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ABSTRACT
This study aimed to identify the authentic behavioral standards
of the students with broken family. This was conducted at Pililla
National High School, Pililla Rizal, and school year 2018-2019. The
researcher used purposive sampling technique, which is a type of non-
probability sampling procedure in which the respondents were selected
from the target population based on fit with the purposes of the study
and specific inclusion and exclusion criteria. Using the cited criteria
set by the researchers, the respondents comprised 34 senior high school
students or 11 percent on the total enrolment of 297 Pililla National
High School for Senior High School with broken family. This study
utilized the mix method of research in which the researcher combines
the elements of qualitative and quantitative approaches. The study used
the researchers made questionnaire, which includes the profile of the
respondents as Part I and behavioral standards and belonging of the
respondents in Part II. To identify the puritive behavioral standards of
the students with broken family, the respondents will be given the
researchers made questionnaire to answer and identify the quantitative
and qualitative responses in each questions which frequency,
percentage and rank distribution was utilized. It was found out that
majority of the respondents with broken family are female aged 15-19
or belong to adolescent period with 10, 000 below monthly family
income or lower class household. On the qualitative data, the
researchers found out that there are two puritive behavioral standards
and belonging occurred after separation of parent; first qualitative
results was pertaining to the students’ behavioral breakdown and
positive behavioral breakthrough. It was also found out that there were
behavioral bumps manifested on the students after parents’ separation,
these were bad temper, moody, rebellious and hurt other people’s
feelings. There are visible bound to have feelings of sadness that made
the students irritable or snappy, worrying about little things, feeling
lazy, bored and tired. Students were also experience sleep
disturbances, nightmares, sleeping at all times or no sleep at all. On
the other hand, families can have expectations on the offspring’
behavior and the roles of parents and guardian. Even though, students
could have single parent, and have female-headed households with
beliefs about what helps strong relationships are influences by values
and experiences that mother or guardian exposed while offspring are
growing up. Still, the offspring could not feel the sadness and being
alone.
b. Data Collection
The researcher first scanned and
browsed related literature and studies and
samples of questionnaires. Then developed
the researcher made questionnaire for
The table shows that there are 20 place that demands special attention to the
respondents or 58 percent belong to 15-19 most number of individuals which could be
age bracket, followed by age bracket 20-24 seen in school. It is important to remember
with 7 frequency or 21 percent, 25-29 age that some types of protective factors that
bracket with 5 frequency or 15 percent and may be very visible to the students are such
last, 30 above age bracket with 2 as related to family and school.
respondents or 6 percent. According to Ubial (2012),
On the other hand, female have 21 adolescent is a period of rapid
or 62 percent and male have 13 or 38 development, physical, hormonal,
percent on the distribution of respondents in neurological and psychological changes
terms of gender. Otherwise, monthly make this is a time of adventure and
family income, 31 of the respondents or 91 learning.
percent belong to 10, 000 below, while 10, On the other hand, if the students
001 – 19, 999 bracket obtained 2 or 6 were in the period of adjustments of having
percent, and 20, 000 above have 1 or 3 a broken home. An educational institution
percent of the total respondents. should be the students’ figure of family
It could be gleaned from the table belonging. The effort of integrated
that, majority of the respondents were 15- students’ positive behavioral standards and
19 age bracket. Female outnumbered male development may depend on how well the
and most of the respondents have a monthly educational institution has managed to
family income ranging from 10, 000 below. provide proper care in all areas.
This means that majority of the
respondents with broken family are female Table 3 presents the frequency,
aged 15-19 or belong to adolescent period percentage and rank distribution on the
with 10, 000 below monthly family income personal belonging and perceptions of the
or lower class household. respondents and its qualitative results.
This was supported by the study Family is known to be the most
conducted by Tamas (2010), which states important and potent part of students’
that children in intact families who behavioral standards and belonging.
experience parents’ separation perform Parents must manage the basic behavioral
worse academically. It was found out that needs of their offspring in emotional,
female are more vulnerable than male. personal and social matters. But the
Teacher took the extra help for the learners problem of students’ development
to explain and understand the situation in a associated with behavioral standards and
positive manner. belonging to the broken families which
Adolescents (aged 15-19) like become really very serious matter. Broken
senior high school students are one of the families’ increases day by day and so the
most rapid and formative phases of human problem on students’ behavioral standards
development, and the distinctive physical, and belonging reach its highest rate.
cognitive, social and emotional that take
Table 3
Frequency, Percentage and Rank Distribution on the Behavioral Standards
and Belonging of the Respondents
BEHAVIORAL STANDARDS AND FREQUENCY PERCENTAGE RANK
BELONGING
1. With whom are you living with
Mother 21 62 1
Father 4 12 3
Guardian 9 26 2
TOTAL 34
2. Since when did you experience having a
broken family?
