FAMILY STATUS AND SELF – MOTIVATION IN GRADE 12 LEARNERS OF

CAPAS SENIOR HIGH SCHOOL

_________________

A Thesis Proposal Presented to

The Faculty of Senior High School
Humanities and Social Sciences Strand
Capas Senior High School
Sto. Domingo 1st, Capas, Tarlac

_________________

In Partial Fulfillment
of the Requirements for the Applied Subject
Practical Research 2

_________________

Khieydy Lee T. Mayuyu,

Jillian C. Daguro
Syruz D. Dimalanta
Trisha R. Hipolito
Jade C. Panoy
 November 2023

Chapter 1

THE PROBLEM AND ITS BACKGROUND

Introduction

Family status encompasses various aspects of your family life, including your

role as a parent or child and your marital status. This means it involves understanding

your position within your family unit. These aspects collectively shape your family

dynamics and can influence various aspects of your life. (Canadian Human Rights, 2024)

Academic motivation involves the internal and external factors that push

individuals to excel in their educational endeavors. It encompasses personal goals,

interest in learning, and external rewards such as grades or recognition. Recognizing and

understanding academic motivation is vital for educators and policymakers as it strongly

influences student engagement and success.(Deci & Ryan, 2000).

Disparities in family status significantly impact academic motivation among

learners. Students from disadvantaged family backgrounds often face additional

challenges in accessing educational resources and support, leading to lower levels of

motivation and academic achievement (Sirin, 2005).

The impact of family status on students’ motivation to excel in school. In

households where there is instability, conflict, or neglect, students may experience

heightened stress and emotional challenges, which can hinder their ability to focus on

academic pursuits. Additionally, students who come from single-parent households or

have caregiving responsibilities may face obstacles in balancing their academic

responsibilities with family duties, leading to lower motivation and academic

performance. (Ackerman & Brown, 2010)

An effective strategy for addressing the issue of family status and academic

motivation among learners is the implementation of comprehensive family support

programs within educational institutions. These programs offer a range of resources and

services tailored to meet the unique needs of students from diverse family backgrounds.

Examples include family counseling and support services to address familial challenges,

parenting workshops to empower parents, mentorship programs to provide guidance, and

flexible academic support services. By integrating these practices into educational

settings, schools can create a supportive environment that fosters academic motivation

and success for all students, irrespective of their family status (Smith & Johnson, 2018).

Despite ongoing efforts to address the issue of family status and its impact on

academic motivation, there is still a considerable gap in research regarding the

effectiveness of targeted interventions and support strategies tailored to diverse family

contexts. This gap underscores the importance of further exploration and study in this

area to develop more comprehensive and effective approaches for supporting students

from various family backgrounds.

This study is motivated by the need to explore the link between family status and

Academic motivation in senior high school students at Capas High School. Both family

background and self-motivation are known to significantly influence student

achievement, yet there is a notable absence of research in this specific context

Hence, The objective of this study is to explore the correlation between family

status, specifically, whether it is complete or broken family, and self-motivation among

students. The researcher aims to investigate whether there is a discernible impact of

family status on the motivation levels of students. The study is designed as a bivariate

analysis, concentrating on examining the relationship between two variables: family

status and self-motivation.

Statement of the Problem

This study aims to explore the relationship between family status and the

selfmotivation levels of grade 12 senior high school learners during the school year 2023-

2024.

Specifically, it tries to answer the following questions:

1. How may the learners describe family status in terms of; 1.1 Complete Family

Status and

1.2. Broken Family Status?

2. How may the learners describe Self Motivation?

3. How may the learner's Family status be related to Self-motivation?

4. What is the implication of the study?

Hypothesis of the Study

Ho: There is no significant relationship between family status and self-motivation in

Capas Senior High School Learners.

