AMULUNG NATIONAL HIGH SCHOOL

IMPACTS OF FAMILY DISSOLUTION TO STUDENTS’ DEVELOPMENT

GROWTH OF AMULUNG NATIONAL HIGH SCHOOL

A Research Paper

Presented to the Faculty of the Senior High School

Amulung National High School

Anquiray, Amulung, Cagayan

In Partial Fulfilment of the Requirements for Practical

Research II

BATUGAL, LOUEL JAY

GANNABAN, JERICK

MAGORA, ORLANDO

MARCOS, MARVIN

AGGABAO, ABEGAIL

BALTAZAR, ROMALYN

BUMAGAT, JEZIEL

DELA CRUZ, JESSA

RAFAEL, MARICAR

MARCH 2020
 AMULUNG NATIONAL HIGH SCHOOL 1

CHAPTER I

THE PROBLEM AND ITS BACKGROUND

Introduction

Family is the basic unit of the society (Saikia, 2017).

However, the paper of Fagan and Churchill (2012) asserts that

divorce damages society. In addition, it diminishes children‘s

future competence in all five of society‘s major tasks or

institutions: family, school, religion, marketplace and

government (Fagan and Churchill 2012). On a paper presented by

Centre for Policies on Ageing- Review (2014) marital status and

marital disruptions such as the death of a spouse or divorce

have a major impact on family relations, especially

intergenerational relations, and therefore on support for and

from children. Family is where children learn first to have a

good development growth. Within our society, families provide-or

are expected to provide—bedrock on which we rely throughout the

life course (Bryson, Purdon and Skipp 2017). Both psychology and

health make clear the effects of parenting style and parental

attachment on many children outcomes that extends into

adulthood. Many children live with either a father or a mother

only (some even not), some children have deceased parents. When

relationships break down or a partner dies, women, particularly

those with young children, are especially vulnerable to poverty

(UN Women 2019). In cases where the family resources are finite

and the former matrimonial home is the sole or main asset of the
 AMULUNG NATIONAL HIGH SCHOOL 2

marriage in dissolution, re-housing needs often erode

substantially at ‗family resources‘ and pose serious adjustment

difficulties for children of all ages (Lucy Clayton). Many

children, family break-up bring social and emotional instability

coupled with financial disadvantage that can impact on all areas

of their lives, from economic and material to deeply felt social

and emotional security. The paper of Rodriguez and Arnold (1998)

confirms that parental conflict plays a key role in children‘s

well-being.

Nowadays, it‘s a harsh reality that students came from

non-intact family has poor performance in their studies and have

low interactions socially, considering the fact that many

children are now being raised without complete family due to

parents' early pregnancy. It is generally believed that family

break-down is more likely to occur when the parties are young at

the time of marriage (Kent 1791). Nonetheless, reasons behind

family breakdown are often multiple and complex (Improving

Lives: Helping Workless Families Analysis and Research Pack

2017).

The researchers were motivated to conduct the study to

know the feelings of the students beyond their actions.

Participants will be able to identify the effects of family

breakdowns (both positive and negative) and how they deal and

dealt with it on their day-to-day basis as students. On the

paper of Preevo and Weel (2014) they agree that their analyses
 AMULUNG NATIONAL HIGH SCHOOL 3

show that children mature in terms of personality during

childhood, but that this development is significantly affected

by family disruptions.

The experiences of growing up-or parenting- in a separated

household are different in a number of key respects from the

experiences within families where both parents live together. As

observed on a range of research including educational

achievement, behavior, mental health, self-concept, self-

competence and long-term health, there are significant

differences between children who experience parental separation

compared with children from intact families (Mooney, Oliver &

Smith, 2009).

