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SOCIOCULTURAL CONDITION OF CHILDREN ALONG COASTAL AREA IN

BARANGAY BALOGO, SANTA CRUZ, MARINDUQUE

I. Introduction

The family as the smallest unit of the society plays an important role in the community.

One of the roles is the values formation of the children in the community. The parents, being the

head of the family have the responsibility of providing good upbringing to children as well as

giving them a safe and healthy environment. Apparently, the opposite is happening at times

because of some factors that influence the behavior of the children.

Thus, it is said the environment where a child grows is said to be a factor that influences

the values formation, behavior and attitude of the child. In addition, it has also an effect on the

preferences and lifestyle of the child as he or she grows. Alongside this, the culture, which refers

to the pattern of behavior in the community is another factor that also affects the behavior the

child. Thus, if the child grows in unhealthy environment, he or she imbibes the general behavior

of the people who he or she interacts and mingle daily. This scenario is related to the

sociocultural condition of the child living in an unhealthy environment, like those living in slum

area, congested place, and near the coastal shore.

According to sociologist, sociocultural is a coined word which refers to the society and

culture. Literally, it describes people and learned behaviors but basically it describes social and

cultural factors that affect peoples way of living. In some Asian countries like Malaysia and

Philippines which constitute the worlds largest archipelago possess sociocultural characteristics.

These countries experience moving beyond ones own region of origin in order to seek better
livelihood, social hierarchy which is predominant and a well-established patrimonial

socioculture.

Marinduque is an island province in the Southern Luzon which is surrounded by the sea.

With this, majority of the peoples source of livelihood is fishing. Since most of the residents are

fishermen, the coastal area the residential areas of the community folks. The children of the

families grow in this area and imbibe the culture of the environment.

More specifically, in Barangay Balogo, one of 55 the barangays in the town of Santa

Cruz, province of Marinduque, there are families who are living along the coastal area for more

than 2 decades when the place was affected by the mining residues brought by Marcopper

Mining Industry way back 1996. With this, most of the residents living in Purok Dunggot and

Purok Labugin did not live the place and continue fishing and for many years, since then, the

socioeconomic condition of the residents are unidentified and seemed needing recovery.

Moreover, children who grew from the place have been observed to have unbecoming

behavior in the school. They are also observed to have less interest with studies and with

indifferent ways of mingling with other children in the school. Although parents are sending

children to school, they seemed to have indifferent perceptions about schooling. It is implied that

there are factors that affect the sociocultural condition of the children living along the coastal

area of Barangay Balogo.

With this premise, the researchers would like to conduct a thorough investigation to

determine the factors influence the sociocultural conditions of children living in the coastal area

of Barangay Balogo. Results will become the basis for proposing policy for the protection of the
children to access education in order for them to change the quality of their living and refine

their values formation.

II. Review of Related Literature and Studies

The review of related literature and studies presents the related concepts, theories, and

researches which have bearing in the study for investigation. The literature and studies provide

information that will help to clarify and to better understand the variables to be investigated.

Sociocultural

The meaning of the term sociocultural depends on some perspectives. To the

psychologist, sociocultural refers one an approach to understanding why humans behave the way

they do. The sociocultural perspective seeks to understand human behavior and personality

development by examining the rules of the social groups and subgroups in which the individual

is a member. These rules are often unwritten guidelines that direct a person's actions. On the

other hand, the business dictionary defined sociocultural refers to set of beliefs, customs,

practices and behavior that exists within a population.

Moreover, sociocultural is associated in various contexts such as sociocultural systems,

sociocultural approach, and sociocultural theory.