Significance of the Study

This study is crucial to investigate family status and self-motivation in the context

of grade 12 senior high school learners. Knowing how these two things interact might

help us better understand how high school adolescents behave academically, feel

emotionally, and develop generally. This study will benefit the following:

Schools and Administrators. This study would help school administrators to

enhance their support for students by creating targeted programs and engaging parents

more effectively and give them a deeper understanding of how family status influences

student motivation, which leads to improved academic success and a more positive

learning atmosphere.

Teachers. This study provides teachers with essential insights into the influence

of family status on student motivation, enabling tailored strategies and enhanced support,

ultimately leading to improved academic success and a more positive learning

environment.

Students. This study would help students understand the importance of

selfmotivation in academics and provide practical tips to enhance it, regardless of their

family background, to support their academic success.

Parents and Guardians. This research shows how important it is for parents to

help students stay motivated in school, regardless of their family background, to give

parents the knowledge and tools to support their child's academic success.

Future Researchers. Future researchers can use this study as a foundation to

explore these factors and their impact on student success, providing a valuable reference
for those delving deeper into the connection between motivation and family background

in education.

Scope and Delimitations

The primary goal of this future quantitative research study will be to establish a

better understanding of the correlation between family status and self-motivation among

Grade 12 Senior High School Learners in various strands at Capas Senior High School

during the school year 2023-2024. Specifically, it describes the learner's family status in

terms of Complete Family Status and Broken Family Status. Also, the study would

describe the learners; Motivation. Furthermore, the study would relate the learner's

Family and Self-motivation. Lastly, the study would find its implications.

To gather data from the respondents, survey questionnaires will serve as the

primary tool for collecting responses. The study's focus will be confined to the Grade 12

students of Capas National High Senior High School, ensuring a specific and targeted

examination of the relationship between family status and self-motivation within this

educational context. Through the use of questionnaires, this research will seek to uncover

valuable insights that can inform interventions and support mechanisms for these

learners, ultimately contributing to their academic success.

Definition of Terms

The following terms were defined by their conceptual and theoretical meaning to

have a working knowledge and better understanding of the research study

Broken Family. Refers to a household of Grade 12 learners where the marital

bond between their parents is no longer intact often due to separation or divorce.
According to Loggins (2022), this is the individual's having an unhealthy or severed

relationship within the family unit.

Complete Family. Refers to the family unit of the Grade 12 learners where there

both parents and children are present, living together, and sharing responsibilities

According to Vachher (2022) individual's family consisting of a single child, no child,

two kids of same gender, or one of each, or more than two kids.

Family Status. Refers to the current situation or arrangement of the Grade 12

learners within their family, indicating factors such as marital status, living arrangements,

and the presence or absence of their parents or siblings.

Self-motivation. Refers to the respondent's initiative to set and achieve their

personal goals. According to Eatough (2022), Self-motivation is the individual's internal

drive that leads us to take action toward a goal.

 Chapter II

REVIEW OF RELATED LITERATURE

This chapter presents the related literature and studies of both foreign and

local authors, and published and unpublished documents supporting the present study.

Related Literature

Foreign

According to Mekennon (2017), there is no discernible impact on students' academic

achievement based on the educational background of their families. In other words,

Mekennon suggests that a family's level of education does not necessarily correlate with

or predict a student's success in academics. This viewpoint challenges the notion that a

higher educational background within a family inherently leads to better academic

performance among students.

According to Rabo (2018), parents with higher educational attainment and stable jobs are

more inclined to provide positive encouragement to their children, resulting in better

academic performance. Rabo suggests that a supportive and encouraging environment,

fostered by parents with higher education and stable employment, contributes positively
to a child's academic achievements. This perspective highlights the potential impact of

parental involvement and positive reinforcement on a child's educational outcomes.

Egunsola and Isani (2015) asserted that family type, size, and marital status can

indeed influence students' academic performance. They particularly emphasized a

significant relationship between marital status and family size with students'

achievements in school. The authors emphasized the crucial role of parents in creating a

conducive home environment that positively impacts a student's educational

performance. This underscores the importance of the family context in shaping students'

academic success, highlighting the need for supportive home environments. Ogbugo-

Ololube (2016) suggested that students with middle and high-level family backgrounds

are more likely to prioritize academic performance compared to those with low family

backgrounds, who tend to exhibit lower performance in school. This perspective

underscores the potential influence of family background on a student's commitment and

success in academic endeavors.

