CHAPTER 1 Edited

Negros Oriental State University
COLLEGE OF EDUCATION
Department of Physical Education
CHAPTER 1
THE PROBLEM AND ITS SCOPE
INTRODUCTION
Everyone has family conflict due to disagreements. There could be a
number of causes, ranging from lack of communication to differences in
values. There are things one can do to stop the situation from getting worst
as well as good ways to talk about it. Sometimes one might just need to
agree or to disagree to be able to move forward. However, if one doesn’t
feel safe or he/she can’t resolve it on his/her own, then, he/she has to seek
for help.
Disagreement is a difference of opinion and an argument caused by
people having different opinions about something. Disagreement in a family
therefore refers to a situation whereby the smooth interaction and relation
among members of as family is disrupted because of one thing or another.
It can be between the two parents or between parents and their children.
Disagreement in a family can be as a result of lack of trust, drunkenness,
and lack of dialogue, lack of respect, joblessness and idleness. It can result
to a bad atmosphere in the home, separation or even divorce.
Malik (2013) states that no matter how loving a family is, all families
go through conflict. Family disagreement is different from other types of
disagreement for several reasons. First, family members are already highly
emotionally attached. These emotions can quickly intensify conflict. Second,
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family members are involved in long-term relationships and often are
required to interact with each other daily. Finally, families are often insular,
obeying their own rules and resisting outside interference. These
characteristics can lead to long, tangled, painful conflicts. At one extreme,
family conflict can lead to things like divorce or domestic violence. At the
other, families try to repress conflict, avoiding problems and detaching from
each other.
Everyone disagrees with each other sometimes and arguments are
part of family life. However, ongoing family conflict specifically arguments
and tension can be stressful and overwhelming. With these, the researchers
choose this topic because they wanted to know how these conflicts affects
the academic performances of the students.
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CONCEPTUAL FRAMEWORK
Usual Family Impact to