According to Harris (as cited by Elwell, 2013) the term sociocultural system embraces

three concepts: society, culture, and system. A society is a number of interdependent organisms

of the same species. A culture is the learned behaviors that are shared by the members of a

society, together with the material products of such behaviors. The words society and culture
are fused together to form the word sociocultural. A system is a collection of parts which

interact with each other to function as a whole. The term sociocultural system is most likely to

be found in the writings of anthropologists who specialize in ecological anthropology. In

addition, sociocultural system was outlined a universal structure of sociocultural systems as

(production and population), structure (which is behavioural, like corporations, political

organizations, hierarchies, castes), and a superstructure (which is mental, like beliefs, values,

norms)

A pioneer of the sociocultural approach was the Soviet psychologist Lev Semyonovich

Vygotsky (1896-1934), who became interested in developmental psychology and helped to

change the face of the field. He proposed that interactions made by children can shape and

influence both the way in which they perceive the world and their cognitive processes. The way

children learn and develop varies from culture to culture and is sometimes specific to each

individual society. While the resulting cognitive processes may be unique to each culture, the

way in which they are handed down from generation to generation is often similar.

Vygotsky cites three methods which are used to teach children skills. These tools are

imitative learning, instructed learning, and collaborative learning. A central tenet of Vygotsky's

studies is that children learn behavior and cognitive skills by dealing with more experienced

people, such as teachers or older siblings, using one or more of these three learning methods.

Vygotsky goes on to explain that in order for the sociocultural theory to work, you need four

basic principles.
Key principles of Vygotsky's sociocultural theory. Whilst there are more than four parts

central to this theory and the approach psychologists use in studying an individual, it is easy to

identify the core components that function within the theory. Development of a child is

contingent upon learning. As explained, learning is a crucial part of passing down culture ideas

from parents to children.

By doing so, the child also acquires cognitive skills that are specific to his or her culture.

As a result, it is simple to see the second core principle; that a person's language is crucial to

their mental development. While animals may possess a form of rudimentary language, often

consisting of more basic signals, it is humans' linguistic abilities that distinguishes from other

animals and has helped to create a society full of art and thought. Therefore, the developmental

progress of a child can not be considered without also taking into consideration the child's

upbringing and social context.

If a child is reared in a creative culture, the thought process and cognitive abilities of that

child will surely reflect that influence. Most interesting though, is that children are capable of

creating their own knowledge through experience and cultural tools. This knowledge is then

referenced later on in life.

Sociocultural Factors Affecting Social Development

Childrens development of social skills is affected by the nature of their family and early

educational experiences (NRC, 2001). Whether in a nuclear, blended, or extended family; a

communal arrangement; or a single-parent family, the child learns social patterns and skills

within this context. Children find love and security and form attachments with people who

protect and care for them.


In the family, children become socialized through interactions with parents, siblings,

relatives, and neighbors; once in a school setting, they need new ways of acting, relating, and

socializing. Children who have had a strong attachment to a nurturing figure and see themselves

as separate from this nurturing figure are ready for a group situation. Children who have not fully

developed strong attachments to another person may have a more difficult time adjusting to the

complexity of the social system of the school.

The Family

Children who experience the security of loving parents and have strong attachments to

their parents are better able to reach out to relate with others. According to attachment theory,

children who enjoy a secure attachment relationship with their parents and caregivers use this

relationship as a support to venture out and explore their environment (Maccoby, 1993). They

reach out to others, return to the caregiver for support, and venture out again, going further into

the world of social relationships (Ainsworth et al., 1978). As the child confidently wanders out to

test the social waters, he enlarges his social world, expands his social contacts, and is more likely

to learn from experience in social interaction.

Parents who are social themselves serve as models for their children. Children may be

able to use the image of their parents interacting with others in their own attempts to make and

be friends with other children or to cooperate and share. Socially competent parents may affect

their childrens social skill development in another way. Parents who are secure and competent

offer children a model of security from which to build their own social skills.
The nature of parent-child interactions is also related to a childs development of social

skills. Children who are raised in democratic families, where reasons are given along with the

rules, are more likely to be socially active and open-minded. Such parents explain, No hitting. If

you ask her for the truck instead of hitting, shell give it to you, or We always say thank you to

someone who does something for you, or In church, we sit quietly during the sermon so others

can hear. If you want to, you can write in your notebook or take a puzzle with you so you dont

disturb the others. These parents are more likely to have children who cooperate, share, and

initiate social activities.

