Factors That Causes The Generation Disputes Among Stem 12 Students of The University of The Cordilleras and Their Parents

Factors that Causes the Generation Disputes among Stem 12
Students of the University of the Cordilleras and Their Parents
Cachero, Gerden Brookes.1

Senior High School, University of the Cordilleras1
Baguio City, Philippines
brookes.cachero@gmail.com
ABSTRACT
This dual method descriptive and quantitative study sought to answer the following
research questions: What is the most common/influential factor that leads to generation disputes?
What is the relationship between the factors for the generation gap and the age difference
between the parents and students? How do these factors affect the grades of the students? This
multifaceted study examined several different behaviors and contexts and drew upon the Likert
scale, Likert-type or frequency scales use fixed choice response formats and are designed to
measure attitudes or opinions (Bowling, 1997; Burns, & Grove, 1997). These ordinal scales
measure levels of agreement/disagreement (Mcleod, 2008). We used Cronbach alpha to check
the reliability of our Likert scale. The data for this study were obtained through a dual method
approach consisting of individual computer-assisted interviews and web-based questionnaires.
As stated by Gravlee, computer-assisted data collection in survey research offers potentially
lower costs, quicker turnaround time, and improved data quality as compared to traditional
paper-and-pencil methods (Gravlee 2002). The results show that all factors properly contribute to
the generation disputes between parents and students. The results also provide the most
influential factors according to which generation the parent is from. The results revealed that all
types of students, A-grade achiever to D-grade achievers, are affected by the generation disputes.
This knowledge will be useful to individuals who seek awareness of their negative and damaging
behaviors within society and to make very specific and manageable suggestions. The findings
will help further communication research regarding factors that affect generation disputes
providing insight into the role generation gaps play in societal settings.
Keywords: Generation disputes among students and their parents, Computer-assisted personal
interviewing, web-based questionnaire,
I. INTRODUCTION
Parent-child relationships are considered to be among the most important relationships

individuals have (Shapiro, 2004). These relationships are a primary contributor to the
psychological well-being of both generations (Umberson, 1992). A parent-child relationship is
essential both to the parent and the child. Having each other will do wonders physically,
emotionally, mentally, and spiritually to both of them.
Every generation has its middle-class majority and norms which are decided by those
eras’ standards of behaviors and thoughts. Every group receives a name whether it is a club or
organization plants, animals, or people (Sumbal, n.d). Based on our experience, ever since we are
young, we are always blamed. Older generations such as our parents, uncles, aunts, teachers, and
even our grandparents, most of them always belittle us. Often stating that back in their time, they
have it harder, they are wiser, they are better, etc.
As eloquently stated by Serra (1971) this is not an easy time to be a parent. We,
especially today's youthful rebellion, or so-called "revolution," is a quest, or search for identity,
randomly applied to any loss of identification or self-image, regardless of age or profession. This
quest includes not only the parents but the entire family and friends, and includes the enveloping
culture of our society. Meaning, that even the generation before us, experienced the generation
gap.
Children are not just little adults. Compared with adults, they differ in their developing
anatomy, physiology, and cognitive capacities, their circumstances, and rank in society, and their
meaning and value in various cultures (Keren et al 2004). In the 20th century, intense scientific
investigation and social debate around these child-adult differences revolutionized the way that
children are treated in medical, educational, political and legal systems (Halpern 1988 and Stern
2002).
Adilet (2016) stated that the generation gap is the major reason today why parents and
children are moving away from each other. As we all know, the environment has changed, so has
the lifestyle and with that changes the mind of children. Today's generation doesn't like others
interfering in any of their personal matters, they don't like parents ordering them, and if they try
and tell them what's wrong for them, they misbehave to parents.
No matter what it is, it will receive a level label so that it can be referred easily. The
values of the past generation have been very self-centered. The young generation believes in
equal rights for all strong connections with family and friends. The young generation is so
materialistic that the older generation sees them as immoderate as stated in the study of Adilet
(2016).
The researchers classified the parents into three groups, as Baby Boomers, as
Generation X, and as Generation Y or Millennials. According to Pew Research Center (2018),
Baby Boomers are from 1946-1964; Generation X is from 1965-1980; Generation Y or
Millennials are from 1981-1996.
This thesis will examine the research findings and offer practical suggestions to minimize
the negative implications of the generational gap between female members of Generations X and
Y.
Significance of the Study
The findings of the study can be an essential source of knowledge and information to the
following people:
1. To the Students, they can learn and be aware of why there is a generational gap
between them and their parents.
2. To the Parents, for them to learn more about as to why they are unable to interact
mostly with their children
3. To the Teachers, for them to use this information to see the behavior of their
students and find why they differ from parents and teachers alike
4. To the Future Researchers, to use this information to gauge whether the
generation gap between students and parents is influential. To use this a reference
for further research; and for them to obtain more information regarding the said
topic.
5. To the Multimedia, to understand what the generational gap does, and to inform
the people of the ways in how it is influential.
Statement of the Problem
The main purpose of this study is to develop awareness and a full understanding of the
occurrence of the generation gap between generation z and their parents.
The study will seek to answer the following questions:

