THESIS.final (2).docx

Chapter 1 THE PROBLEM AND ITS BACKGROUND Introduction The researchers seek to inform their readers about the mental and emotional factors affecting the academic performance of a child in school regarding the working of their parents overseas. Nowadays, as life becomes uneasy to other families here in the Philippines, parents tend to work overseas to offer a convenient living to their children. As a result, it leads to several effects on the emotional and mental aspects of a child. This study is concerned with regards to the upbringing of children by their parents. A child's greatest need is quality time with their parents. Finding time to spend together as a family can be difficult. In many households, parents have to go to work, which limits the time they have to spend with their children. In addition, children are involved in school and other activities. (Collins, 2010) Based on surveys and statistical review, some common negative effects of having OFW (Overseas Filipino Workers) parents are dropping out of school, taking prohibited medicine, and getting into early pregnancy. These negative effects sometimes occur when children do not get too much attention from their parent or either guardian who is left behind. Children who don’t have their parents’ guidance can easily be influenced by peers. This is also a reason why “abandoned” children can change their attitudes easily. But besides having negative effects, children having OFW parents

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also change for good especially those who are in their adolescent age. Their OFW parents serve as their inspiration to do better in their endeavor. (Tan, 2011) It has a direct effect on the actions and behavior of an individual on how he or she is developed mentally and emotionally. By actions, this study focuses entirely on the reflected performance of students of Child Jesus of Prague School with parents that work overseas in school. Background of the Study The analysis of the academic performance of OFW children studying in Child Jesus of Prague School is aimed at providing guide to the school, faculty, students, and guardians in terms of handling behaviors that affects learning at school. Nowadays, there really is a need to give more attention to the needs of the youth. These needs do not only pertain to material objects but also to the other needs such as for security, love and belongingness, esteem and self-actualization as presented in the hierarchy of needs by Abraham Harold Maslow. Prevailing problems in this country is mainly contributed by youth-related causes –rooted by their upbringing. Emotional and mental problems lead to misbehavior of children that affects their whole life in process. People these times do receive very little from the privilege of formal studying. In order to protect this, the researchers would give ample time to study more on the factors that affect a child’s performance in school without his or her parents around in order to understand their cases.

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The researchers decided to focus on the relationship of the parents to their children simply because this plays an important role in the development of the wellbeing of individuals. At the final course of this study, the researchers aspire to give a great realization to the readers about this matter. They want to see through the silent, yet big problem faced by the youth as centered in the high school students of Child Jesus of Prague School. Statement of the Problem This study aims to know the Factors Affecting the Academic Performance of OFW Children in Child Jesus of Prague School S.Y 2012-2013. Moreover, it seeks to answer the following questions: 1. What is the profile of the respondents in terms of: 1.1 Gender 1.2 Year level 1.3 Nature of parents’ profession abroad 1.4 Years spent of parents abroad 1.5 Average grade in the 2nd quarter 2. What are the factors affecting the academic performance of OFW children in Child Jesus of Prague School?

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3. Is there any significant relationship between the Factors Affecting the Academic Performances of OFW children in Child Jesus of Prague School to the profile of the respondents in terms of: 3.1 Gender 3.2 Year level 3.2 Nature of parents’ profession abroad 3.3 Years spent of parents abroad 3.4 Average grade in the 2nd quarter Theoretical Framework As the framework for the study being conducted by the researchers, theories about parental involvement and attachment are used as supporting ideas for the researches to be made. Parent Involvement, according to a published article by Wendy S. Grolnick in 1994 and 1997, it affects student achievement because these interactions affect student’s motivation, their sense of competence and belief they have control over their success in school. It means that the involvement of parents serves as the basic foundation in the development of a child in all aspects. Children spend most of their time in schools than in their own house. The mere presence of parents at home after a child’s school hours makes a big difference in a child’s development, being attached to them more or not. Once an individual mind is muddled, it automatically affects his actions and thus, it yields negative effects on a child’s performance in school. 4

In relation to the study of the researchers, pertaining to the factors affecting the academic performance of students in Child Jesus of Prague School with OFW parents, one could already perceive that the relationship of the parents with their children counts. This study centralizes on high school students; hence, respondents are all in the stage of adolescence. It is known that adolescence is the stage of confusion in individuals. This is the stage wherein the support from the family, especially the parents, is much needed for their development. The Attachment Theory proposed by William Sears states that the child forms a strong emotional bond with caregivers during childhood with lifelong consequences. Sensitive and emotionally available parenting helps the child to form a secure attachment style, which fosters a child's socio-emotional development and well-being. In extreme and rare conditions, the child may not form an attachment at all and may suffer from reactive attachment disorder. Principles of attachment parenting aim to increase development of a child's secure attachment and decrease insecure attachment. When mothers taught to increase their sensitivity to an infant's needs and signals, this increases the development of the child's attachment security. In relation to the factors affecting the performances of the children in school, the presence of the parents is important. It can be proven by this theory. This theory means that as an individual grows up, there is a strong bond or attachment developed between the child and parents. Parents were needed by their children to discipline, to teach them, and to guide them properly. All children need the love and care of their parents.

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Nowadays, some parents go abroad to work and earn more money for the needs and the future of their children. Even though it is hard for them to leave their children to their relatives, they are forced to do so, because they want them to give their children a brighter future. However, the one who is really going to be affected are the children. It can affect them physically, emotionally, mentally, and the way they communicate to other people. Some children nowadays tend to have rebellion against their parents because they thought that their parents do not love them anymore because they left them. Through these instances, it can be truly said that the presence of parents is important for the child to grow with good attitude and can perform well in everything they do because they know that their parents are always there to support them. Hypothesis There is no significant relationship between the factors affecting the academic performance of OFW children in Child Jesus of Prague School to the profile of the respondents in terms of: a. Year level b. Nature of parents’ profession abroad c. Years spent of parents abroad d. Grades in four core subjects

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Significance of the Study A study is conducted to give a specific purpose for different individuals. These are the following groups that will benefit the study of the researchers: a. Respondents This study conducted by the researchers centralized only on students with parents working overseas. This would benefit them by means of making them reflect on the performance that they are making without their parents with them so that they will be able to understand their work positively and even become more productive in their studies. b. Students This study will give benefit to the students because the study indicates the factors that affect the academic performance of those students with OFW parents. With these, it would help them to realize the effects of being away from their parents so that they will be able to value them more and to have a positive attitude to make a better performance in school. c. Parents It will give a big help to the parents because they will have an idea if their son is not doing well in his academic performances. The researchers give some tips that will help the parents working abroad on what they need to do to help their children in his or her studies. d. Teachers As the students’ parents at school, they will have an idea on why are there students who are having low grades in his or her different subjects and they will find a way to help that student to cope up by giving them support and motivation like parents do. e. Researchers

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In the future, this study would benefit those who would be making also researches and a thesis regarding psychology in relation to the performance of high school students in school. f. Administration They are in charge in promoting discipline inside school. With these, they would understand the problems of students in terms of their performance in school. One factor that contributes to discipline is proper handling of behavior brought about by students whose parents are abroad. Definition of Terms  

Appraisals – methods by which a performance is being evaluated Authoritarian – parents set firm controls, but they tend to be emotionally more



distant from the child. Authoritative – These parents set high standards and impose controls, but they



are also warm and responsive to the child’s communications. Aversive – tending to avoid or causing avoidance of a noxious or punishing

   

stimulus Bias – generally is one-sided that lacks a neutral point of view Brusquely – abrupt and curt in manner or speech; discourteously blunt Chronologically – arranged in order of time of occurrence Cognition – a group of mental processes that includes attention, memory, producing and understanding language, learning, reasoning, problem solving,



and decision making. Compensation – strategy whereby one covers up, consciously or unconsciously, weaknesses, frustrations, desires, or feelings of inadequacy or incompetence in one life area through the gratification or (drive towards) excellence in another area.

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

Conscientious – the state of being thorough, careful, or vigilant; it implies a

   

desire to do a task well. Consolably – the manner of allaying the sorrow or grief of something Distortion – the giving of statements that twists fact Docile – used to characterize one that is easily taught or handled. Ethnographic studies – it involves studying prospective customers to



understand social and environmental requirements. Exosystem – refers to settings that are not inhabited by children, but

 

nevertheless affect their experiences. Futuribles – independent center of study and reflection Generation gap – referring to differences between people of younger

   

generations and their elders, especially between children and their parents Gregarious – fond of company or being sociable. Immense – extremely large or great, esp. in scale or degree. Indiscriminate – not marked by careful distinction Inherent – existing in something as a permanent, essential, or characteristic



attribute Longitudinal study – correlational research study that involves repeated observations of the same variables over long periods of time — often many



decades Macrosystem – the last level of Bronfenbrenner’s conceptualization of the environment that consists of social class, ethnic and cultural customs, as well as governmental laws and policies that frame the activities of children and their



families. Mesosystem – the level that comprises the connections among the various



Microsystems. Microsystem – refers to the daily face-to-face interactions with parents, siblings, teachers, and peers characterize children’s experiences, and it includes



children’s homes, child care centers, and schools. Perpetrator – the one who initiates an offence or wrong-doing.

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

Prejudice – used to refer to preconceived, usually unfavorable, judgments toward

people

or

a

person

because

of gender, social

class, age,disability, religion, sexuality, race/ethnicity, language, nationalityor   

other personal characteristics. Proxy – stands on behalf of someone else Remittances – transfer of money by a foreign worker to his or her home country. Self-efficacy – the measure of one's own ability to complete tasks and reach

  

goals. Solicitousness – the expression of care or concern. Trepidation – a feeling of fear or agitation about something that may happen. Wariness – a close attentiveness to avoiding danger

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Chapter 2 REVIEW OF RELATED LITERATURE AND STUDIES Foreign Literature In the development of every child, systems of environment influence his personality, behavior and way of thinking. In this cycle, the involvement of parents become vital for him to be emotionally and mentally fit; thus, performs efficiently in school. According to Charlotte J. Patterson (2009), Ecological Systems Theory is developed by the American psychologist Urie Bronfenbrenner, ecological systems theory emphasizes the importance of many different environments on children’s development. According to Bronfenbrenner (1979), as cited by Charlotte J. Patterson (2009), he viewed child development as a process that unfolds within a complex system of relationships occurring in multiple environments. Moreover, in his view, children’s environments are not simply diverse; they are also related in specific ways. Thus, children’s homes and schools are located in neighborhoods, and neighborhoods are located within larger cultural groups that prescribe customs and values. Not only do all

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of these environments have an impact on a child’s development, according to Bronfenbrenner, but the interactions among them also exert considerable influence. According to Patterson (2009), Bronfenbrenner’s model consists of four systems. It begins with what he called the microsystem, in which daily face-to-face interactions with parents, siblings, teachers, and peers characterize children’s experiences. The microsystem includes children’s homes, child care centers, and schools. Within these environments, systems of interaction develop, with every participant influencing every other participant. For example, when a child becomes angry and aggressive at school, the teacher must devote energy to calming that child down, and other students receive less positive attention. However, when children are cooperative, the teacher can move ahead with planned lessons, and everyone is likely to feel more relaxed. In this case, students may experience their teacher as a happier and more positive person. Over time, patterns of behavior like these may accumulate and have an important influence on development. The next level of Bronfenbrenner’s model, the mesosystem, comprises the connections among the various Microsystems. For instance, there are mesosystem connections between children’s lives at home and their lives at school. If a 10-year-old boy heard his parents arguing before he left home in the morning, he might already feel anxious and upset when another boy accidentally steps on his foot at school. Instead of reacting calmly, he might start yelling and punch the other boy. A teacher who found the two boys fighting would most likely discipline both. Had things gone smoothly at home, a small incident at school might not have turned into a big problem. Another boy, whose family sent him to school feeling happy and relaxed, might have reacted differently. 12

Interactions between people at home, at school, and in neighborhoods all influence one another. Bronfenbrenner used the term exosystem to refer to settings that are not inhabited by children, but nevertheless affect their experiences. The exosystem includes parents’ work environments, community groups, and extended families. Even though children may never go to their parents’ workplaces, employers’ policies on flextime, vacations, and health insurance can have an impact on their well-being. Similarly, even though children may be unaware of grandparents’ contributions, the financial assistance or help with other matters that they provide may be significant in their families’ daily lives. Conversely, if parents have difficulties at work or if grandparents fall ill and require care, exosystems can be a source of stress for families. The macrosystem is the last level of Bronfenbrenner’s conceptualization of the environment. It consists of social class, ethnic and cultural customs, as well as governmental laws and policies that frame the activities of children and their families. For instance in some environments, government-supported programs may offer children opportunities related to nutrition, health care and education. In other environments, such opportunities may be largely absent. Again, children may know nothing about the influence of the macrosystem on their behavior or well-being; nevertheless these environments can have an important impact on them. According to Patterson (2009), maltreatment is more common among infants and toddlers than among any other age group. The likelihood of being maltreated is highest among infants and toddlers and declines as children grow older. A large majority of

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perpetrators of child abuse and neglect are parents. Only about one in five maltreatment cases does not include a parent as perpetrator. Types of Maltreatment According to Charlotte J. Patterson (2009), the most common form of child maltreatment, neglect, occurs when a caregiver fails to provide adequate food, clothing, supervision, or medical care. At last count, neglect accounted for more than 60% of documented cases of child maltreatment each year. Physical abuse– such as hitting, slapping, shaking, and kicking with the intent to cause harm–accounted for about 19% of cases. Sexual abuse– including inappropriate exposure to sexual acts or materials, sexual contact, and forced sexual behavior of any kind–accounted for approximately 10% of cases, mostly among older children. Emotional abuse, defined as demeaning, coercive, or overly distant behavior by a caregiver–including intimidation, humiliation, and social isolation–accounted for about 5% of cases. Other forms of maltreatment– including abandonment, threats of harm, and congenital drug addiction– accounted for about 17% of cases. These numbers add up to more than 100% because many infants and children experience multiple forms of maltreatment. (HHS, 2006) Impact of Child Maltreatment on Later Development According to Patterson (2009), when children who have been maltreated are compared with children from similar backgrounds who have not been maltreated, those who have been maltreated show many problems in adjustment. These problems may include difficulties at school, problems with peers, low self-concept, and academic failure. Many of these problems are interrelated. For example, maltreated youngsters 14

show higher levels of aggressive behavior than their peers, and since aggressive behavior is aversive, their peers often grow to dislike them, increasing the likelihood that they will be victimized. The longer an infant or toddler is maltreated, the more serious the effects are likely to be. Some long-term effects of child maltreatment may depend on biological factors. Although the long-term impact of child-maltreatment is often serious, some maltreated children fare better than others. One important factor seems to be strong personal relationships with people outside the child’s family. For instance, among children who had been maltreated before entering school, a good-quality peer friendship was protective against ill effects during elementary school. Children who had such a friendship were less likely to experience negative outcomes. Another study found that among maltreated children who attended a special therapeutic summer camp, those who formed positive relationships with counselors fared best overall. Relationships both within the family and outside it are important in fostering positive development of children who have been maltreated. Nonparental care According to Charlotte J. Patterson (2009), most children do not spend every waking minute with their parents. As the number of single-parent and dual-earner families has increased in recent years, many children in the United States have had some experience with nonparental care. In fact, recent national data show that 61% of U.S. children from birth to 6 years of age receive some form of child care on a regular basis from people other than their parents. In a large-scale study of child care

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sponsored by the National Institute of Child Health and Human Development, 92% of children had experienced some form of nonparental care by the time they were 3 years old, and 52% were regularly spending 30 or more hours per week in nonparental care. The type of nonparental care that children receive varies with age. Infants and toddlers are most likely to spend time in home-based child care arrangements, either with a relative or a nonrelative. Preschoolers are more likely to be in center-based care arrangements that put them into groups of more than six children, they catch more colds and have more ear infections than do children who stay at home or who are in smaller groups when away from home. Opinions differ as to whether these minor illnesses are a problem or whether they actually benefit children by ensuring that they have developed immunities before they enter school. Apart from these health issues, type of child care does not seem to relate. What makes a successful learner? According to Diana Pardoe in 2009, it is important to define what we mean by the word ‘successful’ before we can begin to explore what makes a successful learner. As detailed in the first edition of this book the thesaurus tells us that ‘success’ has synonyms such

as eminence, fame, accomplishment,

achievement, mastery,

attainment, victory, fortune and happiness. When asked what they understand by ‘success’, many young learners give responses which focus upon:   

Levels and grades Being first, being the best, winning External rewards – stickers, merit, prizes

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According to Pardoe (2009), children need to see being ‘successful’ in the wider context of achieving something new for the first time, improving their own personal performance and reaching their own goals. Although this may seem straightforward, there are many needs to be met before conditions are conducive to successful learning experiences. In exploring motivation and learning, the source of self-worth and the experience of success, it is essential to make time to talk with children about their lives and their learning, and providing them with the language of learning. Unless we give time and attention to self-esteem and motivation of each learner, unless we recognize and value difference, and unless we invest time in creating a healthy, safe and enabling environment for learning, we are probably wasting our time. This word ‘motivation’ is, however, often inappropriately used as in ‘How can we motivate these kids?’ or ‘Come on, motivate yourselves!’ We know that real motivation comes from within and therefore we need to understand how to ignite it. Ian Gilbert, in Essential Motivation in the Classroom, uses the phrase ‘Hope fires a neuron...’ which he first heard used by Professor John MacBeath from Strathclyde University. So to foster intrinsic motivation we need to use positive language that promotes hopefulness and creates energy, so that our learners are optimistic, have real ambition and are consequently more likely to feel valued or valuable. According to Richard J. Wagman (2000), communicating well with others is an important part of emotional fitness. The Significance of Talk 17

According to Pardoe (2009), at the end of 2006, the Report of the Teaching and Learning in 2020 Review Group was produced – more commonly referred to as 2020 Vision. The report presents a ‘clear vision of what personalized learning might look like in our schools in 2020’ (2020 Vision 2006). This vision is one where the Every Child Matters outcomes are realized for all children and young people. The report identifies some key recommendations for schools to enable young people to develop the skills and attitudes they will need to be successful citizens. a. Helpful talk b. Encouragement c. Sharing ideas d. Giving instructions e. Talking about learning

f. Explaining g. Being polite h. Asking questions

e. f. Unhelpful talk a. b. c. d.

Gossip Arguing Back chat Interrupting

e. Chatting when it’s not about our learning f. Talking when someone else is talking

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g. Dweck’s Motivational Model of Achievement h.

According to Ross Vasta (et. al) (1999), children’s academic self-concept,

of course, derives mainly from their academic performance. Those who do well in school are likely to develop high options of their competence, whereas poor performers are likely to develop low opinions. How well a child performs in school depends partly on his academic abilities and partly on the amount of effort and motivation the child puts forth. i.

According to Burhans and Dweck (1995) as cited by Ross Vasta (et. al)

(1999), based on over 20 years of research, Carol Dweck and her colleagues have developed a theoretical model that attempts to explain the complex role that motivation plays in children’s academic success The model focuses on two patterns of motivation that have been observed in both younger and older children and that are reflected in their affect, cognitions, and behavior. j.

According to Dienerand Dweck (1978 & 1980) as cited by Vasta (1999),

children in achievement situations generally react to failure experiences in one of two ways. Some children display a mastery-oriented pattern. Despite having just failed at a task or problem, these children retain a positive mood and express high expectations for success on future attempts. As a result, they tend to persist at the task and they seek out similar challenging problems. This motivational pattern usually leads to improved academic performance over time. k.

Other children, however, display a helpless pattern. When they encounter

failure, their affect conveys sadness or disappointment, and they express doubt that 19

they can ever succeed at the task. These children show little persistence on the activity and tend to avoid similar challenges in the future. Academic performance in these children often remains considerably below what it could be. What could produce these very different responses to failure? l.

Dweck’s model proposes that at the heart of the problem are the children’s

feelings of self-worth. Children who develop the helpless pattern typically believe that their self-worth depends on the approval and positive judgments of others. As a way of validating their self-worth, they seek out situations in which success involves receiving such approval. If the situation instead produces failure, these children view the absence of approval as a blow to their “goodness” as a person (self-worth), which then leads to the helpless pattern of negative affect low expectations for future success, low persistence, and avoidance of similar situations. m.

In contrast, children who develop mastery-oriented pattern do not believe

that their self-worth depends on the opinions of others. They tend to seek out situations in which, whether successful or not, they will learn from their experiences. When these children fail, therefore, they view it simply as an opportunity to improve their ability on the task, and so display the opposite pattern of affect, expectations, and persistence. n.

According the Dweck (1991); Smiley and Dweck (1994) as cited by Vasta

(1999), this position of the model can account for the development of the motivational patterns in younger children. Support for it comes from several studies in which 4- and 5-year-olds were asked to solve a number of puzzles, only one of which could actually be solved. When later given the opportunity to play with one of the puzzles again,

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children who chose the solved puzzle (non-persisters) also displayed negative affect toward the task and expressed lower expectations for success on another task. Children who chose to persist on one of the unsolved puzzles showed the more positive pattern of reactions. o.

According to Dweck and Leggett in 1998 as cited by Vasta in 1999, in

older children, the model becomes more complex. Beyond 10 years of age or so, children’s cognitive abilities permit them to develop certain self-conceptions. One of these is a “theory of intelligence”. Some children come to believe in an entity model, in which the amount of a person’s intelligence is fixed and unchangeable. Others subscribe to an incremental learning model, in which a person’s intelligence can grow with experience and learning. A second self-conception involves children’s “attributions for success or failure”. Some children believe that success or failure results primarily from the amount of ability a person has; other children believe it depends on the amount of effort a person applies to a task. p.

Children who develop the helpless pattern as we might expect, generally

believe that the amount of their intelligence is fixed (entity model) and that their lack of success derives from their lack of ability. These two beliefs combine to give the child little reason for optimism in the face of failure-after all, ability is unchangeable and the child simply has too little of it. Predictably, then, these children feel helpless and hopeless. A very different outlook, however, results from the two opposite beliefs, which are generally held by mastery-oriented children. If intelligence can grow (incremental model) and success depends largely on one’s effort, then failure experiences need not

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lead to feelings of despair or pessimism. These children believe they can do better next time by simply trying harder. q.

Research has likewise supported this portion of the model. For example,

one study found that fifth-grade children who displayed elements of the helpless pattern (non-persistence and low expectations for future success) following failure on as task were more likely to hold the entity view of intelligence, whereas children displaying the mastery-oriented pattern tend to believe in the incremental view (Cain and Dweck, 1995 as cited by Vasta et. al.). Evidence supporting the effects of different attributions for success and failure derives from an early finding that the helpless pattern is more common in girls (Dweck et. al. 1975 & 1973 as cited by Vasta 1999 et. al.). This gender difference was subsequently shown to involve the way in which theaters typically provided feedback to boys and girls. When boys failed, they were more often told that they did not try hard enough (indicating lack of effort): when girls failed, they usually were told simply that they had the wrong answers (implying lack of ability) (Dweck and Goetz, 1980; Dweck etal., 1978 as cited by Vasta 1999 et. al.). r.

According to Vasta in 1999, Because all children sometimes fail, all

receive such feedback, and all can thus be influenced by it. In general, then, girls may eventually come to believe that their abilities are inadequate (“I failed because I’m lousy at math”) and therefore approach new tasks in a pessimistic manner, whereas boys may continue to assume that their failures result from too little effort (“I could have done better if I had studied harder”) and so remain motivated in the face if new challenges. Fortunately, feelings of helplessness based on these sorts of attributions have been shown to be treatable, such as by training teachers to provide feedback in more 22

appropriate ways (Dweck et. al., 1978), or by retraining helpless children to attribute their failures to effort rather than to ability. (Dweck, 1975 as cited by Vasta et. al. 1999) s.

A child’s development is a process involving system of relationships

depending on their environment – the interaction with individuals in the family, school and the neighborhood. They also have emotional needs like being with their parents and nonparental care becomes an issue. It is said that maltreatment does not only fall under physical aspects but also neglect is one form. These kinds of maltreatment give an impact on a child’s adjustments from home to school and to his or her environment. t.

As these individuals grow up, they enter the stage of adolescence in which their relationship with their parents becomes crucial because they are in the state of confusion. There are individuals who are positive enough on that situation that makes them productive and those who do not.

u.

In schools, students are being motivated to be successful learners, and talking is one significant element in the process. Motivation is one good thing to be present in relation to the parent-child relationship in their learning process. Not all talks are helpful in a child’s learning because there are also influences of talk that makes them unable to perform well in school since their emotional needs are being put aside.

v. Local Literature w.

In different aspects, an individual develops be it from babyhood up to senescence. Along the process, there is the stage of adolescence. As high school students, learning about the necessary needs in this stage is important to 23

be guided to what contributes to their own success in schools depending on the environment that influences them especially the family. x. y. Physiological Stages of Development z.

According to Charo L. Bayani (2005), physiological development is also

the biological development of humans. This involves the physical attributes of an individual as it grows and matures chronologically. Once we say chronological stages of development, it follows a certain pattern of development that has an orderly sequence. aa.

According to Bayani (2005), in the critical phase of developing personality,

infancy is known to be the time of true foundation of age. Although, it is true that other stages of development is also critical, this stage is known to be the most critical phase of developing personality because this is the time where the child is in depth in acquiring all the knowledge and information that he can get from the world that he is living in. It is a time where the child is so sensitive with all the behavioral, attitudinal and emotional patterns that are being established by the people around him. ab.

According to Bayani (2005), this is the stage where the babies learn how

to catch the attention of the people around them in any way they can because of their yearning to become a part of a certain social group. This craving will be justified through their attachment behavior whenever they are with somebody who shows attention and affection towards them.

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ac.

According to Bayani (2005), in childhood, a lot of people think that

childhood is the longest amongst all stages development – a time when a child is considered relatively helpless and dependent to others. This part of development is divided into two stages – early childhood and late childhood. The reason why this stage is divided into two is not because of the physiological changes of the individual but through their socialization style. ad.

According to Bayani (2005), in early childhood, the individual occupies this

stage when he is three to six years of age. The child in this stage have somewhat developed their personality and unconsciously acquires more through the help of the people with whom he is showing some interests. The interests with whom he is showing is an important element in acquiring the introductory training and knowledge needed to become a member of a “gang” in the late childhood. Since, the child in this stage gets too interested with the people around him, whatever attitude, behavior or emotions laid before him will somewhat reinforce the child’s self-concept. ae.

According to Bayani (2005), in late childhood, the individual occupies this

stage when he is within the age range of seven to thirteen. This stage of development shows the kids in depth interests with their peers. As they get too involved in getting the approval of their peers, family relationship gets deteriorated affecting their personal and social adjustments, which have a strong impact on their self-evaluation. af.

According to Bayani (2005), in adolescence, this stage extends from the

time a person enters the age of fourteen to seventeen. This is a stage that is known to be the transitional stage, where a person becomes physically, emotionally and

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psychologically mature, yet, immature. Since it is a stage of transition it is known to be a problem age where adolescents are too eager to improve their personalities in the hope of advancing their status in the social group they belong and a time for identity confusion where relationships between adolescents and members of the families tend to decline although these relationships often improve as they draws near to adulthood. Self-concepts of the individuals in this stage are often beyond their control since they are being influenced by a lot of conditions. ag.

In early childhood, our parents and other relatives are the most important

people in our lives. ah.

According to Paulhus Trapnell (et. al) (1999) as cited by James W. Kalat in 2010, they say that firstborn children are more successful and ambitious than later-born. Firstborns also rate themselves as more honest and conscientious. On the other hand, later-born children said to be more popular, more independent, less comforting, less neurotic, and possibly more creative.

ai.

The problem is that many firstborns come from families with only one child, whereas later-born children necessarily come from larger families. Many highly educated and ambitious parents have only one child and provide that child with many advantages. Therefore, what appears to be a difference firstand later-born children could be a difference between small and large families. (Rogers, 2001)

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aj.

Psychologists have done a great deal of research comparing parenting styles to the behavior and personality of the children. Much of this research is based on four parenting styles:

ak. Authoritative parents: These parents set high standards and impose controls, but they are also warm and responsive to the child’s communications. They set limits but adjust them when appropriate. They encourage their children to strive toward their own goal. al. Authoritarian parents: Like the authoritative parents, authoritarian parents set firm controls, but they tend to be emotionally more distant from the child. They set rules without explaining the reasons behind them. am.

Permissive parents: They are warm and loving but understanding.

an. Indifferent or uninvolved parents: These parents spend little time with their children and do little more than provide them with food and shelter. ao.

According to Diana Baumrind in 1979 as cited by Kalat in 2010, the research has found small but reasonably consistent links between parenting styles and children’s behavior. For example, most of authoritative parents are self-reliant, cooperate with others, and do well in school. Children of authoritarian parents tend to be law- abiding but distrustful and not very independent. Children of permissive parents are often socially irresponsible. Children of Indifferent parents tend to be impulsive and undisciplined.

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ap.

According to Tronick Morelli and Ivey (1992) as stated by Kalat (2010), in subsistence cultures, a mother returns to her task of gathering food and so forth shortly after giving birth, leaving her infant most of the day with other women and older children. Within the first few months, the infant establishes strong attachments to several adults and children.

aq.

