CHAPTER 1

THE PROBLEM AND ITS BACKGROUND

Introduction

What comes to your mind when you hear the word family? Perhaps thoughts of

individuals who have affected and shaped your life, or images of people coming together to

celebrate holidays and other significant events; maybe smells of home-cooked food, memories

of conversations or arguments you had with loved ones, feelings of love, joy, or sadness.

Families are central to individuals’ lives. Particularly when it comes to young children,

families assume critical roles that significantly affect children’s well-being and development. As

a professional working with young children, it is critical for you to appreciate and understand

children’s families. This lesson will familiarize you with current perspectives on how families

are viewed and how they function.

The relationship between children and their parents or caregivers (such as guardians,

aunts and uncles, or grandparents) is one of the most important relationships in a child's life, often

lasting well into adulthood. In adolescence, this relationship changes dramatically as youth seek

increased independence from their families and begin to make their own decisions.

1
 With increased independence comes the possibility of increased risk, both positive and

negative, and teens need parents or caregivers to help them navigate the challenges that

adolescence presents. Though some amount of conflict between adolescents and their parents is

normal, adolescents still rely on parents or caregivers to provide emotional support and set limits,

both of which are linked to positive adolescent development.

Parent-child relationship matters and is critical to a child’s health and well-being. As

every relationship is critical to the overall happiness of the family, a deeper understanding of the

importance and effects of these relationships gives parents a greater desire to bond with their

child and a greater understanding of how to go about doing so.

As children grow, parenting shifts from making decisions for the younger child to helping

older children and adolescents make decisions on their own, while minimizing the chance that

they engage in high-risk behavior. Parents can provide needed support and affection and help

adolescents understand how their choices can affect their health and well-being.

2
 CONCEPTUAL FRAMEWORK

A conceptual framework is an analytical tool with several variations and contexts. It can

be applied in different categories of work where an overall picture is needed. It is used to make

conceptual distinctions and organize ideas. Strong conceptual frameworks capture something real

and do this in a way that is easy to remember and apply.

INPUT OUTPUT

1. Who guided you and

provides your needs in

RELATION OF THE
daily basis?
FAMILY AND ITS
2. How do your family

support you; financially, OUTCOME ON THE

PROCESS
emotionally, physically? BEHAVIOR OF THE

3. What are the family JUNIOR HIGH

Survey
factors that influence
Questionnaire SCHOOL STUDENT
students’ behavior in
IN SAINT JOHN
Saint John Fisher
FISHER SCHOOL
School?
IMUS, CAVITE
4. How do your family

reinforce discipline SCHOOL YEAR

when it comes to their 2019-2020

mistakes?

Figure I. Conceptual Framework

3
Statement of the Problem

This research attempts to find evidences to the Relation of the Family and its Outcome on the

Behavior of Junior High School Students in Saint John Fisher School. More specifically it seeks

to find answers to the following questions:

1. What is the demographic profile of the students-respondents in terms of the

following?

1.1 Age

1.2 Gender

1.3 Who guided and provides your needs in daily basis?

2. How do your family support you; financially, emotionally, physically?

3. What are the family factors that influence students’ behavior in Saint John Fisher

School?

a. Economic Stability

b. Change in Family Relationship

c. Parental Attitude toward Education

d. Child Abuse

4. How do your family reinforce discipline when it comes to their mistakes?

4
Significance of the Study

In this study, you will have more knowledge about how does relation of the family correlates the

behavior of the students in school to the student’s home.

This study will benefit the following:

Student – In this study students will acquire a knowledge about how does a relation

of the family affects the students in Saint John Fisher School and to be more open to your family.

Parents – Parents can also gain significance to this study by being aware why his/her

child needs support, bond and communication and how does it affect the student’s behavior.

Researchers – This study will help them to provide the Information and they might need

in their future research.

Assumption and Hypothesis

The researchers assume that the relation of family has a huge impact to the behavior of

the respondents show in their school. It might affect the students not only on their relationship to

other people who surrounds them but also academically, physically and emotionally.

Scope and Delimitation

5
 This study focuses on the relation if the family and the outcome on the behavior of the

junior high school students in Saint John Fisher School S.Y 2019-2020. The respondents include

20 selected students in each section of junior high regardless of their gender and age. Therefore,

it had one hundred twenty (120) respondents.

The study also covers the senior high students here in Saint John Fisher School. It includes

their family background and their character building. But because of the limited time and lack of

knowledge in making a research, the study is limited only to the students of junior high school of

Saint John Fisher School S.Y 2019-2020.

Definition of Terms

Relation

The way in which two or more concepts, objects, or people are connected.

Family

A group of people who want as well as choose to be together embraced by a bond so powerful

and strong that not even the slightest test of trials or troubles can breach.

Adolescence

The period following the onset of puberty during which a young person develops from a child

into an adult.

CHAPTER 2

6
 REVIEW OF RELATED LITERATURE AND STUDIES

Related Literature

A literature review is a comprehensive summary of previous research on a topic. The literature

review surveys scholarly articles, books, and other sources relevant to a particular area of

research.

Related Foreign Literature

Family Factors That Influence Students' behavior in School? When a child misbehaves or fails

to meet expectations at school, the child’s home and family life should be considered. Several

family factors can affect a child’s behavior and ability to perform in the classroom. These include

economic stability, changes in family relationships, parental attitudes toward education and

incidents of child abuse.