1. What is the most common/influential factor that leads to generation disputes?
2. How do these factors of generation gap affect the students and their parents in terms
of age?
3. How do these factors affect the grades of the students?
Scope and Delimitations
This study will be conducted at the University of the Cordilleras. This study will focus on
the factors that may result in generation disputes and how it related to the age difference of
parents and students, and how it will affect the grades of the students.
II. MATERIALS AND METHODS

Research Design
Quantitative: the goal of the quantitative research method is to collect numerical data
from a group of people, then generalize those results to a larger group of people to explain a
phenomenon (Bhatia, 2018). Researchers generally use quantitative research when they want to
get objective, conclusive answers. Our study seeks to discover the most common/influential
factor that leads to generation disputes; to investigate if there is a relationship between the
factors and the age difference of the parents and students, and to correlate these factors to the
grades of the students.
The designs used in this study was descriptive. We used a technique of descriptive data
collection to discover what is the most common/influential factor that leads to generation
disputes among STEM 12 students of the University of the Cordilleras and their parents. The
researchers also used it to find how these factors of generation disputes affect students and their
parents in terms of age, and also to their grades.
Population Locale of the Study
The participants were grade 12 students enrolled in STEM academic track at the
University of the Cordilleras. They were between 16 and 20 years of age and could be
considered representative of the student population.
The researchers used Slovin’s Formula to calculate the appropriate sample size from the
1208 STEM 12 students from the University of the Cordilleras. Tejada & Punzalan’s (2012)
study stated that Slovin’s formula is applicable only when estimating a population proportion
and when the confidence coefficient is 95%.
Slovin’s Formula is computed as n = N / (1+Ne2).

whereas:
n = no. of samples
N = total population
e = error margin / margin of error
The population size is 1208, the confidence level is 95% and the margin of error is 5%.
So the sample size would be 292.
Data Gathering Tool
The researchers used questionnaires, the most common way to collect quantitative data.
A questionnaire, or also called as a survey, is a series of questions usually written on paper or
digital form (Bhatia, 2018). Researchers give the questionnaire to their sample, and each
participant answers the questions. The questions are designed to gather data that will help
researchers answer their research questions.
After the questionnaire was validated, the researchers conducted pilot testing and
computed the reliability of the questionnaire using Cronbach’s alpha. The result of the
Cronbach’s alpha was 0.83, a score of 0.70 which means that the questionnaire is reliable and
with that, the researchers concluded that the questionnaire is reliable. After conducting the
reliability test, the statistical method was verified by a statistics teacher.
Data Gathering Procedure
The survey was created using suitable questions modified from our first quantitative
research, other related research and individual questions formed by the researchers. The survey
was comprised of 4 main parts subdivided into different subparts which were related to the
participant’s perception regarding factors that contribute to generation disputes between parents
and grade 12 STEM students of the University of the Cordilleras. In the questionnaire, the Likert
scale was used to determine if the respondent agreed or disagreed in a statement. After ma’am
Basngi approved the questionnaire, copies were distributed to the 30 respondents from grade 11
STEM students of the University of the Cordilleras. Participants were given time to respond and
then the researchers collected the survey questionnaires the next day. The data gathered from this
research instrument were tallied and computed for interpretation according to the frequency of
items checked by the participants. Along with primary data, the researchers also made use of
secondary resources in the form of published articles and literature to support the survey results.
The researchers used two instruments to gather data, through an interview and through a
web-based questionnaire:
Interviews - Computer-assisted personal interviewing (CAPI) is a form of personal

