`The Role of the Family to the High School Students’ Academic Motivation

Chapter 1

The Problem and Its Background

Introduction

Every student is different from one another and so he must react to his school

environment in his unique way. Since high school students are greatly influenced by heredity and

environment, the students’ family background must play a crucial role to his academic

motivation.

Academic motivation is an important factor that students need in order to boost their

academic performance in school. Academic motivation is defined by a student’s desire (as

reflected in approach, persistence, and level of interest) regarding academic subjects when the

student’s competence is judged against a standard of performance or excellence (McClelland, et

al., 1953).

Academic motivation often declines as students progress from elementary through high

school. Upwards of 40% of high school students are disengaged from learning, are inattentive,

exert little effort on school work, and report being bored in school, according to a 2004 analysis

by the National Research Council. The lack of motivation has serious consequences. For

example, in a 2006 survey exploring why students dropped out of school, 70% of high school

dropouts said they were unmotivated (Bridgeland, DiIulio & Morison, 2006).

As aforementioned, one factor that affects the academic motivation of the students is the

family. The family is the foundation of every student’s learning process. The students were

provided with materials for school and emotional support by their families. However, as time

1
brought drastic changes to our society today, the students’ views on the role of their own families

to their academic motivation must have also been altered.

Since Filipinos value their family, their sense of obligation might cause them to perform

well in school (Fuligni, Tseng, & Lam, 1999). Bernardo's (2008) study found that for Filipinos,

the motivation for achievement is social in nature. Parents have a great influence on students'

motivation. He explained that both mastery goal and performance goal are guided by a set of

personal performance standards, which are determined by parents. In addition to this, several

researches indicate that parental involvement is an effective strategy to ensure student success

(Barnard, 2004; Desimone, 1999; Hill & Craft, 2003; Hill & Taylor, 2004; Zellman &

Waterman, 1998). Parental involvement has many positive effects on students other than

academics, including increased motivation, self-esteem, and self-reliance, which may lead to

academic success regardless of economic background (Bower & Griffin, 2011). These suggest

that academic performance influenced by academic motivation is driven by family-related

factors.

However, due to certain circumstances and the dramatical change regarding the family

structure of most Filipinos, this is not obviously the case for other students.

The number of marriage annulment cases in the Philippines has risen by 40 percent in the

last decade with at least 22 cases filed every day, according to a report by the Catholic bishops’

news agency (Tubeza, 2011). This could imply that with the saddening increase of these cases,

some students are becoming prone to physical and emotional instability causing them to lack

academic motivation.

McIntosh (2008) in his study concluded that children having divorced or separated

parents, would actually perform better than average scores if they came from homes that had

2
positive attitudes and that strongly supported their children. This was supported by another study

carried out by Ryan (2000) who reported that there was a significant effect of family background

variables, parental support, and teacher support on a child’s educational achievement.

There are also some circumstances in which students tend to be under too much academic

pressure because of their family. According to Lin & Chen (1995), double pressure from family

and schools has turned many children’s life into one of depression, nervous breakdown, and

dissatisfaction. This, in turn, may lead into low scholastic motivation and poor academic

performance.

In accordance with these circumstances, the researchers are aiming to identify how the

high school students of Sto. Niño Academy are affected by their families in terms of their

academic motivation. The researchers also intend to determine how the family structure or

background affects the SNA students’ enthusiasm to learn in school.

Statement of the Problem

This study aims to identify the different roles of the family that affect the academic

motivation of High School Students. It also explains the different family types (e.g. Broken

Family, Deceased Parent, and the like) and how it affect the academic achievements and

performance of the High School Students. The research was conducted during the second

semester of the school year 2018-2019. As such, it aims to aid the teachers and the parents or

guardians of the students in determining what may help the student in motivating and supporting

them for the betterment of their studies. Students may also find the research to be useful in

improving their academic performance.

3
The study also intends to answer the following questions:

1. How may the students classify themselves in terms of:

1.1 Age; and

1.2 Gender?

2. How may the students classify the type of family they belong to?

3. How may the students describe their academic performance?

4. How may the students describe the capability of their family in providing their:

4.1 School needs; and

4.2 Emotional support?

5. How may the students describe the effect of family pressure in achieving high school

marks?

6. How may the students describe the role of their family to their academic motivation?

Significance of the Study

This research will be beneficial to the following:

Students. This research may be of use to the students by enlightening them about how their

family affects their academic motivation. This will also help them in nurturing their family

relationship more and in improving their academic achievement and performance.

Parents. This study will benefit the parents for this will inform them about how huge they affect

their child’s performance at school. This study will also give insights on how they help in

motivating their children in developing their academic skills and behavior. This study provides

the importance and effects of parenting and the family support a high school student must have

in order to do well at school.

4
Family. The data that will be gathered in this study will also help to improve the relationship

between a high school student and his family, as this study may answer the concerns of the

parents in the academic performance and will be able to use the contents of this study as a guide

on how the family role is essential on building students development.

Teachers. The teachers may find this study helpful in improving their performance in order to

guide their students more. This will aid them in assisting their students further for the betterment

of their academic performance.

Future Researchers. This study may help the future researchers for potential references on their

research. This may also act as their guide if ever they require assistance when conducting their

own study.

Scope and Delimitations

The general intent of this study is to discern the role of the family to the high school

student’s academic motivation. This study will mainly identify and assess how the family affects

the students’ scholastic achievements and performance. Moreover, this study will focus on

family background and family involvement and its implications to the students’ academic

motivation.

Out of the high school students in Sto. Niño Academy, a prominent school in Bulacan, 60

high school students were randomly used as a sample. 12 high school students per level were

selected through simple stratified sampling. Each of the participants was given same

questionnaires to answer. This study focuses on the current high school students of the present

school year, 2018-2019.

5
Definition of Terms:

1. Annulment – to say officially that something is no longer valid (e.g. marriage)

2. Discern – to see, hear, or notice something with difficulty or effort

3. Drastic – severe or serious

4. Heredity – the natural process by which physical and mental qualities are passed from a

parent to a child.

5. Self-reliance – not needing help from other people

6
Chapter References:

Bernardo, A. B. I., Salanga, M. G. C., & Aguas, K. M. C. (2008). Filipino adolescent students’

conceptions of learning goals.

James, S. (2017). Family Conflicts in Academic Performance. Retrieved from

https://projectchampionz.com.ng/2017/03/20/family-conflicts-academic-performance/

Lin, J., & Chen, Q. (1995). Academic Pressure and Impact on Students’ Development in China.

McIntosh, J., (2008). Family Background, Parental Involvement, and Academic Achievement in

Canadian Schools.

Ryan, R. M., & Deci, E. L. (2000). Self-determination theory and the facilitation of intrinsic

motivation, social development, and well-being.

Zellman, G. L, & Waterman, J. M. (1998). Understanding the impact of parent school

involvement on children's educational outcomes.

7
 Chapter 2

Review of Related Literature

This chapter contains gathered research works of different literature and references by the

researchers. It aims to provide strong foundation to this study and it covers the review of relevant

literatures which is explained accordingly. These are presented to determine the connection of

various findings and theories in relation to the variables of this study.

High School Students’ Academic Motivation

Motivation is a fundamental recipe for academic success. It involves internal and external

factors that stimulate desire and energy in people to be continually interested and committed to

job, role, or subject, or to make an effort to attain a goal.

Dornyei argued that motivation explains why people decide to do something, how hard

they are going to pursue it, and how long they are willing to sustain the activity. In other words,

motivation is what gets you going, keeps you going, and determines where you’re trying to go.

Since students are at the core of learning process, a study tailored to their motivations and

strategies and factors hindering their learning are imperative as students themselves play pivotal

roles in shifting their own learning and acquiring enhanced academic achievement. Gasco et al.

(2017) noted that motivation plays an important role in learning because it greatly explains

academic performance.

8
The Family and Its Different Types

The family is one of the major factors affecting the academic motivation of high school

students. Census definitions of family have varied from country to country and also from census

to census within country. The word household has often been used as a replacement for family.

The Merriam-Webster Dictionary defines family as “a group of individuals living under one roof

and usually under one head” and “a group of persons of common ancestry.”

According to Eric Amadi, the family can be classified into many. First is the nuclear

family. It is the basic form of family organization. It is made up of the father (husband), mother

(wife) and children. According to Michelle (2012) it is the traditional type of family and was

held in esteem by society as being the ideal in which to raise children. Second is single parent

family, consisting of one parent with one or more kids. In these cases, the parent never married,

is widowed, or divorced. According to Michele (2012) and Ketteringham (2007), the single

parent family is the biggest change society has seen in terms of changes in family structure.

Third is extended family comprising of the father (husband), his wife (mother), their children,

the husbands and the wife’s relations etc. Fourth is stepfamily. A stepfamily is when two

separate families merge into one. This can go several different ways, like two divorced parents

with one or more children blending families, or one divorced parent with kids marrying someone

who has never been married and has no kids. The last is a grandparent family. A grandparent

family is when one or more grandparent is raising their grandchild or grandchildren. This usually

happens when the parents aren't around to take care of their kids or are incapable of properly

taking care of their kids.