According to Nweke, Iherijika, and Deebom (2018), the family background of a

student plays a significant role and has a substantial impact on academic achievement in

primary schools. This statement suggests that factors within a student's family, such as

socio-economic status, parental involvement, and support, can strongly influence the

student's success in academic endeavors during their primary education.

Local

The study conducted by Mendoza and Pasiliao in 2020 found that family income

significantly influences the academic performance of senior high school students in the

Philippines. The research emphasizes the importance of targeted interventions to address

socioeconomic disparities in education. The authors recommend advocating for policies

that aim to reduce the funding gap between public and private schools, recognizing the

potential impact on students' academic achievements.

The "Education in the Philippines: A Status Report" by the Philippine Business

for Education in 2023 highlights persistent educational gaps associated with

socioeconomic backgrounds. The report recommends supporting initiatives that

encourage parental involvement and early childhood education programs as a means to

address these disparities. Recognizing the impact of socioeconomic factors on education,

the emphasis is placed on proactive measures to promote equity and inclusivity in the

Philippine education system.

Miguel Syjuco's 2008 novel, "Ilustrado," talks about poor and rich people and

how society treats them differently in the Philippines. Reading the book can help you

understand the difficulties faced by students who don't have many advantages. The story

gives a view into how poverty and privilege affect people, especially in education.

In accordance with the literature of Cruz and Sevilla's (2015), entitled, “The

Influence of Family Structure on Academic Performance and Self-Concept of Elementary

School Students in Metro Manila. Asia Pacific Journal of Multidisciplinary Research”

The research underscores the significance of early childhood support and positive

familial relationships as critical determinants for academic success. By examining these

factors, the study highlights the crucial role family dynamics play in shaping a student's

educational journey, emphasizing the need for a supportive environment to foster positive

outcomes in academic achievement and self-perception.

 In 2023, Rappler published an article titled "Why are millions of Filipino children

still out of school?" addressing factors like poverty and where people live that contribute

to educational gaps. Staying informed about such issues is essential, and engaging in

discussions about reforms for educational equity can help create positive changes.

Related Studies

Foreign

Grollemond and Den Boer (2018) explored the impact of parental divorce on

academic achievement in Dutch adolescents aged 15-18. Surveying 2,357 participants,

60% from intact families and 40% from divorced families, the study found that students

from divorced families exhibited lower self-efficacy and emotional well-being, leading to

reduced academic achievement. The research suggests targeted interventions for students

from divorced families, emphasizing improvements in self-efficacy and emotional well-

being. This valuable contribution is based on data collected through the Dutch National

Youth Panel study.

In 1991, Amato and Keefe conducted a significant longitudinal study titled “The Effects

of Parental Divorce on Children’s Adjustment from Kindergarten to Late Adolescence” in

the United States. The study tracked 359 divorced families and 152 intact families,

revealing that children from divorced families exhibited enduring challenges, including

lower academic achievement, increased conduct problems, and lower self-esteem

compared to their counterparts from intact families. Encompassing the developmental

spectrum from kindergarten to late adolescence and initially involving 1,000 families, the

research was part of the National Survey of Children. The study emphasizes the enduring
impact of parental divorce on various aspects of children’s adjustment, highlighting the

need for early intervention and targeted support strategies to alleviate the negative

consequences experienced by children from divorced families. This research remains

pivotal in comprehending the nuanced dynamics of parental divorce and its implications

for the long-term well-being of children.

In 2009, Fletcher and Lei conducted a study titled “Family Structure and

Academic Achievement: Moderating Effects of Parental Support and Control in China.”

