Finaaall Thesis Na To Nolly Boyy

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CHAPTER 1
THE PROBLEM AND ITS BACKGROUND
Introduction
Love is a feeling of strong or constant affection. It is the one of the most abstruse
emotions we experience as a human. Love starts with two people who have already been
linked to each other. They express their love by cuddling, kissing on forehead, writing a
poem and song about it. Couples who are deeply in love share a unusual and limitless
bond of friendship, faith and security with one another
The ancient Greeks there are five different variety of love, first is Eros or sexual
passion it is named after the Greek god of fertility. Eros was viewed as a dangerous,
fiery, and irrational form of love. The second variety is Philia or deep friendship, Philia
concerned the deep comradely friendship. It was about showing loyalty, sacrificing, as
well as sharing your emotion with your friends. There is another kind of Philia, it is
called Storge, embodied the love between parents and children. The third variety is Ludus
or playful love. It concerns the playful affection between casual lovers. Basically, it is
flirting and teasing in the early stage of relationship. The fourth variety is Agape or love
for everyone, it is also called selfless love. This was a love that you extended to all people
whether family members or distant strangers. The fifth variety is Pragma or longstanding
love. It described as a mature, realistic love that is commonly found amongst long-
established couples. It was popularized by the Canadian sociologist John Allen Lee in the
1970’s.
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Love is just not for love. Love can also exist between brothers and sisters,
between parents and children, between teachers and students, between all relations.
Therefore, love is momentous because we human are sociable, and it is very important to
have special relationship with people who can help you.
According to Locke (2017) crushes aren't really much of a thing in elementary
school, especially in kindergarten. But when they got to fourth to sixth grade and realize
they have some sort of “feelings” in the person they did not expect to have feelings for.
They ask “what is happening?’ little did they know that puppy love is what they are
feeling.
An English teacher in Wetumpka, Alabama said that making her pupils feel loved
is not hard to do. She always greet every one of her pupils with a smile. She always
comment on their new haircut and tell them that she’s proud of their achievements. She
always tell them all the time that they are family and they need to lift each other up.
When her pupils leave her classroom, they'll have learned a lot of things that they might
forget, but they'll know they were loved.
Why is love and affection important for a child? Love is hard to explain
particularly for the children. They are sensitive, just like when their parents scolding
them, they don’t know that’s a sign of love. Some studies says, that lack of love can make
children more stressed. Some parents pressured their child to succeed without balancing
it with affection. A warm, attached relationship with parents is important in preventing
behavioural problems in children. Parents' relationships with their children are extremely
important and that's how we develop our ability to have successful relationships as adults.
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Our parents are our role models. If kids do not feel close to their parents, then they're
probably not going to model the positive aspects of that relationship when they reach
adulthood.
The purpose of this study is to know the perception of love among the
respondents because in their young age it is important to educate them that love is not
about opposite sex but also for family, friends and relative. Furthermore, it also helps the
parents to know that a child need to be loved because building a good character for a
child is the most important job. By treating them well and giving them enough love is
enough to raise a child properly.
Statement of the Problem
1. What are the views of love among the respondents?
2. How does the respondents express their love?
3. What are the basis/bases of love among the respondents?
4. What is the importance of love among the respondents?
Scope and Delimitation
This study seeks to identify the Perception of (10) Grade 3 Fern Pupils towards Love
of Matatalaib Buno Elementary School S.Y 2018-2019

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Significance of the study
To the parents, this study aims to help them how can they handle their child’s
feelings. And for parents to know that the simple things a child does is filled with love, it
can also establish relationship between parents and children.
To the teachers, this study aims to help them to treat their pupils properly, not
only physically but also emotionally through the result of the study. They have the ability
to maximize the learning potential of all pupils in their class. Also, developing positive
relationship between a teacher and student.
To the respondents, it would help them understand that even if they are young
and naughty they should be given enough love and affection.
To the school administrators, this study seeks to help them how to appreciate the
emotions or feelings of their pupils. Children are so sensitive to what others are saying
and doing. They can conduct seminar with teachers about how children should be
disciplined.
To the future researchers, this study presented may be used as reference data in
conducting new researchers or in testing the validity of other related findings. This study
will also serve as their cross-reference that will give them a background or an overview
about perception of love to the grade 3 pupils.

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Definition of Terms
The following terms were used along the course of the study and were defined,
technically, and operationally, to discourage ambiguity and misconception of the reader.
Basis . This refers to the underlying support or foundation for an idea, argument, or
process.
Express. This refers to the said or given to another person
Love . It refers to a feeling of strong or constant affection
Pupils . It refers to a child or young person in school.