9
Previous Studies on the Impact of the Family Structure to the Students’ Academic

Motivation

A study conducted by Peter Barasa Nato (2016) revealed that 87.1% of respondents

attributed good performance of learner with nuclear family background which offered economic

support, family support, parental motivation and home study environment. Nuclear family

background positively influenced academic performance of student and it significantly accounted

16.7% variance in student performance. Single parent family background attributed good

performance of learners with small percentage as shown by 30%. However majority of the

respondents (70%) indicated lack of economic family support negatively affected student

academic performance. Single parent family background negatively influenced academic

performance of student and it significantly explained 1.6% variance in student performance. In

addition, the National Survey of Children’s Health shows that children who live with both

biological parents or with two adoptive parents are less likely to have their school report

behavior problems to their parents than are children who live in households that do not include

both parents. This indicates that students from a family with two parents are likely to be more

academically motivated than those who are from single parent families.

In addition to these, the size of the family also has its effects to the students’ academic

motivation. Suleman (2012) suggests that some students who belong to extended families tend to

have lower levels of achievement and lower levels of secondary graduation, on average than

children who belong to smaller families. However, extended families whose family members are

well-educated may also result to students with good academic performance.

10
 An article written by Victoria Allen (2018) reveals that children of divorced couples who

live with a step-parent are at increased risk of mental health problems. This could imply that

students from stepfamily are in greater risk of having low academic motivation leading to poor

academic performance which is primarily due to emotional instability.

Finally, several studies also suggest that grandparent families had various implications on

students’ scholastic achievements. The level of education the grandparents have, or their degree

of literacy, may directly impact their grandchildren. If the grandparents are educated, they may

be able to assist their grandchildren with projects and homework. On the other hand, if they are

illiterate or never completed schooling, both the grandparent and grandchild may end up

frustrated because no assistance with homework can or will be given. Some grandchildren may

be embarrassed by their grandparents’ lack of education and may not inform them of teacher-

parent consultations. Some grandparents might not realize the importance of education because

they have not received any formal education themselves (Mansfield, 2009)

Related Studies on How Close Family Ties Affect Students’ Academic Motivation

Encouragement and support from family was essential for one student to do well at

school. As families are said to be the first educators of children (ACSSO), and they continue to

influence their children’s learning and development during the school years and long afterwards.

Schools have an important responsibility in helping to nurture and teach future generations and

families trust schools to provide educational foundations for their children’s future. At the same

time, schools need to recognize the primary role of the family in education. This is why it is

important for families and schools to work together in partnership. Research demonstrates that

effective schools have high levels of parental and community involvement. This involvement is

11
strongly related to improved student learning, attendance and behavior. Family involvement can

have a major impact on student learning, regardless of the social or cultural background of the

family.

The openness among the members of a family can help a student to have the opportunity

to succeed and be happy. A study conducted by Chelliah Arulmoly (2015) states that a

conductive home influences manifests itself further in the school environment. It helps plan,

execute and evaluate the child’s school experiences, in relation to his level of maturation and

readiness for future career, making one’s child to have a feeling of belongingness helping them

to be motivated in life.

Additionally, according to the article of Florida Institute of Education at the University of

North Florida, family members can be instrumental in developing the children’s sense of efficacy

for succeeding in school. They can reinforce children’s academic work by showing interest in it

and praising success. Family members assist children by encouraging them to work at their

highest level.

Related Literature and Studies on the Effects of Academic Pressure to Students

Academic pressure from family members is one of the reasons why students are striving

hard to excel in school. While high expectations can be healthy, placing constant pressure on

children can be harmful. When kids feel like each homework assignment is going to make or

break their future, that pressure will have negative consequences. (Morin, 2019)

One of the negative consequences of that pressure is academic stress. Academic stress

arises when academic related demands exceeds to those available resources to an

12
individual which he/she adapts. (Wilks, 2008). This stress must not be overlooked as it

negatively affects the general adjustment of the students. (Kumar, & Husain, 2008).

An article from ModernMom (2017) suggests that by having the family lay pressure to

succeed, a child can feel less inspired and more threatened. They’ll be so paralyzed by fear of not

doing well, that they won’t actually learn and succeed like they otherwise would. Plus, if they

have feelings of anxiety, they are less likely to know what the culprit is. It is possible that they

will place further blame for their bad feelings on themselves for not being smart enough,

therefore causing more stress and anxiety.

According to Zarina Akhtar (2011), the authoritarian parents seek to control their

children through rules they use reward and punishment to make their children follow the rules.

They gave orders and are not likely to explain them. The uninvolved parents have few demands,

low responsiveness and little communication with their children. Although they fulfill child’s

basic needs, but they are generally detached from their children’s life. The children’s of these

parents have low self-esteem, less confidence, lack of self-control and less competent. The parent

pressure is directly linked with the parenting style. The parent pressure can be felt from any of

the parenting style. Some parenting style cause low parent pressure or no pressure like

uninvolved parenting style, and some create high pressure like authoritative and authoritarian

parenting style. The authoritative and authoritarian both parenting style parents involve in the

activities of the children, both cause parent pressure the authoritative parent’s child want to

fulfill their expectations keep them happy and satisfied and the authoritarian parent’s child feel

forced to fulfill parents expectations to avoid punishment. The parenting style effects the

academic achievement of their children and they perform accordingly. High parent pressure may

result high achievement and low parent pressure may be the reason of low achievement.

13
 Additionally, Jaime Budzienski (2015) suggests that many kids collapse under too much

parental pressure. Stress and anxiety can manifest physically, too. Kids feeling overwhelmed

about school performance may have stomachaches, diarrhea, headaches and rashes. Students

may experience nightmares or refuse to go to school. Due to this, there is a huge possibility that

students who are experiencing academic stress caused by pressure are likely to be unmotivated

academically.

Likewise, according to McCoy et al. (2014), the addition of monitoring pressure resulted

in a modest stress response to combined pressure and impairment on both tasks.

In contrast to this, Lisa Witzberger argues that a certain level of stress can be helpful and

at times stress acts as a motivator to accomplish goals. Stress can lead to motivation, causing

students to complete a difficult task or event that they must deal with.

Additionally, according to Rahman & Monziri (2012), some children need parental

pressure to study. Studies have shown that when parents have high expectations of their

children’s academic capability, they tend to study hard to fulfil those expectations.

There are also circumstances wherein the family does not lay academic pressure on

children. These may also result to positive and negative effects.

Children may perform better in school and feel more confident about themselves if they

are told that failure is a normal part of learning, rather than being pressured to succeed at all

costs, according to new research published by the American Psychological Association (2012).

14
Related Studies on How Family Involvement Affects a Students’ Academic Motivation

"With several decades of research confirming that students perform better in school when

their families are engaged in their learning, the field of family and community engagement is

poised to engage in a new conversation about how school, family, and community partnerships

fit into the educational landscape. At the heart of this issue is whether or not schools’ and

teachers’ practices can engage family and community members in students’ learning, and

whether school-family-community partnerships translate into improved student motivation and

achievement" (Sheldon, 2011).

Iruka, Barbarin and Aikens (2008) noted that parents and families are considered the

most essential others who children encounter in the earliest stage of their lives. Because of this,

family engagement surely has a huge impact to students’ academic motivation. Chowa, Masa

and Tucker (2013) found that parental involvement (i.e., home involvement, school involvement,

parent–teacher communication) was predictive of children’s school engagement and socio-

emotional adjustment.

S. Wilder’s (2013) study posits that the relationship between parental involvement and

academic achievement was positive, regardless of a definition of parental involvement or

measure of achievement. Furthermore, the findings revealed that the relationship was strongest if

parental involvement was defined as parental expectations for academic achievement of their

children.

Additionally, according to a Michigan Department of Education article titled, "What

Research Says About Parent Involvement in Children's Education," the more parents get

15
involved "in advocacy, decision-making and oversight roles, as fund- raisers and boosters, as

volunteers and para-professionals, and as home teachers -- the better for student achievement."

Likewise, Conway and Houtenville's (2008) study stated that family involvement is

consistently associated with higher levels of achievement in a child’s academic performance.

This was concurred by Matt Weyer’s (2018) study which suggested that children whose parents

and families are engaged in and hold high expectations of their education tend to earn better

grades, have higher graduations rates, and are more likely to enroll in postsecondary education.

However, too much parental involvement can be detrimental to a student’s academic

motivation. Researchers at the University of Tübingen argued that excessive parental

involvement may be perceived by students as controlling behavior.

On the other hand, the absence of parental involvement also has consequences.

According to Bryk, the absence of vital ties [between schools, families and the community] is a

problem; their presence is a multifaceted resource for improvement. The quality of these ties

links directly to students’ motivation and school participation and can provide a critical resource

for classrooms.

16
 Conceptual Framework

Input:
Output:
1. Participant’s Profile
1.1 Age; and
1.2 Gender
2. Student’s Family Type
Classification
3. Student’s academic performance
The Role of the Family to
4. Description of the capability of the High School Students’
their family in providing their; Academic Motivation
4.1 School needs; and
4.2 Emotional support
5. Effect of family pressure in
achieving high school marks
6. Role of their family to their
academic motivation

Process:

 The researchers listed questions

that might give the information
needed for their study.

 The questionnaires were given

to the randomly selected
participants.

 The researchers will acquire the

feedbacks of the selected
participants and analyze the
information.

Figure 1: Conceptual Framework of the Study

17
As shown in Figure 1, the inputs of the study are the profile of the participants in terms of age

and gender and the family type the students are in. The student’s relationship with their family

and their role will be considered crucial. The researchers will be giving questionnaires randomly

in order to gather the necessary data for the study. The outputs of the study are the interpretation

of the results and the statement of the conclusion for this research study. Arrows were shown to

follow the process to be undertaken by the research.

