RESULTS AND DISCUSSION

Part I.

How often does your family and you communicate.

Table 4.1 Coded responses of the respondents on how often does your family and you

communicate.

Codes/ Categories
Extract Question Answers Functions

1. How often
does your R1: Palagi…lagi…laginaman kami naman
family
and you kami magkakasamangpamilyakokaya lagi Always
communi
cate? kami nag-uusap

( Always ... again ... we are always

together with my family so we always talk )

R2: Hmm… Often

madalaslagikasikamingmagkakasamaganu

( Hmm ... often we are always together )

Always at night

R3: Gabi-

gabiposatuwingpagkakainnghapunanparan
gkamustahan kung panonang-kung

anonangyayarisaarawnyoganun.

(Every night when dinner is supposed to be

sweet if it is what is going on in the

daytime.) Always after

school or night

R4:Tuwinguuwiakosabahay…kasi…dun

lang kami nagkakausaptalagawalang time

para mag-usap,bagaygabina or

kakaintalaganghiwa-hiwalay kami

( Whenever I go home ... because ... we just

talk with no time to talk, it is nighttime or

we all really be spoiled ) Often during meal

time

R5: Madalaspokaming nag-uusaplalona

kop-lalonapokapagnasahapagkainankasi

dun lang kami nagkakasama-sama at doon

din napag-uusapanangnangyayarisaaraw-

araw

( We often talk to you especially when you

are in bed or when you are in bed because

we are together and there is something

going on everyday ) Always during

 meal time

R6: Palagipokapagnakainpo kami tapos…

may sharing time kami sagabibagomatulog

( It is always okay when we have eaten ...

with our sharing time at night before going

to bed ) Always During

meal time and

R7: Palagipokaming nag- everywhere

uusapngamingpamilya… tuwing pong

nakain kami tsakapopagnalabaspo kami

ngbahay.

Sometimes during

(We always talk to our family ... every time meal time

we eat it when we get home.)

R8:Minsan ay anosaka-sahapagkainan dun

lang kami nagsasama-sama Seldom during

meal time

( Sometimes what is at the table is where

we are together )

Sometimes

R9:Tuwingkumakain, dahilsasobrang busy

( Every one eats, because of being so busy)

 R10:Madalassapagkatangakingnanay ay

nasatrabaho at tuwingsabado at lingo

langitoumuuwi, samantalangangakingtatay

ay nagtratrabaho din

ngunittuwinggabikolang i-

siyanakikitadahilako’y nag-aaral

(Sometimes, because my mother is at

work and every Saturday and Sunday she

went back, while my father is also

working however I only see him at night

because I am studying.)

Table 4.1 presented the codes from the responses of respondents based on the interview

etiquette. Also, it shows the extract that presented how often the family communicates.

The table also shows the outcomewhere the researchers found out that the students

and their family is always in touch with each during meal time or at night. However, there are

few who sometimes, often and seldom converse with their family member because of the

nature of the parents’ job.

In line with this, based from an article entitled “Chatting with Children at Mealtime”

said the “Almost everyone, from the young toddler to the older adult, enjoys talking and

having others listen. Few activities in life are more important than communication effectively

with one another. Effective communication is the basis for developing healthy and mutually

rewarding child-to-child relationships and adult-to-child relationships. Someone can make

mealtimes even more special by encouraging a climate that fosters communication. When

they pay attention to children and encourage communication, they help children create a

positive view of themselves and the world they live in.”

Mealtime can be an important time to encourage communication. A nutritious meal is

of little value to a child if it is not eaten and enjoyed. Make it one of your goals to serve

meals in a relaxed, social atmosphere. Think of mealtime as a communication time, a time

when you can converse with, nurture, and obtain feedback from children. Consider removing

the distractions of scattered projects, unfinished activities, and the television from the eating

area. Children need adults to eat with them. When adults eat with children they can: 1. serve

as role models by their food choices, 2. protect children from safety hazards such as cross

contamination and choking hazards, and 3. encourage conversation at mealtimes (2012).

This chapter discussed the summary, findings and conclusions of the study.

Recommendations were also forwarded in this chapter.

Summary

The purpose of the study was to know and understand the family communication of

the junior high school students RESPONDENT. It specifically aimed to describe family

communication and determine its level of the (1) QUESTION , (2) QUESTION, and (3)

QUESTION.

There were (NUMMER OF RESPONDENTS) respondents chosen purposively who

voluntarily expressed their ideas and opinion based on question given. The researchers

utilized the qualitative-descriptive method of research to conduct an interview as the primary

instrument where the collected data has its equivalent code/s.

