CHAPTER 1

THE PROBLEM AND ITS BACKGROUND

Introduction
For so many years, developmental psychologists have been researching about

how parents’ practices towards parenting affect the cognitive and analytic development

of their children. Even people related to the problem-solving skills of their children are

curious whether there is a significant link in the thinking processes of the young people

and how their parents are raising them as individuals. Furthermore, professionals of the

same type of field related to psychology such as those who study the mental abilities of

children want to develop and inquire about these connections. Many have been wanting

to ask about this cause in the learning qualities for they contribute greatly to how the

world will be in the awaiting years. Not only this, but they also want to know if they can

create systems relating to intelligence and learning tactics that will improve the way

humans see the world. To start, cognitive learning involves problem-solving, analytic

development, attention and response, memorization skills, and how one reacts and

responds to logic. Also, it tackles about verbal linguistic and visual spatial intelligence

that greatly form a person to who he is.

The major respondents of the researcher’s study revolve around the mothers of

barangay Subic, Baliuag. Those respondents determine how significant it is for them as

parents to give a well-rounded support to their children who are in great need of

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undivided attention for their overall development as they grow up. Mothers who were

asked to be respondents that answered the major questions relating to the research topic

are further interviewed to help check and validate the information or data that was

gathered from formal giving of questions.

In our country, there is a significant need for future leaders. Not only leaders that

will give support to our nation in the latter years, but the good leaders who are thinking

optimistically and intelligently about decisions. The researcher aims to contribute to this

idea by simply being able to present information and results that are based on the

thinking of those who are going to be the next leaders in our country. Because as we all

know, it all starts with the personal development of that person particularly in the mental

thinking skills of the person. If early on, we, as the adults and elders of these children pay

attention to these factors that will eventually affect our society in the time to come, we

would be able to give aid to the thirst for good leaders that we are experiencing now. Not

only is it beneficial in their part but it is also playing a significant role on what our nation

can offer in the future dates. If by now we are starting to enhance the skills of the

youngest ones in terms of cognitive development, then there would be lesser problems to

face for there are practically thinking people who try to solve problems which are beyond

everyone else’s comprehension. After all, it is the progress that our country wants and to

have that, we have to begin now.

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 One reason many children ages six to eight years old lack quality care is because

their parents do not realize that development at this stage can have a great influence on

future growth. Follow-up studies of early childhood intervention programs confirm that

education focusing on both parent and child, rather than on one person offers the greatest

long-term gains. The study aims to secure the link and confirm if the cognitive thinking

of children ages 6-8 years old in barangay Subic, Baliuag, Bulacan are affected by their

mother’s parenting. Its goal is to know the positive and negative responses of the children

in the way they answer questions, solve easy and complex problems, and analyse visuals

that are related to the standard level of education that they are supposed to have in their

age. The study is also within the benefits of it to the Filipino Rural Mothers in barangay

Subic, Baliuag, Bulacan for them to know how to further improve the way they interact

with their children in their early years. ​Many studies about the relationship of parenting

and child behaviour have been done by past researchers. But the connection between

child-rearing practices of mothers and the intake of information of children still has a lot

else to discover for it to develop and accurately get reliable results. The researcher wants

to be one of the people who will contribute a lot to this field of psychology, for it is that

person’s curiosity regarding this matter that led to the start of this study.Indeed,

according to past studies, parenting of mothers greatly affect the learning and thinking of

their children. Not only do these youngsters have self-monitoring skills, but the

development of skills to control self-monitoring is also, of course, important in the

development of cognitive knowledge in education. Judgments pertaining to the ease or

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difficulty of learning, judgments on the learning itself, and judgments on how acquired

knowledge is related develop gradually from childhood. Looking at the correlation

between monitoring and control skills, we see that even 6-year olds can judge whether a

task is easy or difficult to learn, but unlike 10-year olds, they are unable to allocate study

time to the difficult tasks. There is a difference between possessing cognitive knowledge

and actually being able to use it. Unlike other studies, this research goals not only know

the link of Filipino rural mothers’ parenting to the cognitive development of their

children but as the researcher, it gives importance to how the level of intelligence of the

young ones are supposed to be used. The subject on how to raise their children can be

perplexing. Child rearing practices differ from one parent to another. Different child

rearing practices lead to different child upbringing. It is one of the causes for individual

differences. One is far different to another because of how he was brought up by his

parents. That is why the researcher also aims to know how the early childhood

experiences of children in Subic, Baliuag, Bulacan were enhanced and are still being

developed.

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Statement of the Problems

The general problem of this study is: ​“How do child-rearing practices of

Filipino Rural Mothers affect the cognitive development of their children ages six

to eight years old?” ​as an innovative way of contributing to the improvement of

society especially in the barangay Subic of Baliuag, Bulacan.

Specifically, this study sought answers to the following questions:

1. What are the common perceptions of children ages six to eight years old towards

learning?

2. Does having highly expecting mothers when it comes to education affect the

studying of their children in school and in their learning processes? How?

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3. What are the parenting factors done by mothers that affect their child’s cognitive

development?

4. What age group between six to eight years old is highly competent when it comes to

education and answering cognitive-related questions?

Significance of the Study

To give a complete knowledge regarding the child-rearing practices of Filipino

rural mothers, this study will help the Subic, Baliuag, Bulacan community. This study

aims to be significant to the following:

1. Cognitive and Developmental Psychologists

The contributions of this study would be of interest to psychologists who study

how and why human beings develop over the course of life. The study on children’s

cognitive development is a core area of research in the field of psychology, to which

my study would be significant. With this research, it is definitely possible to discover

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new outcomes and results that can pave the way to better understanding the

connections of mothers’ role in parenting and the ways of learning of their children.

2. Filipino Rural Mothers

The findings of this study will rebound the benefit of society considering that

parenting plays an important role in science and the development of our community

today. With the data provided by the research study, further enhancements will be

practiced because of the relevant information found. It can be used as a guide for

mothers in the rural areas of the Philippines on how they are supposed to interact with

their children if they need youngsters who are capable of knowing and understanding

complex ideas and problems.

3. Community Educational Workers

The findings of this study will help community workers in identifying factors of

child-rearing practices of Filipino rural mothers that may contribute in the

enhancement of the cognitive aspects of the youngsters in the society. They can also

use the data to know what type is best in teaching strategies to help children know in

what area of learning are they best suited in.

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4. Researcher

The study will benefit the researcher because the topic is simply about psychology

and the cognitive learning processes which will be playing a vital role on the

researcher’s future college course. So as to find answers to the researcher’s questions

and develop her knowledge regarding cognitive and developmental psychology. Also,

a study regarding cognitive development of children will strengthen the grasp of the

researcher’s knowledge towards that aspect in psychology.

5. Future Researchers

This study will benefit the future researchers as this research study can be used as

a guide for them especially when they come to tackle about cognitive learning among

children as well. Also, similar to the advantages for the Filipino rural mothers of Subic,

Baliuag, Bulacan, the future researchers would be able to pass on the knowledge of this

topic to the next generations to come and continue to progress until the latter-days.

They can use this as a tool for hopefully bringing a quicker way for humans’ brains

will progress in children of the ages six to eight years old.

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9
Scope and Delimitation

The coverage of this research study focuses about the parenting techniques used

by the Filipino rural mothers to their children ages six to eight years old.

However, the researcher limited the study to mothers and children living in Subic,

Baliuag, Bulacan and not in someplace else. Although this may also be used as a basis

for research studies outside Subic, Baliuag, Bulacan, it still is benefiting the rural

mothers and children in the barangay more. The respondents all come from the

barangay alone and restricted to the given specific age group.

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 CHAPTER 2

THEORETICAL FRAMEWORK

This chapter provides review of related concepts, principles and studies that were

relevant for examining the problem and serves as guide to examine relationships between

factors affecting the study. This includes the conceptual principles of the study, research

framework, and definition of terms. Different media were used to collate information that

utilizes different materials found from books, articles and internet in acquiring

information related to the study.

RELATED LITERATURE

According to the article of ​Tyson Alexander (2013), ‘What Are Child-Rearing

Practices?’, there are four types of these namely the indulgent parents, authoritarian

parents, authoritative parents, and the uninvolved parents. Of the first kind, they make

few attempts to direct their children’s behavior. They avoid confrontation with their

children and allow their children to make most decisions for themselves. Thus, their

offspring tend to have behavior problems and lower grades, but also have the tendency to

acquire higher self-esteem. Authoritarian parents on the other hand believe their

children’s behavior towards learning should be controlled a hundred percent, making

their children stick to rules and regulations. From most psychologists, children of

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authoritarian parents have a higher than normal likelihood of getting into trouble.

Meanwhile, authoritative parents balance setting clear boundaries for their kids and

encouraging them to think for themselves. Children of these have a higher chance of

being independent, well-behaved and successful later in life. Lastly, uninvolved parents

do not create many rules for their children and not hands-on to the development of their

kids. Psychologists say children of uninvolved parents tend to experience more problems

in life, ranging from a lack of emotional control to poorer than average academic

performance.