Economic Stability

Poverty can affect school readiness in several ways. Children from lower-income homes

often experience a lack of parental consistency, a frequent change in part-time caregivers, a lack

of supervision, poor nutrition and poor role-modeling. According to a 2007 article titled "The

Impact of Poverty on Educational Outcomes for Children" in the journal "Pediatric Child Health,"

studies show that children from impoverished families tend to score lower in communication and
7
vocabulary skills, knowledge of numbers, ability to copy and recognize symbols, concentration,

and teamwork and cooperative play. Research conducted by the Society for Research in Child

Development also found that children from low-income families received less positive parenting

and had higher levels of cortisol, which has been associated with lower levels of cognitive

development.

Changes in Family Relationships

Divorce has long been linked to behavior problems, anxiety and depression in children.

This is often because single-parent homes feature parents struggling with their own feelings of

depression and anxiety, accomplishing household responsibilities previously held by two people

and meeting more financial demands. Single parents often must take on more hours at work to

meet financial responsibilities, which can lead to children feeling neglected and acting out, and

cause them to experience the effects of economic instability mentioned above.

However, according to Priscila Comino, a researcher at the University of the Basque

Country, it is not the divorce itself that affects children's behavior so much as it is the way that

parents handle the divorce. In cases where both parents mutually decided on the divorce and

choose to co-parent, both making decisions and providing for the child, the negative effects of

divorce are lessened.

Parental Attitudes Toward Education

8
 Children learn first by mimicking behavior they see modeled for them. According to a

2009 article published in on the website of the National Center for Biotechnology Information,

studies show a positive correlation between the parents' level of education and their child’s

attitudes toward academic achievement. Children who have parents who encourage academic

success are more likely to develop their own aspirations for higher education. In this way, parent

education is a good predictor of a child’s academic success.

Child Abuse

Child abuse can happen by way of physical abuse, emotional abuse, neglect, sexual abuse or

substance abuse in the home. According to KidsHealth.org, victims of child abuse are known to

be at high risk for engaging in risky behaviors and acting out in school. They might have

Related Local Literature

9
 Each child is vulnerable and can either be molded to be successful or made to fail in life.

According to the Child and Youth Welfare Code of the Philippines, the child is one of the most

important assets of the nation, the promotion and enhancement of the child's life and welfare is

also anchored on the moral supervision and support given by his parents or guardians. In order

for a child to succeed, parents exert a lot of influence on their child's cognitive development in

the early years and thus, the contact between home and school should be maintained, especially

during the primary school years.

Although family background appears to be a powerful determinant of parental

involvement, most parents, if duly encouraged, are able to devote extra time and effort to assisting

with their children’s education, both in the home and school settings (Ho, 2009). Parent support

and participation are well defined if the principal, teachers and parents go hand in hand in

achieving the progress of the pupils and of the total school community (Evangelista, 2008).

Hoover-Dempsey & Sandler describes parental involvement as a “rich vein” of continued

parental influence in the lives of children as they develop through the elementary, middle and

high school years. This implies that benefits of a strong home-school relationship don’t end with

children’s achievement in early years of education but it persists through their adult life.

Although Filipino parents across all social class levels typically regard education as essential to

their children's success and are willing to go to great lengths to help their children through school,

10
retention is a major concern in Philippine school, as many students do not continue past their

elementary grades (Blair, 2014).

In his Comparative study of Filipino and U.S. Parents which uses Questionnaires from six

different measures, it concludes that Filipino parents are engaged in their children's education,

and want them to succeed, yet the filial responsibilities engrained in their culture necessitates the

needs of the family ahead of the needs of the individual child. In his study, it uses theories which

envision the flow of family capital. It recommends future studies to attempt to examine more

international samples, so as to explore cultural variations, and develop theories which can more

readily account for both structural and cultural traits.

Related Studies

11
 This section are inquires, or investigation already conducted to which the present

proposed study is related or has some bearing or similarity.

Related Foreign Studies

During early childhood, a parent's attitudes and values can be passed on to the child.

During this time their self-concept is forming, and can be heavily influenced by their parents,

according to Heather Weiss, Founder and Director of the Harvard Family Research Project. They

can acquire skills that are the basic foundation for learning throughout childhood. Therefore, a

strong support system in early childhood can greatly affect their development.

Parental participation in children's activities, like outdoor exploration or reading books

together, has been shown to lead to a more social child, says Weiss. Children who engage in play

activities with their parents jump right into games when they start school and show more

independent behavior in those situations. Having their parents show an interest in their activities

develops a strong sense of self in the child. Parents and other family members can also influence

early childhood development by supporting literacy and other childhood lessons.

By encouraging the practice of math and reading skills, parents can increase school

readiness in their child, according to Weiss. Even early lessons, such as singing the alphabet or

counting objects, can lead to more successes in the classroom. On the other hand, family risk

12
factors can also influence the path of early childhood development. Maternal risk factors, in

particular, can have a great impact on a child's development. For example, drug abuse, poverty,

and an environment of domestic abuse can lead to behavioral issues in children as young as 3,

according to the National Center for Children in Poverty (NCCP). Parents can help children in

at-risk situations by seeking out trained providers in health, mental health, early care and

education settings, according to the NCCP.