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CHAPTER 2
REVIEW OF RELATED LITERATURE AND STUDIES
Related Literature
According to Mental Health America (2017), love and affection help children to
feel secure regardless of accomplishments. This builds their confidence and self-esteem.
Parents have many ways to show love and affection to their children. Physical
demonstration such as hugging, cuddling and holding the children are the best ways to
show affection to the younger children. Tickling and bouncing for the baby are the best
ways to show affection. Affectionate speech is another way to show love. As children get
older and are less reliant on cuddling, parents can show affection in non-physical ways,
such as paying attention to children, remembering and celebrating important moments in
their lives, vocalizing their love and kissing them good night before bed.
Raising Kids with Character: Developing Trust and Personal Integrity in
Children. Berger, Elizabeth (2006) shows parents, clinicians, and policy-makers how the
love relationship between parents and children is the workshop of the child's maturing
personality, connecting everyday moments in family life to the growth of the child's
sense of values and meaning. The book explains how children develop into fine, morally
strong adults through their identification with loving parents, and combines practical
wisdom about ordinary family experiences with an in-depth discussion of emotional
development from birth through adulthood. Elizabeth Berger, MD, is a child psychiatrist
and nationally acclaimed parenting expert. Her book looks beyond the parent's response
to "negative behaviour" to understand the meaning of the child's behaviour within the
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growth process, while helping parents gain mastery of their own emotional reactions as a
key to assisting this process. Rich vignettes of ordinary families, along with professional
case studies of trouble youngsters in therapy, make this intelligent and well-written book
the essential tool for parents and others looking not just to "manage" children but to
understand and to nurture their spirits.
Related Studies
Foreign
Embracing Uncertainty: A Diffractive Approach to Love in the Context of Early
Childhood Education and Care. According to Aslanian, young children spend an
increasing amount of time in out of home care, as neuroscientific research reveals the
pivotal role love and touch plays in children's development. There is a growing interest in
love and touch in the context of early childhood education. Sadly, cases of sexual abuse
in early childhood education and care (ECEC) settings have ignited fear and uncertainty
among stakeholders in regards to what kind of touch and how much love is appropriate to
feel for children in ECEC. This focus, though necessary to develop knowledge about
love, also silences other uncertain aspects of love in the context of early childhood
education that affects early childhood educators.
Maternal sensitivity predicts mother–child attachment in young children. This
study examined the relationship between parent–child attachment and multiple
components of parenting in children 5–18 years of age. A series of meta-analyses showed
that parents with more secure attachment to their children are more responsive, use more
behavioural control strategies, and use less harsh control strategies. Parents with more
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avoidant attachment to their children are more less responsice and used less behavioural
control strategies. Ambivalent attachment was not significantly related to any of the
parenting behaviours, and there were not enough studies to reliably test the relationship
between disorganized attachment and parenting.
Zimmer-Gembeck, et al, (2017), haved described the parent-child attachment
relationship as a foundation for the emergence and development of children's capacity for
emotion regulation and coping with stress. Toddlers who showed signs of avoidant
attachment relied more on self-related regulation (or less social-oriented regulation and
coping), but it was not clear whether these responses were maladaptive. There was little
information available regarding associations of ambivalent attachment with school-age
children's or adolescents' emotion regulation. There were also few studies that assessed
disorganized attachment.
Preschool Teacher Attachment, School Readiness and Risk Learning Difficulties.
According to the study of Commodari, Elena (2013) , attachment is the emotional bond
between children and their caregivers (parents or otherwise). Infants and young children
usually have more than one selective attachment, and all of these attachment
relationships, including those between children and teachers, have important effects on
cognitive and social development. Secure attachment to a preschool teacher may help
children to improve their preschool experience. Recent studies suggest that the adverse
effect of inadequate preschool experiences can lead to skill deficiencies that mimic the
effects of basic cognitive deficits. This study evaluates the relationships among
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attachment to preschool teachers, school readiness, and the risk for developing learning
difficulties.
The study of Sezer, Senol (2018) aims to determine the managerial characteristics
of the school principals and to reveal the effects on the development of the students was
planned in a qualitative case study model. The findings show that a school principal
should have positive personal characteristics such as goo-humored, neat, sympathetic,
fair, tolerant, and respectful. The existence of negative personal characteristics of a
personal is having punitive attitude, extreme restrictive attitude, a distant attitude and to
behave. The most frequent instructional leadership characteristics of school principals
were to focus on educational success of the school, to motivate to learn, to care all
students to establish an effective learning environment, to lead to teaching and to
appreciate success of students. The positive attitudes of school principals ensure the
feelings on students such as self-confidence, self-respect, feel precious, gratitude,
awareness, love and courage. The negative attitudes ensure the feelings such as fear,
violence, humiliation, lack of self-confidence, lack of motivation, and timidity. Based on
the findings it can be suggested that school principals should consider the effects of
positive administrative attitudes on the development of students.
Local
Parental Attachment and Love Language as Determinants of Resilience among
Graduating University Students. According to the study of Maximo, Sally, et al (2016)
the influence of parental attachment and love on the resilience of graduating university in
a Philippine setting. Using the survey method it was found that a secure attachment and
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receiving love from parents result in higher resilience. The parental love languages
quality time, words of affirmation, and acts of service significantly contributed to
resilience. These are love languages that provide emotional, motivational, and practical
resources that build resilience. While quality time contributed the most to resilience, a
secure attachment is the most especially required of fathers whereas words of affirmation
and physical touch of their mothers. Daughters benefit from quality time with mothers
alongside a secure attachment and words of affirmation from their fathers. The research
highlights the quality of parent-child relationship that would support the resilience of
children. Result also point to the advantage of having loving parents and secure parental
attachment
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CHAPTER 3
METHODOLOGY
This chapter presents the methods that were used to gather and assess the data
needed for the completion of the study. It includes research design, research locale,
methods of gathering data, and respondents of the study, statistical treatment, and
sampling technique that used by the researchers
Research Design
In order to see the perception of love among grade 3 Fern pupils of Buno
Matatalaib, Elementary School, this study used descriptive survey method of qualitative
research. By this method the researchers got accurate and exact answers to the
respondents. The researchers observed the respondents and saw how they reacted towards
the problem.
Respondents of the Study
The respondents of the study are 10 in Grade 3 Fern pupils. The researchers used
convenience sampling, it used to create sample as per ease of their volunteering or
selecting units because of their availability or easy access.
Data Gathering Procedure
The researchers validated their questionnaires. Each questionnaires contains (5)
questions. The researchers went to the Matatalaib Buno Elementary School and the
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principal approved the letter. The researchers conducted study through interview. The
answer of the respondents are recorded and transcribed.
Data Gathering Instruments
The researchers used one-to-one interview with exploratory questions. Through it
the researchers knew the best answers towards the problem. The researchers observed the
respondents by the use of face to face method.
Data Analysis
The researchers validate their questionnaires and answered by the respondents.
The researchers went to the Matatalaib Buno Elementary School and the letter handed
and approved by the principal. The researchers interviewed their respondents, researchers
used one-to-one interview. The answer of the respondents are recorded and transcribed.
The researchers summarized all of the answers of the respondents and interpreted to
patterns.
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CHAPTER 4
SUMMARY AND INTERPRETATION OF DATA
This chapter consist of summary and interpretation of data. Also, it includes
visual representation of data such as graphs anf tables.
I. Views/perception of the respondents towards love
I.1 Definition of love among the respondents
During the collection of data, the researchers asked the own definition of the respondents
towards love. 8 out of 10 or 80% of the respondents said that their own definition of love
is love for others. On the other hand some of the respondents believed that love is by
saying I love you to your loved ones and when people share what they have with one
another.
With the data presented above the researchers believed that some of the respondents
believed that love is by expressing and to show someone that you loved them.
I.2 The meaning of the color red for the respondents
The researchers ask the respondents what does the red color symbolizes. 5 out of 10 of
the respondents said that red color symbolizes heart. While, others said that red color
symbolizes love.
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With the data represented above, the researchers believed that asked the respondents
some of the respondents stated that red color is symbolizes heart which means love for
others.
1.3 Difference between love for family and love for friend
The researchers ask the respondents what is the difference between love for family
and love for friends. 10 out of 10 or 100% of the respondents said that They love their
family and it is more important than friends.
With the data presented above, the researchers believed that all of the respondents
love their family more than their friends, because family can take care of them and
loved them back more than friends can do.
1.4 Things that make the respondents feel loved
During the collection of data, the researchers ask the respondents how their loved
ones make them feel loved. 4 out of 10 or 40% says that they feel loved when
someone talks and make friend with them. Another 40% of the respondents says that
they feel loved because their loved ones love them back. On the other hand, 20% say
that they don’t know what makes them feel love.
With the data presented above the researchers believed some of the respondents feel
loved when someone, are happy to be friends with them.
1.5 Love of the respondents to others