According to ​Dewar, G. (2013), there are many things that can make a child

smarter; factors like exercising regularly. It is both intriguing and unexpected that

exercise does stimulate one’s mind and helps in brain growth and can also enhance one’s

ability to learn, so much more to children who can grab information easily with the

proper guidance and parenting of mothers. Play also promotes learning, memorization,

and it can contribute to the healthy growth of the cerebral cortex. It also enhances the

honing of one’s ability to use language, spatial intelligence, and mathematical

problem-solving skills and there is also a good proof that gesturing with body parts most

specifically with the hands improve one’s ability to remember things that he learned.

According to ​Lee, K. (2016), the ability to think complex things start at the age of

six and their curiosity about the world around them will be at its peak. Many children of

this age will begin to continue to hone independent studying and reading and some even

start to begin writing stories, especially those relating to themselves. 6-year-olds may

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even start to work on learning for hours each day and they may increase and expand their

knowledge about their environment. This is also the time where they might acquire

knowledge that is helpful in discovering patterns, their neighborhood, and many others.

According to ​Lee, K. (2016), seven-year-olds most often show an unending

patience for learning and will have a strong curiosity about things in the world. These

children ages seven years old are natural explorers, and scientists as they possess

different attitudes of discoverers. They also take pride in their work and will also

continue to have a rapid language development, the main reason why most of them are

very talkative at this stage because of the thousands of words that they already have

inquired about. This is also the time that they have mastered addition and subtraction

which will be helpful in solving more complex word problems.

​Responsive parenting, according to many studies, is an important process for

supporting young children’s learning. From Susan H. Landry’s (2014) article, ‘​The

Role of Parents in Early Childhood Learning’, she stated the notion that ​t​here is now

support for a causal role of responsive parenting, as greater gains in the parental

behaviors associated with a responsive style were responsible for the effect of several

parenting interventions on greater gains in young children’s learning. Also, recent

evidence for normally developing children showing links between early high levels of

responsive parenting and increased volume in brain regions responsible for regulation of

stress suggests the critical importance of this parent practice in early development.

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 Based from the article ‘Parents’ Attitudes and Beliefs: Their Impact on

Children’s Development’ by ​Joan Grusec and Tanya Danyliuk (2014), the subject on

how to raise their children can be perplexing. Child rearing practices differ from one

parent to another. Different child rearing practices lead to different child upbringing. It

is one of the causes for individual differences. One is far different to another because of

how he was brought up by his parents.

RELATED STUDIES

In developing the relation between the cognitive learning of children and the

child-rearing practices of mothers, there are many related studies which will be taken into

consideration to compare the similarities and differences. Studies that involve cognitive

psychology and child-rearing practices are the following:

According to ​Richard Bukaliya and Barbra Mapuranga (2015) ​in their

research, only a few of their respondents indicated that parents were providing children

with assistance on school work at home. Some stated that parents adopted the use of

punishment to discipline their children. Allowing children free way to do their own things

accounted for the majority learner respondents, the same for parents not being bothered

by children`s behavior, and thus unable to make decisions for the child. All the

respondents indicated that parents were unconcerned about the child. As a result, parents

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were unable to make decisions for the children and showed no concern about an

educational future.

Source: ​http://www.ijrhss.org/pdf/v2-i2/2.pdf

From ​Maccoby and Martin’s study (2011), teachers and parents agreed that

authoritative parenting styles impacted positively on children’s performance in school

and only a few of parents argued to this statement. In their research, they found that those

with neglectful parents scored the lowest on a series of tests given by the researchers to

know about their cognitive abilities, while those children with authoritative parenting

styles scored the highest marks.

Source:

https://www.scribd.com/doc/49300379/Baumrind-s-Parenting-style-and-Maccoby-Martin

-s-Parenting-Style-Typologies

According to ​Alampay L.P.’s research ​(2012), most if not all cultures,

parenting is seen as an integral role with great influence on the lives of children and of

parents themselves. The importance of parenting is emphasized and given more attention

in the Philippine society, in which the family is generally seen as central to one's social

world. It is a research on child-rearing and gender socialization in the Philippines, which

focused on Filipino parents' child-rearing beliefs and practices and how these influence

children's development and learning. It also includes Filipino parenting, including

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parents' cognitions and behaviors towards children and the nature of parent-child

interactions.

Source: ​http://www.academia.edu/13401676/Parenting_in_the_Philippines

CONCEPTUAL FRAMEWORK

The study will utilize the conceptual model presented in Figure 2.1 in designing

and evaluating the acceptability of the results of the research study. The study adopted

the IPO Model, which stands for Input, Process and Output. The inputs necessary for the

development of the proposed study are gathering of data through interview, surveys and

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observation​, ​studying and reviewing the parenting practices of Filipino rural mothers, and

the cognitive capacities of children ages six to eight years old.

Figure 2.1 Conceptual Model of the Proposed Study

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 Under the processes, the researcher will first have the requirements, then do the

analysis, observation, interview, survey, and the acceptance of the data. The output

referred to in the research is the ​Child-Rearing Practices of Filipino Rural Mothers of

Subic, Baliuag, Bulacan: Their Relationship to the Cognitive Development of their

Children Ages 6-8 years old​.

This represents the steps in the development of the research study itself. The study

must characterize the proposed system and site the possible problems which may

encounter in the development of the research. Working plan should be carefully followed

as this will lead to the development of the project. Testing and evaluation should be done

to know whether the specified objectives are met by the system and doing necessary

modifications if necessary.

DEFINITION OF TERMS

Child-Rearing Practices parenting that promotes emotional, spiritual, mental, physical,

and social development of their offspring until they are fully grown. It also involves

caring for the child.

Cognitive ​pertains to a person’s logic, memorization skills, problem-solving abilities,

mental processes of perception, judgment, verbal linguistic intelligence and reasoning.

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Development​ ​is the process of honing something.

Judgment ​the ability to make decisions or come to sensible conclusions.

Logical Mathematical ​a person with this type of intelligence are good at scientific

investigations and identifying relationships between different things. They are also good

at understanding complex and abstract ideas especially when it comes to numbers.

Memorization ​mental process undertaken in order to store in memory for later recall of

items such as experiences, names, lists, stories, pictures, maps, diagrams, facts, ​music​ or

other visual, auditory, or tactical data.

Perception ​the ability to see, hear, or become aware of something through the five

senses.

Problem-Solving Ability ​a person’s ability to give an answer or a solution to easy and

complex problems whether it is about the real world or science and mathematics.

Psychology​ ​is the study of behavior and mind, involving all aspects of conscious and

unconscious experience as well as thought.

Reasoning ​the action of thinking about something in a logical, sensible way.

Rural ​a geographic area located outside towns, cities, or the capital of the country.

Verbal Linguistic ​refers to a person’s intelligence when it comes to language.

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Visual Spatial refers to a person’s intelligence when it comes to visualization and people

who acquire this type of intelligence often think in pictures rather than in words.

CHAPTER 3

METHODS OF RESEARCH

This chapter presents the methods and techniques of the study, the population and

sample, the research instrument, the data gathering procedure and the data processing and

statistical treatment.

Methods and Techniques of the Study

​This research is under the case study type of research. It studies about people,

specifically mothers whose parenting practices affect the cognitive development of their

children. The research also discusses about children ages six to eight years old and their

academic performances that somehow is linked to their cognitive abilities. It is a primary

research that involves collecting information that does not yet exist, as it is the first

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research title to be done in barangay Subic, Baliuag, Bulacan. It involves gaining

extensive knowledge that can be shared and put to proper use. Its method includes the

empirical type, which associates real life situations with data collected from the

surroundings. Observations were emphasized by the researcher, as it serves as the key to

this research method. The researcher tested patterns of thinking skills of children ages six

to eight years old.

Population and Sample of the Study

The respondents of this study are fifty Filipino rural mothers from Subic, Baliuag,

Bulacan, in the year 2016.

The researcher conducted the survey in the specific barangay indicated and each

were asked to answer questionnaires. The researcher also gathered data through

interviews from ten different mothers, and was also allowed to observe children ages six

to eight years old on how they answer certain exams that will prove their cognitive

abilities. Certain tests were given to the children as part of the observation and artifacts

from their school performances were examined.

Research Instrument

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 The major tool that was employed to gather information was the questionnaire

comprised of two parts. The first part is on the Filipino rural mother’s profile which

includes the name, age, and home address. The second part of the questionnaire contained

statements that showed the appropriate assessment to evaluate the child-rearing practices

of Filipino rural mothers in relation to their children’s cognitive thinking skills.

For the confirmation and verification of the effectiveness and validity of the

survey questionnaires, mothers from Subic, Baliuag were asked to answer the questions

completely.

Data Gathering Procedure

The researcher administered personally all the survey questionnaires to the

mothers of barangay Subic for the purpose of ensuring a high retrieval rate from the

respondents. The researcher informed the mothers even before the interviews and the

survey-answering parts. The children of these mothers were also informed regarding the

observation and the purpose of the study and were guided accordingly as they were

answering the tests for the efficient and effective accomplishment of each question.