Related Local Studies

Behavior according to Cortez (2001) is a potent factor in man ‘s endeavor. It is rather

innate or acquired, constructive or destructive. Innate in the sense that man ‘s behavior is

generally endowed, acquired in the sense that man ‘s behavior is solely affected by his encounters

with other human beings. Thus, changes in man ‘s environment affects his behavior.

Constructive behaviors are carefully molded according to standards and mores thereby

worthy of emulation. Destructive behaviors are unwanted and thereby require a continuous and

unending task to minimize if not to eradicate the behavior of individuals. Further, it was also

reported that when asked to rank students behaviors that had increased or greatly increased within

the last two years, the top ten that were chosen were: verbal intimidation or threats (61%);

increased in biologically damaged children (60%); punching and hitting (50%); rumors among

peers/peer escalation of rumors (46%); punching or hitting - open or closed hands(42%); sexual

harassment including inappropriate sexual behavior (36%); classroom vandalism (34%); kicking

13
(34%); lack of conflict resolution skills/other people skills(30%); and possession of knives/ice

pick/razor (24%). Teachers identified the top problems encountered from children in schools. In

late 2000s, the most common problems are talking out of turn, chewing gum, making noise,

running in the hall, cutting in the line, dress code violation and uttering.

However, in late 2000s, there are new sets of problems such as drug abuse, alcohol abuse,

pregnancy, suicide, rape, robbery and assault. Statistics included in this report indicated that the

fastest growing segment of the criminal population is the nation ‘s children.

Synthesis of the Study

The synthesis of the study is that family setting and structure is playing a crucial role in

strengthening or devastating students' academic performance and also on their

personality/behavior. The relation of the family has a great influence on the child’s behavior.

Involvement of the relation of the family consistently found to be positively associated with a

child’s academic performance.

CHAPTER 3

14
 RESEARCH METHODOLOGY

This chapter discussed the research design, data gathering procedures, respondents of the

study, instrumentation and the statistical treatment of data that were used in this study.

Research Design

This study utilized a descriptive research. According to Calderon and Gonzales, this

research design is used to obtain information concerning the current status of the phenomena to

describe "what exists" with respect to variables or conditions in a situation. It is non-experimental

in that it deals with relationship. Since the events or conditions have already occurred or existed,

relevant variables are merely selected for an analysis of their relationship. It involves hypothesis

formulation, testing, and uses logical methods in inductive and deductive reasoning in order to

arrive at generalization

Sampling Technique

The sampling technique that is used Random Sampling Technique. The researchers used

this type of sampling technique because not all Grade 7 to Grade 9 students are required to take

part in this research in order to finalize and oversee a research with reference to the outcome of

behaviour of the junior high school student in Saint John Fisher School.

Respondents of the Study

15
 The respondents of the study are coming from Grade Seven (7) to Grade Nine (9) students

of St. John Fisher School Imus, Cavite. The research considered twenty (20) of the students in

both section of each grade level as samples in order to fulfil the research through the help of the

respondents.

Research Instrument

The research instrument used by the researchers is a Questionnaire form or a survey. The

researchers constructed (number) questions to be answer by the respondents referring to the topic

“relation of the family and its outcome on the behavior of the students in their school”. The

respondents are required to answer the questionnaire to follow scope and the delimitation of the

study, though the respondents are not forced to write their names.

Data Gathering Procedure

As an initial move, the researchers sought the permission of the School Principal of Saint

John Fisher School to conduct the study at the school and allow the researcher to seek the

cooperation of the teachers of the Grade Seven (7) to Grade Nine (9) students in filling up the

behavior rating scale for the student-respondents.

16
 The researcher also asked the permission of the Principal to allow the students to answer

the survey paper or the Survey Questionnaire. The Researcher personally administered the

research instrument. Both sets of respondents were properly oriented before they were set to the

tasks. Each item was explained for further understanding. Then all data were gathered, classified

and tabulated.

Statistical Treatment of the Data

Survey percentages look at the number of affirmative responses compared to the total

number of responses received. To calculate the survey percentage, you need to use basic division.

The trick with survey percentages is to keep your data organized so that you can quickly add

together the affirmative responses and discard the no affirmative responses. Once you have the

data organized, you only need to divide affirmative responses by total responses to find your

percentages.

𝑄𝑢𝑎𝑛𝑡𝑖𝑡𝑦 𝑜𝑓 𝑡ℎ𝑒 𝐴𝑛𝑠𝑤𝑒𝑟𝑠 𝑜𝑓 𝑡ℎ𝑒 𝑅𝑒𝑠𝑝𝑜𝑛𝑑𝑒𝑛𝑡𝑠

Percentage of the Respondents = x 100
𝑇𝑜𝑡𝑠𝑙 𝑁𝑢𝑚𝑏𝑒𝑟 𝑜𝑓 𝑡ℎ𝑒 𝑅𝑒𝑠𝑝𝑜𝑛𝑑𝑒𝑛𝑡𝑠

17
 CHAPTER 4

PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

This chapter presents all the data gathered information through survey questionnaires

administration concluded I the study.

The table shown below is the statistics of the respondents’ answer based on the survey

given to them.

1. What is the demographic profile of the students-respondents in terms of the

following?