18
Definition of Terms:

1. Authoritarian – not allowing personal freedom

2. Census – official process of counting the number of people in a country, city or town and

collecting information about them

3. Culprit – a person who has committed a crime or done something wrong

4. Divorce – the ending of a marriage by a legal process

5. Hinder – to make (something, such as a task or action) slow or difficult

6. Illiterate – having or showing a lack of knowledge about a particular subject

7. Manifest – to show something clearly

8. Pivotal – very important; imperative

9. Posits – to suggest (an idea, theory, etc.) especially in order to start a discussion

10. Scholastic – relating to education

19
Chapter References:

Akhtar, Zarina & Aziz, Shamsa. (2011). The Effect of Peer and Parent Pressure on the Academic

Achievement of University Students. Language in India. 11.

Allen, V. (2018). Kids, Divorce, Live Step Parent in Trouble. The Daily Mail. Retrieved from

https://www.dailymail.co.uk/health/ article-5275969/Kids-divorce-live-step-parent-

troubled.html

American Psychological Association (APA). (2012, March 12). Reducing academic pressure

may help children succeed. ScienceDaily. Retrieved March 15, 2019 from

www.sciencedaily.com/releases/2012/03/120312101439.htm

Arulmoly, Chelliah. (2015). A Study of the Relationship between Family Status and Academic

Achievement Motivation among Senior Secondary Grades in Batticaloa District, Sri

Lanka.

Baldwin, M. & Wade, S. (2012, November). Improving Family and Community

Engagement Through Sharing Data. Retrieved from

http://www.sedl.org/secc/resources/briefs/improve_family_commun_share/

Barasa Nato, Peter. (2016). Analysis of Family Structure Influence on Academic Performance

Among Secondary School Students in Bungoma East Sub-County, Kenya. International

Journal of Secondary Education.

Budzienski, Jaime. (2015). The Effects of Academic Parental Pressure on Kids. Retrieved from

https://living.thebump.com/effects-academic-parental-pressure-kids-10380.html

20
Chowa, G., Masa, R., & Tucker, J. (2013). The Effects of Parental Involvement on Academic

Performance of Ghanaian Youth: Testing Measurement and Relationship Using

Structural Equation Modeling. Children and Youth Services Review, 35(12), 2020-2030.

Conway, K. S. (2008). Parental involvement strongly impacts student achievement, New

Research Finds. http://www.teachthought.com/learning/the-effect-of-parental-

involvement-on- academic-achievement/

Cosley, B.J., Ell, S. W., Hawthorne, L., Hutchinson, S., & McCoy, S.K. (2014, June 14).Is

pressure stressful? The impact of pressure on the stress response and category learning.

Retrieved from https://www.ncbi.nlm.nih.gov/pubmed/24129964

Faber, S. (n.d.). How Does Lack of Parenting at Home Affect Children's Grades in School?

Retrieved from https://living.thebump.com/lack-parenting-home-affect-childrens-grades-

school-13563.html

Florida Institute of Education at the University of North Florida. (2010). Families Learning

Together Training Session One: Positive Effects of Family Involvement. Retrieved from

https://www.unf.edu/uploadedFiles/aa/fie/S-1-

Positive%20Effects%20of%20Family%20Involvement%20article.pdf

Gbollie, C. & Keamu, H.P. (2017). Student Academic Performance: The Role of Motivation,

Strategies, and Perceived Factors Hindering Liberian Junior and Senior High School

Students Learning. Education Research International, vol., Article ID 1789084, 11 pages,

https://doi.org/10.1155/2017/1789084.

21
Hussain, A & Kumar, A & Husain, A. (2008). Academic stress and adjustment among high

school students. Journal of the Indian Academy of Applied Psychology. 34. 70-73.

Iruka, I., & Barbarin, O. (2008). African American Children’s Early Learning and Development:

Examining Parenting, Schools, and Neighborhoods.

Ketteringham, M. (2007). Parenting in divorced and remarried families.

Mansfield, A. (2009). How does Parental Involvement Affect Middle School Student

Achievement. Ohio: Ohio University.

Michelle, B. (2012). Types of Family Structure.

Morin, A. (2019). The Dangers of Putting Too Much Pressure on Kids. Retrieved from

https://www.verywell family.com/the-dangers-of-putting-too-much-pressure-on-kids-

1094823

Suleman, Q. (2012). Effects of Family Structure on the Academic Achievement of Students

Termizi, A., Rahman, B. A., & Monziri, S. (2012, May 02). Effects of parental pressure on

children to pursue academic excellence. Retrieved from

https://malaysianenglishclub.wordpress.com/2012/05/02/effects-of-parental-pressure-on-

children/

University of Tübingen. (2017, May 8). Parents’ motivation influences students’ academic

outcomes. ScienceDaily. Retrieved March 17, 2019 from

www.sciencedaily.com/releases/2017/05/170508083417.htm

22
Weyer, M. (2015). Engaging Families in Education. Washington, D.C.: National Council of

State Legislatures. Retrieved from

http://hfrp.org/var/hfrp/storage/fckeditor/File/ENGAGING%20FAMILIES%20IN%20E

DUCATION--NCSL-Weyer.pdf

Wilder, S. (2014) Effects of parental involvement on academic achievement: a meta-synthesis,

Educational Review, 66:3, 377-397, DOI: 10.1080/00131911.2013.780009

Wilks, S.E. (2008) Resilience Amid Academic Stress: The Moderating Impact of Social Support

among Social Work Students. Advances in Social Work, 9, 106-125.

Williams, A., et al. The Effects of Academic Parental Pressure on Kids. Retrieved from

https://www.modernmom. com/the-effects-of-academic-parental-pressure-on-kids-

120265.html

23
 Chapter 3

Research Methodology

Method of Research

For this study, the researchers used qualitative research design. This design has an objective

of drawing on the strengths of qualitative data gathering techniques to formulate a holistic

interpretive framework for generating possible solutions or new understandings of the problem.

This is used by the researchers in order to fully analyze the data gathered from the selected

participants of the study.

A common distinguishing feature of qualitative research is that studies often aim to explore

and understand, rather than measure phenomena and behaviors (Green & Thorogood, 2004).

Qualitative research stresses the socially constructed nature of reality, the intimate relationship

between the researcher and what is studied, and the situational constraints that shape inquiry.

Such researches emphasize the value-laden nature of inquiry. They seek answers to questions

that stress how social experience is created and given meaning. (Thousand Oaks, CA: Sage,

2005).

The type of qualitative research used in this study is a case study. It is a process of research

in which detailed consideration is given to the development of an individual, group or situation

over a period of time.

Research Setting

This research was conducted in Sto. Niño Academy located in Biñang 2nd, Bocaue,

Bulacan. It was established in 1982 by Mrs. Gloria Yulo Lazaro and her family. It was first

24
named as Sto. Niño Kiddie School that had only two classrooms and 70 pupils. In 1984, the first

grade level of the Elementary Department was organized and the school’s name was changed to

Sto. Niño School. Because of the persistent demand of the parents to expand the school, the High

School Department was organized in 1991 as the school changed its name to Sto. Niño

Academy.

This school is known to have well-disciplined students and well-educated professional

teachers. Also, the school instills the importance of faith in God to the students. Lastly, the

school teaches its students social and moral responsibility, in order to bring not only themselves

but also their fellowmen to a brighter future.

Research Participants

Two sets of survey questionnaires were distributed by the researchers. The participants of

the study were selected first through stratified random sampling wherein students are categorized

by their family type. The first set contains questions which will be disseminated to the entire

high school population to determine the family structure of each learner and categorize them

according to the type of family they have. After that, 10 students are randomly chosen from each

stratum to answer the second set of survey questionnaires with basis from the first one. The main

goal of this research is to know the role of the family to the high school students’ academic

motivation and performance. The researchers expect the selected students to give appropriate

responses to the questionnaire given to them in order for the researchers to study and analyze the

data collected pertinently.

25
 Table 1.0

The Age of the Students

Age Frequency Percentage

12 3 5%

13 11 18.33%

14 11 18.33%

15 7 11.67%

16 10 16.67%

17 13 21.67%

18 5 8.33%

Total 60 100%

The analysis of table 1.0 reveals that the greatest number of participants belongs to the

age 17 years old with 13 participants or 21.67 %. It is followed by ages 13 and 14 with 11

participants on each or 18.33%. It is closely trailed with age 16 that is, with 10 participants or

16.67%. This is followed with age 15 with 7 participants or 11.67%. Age 18 has 5 participants or

8.33%. The lowest number of participants belongs to the age 12 with 3 partcipants or 5%.

26
 Table 2.0

The Gender of the Students

Gender Frequency Percentage

Male 14 23.33%

Female 46 76.67%

Total 48 100%

As the table shows, there are more female participants (46 students or 76.67%) than the

male participants (14 students or 23.33%).

Research Instruments

The research instrument used in this study was a survey questionnaire. The survey

questionnaire is a type of data gathering method that is utilized to collect, analyze and interpret

the different views of a group of people from a particular population. Survey questionnaires had

been used in the different fields such as research, marketing, politics views, psychology, and so

on.

To gather information from the participants, the researchers formulated two sets of

survey questionnaires. The first set consists of two objective questions. It aims to determine the

family structure of each high school student. It also intends to categorize the students according

to their family type. This set will be answered by checking the box of the family type the student

belongs to. The second set consists of 8 questions that will lead to the data that are needed in this

27
study. Particularly, it will give knowledge and information to the researcher on how the family

affects a high school students’ academic motivation.

Data Collection

To begin with the congregation of the information needed for the study;

1. The researchers formulated two sets of questionnaires: the first is distributed to all high

school students for the researchers to determine the family structure of each learner and

categorize the students according to the type of family they belong to; and the second is

to be answered critically by the chosen participants selected through stratified sampling

with basis from the first survey questionnaire.