Still, many psychologist in Europe and North America maintained that healthy emotional development required an infant to establish a strong attachment to a single caregiver –ordinarily, the mother. When more and more families began placing infants in day care so that both parents could return to work shortly after their infant’s birth, a question arose about the psychological effects on those children.

ar.

Many studies compared children who stayed with their mothers and those who entered day care within their first year or two of life. The studies examined attachment, adjustment and well-being, play with other children, social relations with adults, and Intellectual development.

as.

According to Scarr (1998) as stated by Kalat (2010), the results were that

most children develop satisfactorily if they receive adequate day care. Later studies have confirmed that children in dual income families do just as well academically as those with a parent at home (Goldberg, et. al. 2008). One exception to this rule is that if both parents return to work full time within the first year of an infant’s life, the child later shows a slightly increased probability of problem behaviors toward both children and adults (Hill, et. al. 2005). As always, we cannot be sure about cause and effect from

28

data such as these. Perhaps the families that use full-time day care in the first year differ from other families in ways that influence the results. at.

Older children are less affected, and perhaps positively affected by having both parents employed. One longitudinal study of 2,402 low-income families examined preschoolers and older children before and after their mothers took jobs. The preschoolers showed no behavioral changes, and the older children showed slight benefits in some aspects of adjustments (Chase-Lansdale 2003).

au.

According to Rita L. Antheonin 1993 as stated by Kalat (2010), our first social contacts are with the persons who care for us in early infancy, usually the parents. The manner in which a caregiver responds to the infant’s needspatiently, with warmth and concern or brusquely, with little sensitivity-will influence the child’s relationships with other people. Some Psychologists believe that a person’s basic feelings of trust in others are determined by experiences during the first years of life (Bowlby, 1973).

av.

By two months of age, the average child will smile at the sight of its mother or father’s face. Delighted with this response, parents will go to great lengths to encourage repetition. Indeed, the infant’s ability to smile at such an early age may have evolved historically precisely because it strengthened the parent-child bond. The first smiles tell the parents that the infant recognizes and loves them-which is actually not true in any personal sense at this age-and encourages them to be even more affectionate and stimulating in response. The infant smiles and coos at the parents; they pat, smile, and vocalize in return,

29

thereby stimulating an even more enthusiastic response from the infant. A mutually reinforcing system of social interaction is thus established and maintained. aw.

By their third and fourth month, infants show that they recognize

and prefer familiar members of the household-by smiling or cooing more when seeing these familiar faces of hearing their voices-but infants are still receptive to strangers. At about seven or eight months, however, this indiscriminate acceptance changes, many infants begin to show wariness or actual distress at the approach of a stranger and, at the same time, to protest strongly when left in an unfamiliar setting or with an unfamiliar person. ax.

Parents are often disconcerted to find that their formerly gregarious infant,

who had always happily welcomed the attentions of a baby-sitter, now cries inconsolably when they prepare to leave-and continues to cry for some time after they have left. ay.

Although not all infants show this so-called “stranger anxiety”- it appears to be part of its distinctive temperament-the number of infants who do show it increases dramatically from about eight months of age until the end of the first year. Similarly, distress over separation from the parent-a distinct but related phenomenon also partially related to inborn temperament-reaches a peak between fourteen to eighteen months and then gradually declines. By the time they are three years old; most children are secure enough in their parents’ absence to be able to interact comfortably with other children and adults.

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az.

An infant’s tendency to seek closeness to particular people and to feel more secure in their presence is called Attachment. The young of other species show attachment to their mothers in different ways.

ba.

According to Harlow (et. al) (1969) as cited by Kalat (2010), psychologists at first theorized that the attachment to the mother developed because she was the source of food, one of the infant’s most basic needs. However, some facts did not fit. A series of well-known experiments with monkeys showed that there is more to mother-infant attachment than nutritional needs.

bb.

According to Harlow (et al.) as cited by Kalat (2010) although we should be careful in generalizing from research on monkeys to human development, there is evidence that the human infant’s attachment to the primary caregiver serves the same functions: it provides the security necessary for the child to explore his or her environment, and it forms the basis for the interpersonal relationships in later years. It has been hypothesized that the failure to form secure attachment to one or a few primary persons in the early years is related to an inability to develop close personal relationships in adulthood

bc.

According to Kalat (2010), most of the research on attachment in humans has examined differences among infants in the security of their attachments to their mothers, and whether those differences can be attributed to earlier patterns of interactions between the infant and mother, to the infant’s inborn temperament, or to both. A few progressive researchers have even thought to examine infant-father attachments as well.

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bd.

According to Kalat (2010), puberty, the period of sexual maturation that transforms a child into a biologically mature adult capable of sexual reproduction, takes place over a period of about three or four years. It starts with a period of very rapid physical growth accompanied by the gradual development of the reproductive organs and secondary sex characteristics. Puberty also affected the girls’ relationship with their parents; girls who were developmentally advanced talked less with their parents and had fewer positive feelings about family relationships than did less developed girls.

be.

Related to the traditional view that adolescence is inevitably a period of

personal turmoil is the expectation that adolescents and their parents suffer from a “generation gap” characterized by stormy adolescent-parent relationships. As a result, parents often anticipate their youngsters’ approaching puberty with trepidation. bf.

According to Kalat (2010), most parents and teenagers manage to negotiate a new form of interdependence that grants the adolescent more autonomy, more equal role in family decisions, more responsibilities. If a teenager fails to negotiate a working relationship with his or her parents in early adolescence, then conflict may escalate into major difficulties by late adolescence. This may be why we mistakenly think of adolescent-parent conflict as more typical of the last years of high school when, in fact, conflict is more likely to peak earlier, at puberty.

bg.

According to Maccoby and Martin in 1983 as cited by Kalat in 2010, parents who provide explanations for their decisions, who relax parental control

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during adolescence, and who employ a democratic structure of decision making within the family give their off spring a sense of autonomy that reduces conflict and eases the transition to adulthood. bh.

An adolescent’s sense of identity develops gradually out of the various identifications of childhood. Young children’s values and moral standards are largely those of their parents; their feelings of self-esteem stem primarily from their parents’ view of them. As youngsters move into a wider world of junior high school, the values of the peer group become increasingly important, as do the appraisals of the teachers and other adults. Adolescents try to synthesize these values and appraisals into a consistent picture. If parents, teachers, and peers project consistent values, the search for identity is easier.

bi. bj. bk. Piaget’s Formal Operational Thinker bl.

According to Brenda B. Corpuz, Ph.D. (2010), Piaget formulated the theory of Formal Operational Thinking, which demonstrates how the cognitive capacity of the adolescent allows him or her to go beyond the sensible and concrete to dwell on what is abstract, hypothetical, multidimensional, and possible. In this realm of though, the adolescent begins to attain subtlety in thinking, entering the sphere of possible and futuribles. More specifically, formal operational thinking consists in:

33

a. Propositional thinking – making assertions outside visual evidence, and stating what may be possible in things not seen by the eyes ( for example, whether an unseen object is red or green, big or small, flat or round); bm.

b. Relativistic thinking – subjectively making an opinion on facts—

involving one’s own bias, prejudice of distortion of facts- which may be either right or wrong ( for example, arguing for or against the superiority of the races, whether white, brown, yellow, or black); bn. c. Real versus possible – examining a situation and exploring the possible terms of situations or solutions (e.g. possible success in implementing a student project or a school policy). bo.

For Piaget, one indication of the presence of formal operational thinking is

the ability of the adolescent thinker for combinational analysis, which is his taking stock of the effects of several variables in a situation, testing one variable at a time, and not randomly. An application of a situation, which requires combinational analysis, is the school laboratory experiment activity wherein high school students test chemical elements singly and in combination resulting in an understanding of chemical changes. bp.

A new thought capacity, known as Hypothetico-Deductive Reasoning, emerges in the adolescent reasoning from general facts/situations to a particular conclusion. The school pendulum experiment is an example of deducing from variables and generating and recognizing a truth, expressed by the transitional process of deriving a conclusion from a hypothesis. 34

bq.

Scientific evidence shows that while adolescents may obtain the capacity for formal operational thinking, only experience and education will allow them to actually practice it. School math and science courses, such as performing Physics-type problems (balance scales, pendulums, projection of images and shadows, etc.)

br.

Outside formal operational thinking which can be developed by mathematical and science studies, the adolescent enters into a new capability, which makes him a Problem-Solving Thinker. This involves identifying problems and seeking new and creative solutions for them. The problem-finding thinker is one who is able to rethink and reorganize ideas and ask important questions, even defining totally new problems not previously seen.

bs.

The adolescent may further experience an increase in depth of thought. Thus, he/she is able to bring what is logically “best” for everyday life, whether or not this may be the objectively correct solution or response to a situation or a problem.

bt. bu.

Siegler’s Information-Processing skills

bv.

According to Corpus, Ph.D. (et al.) (2010), as in information-processing theorist, Robert Siegler views the influence of the environment on thinking. He sees cognitive growth, not as stages of development, but more of a sequential acquisition of specific knowledge and strategies for problem solving. He

35

observes the quality of information the adolescent processes, and those information influences him/her in his facing task through strategies or rules. bw.

Overachievers

bx.

According to Corpuz Ph.D. (et. al) (2010), achievement and IQ test are standard measurements of the learner’s abilities, as well as potentials for success in given areas. While IQ test are alone do not measure the great number of abilities that are part of human intelligence, they are still relatively good predictors of success in school achievement. Indirectly, IQ test are beneficial instrument in identifying learning deficiencies in learners.

by.

In many societies, students who get IQ scores that place them in top 3 and 5 percent on the bell curve are considered “gifted”. Still, those whose IQ tests are not in the top 3 and 5 percent on the bell curve may actually achieve very high academic grades. The latter types of learners are labeled overachievers.

bz.

The cases of overachievers serve as a reminder that the IQ test is not only determinant in school achievement. There are other factors such as, motivation, interest, work habits, and personality development. Beyond what are statistically shown by achievement in curricular subjects ( in English, Math, Science, Araling Panlipunan, etc.), overachievers demonstrate superior work habits, greater interest in school work, more consistency in doing assignments, and more grade/performance consciousness. Overall, they show more responsibility,

36

consciousness and planning compared with “normal” achievers. Listed as characteristics of overall achievers are: ca.

1. Positive self-value (self-esteem, confidence, optimism)

cb.

2. Openness to authority (responsive to expectations of parents and teachers)

cc.

3. Positive interpersonal relations (responsive and sensitive to feelings of others)

cd.

4. Less conflict on the issue of self-autonomy (feels freedom to make right choices, initiates and leads activities)

ce.

5. Academic orientation (disciplined work habits, high motivation to discover and

cf.

6. Goal-orientation (efficiency and energy in organizing, planning, setting target,

cg.

learn, interest in study values and varied fields of study)

prioritizing long-term goals over short-term pleasures)

7. Control over anxiety (well composed and relaxed in performing organized

tasks)

ch.Underachievers ci.

According to Corpuz Ph.D. (et. al) (2010), individuals whose performances are below the measured IQ levels are labeled underachievers. In spite of possible potentials to learn and scores in the top quarter on measured academic ability, their grades are below their measured aptitudes for academic

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achievement. Under achievements becomes more pronounced with the beginning of adolescent years in high school when class work becomes more demanding. cj.

As to types of underachievers, the withdrawn underachievers are described as having a more pronounced tendency to be passive (their overt behavior being submissive and docile). They follow the path of no-resistance, not reacting against given assignments and actually following school regulations. Generally quiet, they tend not to participate in class activities. Meanwhile, the aggressive underachievers tend to be talkative, if not disruptive and rebellious.

ck. Parental Involvement cl.

There are many theories on underachievement, but generally, the influence of parents appears to be the dominant influence on the adolescent’s achievement level, more than peer group influence. A summary of differences between parents of high achievers and underachievers will help teacher educators understand the significance of parental involvement in adolescent learning and involvement in school activities.

cm.

Generally, parents of high achievers demonstrate:

cn.

1. Positive attitudes about learning, school, teachers and intellectual activities,

such as by

exposing their children to stimulating books, word

games,

wholesome sports, travel, etc.;

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co.

2. Harmonious and supportive relationship, inclusive of open, free and enjoyable

cp.

interaction within the family;

3. Their own capabilities for success, conflict management, independent choices

cq.

with which children can identify;

4. Encouragement and support for their children’s achievement without undue

cr.

pressure;

5. Active involvement in the school program and in parent-teacher community activities.

cs.

Meanwhile, parents of underachievers show little or none of the above traits, while possibly showing:

ct.

1. Indifference and disinterestedness in academic and extracurricular activities of their children;

cu.

2. Authoritarian, restrictive and rejecting attitudes or the opposite, namely being

excessively lax so as to leave their children on their own without

any involvement cv.

or support;

3. Excessive indulgence, solicitousness, and protectiveness, thus stifling their children’s self-initiative.

cw.

There are different stages of development. These are the beginning of life,

Babyhood, Childhood, Adolescence, and Adulthood. Life begins when the male sex cell and female sex cell unite. In babyhood, the individual starts to develop his/her personality. Moreover, he starts to acquire all the knowledge and information from the 39

people around him, unconsciously acquires more help of the people and develops interests.

Through this information, it explains that as the child gets older, he

changes physically, emotionally, mentally and socially. cx.

With the influence of the environment, it affects the thinking abilities of

adolescents (high school students) – their capacity limited by different factors like parental involvement. cy. Foreign Studies cz.

Parents have no choice sometimes but to leave the country to earn more income so that their children would have a better quality education to receive from institutions; however separating themselves to their children.

da.

According to Farooq, M.S. (2011), the home environment also affects the

academic performance of students. Educated parents can provide such an environment that suits best for academic success of their children.

The school authorities can

provide counseling and guidance to parents for creating positive home environment for improvement in students’ quality of work (Marzano, 2003). The academic performance of students heavily depends upon the parental involvement in their academic activities to attain the higher level of quality in academic success (Barnard, 2004; Henderson, 1988; Shumox & Lomax, 2001). db.

According to King and Bellow (1989) as stated by Martha Kyoshaba in

2005, he used parents’ occupation as a proxy for income to examine the relationship between income and achievement and found that children of farmers had fewer years of schooling than children of parents with white-collar jobs. They also determined that the 40

schooling levels of both parents had a positive and statistically significant effect on the educational attainment of Peruvian children. They argue that 34 how much education a child’s parents have is probably the most important factor in determining the child’s educational opportunities. They observe that the higher the attainment for parents, then the greater their aspirations for children. dc.

According to Corey Cappelloni (2011), as migration increases, there is

also an increase in the number of children being left behind. Migrating parents often leave their children in the care of relatives, friends, or no one at all for significant periods of time. In short term, these children might experience an improvement in their material well-being. Indeed, they have nicer clothes, refurbished homes, better quality school supplies, and more entertainment devices compared to children without migrating parents. However, despite the material advantages that remittances may provide, insufficient attention is given to the psychological, educational, and social impacts of migration on the children left behind. dd.

Education for their children is important to parents. They tend to give it by

means of working to the extent of leaving the country and their children to any relative, friend or neighbor. Despite all the things received by those individuals, they lack when it comes to the attention coming from their parents that yield to psychological impacts that is reflected on their outputs in academics. de.Local Studies df.

One reason why parents tend to work overseas is that they want a convenient living for their children and of course to give a quality education as 41

possible. However, without given guidance, children barely understand these things and as a result be emotionally strained that is why it affects their performance in school. dg.

According to Joseph Regalado (2006), as stated by Pedrito R.Guinocor Jr.

(et. al) (2008), the worst scenario is when explanations are sought from children, who may not always know why they performed below expectation. dh.

According to Andrew J. Fuligni (2006), as stated by as stated by Pedrito R.

Guinoco Jr. (et. al) (2008), one of the top reasons immigrants give for coming to the United States is a desire to provide better educational and economic opportunities to their families and children. Immigrants this statement regardless of their educational level, financial standing or country of origin. Numerous ethnographic studies demonstrate that the children in immigrant families are well aware of their parents’ motivations for coming to the United States. By the time they reach adolescence, many children with foreign-both parents acknowledge their parent’s efforts and cite their parents’ sacrifices as sources of motivation for trying to succeed in American society. Because children’s sense of obligation to their immigrant parents can affect their adaptation and adjustment in the United States, several studies of children and adolescents from Asian and Latin American immigrant families have been conducted to gauge their level of obligation to the family. Several general themes emerge from this research, including the children’s strong sense of obligation, the contribution of that sense of obligation to their overall well-being, and obligation as a source of academic motivation as well as an important consideration in life decisions.

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di.

According to Jere Brophy (1987), as stated by Pedrito R. Guinoco Jr. (et.

al) (2008), motivation to learn is a competence acquired “through general experience but stimulated most directly through modeling, communication of expectations, and direct instruction or socialization by significant others specially parents children’s home environment shapes the initial constellation of attitudes they develop toward learning. When parents nurture their children’s natural curiosity about the world by welcoming their questions, encouraging exploration, and familiarizing them with resources that can enlarge their world, they are giving their children the message that learning is worthwhile and frequently fun and satisfying. When children are raised in a home that nurtures a sense of self-worth, competence, autonomy, and self-efficacy, they will be more apt to accept the risks inherent in learning. Conversely, when children do not view themselves as basically competent and able, their freedom to engage in academically challenging pursuits and capacity to tolerate and cope with failure are greatly diminished. Once children start school, they begin forming beliefs about their schoolrelated successes and failures. The sources to which contribute their success to family effort, ability, or level of task difficulty and failures often lack of ability or luck of effort have important implications for how they approach and cope with learning situations. The beliefs teachers themselves have about teaching and learning the nurture of the expectations they hold for students also exert a powerful influence. dj.

According to David Wilson (2002), as stated by Pedrito R. Guinoco Jr. (et.

al) (2008), the home is the first and most important school your child will ever have. You may have heard this before, perhaps as part of a sales pitch your encyclopedias. It is, however, more than a statement intended is to make a sale it is also a truth supported 43

by both research and common sense. And that truth is, parental involvement in is school is important to academic success. Practically any teacher will verify this. Teachers will tell you that their most success at student comes from a home where the parents provide structure, support, and guidance. They will tell you from their own experiences that students who have parents who really care about their education are usually more successful than students who do not. dk.

Based on a research conducted by Castro (et. al) (2011), supervision and

presence of the parents mold the behavior and character of a child at his developmental stage. The study’s aim is to figure out the psychological effects of the absence of parent to the personality of the students specifically those with parents who are an overseas Filipino worker. According to Castro, et al., absence of father/mother has an immense impact to a child since they supply half the genetic material for personality development. Feist (as cited by Castro, et al., 2011) thought that the personality of a person is based on his own individuality and stays as it is as that person grows. dl. In an “Attachment Theory” of John Bowlby, Feist depicted that the effects of one’s relationships, attachment, emotional and psychological connections during his childhood are apparently observed as the person goes through his adolescent stage. Early detachment of a parent and a child would influence the child’s psychological growth as assumed by the researchers in which they implied that parents should have built a tight rapport with the child as it gets mature and realizes that he was raised up by one supportive and reliable parent.

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dm.

The results of the study served as significant variables that seemed also

to be factors affecting the personality of the college students having absentee parents. 1. Effects of the Absentee Parents on the Personality of the Students dn. According to Castro (et . al) (2011), De La Garza comprehended that children turned out to be prone on psychological and emotional strain when it comes to abandonment or the setting of being left behind which lessens the confidence and triggers damage to the child’s “patterns of socialization”. One implication created by the results of the study that a student may not be clued-up about the role of his absentee parent throughout their lives which may be caused by inaccessible communication. do. 2. Monetary Support as a Compensation for the Time Lost While Working Overseas. dp.

According to Castro (et. al) (2011), there was not any problem regarding

financial support based on the respondents’ answers since most of them are regularly supported by their parents. Communication was not that hard at hand with high-tech gadgets which contribute to good relationship between the child and the parent. dq. 3. Parental Authority While Being Away dr.

According to Castro (et. al) (2011), majority of the participants still treats

their parent as “figures of authority”. The type of attachment they had when they were young has relations to the parent authority they have today. According to Cherry K. as

45

mentioned by Castro (et. al), students with high level of confidence and are socially active have tight attachment with their parents. ds. Factors Influencing the Child’s Behavior dt.

According to Rosalyn V. Antazo (et. al.), the following are the factors that influence a child’s behavior.

A. Child – Training method 1. The goal of all child training is to develop in the child for adjusting to the traditional roles prescribed by the cultural group to which the child’s family belongings. 2. There are two methods of child training. a. Authorization – consist of strict rules and regulations with severe punishment for misbehavior. b. Democratic – involved discussion explanation and reasoning with the child, with more lenient forms of punishment. du.

Parents from rural places are more authoritarian than urban parents.

Mother is less strict than fathers. Young parents are more democratic than older. Foreign born parents are more authoritarian than native born parents. B. Order of Birth 1. Oldest child – often becomes selfish and spoiled, quarrelsome and more prone to anger because at the first the parents elevate all their time to him but with the arrival of the second child he is less taken care of by the mother. 2. Second – born children less likely to over protected the child and are less anxious about his welfare as a reared the second children are his dependent. They tend to be less neurotic and introverted and more fun loving and humorous.

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3. Middle Children – are somewhat neglected in a favour of oldest and youngest children. They are usually gregarious but are more popular than others. 4. Youngest – spoiled and dependent but punished by the older siblings if he fails to do what is asked of him. C. Family size a. Small Families – result in economic and social advantages for the child, more attention from his parents, early social experiences in which he is protected and the center of attention, great impact from crisis within the family because there are fewer members to share them. b. Large families – there is little opportunity for over protection of any one child of little nagging or pressure on the child. D. Siblings Relationships 1. The relationship of a child to his siblings will be affected by many different factors, such as the age differences of the siblings, the sex of the siblings and 2.

the relationship between the different siblings in the family to their parents. Conflicts and rivalry are the most common forms of sibling’s behavior. 3. In the case of jealousy, there is more in a girl – girl combinations than in boy – boy or boy girl combination. E. Parent – Child Relationships – it is dependent upon the parents’ attitudes. These are influenced partly by: a. Cultural attitudes b. Personality patterns of parents c. Concepts of the role parents d. Age of the parents e. Age of child f. Educational level of the parents’ attitudes.

dv.

Sometimes, the occupation of the parents affects the emotional well-being of their children. Although it is inevitable, they have to do so to alleviate the living of their own family, but also, it is important that children grow up to have attachment to their parents in a positive manner. Family is one main factor and it

47

does not only focus directly on the work of parents because there are also factors that they consider that made them choose to work overseas. dw. dx. dy. dz. ea. eb. ec. ed. ee. ef.

eg.Chapter 3 eh. RESEARCH METHODOLOGY ei.

This chapter shows the process on how the researchers’ conducted their study entitled “An Analysis on the Factors Affecting the Academic Performance of OFW Children in Child Jesus of Prague School S.Y. 2012-2013”

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ej.

This chapter comprises of the research method, subject of the study, locale of the study, procedure of the study, research instrument and statistical tool.

ek. Research Method el.

Among the types of research techniques, the researchers chose to use the descriptive type of research technique consisting of describing, gathering and analyzing facts and information.

em.

Descriptive, from the name itself, is an adjective referring to giving

descriptions. Being the most appropriate method to use, this would describe how the researchers conducted their study. The researchers gathered information from different sources such as foreign and local literature and studies and also from their respective respondents. As they go along with the process of their study, they will analyze the data they have gathered from those sources. en.Subject of the Study eo.

The researchers see the need to focus on the performance children with OFW parents since they know that having parents abroad is very hard and can really affect their studies, specifically the high school students of Child Jesus of Prague School. The high school students are composed of 15 sections; 4 sections from the freshmen, sophomores and juniors and 3 sections from the seniors with approximately 38 students in each section. In relation to that, there are only limited respondents for their study in which they centered to only 49

students with OFW parents. Preferably, they would be having 40 respondents only randomly, overall, of the said year levels. In relation to this, they chose all high school students of their school to be their respondents because in every year level there are changes and different factors that affect their studies. Since they have different scenarios and age, there can be different results on how these factors affect them. The researchers know how hard it is not to be with parents while growing up. So with this, they can know how to deal and advice them. ep.Locale of the Study eq.

For this study, the researchers chose respondents coming from all year levels of Child Jesus of Prague School located in Barangay Batingan, Binangonan, Rizal that offers the best quality education in Rizal and is also one of the top performing schools in Luzon. Now in its thirtieth year of producing outstanding citizens of this country, let us then explore the history and location of this institution. Here is the vicinity map of the school.

er. es. et. eu. ev.

Mrs. Antonia A. Aprecio and Mr. Bonifacio C. Aprecio Jr. founded Child Jesus of Prague School in April 1982 offering education for nursery, 50

kindergarten and preparatory students. The name of the school then was Aprecio-Arcilla Children’s House and it was previously located right below the Aprecio residence in Libid, Binangonan, Rizal. The only employee of the school then was Mrs. Antonia A. Aprecio and her aide, Mrs. Adoracion A. Cruz. ew.

In April 1984, construction of a bigger campus located in

Calumpang, Binangonan, Rizal was started. The new campus came with the new name Child Jesus of Prague Learning Center and additional grade levels were offered. From the original 1 st preparatory batch of 31 students, the population of the school grew to more than 300 students. From 1984 to the early 90’s, the growth rate was closed to 70% every year. In 1995, the total students’ population of Child Jesus of Prague Learning Center reached as high as 714. ex.

Due to seemingly fast growth of the school and the additional levels being offered, the owners thought that it will be wise to change its’ name again to better describe its’ size. From its old name that connotes small in capability and size, the “Learning Center “was changed to “School “. Child Jesus of Prague School became as the institution’s final name.

ey.

After enjoying several years of growth and increase in enrollees, CJPS gradually lost more than 200 students. From 1997 to 2000, the school’s population was averaging only 530. This was mainly due to the rise of new learning institution in the area that offers cheaper tuition fee rates and the continuous deterioration of the country’s economy.

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ez.

In March 2000, the founders decided to establish the high school department in Batingan, Binangonan, Rizal. This came as response to the growing demand for the institution to provide secondary education to its elementary graduates. With only 38 students initially, the high school department quickly gained recognition for the premium quality of education it renders. By its secondary year of operation, Child Jesus of Prague School, HS Department, more than doubled its student population.

fa.The institution was likewise given the recognition as one of the best performing schools in Region IV-A by the Department of Education in 2000. This was due to its consistent outstanding performance in the National Assessment Test (NEAT). For three consecutive years since the above-mentioned exam was initiated, the School was ranked in the TOP 5 PERFORMING Elementary Private Schools in the entire province of Rizal. fb. In 2007, when the Department of Education reinstated the NCAE (National Career Assessment examination) Child Jesus of Prague school ranked #1 in Binangonan and #6 out of the total of 108 private high schools in the region. This status was again maintained based on the 2008 NCA tally sheet. In 2009, CJPS ranked #1 TOP PERFORMING SCHOOL in Binangonan and #2 out of 133 private high schools in the entire province of Rizal for the same examination. fc. The CJPS institution does not only excel in academics but also in terms of their extracurricular activities. To give proof to this statement, Child Jesus of Prague

52

School have reigned champions in the Binangonan Private Schools Association (BPRISA) Sports Competition for two consecutive years. Finally, last August 20, 2011, the CJPS basketball varsity team joined in the Metropolitan School Sports Association. This is the first time CJPS competed in the vicinity of Manila. It is expected that their opponents are stronger than them but still, they still proved their capacity and overwhelming skills. fd.

Our track record will speak for itself when asked about the quality of

education offered by the school. Below is a list of our accomplishments as an organization: 

In SY 2001-2002, Child Jesus of Prague School won 9 out of possible 16 Gold Medals in the Annual Binangonan Inter Private School Academic Contest.



Child Jesus of Prague School in SY 2002-2003 won 11 out of 16 GOLD MEDALS in the Binangonan Inter Private School Academic Contest.



In 2003 RIPRISA Academic Competitions, Child Jesus of Prague School dominated the contest by winning 23 medals out of 29 events. Twelve of these medals are Gold, 7 Silver and 4 Bronze. This competition was participated by private schools in Binangonan and Angono. This made Child Jesus of Prague School as the major representative of the two above mentioned towns to the Provincial Level Inter- Private Schools Academic Competitions.

53



In the Provincial Level Inter Private Schools Academic Competitions, Child Jesus of Prague School once again dominated the event and brought home 8 out of possible 12 GOLD MEDALS



In school year 2010-2012 Child Jesus of Prague School won the OverallChampionship of the Binangonan Private Schools Association (BIPRISA) Sports Fest for the Third consecutive school year.



Consistent TOP 5 member of the National Elementary Assessment Test (NEAT) conducted by then, DECS. The NEAT determines the level of academic achievement of Grade Six or graduating students of all schools nationwide.



Child Jesus of Prague School was awarded by the Department of Education in 2000 as one of the TOP PERFORMING SCHOOLS in the country.