Data Processing and Statistical Statement

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 The researcher individually gathered and tabulated the data to ensure its reliability

and accuracy.

The following statistical tools were used to determined and analyze the data in

this study:

1. Frequency and Percentage were used to determine and analyze the age profile

of the Filipino Rural Mothers.

2. The descriptive method was used to determine the Child-Rearing Practices of

Filipino Rural Mothers and Their Relation to the Cognitive Development of

their Children Ages 6 to 8 years old.

CHAPTER 4

Presentation, Analysis and Interpretation of Data

This chapter presents analysis and interprets the data and information gathered

according and to relation to the general and specific problems of the study as indicated in

23
the statement of the problem. For clarity of discussion, the data are presented into three

(3) parts following the order and sequence of the questions raised in Chapter 1.

Table 1: Frequency and Percentage Distribution of Mothers in Terms of

Age

Age Frequency Percentage

26-30 7 14%

31-35 14 28%

36-40 15 30%

41-45 7 14%

46-50 4 8%

51-55 1 2%

56-60 1 2%

61-65 1 2%

Total 50 100%

Table 1 presents the frequency and percentage distribution of the mother’s profile in

terms of age. Among the fifty (50) respondents who were tested for observation, 7 or

14% were from the age bracket of 26-30 years old, 14 or 28% were under the 31-35

years old, 15 or 30% were ages 36-40 years old, 7 or 14% were ages 41-45, 4 or 8%

24
were 46-50 years old, 1 or 2% were 51-55 years old, 1 or 2% were 56-60 years old, and

1 or 2% were 61-65 years old.

Table 2: Frequency and Percentage Distribution of Respondents in Terms of

Gender

Gender Frequency Percentage

Female 50 100%

Total 50 100%

Table 2 shows the frequency and percentage distribution of the mothers’ profile

in terms of gender. The table explains that among the one hundred (100)

mother-respondents, 50 or 100% were female that means all of the respondents were

female and all has the same gender.

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 Frequency and Descriptive Measures of Impact of Child-Rearing Practices of

Filipino Rural Mothers to the Cognitive Development of Children Ages 6-8 years old

Figure 1

​Figure 1 presents item number 1 in the survey form. The columns 4, 3, 2 and 1

represent the ratings Always, Sometimes, Seldom, and Never respectively. Column 4 is

having the highest number of respondents with 25. Second to it is column 3 with 16, then

column 2 with 9. Colum 1, however, did not have any tallies.

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 Figure 2

​Figure 2 presents item 2 in the survey form. The columns 4, 3, 2, 1 represent

Always, Sometimes, Seldom, and Never respectively. Column 3 got the highest tallies

with 21 respondents. Second is column 4 with 17 respondents. Third is column 2 with 11

rspondents and lastly is column 1 with 1 respondent.

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 Figure 3

Figure 3 represents question 3 in the survey form. Columns 4, 3, 2, and 1 present

Always, Sometimes, Seldom, and Never respectively. The third column has the highest

number of respondents with 24. Column 1 has 16 respondents and column 2 has8

respondents. Meanwhile, column 1 has 2 respondents.

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 Figure 4

Figure 4 presents item 4 in the survey form. Columns 4, 3, 2, 1 represent Always,

Sometimes, Seldom, and Never respectively. Column 3 has the highest number of

respondents with 18 tallies. Next is column 2 with 17 respondents. Third is column 4

with 11 respondents. Lastly, there is column 1 with 4 respondents.

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 Figure 5

Figure 5 presents item number 5 in the survey form. Columns 4, 3, 2, and 1

represent Always, Sometimes, Seldom, and Never respectively. Columns 3 and 4 each

have 20 respondents, making those the columns with highest tallies. Column 2 has 10

respondents and column 1 has no respondents who marked that in item number 5.

30
 Figure 6

Figure 6 presents item 6 in the survey. Columns 4, 3, 2, and 1 represent Always,

Sometimes, Seldom, and Never respectively. Column 3 has the highest tallies with 24

respondents. Second is column 4 with 16 respondents. Third is column 2 with 10

respondents. Column 1, however, has zero respondents.

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 Figure 7

Figure 7 presents item 7 in the survey form. Columns 4, 3, 2, and 1 represent

Always, Sometimes, Seldom, and Never respectively. Column 4 has the highest number

of respondents with 24. Column 3 is second with 20 respondents. Column 2 has 4

respondents. Column 1 has 2 respondents.

32
 Figure 8

Figure 8 presents item 8 in the survey form. Columns 4, 3, 2, and 1 represent

Always, Sometimes, Seldom, and Never respectively. Column 3 has the highest tallies

with 24 respondents. Next is column 4 with 20 respondents. Third is column 2 with 6

mother-respondents. Last is column 1 with no respondents.

Figure 9

Figure 9

presents

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item 9 in the survey forms. Columns 4, 3, 2, 1 represent Always, Sometimes, Seldom,

and Never respectively. Column 3 has the highest number of tallies with 21 respondents.

Columns 2 and 4 each have 14 respondents. Last is column 1 with 1 respondent.

Figure 10

Figure 10 presents item 10 in the survey form. Columns 4, 3, 2, 1 represent

Always, Sometimes, Seldom, and Never respectively. Column 4 has the highest tally with

24 respondents. Next is column 2 with 12 mother-respondents. Third is column 3 with 11

respondents. Lastly, there is column 1 with 3 respondents.

34
Interview

1. How do you help your child in coping up with his/her school works? Are you

reading to him/her often or are you teaching your child hands-on with his/her homework?

Rebecca David, 59

“Most of the time I do not have the opportunity to teach my child anymore

because of my busy schedule at work. But all works well because I do not expect too

much from Charmaine and she knows that even if she is not mentally gifted like the

others, she can still cope up and say to herself that she can excel in other ways and it just

so happened that it is not in the academic side.”

Mary Joy Abo, 35

“Kean is studying at a short time every day, but he is smart. When I teach him

about shpaes and how to count, he can follow easily. He also learned how to read fast

because his father and I always read to him. What we really want is for him to like

reading so that he can follow with his school works. We know that if he doesn’t learn

how to read especially texts in English which is widely used in his school, he would not

be able to follow quickly. That’s why we really have it a goal that he reads all the time

until he gets the hang of it. And with his assignments, I always guard him because he

35
tends to be importunate to the point that even if he is just reviewing, I have to remind him

several times to finish the work already so that it will be finished early.”

(Mabilis naman kasi si Kean mag-aral araw-araw eh. Pero matalino ‘yan. Kapag

tinuturuan ko siya nung mga shapes, magbilang, nasasabayan niya naman agad. Tapos

mabilis din siyang nakapagbasa, kasi lagi naming siyang binabasahan ng daddy niya.

Gusto kasi talaga naming mahilig sa pagbabasa yung anak namin kasi para makasabay

na din siya sa school. Alam kasi namin na kapag hindi siya natuto magbasa lalo na nung

mga English na ginagamit palagi sa school, hirap talaga siyang makasabay. Kaya basa

lang talaga ng basa hanggang sa masanay siya. Ah, tapos yung sa mga assignment niya

pala, palagi ko din siyang binabantayan dun kasi malikot eh, mahirap pag-aralin. Tipong

magre-review na lang kailangan pang sabihan na gawin niya na yan para matapos na

agad.)

Remedios Infantado, 40

“I teach them sometimes, but Dave has a tutor. I only check their assignments,

especially Irish’s. I check hers more because whenever Dave comes home, he does not

have to do a lot anymore considering that he was already taught by his tutor. Sometimes

there would be activities for them to answer in the books, and that’s it. Sometimes I have

to explain things to them when they could not understand the text. Given Irish, whenever

she doesn’t understand the things on her book, it’s automatic that she will ask me to

explain to her every detail. I also have them go through advanced readings in their school

36
subjects. I don’t give much attention to Dave’s assignments in school, I only check if his

tutor taught him well enough for him to understand his lessons.”

(Minsan ko lang sila natuturuan, may tutor kasi si Dave. Chine-check ko lang

yung assignment nila, lalo na yung kay Irish. Mas madalas si Irish kasi pag-uwi ni Dave,

kadalasan wala na siyang ginagawa dito, kasi tapos niya na sa tutor niya. Minsan may

sasagutan lang sa libro, tapos wala na. Kailangan ko sa kanilang ipaliwanag yung nasa

libro kasi minsan hindi nila naiintindihan. Katulad ni Irish, kapag hindi niya

naiintindihan, automatic yun, ipinababasa niya na, ipinaliliwanag ko isa-isa ‘yun. Tapos

‘pinag-aadvance ko sila sa mga subjects. Si Dave, hindi masyado kasi nga may tutor,

chine-check ko lang kung okay [yung pagtuturo nung tutor sa kanya].)

Cecille Mesina, 32

“Yes, very much. I am very hands-on when it comes to Raphael’s homework.

Definitely, I have to because he is a little delayed. He has mild autism so I really

encourage him to remember what he did in school, and encourage him to do his

assignments every day. I also monitor him each day.”