2. To conduct this research, a request letter was issued to the assistant principal of Sto. Niño

Academy to seek permission to gather data from the students.

3. Upon having the permission from the assistant principal, the researchers distribute the

first survey questionnaire to all high school students.

4. The researchers explained to the participants the directions about what should be done to

the questionnaires given to them.

5. The students were given enough time to answer the questions.

6. The researchers analyzed the data from the participants and extracted the data by

categorizing the students based on the type of family they belong to.

7. The researchers randomly chose 12 participants from each grade level in which there are

2 participants from each family type or stratum.

28
 8. The researchers distributed the second questionnaire to the selected participants from

each stratum.

9. The researchers explained to the selected participantss the directions about what should

be done to the questionnaires given to them.

10. The researchers entertained the questions and queries raised by the selected group of

participants.

11. The participants were given enough time to answer the questionnaires.

12. The researchers rest assured the selected group of participants that the information given

will be treated with confidentiality and will be used solely for research purposes.

Data Analysis

The study utilized first hand data which comes from the chosen participants who

answered the survey-questionnaires given to them. First hand data are those that come from the

participants who have been surveyed prior to the research. In the first set of the questionnaire the

researcher will categorize the participantss according to the family type they belong to by using

the data gathered. The researcher will now then proceed to the second set of the questionnaire,

and will organize all the data by using a deductive approach. By using this approach the

researcher will organize all the data based on the research questions and objectives. After

organizing, the researcher will analyze all the answers that were given by the participants and

sort them according to the pattern of answers that will be shown likely by the data. The

researcher will make a conclusion based on the answers that were analyzed.

29
Definition of Terms:

1. Congregation – The act of coming together or collecting

2. Deductive – Having basis on logic or reason

3. Holistic – Relating to or concerned with complete systems rather than with individual

parts

4. Objective – Based on facts rather than feelings or opinion

5. Instill – To gradually cause someone to have attitude, feelings, etc.

6. Stratified – Divided into social classes

7. Stratum – A level of society made up of people of the same rank or position

30
Chapter References:

Berk et al. 20 "Defining Qualitative Research". Retrieved from https://www.sciencedirect.com/

topics/neuroscience/qualitative-research

Thousand Oaks, Ca.:Sage, 2005, p10. Retrieved from http://libguides.usc.edu/

writingguide/qualitative

Green J & Thorogood N. (2004).Qualitative Methods for Health Research. London: Sage

Publications.

What is a Survey Questionnaire? Retrieved from https://www.examples.com/education/what-is-

a-survey-questionnaire.html

31
 CHAPTER 4

Presentation, Analysis, and Interpretation of Data

This chapter contains the data gathered by the researchers throughout the process. This

answers the specific questions in the Statement of the Problem stated in the research entitled

“The Role of the Family to High School Students’ Academic Motivation.” The responses and

data gathered have been transcribed efficiently and neatly. They are coded to their general

themes and the findings are as follows:

1.0 Students’ Family Type

1.1 High School Students’ Family Type

Table 3.0

High School Students’ Family Type

Family Types No. of Participants of Entire High School Students Total

|||| - |||| - |||| - |||| - |||| - |||| - |||| - |||| - |||| - |||| - |||| - |||| - |||| - |||| -
|||| - |||| - |||| - |||| - |||| - |||| - |||| - |||| - |||| - |||| - |||| - |||| - |||| - |||| -
|||| - |||| - |||| - |||| - |||| - |||| - |||| - |||| - |||| - |||| - |||| - |||| - |||| - |||| -
Nuclear Family 415
|||| - |||| - |||| - |||| - |||| - |||| - |||| - |||| - |||| - |||| - |||| - |||| - |||| - |||| -
|||| - |||| - |||| - |||| - |||| - |||| - |||| - |||| - |||| - |||| - |||| - |||| - |||| - |||| -
|||| - |||| - |||| -|||| - |||| - |||| - |||| - |||| - |||| - |||| - |||| - |||| - |||| -

|||| - |||| - |||| - |||| - |||| - |||| - |||| - |||| - |||| - |||| - |||| - |||| - |||| - |||| -
Extended Family |||| - |||| - |||| - |||| - |||| - |||| - |||| - |||| - |||| - |||| - |||| - |||| - |||| - |||| - 163
|||| - |||| - |||| - |||| - |||

32
Single Parent Family |||| - |||| - |||| - |||| - |||| - |||| - |||| - |||| - |||| - |||| - | 51

Separated Family |||| - |||| - |||| - |||| - |||| - |||| - |||| - |||| - |||| - |||| 49

Step Family |||| - |||| - |||| - |||| 20

Grandparent Family |||| - |||| - |||| - | 16

Total: 714

Figure 2.0

Family Types of Entire High School Population

Nuclear Family
7% 3% 2%
7% Extended Family

Single Parent Family

Separated Family
23% 58%
Step Family

Grandparent Family

Major Theme:

Based on the data gathered, the findings obtained represents that the most common

family type among the 714 high school students of Sto. Niño Academy of Bocaue, Bulacan is

nuclear family with 58.12% or 415 of the students claiming they belong to it.

33
Minor Themes:

163 out of 714 participants (22.83%) from the whole high school population have

responded that they belong to the extended type of family. Next is single parent family with

7.14% or 51 students of the high school population. This is trailed closely by the separated

family with 6.86% or 49 of the students. Step family follows with 2.80% or 20 high school

students. The remaining 2.24% or 16 of the students belong to grandparent family.

1.2 Participants’ Family Type

Figure 3.0

Participants’ Family Type

17% 16% Nuclear Family

Extended Family

Single Parent
Family
Separated Family
17% 16%
Step Family

17% 17% Grandparent

Family

Table 1.0 shows the family types of the selected participants of the research. Two (2)

respondents per family type were chosen from each grade level. The total number of participants

for this research is 60.

34
2.0 The Participants’ Co-residents

Table 3.0

The Participants’ Co-residents

Family Members Tally Number Total Percentage *

Father |||| - |||| - |||| - |||| - ||| 28 46.67%

Mother |||| - |||| - |||| - |||| - |||| - |||| 42 70%

- |||| - |||| - ||

Sibling/s |||| - |||| - |||| - |||| - |||| - |||| 40 66.67%

- |||| - ||||

Grandmother |||| - |||| - |||| - |||| - ||| 23 38.33%

Grandfather |||| - |||| - | 11 18.33%

Aunt |||| - |||| - |||| - | 16 26.67%

Uncle |||| - |||| - ||| 13 21.67%

Cousin/s |||| - |||| - || 12 20%

Others (Stepparents, |||| - |||| 9 15%

Stepsiblings, etc.)

*Out of the 60 participants

35
 This table shows that 42 out of 60 or 72% live with their mother. 40 out of 60 or 66.67%

live with their siblings. 28 out of 60 or 46.67% live with their father, while 23 out of 60 or

38.33% live with their grandmother. Moreover, 16 or 26.67% live with their aunts and 13 or

21.67% live with their uncles. 12 or 20% of the 60 participants also live with their cousins. This

is followed by 11 or 18.33% who live with their grandfathers. Lastly, 9 or 15% of 60 participants

had said that they live with others particularly their stepparents and stepsiblings.

3.0 The Participants’ Academic Performance

Figure 4.0

The Participants’ Academic Performance

7% 2% 3% Outstanding

Above Average

Average
43%
45% Fair

Poor

36
Minor Theme:

According to the table, 27 participants (45%) fall under the category of “average” wherein

their average grade is between of 85 to 89. It is followed by “above average”, with 43.33% or 26

of the students claiming they belong to it. In addition, 4 out of 60 participants (6.67%) responded

that they fit in the category of “fair” with an average grade of 75 to 84. 3.33% or 2 students

answered “outstanding” whilst 1.67% or 2 students responded that they have “poor” academic

performance that ranges from 74 and below.

The categories “Outstanding” and “Above Average” are mostly dominated by students

who were brought up in a complete family setting. 9 out of 10 participants (90%) under the

nuclear family said that they have grades equal to or higher than 90 while 7 out of 10 or 70% are

from extended families. This supports the claim of Peter Barasa Nato (2016) stating “Nuclear

family background positively influenced academic performance of student and it significantly

accounted 16.7% variance in student performance,” and Suleman (2012) stating, “…extended

families whose family members are well-educated may also result to students with good

academic performance.”

On the other hand, categories “Average”, “Poor” and “Fair” consists mostly of students

under the family types of: Separated, Step, Single Parents, and Grandparent. This is supported by

the National Survey of Children’s Health’s claim that students from a family with two parents

are likely to be more academically motivated than those who are from single parent families.

37
4.0 The Participants’ Family’s Capability of Providing Their School Needs

Figure 5.0

The Participants’ Family’s Capability of Providing Their School Needs

0%

Yes

No

100%
Major Themes:

Based on the data gathered, 60 out of 60 participants (100%) answered that their family

provides them with their school needs.

5.0 Sharing of Experiences in School

Figure 6.0

The Students Who Share their Experiences in School with their Family

Students share their

experiences in school to
38% their family

62% Students do no share

their experiences in
school to their family

38
Major Theme:

37 out of 60 participants (61.67%) responded that they do share their experiences at

school with their families. "With several decades of research confirming that students perform

better in school when their families are engaged in their learning, the field of family and

community engagement is poised to engage in a new conversation about how school, family, and

community partnerships fit into the educational landscape. At the heart of this issue is whether or

not schools’ and teachers’ practices can engage family and community members in students’

learning, and whether school-family-community partnerships translate into improved student

motivation and achievement" (Sheldon, 2011, p. 1).