The research, based on a survey of 7,968 Chinese high school students, revealed that

family structure did not directly influence academic achievement. Instead, the study

found that the impact of parental support and control was more pronounced, with these

effects being weaker in divorced families. The findings suggest that strong parental

support and control, regardless of family structure, are crucial for academic success. The

research contributes valuable insights to the understanding of the nuanced dynamics

between family structure, parental involvement, and academic achievement in the context

of Chinese high school students. The study was conducted as part of the China Education

Panel Survey.

In 2003, Jeynes conducted a comprehensive meta-analysis, titled “A Meta-

Analysis of the Effects of Parental Divorce on Children’s Academic Achievement,"

which scrutinized 80 studies involving over 20,000 children. The analysis revealed that,

while children from divorced families generally displayed lower academic achievement

compared to those from intact families, the effect size was small and varied depending on

factors such as the child's age and gender. The study emphasizes the significance of

considering individual and family-level factors to mitigate the negative impact of divorce

on academic outcomes. This meta-analysis, drawing from diverse global studies, offers a
nuanced understanding of the intricate relationship between parental divorce and

children's academic achievement.

In 2015, Orth and Flubacher conducted a comparative analysis titled "Family

Structure, Educational Aspirations and Attainment: A Comparative Analysis of

Switzerland and the United States." The study, based on a survey of 17-year-olds,

revealed that in Switzerland, individuals from divorced families exhibited lower

educational aspirations and attainment, whereas in the United States, no such trend was

observed. The findings suggest that cultural differences in family support may account

for these variations. The study underscores the importance of considering cultural

contexts when interpreting the effects of family structure on educational outcomes. The

research draws from data gathered through the International Social Survey Programme

and the Monitoring the Future study, contributing insights into the nuanced relationship

between family structure, educational aspirations, and attainment in different cultural

settings

B. Local

The study conducted by Costaños (2020), entitled “Family Status and SelfMotivation in

Studies" explores the connection between family status and self-motivation in the context

of students' academic performance. It suggests that belonging to a complete family may

boost a student's confidence and foster positive learning habits. Conversely, students

from broken families might exhibit different behaviors toward academic tasks. The

research, employing a correlation quantitative design at Jagobiao National High School-

Senior High Department, found no significant correlation between family status and self-
motivation. The study concludes that self-motivation persists regardless of family status,

emphasizing the role of innate behavior and attitude in achieving better academic

performance.

In 2018, Javier and Cabotaje conducted a study titled “Family Structure and

Academic Performance of Senior High School Students in Batangas” based on a survey

of 300 Grade 12 students. The sample comprised 62% from complete families and 38%

from broken families. The findings revealed that students from broken families exhibited

lower academic performance compared to those from complete families. The study

emphasized the crucial role of parental support and communication in fostering

selfmotivation and academic performance. The researchers suggested that interventions

aimed at strengthening parental support and communication in broken families could lead

to improvements in academic outcomes. This school-based survey provides insights into

the relationship between family structure, parental dynamics, and academic performance

among senior high school students in Batangas.

In 2015, Magdang and Dela Cruz conducted a study titled “The Relationship

Between Family Structure and Academic Resilience of Senior High School Students in

Bulacan” through a survey of 400 Grade 12 students, with 70% from complete families

and 30% from broken families. The research revealed that students from complete

families demonstrated higher academic resilience. However, the study also found that

robust social support systems played a mitigating role, lessening the negative effects of

broken families on academic resilience. The findings underscore the importance of

fostering resilience and building strong social support networks, particularly for students

coming from broken families. This study provides valuable insights into the complex
relationship between family structure, social support, and academic resilience among

senior high school students in Bulacan.

In 2019, Mendoza and De Guzman conducted a study titled “Impact of Family

Structure on the Academic Self-Efficacy of Public High School Students in Pampanga”

through a survey of 250 Grade 10 students, comprising 65% from complete families and

35% from broken families. The research indicated that family structure had a direct

impact on academic self-efficacy, with higher levels observed in students from complete

families. However, the study also revealed that strong family relationships could

compensate for the lack of a complete family structure. The findings suggest a focus on

building positive family relationships as a key strategy to enhance academic self-efficacy

among public high school students in Pampanga. This study contributes insights into the

nuanced dynamics between family structure, family relationships, and academic

selfefficacy in the context of Filipino high school students.