interviewing but instead of completing a questionnaire the interview where brings along a laptop
or handheld computer to enter the information directly into the database.
Questionnaires web-based questionnaire is a new and inevitably growing methodology is

the use of internet-based research. This would mean receiving an email that you would click on
an address that would take you to a secure website to fill in a questionnaire.
Treatment of Data
Surveys are consistently used to measure quality. For example, surveys might be used to
gauge customer perception of product quality or quality performance in service delivery. Likert
scales are a common rating format for surveys. Respondents rank quality from high to low or
best to worst using five or seven levels (Allen & Seaman, 2007).
A Likert scale is a psychometric scale commonly involved in research that employs

questionnaires. We used a scale that has a descriptive equivalence such as; 1 as the factor has
little to none contribution to the generation disputes between parents and students, 2 as the factor
moderately contributes to the generation disputes between parents and students, 3 as the factor
properly contributes to the generation disputes between parents and students and 4 as the factor
highly contributes to the generation disputes between parents and students. The figure below
shows how the answers of the respondents will be interpreted.
Fig.1 Likert Scale
Scale Interpretation Statistical Limit Description
4 Highly influential 3.25 – 4.00 The factor highly contributes to the
generation disputes between parents
and students.
3 Influential 2.50 – 3.24 The factor properly contributes to the
generation disputes between parents
and students.
2 Moderately 1.75 – 2.49 The factor moderately contributes to
Influential the generation disputes between
parents and students.
1 Minimal 1.00 - 1.74 The factor has little to none
contribution to the generation disputes
between parents and students.
III. RESULTS AND DISCUSSION

