Chapter 1

INTRODUCTION

Situation Analysis

Smoking is a practice in which a substance is burned and the resulting smoke

breathed in to be tasted and absorbed in the bloodstream. Smoking is primarily practiced

as a route of administration for recreational drug use because of the combustion of the dried

plant leaves. Nicotine is the major component of cigarette which is considered as highly

addictive that makes it difficult for people to stop smoking. Smoking generally has negative

health effects. It can cause lung diseases by damaging the airways and other parts.

Schools are important factors and in a unique position to help reduce the problem

of smoking use by adolescents. Adolescents spend almost a third of their waking hours at

school. Much of the peer pressure that adolescents feel to try smoking occurs within the

school setting. According to studies, the peak years for first trying cigarettes appears to be

in the sixth and seventh grades. This is a period when adolescents are particularly

susceptible to pressures from their peers.

There are approximately 90% of the people who smoke for the first time are

adolescents younger than 18, and the rate of smoking is rising steadily. In general,

adolescents start smoking out of curiosity, and many become habitual smokers during this

period.

One of the prohibited acts that the school—OANARI National High School is of

great concern is the smoking among learners. There were cases of smoking in the school

as attested by the school guidance counsellor. Since it is prohibited act, the school is having
 2

a close monitoring on the learners to help them not to engage in smoking. Smoking does

not help them in any way. Advisers, learners and other school personnel often caught them

at the back of the classroom during break time, vacant time and dismissal of classes. These

learners who smoked are send to the guidance office and being attended by the school

guidance counsellor for guidance and counselling. These learners were also asked to bring

their guardian for them to be informed. If this prohibited act is neglected, the tendency is,

they will keep on doing it until they become habitual smokers. If this case is not given

proper attention, most likely, our learners who are soon to be our leaders will be engaged

in smoking habit which we know could affects their performance becoming less productive

citizen of the Philippines.

Emerging research suggests that school should impose policies prohibiting the

adolescents from using. If this policies are consistently enforced, it could lower than the

adolescent smoking rates. From the study of Barnett et. al. 2007, of students aged, 18, 3.8 %

of boys and 7.1% of girls smoked daily; 21.0% of boys and 25.2% of girls aged 16 years

smoked daily. Of schools, 28.0% permitted staff to smoke indoors, 84.1% permitted staff

to smoke outdoors on school grounds, and 83.2% permitted students to smoke outdoors on

school grounds.

According to Trinidad et.al. 2004, the percentage of private school students seeing

teachers smoke on school grounds has been at least twice that of public school students.

This means that teachers could influence the smoking habit of the students.

The Department of Education banned smoking in public schools which is stipulated

in DO 73, s. 2010. Smoking is prohibited inside school premises which includes open and

covered spaces around school buildings. In addition to this, school heads are instructed to
 3

put up NO SMOKING signs in conspicuous places around the school compound. Moreover,

DepEd seeks LGU’s help on enforcement of no-smoking policy in schools where

community heads will help monitor the selling of cigarettes in sari-sari and convenience

stores near the schools. Apart from seeking the help of LGU’s and communities, DepEd

has continued with its EskweLA BAN sa Sigarilyo project for this school year 2018-2019.

Framework of the Study

The Theory of Planned Behavior (TPB) is an efficacious framework for

investigating antecedents of behavior. A central factor in the TPB is the individual’s

intention to perform a given behavior. Intentions are assumed to capture the motivational

factors that influence a behavior. Intentions are determined by three preceding

motivational factors. The first is the attitude toward the behavior and refers to the degree

to which the individual has a favorable or an unfavorable evaluation of the behavior in

question. The second predictor is a social factor termed subjective norm; it refers to the

perceived social pressure to do or not to do the behavior. The third predictor of intention is

the degree of perceived behavioral control which refers to the perceived ease or difficulty

of performing the behavior. As a general rule, the more favorable the attitude and

subjective norm toward a behavior, and the greater the perceived behavioral control, the

stronger should be a person’s intention to perform the behavior under consideration.

Intention, in turn, is viewed as one direct antecedent of actual behavior. However, the level

of success will depend not only on one’s intention, but also on such partly non-motivational
 4

factors as availability of requisite opportunities and resources that represent people’s actual

control over the behavior.