Table 1.1 Age of the Respondents

Age Grade % Grade % Grade % Total Percentage

7 8 9

12 15 37.5 0 0 0 0 15 12.5

13 19 47.5 21 52.5 0 0 40 33.33

14 6 15 15 37.5 28 70 49 40.83

15 0 0 3 7.5 8 20 11 9.17

16 0 0 1 2.5 4 10 5 4.17

Total 40 100 40 100 40 100 120 100

18
 The table above shows the total number and percentage of the respondents’ preferred

answer. Most of the respondents are 14 years old. As shown in the table above, 40.83% of the

respondents among one hundred-twenty (120) participants answered 14 years old for the

question, “What’s your age?”. While, the least of the respondents answered 16 years old. As

shown in the table above, 4.17% of the respondents among the one hundred-twenty (120)

participants answered 16 years old for the question “What’s your age?”. The researchers observed

that at this age, some of the students-respondents are starting to build boundaries between their

family.

19
Table 1.2 Gender of Respondents

Gender Grade % Grade % Grade % Total Percentage

7 8 9
Male 21 52.5 17 42.5 10 25 48 40

Female 19 47.5 23 57.5 30 75 72 60

Total 40 100 40 100 40 100 120 100

The table above shows the total number and percentage of the respondents’ preferred

answer. The female respondent contributed more in this study than the male in the reason they

got the highest number of population. As shown in the table above, 60% of the respondents

among one hundred-twenty (120) participants answered female for the question, “What’s your

gender?”. While, the least of the respondents answered male. As shown in the table above, 40%

of the respondents among the one hundred-twenty (120) participants answered male for the

question, “What’s your gender?”. The researchers observed that the treatment of the family to

the female respondents is extremely strict than the male respondents that’s why most of the

female respondent aren’t able to express their own thoughts and opinions when it comes to their

family.

20
Table 1.3 Guardian of the Respondents

Guardian Grade % Grade % Grade % Total Percentage

7 8 9

Parents 27 67.5 33 82.5 30 75 90 75

Single 8 20 4 10 7 17.5 19 15.83

Parents

Grandparents/ 5 12.5 3 7.5 3 7.5 11 9.17

Relatives

Total 40 100 40 100 40 100 120 100

The table above shows the total number and percentage of the respondents’ preferred

answer. Most of the respondents are guided by their Parents as shown in the table above, 75% of

the respondents among one hundred-twenty (120) participants answered the question, “who

guided and provide your needs in daily basis?”. While, the least of the respondents answered

grandparents/relatives. As shown in the table above, 15.83% of the respondents among the one

hundred-twenty (120) participants answered Single Parents for the question, “Who guided and

provides your needs in daily basis?”. The researchers observed that some of the respondents who

is having a single parent and Grandparents/Relatives guided the respondents to their daily basis

are more likely struggle with financial issues causing their parent/relatives weren’t able to pay

attention to them this leads to why the students are not open and can’t be able to express their

feelings towards their family.

21
 2. How do your family support you; financially, emotionally, physically?

Table 2.1 Do your parents/guardian provide your basic necessities?

Grade % Grade % Grade % Total Percentage

7 8 9
Always 30 75 31 77.5 30 75 91 75.83

Often 9 22.5 7 17.5 10 25 26 21.67

Sometimes 1 2.5 2 5 0 0 3 2.5

Never 0 0 0 0 0 0 0 0

Total 40 100 40 100 40 100 120 100

The table above shows the total number and percentage of the respondents’ preferred

answer. As shown in the table above, 75.83% of the respondents among one hundred-twenty

(120) participants answered “Always” for the question, “Do your parents/guardian provide your

basic necessities?”. While, the least of the respondents answered “Never”. As shown in the table

above, 0% of the respondents among the one hundred-twenty (120) participants responded to it.

The table above indicates that most of the student-respondent families are being supportive

financially and emotionally and preparing for their child’s greater responsibility independence

when it comes to finances since it isn’t only higher education but also adequate food, shelter, and

clothing plus involves budgeting.

22
Table 2.2 Do your parents/guardian helps you to feel secure and safe?

Grade % Grade % Grade % Total Percentage

7 8 9
Always 31 77.5 33 82.5 31 77.5 95 79.17

Often 7 17.5 4 10 7 17.5 18 15

Sometimes 2 5 3 7.5 2 5 3 5.83

Never 0 0 0 0 0 0 0 0

Total 40 100 40 100 40 100 120 100

The table above shows the total number and percentage of the respondents’ preferred

answer. As shown in the table above, 79.17% of the respondents among one hundred-twenty

(120) participants answered “Always” for the question, “Do your parents/guardian helps you to

feel secure and safe?”. While, the least of the respondents answered “Never”. As shown in the

table above, 0% of the respondents among the one hundred-twenty (120) participants responded

to it. The table above indicates that most of the student-respondent families are giving their full

security and protection for their child considering most of the teenagers are willing to try

something new and would stand on their beliefs and opinions. While, some of the students

responded “Often and Sometimes” as a researcher, we observed that the reason why the other

student-respondent answered the question “Sometimes and Often” as a result of giving their full

trust to their children being independent especially who were trained or prepared to defend

themselves.

