

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JOCELYN V.

Emotional Stress of the Overseas Filipino Worker’s Children in Private Schools in

Huerta, Estelle Madeleine A.

Ledesma, Vince Daniel R.

Valerio, Jeus Jun G.

Jocelyn V. Cacas Montessori School, Incorporated

Ms. Jennylin C. David

Dr. Yanga’s Colleges Inc.,

Research Mentor’s Institution

Chapter 1: Problem and Its Background

1.2 Background of the Study……………………………………....

1.3 Statement of the Study………………………………………...

1.4 Significance of the Study………………………………………

1.5 Scopes and Delimitations………………………………………

1.6 Conceptual Framework………………………………………..

1.7 Definition of Terms……………………………………………

Chapter 2: Review of Related Literature (RRL)

2.1 Related Literature………………………………………………

2.2 Related Studies………………………………………................

Chapter 3: Research Methodology

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

3.2 Population and Sample…………………………………………

3.3 Data Gathering Procedure……………………………………….

3.4 Research Instrument……………………………………………..

3.5 Statistical Treatment……………………………………………..

Chapter 4: Presentation, Analysis and Interpretation of Data

4.1 Presentation of Data…………………………………………………

4.2 Interpretation of Data………………………………………………..

Chapter 5: Summary, Conclusion, and Recommendations

5.1 Summary of Findings………………………………………………..

Elizabeth Parreno for agreeing to be our panelist for our defense.

Name: Jeus Jun Valerio

Birthday: June 20, 2002

He started studying in Heritage Homes Elementary School but when he is in

Grade 7 he stared studying in Jocelyn V. Cacas Montessori School Inc. He is so scared in

Name: Billy H. Bonifacio

Birthday: November 2, 2001

in Marilao Bulacan. He is the youngest son of Emiliano N. Bonifacio and Eleanor H.

He is studying at Jocelyn V. Cacas Montessori School Inc. since Pre-school to

doing his assignments and school projects.

Name: Angeli Domato Bergonio

Birthday: January 10, 2003

Address: Blk 410 Lot 24 Ph.4 Jupiter St.

Heritage Homes Loma De Gato Marilao Bulacan

elder sister named Joan D. Bergonio.

She graduated elementary in Heritage Homes Elementary School and

whenever she is answering questions in front of the class.

volleyball only when she is invited by her friends.

Name: Vince Daniel R. Ledesma

Birthday: July 3, 2002

Vince Dandrei R. Ledesma.

He started studying in Jocelyn V. Cacas Montessori Inc. when he was Grade 9. At

basketball at spare time after doing his assignment.

Name: Estelle Madeleine A. Huerta

Birthday: June 10, 2001

Address: Blk 35 Lot 10 Ph.1 Advocacy St. Heritage

Homes Loma De Gato Marilao Bulacan

Madz is a typical teen who seeks adventure to know herself-more. She is a

develop her skills.

We dedicate our dissertation work to our beloved families Bergonio, Bonifacio,

throughout the process of our thesis.

our best mentor. Godbless and Thank you!