The Influence of Family Economic Status on the Aspects of Development of Grade IV, V and VI pupils of Sta.

Cruz Elementary School, Butuan City

A Thesis Proposal Presented to the Faculty of Science Education Caraga State University Ampayon, Butuan City

In Partial Fulfillment Of the Requirement for the Degree Bachelor of Science in Elementary Education

Cinco, Grace Ann O. Siega, Myrna C. Timbal, Neomi C.

March,2011

APPROVAL SHEET This research entitled THE INFLUENCE OF FAMILY SOCIO ECONOMIC STATUS TO THE ASPECTS OF DEVELOPMENT OF GRADE IV, V AND VI PUPILS OF STA. CRUZ ELEMENTARY SCHOOL prepared and submitted by GRACE ANN O. CINCO, MYRNA C. SIEGA and NEOMI C. TIMBAL in partial fulfillment of the requirements of the course Research 1 has been explained, accepted and recommended for approval.

LYDIA CURAZA, Ph. D. Adviser _______________________________________________________________________ _ RESEARCH ADVISORY COMMITTEE Approved by the Committee for Oral Defense with a grade of ________

NATIVIDAD R. MAMAOAG, Ed. D. Chairperson

HELEN B. MANTIZA, Ed. D. Member

CARMELITA C. LIPIO, Ph. D. Member

Approved and accepted as partial fulfillment of the requirements for the course Research 1.

NATIVIDAD R. MAMAOAG, Ed. D. Dean, CSE

Acknowledgment

We, researchers sincerely express profound thanks and gratitude to the people who have helped us in achieving the success of this research proposal. Dr. Fe Dela Cruz, our RES instructor for her guidance in undertaking this research proposal. Dr. Lydia R. Curaza for her guidance and assistance. To our friends and classmates who gave us strength in achieving this. To our family especially our parents who gave us moral, spiritual and of course their financial support in undertaking this one. For their undying love and guidance. Lastly to our Almighty God, who was the center of our faith in achieving this. Also for His guidance through the righteousness. We really thank you a lot.

CHAPTER 1 THE PROBLEM Introduction In child development, physical, intellectual, social and emotional changes occur from birth to adolescence. A variety of factors influence child development. Heredity guides every aspect of physical, cognitive, social, emotional, and personality development. Family members, peer groups, the school environment, and the community influence how children think, socialize, and become self aware. Biological factors such as nutrition, medical care, and environmental hazards in the air and water affect the growth of the body and mind. Thompson, 2009 critical life events, such as a family crisis or a national emergency, can alter the growth of personality and identity. Most important of all, children contribute significantly to their own development. This occurs as they strive to understand their experiences, respond in individual ways to the people around them, and choose activities, friends, and interests. Thus, the factors that guide development arise from both outside and within the person. Child development is concerned on the biological and psychological changes that occur in every human being. According to Chen, there are four important aspects of child development which every parent should emphasize. These are physical, social intellectual and emotional development. Thus, it is the parents role to consider and deal with the needs and rights of their children. The family income or the family economic status is said to be one of the factors that effects the childs aspects of development. Accordingly, more than two thirds of

children ages 5 and under from low income families is much worse than those available in higher income families, and the quality of child care affects the childs development. Families with low socioeconomic status often lack the financial, social, and educational supports that characterize families with high socio economic status. Poor families also may have inadequate or limited access to community resources that promote and support childrens development and school readiness. Thus, the family status has an influence not only on academic performance but also in all aspects f development and that is why parents should be cooperative in ensuring the total development f their offspring. Early child development including physical, social/emotional, and

language/cognitive development is critical to the childs life course. The wide ranging impacts of low income and low socio economic status include poor physical health; increased number of emotional and behavioral issues; compromised school readiness and cognitive outcomes; low birth weight; and obesity. Low neighborhood income also has an impact on health, behavior and injuries among children. Ethno racial status has been linked to the social determinants of health, particularly low income.