Birth 11 32 1
1-3 years ago 8 24 3
4-6 years ago 5 15 4
Recent years 10 29 2
TOTAL 34
3. My life will not be complete without
my….
Mother 26 76 1
Father 8 24 2
TOTAL 34
4. What is your idea/s why their
relationship does not work?
Financial problem 3 9 4
Third party 14 41 1
Problem with relatives 4 12 3
Others 13 38 2
TOTAL 34
5. How many friends do you have?
8 and above 33 97 1
4-7 0 0 3
1-3 1 3 2
TOTAL 34
6. Does having a broken family have a
negative effect on your social life?
Yes 23 68 1
No 11 32 2
TOTAL 34
7. What are your advantages of having a
broken family?
More independent 16 47 1.5
More responsible 16 47 1.5
Others 2 6 3
TOTAL 34
8. What are your advantages of having a
broken family?
Less caring 9 26 2
Attention will be lessen 8 24 3
Low grades 10 29 1
Others 7 21 4
TOTAL 34
9. What becomes the negative effect of you
having a broken family?
Rebelling 13 39 1
Disrespecting others 0 0 4
Bad temper 10 29 3
Others 11 32 2
TOTAL 34
positive behavioral breakthrough, with which
The Students’ Behavioral Breakdown most of the respondents lived with the
It was found out that there were mother.
behavioral bumps manifested on the students Families can have expectations on the
after parents’ separation, these were bad offspring’ behavior and the roles of parents
temper, moody, rebellious and hurt other and guardian. Even though, students could
people’s feelings. There are visible bound to have single parent, and have female-headed
have feelings of sadness that made the households with beliefs about what helps
students irritable or snappy, worrying about strong relationships are influences by values
little things, feeling lazy, bored and tired. and experiences that mother or guardian
Students were also experience sleep exposed while offspring are growing up.
disturbances, nightmares, sleeping at all Still, the offspring could not feel the sadness
times or no sleep at all. and being alone.
Undergoing such circumstances, it It was noted by Park (2008), even in
will not be surprising if the health of the developing societies have found no
students will also be sacrificed. It is revealed apparently negative effects of single
that most of the time, students experience parenthood. Students with female-headed
physical and mental symptoms such as too households tended to have greater
much thinking leading to insomnia, educational opportunities in terms of school
headaches, depression, anxiety and panic enrollments and attainment relative to
attacks, irritability and panic behavior. students in male-headed households.
To support the statements, Social This was supported by the statement
Development Theory by Weis et al as cited of Price (2017), that there are differences
by Magpantay (2014), students behavior within cultures, whose guardian or carers
depends on the quality of parents’ value the offspring, having a definite and
attachments, if students remain unattached or positive support network of friends and
develop attachments to deviant others, environment can make a big difference in the
students behavior may become deviant as students behavioral standards and belonging.
well. The social development model Grandparents specially mother-figure like
suggests that interaction with anti-social carer can provide safety, security and care for
peers and adults promotes participation in developing a feeling of sense of belonging
delinquency and substance abuse. within the household.
According to Tamas (2015), From the findings and results, the
consequences of broken family always lead researchers drawn the Students Attitudinal
to negative outcomes, including change in Grade Intervention Program (project
academic achievement. Much less attention SAGIP). This intervention program is
of parents has been paid to examining the intended for the students at risk of dropping
extent to which the drop in academic out which includes positive behavioral
achievement could be attributed to factors implementation plan. This simply represent
that already existed prior to the parents’ a set of comprehensive strategies and
separation. intervention that elaborates the ideas that
modify each individual students’ positive
The Students’ Positive Behavioral behavior.
Breakthrough This intervention program also
It was revealed that students with conducts functional behavioral assessments
separation of parents occur since birth have and address students behavior in a positive
approach. The contents of this intervention students confusions and behavioral bumps
program includes: prevention strategies, especially to those students who experienced
teaching appropriate behavior, increasing of having broken family
appropriate behavior and reinforcement and This was supported by the School-
strategies for effective behavior Wide Positive Behavioral Interventions and
management. Supports of Dunlop et al (2010), which states
This will be intended for the positive that intervention program for behavioral
behavioral approach for classroom, positive standards could give a noticeable difference
behavioral approach for home, and positive in the students behavior by handling new
behavioral approach for self. ways of discovering problems in the
Each module will elaborate the classroom with appropriate communication
importance of having positive behavioral and improved ways.
approach and its strategies to eliminate the