23
 Table 2.3 Do your parents/guardian recognized your achievement?

Grade % Grade % Grade % Total Percentage

7 8 9
Always 27 67.5 21 52.5 15 37.5 63 52.5

Often 9 22.5 5 12.5 17 42.5 31 25.83

Sometimes 4 10 14 35 7 17.5 25 20.83

Never 0 0 0 0 1 2.5 1 0.83

Total 40 100 40 100 40 100 120 (99.99)

100

The table above shows the total number and percentage of the respondents’ preferred

answer. As shown in the table above, 52.5% of the respondents among one hundred-twenty (120)

participants answered “Always” for the question, “Do your parents/guardian recognized your

achievement?” While, the least of the respondents answered “Never”. As shown in the table

above, 0.83% of the respondents among the one hundred-twenty (120) participants responded to

it. The table above indicates that most of the student-respondent families are being supportive

and expressive in showing appreciation to their child therefore, it would boost their confidence

and give them motivation especially when it comes to the education of the student-respondent.

24
Table 2.4 Do your parents/guardian encourage you to be open with them?

Grade % Grade % Grade % Total Percentage

7 8 9
Always 11 27.5 21 52.5 13 32.5 45 37.5

Often 12 30 5 12.5 8 20 25 20.83

Sometimes 14 35 14 35 15 37.5 43 35.83

Never 3 7.5 0 0 4 10 7 5.83

Total 40 100 40 100 40 100 120 (99.99)

100

The table above shows the total number and percentage of the respondents’ preferred

answer. As shown in the table above, 37.5% of the respondents among one hundred-twenty (120)

participants answered “Always” for the question, “Do your parents/guardian encourage you to

be open with them?”. While, the least of the respondents answered “Never”. As shown in the

table above, 5.83% of the respondents among the one hundred-twenty (120) participants

responded to the question, “Do your parents/guardian encourage you to be open with them?”.

The researchers observed that the most of the student-respondent have a good communication

and relationship with their family because they can share their own thoughts, opinions, story, etc.

Communication within the family is extremely important because it enables members to express

their needs, wants, and concerns to each other. Open and honest communication creates an

atmosphere that allows family members to express their differences as well as love and

admiration for one another. It is through communication that family members are able to resolve

the unavoidable problems that arise in all families.

25
Table 2.5 Do you have enough daily allowance?

Grade % Grade % Grade % Total Percentage

7 8 9
Always 25 62.5 25 62.5 25 62.5 75 62.5

Often 9 22.5 5 12.5 7 17.5 21 17.5

Sometimes 5 12.5 10 25 6 15 21 17.5

Never 1 2.5 0 0 2 5 3 2.5

Total 40 100 40 100 40 100 120 100

The table above shows the total number and percentage of the respondents’ preferred

answer. As shown in the table above, 62.5% of the respondents among one hundred-twenty (120)

participants answered “Always” for the question, “Do you have enough daily allowance?”.

While, the least of the respondents answered “Never”. As shown in the table above, 2.5% of the

respondents among the one hundred-twenty (120) participants responded to the question, “Do

you have enough daily allowance?”. The researchers observed that most of the student-

respondent families are giving their children enough allowance to fend for their needs. Also the

family using allowance to manage and to teach the value of money. The family encourages the

student-respondent to achieve their dreams by spending money on the things that are truly

important to them.

26
Table 2.6 Do your parents/guardian able to pay extra fees for other school-related

requirements?

Grade % Grade % Grade % Total Percentage

7 8 9
Always 23 65 25 62.5 16 40 64 53.33

Often 15 30 5 12.5 17 42.5 37 30.83

Sometimes 1 2.5 10 25 7 17.5 18 15

Never 1 2.5 0 0 0 0 1 0.83

Total 40 100 40 100 40 100 120 100

The table above shows the total number and percentage of the respondents’ preferred

answer. As shown in the table above, 53.33% of the respondents among one hundred-twenty

(120) participants answered “Always” for the question, “Do your parents/guardian able to pay

extra fees for other school-related requirements?”. While, the least of the respondents answered

“Never”. As shown in the table above, 0.83% of the respondents among the one hundred-twenty

(120) participants responded to the question, “Do your parents/guardian able to pay extra fees for

other school-related requirements?”. The researchers observed that most of the student-

respondent families are able to pay extra-fees such as transportation, school and activities fees.

The student-respondents doesn’t need to get money to their savings/daily allowance to support

their other school-related fees.

27
 3. For you, what are the family factors that influence students’ behavior in Saint John

Fisher School?

a. Economic Stability

b. Change in Family Relationship

c. Parental Attitude towards Education

d. Child Abuse

e. Others

Answers Grade 7 % Grade 8 % Grade 9 % Total Percentage

A 14 35 16 40 11 27.5 41 34.17

B 6 15 12 30 15 37.5 33 27.5

C 15 37.5 9 22.5 12 30 36 30

D 1 2.5 2 5 1 2.5 4 3.33

E 4 10 1 2.5 1 2.5 6 5

Total 40 100 40 100 40 100 120 100

28
 The table above shows the total number and percentage of the respondents’ preferred

answer. As shown in the table above, 34.17% of the respondents among one hundred-twenty

(120) participants answered “A. Economic Stability” for the question, “For you, what are the

family factors that influence students’ behavior in Saint John Fisher School?”. While, the least

of the respondents answered “E. Others”. As shown in the table above, 5% of the respondents

among the one hundred-twenty (120) participants responded to the question, “For you, what are

the family factors that influence students’ behavior in Saint John Fisher School?”. Economic

Stability enables to access safe housing, healthy foods, and other necessities to engage fully in

their communities, and to plan future. The researchers observed that the student-respondent

consider that economic stability or financial stability has a huge impact to their behavior as a

student of Saint John Fisher School. While, the least answered is “D. Child Abuse”. A child’s

behavior is an outward manifestation of inner stability and security. The researchers believe that

all types of abuse are damaging to children—physically, emotionally, and psychologically—and

can cause long-term difficulties with behavior and mental health development.