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The researchers asked the respondents if they loved someone, 10 out of 10 or 100%
agreed to the aforementioned question. of the respondents says that they love. The
researchers ask why they love someone 100% of the respondents says that they love
their family because family take care of them and love them back, they stated that it
feel so great when you loved someone.
With the data presented above, the researchers believed that they loved someone
because they appreciated what someone will do to make them feel loved.
2 Ways of the respondents to express their love
2.1 Respondents show people how they care
The researchers ask the respondents how they show people that they care. that they
care. 70% stated that making friends is the way they care. 30% stated that they show
they care by helping other people.
With the data presented above, the researchers believed that by the simple things they
do is their way to show people how they care.
2.2 Care of the respondents towards their friends
The researchers asked the respondents care about their friends. The researchers ask
them if their friends are important to them 10 out of 10 or 100% of the respondents
says that their friend is important to them.
With the data presented above, the researchers believed that having a friend is
important and
2.3 Respondents helping their parents that are tired from work
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The researchers ask the respondents what 10 out of 10 or 100% of the respondents
help their parents in house chores because they see their parents tired form work.
With the data presented above, the researchers believed that the respondents show the
love for their parents by helping them doing house chores because they are tired from
work.
2.4 Respondents helping their siblings that have trouble in doing something
The researchers ask the respondents if they are willing to help their friends, 10 out of
10 or 100% of the respondents says that they help their siblings. The respondents said
that they love their siblings that’s why they help them when they are having trouble
by doing something.
With the data presented above, the researchers willing to help their friends because,
their friend helping them back.
2.5 Respondents taking care of their loved ones that is sick.
The researchers asked the respondents if they are willing to take care of their loved
ones when they are sick, 10 out of 10 of the respondents agreed to the aforementioned
question. Their reasons are their loved ones also taking care of them when they are
sick.
With the data presented above, the researchers believe that they doing what their
loved ones also does to them by taking care of them when sick.
3 Basis/ Bases of the respondents towards love
3.1 Things that make respondents feel loved