Minor Theme:

23 out of 60 participants (38.33%) answered that they don’t share their experiences to

their family. "The absence of vital ties [between schools, families and the community] is a

problem; their presence is a multifaceted resource for improvement. The quality of these ties

links directly to students’ motivation and school participation and can provide a critical resource

for classrooms" (Bryk, pp. 24–25).

39
6.0 Emotional Support

Figure 7.0

The Students who Receive Emotional Support from their Family

Students Received
Emotional Support
37% from their family

Students do no
63% receive emotional
support from their
family

Major Theme:

6.1 Family give emotional support

38 out of 60 participants (63.33%) responded that their family gives them emotional

support. The openness among the members of a family can help a student to have the opportunity

to succeed and be happy. A study conducted by Chelliah Arulmoly (2015) states that a

conductive home influences manifests itself further in the school environment. It helps plan,

execute and evaluate the child’s school experiences, in relation to his level of maturation and

readiness for future career, making one’s child to have a feeling of belongingness helping them

to be motivated in life. A participant has said, “Yes, by telling me that they will always support

me with what I want in the future.” [P19.,p.56]

40
Minor Theme:

6.2 Family does not give emotional support

22 out of 60 participants (33.67%) answered that they do not receive emotional support

from their families. A lack of parenting at home will give a child little or no encouragement

toward excelling at school or support when the child is having difficulties. According to a

Michigan Department of Education article titled, "What Research Says About Parent

Involvement in Children's Education," the more parents get involved "in advocacy, decision-

making and oversight roles, as fund- raisers and boosters, as volunteers and para-professionals,

and as home teachers -- the better for student achievement."

7.0 Family Pressure

Figure 8.0

The Students under Academic Pressure From Family

33% Participants Feel

Pressure

Participants Feel
67% No Pressure

7.1 Participants Feel Pressured

20 out of 60 participants (33.33%) have answered that they do feel pressured in achieving

high grades because of their family.

41
Minor Theme:

7.1.1 Positive Effects

8 out of the 20 participants (40%) have said that they feel motivated even though they

undergo parental pressure. According to Rahman & Monziri (2012), some children need parental

pressure to study. Studies have shown that when parents have high expectations of their

children’s academic capability, they tend to study hard to fulfil those expectations. A participant

has said, “Yes, although indirectly, I use this as fuel to further improve my studies and academic

achievement.” [P49., p.62]

7.1.2 Negative Effects

2 out of the 20 participants (10%) have said that they feel unfocused and they lose

motivation whenever they receive pressure from their family. An article from ModernMom

(2017) suggests that by having the family lay pressure to succeed, a child can feel less inspired

and more threatened. A participant has said, Yes, I can’t focus on my studies because of the

pressure they are giving.

Some participants (40%) answered that they feel worried and stressed because of too

much pressure. According to McCoy et al. (2014), the addition of monitoring pressure resulted in

a modest stress response to combined pressure and impairment on both tasks. A participant has

said, “Yes, I became more stressed and sometimes emotional. I sleep late and go home late for

more curricular activities.” [P33., p.61]

42
Major Theme:

7.2 Participants Feel No Pressure

40 out of 60 participants (66.67%) have responded that their family does not pressure

them to achieve high grades.

7.2.1 Positive Effects

13 out of the 40 participants (32.5%) who answered no said that they feel motivated when

they don’t feel pressure from their family. Children may perform better in school and feel more

confident about themselves if they are told that failure is a normal part of learning, rather than

being pressured to succeed at all costs, according to new research published by the American

Psychological Association (2012). A participant has said, “No, they don’t pressure me to achieve

high grades that’s why I’m somehow motivated because I know that they are here to support me

but not in pressured way.” [P52., p. 63]

7.2.2 No Effects

6 out of the 40 participants (15%) said that it doesn’t affect their academic motivation.

According to Zarina Akhtar (2011)... The uninvolved parents have few demands, low

responsiveness and little communication with their children. Although they fulfil child’s basic

needs, but they are generally detached from their children’s life. The children’s of these parents

have low self-esteem, less confidence, lack of self-control and less competent. A participant has

said, “No, it doesn’t affect my attitude towards academics because they accept the grade that I

showed to them and it doesn’t matter to them though.” [P26.,p.60]

43
 7.2.3 Irrelevant Responses

21 out of the 40 participants (52.5%) did not answer the question given.

8.0 Effect of Family to Students’ Motivation

Figure 9.0

The Effects of Family to Students’ Academic Motivation

7%
12%
Positive

Negative

Both
81%

Major Theme:

8.1 Positive Effect

49 out of 60 participants (81.67%) answered that their family has a positive effect in

terms of motivation. S. Wilder’s (2013) study posits that the relationship between parental

involvement and academic achievement was positive, regardless of a definition of parental

involvement or measure of achievement. Furthermore, the findings revealed that the relationship

was strongest if parental involvement was defined as parental expectations for academic

achievement of their children. A participant has said, “My family affects my motivation

positively because it helps me strive to improve my performance in school. [P49.,p.68]

44
 Out of the 49 participants who answered that their family positively affects their

academic motivation, 9 are from the nuclear family and 8 each from extended, separated, single

parent, step, and grandparent families. This suggests that regardless of family type, students can

have high levels of academic motivation and what is more important is the involvement of

family members. This can be supported by a study conducted by Chelliah Arulmoly (2015)

stating that a conductive home influences manifests itself further in the school environment. It

helps plan, execute and evaluate the child’s school experiences, in relation to his level of

maturation and readiness for future career, making one’s child to have a feeling of belongingness

helping them to be motivated in life.

Minor Theme:

8.2 Negative Effect

7 out of 60 participants (11.67%) answered that their family has a negative effect in terms

of motivation. A participant has said, “Negatively, because they are pressuring me to have higher

grades.”[P22.,p.65]

8.3 Both Positive and Negative Effect

4 or 6.67% of the participants identified that they are both affected positively and

negatively by their families in terms of motivation. One participant answered, “: Positive in a

way that it gives me the drive to study better and also in a negative way because it always cause

me stress, that is bad for my health and pressure to do more than what is necessary.” [P53.,p.68]

45
Definition of Terms:

1. Co-residents – living together with an individual in one house.

2. Extended family - comprises of the father, mother, their children, the husbands and the

wife’s relations, etc.

3. Grandparent family - is where one or more grandparent is raising their grandchild or

grandchildren.

4. Nuclear family - is made up of the father, mother, and children.

5. Separated family - is where the parents separated but both still support their child/children.

6. Single parent family - consists of one parent with one or more kids.

7. Stepfamily - is where two separate families merge into one (e.g. two divorced parents with

one or more children blending families, or one divorced parent with kids marrying someone

who has never been married and has no kids).

46
Chapter References:

Akhtar, Zarina & Aziz, Shamsa. (2011). The Effect of Peer and Parent Pressure on the Academic

Achievement of University Students. Language in India. 11.

American Psychological Association (APA). (2012, March 12). Reducing academic pressure

may help children succeed. ScienceDaily. Retrieved March 15, 2019 from

www.sciencedaily.com/releases/2012/03/120312101439.htm

Arulmoly, Chelliah. (2015). A Study of the Relationship between Family Status and Academic

Achievement Motivation among Senior Secondary Grades in Batticaloa District, Sri

Lanka.

Baldwin, M. & Wade, S. (2012, November). Improving Family and Community

Engagement Through Sharing Data. Retrieved from

http://www.sedl.org/secc/resources/briefs/improve_family_commun_share/

Cosley, B.J., Ell, S. W., Hawthorne, L., Hutchinson, S., & McCoy, S.K. (2014, June 14).Is

pressure stressful? The impact of pressure on the stress response and category learning.

Retrieved from https://www.ncbi.nlm.nih.gov/pubmed/24129964

Faber, S. (n.d.). How Does Lack of Parenting at Home Affect Children's Grades in School?

Retrieved from https://living.thebump.com/lack-parenting-home-affect-childrens-grades-

school-13563.html

47
Florida Institute of Education at the University of North Florida. (2010). Families Learning

Together Training Session One: Positive Effects of Family Involvement. Retrieved from

https://www.unf.edu/uploadedFiles/aa/fie/S-1-

Positive%20Effects%20of%20Family%20Involvement%20article.pdf

Termizi, A., Rahman, B. A., & Monziri, S. (2012, May 02). Effects of parental pressure on

children to pursue academic excellence. Retrieved from

https://malaysianenglishclub.wordpress.com/2012/05/02/effects-of-parental-pressure-on-

children/

University of Tübingen. (2017, May 8). Parents’ motivation influences students’ academic

outcomes. ScienceDaily. Retrieved March 17, 2019 from

www.sciencedaily.com/releases/2017/05/170508083417.htm

48
 Chapter 5

Summary of Findings. Conclusions and Recommendations

This chapter presents the summary of the findings, conclusions that were drawn from the

obtained result, and the recommendations that can be given regarding the outcome of the

findings of the study.

Summary of Findings

This study seeks to identify the role of the family to the high school students’ academic

motivation. It aims to know how the family type of the students affects the students’ academic

achievements and performance.

The data collected by the researchers shows that the family indeed plays a crucial role to

the students’ academic motivation. Findings revealed that a complete family setting is associated

with higher levels of scholastic achievements on students and incomplete family setting is related

to low levels of academic performance. Statistics also revealed that all 60 participants receive

financial support for their school needs from their family. On the other hand, only 63.33% of the

participants had said that they get emotional support from their families. Moreover, only 61.67%

of the participants share their experiences with school to their family. It was also revealed that

majority (66.67%) of the participants are not academically pressured and only 33.33% are

pressured by their families.

