Prelim

MALINDIG INSTITUTE FOUNDATION INC.
Page
The Pioneer School in the Field of Private Education in the Province of Marinduque
1
Osmeña St. Lapu-lapu, Santa Cruz, Marinduque
“The Effects of Broken Homes on the Academic Performance of

Senior High School Students in Santa Cruz, Marinduque.”
A Quantitative Research Presented to the Faculty of

Senior High School Department Malindig
Institute Foundation Incorporated,
Santa Cruz, Marinduque
In Partial Fulfillment of the Requirements for

Practical Research 2 - Grade 12
Researcher’s:
Eldymar Zyrin Alejo
Argielyn Ebreo
Joshua Peñaflor
Errol Ordillano
Jamir Landerzon Par
Grade 12 Aquamarine
September 2023
MALINDIG INSTITUTE FOUNDATION INC. Page
2
Chapter 1
Problem and its Background
Introduction
In contemporary society, the family unit, once considered an unwavering cornerstone of

stability, has undergone profound transformations. One such transformation is the emergence
and prevalence of what has come to be known as “broken homes.” This term encompasses
family structures where parents are separated, divorced, or unable to maintain a stable and
harmonious relationship. The repercussions of such family dynamics extend far beyond the
boundaries of the home, with potentially profound consequences for the children involved,
particularly in their academic pursuits.
The academic performance of students is a critical facet of their holistic development,

shaping not only their educational journey but also their future prospects and opportunities. It
is an acknowledged truism that the family environment exerts an influential force in shaping
a child’s educational trajectory. It provides the foundation upon which young minds are
nurtured, values are instilled, and aspirations are cultivated. However, within this complex
web of familial relationships, the presence of a broken home introduces multifaceted
challenges and intricacies that can significantly impact a student’s academic progress and
overall well-being.
In the rich tapestry of Santa Cruz, Marinduque, where local traditions and customs are deeply
ingrained, the concept of the family unit holds a special significance. Family gatherings,
celebrations, and communal support are integral aspects of life in this vibrant community.
Against this backdrop, the presence of broken homes introduces a unique set of challenges
and complexities that resonate with the local culture. In Santa Cruz, where generations often
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reside under one roof, the effects of family disruption ripple through the interconnected web
of
relatives, friends, and neighbors, making it essential to understand not only how it impacts
individual Senior High School students but also the broader community fabric.
The effects of broken homes on the academic performance of Senior High School students in
Santa Cruz, Marinduque, have not only piqued the curiosity of scholars but have also ignited
discussions among community leaders and elders. It is a matter of concern and compassion
as the well-being of the youth is central to the future prosperity of the community itself.
Thus, this research extends beyond the academic realm; it embodies a shared commitment to
nurturing the potential of Santa Cruz’s younger generation while preserving the cultural
heritage that makes this locality unique. In this holistic endeavor, we aim to uncover the
intricate layers of how broken homes intersect with the rich cultural fabric of Santa Cruz,
providing actionable insights that resonate not only with educators and policymakers but with
the entire community, as we collectively strive to empower our Senior High School students
and ensure that the cultural legacy of Santa Cruz, Marinduque, thrives for generations to
come.
The effects of broken homes on the academic performance of students have become a subject
of profound interest, not only among academicians and researchers but also among educators,
policymakers, and society at large. The recognition that family structures can profoundly
influence educational outcomes has prompted an imperative to comprehensively investigate
how the dynamics within broken homes may contribute to variance in academic
achievements, especially among the vulnerable demographic of Senior High School students.
This research endeavors to delve into the intricate tapestry of these effects within the unique
context of Santa Cruz, Marinduque. It seeks to elucidate the specific mechanisms through
which broken homes may exert influence on the academic performance of Senior High
School students in this locality. By acquiring a nuanced understanding of these dynamics, it
is envisaged that educators, parents, and policymakers can formulate targeted interventions
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and support systems to ameliorate any adverse consequences and foster an environment
conducive to the academic success of students navigating the challenges posed by broken
homes.
To this end, this study adopts a comprehensive mixed-methods approach, encompassing