4. How do your family reinforce discipline when it comes to your mistake?

29
Table 4.1 Do your parents discipline you in a calm manner?

Grade % Grade % Grade % Total Percentage

7 8 9

Always 21 52.5 9 22.5 10 25 40 33.33

Sometimes 15 37.5 15 37.5 16 40 46 38.33

Often 4 10 16 40 11 27.5 31 25.83

Never 0 0 0 0 3 7.5 3 2.5

Total: 40 100 40 100 40 100 120 100

The table above shows the total number and percentage of the respondents preferred

answer. As shown in the table above 33.33% of the respondents among one hundred twenty (120)

participants answered "always" for the question, "Do your parents discipline you in a calm

manner? “While, the least of the respondents answered “Never". As shown in the table above

2.5% of the respondents among the one hundred twenty (120) participants. The researchers

observe that positive discipline is an idea focuses on reverting things back to the roots when

children do something wrong, instead of punishing them, parents teach and guide them to set the

behavior right with the proper understanding the children/students can also strengthen their

relationship with their parents.

Table 4.2 Do your parents trained you on how to overcome real- life problems?

30
 Grade % Grade % Grade % Total Percentage

7 8 9

ALWAYS 21 52.5 21 52.5 18 45 60 50

SOMETIMES 3 7.5 7 17.5 16 40 26 21.67

OFTEN 16 40 12 30 6 15 34 28.33

NEVER 0 0 0 0 0 0 0 0

TOTAL: 40 100 40 100 40 100 120 100

The table shown above is the total number and percentage of the respondents preferred

answer. Based on the results, 50% of the respondents among one hundred-twenty (120)

participants answered "Always" for the question, "Do your parents trained you on how to

overcome real life problem? ". While, the least of the respondents answered” Never”. Based on

the table, 0% of the respondents among one hundred-twenty (120) participants answered

"always" for the question, "Do your parents trained you on how to overcome real life problem?

". The researcher observed that most of the parents let their children face or overcome real life

problems to promote self-control, teach responsibility and help them make thoughtful choices.

31
Table 4.3 Do your parents set-up rules and limits when it comes to your behavior and

actions?

Grade % Grade8 % Grade % Total Percentage

7 9

Always 19 47.5 24 60 18 45 61 50.83

Sometimes 7 17.5 4 10 16 40 27 22.5

Often 12 30 11 27.5 5 12.5 28 23.33

Never 2 5 1 2.5 1 2.5 4 3.33

Total: 40 100 40 100 40 100 120 100

The table above shows the total number and percentage of the respondents preferred

answer. As shown in the table above, 50.83% of the respondents among one hundred twenty

(120) participants answered "always" for the question, "Do your parents set-up rules and limits

when it comes to your behavior and action?”. While, the least of the respondents answered

“Never". As shown in the table above 3.33% of the respondents among the one hundred twenty

(120) participants. The researchers observed that disciplining or setting up rules for the children

is one of the most important yet difficult responsibilities for the parents and also for the children

teaching about the limits and acceptable takes time, but different kind of discipline will also make

hard for the child to trust and respect the parents.

32
Table 4.4 Do your parents practiced physical punishment?

Grade % Grade % Grade % Total Percentage

7 8 9

Always 4 10 8 20 4 10 16 13.33

Sometimes 14 35 12 30 9 22.5 35 29.17

Often 9 22.5 10 25 20 50 39 32.5

Never 13 32.5 10 25 7 17.5 30 25

Total 40 100 40 100 40 100 120 100

The table above shows the total number and percentage of the respondents preferred

answer. As shown in the table above ,29.173% of the respondents among one hundred twenty

(120) participants answered "sometimes" for the question, "Do your parent practiced physical

punishments? ". While, the least of the respondents answered "always". As shown in the table

above 13.33% of the respondents among the one hundred twenty (120) participants responded

though the question, " Do your parent practiced physical punishments?". The researchers observe

that the possible outcome for the children when their parents practiced physical punishments may

cause children to view their parents negatively which an inhibit the child to be unkind to others.

33
 CHAPTER 5

SUMMARY OF FINDINGS, CONCLUSION AND RECOMMENDATION

This chapter includes the summary, conclusion and recommendations of the study. The

study discusses the general findings of the research about a certain study.

Summary

The researchers used the descriptive method as their research design to further elaborate

the Relation of the Family and Its Outcome on the Behavior of the Junior High School Student

in Saint John Fisher School Imus, Cavite 2019—2020. The student from different section are the

respondents in conducting the survey to make it convenient. In each section there are twenty (20)

respondents and six (6) sections which has an overall population of the respondents of one

hundred-twenty (120).

When gathering needed information from respondents the researchers used survey

questionnaires which contains demographical profile, how do their parents/ guardian supports

them financially, physically and emotionally, factors that influence students’ behavior in their

school and how do their parents/guardian reinforce discipline when it come to their mistakes.