Disagreements students’ School
Participation
Fighting
Do not know how to Poor grades
ease tension Poor
Do not know how to concentration
value opinions Guidance and
Low self-
Lack of esteem
Counselling
communication Poor
Conflicts caused by relationship
o separation of with peers,
parents parents and
o a new baby teachers
added to the
family
o having siblings
who are already
married but not
moving out.
Parents expectations
and Pressure
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The model above shows the disagreement that exists in a family and
which students can be exposed to. When a family is under the state of a not
good relationship, things such as fighting or disagreeing with each other’s
opinion is a possible thing that could happen. A time will come that a certain
member will lose its control over his/her tension and then a time will come
that it will be hard for him/her to value the opinion of others because a
factor called lack of communication is accidentally imposed on their family
due to arguments which are not being resolved. While on the other hand,
some parents will pressure their children and expect something satisfying
from their child, in this case, the child would be pressured when doing things
not in her/his way. As a result of experiencing these disagreements,
students’ school participation may be directly or indirectly affected. If there
is no intervention in form of guidance and counselling, the students may
grow up to become disturbed and unstable. When students are being
disturbed there’s a big impact of his/her study especially on the students’
participation in school affairs and others.
When there is intervention in form of guidance and counselling,
students may achieve high academic standards. Their concentration level in
class will be high.
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STATEMENT OF THE PROBLEM
This study sought to find out the impact of usual disagreement in a
family on a student especially on his or her school participation as perceived
by the students of the College of Education (CED) of Negros Oriental State
University (NORSU) Main Campus I.
This study aimed to answer the following questions:
1. What is the profile of the respondents on terms of:
1.1 Age;
1.2 Gender;
1.3 Year Level;
1.4 Family Income;
1.5 Monthly Allowance?
2. What are the usual disagreements of the family as observed by the
respondents?
3. What are the effects of these disagreements to the respondents’ school
participation?
4. What intervention can be proposed to help students having problems in
school participation due to family disagreement based on the results of the
study?
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THEORETICAL BACKGROUND
This study was anchored on three theories. The First theory is the
Abraham Maslow’s Theory by Mcleod (2007) on hierarchy of needs and
supports wherein he focuses on self-actualization of a person, and the
supports they needed. Maslow divided human needs into five (5) categories.
The most basic category is the physiological needs which include food,
shelter, clothing and education. If students lack these basic needs, they
cannot grow and their concentration is on their discomfort. If students are
hurt by conflicts in the family, they may not acquire all the needs that they
need. After the basic needs, a person yearns for safety needs. This is the
need to feel secured. Students who witness their parents fighting all the time
do not feel safe at home. There is the fear that the parents might separate
or even hurt them and this situation affects their studies. Another need is
also considered in this theory, the belonging needs. It is the need to be
accepted and to affiliate with others. If students are communicating well
with their parents, they feel accepted. But in most cases parents who are
fighting do not have time to make their children feel needed, this
phenomena also affects the student’s performance in school. Students are
bound to think that they are the cause of their parents’ fights and this
makes them feel that they are not loved. If all other needs are not fulfilled,
one cannot reach the stage of self-
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actualization. It all starts at the physiological needs and these needs can
only be fully and satisfactorily met in a loving family without any conflicts.
The first theory is guided by the second theory which is the family
systems theory (1999) states that individuals cannot be understood in
isolation from one another, but rather as a part of their family, as the family
is an emotional unit. Families are systems of interconnected and
interdependent individuals, none of whom can be understood in isolation
from the system.
According to Bowen (1999), a family is a system in which each
member had a role to play and rules to respect. Members of the system are
expected to respond to each other in a certain way according to their role,
which is determined by relationship agreements. Within the boundaries of
the system, patterns develop as certain family member's behavior is caused
by and causes other family member's behaviors in predictable ways.
Maintaining the same pattern of behaviors within a system may lead to
balance in the family system, but also to dysfunction. For example, if a
husband is depressive and cannot pull himself together, the wife may need
to take up more responsibilities to pick up the slack. The change in roles
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may maintain the stability in the relationship, but it may also push the
family towards a different equilibrium. This new equilibrium may lead to
dysfunction as the wife may not be able to maintain this overachieving role
over a long period of time.
Another theory supported and justified Dr. Bowen’s theory the
Behavioral Theory proposed by Pavlov (1999) which holds the view that a
person is a product of his/her environment. A person who grow up in an
environment full of conflicts between their parents will exhibit different
behaviors and leads to the affection of their performance in the learning
walls (school). Bandura (1977) supports the belief that the mind, behavior
and environment all play an important role in the learning process, students
learn their behavior from others who interact with through observation or
modelling. This theory holds the conclusion that students’ performance in
the learning process will always be affected when conflicts at home are not
resolved. Parents are the sources of the students’ needs and support
especially on financial, emotional and moral support, if parents are having
conflicts without resolving it then students’ performance will be greatly
affected.
SIGNIFICANCE OF THE STUDY
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This study is of significance to the following:
 Teachers of NORSU. The findings of this study may be of help to
teachers and it will add knowledge to the body of literature on family
disagreement. The findings may also be useful to teachers especially
because they spend more time with the students at school. They can
intervene by referring students to the school counsellor or by calling
the parents of the student and discussing the student’s behavior and
school participation.
 Parents of the Respondents. The study will be of help to parents
and especially those who experience problems in their families. They
would understand how problems in a family can affect their students’
short-term life and to some extent, their future. This will encourage
parents to have clear communication and understanding in an effort of
trying to solve their problems. In instances where the problems are
severe, they can engage the services of a counsellor so that harmony
prevails.
 Counsellors in NORSU. It may also be of benefit to counsellors,
especially those who are stationed in schools. They can be able to offer
intervention measures to students who come from families that
experience disagreements in an effort to help them concentrate on
their studies and build good relationships with other students.
REVIEW OF RELATED LITERATURE
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A family is far more than a collection of individuals sharing a
specific physical and psychological space, (McLanahan & Sanderful, 1994). A
family may be considered a natural social system, with properties all on its
own, one that has evolved a set of rules, is replete with assigned and
ascribed roles for its members, has an organized power structure, has
developed intricate overt and covert forms of communication and has
elaborated ways of negotiating and problem solving that permit various
tasks to be performed effectively (Goldenberg & Goldenberg, 2000). In the
process of growing up, family members develop individual identities but
nevertheless remain attached to the family group. These family members do
not live in isolation, but rather are interdependent on one another – not
merely for money, food and shelter – but also for love, affection,
companionship, socialization and other non-tangible needs. A well-
functioning family encourages the realization of the individual potential of its
members, allowing them freedom for exploration and self – discovery along
with protection and the instillation of a sense of security. This may not be
the case in a family that experiences conflicts.
Parents who have too many children and who are engrossed in
the material problems of a large family are likely to neglect them; this will
definitely affect their growth negatively (Grugni, 2004).
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The birth of a child means that the parent’s attention, especially the
mother’s, will be shifted towards the new life. Children are supposed to bring
parents together because they provide them with a common object for their
love and concern. However, in some cases, they become a barrier between
the parents. The husband may feel neglected by the wife who is too busy
caring for the child and the wife may think that she is left alone in the new
responsibility.
Parents need to assume responsibility for their children’s eternal
destiny, educate them, prepare them for life and guide them towards the
right way. This cannot happen if there is no harmony in the family. Parents
also need to recognize fully their duties towards God, their family and
society. Parents are equally responsible for the task of forming the child.
Parent’s presence in children’s lives is of vital importance. Children need the
influence of both parents to shape their personality in a balanced way.
Bringing up children is primarily the role of parents. Parents also have a
financial responsibility towards their children. They need to be comfortable
and their needs met. Discipline must be installed in the home. The goal of
discipline is to help the child to become a responsible member of society.