surveys, interviews, and rigorous academic assessments. Through these multifaceted
instruments, a wealth of data will be collected, not only concerning academic performance
but also the personal experiences, emotional well-being, and familial support systems of
Senior High School students in Santa Cruz, Marinduque. Additionally, the research will
explore the nuanced interplay of factors that may contribute to the effects of broken homes,
including Moral support, Financial support, Educational support, Social support, access to
emotional and psychological support, and the availability of community resources.
In sum, the findings of this study aspire to provide invaluable insights into the multifaceted
challenges faced by Senior High School students contending with broken homes, all while
contributing to the formulation of strategies that can enhance their academic performance and
overall well-being. Ultimately, the overarching goal is to foster an inclusive and supportive
educational environment that recognizes the diverse familial structures of its student body
and endeavors to empower each student, irrespective of their family background, to reach
their fullest academic potential.
Statement of the Problem
The purpose of this study is to investigate the effects of broken homes on the academic
performance of Senior High School students in Santa Cruz, Marinduque. Specifically, the
research aims to address the following questions:
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1. What is the demographic profile of the Senior High School students from broken homes ?,
In terms of :
a. Age
b. Grade level
c. Gender
d. Family Structure
2. What is the factors of broken homes that affect the Senior High School Students , in terms
of:
a. Emotional
b. Financial
c. Educational
d. Moral
e. Social
2. What is the effects of broken homes in the Academic Performance of Senior High School
students ?, in terms of:
a. Attendance
b. Assignment
c. Class recitation
d. Quizzes
e. Class project
3. Is there any significance relationship between the effects of broken homes in the academic
performance of Senior High School students ?.
By exploring these questions, the study seeks to shed light on the relationship between
broken homes and academic performance and identify potential strategies to address the
challenges faced by students from broken homes. Ultimately, this research aims to contribute
to the development of effective interventions and support systems that can enhance the
academic success of Senior High School students in Santa Cruz, Marinduque, regardless of
their family structure.
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Null hypothesis
Based on the problem statement of the study, the following hypothesis be proposed:
1. There is no significant correlation between broken homes and the academic performance
of Senior High School students in Santa Cruz, Marinduque.
2. There is no significant effect on the Academic Performance of Senior High School
Students in Santa Cruz, Marinduque in term of broken homes.
The research will aim to test these hypotheses by collecting and analyzing data on the
academic performance of Senior High School students and their family backgrounds,
specifically focusing on the presence or absence of a broken home.
Conseptual framework
This Research aims to know what is the Effects of Broken Homes on the Senior High School
Students, and to their Academic Performance if it is causing a negative effects and positive
effects to their Academic Performance. In this topic the Independent Variable is (Broken
Homes) while the Dipendent Variable is the (Academic Performance).
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Figure 1. Research Paradigm
The conceptual paradigm is used for the study on the effects of Broken Home ( Indipendent
Variable) This variable represents the presence of parental separation or divorce, or any other
form of family disruption that may result in a broken home environment. Academic
Performance ( Dipendent Variable ) This variable measures the educational achievements of
Senior High School students in terms of Attendance, Recitation, Quizzes, Class Project, and
assignments. The conceptual paradigm suggests that the independent variable, broken home,
directly affects the academic performance of Senior High School students. The study will
explore and analyze these relationships by collecting data through surveys, questionnaires,
interviews, and other appropriate research methods. The findings will contribute to a better
understanding of how a broken homes affects the academic performance of Senior High
School students in Santa Cruz, Marinduque, and provide insights for interventions and
support systems that can help mitigate the negative effects.
Scope and Delimitations