Theoretical and Conceptual Framework Vortula, 2006 cited that children from low income households were particular sensitive to the effects of family income. The quality of home environment during early and middle childhood explained a portion of the effects of income on academic skills and behavior problems. Andrade, 2005 pointed out that the instability in the family environment and a lack of socialization can also greatly influence on a childs cognitive development. An economic recession can have a remarkable influence on family system, higher rates of unemployment and decreased family income lead to overall reduce expedite on health care and childrens education. Harper, 2009 Economic crisis directly influence health care systems as well as the availability of and access to health care and psychiatric care which in turn impacts the childrens physical and mental health and their suicidal behavior. According to Leroy and Symes, 2001 poverty is considered a major at risk factor for childrens changes in their development aspects. Some of the factors related to poverty that may lay a childs biggest impact in affecting his/her developmental aspects are very young, single of low educational level parents, unemployment, abuse and neglect, dangerous neighborhood, homeless and exposure to inadequate or inappropriate educational experiences. Poverty is an issue that more f our nation children are coming face to face with. Children are likely to fail in school or in life because of their lifes social circumstances.

Independent Variable

Dependent Variable

Family Economic Background Highest Educational attainment of parents Occupation of parents Monthly Income House Ownership Type of House Socio economic Status

Aspects of Development Physical Aspect Intellectual Aspect Social Aspect Emotional Aspect

Figure 1. The Schematic Diagram showing the independent and dependent variables found in our study.

Statement of the Problem This study aims to determine the Influence of Family Socio - Economic Status to the Aspects of Development of Grade IV, V and VI pupils of Sta. Cruz Elementary School. Specifically; it will seek to answer the following questions: 1. What is the socio economic status of the respondents in terms of: 1.1 Highest educational attainment of parents 1.2 Occupation of parents 1.3 Parents Monthly Income 1.4 House ownership 1.5 Type of House 1.6 Socio economic status 2. What is the level of development of the pupils in terms of: 3.1 physical 3.2 intellectual 3.3 social 3.4 emotional 3. Is there a significant influence of family socio - economic status on the aspects of development of the pupils?

Significance of the Study This study will have a great impact to the following sectors of the community. The Parents They will be aware of the influence of the family socio economic status to the development of child and be more responsible in giving the needs, interests and rights of their child. The Pupils Through this study, they will be given more attention as to their care, needs and rights. The Teacher They will be able to understand why their pupils act and behave differently. They will be able to go beyond the background of the students fully understand the development of the students and by understanding them, they will be able to control their temper not to weed out or hurt deviant students.

Scope and Delimitation of the Study This study will focus on the influence of family economic status on the aspect of Development of Grade IV to Grade VI pupils of Sta. Cruz Elementary School. This study includes the independent variables such as family background, educational attainment of parents, occupation of parents, monthly income, house ownership, type of house and socio economic status. The dependent variables are intellectual aspects, physical aspects, social aspects and emotional aspects. The respondents of the study will be the pupils from each grade level.

Definition of Terms For better understanding of the study, the following terms are to be defined operationally.

Emotional Aspect. This term refers to the way the children solve their problems and deal with their emotions. Intellectual Aspect. This refers to the way the children think and its cognitive development. Physical Aspect. This refers to the physical development including its health and nutritional status. Social Aspect. This refers to the way the people socialize to others. Socio Economic Status. Relating to or involving economic and social factors in the family including their highest educational attainment of parents, occupation of parents and monthly income.

CHAPTER 2 REVIEW OF LITERATURE

This chapter presents the literature and studies that are found to be bearing on the present study. Emphasis is given to enclose that concern with the variables includes in the study.