For TWO CONSECUTIVE YEARS (2007-2008), we have been the NUMBER 1 TOP PERFORMING HIGH SCHOOL in Binangonan, Rizal and NUMBER 6 out of 117 Private High Schools for the entire REGION IV-A in the National Career Assessment Examination (NCAE).



Our graduates have passed entrance examinations and now enrolled in the country’s most prestigious universities such as UP, De La Salle University, University of Sto. Tomas, UA&P, Mapua, FEU and CEU.



The Child Jesus of Prague School became a champion in Binangonan Private Schools Sports Association for 3 consecutive years, from 2007-2010. 54

fe. All these success give the institution a reputation of being one of the premiere schools in Region IV-A. ff.

Presently, CJPS has the second biggest student population in

Binangonan, with more than one thousand enrollees. This came after more than 25 years of dedicated work towards making a difference in the field of education. fg. Mission fh.

Child Jesus of Prague School will be one of the top performing learning

institutions in the Philippines in relation to its values formation, academic and nonacademic programs, human resources and facilities. fi. Vision fj.

Child Jesus of Prague School passionately works toward holistic development of the Filipino youth who embody strong faith in God and moral values, intelligence that surpasses national standards, physical discipline, love for the country and its people.

fk. The Schools General Objectives: fl. In conformity to our vision and mission, CJPS aims to achieve the following: 1. To form students who emulate values of a Christian Filipino who is patient, respectful, forgiving, non-judgmental, generous and have sense of gratitude. 2. To develop self-appreciation as he is created in the “image and likeness” of God.

55

3. To be Christ-centered individuals 4. To respect the faith and belief of others 5. To be morally upright 6. To develop one’s competence in expressing himself in oral and in written forms using both English and Filipino 7. To apply learned skills in interpreting and analyzing problems as applied in their daily lives. 8. To gain knowledge about science and mathematical concepts and principles applicable to real life situations. 9. To think critically and respond intelligently to national and international issues 10. To harness God-given talents and bring forth self-expression through Music and Arts 11. To develop other academic, athletic, cultural, religious, leadership and personal potentials through different club activities 12. To be physically active and healthy 13. To have a sound mind and sound body 14. To have confidence and high self-esteem

56

15. To mingle and accept individuals from different classes of society 16. To form responsible Filipino citizens who uphold the pride and dignity of being a Filipino fm. Our culture which is guided by our core values defines the characteristics needed to achieve our vision: 1. Hardworking 2. Dedicated 3. Professional 4. Honest 5. God-fearing and loving 6. Thinks like a winner fn. fo. Procedure of the Study fp. Right from the start, each class of the seniors is composed of nine groups with four to five members. First task given to the researchers is to brainstorm for three topics each which then focused on the psychology of adolescents that would only be in concern of CJPS students. After presenting topics, the researchers’ thesis adviser approved of the factors affecting the performance of 57

students with parents working abroad which was then formulated into the title of “An Analysis on the Factors Affecting the Academic Performance of OFW Children in Child Jesus of Prague School S.Y. 2012-2013”. fq. After the formulation of the title, the researchers then proceeded on working for the first chapter entitled “The Problem and Its Background”. The researchers were first asked to work on with the first three chapters, the Introduction, Background of the Study and the Statement of the Problem. Introduction deals with the overview of the mini-thesis of the researchers. It is about what the researchers expect their readers to know about their study from general to specific. It is composed of the researchers’ own ideas supported by studies conducted by other personalities. Next, the Background of the Study deals with the presentation, discussion and explanation about why the researchers chose a particular topic, establishment of goals and its effects to the readers. After this, the Statement of the Problem deals with three specific questions about the profile of the respondents (gender, age, etc.), dependent variables versus the topic (categories about factors, effects, etc.) and if there is any significant relationship between the given profiles of the respondents to the dependent variables cited. fr.

After the accomplishment of the first three parts of Chapter 1, the researchers then proceed to the next three parts, the Theoretical Framework, Hypothesis and the Significance of the Study. In Theoretical Framework, it would serve as the support for our study. This part consists of theories and their relevance to the topic, and researchers provided two theories namely the Parent 58

Involvement by Wendy S. Grolnick and the Attachment Theory by William Sears. After which is the hypothesis. The researchers used the null hypothesis for this which states that “There is no significant relationship between the There is no significant relationship between the factors affecting the academic performance of OFW children in Child Jesus of Prague School to the profile of the respondents in terms of gender, year level, nature of parents’ profession abroad, years spent of parents abroad and average grade in the 2 nd quarter. For the Significance of the Study, the researchers cited individuals who will benefit from our study and how. The researchers include the respondents themselves, students, parents, teachers, researchers, and the administration. fs.

Lastly, the Definition of Terms is the last part of Chapter 1. It involves the alphabetical list of all the unfamiliar terms that can be found in the mini-thesis created by the researchers.

ft.

After all these, the researchers were provided with two days for a library tour for the gathering of data from different literature and studies about child development and parental guidance for the Chapter 2 entitled as “Related Literature and Studies”. From the title itself, it is made up of related sources to support the said study of the researchers. Literature refers to any printed material such as books, encyclopedias, newspapers, etc. Studies, on the other hand, refer to any unpublished studies such as theses, researches and dissertations. Literature and studies both consist of foreign and local sources. The researchers gathered most of the literature sources from the National College of Business and Arts in Taytay, Rizal and in San Beda College Rizal 59

Campus. For the local studies, the researchers were able to gather their data from the University of Rizal System Binangonan and the University of Rizal System Angono. For the Foreign Studies, the researchers gathered their data through the internet. They found a lot of difficulties in looking for sources simply because the required publishing year for the literature source would be limited only from the year 2000 up to the present. There are several great materials that could support our study; however, the publishing years went beyond as early as 1900’s. fu.

After completing the Chapter 2, creating the citations and list for the bibliography are the most important parts of this chapter simply because to give credit to the authors used for a basis in the study.

fv.

Chapter 3 which is entitled as “Research Methodology” then comes in with its first three parts, the Research Method, Subject of the Study and the Locale of the Study. A Research Method has four types –Descriptive, Qualitative, Quantitative and Quasi. For this, the researchers used the descriptive method for describing, gathering and analyzing facts and information. For the Subject of the Study, they are none other than the respondents. The researchers are limited to forty respondents that are all considered to be OFW children. In choosing them, the researchers used the Fishbowl Method. This method refers to the random picking of the respondents to avoid having any bias in the statistics. Afterwards, the Locale of the Study is all about the school where the study is conducted. It involves the school’s history, foundation, mission, vision and objectives, achievements and its vicinity map. 60

fw.

After finishing the first three parts of Chapter 3, the researchers now proceeded to the administration of survey questionnaires consisting of the profile questionnaire and the survey questionnaire. The survey questionnaire is categorized into four identified factors – Communication, School, Socialization and Learning Process. After this, the researchers went on a review regarding the proper creating of the bibliography for the Chapter 2.

fx.

During the break, the researchers made tallies regarding numbers per profile of students and numbers per category items to profiles. Right after, the researchers created the tabulation forms for Chapter 4 entitled as “Presentation, Analysis and Interpretation of Data”. Tables are categorized into three types – profile, distribution of responses and the use of Chi-square. It involves the complete tallies with their corresponding weight for the Statistics and Chisquare, and every table consists of verbal interpretation.

fy.

Lastly, Chapter 5 is entitled as “Summary of Findings, Conclusion and Recommendation”. This chapter includes the findings that would answer the statement of the problem and about all the interpretation of data found-out by the researchers. For the conclusion, it answers the statement of the problem about generalizing the data gathered and stating credible conclusions for the end results from the fourth chapter. Finally, recommendation answers the significance of the study. These are specific, original and creative means of giving suggestion to benefit the said individuals well.

61

fz.

Going back to the third chapter, the researchers then proceed on finishing the last three parts that include the Procedure of the Study, Research Instrument and the Statistical tool. Procedure of the study refers to the narration of the processes that took place in the making of the mini-thesis. The research instrument refers to the effective means of conducting the study, through survey. Last, but not the least, the statistical tool refers to the definition of terms used in Statistics used for the study and their functions and also the formulas used to compute for the different calculations.

ga.Research Instrument gb.

A research instrument is a survey, questionnaire, test, scale, rating, or tool

designed to measure the variable(s), characteristic(s), or information of interest, often a behavioral or psychological characteristic. Research instruments could be in a form of observations, interviews (structured, semi-structured, unstructured – closed

and

open-ended),

focus

group

discussions,

diary

methods,

and

psychometrics (self-report questionnaires or tests). Among the cited instruments possible, the researchers used the survey questionnaires. Survey questionnaires are set of printed or written questions with a choice of answers, devised for the purposes of a survey or statistical study. They are research instruments consisting of a series of questions and other prompts for the purpose of gathering information from respondents. Statistically, it is under survey methodology. It has advantages over some other types of instruments because they do not require as much effort from the respondents as verbal or telephone surveys, and often have standardized answers that make it simple to compile data. The responses are gathered in a standardized 62

way,

so

questionnaires

are

more

objective,

certainly

more

so

than

interviews. Potentially, information can be collected from a large portion of a group in a short time. gc.

The survey questionnaire made by the researchers is composed of two

parts which are first, regarding the profile of the respondents, and the second one is regarding the identified factors in the survey proper. For the profile, it is composed of five items asking for the gender, year level, nature of parent’s profession abroad, years spent working abroad and average grade in the 2 nd quarter of the respondents chosen randomly. For the second part, the researchers identified four categories which are Communication, School, and Learning Process with five items each, and the last is Socialization with four items. Summing them up, the researchers formulated a total of nineteen questions for the second part. gd.

Statistical Tool

ge.

Statistics is

the

study

of

the

collection,

organization,

analysis,

interpretation and presentation of data. It deals with all aspects of this, including the planning of data collection in terms of the design of surveys and experiments. Statistical tool provides prediction and forecasting the use of data and statistical models. As for this, the results from the data gathered from the survey questionnaires would be the basis of the researchers. For the tabulation of data, the researchers used different formulas to compute for every value located in the tables in the following chapter:

63

gf. 

Frequency – refers to the number of respondents for a each profile and the



number of answers in each of the items in all categories. Percentage – refers to a number or a ratio as a fraction of 100. It is the percentage of each frequency divided by the total frequency of the profile multiply by 100.The formula in getting the percentage is:

gg.



Frequency Total Frequency

× 100

Ranking - In getting the ranking, it depends on the percentage when it is in terms of the profile of the respondents and the test-type questionnaires while when it is in terms of the survey type questionnaires, the researchers depend on the



weighted mean. Total weight – is the summation of the frequency of answers on each item multiplied

by

the

corresponding

numerical

ratings

(Always-5,

Often-4,

Sometimes-3, Seldom-2 and Never-1)

gh.

F (X 1+ X 2+… ..+ Xn) n

gi.

Where F is the frequency that a given X was chosen by the respondents

and X represents any of the numerical ratings 5 (Always),

4 (Often),

3

(Sometimes), 2 (Seldom), 1 (Never) and n is the total number of respondents 

Weighted mean – it is the amount obtained when the total weight is divided into the total number of responses in each item. It is represented by the formula:

64

TotalWeight Total Responses

gj.

gk. gl. The Chi- square

gm.

In survey type questionnaires, chi-square is used to get the computed

value. This computed value will be compared in the calculated value which will determine if the null hypothesis is accepted or not. The following formulas are used:     

O E O–E (O – E)2 O−E2 E

gn. Where: go. O = Computed Weighted Mean gp. E = Expected Weighted Mean gq. In order to compare for the computed and tabulated value, per profile, the summation of the quotient of the square of the difference between the computed weighted mean and expected weighted mean then compared to the equivalent value of the degree of freedom in the chi-square under the value 0.50. The null hypothesis is approved when the calculated value is less than the tabulated value. 

Degree of Freedom

65

gr.

df= (k-1)(n-1)

gs.

The degree of freedom within is equal to the number of categories

subtracted by one times the number of options under each profile subtracted by one. gt. gu. gv. gw. gx. gy. gz. ha. hb. hc. hd. he. hf. hg. hh. 66

hi. hj. Chapter 4 hk. PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA hl.

This chapter aims to present, analyze and interpret data gathered by the

researchers. This shows the relationship of the profile of the respondents with the factors affecting the academic performance of OFW children in Child Jesus of Prague School this school year 2012-2013 through tabulation form. hm.

TABLE 1: Frequency Distribution of Respondents in Terms of Gender

hn.

Gend er hr. Male hv.Female hz. Total id. ie.

ho.

Frequ ency hs. 18 hw. 22 ia. 40

hp.

Perce ntage ht. 45% hx. 55% ib. 100%

hq.

Rank hu. 2 hy. 1 ic.

Table 1 shows that there are more females used as respondents with a

number of 22 (55%) than males with a count of 18 (45%). if. TABLE 2: Frequency Distribution of Respondents in Terms of Year Level ig. Year Level ik. First Year io. Second Year is. Third Year iw. Fourth Year ja. Total je.

ih. Frequency il. 10 ip. 10

ii. Percentage im. 25% iq. 25%

ij. Rank in. 1 ir. 1

it. 10 ix. 10 jb. 40

iu. 25% iy. 25% jc. 100%

iv. 1 iz. 1 jd.

67

jf.

Table 2 shows that the number of respondents is equally divided in the

four year levels. There are forty respondents so in each year level, there are ten respondents used. jg. TABLE 3: Frequency Distribution of Respondents in Terms of the Nature of Their Parent’s Profession Abroad jh. Nature of Parent’s Profession Abroad jl. Engineerrelated jp. Medicinerelated jt. Businessrelated jx. Servicerelated kb.Total kf. kg.

ji. Frequency

jj. Percentage

jk. Rank

jm. 20

jn. 50%

jo. 1

jq. 1

jr. 2.50%

js. 4

ju. 7

jv. 17.50%

jw. 3

jy. 12

jz. 30%

ka. 2

kc. 40

kd. 100%

ke.

Table 3 shows that half of the respondents have a parent whose work is

related to engineering. There are twelve respondents who have a parent whose work is related to giving service such as care giving. Third in ranking, there are seven respondents who have a parent abroad whose work is related to business. Lastly, there is only one among the respondents who have a parent whose work is related to business. kh.TABLE 4: Frequency Distribution of Respondents in Terms of Years Spent by Parent(s) Abroad

68

ki. Years km. Less than a year kq.1-2 years ku.3-5 years ky. 6-10 years lc. 11 years above lg. Total lk. ll.

kj. Frequency kn. 2

kk. Percentage ko. 5%

kl. Rank kp. 5

kr. 9 kv. 12 kz. 10 ld. 7

ks. 22.50% kw.30% la. 25% le. 17.50%

kt. 3 kx. 1 lb. 2 lf. 4

lh. 40

li. 100%

lj.

Table 4 shows that most of the respondents have a parent/parents

working abroad in a range of 3-5 years. This table shows that it corresponds to 30% of the total respondents followed by those respondents with a parent/parents working abroad for 6-10 years with a percentage of 25%, then by 1-2 years with 22.50%, next is 11 years and above with 17.50% and the least is less than a year holding 5% of the total respondents. lm.TABLE 5: Frequency Distribution of Respondents in Terms of Average Grade in 2nd Quarter ln. Average Grade in 2nd Quarter lr. 74 and below lv. 75 -80 lz. 81-85 md. 86-90 mh. 91 and above ml.Total mp.

lo. Frequency

lp. Percentage

lq. Rank

ls. 0

lt. 0%

lu. 3.5

lw. 18 ma. 12 me. 10 mi. 0

lx. 45% mb. 30% mf. 25% mj. 0

ly. 1 mc. 2 mg. 3 mk. 3.5

mm.

mn.

40

100%

mo.

69

mq.

This table shows that there are no respondents who have an average

grade of 74 and below and also 91 and above used for the study. Majority of the respondents have a range of average grade of 75-80 which corresponds to 45% of the total respondents followed by those students with an average grade of 81-85 which corresponds to 30% and lastly with 25%, these are the respondents with an average grade of 91 and above. mr. ms. mt. mu. mv.

TABLE 1.1: Distribution of the Responses in Category A (Communication) in Terms of Gender

mw. Ge

mx. I

my. Al

na. O

mz. (5)

nb. (

nc. So me ti me s nd. (3)

ne. Se

ng. N

nf. (2)

nh. (

ni. T

nj. To nk. W

nl. W e i g h t e d

nm. R

m e a n nn. M

no. 1

np. 9

nq. 5

nr. 4

ns. 0

nt. 0

nu. 1

nv. 7

nw. 4.28

nx. 2

ny.

nz. 2

oa. 7

ob. 4

oc. 7

od. 0

oe. 0

of. 1

og. 7

oh. 4 .

oi. 5 70

oj.

ok. 3

ol. 9

om. 7

on. 1

oo. 1

op. 0

oq. 1

or. 7

ou.

ov. 4

ow. 9

ox. 5

oy. 3

oz. 1

pa. 0

pb. 1

pc. 7

pf.

pg. 5

ph. 9

pi. 5

pj. 4

pk. 0

pl. 0

pm. 1

pn. 7

pq.

pr.

ps.

pt.

pu.

pv.

pw.

px.

py.

qc. Fe

qd. 1

qe. 1

qf. 5

qg. 1

qh. 1

qi. 0

qj. 2

qk. 1

qn.

qo. 2

qp. 1

qq. 7

qr. 2

qs. 1

qt. 0

qu. 2

qv. 9

qy.

qz. 3

ra. 9

rb. 4

rc. 7

rd. 2

re. 0

rf. 2

rg. 8

rj.

rk. 4

rl. 1

rm. 2

rn. 6

ro. 1

rp. 0

rq. 2

rr. 9

ru.

rv.

rw.

rx.

ry. 2

rz.

sa.

sb.

sc.

0 0 os. 4 . 3 3 pd. 4 . 2 2 po. 4 . 2 8 pz. T o t a l : qa. 2 1 . 1 1 ql. 4 . 5 5 qw. 4.36

ot. 1

pe. 4

pp. 2

qb.

qm. 1

qx. 3

rh. 3 . 9 1 rs. 4 . 2 3 sd. 4

ri. 5

rt. 4

se. 71

sf.

5

1

4

sg.

sh.

si.

sj.

1

0

2

9

sk.

sl.

sm.

sn.

. 5 0 so. T o t a l : sp. 2 1 . 5 5

2

sq.

sr. ss.

Table 1.1 shows that in Category A (Communication), majority of the

respondents, both male and female answered Always. Few only answered Seldom and none answered Never. This table shows that most of the respondents in terms of gender are having a regular communication with their parent(s). Furthermore in Category A (Communication), most answers from the male are from Item 3 (Do they check-up on you on a regular basis?) and most answers from the female are from Item 1 (Do you have a regular communication with your parents?). st.

In this category also, it shows that the least answers of male are from Item

2 (Is there the presence of your means in communicating with your parents abroad?), and the least answers from the female are from Item 3. su.TABLE 1.2: Distribution of the Responses in Category B (School) in Terms of Gender sv. Ge

sw. I

sx. Al

sz. O

tb. So me

td. Se

tf. N

th. T

ti. To

tk. W e

tm. R

72

sy. (5)

ta. (

ti me s tc. (3)

te. (2)

tg. (

tj. W

tn. M

to. 1

tp. 5

tq. 7

tr. 4

ts. 0

tt. 2

tu. 1

tv. 6

ty.

tz. 2

ua. 6

ub. 7

uc. 3

ud. 1

ue. 1

uf. 1

ug. 7

uj.

uk. 3

ul. 1

um. 6

un. 2

uo. 0

up. 0

uq. 1

ur. 8

uu.

uv. 4

uw. 1

ux. 4

uy. 2

uz. 0

va. 0

vb. 1

vc. 8

vf.

vg. 5

vh. 6

vi. 4

vj. 6

vk. 2

vl. 0

vm. 1

vn. 6

vq.

vr.

vs.

vt.

vu.

vv.

vw.

vx.

vy.

wc. Fe

wd. 1

we. 11

wf. 9

wh. 0

wi. 1

wj. 2

wk. 9

wg. 1

i g h t e d tl. M e a n

tw. 3 . 7 2 uh. 3 . 8 9 us. 4 . 4 4 vd. 4 . 5 6 vo. 3 . 7 8 vz. T o t a l : wa. 20.3 9 wl. 4 . 3 2

tx. 5

ui. 3

ut. 2

ve. 1

vp. 4

wb.

wm. 3

73

wn.

wo. 2

wp. 1

wq. 8

wr. 1

ws. 3

wt. 0

wu. 2

wv. 9

ww. 4.14

wx. 4

wy.

wz. 3

xa. 1

xb. 8

xc. 2

xd. 0

xe. 0

xf. 2

xg. 9

xi. 1

xj.

xk. 4

xl. 1

xm. 6

xn. 3

xo. 0

xp. 0

xq. 2

xr. 9

xu.

xv. 5

xw. 6

xx. 9

xy. 7

xz. 0

ya. 0

yb. 2

yc. 8

yf.

yg.

yh.

yi.

yj.

yk.

yl.

ym.

yn.

xh. 4 . 4 5 xs. 4 . 4 5 yd. 3 . 9 5 yo. T o t a l : yp. 2 1 . 3 1

xt. 1

ye. 5

yq.

yr. ys.

Table 1.2 shows that in Category B (School), still, majority of the

respondents, both male and female, answered Always. For the least, three answered Never from the male and only one answered Never from the female. yt.

Furthermore, in Category B (School), most of the answers coming from the male are from Item 4 (Does your school conduct activities that enhances your talents/skills?) while most of the answers coming from the female are equally from Item 3 (Does your school provide activities for students’ self74

improvement?) and also Item 4. On the contrary, least of the answers coming from the male are from Item 1 (Does the school provide motivational techniques toward you?) while least of the answers coming from the female are from Item 5 (Does the school provide activities that let you discover who you really are?). yu.TABLE 1.3: Distribution of the Responses in Category C (Socialization) in Terms of Gender yv. Ge

yw. I

yx. Al

yz. O

yy. (5)

za. (

zb. So me ti me s zc. (3)

zd. Se

zf. N

zh. T

zi. To

ze. (2)

zg. (

zr. 6

zs. 2

zt. 3

zu. 1

zv. 5

zj. W

zk. W e i g h t e d zl. M e a n

zm. R

zx. 4

zn. M

zo. 1

zp. 2

zq. 5

zy.

zz. 2

aaa. 2

aab. 3

aac. 11

aad. 2

aae. 0

aaf. 1

aag. 5

zw.3 . 0 6 aah. 3.28

aaj.

aak. 3

aal. 7

aam. aan. 1 5

aao. 2

aap. 3

aaq. 1

aar. 6

aas. 3.39

aat. 1

aau.

aav. 4

aaw. 4

aax. 4

aay. 7

aaz. 1

aba. 2

abb. 1

abc. 6

abd. 3.39

abe. 1

abf.

abg. abh.

abi.

abj.

abk.

abl.

abm. abn.

abo. Tota l : abp. 13.1

abq.

aai. 3

75

abr. Fe

abs. 1

abt. 3

abu. 4

abv. 11

abw. 3

abx. 1

aby. 2

abz. 7

2 aca. 3.23

acc.

acd. 2

ace. 5

acf. 8

acg. 7

ach. 2

aci. 0

acj. 2

ack. 8

acl. 3.73

acm. 1

acn.

aco. 3

acp. 7

acq. 0

acr. 6

acs. 5

act. 4

acu. 2

acv. 6

acw. 3.05

acx. 3

acy.

acz. 4

ada. 2

adb. 6

adc. 7

add. 3

ade. 4

adf. 2

adg. 6

adh. 2.95

adi. 4

adj.

adk.

adl.

adm. adn.

ado.

adp.

adq.

adr.

ads. Tota l : adt. 12.9 6

adu.

adv. adw. Table 1.3 shows that in Category C (Socialization), this time majority of the respondents answered Sometimes both for male and male, and the number of respondents who answered Never increased. adx.

Furthermore, it shows that most of the answers coming from the male are

equally from Item 3 (Are you not seeking love coming from having a boyfriend/girlfriend) and Item 4 (Do peer pressure and relationships do not interfere with your studies?) while most of the answers coming from the female are from Item 2 (Does your classmate help you when you have a problems at home or in school?). On the contrary, least of the answers coming from the male are from Item 1 (Are you not preferring to be with your friends over your family?) while least of the answers coming from the female are from Item 4. 76

acb. 2

ady. adz.

TABLE 1.4: Distribution of the Responses in Category D (Learning Process) in Terms of Gender

aea. Ge

aeb. I

aec. Al

aee. O

aed. (5)

aef. (

aeg. Somet im es aeh. (3)

aei. Se

aek. N

aej. (2)

ael. (

aem. T

aen. To aeo. W

aep. Weig h t e d aeq. Mea n

aer. R

aes. M

aet. 1

aeu. 4

aev. 5

aew. 7

aex. 0

aey. 2

aez. 1

afa. 6

afb. 3.50

afc. 4

afd.

afe. 2

aff. 7

afg. 4

afh. 5

afi. 2

afj. 0

afk. 1

afl. 7

afm. 3.89

afn. 1

afo.

afp. 3

afq. 2

afr. 1

afs. 8

aft. 3

afu. 4

afv. 1

afw. 4

afx. 2.67

afy. 5

afz.

aga. agb. 4 6

agc. 5

agd. 6

age. 1

agf. 0

agg. 1

agh. 7

agi. 3.89

agj. 1

agk.

agl. 5

agn. 5

ago. 10

agp. 0

agq. 0

agr. 1

ags. 6

agt. 3.61

agu. 3

agv.

agw. agx.

agy.

agz.

aha.

ahb.

ahc.

ahd.

ahe. Total:

ahg.

agm. 3

ahh. Fe

ahi. 1

ahj. 1

ahk. 5

ahl. 6

ahm. 1

ahn. 0

aho. 2

ahp. 9

ahf. 17.5 6 ahq. 4.09

ahs.

aht. 2

ahu. 7

ahv. 6

ahw. 5

ahx. 3

ahy. 1

ahz. 2

aia. 8

aib. 3.68

aic. 3

aid.

aie. 3

aif. 1

aig. 4

aih. 9

aii. 4

aij. 4

aik. 2

ail. 6

aim. 2.73

ain. 5 77

ahr. 1

aio.

aip. 4

aiq. 9

air. 4

ais. 6

ait. 3

aiu. 0

aiv. 2

aiw. 8

aix. 3.86

aiy. 2

aiz.

aja. 5

ajb. 5

ajc. 3

ajd. 11

aje. 2

ajf. 1

ajg. 2

ajh. 7

aji. 3 . 4 1

ajj. 4

ajk.

ajl.

ajm.

ajn.

ajo.

ajp.

ajq.

ajr.

ajs.

ajt. T o t a l:

ajv.

aju. 17.7 7 ajw. ajx.

Table 1.4 shows that female respondents regard their studies highly than

off the male respondents. Generalizing, most of the answers for both genders fall under Sometimes and few only answered Never. ajy.

Furthermore, it shows that most of the answers coming from the male are

equally from Item 2 (Do you show total focus in your studies?) and Item 4 (Do you give priority to your academic goals?) while most of the answers from the female are from Item 1 (Do you show optimism in learning your lessons?). On the contrary, least of the answers coming from both male and female are from Item 3 (Do you study in advance for your lessons?). ajz. aka.