Family transitions will place children at increased risk

of negative outcomes. Research by International Anglican Family

Network shows that many parents are struggling to work and care

for their children, particularly if the conventional family unit

is under strain or broken. Relatively, children and adolescents

experience enduring problems with mental health and well-being,

alcohol use, lower educational attainment and problems with

relationships. As found in the paper of Shibeshi (2015) Social,

economic, psychological and emotional problems are taken as

major causes of divorce. Family breakdown is not a single event,

but involves a number of risk and protective factors that

interact in complex ways both before and after parental

separation. Measuring the effects of family separation is

 AMULUNG NATIONAL HIGH SCHOOL 4

problematic because of the simple fact that those families who

separate are different from those who do not. Family disruption

and other forms of abuses may also lead to conviction as

asserted by the paper of Williams, Papadopoulou and Booth (2012)

experiences of care and abuse as a child, other family problems

such as substance abuse and criminality, may lead to high rates

of criminality on children.

Family plays a vital role in child's development growth,

but its breakage will also cause a lot of negative outcomes that

will affect the overall disposition of the child. As proven fact

by the decision of the Court Of Appeal (Civil division) On

Appeal from the Upper Tribunal (Immigration And Asylum Chamber)

in London (2013) decided by the Master of the Rolls, Lord Chief

Justice and Senior Law Lord, Lord Bingham, he states that: human

beings are social animals. They depend on others. Their family,

or extended family, is the group on which many people most

heavily depend, socially, emotionally and often financially. A

paper by An evidence review of the drivers of child poverty for

families in poverty now and for poor children growing up to be

poor adults(2014) reveals that family breakdown associated with

a loss of income for women and children and significantly higher

rates of worklessness for lone-parent families [leads to a more

unstable family status]. In addition the papers of Parks (2013)

parental monitoring, supervision, involvement, and attachment

can mediate the impact of family structure and delinquency.

 AMULUNG NATIONAL HIGH SCHOOL 5

However, although divorce may usually be viewed as a stressful

event in both an adult‘s life and a child‘s developmental

processes, it may also present a new chance for adults to pursue

more harmonious, fulfilling relationships and a new opportunity

for children‘s personal growth, individuation, and well-being in

a new family situation (Hetherington & Stanley-Hagan, 1999).

Statement of the Problem

Teachers and peers claimed that children who came

from incomplete family have negative attitudes towards many

aspects. This paper shows the gap and degree of effects of non-

intact family from intact family. When behavior was disruptive

or challenging, students are simply given consequences,

including suspension or even expulsion (Dodge 2011). Family

dissolution is only one route into single parenthood (Duffy

2009). This study was based on single parenthood (or

guardianship) as a whole.

Research Questions

In order to find out how family breakdown affect the

students, and how it changes their behavior this study posits

and answers the following research questions:

 AMULUNG NATIONAL HIGH SCHOOL 6

1) To what extent has the degree of damage brought by family

breakdown reached at this point in time?

2) What are the effects of family dissolution to the students in

terms of:

a) Social interaction

b) Academic Performance

c) Emotional and/mental behavior

3) How do students deal with the effects of family breakdown?

4) Are the approach of the students regarding social

interactions, academic performace and emotional / mental

behavior the same?

Hypothesis

H0= There is no significant difference on the approach of

the students regarding social interactions, academic performace

and emotional / mental behavior.

Purpose and Conceptual Framework

The researchers aimed to obtain an accurate data that can

be beneficial to those who are concern of the issue, especially

to inform the staff of Amulung National High School for the

possible interventions to reduce and prevent the negative

effects of family disruption.

 AMULUNG NATIONAL HIGH SCHOOL 7

Children from non-intact family can be at risk because

they feel that no one care of them. Also, it can be a factor

that they are misguided into negative vices. This study deals

with how family breakdown can change the disposition of a child.

Significance of the Study

This research will be beneficial to the whole community.

This paper will help the persons in authority who are concern to

this issue. As of the following:

Students

For the students to know the adjustments that has been

made by the non-intact family to the life of one another. This

made lead to the better understanding of one's life. It may also

 AMULUNG NATIONAL HIGH SCHOOL 8

lead into reduction of bullying over children from broken

families.

Parents

It will be beneficial to the parents so that they can make

actions and to know how to have attachments to their

sons/daughters. Also, for their proper knowledge to appropriate

mingle with their children. It will make the parents realize on

how to have a good relationship between with their children.

