A Phenomenological Study About Self-Directed Learning in Academic Performance of Selected Grade 11 Students

with OFW Parent in Emilio Aguinaldo College-Cavite

____________________________________________________
A Phenomenological Study About Self-Directed Learning in
Academic Performance of Selected Grade 11 Students with
OFW Parent in Emilio Aguinaldo College-Cavite
Racyie F. Alarcon, Renzzo B. Echanes, Hannah M. Malanog,Roxanne Erika R.
Labandilo, Mary Angelique S. Perina, Mark Jeffrey C. Llorente, Jonathan B.
Dimaano
Address of the Authors: Emilio Aguinaldo College-Cavite
corresponding author: renzzome2001@gmail.com
contact number: 09212549427

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 A Phenomenological Study About Self-Directed Learning in Academic Performance of Selected Grade 11 Students
with OFW Parent in Emilio Aguinaldo College-Cavite

____________________________________________________________
A Phenomenological Study About Self-Directed Learning in Academic Performance of
Selected Emilio Aguinaldo College-Cavite Grade 11 Students with OFW Parent

BACKGROUND OF THE STUDY

Working outside the country is one of many solutions that any parent will think of to fulfill
their children’s needs, especially when it comes to their education. The Philippines as one of
those countries that have several overseas workers around the world have also the most
numbers of a parent who left a child to work abroad. This kind of situation may lead to a poor
relationship between parents and their children. This leads to the absence of the parent's role to
guide them in their decisions towards their academic achievement, making their children make
decisions on their own or in the process called self-directed learning.

According to Knowles(1975, p.18), self-directed learning portrays a prepare in which

people take the activity, with or without the assistance of others, in diagnosing their learning
needs, defining learning objectives, recognizing human and fabric assets for learning, choosing
and executing suitable learning procedures, and assessing learning results.

The researchers have decided to focus more on this field to assess the lived
experiences of students with a parent working abroad, to determine the impact of parental
absence on student's self-directed learning in their academic achievement and how they deal
with their problems while their parents are working abroad. This research is a big part for Grade
11 students with OFW parent as it serves as a guide on how they make decisions and initiative
on their own to perform better in their academic performance to achieve their academic
achievements

STATEMENT OF THE PROBLEM

The study entitled “A Phenomenological Study About Self-Directed Learning in

Academic Performance of Selected Grade 11 Students with OFW Parent in Emilio Aguinaldo
College-Cavite” sought to answer the following questions:

1.What are the lived experiences of the student with OFW parent(s)?

2.How does the student decide for themselves, academically, without the proper guidance of
their parents?

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3.Why does having self-directed learning in academic performance is important for the students
with OFW parent(s)?

ASSUMPTION

The researchers assume that the students with an overseas working parent have a
deeper knowledge about the self-directed learning in their academic achievement and have
their perspective on the impact of parental absence in their decision making in their academic
achievements. The researchers assume the following:

1.The respondents’ academic performance is affected by their OFW parents due to their work.

2.The respondents gain more motivation despite the absence of their parents.

3.The participants improve their decision making despite not having proper guidance from their
OFW parents.

4.The participants manage their emotions and for being independent in academic performance
on having OFW parents/s.

SIGNIFICANCE OF THE STUDY

This study aims to contribute to determining the impact on students of having an OFW
parent and how they deal with it. The result of this study would be significant and beneficial to
the following:

Students - The result of this study may help them to come up with a solution to resolve their
problem with their educational needs while having an OFW parent.

OFW Parents - This study will give them knowledge on how important is raising their children
by supporting them in all aspects while they are working abroad.

Teachers - This study will serve as a guide for them to understand the behavior of their
students. For them to be able to know about how they can motivate their students and
adjustment to the student-teacher relationship.

Administration - This study will give them an idea of an effective adjustment to the school
system to focus their attention on those students with OFW parents.

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Future Researchers - This study will give them essential information as bases for conducting
similar studies with different scope and objectives.