On the other hand, parents who are more authoritarian, who demand obedient,

conforming, and dependent offspring, may have children who are never really comfortable

exploring the world for themselves. Often, these children fail to develop the ability to relate

effectively with others throughout their life (Dorsey, 2003).

Gender differences play a role as well. In one study, fathers negative attitudes toward

child rearing predicted behavior problems in children (DeKlyen et al., 1998). Fathers warmth

and control have also been related to better academic achievement for children, and interactions

with nonpaternal men can result in more prosocial behaviors toward peers (Coley, 1998).

Role of Culture

The characteristics of culture also affect childrens developing social skills (Wardle,

2001). Teachers who take the time to observe and know the culture and community in which

children live are better able to build on its strengths or work to mediate its potential negative

effects on childrens social development.


Children who live in violent or unsafe communities may be fearful and withdrawn when

in the classroom. Those exposed to domestic abuse, gang violence, and petty or not-so-petty

criminals do not feel safe or secure. Their feelings of insecurity will interfere with their total

development, especially social skills development.

Children who experience violence in their community will need to find the following in

the preschool-primary classrooms (Gross & Clemens, 2002; Slaby et al., 1995; Wallach, 1995):

meaningful relationships with caring and knowledgeable adults; schedules and environment that

are as consistent as possible; structure and very clear expectations and limits; and many

opportunities to express themselves safely in play, art, and stories and storytelling.

All of us are affected socially and emotionally by violence, wars, threats of wars, and

terrorism (Avery et al., 1999). During these frightening, sad, and uncertain times, even children

who live in relatively safe environments are exposed to a great deal of violence.

Some children and their families have been directly and deeply affected by war and

terrorism. Even children with no direct contact with war, however, can be deeply affected.

Children who witness violence or have been personally affected by violence will express their

needs, grief, fears, apprehensions, and thoughts in different ways (Rosen, Rahay, & Rosenbaum,

2003). Some may withdraw, become irritable, or stop eating or sleeping; others may act out. Its

important for teachers to take their cues from the child. Support each child as an individual while

providing all children with the following (NAEYC, 2001): make sure routines are kept, that

children know and can depend on the structure of the day; accept childrens feelings and

behviors with support and acceptance; find ways for children to express themselves, whether

through outdoor play, running, drawing, painting, building, or telling stories.


Many children view far too much violence on TV or in games, toys, stories, and other

media. In schools throughout the nation you can observe children acting out the violence they

observe: playing war or superhero and acting aggressively.

Teachers have found a number of ways to help children and their parents cope with the

prevalence of violence in childrens lives. Teachers and parents discuss the problems of

childrens exposure to media violence and work to change the media (NAEYC, 2001). They also

work with children to do the following: 1) they develop the concept of real and not real by

informing children about which stories, movies, and television shows are real and which are

not. They then ask children to determine which shows or movies are factual and which are

fantasy; 2) they foster the development of critical viewing skills for evaluating media violence;

3)they reduce television viewing; they ensure that children watch more prosocial television

programs.

Role of the School

Once children are in a school setting, other factors affect their social development (Berk,

2001; NRC & IM, 2000). In addition to a childs parents and family, the teacher becomes an

agent of socialization. Now the teacher and perhaps the principal set rules, limits, and standards

for behavior. Other children also become models, setting new or different standards for social

behaviors. Entrance into the school society can be difficult for young children (Seefeldt, Galper,

& Denton, 1998). Leaving home, unsure of how to manage interactions with this new socializer

and with other children, preschool-primary students can find school a miserable experience at

first. Many transition techniques have been designed and implemented to ease childrens

entrance into school. Some schools encourage parents to stay with their children for part or all of
the first few days to let the children know they are not being totally deserted. Some schools begin

by inviting a small group of children on the first day and adding another four or five each day

until the total group has been integrated. This approach allows children to get used to relating to

small groups and become familiar with the school and the new social situation before the entire

group is present. Home visits by the teacher or school visits by parent and child help ease

possible stress.

