Chapter I

The Problem and Its Background

This chapter deals and presents background of the study, objectives of the study, significant

of the study and scope and delimitation.

Introduction

Education is one of the imperative aspects that not only inculcates the essential skills,

abilities and knowledge among the individuals, but also leads to overall growth and progress of

the individuals, community and nation as a whole. An educated person is not only able to

accomplish his desired goals and objectives, but is also able to render an efficient contribution

towards the well-being of the community. The inculcation of academic knowledge, skills, abilities

and proficiency among the individuals is enhanced through learning and academic performance.

Education is an important dimension because it affects many other areas of the child’s life such as

future job prospects, income, and dependence on governmental aid, poverty levels, and self-

esteem.

Parent involvement is a major cornerstone on how students perform in school. Parent

involvement is any action taken by a parent that can theoretically be expected to improve student

performance or behavior. In other words, parent involvement consists of those actions that help a

child meet or surpass the norms or opportunities of the student role and incorporates parent-child,

parent-teacher, and to some degree parent-parent relations.

Recognizing that parent involvement can be with the child, school personnel, or other

parents is important because not all strategies of involvement are likely to yield the same result to

the student performance.

 The loss of parents causes so many problems that a deprived child faces, among those

problems the important problem is the effects on academic performance of children. It sometimes

degrade the child in every aspect that will results bullying. It will also affects on how they will

perform on their academic aspect as well as on their behavior. On the other hands there were pupils

performed well on their schools even they were nurture by their single parents. Single parents

provide their needs and focus to their children.

There are positive and negative impact of having single parents to the child performance

on the school. This triggers the researcher to conduct study about the academic performance of the

pupils raised by the single parent at Dolores Elementary School.

Objectives of the Study

The study will sought to answer the following questions:

1. What is the demographic profile of the respondents in terms of:

a. Parent

1.1.Age

1.2.Sex

1.3.Civil Status

1.4.Educational Attainment

b. Pupil

1.5.Age

1.6.Sex

1.7.Grade Level

2. What is the academic performance or the general scholastic average (GSA) of the pupil

having single parent?

3. What are the learners observed values based on the report card

4. What are the problems encountered by the teachers in handling child having single parent.

Significant of the Study

To the teachers this will serve as a basis on how they will handle pupils having single parent.

To the Principals and School Heads, this will help to craft a plans and programs to adhere the

problems encounter by the teachers in pupils having single parent.

To the parents this will give information about the importance of the parents on the academic

performance of the pupils.

To the pupils with single parent, this will serve as a source of information on how they will

handle their situation.

To the Future Researchers, this will serve as a source of information for other related study.

Scope and Delimitation

The study is intended to identify the academic performance of the pupils raised by the

single parent at Dolores Elementary School. This will not include the other students and other

school in Sta. Cruz North District.

 Chapter II

REVIEW OF RELATED LITERATURE AND STUDIES

This chapter deals and presents various ideas of different authors related to the study and

research studies of different researchers that helps the present study. The information were stated

and presented according to the needs of the study.

Foreign Literature

Parent-school involvement strategies, unlike parent-child involvement strategies, are

theorized to more directly affect academic achievement. A prominent manner in which to

conceptualize parent-school involvement is the degree that parents visit classrooms, speak with

teachers or counselors, or volunteer in the school (e.g. Dearing et al. 2006; Lareau 1989; Machen,

Wilson and Notar 2004).I refer to these practices as school-situated educational-support strategies.

Similar practices were found by Lareau (1989) and Useem (1992) to have positive and beneficial

effects on a student’s classroom placement and subsequent performance. In both studies, the

authors found that higher social class parents possessed greater levels of cultural capital and that

this greater knowledge and familiarity with the school system allowed these parents to alter their

child’s classroom placement.

Parental absence can affect the cognitive and non-cognitive abilities of children. Some

previous studies have examined the effect of parental absence on the academic achievements of

children (for example, Antman, 2011, 2012; Mckenzie & Rapoport, 2011; Zhang et al., 2014).

Academic achievement is extremely important for children’s development because it is related to

their education level, job performance, and wage when they enter the labor force. However, the

characteristics of academic achievement lie in the premise that the importance of cognitive ability

increases with job complexity (Kautz et al., 2014). Cognitive skills are more important for senior
workers (such as professors, scientists, and managers) than for semi-skilled or un-skilled laborers

(Schmidt & Hunter, 2004). By contrast, non-cognitive skills may increasingly play a ubiquitous

role. These skills are widely used in a number of contexts and are useful for both high- and low-

end jobs. A large body of evidence shows that noncognitive ability is important for the future

development of children. This type of skill predicts a variety of outcomes, ranging from

educational attainment (Lleras, 2008; Duncan & Magnuson, 2011) to income and labor market

performance (Cunha & Heckman, 2009; Hall & Farkas, 2011). Hence, non-cognitive ability has

received renewed interest recently. Evidence from many empirical studies supports such claims.

First, noncognitive abilities play an important role in schools.

Otherwise known as the father absence hypothesis, the parental loss perspective is based

on the notion that children who lose a parent, regardless of the reason, have lower levels of well-

being and academic achievement as a result of experiencing a socialization deficit (Amato, 1993;

McLanahan, 1985; Rushton & McLanahan, 2002). When a child is reared in a father absent home,

the main agent of socialization becomes primarily the single mother. Though mothers without the

biological fathers may be able to maintain the home and childrearing by themselves once a father

is absent, children still experience a deprivation of resources that the father could contribute to the

home if he were present. These include interpersonal relationships, economic resources, and a male

role model, all of which cannot be fulfilled by the mother simply putting more time into

childrearing, thus illustrating the different roles fathers and mothers play and the importance of

each in a child’s development.