Related Literature Socio economic status (SES) is one of the most widely studied constructs in the social sciences. Several ways of measuring SES have been proposed, but most include some quantification of family income, parental education, and occupational status. Research shows that SES is associated with a wide array of health, cognitive and socio emotional outcomes in children, with effects beginning prior to birth and continuing into adulthood. A variety of mechanisms linking SES to child well being have been proposed, with most involving differences in access to material and social resources or reactions to stress including conditions by both the children themselves and their parents. For children, SES impacts well being at multiple at multiple levels, including both family and neighborhood. Its effects are moderated by childrens own characteristics, family characteristics, and external support systems. Child behavior is an important dimension of childrens mental health and has consequences for outcomes in later life. Attention deficit disorder and externalizing behavior in children has been linked to poorer school performance (Currie and Stabile

2004), poorer final school grades, lower earning and employment in adulthood adult anti social behavior, particularly serious, habitual and violent offending (Benda et al. 2001). The literature has identified several aspects of the broader home environment as important correlates of poor child behavior (e.g. Berger et al. 2005; NICHD 2005). The human capital perspective emphasizes that money can be invested into the development of the child, whether to improve the physical environment for learning or to purchase goods and services that stimulate positive development. S one path is the material quality of the home. Bradley and Corwyn (2000) and Berger et al. (2005) find a link between low income, the material quality of the childs home environment and child behavioral outcomes for relatively contemporary cohorts of children in North America. Aughinbaugh and Gittleman (2003) used a measure of cognitive stimulation and ne of emotional support and found were associated with behavior in both US and UK children of parents born in late 1950s (but as noted above, also found only small income differences in behavior). An alternative perspective emphasizes the emotional impact that low income has on parent child interactions, for example through greater parental stress or likelihood of depression. Maternal depressive symptoms have been widely linked with mothers ratings of their childrens behavior (NICHD 2003; and Berg et al. 2003). Parental conflict has been associated with child emotional well being. Yeung et al. (2002) found maternal emotional distress to be an important mediator between low income and poor behavioral outcomes. A rather different aspect of the childs home their diet has also been associated with poor behavioral outcomes in children.

Perodez (2002) stated that pupils performance in school is to determine the family income and poverty has something to do with the childs achievement in school. Changes in the structure of a family, through either divorce, separation or remarriage, can have a quick and profound effect on the economic circumstances of childrens families (Picot et el., 1999). The socio economic status of the family likewise has a marked influence n the number and kind of skills children learn. Children for the upper socio economic levels tend as a whole to have fever skills, age for age, than those of lower levels. Also, the skills they learned are more concentrated in the areas of self help and social help skills, while those of children of the middle and upper socio economic levels are more concentrated in the category of play skills (Hurlock). Related Studies Perodez (2001) revealed in his study that family income and poverty has something to do with childs achievement in school. Poverty influences the childs attributes towards school works. In their study of family compositional change and low income children, picot et al. (1999) find that divorce or separation of low income families with children exposes to very high risks of entering poverty. Studies published that many families with children face challenges to their economic circumstance in the form of poverty or income fluctuations, job loss and unemployment, as well as changes to the family structure such as divorce or separation. In a study carried out by Hunter and May, (2003), it was found out that parental socio economic status was significantly related to pupils dropout f school. They

asserted that poverty and family type are explanations for school disruption, while Garret (2003) observed that low socio economic status, and low income was is the main barrier among parents to send their children to school. Macionis, Janssen; and Barriet (2005) in their studies found out that formal schooling and especially learning that is not linked to work to be mostly available only to those in the high socio economic status. Anang (2007) found out from the findings of his study and concluded that school dropout is significantly influenced or is related to the socio economic status of parents and family type. Most researchers see the house hold income and family type as a major determinant of childrens education. In a study of gifted dropouts by Renzulli and park (2000), they found out that the students they studied disliked school and felt disconnected from the groups in school. The further noted that in general, these pupils were from lower income families and had parents who were not as likely to monitor their school activities, and the gifted that had stayed in school were from high income families and had parents who were likely to monitor their school activities. Pryor and Ampiahs (2003) researched on schooling in a Ghanaian village, and found education as being regarded as a relative luxury with many villagers considering education not worthwhile. How people regard schooling and the importance placed on it at times might shape interactions between schooling, household income and dropping out. Poor household tend to have lower demand for schooling that richer household whatever the benefits of schooling, the costs, for them are more difficult to meet than is the case for richer household. According to Ross & Roberts, 1999, Children of lower income households are reported to experience more emotional and behavioral challenges than those of higher