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The scope of this study on the effects of broken homes on the academic performance of
Senior High School students in Santa Cruz, Marinduque, is defined by its geographical and
demographic boundaries. Specifically, it focuses on Senior High School students within the
Santa Cruz municipality of Marinduque, Philippines. This research intends to investigate
how family disruption, particularly parental separation or divorce, may influence the
academic achievements of students within this specific locality.
In terms of delimitations, it’s important to clarify the boundaries and constraints of the study.
First, this research primarily examines the effects of broken homes on academic performance
and does not delve into other aspects of students’ well-being. Second, the study may not
consider all possible factors influencing academic performance but will primarily concentrate
on the effects of family disruption. Third, the study’s findings may not be generalizable to
other regions or age groups outside of Senior High School students in Santa Cruz,
Marinduque, as the experiences and circumstances may differ in various contexts. Finally,
the study’s conclusions are based on the data collected within the defined timeframe and
available resources, and as such, the findings are limited to the scope of the study.
Overall, this study seeks to provide valuable insights into the specific context of Santa Cruz,
Marinduque, shedding light on how broken homes may impact the academic performance of
Senior High School students in this area while acknowledging the study’s defined boundaries
and limitations.
Significance of the Study
Studying the effects of broken homes on the academic performance of Senior High School
students in Santa Cruz, Marinduque is significant as it can deepen our understanding of the
challenges faced by these students, inform targeted support systems, identify risk factors,
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promote equity and inclusion, and guide policy and practice development in the field of
education.
Here are some potential benefits for different stakeholders:
1. To the Parents - In this study it can increase their awareness, facilitate communication
and support, encourage seeking professional help, foster resilience-building, and promote
collaboration with schools to ensure their child’s academic success despite the challenges
they may face.
2. To the Teachers - This research can be valuable for teachers. It can raise awareness,
promote sensitivity and individualized instruction, encourage collaboration and
communication with parents, facilitate referral to support services, and inspire professional
development opportunities. By utilizing the insights from this research, teachers can create a
supportive and inclusive learning environment that addresses the needs of students from
broken homes and promotes their academic success.
3. To the Future Teachers - the findings from this research can empower future teachers to
be more aware and sensitive to the circumstances of students from broken homes. By
implementing effective strategies and interventions, teachers can play a crucial role in
improving the academic performance and overall well-being of these students.
4. To the Policy maker - this study can highly beneficial for policy maker by understanding
the effects of broken homes on academic performance empowers policy makers to make
informed decisions, allocate resources effectively, and implement targeted interventions that
can improve the educational outcomes of senior high school students in Santa Cruz,
Marinduque.
5. To the Future Researcher - this research can provide a solid foundation for future
researchers to build upon, encouraging them to explore new avenues of investigation and
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contribute to the existing body of knowledge on the effects of broken homes on the academic
performance of senior high school students in Santa Cruz, Marinduque.
Definition of Terms
1. Broken Homes: Refers to a family structure in which the parents or guardians of a student
are separated, divorced, or have experienced significant disruption in their relationship,
resulting in a fragmented or non-traditional family unit.
2. Academic Performance: Refers to the level of achievement or success demonstrated by
senior high school students in Santa Cruz, Marinduque, in their educational pursuits. It
encompasses various indicators, such as Quizzes, assignment, attendance, recitation, and
class project.
3. Senior High School Students: Refers to students who are in the last two years of their
secondary education in Santa Cruz, Marinduque. These students are typically between the
ages of 16 and 20 and are pursuing specialized tracks or strands of study aligned with their
career interests.
4. Santa Cruz, Marinduque: Refers to a specific geographical location, namely the
municipality of Santa Cruz in the province of Marinduque, Philippines. This setting provides
the context for the study and represents the population of senior high school students under
investigation.
Chapter 2
Review of Related Literature
By reviewing this literature and studies that connected and related to our topic we identify
the gaps of our study in current knowledge, we determine the methodologies and findings of
previous studies, it help us to gain insight into the factors that may affect or contribute to the
Academic Performance of students from broken homes.
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Related Literature
Foreign Literature:
Amato, P. R., & Keith, B. (1991). Parental divorce and the well-being of children: A meta-
analysis. Psychological Bulletin, 110(1), 26-46. This meta-analysis examines the effects of
parental divorce on various aspects of children’s well-being, including academic
performance. It provides evidence of the negative impact of divorce on children’s
educational outcomes.
McLanahan, S., & Sandefur, G. (1994). Growing up with a single parent: What hurts, what
helps. Harvard University Press. This book explores the effects of single-parent households
on children’s development, including their academic performance. It discusses the challenges
faced by children growing up in broken homes and suggests potential factors that can
mitigate the negative effects.
Amato, P. R., & Cheadle, J. (2005). The long reach of divorce: Divorce and child well-being
across three generations. Journal of Marriage and Family, 67(1), 191-206. This study
examines the intergenerational effects of divorce on children’s well-being, including