The child needs to learn about self-discipline, which comes about with self-
awareness and self-acceptance.
A child’s attitude, standards and values will slowly be formed by
what he learns from his or her parent thus parents should lead by example
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(Kiura, 1999). M. Britten and D. Britten (2004) advice parents to spend
quality time with their children, to talk to them and show them love. As a
parent, one should help their children to learn from mistakes of others. In
today’s society, parents hardly spend any time with their children. Parents
should find time to listen to their children’s problems and joys.
When children see that their parents love each other, they are
assured that their parents love them (Kiura 1999). He also asserted that
parents should always tell their children the reason why they have to beat
them and praise their children more often than they punish them.
According to Downey and Coyne (1990), children of depressed
parents clearly documents that depression in parents is associated with
problems of adjustment and 12 disorders, especially depression, in their
children. Depressed mothers show lower rates of behaviour and constricted
affect, adopt less effortful control strategies with their children and
sometimes act hostile and negatively toward them as well.
Marital discord and stress might precede, precipitate or co-occur
with maternal depression. In such instances, it may be marital turmoil that
is the key factor that contributes to children’s adjustment problems.
Neglectful parenting style is whereby the parent is uninvolved in the child’s
life. This type of parenting is associated with children’s social incompetence
and especially lack of self-control. Children whose parents are neglectful
develop the sense that other aspects of the parents’ lives are more
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important than they are. These children tend to be socially incompetent,
showing poor self-control and not handling independence well.
Abusive parents are more likely than non-abusive parents to rely on
physical punishment and negative control strategies such as hitting,
grabbing, pushing, threats and disapproval rather than on reasoning to
guide or discipline their children (Sasse, 1997).
Poverty, unemployment, marital conflict, social isolation and
family pathology can increase the risk of abuse; so can shorter term
stressors such as emotional distress, economic or legal problems. Physical
abuse in children is linked to aggressive and violent behaviours in
adolescents and adults including violence toward non-family members,
children, dating partners and spouses.
REVIEW OF RELATED STUDIES
One study, conducted by Dr. Gordon Harold of Cardiff University
(2005) found that children’s experiences at home can have a direct impact
on their performance at school. The study suggest that the quality of
relations between parents not only affects children’s long-term emotional
and behavioural development but also affects their long-term academic
achievement. Parents have the full responsibility to set the right examples
before their children and this includes having respect for each other so that
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the children can emulate their behaviours because whenever there are
conflicts between parents there will also be conflicts between siblings.
Sanni (2013), conducted a study to investigate the influence of family
background on the academic performance of secondary school students in
Nigeria. The study was carried out in the three senatorial districts of Kwara
State. Three hundred respondents participated in the research. Descriptive
statistics was used to analyse the data while t-test and Analysis of Variance
(ANOVA) were used to test the three generated null hypothesis at 0.05 alpha
level of significance. The findings showed that there were no significant
differences in the influence of family background on academic performance
of secondary school students based on gender and age while a significant
difference was noted based on family type. Based on findings of the study, it
was recommended that the government should establish guidance
counselling programmes in every secondary school in Nigeria. Also parents
should endeavour to create an enabling home environment for their children
so as to encourage good academic performance.
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From the book School Psychology Quarterly (1992), a research
findings was reviewed with regard to family influences on student
achievement. Five family and home environmental factors that affect student
achievement and the effects of which may be altered through intervention
were identified: parent expectations and attributions, structure for learning,
home affective environment, discipline, and parent involvement. Researches
have used different instruments, data collection and data analysis
procedures, and have defined family factors differently. There is
convergence in the family factors critical for student’s success.
Recommendations are provided for school psychologists to increase student
opportunity to learn by providing families with direct and indirect services.
Neil Kokemuller (2004), states that in some cases students struggle
to get out of their own way to achieve academic goals. Poor study habits,
lack of motivation and poor preparation negatively impact student
performance. However, students also face more indirect conflicts with high
academic achievement from areas lie finances and family support. One of
the top issues affecting student academic performance is:
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o Lack of Support
Some students go to college because of parental pressure
or influence. However, others may go to school of their own volition
and have little to no financial or emotional support from parents and
other family members. This is especially true for first-generation
students whose parents didn’t go to college themselves. Friendships
with people who don’t support your college education or who try to
lure you to parties and social activities in lieu of school can get in the
way as well. Getting to know faculty and using the school’s academic
support center can help. Some students also develop more positive
relationships by getting involves in program-specific clubs and
campus leadership programs, such as student government.
SCOPE AND LIMITATION
The study was carried out in the College of Education (CED) of
Negros Oriental State University (NORSU) Main Campus I and it looked at
how family disagreements affect a student’s school participation.
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DEFINITION OF TERMS
School Participation. The students of the College of Education (CED) of
Negros Oriental State University (NORSU) Main Campus I participates to
school activities.
Conflict refers to some form of friction, disagreement, or discord arising
within a group when the beliefs or actions of one or more members of the
group are either resisted by or unacceptable to one or more members of
another group`
Disagreement pertains to an argument caused by people having different
opinions about something. It is a type of conflict either between people or
ideas.
Family is a social unit made up of people related to each other by blood,
birth or marriage. In this study, family is a social unit made up of students
of the College of Education of (NORSU) Main Campus I and their parents or
guardians.
Family disagreement refers to problems, oppositions or differences that
students of the College of Education of (NORSU) Main Campus I face within
their families.
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RESEARCH METHODOLOGIES
RESEARCH DESIGN
The research is undertaken as descriptive survey design and made
use a structured questionnaire to collect data from the participants. This
study intended to find out the impact of family disagreements on the school
participation of students in the College of Education (CED) of Negros Oriental
State University (NORSU) Main Campus I. The research design adopted was
descriptive survey design, it attempted to describe such things as possible
behaviour, attitudes, values and characteristics, (H.Mugenda & F. Mugenda,
1999). This descriptive survey research technique is the most appropriate
because the purpose of study is to explore and create a detailed description
of a phenomenon.
RESEARCH PROCEDURE
Researchers conducted the study within the College of Education
(CED) of NORSU Main Campus I. Through the help of the respondents, the
researchers were able to gather significant data by providing them
questionnaires to answer that indicate questions related to the study. After
the survey, the gathered information were presented to the statistician to
come up with an excellent findings and conclusion of the study.
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RESEARCH RESPONDENTS
The respondents of this research are the students of Negros Oriental
State University (NORSU) Main Campus I specifically the students enrolled in
the College of Education with its prime purpose to find out the effects of
family disagreements to the school participation of the students.
Furthermore, the students were guided in answering the questionnaires.
RESEARCH INSTRUMENT
This study made use of questionnaire, checklist. These instruments
are used for gathering or collecting information and are important on the
gathered data.
Questionnaire asks a question and provides several possible answers
where the respondent is asked to select the most appropriate answer.
STATISTICAL TREATMENT
The statistical tools used to analyze the data gathered are the
following:
For problem 1, Frequency and Percentage were used to determine
the demographic characteristics of the students experiencing family issues in
the College of Education (CED) of NORSU Main Campus I.
Percentage – the simple percentage was utilized to analyse the
profile of the respondents.
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Formula % = f/n x 100 wherein f = frequency of an item
N = total # of respondents
For problem 2, weighted mean was used to determine the top usual
family disagreements that affects the school participation of the students in
the College of Education of NORSU Main Campus I.
Formula: x = f 1 x 1+ f 2 x 2+ … f k x k ∨∑ fx
f 1+ f 2 +… f k ∑ f
Where: x = Weighted Mean
∑ fx = Sum of the product of frequency (f) and
weight (x)
∑ f = Sum of the frequency or total number of
cases
CHAPTER II
PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA
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This chapter presents the findings, analysis of the results and
interpretation of the data collated.
Table 1. Age of the Respondents
Age Percentage (%) Rank