income groups including aggression, anti social behavior, conduct problems, hyperactivity, and inattention. However Tremblay, et al., 2001 research shows that individual and family characteristics have much more of an impact on childrens behavior than neighborhood. More research is required to determine the contribution of SES to emotional and behavioral issues. Phipps, S. 2003, his study found out that while the link between child health and poverty is clear, the strength of association is still under discussion and can be very sensitive t the type of poverty measure used. Ross and Roberts, 1999 based on measures of functional health (a combination of vision, hearing, speech, mobility, dexterity, cognition, emotion, pain and discomfort), children living in poverty have, on average, worse health outcomes than other children.

CHAPTER 3 RESEARCH METHODOLOGY This chapter includes the research design, research locale, population as respondents of the study, research instruments, data gathering procedure, scoring and quantification of data and the statistical treatment. Research Design This study used the descriptive research design. It presents the influence of family economic status on the aspects of development of Grade IV to IV pupils of Sta. Cruz Elementary School. It was correlated to determine the significant influence between family economic status and the childs aspect of development. Research Locale This study was conducted n one of the schools in Municipality of Butuan, Agusan del Norte; specifically at Sta. Cruz Elementary School. It can be reached through land transportation in more or less than 1 hour from the city proper. Population as Respondents of the Study The respondents of the study were the Grade IV to Grade VI pupils of Sta. Cruz Elementary School, Butuan City. Table 1 shows the distribution of respondents. Grade Level Grade IV Grade V Grade VI Total Sampling Design This study used the sampling design wherein the researchers intended to get the number of respondents in every grade levels from grade IV to VI using the Slovens Population 39 46 36 121 Sample 39 46 36 121

Formula. Data Gathering Procedure A written permit was secured from Mr. Tolentino the principal of Sta. Cruz Elementary School to secure full assistance in the distribution of questionnaire. The questionnaire was distributed personally by the researchers. There was a brief orientation to be done regarding to the purpose of the study, in order for the students to get acquainted with the terminologies. The researcher translated the questions and instructions for easy understanding of the learners and there were follow up interview for clarifications. Scoring and Quantification To facilitate analysis, the following scales with the descriptive ratings are to be used to treat the following variables.

Part I On Family Socio Economic Status A. Highest Educational Attainment of Parents Elementary Level Elementary Graduate High School Level High School Graduate College Level College Graduate with MA units MA degree holder Level 1 2 3 4 5 6 7 8

with PhD units PhD graduate

B. Occupation of Parents

9 10 Level 1 2 3 4 5 6 7 8 9 10 11 Level 1 2 3 4 Level 1 2 3

House Keeper Carpenter Office Worker Teacher Manager/ Supervisor Entrepreneur Driver Labourer Farmer Police Baker
C. House Ownership

Owned Rented Inherited Others

D. Type of house

Concrete Semi concrete Nipa

Others
E. Socio economic Status

4 Level 1 2 3

Upper Class Middle Class Lower Class Part 2 On the level of Development
F. Physical Aspect

Level 5 4 3 2 1 Level 5 2 3 2 1 Level 5 4 3 2

Always Oftentimes Sometimes Seldom Never

G. Intellectual Aspect

Always Oftentimes Sometimes Seldom Never

H. Social Aspect

Always Oftentimes Sometimes Seldom

Never
I.

1 Level 5 4 3 2 1

Emotional Aspect Always Oftentimes Sometimes Seldom Never

Statistical Treatment This study uses statistical techniques such as frequency, percentage and means to test and validate the data. Regression Analysis was used to test if there is a significant influence of the family - economic status to the aspects of development of child.