The protection-motivation theory (PMT), proposed by Dr. R. W. Rogers, suggests

that we protect ourselves based on four factors: (1) the perceived severity of a threatening

event, (2) the perceived probability of the occurrence or vulnerability, (3) the efficacy of

the recommended preventive behavior, and (4) the perceived self-efficacy. Rogers’s theory

was based on the work of Richard Lazarus, who looked at how individuals cope with stress.

According to PMT, individuals assess a situation or a stressor, and then determine their

ability to deal with that situation. Threat evaluation focuses on the actual threat or the

stressor, rather than on the impact of that stressor. This demonstrates how the motivational

energy is diverted away from management and onto the actual stressor that is threatening

the individual. When dealing with a stressor, an individual determines if carrying out

recommended actions will remove the threat. Self-efficacy, the final factor in PMT, is the

belief in one’s ability to carry out the recommended course of action successfully. PMT is

one model that explains why people engage in unhealthy practices, and it offers suggestions

for changing those behaviors. If an individual feels unable to engage in or maintain healthy

behaviors, then the individual is not likely to be motivated to pursue those behaviors.

Statement of the Problem

The primary objective of this study is to determine the experiences of

smoking cessation among adolescents in OANARI National High School, Luna, La Union.

Specifically, it sought to answer the following questions:

1. What are the health risks if you keep on smoking?

2. What are the experiences of students on quitting smoking?

3. How will you cope up with quitting smoking?

 5

Definition of Terms

The following terms are defined operationally for better and easier understanding

of the study.

Addiction is a condition that results when a person ingests a substance (e.g., alcohol,

cocaine, nicotine) or engages in an activity (e.g., gambling, sex, shopping) that can be

pleasurable. People who have developed an addiction may not be aware that their

behaviour is out of control and causing problems for themselves and others.

Adolescent in this study, refers to the respondents who served as the primary source

of information regarding smoking cessation. Also, a young person who is developing into

an adult; a young person who is going through adolescence; emotionally or intellectually

immature.

Cessation pertains to the period when one decides quitting smoking.

Cigarette is a small cylinder of finely cut tobacco leaves rolled in thin paper for

smoking. The cigarette is ignited at one end causing the cigarette to smolder and allowing

smoke to be inhaled from the other hand, which is held in or to the mouth; in some cases,

a cigarette holder may be used, as well.

Curiosity A quality related to inquisitive thinking such as exploration, investigation,

and learning, evident by observation in humans and other animals.

Disease a condition of the living animal or plant body or of one of its parts that

impairs normal functioning and is typically manifested by distinguishing signs and

symptoms.
 6

Dizzy having a whirling sensation in the head with a tendency to fall: mentally

confused.

Health Risk assessment (also referred to as a health risk appraisal and health &

well-being assessment) is one of the most widely used screening tools in the field of health

promotion and is often the first step in multi-component health promotion programs.

Past Time is an activity that you enjoy doing during your free time.

Peer Pressure is direct influence on people by peers, or an individual who gets

encouraged to follow their peers by changing their attitudes, values, or behaviors to

conform to those of the influencing group or individual.

Recreational Drug a drug (such as cocaine, marijuana, or methamphetamine) used

without medical justification for its psychoactive effects often in the belief that occasional

use of such a substance is not habit-forming or addictive.

Smoking refers to the practice or involvement of the students in burning and

imbibing cigarettes.

Smoking cessation refers to the discontinuing of tobacco smoking among students.

Society is a group of people involved in persistent social interaction, or a large

social grouping sharing the same geographical or social territory, typically subject to the

same political authority and dominant cultural expectations.

Stress is your body’s way of responding to any kind of demand. It can be caused

by both good and bad experiences. When people feel stressed by something going on

around them, their bodies react by releasing chemicals into the blood.

Tobacco Smoking is the practice of burning tobacco and inhaling the smoke

(consisting of particle and gaseous phases).

 7

Establishing the Trustworthiness of the Data

The researchers promise to keep all the gathered data, information and the identities

of the respondents confidentially to avoid problems and conflicts between the researchers

and the respondents. If ever there are circumstances that will happen in the future which

involve the respondents, we ought to be responsible for the outcome. We also promise that

we will maintain the truthfulness of all the data that were recorded and collected, we can

assure you that all of these are valid. All the data recorded here in our study has adequate

information about the respondents, settings and the processes observed during the study.