17 8% 4
18 26% 3
19 28% 2
20 - above 38% 1
Total 100%
Table above shows the age of the respondents. Respondents ages
twenty (20) and above ranked which that they are of level age and usually
had matured responsibilities in the family closely responded by nineteen
(19) years old with slight gap which is ranked second.
It implies that the respondents are mostly matured.
Table 2. Gender Profile of the Respondents
Gender Percentage (%) Rank

Female 68% 1
Male 32% 2
Total 100%
The table shows the gender profile of the respondents wherein sixty-
eight percent (68%) of female and thirty-two percent (32%) of male
respondents.
It implies that there are more female students studying in the
college of education.
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Table 3. Year Level of the Respondents
Year Level Percentage (%) Rank
II 20% 3
III 28% 2
IV 52% 1
Total 100%
Table above shows the year level of the respondents. This signifies
that most of the respondents of the study are fourth year students of
College of Education with fifty-two percent (52%).
It implies that among the four (4) year levels, 4 th year students are
the mostly cooperative students in answering research questioners.
Table 4. Monthly Family Income of the Respondents
Monthly Family Income Percentage (%) Rank

PHP 10,000 – 15,000 Above 38% 2
PHP 5,000 – 10,000 42% 1
PHP 5,000 – Below 20% 3
Total 100%
Table above shows the monthly family income of the respondents.
Most of the respondents’ family income ranges from five- thousand pesos
(₱5,000.00) to ten- thousand pesos (₱10,000.00) a month.
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It implies that most of the respondents’ family income are of
average level, where it is expected that their parents can somehow support
partially their needs at school.
Table 5. Monthly Allowance of the Respondents
Monthly Allowance Percentage (%) Rank

PHP 2,000 – above 40% 1
PHP 1,500 14% 4
PHP 1,000 24% 2
PHP 800 – below 22% 3
Total 100%
The table above shows the monthly allowance of the respondents.
This implies that most of the respondents being surveyed has an allowance
of two-thousand pesos (₱2,000.00) and above a month.
Table 6. Usual Disagreement Experienced Based on the Observation
of the Respondents
Usual Always Sometimes Never Weighted Verbal Description

Observed Observed Observed Mean
Disagreement
3 2 1
experienced
Frequency Frequency Frequency
Fighting
among 2 23 18 2 SO
members of
the family:
Father to
brother
Father to 5 30 8 2 SO
mother
Mother to sister 1 25 17 1.6 SO
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Mother to 4 22 16 1.7 SO
brother
Brother to 2 20 21 1.6 NO
brother
Brother to 2 27 13 1.7 SO
sister
Sister to sister 3 23 16 1.7 SO
Sister to 4 25 11 1.8 SO
brother
Members of 2 24 17 1.7 SO
the family do
not know how
to ease
tension
Members of 2 19 25 1.5 NO
the family do
not know how
to value
opinions and
do not see the
concept of
individual
differences
Lack of 2 16 26 1.5 NO
communicatio
n among
member of
the family.
Conflict 2 10 31 1.9 NO
caused by:
Separation of
parents
A new baby
added to the 1 8 34 1.2 NO
family
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Having siblings 2 11 31 1.3 NO

who are already
married but are
not moving out
Parents 12 18 16 1.9 SO
expectations
and
Pressures:
Choosing your
friends to be
with
Letting you 5 9 33 1.4 NO
work/ having a
job while
studying
Getting high 4 20 24 1.6 NO
scores in exams
or else without
financial
support
Assignment 3 19 26 1.5 NO
of household
chores even
late at night
Hairstyles, 3 20 24 1.6 NO
apparels and
clothes must be
of their
conformance.
Legend: AO - Always Observed
SO - Sometimes Observed
NO - Never Observed
The table above shows the disagreements usually observed of the
respondents in their family members. The Disagreement that is always
observed by the respondents is “Parents expectations and pressures”
specifically in “Choosing friends to be with”, it gathered a frequency of 12
which is ranked as the highest. On the other hand, the disagreement that is
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never observed by the respondents is on “Conflict caused by a new baby
added to the family” which has frequency of 34 and is marked as the
highest.
It implies that the usual disagreement usually happens to both
parents where it pressures the members of the family if they do not know
how to ease their tension.
Table 7. Effects of Disagreements Based on the Observation of the
Respondents on Fighting among Members of the Family
Effects of Very Sure Not Weighted Verbal

Mean Description
Disagreements Sure Sure
3 2 1
Father to mother
The love and care 5 12 31 1.5 NS
expressed are not the
same as before
The value of respect will 3 17 25 1.5 NS
be lost
Trust will never be as 5 18 24 1.6 NS
strong as before
The harmony of the 4 23 22 1.6 S
relationship will be
complicated
The communication is not 3 17 27 1.5 NS
being valued anymore
Isolation of attention 2 16 29 1.4 NS
Father to 2 14 31 1.4 NS
brother/sister
The love and care
same as before
be lost
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strong as before
The harmony of the 2 18 28 1.5 NS
complicated

Mother to 2 14 31 1.4 NS
brother/sister
The love and care
same as before
be lost
strong as before
complicated
Brother to brother 2 15 30 1.4 NS
The love and care
same as before
be lost
strong as before
complicated
Sister to sister 2 13 31 1.4 NS
The love and care
same as before
be lost
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strong as before
complicated
Brother to sister 2 13 30 1.4 NS
The love and care
same as before
be lost
strong as before
complicated
Legend: VS – Very Sure
S – Sure
NT – Not Sure
The table above shows the effect of disagreements based on the
observation of the respondents on fighting among members of the family.
The effects of the disagreement on fighting among members of the family
specifically on “father to mother”, are “The love and care expressed are not
the same as before” and “Trust will never be the same as before”, wherein
both gathered a frequency of 5 respondents which is ranked as the highest.
It implies that when parents are on deep disagreement, its
expected effect would be the complication of their relationship because its
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already hard for them to understand each other’s point of view. However,
when the siblings are on the edge of disagreement and argument, the
always possible effect is isolating each other because it will be already hard
for them to cope up with each other despite of the disagreement.
Table 8. Effects of Disagreements of the Members of the Family that