(Yes, very much. Hands-on ako pagdating sa homework ni Raphael. Definitely

kasi medyo delayed siya, he has mild autism. So I really encourage him to remember

what he did in school, and encourage him to do his assignments every day. Araw-araw

din naka-monitor ako sa kanya.)

37
 Leilani Igaya, 39

“Sometimes I let Jeje do his advance reading because he tends to have difficulty

in his exams. But it is great that his grades are getting higher now. The reason why he

was like that before was because he was not into studying and I would really have to

teach him and explain him everything. Just like when he is reading a book or signs

outside the home, I will have to explain to him almost every time. It is maybe because he

was not taught enough in his younger years. When my husband adopted him, we already

noticed that he was not easily understanding things that are said in school. But despite

the circumstances, to let him cope with his school works, I always tell him to advance

read so that he would not have a hard time in his exams.”

(Minsan ipinaga-advance reading ko si Jeje kasi nahihirapan siya dati sa mga

exam niya. Buti naman ngayon at umayos-ayos na ‘yung grades niya. Hindi kasi ‘yun

palaaral kaya minsan kailangan ko din turuan ng turuan, tapos ipaliwanag sa kanya

lahat. Katulad nga nung minsan, kapag nagbabasa siya sa kahit saan, mapalibro o sa

labas, minsan hindi pa niya maintindihan. Siguro kasi bata pa nga tapos hindi naman

palaging natuturuan dati. Noong inampon din kasi siya ng tatay niya, ‘yung asawa ko,

alam namin na hindi siya ganun kabilis pumick-up ng mga sinasabi sa school. Pero ayun,

para makahabol siya, sinasabi ko sa kanya kailangan ngayon pa lang basahin mo na ng

maaga para hindi ka nahihirapan kapag exam.)

38
 Mercedes Del Rosario, 61

“I tend to be hands on with his homework and every time he comes home

in the afternoon, we review his lessons for that day just for him to remember. We do not

review in detail, it is just for me to see his understanding. When there is a part that he

could not fully understand, I explain it to him.”

(Hands on ako sa homework niya, tapos pagdating niya sa afternoon nire-review

din namin ‘yung lessons niya for that day. Para lang mas matandaan niya. Nire-review

namin hindi naman ‘yung detailed kung hindi tinitingnan ko lang ‘yung understanding

niya so kung mayroong part na sa tingin ko hindi niya masyadong naintindihan,

ipinapaliwanag ko.)

Marites Ileto, 51

“I always teach Chloie and Leegran with their lessons in school. Especially when

there is an opportunity where they are not so much in the mood for playing… also on

weekends when my husband and I would review them for longer hours compared to the

weekdays when they have school in the morning. Because even though they are just

having a half day schedule in school, it would be a burden for them if they will have a

long time reviewing, considering that it is all that they did in school. The short hour spent

and just a quick recap is already fine. Chloie and Leegran are easy to teach. I would give

39
them instructions to what they are supposed to do in the assignments and then they would

proceed to actually doing it. I would check it after they do it and sometimes there would

be mistakes, but they can easily correct them.”

(Palagi ko kasing tinuturuan si Chloie at Leegran sa mga lessons nila sa school.

Lalo na kapag may opportunity na wala sila sa mode na maglaro masyado… pati kapag

weekends, dun, mas mahaba ‘yung oras na nire-review namin sila ng asawa ko kumpara

dun sa mga days na may pasok. Kahit kasi half day lang sila, iba pa din ‘yung pagod na

sila galing ng school tapos masyado ko pa silang papagurin sa mas mahabang

pag-aaral. Kaya sapat na ‘yung konting oras muna, pahapyaw lang tapos okay na. Si

Chloie naman kasi at si Leegran, madali silang turuan. Ibibigay ko lang sa kanila ‘yung

instructions sa assignment tapos gagawin na nila. I would check it after nilang gawin

tapos minsan may mali, pero madali naman nilang naitatama.)

Claudialyn Costales, 43

“I never pressure Lance with his studies, nor do I choose to be carefree with what

he is doing with his school works. He is a smart boy but he tends to have a short patience

when studying. To keep him cooperating all throughout our study sessions, I always

40
remind him of the reward that he is going to have at the end of the week if he completes

his homeworks diligently.”

Eleanor Garcia, 46

“When it comes to Naz, a day never ends without us reviewing his lessons from

school. Time has to be given daily for him to read the things that he needs to read in the

books because it really is important for his development. As his parent, I want him to be

influenced by his siblings when it comes to studying diligently because education only

comes when one is at a young age. When the time comes that he has to work, it would be

hard to get back to studying in school. So at his early age, we make it a point to

encourage Naz to always study and never grow tired of it.”

(Pagdating kay Naz, hindi lumilipas ang isang araw na hindi kami mag-aaral.

Dapat at least ilang oras makakapagbasa siya ng lessons niya sa school. Kasi importante

‘yun sa paglaki niya eh. Gusto nga namin na makuha niya din yung sipag sa paga-aral

sa mga kapatid niya. Ang paga-aral kasi minsan lang ‘yan nandyan, kasi paglaki mo at

kailangan mo na magtrabaho, mahirap nang mabalikan ‘yan. Kaya dapat ngayon pa

lang, ine-encourage na namin si Naz na parating mag-aral at huwag siyang magsasawa.)

Zenaida Boncalos, 29

41
 “I only get to teach her seldomly. She wants it to be me who will teach her instead

of her big sister but it really isn’t possible since I have to be at work every day from 7am

to 6pm. With so much work to do, the one taking care of them is their sister. But

sometimes I also have the chance to teach Pamela because she is the one who is asking

me to do so on Saturdays. I can’t say no to her because I already feel ashamed that I do

not have enough time for my children.”

(Minsan ko lang siya natuturuan eh. Gusto niya ako yung nagtuturo sa kanya

imbis na yung ate niya. Eh hindi naman pe-pwede kasi ang pasok ko sa araw-araw

alas-siyete hanggang alas-sais ng gabi. Sa sobrang dami ng trabaho, ang nag-aalaga

talaga sa kanila yung ate nila. Pero minsan din natuturuan ko yung si Pamela kasi siya

mismo ang nagaaya na turuan ko daw siya kapag Sabado. Hindi naman ako makahindi

at nahihiya din akong wala ako kapag may pasok tapos Sabado pa naman hindi ko

ibibigay ko sa kanya.)

2. How is your child responding to your learning sessions with him or her? Do

you think she easily understands all the lessons that you are teaching your child? Why do

you think your child reacts that way?

Rebecca David, 59

“Because I only have a few time for Charmaine and to keep her busy with school

works, I do not really know how she is responding to the way someone else teaches her.

42
But basing it from the stories of others, she is smart in a way that she excels in physical

activities like basketball and swimming. When she was younger, too, I did not have the

chance to read books to her and bond with her often. Maybe that is why she is not fond of

reading storybooks at this point in her life.”

Mary Joy Abo, 35

“He quickly understands just like when it is about shapes. He is good in math and

Filipino. Whenever I give him something to answer or when he has to read something,

the result would be always good. But when I will try to get him into the mood of

studying, it would be difficult considering especially if he just got home from school or is

still playing.”

(Mabilis niyang maintindihan, gaya nung sa shapes nga. Magaling siya sa math

at sa Filipino. Kapag binibigyan ko siya ng sasagutan o kaya may babasahin siya,

maganda din ang resulta. Pero kapag yung paga-aralin ko na siya lalo kapag naglalaro

pa o kaya pagod galing school, mahirap kasi ayaw pa niya.)

Remedios Infantado, 40

“Irish is not difficult to teach. Dave, on the other hand, sometimes I will have to

repeat the explanation. Then, I will often give him an example for him to understand

because if I only explain to him once and immediately let him answer his assignment, he

43
won’t comprehend everything easily. I always have to repeat the explanations and then

give him something that he can answer. With that, he can already follow the things that I

am trying to say. With Irish, whenever she is studying, she just wants to be alone. Only if

she does not understand an item, that is the only time that she will ask me questions. For

example, when she comes home from school and checks her assignments, she will say

that she can already do it on her own. I, too, will check if it is true and I could always see

that she can.”

(Hindi naman [mahirap turuan]. Si Irish, hindi. Si Dave kasi, kailangan

uulit-ulitin ko ‘yung paliwanag. Tapos, bibigyan ko siya ng example para maintindihan

niya. Kasi kapag ang ginawa ko lang ay ‘pinaliwanag ko lang tapos ‘pinasagot ko agad,

ang hirap niyang pick-upin. Kailangan uulit-ulitin ko ang pagpapaliwanag tapos

bibigyan ko siya ng sasagutan niya, ayun, makakasunod na siya sa’kin. Si Irish, kapag

nag-aaral siya, gusto niya lang mag-isa siya. Kapag hindi niya lang naiintindihan, ‘yun

ang kagandahan sa kanya, dun lang niya ako tatanungin. Pero kapag nag-aaral na

talaga, siya na ang mag-isa. Halimabawa ‘pag uwi niya dito, iche-check niya yung

assignment, tapos sasabihin niya, kaya niya na ‘yun. Iche-check ko, kaya naman talaga

niya.)