Table 1.1
A. INSUFFICIENT TIME FOR COMMUNICATION
Questions Students’ Equivalent Parents’ Equivalent
Weighted Mean Weighted Mean
1 2.98 Influential 2.95 Influential
Average 2.89 2.90
Total 5.79
Table 1.2
B. PARENTS HIGH EXPECTATION
Average 3.01 2.93
Total 5.94
Table 1.3
C. MODERN TECHNOLOGY
Average 2.83 2.81
Total 5.64
Table 1.4
D. DIFFERENT ATTITUDES, VAUES, AND BELIEFS
Average 2.89 2.91
Total 5.80
After the tabulation and calculation of data, overall results show that all factors properly
contribute to the generation disputes between parents and students.
To further explain, 3.01 the average of factor B, which is the “Parents high Expectation”,
is the most influential factor to the students. Likewise, the parents that have the same factor that
has the most influential factor which is also the factor B that has an average of 2.93.
With the average of the students and their parents, the researches added the both of them
on each factor to find the factor that is most influential to both the students and their parents
which is the factor B, which is the “Parents High Expectation” with the total average of 5.94.
According to the numerical data shown, the researchers observed that both students and
parents agree that these factors are influential. This indicates the occurrence of the generation
gap between the students among the STEM 12 students of the University of the Cordilleras and
their parents.
Table 2.1
A.INSUFFICIENT TIME FOR COMMUNICATION – Baby Boomers
Question Students Descriptive Parents Descriptive
Weighted Mean Equivalence Weighted Mean Equivalence
4 2.19 Moderately 2.42 Moderately
Influential Influential
Table 2.2
B.PARENTS HIGH EXPECTATION – Baby Boomers
Question Weighted mean Descriptive Weighted Mean Descriptive
Equivalence Equivalence
Table 2.3
C.MODERN TECHNOLOGY – Baby Boomers
4 2.44 Moderately 2.56 Influential
Influential
Table 2.4
D.INSUFFICIENT TIME FOR COMMUNICATION – Baby Boomers
7 2.58 Influential 2.46 Moderately
Influential
Table 2.5
A.INSUFFICIENT TIME FOR COMMUNICATION - Generation X
Table 2.6
B.PARENTS HIGH EXPECTATION - Generation X
Table 2.7
C.MODERN TECHNOLOGY - Generation X
Table 2.8
D.INSUFFICIENT TIME FOR COMMUNICATION - Generation X
Table 2.9
A.INSUFFICIENT TIME FOR COMMUNICATION – Generation Z
1 3.18 Influential 3.27 Mostly
Influential
2 3.27 Mostly 3.36 Mostly
Influential
6 3.27 Mostly 2.91 Influential
Influential
9 3.27 Mostly 3.45 Mostly
Table 2.10
B.PARENTS HIGH EXPECTATION – Generation Z
1 3 Influential 3.55 Mostly
Influential
Influential
Influential
Influential
Table 2.11
C.MODERN TECHNOLOGY – Generation Z
1 3 Influential 2.64 Influential
Influential
7 3 Influential 2.91 Influential
8 3 Influential 2.45 Moderately
Influential
Table 2.12
D.INSUFFICIENT TIME FOR COMMUNICATION – Generation Z
1 2.82 Influential 3 Influential
Influential
Influential
5 3.27 Mostly 3.27 Moderately
6 3 Influential 3 Influential
Influential
According to the respondents from the academic track (Grade 12 STEM STUDENTS),
the effectiveness of the Understanding the “Generation Gap”: the influence of age to the factors
that leads to generation disputes among stem 12 students of the University of the Cordilleras and
their parents the effectiveness of this table shows how the relationship between the factors of the
students and parents on how it affects them on their awareness and full understanding of the
occurrence of the generation gap between students and their parents.
We disseminated from the table “Baby Boomers”, 2.73 is the average of factor D, which
is the most influential factor to the students. Similar to the parents the most influential factor is D
also with an average of 2.73.
From the table “Generation X”, 3.1 is the average of factor B, which is the most
influential factor to the students basing from the calculation of the data. Similar also to the
parents the most influential factor is also factor B with an average of 3.0.
And also from the last table “Generation Z”, 3.0 is the average of factor A, which is the
most influential factor to the students also basing from the data calculated. Unlike the parents,
the factor that has the most influential factor is also factor B that has an average of 3.3.
According to the numerical data shown, the researchers observed that both students and
parents agree that these factors are influential. This indicates the occurrence of the generation
gap between the students among the STEM 12 students of the University of the Cordilleras and
their parents.
Table 3.1
Q = Questions I = Influential
D.E = Descriptive Equivalence M = Minimal
W.M = Weighted Mean
INSUFFICIENT TIME
Q Student with Student with grade Student with grade Student with grade
grade of A = 163 of P = 89 students of AP = 37 students of D = 4 students
students
W.M D.E W.M D.E W.M D.E W.M D.E
1 2.98 I 3.01 I 2.92 I 2.5 I
2 3 I 3.08 I 3.05 I 3.25 M
3 2.75 I 2.93 I 2.84 I 3 I
4 2.62 I 2.88 I 2.81 I 3.5 I
5 2.86 I 3 I 2.92 I 3.25 M
6 2.83 I 2.91 I 3 I 2.75 I
7 2.62 I 2.82 I 2.68 I 3.25 M
8 2.75 I 3.03 I 3.03 I 3.25 M
9 3.01 I 3.08 I 2.76 I 3 I
Aver 2.95 2.97 2.89 3.1
age
Total 11.91
Following the data that we gathered from our tabulations, the total average of the weighted
mean from the data is I to the factor “Insufficient time for communication” meaning it
contributes to the generation gap between students and their parents.
Students that have a grade of A (163 students) ranging from 90, has an average of 2.95 of
weighted mean which means that factor A is influential to the students.
While students that have a grade of P (89 students) ranging 85-89, has a weighted mean
with a total average of 2.97 meaning it is also included in the range of being influential factor.
As for the students with a grade of AP (37 students) ranging from 80-84, the data results
are also the average of the weighted mean 2.89 is also included in the range of being influential.
Lastly, the students with a grade of D (4 students) ranging from 75-79, shows us that it
also is included in the factors that are influential in our research.
The overall average of every weighted mean is 2.94 meaning it also falls under the range
of being I to all students meaning our research factor is evident.
Table 3.2
W.M = Weighted Mean
PARENTS HIGH EXPECTATION