Do Not Know How to Ease Tension Based on the Observation of the
Respondents
Effects of Disagreements Very Sure Not Weighted Verbal
Sure 2 Sure Mean Description
3 1
Fear of talking about 2 24 22 1.6 S

problems on school projects
Fear of asking help 5 19 23 1.6 NS
Peace and order at home 4 18 24 1.6 NS
will not be observed
anymore
Fear of sharing problems 4 19 25 1.6 NS
met with peers at school
The bond of your 3 20 26 1.5 NS
relationship will never be as
strong and happy as before
Weak emotional bonding 4 21 23 1.6 NS
Loss of confidence in 2 18 27 1.4 NS
participating school
activities
The table shows the effects of disagreements of the members of the
family that do not know how to ease tension. “Fear of asking help” gathered
a frequency of 5 which is ranked as the highest among the indicators. This
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implies that when family members do not know how to ease tension,
majority of the respondents are scared to approach them.
It implies that when family members do not know how to ease
tension, majority of the respondents are scared to approach them and they
may not be able to get the help they need specifically financially regarding
with their school projects.
Table 9. Effects of Disagreements of the Members of the Family that

Do Not Know How to Value Opinions and Do Not See the Concept of
Individual Differences Based on the Observation of the Respondents
Effects of Disagreements Very Sure Not Weighte Verbal
Sure 2 Sure d Mean Descripti

on
3 1
Fear of talking about 7 17 24 1.5 NS

problems on school projects
Peace and order at home 2 18 26 1.5 NS
will not be observed
anymore
Fear of sharing problems 5 18 25 1.6 NS
met with peers at school
relationship will never be as
strong and happy as before
Weak emotional bonding 3 20 23 1.6 NS
activities
The table above shows the effects of disagreements of the family
members that do not know how to value opinions and do not see the
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concept of individual differences based on the observation of the
respondents. A frequency of 7 is ranked as the highest, it represents the
effect about “Fear of talking about problems on school projects”.
This implies that whenever family members do not know how to value
opinions, majority of the respondents are afraid to share regarding with their
problems at school, because they already know that they will be rejected.
Table 10. Effects of Disagreements on Lack of Communication among

members of the family Based on the Observation of the Respondents
Effects of Very Sure Not Sure Weighted Verbal
Disagreements Sure 2 1 Mean Description
3
Fear of talking about 3 22 23 1.6 NS

problems on school
projects
Peace and order at 4 19 25 1.6 NS
home will not be
observed anymore
Fear of sharing 8 14 26 1.6 NS
problems met with
peers at school
relationship will never
be as strong and
happy as before
Weak emotional 7 16 24 1.6 NS
bonding
activities
Where
31 Character is
Table 10 shows the effects of disagreements on lack of
communication among members of the family based the observation of the
respondents. A frequency of 8 respondents answered “Very sure” on the
effect of “Fear of sharing problems met with peers at school” based on the
disagreement “lack communication among members of the family” yet all
effects were marked “Not Sure” on the verbal description.
It implies that when communication inside the family borders is not
being valued, its effect to the members of the family is they fear to ask for
help because their emotional bonding is already weak. An instance of
sharing about the problems met at the school or with the peers will be
hidden from one’s self because the bond of each other’s relationship has
been lost.
Table 11. Effects of Disagreements Based on the Observation of the
Respondents on Conflict Caused by Separation of parents, a new baby
added to the family and having siblings who are already married but are
not moving out
Effects of Disagreements Very Sure Sure Not Sure Weighted Verbal

3 Mean Description
2 1
Conflict caused by: 2 15 28 1.4 NS

Separation of parents
Where
32 Character is
Lack of love and care

relationship will never be
as strong and happy as
before
Unwillingness to go to 2 16 29 1.4 NS
school
Unwillingness to do good 2 16 29 1.4 NS
A new baby added to 3 15 29 1.5 NS
the family
Lack of Guidance
Cannot focus on studies 2 16 29 1.4 NS
because of works at home
Allowance is not fairly given 3 16 29 1.6 NS
because of expenses at
home
Having siblings who 1 17 30 1.4 NS
are already married but
are not moving out
Lack of Guidance
Cannot focus on studies 2 15 32 1.4 NS
because of works at home
Allowance is not fairly given 3 18 26 1.5 NS
because of expenses at
home
The table shows the effects of disagreements based on the
observation of the respondents on conflict caused by separation of parents,
a new baby added to the family and having siblings who are already married
but are not moving out. “The bond of your relationship will never be as
strong as before” is the effect that gathered the highest frequency, a
frequency of 6 respondents yet all effects were marked as “Not Sure” on the
Verbal Description.
Where
33 Character is
It implies that when parents separates because of their conflict,
weak relationship between the siblings follow. While if a new baby will be
added to the family happens, there will be a possibility that some of the
siblings will not be guided well as they grow up and as they begin to cope up
with the society.
Table 12. Effects of Disagreements on Parents Expectations and
Pressures Based on the Observation of the Respondents
Effects of Disagreements Very Sure Sure Not Sure Weighted Verbal