The dichotomy of socializationdeveloping a strong sense of individuality while

learning to become a member of a groupis ever-present in school. Children must retain their

individuality, yet they must give it up by putting the welfare and interest of the group before their

own. At school, they find they must share not only materials, toys, and time but also the attention

of the teacher. Here they learn to cooperate, see others viewpoints, and work together for the

common welfare.

The schools role during these early years is twofold. First, school experiences must focus

on strengthening the childs self-concept and feelings of individuality. Children who feel good

about themselves can make the difficult, complex adjustments necessary for group living.

Having aided the childs development of self-esteem, the school then uses this strong sense of

self as the basis for guiding children into positive group experiences where they can learn the

skills necessary for living in a society.

In the school, the focus on social skill development is threefold, revolving around the

development of the following: 1) Self-concept. Childrens feelings about themselves are the

foundation from which they learn to relate to and communicate with others; 2) Prosocial skills.

Being able to cooperate and share are necessary for forming solid relationships with others; 3)
Making and keeping friends. Children who relate to and communicate with others, sharing and

cooperating, are those who are accepted by their peers and can make and keep friends; 4)

Excerpt from Social Studies for the Preschool/Primary Child, by C. Seefeldt, 2005 edition, p.

132-136.

Factors that Influence a Childs Social and Emotional Well-Being

There are factors that influence the childs social and emotional well-being. These

include: 1) positive, caring relationships in the early years are the 'building blocks' for social

development; relationships in the early years set the stage for all other relationships in a childs

life providing the foundation for social development; 3) watch Quality of interactions video

(external link) from the Ontario Ministry of Education; and 4) secure attachment to a loving

caregiver sets the stage for healthy child development.

A child who is securely attached is more self-confident and enthusiastic in exploring their

environment and more competent in mastering new challenges. This exploration provides

experiences that are important for development.

Influence of Sociocultural the Child Development

Children grow up in specific physical, social, cultural, economic and historical

circumstances (their socio-cultural context), all of which will influence their childhood. Research

has shown that childrens socio-cultural context can have a large influence on their development.

We know that culture influences how children develop; across different cultures, children

develop in quite different ways (Montgomery, 2008).


According to Bowlby (1990), children who are deprived of contact with their mothers can

often experience difficulties in later childhood because of poor attachment bonds. Development

of course involves a process of learning and improvement, and children can only learn when

others are there to support them, like parents, teachers and siblings. This does not conflict with

Piagets stage theory but does extend it to explain how some of the environmental experiences

that children receive can allow them to move from one stage to another, in line with Vygotskys

socio-cultural approach.

Child Rearing Practice


Child development has been defined by different scholars as growth and increase in body

size, mental capacity, understanding and acquisition of new skills. The development occurs in

series and at different stages one after the other. This process needs stimulation. Werner (1988)

has argued that, Stimulation means the variety of opportunities which a child can get to

experience, explore and play with things around her. It involves body movement and touching.

Every society has different child rearing practices used to facilitate child development.

The practices depend on cultures, beliefs, and socio- economic as well as environmental factors.

These different factors influence child development as societies at the same time have different

perceptions and expectations on child development.

Some societies expect to 'observe child development' when one is enrolled in primary

school. In this case, there are no interventions either formal or informal towards child's

development, despite the fact that child development is a process whereby one stage builds on

the previous one. A child in these circumstances is likely to develop poorly. Research results

indicate that most rapid mental growth occurs during infancy and early childhood and that a
child's early years are critical for forming and developing intelligence, personality and social

behavior (Young. 1997).

Child Development

UNESCO (1995) defined Child Development as ...a process of change in which the

child learns to handle more complex levels of moving, thinking, feeling and interacting with

people and objects in the environment. (Holt 1993) added that "The term applies to a global

impression of the child and encompasses growth, increase in understanding, acquisition of new

skills and more sophisticated response and behaviour.

There are internal and external factors, which determine the development. The internal

factors are mainly the genes, which the child inherits from the parents, while the external factors

are environmental like health, socio-economic surroundings, family and the stimulation given.

All these factors interact together and each depend on or influences the other.