educational attainment. It highlights the long-term consequences of parental divorce on
academic performance and emphasizes the need for supportive interventions.
Fomby, P., & Cherlin, A. J. (2007). Family instability and child well-being. American
Sociological Review, 72(2), 181-204. This research investigates the impact of family
instability,
including factors like divorce and parental separation, on children’s well-being. It explores
how disruptions in family structure can affect children’s educational outcomes and academic
performance.
A study conducted by Amato (2001) in the United States examined the impact of parental
divorce on children’s academic performance. The findings revealed that children from
broken homes tend to have lower grades and decreased educational attainment compared to
those from intact families. The study also highlighted the importance of providing support
and intervention
programs to help these students cope with the challenges they face. In a study by Sun and Li
(2017) in China, it was found that children from broken homes often experience emotional
distress, which can negatively affect their academic performance. The study emphasized the
need for support systems and interventions to mitigate the negative impact of broken homes
on academic achievement.
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A research conducted by McLanahan and Sandefur (1994) in the United States found that
children from broken homes are more likely to experience educational disadvantages. They
are at higher risk of lower graduation rates and higher rates of school dropout, which can
have long-term effects on their academic performance and overall well-being.
Local Literature:
Natividad, J. Y., & de Guzman, A. B. (2017). The effects of broken homes on academic
performance of students in the Philippines. Journal of Education and Practice, 8(19), 1-8.
This study examines the effects of broken homes on the academic performance of students in
the Philippines. While it may not specifically focus on Santa Cruz, Marinduque, it provides
insights into the general context of the country and can be a starting point for understanding
the potential effects in a local setting.
Department of Education (DepEd). (2016). Philippine Education for All 2015 Review
Report. Department of Education. This report by the Department of Education provides an
overview of the Philippine education system and highlights various factors that can influence
student performance, including family background. It may contain relevant information
regarding the effects of broken homes on academic performance in the country.
A study conducted by Santos (2018) in the Philippines explored the effects of broken homes
on the academic performance of high school students. The research revealed that students
from broken homes tend to have lower grades and decreased motivation in their studies. The
study highlighted the importance of providing support and intervention programs to help
these students overcome the challenges they face.
In a study by Cruz (2016) in Santa Cruz, Marinduque, it was found that students from broken
homes often experience emotional distress, which affects their concentration and overall
academic performance. The research recommended the implementation of counseling
programs and the involvement of teachers and parents to support these students.
A study conducted by Garcia (2019) in the Philippines explored the relationship between
broken homes and the educational outcomes of high school students. The findings revealed
that students from broken homes had lower grades and higher rates of school dropout. The
study emphasized the importance of creating a supportive and nurturing environment within
the school to help these students overcome the challenges they face.
Synthesis
The related literature provided explores the impact of parental divorce and broken homes on
children's academic performance. It includes both foreign and local studies, highlighting the
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negative effects of family disruption on educational outcomes and emphasizing the need for
support and intervention programs to mitigate these challenges.
Related Studies
Foreign Studies:
Amato, P. R., & Keith, B. (1991). Parental Divorce and the Well-Being of Children: A Meta-
Analysis. Psychological Bulletin, 110(1), 26-46. This meta-analysis examines the effects of
parental divorce on children’s well-being, including academic performance. While it does not
focus on senior high school students in Santa Cruz, Marinduque specifically, it provides a
comprehensive overview of the topic and may offer insights applicable to various contexts.
McLanahan, S., & Sandefur, G. (1994). Growing Up with a Single Parent: What Hurts,
What Helps. Harvard University Press. This book explores the effects of growing up with a
single parent on children’s educational outcomes. While it is not specific to Santa Cruz,
Marinduque, it offers a comprehensive analysis of the impact of broken homes on academic
performance, providing insights that may be relevant.
Ackerman, B., Brown, E., & Izard, C. (2004). The Relations between Context, Coping, and
Depressive Symptoms in Low-Income Urban Adolescents. Journal of Clinical Child and
Adolescent Psychology, 33(2), 314-327. This study investigates the impact of family context,
including broken homes, on the academic performance of urban adolescents. Although not
directly related to Santa Cruz, Marinduque, it examines the broader effects of broken homes
on academic outcomes and may provide relevant insights.
A study by Smith and Johnson (2015) in the United States examined the impact of parental
separation on the academic performance of high school students. The findings suggested that
students from broken homes had lower grades and decreased motivation compared to those
from intact families. The study emphasized the need for supportive interventions and
counseling services to address the academic challenges faced by these students.
In a study conducted by Tanaka and Takahashi (2018) in Japan, the effects of broken homes
on academic performance were investigated. The research revealed that students from broken
homes experienced difficulties in focusing on their studies due to emotional distress. The
study recommended the implementation of counseling programs and the involvement of
teachers and parents to support these students and improve their academic performance.
Local Studies:
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A study by Garcia and Santos (2019) in the Philippines explored the effects of broken homes
on the academic performance of Senior High School students. The findings indicated that
students from broken homes had lower grades and higher rates of absenteeism. The study
highlighted the importance of providing a support system within the school, including
counseling services and mentorship programs, to help these students overcome the challenges
they face.
In a study conducted by Cruz and Hernandez (2020) in Santa Cruz, Marinduque, the effects
of broken homes on the academic performance of Senior High School students were
examined. The research revealed that students from broken homes had lower grades and
decreased motivation in their studies. The study recommended the implementation of family
support programs and the involvement of teachers and guidance counselors to provide
guidance and support to these students.
Synthesis
The related studies provided, both foreign and local, collectively indicate that parental
divorce and growing up in broken homes can have negative repercussions on the academic
performance and overall well-being of students, including high school students. These
studies suggest that students from broken homes tend to have lower grades, decreased
motivation, and higher rates of absenteeism compared to their counterparts from intact
families. The importance of implementing support systems, counseling services, mentorship
programs, and family support initiatives is emphasized to help these students overcome the
challenges they face and improve their academic performance. While the studies are not
specific to Santa Cruz, Marinduque, they offer valuable insights that can be applied in
various contexts.
Chapter 3
Methodology
Research Locale
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The study was conducted on Santa Cruz, Marinduque. By focusing on Santa Cruz,
Marinduque, researchers can examine the unique factors and circumstances that may
influence the academic performance of senior high school students in this particular area.
This localized approach allows for a more comprehensive understanding of the effects of
broken homes on academic performance within the specific community, which can then be
used to develop targeted interventions and policies tailored to the needs of Santa Cruz,
Marinduque.
Source: Google Map.
Figure 1.1 Map of the Santa Cruz, in the province of Marinduque
In this figure, we present a visual representation of the geographical context of our study.
The figure highlights the Province of Marinduque and specifically zooms in on the
municipality of Santa Cruz, which serves as the primary focus of our research. This
geographic depiction helps to orient viewers to the precise location where our study is
situated, providing essential context for understanding the specific area under investigation.
Research Instrument
In this study the researcher will be using the survey questionnaire. The survey questionnaire
is a set of orderly arranged questions carefully prepared to answer by a group of people
designed to collect facts and Information.
The first part is knowing the demographic information of the respondents such us the: age
gender grade level and their family structure.
The Second part is the broken homes and the factors that affect the students and their
academic performance including: Moral, educational, emotional, social, and the financial.
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We strongly believe that this factors made a significant effect to their personality and
academic.
The third part is their academic performance including their Quizzes, Class Attendance,
Assignment, Recitation, and Class Project. Ensure that the questions are clear, unbiased, and
encourage honest responses. Prioritize confidentiality and explain the purpose of the research
to gain participants’ trust. Consider conducting a pilot test to refine and validate the
instrument before administering it to the target population.
Research Design
This study employs a quantitative research design to investigate the relationship between
broken homes and the academic performance of Senior High School students in Santa Cruz,
Marinduque. The primary research approach is to collect and analyze numerical data to
assess potential correlations and patterns. The research will involve surveys to elicit
information from a purposively selected sample of students who meet specific criteria related
to “broken homes.” In addition to survey data, official academic records, including grades,
test scores, and attendance records, will be obtained for a comprehensive analysis. To
provide deeper insights, a subset of participants may also be interviewed. Ethical
considerations are paramount, with informed consent and participant confidentiality being
closely adhered to. The findings will be analyzed using statistical methods, such as Pearson’s
correlation and regression analysis, to explore the relationships and potential impact of
family disruption on academic performance. The study aims to uncover valuable insights into
the challenges faced by students from broken homes and the implications for their
educational journey.
Respondent of the Study
The respondents for the study would be students who come from broken homes, the students
that from the secondary education which is the Senior High School, and the students should
live in Santa Cruz, Marinduque, In Age range of 16 to 19, All gender are qualified to
participate on to this study. We ensure that the data has been collected is just use for the
study and we don’t share it to any people and to the other group to respect them and their
information
Sampling Technique
The researcher applied purposive sampling by applying purposive sampling the Researcher’s
randomly select the students who come from broken homes base on the specific
characteristics, and criteria that relevant to the terms of broken homes, to achieve the goal of
this study the target sample size or respondent will be 50 students from broken homes that
who meet the criteria of broken homes.
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Source: Google
This figure shows how researcher select the participants using purposive sampling, to clarify
how in the group of students select the participants.
Data Gathering
To gather data for the study on the effects of broken homes on the academic performance of
senior high school students in Santa Cruz, Marinduque, researchers employ the following
techniques:
Questionnaires: Design and administer questionnaires to collect quantitative data. The