Teachers

For the teachers to know on how to address issue to their

students especially the students that came from incomplete

family. It will also be beneficial for them to formulate actions

that can improve the performance of the children.

Future Researchers

It will serve as their springboard to examine a lot more

things about non-intact families. Also, for them to formulate

interventions on mitigating and reducing the negative effects of

family dissolution.

Scope and Delimitation

The study is conducted with Amulung National High school

Students, Anquiray, Amulung, Cagayan in the year 2019. Grade 12

 AMULUNG NATIONAL HIGH SCHOOL 9

of Amulung National High School-Senior High School conducts the

research. This study will focus only within the campus of

Amulung National High School and to students who belong to non-

intact family.

Background of the Study

Studies and observations showed that there is a gap

between intact and non-intact family. It is hard to deny the

pain of family breakdown, thereby making avoiding it an

undeniable private and public good (Institute of marriage and

family Canada 2015). When a couple separates the ensuing family

breakdown has enormous effect on the social cohesion of the

extended family, the community and the nation (Taylor & Anielski

2001). In addition, guilt, stress and anxiety, associated with

family breakdown are substantial. According to Taylor and

Anielski (2001) as the number of separation -of parents-

increases, so does the proportion of children who are born to

single parent or who see their parents separate. Research by

Taylor and Anielski (2001) using data from Longitudinal Survey

of the Children and the Youth found that 23 percent were either

born to a single parent or experienced their parents‘ separation

by only age 6. Most couples undertake the serious business of

parenting with the belief that they will be able to provide

their children with emotional and financial security (Tripp

1998). As such, the lives and living situations of children

 AMULUNG NATIONAL HIGH SCHOOL 10

have always involved change. Loss of parents through death,

changes of location as a result of factors such as changing

parental work, migration, and many other sources of family

disruption have existed for centuries (Hawthorne, Jessop, Pryor

and Richards 2003).

Family breakdowns will not only affect the couples as they

separate. [Family breakdown] effects can include the loss of the

parent-child relationship, decline in academics, increase in

negative behaviors, and decline in emotional well-being

(Czapiewski 2014). In accordance with the paper of The Centre

for Social Justice, London (2011) family incompletion will also

affect the overall disposition of the child, as extends to its

emotional, mental, and social aspects. The causes of family

relationship breakdown are numerous and complex (Gill 2016).

Moreover, poor parental mental health can place great pressure

on young people within the family (Gill 2016). Negative effects

of family breakdowns are because it lacks of parental

attachment, which plays a special role in raising a child. In

which the paper of Benson and Mckay (2017) reveals that mental

health problems during adolescence cast a ‗long shadow‘ over

life prospects during adulthood, affecting work, marriage and

wellbeing. In addition as asserted by Pannilage (2017) social

discrimination was found as one of the key factors which affect

 AMULUNG NATIONAL HIGH SCHOOL 11

children‘s wellbeing, [which possibly occurs as a problem of

children that belongs to non-intact family].

Brown (1988) showed from his sample of separation cases

involving children, that 47 percent of children were affected.

Chambers (1979) found that 75-80 percent of previous total

family separation needed to maintain a standard of living for a

mother and two children. Dawson (1991) found that children

living with a single parent or a parent and a step-parent were

more likely than those living with their biological parents to

suffer from a host of social, psychological and physical

ailments. Research by Corak (1999) found that earning power of

men from broken families were about three percent lower than

those for men from intact families. On a research conducted by

Counting the Cost of Family Failure (2016), it shows that family

breakdown reduces health, wealth and wellbeing – the three

things in which people are most interested. On a statement and

statistics revealed by the book ‗What is Family Law?‘ only 24

per cent of households in 2009 consisted of a couple with

dependent children. So the image of two parents and two children

as the ideal family is just that, an ideal; a powerful ideal,

but not the most common family form.

 AMULUNG NATIONAL HIGH SCHOOL 12

Definition of Terms

Behavior- The way that on how a person acts.

Development Growth- The changes that occurs when something is on

improvement.

Family- The binding of people that consist of parents and the

children it is also said to be the basic unit of the society.