Conclusions

Based on the findings, the following conclusions were drawn:

1. After school/ work hour, dinner is the best time to communicate with children based

from the seven (7) respondents.

2. Family who communicates frequently produced children that have a positive feeling

about them that directed to their success according to six (6) respondents.

3. Attention and guidance, good family relationship, and conducive environment have

positive upshot on someone. If not, it will result to appallingevents where an

individual may feel that he/ she is not important that him/her into trouble in line with

the answers of eight (8) respondents.

Recommendations

Based on the above findings and conclusions of the study, the following

recommendations below are offer:

1. School Administrators should address the right help to the students who cannot

discern whether a thing is good or not because of lack of supervision. Also, they

should conduct a teacher-parent seminar concerning the importance of family

communication.

2. Teachers should treat students like their children. Give them support and guidance so

students will feel that there is someone that they count on.

3. Parents must encourage their children to communicate during mealtime. If they are

apart, parents should find ways to create a safe milieu and a positive feeling of their

children towards them.

 4. Students should express their feelings to ease the burdens from school and/or from

home so that someone can give those words of encouragement that they needed.

5. Researchers should conduct a follow-up study to strengthen the validity of this

research and participation of large number of respondents can be considered as it can

conclude a significant change in the identified findings of the researcher.

6. Future Researchers can use quantitative research design to measure the level the

degree of the effects of communication to the study of the students.

References

(2019). Family. Retrieved from: https://www.google.com/search?

safe=strict&ei=d3E8XM6MApXM8wXqxYrYDw&q=family+meaning&oq=family
(2019). Communication. Retrieved from:

https://www.merriam-webster.com/dictionary/communication

(2019). Behaviour. Retrieved from:

https://en.oxforddictionaries.com/definition/behaviour

2019). Risk. Retrieved from: https://en.oxforddictionaries.com/definition/risk

(2019). Violent. Retrieved from:

https://www.merriam-webster.com/dictionary/violent

Department of Health of New York State.(2012). Communicating with Children at

Mealtime. Retrieved from:

https://www.health.ny.gov/prevention/nutrition/resources/chattingmeal.htm

, L. (2019). The Importance of Family Involvement in Every Student’s Success.

Retrieved from: http://www.p4s.org.uk/importance-family-involvement-every-

students-success/

Debatewise.org. (2017).“Lack of Parental Guidance Is Mainly Responsible for

Children Being Violent and Aggressive in School”. Retrieved from:

https://debatewise.org/debates/1947-lack-of-parental-guidance-is-mainly-responsible-

for-children-being-violent-and-aggressive-in-school/

Hardy S. ( 2018). Adolescent Motivations to Engage in Pro-Social Behaviors and

Abstain From Health-Risk Behaviors: A Self-Determination Theory Approach.

Retrievedfrom

:https://www.researchgate.net/publication/264900889_Adolescent_Motivations_to_E

APPENDICES
 RESEARCH INSTRUMENT

COLLEGE OF SCIENCES, TECHNOLOGY AND COMMUNICATIONS,

INC.
Parafina Compound Brgy. TagbakinAtimonan, Quezon, Philippines - 4331
Telefax: (042) 651 2778 | Landline: (042) 651 2648 | Atimonan: (042) 511 1041 | Smart: (0999) 744 6360
| Globe: (0906) 228 3800

Date

INSERT THE NAME OF PRINCIPAL

Principal III
MalinaoIlaya National High School
Atimonan, Quezon

Dear Madam/ Sir:

The undersigned is a Grade 12 student taking up TVL – Home Economics in CSTC College
of Sciences, Technology and Communications, Inc. and presently working on the study
entitled “INSERT TITLE OF RESEARCH”as one of requirements in the subject Practical
Research 2 (RES212) and Inquiries, Investigation and Immersion (RES213).

In connection with this, the researchers would like to ask permission from your good office to
conduct the study. The target respondents are the selected Grade 9 & 10 students from your
school.

The researchers hope for your kind consideration and favorable response. May the Lord God
bless you always.

Respectfully yours,

SPONGEBOB SQUAREPANTS SQUIDWORD TENTACKLE

PATRICK THE STAR MISIS PUF

Noted:

ROSS ANN A. ANDA

Practical Research 2

Approved:
AGNETHA L. GARCIA
Principal

(TITLE)

This questionnaire was purposely design to determine the (TITLE)

Part I: BACKGROUND OF THE RESPONDENTS

Name:______________________________________ Age:____ Sex:____

PART II: QUESTIONS

The following is the interview guide that will be used by the researchers in conducting their

interview

CURRICULUM VITAE