3 2 1 Mean Description
Frequency Frequen Frequency
cy
Choosing your 3 17 29 1.5 NS
friends to be with
You no longer listen to
your parents
You’ll get mad to your 2 21 20 1.6 S
parents
Loss of trust towards 2 15 31 1.4 NS
the peers
Letting you work/ 2 17 30 1.4 NS
having a job while
studying
Assignments and
Projects will be
disregarded or less
valued
Cannot actively 2 18 28 1.5 NS
participate on school
affairs
Where
34 Character is
Cannot cope with peers 5 13 28 1.5 NS

at school
Getting high scores 4 14 30 1.5 NS

in exams or else
without financial
support
Cheating to get high
scores
Mind under pressure to 5 13 29 1.3 NS

get excellent grades
Loss of Interest to go to 4 12 30 1.4 NS
school
Hairstyles, 6 17 24 1.6 NS
apparels and
clothes must be of
their conformance.
Gets irritated/mad
Loss of Confidence 6 15 24 1.6 NS
when hanging out
Feels uncomfortable 7 13 26 1.6 NS

to deal with peers
Table 12 shows the effects of disagreements on parent’s expectations
and pressures based on the observation of the respondents. Parents expects
the things that they wanted their children to acquire. The effect that
gathered a frequency of 7 is “Feels uncomfortable to deal with peers” based
on the problem “Hairstyles, apparels and clothes must be of their
conformance”.
Where
35 Character is
It implies that the respondents wanted to do things on their own
way. They don’t want that their personal hygiene are still to be of
conformance to their parents because they have their own style. Maybe at
some point they are still to be guided, but their own decisions for their
selves should be entrusted to them so they can be confident in dealing with
their peers.
CHAPTER III
SUMMARY, FINDINGS, CONCLUSIONS AND RECOMMENDATIONS
Presented in this Chapter are the summary, conclusions and the
recommendation of the study.
SUMMARY
Where
36 Character is
This study sought to find out the impact of usual disagreement in a
family on a student especially on his or her school participation as perceived
by the students of the College of Education (CED) of Negros Oriental State
University (NORSU) Main Campus I school year 2016-2017. This study has
50 respondents from the College of Education. The research instruments
used were the questionnaire on the important information and values drawn
out from the students of College of Education.
The respondent’s responses were treated and analysed statistically.
Frequency counts, percentages and ranking were used. Specifically, the
study aimed to find out the answers to the following questions:
1. What is the profile of the respondents on terms of:
1.1 Age;
1.2 Gender;
1.4 Year Level;
1.4 Family Income;
1.5 Monthly Allowance?
2. What are the usual disagreements of the family as observed by the
respondents?
3. What are the effects of these disagreements to the respondents’
academic performance?
Where
37 Character is
4. What intervention can be proposed to help students having
problems in academic performance due to family disagreement based
on the results of the study?
FINDINGS AND IMPLICATIONS
This section presents the findings of the study with the
corresponding implications:
Part I. Respondents Profile
Majority of the respondents were fourth year females who belong to
the age bracket of 20 and above who have a monthly allowance of 2,000
and above whose parents have an income of 5,000 – 10,000 a month.
Part II.
The usual disagreements of the family as observed by the respondents
is on fighting among members of the family specifically on father to mother,
followed by the problem on the members of the family who do not know how
to ease tension and last is on parents expectations and pressure where the
respondents are forced by their parents to be with the people whom they
don’t want to be with.
Part III.
Where
38 Character is
That the data shows the effect of disagreements among members of the
family based on the observation of the respondents. Fighting among
members of the family’s effect is marked as sometimes observed by the
respondents which states “The love and care expressed are not the same as
before” due to the emotional bonding of the family members that is getting
weak, next is the effects on the family members that do not know how to
ease tension where the respondents answered “Fear of asking help”
regarding with their problems met with their peers. On the other hand, the
effects of the disagreement on family members that do not know how to
value opinions is “Fear of talking about school projects” where the
respondents may not be able to get the help they need because of fear of
sharing them with their family members. However, when a family lacks
communication, its effect is “Fear of sharing problems met with peers at
school” because their confidence to talk lacks progress. Lastly, parents
expectations and pressures has a great impact to a students’ performance,
its effect is the loss of confidence to deal with peers.
CONCLUSIONS
The following are the conclusions that were drawn from the
findings of the study:
Where
39 Character is
1. Most of the respondents are aged 20 and above.
2. There are more female than male respondents in College of Education
students.
3. Most of the respondents of this study are fourth year students.
4. The usual disagreement experienced by the respondents is when their
parents choose their friends to be with, having a frequency of 12 in
“always observed” category.
5. The effects of disagreement on fighting among members of the family
are on Father to mother wherein the love and care expressed are not
the same as before and the trust will never be as strong as before.
6. The respondents are very sure that the effects of disagreement of the
members of the family that do not know how to ease tension was they
are fear of talking about problems on school projects.
7. The respondents are very sure that the effects of disagreements of the
members of the family that do not know how to value opinions and do
not see the concept of individual differences is they are fear of talking
about problems on school problems
8. The respondents are very sure that the effects of disagreements on
lack of communication among members of the family is they are fear
of sharing problems met with peers at school.
9. The respondents are very sure that the effects of disagreement based
on the observation of the respondents on conflict caused by separation
Where
40 Character is
of parents, a new baby added to the family and having siblings who
are already married but are not moving out is the bond of their
relationship will never be as strong and happy as before.
10. The respondents are very sure that the effects of disagreements
on parents expectations and pressures specifically on hairstyles,
apparels and clothes must be of their conformance wherein they feels
uncomfortable to deal with peers.
RECOMMENDATIONS
Based on the findings and conclusions of the study, the following are
the recommendations:
1. That the respondents must choose properly their friends to be with to
prevent disagreement within their family because based on the
findings the usual disagreement experienced by the respondents when
their parents choose their friends to be with.
2. That the respondents must avoid fighting within the members of the
family so that the love and care expressed to each of them will be the
same.
3. That the respondents must know how to ease tension, value opinions
and see the concept of individual differences within their family to
avoid disagreement because the respondents are very sure that the
Where
41 Character is
effects of these disagreements are fear of talking about problems on
school projects.
4. That the respondents must communicate each of the member of the
family because the respondents are very sure that the effect of this
disagreement is they are fear of sharing problems met with peers at
school.
5. That there should be an intervention in form of guidance and
counselling so that the students may achieve high academic standards.
This can also help the families to have a peaceful environment so that
fights/quarrels may not be created once more.
BIBLIOGRAPHY
Where
42 Character is
BOOK
Bandura, A. (1997). Social Learning Theory. Englewood Cliffs, New Jersy
Christenson et al.,(1992). School Psychology Quarterly, Vol. 7(3), 178-206
Christenson et al.,(1992). Family factors and student achievement: An

avenue to increase student’s success. School psychology Quarterly, 1,178-
206
Where
43 Character is
Downey and Coyne, U.C.(1990). Children of Depressed Parents
DICTIONARY
Meriam Dictionary
INTERNET SOURCE
Cardiff University. "Parental Conflict Can Affect School Performance."