This research also found out that the family positively, negatively, and sometimes, both

positively and negatively affects a students’ academic motivation. It positively affects a students’

motivation as it serves as an inspiration to students and it helps the students in terms of support

49
and encouragement. On the other hand, it negatively affects a student as it lays too much

pressure to the learners.

Conclusion

Overall, the researchers can say that the study conducted is successful as it was able to

discern how the family types of the students affect their academic performances. Moreover, this

study has effectively determined how the family background of the students affect their

scholastic motivation. With the data gathered, it can be concluded that a complete family setting

is associated with higher levels of scholastic achievements on students and incomplete family

setting is related to low levels of academic performance. Also, it can be determined that the

family can affect a high school students’ academic motivation in three ways. First is positively

whereas a student can feel more motivated due to the fact that his family serves as

encouragement and inspiration. Second is negatively because a student can be under too much

academic pressure due to his family. Last is both positively and negatively whereas a family can

serve as an inspiration and a stress-factor to students at the same time.

Recommendations

In the light of the foregoing conclusions, the following recommendations are hereby

forwarded.

First, we the researchers suggest to do not accuse any student of being lazy. Realize that

many students go through the learned helplessness phase and need support. Provide that support

for the student as a parent by staying in contact with the school and the child’s teachers. Do not

wait until grades come out to sit down and connect. Talk on a daily basis and be more helpful

than critical when it comes to the child’s school work.

50
 Second, family should collaborate and associate with school’s staffs and administrators to

motivate the students. School administrators may discuss school-wide programs and policies,

and post-high school options that parents and guardians of juniors and seniors need to know

about. Attending parent-teacher conferences is a way to stay informed, although in high school,

staff usually set these up only when parental involvement is needed to address issues like

behavior problems, falling below grade-level expectations, or alternatively, benefiting from

advanced class work.

Third, family should put the students into driver’s seat and accept what are their limits.

Give the students a little pressure so that their drive in studying will be there and give feedbacks.

Feedback is one of the most important aspects of education, as it prompts student’s awareness of

their own learning and teaches critical thinking skill. However, it only works when done well.

Praising effort, for example, encourages the idea that we learn from hard work, whereas praising

intelligence can make students feel like they are competing uncomfortably against others.

Striking a balance between positive and negative feedback as specific as possible is also more

useful in helping students advance toward a goal than a generic ‘well done’.

Fourth, manage time wisely. Do not take for granted the time allotted for your research-

making. As much as possible, allot more time for Chapters 4 and 5 for these require a lot of

effort for analysing and coding.

Lastly, for the future researchers who will support this topic, they should be realistic and

relevant in making the research paper. They should not include the things that are not related to

the topic. They should be careful in using words and they should check the grammar. The

51
researchers should have enough time in doing research and gathering data to have a relevant

outcome of the research.

52
 APPENDIX A

Question # 1: What type of family do you belong to?

Family Type Grade 7 Grade 8 Grade 9 Grade 10 SHS Total Percentage

Nuclear Family || || || || || 10 16.67%

Extended || || || || || 10 16.67%

Family

Single Parent || || || || || 10 16.67%

Family

Separated || || || || || 10 16.67%

Family

Step Family || || || || || 10 16.67%

Grandparent || || || || || 10 16.67%

Family

Question # 2: Who do you live with?

Family Members Tally Number

Father |||| - |||| - |||| - |||| - |||

Mother |||| - |||| - |||| - |||| - |||| - |||| - |||| - |||| - ||

Sibling/s |||| - |||| - |||| - |||| - |||| - |||| - |||| - ||||

53
Grandmother |||| - |||| - |||| - |||| - |||

Grandfather |||| - |||| - |

Aunt |||| - |||| - |||| - |

Uncle |||| - |||| - |||

Cousin/s |||| - |||| - ||

Others (Stepparents, Stepsiblings, etc.) |||| - ||||

Question # 3: Describe your academic performance.

General Average Tally Total Percentage

Outstanding (with an average grade of 95 and || 3.33%

2
above)

Above average (with an average grade of 90 to |||| - |||| - |||| - |||| - |||| 41.67%
25
94)

Average (with an average grade of 85 to 89) |||| - |||| - |||| - |||| - |||| - || 27 45%

Fair (with an average grade of 75 to 84) |||| 5 8.33%

Poor (with an average score of 74 and below) | 1 1.67%

Total: 60 100%

54
Question # 4: Does your family have the capability of providing your school needs?

Tally Total Percentage

Yes |||| - |||| - |||| - |||| - |||| - |||| - |||| - |||| - |||| - |||| - |||| - 100%
60
||||

No 0 0%

Total: 12 100%

Question # 5: Do you share your experiences in school with your family?

Tally Total Percentage

Yes |||| - |||| - |||| - |||| - |||| - |||| - |||| - || 37 61.67%

No |||| - |||| - |||| - |||| - ||| 23 38.33%

Total: 60 100%

Question # 6: Does your family give you emotional support on your studies?

Total Percentage

YES IIII – IIII – IIII – IIII – IIII 38 63.33%

– IIII - IIII - III

55
NO IIII – IIII – IIII – IIII - II 22 36.37%

Question # 6.1 : If yes, how?

P1: They taught me how to deal with hard lessons. – Help

P2: Helping me when I have many things to do. – Help

P3: No.

P4: To love my parents. – Irrelevant

P5: Sometimes only but I feel good when they do. – Irrelevant

P6: No.

P7: They helping me sometimes in my assignments. – Help

P8: Helping me studying with my difficulties. – Help

P9: No.

P10: They always guide me. – Guidance/ Encouragement

P11: No.

P12: They encourage me whenever I get low grades in academics. – Guidance/ Encouragement

P13: No.

P14: Yes, because they help me when I have a problem in school. – Help

56
P15: No.

P16: No

P17: Yes, because they inspire me. – Guidance/ Encouragement

P18: Yes, They are asking me about school. – Guidance/ Encouragement

P19: Yes, by telling me that they will always support me with what I want in the future. –

Guidance/ Encouragement

P20: No.

P21: No.

P22: No.

P23: No.

P24: No.

P25: Yes, they do not pressure me. – Guidance/ Encouragement

P26: Yes, by supporting myself in everything that I do. – Guidance/ Encouragement

P27: Yes, they support me every time. – Guidance/ Encouragement

P28: Yes, they encourage me to study. – Guidance/ Encouragement

P29: Yes, my parents always give me emotional support to earn grades. – Guidance/

Encouragement

P30: No.

57
P31: No.

P32: No.

P33: No.

P34: Yes, because they support and cheer me up. – Guidance/ Encouragement

P35: Yes, because they told me that education is the key to success. – Guidance/ Encouragement

P36: Yes, by motivating me in times of hardship when studying. – Guidance/ Encouragement

P37: Yes, they support me when I feel stressed. – Guidance/ Encouragement

P38: Yes, they support me by appreciating my achievements. – Guidance/ Encouragement

P39: No.

P40: No.

P41: Yes. My mother assures me and checks if I’m okay often and tries her best to help me even

with a busy schedule. – Guidance/ Encouragement

P42: Yes, by reminding me that I don’t need to be pressured, I just need to learn. – Guidance/

Encouragement

P43: No.

P44: Yes, motivate me to study. – Guidance/ Encouragement

P45: Yes. Pushing me to study hard and giving advices. – Guidance/ Encouragement

P46: No.

58
P47: Yes. They motivate me. – Guidance/ Encouragement

P48: Yes, by saying how proud they are to me. – Guidance/ Encouragement

P49: Yes, they support me in any decisions regarding my studies. – Guidance/ Encouragement

P50: Yes, by encouraging me that I can do it. – Guidance/ Encouragement

P51: Yes, they encourage me to give my best. – Guidance/ Encouragement

P52: Yes, by simply cheering me up when they know I’m having a hard time during school days

or examination weeks. – Guidance/ Encouragement

P53: Yes, by being there for me when I am at my lowest and most stressful because of the school

works I need to finish. – Guidance/ Encouragement

P54: Yes, by encouraging me to study harder. – Guidance/ Encouragement

P55: Yes, they motivate me to do better. – Guidance/ Encouragement

P56: No.

P57: Yes, encouraging. – Guidance/ Encouragement

P58: No.