In 2016, Ramos and Reyes conducted a study titled “The Effects of Family

Environment on the Study Habits and Self-Discipline of Senior High School Students in

Metro Manila” through a survey of 280 Grade 12 students, with 67% from complete

families and 33% from broken families. The research highlighted that a positive family

environment, characterized by support and communication, resulted in better study habits

and self-discipline, irrespective of family structure. The findings emphasize the

importance of fostering positive family environments as a universal strategy to enhance

study habits and self-discipline for all senior high school students. This school-based

survey contributes insights into the relationship between family environment, study

habits, and self-discipline in the context of Metro Manila’s senior high school students.
 In 2015, Villanueva and Santos conducted a study titled “The Relationship Between

Socioeconomic Status and Academic Performance of Senior High School Students in

Davao City” through a survey of 400 Grade 12 students, with 55% from higher

socioeconomic status and 45% from lower socioeconomic status. The research revealed

that students from higher socioeconomic status demonstrated higher academic

performance. However, the study also found that strong family support and positive peer

relationships played a mitigating role, counteracting the effects of lower socioeconomic

status. The findings underscore the importance of addressing socioeconomic inequalities

and providing additional support mechanisms for students from disadvantaged

backgrounds to ensure equitable academic outcomes in Davao City.

Synthesis

The reviewed literature, both foreign and local shows the theoretical foundation

of the current study, focusing on the correlation between family status and self-

motivation among students.

Benner et al. (2015) emphasized the pivotal role of family support in nurturing

academic motivation, highlighting the need for a supportive home environment that

includes emotional encouragement, high expectations, and various forms of assistance.

Similarly, Dempsey et al. (2011) underscored the essential connection between parental

involvement and student motivation, advocating for active engagement, positive learning

environments, and intrinsic motivation within the family.

Yau’s (2020) study in the United States revealed that adolescents from

singleparent households may experience lower academic motivation, but substantial

family support and active parental involvement can mitigate these effects. This
underscores the potential of a supportive family environment to counter challenges

associated with family structure.

Grollemond and Den Boer (2018) explored the impact of parental divorce on

academic achievement, emphasizing the need for targeted interventions. Amato and

Keefe’s (1991) longitudinal study in the U.S. revealed enduring challenges for children

from divorced families, emphasizing the importance of early intervention and support.
 This figure shows the paradigm of the study

Family Status Self-Motivation

Implication

Figure 1. Paradigm of the Study

Conceptual Framework

According to the Self-Determination Theory (SDT), family status significantly

impacts self-motivation. Children from supportive families where basic psychological

needs are met tend to exhibit higher self-motivation and academic achievement, while

those from dysfunctional or stressful family environments are more likely to experience a

deficiency in self-motivation (Ryan & Deci, 2017).

The self-determination theory (SDT), developed by Richard M. Ryan and Edward

L. Deci in 2000, explores how individuals are motivated to achieve their goals. This

theory delves into the relationship between personality and human motivation,

recognizing that everyone has their unique sources of motivation as they strive to

accomplish specific objectives. Additionally, Ryan and Deci (1985) introduced a

subtheory known as the cognitive evaluation theory, which emphasizes the impact of

social and environmental factors on inner motivation. This theory acknowledges that

motivation can be influenced by inherent or nurtured aspects, often expressed through

language.

The primary goal of this study is to investigate the relationship between family

status and self-motivation among Grade 12 learners in Capas Senior High School.

Selfmotivation plays a pivotal role in academic success, and the family environment is
recognized as a significant factor that can influence a student's motivation.

Understanding how family status, including factors like complete families or broken

families, may impact self-motivation is essential for teachers, parents, and school

administrators.