Institution - This study will give them information on an effective way of giving the needs of the
students with OFW parent(s) regarding their educational needs.

SCOPE AND DELIMITATION

This study will cover four participants in grade 11 students in their respective strands of
Emilio Aguinaldo College-Cavite with overseas working parent(s). Since the main objective of
this research is to determine how students feel that the parent(s) is abroad, this study focuses
on self-directed learning and on how they become independent, the way they think about things
with their parents working overseas; how they cope with academic concerns – this may include
issues such as learning difficulties, lack of attention from teachers, and underachievement –
while their parents are away; how they decide for themselves without proper guidance from their
parents

DEFINITION OF TERMS

For clarification and a better understanding of some terms related to this study, the
following terms are defined as conceptually and operationally.

Self-Directed Learning - Describes a cycle in which individuals, with or without the aid of
others, take the initiative in diagnosing their learning needs, formulating learning goals,
determining human and material resources for learning, selecting and implementing effective
learning strategies and assessing learning outcomes.

Parental absence - The temporary or prolonged absence of one or more parents.

Academic achievement - Refers to your completed level of schooling and the ability to achieve
success in your studies.

OFW(Overseas Filipino Worker) - A person from the Philippines who, usually temporarily lives
and works in another country.

Proper guidance - Proper advice or knowledge intended to solve a problem or challenge, in

particular as provided by someone in authority.

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REVIEW OF RELATED LITERATURE

FOREIGN LITERATURE

According to Matheson, C. and David Matheson, D. (2000), an individual's self-directed

learning is a risk, because it needs to be addressed with individuals or groups of certain legal
ages. It can cause a certain change in an individual's social, emotional, moral, and other
feelings. In many things, it's difficult to decide when a person is alone, because of the lack of
guidance and opinions from others, his/her mind cannot function well. Hence, decision making
and self-directed learning can put pressure on an individual.

According to Brookfield (2000), self-directed learning is learning, in which the learner

directs a learning project's conceptualization, design, conduct, and evaluation. When
participating in group-learning environments, students should operate in self-directed ways if
this is a choice that they have made to believe is beneficial for their learning efforts. One should
not think of self-directed learners who work without human contact as Robinson Crusoes.
Nonetheless, how learners move in and out of learning networks and consult a set of peers is a
recurring research topic in this area and all decisions on how and what to know, and how or
whether to consult external resources, remain with the learner in self-directed learning.

As stated by Costa and Kallick (2003), self-directed learners are those who enjoy them
and even search for problems to solve rather than avoiding problems. They know how to cope
with problems of confidence and strategic solutions, set realistic and consistent targets and
develop strategies to achieve their goals. They consciously monitor the effectiveness of their
problem-solving strategies, and if they find them lacking, they employ alternatives. They monitor
the clarity of their objectives, the accuracy, and fidelity of their products and their goals to be
achieved. They are aware of their behavior and their efforts toward others and the environment.
They leverage their past knowledge and experience to inform their actions. They benefit from
their problem-solving interactions, change their actions appropriately, apply their learning to
other situations and adapt it to them.

As stated by Gibbons (2003) in the book of “The Self-Directed Learning Handbook –

Challenging Adolescents Students to Excel”, self-directed learning is an increase in the
knowledge, skills, accomplishments or personal development that a person selects and brings
about through his or her efforts in any circumstances at any time using any method. As an
example, a student tries to launch a rochet that can rise to the atmosphere by one mile. He

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inspires others to stick with him. They're running the web, contacting the National Aeronautics
and Space Administration, asking the lecturer and finding a workshop, constructing
experimental models and succeeding after many attempts.