P59: Yes, they motivate me like: “You can do it, just study hard and pray and be good.” –

Guidance/ Encouragement

P60: Yes, by talking to me in private and having a drink. – Guidance/ Encouragement

59
Question # 7: Does your family pressure you to achieve high grades? How does this affect you?

P1: No, they are telling me that being in Section 1 is enough as well if I study hard and exert

effort in my studies and activities in school. – No (Positive)

P2: No. They accept what I can do. – No (Irrelevant)

P3: No. Tumataas grade. – No (Positive)

P4: Mag-aral daw akong mabuti wag muna mag bf-bf para makafocus sa pag-aaral at makakuha

ng high grades. – Yes (Positive)

P5: No. It’s fine because I feel they accept my imperfections. But it’s also bothering because I

feel they don’t care about what I’ve worked hard for. – No (Irrelevant)

P6: No, they don’t pressure me to achieve high grades. – No (Irrelevant)

P7: No because whatever I get they are still proud. – No (Irrelevant)

P8: No, they just want me to pass the exams/ tests. – No (Irrelevant)

P9: Yes, it affects me positively because I get average grade. – Yes (Positive)

P10: I am sad because I did my best but they are not yet contented. – Yes (Negative)

P11: Yes, there’s always a part of me saying if you don’t do a good job on this, your mother will

be disappointed. – Yes (Negative)

P12: No, because of that, I don’t feel any pressure and get an average grades. – No (Positive)

P13: No, I just study well and never worry about my grades. – No (Positive)

60
P14: No, because they are contented when I passed my grades. – No (Irrelevant)

P15: Yes, it affects me by doing well in school every time, by that I started to have academic

anxiety. – Yes (Positive)

P16: No, they are happy on what grades or achievements I have. – No (Irrelevant)

P17: No, it not affects. – No effect

P18: No, it doesn’t affect me because my family still supports me. – No effect

P19: A bit, they would always scold me if I get bad grades. It makes me feel worried all the time

I receive my card. – Yes (Negative)

P20: No, because my parent is contented to my grades. No (Irrelevant)

P21: No, because my mother is busy to the work. – No (Irrelevant)

P22: Yes, I can’t focus on my studies because of the pressure they are giving. – – Yes (Negative)

P23: No, it doesn’t affect me at all. – No effect

P24: Yes, because they said if I have a high grades I will have a good life in the future. – Yes

(Positive)

P25: No, it motivates me because they do not pressure me. – No (Positive)

P26: No, it doesn’t affect my attitude towards academics because they accept the grade that I

showed to them and it doesn’t matter to them though. – No effect

P27: No, they don’t pressure me. – No (Irrelevant)

61
P28: No, my family is contented on what I achieved and what are my extents of capabilities. –

No (Irrelevant)

P29: Yes, because they were concerned about my studies. They want the best for me and they

put pressure on me because they believed that I can do this. – Yes (Positive)

P30: Sometimes. What they tell me about my studies motivates me and that makes me study

well. – Yes (Positive)

P31: No. – No (Irrelevant)

P32: No. – No (Irrelevant)

P33: Yes, I became more stressed and sometimes emotional. I sleep late and go home late for

more curricular activities. – Yes (Negative)

P34: No. – No (Irrelevant)

P35: No, my family knows that I always do my best. – No (Irrelevant)

P36: No, my family does not pressure me to have a high grades and because of this I do not

easily panic when I get low scores. – No effect

P37: No, because they want me to teach how to be an independent student that can study on my

own and be responsible from it. – No (Positive)

P38: Most of the time they pressure me but I ain’t affected because I let positivity in rather than

negativity. – Yes (No effect)

62
P39: No. – No (Irrelevant)

P40: No. – No (Irrelevant)

P41: Yes, this stresses me out a lot because knowing that I will not only disappoint myself but

also my family forces me to try to do everything to not let them down and make them proud. –

Yes (Negative)

P42: No, they don’t. – No (Irrelevant)

P43: Yes, feeling motivated and ready to sacrifice just to achieve high grades. – Yes (Negative)

P44: No, they do not pressure me to achieve high grade, this affects me positively because I am

not frustrated to achieve high grades. – No (Positive)

P45: Yes, I am pressured anytime like in recitations, quiz, seatwork, project and performance. –

Yes (Negative)

P46: No, they just support me of what I am. – No (Positive)

P47: No, because they don’t expect anything from me. – No (Irrelevant)

P48: Yes, it affects me by being pressured and gives me anxiety if I fail. – Yes (Negative)

P49: Yes, although indirectly, I use this as fuel to further improve my studies and academic

achievement. – Yes (Positive)

P50: Yes, it makes me achieve high grades. – Yes (Positive)

63
P51: They do not pressure me. I feel more inspired because they tend to support me no matter

what. – No (Positive)

P52: No, they don’t pressure me to achieve high grades that’s why I’m somehow motivated

because I know that they are here to support me but not in pressured way. – No (Positive)

P53: Yes, it creates pressure for me to have a high grades and be an honor students because I

have a sister who is much more smarter than me. – Yes (Negative)

P54: My family does not pressure me to achieve high grades. It affects me by giving me a sense

of freedom and independence that helps me to focus on the things I want to do the most. – No

(Positive)

P55: No, it doesn’t affect me because my parents motivate me, they do not pressure me. Having

no feeling of pressure affects me positively because I do not expect much in myself. – No

(Positive)

P56: No, they only appreciate what I got. – No (Irrelevant)

P57: No, nothing but still trying to get high grades. – No (Positive)

P58: Yes, I lose motivation in studying. – Yes (Negative)

P59: No, they don’t. I don’t feel like I’m in a cage. It led me to believing that grades don’t matter

that much. I am able to do things as a teenager, and as a student. I feel free and contented but

sometimes they’re not ok when I fail a subject. – No (Positive)

P60: No, because the only thing that matters to them is to graduate and not have a grade that has

line of 7 and below. – No (Irrelevant)

64
Question # 8: How does your family affect your motivation in studying? Positively or

negatively? Explain.

P1: Positively, they let me have my time for studying and control my use of cellphones and

reading online books. – Positive

P2: Positively. They sometimes help me and they exclude me from household chores. – Positive

P3: Negatively because they don’t motivate in study. – Negative

P4: Positive kasi sinusuportahan nila ako. – Positive

P5: Positively. I study hard because of them. I want to give them a comfortable life when I grow

up. – Positive

P6: Positively. They motivate me more through words of motivation. – Positive

P7: Positively because they still supporting me. – Positive

P8: Positively because they want the best for my future. – Positive

P9: Yes because they serves as my inspiration. – Positive

P10: Positively because they always wake me every morning. – Positive

P11: Positively. It helps me to study harder. – Positive

P12: Positively, because I don’t get too much stress from them. – Positive

P13: Positively. They always support and help me with my studies. – Positive

P14: Yes, because they always give me a words of wisdom to motivate me. – Positive

65
P15: Both positively and negatively. My parents motivate me by telling me the good effect of

being a good student, while also demotivates me by being the topic whenever I fail. –

Positive

P16: Positively because they are always supporting me, they are supportive. – Positive

P17: Positively because they push me hard to study. – Positive

P18: Positively, because my inspiration also is my family. They are watching my study and me.

– Positive

P19: Negatively, sometimes because of the pressure I want to rebel up against their will. –

Negative

P20: Positively. – Positive

P21: Positive, because even there are busy they are my motivation. – Positive

P22: Negatively, because they are pressuring me to have higher grades. – Negative

P23: Negatively, if they tell me to study I’d just get annoyed because I have my own schedule. –

Negative

P24: They are my inspirations, Positively because if they don’t motivate me my life will be

ruined. – Positive

P25: Positively, they give me their motivation by showing that they really care for me and they

love me. – Positive

66
P26: My family motivates me in studying positively because they always support me in

everything that I achieve in my life. – Positive

P27: Positively, they motivate me but they don’t pressure me about my studies. – Positive

P28: My family affects my motivation in studying positively because I know it is hard for them

to work abroad and because of this, I wanted to give my best in my academic

performance. – Positive

P29: Positively, when I am having a hard time in my studies, especially during examination’s

review, my parents keep on reminding me that I can do it, just stay focus and always

pray. – Positive

P30: My family affects my motivation in studying positively by them complementing me in

whatever I do in school. – Positive

P31: Positively because they also motivated me by telling things that could possibly increase my

grades. – Positive

P32: Positively because I know that they trust me – Positive

P33: Sometime positive but they didn’t know that some of their words fill my body, brain, and

heart with negativity causing me to break. – Both

P34: Positive because they motivate me to pursue my dreams and studying is just a process. –

Positive

P35: They affect my motivation in studying positively because it is an reminder that they work

very hard just to give me an education. – Positive

67
P36: Positively, because of my family I have a goal to finish my study and to have a successful

life in the future. – Positive

P37: Positively, because they encourage me every time that I find it hard studying. They always

told me that I can do it by myself. – Positive

P38: I am motivated to study well because of the pressure. But I think that’s negative. – Negative

P39: Positively, because they are my motivation by supporting me on my studies. – Positive

P40: Positively, because they support me. – Positive

P41: Negatively, because their expectations are hard to achieve and it forces me to over work

myself just to prove to them that I am something. – Negative

P42: Positively because every time that I’m getting a failed score, they don’t get angry instead

they embrace me. – Positive

P43: If I failed, they will talk to me negatively. – Negative

P44: They affect me positively, because they are always ready to support me in whatever I do. –

Positive

P45: Positive because they tell me that I can do it and negatively when I have failed grades in my

exams. – Positive

P46: Positively. Because even though we’re not all together, they never fail to support me and

make me feel love. – Positive

P47: Positively, because they are my inspiration to be successful. – Positive

68
P48: Positively, because through this, my grades are getting higher. Positive

P49: My family affects my motivation positively because it helps me strive to improve my

performance in school. – Positive

P50: Positive because they are the reason why am I studying hard. – Positive

P51: My family provides my needs that makes me feel motivated and more inspired to do my

best. – Positive

P52: My family motivated me in a positive way. That’s why I am more motivated to study well

so that I can make them proud. And I can concentrate well because I don’t have the feeling of

having family pressure in terms of my studying. – Positive

P53: Positive in a way that it gives me the drive to study better and also in a negative way

because it always cause me stress that is bad for my health and pressure to do more than what is

necessary. – Positive

P54: My family positively motivates me in my studies because I want to see my family being

proud of the things that I have achieved in terms of my academic performance. – Positive

P55: Positively, because they focus on my strengths and they know my capabilities, they do not

push me to do something. – Positive

P56: They are my motivation in studying because if I get high grades they’ll be happy and proud

of me. – Positive

P57: Positively, because they’re encouraging me that I can do it. – Positive

69
P58: Both, because sometimes their words motivate me and encourage me, though there are

times that they pull me down. – Both

P59: Positively. They don’t force me to study. They just remind me to do it well. They cheer me

up. Positive

P60: Negatively, because they don’t pressure me, (Pressuring me makes me strive / work

harder.) but sometimes positively because they don’t stress me at my studies. – Both

70
 APPENDIX B

March 14, 2019

Ms. Maria Gwen Y. Lazaro

Assistant Principal
Sto. Niño Academy

Dear Ma’am,

Good day!