We also accurately described the methodology, methods use to collect the data, and the

process that taken in analyzing and interpreting the data. Also with the methodology,

methods used to collect data, and the process taken in analyzing and interpreting the data

and our position so that others can ascertain how conclusions were reached. The data

collected was provided an independent inquirer to follow the procedures and decisions

made in inquiry. Lastly, we can assure you that the detailed descriptions of the process of

gathering the data and the interview transcripts.

 Chapter 2
METHODOLOGY

Research Design

The descriptive method of research was used in this study. Descriptive method of
research is a fact-finding study with adequate and accurate interpretation of the findings.
It illustrates present conditions, practices, situations or any phenomena based on
impressions or reactions of respondents. Specifically, narrative inquiry wherein in this
approach, the researchers describe the lives of individuals, collect and tell stories about
people’s lives, and write narratives of individual experiences (Creswell, 2008).

Narrative inquiry, a relatively new qualitative methodology, is the study of

experiences understood narratively. It is a way of thinking about, and studying, experience.
Narrative inquirers think narratively about experience throughout inquiry. Narrative
inquiry follows a recursive, reflexive process of moving from field (with starting points in
telling or living of stories) to field texts (data) to interim and final research texts.
Commonplaces of temporality, sociality and place create a conceptual framework within
which different kinds of field texts and different analyses can be used. Narrative inquiry
highlights ethical matters as well as shapes new theoretical understandings of people’s
experiences (Clandinin, 2004).
The purpose of this study is to report descriptive information about the experiences
of adolescent students of quitting smoking. In this method, the respondents answered the

questions from the interviewer in the easiest way that they could understand the questions
well on the level of their comprehension.

Respondents were taken from the categories of learners, both in Junior and Senior
High School Department of OANARI National High School, School Year 2018-2019.
 9

The researchers asked permission to the school principal before the conduct of the
study to allow them to interview the respondents in the guidance counselling office of the
school.

Sources of Data

The study had thirty respondents from Junior and Senior High School Department
of the school. All the answers of the respondents were treated with utmost confidentiality.
The study was conducted in OANARI National High School, Oaqui #4, Luna, La Union.

Data Collection Process

Determine the names of the smokers in

the anecdotal record of the school
guidance officer

Discuss the study to determine their

willingness to participate

Set a date to conduct the interview

Observe and interview the participants

Make a written copy of the interview

Analyze and interpret the data

Guidance and counselling for the negative

effects of smoking

Follow-up the student’s improvement

Flow Chart of the Study

 10

The above-mentioned processes were conducted to collect data. First, the

researchers determined the names of the smokers in the anecdotal record of the school

guidance officer. Next was to determine their willingness to participate, who’s willing to

be observed and will be interviewed, with the excellent cooperation to the study. Third,

set a date for the interview and disseminate information so all the respondents will attend

and or be present in the interview. Start interviewing the students by asking permission to

the school principal. Then, on the set date, gather data by making a written copy of the

interview. Thank the participants for their cooperation and finally, analyze and interpret

the data gathered by the researchers. Discuss with the participants the negative effects of

smoking. Finally, follow-up the student’s improvement. The result of this study will be a

baseline information to orient the next batch of students for the school year 2019-2020.

Data Collection Tools

The type of data collection was used is interview with the aid of an open-ended

questionnaire. The researchers conducted a face to face interview guided by a

questionnaire. Furthermore, audiovisual material was used such as photographs in order

to have a proof that the gathering of data was conducted correctly.

 Chapter 3
Results and Discussion

The following are the results and discussion gathered from the respondents and

were categorized into themes.

Thematic Presentation No.1

 When adolescents starts smoking

This question determines when adolescents started to smoke.

The first theme is Youngster specifically ages 12 and below. Based on the results,

Youngster is the stage that adolescents start to smoke as where 20 among 30 respondents

answered and as one of the respondents said: “ Nagsimula po akong manigarilyo noong

grade 7” ( I started smoking when I was in grade 7). The other respondents also said: “ I

started smoking when I was in grade 4”.

The second theme is Youngster. One of the respondents answered: “ Nagsimula

po ako noong grade 10 po ako” ( I started when I was in in grade 10).

There are more adolescents who started smoking during the Youngster stage.