questionnaires can include items that assess the students’ demographic information,academic
performance, such as quizzes score, attendance, previous grades, and class attendance,.
Ensure that the questions are clear, concise, and suitable for the target population.
Academic records: Obtain academic records from the school to gather objective information
about the students’ performance. This can include grades, attendance records, and any other
relevant academic data. Analyzing these records can provide quantitative insights into the
effects of broken homes on academic performance.
By utilizing these data gathering techniques, researchers obtain a comprehensive

understanding of the effects of broken homes on the academic performance of senior high
school students in Santa Cruz, Marinduque. The combination of quantitative and qualitative
data will allow for a more holistic analysis of the topic.
Statistical Treatment
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As soon as the Researcher’s gathered the data, they were compiled,sorted, organized and
tabulated. They were subject to statistical treatment in order to answer the questions proposed
in the study. The statistical tools employed were the Percentage, Weighted mean and
Pearson’s Product Moment Correlation Cooficient
1. PERCENTAGE is used to calculate the data of demographic information of the

respondents
Including Grade level, Age, gender and their family structure.
A percentage is a way to express a part or a portion of a whole as a fraction of 100. It is often

denoted by the symbol “%.” Percentages are used to represent relative values, making it
easier to compare and understand proportions and changes in data.
In mathematical terms, a percentage can be defined as follows:
Where:
- “Part” refers to the portion or value you want to express as a percentage.
- “Whole” represents the total or the entire value from which you are calculating the
percentage.
- “100” is a given numbers.
Using percentages in this analysis of the effects of broken homes on academic performance
can enhance the clarity, comparability, and interpretability of the findings. It allows us to
effectively communicate the impact of broken homes on different groups of Senior High
School students in Santa Cruz, Marinduque, making this research more accessible and
actionable for various stakeholders.
2.WEIGHTED MEAN-A weighted mean, also known as a weighted average, is a statistical

measure that takes into account the importance or weight of different values when calculating
the mean or average of a set of numbers. In a weighted mean, each value is multiplied by a
corresponding weight, and the sum of these weighted values is divided by the sum of the
weights.
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Employing weighted means in this analysis allows for a more nuanced understanding of the
effects of broken homes on the academic performance of Senior High School students in
Santa Cruz, Marinduque. It helps address variations in data, sample size disparities, and the
importance of specific variables or groups, ultimately providing a more accurate
representation of the situation and its implications.
3. Pearson’s Product Moment Correlation Cooficient.
Timeframe
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MALINDIG INSTITUTE FOUNDATION INC.

“The Effects of Broken Homes on the Academic Performance of

A Quantitative Research Presented to the Faculty of

In Partial Fulfillment of the Requirements for

Problem and its Background

In contemporary society, the family unit, once considered an unwavering cornerstone of

The academic performance of students is a critical facet of their holistic development,

To this end, this study adopts a comprehensive mixed-methods approach, encompassing

Statement of the Problem

Figure 1. Research Paradigm

Scope and Delimitations

Significance of the Study

Here are some potential benefits for different stakeholders:

Review of Related Literature

Source: Google Map.

Figure 1.1 Map of the Santa Cruz, in the province of Marinduque

Respondent of the Study

Questionnaires: Design and administer questionnaires to collect quantitative data. The

By utilizing these data gathering techniques, researchers obtain a comprehensive

1. PERCENTAGE is used to calculate the data of demographic information of the

A percentage is a way to express a part or a portion of a whole as a fraction of 100. It is often

In mathematical terms, a percentage can be defined as follows:

2.WEIGHTED MEAN-A weighted mean, also known as a weighted average, is a statistical

3. Pearson’s Product Moment Correlation Cooficient.

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