Q Student with Student with grade of Student with grade Student with
grade of A = 163 P of AP = 37 students grade of D = 4
students = 89 students students
1 2.95 I 3.13 I 3 I 3.25 M
2 2.90 I 3.01 I 2.89 I 2.75 I
3 3.01 I 2.93 I 2.92 I .2.75 I
4 2.99 I 3.1 I 2.81 I 2.75 I
5 3.17 I 3.11 I 3.11 I 2.75 M
Average 3 3.06 2.94 2.85
Total 2.96
The factor B "Parents High Expectation" has a total average of 2.96 and its descriptive
equivalence is “Influential”.
There are 163 students that have a grade of A ranging from 90, above that got an average
of 3, which means that factor B is influential to the STEM students.
The same can be said to the 89 students who have a grade of P ranging from 85-89, got an
average of 3.06 which also means that it is influential to the students.
While the students that have a grade of AP ranging from 80-84 got an average of 2.94
means that it is also influential to the students.
Lastly, there are 4 students that have a grade of D ranging from 75 above got an average of
2.85 also means that it is also influential to the students
Table 3.3
W.M = Weighted Mean
MODERN TECHNOLOGY
Q Student with Student with grade of Student with Student with grade
grade of A = P grade of AP = 37 of D = 4 students
163 students = 89 students students
1 2.86 I 2.93 I 2.68 I 2.75 I
2 2.69 I 2.90 I 2.81 I 3.25 M
3 2.67 I 2.80 I 2.78 I 3 I
4 2.56 I 2.81 I 2.81 I 2.75 I
5 2.74 I 2.84 I 2.81 I 3.25 M
6 2.66 I 2.85 I 2.57 I 3 I
7 3.06 I 3.21 I 3 I 3 I
8 2.94 I 3.03 I 2.97 I 3 I
Average 2.78 2.92 2.80 3
Total 2.87
Shown in the data that we gathered from our tabulations, the total average of the weighted
mean from the data is influential to the factor “Insufficient time for communication” meaning it
contributes to the generation gap between students and their parents.
with a total average of 2.92 meaning it is also included in the range of being an influential factor.
are also I as the average of the weighted mean 2.80 is also included in the range of being
influential.
also is included in the factors that are influential in our research with the total average of 3
weighted mean.
The overall average of every weighted mean is 2.94 meaning it also falls under the range
of being influential to all students meaning our research factor is evident.
Table 3.4
W.M = Weighted Mean
DIFFERENT ATTITUDES, VALUES, AND BELIEFS