Thematic Analysis and Discussion No.1

The gathered data showed that most of the respondents started smoking at

youngster stage. According to studies conducted, the peak years for first trying cigarettes

appears to be in the sixth and seventh grades. This is a period when adolescents are

particularly susceptible to pressures from their peers.

 12

There are approximately 90% of the people who smoke for the first time are

adolescents younger than 18, and the rate of smoking is rising steadily.

Thematic Presentation No. 2.

 Things provoke adolescents to smoke

The second question determines the things that provoke adolescents to engage in smoking

The first theme that provoked adolescents to engage in smoking is Peer Pressure.

Among 30 respondents, 22 of them answered that Peer Pressure is the major reason that

provoked them to smoking. One of the respondents answered: “Mga barkada ko po ang

nakaimpluwensiya sa akin.” (My friends influenced me). While other said: “Mga barkada

kapag lumalabas kami.” (My friends when we hang out).

The second theme that provoked the respondents to engage in smoking is out of

Curiosity. They wanted to know how smoking affect them. One of the respondents said:

“Sarili kong pagpapasiya.” (My own decision).

The third theme is out of their Society. The one who was interviewed said: “Pinsan

ko po.” (My cousin). While other said: “Mga katrabaho ng magulang ko.” (Co-workers

of my parents).

Thematic Analysis and Discussion No. 2

Based from the analyzed gathered data, the things that provoked the adolescents to

engage in smoking are peer pressure, curiosity, society and relatives. Lee et.al, reported

that the frequency of adolescents smoking increases when there are many smokers in the

family. According to the study conducted by Dr. Alan Moran in Drogheda, he surveyed

pupils from three different schools in Northern East and found that if a sibling or relative
 13

smoked, the adolescent was 3.5 times more likely to smoke. If a best friend smoked they

were 11.5 times more likely to smoke.

Thematic Presentation No. 3

 Feelings when smoking

This question determines the feelings felt by adolescents when they smoke.

The first theme that adolescents felt when they smoke is Very Convenient Feeling

and Feeling Dizzy. One respondent answered: “Magaan at relax ang pakiramdam kapag

hinihitit.” (I feel cool and relax when I smoke). Other answered: “Masarap sa

pakiramdam.” (It feels good). And some answered: “Nawawala ang aking pagod.” (It

relieves my exhaustion). The respondents also said: “Nahihilo po ako most of the time.” (I

feel dizzy most of the time).

The second theme that adolescents felt when they smoke is Distressful Feeling. The

interviewed respondent answered: “Parang pagod.”(It’s like I’m tired), “Pagod at

nahihilo ako.” (I feel I’m tired and dizzy. The next theme is Does not Feel Anything. One

of the respondents replied: “Parang wala lang.” (Doesn’t feel anything), “Walang talab

sa akin.” (It does not affect me at all), “Wala lang.” (Nothing).

The third theme that adolescents felt when they smoke is warms the body.

One of the respondents answered; “Umiinit ang katawan ko.”(It warms my body). Others

replied: “Hindi ako kumpleto kung hindi ako magyoyosi.” (I felt I’m not complete when

I do not smoke).

Thematic Analysis and Discussion No.3

Based on the analyzed gathered data, there four themes formed: Very Convenient

Feeling, Distressful, Does not Feel Anything and Warms the Body.
 14

Cigarette contains chemicals that make someone’s feeling very delighted or even

more. Cigarette smoke contains over 4,000 chemicals, including 43 known cancer-causing

(carcinogenic) compounds and 400 other toxins. These cigarette ingredients include

nicotine, tar, and carbon monoxide, as well as formaldehyde, ammonia, hydrogen cyanide,

arsenic and DDT. Nicotine is highly addictive. Smoke containing nicotine is inhaled into

the lungs and the nicotine reaches your brain in just six seconds. Nicotine in small doses

acts as a stimulant to the brain. In large doses, it’s a depressant, inhibiting the flow of

signals between nerve cells. In even larger doses, it’s lethal poison, affecting the heart,

blood vessels, and hormones. Nicotine in the bloodstream acts to make the smoker feel

calm. Most of the chemicals inhaled in cigarettes smoke stay in the lungs. The more you

inhale, the better it feels and the greater the damage to your lungs..

Thematic Presentation No. 4

 Reasons of continuing/discontinuing doing the habit

The fourth question seeks whether adolescents will continue to smoke or not and

what are the reasons for doing this.

