Exploring the Impact of Family

Separation on Children's Academic

Performance
A PRESENTATION ON EMPOWERMENT TECHNOLOGY

KATE NICOLE I. ESTEMERA

JANUARY 18, 2024

Overvie
• Abstract

w
• Introduction
• Problem
• Methodology
• Result
• Conclusion
• Literary Review
• Recommendation
• framework
 Abstract
The research examines the relationship between family separation and
two key factors: study habits and academic performance. The study is
grounded in the family system theory, which emphasizes the
interconnectedness of family members and the potential effects of change
or disruption within the family unit. It recognizes that children from
broken families may face challenges in their social, emotional, and
educational functioning, which can impact their study habits and
academic outcomes.
 Introduction
This passage explores the impact of family separation on students' study habits and academic
performance. It discusses how broken families can lead to lower study habits, school absences,
involvement in fraternities, and challenges in problem-solving skills. Emotional, mental,
social, and behavioral difficulties in students from broken families contribute to poor academic
performance. Communication problems, emotional expression issues, lack of respect, and trust
issues among family members are highlighted. The text emphasizes that children from broken
homes often face stress, lack of motivation, and depression, negatively affecting their
academic performance. The study aims to investigate the correlations and effects of family
separation on children's academic success by examining variables like study habits and
academic performance.
 Conceptual
Framework
BROKEN FAMILY

ACADEMIC
STUDY HABITS
PERFORMANCE
 Proble
Problem 1
m
There is no significant
Problem 2

There is no significant
relationship between the relationship between study
students who experienced habits and academic
broken families to their performance.
study habits and academic
performance.
 "ANALYSIS OF
LEARNING
ACHIEVEMENT OF
CHILDREN BROKEN
HOME AT PGRI

Litera
PURWOHARJO
HIGH SCHOOL"

"Parental separation
"Parental divorce is
and children’s

ry
not uniformly
disruptive to educational
children’s educational attainment:
attainment." Heterogeneity and rare
and common

Revie
educational outcomes"
 Methodol
ogy
• Research Design

The research design of the study is a descriptive survey design that allows us to
collect a large amount of data from the target population to determine the
significant impact of the students experiencing broken families on their study
habits and academic performance.

• Research Local

This study took place in San Juan National High School at San Jose, San Juan
(Cabalian), Southern Leyte, Philippines.
 • Population

The research respondents were senior high students because the

researcher believes that some students at this grade level are more
inclined to experience separated families.

• Sampling Method

Simple random sampling was utilized to achieve the said sample size.
Random sampling is a type of probability sampling in which the
researcher randomly selects a subject or participants from a
population, in this way each member of the population has exactly
equal chance of being selected.
• Research Instrument

The primary purpose of these instruments is to comprehensively

assess and evaluate the impact of parental separation on the lives of
these students.

• Data collection procedure

Quantitative data will be analyzed using appropriate statistical

methods, such as descriptive statistics, to summarize and interpret
the data. Throughout the data collection process, the privacy and
confidentiality of the participants will be maintained.
• Data analysis method

A frequency and percentage distribution are used to determine

and categorize the results derived from the students
experiencing family separation on their study habits and
academic performance.
 Result Table 1
Age of the Respondents
Age Frequency Percentage Rank

16 7 28% 2

17 12 48% 1

18 2 8% 4

19
4 16% 3
Above

Total 25 100%
 Table 2
Gender of the Respondents
Gender Frequency Percentage Rank

Male 4 16% 2

Female 21 84% 1

Total 25 100%
 Table 3
Average Grade of the Respondents

Average Frequency Percentage Rank

90 2 8% 5

91 5 20% 2

92 3 12% 4

93 7 28% 1

94 4 16% 3

95 3 12% 4

96 1 4% 6

Total 25 100%
 Table 4
The negativity of the students came from a broken faily
Frequency Percentage

Yes 15 60%

No 10 40%

Total 25 100%
 Table 5
The impact on anxiety and depression of dtudents came from broken homes
Frequency Percentage

Yes 16 64%

No 9 36%

Total 25 100%
 Table 6
Testing for the significance of the Pearson R- correlation coefficient between
students who experienced broken family to their study habits and their
academic performance

Testing a Hypothesis
Null hypothesis (H1o): ρ = 0
Alternative hypothesis (H1a): ρ ≠ 0
Null hypothesis (H2o): ρ = 0
Alternative hypothesis (H2a): ρ ≠ 0
r= 0.09
df=23
cv = 2.0686
 Conclus
1) The respondents in the study demonstrated excellent study habits, as indicated by their questionnaire

ion
scores. Additionally, their academic performance, as measured by GPA, was outstanding. This suggests
that the respondents are dedicated and committed to their studies, as evidenced by their exceptional study
habits and academic achievements.

2) Students from broken families often experience sadness, which can potentially impact their academic
performance. These students need to maintain emotional well-being, even in difficult circumstances, to
achieve positive academic outcomes.

3) The data analysis revealed that the p-value is greater than the chosen significance level. This means
that there is no significant difference between the study habits and academic performance variables. As a
result, the null hypothesis is accepted, indicating that there is no significant relationship between the two
 Recommend
ation
Recommendation 1
The researcher recommends that follow-
up research could include the positive and
Recommendation 2

To the future researchers they should also

negative effects of broken families on include a larger sample size of students by
student academic performance. have depression.
 Recommend
ation
Recommendation 3
To the participant or the students they
should know their limitations and
Recommendation 4

The student should prioritize first the

important things such as school activities
consequences that might result from too
and other related from academics that they
much depression and physically unhealthy,
need to do.
Distractions of studies.
Thank You So
Much