Family Dissolution/ Non-intact Family/ Family Breakdown/

Incomplete Family- The breakage of the family—separates the

household of the both parents and their children.

Impacts- The effects of certain happenings to the lives of

people involve.

Parental Attachment- Refers to the relationship of a child and

its parents.

Separation- The recognition of the marriage of a couple as non-

binding which undergoes legal process, such: 1) annulment and/

or 2) divorce.
 AMULUNG NATIONAL HIGH SCHOOL 13

CHAPTER II

REVIEW RELATED LITERATURE

A home is that where a family lives. Family is said to be

the first institution where one starts to equip oneself to grow

(Saikia, 2017). Children lucky enough to be born into strong

families are advantaged in almost every area for the rest of

their lives: school attendance, educational achievement, getting

and keeping a job (Wardle, 2011). But differences have been

found to each family. In addition, the paper of Saikia (2017)

asserts that having healthy and happy family is what everyone‘s

dream. But many could not succeed it. When a couple divorces,

the ensuing family breakdown has an enormous effect on the

social cohesion of the extended family, the community and the

nation (Taylor & Anielski, 2001). When young people do not get

the necessary support for their own mental health needs it can

also lead to the breakdown of family relationships and

homelessness (Gill, 2016).

According to Chiriboga and Holmes (1993) rapid increases

in rates of separation and divorce, coupled with a declining

rate for marriage. Study by Chant (2002) showed that marriage is

declining, divorce and separation are on the rise, out-of-

wedlock births are increasing, and women head a growing number

and proportion of households. In addition, nationally and

internationally, statements issued by the media, government

 AMULUNG NATIONAL HIGH SCHOOL 14

bodies and the religious establishment indicate that these

trends have provoked anxiety about ―family breakdown‖ (Chant,

2002). When a family breaks up, it is usually difficult for

everyone in the family to cope with the situation; however,

children are often the worst victims of family breakup. They

feel insecure, depressed and helpless when they see their family

break apart (Aktar, 2013). Moreover, on a study conducted by

Sack, Moore and Murphy (2014) potentially traumatic experiences

are common among children, with more than one in four having

been exposed to economic hardship, even in the first five years

of life. One in five has experienced parental divorce or

separation, and one in ten has lived in a household where an

adult has an alcohol or drug problem.

The link between parent-child relationship and

adolescents‘ academic performance is well-established. During

adolescents, the risk of problems in the parent-child

relationships increases (Esmaeili and Yaacob 2013) .On the other

hand paper of Castles and Flood (1991) asserts that divorce

outcomes can only be understood in terms of the historical

continuity and distinctiveness of legal forms in different

groupings of nations.

Most children experience short-term negative outcomes from

parental separation including socio-economic disadvantage, but

these lessen over time for most. However, for a minority of

 AMULUNG NATIONAL HIGH SCHOOL 15

children there are long-term negative consequences (Stock,

Corlyon, Serrano, Gieve (2014). As supported and elaborated by

the paper of Aktar (2013) reveals that parents‘ divorce has both

short- and long-term effects on children. Some short-term

effects include (1) children might feel guilty or responsible

for the divorce, (2) they may become increasingly aggressive,

violent and/or uncooperative, lashing out at both parents, (3)

may become emotionally needy out of fear of being abandoned, (4)

may lose the ability to concentrate which could then affect

academic performance, and (5) may develop intense feelings of

grief and loss. Although many of the effects of divorce on

children are short term after which they fade once the child has

time to adjust to the new family situation and all the changes

that have occurred, there are many cases where the effects may

be long term. The children of divorced parents may be more

likely to: (1) be less educated, (2) experience poverty and/or

socio-economic disadvantage, (3) exhibit anti-social behaviour

as well as other behavioural problems, (4) suffer from drug

and/or alcohol addictions, and (5) experience separation and/or

divorce themselves. Parental marital conflict and divorce are

usually viewed as stressful events in a child‘s developmental

processes (Bates, Dodge, Lansford, Petti and Yu 2010)