The first theme that averted the adolescents to discontinue is Bad for the Health/

Own Good. One of the respondents replied: “Hindi na ako maninigarilyo dahil it ay

nakakasama sa aking katawan.” (I will not smoke anymore because it is bad for the health).

The other said: “Oo, titigil na ako dahil gusto ko ng maging healthy.” (Yes, I will quit

smoking because I want to become healthy), “Hindi na kasi nararamdaman ko na ang

epekto nito sa aking katawan.” (Not anymore because I can already feel the effects in my

body).
 15

The second theme that encourages the adolescents to discontinue smoking is To

Save Money. Five among the thirty respondents have the same reason that encourages them

to stop smoking and that is to save money. As one of the respondents said: “Hindi na.

ipunin ko na lang.” (Not anymore. I will just save it),

The third theme that prompted the adolescents to continue smoking is For Very

Convenient Feeling and Prevent darkening of Lips. One of the respondents replied: “Hindi

ko pa alam, mahirap na kasing itigil ang nasimulan na.” (I don’t know, it’s hard to stop

what you have started). And “Hindi na. Mangingitim ang aking labi” (Not anymore. It

will darken my lips).

Thematic Analysis and Discussion No.4

The main reason of discontinuing smoking is it can decrease your risks of early

death and having diseases caused by smoking. In as little as 20 minutes after the last

cigarette is smoked, the heart rate drops and returns to normal. Blood pressure begins to

drop, and circulation may start to improve. After 5 years without smoking, the body has

healed itself enough for the arteries and blood vessels to begin to widen again. This

widening means the blood is less likely to clot, lowering the risk of stroke. The risk of

smoke will continue to reduce over the next 10 years as the body heals more and more.

Thematic Presentation No. 5

 Benefits of quitting smoking

The fifth question seeks to determine the benefits of quitting smoking.

The first theme is Health Benefits/ Own Good. One of the respondents answered:

“Para sa ikagaganda ng aking kalusugan.” ( For my body to become healthy). The other
 16

said: “Malaking tulong ito upang di ako magkasakit.”(It would be a big help for me not to

get sick).

The second theme is to save money. As one of the respondents answered:

“Makatutulong ito na pandagdag sa pagkain ko.” (It would help me to save for my foods).

The other respondent said: “Maiiwasan ang pagkaubos ng pera.” (To avoid running out

of money) and “Makakaipon ako.” (I can save money).

Thematic Analysis and Discussion No.5

Between one and nine months after quitting smoking your lungs dramatically begin

to repair themselves. One of the adverse effects of smoking analogue cigarettes is the

damage to the cilia. Cilia are the small hair – like organelles which assist in reducing your

risk of infections by pushing mucus out of your lungs. The regenerative process your lungs

undergo include the repair of the cilia. This increases the lung function and performance,

as well as reducing the risk of infection.

Within 15 years of quitting smoking, nearly all of the restorative processes are

complete. Your risk of heart disease is no greater than someone who has never smoked an

analogue cigarette. According to the American Heart Association, on average, non-

smokers live 14 -15 years longer than those who smoke cigarettes. With restored lung

healthy.

Thematic Presentation No. 6

 Importance of quitting smoking

The sixth question seeks to determine the importance of quitting smoking.

 17

The sixth theme is for Health Benefits. As the respondents answered: “Mapapanatili ang

kalusugan ng katawan.” (Maintain a healthy body). The other said: “Mahalagang maitigil

upang di mamatay ng maaga.” (It is important so that you will not die early).

The second theme is For Own Sake. The respondents answered: “Mahalaga ang

pagtigil sa paninigarilyo dahil less gastos.” (It is important to stop smoking so you have

less expenses). The other replied: “Malaking halaga ang maiipon mo.” (Big amount can

be saved).

Thematic Presentation No. 7

The seventh question was asked to know the ways on how to quit smoking.

The first theme is Divert Attention. One of the respondents replied: “Hindi na ako

sasama sa barkada upang hindi maimpluwensiyahan.” (I will not hang out with my friends

so that they will not influence me to smoke). They also said: “Mag-candy na lang ako” (I

will just eat candy), “Mag-ehersisyo na lang.” (You just exercise), “Huwag sumama sa

mga naninigarilyo.” (Do not hang out with those who smoke), and “Umiwas sa amoy ng

usok.” (Refrain from smell of smoke).