The results of this study will aid in understanding how family status influences

the self-motivation of Grade 12 learners. This knowledge can inform educational

strategies and support systems to enhance student motivation and, in turn, improve

academic performance. Moreover, it may provide insights into the role of parental

involvement, socioeconomic status, and family support in mediating this relationship.

 Figure 1: Paradigm of the Study Chapter III

METHODS OF THE STUDY AND SOURCES OF DATA AND STUDIES

This chapter presents the research design and population of the study, data gathering

procedure, tools and instruments and the statistical treatment for the data gathered.

Research Design

This study is quantitative. The researchers used correlational design to investigate

the relationship between Family Status and Self-Motivation in Grade 12 Learners of

Capas Senior High School. According to Bhandari (2023), A correlational research

design investigates relationships between variables without the researcher controlling or

manipulating any of them.

Population of the Study

The study will be conducted at Capas Senior High School, to be situated in Sitio

San Nicholas, Barangay Sto. Domingo 1st, Capas, Tarlac, 2315. This educational

institution is set to become the first standalone senior high school in Tarlac, with Dr.

Conrado C. Domingo expected to assume the role of the school's head. The researchers
will select this location for its anticipated accessibility and its profound relevance to the

study.

Figure 2. Map of the Capas Senior High School

Sampling Design

The research design for this study adopts a dual-sampling approach, utilizing both

stratified random sampling and purposive sampling methodologies. Stratified random

sampling is employed to ensure a comprehensive representation of Grade 12 students,

categorized by their academic Strand/Section, acknowledging the potential variations

within the population. Simkus's (2022) emphasis on the precision offered by stratified

sampling informs this choice. Additionally, purposive sampling is employed to gather

indepth qualitative data on family status, facilitating a nuanced understanding of the

participants' backgrounds. Moreover, the study employs stratified sampling for the

assessment of self-motivation, ensuring a thorough exploration of factors influencing

motivation within distinct subgroups. The deliberate selection of these sampling methods

underscores the research’s commitment to robust and purposeful data collection, steering

away from the less intentional convenience sampling approach. This approach aims to

provide a comprehensive and nuanced insight into the lives and motivations of Grade 12

students.

Table 1

Distribution of Track/ Strand and Sections of Grade 12 Learners

Track/ Strand and Section Male Female Total No. of
Respondents
Science, Technology, Engineering, and Math 20 38 58 16
(STEM) – Luke
Science, Technology, Engineering, and Math 23 34 57 16
(STEM) – Paul
Accountancy and Business Management 11 35 46 13
(ABM) – Romans
Accountancy and Business Management 13 24 37 10
(ABM) – Matthew
Accountancy and Business Management 16 25 41 11
(ABM) – Jude
Humanities and Social Sciences (HUMSS) – 32 35 57 16
Mark
Humanities and Social Sciences (HUMSS) – 25 33 58 16
Corinthians
Humanities and Social Sciences (HUMSS) – 25 28 53 15
Colossians
Humanities and Social Sciences (HUMSS) – 16 39 55 15
Thessalonians
Humanities and Social Sciences (HUMSS) – 20 31 51 14
Isaac
Humanities and Social Sciences (HUMSS) – 21 31 52 14
Timothy
Humanities and Social Sciences (HUMSS) – 25 31 56 15
David
General Academic Strand (GAS) – Daniel 17 18 35 10
General Academic Strand (GAS) – Isaiah 25 16 41 11
Information and Communication Technology 35 11 46 13
(ICT) – Peter
Information and Communication Technology 41 10 51 14
(ICT) – Ezekiel
Information and Communication Technology 42 7 49 13
(ICT) – Jeremiah
Home Economics (HE) – Galatians 27 37 64 18
Home Economics (HE) – Ephesians 15 17 32 9
Industrial Arts (IA) – James 38 3 41 11
IA - Jacob 39 1 40 11
Sports – Hebrews 23 1 24 7
Arts and Design (AD) – Titus 5 4 9 2
Total 544 509 1,053 263
A total sample size of 290 Grade 12 learners was determined through Slovin’s

formula. The total population size of 1,053 Grade 12 learners, 544 of whom are male and

509 who are female. The margin of error (0.05) was used.