Family breakdown disrupts the child‘s perceptions of

social reality. It confronts the child not only with loss but

also with the need to reorder internal representations of

 AMULUNG NATIONAL HIGH SCHOOL 16

familiar external patterns (Camara and Hess, 1979). Path

analyses indicated that marital conflict was directly related to

poorer child emotional adjustment and was indirectly related,

one year after divorce, through mother-child relationships,

which were characterized by less warmth, less empathy, and lower

expectations of ego control. Family breakdown was indirectly

related to child behavior problems through poorer parent-child

relationships and interparental conflict one year after divorce

(Johnston, Kline & Tschann, 1991). One more thing that worsens

the effects of the non-intact family to children is the fact

that their parents have another family on their own. As such,

paper by Weston (1992) agreed that Parents and Children After

Marriage Breakdown, showed that even with a high divorce rate,

separated parents still tended to gravitate towards forming

nuclear families again. Family support plans provide an overview

of needs, actions and support in one place (Kendall, Rodger and

Palmer 2010) [every family must have its own family plan]. The

marital histories of parents show up in the complexity in the

lives of children (Beaujot and Ravanera 2008).

 AMULUNG NATIONAL HIGH SCHOOL 17

CHAPTER III

RESEARCH DESIGN AND METHODOLOGY

Research Design

This study used comparative approach as it draws on a wide

range of qualitative and quantitative research. The researchers

formulated questionnaire to be answered by the respondents. This

paper contains the answers by the chosen respondents through the

use of questionnaire. As such, this study is a phenomenology

type wherein it investigates the effects of the occurrence of

family breakdown to students. However, the data will be

presented through numerical figures, therefore makes the

research be considered as quantitative. Moreover, the results

were also interpreted in words which made it qualitative.

RESPONDENTS

The paper used of purposive or judgmental sampling,

wherein the respondents have enough knowledge and/ or had

experienced about the topic of the research. The participants

were chosen from the students of Amulung National High School

(ANHS) who were from non-intact family—or experienced family

breakdowns. This type of research design will make accurate

findings. Also, the researchers got respondents who were able to

answer the given questions. The researchers used questionnaire,

interview and observations [through reviewing the background

and/or related literature of the topic] to come up with their

 AMULUNG NATIONAL HIGH SCHOOL 18

findings and conclusion. The responses of the participants were

in written or spoken (recorded) form.

Survey of students who belong to a non-intact family was

conducted. The researchers conducted the survey among all the

classrooms of ANHS. The surveyed names and pieces of information

of the students were kept in private and in good care of the

researchers. Chosen and/or surveyed respondents were asked the

permission to undergo interviews and/or answer the questions-

questionnaire—of the researchers. The researchers then obtained

the data from the respondents. The data gathered were the

responses of the participants to the researchers‘ questions.

Instrumentation

The researchers conducted the survey using questionnaire

and making a checklist in collecting data. These were given to

the respondents and collected at a later time.

Plan of Analysis

The data gathered through questionnaires and checklists

were summarized and presented in tabular form. These responses

from the respondents were very useful for the effectiveness of

this research.
 AMULUNG NATIONAL HIGH SCHOOL 19

Locale and Participants of the Study

The study was conducted within the campus of Amulung

National High School (ANHS), Anquiray, Amulung, Cagayan. The

questionnaires were given to the chosen participants. The

researchers chose ANHS to be their locale, because of its

accessibility and the researchers trust the credibility of the

school to answer their questions.

The participants were students of Amulung National High

School who belong-or experienced- family dissolution. They were

chosen by the researchers to be the respondents of this paper to

obtain accurate data.