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During the collection of data, the researchers asked the respondents what makes they
feel loved. 8 out of 10 or 80% believed that they feel loved when someone talk to
them and hug them. On the other hand, when someone care and love them back.
With the data presented above, they feel loved and appreciate even in a small little
things.
3.2 How the other people make the respondents feel loved
The researchers asked the respondents how other people make them feel loved. 4 out
of 10 or 40% respondents says that people make them feel loved by helping and
caring for them. 20% of the respondents stated that their parents show the love by
disciplining them. 40% of the respondents feel loved when others loved them back
With the data presented above, the researchers believed that the respondents. feel
loved and appreciated when people have care about them.
3.3 When the friend of the respondents help them
The researchers ask the respondents what will they feel if their friends help them in
doing something, 10 out of 10 says that they are happy and the reason is they are true
friend.
With the data presented above the researchers believed that being helped by others is
make people feel overwhelmed.
3.4 Meaning to the respondents when someone give them what they want
The data shows that 100% of the respondents says that they are happy when
someone give them what they wanted and being a true friend is when they give
you something yo wanted.

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With the data presented above, the researchers believed that the respondents
appreciate people who gave them what they want.
3.5 Respondents disciplined by their parent
During the collection of data, the researchers asked the respondents how they are
disciplined by their parents and what they feel about that kind of disciplined. 8 out
of 10 of the respondents said that they are disciplined by forbade them from bad
things. The respondents says that it’s okay and it is for their good sake. On the
other hand, 20% of the respondents stated that it is not okay for them to be
disciplined by their parents.
With the data presented above, the researchers believed that the respondents who
agree to the aforementioned question understand why their parents disciplined
them in that way.
IV. Importance of love towards the respondents
4.1 Importance of love to the people
The researchers ask why love is important, 10 out of 10 or 100% of the respondents
believed that love is important to us people. Their reason is if there is no love people
will fight with one another.
With the data presented above, the researchers believed that in their young age they
know how valuable love is.
4.2 The feeling of the respondents if they are not loved
The researchers asked the respondents what would they feel if they are not love.
10 out of 10 or 100% says that being not loved by someone is sad and painful.
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According to the data presented above, the researchers believed that in their
young age they feel the pain and sadness when someone does not love them back.
4.3 Respondents feel not loved when
The researchers asked the respondents when they feel unloved. 5 out of 10 or 50%
stated that they feel unloved when someone is not talking to them. 20% stated that
they feel unloved sometimes. 20% stated they feel unloved when their parents
scolding them On the other hand, 10% stated they feel unloved when they are not
receiving I love you.
With the data presented above the researchers believed that many ways can affect the
children’s feelings.
4.4 People who are experiencing love are happy
The researchers ask the respondents if the people who are experiencing to be loved is
more happier, 5 out of 10 or 50% says that people who are loved are happy. 50%
stated that it depends, the reason is they are not all happy because they are fighting
too. majority of the respondents stated that it depends, their reason is because they
are fighting too.
With the data presented above, the researchers believed that people who
experiencing being loved indeed are happy.
4.5 There peace when there is no love

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The researchers asked the respondents if there is peace when there is no love, 80%
stated they agreed to the aforementioned question. Their reason is if there is love
people are not fight with each other. 20% of the respondents disagreed on the
aforementioned question, their reason is if even people love someone they are still
fighting and scolding at each other.
With the data presented above the researchers believed when there is love, there is no
peace here on earth.

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CHAPTER 5
SUMMARY OF FINDINGS, CONCLUSIONS AND RECOMMENDATIONS
This chapter presents the summary of findings and conclusions based on the
results of the present work. This study aims to determine the Perception of Grade 3 Fern
Pupils towards Love of Matatalaib Buno Elementary School S.Y 2018-2019.
Conclusions
The following conclusions were drawn to the summary of findings of the study:
1. This study proved that grade 3 pupils have their own perception in love, and loving
them back, hugging them, talking to them always is important for them to feel loved.
2. The respondents have their different ways to express their love to others by doing
simple things that many people couldn’t see.
3. The respondents have their own basis/bases in love. Some of the respondents feel
loved when they are disciplined by their parents, while others are not.
4. This study proved that love is important to us as a human being. The respondents
believed that without love all of us will fight with one another.
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Summary of Findings
Based on the data gathered in accord to the statement of the problem, the
following are the significant findings:
I. Views of the respondents towards love.
The students of Matatalaib Buno Elementary School believed that love is by
loving others. Family is important and should be more loved and prioritized than
friends. The respondents feel loved when someone talk to them and make friends
with them.
II. Ways of the respondents to express love
When it comes to love, respondents have different ways to express their feelings.
They show people they care by helping them. Helping their parents after work is also
their way to express.
III. Basis/ bases of the respondents towards love
Respondents bases in love is by hugging them, helping them and saying your I
love you are the best way to make them feel loved. It is okay for the respondents to
disciplined by their parents because it is for their own good sake.
IV. Importance of love towards the respondents
Love is important to the respondents not just because of their age but for them to
feel the real meaning of love. Respondents believed that it is sad and painful to be
unloved. Without love, there is no peace and people will fight one another.
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Conclusions
The following conclusions were drawn to the summary of findings of the study:
1. This study proved that grade 3 pupils have their own perception in love, and
loving them back, hugging them, talking to them always is important for them to
feel loved.
2. The respondents have their different ways to express their love to others by doing
simple things that many people couldn’t see.
3. The respondents have their own basis/bases in love. Some of the respondents feel
loved when they are disciplined by their parents, while others are not.
4. This study proved that love is important to us as a human being. The respondents
believed that without love all of us will fight with one another.
Recommendations
Based from the findings and conclusions of the study, the following are hereby
recommended:
1. Parents of the respondents should make their children feel loved by disciplining
them in a good way. And also, they should notice that every simple things a child
can do is their way to express their love.
2. Respondents should be more talkative, not in class but to make more friends.
They should also know that expressing their feelings is better and important.
3. Teachers will also need to be more sensitive and gentle with their students and
should also make time to play with their students.
4. School administrator should conduct seminar and programs that will build
teachers and student attachment.