According to Boles (2014), when self-directed learners choose to go to school, they

arrive on time, take notes, and do their homework—because school takes them where they
want to go. When self-directed learners choose to go to work, they spend long hours doing hard
work that other people avoid and get promoted—because work takes them where they want to
go. The distinction between self-directed learners and everyone else is that they don't hang
around if the school or job stops fulfilling their life goals. They drop the well-trodden path, bust
out the map and compass, and cut cross-country through virgin territories. Instead of settling for
a miserable or unproductive school situation, a self-directed learner finds out how to get an
education on his/her terms. He/she changes his approach to school, finds another school, or
leaves school altogether. In short, self-directed apprentices take full responsibility for their
education, careers, and lives. Think hard about where you're going, explore all your options and
move forward boldly.

Bull (2017) stated that at first glance, self-directed learning could be described as a solo-
study, independent learning, teacher-less learning, and a dozen other items. It contains one of
those elements and more. It's a concept that's relevant when you're exploring out of formal
education, in traditional schools, as well as a myriad of online learning communities. In the
workplace, throughout churches, and our cultures. But he also included the fact that self-
directed learning has a much deeper meaning.

According to Giuseffi (2018), self-directed learning is a well-established theory that

allows individuals to understand concepts and phenomena with little or no instruction. Garrison
(1997) defines self-directed learning as an approach through which learners are encouraged to
presume personal capacity and collective influence of cognitive and relational mechanisms in
building and testing concrete and worthwhile outcomes. On the other hand, it should be
recognized that self-directed learning is not so much about instructional strategies, but about
improving the potential of students to become autonomous learners. (Zhoc and Chen, 2016).

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REVIEW OF RELATED STUDIES

LOCAL STUDIES

According to Harper and Martin (2013), transnational migratory labor remains a primary
method used by many Filipinos to realize financial security for their families in a shot. Supported
data collected during the summer of 2007 from the urban South Visayan province, this study
examined a sample of 116 OFW (Overseas Filipino Workers) families and a sample of 99
traditional two-parent households. Comparative analyzes revealed that when placed next with
mothers from two-parent homes, mothers from OFW families showed lower levels of warmth. It
was reported that children from OFW families showed greater internalization and outsourcing
problems when placing next with children from homes within which both parents lived.
Subsequent regression analyzes have shown that fathers working abroad in certain direct and
indirect ways can contribute to mother behaviors and child outcomes.

According to Asis and Ruiz-Marave (2014), the relationship between parental migration,
care arrangements and the outcomes of schools has been similarly the subject of research in
other contexts. The range of methodological approaches, determinants, and outcomes of
interest, and the children's folks considered, yielded rich but mixed results. School outcomes
are examined in terms of attendance at the school, retention of schools, grades, completion,
and progress to higher educational levels.

Navarez and Diaz (2017) stated that in today's generation, many students are going
through struggles due to a lack of support from their parents. One of the main reasons why
parents leave their children is financial issues. Lack of parental guidance and involvement may
lead to low self-esteem and depression due to some of the problems that students can handle
with their minds.

THEORETICAL FRAMEWORK

The Theoretical Framework related to this study is the Theory of the 4 Steps Process of
Self-Directed Learning. This theory is a step-by-step process that helps an individual learn
independently and reach specific goals. The purpose of this theory is for learners to analyze
their learning needs and work out their learning goals.

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The Self-Directed Learning Theory is divided into four (4) Steps. The first step is the
Assess Readiness to Learn. This step needs the learner’s skill and attitude with regards to
learning to be able to study independently, and it needs learner’s self-evaluation of their current
and past situation or experiences. The second step is to Set Learning Goals. This step shows
that Learners need to set goals to be able to balance the learning contract between students
and the instructor. In this step, the learners will easily learn and focus on something they are
passionate about. The third step is the Engage in the Learning Process. In the step of Engaging
in the Learning Process, Learners need to know themselves to be able to know their needs as
self-directed learning students. In this step, you must determine your likes, needs, and wants.
And lastly, the fourth step is to Evaluate Learning. In this step, the learners must have self-
reflection and self-evaluation of their learning goals and their progress

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CHAPTER 2: METHODOLOGY

Study Method and Design

The research that will be is a qualitative method since the study aims to collect data,
such as interviews and reactions from the said participants. It is, therefore, a phenomenological
study because the study is based on the person's or individual's experiences.