TABLE 2.1: Distribution of the Responses in Category A (Communication) in Terms of Year Level

78

akb. Y

akc. I

akd. Al

akf. O

ake. (5)

akg. (

akh. Someti me s aki. (3)

akj. Sel

akl. N

akk. (2)

akm. (1

akn. T

ako. T akp. W

akt. 1

aku. 1

akv. 9

akw. 1

akx. 0

aky. 0

akz. 0

ala. 1

alb. 4

ale.

alf. 2

alg. 5

alh. 1

ali. 4

alj. 0

alk. 0

all. 1

alm. 4

alp.

alq. 3

alr. 8

als. 1

alt. 1

alu. 0

alv. 0

alw. 1

alx. 4

ama.

amb. 4

amc. 9

amd. 1

ame. 0

amf. 0

amg. 0

amh. 1

ami. 4

aml.

amm. 5

amn. 7

amo. 1

amp. 2

amq. 0

amr. 0

ams. 1

amt. 4

amw.

amx.

amy.

amz.

anb.

anc.

and.

ane.

ana.

anh. 2

ani. 1

anj. 5

ank. 2

anl. 3

anm. 0

ann. 0

ano. 1

anp. 4

ans.

ant. 2

anu. 3

anv. 5

anw.2

anx. 0

any. 0

anz. 1

aoa. 4

aod.

aoe. 3

aof. 3

aog. 5

aoh. 1

aoi. 1

aoj. 0

aok. 1

aol. 4

aoo.

aop. 4

aoq. 6

aor. 2

aos. 1

aot. 1

aou. 0

aov. 1

aow. 4

akq. Wei

aks. R

g h t e d akr. M e a n alc. 4 . 9 0 aln. 4 . 1 0 aly. 4 . 7 0 amj. 4 . 9 0 amu. 4.50

ald. 1

anf. T o t a l :

ang.

alo. 5

alz. 3

amk. 1

amv. 4

2 3 . 1 0 anq. 4 . 2 0 aob. 4 . 1 0 aom. 4.00

anr. 3

aoc. 4

aon. 5

aox. 4 . 3 0

aoy. 2

79

aoz.

apa. 5

apb. 6

apc. 2

apd. 2

ape. 0

apf. 0

apg. 1

aph. 4

apk.

apl.

apm.

apn.

apo.

app.

apq.

apr.

aps.

apw. 3

apx. 1

apy. 7

apz. 3

aqa. 0

aqb. 0

aqc. 0

aqd. 1

aqe. 4

aqh.

aqi. 2

aqj. 5

aqk. 4

aql. 1

aqm. 0

aqn. 0

aqo. 1

aqp. 4

aqs.

aqt. 3

aqu. 4

aqv. 3

aqw.3

aqx. 0

aqy. 0

aqz. 1

ara. 4

ard.

are. 4

arf. 5

arg. 2

arh. 3

ari. 0

arj. 0

ark. 1

arl. 4

aro.

arp. 5

arq. 8

arr. 1

ars. 0

art. 1

aru. 0

arv. 1

arw. 4

arz.

asa.

asb.

asc.

asd.

ase.

asf.

asg.

ash.

asl. 4

asm. 1

asn. 3

aso. 4

asp. 2

asq. 1

asr. 0

ass. 1

ast. 3

asw.

asx. 2

asy. 4

asz. 3

ata. 2

atb. 1

atc. 0

atd. 1

ate. 4

ath.

ati. 3

atj. 4

atk. 2

atl. 2

atm. 2

atn. 0

ato. 1

atp. 3

api. 4 . 4 0 apt. T o t a l : apu. 2 1 . 0 0 aqf. 4 . 7 0 aqq. 4 . 4 0 arb. 4 . 1 0 arm. 4 . 2 0 arx. 4 . 6 0 asi. T o t a l : asj. 2 2 . 0 0 asu. 3 . 9 0 atf. 4 . 0 0 atq. 3 . 8 0

apj. 1

apv.

aqg. 1

aqr. 3

arc. 5

arn. 4

ary. 2

ask.

asv. 3

atg. 2

atr. 4

80

ats.

att. 4

atu. 2

atv. 2

atw. 5

atx. 1

aty. 0

atz. 1

aua. 3

aud.

aue. 5

auf. 3

aug. 5

auh. 2

aui. 0

auj. 0

auk. 1

aul. 4

auo.

aup.

auq.

aur.

aus.

aut.

auu.

auv.

auw.

aub. 3 . 5 0 aum. 4.10

auc. 5

aux. T o t a l : auy. 1 9 . 3 0

auz.

aun. 1

ava. avb.

Table 2.1 shows that in Category A (Communication) in terms of year

level, there is regular communication between the parents and their children for having the highest number of answers under Always. Few only answered under Often and Sometimes. Comparing the number of answers in Seldom among the four year levels, more of it came from the fourth year. Furthermore, it shows that most of the answers coming from the first year are equally from Item 1 (Do you have a regular communication with your parents?) and Item 4 (Are you open in communicating with your parents?). Most of the answers coming from the second year and fourth year are both from Item 5 (Do your parents give you a sense of encouragement even they’re not with you?), and most of the answers coming from the third year are from Item 1. On the contrary, least of the answers coming from the first year are from Item 2 (Is there the presence of means in communicating with your parents?). Least of the answers coming from the second year and third year are both from Item 3 (Do they check up on you on a regular basis?). Lastly, least of the answers coming from the fourth year are from Item 4. 81

avc.

TABLE 2.2: Distribution of the Responses in Category B (School) in Terms of Year Level

avd. Y

ave. I

avf. Al

avh. O

avg. (5)

avi. (

avj. So me tim es avk.(3)

avl. Sel

avn. N

avm. (2)

avo. (1

avp. T

avq. T avr. W

avv. 1

avw. 1

avx. 5

avy. 3

avz. 2

awa. 0

awb. 0

awc. 1

awd. 4

awg.

awh. 2

awi. 7

awj. 3

awk.0

awl. 0

awm. 0

awn. 1

awo. 4

awr.

aws. 3

awt. 8

awu. 1

awv.1

aww. 0

awx. 0

awy. 1

awz. 4

axc.

axd. 4

axe. 6

axf. 4

axg. 0

axh. 0

axi. 0

axj. 1

axk. 4

axn.

axo. 5

axp. 5

axq. 3

axr. 2

axs. 0

axt. 0

axu. 1

axv. 4

axy.

axz.

aya.

ayb.

ayc.

ayd.

aye.

ayf.

ayg.

ayk. 2

ayl. 1

aym. 5

ayn. 3

ayo. 2

ayp. 0

ayq. 0

ayr. 1

ays. 4

ayv.

ayw. 2

ayx. 3

ayy. 5

ayz. 2

aza. 0

azb. 0

azc. 1

azd. 4

azg.

azh.

azi.

azj.

azk. 1

azl.

azm.

azn.

azo.

avs.W e i g h t e d avt. M e a n

avu. R

awe.4 . 3 0 awp.4 . 7 0 axa. 4 . 7 0 axl. 4 . 6 0 axw. 4 . 3 0 ayh. T o t a l : ayi. 2 2 . 6 0 ayt. 4 . 3 0 aze. 4 . 1 0 azp. 4

awf. 4

awq. 1

axb. 1

axm. 3

axx. 4

ayj.

ayu. 3

azf. 4

azq.

82

3

6

3

0

0

1

4

azr.

azs. 4

azt. 10

azu. 0

azv. 0

azw. 0

azx. 0

azy. 1

azz. 5

bac.

bad. 5

bae. 3

baf. 3

bag. 4

bah. 0

bai. 0

baj. 1

bak. 3

ban.

bao.

bap.

baq.

bar.

bas.

bat.

bau.

bav.

baz. 3

bba. 1

bbb. 4

bbc. 6

bbd. 0

bbe. 0

bbf. 0

bbg. 1

bbh. 4

bbk.

bbl. 2

bbm. 4

bbn. 4

bbo. 2

bbp. 0

bbq. 0

bbr. 1

bbs. 4

bbv.

bbw. 3

bbx. 6

bby. 4

bbz. 0

bca. 0

bcb. 0

bcc. 1

bcd. 4

bcg.

bch. 4

bci. 5

bcj. 4

bck. 1

bcl. 0

bcm. 0

bcn. 1

bco. 4

bcr.

bcs. 5

bct. 2

bcu. 5

bcv. 3

bcw. 0

bcx. 0

bcy. 1

bcz. 3

bdc.

bdd.

bde.

bdf.

bdg.

bdh.

bdi.

bdj.

bdk.

bdo. 4

bdp. 1

bdq. 2

bdr. 4

bds. 1

bdt. 3

bdu. 0

bdv. 1

bdw. 3

bdz.

bea. 2

beb. 2

bec. 3

bed. 0

bee. 4

bef. 1

beg. 1

beh. 3

. 5 0 baa. 5 . 0 0 bal. 3 . 9 0 baw.T o t a l : bax. 2 1 . 8 0 bbi. 4 . 4 0 bbt. 4 . 2 0 bce. 4 . 6 0 bcp. 4 . 4 0 bda. 3 . 9 0 bdl. T o t a l : bdm. 21.5 0 bdx. 3 . 5 0 bei. 3 . 1

2

bab. 1

bam. 5

bay.

bbj. 2

bbu. 4

bcf. 1

bcq. 2

bdb. 5

bdn.

bdy. 3

bej. 5

83

bek.

bel. 3

bem. 2

ben. 6

beo. 2

bep. 0

beq. 0

ber. 1

bes. 4

bev.

bew. 4

bex. 4

bey. 2

bez. 4

bfa. 0

bfb. 0

bfc. 1

bfd. 4

bfg.

bfh. 5

bfi. 2

bfj. 2

bfk. 4

bfl. 2

bfm. 0

bfn. 1

bfo. 3

bfr.

bfs.

bft.

bfu.

bfw.

bfx.

bfy.

bfz.

bgd.

bfv.

0 bet. 4 . 0 0 bfe. 4 . 0 0 bfp. 3 . 4 0 bga. T o t a l : bgb. 1 8 . 0 0

beu. 1

bff. 1

bfq. 4

bgc.

Table 2.2 shows that the respondents coming from the first year and

second year regard the school to be of great help for their development rather than the respondents coming from the third year and fourth year level. Always, corresponding for the positive answer, ranges from minimum of two and a maximum of six. Four from the fourth year answered Seldom and no one answered Never for this category. bge.

Furthermore, it goes to show that in Category B (School), most of the

answers coming from the first year are equally from Item 2 (Do your teachers manage to provide time to help you in your difficulties?) and Item 3 (Does your school provide activities for students’ self-improvement?). Most of the answers coming from the second year and third year are from Item 4 (Does your school conduct activities that enhances your talents/skills?) and Item 3 respectively. Lastly, most of the answers coming from the fourth year are equally from Items 3 and 4. On the contrary, least of the answers coming from the first year are equally from Item 1 (Does the school provide motivational techniques toward you?) and Item 5 (Does the school provide activities that let you 84

discover who you really are?). Least of the answers coming from the second year and third year are from Item 5, and least of the answers coming from the fourth year are from Item 2. bgf. bgg. bgh. bgi. bgj.

TABLE 2.3: Distribution of the Responses in Category C (Socialization) in Terms of Year Level

bgk. Y

bgl. I

bgm. Al

bgo. O

bgn. (5)

bgp. (

bgq. Someti me s bgr. (3)

bgs. Sel

bgu. N

bgt. (2)

bgv. (1

bgw. T

bgx. T bgy. W

bhc. 1

bhd. 1

bhe. 2

bhf. 3

bhg.5

bhh. 0

bhi. 0

bhj. 1

bhk. 3

bhn.

bho. 2

bhp. 3

bhq. 2

bhr. 3

bhs. 2

bht. 0

bhu. 1

bhv. 3

bhy.

bhz. 3

bia. 6

bib. 1

bic. 0

bid. 0

bie. 3

bif. 1

big. 3

bij.

bik. 4

bil. 1

bim. 2

bin. 7

bio. 0

bip. 0

biq. 1

bir. 3

biu.

biv.

biw.

bix.

biy.

biz.

bja.

bjb.

bjc.

bgz. Wei

bhb. R

g h t e d bha. Mea n bhl. 3 . 7 0 bhw. 3.60

bhm. 1

bhx. 3

bih. 3 . 7 0 bis. 3 . 4 0 bjd. T o t a

bii. 1

bit. 4

bjf.

85

bjg. 2

bjh. 1

bji. 2

bjj. 2

bjk. 2

bjl. 4

bjm. 0

bjn. 1

bjo. 3

bjr.

bjs. 2

bjt. 2

bju. 2

bjv. 6

bjw. 0

bjx. 0

bjy. 1

bjz. 3

bkc.

bkd. 3

bke. 3

bkf. 0

bkg. 5

bkh. 2

bki. 0

bkj. 1

bkk. 3

bkn.

bko. 4

bkp. 2

bkq. 3

bkr. 2

bks. 2

bkt. 1

bku. 1

bkv. 3

bky.

bkz.

bla.

blb.

blc.

bld.

ble.

blf.

blg.

blk. 3

bll. 1

blm. 2

bln. 2

blo. 4

blp. 1

blq. 1

blr. 1

bls. 3

blv.

blw. 2

blx. 1

bly. 4

blz. 4

bma. 1

bmb. 0

bmc. 1

bmg.

bmh. 3

bmi. 4

bmj. 0

bmk. 3

bml. 2

bmm. 1

bmr.

bms. 4

bmt. 3

bmu. 2

bmv. 5

bmw. 0

bnc.

bnd.

bne.

bnf.

bnh.

bng.

l : bje. 1 4 . 4 0 bjp. 3 . 2 0 bka. 3 . 6 0 bkl. 3 . 4 0 bkw. 3.30

bjq. 4

bkb. 1

bkm. 2

bkx. 3 blj.

bmd. 3

blh. T o t a l : bli. 1 3 . 5 0 blt. 3 . 3 0 bme. 3.50

bmn. 1

bmo. 3

bmp. 3.40

bmq. 3

bmx. 0

bmy. 1

bmz. 3

bnb. 1

bni.

bnj.

bnk.

bna.3 . 8 0 bnl. T o t a l : bnm. 14.0

blu. 4

bmf. 2

bnn.

86

bno. 4

bnp. 1

bnq. 1

bnr. 2

bns. 4

bnt. 0

bnu. 3

bnv. 1

bnw. 2

bnz.

boa. 2

bob. 1

boc. 3

bod.5

boe. 1

bof. 0

bog. 1

boh. 3

bok.

bol. 3

bom. 2

bon. 0

boo.2

bop. 3

boq. 3

bor. 1

bos. 2

bov.

bow. 4

box. 0

boy. 2

boz. 1

bpa. 2

bpb. 5

bpc. 1

bpd. 2

bpg.

bph.

bpi.

bpj.

bpk.

bpl.

bpm.

bpn.

bpo.

0 bnx. 2 . 8 0 boi. 3 . 4 0 bot. 2 . 5 0 bpe.2 . 0 0 bpp.T o t a l : bpq.1 0 . 7 0

bny. 2

boj. 1

bou. 3

bpf. 4

bpr.

bps. bpt.

Table 2.3 shows that answers for all year levels, majority of the

respondents answered Sometimes. With a great difference, most of the answers under Never came from the fourth year level and there are also three coming from the first year level. This table goes to show also that first year respondents are more attached to their family than the succeeding year levels. bpu.

Furthermore in Category C (Socialization), it shows that most of the

answers coming from the first year are equally from Item 1 (Are you not preferring to be with your friends over your family?) and Item 3 (Are you not seeking for love coming from having a boyfriend/girlfriend?). Most of the answers coming from the second year and fourth year are both from Item 2 (Does your classmate help you when you have 87

problems at home or in school?) while most answers from the third year are from Item 4 (Do peer pressure and relationships interfere with your studies?). On the contrary, least of the answers from the first year and fourth year are both from Item 4, while least answers coming from the second year and third year are from Item 1. bpv.

TABLE 2.4: Distribution of the Responses in Category D (Learning Process) in Terms of Year Level

bpw. Y

bpx. I

bpy. Al

bqa. O

bpz. (5)

bqb. (

bqc. Someti me s bqd. (3)

bqe. Sel

bqg. N

bqf. (2)

bqh. (1

bqi. T

bqj. T bqk. W

bqo. 1

bqp. 1

bqq. 6

bqr. 2

bqs. 2

bqt. 0

bqu. 0

bqv. 1

bqw. 4

bqz.

bra. 2

brb. 6

brc. 2

brd. 1

bre. 1

brf. 0

brg. 1

brh. 4

brk.

brl. 3

brm. 2

brn. 2

bro. 5

brp. 1

brq. 0

brr. 1

brs. 3

brv.

brw. 4

brx. 4

bry. 2

brz. 4

bsa. 0

bsb. 0

bsc. 1

bsd. 4

bsg.

bsh. 5

bsi. 2

bsj. 2

bsk. 6

bsl. 0

bsm. 0

bsn. 1

bso. 3

bsr.

bss.

bst.

bsu.

bsv.

bsw.

bsx.

bsy.

bsz.

bql. W e i g h t e d bqm. Mea n bqx. 4 . 4 0 bri. 4 . 3 0 brt. 3 . 5 0 bse. 4 . 0 0 bsp. 3 . 6 0 bta. T o t a l : btb. 1 9

88

bqn. R

bqy. 1

brj. 2

bru. 5

bsf. 3

bsq. 4

btc.

btd. 2

bte. 1

btf. 1

btg. 5

bth. 4

bti. 0

btj. 0

btk. 1

btl. 3

bto.

btp. 2

btq. 3

btr. 3

bts. 3

btt. 1

btu. 0

btv. 1

btw. 3

btz.

bua. 3

bub. 3

buc. 1

bud.4

bue. 2

buf. 0

bug. 1

buh. 3

buk.

bul. 4

bum. 4

bun. 2

buo.3

bup. 1

buq. 0

bur. 1

bus. 3

buv.

buw. 5

bux. 3

buy. 3

buz. 4

bva. 0

bvb. 0

bvc. 1

bvd. 3

bvg.

bvh.

bvi.

bvj.

bvk.

bvl.

bvm.

bvn.

bvo.

bvs. 3

bvt. 1

bvu. 2

bvv. 4

bvw. 4

bvx. 0

bvy. 0

bvz. 1

bwa. 3

. 8 0 btm.3 . 7 0 btx. 3 . 8 0 bui. 3 . 5 0 but. 3 . 9 0 bve. 3 . 9 0 bvp. T o t a l : bvq. 1 8 . 8 0 bwb. 3.80

bwd.

bwe. 2

bwf. 3

bwg. 2

bwh. 4

bwi. 1

bwj. 0

bwk. 1

bwl. 3

bwm. 3.70

bwn. 3

bwo.

bwp. 3

bwq. 0

bwr. 2

bws. 5

bwt. 1

bwu. 2

bwv. 1

bww. 2

bwx. 2.70

bwy. 5

bwz.

bxa. 4

bxb. 3

bxc. 3

bxd. 3

bxe. 1

bxf. 0

bxg. 1

bxh. 3

bxj. 1

bxk.

bxl. 5

bxm. 3

bxn. 2

bxo. 4

bxp. 1

bxq. 0

bxr. 1

bxs. 3

bxv.

bxw.

bxx.

bxy.

bxz.

bya.

byb.

byc.

byd.

bxi. 3 . 8 0 bxt. 3 . 7 0 bye. T o t a

btn. 4

bty. 3

buj. 5

buu. 1

bvf. 1

bvr.

bwc. 1

bxu. 3

byg.

89

byh. 4

byi. 1

byj. 4

byk. 0

bys.

byt. 2

byu. 3

byv. 0

bzd.

bze. 3

bzf. 0

bzg. 0

bzo.

bzp. 4

bzq. 5

bzz.

caa. 5

cak.

cal.

byl. 3

bym. 1

byn. 2

byo. 1

byp. 3

byx. 4

byy. 0

byz. 1

bza. 3

bzh. 2

bzi. 3

bzj. 5

bzk. 1

bzl. 1

bzr. 1

bzs. 2

bzt. 2

bzu. 0

bzv. 1

bzw. 3

cab. 1

cac. 1

cad. 6

cae. 2

caf. 0

cag. 1

cah. 3

cam.

can.

cao.

cap.

caq.

car.

cas.

byw. 3

l : byf. 1 7 . 7 0 byq. 3 . 3 0 bzb. 3 . 2 0 bzm. 1.70

byr. 2

bzc. 3

bzn. 5

bzx. 3 . 9 0 cai. 3 . 1 0 cat. T o t a l : cau. 1 5 . 2 0

bzy. 1

caj. 4

cav.

caw. cax.

Table 2.4 shows that the first year respondents regard highly their studies

more than the succeeding year levels. From the second year level, there are respondents who answered more in Seldom and two respondents from the third year answered Never. Lastly, answers under Seldom and Never greatly increased for the fourth year students.

90

cay.

Furthermore, it shows that in Category D (Learning Process), most of the

answers coming from the first year are from Item 1 (Do you show optimism in learning your lessons?). Most answers coming from the second year are equally from Item 4 (Do you give priority to your academic goals?) and Item 5 [Do you show control over your anxieties (being relaxed in performing organized tasks)?]. Most answers coming from the third year students are equally from Items 1 and 4. Most answers coming from the fourth year are from Item 4. On the contrary, least answers coming from all year levels are all coming from Item 3 (Do you study in advance for your lessons?). caz. cba. cbb. cbc. cbd. cbe. cbf. cbg.

TABLE 3.1: Distribution of the Responses in Category A

(Communication) in Terms of Nature of Parent’s Profession Abroad cbh. Natur e of P ar e

cbi. I

cbj. Al

cbl. O

cbk. (5)

cbm. (

cbn. Someti m es cbo. (3)

cbp. Sel

cbr. N

cbq. (2)

cbs. (

cbt. T

cbu. T cbv. W

cbw. Wei g h t e d

cby. R

91

nt ’s P r of e s si o n A b r o a d cbz.E n gi n e er re la te d cck.

cbx. Mea n

cca. 1

ccb. 13

ccc. 5

ccd. 2

cce. 0

ccf. 0

ccg. 2

cch. 9

cci. 4 . 5 5

ccj. 1

ccl. 2

ccm. 11

ccn. 3

cco. 6

ccp. 0

ccq. 0

ccr. 2

ccs. 8

ccu. 4

ccw. 3

ccx. 10

ccy. 6

ccz. 3

cda. 1

cdb. 0

cdc. 2

cdd. 8

cdg.

cdh. 4

cdi. 11

cdj. 4

cdk. 5

cdl. 0

cdm. 0

cdn. 2

cdo. 8

cdr.

cds. 5

cdt. 12

cdu. 5

cdv. 3

cdw. 0

cdx. 0

cdy. 2

cdz. 8

cec.

ced.

cee.

cef.

ceg.

ceh.

cei.

cej.

cek.

ceo. Medic in

cep. 1

ceq. 0

cer. 0

ces. 1

cet. 0

ceu. 0

cev. 1

cew. 3

cct. 4 . 2 5 cde. 4 . 2 5 cdp. 4 . 3 0 cea. 4 . 4 5 cel. T o t a l : cem. 21.8 0 cex. 3 . 0

ccv.

cdf. 4

cdq. 3

ceb. 2

cen.

cey. 4

92

ere la te d cez.

0

cfa. 2

cfb. 0

cfc. 0

cfd. 1

cfe. 0

cff. 0

cfg. 1

cfh. 3

cfk.

cfl. 3

cfm. 0

cfn. 1

cfo. 0

cfp. 0

cfq. 0

cfr. 1

cfs. 4

cfv.

cfw. 4

cfx. 0

cfy. 1

cfz. 0

cga. 0

cgb. 0

cgc. 1

cgd. 4

cgg.

cgh. 5

cgi. 0

cgj. 0

cgk. 1

cgl. 0

cgm. 0

cgn. 1

cgo. 3

cgr.

cgs.

cgt.

cgu.

cgv.

cgw.

cgx.

cgy.

cgz.

chd. Busin e s sre la te d cho.

che. 1

chf. 4

chg. 1

chh. 2

chi. 0

chj. 0

chk. 7

chl. 3

chp. 2

chq. 2

chr. 5

chs. 0

cht. 0

chu. 0

chv. 7

chw. 3

chz.

cia. 3

cib. 3

cic. 2

cid. 2

cie. 0

cif. 0

cig. 7

cih. 2

cik.

cil. 4

cim. 2

cin. 1

cio. 2

cip. 2

ciq. 0

cir. 7

cis. 2

civ.

ciw. 5

cix. 4

ciy. 2

ciz. 1

cja. 0

cjb. 0

cjc. 7

cjd. 3

cfi. 3 . 0 0 cft. 4 . 0 0 cge. 4 . 0 0 cgp. 3 . 0 0 cha. T o t a l : chb. 1 7 . 0 0 chm. 4.29

cfj. 4

chx. 4 . 2 9 cii. 4 . 1 4 cit. 3 . 4 3 cje. 4 .

chy. 2

cfu. 1

cgf. 1

cgq. 4

chc.

chn. 2

cij. 4

ciu. 5

cjf. 1

93

4 3 cjp. T o t a l : cjq. 2 0 . 5 8 ckb. 4 . 4 2

cjg.

cjh.

cji.

cjj.

cjk.

cjl.

cjm.

cjn.

cjo.

cjr.

cjs. S er vi c ere la te d ckd.

cjt. 1

cju. 7

cjv. 4

cjw. 0

cjx. 1

cjy. 0

cjz. 1

cka. 5

cke. 2

ckf. 5

ckg. 4

ckh. 2

cki. 1

ckj. 0

ckk. 1

ckl. 4

ckm. 4.08

ckn. 4

cko.

ckp. 3

ckq. 6

ckr. 2

cks. 3

ckt. 1

cku. 0

ckv. 1

ckw. 4

cky. 4

ckz.

cla. 4

clb. 9

clc. 1

cld. 2

cle. 0

clf. 0

clg. 1

clh. 5

clk.

cll. 5

clm. 8

cln. 2

clo. 1

clp. 1

clq. 0

clr. 1

cls. 5

clv.

clw.

clx.

cly.

clz.

cma.

cmb.

cmc.

cmd.

ckx. 4 . 0 8 cli. 4 . 5 8 clt. 4 . 4 2 cme. Total : cmf. 2 1 . 5 8

ckc. 2

clj. 1

clu. 2

cmg.

cmh. cmi.

Table 3.1 shows that in Category A (Communication) in terms of the nature

of parent’s profession abroad, most of the respondents have a parent/parents whose work is related to engineering and for the least, there is only one who has a parent 94

whose work is related to medicine. It goes to show that there is a greater chance of communication to those parents whose work is engineering-related than the others. In this table, a few only answered Seldom and no one answered Never. cmj.

Furthermore, it shows that in Category A (Communication), most of the

answers of those with a parent/parents whose work is related in engineering are from Item 1 (Do you have a regular communication with your parents?). One with a parent whose work is related to medicine’s answer weighed most equally from Items 3 (Do they check up on you on a regular basis?) and 4 (Are you open in communicating with your parents?). Those with a parent/parents whose work is related to business are from Item 5 (Do your parents give you a sense of encouragement even they’re not with you?), and those with a parent/parents whose work is related to service are from Item 4. On the contrary, least answers of those with a parent/ parents whose work is related to engineering and service are both equally from Items 2 (Is there the presence of your means in communicating with your parents?) and 3. One with a parent whose work is related to medicine’s answer weighed the least equally from Items 1, 2 and 5. cmk. cml. cmm. cmn. cmo. cmp. 95

cmq. cmr. cms.

TABLE 3.2: Distribution of the Responses on Category B (School) in Terms of Nature of Parent’s Profession Abroad

cmt. Natur e of P ar e nt ’s P r of e s si o n A b r o a d cnk. Engin e er re la te d cnv.

cmu. I

cmv. Al

cmx. O

cmw. (5)

cmy. (

cmz. Someti m es cna. (3)

cnb. Sel

cnd. N

cnc. (2)

cne. (

cnf. T

cng. T cnh. W

cni. W e i g h t e d

cnj. R

M e a n

cnl. 1

cnm. 9

cnn. 6

cno. 2

cnp. 0

cnq. 3

cnr. 2

cns. 7

cnt. 3 . 9 0

cnu. 3

cnw. 2

cnx. 5

cny. 8

cnz. 4

coa. 2

cob. 1

coc. 2

cod. 7

cof. 5

cog.

coh. 3

coi. 14

coj. 3

cok. 3

col. 0

com. 0

con. 2

coo. 9

cor.

cos. 4

cot. 13

cou. 5

cov. 2

cow. 0

cox. 0

coy. 2

coz. 9

coe. 3 . 7 0 cop. 4 . 8 0 cpa. 4 . 5

coq. 1

cpb. 2

96

cpc.

cpd. 5

cpe. 6

cpf. 7

cpg. 5

cph. 2

cpi. 0

cpj. 2

cpk. 7

cpn.

cpo.

cpp.

cpq.

cpr.

cps.

cpt.

cpu.

cpv.

cpz.M e di ci n ere la te d cqk.

cqa. 1

cqb. 0

cqc. 0

cqd. 1

cqe. 0

cqf. 0

cqg. 1

cqh. 3

cql. 2

cqm. 0

cqn. 1

cqo. 0

cqp. 0

cqq. 0

cqr. 1

cqs. 4

cqv.

cqw. 3

cqx. 0

cqy. 1

cqz. 0

cra. 0

crb. 0

crc. 1

crd. 4

crg.

crh. 4

cri. 1

crj. 0

crk. 0

crl. 0

crm. 0

crn. 1

cro. 5

crr.

crs. 5

crt. 0

cru. 0

crv. 1

crw. 0

crx. 0

cry. 1

crz. 3

csc.

csd.

cse.

csf.

csg.

csh.

csi.

csj.

csk.

cso. Busin e s sre la

csp. 1

csq. 3

csr. 3

css. 1

cst. 0

csu. 0

csv. 7

csw. 3

5 cpl. 3 . 8 5 cpw. Total : cpx. 2 0 . 8 0 cqi. 3 . 0 0

cpm. 4

cpy.

cqj. 4

cqt. 4 . 0 0 cre. 4 . 0 0 crp. 5 . 0 0 csa. 3 . 0 0 csl. T o t a l : csm. 19.0 0 csx. 4 . 2 9

cqu. 2

crf. 2

crq. 1

csb. 4

csn.

csy. 3

97

te d csz.

cta. 2

ctb. 3

ctc. 3

ctd. 0

cte. 1

ctf. 0

ctg. 7

cth. 2

ctk.

ctl. 3

ctm. 4

ctn. 3

cto. 0

ctp. 0

ctq. 0

ctr. 7

cts. 3

ctv.

ctw. 4

ctx. 4

cty. 2

ctz. 1

cua. 0

cub. 0

cuc. 7

cud. 3

cug.

cuh. 5

cui. 1

cuj. 4

cuk. 2

cul. 0

cum. 0

cun. 7

cuo. 2

cur.

cus.

cut.

cuu.

cuv.

cuw.

cux.

cuy.

cuz.

cvd. Servi c ere la te d cvo.

cve. 1

cvf. 4

cvg. 7

cvh. 1

cvi. 0

cvj. 0

cvk. 1

cvl. 5

cvp. 2

cvq. 8

cvr. 3

cvs. 0

cvt. 1

cvu. 0

cvv. 1

cvw. 5

cvz.

cwa. 3

cwb. 4

cwc. 7

cwd. 0

cwe. 1

cwf. 0

cwg. 1

cwh. 5

cwk.

cwl. 4

cwm. 7

cwn. 3

cwo. 2

cwp. 0

cwq. 0

cwr. 1

cws. 5

cwv.

cww. 5

cwx. 5

cwy. 4

cwz. 3

cxa. 0

cxb. 0

cxc. 1

cxd. 5

cxh.

cxi.

cxj.

cxl.

cxm.

cxn.

cxo.

cxg.

cxk.

cti. 4 . 1 4 ctt. 4 . 5 7 cue. 4 . 4 3 cup. 3 . 8 6 cva. T o t a l : cvb. 2 1 . 2 9 cvm. 4.25

ctj. 4

cvx. 4 . 5 0 cwi. 4 . 1 7 cwt. 4 . 4 2 cxe. 4 . 1 7 cxp. T o

cvy. 1

ctu. 1

cuf. 2

cuq. 5

cvc.

cvn. 3

cwj. 4

cwu. 2

cxf. 4

cxr.