We are students of Grade 11- Josephian currently taking up Practical Research I (Qualitative Research)
under the supervision of Ms. Rea Rose Roxas. As part of the requirements of our class, we are conducting
a research entitled, “The Role of the Family to High School Students’ Academic Motivation.” We would
like to ask your permission to allow the entire high school population to participate on our research by
answering the first set of questionnaires given by the researchers. Also, we would like to request for your
consent to allow 60 high school students selected through stratified sampling to take part on our research
study by answering the second set of survey questionnaires provided by the researchers. The distribution
of the questionnaires will be at the following proposed time on:

March 15, 2019

 10:30 A.M. – 11:30 A.M.
 1:00 P.M. – 2:00 P.M.
 3:30 P.M. – 4:15 P.M.

The purpose of this study is to identify the role of the family to high school students’ academic
motivation. Please be informed that the answers of the students to the questions will be treated with the
utmost confidentiality.
We are hoping for your kind consideration. Thank you!

Respectfully yours,

JAMELA SANTIAGO PAULINE LYZA SAN LUIS ANGELICA PACULAN

IAN PATRICK REYES CLARENCE HALILI

Noted by:

MS. REA ROSE ROXAS MRS. MONINA M. VELAYO

Subject Teacher Head Teacher- H.S. Dept.

Approved by:

MS. MARIA GWEN Y. LAZARO

Assistant Principal
March 2019

71
March 14, 2019

Mrs. Cristina Dela Cruz

Grade 7 Coordinator
Sto. Niño Academy

Dear Ma’am,

Good day!

We are students of Grade 11- Josephian currently taking up Practical Research I (Qualitative
Research) under the supervision of Ms. Rea Rose Roxas. As part of the requirements of our
class, we are conducting a research entitled, “The Role of the Family to High School Students’
Academic Motivation.” We would like to ask your permission to allow the entire Grade Seven
population to participate on our research by answering the first set of questionnaires given by the
researchers. Also, we would like to request for your consent to allow 12 Grade Seven students
selected through stratified sampling to take part on our research study by answering the second
set of survey questionnaires provided by the researchers. The distribution of the questionnaires
will be at the following proposed time on:

March 15, 2019

 10:30 A.M. – 11:30 A.M.
 1:00 P.M. – 2:00 P.M.
 3:30 P.M. – 4:15 P.M.

The purpose of this study is to identify the role of the family to high school students’ academic
motivation. Please be informed that the answers of the students to the questions will be treated
with the utmost confidentiality.
We are hoping for your kind consideration. Thank you!

Respectfully yours,

JAMELA SANTIAGO PAULINE LYZA SAN LUIS ANGELICA PACULAN

IAN PATRICK REYES CLARENCE HALILI

Noted by:

MS. REA ROSE ROXAS MRS. MONINA M. VELAYO

Subject Teacher Head Teacher- H. S. Dept.

Approved by:

MS. MARIA GWEN Y. LAZARO

Assistant Principal
March 2019

72
March 14, 2019

Mrs. Sheena Romagoza

Grade 8 Coordinator
Sto. Niño Academy

Dear Ma’am,

Good day!

We are students of Grade 11- Josephian currently taking up Practical Research I (Qualitative
Research) under the supervision of Ms. Rea Rose Roxas. As part of the requirements of our
class, we are conducting a research entitled, “The Role of the Family to High School Students’
Academic Motivation.” We would like to ask your permission to allow the entire Grade Eight
population to participate on our research by answering the first set of questionnaires given by the
researchers. Also, we would like to request for your consent to allow 12 Grade Eight students
selected through stratified sampling to take part on our research study by answering the second
set of survey questionnaires provided by the researchers. The distribution of the questionnaires
will be at the following proposed time on:

March 15, 2019

 10:30 A.M. – 11:30 A.M.
 1:00 P.M. – 2:00 P.M.
 3:30 P.M. – 4:15 P.M.

The purpose of this study is to identify the role of the family to high school students’ academic
motivation. Please be informed that the answers of the students to the questions will be treated
with the utmost confidentiality.
We are hoping for your kind consideration. Thank you!

Respectfully yours,

JAMELA SANTIAGO PAULINE LYZA SAN LUIS ANGELICA PACULAN

IAN PATRICK REYES CLARENCE HALILI

Noted by:

MS. REA ROSE ROXAS MRS. MONINA M. VELAYO

Subject Teacher Head Teacher- H.S. Dept.

Approved by:

MS. MARIA GWEN Y. LAZARO

Assistant Principal
March 2019

73
March 14, 2019

Mrs. Nancy DC. Sta. Rita

Grade 9 Coordinator
Sto. Niño Academy

Dear Ma’am,

Good day!

We are students of Grade 11- Josephian currently taking up Practical Research I (Qualitative
Research) under the supervision of Ms. Rea Rose Roxas. As part of the requirements of our
class, we are conducting a research entitled, “The Role of the Family to High School Students’
Academic Motivation.” We would like to ask your permission to allow the entire Grade Nine
population to participate on our research by answering the first set of questionnaires given by the
researchers. Also, we would like to request for your consent to allow 12 Grade Nine students
selected through stratified sampling to take part on our research study by answering the second
set of survey questionnaires provided by the researchers. The distribution of the questionnaires
will be at the following proposed time on:

March 15, 2019

 10:30 A.M. – 11:30 A.M.
 1:00 P.M. – 2:00 P.M.
 3:30 P.M. – 4:15 P.M.

The purpose of this study is to identify the role of the family to high school students’ academic
motivation. Please be informed that the answers of the students to the questions will be treated
with the utmost confidentiality.
We are hoping for your kind consideration. Thank you!

Respectfully yours,

JAMELA SANTIAGO PAULINE LYZA SAN LUIS ANGELICA PACULAN

IAN PATRICK REYES CLARENCE HALILI

Noted by:

MS. REA ROSE ROXAS MRS. MONINA M. VELAYO

Subject Teacher Head Teacher- H. S. Dept.

Approved by:

MS. MARIA GWEN Y. LAZARO

Assistant Principal
March 2019

74
March 14, 2019

Mr. Ramon “Bong” Estrella

Grade 10 Coordinator
Sto. Niño Academy

Dear Sir,

Good day!

We are students of Grade 11- Josephian currently taking up Practical Research I (Qualitative
Research) under the supervision of Ms. Rea Rose Roxas. As part of the requirements of our
class, we are conducting a research entitled, “The Role of the Family to High School Students’
Academic Motivation.” We would like to ask your permission to allow the entire Grade 10
researchers. Also, we would like to request for your consent to allow 12 Grade Ten students
selected through stratified sampling to take part on our research study by answering the second
set of survey questionnaires provided by the researchers. The distribution of the questionnaires
will be at the following proposed time on:

March 15, 2019

 10:30 A.M. – 11:30 A.M.
 1:00 P.M. – 2:00 P.M.
 3:30 P.M. – 4:15 P.M.

The purpose of this study is to identify the role of the family to high school students’ academic
motivation. Please be informed that the answers of the students to the questions will be treated
with the utmost confidentiality.
We are hoping for your kind consideration. Thank you!

Respectfully yours,

JAMELA SANTIAGO PAULINE LYZA SAN LUIS ANGELICA PACULAN

IAN PATRICK REYES CLARENCE HALILI

Noted by:

MS. REA ROSE ROXAS MRS. MONINA M. VELAYO

Subject Teacher Head Teacher- H. S. Dept.

Approved by:

MS. MARIA GWEN Y. LAZARO

Assistant Principal
March 2019

75
March 14, 2019

Mrs. May B. Diaz

Senior High School Coordinator
Sto. Niño Academy

Dear Ma’am,

Good day!

We are students of Grade 11- Josephian currently taking up Practical Research I (Qualitative
Research) under the supervision of Ms. Rea Rose Roxas. As part of the requirements of our
class, we are conducting a research entitled, “The Role of the Family to High School Students’
Academic Motivation.” We would like to ask your permission to allow the entire Senior High
School population to participate on our research by answering the first set of questionnaires
given by the researchers. Also, we would like to request for your consent to allow 12 Senior
High School students selected through stratified sampling to take part on our research study by
answering the second set of survey questionnaires provided by the researchers. The distribution
of the questionnaires will be at the following proposed time on:

March 15, 2019

 10:30 A.M. – 11:30 A.M.
 1:00 P.M. – 2:00 P.M.
 3:30 P.M. – 4:15 P.M.

The purpose of this study is to identify the role of the family to high school students’ academic
motivation. Please be informed that the answers of the students to the questions will be treated
with the utmost confidentiality.
We are hoping for your kind consideration. Thank you!

Respectfully yours,

JAMELA SANTIAGO PAULINE LYZA SAN LUIS ANGELICA PACULAN

IAN PATRICK REYES CLARENCE HALILI

Noted by:

MS. REA ROSE ROXAS MRS. MONINA M. VELAYO

Subject Teacher Head Teacher- H.S. Dept.

Approved by:

MS. MARIA GWEN Y. LAZARO

Assistant Principal
March

76
1