Qualitative data sources include observation and participant observation (fieldwork),

interviews and questionnaires, documents and texts, and the researcher’s impressions and
reactions (Myers 2020). According to Myers (2020), A qualitative research method gathers
interviews including the questionnaire, documentation, and reaction of the participant. It enables
researchers to study social phenomena.

Phenomenology is an approach to qualitative research that focuses on the commonality

of a lived experience within a particular group (Creswell, 2013). According to Creswell (2013)
phenomenology is connected to qualitative research as it studies the lived experiences of a
group of people.

Instrumentation

To gather viable information for the study the research will require instruments. The
instruments are composed of three parts: a questionnaire, a parent consent form, and then a
personal video-recording interview. An open-ended type of questionnaire will be used to filter
out participants who are fit for the study. An open-ended question gives participants more
options for responding. For example, an open-ended question may be, “How do you balance
participation in athletics with your schoolwork (Creswell, 2012)”. A closed-ended question
provides a preset response. For example, “Do you exercise?” where the answers are limited to
yes or no (Cresswell, 2012). Once suitable participants are identified, a parent's consent form
will be issued to remind their parents or guardians that their child will be participating and allow
us to collect data from their experience. A face-to-face interview will be conducted following the
agreement. Recording every detail to ensure a valid set of data is collected and transcribed
effectively. Interviews are primarily done in qualitative research and occur when researchers ask
one or more participants general, open-ended questions and record their answers. Often
audiotapes are utilized to allow for more consistent transcription (Creswell, 2012).

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Additionally, to ensure the participant’s identity, the participant’s identity will be hidden
unless permitted to. Nonetheless, the information would still remain anonymous.

Sampling Technique

A purposive sampling technique will be used for selecting the participants in this study.
This method is also called a judgemental technique and is a type of non-probability sampling
technique. Wherein the sample was selected based on the objectives of the study and the
characteristics of an individual or an institution. According to Benard 2002, Lewis & Shepard
2006, the researcher determines the things that should be needed and enumerate the people
who are efficient and eager to give data by the basis of their expertise or their involvement in the
study. This sampling technique employed to select Grade 11 students and this was based on
the students who have more experience in self-directed learning in academic performance with
OFW parents.

Data Analysis

The researchers will use a thematic analysis method to analyze the information that will
be collected during the data collection procedure to be able to produce evidence or answers
that will help the study. According to Peterson (2017), Thematic Analysis is a process of
analyzing the data that includes a transcription of information that will help the researchers to
identify the familiar concepts or ideas from the gathered data that connected to the current
study.

Data Gathering Procedure

This study proposed by the researchers will be critiqued by the research adviser and
other research teachers and asked the researchers for revision in order to avoid broadness and
lose track of the topic. After some revisions, the new research proposal was accepted. The
researchers will receive an approval given by the research adviser, locality, and parents to be
able to collect data. The researchers will gather data with the use of questionnaires, recording,
observation, and interview with Emilio Aguinaldo College-Cavite students with OFW parent.

The researchers then will give questionnaires to the respondents with specific
characteristics needed for the study, so that they will get reliable answers to support their study,
and also get a recording for evidence that it is the genuine opinion of the respondents.

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Eventually, the result of the gathered data will be presented after it to be reviewed, analyzed,
and evaluated by the researchers using the Thematic Analysis method.