Cecille Mesina, 32

“Raphael is very good in memorization. But for him to understand everything that

we have studied, we need to apply it. For example when he is reading social science, he

44
just memorizes the two books. But for him to understand, he has to apply what he

learned. I apply it to him by giving him true or false questions, and that is how he can

understand the lessons.”

Leilani Igaya, 39

“Just like what I have said, he could not easily understand things. I have to

explain things to him over and over again just for him to get them. I think another factor

why he is like that is because he tends to be lazy when it comes to studying. He is

prioritizing play.”

(Tulad nga nung sinabi ko, hindi siya ganun kabilis pumick-up ng mga

bagay-bagay. Kailangan ko sa kanya ipaliwanag ng maayos bago niya maintindihan.

Minsan naman hindi niya talaga makuha ‘yung sinasabi ko. Siguro kaya siya ganun kasi

isa din ‘yung tamad siyang mag-aral kasi ang inuuna ay laro.)

Mercedes Del Rosario, 61

“To be honest, Ben does not like to study. What he likes are physical activities.

But with the sit-down activities, he gets bored so easily. That is why I would always say,

“Come on, let’s study. Let’s do it fast so that you will still have time to play and watch

television.” He’s okay. Whenever he writes, he does it lazily. So I would say again, “Do

it now so that you will have time to play. Otherwise, if we take a long time doing this,

you would not be able to play anymore.” Sometimes I tend to think that maybe he is like

45
that is because he is still a child. Maybe he really has to go through that part. But his

grades are high, except Araling Panlipunan where he got 80. All the rest are above 85 and

most of them are line of 9.”

(Si Ben kasi hindi mahilig mag-aral, sa totoo lang. Mahilig ‘yan sa physical

activity. Pero ‘yung mga sit-down na mga bagay, nabo-bore siya. So ayun, palaging,

“Halika na, aral tayo. Bilisan natin para may time ka pang maglaro, may time ka pang

manood.” Okay naman siya. Tapos kung may isusulat siya, tamad siyang magsulat. Kaya

sasabihin ko nanaman, “Gawin mo na ‘yan para may time ka pang maglaro. Otherwise,

kapag nagtagal-tagal tayo, hindi ka na makakalaro.” Minsan iniisip ko din na siguro

kaya ganun kasi bata pa talaga, kailangan siguro talagang ganoon muna. Matataas lahat

ng grades niya, except Araling Panlipunan, 80 siya. Ngayon, all the rest, above 85 tapos

marami siyang line of 9.)

Marites Ileto, 51

“Like what I have said earlier, they can easily comprehend, they can be easily

taught. It is not difficult to get them to study most of the time because they have some

sort of routine. They know what they will do after they study and they know if they write

slowly in answering their assignments, there would be lesser time to play and use

gadgets.”

46
 (Gaya nung sabi ko kanina, madali silang makaintindi, mabilis silang turuan.

Madali naman silang mapaaral kadalasan kasi parang may routine na sila eh. Alam na

nila ‘yung gagawin nila pagkatapos ng aral. Alam nila na kapag binagalan nilang

magsulat at gawin ang assignments, mababawasan din yung oras nila para maglaro at

mag-gadgets.)

Claudialyn Costales, 43

“He is responding in a way that he seems to like school but I do not want him to

get so engaged in doing school works. Don’t get me wrong but I want him to have a

normal life. The main reason why I want him to be like that is because his father and I

have been studying all our lives, and it has given such a great burden to us. Although we

became successful in our field of work, we still do not want Lance to have much

difficulty when it comes to academics. I never want to pressure him and be the number

one source of his problems that could, you know, cause him misery. All I want for him is

to be happy in his life and enjoy.”

Eleanor Garcia, 46

“He is quick to the point that he easily understands the lessons in English. When it

comes to grammar and shapes and with his visual learning, he can easily memorize it.

But when it comes to mathematics, he still has to count with his fingers. Most children

his age also sometimes does that and I think it is just normal for them.”

47
 (Mabilis siya to the point na madali niyang matandaan yung mga lessons sa

English. When it comes to grammar talaga at sa shapes, sa visual learning niya, madali

niyang ma-memorize ‘yun. Kaya lang kapag math na, ayan, kailangan niyang magbilang

pa gamit yung daliri niya. Halos lahat naman ata ng bata na ka-edad niya ganun din

minsan kapag naga-add kaya normal lang siguro ‘yun.)

Zenaida Boncalos, 29

“Because I am always at work, she tends to be really excited on Saturdays when I

teach her. She really is the one who is glad when she gets the chance to study because she

said to me that she will study hard to be a doctor so that when I grow old, she will cure

me from illnesses.”

(Dahil nga palaging nasa trabaho, sabik na sabik naman siya kapag Sabado

kapag natuturuan ko na siya. Siya pa mismo ang masaya kapag nakakapag-aral siya kasi

sabi niya sa’kin dati mag-aaral daw siya ng mabuti para pagdating ng panahon,

magiging doktor siya tapos gagamutin niya ‘ko kapag matanda na ‘ko.)

3. How do you think these learning sessions with your child impact his brain

capacity? Is there usually a fast progress or does it take him/her a longer time to

comprehend everything?

Rebecca David, 59

48
 “With her brain capacity, I would like to think of it as a balloon. Each time she is

being taught academically, the balloon gets inflated each time. But if there is too much

pressure on her, she might just blow up just like the balloon that was put in much

pressure. That is why I do not put her under that certain type of burden by forcing her to

study until she gets perfect grades. The only thing important with me is her learnings

from her experiences and how she can apply those in her daily living.”

Mary Joy Abo, 35

“It usually has a fast progress especially when he has the interest to study the

lessons. I think in his mind and in his daily actions, they are also affected by what he

reads in books. I read something before that states that if the parents always read to their

children even if those are only storybooks, it will have a great impact on the child

because what he learns from the books are those that he will bring throughout himself as

he grows up. And it is also true that at their age of seven or eight years old, they should

always be encouraged to study if that is what the parents want for their children to do in

the latter years.”

(Mabilis kadalasan yung progress lalo kapag gusto niya yung lesson niya

nanire-review. Siguro sa utak naman niya tapos sa kung pa’no siya mag-isip sa

pang-araw-araw, naaapektuhan din ‘yun nung mga pagbabasa naming palagi sa libro.

Kasi may nabasa ako noon na kapag daw binabasahan siya palagi ng mga libro kahit

yung mga storybooks, malaki na daw na bagay ‘yun kasi yung mga natututunan niya dun

49
ay madadala niya hanggang sa paglaki. Totoo din pala ‘yun na sa ganito daw nilang

edad, ‘yan, yung mga seven, eight years old, dapat daw lagging ngayon pa lang

pag-aralin na lagi kung ‘yun yung gusto mong madala niya hanggang lumaki na siya.)

Remedios Infantado, 40

“Teaching them helps too, because their knowledge is being added. The examples

of their teachers in school are being added by the learning sessions that we have at home,

with the strategies I use with them. If I compare the reviews at home to their discussions

in school, in their classrooms, they would be asked to recite immediately, without having

a motivation first. But if I also teach them at home, I get to know what strategy I am

going to use with their understanding from the lesson that they had in school. When we

have learning sessions in the house, they get to know that for example when counting,

they should not always use their fingers because it will be a slow process. Because of the

after-school tutoring that I have with them, I also get to teach them how to do things fast,

using my own set of strategies. Irish can understand things immediately, which makes

our review lessons at home fast.”

(Nakakatulong din yung pagtuturo kasi unang-una, nadadagdagan yung

kaalaman nila. Yung mga example ng teacher [sa paaralan], nadadagdagan mo kasi may

sarili kang strategy na ipinapakita. Kasi kung ikukumpara sa school, pasasagutin agad

siya, wala munang motivation. Pero kung tuturuan ko dito sa bahay, alam ko kung paano

ko ituturo sa kanila. Kung tinuturuan ko siya sa bahay, nalalaman niya na halimbawa sa

50
pagbibilang, mas maganda pala kung ganito ang gagawin ko para mas mapabilis akong

magbilang. Dahil dito natuturuan ko siya ng mas mabilis na process gamit yung strategy

ko, hindi na siya nahihirapan masyado. Mabilis din naming makaintindi si Irish, kaya

mabilis lang ang turuan namin.)

Cecille Mesina, 32

“Yes, I always have to tell him many times that he has to study because he really

likes to play. And there has to be rewards, there should be an alternate. He does not like

assignments very much which is why it will take a while for me to get him to study.

Although we are having slow-paced discussions, I know that it still has an effect on his

mind.”

(Oo, lagi ko siyang kailangan sabihan na mag-aral kasi he really likes to play.

Atsaka dapat may reward, mayroong alternate. Hindi kasi siya mahilig sa assignments so

minsan mabagal bago ko siya mapag-aral. Dahan-dahan lang din kami sa pagtuturo,

pero may effect naman sa mind niya.)