 AMULUNG NATIONAL HIGH SCHOOL 20

CHAPTER IV

PRESENTATION, ANALYSIS, INTERPRETATION OF DATA

Formula:

1. Weighted Mean: It is use to determine the extent of

impacts of family breakdown to students‘ development

growth of Amulung National High School

X=∑fx/f

Where:

X= weighted mean

f= frequency

∑fx= summation of weighted means

Respondents were given a chance to rate each statement in

the questionnaire. Their answers were given a corresponding

number as follows and to interpret the impacts of Family

Breakdown to Students‘ Development Growth of Amulung National

High School, a scale was given below:

VERBAL INTERPRETATION SCALE

ALWAYS 3.26-4.00

SOMETIMES 2.51-3.25

SELDOM 1.76-2.50

NEVER 0.75-1.75
 AMULUNG NATIONAL HIGH SCHOOL 21

A.) My interaction to Weighted

4 3 2 1 Interpretation
the people around me. Mean

After the breakage of

your family:

1.) I still manage to

9 14 4 3 2.97 SOMETIMES
have self confidence

2.) I am still

participating in 5 10 5 10 2.33 SELDOM

clubs/ Organizations

3.) I still have

active and productive 4 14 9 3 2.63 SOMETIMES

social interactions

4.) I still trust

2 13 6 3 2.07 SELDOM
other people

5.) I still trust the

real essence of 2 12 12 4 2.40 SELDOM

marriage

6.) I argue with my

friends, family
2 16 8 4 2.53 SOMETIMES
members, and other

people

2.49 SELDOM

Table 1. As shown in the table above, overall weighted

mean shows that family breakdown have negative impacts on the

 AMULUNG NATIONAL HIGH SCHOOL 22

students. In the table, the statement ―I still manage to have

self-confidence‖ has the highest weighted mean, which means

that, after the breakage of their family, they still manage to

believe in their selves. On the other hand, the statement ―I

still trust other people‖, have the lowest weighted mean which

indicates that children who experienced family dissolution had

hardships on dealing with their trust to other people.

B.) Social Interaction 4 3 2 1 Weighted Interpretation

Mean

After the breakage of

your family:

1.) I hang-out or talk

8 10 10 2 2.80 SOMETIMES
with my friends

2.) I am being bullied

due to my family 2 8 8 12 2.00 SELDOM

status

3.) I have an argument

2 15 7 6 2.43 SELDOM
with my siblings

4.) I have a good

communication on both 10 11 8 1 3.00 SOMETIMES

of my parents

5.) I hang-out with my

family members from 4 14 6 6 2.53 SOMETIMES

both sides
 AMULUNG NATIONAL HIGH SCHOOL 23

6.) I still manage to

9 15 4 2 3.03 SOMETIMES
have self confidence

2.63 SOMETIMES

Table 2. Table 2 shows that despite of the problems

experienced by the students they still manage to have healthy

relationship with their family members and friends. In line

with the table 1 the statement ―I still manage to have self-

confidence‖ has the highest weighted mean, while most of the

respondents answered to be bullied once in a while due to their

family status.

C.) Academic Performance 4 3 2 1 Weighted Interpretation

Mean

After the breakage of

your family:

1.) I still have focus

10 18 1 1 3.23 SOMETIMES
on reviewing lessons

2.) I‘m getting grades

5 19 4 2 2.90 SOMETIMES
not lower than 85

3.) I‘m getting grades

3 11 9 7 2.33 SELDOM
lower than 80

4.) I still have good

6 19 3 2 2.97 SOMETIMES
grasp and understanding
 AMULUNG NATIONAL HIGH SCHOOL 24

of my lessons

5.) I am able to

collaborate or cope with 5 18 3 4 2.80 SOMETIMES

the topic

2.85 SOMETIMES

Table 3. The table above indicates that amidst the

challenges faced by the students, they still have well

performance in their academic facets. The result of the study

shows that in the middle of trials due to family breakdown

students still manage to review on their academic classes. Also,

the result revealed that only few students get low grades or

grades below 80.

