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College of Subic Montessori Subic Bay, Inc.
“SeipsumFacit Persona” – Man Makes Himself
Introduction
1
Conceptual Framework
Profile of the
Respondents
 Age
Students taking Academic
 Sex
care of their Average
 Educational
younger siblings
Level
 No. of
younger
siblings
Dependent Variable Independent Variable Moderating Variable

Figure 1
A Paradigm of the Conceptual Framework of the Study
This study on students taking care of their younger siblings and their academic
performance among senior high school learners is guided by the Dependent- Independent-
Moderating (DV- IV – MV) conceptual scheme.
The dependent variable is the topic or the students taking care of their younger
siblings and their academic performance, whereas the independent variable is the profile
of the respondents which are the age, sex, educational level, and the number of younger
siblings of the respondents. The moderating are the things that might affect to the topic and
the profile of the respondents. Thus, this research may interconnect the connection of the
moderating variables to the independent variable and will result to the dependent variable.
2
Theoretrical Framework
3
Chapter 2
REVIEW OF RELATED LITERATURE AND STUDIES
A review of related literature and studies is essential in a research work for it
ensures factual data to support this study. A variety of findings and conclusions of past
investigation were referred to relate with the researcher’ own inference about their study.
Foreign Literature
Maximilian Schwefer (2018) a studies on the role of birth order in educational achievement
in developing countries have yielded contradictory findings. This study uses unique and novel data
on 4,362 siblings living in alternative care families in 54 countries. Results suggest negative birth
order effects among biological siblings, implying inferior outcomes for laterborns. A second
analysis offers reasons for why previous studies might have found contradictory results. Three
sources of heterogeneity are surveyed. Extreme hardship, parental gender preferences, and tutoring
between siblings are identified as moderators of birth order effects. The findings can inform
development interventions by helping to prioritize individuals in highest need. This study aimed to
understand the effects of birth order on personality traits and academic performance by using a
sample of families from Salt City in Jordan, it also examines whether these factors differ according
to place of living, sex, economic level and number of family members.
rder directly impacts student achievement and motivation. The resource dilution theory and
confluenchttps://www.cesifo.org/DocDL/wp-2018-282-schwefer-birth-order-effects.pdf
Cheti Nicoletti and Birgitta Rabe (2014) Provide the first empirical evidence on direct
sibling spillover effects in school achievement using English administrative data. Our identification
strategy exploits the variation in school test scores across three subjects observed at age 11 and 16
and the variation in the composition of school mates between siblings. These two sources of
4
variation have been separately used to identify school peer effects, but never in combination. By
combining them we are able to identify a sibling spillover effect that is net of unobserved child,
family and school characteristics shared by siblings. We find a modest spillover effect from the
older sibling to the younger but not vice versa. This effect is considerably higher for siblings from
deprived backgrounds, where sibling sharing of school knowledge might compensate for the lack
of parental information
http://ftp.iza.org/dp8615.pdf
Maria Carmella Sucgang and Frederick Edward Fabella (2018) This study was conducted
to find out whether birth order is a factor in academic performance. Adler’s (1930) assertions on
the personality differences based on different birth order were used as this study’s theoretical basis.
The respondents of the study were taken from the Grade 10 high school students of Nuestra Señora
de Aranzazu Parochial School located in San Mateo, Rizal, Philippines. Using purposive sampling
77 “first born,” 55 “middle child,” 71 “last born” and 30 “only child” respondents were obtained.
The respondents’ academic performances through their general weighted average in 2017 were also
taken. The chi-square formula yielded a value of 8.696 which is higher than the critical value of
7.81. Therefore, it could be inferred that there is a significant relationship between birth order and
academic performance. Welch T tests were computed between the academic performances of the
different birth orders. This statistical tool yielded a t value of 1.8145 between first born and only
child, a t value of 1.6988 between middle child and only child, a t value of 1.6054 between last
born and only child, a t value of -1.8145 between only child and first born, a t value of -1.6988
between only child and middle child and a t value of -1.6504 between only child and last born. The
preceding Welch t values all indicate a significant difference in the academic performance of the
respective respondents.