Leilani Igaya, 39

“I think his knowledge on things is being added every time I reason out things to

him. When he was still new here, fresh from being adopted, he was still four years old

then and he had nothing to give mentally. At first we experienced the hardship of how we

51
were going to let him study in school when he really had zero information in his mind.

But now, I know that he is improving. It gets better eventually.”

(Tingin ko nadadagdagan naman ‘yung alam niya sa mga bagay-bagay. Kasi

nung una pa nga lang siya dito nung bagong ampon pa lang, apat na taon lang siya ‘nun

tapos walang-wala talaga. Nahirapan kami kung pa’no ba namin siya hahayaang

makapag-aral sa eskwelahan kung kahit konti eh wala siyang maisasagot. Pero ngayon

nagi-improve naman siya. Nagiging okay na din.)

Mercedes Del Rosario, 61

“Well I would like to think that it has an impact on his brain capacity. Ben is a

bright boy, to be honest. He is a bright boy in the sense that even if he is just watching

TV alone, he learns. And he inquires. If he hears a term that he does not understand, he

asks what its meaning is. But if he doesn’t ask, it means that he understands. Another

example is when he bikes , he is aware of his surroundings. Our review sessions are more

on the academic side, because that part is something that he cannot get from his

environment or in television. So I would think that it helps in his overall development.”

(Well I would like to think na mayroon. Si Ben kasi bright boy naman siya sa

totoo. Bright boy siya in the sense na kahit mag-isa lang siyang nanonood ng TV,

natututo siya. Atsaka nagtatanong kasi siya. Kapag may term siya na narinig tapos hindi

niya naiintindihan, itatanong niya kung ano ‘yun. Pero kapag hindi siya nagtatanong,

52
alam ko naiintindihan naman niya. Kapag naman halimbawa nagba-bike siya, aware

siya sa paligid niya. ‘Yung aming pagre-review, more on dun sa academic side, kasi ‘yun

yung part na hindi naman niya makukuha sa environment, sa television. So I would think

na nakakatulong ‘yun sa overall development niya.)

Marites Ileto, 51

“Their grades are actually high. Chloie has high grades in English and Leegran

has high grades in Math and English. They just study in a short period of time because

they know their reward after that and that is the longer time to play. I must admit, though,

that I am a bit strict on them, but that is only for them to strive harder in their education. I

could see that if it is like that, they help each other out. Chloie being the eldest and being

the one who knows more than her sibling, sometimes also teaches Leegran.”

(Magaganda ang grades nila, actually mataas si Chloie sa English tapos si

Leegran sa Math at English. Mabilis lang nilang inaaral kasi alam nila na may reward

sila kapag binilisan nila at ‘yun ay ang mas mahabang oras to play. Ngayon, medyo

strikta ako sa kanila, aaminin ko, pero dahil iyon para mas magpursigi pa sila sa

pag-aaral nila. Nakikita ko naman na kapag ganun, nagtutulungan sila. Si Chloie bilang

panganay at mas madaming alam sa kapatid niya, minsan natuturuan niya din si

Leegran.)

Claudialyn Costales, 43

53
 “He can comprehend things easily because when he was just two years old, his

father was already teaching him things. My husband really wants a very smart child,

which is the opposite of what I want, really. It’s enough for me that he can follow things

and understand things but not in a way that he will be the most intelligent student in his

class. It would be a blessing for him if he was, but for me, it’s really enough that he

balance his school works and his life outside the campus. With his brain capacity, I know

that with his experiences in the outside world are also factors in his learning and

development of his knowledge.”

Eleanor Garcia, 46

“With his thinking skills, our studying sessions definitely help because that is

where his logic on things are developed. He will be able to give solutions to problems

even in real-life situations.”

(Yung sa pagi-isip niya, syempre nakakatulong din yung pag-aaral namin kasi

kapag nade-develop dun yung logic niya sa mga bagay-bagay, madali niya nang

mabibigyan ng solusyon yung mga problema kahit sa totoong buhay.)

Zenaida Boncalos, 29

“I think she is happy when I am there looking at her studying. It affects her

thinking in a way that her knowledge is being added, and she also gets to do what she

likes with the person that she wants to be with.”

54
 (Tingin ko masaya siya kapag nandun ako at nakikita ko siyang naga-aral kaya

yung pagi-isip niya palagi din nadadagdagan yung alam niya, nagawa niya pa ‘yung

gusto niyang gawin kasama yung taong gusto niyang makasama.)

4. How many hours a day do you usually direct your child to learning his lessons

at home from school? Most of the time, is there a problem with getting him/her to study?

Rebecca David, 59

“Since I am not teaching her often, I only have answers based from my husband

who is always there for Chamaine whenever she need help about her academics. She

doesn’t like it too much so her dad would really reprimand her a hundred times before

she would obey.”

Mary Joy Abo, 35

“It only lasts for about two to three hours because if I keep it too short, the time

would not be enough for him to memorize everything. But if I will have it at a longer

time, he might just sleep in the middle of studying.”

(Mga nasa dalawa hanggang tatlong oras. Kapag kasi iniklian ko, hindi sapat

‘yun para matandaan niya talaga lahat. Pero kapag naman sobrang haba, baka

makatulog lang siya sa inaaral namin.)

55
 Remedios Infantado, 40

“Sometimes half an hour or one hour. It is never a slow-paced review because

when Dave comes home, he will just write. Same with Irish’s case. It is just a fast type of

session.”

(Minsan kalahating oras lang, minsan isang oras. Hindi matagal. Kasi pagdating

ni Dave sa bahay, magsu-sulat sulat lang siya. Ganun din si Irish. Mabilis lang.)

Cecille Mesina, 32

“We only study for two to three hours a day. Three hours is the maximum time

because he is a fast learner but he gets easily bored. That’s why we only have it at a short

time. I never exceed longer than that.”

(Two to three hours lang. Maximum na yung three hours kasi he is a fast learner

pero he gets easily bored. So kailangan mabilis lang. Hindi ako nage-exceed longer than

that.)

Leilani Igaya, 39

“Just one hour. It’s because he gets bored so easily. He does not like to be in front

of books all the time, because in school that is what he faces all day, and it would be a

burden to him if it is still the thing that he sees at home. But even if he is like that, I still

56
make sure that he has time every day to study besides the studying that he does at

school.”

(Isang oras lang. Alam mo kung bakit? Kasi mabilis nga mainip. Ayaw niya nung

ang kaharap niya palagi ay libro, kasi sa school ‘yun na nga ang kaharap pati ba naman

dito sa bahay. Naiinip agad, kaya kahit ganun araw-araw pa din kailangan na

magkakaron pa din siya ng oras na magbasa bukod dun sa ginawa niya sa school.)

Mercedes Del Rosario, 61

“Maybe on average, one and a half hours. Because longer than that, I won’t be

able to get his attention anymore. But shorter than that, we won’t be able to cover

everything.”

(Siguro on average, one and a half hours. Kasi longer than that, wala na. Hindi

ko na makukuha ang attention niya. Pero shorter than that, hindi naman namin

maco-cover lahat.)

Marites Ileto, 51

“Usually two hours on weekdays. But on weekends of Saturdays or Sundays, it

takes up to four hours. We do it in parts—one hour but four times a day. One hour is for

the first subject, then another hour for the next. It is never having straight four hours

studying on weekends.”

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 (Usually mga two hours lang sa weekdays. Pero kapag weekends ng Saturday or

Sunday, umaabot ng 4 hours, pero putol-putol yun. One hour pero four times sa isang

araw. One hour sa isang subject, tapos isa pang oras sa isang subject. Hindi agad

diretsong apat na oras sa mga weekends.)

Claudialyn Costales, 43

“I don’t force him to study every day, but he really loves reading books. I buy him

books every time we go to the mall and it warms his heart each time he gets one. Maybe

he got that habit of reading from me and his father, since when we were kids, we also

were faced with many books to read. In his case, though, even if I don’t get to always

encourage him to read and study because of my busy time at work, I’m really surprised

that he loves books. Every day I think he spends his time doing his school works for two

hours. That is the most that we could get out of him, and it’s possibly because he already

was taught in school in the morning.”

Eleanor Garcia, 46

“There usually isn’t a problem with getting him to study. But I think in a day, we

spend one to two hours in reviewing. It depends on the number of subjects that he has to

review for the day.”

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 (Wala namang problema sa pagpapa-aral sa kanya kadalasan. Pero siguro sa

isang araw nakaka-isang oras hanggang dalawang oras kami. Depende din kasi sa dami

ng kailangan niyang i-review.)

Zenaida Boncalos, 29

“On Saturdays, two to three hours but on weekdays and there is school the next

day, I tell her father to teach her even for just an hour so that she will not be removed

from the top 5.”

(Kapag Sabado, dalawang oras hanggang tatlo pero kapag yung mga gabi na

may pasok, sinasabi ko sa tatay niya na turuan man lang siya kahit isang oras para hindi

pa rin siya malaglag sa top 5.)

5. Do you think that getting your child to learn so much from his/her environment

and improving the cognitive aspect in his/her mind at an early age like this is significant?

In what way will it affect him/her?