D.) Emotional Aspect 4 3 2 1 Weighted Interpretation

Mean

Whenever you remember

your family status:

1.) I‘m losing self

0 12 9 9 2.10 SELDOM
confidence

2.) I‘m always feeling

1 14 5 10 2.20 SELDOM
down

3.) I‘m always having

3 12 7 8 2.33 SELDOM
emotional distress
 AMULUNG NATIONAL HIGH SCHOOL 25

4.) I‘m feeling

3 10 9 8 2.27 SELDOM
different or not belong

5.) I‘m having thoughts

2 6 4 18 1.73 NEVER
of committing suicide

6.) I‘m inflict pain

and/ or harming myself

1 7 2 20 1.63 NEVER
(e.g. ―laslas‖ and/ or

punching a wall)

2.04 SELDOM

Table 4. The results of table number four shows that

students still maintain to have a healthy emotional health to go

through their daily lives. The statement ―I‘m always having

emotional distress‖ has a weighted mean of 2.33 which means, the

negative impacts of family breakdown is not dominant in the

daily lives of the students.

E.) How did you deal Weighted Interpretation

4 3 2 1
with it? Mean

Whenever you remember

your family status:

1.) I‘m always having

active recreational 10 10 7 3 2.90 SOMETIMES

activities
 AMULUNG NATIONAL HIGH SCHOOL 26

2.) I‘m talking to my

guardians or elders 5 18 5 2 2.87 SOMETIMES

about it

3.) I‘m talking to my

9 12 6 3 2.90 SOMETIMES
friends about it

4.) I‘m talking to my

6 11 7 6 2.57 SOMETIMES
teacher about it

5.) I‘m inflicting pain

and/ or harming myself

1 7 2 20 1.63 NEVER
(e.g. ―laslas‖ and/ or

punching a wall)

6.) I‘m having a

thought of committing,
2 6 4 18 1.73 NEVER
or tried committing

suicide

2.43 SELDOM

Table 5. Table five revealed that students dealt with

their family problem in positive ways and hearty ways to

overcome the challenges. Most of the time, they used active

recreational activities to forget about their problems, they are

also often talking to their friends to share their trials and

help to seek advice for their problems.

 AMULUNG NATIONAL HIGH SCHOOL 27

F.) Degree of Effects of Family Breakdown Weighted

Mean

Degree of damage brought by family breakdown 2.49

Social Interaction 2.63

Academic Performance 2.85

Emotional Aspect 2.04

How did you deal with it? 2.43

TOTAL WEIGHTED MEAN 2.49

Table 6. Table six tends to answer the question ―to what

extent has the degree of damage brought by family breakdown has

reached?‖ Base on the table above it shows that the overall

weighted mean is between the interpretation of Seldom and

Sometimes which means that the degree of effects family

breakdown [positive / negative] cannot be determined through the

tables, it only shows the doubt that students have been

experiencing doubt on the choices that they make in life,

sometimes they are viewing life positively and sometimes they

are on the negative side.

 AMULUNG NATIONAL HIGH SCHOOL 28

ONE-WAY ANOVA Testing

Summary of Data

Population

1 2 3 4 5 Total

N 6 6 5 6 6 29

∑X 14.93 15.79 14.23 12.26 14.6 71.81

Mean 2.4883 2.6317 2.846 2.0433 2.4333 2.476

∑X2 37.612 42.326 40.932 25.481 37.311 183.665

5 7 7 6 6 1

Std.Dev 0.3039 0.3931 0.3294 0.2934 0.5975 0.457

Result Details

Source SS df MS

Between-treatments 1.9649 4 0.4912 F = 3.03561

Within-treatments 3.8838 24 0.1618

Total 5.8487 28

The f-ratio value is 3.03561. The p-value is .036985.

The result is significant at p < .10.

Table 7. Table seven is an ANOVA Testing to test the

differences in the approach of the students regarding social

interactions, academic performace and emotional / mental

 AMULUNG NATIONAL HIGH SCHOOL 29

behavior, the test shows that the result populations [regarding

social interactions, academic performace and emotional / mental

behavior] is significantly different with each other, thus, the

researchers need to reject the null hypothesis.