98

t a l : cxq. 2 1 . 5 1

cxs. cxt.

Table 3.2 shows that majority of the responses coming from respondents

in terms of their parent’s profession abroad fall under Always. Answers under Seldom ranges from the minimum of one to the maximum of two, and no one answered Never in this category. cxu.

Furthermore, it shows that in Category B (School), most of the answers of

those with a parent/ parents whose work is related in engineering and business are both from Item 3 (Does your school provide activities for students’ self-improvement?). One with a parent whose work is related to medicine’s answer weighed most from Item 4 (Does your school conduct activities that enhance your talents/skills?), and those with a parent/ parents whose work is related to service are from Item 2 (Do your teachers manage to provide time to help you in your difficulties?). On the contrary, least answers of those with a parent/ parents whose work is related to engineering are from Item 2. One with a parent whose work is related to medicine’s answer weighed the least equally from Items 1 (Does the school provide motivational techniques toward you?) and 5 (Does the school provide activities that let you discover who you really are?). Least answers of those with a parent/ parents whose work is related to business are from Item 5, and those with a parent/ parents whose work is related to service are equally from Items 3 (Does your school provide activities for students’ self-improvement?) and 5. 99

cxv. cxw. cxx. cxy. cxz. cya. cyb. cyc.

TABLE 3.3: Distribution of the Responses in Category C

(Socialization) in Terms of Nature of Parent’s Profession Abroad cyd. Natur e of P ar e nt ’s P ro fe s si o n A br o a d cyu. Engin e er -

cye. I

cyf. Al

cyh. O

cyg. (5)

cyi. (

cyj. So m eti m es cyk.(3)

cyl. Sel

cyn. N

cym. (2)

cyo. (

cyp. T

cyq. T cyr. W

cys.W e i g h t e d

cyt. R

M e a n

cyv. 1

cyw. 1

cyx. 4

cyy. 9

cyz. 3

cza. 3

czb. 2

czc. 5

czd. 2 . 8 5

100

cze. 4

re la te d czf.

czg. 2

czh. 3

czi. 4

czj. 10

czk. 3

czl. 0

czm. 2

czn. 6

czr. 3

czs. 10

czt. 1

czu. 3

czv. 4

czw. 2

czx. 2

czy. 7

dab.

dac. 4

dad. 3

dae. 5

daf. 7

dag. 1

dah. 4

dai. 2

daj. 6

dam.

dan.

dao.

dap.

daq.

dar.

das.

dat.

dau.

day.M e di ci n ere la te d dbj.

daz. 1

dba. 0

dbb. 1

dbc. 0

dbd. 0

dbe. 0

dbf. 1

dbg. 4

dbk. 2

dbl. 0

dbm. 0

dbn.1

dbo. 0

dbp. 0

dbq. 1

dbr. 3

dbu.

dbv. 3

dbw. 0

dbx. 0

dby. 1

dbz. 0

dca. 0

dcb. 1

dcc. 3

dcf.

dcg. 4

dch. 0

dci. 0

dcj. 0

dck. 1

dcl. 0

dcm. 1

dcn. 2

dcq.

dcr.

dcs.

dct.

dcu.

dcv.

dcw.

dcx.

dcy.

czq.

czo. 3 . 3 5 czz. 3 . 6 5 dak. 3 . 1 0 dav. T o t a l : daw. 12.9 5 dbh.4 . 0 0

czp. 2

dbs. 3 . 0 0 dcd. 3 . 0 0 dco. 2 . 0 0 dcz. T o t a l : dda.1 2

dbt. 2

101

daa. 1

dal. 3

dax.

dbi. 1

dce. 2

dcp. 4

ddb.

. 0 0 ddl. 2 . 7 1

ddc. Busin e s sre la te d ddn.

ddd. 1

dde. 0

ddf. 1

ddg.4

ddh. 1

ddi. 1

ddj. 7

ddk. 1

ddo. 2

ddp. 0

ddq. 2

ddr. 2

dds. 3

ddt. 0

ddu. 7

ddv. 2

ddw. 2.86

ddx. 3

ddy.

ddz. 3

dea. 1

deb. 0

dec. 3

ded. 2

dee. 1

def. 7

deg. 2

dei. 2

dej.

dek. 4

del. 1

dem. 4

den.0

deo. 1

dep. 1

deq. 7

der. 2

deu.

dev.

dew.

dex.

dey.

dez.

dfa.

dfb.

dfc.

dfg. S er vi c ere la te d dfr.

dfh. 1

dfi. 4

dfj. 2

dfk. 5

dfl. 1

dfm. 0

dfn. 1

dfo. 4

deh.3 . 1 4 des. 3 . 4 3 dfd. T o t a l : dfe. 1 2 . 1 4 dfp. 3 . 7 5

dfs. 2

dft. 4

dfu. 4

dfv. 4

dfw. 0

dfx. 0

dfy. 1

dfz. 4

dgb. 1

dgc.

dgd. 3

dge. 5

dgf. 0

dgg.3

dgh. 2

dgi. 2

dgj. 1

dgk. 4

dgn.

dgo. 4

dgp. 2

dgq. 1

dgr. 7

dgs. 1

dgt. 1

dgu. 1

dgv. 3

dga.4 . 0 0 dgl. 3 . 8 3 dgw. 3.17

dgy.

dgz.

dha.

dhb.

dhc.

dhd.

dhe.

dhf.

dhg.

dhh.T

dhj.

102

ddm. 4

det. 1

dff.

dfq. 3

dgm. 2

dgx. 4

o t a l : dhi. 1 4 . 7 5

dhk. dhl.

Table 3.3 shows that majority of the answers in Category C(Socialization)

in terms of the nature of profession of parents abroad fall under Sometimes. This table also shows that most of the answers under Never were answered by respondents with parents whose work is related to engineering compared to the other three. dhm. Furthermore, it shows that in Category C (Socialization), most of the answers coming from students with parents whose work is engineer-related are from Item 3 (Are you not seeking for love coming from having boyfriend or girlfriend?). One with a parent whose work is related to medicine’s answer weighed most from Item 1 (Are you not preferring to be with your friends over your family?). Most of the answers coming from students with parents whose work is business–related are from Item 4 (Do peer pressure and relationships do not interfere with your studies?), and lastly, most of the answers coming from students with parents whose work is service–related are from Item 2 (Does your classmate help you when you have problems at home or in school?). On the contrary, least of the answers coming from students with parents whose work is engineer-related and business-related are both from Item 1. Least of the answers coming from students with parents whose work is medicine-related and service-related

103

are both from Item 4 (Do peer pressure and relationships do not interfere with your studies?) dhn. dho. dhp. dhq. dhr. dhs. dht. dhu. dhv.

TABLE 3.4: Distribution of the Responses in Category D (Learning Process) in Terms of Nature of Parent’s Profession Abroad

dhw. Natur e of P ar e nt ’s P r of e s si o n A

dhx. I

dhy. Al

dia. O

dhz. (5)

dib. (

dic. So m eti m es did. (3)

die. Sel

dig. N

dif. (2)

dih. (

dii. T

dij. T

dik. W e i g h t e d M e a n

104

dil. R

b r o a d dim. Engin e er re la te d dix.

din. 1

dio. 6

dip. 5

diq. 7

dir. 0

dis. 2

dit. 2

diu. 7

div. 3 . 6 5

diw. 3

diy. 2

diz. 8

dja. 2

djb. 6

djc. 4

djd. 0

dje. 2

djf. 7

djh. 2

dji.

djj. 3

djk. 3

djl. 2

djm. 7

djn. 3

djo. 5

djp. 2

djq. 5

djt.

dju. 4

djv. 8

djw. 3

djx. 6

djy. 3

djz. 0

dka. 2

dkb. 7

dke.

dkf. 5

dkg. 5

dkh. 4

dki. 9

dkj. 2

dkk. 0

dkl. 2

dkm. 7

dkp.

dkq.

dkr.

dks.

dkt.

dku.

dkv.

dkw.

dkx.

dlb. M e di ci n ere la te d dlm.

dlc. 1

dld. 0

dle. 0

dlf. 1

dlg. 0

dlh. 0

dli. 1

dlj. 3

djg. 3 . 7 0 djr. 2 . 7 5 dkc. 3 . 8 0 dkn. 3 . 6 0 dky. T o t a l : dkz. 1 7 . 5 0 dlk. 3 . 0 0

dln. 2

dlo. 0

dlp. 0

dlq. 1

dlr. 0

dls. 0

dlt. 1

dlu. 3

dlv. 3 . 0 0

dlw. 3

105

djs. 5

dkd. 1

dko. 4

dla.

dll. 3

dlx.

dly. 3 dmj. 4

dlz. 0 dmk. 0

dma. 0 dml. 0

dmb. 0 dmm. 1

dmc. 1 dmn. 0

dmd. 0 dmo. 0

dme. 1 dmp. 1

dmf. 2 dmq. 3

dmt.

dmu. 5

dmv. 0

dmw. 1

dmx. 0

dmy. 0

dmz. 0

dna. 1

dnb. 4

dne.

dnf.

dng.

dnh.

dni.

dnj.

dnk.

dnl.

dnm.

dnq. Busin e s sre la te d dob.

dnr. 1

dns. 3

dnt. 2

dnu.1

dnv. 1

dnw. 0

dnx. 7

dny. 2

doc. 2

dod. 1

doe. 3

dof. 1

dog. 2

doh. 0

doi. 7

doj. 2

dom.

don. 3

doo. 0

dop. 1

doq.3

dor. 1

dos. 2

dot. 7

dou. 1

dox.

doy. 4

doz. 1

dpa. 4

dpb.1

dpc. 1

dpd. 0

dpe. 7

dpf. 2

dpi.

dpj. 5

dpk. 1

dpl. 1

dpn. 0

dpo. 0

dpp. 7

dpq. 2

dpt.

dpu.

dpv.

dpw.

dpy.

dpz.

dqa.

dqb.

dmi.

dpm. 5

dpx.

dmg. 2.00 dmr.3 . 0 0 dnc. 4 . 0 0 dnn.T o t a l : dno.1 5 . 0 0 dnz. 4 . 0 0

dmh. 5 dms. 3

dok. 3 . 4 3 dov. 2 . 4 3 dpg.3 . 7 1 dpr. 3 . 4 3 dqc. T o t a l : dqd.1 7 .

dol. 3

106

dnd. 1

dnp.

doa. 1

dow. 5

dph. 2

dps. 3

dqe.

dqf. S er vi c ere la te d dqq.

dqg. 1

dqh. 4

dqi. 4

dqj. 3

dqk. 1

dql. 0

dqm. 1

dqn. 4

dqr. 2

dqs. 5

dqt. 5

dqu.1

dqv. 1

dqw. 0

dqx. 1

dqy. 5

drb.

drc. 3

drd. 2

dre. 2

drf. 6

drg. 2

drh. 0

dri. 1

drj. 4

drm.

drn. 4

dro. 6

drp. 2

drq. 4

drr. 0

drs. 0

drt. 1

dru. 5

drx.

dry. 5

drz. 4

dsa. 3

dsb. 5

dsc. 0

dsd. 0

dse. 1

dsf. 4

dsi.

dsj.

dsk.

dsl.

dsn.

dso.

dsp.

dsq.

dsm.

0 0 dqo.3 . 9 2

dqz. 4 . 1 7 drk. 3 . 3 3 drv. 4 . 1 7 dsg. 3 . 9 2 dsr. T o t a l : dss. 1 9 . 5 1

dsu. dsv.

Table 3.4 shows that those most of the respondents with parents whose

work is related to engineering answered Sometimes and most of the respondents with parents whose work is related to giving service answered Always. Answers under Never were only filled by two respondents with parents whose work is related to business and five from those who have parents whose work is related to engineering.

107

dqp. 3

dra. 1

drl. 5

drw. 1

dsh. 3

dst.

dsw. Furthermore, it shows that Category D (Learning Process), most of the answers coming from students with parents whose work is engineer-related is from Item 4 (Do you give priority to your academic goals?). Most of the answers coming from students with parents whose work is medicine-related are from Item 5 (Do you show control over your anxieties (being relaxed in performing organized tasks)?). Most of the answers coming from students with parents whose work is business-related are from Item 1 (Do you show optimism in learning your lessons?). Most of the answers coming from students with parents whose work is service-related are from Items 2 and 4 (Do you show total focus in your studies?) (Do you give priority to your academic goals?), respectively. On the contrary, least of the answers coming from students with parents whose work is engineer-related, medicine-related, business-related and service-related are from Item 3 (Do you study in advance for your lessons?). dsx. dsy. dsz. dta. dtb. dtc. dtd. dte.

108

dtf.

TABLE 4.1: Distribution of the Responses in Category A

(Communication) in Terms of Years Spent by Parent(s) Abroad dtg. Ye

dth. I

dti. Al

dtk. O

dtj. (5)

dtl. (

dtm. Someti me s dtn. (3)

dto. Sel

dtq. N

dtp. (2)

dtr. (1

dts. T

dtt. T

dtw. Le

dtx. 1

dty. 1

dtz. 1

dua.0

dub. 0

duc. 0

dud. 2

due. 9

duh.

dui. 2

duj. 1

duk. 1

dul. 0

dum. 0

dun. 0

duo. 2

dup. 9

dus.

dut. 3

duu. 1

duv. 0

dux. 0

duy. 0

duz. 2

dva. 8

dvd.

dve. 4

dvf. 1

dvg. 1

dvh. 0

dvi. 0

dvj. 0

dvk. 2

dvl. 9

dvo.

dvp. 5

dvq. 1

dvr. 1

dvs. 0

dvt. 0

dvu. 0

dvv. 2

dvw. 9

dvz.

dwa.

dwb.

dwc.

dwd.

dwe.

dwf.

dwg.

dwh.

dwl. 1-2

dwm. 1

dwn. 7

dwo. 1

dwp. 1

dwq. 0

dwr. 0

dws. 9

dwt. 4

dww.

dwx. 2

dwy. 5

dwz. 2

dxb. 0

dxc. 0

dxd. 9

dxe. 4

duw. 1

dxa. 2

dtu. W e i g h t e d M e a n duf. 4 . 5 0 duq.4 . 5 0 dvb. 4 . 0 0 dvm. 4.50

dtv. R

dug. 2

dur. 2

dvc. 5

dvn. 2

dvx. 4 . 5 0 dwi. T o t a l : dwj. 2 2 . 0 0 dwu. 4.67

dvy. 2

dxf. 5 . 0

dxg. 1

109

dwk.

dwv. 2

dxh.

dxi. 3

dxj. 3

dxk. 2

dxs.

dxt. 4

dxu. 5

dxv. 0

dyd.

dye. 5

dyf. 5

dyg. 2

dyo.

dyp.

dyq.

dza. 3-5

dzb. 1

dzl.

dxl. 4

dxm. 0

dxn. 0

dxo. 9

dxp. 3

dxx. 0

dxy. 0

dxz. 9

dya. 3

dyh. 0

dyi. 2

dyj. 0

dyk. 9

dyl. 3

dyr.

dys.

dyt.

dyu.

dyv.

dyw.

dzc. 9

dzd. 2

dze. 1

dzf. 0

dzg. 0

dzh. 1

dzi. 5

dzm. 2

dzn. 7

dzo. 3

dzp. 2

dzq. 0

dzr. 0

dzs. 1

dzt. 5

dzw.

dzx. 3

dzy. 7

dzz. 3

eaa.2

eab. 0

eac. 0

ead. 1

eae. 5

eah.

eai. 4

eaj. 7

eak. 3

eal. 2

eam. 0

ean. 0

eao. 1

eap. 5

eas.

eat. 5

eau. 9

eav. 0

eax. 0

eay. 0

eaz. 1

eba. 5

ebd.

ebe.

ebf.

ebg.

ebh.

ebi.

ebj.

ebk.

ebl.

ebp. 6-

ebq. 1

ebr. 4

ebs. 4

ebt. 1

ebu. 1

ebv. 0

ebw. 1

ebx. 4

dxw. 4

eaw. 3

0 dxq. 3 . 8 9 dyb. 4 . 1 1 dym. 4.11 dyx. T o t a l : dyy. 2 1 . 7 8 dzj. 4 . 6 7 dzu. 4 . 4 2 eaf. 4 . 4 2 eaq.4 . 4 2 ebb.4 . 5 0 ebm. Total : ebn.2 2 . 4 3 eby. 4 . 1 0

110

dxr. 5

dyc. 3

dyn. 3 dyz.

dzk. 1

dzv. 4

eag. 4

ear. 4

ebc. 2

ebo.

ebz. 4

eca.

ecb. 2

ecc. 4

ecd. 2

ece. 3

ecf. 1

ecg. 0

ech. 1

eci. 3

ecl.

ecm. 3

ecn. 4

eco. 5

ecp. 0

ecq. 1

ecr. 0

ecs. 1

ect. 4

ecw.

ecx. 4

ecy. 6

ecz. 2

eda.1

edb. 1

edc. 0

edd. 1

ede. 4

edh.

edi. 5

edj. 6

edk. 2

edl. 2

edm. 0

edn. 0

edo. 1

edp. 4

eds.

edt.

edu.

edv.

edx.

edy.

edz.

eea.

eee. 11

eef. 1

eeg. 3

eeh. 2

eei. 2

eej. 0

eek. 0

eel. 7

eem. 2

eep.

eeq. 2

eer. 2

ees. 3

eet. 2

eeu. 0

eev. 0

eew. 7

eex. 2

efa.

efb. 3

efc. 4

efd. 2

efe. 0

eff. 1

efg. 0

efh. 7

efi. 3

efl.

efm. 4

efn. 3

efo. 1

efp. 2

efq. 1

efr. 0

efs. 7

eft. 2

efw.

efx. 5

efy. 3

efz. 3

ega.1

egb. 0

egc. 0

egd. 7

ege. 3

egh.

egi.

egj.

egk.

egl.

egm.

egn.

ego.

egp.

edw.

ecj. 3 . 9 0 ecu. 4 . 2 0 edf. 4 . 3 0 edq.4 . 4 0 eeb.T o t a l : eec. 2 0 . 9 0 een.4 . 1 4 eey. 4 . 0 0 efj. 4 . 2 9 efu. 3 . 8 6 egf. 4 . 2 9 egq.T o t a l : egr. 2 0

111

eck. 5

ecv. 3

edg. 2

edr. 1

eed.

eeo. 3

eez. 4

efk. 1

efv. 5

egg. 1

egs.

. 5 8

egt. egu.

Table 4.1 shows that most of the respondents with parents working abroad

regardless of the years of work answered Always. Answers under Sometimes only ranged from one to four and answers under Seldom ranged from one to two. No one answered Never. egv.

Furthermore, it shows that in Category A (Communication), most of the

answers coming from the students with parents working abroad for 1-2 and 3-5 years are both Item 1 (Do you have a regular communication with your parents?). Those with parents working abroad for 6-10 years are from Item 5 (Do your parents give you a sense encouragement even they’re not with you?). Lastly, those with parents working for more than 11 years are from equally from Items 3 (Do they check up on you on a regular basis?) and 5. On the contrary, least of the answers coming from the students with parents working less than a year and 1-2 years abroad are from Item 3. Those with parents working for 3-5 years are from equally distributed in Items 2 (Is there the presence of your means in communicating with your parents?), 3 and 4 (Are you open in communicating with your parents?). Lastly, those with parents working for 6-10 years are from Item 2. egw. egx. egy.

112

egz. eha. ehb. ehc.

TABLE 4.2: Distribution of the Responses in Category B (School) in Terms of Years Spent by Parent(s) Abroad

ehd. Ye

ehe. I

ehf. Al

ehh. O

ehg. (5)

ehi. (

ehj. So me tim es ehk. (3)

ehl. Sel

ehn. N

ehm. (2)

eho. (1

ehp. T

ehq. T ehr. W

ehu. Le

ehv. 1

ehw. 2

ehx. 0

ehy. 0

ehz. 0

eia. 0

eib. 2

eic. 1

eif.

eig. 2

eih. 1

eii. 0

eij. 1

eik. 0

eil. 0

eim. 2

ein. 8

eiq.

eir. 3

eis. 2

eit. 0

eiu. 0

eiv. 0

eiw. 0

eix. 2

eiy. 1

ejb.

ejc. 4

ejd. 0

eje. 2

ejf. 0

ejg. 0

ejh. 0

eji. 2

ejj. 8

ejm.

ejn. 5

ejo. 0

ejp. 2

ejq. 0

ejr. 0

ejs. 0

ejt. 2

eju. 8

ejx.

ejy.

ejz.

eka.

ekb.

ekc.

ekd.

eke.

ekf.

ehs. Wei

eht. R g h t e d

M e a n eid. 5 . 0 0 eio. 4 . 0 0 eiz. 5 . 0 0 ejk. 4 . 0 0 ejv. 4 . 0 0 ekg. T o t a l : ekh. 2

113

eie. 1

eip. 4

eja. 1

ejl. 4

ejw. 4

eki.

ekj. 1-2

ekk. 1

ekl. 5

ekm. 2

ekn. 1

eko. 0

ekp. 1

ekq. 9

ekr. 3

eku.

ekv. 2

ekw. 3

ekx. 4

eky. 1

ekz. 1

ela. 0

elb. 9

elc. 3

elf.

elg. 3

elh. 5

eli. 3

elj. 1

elk. 0

ell. 0

elm. 9

eln. 4

elq.

elr. 4

els. 4

elt. 4

elu. 1

elv. 0

elw. 0

elx. 9

ely. 3

emb.

emc. 5

emd. 4

eme. 3

emf.2

emg. 0

emh. 0

emi. 9

emj. 3

emm.

emn.

emo.

emp.

emr.

ems.

emt.

emu.

emy. 3-5

emz. 1

ena. 3

enb. 7

enc. 2

end. 0

ene. 0

enf. 1

eng. 4

enj.

enk. 2

enl. 7

enm. 3

enn.1

eno. 1

enp. 0

enq. 1

enr. 5

enu.

env. 3

enw. 6

enx. 5

eny. 1

enz. 0

eoa. 0

eob. 1

eoc. 5

eof.

eog. 4

eoh. 9

eoi. 2

eoj. 1

eok. 0

eol. 0

eom. 1

eon. 5

eoq.

eor. 5

eos. 3

eot. 3

eou.6

eov. 0

eow. 0

eox. 1

eoy. 4

epb.

epc.

epd.

epe.

epf.

epg.

eph.

epi.

epj.

emq.

2 . 0 0 eks. 4 . 1 1 eld. 4 . 0 0 elo. 4 . 4 4 elz. 4 . 3 3 emk. 4.22 emv. Total : emw. 21.1 0 enh.4 . 0 8 ens. 4 . 3 3 eod.4 . 4 2 eoo.4 . 6 7 eoz. 3 . 7 5 epk. T o t a l :

114

ekt. 4

ele. 5

elp. 1

ema. 2

eml. 3 emx.

eni. 4

ent. 3

eoe. 2

eop. 1

epa. 5

epm.

epn. 6-

epo. 1

epp. 3

epq. 4

epr. 2

eps. 0

ept. 1

epu. 1

epv. 3

epy.

epz. 2

eqa. 2

eqb. 5

eqc. 1

eqd. 2

eqe. 0

eqf. 1

eqg. 3

eqj.

eqk. 3

eql. 4

eqm. 5

eqn.1

eqo. 0

eqp. 0

eqq. 1

eqr. 4

equ.

eqv. 4

eqw. 8

eqx. 0

eqy. 2

eqz. 0

era. 0

erb. 1

erc. 4

erf.

erg. 5

erh. 1

eri. 4

erj. 4

erk. 1

erl. 0

erm. 1

ern. 3

erq.

err.

ers.

ert.

eru.

erv.

erw.

erx.

ery.

esc. 11

esd. 1

ese. 3

esf. 3

esg. 0

esh. 0

esi. 1

esj. 7

esk. 2

esn.

eso. 2

esp. 3

esq. 3

esr. 0

ess. 0

est. 1

esu. 7

esv. 2

esy.

esz. 3

eta. 5

etb. 1

etc. 1

etd. 0

ete. 0

etf. 7

etg. 3

etj.

etk. 4

etl. 4

etm. 2

etn. 1

eto. 0

etp. 0

etq. 7

etr. 3

etu.

etv. 5

etw. 4

etx. 1

ety. 2

etz. 0

eua. 0

eub. 7

euc. 3

euf.

eug.

euh.

eui.

euj.

euk.

eul.

eum.

eun.

epl. 2 1 . 2 5 epw. 3.80

epx. 3

eqh.3 . 7 0 eqs. 4 . 3 0 erd. 4 . 6 0 ero. 3 . 5 0 erz. T o t a l : esa. 1 9 . 9 0 esl. 4 . 0 0 esw. 4.00

eqi. 4

eth. 4 . 5 7 ets. 4 . 4 3 eud.4 . 5 7 euo.T

eti. 1

115

eqt. 2

ere. 1

erp. 5

esb.

esm. 4

esx. 4

ett. 3

eue. 1

euq.

o t a l : eup.2 1 . 5 7

eur. eus.

Table 4.2 shows that in Category B (School), most of the answers of those

respondents answered Always. Answers under Seldom range from a count of one to two. Answers under Never are only filled by a single respondent from all year ranges except from those whose parents work within less than a year and in a range of 3-5 years. eut.

Furthermore, it goes to show that in Category B (School), most of the

answers coming from students with parents working abroad for less than a year are equally from Items 1 (Does the school provide motivational techniques toward you) and 3 (Does your school provide activities for students’ self-improvement?). Those with 1-2 years are from Item 3. Those with 3-5 and 6-10 years are both from Item 4 (Does your school conduct activities that enhance your skills and talents?). Lastly, those with parents working abroad for more than 11 years are from equally from Items 3 and 5 (Does the school provide activities that let you discover who you really are?). On the contrary, least answers coming from those with parents working abroad for less than a year are distributed evenly on Items 2, 4 and 5. Those with 1-2 years are from Item 2. Those with 3-5 and 6-10 years are both from Item 4. Lastly those with parents working abroad for more than 11 years are from Items 3 and 5.

116

euu. euv. euw. eux. euy. euz. eva.