Result of what said survey conducted where being determine by answering our questions, after

the distribution, collection, and completion of the questionnaire, the researchers will compare the

gathered data using its percentage and weighted mean for interpretation.

34
Findings

The result of tabulation of data and an analyzed retrieve questionnaire of the one hundred-twenty

(120) respondents among the junior high school of Saint John Fisher School Imus, Cavite S.Y.

2019—2020appears the following facts:

1. Demographic Profile if the Respondents

a. Age - Most of the respondents are 14-year-old.

b. Gender - There are 72 females’ respondents and 48 males’ respondents

answering the survey questionnaire.

c. Guardian - There are 90 respondents guided by their parents, 19 respondents

guided by single parent and 17 are guided by guardian/relatives.

With all the surveys and researches made, family plays two roles in a student’s behavior,

to become an obstacle or to support and encourage student-respondents. They support the

students in financial needs but can become an obstacle through misunderstanding inside the

house, and this leads to the students’ unpleasant behavior.

Physically

Families are being supportive financially and emotionally and preparing for their child’s

greater responsibility independence when it comes to finances. Also, families are giving their full

35
security and protection for their child considering most of the teenagers are willing to try

something new and would stand on their beliefs and opinions.

Emotionally

Families are being supportive and expressive in showing appreciation to their child

therefore, it would boost their confidence and give them motivation. The parent—child have a

good communication and relationship with their family because they can share their own

thoughts, opinions, story, etc.

Financially

Families are giving their children enough allowance to fend for their needs. Also the

family using allowance to manage and to teach the value of money. The family encourages the

student-respondent to achieve their dreams by spending money on the things that are truly

important to them. Also, families are able to pay extra-fees such as transportation, school and

activities fees.

For the student—respondent, economic stability has a huge impact to influence

students’ behavior in their school. The researchers believe that all types of abuse are damaging

to children—physically, emotionally, and psychologically—and can cause long-term difficulties

with behavior and mental health development.

36
Conclusion

37
Bibliography

Parental Involvement in Philippines : A Review of Literatures Retrieved from

https://www.researchgate.net/publication/325348961_PARENTAL_INVOLVEMENT_IN_THE_PHILI

PPINES_A_REVIEW_OF_LITERATURES

Effects of Family Structure on Children's Education // Retrieved from

http://marripedia.org/effects_of_family_structure_on_children_s_education

How Does Parent Involvement in Education Affect Children's Learning? // Retrieved from

https://www.edcan.ca/articles/the-facts-on-education-how-does-parent-involvement-in-education-affect-

childrens-learning/

What is the Family Impact on Early Childhood Development? // Retrieved from

https://www.hellomotherhood.com/article/267910-what-is-the-family-impact-on-early-childhood-

development/

How does family background affect children’s educational achievement? Evidence from Contemporary

China // Retrieved from https://journalofchinesesociology.springeropen.com/articles/10.1186/s40711-

018-0083-8

38
APPENDICES

39
APPENDIX A

(Survey Letter)

40
 APPENDIX B

(Survey Questionnaire)

41
 Relation of the Family and Its Outcome on the Behavior of Junior High School Students
in Saint John Fisher Imus, Cavite S.Y. 2019—2020

Survey Questionnaire.
1. What is the demographic profile of the students-respondents in terms of the following:
1.1 Age ________________

1.2 Gender Male Female

1.3 Who guided and provides your needs in daily basis? __________________
2. How do your family supports you; physically, emotionally, and financially?
Physically.

Questions Always Sometimes Often Never

1. Does your parents/

guardian provide money/
food to eat 3 times a day?
2. Do your parents/ guardian
helps you to feel secure
and safe?
3. Does your parents/
guardian provide medical
needs right away
whenever you need one?
Emotionally.

Questions Always Sometimes Often Never

1. Do your parents/ guardian
shows appreciation to
you?
2. Do your parents/ guardian
encourage you to talk
about how you feel about
them?
3. Do your parents/ guardian
praise you when you do
well?

Financially.

Questions Always Sometimes Often Never

1. Does your allowance to

provide everyday needs is
enough for the whole day?
2. Does your family used to pay
your many school-related
needs, such as school
clothes/uniforms, tuition fees,
textbooks, lunch money, and
private tutors?

42
3. Does your family used for you to
have an age-appropriate
entertainment desires, per the
parents' agreement? (Laptop, cell
phones, computer, televisions, visit
movie theatres etc.)

3. For you, what are the family factors that influence students’ behavior in Saint John Fisher School? Encircle your
answer.

a. Economic Stability

b. Change in Family Relationship

c. Parental Attitude towards Education

d. Child Abuse

e. Others (please specify your answer) _______________________

4. How do your family reinforce discipline when it comes to your mistake?

Questions Always Sometimes Often Never

Does your parents teach you

right from wrong with calm words
and actions?
Does your parents teach
problem-solving skills and work
with you to develop solutions?
Does your parents give
consequences?
Does your parents setting limits
and making the rules clear up
front?
Does your parents spanks or use
things like belts, hangers, etc. for
you to discipline faster?
Does your parents let you know
the limitations you have?