Alissa Jo Combs-Draughn (2016) Historically, research in the field of birth order yielded
inconsistent and at times controversial results. Researchers have long been interested in the impact
5
of birth order on both social and cognitive development, in part due to the research of Adler. The
purpose of this quantitative study was to determine if psychological birth oe model were used to
investigate the relationship between sibling perception of family roles within familial settings and
academic performance and motivation within the college setting. The quantitative study used an
online survey to assess psychological birth order, assess motivation, and obtain demographic
information including academic achievement measures. This study yields potentially helpful
insight into the arena of differentiation of instruction by introducing a new variable for educators
to take into consideration. Criterion sampling was employed with a sample (n = 183) of students in
community, public, and private colleges. This study found that psychological birth order (first born,
middle born, youngest, only child) predicted student motivation in the area of fun seeking (part of
the motivation scales). Also, psychological birth order (first born, middle born, youngest child)
predicted student motivation in the area of reward responsiveness (another subscale of motivation
scales). To initiate positive social change for individual students and address their specific needs,
teachers and administrators can use these results to understand student motivation and design
strategies to motivate students to reach their full potential.
https://scholarworks.waldenu.edu/cgi/viewcontent.cgi?article=3632&context=dissertations
Natasha Dagys Pajoluk (2013) During adolescence older siblings who are close in age may
serve as examples to emulate or become different from. Key features of the sibling relationship that
may promote similar sibling outcomes include sibling intimacy, older sibling support, younger
sibling image of the older sibling, and self-reported social learning and differentiation. The goal of
this dissertation was first to (a) examine whether older sibling support represents a single or
multiple factors and then to (b) investigate which aspects of the sibling relationship predict younger
siblings’ membership in one of four achievement groups. Data was collected from 288 younger
siblings (YS) in ninth and tenth grade. Participants reported their own and their older sibling’s (OS)
grades and completed measures of sibling intimacy, OS support for YS academic plans, YS image
6
of OS, social learning, and differentiation. They also completed demographic and family data
including family cohesion and parent expectations of achievement. First, factor analysis results
indicated that OS support for YS academic plans represented four distinct factors: Encouragement,
Goal Setting, OS Academic Engagement, and Involvement. Second, four sibling achievement
groups were created based on a median split of grades in order to determine which of these factors
as well as other sibling relationship variables best predicted younger siblings’ achievement in the
context of their older sibling’s achievement: OS high-YS high (HH), OS high-YS low (HL), OS
low-YS high (LH), and OS low-YS low (LL). Discriminant analyses indicated that younger siblings
were most often correctly classified (55% correct) into their corresponding achievement group
when GPA rather than a global rating of grades was used as a measure of academic achievement.
The strongest predictor of YS achievement was OS academic engagement, followed by parent
expectations of achievement and differentiation. Classification was most accurate (81%) when
older siblings were high achievers and when parent expectations of achievement were not low and
most inaccurate (37-46%) when older siblings were low achievers.
https://digitalassets.lib.berkeley.edu/etd/ucb/text/DagysPajoluk_berkeley_0028E_13214.pdf
Susan M. McHale et.al (2012) review the literature on sibling relationships in
childhood and adolescence, starting by tracing themes from foundational research and
theory and then focusing on empirical research during the past 2 decades. This literature
documents siblings’ centrality in family life, sources of variation in sibling relationship
qualities, and the significance of siblings for child and adolescent development and
adjustment. Sibling influences emerge not only in the context of siblings’ frequent and
often emotionally intense interactions but also by virtue of siblings’ role in larger family
system dynamics. Although siblings are building blocks of family structure and key players
in family dynamics, their role has been relatively neglected by family scholars and by those
7
who study close relationships. Incorporating study of siblings into family research provides
novel insights into the operation of families as social and socializing systems.
https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3956653/
According to (Walden, .2016) Historically, research in the field of birth order
yielded inconsistent and at times controversial results. Researchers have long been
interested in the impact of birth order on both social and cognitive development, in part
due to the research of Adler. The purpose of this quantitative study was to determine if
psychological birth order directly impacts student achievement and motivation. The
resource dilution theory and confluence model were used to investigate the relationship
between sibling perception of family roles within familial settings and academic
performance and motivation within the college setting. The quantitative study used an
online survey to assess psychological birth order, assess motivation, and obtain
demographic information including academic achievement measures. This study yields
potentially helpful insight into the arena of differentiation of instruction by introducing a
new variable for educators to take into consideration. Criterion sampling was employed
with a sample (n = 183) of students in community, public, and private colleges. This study
found that psychological birth order (first born, middle born, youngest, only child)
predicted student motivation in the area of fun seeking (part of the motivation scales). Also,
psychological birth order (first born, middle born, youngest child) predicted student
motivation in the area of reward responsiveness (another subscale of motivation scales).