The second theme is For Family/Loved Ones. The respondents replied: “Loving

girlfriend.” Others said: “Isipin ang mga magulang na nagtratrabaho.” (Think of your

parents who are working very hard), “Mga kaibigan na nagbibigay ng payo.” (Friends

who give advices), and “Mga mas nakakatanda sa akin.” (People who are older than me).

Thematic Presentation No. 8

 Future Ahead

The eight and last question was asked to determine whether those ways/actions will

help adolescents to adjust in their new lifestyle or not.

 18

The first theme is For Future Purposes,. One of the respondents said: “Oo, dahil

kailangan upang hindi masira ang kinabukasan mo.” (Yes, it is important so that your

future will not destroy). Other respondent said: “Oo, dahil iniisip ko ang kinabukasan ko.”

(Yes, I am thinking of my future), at “Oo, dahil balang-araw makakamit ko rin ang

pangarap ko.” (Yes, someday I can achieve my goal.”

The second theme is Own Sake. As one of the respondents answered: “Oo, dahil

gusto ko pang mabuhay ng matagal.” (Yes, because I want to live longer). The other

respondent said: “Oo, dahil mahalaga ang buhay ko” (My life is important), “Oo, para

mas pokus sa trabaho.” (Yes, so that you have focus in your work).

The third theme is Prevent Addiction. One of the respondents said: “Oo, para di ka

maadik.” (Yes, so you will not get addicted).

The fourth theme is For Health Benefits. As the respondent answered: “Oo, dahil

nakakatulong ito sa aking katawan.” (Yes, it will help my body to become healthy).
 Chapter 4
Conclusion and Recommendation

Conclusions:

The study was conducted to determine the experiences of smoking cessation among

adolescents in OANARI National High School in Luna, La Union.

Smoking cessation plays a crucial role in reducing preventable morbidity and

mortality and become recognized public health policy issue in the Philippines.

Based from the analyzed data, most of the respondents answered that they started

smoking during their youngster stage. As stated above, their peers influenced them to

smoke and some said that it is just out of curiosity. At first, they are comfortable and dizzy.

But later on, when they were already used to it, they felt nothing. Most of the respondents

who were interviewed said that the feeling was distressful while the other respondents

answered that they felt uneasy when they don’t smoke because it is their own way to

manage stress. Most of the respondents made preparations and effort to get rid of their habit

by diverting their attention to things that can make their time and life worthwhile.

According to them, giving up the habit of smoking is one of the most crucial things that an

individual can probably do. Quitting smoking ensures a longer and better life. Adolescents

who quit smoking can reduce the risks of suffering from diseases and it can make a big

difference in their health and lifestyle.

 20

Recommendations:

The following recommendations are offered as possible ways to improve this study.

1. This study can be used as a baseline information for a guidance and counselling

program among adolescents who engaged in smoking.

2. Spend more time with the respondents in order to observe how they cope up and

overcome their smoking habit.

3. Aside from adolescents, try to interview school personnel who also smoke for more

precise and accurate information.

4. The result of this study can be used to conduct trainings/seminars regarding the

negative effects of smoking as well as providing them knowledge that smoking is

a prohibited act inside school premises. This activity can be carried under the

Gender and Development (GAD) Wellness Program.

5. This study can increase awareness among health professionals on smoking

cessation programmes to be conducted in areas where there is high incidence of

smoking.
 Literature Cited

Barnett, tracie A. et.al. The Influence of School Smoking Policies on Student Tobacco

Use. 2007.

Tobacco Regulation Act of 2003 (Republic Act No. 9211)

Thornton Shelley Ruth. Supporting Children’s Mental Well-being in Primary Schools.

2011.Southern Cross University.

Harvey Johanne et.al., Strategies to Promote Smoking Cessation Among Adolescents.

2013. Cambridge University.

The Impacts of Smoking on the Health of Infants and Adolescents.

Schools/ Public Health Law Center

Trinidad et.al. Compliance and Support for Smoke-Free School Policies. 2004.

Masefield, Sarah et.al., The Influence of School smoking Policies on Student Tobacco

Use Recommendations to Improve Smoking Cessation Outcomes from People

with Lung Conditions

Montemayor Ma. Teresa. DepEd seeks LGU’s Help in Enforcement of No-Smoking

Policy in Schools. 2018.