Flouri, Buchanan, and Bream (2002) studied the involvement of absent-fathers in their

children’s attitude towards education. They found that involvement of fathers not residing with the

child with the child’s school increased the child’s positive attitudes towards school. The
researchers concluded that father involvement can be a protective agent for children to shield them

from failing in school. Children of fathers absent for other reasons have the opportunity for father

involvement in school, whether or not it is taken advantage of, while those with deceased fathers

do not have this opportunity at all.

In support for the assertion that fathers serve as socializing agents for their children,

Servaty (2001) concluded that father absence due to both death and for other reasons impair the

interpersonal and adjustment of children, but that those due to death had more impaired perceptions

of their relationships, thus decreasing the chance that these children will get the support needed

from those around them. In addition, children with deceased fathers were found to have lower

social competence. Parent involvement can be described as social relations that are imbued with

norms of trust, obligation, or reciprocity (Coleman 1988; McNeal 1999). If described in this

manner, parent involvement is conceived of as a form of social capital. Parents invest their time,

attention, and resources in their children with the expectation of a return – namely that their

children will perform better in school. Using this framework, McNeal (1999) contends that parent

involvement encompasses three broad domains, parent-child relations, parent-school relations, and

parent-parent relations. In all three cases, it is generally assumed that parents invest time with

their children, school personnel, or other parents with the expectation that their involvement will

yield a tangible return. The exact form of the expected return is not always clear, but can include

improved educational expectations, improved role performance (i.e. better attendance, increased

homework done, reduced delinquency, etc.), increased achievement, or strengthened relationships

with school personnel or other parents.

Delinquency of children, and in particular boys, is promoted by father absence (Cavanagh,

& Huston, 2006). The problem with not having father in children’s lives can be so severe that they
can cause an 86% increase in the likelihood that a child will become a psychotic delinquent. Some

of the widely recognized statistics of the ills, and cost to society of father absence include, 90% of

all homeless and runway children, 70% of juveniles in state operated institutions, 75% of all

adolescent patients in chemical abuse centers, 85%of person youths, and talk about promoting a

danger to woman, up to 80% of rapist, motivated by displaced anger (Grimm-Wassil, 1994).

There is also a differential effect of age on the severity of impact of father absence on

children versus adolescents (Sigle-Rushton & McLanahan, 2002). This may well be due to the

inferior coping mechanisms of children as compared to those of adolescents, who have achieved

increased emotional maturity and have access to supportive social networks in the form of peer

groups (Lange & Zagorsky (2001) explained bereavement can induce three phases effects namely

self-neglect, suicide, cardiac illness which is brought by severe stress. In post-industrial time, the

light of of educational qualifications to employment and earnings success is a major concern.

Studies demonstrate quite conclusively that children who live in a single mother family’s score

lower on measures of academic achievements than their counterparts in two parent families

(Fomby, & Cherlin, 2007).

Conceptual Framework

The study wants to know the academic performance of the pupils raised by single parent

at Dolores Elementary School. To easily understand the problem the researcher will use the two

variables which are the demographic profile of the respondents as the dependent variable and the

academic performance of the pupils raised by single parent as the independent variable.

Academic
Demographic
performance of the
Profile of the
pupils raised by the
Respondent
single parent

Dependent Variable Independent variable

Figure 1. Research Paradigm

Figure 1 shows the relationship between the demographic profile of the respondents and

its academic performance of the pupils raised by the single parent.

 Chapter III

METHODOLOGY

This chapter presents the research design, research loacale, research instrument, data

gathering procedure and statistical treatment.

Research Design

The study will use descriptive method of research to identify the academic performance of

the pupils raised by the single parent at Dolores elementary School

Research Locale

The researcher will conduct the study in Dolores Elementary School. The study will used

the single parent, pupils and teacher as the respondent of the study.

Research Sampling Technique

The researcher will use random sampling technique to get easily the population needed in

the study.

Research Instrument

The primary data will be collected by means of surveys and follow up interviews. The

questions will be presented in the English language and will be distributed to the respondents.

Options will be given to each question and can be weighed by numerical scales to be determined

according to the responses obtained. To get the pupils performance the researcher will ask the data

on the school registrar.

The data collection instrument will be structured questionnaire that will be designed and

based on the Likert Scale. The respondents will graded each statement in the questionnaire using
Likert scale with five response scales wherein respondents will be given five choices. The

equivalent weights for the answers will be:

Range Interpretation

4.21- 5.00 Strongly Agree

3.41- 4.20 Agree

2.61- 3.40 Uncertain

1.81- 2.60 Poorly Agree

1.00- 1.80 Disagree

Research Gathering Procedure

The researcher will formulate questionnaire to be answered by the respondents. After that

the researcher will ask permission to the district office and school head to ask permission in

conducting the study. Then the data gather will be tabulate and compute by the researcher to get

the result. And lastly the result will analyze, interpret using the tables and in narrative form.

Statistical Treatment

In order to meet the purpose of the study and interpretation of data; percentage, frequency,

weighted mean and rank order were used.

PERCENTAGE was used to determine the respondents demographic profile such as age, gender

and civil status, position, educational attainment as well as the academic profile and behavior of

the pupils. It was computed using the formula:

No. of Respondents (Frequency)

Total no. of Respondents

WEIGHTED MEAN was used to analyze the respondent’s response on the problems encountered

by the teacher in handling pupils raised by the single parent. It was computed using the formula:

(Frequency) (Scale Value)

Weighted Mean = ____________________
No. of respondents