The Influence of Family Socio - Economic Status on the Aspects of Development of Grade IV, V and VI pupils of Sta. Cruz Elementary School, Butuan City

Survey Instrument Part I On Family Socio Economic Status Direction: Please put a check mark on the space provided for. 1. Highest Educational Attainment of Parents Father Mother Elementary Level Elementary Graduate High School Level High School Graduate College Level College Graduate with MA units MA degree holder with PhD units PhD graduate 2. Parents Monthly Income 3,000 below 3,001 5,000 5,001 7,000 7,001 10,000 10,000 and above 4. House Ownership owned rented inherited others, pls. Specify ______________ 5. Type of House concrete semi concrete

nipa others, pls. Specify ______________ 6. Socio Economic Status upper class middle class lower class Part 2 On the level of Development Direction: Please put a check mark on the space provided for according to the scale below. 5 always 4 oftentimes 3 sometimes 2 seldom 1 never

A O So S N e Physical Aspect 1. I feel good about myself. 2. I engage in physical activities. 3. I am healthy. 4. I am susceptible to illness/diseases. 5. I feel confident when doing coordinated movements 6. I can perform play skills such as basketball, biking, volleyball, badminton, etc. 7. I join group plays. 8. I have physical defects like blind, deaf and mute. 9. I engage in school activities. 10. I can do household chores. Intellectual Aspect 1. I can determine the time in the clock. 2. I can determine the distance of a two certain objects. 3. I know how to differentiate the size, shape and spatial relationship of an object. 5 4 3 2 1

4. I know how to add, subtract, multiply and divide whole numbers and fractions. 5. I know how to classify object according to their size and shape. 6. I know how to order numbers in descending and ascending way. 7. I able to apply my own way of solving a problem. 8. I can reason out or defend my answer to the class. 9. I can arrange certain objects according to their weight and volume. 10. I can differentiate small objects from a large one and identify its color. Social Aspect 1. I enjoy being with friends. 2. I like to help people. 3. I am responsible towards my assigned tasks. 4. I learn to value my work 5. I compete with my classmates in the class discussion. 6. When people look at something I have done, I feel embarrassed. 7. I enjoy working with others. 8. I feel competent to do what I would really like to do in life. 9. I avoid doing something difficult because I feel I would fail. 10. I am afraid to interact with others. Emotional Aspect 1. I worry when my grades are low. 2. I easily get upset when my friends hid a secret to me. 3. I share my problems to my friends. 4. I am a cheerful person. 5. I can control my temper if somebody disturbs me a lot. 6. I am a moody person. 7. I am affected when somebody tells about myself. 8. I am happy to be with my classmates in a group. 9. I am a nagger person. 10. I can give advices to simple situations.

Curriculum Vitae

Personal Data Name: Grace Ann O. Cinco Sex: Female Civil Status: Single Weight: 42 kilos Height: 5 Date of Birth: February 23, 1993 Place of Birth: Butuan City Address: 075 Villanueva Extension Butuan City Mothers Name: Rosa O. Cinco Fathers Name: Jaime B. Cinco

Educational Background

Tertiary: Caraga State University Secondary: Agusan National High School Elementary: Ong Yiu Central Elementary School

Curriculum Vitae

Personal Data Name: Myrna C. Siega Sex: Female Civil Status: Single Weight: 48 kilos Height: 5 Date of Birth: July 5, 1991 Place of Birth: San Isidro Las Nieves, Agusan del Norte Address: San Isidro Las Nieves, Agusan del Norte Mothers Name: Editha C. Siega Fathers Name: Bonifacio L. Siega

Educational Background

Tertiary: Caraga State University Secondary: Las Nieves National High School Elementary: Agbayao Elementary School

Curriculum Vitae

Personal Data Name: Neomi C. Timbal Sex: Female Civil Status: Single Weight: 40 kilos Height: 49 Date of Birth: November 1, 1991 Place of Birth: Sta. Cruz Mla. De Bugabus, Butuan City Address: Sta. Cruz Mla. De Bugabus, Butuan City Mothers Name: Carmen C. Timbal Fathers Name: Pascual M. Timbal (Deceased)

Educational Background

Tertiary: Caraga State University Secondary: Butuan City Comprehensive High School Elementary: Sta. Cruz Elementary School