Rebecca David, 59

“Yes, it can either affect her in a good or bad way depending on how much she

wants to study. She has always been telling me that she wants to be a doctor and that she

would work hard for our family. And that is the one tiny thing that keeps her studying her

lessons.”

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 Mary Joy Abo, 35

“Constant guidance in his academic performances is very significant. It will be

the basis for who he will become in the future when he grows up to be an adult. If I

nurture him now and encourage him to always study his lessons, he could be a doctor or

even an engineer someday. But if I let him be lazy, what will happen? We, as his parents,

do not want him to be careless that is why we always tell him to be diligent in his

studying.”

(Yung palagi siyang magabayan lalo na sa paga-aral ay sobrang mahalaga

talaga. Dito kasi nakabase yung kinabukasan niya at kung sino siya paglaki. Kung

ngayon pa lang naga-aral na siya, baka paglaki maging doktor pa o engineer, diba?

Pero kung tamad siya, anong mangyayari? Ayaw naman naming siya na maging pabaya

na lang kaya talagang sinasabi namin sa kanya na magsipag siya lalo na sa paga-aral.)

Remedios Infantado, 40

“Yes, it is my priority—the development of my children which can be seen by

others. If there isn’t a time that a mother has never asked her kid even once, the child

would think that you are already comfortable with their achievements. They will stop to

strive for their best when they know that you are already okay with their performance. At

an early age, we should already motivate our children to do their best. We have to teach

them because if we do not, and they will just be dependent on others’ teachings, he will

60
not grow up following his dreams, and he will not push himself to achieve things. They

should know at an early age that they are studying to get to where they want to be.

Parents should be the first ones to encourage their children to do that and learn. There are

many children out there who are not given the privilege to learn in schools, and many are

just there living on the streets. Children should learn the importance of studying at home

first. They should learn how to be disciplined when studying their lessons. Sometimes I

challenge my children when we go outside and see the beggars on the streets, I tell them

to strive for their best otherwise, they will be put in the same situation as those kids.”

(Oo, kasi ‘yun nga iyong priority ko, yung development na nakikita sa kaniya.

Kasi hindi mo lang tanungin kahit minsan ang anak mo, iisipin niya na komportable ka

na. Kung ano yung marating niya, okay ka na dun. Kailangan ngayon pa lang

imo-motivate mo siya o susundan mo siya kung hanggang saan ‘yung kaya niya.

Kailangan tuturuan mo kasi kung hindi mo tuturuan, at aasa lang siya sa lahat ng turo,

hindi lalakas ang loob niya na mangarap na kailangan makatapos ako, makamit ko ‘to.

Kailangan may motivation sila na kaya sila nag-aaral ay para marating mo ‘yung gusto

mo. Kasi kailangan talaga, magulang ang unang-unang mage-encourage sa anak na

kailangan niyang mag-aral. Kasi ang dami-daming bata na hindi nakakapag-aral, at

madami din ang nasa kalye lang. Kailangan matuto sila sa bahay pa lang. Dapat, matuto

na silang maging disiplinado sa pag-aaral. Minsan china-challenge ko din sila sa

kalsada na halimbawa, may nakita akong bata na mahirap, itinuturo ko sa kanila na

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kailangan pa nilang mas gawin ang nakakaya nila sa pag-aaral para hindi sila maging

katulad nung mga bata na ‘yun.)

Cecille Mesina, 32

“Yes, because our era today is not like the one before when it was okay even if

one will not read books. We have to cope with our environment. Some kids at the age of

two already know the alphabet. And surprisingly though, even if I was late in teaching

him hands on, he can cope up with the lessons because he has this side where he is

advanced. It is really better if we teach them at an early age so that when they are in their

growing years, they will have a lot of things to learn about and experience. So that when

they already go to school, they can say, “I remember this. I already learned about it when

I was younger.”

(Yes, kasi right now hindi na katulad dati na okay lang kung hindi ka magbabasa.

Kailangan sumabay ka dun sa environment natin. Kasi some kids at the age of two

already know the alphabet. At surprisingly, although late ko siyang natutukan, kaya

niyang sumabay, kasi may advance learning siyang side. Mas better talaga kung mas

maagang edad kasi para habang lumalaki sila, madami na silang natututunang mga

bagay at nae-experience. Para kapag pumasok na din sila sa school, masasabi nilang,

“Ah, naalala ko ‘to. Napag-aralan ko na ‘to nung bata ako.)

Leilani Igaya, 39

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 “It is important that at a young age, they already know things. It is for them not to

have the difficulty when they grow up. For them not to grow up like the others who do

not have any clue about what is happening in the world. At least when the time comes

that they graduate, they have some knowledge about math, or they already are already

good in speaking in English, and they are skillful in so many things. It is the parents’ job

to give an answer to their kid’s questions about school. If they themselves did not go to

school, then what is their child going to learn from them?”

(Mahalaga na bata pa lang matutunan na ng bata ‘yung mga ganyang bagay eh.

Kasi para hindi na sila hirap ‘pag laki nila. Hindi sila katulad nung iba diyan na, alam

mo na, ‘yun bang walang alam man lang sa mundo. At least kapag naka-graduate ka sa

school, may mga kaalaman ka na sa mga nangyayari at dun sa mga math, kaya mo na

mag-ingles, tapos magaling ka din sa ibang bagay. Kasi dapat magulang talaga ang

unang-unang makakapagbigay ng sagot sa anak nila kapag may tanong tungkol sa lesson

sa school. Pero kung ‘yung magulang sila pa mismo ang walang alam, anong

matututunan ng anak nila?)

Mercedes Del Rosario, 61

“This is the time where he is at his most curious. So it is better to encourage that

curiosity of his because it is like a requisite for learning. If you don’t have curiosity on

things, then you do not have the interest to learn. Which means it is much more difficult

to learn. I think it is important that at his age, he has to be guided now. Because two years

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from now if I don’t nurture that curiosity, maybe two years from now that would have

died. So he would have a hard time to learn about things.”

(Ito kasi ‘yung time na he’s at his most curious. So mabuting ma-encourage mo

‘yung curiosity na ‘yun. Kasi parang requisite ‘yan for learning, eh. If you don’t have

curiosity on things, then you do not have the interest to learn. Which means na mas

mahirap mag-learn. I think it is important that at his age, kailangan he is guided now.

Kasi two years from now kapag hindi mo ni-nurture ‘yung curiosity na ‘yun, maybe two

years from now that would have died. So mas mahihirapan siya to learn about things.)

Marites Ileto, 51

“It is very important that Chloie and Leegran are being taught at a young age

because at this point is where they will be honed as a person. And just like what you

mentioned earlier, with their cognitive development, it is important to keep them busy

with things so that their brains are always working, active and alert. This is also where

they will develop their attentiveness and being aware of their environment. And it is also

important to give rewards after a job well done especially to kids so that they will realize

that what they did was right because they were given something.”

(It is very important that Chloie and Leegran are being taught at a young age kasi

dito pa lang maho-hone na sila as a person. And gaya nung na-mention mo kanina, dun

sa cognitive development nila, importante talaga na palagi silang busy with something

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para yung brains nila is always active and alert. Dito din kasi sa pagiging busy with

things nade-develop yung pagiging attentive nila and aware of their environment. And

important din talaga ang rewards after a job well done especially to kids para malaman

nila na tama yung ginawa nila kapag nabigyan sila ng something.)

Claudialyn Costales, 43

“To help in developing my child’s cognitive aspect, it really is significant

especially that he only gets to be young at a short span of time. But to bombard him with

so many things to do to the point that he won’t have a normal life anymore would be very

inappropriate and for me, that is just plain, bad parenting. Yes, it is good to regularly read

to your child and help him discover things, but it is also significant that he learns about

the physical world and not just the information from books.”

Eleanor Garcia, 46

“Of course it is significant that children are being taught how to be independent in

their review sessions in school. Besides that, developing his cognitive aspect is helping in

his overall development. It is a factor for a child to have a good future—to have a good

foundation since the start.”

(Of course mahalaga na bata pa lang sila natuturuan na sila kung pa’no maging

independent din sa pag-aaral nila ng lessons nila sa school. Bukod dun, yung paglinang

ng magulang sa cognitive aspect ng anak nila, alam kong malaki ang maitutulong noon

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sa overall na development niya. Kasi isang factor ‘yan para magkaron ang isang bata ng

magandang future—yung magkaron ng magandang foundation mula bata pa lang.)

Zenaida Boncalos, 29

“Yes, it is really important so that they can prove something to themselves that

they can also do things independently.”

(Oo, importante talaga kasi para may mapatunayan sila sa sarili nila na kaya din

nila ang mga bagay-bagay.)

CHAPTER 5

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 SUMMARY, CONCLUSIONS AND RECOMMENDATIONS

This chapter presents a summary of the findings of the study, the conclusions that

were drawn from the obtained results and the recommendations derived from the salient

findings of the study.

Summary

The general problem of this study is to determine ​“How do child-rearing

practices of Filipino Rural Mothers affect the cognitive development of their

children ages six to eight years old?”