ScienceDaily. ScienceDaily, 9 May 2005.
<www.sciencedaily.com/releases/2005/05/050509114047.htm>/
Family factors and student achievement: An avenue to increase students'

success. Christenson, Sandra L.; Rounds, Theresa; Gorney, Deborah
School Psychology Quarterly, Vol 7(3), 1992, 178-206.
http://dx.doi.org/10.1037/h0088259
http://oureverydaylife.com/top-issues-affecting-students-academic-
performance-11687.html
http://m.simplypsychology.org/maslow.html#gsc.tab=O
http://www.genopro.com/genogram/family-systems-theory/
http://learn.org/articles.html
Where
44 Character is
APPENDICES
October 6, 2016
DR. LIBERTINE C. DE GUZMAN

DEAN
College of Education
Where
45 Character is
Madame,
Good day!
We, the undersigned are taking P.E. SPEC20 (Research in MAPEH)

under the advisory of Dr. Carlou G. Bernaldez. As a part of our requirement
we are conducting a research entitled “The Usual Disagreements in Family:
Its Impact to Students’ Participation as Perceived by the students of the
College of Education SY 2016-2017”.
In connection with this, we would like to inform your office that we are
in need of all the residents in the College of Education students as our
respondents in our research study.
We look forward for your kind approval on this regard.
Thank you very much.
Yours in research,
Rayvin Mae E. Dela Cruz

Researcher
Juna Mae L. Dela Lina

Researcher
Jennie Jane M. Dagohoy

Researcher
Noted:
Dr. Carlou G. Bernaldez
Adviser/Research Professor PE SPEC 20
Dear Respondents,
The undersigned are now working on their thesis entitled, “The Usual
Disagreements in Family: Its Impact to Students’ Participation as
Perceived by the students of the College of Education SY 2016-2017”
Where
46 Character is
In this connection, we would like to request your cooperation by filling

out the survey form/instrument with all honesty.
Rest assured that your responses will be treated with the utmost
respect and confidentiality.
Thank you and Godspeed.
Yours in research,
Rayvin Mae Dela Cruz

Researcher
Juna Mae Dela Lina

Researcher
Jennie Jane Dagohoy

Researcher
Noted by:
DR. CARLOU G. BERNALDEZ
Adviser/ Research Professor, PE SPEC 20
RESEARCH QUESTIONNAIRE
Dear Respondents,
Where
47 Character is
We the Bachelor of Secondary Education major in Music, Arts,
Physical Education and Health (MAPEH) IV students are carrying out a
research whose objective is to find out if family disagreements can
affect students’ school participation.
In connection to this, we would like you to be part of this effort
by filling in this questionnaire. Your cooperation in answering the
questions will be highly appreciated.
Thank you.
Part I.
Please fill up the needed information on the spaces/blanks provided
below.
A. Personal Profile
Name (Optional): __________________________________________
Age: ________ Gender: _________ Year level: ______
Please put check (√) mark that correspond to the answer.
B. Economic Status
1. How much is your monthly family income?
( ) PHP 10,000 – 15,000 Above
( ) PHP 5,000 – 10,000
( ) PHP 5,000 – Below
2. How much is your monthly allowance?

( ) PHP 2,000 - above
( ) PHP 1,500
Where
48 Character is
( ) PHP 1,000
( ) PHP 800 - below
Part II.
A. Answer honestly to items below regarding the usual
disagreement in the family based on your observation.
Please put check (√) mark on the appropriate box per item.
Usual Disagreement experienced Always Sometime Never

based on your observation Observed s Observed
Observed
A. Fighting among members of the family:
1. Father to brother
2. Father to mother
3. Mother to sister
4. Mother to brother
5. Brother to brother
6. Brother to sister
7. Sister to sister
8. Sister to brother
B. Members of the family do not know
how to ease tension
C. Members of the family do not know
how to value opinions and do not see the
concept of individual differences
D. Lack of communication among
member of the family.
E. Conflict caused by:
1. Separation of parents
2. A new baby added to the family
3. Having siblings who are already
married but are not moving out
F. Parents expectations and Pressures:
1. Choosing your friends to be with
2. Letting you work/ having a job

while studying
Where
49 Character is
3. Getting high scores in exams or

else without financial support
4. Assignment of household chores
even late at night
5. Hairstyles, apparels and clothes
must be of their conformance.
B. Answer honestly the items below regarding with the effects
of usual disagreement in the family based on your observation.
Please put check (√) mark on the appropriate box per item.
Effects of Disagreements based on Very Sure Sure Not Sure

your observation
A. Fighting among members of the family:

1. Father to mother
 The love and care expressed
are not the same as before
 The value of respect will be
lost
 Trust will never be as strong
as before
 The harmony of the
complicated
 The communication is not
 Isolation of attention
2. Father to brother/sister
lost
as before
complicated
Where
50 Character is
3. Mother to brother/sister
lost
as before
complicated
4. Brother to brother
lost
as before
complicated
5. Sister to sister
lost
as before
complicated
6. Brother to sister
Where
51 Character is

lost
as before
complicated
B. Members of the family do not know how to ease tension
 Fear of talking about problems
on school projects
 Fear of asking help
 Peace and order at home will
not be observed anymore
 Fear of sharing problems met
with peers at school
 The bond of your relationship
will never be as strong and
happy as before
 Weak emotional bonding
 Loss of confidence in
participating school activities
C. Members of the family do not know how to value opinions and do not
see the concept of individual differences
on school projects
happy as before
D. Lack of communication among member of the family.
on school projects
Where
52 Character is

happy as before
E. Conflict caused by:
1. Separation of parents
 Lack of love and care
happy as before
 Unwillingness to go to school
 Unwillingness to do good
2. A new baby added to the family
 Lack of Guidance
 Cannot focus on studies
because of works at home.
 Allowance is not fairly given
because of expenses at home.
3.Having siblings who are already married but are not moving out
 Lack of Guidance
 Cannot focus on studies
because of works at home.
 Allowance is not fairly given
because of expenses at home.
F. Parents expectations and Pressures:
1. Choosing your friends to be with
 You no longer listen to your
parents
 You’ll get mad to your parents
 Loss of trust towards the
peers
2. Letting you work/ having a job while studying
 Assignments and Projects will
be disregarded or less valued
 Cannot actively participate on
Where
53 Character is
school affairs
 Cannot cope with peers at
school
3. Getting high scores in exams or else without financial support
 Cheating to get high scores
 Mind under pressure to get
excellent grades
 Loss of Interest to go to
school
4. Hairstyles, apparels and clothes must be of their conformance.
 Gets irritated/mad
 Loss of Confidence when
hanging out
 Feels uncomfortable to deal
with peers
Thank You Very Much

The Researchers
Personal Profile
Name: Rayvin Mae E. Dela Cruz

Birth date: April 12, 1997
Home Address: Talay Dumaguete City
Email Address: Rayvs_kk12@yahoo.com
Civil status: Single
Name of Parents: Emelda E. Dela Cruz
Hoover D. Dela Cruz
Name of Siblings: Rechel E. Pricillas

Hoover E. Dela Cruz
Educational Background
Where
54 Character is
Elementary
Junob Elementary School
Secondary
Junob National High School
Tertiary
Bachelor of Secondary Education major in MAPEH
Personal Profile
Name: Juna Mae Dela Liña

Birth date: February 12, 1997
Home Address: Tayasan Negros Oriental
Email Address: delalinaj@gmail.com
Name of Parents: Narcy Dela Liña
Judem Dela Liña
Name of Siblings: Ryan Jade Dela Liña
Where
55 Character is
Elementary
Tayasan Central School
Secondary
Infant King Academy
Tertiary
Personal Profile
Name: Jennie Jane Dagohoy

Birth date: July 4, 1995
Home Address: Maayong Tubig, Dauin Negros
Oriental
Email Address: Jenniejane.dagohoy@yahoo.com

Name of Parents: Gorgonia Dagohoy
Venancio Dagohoy
Name of Siblings: Billie Jane Dagohoy

Nickie Jane Dagohoy
Baby Jane Dagohoy
Where
56 Character is
Elementary
Maayong Tubig Elementary School
Secondary
Dauin National High School
Tertiary
Where
57 Character is

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Negros Oriental State University

THE PROBLEM AND ITS SCOPE

Everyone has family conflict due to disagreements. There could be a

number of causes, ranging from lack of communication to differences in

agree or to disagree to be able to move forward. However, if one doesn’t

Disagreement is a difference of opinion and an argument caused by

people having different opinions about something. Disagreement in a family

therefore refers to a situation whereby the smooth interaction and relation

among members of as family is disrupted because of one thing or another.

Disagreement in a family can be as a result of lack of trust, drunkenness,

to a bad atmosphere in the home, separation or even divorce.

go through conflict. Family disagreement is different from other types of

emotionally attached. These emotions can quickly intensify conflict. Second,

family members are involved in long-term relationships and often are

obeying their own rules and resisting outside interference. These

characteristics can lead to long, tangled, painful conflicts. At one extreme,

Everyone disagrees with each other sometimes and arguments are

part of family life. However, ongoing family conflict specifically arguments

the academic performances of the students.

Usual Family Impact to

good relationship, things such as fighting or disagreeing with each other’s

factor called lack of communication is accidentally imposed on their family

not in her/his way. As a result of experiencing these disagreements,

students’ school participation may be directly or indirectly affected. If there

is no intervention in form of guidance and counselling, the students may

grow up to become disturbed and unstable. When students are being

disturbed there’s a big impact of his/her study especially on the students’

participation in school affairs and others.

When there is intervention in form of guidance and counselling,

students may achieve high academic standards. Their concentration level in

class will be high.

STATEMENT OF THE PROBLEM

This study sought to find out the impact of usual disagreement in a

family on a student especially on his or her school participation as perceived

by the students of the College of Education (CED) of Negros Oriental State

University (NORSU) Main Campus I.

This study aimed to answer the following questions:

1. What is the profile of the respondents on terms of:

1.3 Year Level;

1.4 Family Income;

1.5 Monthly Allowance?

2. What are the usual disagreements of the family as observed by the

3. What are the effects of these disagreements to the respondents’ school

4. What intervention can be proposed to help students having problems in

school participation due to family disagreement based on the results of the

Abraham Maslow’s Theory by Mcleod (2007) on hierarchy of needs and

supports wherein he focuses on self-actualization of a person, and the

cannot grow and their concentration is on their discomfort. If students are

also considered in this theory, the belonging needs. It is the need to be

accepted and to affiliate with others. If students are communicating well

phenomena also affects the student’s performance in school. Students are

one cannot reach the stage of self-

systems theory (1999) states that individuals cannot be understood in

is an emotional unit. Families are systems of interconnected and

interdependent individuals, none of whom can be understood in isolation

from the system.

According to Bowen (1999), a family is a system in which each

expected to respond to each other in a certain way according to their role,

which is determined by relationship agreements. Within the boundaries of

the system, patterns develop as certain family member's behavior is caused

by and causes other family member's behaviors in predictable ways.

Maintaining the same pattern of behaviors within a system may lead to

balance in the family system, but also to dysfunction. For example, if a