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REFERENCE

Asis, M. M., & Ruiz-Marave, C. (2013). Leaving a legacy: Parental migration and school
outcomes among young children in the Philippines. Asian and Pacific Migration
Journal, 22(3), 349-375. Retrieved from
https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4064449/#FN3

Boles, B. (2014). The art of self-directed learning: 23 tips for giving yourself an unconventional
education (pp. 27-28). United States: Tells Peak Press. Retrieved from
https://books.google.com.ph/books?id=uAYSCAAAQBAJ&printsec=frontcover&dq=self-
directed%20learning&hl=en&sa=X&ved=0ahUKEwjDwoywx4joAhWWxYsBHT2-
BkcQ6AEIMzAB#v=onepage&q&f=true

Brookfield, S. D. (2000). Education and self-directed Learning (Vol.4, pp. 2615-2627). Springer,
Dordrecht. Retrieved from https://link.springer.com/chapter/10.1007/978-1-4020-5281-
1_172

Bull, B. D. (2017). Adventures in self-directed learning: A guide for nurturing learner agency and
ownership (p. 9). Wipf and Stock Publishers. Retrieved from
https://books.google.com.ph/books?id=tkPdDgAAQBAJ&pg=PA11&dq=self-
directed%20learning&hl=en&sa=X&ved=0ahUKEwjDwoywx4joAhWWxYsBHT2-
BkcQ6AEIbDAI#v=onepage&q&f=true

Costa, A. L., & Kallick, B. (2003). Assessment strategies for self-directed learning. Corwin
Press. Retrieved from
https://books.google.com.ph/books?id=crTAvb0JLOgC&printsec=frontcover&dq=self%2
0directed%20learning%20of%20students&hl=en&sa=X&ved=0ahUKEwjEiv_kgovoAhXN
F4gKHXeaAJ8Q6AEIKDAA#v=onepage&q&f=true

Creswell, J. W., & Clark, V. L. P. (2017). Designing and conducting mixed methods research.
Sage publications. Retrieved from
https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4012002/

Creswell, J. W. (2009). Research design: Qualitative, quantitative, and mixed methods

approaches (3rd ed.). Los Angeles: Sage publication. Retrieved from
https://lled500.trubox.ca/2016/225

Gibbons, M. (2003). The self-directed handbook: Challenging adolescent students to excel

(Chap. 1, p. 2). John Wiley & Sons. Retrieved from
https://books.google.com.ph/books?id=7xrxPudNcGgC&printsec=frontcover&dq=books
%20about%20self%20directed%20learning&hl=en&sa=X&ved=0ahUKEwj13brS78XnAh
XDPXAKHYmWAJ8Q6AEINjAC#v=onepage&q&f=true

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 A Phenomenological Study About Self-Directed Learning in Academic Performance of Selected Grade 11 Students
with OFW Parent in Emilio Aguinaldo College-Cavite

Giuseffi, F. G. (Ed.). (2017). Emerging self-directed learning strategies in the digital age (p.
12). IGI Global. Retrieved from
https://books.google.com.ph/books?id=BO0_DwAAQBAJ&printsec=frontcover&dq=self-
directed%20learning&hl=en&sa=X&ved=0ahUKEwiSsdWjzojoAhWME4gKHXVGCD8Q6
AEITjAE#v=onepage&q&f=true

Harper, S. E., & Martin, A. M. (2013). Transnational migratory labor and Filipino fathers: How
families are affected when men work abroad. Journal of Family Issues, 34(2), 270-290.
Retrieved from
https://eric.ed.gov/?q=students%20with%20ofw%20parents&ff1=dtySince_2011&id=EJ1
012838

Matheson, D., & Matheson, C. (Eds.). (2000). Educational issues in the learning age (Chap. 9,
pp. 130-134). Bloomsbury Publishing. Retrieved from
https://books.google.com.ph/books?hl=en&lr=&id=GY6xAwAAQBAJ&oi=fnd&pg=PA129
&ots=5mpsBwjF3B&sig=KzlHxt04F0ssiIiSZ3hwGQa7LxI&redir_esc=y#v=onepage&q&f=
false

Myers, M.D.(2020). Qualitative Research in Business & Management (3rd ed.). Sage
Publications, London, UK. Retrieved from
https://www.qual.auckland.ac.nz/?fbclid=IwAR31S81mZXiAC0BAUJ68lhGj_0xs7QU516
9m6jZtRw5KIauwD7pD3Sp3fGs

Navarez, J. S., & Diaz, K. A. R. (2017). Coping Mechanisms of Philippine Students Left Behind
by OFW Parents. SLONGAN, 3(1), 16-16. Retrieved from
https://scholar.googleusercontent.com/scholar?q=cache:lBn49JNWF3EJ:scholar.google.
com/+students+with+ofw+parents+literature&hl=en&as_sdt=0,5&as_vis=1

Peterson, B.L. (2017). The International Encyclopedia of Communication Research Methods.