Specifically this study sought answers to the following questions;

1. What are the common perceptions of children ages six to eight years old towards

learning?

2. Does having highly expecting mothers when it comes to education affect the

studying of their children in school and in their learning processes? How?

3. What are the parenting factors done by mothers that affect their child’s cognitive

development?

4. What age group between six to eight years old is highly competent when it comes to

education and answering cognitive-related questions?

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 This study used the descriptive survey research to determine how the child-rearing

practices of Filipino Rural Mothers affect the cognitive development of their children

ages six to eight years old. The researcher used 50 mothers of Subic, Baliuag, Bulacan as

respondents of the study.

The data valid to the study were gathered through questionnaires consisted of two

parts. Part I is on the mothers’ profile specifically age and gender. Part II contained

statements that helped the researcher to analyze about the connection between the kind of

child-rearing practices that mothers are doing to the cognitive thinking skills of their

children. To analyze the data, the following statistical tools were used; frequency and

percentage.

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 SUMMARY OF FINDINGS

The data obtained from this study are summarized as follows:

I. Mother’s Profile

Among the 50 respondents, 7 or 14% were under the age bracket of 26-30 years

old. Two (2) were 26-year-olds, one (1) is 27 years old, two (2) were 28-year-olds, and

two(2) were 29-year-olds. 14 or 28% were from ages 31-35. Two (2) are 31-year-olds,

two (2) are 32-year-olds, six (6) are 33 year-olds, two (2) are 34 year-olds, and two (2)

are 35 year-olds. 15 or 30% are from 36-40 years old. Four (4) are 36-year-olds, two (2)

are 37-year-olds, two (2) are 38-year-olds, four (4) are 39-year-olds, and three (3) are

40-year-olds. 7 or 14% are from 41-45 years old. Three (3) of them are 41-year-olds,

two (2) are 42-year-olds, one (1) is a 43-year-old, and one (1) is a 45-year-old. 4 or 8%

are 46-50 years old. Three (3) are 46-year-olds, and one (1) is a 48-year-old. 1 or 2% is

from 51-55 years old. The respondent is 51 years old. 1 or 2% is from 56-60 years old.

The respondent is 59 years old. In the range from 61-65 years old, there is 1 or 2% .

The respondent is 61 years old.

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 In terms of gender, among 50 respondents, all respondents were female, with a

total of 100%.

II. Child-Rearing Practices of Filipino Rural Mothers in Subic, Baliuag, Bulacan:

Relationship to their Children’s Cognitive Development Ages 6 to 8 years old

The findings reveal that the impact of child-rearing practices of mothers in Subic,

Baliuag, Bulacan in the cognitive development of their children is significant in a way

that is affects how a child grows to hone his mental abilities. No doubt that the parenting

practices of mothers play a big role in their children’s cognitive development.

In general, the respondents with most answers of always is in item number 1

where most of them agreed that they make it a habit to never let a day pass

without helping their children with school works.

The item with most answers of sometimes which is represented by column 2

is items 3, 6, and 8 where they often talked to their child about anything, they

helped in identifying shapes and colors, and they made sure to have their child

writing frequently.

Next is with the item number 4 stating that mothers help their children in

making their curiosity grow by asking them questions had mothers show that

they seldom do that.

Lastly, the majority who answered never is also in item number 4.

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 CONCLUSION

Based on the findings of the study, the following conclusions were drawn;

1. In general, mothers from Subic, Baliuag, Bulacan are authoritative parents.

It means that they set clear goals for their children, they try to direct their

children to certain behaviors that will help them succeed, yet they also let

them think for themselves in a way that they also let their children to be

independent. Mothers of this kind tend to balance things out for their

youngsters, making sure to balance their academic performances which also

affect the cognitive aspect of their children’s lives and their lives that revolve

outside of books.

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 2. Majority of the respondents resulted to be hands-on with their children’s

cognitive development to the point that they carefully guide each step that

their child makes in order for them to develop the cognitive aspect of their

minds.

3. The child-rearing practices of the mothers influence the way children think

in their everyday lives. It is being affected in a way that whatever their

mothers want them to think is what they will do in order for them to develop

as individuals. It is also having an impact on the children’s developments in

such a way that if they teach them at a young age and really study regularly,

the children grows up to be independent individuals capable of achieving a

fully-developed cognitive thinking.

RECOMMENDATIONS

The researcher offers the following recommendations on the basis of the finding

revealed in the study:

1. Cognitive and Developmental Psychologists

● The researcher recommends that cognitive and developmental

psychologists use this study as a basis for acquiring knowledge on

the link of parenting to the cognitive development of children.

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 ● The researcher recommends the cognitive psychologists that they

come up with studies that will further prove how significant the

link between child-rearing practices of mothers to the

problem-solving development is.

● The researcher recommends that psychologists come up with even

more ways on how to improve the way of parenting of mothers

especially in rural areas where modernization is often late.

2. Filipino Rural Mothers

● The researcher recommends that the mothers who are raising

children ages six to eight years old especially in rural areas use this

study as a basis for how they are supposed to treat their children

with much care.

● Always set goals for your child to achieve in each year that he or

she encounters as this will help them to track their cognitive

performance progress.

● Balance things out by maintaining a healthy link between the

academic performances and the physical life of their youngsters

where they are faced to be in the real world.

● Always encourage children to read books that promote the building

of knowledge.

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 ● Often read to your children and challenge them mentally by giving

them questions that will test their problem-solving skills.

● Make sure to have your children to always write things that will

hone your child’s verbal linguistic intelligence.

3. Community Educational Workers

● The researcher recommends the teachers of these children ages 6 to

8 years old be more aware of how they are going to contribute to

the cognitive aspect of their students.

● The researcher recommends the workers whose fields are relating

to education in teacher children to significantly prepare and

carefully plan out the guidelines on how they are going to be

factors in helping improve the child’s cognitive development.

4. Future Researchers

● The researcher recommends them to use this research as a basis for

making their own studies in the future concerning the topic.

● Carefully plan out the outline for your future research papers as the

topic that you are about to face which is related to this study will

require a significant amount of sensitivity as it handles the behavior of

people towards specific things like the child-rearing practices.

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75
 REFERENCES

Alampay, L.P. (2012). Parenting in the Philippines.

http://www.academia.edu/13401676/Parenting_in_the_Philippines

Alexander, T. (2013). What are child rearing practices?

http://www.livestrong.com/article/248805-what-are-child-rearing-practices/

Bukaliya, R., Mapuranga ​B. (2015​). Assessing the Effects of Child-Rearing Practices on

the Academic Performance of Primary School Learners: A Perspective from the

Teachers, Parents and Learners. ​International Journal of Research in Humanities and

Social Studies, Volume 2 (Issue 2). Parenting Across Cultures: Childrearing,

Motherhood and Fatherhood in Non-Western Cultures

Dewar, G. (2015). Making kids smarter through play, talk, and practice.

http://www.parentingscience.com/spatial-intelligence.html

Grusec, J., & Danyliuk, T. (2014). ​Parents’ Attitudes and Beliefs: Their Impact on

Children’s Development.

http://www.child-encyclopedia.com/parenting-skills/according-experts/parents-att

itudes-and-beliefs-their-impact-childrens-development

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Laundry, S. (2014). The Role of Parents in Early Childhood Learning.

http://www.child-encyclopedia.com/parenting-skills/according-experts/role-paren

ts-early-childhood-learning

Lee, K. (2016). ​Your 6-Year-Old Child Development: Cognitive Development.

https://www.verywell.com/6-year-old-development-cognitive-development-620807

Pizarro, K. (2011) ​. ​Baumrind's Parenting style and Maccoby & Martin's Parenting Style

Typologies.

https://www.scribd.com/doc/49300379/Baumrind-s-Parenting-style-and-Maccoby

-Martin-s-Parenting-Style-Typologies

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 APPENDIX

Name: Age:
Address (Optional):
TOPIC OF THE STUDY:
CHILD REARING PRACTICES OF FILIPINO-RURAL MOTHERS IN SUBIC,
BALIUAG, BULACAN: RELATIONSHIP TO THEIR CHILDREN’S
COGNITIVE DEVELOPMENT AGES 6 TO 8 YEARS OLD
Select the option that you do or agree with when it comes to parenting.
Choose 4 – always
3 – sometimes
2 – seldom
1 - never

STATEMENTS 4 3 2 1

1. I help my child with his or her homework and lessons in

school.
2. I read concept, fictional, reference, educational, or
non-fictional books to my child.
3. I often talk to my child about anything.

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4. I help in enhancing my child’s curiosity by encouraging him
to ask questions.
5. I help my child practice counting.
6. I help my child identify different shapes and colors.
7. I let my child to wander freely with his/her imaginations by
letting him draw, paint pictures, or explore his/her surroundings.

8. I make sure to have my child practice writing often.

9. I let my child play with puzzles such as jigsaw puzzles, rubiks
cubes, sliding puzzles, crosswords, anagrams, or cipher puzzles.
10. I make sure to reward or congratulate my child after a job
well done in school activities and exams.

THANK YOU!

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