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CHAPTER V

SUMMARY OF FINDINGS, CONCLUSION AND RECOMMENDATIONS

SUMMARY OF FINDINGS

There are a lot of negative effects that was brought by

family breakdown to the students; Parents‘ conflict is related

to child functioning greater marital conflict was associated

with poorer parent-child relationship (Johnston, Kline, Tschann,

1991). The popularity of cohabitation together with high divorce

and separation rates bring about changes in family structures

with increases in the proportions of single-, step- and blended-

families [which may affect the changes of the behaviour of the

children from the original family] (Ravanera 2000). Focusing on

the possible impacts of family dissolution to the students‘

development growth of Amulung National High School, the paper

tends to determine the real factors that were brought by non-

intact family. The results conclude the degree of effects of

family breakdown to the students, as well as the impacts of it

to social interaction, emotional/ mental behaviour and academic

performance of the students who are belong to non-intact family.

The tables above showed that non-intact families have impacts to

the students. The effects are vague and cannot be determined

within the range of positive effects / negative effects.

However, the results show that students doubt and feel uncertain

about every action that they perform. In determining the effects

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of Family breakdown the researchers used scale from 1-4 wherein

1 means never and 4 means always, most of the respondents

responded sometimes and/ or seldom only in the statements such

as ―I still have active and productive social interactions‖, ―I

still trust the real essence of marriage‖, ―I still have focus

on reviewing lessons‖ and the like. The paper unveil the minor

effects on the small population of students which were the

respondents of the study.

CONCLUSION

Based on the findings of this study, the following

conclusions were drawn: Family breakdown have effects to the

students— wherein, the effects are still blurry, due to the poor

total of respondents and that the scale used was the force

likertz scale, which means that the respondents are allowed to

have four choices only (scale of 1-4). The findings show the

effects of family dissolution to the growth of students in terms

of social interaction, emotional/ mental behaviour and their

academic performance. As a result of this, the uncertainty and

being doubtful of the actions of the students may lead to poor

performances in terms of the different aspects of their lives;

it may be in their social wellbeing, their personal lives, or

their academic lives. Therefore the researchers conclude that

family really plays a vital role in the development growth of

students. ANOVA Testing shows that the result populations

 AMULUNG NATIONAL HIGH SCHOOL 32

[regarding social interactions, academic performace and

emotional / mental behavior] is significantly different with

each other, thus, the researchers need to reject the null

hypothesis(H0=There is no significant difference on the approach

of the students regarding social interactions, academic

performace and emotional / mental behavior.)

RECOMMENDATIONS

This study advises that parents must consider the feeling

of the children before deciding to have a separation or divorce—

or better yet, before having a child they must be sure of the

lives that they want in the future. Also, it recommends that in

case of separation or breakdown of family, the welfare of the

child must be ensure to someone who has the capability of giving

the child the proper care that it deserve—and that the health

and overall disposition of the child will not be compromised.

Moreover, even if the parents had separated they must have a

healthy relationship with their children at least, as healthy

parent-child relationship means healthy development growth to

the child because as stated on the book The Effects Of Divorce

On Children reducing conflict between the parents and increasing

communication (between parents and with the children) may reduce

the negative impacts that divorce has on children. [Children

that were affected by the parental separation] need expert

assistance to resolve a dispute with life-long consequences in

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the emotional aftermath of a marriage breakdown (Wilkinson

2018). Nonetheless, Joan B. Kelly claims that there is no one-

to-one relationship between divorce and psychological adjustment

problems in children, which means that they are not directly

connected; however, they can be connected in some other ways. It

was common for children to be shocked about the separation, at

least initially, and to experience some difficulties in coming

to terms with the changes that followed (Hogan, Halpenny and

Greene 2002), relatively, it is advised that children must be

guided accordingly.

RECOMMENDATIONS FOR FUTURE RESEARCHERS

The researchers‘ team recommends this study to be

conducted again in a wider locale and higher total of

respondents to determine the real effects and impacts of family

dissolution to the students. It is also recommended that future

researchers must consider different variables (e.g. age and

gender) to determine different effects of family disruption in

terms of different variables. They can also add some other

questions that may help them determine the other effects of

family breakdown, for according to Sammut (2014) family

breakdown [may also be] exposing children to greater risk of

sexual abuse. It is also advised that the future researchers

should use the likertz scale with the scale of one up to five.

This paper will be their springboard to have a stronger claim

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and accurate findings. The instruments of this study may be and

can be used by the future researchers for their study.