To initiate positive social change for individual students and address their specific needs,
teachers and administrators can use these results to understand student motivation and
design strategies to motivate students to reach their full potential.
8
https://scholarworks.waldenu.edu/cgi/viewcontent.cgi?article=3632&context=dissertation
According to (Smith, 2010) Hypotheses derived from the confluence model of
family effects upon intellectual growth and from related theory and research are tested in
data from sixth, eighth, tenth, and twelfth grade students. Self-reported school grades have
a substantial negative relationship with number of older siblings among whites, but not
among blacks. The grades of the black respondents have a surprising negative relationship
with responsibility for younger siblings. Confluence-model ideas appear to be less
adequate for blacks than for whites, but some revisions in the model may be required in
the case of whites also. Among whites, grades are curvilineal related to responsibility for
younger siblings, indicating that very frequent responsibility for younger sisters and
brothers may be counterproductive. Females report greater responsibility for younger
siblings than males, but there is no indication that the sex difference in this variable
accounts for the sex difference in grades.
https://www.jstor.org/stable/2095574?seq=1#page_scan_tab_contents
According to Luchuck, (2010) The purpose of this study was to show a correlation
between parent involvement and student achievement. Data presented in the t-tests and
correlational study rejected the null hypothesis and accepted the alternate. Children whose
parents have been involved in their education have shown greater gains academically. An
abundance of literature that supports this statement identifies the types of involvement,
defines the barriers, and offers proven suggestions for improving parent involvement.
https://files.eric.ed.gov/fulltext/ED424926.pdf
9
According to Donald Partin, (2017) In today's educational landscape, it is
paramount that parents be involved in the education of their children. Research indicates
that students whose parents are involved in the educational process are more likely to
perform better and achieve more than students whose parents are absent from the process.
Notably, studies have shown that the presence of a father in the household can significantly
increase the chances of increased student achievement (Desforges & Abouchaar, 2003).
The purpose of this study was to determine if there exists a correlation between parental
involvement and student academic achievement.
https://www.cn.edu/libraries/tiny_mce/tiny_mce/plugins/filemanager/files/Dissertations/
Dissertations2017/Donald_Partin.pdf
Local Literature
According to (Baybay, 2017) Throughout the history, birth order is a significant concept in
families of different cultures and race. Every child in the family may differ from his/her siblings
because of his/her role in the family. The first born may be a lot more different from the second
born and last born. His/her academic achievement may also be affected because of the expectancy
from parents. Individual personality of a child may also influence by his/her role in the family for
it is his/her first group experience.
https://knepublishing.com/index.php/Kne-Social/article/view/2431/5340#toc
According to (Chohan, 2010) This study examines the impact of educational support given
by the parents on the academic achievement and on the self-concept of 4th grade public school
students. The aims of this study were (a) to examine the linkage between academic achievement
and educational support provided to the child at home and, (b) to determine whether this support
directly or indirectly effects child's self-concept. The data regarding parental support, its effects on
10
the academic achievement and the self-concept were collected from a sample (N =305) of 4th grade
students in the urban primary and elementary public schools. The sample students who have or
have not parental support were compared on two measures, (a) the annual school result report and,
(b) the self-concept scale. The self-concept was measured twice i.e. before one month of annual
school examination and after one month of announcement of annual results. The findings study
revealed that parents’ contribution to their children's education has a consistent and positive effect
on academic achievement and on the self-concept.
https://www.researchgate.net/publication/216035869_Impact_of_Parental_Support_on_the_Acad
emic_Performance_and_Self_Concept_of_the_Student
According to (Audric C., 2017) The purposes of this study was to examine the perceptions
of parents and teachers regarding their awareness and responsiveness concerning parental
involvement and search for ways to improve the home-school relationship through effective
parental involvement. Additionally, the study strived to identify efficient yet useful ways that
families and schools can build strong partnerships and to discover the role of the school in at home
parenting and learning through a collaborative partnership based on Epstein’s six typologies of
parental involvement.