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BIBLIOGRAPHY
A. PUBLISHED MATERIALS
Berger et al (2009), Raising Kids with Character: Developing Trust and
Personal Integrity in Children, Retrieved from
http://eric.ed.gov/?q=Berger+elizabeth&id=ED491308.
Aslanian et al (2017) Embracing Uncertainty: A Diffractive Approach to Love
in the Context of Early Childhood Education and Care, Retrieved from
https://eric.ed.gov/?q=Aslanian&id=EJ1176902
Zimmer-Gembeck (2011), Review: The Development of Coping across
Childhood and Adolescents—An Integrative Review and critique of Research,
International Journal of Behavioural Development, Retrieved from
https://eric.ed.gov/?q=Zimmer-Gembeck&id=EJ909237
Maximo et al (2016), Parental Attachment and Love Language as
Determinants as Resilience among Graduating University Students, Sage
open, Retrieved form
https://eric.ed.gov/?=Maximo%2c+Sally%id=EJ1198153
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Commodari, Elena (2013), Preschool Teacher Attachment, School Readiness
and Risk of Learning Difficulties, Early Childhood Research Quarterly,
Retrieved from
https://eric.ed.gov/?=Commodari%2c+Elena&id=EJ1007868
Sezer, Senol (2018), Prospective Teacher’s Perceptions of Education Policy a
Metaphor Analysis, International Journal of Progressive Education, Retrieved
from
https://eric.ed.gov/?q=Sezer+%2c+Senol&id=EJ11177303
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APPENDIXES
Appendix A: Letter for the respondents and letter for the principal
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Appendix B: Interview questions

1.What are the views of the respondents towards love?
1.1 What is love for you?

1.2 Whenever you see red color, what does its symbolizes to you?
1.3 For you, what is the difference between love for family and love for friends?
1.4 How do you say that your loved ones makes you feel loved?
1.5 Do you love someone? Why or why not?
2. How does the respondents express their love?
2.1 How do you show people you care?
2.2 What about you friends? Do you care about them? Are they important to you?
2.3 When you see your parents tired from work, what will you do?
2.4 When your siblings are having trouble at doing something are you willing to help?
2.5 When your loved ones are sick, will you take care of them? Why?
3. What are the basis/bases of the respondents towards love?
3.1 What makes you feel loved?
3.2 How they make you feel loved?
3.3 There is something you are trouble at doing something and there is someone helped
you to do it. What will you feel?
3.4 When someone gives you something you want, what does it mean to you?
3.5 How are you disciplined by your parents? What do you feel about that kind of
disciplined?
4. What is the importance of love among the respondents?
4.1 Do you think love is important to us people? Why?
4.2 What would you feel if you are not loved?

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4.3 When do you feel unloved?
4.4 Do you think people who experience being loved are more happy than those who
don’t? Why?
4.5 Do you think there is peace when there is no love? Why?

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Appendix C: Transcribe Interviews
Respondent 1
- pagmamahal
- heart
- Kasi yung pamilya ko mas love ko kesa sa mga classmates ko.

- Kasi nakikita ko po, mahal nila po ako

- O
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po kasi pamilya ko sila kaya mahal ko po sila.

- Kasi po mga iba mga iba may kapansanan po yung mga iba wala.
- Opo baka po kasi may mangyaring iba sa kanila. Opo
- Ako nalang po gagawa sa mga ginagawa nila.
2.4 When your siblings are having trouble at doing something are you willing to help?
- Opo… kasi po para po hindi na po sila mahirapan
- Opo. Kasi po ako po inaalagaan din.
- pinapagalitan ka po, kasi love ka eh
- Kasi po minamahal…hinahug ka po
- Mahal ay… tutulungan nila ako tapos ano totoo silang kaibigan hindi sila bigo… dipo
sila frank.
- Masaya.
disciplined?
- Pinagsasabihan lang po… mmm para magtanda po.
- Opo. Away po tayo mga tao.
- Malungkot.
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- Kapag po hindi ako kinakausap
don’t? Why?
- Opo… kasi po… minamahal ka po nila
- Wala po. Kasi po love nila isa’t isa.
Respondent 2
- Pag-ibig.
- Puso.
- Paki-ulit… ah… mahal ko siya ganon

- Kakausapin siya.
- Oo. Kasi mahal niya rin ako.