The Role of Culture for Caretaker and Child

Subjective theories of caretakers are often conceived of as ethno-theories reflecting the

values of the respective culture; they influence the developmental goals (, e.g., characteristics

that the child should develop) and the developmental time table (age at which the child should

achieve certain abilities). Also, the behavior of the caretaker varies according to the caretakers

subjective theories (Goodnow, 1995). Therefore, cultural differences in such developmental

theories and goals often occur (Friedlmeier, Schfermeier, Vasconcellos, & Trommsdorff, 2008;

Park, Trommsdorff, & Lee, 2012; Rosenthal & Roer-Strier, 2001; Trommsdorff, Cole, &

Heikamp, 2012). These culture specific theories, goals, and practices are part of the
"developmental niche" of the child (Super & Harkness, 1997) influencing the child's

development.
Usually, caregivers' child-rearing goals and practices are part of the general goal to foster

the development of qualities and attitudes which are needed to fulfill certain roles in the society

successfully, or more specifically, in their relevant social subgroup (Friedlmeier et al., 2008).

Culture-specific perceptions of parenting

However, not only do the caretakers beliefs and values differ between cultures, but

crosscultural research has also shown that the same parental goal or the same childrearing

practice may have very different meanings in different cultural contexts. For instance,

independence as a developmental goal may have the meaning that the child can take care of

the younger siblings or the household duties without the help of the adult caretakers. Or,

independence goals may mean that the child makes decisions on his/her own (e.g., with respect

to choosing professional training or a marriage partner). The goal of independence can thus be

related to the needs of the family or of the child (as a separate entity). Also, child-rearing

practices have a different meaning depending on the cultural context. In Japan as a group-

oriented culture, adolescents believe they are rejected by their parents when parents` conformity

demands are missing and independence is demanded (Trommsdorff, 1995).

Transmission of Values as a Developmental Outcome

The transmission of parents` developmental goals to the child has to be studied, because

cultural values do not only affect parents` developmental goals and child-rearing practices but

are also visible in values, beliefs, and behavior as part of the developmental outcomes of the next

generation (Trommsdorff, 2009).

The intergenerational transfer of value orientations in families is subject to contextual,

socio-developmental, and relational influences which are also termed as transmission belts (e.g.,
Schnpflug & Bilz, 2009). These factors can foster or hinder the transmission of values between

family members.

The bulk of research of the last few years has focused on relational aspects that play a

key role in the process of transmission, focusing on the effects of relationship quality and family

climate (Roest, Dubas, & Gerris, 2009), parenting (Knafo & Schwartz, 2003; Pinquart &

Silbereisen, 2004; Rohan & Zanna, 1996) or the role of emotions (Albert & Ferring, 2012) as

transmission belts. Studies in this line of research have often drawn from the two-step model of

internalization brought forward by Grusec and Goodnow (1994) to explore how characteristics of

the parent-child relation might impact the two steps that are deemed crucial for successful value

transmission: 1) the offsprings accurate perception of a parental message and 2) the acceptance

of this message by the offspring. Schnpflug (e.g., Schnpflug & Bilz, 2009) has added a further

component in her filter model of transmission, arguing that the parental motivation to transmit a

certain value might be equally important to encourage transmission.

The role of the socio-cultural context for intergenerational value transmission

Research has started to focus more on the role of the socio-cultural context for

intergenerational transmission of values in the family. In this regard, direct and indirect effects

can be distinguished.

Direct context effects. Firstly of all, the socio-cultural context might have a direct

influence on both parents and their childrens values. Boehnke (2001) introduced the term

Zeitgeist to describe this influence, which he defined as the current modal value climate in a

society; others have adopted the notion of cultural stereotype (Barni, Ranieri, & Scabini, 2012;
Roest et al., 2009b; introduced by Cronbach, 1955) or simply speak of shared social conventions

(Knafo & Schwartz, 2003). The influence of the Zeitgeist as an empirically measurable

variable on value orientations of both parents and their children might thus be tested directly2.

In fact, several recent studies have successfully distinguished between stereotype and unique

similarity between family generations, demonstrating that at least a part of intergenerational

value similarity can be explained by a shared value climate (Barni et al., 2012; Roest et al.,

2009b).