TABLE 4.3: Distribution of the Responses in Category C (Socialization) in Terms of Years Spent by Parent(s) Abroad

evb. Ye

evc. I

evd. Al

evf. O

eve. (5)

evg. (

evh. Someti me s evi. (3)

evj. Sel

evl. N

evk. (2)

evm. (1

evn. T

evo. T evp. W

evq. Wei

evr. R g h t e d

evs. Le

evt. 1

evu. 0

evv. 1

evw. 0

evx. 1

evy. 0

evz. 2

ewa. 6

M e a n ewb. 3.00

ewd.

ewe. 2

ewf. 0

ewg. 1

ewh. 0

ewi. 1

ewj. 0

ewk. 2

ewl. 6

ewm. 3.00

ewn. 3

ewo.

ewp. 3

ewq. 1

ewr. 0

ews. 1

ewt. 0

ewu. 0

ewv. 2

eww. 8

ewx. 4.00

ewy. 1

ewz.

exa. 4

exb. 1

exc. 0

exd. 1

exe. 0

exf. 0

exg. 2

exh. 8

exj. 1

exk.

exl.

exm.

exn.

exo.

exp.

exq.

exr.

exs.

exi. 4 . 0 0 ext. T o t a l

117

ewc. 3

exv.

exw. 1-2

exx. 1

exy. 0

exz. 3

eya. 6

eyb. 0

eyc. 0

eyd. 9

eye. 3

eyh.

eyi. 2

eyj. 3

eyk. 3

eyl. 2

eym. 1

eyn. 0

eyo. 9

eyp. 3

eys.

eyt. 3

eyu. 4

eyv. 0

eyx. 1

eyy. 1

eyz. 9

eza. 3

ezd.

eze. 4

ezf. 2

ezg. 2

ezh. 5

ezi. 0

ezj. 0

ezk. 9

ezl. 3

ezo.

ezp.

ezq.

ezr.

ezs.

ezt.

ezu.

ezv.

ezw.

faa. 3-5

fab. 1

fac. 3

fad. 2

fae. 5

faf. 2

fag. 0

fah. 1

fai. 4

fal.

fam. 2

fan. 2

fao. 3

fap. 5

faq. 2

far. 0

fas. 1

fat. 4

faw.

fax. 3

fay. 2

faz. 1

fba. 5

fbb. 1

fbc. 3

fbd. 1

fbe. 3

fbh.

fbi. 4

fbj. 3

fbk. 3

fbl. 3

fbm. 2

fbn. 1

fbo. 1

fbp. 4

fbs.

fbt.

fbu.

fbv.

fbw.

fbx.

fby.

fbz.

fca.

eyw. 3

: exu. 1 4 . 0 0 eyf. 3 . 3 3 eyq. 3 . 8 9 ezb. 3 . 5 6 ezm. 3.67 ezx. T o t a l : ezy. 1 4 . 4 5 faj. 3 . 5 0 fau. 3 . 4 2 fbf. 2 . 8 3 fbq. 3 . 4 2 fcb. T o t a l : fcc. 1

118

eyg. 4

eyr. 1

ezc. 3

ezn. 2 ezz.

fak. 1

fav. 2

fbg. 4

fbr. 2

fcd.

fce. 6-

fcf. 1

fcg. 2

fch. 0

fci. 5

fcj. 1

fck. 2

fcl. 1

fcm. 2

fcn.

fcp.

fcq. 2

fcr. 0

fcs. 3

fct. 7

fcu. 0

fcv. 0

fcw. 1

fcx. 3

fcy.

fda.

fdb. 3

fdc. 4

fdd. 0

fde. 1

fdf. 3

fdg. 2

fdh. 1

fdi. 3

fdj.

fdl.

fdm. 4

fdn. 1

fdo. 1

fdp. 4

fdq. 2

fdr. 2

fds. 1

fdt. 2

fdu.

fdw.

fdx.

fdy.

fdz.

fea.

feb.

fec.

fed.

fee.

fef.

feg.

fei. 11

fej. 1

fek. 0

fel. 3

fem.1

fen. 1

feo. 2

fep. 7

feq. 1

fer.

fet.

feu. 2

fev. 2

few. 1

fex. 4

fey. 0

fez. 0

ffa. 7

ffb. 2

ffc.

ffe.

fff. 3

ffg. 4

ffh. 0

ffi. 1

ffj. 2

ffk. 0

ffl. 7

ffm. 2

ffn.

ffp.

ffq. 4

ffr. 0

ffs. 3

fft. 2

ffu. 0

ffv. 2

ffw. 7

ffx. 2

ffy.

fga.

fgb.

fgc.

fgd.

fge.

fgf.

fgg.

fgh.

fgi.

fgj.

fgk.

3 . 1 7 2 . 9 0 3 . 3 0 3 . 1 0 2 . 7 0 T o t a l : 1 2 . 0 0 2 . 7 1 3 . 7 1 3 . 8 6 2 . 8 6 T o t a l : 1 3

119

fco. 3

fcz. 1

fdk. 2

fdv. 4

feh.

fes. 4

ffd. 2

ffo. 1

ffz. 3

fgl.

. 1 4

fgm. fgn.

Table 4.3 shows that the rate of answers under Always decreases as it the

range of years spent by parents abroad increases. Under the range of 3-5 years, there is an increase under those who answered Never ranging a count from one to three. fgo.

Furthermore, it shows that in category C (Socialization), most of the

answers coming from the students with parents working abroad for 1-2 and 6-10 years are from Item 2 (Does your classmate help you when you have problems at home or in school?). Those with parents working for less than a year are equally from Items 3 (Are you not seeking love coming from having a boyfriend/girlfriend?) and 4 (Do peer pressure and relationships do not interfere with your studies?). Most of the answers coming from the students with parents working abroad for 3-5 years are from Item 1 (Are you not preferring to be with your friends over your family?). Lastly, most of the answers of those with parents working abroad for more than 11 years are from Item 3. On the contrary, least of the answers from those with parents working for less than a year are equally from Items 1 and 2. Least of the answers coming from the students with parents working abroad for 1-2 and more than 11 years are from Item 1. Those with parents working for 3-5 years are from Item 3, and those with parents working for 6-10 years are from Item 4. fgp. fgq.

120

fgr. fgs. fgt. fgu. fgv. fgw.

TABLE 4.4: Distribution of the Responses in Category D (Learning Process) in Terms of Years Spent by Parent(s) Abroad

fgx. Ye

fgy. I

fgz. Al

fhb. O

fha. (5)

fhc. (

fhd. So me tim es fhe. (3)

fhf. Sel

fhh. N

fhg. (2)

fhi. (1

fhj. T

fhk. T fhl. W

fhm. Wei g h t e d

fho. Le

fhp. 1

fhq. 0

fhr. 1

fhs. 1

fht. 0

fhu. 0

fhv. 2

fhw. 7

fhx.

fhz.

fia. 2

fib. 0

fic. 0

fid. 1

fie. 1

fif. 0

fig. 2

fih. 5

fii.

fik.

fil. 3

fim. 0

fin. 0

fio. 1

fip. 0

fiq. 1

fir. 2

fis. 4

fit.

fiv.

fiw. 4

fix. 0

fiy. 1

fiz. 0

fja. 1

fjb. 0

fjc. 2

fjd. 6

fje.

fjg.

fjh. 5

fji. 1

fjj. 0

fjk. 1

fjl. 0

fjm. 0

fjn. 2

fjo. 8

fjp.

fjr.

fjs.

fjt.

fju.

fjv.

fjw.

fjx.

fjy.

fjz.

fka.

M e a n 3 . 5 0 2 . 5 0 2 . 0 0 3 . 0 0 4 . 0 0 T

121

fhn. R

fhy. 2

fij. 4

fiu. 5

fjf. 3

fjq. 1

fkc.

fkd. 1-2

fke. 1

fkf. 6

fkg. 0

fkh. 3

fki. 0

fkj. 0

fkk. 9

fkl. 3

fko.

fkp. 2

fkq. 4

fkr. 1

fks. 3

fkt. 1

fku. 0

fkv. 9

fkw. 3

fkz.

fla. 3

flb. 0

flc. 2

fld. 5

fle. 0

flf. 2

flg. 9

flh. 2

flk.

fll. 4

flm. 5

fln. 1

flo. 3

flp. 0

flq. 0

flr. 9

fls. 4

flv.

flw. 5

flx. 2

fly. 1

flz. 4

fma. 2

fmb. 0

fmc. 9

fmd. 3

fmg.

fmh.

fmi.

fmj.

fmk.

fml.

fmm.

fmn.

fmo.

fms. 3-5

fmt. 1

fmu. 3

fmv. 4

fmx. 1

fmy. 0

fmz. 1

fna. 4

fnd.

fne. 2

fnf. 4

fng. 4

fnh. 2

fni. 2

fnj. 0

fnk. 1

fnl. 4

fno.

fnp. 3

fnq. 0

fnr. 1

fns. 5

fnt. 5

fnu. 1

fnv. 1

fnw. 3

fnz.

foa. 4

fob. 3

foc. 4

fod. 5

foe. 0

fof. 0

fog. 1

foh. 4

fmw. 4

o t a l : fkb. 1 5 . 0 0 fkm. 4 . 3 3 fkx. 3 . 8 9 fli. 2 . 7 8 flt. 4 . 8 9 fme.3 . 3 3 fmp.T o t a l : fmq.1 9 . 2 2 fnb. 3 . 7 5 fnm.3 . 8 3 fnx. 2 . 5 0 foi. 3 .

122

fkn. 2

fky. 3

flj. 5

flu. 1

fmf. 4

fmr.

fnc. 3

fnn. 1

fny. 5

foj. 1

fok.

fol. 5

fom. 2

fon. 3

foo. 7

fop. 0

foq. 0

for. 1

fos. 4

fov.

fow.

fox.

foy.

foz.

fpa.

fpb.

fpc.

fpd.

fph. 6-

fpi. 1

fpj. 3

fpk. 1

fpl. 5

fpm. 1

fpn. 0

fpo. 1

fpp. 3

fps.

fpt. 2

fpu. 3

fpv. 3

fpw. 2

fpx. 1

fpy. 1

fpz. 1

fqa. 3

fqd.

fqe. 3

fqf. 1

fqg. 1

fqh. 4

fqi. 2

fqj. 2

fqk. 1

fql. 2

fqo.

fqp. 4

fqq. 5

fqr. 2

fqs. 3

fqt. 0

fqu. 0

fqv. 1

fqw. 4

fqz.

fra. 5

frb. 1

frc. 2

frd. 6

fre. 0

frf. 1

frg. 1

frh. 3

frk.

frl.

frm.

frn.

fro.

frp.

frq.

frr.

frs.

frw. 11

frx. 1

fry. 2

frz. 4

fsa. 0

fsb. 0

fsc. 1

fsd. 7

fse. 2

fsh.

fsi. 2

fsj. 3

fsk. 1

fsl. 2

fsm. 1

fsn. 0

fso. 7

fsp. 2

8 3 fot. 3 . 5 8 fpe. T o t a l : fpf. 1 7 . 4 9 fpq. 3 . 6 0 fqb. 3 . 6 0 fqm.2 . 7 0 fqx. 4 . 2 0 fri. 3 . 2 0 frt. T o t a l : fru. 1 7 . 3 0 fsf. 3 . 8 6 fsq. 3 . 8

123

fou. 4

fpg.

fpr. 2

fqc. 2

fqn. 5

fqy. 1

frj. 4

frv.

fsg. 3

fsr. 3

fss.

fst. 3

fsu. 2

fsv. 0

fsw. 2

fsx. 1

fsy. 2

fsz. 7

fta. 2

ftd.

fte. 4

ftf. 4

ftg. 1

fth. 1

fti. 1

ftj. 0

ftk. 7

ftl. 2

fto.

ftp. 5

ftq. 2

ftr. 2

fts. 3

ftt. 0

ftu. 0

ftv. 7

ftw. 2

ftz.

fua.

fub.

fuc.

fud.

fue.

fuf.

fug.

fuh.

6 ftb. 2 . 8 6 ftm. 4 . 1 4 ftx. 3 . 8 6 fui. T o t a l : fuj. 1 8 . 5 8

ful. fum.

Table 4.4 shows that majority of the respondents answered Always and

answers both under Seldom and Never ranges from one to two. fun.

Furthermore, it goes to show that in Category D (Learning

Process), most of the answers from students with parents working abroad for 12, 6-10 and more than 11 years are all from Item 4 (Do you give priority to your academic goals?). Those with parents working for less than a year are from Item 5 [Do you show control over your anxieties? (being relaxed in performing organized tasks?)], and those with parents working for 3-5 years are equally from Items 2 (Do you show total focus in your studies?) and 4. On the contrary, least of the answers of all the respondents regardless of the working years of parents abroad are from Item 3 (Do you study in advance for your lessons?).

124

ftc. 5

ftn. 1

fty. 3

fuk.

fuo. fup. fuq. fur. fus. fut. fuu. fuv. fuw. fux. fuy.

TABLE 5.1: Distribution of the Responses in Category A (Communication) in Terms of Average Grade in 2nd Quarter

fuz. Av

fvp. 74

fva. I

fvq. 1

fvb. Al

fvd. O

fvc. (5)

fve. (

fvr. 0

fvs. 0

fvf. So me ti me s fvg. (3)

fvt. 0

fvh. Sel

fvj. N

fvi. (2)

fvk. (

fvu. 0

fvv. 0

fvl. T

fvw. 0

fvm. T

fvx. 0

fvn. W e i g h t e d M e a n fvy. 0 . 0 0

125

fvo. R

fvz.

fwa.

fwb. 2

fwc. 0

fwd. 0

fwe. 0

fwf. 0

fwg. 0

fwh. 0

fwi. 0

fwl.

fwm. 3

fwn. 0

fwo. 0

fwp. 0

fwq. 0

fwr. 0

fws. 0

fwt. 0

fww.

fwx. 4

fwy. 0

fwz. 0

fxa. 0

fxb. 0

fxc. 0

fxd. 0

fxe. 0

fxh.

fxi. 5

fxj. 0

fxk. 0

fxl. 0

fxm. 0

fxn. 0

fxo. 0

fxp. 0

fxs.

fxt.

fxu.

fxv.

fxw.

fxx.

fxy.

fxz.

fya.

fye. 75-

fyf. 1

fyg. 10

fyh. 5

fyi. 3

fyj. 0

fyk. 0

fyl. 1

fym. 7

fyp.

fyq. 2

fyr. 6

fys. 8

fyt. 4

fyu. 0

fyv. 0

fyw. 1

fyx. 7

fza.

fzb. 3

fzc. 8

fzd. 6

fze. 3

fzf. 1

fzg. 0

fzh. 1

fzi. 7

fzl.

fzm. 4

fzn. 9

fzo. 4

fzp. 4

fzq. 1

fzr. 0

fzs. 1

fzt. 7

fzw.

fzx. 5

fzy. 10

fzz. 4

gaa.3

gab. 1

gac. 0

gad. 1

gae. 7

gah.

gai.

gaj.

gak.

gal.

gam.

gan.

gao.

gap.

fwj. 0 . 0 0 fwu. 0 . 0 0 fxf. 0 . 0 0 fxq. 0 . 0 0 fyb. T o t a l : fyc. 0 . 0 0 fyn. 4 . 3 9 fyy. 4 . 1 1 fzj. 4 . 1 7 fzu. 4 . 1 7 gaf. 4 . 2 8 gaq.T o t a l : gar. 2 1 .

126

fwk.

fwv.

fxg.

fxr.

fyd.

fyo. 1

fyz. 5

fzk. 3

fzv. 3

gag. 2

gas.

gat. 81-

gau. 1

gav. 7

gaw. 3

gax. 2

gay. 0

gaz. 0

gba. 1

gbb. 5

gbe.

gbf. 2

gbg. 6

gbh. 2

gbi. 4

gbj. 0

gbk. 0

gbl. 1

gbm. 5

gbp.

gbq. 3

gbr. 6

gbs. 4

gbt. 1

gbu. 1

gbv. 0

gbw. 1

gbx. 5

gca.

gcb. 4

gcc. 7

gcd. 3

gce. 2

gcf. 0

gcg. 0

gch. 1

gci. 5

gcl.

gcm. 5

gcn. 7

gco. 3

gcp. 2

gcq. 0

gcr. 0

gcs. 1

gct. 5

gcw.

gcx.

gcy.

gcz.

gda.

gdb.

gdc.

gdd.

gde.

gdi. 86-

gdj. 1

gdk. 7

gdl. 2

gdn. 1

gdo. 0

gdp. 1

gdq. 4

gdt.

gdu. 2

gdv. 8

gdw. 1

gdx. 1

gdy. 0

gdz. 0

gea. 1

geb. 4

gee.

gef. 3

geg. 5

geh. 2

gei. 2

gej. 1

gek. 0

gel. 1

gem. 4

gep.

geq. 4

ger. 6

ges. 0

get. 3

geu. 1

gev. 0

gew. 1

gex. 4

gfa.

gfb. 5

gfc. 7

gfd. 0

gfe. 3

gff. 0

gfg. 0

gfh. 1

gfi. 4

gfl.

gfm.

gfn.

gfo.

gfp.

gfq.

gfr.

gfs.

gft.

gdm. 0

1 2 gbc. 4 . 4 2 gbn.4 . 1 7 gby. 4 . 2 5 gcj. 4 . 4 2 gcu. 4 . 4 2 gdf. T o t a l : gdg.2 1 . 6 8 gdr. 4 . 5 0 gec. 4 . 7 0 gen.4 . 1 0 gey. 4 . 1 0 gfj. 4 . 4 0 gfu. T o

127

gbd. 2

gbo. 5

gbz. 4

gck. 2

gcv. 2

gdh.

gds. 2

ged. 1

geo. 4

gez. 4

gfk. 3

gfw.

gfx. 91

gfy. 1

gfz. 0

gga. 0

ggi.

ggj. 2

ggk. 0

ggl. 0

ggt.

ggu. 3

ggv. 0

ggw. 0

ghe.

ghf. 4

ghg. 0

ghp.

ghq. 5

gia.

gib.

ggb.0

ggc. 0

ggd. 0

gge. 0

ggf. 0

ggn. 0

ggo. 0

ggp. 0

ggq. 0

ggx. 0

ggy. 0

ggz. 0

gha. 0

ghb. 0

ghh. 0

ghi. 0

ghj. 0

ghk. 0

ghl. 0

ghm. 0

ghr. 0

ghs. 0

ght. 0

ghu. 0

ghv. 0

ghw. 0

ghx. 0

gic.

gid.

gie.

gif.

gig.

gih.

gii.

ggm. 0

t a l : gfv. 2 1 . 8 0 ggg.0 . 0 0 ggr. 0 . 0 0 ghc. 0 . 0 0 ghn.0 . 0 0 ghy. 0 . 0 0 gij. T o t a l : gik. 0 . 0 0

gim. gin.

Table 5.1 shows that when it comes to communication, the frequency of

answers range only from Always up to Sometimes. No one answered Never in this category. gio.

Furthermore, it shows that in Category A (Communication), most of the

answers coming from students with average grade of 75-80 are from Item 1 (Do you 128

ggh.

ggs.

ghd.

gho.

ghz.

gil.

have a regular communication with your parents?). Most of the answers coming from the students with an average grade of 81-85 are equally distributed from Items 1, 4 (Are you open in communicating with your parents?) and 5 (Do your parents give you a sense of encouragement even they’re not with you?). Lastly, most of the answers coming from students with an average grade of 86-90 are from Item 2 (Is there presence of your means in communication with your parents abroad?). On the contrary, least of the answers coming from the students with an average grade of 76-80 and 8185 are both from Item 2, and least of the answers from students with an average grade of 86-90 are equally from Item 3 (Do they check up on you on a regular basis?) and Item 4. gip. giq. gir. gis. git. giu. giv. giw. gix.

129

giy.

TABLE 5.2: Distribution of the Responses in Category B (School) in Terms of Average Grade in 2nd Quarter

giz. Av

gja. I

gjb. Al

gjd. O

gjc. (5)

gje. (

gjf. So me ti me s gjg. (3)

gjh. Sel

gjj. N

gji. (2)

gjk. (

gjl. T

gjm. T

gjn. W e i g h t e d

gjo. R

gjp. 74

gjq. 1

gjr. 0

gjs. 0

gjt. 0

gju. 0

gjv. 0

gjw. 0

gjx. 0

gka.

gkb. 2

gkc. 0

gkd. 0

gke. 0

gkf. 0

gkg. 0

gkh. 0

gki. 0

gkl.

gkm. 3

gkn. 0

gko. 0

gkp. 0

gkq. 0

gkr. 0

gks. 0

gkt. 0

gkw.

gkx. 4

gky. 0

gkz. 0

gla. 0

glb. 0

glc. 0

gld. 0

gle. 0

glh.

gli. 5

glj. 0

glk. 0

gll. 0

glm. 0

gln. 0

glo. 0

glp. 0

gls.

glt.

glu.

glv.

glw.

glx.

gly.

glz.

gma.

gme. 75-

gmf. 1

gmg. 8

gmh. 5

gmi. 4

gmj. 0

gmk. 1

gml. 1

gmm. 7

M e a n gjy. 0 . 0 0 gkj. 0 . 0 0 gku. 0 . 0 0 glf. 0 . 0 0 glq. 0 . 0 0 gmb. Total : gmc. 0.00 gmn. 4.06

gmp.

gmq. 2

gmr. 6

gms. 7

gmt.3

gmu. 2

gmv. 0

gmw. 1

gmx. 7

gmy. 3.94

gmz. 4

gna.

gnb. 3

gnc. 12

gnd. 5

gne.1

gnf. 0

gng. 0

gnh. 1

gni. 8

gnk. 1

gnl.

gnm.

gnn.

gno.

gnp.2

gnq.

gnr.

gns.

gnt.

gnj. 4 . 6 1 gnu.4

130

gjz.

gkk.

gkv.

glg.

glr.

gmd.

gmo. 3

gnv.

4

11

5

0

0

1

8

gnw.

gnx. 5

gny. 3

gnz. 8

goa.6

gob. 1

goc. 0

god. 1

goe. 6

goh.

goi.

goj.

gok.

gol.

gom.

gon.

goo.

gop.

got. 81-

gou. 1

gov. 2

gow. 7

gox. 2

goy. 0

goz. 1

gpa. 1

gpb. 4

gpe.

gpf. 2

gpg. 6

gph. 4

gpi. 1

gpj. 0

gpk. 1

gpl. 1

gpm. 5

gpp.

gpq. 3

gpr. 4

gps. 6

gpt. 2

gpu. 0

gpv. 0

gpw. 1

gpx. 5

gqa.

gqb. 4

gqc. 8

gqd. 3

gqe.1

gqf. 0

gqg. 0

gqh. 1

gqi. 5

gql.

gqm. 5

gqn. 4

gqo. 4

gqp.3

gqq. 1

gqr. 0

gqs. 1

gqt. 4

gqw.

gqx.

gqy.

gqz.

gra.

grb.

grc.

grd.

gre.

gri. 86-

grj. 1

grk. 6

grl. 3

grn. 0

gro. 1

grp. 1

grq. 4

grt.

gru. 2

grv. 4

grw. 4

gry. 2

grz. 0

gsa. 1

gsb. 4

grm. 0

grx. 0

. 5 0 gof. 3 . 7 2 goq.T o t a l : gor. 2 0 . 8 3 gpc. 3 . 7 5 gpn.4 . 1 7 gpy. 4 . 1 7 gqj. 4 . 5 8 gqu.3 . 9 2 grf. T o t a l : grg. 2 0 . 5 9 grr. 4 . 3 0 gsc. 4 .

131

2

gog. 5

gos.

gpd. 5

gpo. 2

gpz. 2

gqk. 1

gqv. 4

grh.

grs. 3

gsd. 5

gse.

gsf. 3

gsg. 6

gsh. 3

gsi. 1

gsj. 0

gsk. 0

gsl. 1

gsm. 4

gsp.

gsq. 4

gsr. 6

gss. 2

gst. 2

gsu. 0

gsv. 0

gsw. 1

gsx. 4

gta.

gtb. 5

gtc. 5

gtd. 1

gte. 4

gtf. 0

gtg. 0

gth. 1

gti. 4

gtl.

gtm.

gtn.

gto.

gtp.

gtq.

gtr.

gts.

gtt.

gtx. 91

gty. 1

gtz. 0

gua. 0

gub.0

guc. 0

gud. 0

gue. 0

guf. 0

gui.

guj. 2

guk. 0

gul. 0

gun. 0

guo. 0

gup. 0

guq. 0

gut.

guu. 3

guv. 0

guw. 0

gux. 0

guy. 0

guz. 0

gva. 0

gvb. 0

gve.

gvf. 4

gvg. 0

gvh. 0

gvi. 0

gvj. 0

gvk. 0

gvl. 0

gvm. 0

gvp.

gvq. 5

gvr. 0

gvs. 0

gvt. 0

gvu. 0

gvv. 0

gvw. 0

gvx. 0

gwa.

gwb.

gwc.

gwd.

gwf.

gwg.

gwh.

gwi.

gum. 0

gwe.

0 0 gsn. 4 . 5 0 gsy. 4 . 4 0 gtj. 4 . 1 0 gtu. T o t a l : gtv. 2 1 . 3 0 gug.0 . 0 0 gur. 0 . 0 0 gvc. 0 . 0 0 gvn. 0 . 0 0 gvy. 0 . 0 0 gwj. T o t a l : gwk. 0.00

gwm. 132

gso. 1

gsz. 2

gtk. 4

gtw.

guh.

gus.

gvd.

gvo.

gvz.

gwl.

gwn. Table 5.2 shows that still, majority of the answers fall under Always and Sometimes. Only a single respondent with an average grade of 81-85 and 86-90 answered Never. gwo. Furthermore, it shows that in Category B (School), most of the answers coming from the students with the an average grade of 75-80 and 86-90 are both from Item 3 (Does your school provide activities for students self-improvement?), and most of the answers coming from the students with an average grade of 81-85 are from Item 4 (Does your school conduct activities that enhances your talents or skills?). On the contrary, least of the answers coming from the students with an average grade of 75-80 are from Item 5 (Does the school provide activities that let your discover who you really are?). Least of the answers of students with an average grade of 81-85 are Item 1 (Does the school provide motivational techniques towards you?), and lastly, least of the answers coming from students with an average grade of 86-90 are from Item 2 (Do your teachers manage to provide time to help you in your difficulties?). gwp. gwq. gwr. gws. gwt. gwu. gwv. 133

gww. gwx.

TABLE 5.3: Distribution of the Responses in Category C (Socialization) in Terms of Average Grade in 2nd Quarter

gwy. Av

gwz. I

gxa. Al

gxc. O

gxb. (5)

gxd. (

gxe. Someti me s gxf. (3)

gxg. Sel

gxi. N

gxh. (2)

gxj. (1

gxk. T

gxl. T gxm. W

gxp. 74

gxq. 1

gxr. 0

gxs. 0

gxt. 0

gxu. 0

gxv. 0

gxw. 0

gxx. 0

gya.

gyb. 2

gyc. 0

gyd. 0

gye. 0

gyf. 0

gyg. 0

gyh. 0

gyi. 0

gyl.

gym. 3

gyn. 0

gyo. 0

gyp. 0

gyq. 0

gyr. 0

gys. 0

gyt. 0

gyw.

gyx. 4

gyy. 0

gyz. 0

gza. 0

gzb. 0

gzc. 0

gzd. 0

gze. 0

gzh.

gzi.

gzj.

gzk.

gzl.

gzm.

gzn.

gzo.

gzp.

gzt. 75-

gzu. 1

gzv. 1

gzw. 3

gzx. 7

gzy. 5

gzz. 2

haa. 1

hab. 5

hae.

haf. 2

hag. 1

hah. 4

hai. 10

haj. 3

hak. 0

hal. 1

ham. 5

gxn. Wei g h t e d M e a n gxy. 0 . 0 0 gyj. 0 . 0 0 gyu. 0 . 0 0 gzf. 0 . 0 0 gzq. T o t a l : gzr. 0 . 0 0 hac. 2 . 7 8 han.3 . 1 7

134

gxo. R

gxz.

gyk.

gyv.

gzg.

gzs.

had. 4

hao. 2

hap.

haq. 3

har. 4

has. 0

hat. 8

hau. 4

hav. 2

haw. 1

hax. 5

hba.

hbb. 4

hbc. 3

hbd. 5

hbe.7

hbf. 1

hbg. 2

hbh. 1

hbi. 6

hbl.

hbm.

hbn.

hbo.

hbp.

hbq.

hbr.

hbs.

hbt.

hbx. 81-

hby. 1

hbz. 2

hca. 3

hcb. 6

hcc. 0

hcd. 1

hce. 1

hcf. 4

hci.

hcj. 2

hck. 3

hcl. 3

hcn. 0

hco. 0

hcp. 1

hcq. 4

hct.

hcu. 3

hcv. 6

hcw. 0

hcx. 3

hcy. 1

hcz. 2

hda. 1

hdb. 4

hde.

hdf. 4

hdg. 2

hdh. 3

hdi. 5

hdj. 1

hdk. 1

hdl. 1

hdm. 4

hdp.

hdq.

hdr.

hds.

hdt.

hdu.

hdv.

hdw.

hdx.

heb. 86-

hec. 1

hed. 2

hee. 3

hef. 4

heg. 0

heh. 1

hei. 1

hej. 3

hem.

hen. 2

heo. 3

hep. 4

heq.2

her. 1

hes. 0

het. 1

heu. 3

hex.

hey.

hez.

hfa.

hfb. 0

hfc.

hfd.

hfe.

hff.

hcm. 6

hay. 3 . 0 0 hbj. 3 . 3 3 hbu.T o t a l : hbv. 1 2 . 2 8 hcg. 3 . 4 2 hcr. 3 . 7 5 hdc. 3 . 5 8 hdn.3 . 3 3 hdy. T o t a l : hdz. 1 4 . 0 8 hek. 3 . 5 0 hev. 3 . 9 0 hfg. 3

135

haz. 3

hbk. 1

hbw.

hch. 3

hcs. 1

hdd. 2

hdo. 4

hea.

hel. 2

hew. 1

hfh.