Retrieved from
https://www.researchgate.net/publication/320928704_Thematic_AnalysisInterpretive_Th
ematic_Analysis

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INFORMED CONSENT FORM

March 2, 2020

To Participant:

Good day!

We, the selected students from Grade 11 STEM 9 – MARANGAL are currently working on our research
study as part of our partial requirements for the subject Practical Research 1. This study entitled “A
Phenomenological Study About Self-Directed Learning in Academic Performance of Selected Grade 11
Students with OFW Parent in Emilio Aguinaldo College-Cavite”, that aims to assess the experiences of
students with parents working abroad and the impact of parental absence in their academic performance
on self-directed learning of the student. This study will serve as a guide for students with OFW parents on
their own decision-making and initiative to improve their academic performance. We are requesting your
participation in the study, which will involve some of your time and effort to answer our questions as
honestly as possible. We think this will take 25-30 minutes of your time. Your participation in this study is
voluntary.
If you choose not to participate or to withdraw from the study at any time, there will be no penalty. It is
reasonable to expect benefits from this research. However, we cannot guarantee that you will personally
experience benefits from participating in this study, but others may benefit in the future from the
information we find in this study.

If at any time you discontinue the interview, your results will be discarded. The results of the research
study may be published, but your name will not be known and used. We promise that all the information
that we will get from you will keep confidential for your safety and privacy.

If you have any questions concerning the research study, you can email renzzome2001@gmail.com or
call number 09212549427.

Your involvement with this research is highly appreciated and valued. Thank you and God bless!

INFORMED CONSENT
(for the Participant)
I, _________________________ (name – optional) grant to participate in the study by answering the
questions to be asked in the interview and hereby assured that any information obtained that can be
identified and use against me will remain confidential. Thus, I agree to answer the questions with all
honesty, integrity, clearly, and credibility as possible.

I have understood the nature of this study and wish to participate.

I do not want to participate in this study.

________________________________________
Signature of Participant

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INTERVIEW QUESTIONNAIRE

RESEARCH TITLE: A Phenomenological Study About Self-Directed Learning in Academic Performance

of Selected Grade 11 Students with OFW Parent in Emilio Aguinaldo College-Cavite

RESEARCHERS NAME: Racyie F. Alarcon, Renzzo B. Echanes, Hannah M. Malanog,Roxanne Erika R.

Labandilo, Mary Angelique S. Perina, Mark Jeffrey C. Llorente, Jonathan B. Dimaano

STATEMENT OF THE PROBLEM

GENERAL QUESTIONS SPECIFIC QUESTIONS

(Interview Questions)

1. What are the lived experiences of the 1.1 1.1 How do you feel living without your OFW
student with OFW parent(s)? parent?

1.2 What problems do you face in having an OFW

parent?

1.3 How does the absence of them affect you and

your academic performance?

2. How does the student decide for
themselves, academically, without the
proper guidance of their parents?
2.1 What are the things/factors you consider in
making decisions?
2.2 How do these factors help you to decide for
yourself?

2.3 How does your self-decision contributes to

your academic performance?

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3. Why does having self-directed learning in 3.1 How does self-directed learning help you in
academic performance is important for your academic performance?

the students with OFW parent(s)? 3.2 What is the significance (are the benefits) of
self-directed learning to your academic
performance?

3.3 How do you manage academic performance

while being a self-directed learner?

Validated by:

MR. JAROLD DELA REA GARCIA MS. RENEE PASAHOL MANALO

Research Adviser Subject Area Coordinator – English

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