Second, the socio-cultural context might also provide similar living conditions for

children and their parents that influence the value orientations of both by producing similar needs

and resources. As a typical example one might suggest the effect of status inheritance, meaning

that children grown to adulthood might become part of the same social class as their parents

(Glass, Bengtson, & Dunham, 1986). In a similar vein, Barni and colleagues (2012) found a

higher value similarity between grandmothers and parents compared to parents and adolescents.

This similarity vanished to a great extent when separating stereotype from unique similarity.

Thus, a large part of the high similarity between grandmothers and parents was due to a shared

cultural stereotype or due to similar living conditions in adulthood. Evidently, needs of

(grand)parents and adult children might be more similar to each other than those of adolescents

and parents. Therefore, when comparing the transmission of values between generations in

different stages of life, such socio-developmental aspects have to be considered as well

(Trommsdorff, Mayer, & Albert, 2004).

Indirect context effects. Family relations are embedded in a certain socio-cultural context

that provides specific conditions for the transmission process. In this sense, relatively loose vs.

rather tight cultures have been described where society might be more or less tolerant regarding
the endorsement of specific values and more or less strict regarding sanctions of behavior that

deviates from social norms (Gelfand et al., 2011). In line with this, socialization contexts can be

characterized as somewhat broad vs. narrow (Arnett, 1995), the former context leaving parents

more freedom of choice regarding which values they should transmit (or not) compared to the

latter context that imposes certain constraints on families. It should be noted that the looseness

tightness dimension has to be distinguished from individualism-collectivism. Although one could

be tempted to assume that individualistic cultures are characterized by a higher tolerance for

value diversity, the very value of individualism might be less negotiable than expected. In fact,

when exploring the role of the sociocultural context for the intergenerational transmission of

values, the content of transmission and its specific valence in this context have to be taken into

account.

From a theoretical point of view, one could postulate that values that are consistent with

the culture-specific developmental pathway might be transmitted more effectively than other

values (Greenfield et al, 2003; Rothbaum et al., 2000). Several empirical studies support this

assumption. For instance, Knafo (2003) reported in a study on value transmission in Israel that

adolescents who visited school contexts that promoted values consistent with parental values

(compared to low fit contexts) perceived their parents values (as measured by the PVQ,

Schwartz et al., 2001) more accurately and were more accepting of these values. Also, these

families showed high parent-adolescent value congruence. Interestingly, in these families,

parents and children not only had fewer value conflicts but they also discussed less about their

values. In these high fit contexts, several socialization agents may thus transport the same

message that has an impact on the childrens value systems and ensures intergenerational value

similarity, thereby reducing the transmission effort that has to be made by parents.
In contrast, Boehnke, Hadjar, and Baier (2007) have demonstrated a stronger parent-

adolescent value similarity for those families that did not conform to the typical values of their

sociocultural context. Thereby, they focused on hierarchic self-interest as a core value in modern

societies. They propose that families that do not adhere to the general Zeitgeist communicate

more compared to others about their value orientations, and they might therefore have a more

distinct effect on the value orientations of their children. Also, focusing on the ten general value

orientations as measured by the Schwartz Value Survey (Schwartz, 1992), Boehnke (2001)

reported stronger similarities between German University students and their parents regarding

those values that were less highly appreciated by the parents (such as hedonism, stimulation,

power and tradition) compared to values that were more highly endorsed by them on average.

Similar effect was demonstrated in our own cross-cultural study (Albert, Trommsdorff, &

Wisnubrata, 2009), which compared intergenerational value similarities in two different cultural

contexts that could be distinguished by their different adherence to individualistic vs.

collectivistic values Germany and Indonesia. Here, a stronger parent-child similarity (as

measured by correlations between maternal and adolescents values) was reported for Indonesian

compared to German families as far as individualistic values are concerned.

III. Research Question

The study intends to find out the socioeconomic conditions of children living in the

coastal area of Barangay Balogo, Santa Cruz, Marinduque. Results will serve as basis for

crafting policy for the protection of the children to access education to have quality living and

refined values and behavior.