3

5

0

2

3

1

3

hfi.

hfj. 4

hfk. 1

hfl. 2

hfm.2

hfn. 2

hfo. 3

hfp. 1

hfq. 2

hft.

hfu.

hfv.

hfw.

hfx.

hfy.

hfz.

hga.

hgb.

hgf. 91

hgg. 1

hgh. 0

hgi. 0

hgj. 0

hgk. 0

hgl. 0

hgm. 0

hgn. 0

hgq.

hgr. 2

hgs. 0

hgt. 0

hgu.0

hgv. 0

hgw. 0

hgx. 0

hgy. 0

hhb.

hhc. 3

hhd. 0

hhe. 0

hhf. 0

hhg. 0

hhh. 0

hhi. 0

hhj. 0

hhm.

hhn. 4

hho. 0

hhp. 0

hhq.0

hhr. 0

hhs. 0

hht. 0

hhu. 0

hhx.

hhy.

hhz.

hia.

hib.

hic.

hid.

hie.

hif.

. 2 0 hfr. 2 . 6 0 hgc. T o t a l : hgd.1 3 . 2 0 hgo.0 . 0 0 hgz. 0 . 0 0 hhk. 0 . 0 0 hhv. 0 . 0 0 hig. T o t a l : hih. 0 . 0 0

hij. hik.

Table 5.3 shows that most of the answers fall under Sometimes.

Compared to the previous two tables, the number of answers under Seldom and Never greatly increased.

136

3

hfs. 4

hge.

hgp.

hha.

hhl.

hhw.

hii.

hil.

Furthermore, it shows that in Category C (Socialization), most of the

answers coming from students with an average grade of 81-85 and 86-90 are both from Item 2 (Does your classmate help you when you have problems at home or in school?), and most of the answers of students with an average grade of 75-80 are from Item 4 (Do peer pressure and relationships do not inter free with your studies?). On the contrary, least of the answers coming from the students with an average grade of 75-80 are from Item 1 (Are you preferring to be with your friends over your family?), and those with an average grade of 81-85 and 86-90 item are from Item 4. him.

TABLE 5.4: Distribution of the Responses in Category D (Learning Process) in Terms of Average Grade in 2nd Quarter

hin. Ave

hio. I

hip. Alw

hir. O

hiq. (5)

his. (4

hit. So me tim es hiu. (3)

hiv. Sel

hix. N

hiw. (2)

hiy. (1)

hiz. T

hja. T

hjb. Wei

hjc. R

hjd. 74

hje. 1

hjf. 0

hjg. 0

hjh. 0

hji. 0

hjj. 0

hjk. 0

hjl. 0

hjm. 0.0

hjn.

hjo.

hjp. 2

hjq. 0

hjr. 0

hjs. 0

hjt. 0

hju. 0

hjv. 0

hjw. 0

hjx. 0.0

hjy.

hjz.

hka. 3

hkb. 0

hkc. 0

hkd. 0

hke. 0

hkf. 0

hkg. 0

hkh. 0

hki. 0.0

hkj.

hkk.

hkl. 4

hkm. 0

hkn. 0

hko. 0

hkp. 0

hkq. 0

hkr. 0

hks. 0

hkt. 0.0

hku.

hkv.

hkw. 5

hkx. 0

hky. 0

hkz. 0

hla. 0

hlb. 0

hlc. 0

hld. 0

hle. 0.0

hlf.

hlg.

hlh.

hli.

hlj.

hlk.

hll.

hlm.

hln.

hlo.

hlp. Tot

hlr.

hlq. 0.0 hls. 75-

hlt. 1

hlu. 3

hlv. 6

hlw. 8

hlx. 0

hly. 1

hlz. 1

hma. 6

hmb. 3.5

hmc. 2

hmd.

hme. 2

hmf. 3

hmg. 2

hmh.8

hmi. 4

hmj. 1

hmk. 1

hml. 5

hmm. 3.1

hmn. 4

hmo.

hmp.

hmq.

hmr.

hms.8

hmt.

hmu.

hmv.

hmw.

hmx.

hmy.

137

3

2

2

2

4

1

5

2.7

5

hmz.

hna. 4

hnb. 3

hnc. 5

hnd. 7

hne. 3

hnf. 0

hng. 1

hnh. 6

hni. 3.4

hnj. 3

hnk.

hnl. 5

hnm. 2

hnn. 4

hno. 11

hnp. 1

hnq. 0

hnr. 1

hns. 6

hnt. 3.8

hnu. 1

hnv.

hnw.

hnx.

hny.

hnz.

hoa.

hob.

hoc.

hod.

hoe. Tot

hog.

hof. 16. hoh. 81-

hoi. 1

hoj. 4

hok. 2

hol. 5

hom. 0

hon. 1

hoo. 1

hop. 4

hoq. 3.6

hor. 3

hos.

hot. 2

hou. 5

hov. 3

how. 3

hox. 1

hoy. 0

hoz. 1

hpa. 4

hpb. 4.0

hpc. 2

hpd.

hpe. 3

hpf. 0

hpg. 2

hph. 6

hpi. 3

hpj. 1

hpk. 1

hpl. 3

hpm. 2.7

hpn. 5

hpo.

hpp. 4

hpq. 5

hpr. 3

hps. 4

hpt. 0

hpu. 0

hpv. 1

hpw. 4

hpx. 4.0

hpy. 1

hpz.

hqa. 5

hqb. 2

hqc. 3

hqd. 6

hqe. 1

hqf. 0

hqg. 1

hqh. 4

hqi. 3.5

hqj. 4

hqk.

hql.

hqm.

hqn.

hqo.

hqp.

hqq.

hqr.

hqs.

hqt. Tot

hqv.

hqu. 18. hqw. 86-

hqx. 1

hqy. 7

hqz. 2

hra. 0

hrb. 1

hrc. 0

hrd. 1

hre. 4

hrf. 4.5

hrg. 1

hrh.

hri. 2

hrj. 4

hrk. 3

hrl. 1

hrm. 2

hrn. 0

hro. 1

hrp. 3

hrq. 3.9

hrr. 3

hrs.

hrt. 3

hru. 1

hrv. 2

hrw. 4

hrx. 0

hry. 3

hrz. 1

hsa. 2

hsb. 2.8

hsc. 5

hsd.

hse. 4

hsf. 7

hsg. 1

hsh. 1

hsi. 1

hsj. 0

hsk. 1

hsl. 4

hsm. 4.4

hsn. 2

hso.

hsp. 5

hsq. 4

hsr. 1

hss. 3

hst. 1

hsu. 1

hsv. 1

hsw. 3

hsx. 3.6

hsy. 4

hsz.

hta.

htb.

htc.

htd.

hte.

htf.

htg.

hth.

hti. Tot

htk.

htj. 19. htl. 91

htm. 1

htn. 0

hto. 0

htp. 0

htq. 0

htr. 0

hts. 0

htt. 0

htu. 0.0

htv.

htw.

htx. 2

hty. 0

htz. 0

hua. 0

hub. 0

huc. 0

hud. 0

hue. 0

huf. 0.0

hug.

138

huh.

hui. 3

huj. 0

huk. 0

hul. 0

hum. 0

hun. 0

huo. 0

hup. 0

huq. 0.0

hur.

hus.

hut. 4

huu. 0

huv. 0

huw. 0

hux. 0

huy. 0

huz. 0

hva. 0

hvb. 0.0

hvc.

hvd.

hve. 5

hvf. 0

hvg. 0

hvh. 0

hvi. 0

hvj. 0

hvk. 0

hvl. 0

hvm. 0.0

hvn.

hvo.

hvp.

hvq.

hvr.

hvs.

hvt.

hvu.

hvv.

hvw.

hvx. Tot

hvz.

hvy. 0.0

hwa. hwb. Table 5.4 shows that most of the answers again fall under Sometimes and answers under Never increased to a range of one to four. hwc. Furthermore, it goes to show that in Category D (Learning Process), most of the answers coming from the students with an average grade of 75-80 are from Item 5 [Do you show control over your anxieties (being relaxed in performing organized tasks?)]. Most of the answers coming from those with an average grade of 81-85 are from Item 4 (Do you give priority to your academic goals?), and those with an average grade of 86-90 are from Item 1 (Do you show optimism in learning your lessons?). On the contrary, least of the answers coming all students regardless of their average grade are all from Item 3 (Do you study in advance for your lessons?). hwd.

TABLE 6: Total Weight of the Responses in All Categories in Terms of Gender

hwe. Gender hwk. Male hwq.

hwf. Categor yA hwl. 21.11 hwr.

hwg. Categor yB hwm. 20.39 hws.

hwh. Categor yC hwn. 13.12 hwt.

hwi. Categor yD hwo. 17.56 hwu.

hwj. Total hwp. 72.18 hwv. 139

Female hww. Total hxc. hxd.

21.55 hwx. 42.66

21.31 hwy. 41.70

12.96 hwz. 26.08

17.77 hxa. 35.33

73.59 hxb. 145.77

Table 6 shows the total weighted means in all categories in terms of

gender. It shows that female respondents with a weight of 73.59 weighed higher than male respondents with 72.18. By categories, Category A (Communication) weighed the highest with a weight of 42.06 among other categories and Category C (Socialization) weighed the lowest among the categories with a weight of 26.08. Getting the sum of all weighted means in all the categories in terms of gender, the total weighted mean all-inall is equal to 145.77. hxe.

TABLE 6.1: Relationship of the Factors Affecting the Academic

Performance of OFW Children in Child Jesus of Prague School S.Y. 2012 – 2013 and Gender hxf. “O” hxg. Weighte d Mea n hxn. 21.11 hxs. 21.55 hxx. 20.39 hyc. 21.31 hyh. 13.12

hxh. “E” hxi. Expecte d Mea n hxo. 21.12 hxt. 21.54 hxy. 20.65 hyd. 21.05 hyi. 12.91

hxj. “O-E”

hxk. (O-E)2

hxl. (O-E)2/ E hxm.

hxp. -0.01 hxu. 0.01 hxz. -0.26 hye. 0.26 hyj. 0.21

hxq. 0.0001 hxv. 0.0001 hya. 0.0676 hyf. 0.0676 hyk. 0.0441

hxr. 0.00000 hxw. 0.00000 hyb. 0.00327 hyg. 0.00321 hyl. 0.00342 140

hym. 12.96 hyr. 17.56 hyw. 17.77 hzb.

hyn. 13.17 hys. 17.49 hyx. 17.84 hzc.

hzh. hzi.

hyo. -0.21 hyt. 0.07 hyy. -0.07 hzd.

hyq. 0.00335 hyv. 0.00028 hza. 0.00027 hzf. Total:

hzg. 0.01380

CALCULATED VALUE: 0.01380 TABULATED VALUE: 7.8147 hzj.

hzk.

hyp. 0.0441 hyu. 0.0049 hyz. 0.0049 hze.

0.01380 < 7.8147

Referring to the table above, calculated value (0.01380) is less than the

tabulated value (7.8147) proving that there is no significant relationship between the gender and the factors affecting the academic performance of OFW children in Child Jesus of Prague School S.Y. 2012-2013. hzl.

TABLE 7: Total Weight of the Responses in All Categories in Terms of Year Level

hzm. Year Leve l hzs. First Year hzy. Second Year iae. Third Year iak.

hzn. Categor yA

hzo. Categor yB

hzp. Categor yC

hzq. Categor yD

hzr. Total

hzt. 23.10

hzu. 22.60

hzv. 14.40

hzw. 19.80

hzx. 79.90

hzz. 21.00

iaa. 21.80

iab. 13.50

iac. 18.80

iad. 75.10

iaf. 22.00

iag. 21.50

iah. 14.00

iai. 17.70

iaj. 75.2 0

ial. 19.30

iam.

ian.

iao.

iap. 141

Fourth Year iaq. Total iaw. iax.

18.00 iar. 85.40

ias. 83.90

10.70

15.20

iat. 52.60

iau. 71.50

63.20 iav.293. 40

Table 7 shows the total weighted means in all categories in terms of year

level. It shows that first year respondents with a weight of 79.90 weighed the highest among the other year levels, and the fourth year respondents weighed the least with a weight of 63.20. By categories, Category A (Communication) weighed the highest with a weight of 85.40 among other categories and Category C (Socialization) weighed the lowest among the categories with a weight of 52.60. Getting the sum of all weighted means in all the categories in terms of year level, the total weighted mean all-in-all is equal to 293.40. iay.

TABLE 7.1: Relationship of the Factors Affecting the Academic

Performance of OFW Children in Child Jesus of Prague School S.Y. 2012 – 2013 and Year Level ibd.“O-E”

ibe.(O-E)2

ibf. (O-E)2/ E ibg.

ibk. 0.0256

ibs. 21.89

ibj. 0.1600 ibo. 0.8600 ibt. 0.1100

ibw.19.30

ibx. 18.40

iby. 0.9000

ibz. 0.8100

icb. 22.60

icc. 22.85

ice. 0.0625

icg. 21.80

ich. 21.48

icd. 0.2500 ici. 0.3200

icl. 21.50

icm.

icn. 0.0000

ico. 0.0000

ibl. 0.0011 0 ibq. 0.0338 3 ibv. 0.0005 5 ica. 0.0440 2 icf. 0.0027 4 ick. 0.0047 7 icp. 0.0000

iaz. “O” iba. Weigh ted Mean ibh. 23.10

ibb.“E” ibc. Expec ted Mean ibi. 23.26

ibm. 21.00 ibr. 22.00

ibn. 21.86

ibp. 0.7396 ibu. 0.0121

icj. 0.1024

142

icq. 18.00

21.50 icr. 18.07

icv. 14.40

ict. 0.0049

icw. 14.32

ics. 0.0700 icx. 0.0800

ida. 13.50

idb. 13.46

idc. 0.0400

idd. 0.0016

idf. 14.00

idg. 13.48

idh. 0.5200

idi. 0.2704

idk. 10.70

idl. 11.33

idn. 0.3969

idp. 19.80

idq. 19.47

idm. -0.6300 idr. 0.3300

idu. 18.80

idv. 18.30

idw.0.5000

idx. 0.2500

idz. 17.70

iea. 18.33

iec. 0.3969

iee. 15.20

ief. 15.40

iej.

iek.

ieb. 0.6300 ieg. 0.2000 iel.

iep. ieq.

icy. 0.0064

ids. 0.1089

ieh. 0.0400 iem.

0 icu. 0.0002 7 icz. 0.0004 5 ide. 0.0001 2 idj. 0.0200 6 ido. 0.0350 3 idt. 0.0055 9 idy. 0.0136 6 ied. 0.0216 5 iei. 0.0026 0 ien. Total: ieo. 0.1864 4

CALCULATED VALUE: 0.18644 TABULATED VALUE: 16.9190 ier.0.18644 < 16.9190

ies.

Referring to the table above, calculated value (0.18644) is less than the

tabulated value (16.9190) proving that there is no significant relationship between the year level and the factors affecting the academic performance of OFW children in Child Jesus of Prague School S.Y. 2012-2013. iet.Table 8: Total Weight of the Responses in All Categories in Terms of Nature of Parent’s Profession Abroad ieu.Natur e of Parent ’s Profes

iev. Categ ory A

iew. Category B

iex. Categ ory C

iey. Categ ory D

iez. Total

143

sion Abroa d ifa. Engin eerrelate d ifg. Medici nerelate d ifm.Busin essrelate d ifs. Servic erelate d ify. Total

ifb. 21.80

ifc. 20.80

ifd. 12.95

ife. 17.50

iff. 73.05

ifh. 17.00

ifi. 19.00

ifj. 12.00

ifk. 15.00

ifl. 63.00

ifn. 20.58

ifo. 21.29

ifp. 12.14

ifq. 17.00

ifr. 71.01

ift. 21.58

ifu. 21.51

ifv. 14.75

ifw.19.51

ifx. 77.35

ifz. 80.96

iga. 82.60

igb. 51.84

igc. 69.01

igd. 284.41

ige. igf.

Table 8 shows the total weighted means in all categories in terms of the

nature of parent’s profession abroad. It shows that those respondents with parents whose work is service-related with a weight of 77.35 weighed the highest among other profession that parents are engaged into. For the least, the student with a parent whose work is medicine related weighed a total of 63.00. By categories, Category B (School) weighed the highest with a weight of 82.60 among other categories and Category C (Socialization) weighed the lowest among the categories with a weight of 51.84. Getting the sum of all weighted means in all the categories in terms of the nature of parent’s profession abroad, the total weighted mean all-in-all is equal to 284.41. igg.

Table 8.1: Relationship of the Factors Affecting the Academic

Performance of OFW Children in Child Jesus of Prague School S.Y. 2012 – 2013 and Nature of Parent’s Profession Abroad 144

igh. “O” igi.Weig hted Mea n igp. 21.80 igu. 17.00 igz. 20.58 ihe. 21.58 ihj. 20.80

igj.“E” igk. Expecte d Mea n igq. 20.79 igv.17.93

iho. 19.00 iht. 21.29

ihp. 18.30 ihu. 20.62 ihz. 22.46

ihy.21.51

iha. 20.21 ihf. 22.02 ihk. 21.22

iid. 12.95

iie. 13.31

iii. 12.00

iij. 11.48

iin. 12.14

iio. 12.94

iis. 14.75

iit. 14.10

iix. 17.50

iiy. 17.73

ijc. 15.00

ijd. 15.29

ijh. 17.00

iji. 17.23

igl.“OE”

igm. (O-E)2

ign. (O-E)2/ E igo.

igr. 1.010 0 igw. -0.9300 ihb. 0.3700 ihg. -0.4400 ihl. 0.420 0 ihq. 0.7000 ihv.0.670 0 iia. 0.950 0 iif. 0.360 0 iik. 0.520 0 iip. 0.800 0 iiu. 0.650 0 iiz. 0.230 0 ije. 0.290 0 ijj. 0.230

igs. 1.0201 igx. 0.8649 ihc. 0.1369 ihh. 0.1936 ihm. 0.1764

igt. 0.049 07 igy.0.048 24 ihd. 0.00677 ihi. 0.008 79 ihn. 0.00831

ihr. 0.490 0 ihw. 0.4489 iib. 0.902 5

ihs. 0.02678 ihx. 0.02177 iic. 0.040 18

iig. 0.129 6

iih. 0.009 74

iil. 0.270 4 iiq. 0.640 0

iim. 0.02355 iir. 0.049 46

iiv. 0.422 5 ija. 0.052 9

iiw.0.029 96 ijb. 0.002 98

ijf. 0.084 1

ijg. 0.005 50

ijk. 0.052 9

ijl. 0.003 07 145

ijm. 19.51 ijr.

ijn. 18.77 ijs.

0 ijo. 0.740 0 ijt.

ijp. 0.547 6 iju.

ijq. 0.029 17 ijv. Total ijw.0.363 34

ijx. CALCULATED VALUE: 0.36334 ijy. TABULATED VALUE: 16.9190 ijz. 0.36334 < 16.9190 ika.

Referring to the table above, calculated value (0.36334) is less than the

tabulated value (16.9190) proving that there is no significant relationship between the nature of parent’s profession abroad and the factors affecting the academic performance of OFW children in Child Jesus of Prague School S.Y. 2012-2013. ikb.

Table 9: Total Weight of the Responses in All Categories in Terms of Years Spend by Parent(s) Abroad

ikc. Year(s ) spent by parent (s) abroa d iki. Less than a year iko.1-2 years iku.3-5 years ila. 6-10 years ilg. 11 years

ikd.Categ ory A

ike. Categ ory B

ikf. Categ ory C

ikg.Categ ory D

ikh.Total

ikj. 22.00

ikk. 22.00

ikl. 14.00

ikm. 15.00

ikn. 73.00

ikp. 21.78 ikv.22.43

ikr. 14.45

ikt. 76.55

ikx. 13.17 ild. 12.00

iks. 19.22 iky.17.49

ilb. 20.90

ikq. 21.10 ikw. 21.25 ilc. 19.90

ilh. 20.58

ili. 21.57

ilj. 13.14

ile. 17.30

ikz. 74.34 ilf. 70.10

ilk. 18.58

ill. 73.87 146

above ilm.Total

iln. 107.6 9

ilo. 105.8 2

ilp. 66.76

ilq. 87.59

ilr. 367.8 6

ils. ilt.

Table 9 shows the total weighted means in all categories in terms of the

years spent by parents abroad. It shows that those respondents with parents working for 1-2 years with a weight of 76.55 weighed the highest among other working years of parents. For the least, respondents with parents working for 6-10 years weighed a total of 70.10. By categories, Category A (Communication) weighed the highest with a weight of 107.69 among other categories and Category C (Socialization) weighed the lowest among the categories with a weight of 66.76. Getting the sum of all weighted means in all the categories in terms of the nature of parent’s profession abroad, the total weighted mean all-in-all is equal to 367.86 ilu. ilv. ilw. ilx. Table 9.1: Relationship of the Factors Affecting the Academic Performance of OFW Children in Child Jesus of Prague School S.Y. 2012 – 2013 and Years Spent by Parent(s) Abroad ily. “O” ilz. Weig hted Mean

img.

ima. “E” imb. Expecte d Mean imh.

imc. “O-E”

imd. (O-E)2

ime. (O-E)2/ E imf.

imi.0.630

imj.0.396

imk. 147

22.00 iml.21.78 imq. 22.43 imv. 20.90 ina.20.58

21.37 imm. 22.41 imr.21.76 imw. 20.52 inb.21.63

inf. 22.00

ing.21.00

ink.21.10

inl. 22.02

inp.21.25

inq.21.38

inu.19.90

inv. 20.17

inz.21.57

ioa.21.25

ioe.14.00

iof. 13.25

ioj. 14.45

iok.13.89

ioo.13.17

iop.13.49

iot. 12.00

iou.12.72

ioy. 13.14

ioz.13.41

ipd.15.00

ipe.17.38

ipi. 19.22

ipj. 18.23

ipn.17.49

ipo.17.70

ips.17.30

ipt. 16.69

ipx.18.58

ipy. 17.59

0 imn. -0.6300 ims. 0.6700 imx. 0.3800 inc.1.050 0 inh.1.000 0 inm. -0.9200 inr. 0.130 0 inw. -0.2700 iob.0.320 0 iog.0.750 0 iol. 0.560 0 ioq.0.320 0 iov. 0.720 0 ipa.0.270 0 ipf. 2.380 0 ipk.0.990 0 ipp.0.210 0 ipu.0.610 0 ipz.0.990 0

9 imo. 0.3969 imt.0.448 9 imy. 0.1444 ind.1.102 5

0.01857 imp. 0.01771 imu. 0.02063 imz. 0.00704 ine.0.050 97

ini. 1.000 0 inn.0.846 4 ins.0.016 9

inj. 0.047 62 ino.0.038 44 int. 0.000 79

inx.0.072 9 ioc.0.102 4 ioh.0.562 5 iom. 0.3136 ior. 0.102 4

iny. 0.003 61 iod.0.004 82 ioi. 0.042 45 ion.0.022 58 ios.0.007 59

iow. 0.5184

iox.0.040 75

ipb.0.072 9

ipc.0.005 44

ipg.5.664 4

iph.0.325 91

ipl. 0.980 1 ipq.0.044 1

ipm. 0.05376 ipr. 0.002 49

ipv. 0.372 1 iqa.0.980 1

ipw. 0.02229 iqb.0.055 72 148

iqc.

iqd.

iqe.

iqf.

iqg.Total: iqh.0.789 18

iqi. CALCULATED VALUE: 0.78918 iqj. TABULATED VALUE: 21.026 iqk. iql.

0.78918 < 21.026

Referring to the table above, calculated value (0.78918) is less than the

tabulated value (16.9190) proving that there is no significant relationship between the nature of parent’s profession abroad and the factors affecting the academic performance of OFW children in Child Jesus of Prague School S.Y. 2012-2013. iqm.

TABLE 10: Total Weight of the Responses in All Categories in Terms of Average Grade in 2nd Quarter

iqn. Average Grad e in 2nd Quart er

iqo. Categor yA

iqt. 74 and belo w iqz. 75-80 irf. 8185 irl. 8690 irr. 91 and abov

iqu. 0.00

iqp. Categor yB

iqq. Categor yC

iqr. Categor yD

iqs. Total

iqv.0.00

iqw. 0.00

iqx. 0.00

iqy.0.00

ira. 21.12

irb. 20.83

irc. 12.28

ird. 16.78

irg. 21.68

irh. 20.59

iri. 14.08

irj. 18.00

irm. 21.80 irs. 0.00

irn. 21.30

iro. 13.20

irp. 19.20

irt. 0.00

iru. 0.00

irv. 0.00

ire. 71.0 1 irk. 74.3 5 irq. 75.5 0 irw. 0.00

149

e irx. Total isd.

iry. 64.60

ise.

irz. 62.72

isa. 39.56

isb. 53.98

isc. 220.86

Table 10 shows the total weighted means in all categories in terms of the

average grade in the 2nd quarter. It shows that those respondents with an average grade of 86-90 with a weight of 75.50 weighed the highest among other average grades in the 2nd quarter. For the least disregarding the average grades of 74 and below and 91 and above without any weight, respondents with an average grade of 75-80 weighed a total of 71.01. By categories, Category A (Communication) weighed the highest with a weight of 64.60 among other categories and Category C (Socialization) weighed the lowest among the categories with a weight of 39.56. Getting the sum of all weighted means in all the categories in terms of the nature of parent’s profession abroad, the total weighted mean all-in-all is equal to 220.86 isf. isg. ish.

TABLE 10.1: Relationship of the Factors Affecting the Academic

Performance of OFW Children in Child Jesus of Prague School and Years Spent by Parent(s) Abroad isi. “O” isj. Weig hted Mea n

isk. “E” isl. Expe cted Mea n

isq.0.00

isr. 0.00

ism. “O-E”

isn. (O-E)2

iso. (O-E)2/ E isp.

iss. 0.000

ist. 0.000

isu.0.000 150

isv. 21.12 ita. 21.68

isw. 20.77 itb. 21.75

itf. 21.80

itg. 22.08

itk. 0.00

itl. 0.00

itp. 0.00

itq. 0.00

itu. 20.83

itv. 20.17

itz. 20.59

iua.21.11

iue.21.30

iuf. 21.44

iuj. 0.00

iuk.0.00

iuo.0.00

iup.0.00

iut. 12.28

iuu.12.72

iuy. 14.08

iuz.13.32

ivd.13.20

ive.13.52

ivi. 0.00

ivj. 0.00

ivn.0.00

ivo.0.00

ivs. 16.78

ivt. 17.36

ivx. 18.00

ivy. 18.17

iwc. 19.20 iwh.

iwd. 18.45 iwi. 0.00

0 isx. 0.350 0 itc. 0.070 0 ith. 0.280 0 itm.0.000 0 itr. 0.000 0 itw. 0.660 0 iub.0.520 0 iug.0.140 0 iul. 0.000 0 iuq.0.000 0 iuv. 0.440 0 iva.0.760 0 ivf. 0.320 0 ivk. 0.000 0 ivp.0.000 0 ivu.0.580 0 ivz. 0.170 0 iwe. 0.7500 iwj. 0.000

0 isy. 0.000 0 itd. 0.004 9

00 isz. 0.000 00 ite. 0.000 23

iti. 0.078 4

itj. 0.003 55

itn. 0.000 0 its. 0.000 0 itx. 0.435 6 iuc.0.270 4

ito. 0.000 00 itt. 0.000 00 ity. 0.021 60 iud.0.012 81

iuh.0.019 6

iui. 0.000 91

ium. 0.0000 iur. 0.000 0 iuw. 0.1936

iun.0.000 00 ius.0.000 00 iux.0.015 22

ivb.0.577 6 ivg.0.102 4

ivc. 0.043 36 ivh.0.007 57

ivl. 0.000 0 ivq.0.000 0 ivv. 0.336 4

ivm. 0.00000 ivr. 0.000 00 ivw. 0.01938

iwa. 0.0289

iwb. 0.00159

iwf. 0.562 5 iwk.

iwg. 0.03049 iwl. 0.000 151

0.00 iwm.

0 iwn.

iws. iwt.

iwo.

00 iwq. Total: iwr. 0.156 71

CALCULATED VALUE: 0.15671 TABULATED VALUE: 21.026 iwu.

iwv.

0.0000 iwp.

0.15671 < 21.026

Referring to the table above, calculated value (0.15671) is less than the

tabulated value (21.026) proving that there is no significant relationship between the average grade in the 2nd quarter and the factors affecting the academic performance of OFW children in Child Jesus of Prague School S.Y. 2012-2013. iww. iwx. iwy.

Chapter 5

SUMMARY OF FINDINGS, CONCLUSIONS AND RECOMMENDATIONS This chapter deals with the over-all findings of the researchers supported

and reflected on Chapter 4 which deals with the presentation, analysis and interpretation of data. In this chapter also, the researchers will provide credible conclusions regarding the data gathered through tabulation. Lastly, this chapter presents different recommendations for those people who would benefit from the study of the researchers. iwz.

Findings

152

ixa.