Park, Sang-Hee. Smoking and Adolescent Health.

APPENDICES
 23

APPENDIX A

Letter to the Principal

November 5, 2018

CLEOFE O. SERRANO
Secondary School Principal I
OANARI National High School
Oaqui #4, Luna, La Union

Madame:

We would like to request permission from your office to conduct in our school a research
study entitled “SMOKING CESSATION AMONG ADOLESCENTS IN OANARI
NATIONAL HIGH SCHOOL: A BASIS FOR GUIDANCE AND COUNSELLING”
in partial fulfillment of our requirements in Philo 303: Qualitative Methods of Research.

Your favorable response to this request will be highly appreciated.

Very truly yours,

CRISTINA B. NELMIDA
Ph.D Science Education Student

NICKOLE Q. PERALTA
Ph.D Science Education Student
 24

APPENDIX B

Questionnaire to the Adolescent Smokers of OANARI National High School

SMOKING CESSATION AMONG ADOLESCENTS IN OANARI NATIONAL

HIGH SCHOOL: A BASIS FOR GUIDANCE AND COUNSELLING

Name: _______________________________ Date: ________________

Gender: ______________
Age: __________

Questionnaire:

1. When did you start smoking?

Kailan ka nagsimulang manigarilyo?

2. What provoke you to engage in smoking?

Ano ang nagtulak sa’yo na manigarilyo?

3. What feeling do you have when you smoke?

Ano ang iyong nararamdaman kapag ikaw ay naninigarilyo?

4. Are you going to continue smoking? Why?

Ipagpatuloy mo pa baa ng paninigarilyo? Bakit?

5. How would quitting benefit you?

Paano makakatulong sa iyo ang pagtigil sa paninigarilyo?

6. How important is it to stop smoking?

Gaano kahalaga ang pagtigil sa paninigarilyo?

7. What do you think can help you quit smoking?

Ano sa tingin mo ang maaaring makatulong sayo para matigil and iyong paninigarilyo?

8. Can these actions help you adjust in your new lifestyle? If yes, why? If no, why?
Makatutulong ba ang mga aksyon na ito para maisaayos ang iyong bagong
pamumuhay? Kung oo, bakit? Kung hindi, bakit?
 25

APPENDIX C

Adolescent Smokers of OANARI National High School

26
Tables
 TABLE OF CONTENTS

Page

TITLE PAGE . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . i

CHAPTER

1 INTRODUCTION
Situation Analysis . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1
Statement of the Problem . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4
Definition of Terms . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5

2 METHODOLOGY
Research Design . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8

Sources of Data . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9

Data Collection Process . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9

Data Collection Tool . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10

3 RESULTS AND DISCUSSION

Thematic Presentation No. 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11

Thematic Analysis and Discussion No. 1 . . . . . . . . . . . . . . . . . . . . . . 12

Thematic Presentation No. 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12

Thematic Analysis and Discussion No. 2 . . . . . . . . . . . . . . . . . . . . . . 12

Thematic Presentation No. 3 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13

Thematic Analysis and Discussion No. 3 . . . . . . . . . . . . . . . . . . . . . . 13

Thematic Presentation No. 4 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14

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 Thematic Analysis and Discussion No. 4 . . . . . . . . . . . . . . . . . . . . . . 15

Thematic Presentation No. 5 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15

Thematic Analysis and Discussion No. 5 . . . . . . . . . . . . . . . . . . . . . . 16

Thematic Presentation No. 6. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16

Thematic Analysis and Discussion No. 6 . . . . . . . . . . . . . . . . . . . . . . 17

Thematic Presentation No. 7. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17

Thematic Analysis and Discussion No. 7 . . . . . . . . . . . . . . . . . . . . . . 17

Thematic Presentation No. 8. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17

Thematic Analysis and Discussion No. 8 . . . . . . . . . . . . . . . . . . . . . . 18

4 CONCLUSIONS AND RECOMMENDATIONS

Conclusions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19

Recommendations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20

LITERATURE CITED . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21

APPENDICES . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22

Letter to the Principal . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23

Questionnaire to the Adolescent Smokers . . . . . . . . . . . . . . . . . . . . . 24

Adolescent Smokers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25
Repertory Grid Table . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26

CURRICULUM VITAE . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 51

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