Specifically, it will seek answers to the following questions:

1. What is the profile of the children living along the coastal area in Barangay Balogo in

terms of:

1.1 Demographic profile

1.1.1. age;

1.1.2. gender;

1.1.3 grade level;

1.1.4. income of the family;

1.1.5. parents occupation;

1.1.6. number of siblings;

1.2 academic profile

1.2.1. general average

1.2.2. attendance

2. What is the sociocultural condition of the children living along coastal area in

Barangay Balogo based on the following as perceived by the teachers and community folks?

2.1. culture or custom;

2.2. lifestyle; and

2.3. values or attitude;


3. How are the children influenced by the following sociocultural factors as perceived by

the teachers and community folks?

3.1. community lifestyle;

3.2. values formation of the parents at home; and

3.3. child rearing practices?

4. Is there a significant difference between the profile of the children and their

sociocultural conditions?

5. What is the implication of the sociocultural factors on the conditions of the children

living along the coastal area?

6. What intervention can be proposed to uplift the sociocultural condition and life of the

children living along the coastal area?

IV. Scope and Limitation


The study will focus on investigating the profile of the children living along the coastal

area in Barangay Balogo, their sociocultural condition and the factors that affecting it. Results

will become the basis for proposing a policy that will protect the right and living of the children

living the coastal area.

It will cover the 32 children in Purok Dungot and Purok Labuguin who are enrolled in

Balogo Elementary School as the subject for investigation. Similarly, the study will involve the 9

teachers in Balogo Elementary School and the 50 community members who will be randomly

chosen as the respondents of the study.


This research will not include other residents of the Barangay because its main focus only

is to investigate the profile, sociocultural condition, and the factors that affect the sociocultural

condition of the children living along the coastal area of Barangay Balogo. The study will also

exclude the children who are not enrolled in Barangay Balogo Elementary School, although they

living along the coastal area, because a part of the study is the academic profile of the school

children.

V. Significance of the Study

Children deserve to have a descent and comfortable life. They also deserve to live and be

nurtured in a clean, safe, and healthy environment. In addition, they must be nourished with

proper values formation and access education to eventually have a descent life and living of their

own. Thus, knowing the factors that affect the sociocultural condition of these children is

deemed relevant and important.

Specifically, this study will give significance to the following groups of individuals:

To the parents, results of the investigation may give them an awareness on the importance

of rearing children in a healthy environment. Likewise, it may be their eye opener to teach and

nurture proper values and gestures at home that their children will imitate. Parents may know,

that despite they werent given complete education, their children deserve to have, besides they

are earning money for the future of their children. Results may change their indifferent viewpoint

about childrens education.

To the community folks, they are the elderly in the community, results of the study may

bring them also awareness and realities on the importance of nurturing values and manners
among children. Thus, those habits which are for adults only should not be displayed in front of

the children, because indirectly it affects the values formation and behavior of the children.

Unknowingly, they copy and imitate a sort of bad behavior and customs because they see these

are done by the elders.

To the Barangay Officials, they are the ones responsible for the welfare of the community

members. Results of the study may help them see the bigger picture of the real conditions of the

residents living along the coastal area, so they may be able to think of a community plan or

program like livelihood program as an alternative source of revenue for the residents.

For the teachers, they are the ones responsible for the education of the school children.

Findings of the study may help them think of ways and means on how to help and protect the

right of the pupils to achieve quality living in the future. Findings may help them to understand

the sociocultural condition of the children, as this is influenced by some factors. Likewise,

results may give them motivation to help the parents inculcating values and good behavior to

their children in school.

For the pupils, they are the primary beneficiaries of the study. Results may help them to

become better individuals as they may learn the proper values and attitudes from their parents

and community folks as well as teachers who will constantly guide and remind them about

proper behavior and attitude regardless of the environment where they live. In addition, findings

of the study may help their rights and dreams to have quality living and to have morale and

proper values.
VI. Methodology
A. Sample
B. Data Collection Procedure
C. Ethical Consideration
D. Plan for Data Analysis

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