Q Student with grade Student with grade of Student with grade of Student with grade of
of A = 163 students P AP = 37 students D = 4 students
= 89 students
1 2.86 I 3 I 2.73 I 2.5 I
2 2.94 I 2.91 I 2.84 I 3 I
3 2.89 I 2.97 I 2.81 I 3 I
4 2.80 I 3 I 2.78 I 2.75 I
5 3.01 I 3.03 I 2.78 I 3 I
6 2.82 I 2.84 I 2.92 I 3.5 I
7 2.80 I 2.92 I 2.78 I 3 I
Average 2.87 2.95 2.81 3
Total 2.90
According to the data that we gathered from our respondents, the total average of the
weighted mean from the data is influential to the factor “Insufficient time for communication”
meaning it contributes to the generation gap between students and their parents.
with a total average of 2.95 meaning it is also included in the range of being an influential factor.
are also I like the average of the weighted mean 2.81 is also included in the range of being
influential.
also is included in the factors that are influential in our research with the total average of 3
weighted mean.
The overall average of every weighted mean is 2.90 meaning it also falls under the range of
being I to all students meaning our research factor is evident.
IV. CONCLUSIONS AND RECOMMENDATIONS
The STEM 12 students of the University of the Cordilleras and their parents, concerning
to the generation disputes, have a majority of being influential to the factors that contribute to the
generation disputes of the students and their parents. The researchers conclude that Factor B
basically has the most influential factor to both the students and their parents that is the “Parents’
High expectations”. The relationship between the factors of the generation gap is that each factor
affects them on their awareness and full understanding of the occurrence of the generation gap
between students and their parents each factor that the students and parents calculated relates
their differentiation between the age differences.
The researchers disseminated from the table “Baby Boomers" that Factor D is the most
influential factor in both parents and students with an average of 2.73. From the table
“Generation X”, Factor B is also the most influential factor with an average of 3.1 in students
and 3.0 in parents. Finally, from the last table “Generation Z”, Factor A totaled with an average
of 3.0 in students, unlike the parents, the most influential factor was factor B that has an average
of 3.3. This indicates the occurrence of the Generation Gap.
From this study, the researchers conclude and discovered that all of these factors affect
the students that have a grade of A (163 students), P (89 students), AP (37 students) and D (4
students) influentially. This means that these factors are all influential for the students. The
researchers also found out that the factor A, which is "Insufficient Time", has the highest
average. This means that this is the most dominant reason why the grades of the students are
affected, and most of the students are not given enough attention from their parents which is very
essential for them. It is also proven that all the four factors of this study contribute to the
generation gap between students and their parents
Recommendation
The researchers recommend future researchers to expand the sample size for them to
have more accurate results and to understand more about the gap of the different generations.
This can help future researchers to understand more about the factors affecting the grades of the
students.
The researchers recommend students to understand their parents and what the parents
want for them. The parents want their children to know the importance of learning. They want
their children to have a high grade or to finish school so that they can have a better life. In using
gadgets, the students must have long patience in teaching their parents in using it.
The researchers recommend the parents to be more understanding of the differences

between the generation of their children and understand that their children interact in different
surroundings which make their behaviors different from the past. The parents must motivate their
children in school for them to be able to get high grades and understand that they're giving their
best and efforts in studying.
ACKNOWLEDGEMENT
We as the researchers or members of this research study wants to acknowledge and give
our unending appreciation and deepest gratitude for the people whose names may not be
enumerated for their help, support, advice, guidance, valuable clues and comments, positive
suggestions, and provisions that benefited much in the completion and success of this study.
Their contributions are gratefully acknowledged. However, the group would like to express our
deep appreciation and indebtedness, especially to the following persons.
We will take this opportunity to express gratitude to all the faculty members and staff for
their help and support. We are also thankful to our parents for the unceasing encouragement,
support, and attention. We wish to express our sincere thanks to our beloved advisers, Mrs.
Zerlin Morareng and Mr. Michael Lim, for helping us throughout our research.
Mr. Ronaldo Pontanosa, Academic Director, for giving us the data that is needed in our
research and allowing us to conduct the study outside the premises of the university.
Ms. Kryslyn Dumulag, 1st-trimester Practical Research adviser, LPT and MA physics,
for her support, help, guidance, and provisions that added his much knowledge in making the
research title and introduction of the study.
Mr. Angelo V. Manis, midterms of 2nd-trimester Practical Research adviser, LPT, for
helping the group on constructing the methodology of the study and providing his assistance by
consulting the researchers group by group.
Ms. Gesel Ann V. Otong, finals of 2nd-trimester Practical Research adviser, for her
kindness, sympathy, and tolerance for the researchers and giving the group valuable clues,
instruction, tips, advice, and information on the steps to be done for the completion and success
of this study.
Mrs. Nivea Basngi, 1st-semester Personal Development professor, for helping the group
on constructing the research questionnaire of the study and providing her assistance by
consulting the researcher group.
To our parents and classmates who helped and supported us and especially to our
Almighty God who never stops guiding us along the way and refreshing our bodies and minds to
be more active in doing our research.
Lastly, this thesis would not have been possible without our teamwork. We offer our
regards and blessings to all of those others who supported us in any aspect during the completion
of the project especially our parents.
We thank you!
APPENDICES
Slovin’s formula was used in computing the sample size.
Rating Interpretation Statistical Limit Description