Slovin’s Formula determines the sample size for a certain population. It is used with the

formula n = N/(1+Ne2). Where n is the sample size; N is the population size; e is the

margin of error with a confidence interval of 0.05 and one (1) is a constant value.

Methods of Gathering Data

The researchers will gather data from the Grade 12 Learners at Capas Senior High

School. The researchers will request permission from the school principal to conduct this

study. once approved, the researchers will ask permission from the authors of the study

whom they adopted the research instrument from. Upon approval, the researchers will

collect the data from the participants.

Instrument

To get the responses from the participants that are needed for the study, the researchers

will be using a survey questionnaire. The researchers will use an adopted questionnaire,
developed by Costaños, 2020, in the study titled “Family Status and SelfMotivation in

Studies. ’’ Costaños is associated with the Department of Education in Mandaue City

Division, Mandaue City, Philippines. The study was officially published on March 21,

2020.

In Costaños (2020), a study on family status and self-motivation among senior high

school students employed a survey questionnaire. The questionnaire featured two

sections: one assessing family status with two indicators and the other evaluating

selfmotivation through 12 indicators on a five-point scale. In this scale, participants

indicated the frequency of their experiences, ranging from "very rarely" (1) to "very

often" (5). Costaños adopted a quantitative correlation design to analyze her data,

employing the pearson’s r to determine the significance of the relationship between

family status and self-motivation. Her research methods reflect a systematic and rigorous

approach to investigating the interplay between these variables

Table 1
Five- Point Likert Scale Value
Value Verbal Analogy
5 Very often
4 Usually
3 Sometimes
2 Seldom
1 Very rarely

Furthermore, to determine the minimum and the maximum length of the

5-point Likert-type scale, the range is calculated by (5 − 1 = 4) and then divided by

five as it is the greatest value of the scale (4 ÷ 5 = 0.80). Afterwards, number one

which is the least value in the scale was added in order to identify the maximum of

this cell. The length of the cells is determined below.

 Table 2
Five-Point Likert Descriptor

Range Equivalent Value Verbal Analogy

4.21-5.00 5 Very often

3.41-4.20 4 Usually

2.61-3.40 3 Sometimes

1.81- 2.60 2 Seldom

1.00- 1.80 1 Very rarely

The researchers used the 5-point Likert scale verbal interpretation and

descriptor to analyze the gathered data by its effectiveness. The questioner responded

with "Very often", "Usually", "Sometimes", "Often", and "Very rarely".

Data Gathering Procedure

The researchers will follow a certain procedure in gathering the data needed for

this research. In order to gather information from the prospective participants, the

researchers will secure a permit from the Senior High School Principal and Assistant

Principal to conduct data gathering and an interview for the said participants of this

study. Next, the researchers will ask for permission to execute the data collection from

the teachers concerned. Upon approval, the researchers will use a questionnaire to

conduct a structured.
Statistical Treatment

The data obtained from this study will be subjected to the prescribed statistical

analysis.

Frequency (f) is the number of times the value occurs in the data. Central

Tendency is the typical value for a distribution, colloquially, measures of central

tendency are often called averaged.

Weighted Mean is a type of mean that is calculated by multiplying the weight (or

probability) associated with a particular event or outcome with its associated quantitative

outcome and then summing all the products together. (Wais, 2023) Kim

Pearson's correlation coefficient (r) measures the strength and direction of the

linear relationship between two variables. Reliable results depend on continuous data

without outliers, derived from a sample meeting the assumptions of normality and

independence (Hayes, 2023).

Formula: r = n (∑X Y) -( ∑X ∑Y)

√(n∑X2-(∑X)2) (n∑Y2-(∑Y)2)

This formula calculates the correlation coefficient between two variables,

measuring the strength and direction of their linear relationship. By using this method,

the researchers will be able to determine whether there is an association between Family

Status and Self-Motivation.