- Pinapansin mo siya tsaka minamahal mo sya
- Oo. Oo kasi tao sila.
- Tutulungan ko sila sa paghugas ng pinggan.
2.4 When you siblings are having trouble at doing something are you willing to help?
Why?
- Opo. Kasi mahirap sila eh.
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- Opo. Ganon din sila sakin eh.
- Pinapansin niya ako ganon.
- Nagpapakabait ako ganon.
- Masaya
- Masaya (laugh)
disciplined?
- Ah… pinapakain ako atsaka inaalagaan. Maganda
4.1 Do you think love is important to us people?
- Oo. Kasi mag-aaway po.
- Masakit.
- Kapag pinapagalitan.
don’t? Why?
- Opo. Kasi minamahal tayo eh.
4.5 Do you think there is peace when there is no love?
- Ah… opo. Kasi mag-aaway pa din naman.
Respondent 3
34
- Pagmamahal sa mga tao.

1. 2 Whenever you see red color, what does its symbolizes to you?
- Puso
- Ang pagmamahal kasi kaylangan mo siyang ilove para walang magkahiwalay sa ano
mo sa love mo.
- Kaya tayo minamahal ng mga magulang natin kasi mahal nila tayo.
- Opo, pamilya ko po. Kasi po sila po yung nag-aalaga sakin.

- Nag-aano… nakikipag-usap ako sa mga tao, kahit ayaw nila ako kausapin makikipah-
usap pa din ako atsaka makikipagfriends.
- Opo, kasi po tao po sila.
- Tutulungan ko po sila kahit ano pong gawin po nila sabihin ko nalang po na ako nalang
po gumawa niyan.
- Opo, tinutulungan ko pong ala… kahit po wala po yung mga magulang ko po, nasa
work po sila, babantayan ko po yung kapatid ko. Kasi love ko po si… yung kapatid ko.
- Opo. Kasi po inaalagaan din nila ako eh.
- Mmm… tinutulungan ka nila kaya pinapagalitan ka kasi ano… palagi kang nag-aano
makulit tsaka magugulo tapos… kaya love nila tayo.
- Inaalagaan ka.
35
- Masaya po puso ko nun.
- Masayang masaya po ako tas po magpapasalamat po ako dun sa nagbigay po sakin.
disciplined?
- Binabawalan kahit magkasugatan papagalitan ka pa rin kasi love ka niya eh. Para pong
mahug ko na rin po sila or makiss ko na po yung mga parents ko.

- Opo. Di tayo nag-aaway lahat… pinapansin.
- Malulungkot nalang po ako.
- Kapag hindi na nila ako kinakausap okaya wala yung dati kong ano mga kaibigan.
don’t? Why?
- Opo. Kasi po kaya po sila nagmamahalan ayaw po nila magkahiwalayan yung mga
pamilya nila o friends.
- Wala po. Kasi po… mag-aaway lahat.
Respondent 4
- Pagmamahal
- Masaya… ay ano… yung parang minamahal ka
36
- Kasi kapag minamahal ako ng pamilya ko sobra sobra yung mga kaibigan ko konti lang
yung pagmamahal nila sakin
- Kasi lahat ng ginagawa nila sakin tignan mo kinakausap ako, minamahal ako tapos ano
yung parang ano yung parang kinakaibigan na rin na rin ako.
- Opo, kasi minamahal rin po ako.
- Kinakausap nila ako tsaka minamahal nila ako
- Opo. Opo
- Tutulungan ko po siya.
- Opo, kasi kuya ko po siya tsaka minamahal niya rin po akong tunay.
- Opo. Ako din… inaalagaan
- Minamahal nila ako tsaka ano kinakausap ako kinakaibiganin po.
- Kinakausap nila ako tapos ano sasabihin nila pwede makipagfriends, ano nakikifriends
naman po ako.
- Masaya po kasi tinutulungan po ako ng mga kaibigan ko.
37
- Kasi po gusto niya pong mapatunayan na magkaibigan niya po ako tsaka po nag ano
binigyan po ako ng isang bagay na gusto ko.
disciplined?
- Pinapagalitan po tsaka po pinapalo kasi yung pagmamahal po nila sakin nadidisiplina
po ako. Masaya po pero kapag po na kapag po ano may sakit sila nalulungkot po ako.
- Opo. Kasi pag walang love… ano di pinapansin.
- Malungkot po.
- Kapag po di nila ako kausap tsaka po yung kinakausapin ko lang po sila tapos
iniisnoban lang po ako.
don’t? Why?
- Opo. Kasi po sila yung nagmamahal sakin atsaka minamahal ko rin po sila.
- Meron po. Nag-aaway pa din naman.
Respondent 5
- Pagmamahal.
- Puso
- Pag minsan hindi ako kinakausap ng mga kaibigan ko pero pagkaminsan naglalaro din
kami. Sa pamilya ko naman ano paminsan minsan… ano ah… inaano din ako… ng
mama ko pagkaminsan tapos pagkaano pagkagabi naman ano yung… papa ko darating na
pumupunta na ako sa ano sa pintuan binubuksan ko na para makapasok.
38
- pagka ano… ahm… naglalaro sila isasali ka ganon

- Opo. Kasi ano ah Masaya magmahal.
- Nag… nag aano rin pagminsan minsan marami rin akong kalaro tas pati sa bahay
naming marami. (kunyari yung kaibigan mo nadapa ano mararamdaman mo?)
Malungkot.
- Opo…
- Tutulungan ko po sila kahit anong sabihin nila… ganon
- Opo. Kasi mahalaga sila sakin.
- Opo. Ganon din sila.
- Puso.
- Minsan pinapalo nila ako para madisiplinado nila yung ano ko pagmamahal
- Masaya.
- Matutuwa ka.
disciplined?
- Pagminsan pagdating nila sa tra… bahay yayakapin ako tas ikikiss kahit… masaya
- Opo. Walang away.
39

- Masakit.