4 Highly I 3.25 - 4.00 The factor highly
contributes to the
generation disputes
between parents and
students.
3 I 2.50 - 3.24 The factor properly
contributes to the
generation disputes
between parents and
students.
2 Moderately I 1.75 - 2.49 The factor moderately
contributes to the
generation disputes
between parents and
students.
1 Minimal 1.00 -1.74 The factor has little to
none contribution to
the generation disputes
between parents and
students.
Four-point Likert scale for the interpretation of the responses.

January 24, 2019
MRS. NIVEA BASNGI

Teacher
Senior High School
University of the Cordilleras
Governor Pack Road, Baguio City
Dear Ma’am,
Greetings!
The undersigned are Grade 12 STEM Y students conducting a research entitled “Factors that
Causes the Generation Disputes among Stem 12 Students of the University of the
Cordilleras and Their Parents” as partial fulfilment of the requirements for the course
Practical Research 2. The study aims to develop awareness and full understanding of the
occurrence of generation gap between generation z and their parents.
In relation to this, the researchers humbly ask your expertise to validate the attached self-made
questionnaire using the attached rating tool.
The researchers greatly appreciate your assistance and support in this research endeavor.
Thank you and God bless!
Respectfully yours,
The Researchers
Cachero, Gerden Brookes
Noted by:
GESEL ANN V. OTONG BEVERLY D. GRANADOSIN, MS Psych

UC-SHS Research Adviser UC-SHS Research Coordinator
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Factors That Causes The Generation Disputes Among Stem 12 Students of The University of The Cordilleras and Their Parents

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Factors That Causes The Generation Disputes Among Stem 12 Students of The University of The Cordilleras and Their Parents

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Factors that Causes the Generation Disputes among Stem 12

Students of the University of the Cordilleras and Their Parents

Cachero, Gerden Brookes.1

Parent-child relationships are considered to be among the most important relationships

Significance of the Study

Statement of the Problem

The study will seek to answer the following questions:

Scope and Delimitations

II. MATERIALS AND METHODS

Population Locale of the Study

Slovin’s Formula is computed as n = N / (1+Ne2).

Data Gathering Tool

Interviews - Computer-assisted personal interviewing (CAPI) is a form of personal

Questionnaires web-based questionnaire is a new and inevitably growing methodology is

A Likert scale is a psychometric scale commonly involved in research that employs

Scale Interpretation Statistical Limit Description

4 Highly influential 3.25 – 4.00 The factor highly contributes to the

generation disputes between parents

3 Influential 2.50 – 3.24 The factor properly contributes to the

generation disputes between parents

2 Moderately 1.75 – 2.49 The factor moderately contributes to

Influential the generation disputes between

parents and students.

1 Minimal 1.00 - 1.74 The factor has little to none

contribution to the generation disputes

between parents and students.

III. RESULTS AND DISCUSSION

PARENTS HIGH EXPECTATION

DIFFERENT ATTITUDES, VALUES, AND BELIEFS

IV. CONCLUSIONS AND RECOMMENDATIONS

The researchers recommend the parents to be more understanding of the differences

Slovin’s formula was used in computing the sample size.

Rating Interpretation Statistical Limit Description

Four-point Likert scale for the interpretation of the responses.

MRS. NIVEA BASNGI

Thank you and God bless!

Cachero, Gerden Brookes

GESEL ANN V. OTONG BEVERLY D. GRANADOSIN, MS Psych

Bowling, A. (1997). Research Methods in Health. Buckingham: Open University Press.

Gravlee, C. C. (2002, August). Mobile Computer-Assisted Personal Interviewing with Handheld

McLeod, S. A. (2008, Oct 24). Likert scale. Retrieved from

Serra, R. R. (1971, November). A CONFLICT OF GENERATIONS: THE GENERATION

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