43
 APPENDIX C

(Curriculum Vitae)

44
45
BACAYO, KING VINCENT ALEXANDER

Phase 8 Ricarte Street Bahayang Pag Asa Imus, Cavite

KINGBACAYO@gmail.com

09951454146

Personal Information:

Age : 16 yrs old

Civil Status : Single

Place of Birth : Manila

Language Spoken : Filipino, English

Religion : Iglesia Ni Cristo

Date of Birth : May 08, 2004

Nationality : Filipino

Gender : Male

46
Educational Attainment:

Secondary : St. John Fisher School Buhay Na Tubig Imus, Cavite S.Y. 2016-2020

Primary : Maharlika Elementary School S.Y. 2006-2014

Seminar Attended:

Career Assessment : St. John Fisher School Buhay Na Tubig Imus, Cavite

Drug Orientation : St John Fisher School Buhay Na Tubig Imus, Cavite

47
GALENO, RAFAEL F.

Block 1 Lot 14 Phase 8 California West Hill Buhay na Tubig Imus, Cavite

Rgaleno@gmail.com

09218276168

Personal Information:

Age : 16 yrs. old

Civil Status : Single

Place of Birth : Nueva Ecija

Language Spoken : Filipino, English

Religion : Roman Catholic

Date of Birth : November 30, 2003

Nationality : Filipino

Gender : Male

48
Educational Attainment:

Secondary : St. John Fisher School Buhay Na Tubig Imus, Cavite S.Y. 2016-2020

Primary : St. John Fisher School Buhay Na Tubig Imus, Cavite S.Y 2014 -2016

Romina’s Heavenly Angels Montessori S.Y. 2006 - 2014

Seminar Attended:

Career Assessment : St. John Fisher School Buhay Na Tubig Imus, Cavite

Drug Orientation : St. John Fisher School Buhay Na Tubig Imus, Cavite

49
PACIENCIA, DARREN CHELSEA D.

Blk 14 Lot 14 Ph 4 Villa De Primarosa Buhay Na Tubig Imus Cavite

pdarrenchelsea@gmail.com

09972653608

Personal Information:

Age : 16 yrs. old

Civil Status : Single

Place of Birth : Bacoor, Cavite

Language Spoken : Filipino, English

Religion : Roman Catholic

Date of Birth : August 14, 2003

Nationality : Filipino

Gender : Female

50
Educational Attainment:

Secondary: St. John Fisher School Buhay Na Tubig Imus, Cavite S.Y. 2016-2020

Primary: St. John Fisher School Buhay Na Tubig Imus, Cavite S.Y 2013-2016

Window of Hope Christian Academy S.Y 2006- 2014

Seminar Attended:

Career Assessment: St. John Fisher School Buhay Na Tubig Imus, Cavite

Drug Orientation: St John Fisher School Buhay Na Tubig Imus, Cavite

51
PARAS, P. PAMELA NICOLE

Block 21 Lot 15 Phase 8 Aguado Street Brgy. Magdalo Imus, Cavite

Pamelanicoleparas05@yahoo.com

09453523160

Personal Information:

Age : 18 yrs. old

Civil Status : Single

Place of Birth : Molino, Bacoor

Language Spoken : Filipino, English

Religion : Roman Catholic

Date of Birth : December 05, 2001

Nationality : Filipino

Gender : Female

52
Educational Attainment:

Secondary : St. John Fisher School Buhay Na Tubig Imus, Cavite S.Y. 2016-2020

Primary : St. John Fisher School Buhay Na Tubig Imus, Cavite S.Y 2009-2016

Seminar Attended:

Career Assessment : St. John Fisher School Buhay Na Tubig Imus, Cavite

Drug Orientation : St John Fisher School Buhay Na Tubig Imus, Cavite

53
RIVALES, SAM BESH

Block 2 Lot 29 Las Verandas Villas 1 Buhay na Tubig Imus, Cavite

sambesh_rivales@yahoo.com

09382898964

Personal Information:

Age : 16 yrs. old

Civil Status : Single

Place of Birth : Pasay City

Language Spoken : Filipino, English

Religion : Roman Catholic

Date of Birth : August 7, 2003

Nationality : Filipino

Gender : Male

54
Educational Attainment:

Secondary : St. John Fisher School Buhay Na Tubig Imus, Cavite S.Y. 2016-2020

Primary : St. John Fisher School Buhay Na Tubig Imus, Cavite S.Y 2009-2016

Seminar Attended:

Career Assessment : St. John Fisher School Buhay Na Tubig Imus, Cavite

Drug Orientation : St John Fisher School Buhay Na Tubig Imus, Cavite

55
SANTOS, ZENTHA VIA D.

153 Phase 9 Bahayang Pag Asa Imus, Cavite

zviasantos@gmail.com

09972514526

Personal Information:

Age : 16 yrs. old

Civil Status : Single

Place of Birth : Lucena City

Language Spoken : Filipino, English

Religion : Roman Catholic

Date of Birth : September 09, 2003

Nationality : Filipino

Gender : Female

Educational Attainment:

56
Secondary : St. John Fisher School Buhay Na Tubig Imus, Cavite S.Y. 2016-2020

Primary : St. Thomas Aquinas School General Trias S.Y 2012-2016

St. John Fisher School Buhay Na Tubig Imus, Cavite S.Y 2011-2012

St. John Fisher School Avida S.Y 2009- 2011

Seminar Attended:

Career Assessment : St. John Fisher School Buhay Na Tubig Imus, Cavite

Drug Orientation : St. John Fisher School Buhay Na Tubig Imus, Cavite

57