The study of the researchers aims to know the factors that may affect the

academic performance of the children whose parents are working abroad in Child Jesus of Prague School for S.Y 2012-2013. When the researchers conducted a survey, the researchers first, asked for students with parents working abroad randomly. In choosing the respondents, the researchers divided equally the expected 40 respondents in all year levels, acquiring ten per year level. These selected students served as the subject of the study. The following findings are reflected on the interpretation on the previous chapter. ixb.

The researchers found out that there are more females used as

respondents with a number of 22 (55%) than males with a count of 18 (45%); the number of respondents is equally divided in the four year levels so there are forty respondents with ten per year level (25% each); that half of the respondents have a parent whose work is related to engineering (50%), twelve are respondents who have a parent whose work is related to giving service (30%) such as care giving, seven are respondents who have a parent abroad whose work is related to business (17.50%) and only one among the respondents who has a parent whose work is related to business (2.50%); that most of the respondents have a parent/parents working abroad in a range of 3-5 years (30%) of the total respondents followed by those respondents with a parent/parents working abroad for 6-10 years (25%), then by 1-2 years (22.50%), next is 11 years and above (17.50%) and the least is less than a year (5%); and that there are no respondents who have an average grade of 74 and below and 91 and above, majority of the respondents have a range of average grade of 75-80 (45%) followed by

153

those students with an average grade of 81-85 (30%) and lastly are the respondents with an average grade of 91 and above (25%) 

Results vs. Gender:

ixc.

Using Table 1.1, the researchers found out that in Category A

(Communication), majority of the respondents, both male and female answered Always. Few only answered Seldom and none answered Never. Also, they found out that most of the respondents in terms of gender are having a regular communication with their parent(s). Furthermore in Category A (Communication), most answers from the male are from Item 3 (Do they check-up on you on a regular basis?) and most answers from the female are from Item 1 (Do you have a regular communication with your parents?).In this category also, it shows that the least answers of male are from Item 2 (Is there the presence of your means in communicating with your parents abroad?), and the least answers from the female are from Item 3. ixd.

Using Table 1.2, the researchers found out that in Category B (School),

still, majority of the respondents, both male and female, answered Always. For the least, three answered Never from the male and only one answered Never from the female. Furthermore, in Category B (School), most of the answers coming from the male are from Item 4 (Does your school conduct activities that enhances your talents/skills?) while most of the answers coming from the female are equally from Item 3 (Does your school provide activities for students’ self-improvement?) and also Item 4. On the contrary, least of the answers coming from the male are from Item 1 (Does the school provide motivational techniques toward you?) while least of the answers coming from 154

the female are from Item 5 (Does the school provide activities that let you discover who you really are?). ixe.

Using Table 1.3, the researchers found out that in Category C

(Socialization), this time majority of the respondents answered Sometimes both for male and male, and the number of respondents who answered Never increased. Furthermore, it shows that most of the answers coming from the male are equally from Item 3 (Are you not seeking love coming from having a boyfriend/girlfriend) and Item 4 (Do peer pressure and relationships do not interfere with your studies?) while most of the answers coming from the female are from Item 2 (Does your classmate help you when you have a problems at home or in school?). On the contrary, least of the answers coming from the male are from Item 1 (Are you not preferring to be with your friends over your family?) while least of the answers coming from the female are from Item 4. ixf.

Using Table 1.4, the researchers found out that in Category D (Learning

Process), female respondents regard their studies highly than off the male respondents. Generalizing, most of the answers for both genders fall under Sometimes and few only answered Never. Furthermore, it shows that most of the answers coming from the male are equally from Item 2 (Do you show total focus in your studies?) and Item 4 (Do you give priority to your academic goals?) while most of the answers from the female are from Item 1 (Do you show optimism in learning your lessons?). On the contrary, least of the answers coming from both male and female are from Item 3 (Do you study in advance for your lessons?). 

Results vs. Year Level: 155

ixg.

Using Table 2.1, the researchers found out that in Category A

(Communication) in terms of year level, there is regular communication between the parents and their children for having the highest number of answers under Always. Few only answered under Often and Sometimes. Comparing the number of answers in Seldom among the four year levels, more of it came from the fourth year. Furthermore, it shows that most of the answers coming from the first year are equally from Item 1 (Do you have a regular communication with your parents?) and Item 4 (Are you open in communicating with your parents?). Most of the answers coming from the second year and fourth year are both from Item 5 (Do your parents give you a sense of encouragement even they’re not with you?), and most of the answers coming from the third year are from Item 1. On the contrary, least of the answers coming from the first year are from Item 2 (Is there the presence of means in communicating with your parents?). Least of the answers coming from the second year and third year are both from Item 3 (Do they check up on you on a regular basis?). Lastly, least of the answers coming from the fourth year are from Item 4. ixh.

Using Table 2.2, the researchers found out that in Category B (School) the

respondents coming from the first year and second year regard the school to be of great help for their development rather than the respondents coming from the third year and fourth year level. Always, corresponding for the positive answer, ranges from minimum of two and a maximum of six. Four from the fourth year answered Seldom and no one answered Never for this category. Furthermore, it goes to show that in Category B (School), most of the answers coming from the first year are equally from Item 2 (Do your teachers manage to provide time to help you in your difficulties?) and Item 3 (Does 156

your school provide activities for students’ self-improvement?). Most of the answers coming from the second year and third year are from Item 4 (Does your school conduct activities that enhances your talents/skills?) and Item 3 respectively. Lastly, most of the answers coming from the fourth year are equally from Items 3 and 4. On the contrary, least of the answers coming from the first year are equally from Item 1 (Does the school provide motivational techniques toward you?) and Item 5 (Does the school provide activities that let you discover who you really are?). Least of the answers coming from the second year and third year are from Item 5, and least of the answers coming from the fourth year are from Item 2. ixi.

Using Table 2.3, the researchers found out that in Category C

(Socialization) answers for all year levels, majority of the respondents answered Sometimes. With a great difference, most of the answers under Never came from the fourth year level and there are also three coming from the first year level. Also, they found out that first year respondents are more attached to their family than the succeeding year levels. Furthermore in Category C (Socialization), it shows that most of the answers coming from the first year are equally from Item 1 (Are you not preferring to be with your friends over your family?) and Item 3 (Are you not seeking for love coming from having a boyfriend/girlfriend?). Most of the answers coming from the second year and fourth year are both from Item 2 (Does your classmate help you when you have problems at home or in school?) while most answers from the third year are from Item 4 (Do peer pressure and relationships interfere with your studies?). On the contrary, least of the answers from the first year and fourth year are both from Item 4, while least answers coming from the second year and third year are from Item 1. 157

ixj.

Using Table 2.4, the researchers found out that in Category D (Learning

Process), the first year respondents regard highly their studies more than the succeeding year levels. From the second year level, there are respondents who answered more in Seldom and two respondents from the third year answered Never. Lastly, answers under Seldom and Never greatly increased for the fourth year students. Furthermore, it shows that in Category D (Learning Process), most of the answers coming from the first year are from Item 1 (Do you show optimism in learning your lessons?). Most answers coming from the second year are equally from Item 4 (Do you give priority to your academic goals?) and Item 5 [Do you show control over your anxieties (being relaxed in performing organized tasks)?]. Most answers coming from the third year students are equally from Items 1 and 4. Most answers coming from the fourth year are from Item 4. On the contrary, least answers coming from all year levels are all coming from Item 3 (Do you study in advance for your lessons?). 

Results vs. Parent’s Profession Abroad:

ixk.

Using Table 3.1, the researchers found out that in Category A

(Communication) in terms of the nature of parent’s profession abroad, most of the respondents have a parent/parents whose work is related to engineering and for the least, there is only one who has a parent whose work is related to medicine. It goes to show that there is a greater chance of communication to those parents whose work is engineering-related than the others. In this table, a few only answered Seldom and no one answered Never. Furthermore, it shows that in Category A (Communication), most of the answers of those with a parent/parents whose work is related in engineering are

158

from Item 1 (Do you have a regular communication with your parents?). One with a parent whose work is related to medicine’s answer weighed most equally from Items 3 (Do they check up on you on a regular basis?) and 4 (Are you open in communicating with your parents?). Those with a parent/parents whose work is related to business are from Item 5 (Do your parents give you a sense of encouragement even they’re not with you?), and those with a parent/parents whose work is related to service are from Item 4. On the contrary, least answers of those with a parent/ parents whose work is related to engineering and service are both equally from Items 2 (Is there the presence of your means in communicating with your parents?) and 3. One with a parent whose work is related to medicine’s answer weighed the least equally from Items 1, 2 and 5. ixl.

Using Table 3.2, the researchers found out that in Category B (School)

majority of the responses coming from respondents in terms of their parent’s profession abroad fall under Always. Answers under Seldom ranges from the minimum of one to the maximum of two, and no one answered Never in this category. Furthermore, it shows that in Category B (School), most of the answers of those with a parent/ parents whose work is related in engineering and business are both from Item 3 (Does your school provide activities for students’ self-improvement?). One with a parent whose work is related to medicine’s answer weighed most from Item 4 (Does your school conduct activities that enhance your talents/skills?), and those with a parent/ parents whose work is related to service are from Item 2 (Do your teachers manage to provide time to help you in your difficulties?). On the contrary, least answers of those with a parent/ parents whose work is related to engineering are from Item 2. One with a parent whose work is related to medicine’s answer weighed the least equally from Items 1 159

(Does the school provide motivational techniques toward you?) and 5 (Does the school provide activities that let you discover who you really are?). Least answers of those with a parent/ parents whose work is related to business are from Item 5, and those with a parent/ parents whose work is related to service are equally from Items 3 (Does your school provide activities for students’ self-improvement?) and 5. ixm.

Using Table 3.3, the researchers found out that majority of the answers in

Category C (Socialization) in terms of the nature of profession of parents abroad fall under Sometimes. Also, they found out that most of the answers under Never were answered by respondents with parents whose work is related to engineering compared to the other three. Furthermore, it shows that in Category C (Socialization), most of the answers coming from students with parents whose work is engineer-related are from Item 3 (Are you not seeking for love coming from having boyfriend or girlfriend?). One with a parent whose work is related to medicine’s answer weighed most from Item 1 (Are you not preferring to be with your friends over your family?). Most of the answers coming from students with parents whose work is business–related are from Item 4 (Do peer pressure and relationships do not interfere with your studies?), and lastly, most of the answers coming from students with parents whose work is service–related are from Item 2 (Does your classmate help you when you have problems at home or in school?). On the contrary, least of the answers coming from students with parents whose work is engineer-related and business-related are both from Item 1. Least of the answers coming from students with parents whose work is medicine-related and service-related are both from Item 4 (Do peer pressure and relationships do not interfere with your studies?) 160

ixn.

Using Table 3.4, the researchers found out that in Category D (Learning

Process) most of the respondents with parents whose work is related to engineering answered Sometimes and most of the respondents with parents whose work is related to giving service answered Always. Answers under Never were only filled by two respondents with parents whose work is related to business and five from those who have parents whose work is related to engineering. Furthermore, It shows that Category D (Learning Process), most of the answers coming from students with parents whose work is engineer-related is from Item 4 (Do you give priority to your academic goals?). Most of the answers coming from students with parents whose work is medicine-related are from Item 5 (Do you show control over your anxieties (being relaxed in performing organized tasks)?). Most of the answers coming from students with parents whose work is business-related are from Item 1 (Do you show optimism in learning your lessons?). Most of the answers coming from students with parents whose work is service-related are from Items 2 and 4 (Do you show total focus in your studies?) (Do you give priority to your academic goals?), respectively. On the contrary, least of the answers coming from students with parents whose work is engineer-related, medicine-related, businessrelated and service-related are from Item 3 (Do you study in advance for your lessons?). 

Results vs. Years Spent by Parent(s) Abroad: ixo.

Using Table 4.1, the researchers found out that in Category A

(Communication) most of the respondents with parents working abroad regardless of the years of work answered Always. Answers under Sometimes only ranged from one to four and answers under Seldom ranged from one to two. No one answered Never. Furthermore, it shows that in Category A (Communication), most of the answers coming 161

from the students with parents working abroad for 1-2 and 3-5 years are both Item 1 (Do you have a regular communication with your parents?). Those with parents working abroad for 6-10 years are from Item 5 (Do your parents give you a sense encouragement even they’re not with you?). Lastly, those with parents working for more than 11 years are from equally from Items 3 (Do they check up on you on a regular basis?) and 5. On the contrary, least of the answers coming from the students with parents working less than a year and 1-2 years abroad are from Item 3. Those with parents working for 3-5 years are from equally distributed in Items 2 (Is there the presence of your means in communicating with your parents?), 3 and 4 (Are you open in communicating with your parents?). Lastly, those with parents working for 6-10 years are from Item 2. ixp.

Using Table 4.2, the researchers found out that in Category B (School),

most of the answers of those respondents answered Always. Answers under Seldom range from a count of one to two. Answers under Never are only filled by a single respondent from all year ranges except from those whose parents work within less than a year and in a range of 3-5 years. Furthermore, it goes to show that in Category B (School), most of the answers coming from students with parents working abroad for less than a year are equally from Items 1 (Does the school provide motivational techniques toward you) and 3 (Does your school provide activities for students’ selfimprovement?). Those with 1-2 years are from Item 3. Those with 3-5 and 6-10 years are both from Item 4 (Does your school conduct activities that enhance your skills and talents?). Lastly, those with parents working abroad for more than 11 years are from equally from Items 3 and 5 (Does the school provide activities that let you discover who 162

you really are?). On the contrary, least answers coming from those with parents working abroad for less than a year are distributed evenly on Items 2, 4 and 5. Those with 1-2 years are from Item 2. Those with 3-5 and 6-10 years are both from Item 4. Lastly those with parents working abroad for more than 11 years are from Items 3 and 5. ixq.

Using Table 4.3, the researchers found out that the rate of answers under

Always decreases as it the range of years spent by parents abroad increases. Under the range of 3-5 years, there is an increase under those who answered Never ranging a count from one to three. Furthermore, it shows that in category C (Socialization), most of the answers coming from the students with parents working abroad for 1-2 and 6-10 years are from Item 2 (Does your classmate help you when you have problems at home or in school?). Those with parents working for less than a year are equally from Items 3 (Are you not seeking love coming from having a boyfriend/girlfriend?) and 4 (Do peer pressure and relationships do not interfere with your studies?). Most of the answers coming from the students with parents working abroad for 3-5 years are from Item 1 (Are you not preferring to be with your friends over your family?). Lastly, most of the answers of those with parents working abroad for more than 11 years are from Item 3. On the contrary, least of the answers from those with parents working for less than a year are equally from Items 1 and 2. Least of the answers coming from the students with parents working abroad for 1-2 and more than 11 years are from Item 1. Those with parents working for 3-5 years are from Item 3, and those with parents working for 6-10 years are from Item 4. ixr.

Using Table 4.4, the researchers found out that in Category D (Learning

Process) majority of the respondents answered Always and answers both under 163

Seldom and Never ranges from one to two. Furthermore, it goes to show that in Category D (Learning Process), most of the answers from students with parents working abroad for 1-2, 6-10 and more than 11 years are all from Item 4 (Do you give priority to your academic goals?). Those with parents working for less than a year are from Item 5 [Do you show control over your anxieties? (being relaxed in performing organized tasks?)], and those with parents working for 3-5 years are equally from Items 2 (Do you show total focus in your studies?) and 4. On the contrary, least of the answers of all the respondents regardless of the working years of parents abroad are from Item 3 (Do you study in advance for your lessons?). ixs. 

Results vs. Average Grade in the 2nd Quarter: ixt.

Using Table 5.1, the researchers found out that in Category A

(Communication) when it comes to communication, the frequency of answers range only from Always up to Sometimes. No one answered Never in this category. Furthermore, it shows that in Category A (Communication), most of the answers coming from students with average grade of 75-80 are from Item 1 (Do you have a regular communication with your parents?). Most of the answers coming from the students with an average grade of 81-85 are equally distributed from Items 1, 4 (Are you open in communicating with your parents?) and 5 (Do your parents give you a sense of encouragement even they’re not with you?). Lastly, most of the answers coming from students with an average grade of 86-90 are from Item 2 (Is there presence of your means in communication with your parents abroad?). On the contrary, least of the

164

answers coming from the students with an average grade of 76-80 and 81-85 are both from Item 2, and least of the answers from students with an average grade of 86-90 are equally from Item 3 (Do they check up on you on a regular basis?) and Item 4. ixu.

Using Table 5.2, the researchers found out that in Category B (School)

still, majority of the answers fall under Always and Sometimes. Only a single respondent with an average grade of 81-85 and 86-90 answered Never. Furthermore, it shows that in Category B (School), most of the answers coming from the students with the an average grade of 75-80 and 86-90 are both from Item 3 (Does your school provide activities for students self-improvement?), and most of the answers coming from the students with an average grade of 81-85 are from Item 4 (Does your school conduct activities that enhances your talents or skills?). On the contrary, least of the answers coming from the students with an average grade of 75-80 are from Item 5 (Does the school provide activities that let your discover who you really are?). Least of the answers of students with an average grade of 81-85 are Item 1 (Does the school provide motivational techniques towards you?), and lastly, least of the answers coming from students with an average grade of 86-90 are from Item 2 (Do your teachers manage to provide time to help you in your difficulties?). ixv.

Using Table 5.3, the researchers found out that in Category C

(Socialization) most of the answers fall under Sometimes. Compared to the previous two tables, the number of answers under Seldom and Never greatly increased. Furthermore, it shows that in Category C (Socialization), most of the answers coming from students with an average grade of 81-85 and 86-90 are both from Item 2 (Does your classmate help you when you have problems at home or in school?), and most of 165

the answers of students with an average grade of 75-80 are from Item 4 (Do peer pressure and relationships do not inter free with your studies?). On the contrary, least of the answers coming from the students with an average grade of 75-80 are from Item 1 (Are you preferring to be with your friends over your family?), and those with an average grade of 81-85 and 86-90 item are from Item 4. ixw.

Using Table 5.4, the researchers found out that in Category D (Learning

Process) most of the answers again fall under Sometimes and answers under Never increased to a range of one to four. Furthermore, it goes to show that in Category D (Learning Process), most of the answers coming from the students with an average grade of 75-80 are from Item 5 [Do you show control over your anxieties (being relaxed in performing organized tasks?)]. Most of the answers coming from those with an average grade of 81-85 are from Item 4 (Do you give priority to your academic goals?), and those with an average grade of 86-90 are from Item 1 (Do you show optimism in learning your lessons?). On the contrary, least of the answers coming all students regardless of their average grade are all from Item 3 (Do you study in advance for your lessons? 

Results vs. Total Weight in All Categories ixx.

Using Table 6, the researchers found out that the total of weighted means

in all categories in terms of gender, female respondents with a weight of 73.59 weighed higher than male respondents with 72.18. By categories, Category A (Communication) weighed the highest with a weight of 42.06 among other categories and Category C (Socialization) weighed the lowest among the categories with a weight of 26.08. Getting

166

the sum of all weighted means in all the categories in terms of gender, the total weighted mean all-in-all is equal to 145.77. ixy.

Using Table 7, the researchers found out that the total of weighted means

in all categories in terms of year level shows that first year respondents with a weight of 79.90 weighed the highest among the other year levels, and the fourth year respondents weighed the least with a weight of 63.20. By categories, Category A (Communication) weighed the highest with a weight of 85.40 among other categories and Category C (Socialization) weighed the lowest among the categories with a weight of 52.60. Getting the sum of all weighted means in all the categories in terms of year level, the total weighted mean all-in-all is equal to 293.40. ixz.

Using Table 8, the researchers found out that the total of weighted means

in all categories in terms of the nature of parent’s profession abroad shows that those respondents with parents whose work is service-related with a weight of 77.35 weighed the highest among other profession that parents are engaged into. For the least, the student with a parent whose work is medicine related weighed a total of 63.00. By categories, Category B (School) weighed the highest with a weight of 82.60 among other categories and Category C (Socialization) weighed the lowest among the categories with a weight of 51.84. Getting the sum of all weighted means in all the categories in terms of the nature of parent’s profession abroad, the total weighted mean all-in-all is equal to 284.41. iya.

Using Table 9, the researchers found out that the total of weighted means

in all categories in terms of the years spent by parents abroad shows that those

167

respondents with parents working for 1-2 years with a weight of 76.55 weighed the highest among other working years of parents. For the least, respondents with parents working for 6-10 years weighed a total of 70.10. By categories, Category A (Communication) weighed the highest with a weight of 107.69 among other categories and Category C (Socialization) weighed the lowest among the categories with a weight of 66.76. Getting the sum of all weighted means in all the categories in terms of the nature of parent’s profession abroad, the total weighted mean all-in-all is equal to 367.86. iyb.

Using Table 10, the researchers found out that the total of weighted

means in all categories in terms of the average grade in the 2 nd quarter shows that those respondents with an average grade of 86-90 with a weight of 75.50 weighed the highest among other average grades in the 2 nd quarter. For the least disregarding the average grades of 74 and below and 91 and above without any weight, respondents with an average grade of 75-80 weighed a total of 71.01. By categories, Category A (Communication) weighed the highest with a weight of 64.60 among other categories and Category C (Socialization) weighed the lowest among the categories with a weight of 39.56. Getting the sum of all weighted means in all the categories in terms of the nature of parent’s profession abroad, the total weighted mean all-in-all is equal to 220.86. 

Factors vs. Profile (The Chi-square): iyc.

Using Table 6.1, in terms of gender, the researchers found out that the

calculated value (0.01380) is less than the tabulated value (7.8147) proving that there is

168

no significant relationship between the gender and the factors affecting the academic performance of OFW children in Child Jesus of Prague School S.Y. 2012-2013. iyd.

Using Table 7.1, in terms of year level, the researchers found out that the

calculated value (0.18644) is less than the tabulated value (16.9190) proving that there is no significant relationship between the year level and the factors affecting the academic performance of OFW children in Child Jesus of Prague School S.Y. 20122013. iye.

Using Table 8.1, in terms of the nature of parent’s profession abroad, the

researchers found out that the calculated value (0.36334) is less than the tabulated value (16.9190) proving that there is no significant relationship between the nature of parent’s profession abroad and the factors affecting the academic performance of OFW children in Child Jesus of Prague School S.Y. 2012-2013. iyf.

Using Table 9.1, in terms of the years spent by parents abroad, calculated

value (0.78918) is less than the tabulated value (16.9190) proving that there is no significant relationship between the nature of parent’s profession abroad and the factors affecting the academic performance of OFW children in Child Jesus of Prague School S.Y. 2012-2013. iyg.

Using Table 10.1, in terms of the average grade in 2 nd quarter, the

researchers found out that the calculated value (0.15671) is less than the tabulated value (21.026) proving that there is no significant relationship between the average grade in the 2nd quarter and the factors affecting the academic performance of OFW children in Child Jesus of Prague School S.Y. 2012-2013. 169

iyh.

Conclusions

iyi. Based on the findings, the researchers were able to create the following conclusions: iyj. The researchers conclude that there are more female respondents than male respondents because due to the limited population in the four sections chosen, each class is really dominated by female students. They conclude that also in terms of year level, there is no accurate reason on why they have parents working abroad simply because the number of students each year level were really measured unlike the gender. In terms of job, they conclude that there are more engineering-related and service-related jobs of parents abroad maybe because the opportunity really here in the Philippines in terms of manpower, the pay is really small to sustain the needs of their family and other countries are in need of manpower coming from our country. There are fewer parents with business-related and medicine-related jobs because professional jobs abroad are in the hands of their own citizens and what they need there is manpower than professional white collar job workers. For the grades, the researchers conclude that the range of the average grades of students were only from 75-90 and they cannot exceed beyond 91 and less than 74 because they are having their focus on their studies yet at the same time, they are in emotional struggle for their parents who are not with them to guide them. iyk.

The researchers identified that the factors affecting the academic performance of OFW children in CJPS are gadgets (for communication purposes), preference of peers, motivation and attitude toward learning,

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advance studying and control. They include gadgets simply because it is the bridge that helps both parents and their children get in touch with each other; preference of peers because nowadays, teenagers prefer the company of peers as a source of love they cannot feel with their parents away; motivation, because it pushes them to do better in school; attitude toward learning because others give priority on their academic goals rather than the negative emotions that they feel; advance studying because most of them answered never, it affects their studies in a negative sense; and lastly, control because it is already in them on how are they going to manage themselves through problems faced between systems including their family and school. iyl.

The researchers conclude that there is no significant relationship between the factors and the gender exposed to the same social and academic environment. They are examined using the same standards so the response to their performance is similar. They conclude that there is no significant relationship between the factors and year level because according to Piaget’s Theory, at adolescence, the individual’s brain is fully developed and can get involved in complex as well as abstract thinking. The younger students tend to be more focused on their academic pursuits than the older ones. This could be because the older ones are burdened with other nonacademic demands that need their attention. The younger students though concentrate on their academic work may not have experience to effectively meet the challenges required for enhanced academic work; therefore, they go to the same level with their older counterparts who may have the experience but do not have the time 171

to pursue academic activities well for a better academic performance. They conclude that there is no significant relationship between the factors and the job parents have abroad because the parents’ sole reason for going overseas is to provide more for their child so they would experience conducive learning. It becomes neutral since they are not actually present but through communication, they are having a worthwhile time to discuss different matters with each other. They also conclude that there is no significant relationship between the factors and the number of years spent by parents abroad because adolescents are already aware of their parents’ sacrifices oversees and according to Castro, communication is not that hard because of the present gadgets to make communication easier. Their indirect contact serves as a temporary guidance for their child. Lastly, there is no significant relationship between the factors and the average grade in the second quarter because maybe even if their parents are overseas, they still tend to create a supportive relationship with each other that boost the students’ self-esteem to perform well in class; however, they cannot go beyond extremes such as grades lower than 74 and higher than 91. iym. iyn.

Recommendations

iyo.

After a careful analysis of data, these are the recommendations

that the researchers created for the following groups that will benefit the study of the researchers:  Respondents

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iyp.

For the respondents, the researchers recommend that they should

have the PACH Time Table posted in areas they visit the most so they won’t forget that they will be having at least an hour each day to communicate with their parents through video chat instead of simple text messages. iyq. 

Students iyr.

The students, if ever they know a child or schoolmate who has a

problem regarding having parents working abroad, they should help these people by giving them advises that can enlighten their minds to study and strive more and not to rebel against their parents like having friends that influencing them to drink, to smoke and etc. This type of advice is different than the usual thing that happens. This would be done in groups. Each class has the H.A.P coming from the first period which can be used to have an open forum. iys. 

Parents iyt.

If going overseas would be their only option to earn a better living,

instead of just going to stay here in the country with their child/children, they could spend quality time like also an open-up conversation by the time they get home. Also, if they cannot really stay for long, parents should already decide to finish documents for their child so that it would be easy for them to take their child to other countries if that is what they really want. They should also prefer countries which are not really that far from the Philippines, in which jobs could be stable such as Singapore. With these ideas, it won’t be hard for their child/children to be 173

emotionally unwell for their longing. As much as possible, instead of only cellular phone communications, have a video chat/call to make it much more realistic. 

Teachers

iyu.

As second parents, the researchers recommend that they

should act one. Students are aware that teachers in Child Jesus of Prague School are married and living with children at their care. With this fact, they could at least be a supporting brother, sister or even a friend but of course, knowing the limits that they are still in authority, and that they are the teachers. By these, teachers would benefit to avoid having problems seriously when it comes to emotions by students simply because the school has a large population and it cannot be monitored well. Consultation hours should be done at least twice a week because an hour each day is not enough to help students in need because not only one needs help coming from their teachers. iyv. 

Researchers iyw.

As the individuals making the study, and even for those who want to

further study about the factors affecting the academic performance of students with parents abroad, the current researchers recommend to consult different hypotheses and opinions coming from their actual parents and teachers so that they would actually feel the gap that is happening between children and their parents. For this, they could also use research tools such as books about psychology during the 1970’s to 1980’s because they contain so much information about the psychological growth of individuals if they would be permitted. For this also, the current 174

researchers would benefit because they have studied enough and understood a lot of things regarding the complex stage of adolescence so they could avoid the wrong path taken by teenagers also. iyx.  iyy.

Administration They should conduct some activities for parents and their

child/children. A different sort of family day would be very effective. The common connotation on Family Day would only be only involving the usual sack race, relays and other games with a parent and a child as partners. Maybe involving how well they know each other would help because for games, no one intends to lose at all. So they would try their best to get along with each other much more along the process. By these activities, they can help those parents to be close and to have an open communication with their child. The researchers thought that these activities would be a big help to parents and especially to the students to have better performance here in school because they can freely tell their problems to their parents without hesitations or not being shy. Also, the researchers recommend the administration to let the teachers and students to feel free on settling personal problems especially at home than doing it when they already see something wrong with a student because when problems get bigger, it would be much harder to handle. Lastly, researchers recommend the administration to conduct another seminar or symposium about parent-child interactions which would be entitled “Ceasing the Gaps”. For the previous years, the school already conducted one which focused on the RH Bill and relationships.

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iyz.

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