- Paminsan minsan.
don’t? Why?
- Kasi ano… masaya sakin
- Opo. Kasi nag-aaway pa din.

Respondent 6
- Family ko po.
- Kasi po… yung heart pong shape para pong mahal po yung pamilya mo tas parang ah
nakakapahina ng puso.
- Yung… yung love po sa family kasi po sakanila ako po… ey… ako po sakanila po ako
nanggaling sa friend po kaibigan lang po eh.
- Mmm… ano po ah… minamahal po nila ako kasi ako lang po yung bunso.
- Pamilya. Kasi po sakanila po ako nanggaling.

- Mmm… gusto kop o makatulong sa mga iba tao.
40
- Minsan po. Opo

- Tutulungan ko po sila na maglinis
- Opo. Opo kasi po kaylangan po nila ng tulong.
- Opo. Mahalaga… inaalaga din ako.
- Ah… ahm ano po… mahal po ng mga kaibigan ko ang family ko po.
- Sa pagmamahal po, nilalambing po.
- Happy po.
- Masaya po kasi binigay po nila ano gusto ko.
disciplined?
- Pag po nagbabasa ako magulo po ako papagalitan po ako. Okay lang po.
- Opo. Away… hindi nag-aaway.
Malungkot po.
- Kapag hindi po nila ako pinapansin
don’t? Why?
- Di rin po sure. Kasi minsan po nag-aaway sila.
41
- Opo. ah di ko alam
Respondent 7
- Kapag nagbibigayan mga tao

- Wala lang
- Mas higit yung pagmamahal ko sa mga magulang ko kesa sa mga kaibigan ko.
- Di ko alam.
Do you love someone? Why or why not?

- Oo. Masaya.
- Tumutulong ako.
- Opo. Opo
- Opo kasi kaylangan niyang tulong kasi pagod na sila.
- Opo.
- Opo. Ganun din sila sakin eh… minsan… inaalagaan din ako.
- Mmm. pag niyayakap ako.
42
- Sinasabi nilang I love you.

- Masaya.
- Kasi… karapatdapat sakin yon.
disciplined?
- Pinapagalitan ako. Nagagalit.
- Opo. Mag-aaway pag wala love.
- Wala lang.
- Ahm… kapag pinapagalitan ako
don’t? Why?
- Hindi ko alam sakanila. Kasi di ko naman buhay yon.
- Hindi po… meron. Dipende.

Respondent 8
- Pagsinasabihan ka ng I love you.

- Pagmamahal
- Higit pa ang magulang kesa sa kaibigan.
43
- Di ko alam. (kapag ba niyayakap ka ganon mahal kana nila non?) Dipende.

- Opo. Kasi mahal ko.
- Masakit
- Yes. Oo mamamatay ako kapag wala sila.
- Tutulungan.
- Opo. Kasi kaibigan ko sila.
- Opo.
- Pag pinapalo ako.
- Pag malikot ako.
- Masaya.
- Masaya.
disciplined?
- Kapag pinapagalitan. Masaya at ma… nagagalit.
- Yes! Walang away (laughs)
44
- Malungkot.
- Pag hindi ako sinasabihan ng I love you.
don’t? Why?
- Dipende kasi… di ko alam.
- Wala. Syempre may kapayapaan.
Respondent 9
- Yung ano po yung… yung pagmamahal po sa kapwa.

- Ano po ahm… pagibig sa iba.
- Mas… mas mahal ko po yung pamilya ko kesa sa mga kaibigan ko.
- Masaya.
- Opo. Kasi po minamahal nila ako.
- Timutulungan kop o sila.
- Opo. Opo.
- Tutulungan ko po sila.
- Opo. Kasi po tinutulungan po nila… nila rin ako sa ibang bagay.
45
- Opo. Wala
- Yung… inaalagaan nila ako.
- Pagmamahal po.
- Masaya po.
- ah… masaya po.
disciplined?
- Yung pagbabawal sakin na ano ah… pag po lumilibot ako ng hindi tamang oras.
Malungkot po.
- Opo. Mahal natin… isa’t isa.
- Malulungkot rin po.
- Kapag lagi po nila akong pinapagalitan.
don’t? Why?
- Kasi po hindi po lahat sila minamahal.
- Hindi…
Respondent 10
46
- Pagmamahal po
- Pagmamahal po.
- Kasi po ang pagmamahal po sa pamilya mas higit po yun kesa sa kaibigan.
- Pag po niyayakap nila.
- Opo kasi po minamahal din po nila ako.
- Tinutu… pag tinutulungan ko po sila
- Opo, Opo
- Tutulungan po sila.
- Tutulungan po sila kasi po pag meron din po akong kaylangan tinutulungan din po nila
ako. Kasi po kaylangan ko po.
- Opo kasi po pag may sakit ako inaalagaan din po nila ako.
- Pag… pag po hinahug po nila ako.
- Masaya po.
47
- Happy po.
- Masaya po.
disciplined?
- Pag po magulo ako pinapagalitan po nila ako. Happy pa rin po.
- Opo. Walang pong gulo.
- Mmm… malungkot.
- Pag po di nila ako pinapansin.
don’t? Why?
- Dipende po. Kasi po minsan nag-aaway sila minsan hindi.
- Wala po. Walang away.

48
49
PERCEPTION OF GRADE 3 FERN PUPILS TOWARDS LOVE OF MATATALAIB

BUNO ELEMENTARY SCHOOL
A Research Paper
Presented to
the Faculty of the Senior High School Department
Philippine Women’s University CDCEC-Tarlac
In Partial Fulfilment
of the Requirements for Practical Research 1

50
ii.
March 2019
TABLE OF CONTENT
Title page..............................................................................................................................i
Table of Content..................................................................................................................ii
List of Tables......................................................................................................................iii
List of Figures.....................................................................................................................ix
CHAPTERS
Chapter 1: The Problem and its Background.................................................................1

Introduction..............................................................................................................1
Statement of the Problem.........................................................................................3
Scope and Delimitation............................................................................................3
Significance of the Study.........................................................................................4
Definition of Terms..................................................................................................5
Chapter 2: Review of Related Literature and Studies...................................................6
Related Literature....................................................................................................6
Related Studies........................................................................................................7
Chapter 3: Methodology.................................................................................................11
Research Design.....................................................................................................11
Respondents of the Study.......................................................................................11
Data Gathering Instrument.....................................................................................11
Data Gathering Procedure......................................................................................12
Data Analysis.........................................................................................................12
Chapter 4: Summary and Interpretation of Data.........................................................13
Chapter 5: Conclusion, Findings, and Recommendation............................................21
Conclusion.............................................................................................................21
Findings of the study.............................................................................................22
Recommendation...................................................................................................23
Bibliography......................................................................................................................24
APPENDIXES
APPENDIX A: Letter to the respondents..........................................................................26

APPENDIX B: Interview Questions..................................................................................27
APPENDIX C: Transcribed Interviews.............................................................................29

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1

bond of friendship, faith and security with one another

have special relationship with people who can help you.

According to Locke (2017) crushes aren't really much of a thing in elementary

forget, but they'll know they were loved.

it with affection. A warm, attached relationship with parents is important in preventing

enough to raise a child properly.

Statement of the Problem

1. What are the views of love among the respondents?

2. How does the respondents express their love?

3. What are the basis/bases of love among the respondents?

4. What is the importance of love among the respondents?

Scope and Delimitation

of Matatalaib Buno Elementary School S.Y 2018-2019

Significance of the study

can also establish relationship between parents and children.

relationship between a teacher and student.

and naughty they should be given enough love and affection.

about perception of love to the grade 3 pupils.

technically, and operationally, to discourage ambiguity and misconception of the reader.

Express. This refers to the said or given to another person

Love . It refers to a feeling of strong or constant affection

Pupils . It refers to a child or young person in school.

REVIEW OF RELATED LITERATURE AND STUDIES

such as paying attention to children, remembering and celebrating important moments in

Raising Kids with Character: Developing Trust and Personal Integrity in

wisdom about ordinary family experiences with an in-depth discussion of emotional

understand and to nurture their spirits.

Embracing Uncertainty: A Diffractive Approach to Love in the Context of Early

Childhood Education and Care. According to Aslanian, young children spend an

education that affects early childhood educators.

Maternal sensitivity predicts mother–child attachment in young children. This

study examined the relationship between parent–child attachment and multiple

components of parenting in children 5–18 years of age. A series of meta-analyses showed

between disorganized attachment and parenting.

Zimmer-Gembeck, et al, (2017), haved described the parent-child attachment

information available regarding associations of ambivalent attachment with school-age

Preschool Teacher Attachment, School Readiness and Risk Learning Difficulties.

should have positive personal characteristics such as goo-humored, neat, sympathetic,

fair, tolerant, and respectful. The existence of negative personal characteristics of a

behave. The most frequent instructional leadership characteristics of school principals

students to establish an effective learning environment, to lead to teaching and to

feelings on students such as self-confidence, self-respect, feel precious, gratitude,

violence, humiliation, lack of self-confidence, lack of motivation, and timidity. Based on

positive administrative attitudes on the development of students.

Parental Attachment and Love Language as Determinants of Resilience among

Graduating University Students. According to the study of Maximo, Sally, et al (2016)

quality time, words of affirmation, and acts of service significantly contributed to

sampling technique that used by the researchers

Respondents of the Study

convenience sampling, it used to create sample as per ease of their volunteering or

selecting units because of their availability or easy access.

Data Gathering Procedure

The researchers validated their questionnaires. Each questionnaires contains (5)

answer of the respondents are recorded and transcribed.

Data Gathering Instruments

The researchers used one-to-one interview with exploratory questions. Through it

respondents by the use of face to face method.

The researchers validate their questionnaires and answered by the respondents.

SUMMARY AND INTERPRETATION OF DATA

This chapter consist of summary and interpretation of data. Also, it includes

visual representation of data such as graphs anf tables.

I. Views/perception of the respondents towards love