https://digitalcommons.kennesaw.edu/cgi/viewcontent.cgi?article=1022&context=teachle
addoc_etd
(Deborah, .2013) This paper presents estimates of the impact of family size on
pupils’ school achievement using data on national test scores across multiple subjects as
well as subjective assessments of pupils’ performance provided by teachers and parents,
for a sample of primary school pupils aged 8/9 and 10/11 years old in the Australian state
of Victoria. The impact of family size is identified via instrumental variables (IV),
exploiting plausibly random differences in the gender mix of siblings and twin births. In
11
contrast to much of the literature, our results provide strong evidence for the existence of
a quantity-quality trade-off, with IV estimates suggesting an economically meaningful
negative impact of having more than one sibling. In reading, for example, having more
than one sibling leads to a decrease in achievement of about 29% of a standard deviation
when assessed by test scores, 33% when assessed by teachers and 14% when assessed by
parents. For numeracy, we find a decrease in outcomes of respectively 39%, 51% and 21%
of a standard deviation.
https://www.sole-jole.org/14033.pdf
Bartolome et. Al (2017) Parental involvement refers to the amount of participation
a parent has when it comes to the schooling of his/her children. Some schools foster healthy
parental involvement, but sometimes parents have hesitations if they will involve
themselves with their children's education. It has been advocated in Western countries.
However, there is a body of literature that examines the significance of social and cultural
influences and the effects of parents' involvement in and expectations of their children's
development and learning. It is important for schools to recognize the existence of cultural
variations in parent involvement because there are differences among parents with diverse
background on when, why, and how they are involved in their children's education.
Parenting is important in the Philippine society because family is viewed as a centred to
one's social world. But, social contexts in which Filipino families are embedded have
changed rapidly over the past ten years (Ochoa & Torre, n.d.). Children's learning is
increasingly moving toward a broader vision of the 21st century learning. As children's
educations increasingly occur across a range of settings, parents are uniquely positioned to
help ensure that these settings best support their children's specific learning needs. Thus,
12
parental involvement researches remain misrepresentative of parents and the involvement
that they have with their children's education (Jackson, 2010). The present study is using a
qualitative research design that will investigate existing literatures on parental involvement
in Early Childhood Education in terms of communicating from the school, volunteering
and participating in school's activities, and learning at home. The study will rely on the
analysis of documents in order to gain deeper understanding about parental involvement in
the Philippines and propose a School-facilitated Parental Involvement (SPIn) Framework.
https://www.researchgate.net/publication/325348961_PARENTAL_INVOLVEMENT_IN
_THE_PHILIPPINES_A_REVIEW_OF_LITERATURES
Edna Luz R. Abulon et. Al (2016) This research aimed to enhance academic
performance in Science through the conduct of several school activities in which the
parents are invited to participate. The participants were students of Grade 9 Section 2 at
Esteban Abada High School in Manila. The majority of the participants belong to the 15-
17 age range. Parental involvement strategies such as giving certificates to top performing
students in the class during card distribution, showcasing performance-based outputs in
Science on a monthly basis and showing of a video on selected class experiences were done
to encourage the parents to come to school and be involved in the activities of the students.
Results showed that these interventions facilitated parental involvement. Generally,
positive feedback information from the parents were elicited and promoted better
understanding of their child’s performance in school. A significant difference in the pre-
testing and post testing which indicated improvement in academic performance was
revealed in the study. Likewise, parents became more involved in home-based and school-
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based activities because of the conduct of the various strategies which have implicitly
enhanced performance in science.
file:///C:/Users/User/Downloads/Documents/274-952-1-PB.pdf
According to Fe Josefa G. Nava (2010) The effect of poverty on school leaving was
examined for various gender groups, school levels and school locations based on interview
data of dropouts (n = 38), parents of dropouts (n = 18), teachers (n = 13) and school
administrators of 4 purposively selected elementary and secondary schools in urban and
rural locations. By segregating responses according to gender, school level and location of
respondents, specific factors related to school level were identified for male and female,
elementary and secondary, and urban and rural school dropouts. Employment activities
were common among older dropouts, especially the males, while domestic duties such as
caring for younger siblings were most true of females, especially those from rural areas.
Low motivation was also evident among male and younger school dropouts.
file:///C:/Users/User/Favorites/Downloads/2019-3276-1-PB%20(1).pdf
According to Gilbert C. Magulod Jr. (2019) In order to better prepare university
students as proficient, versatile and productive information and industrial technologists in
the 21st century, the need to implement instructional strategies and activities naturally align
with their predispositions will make them better learners. This study examined the learning
style preferences, study habits and level of academic achievement of students enrolled in
applied science courses of one campus of a public higher education institution in the
Philippines. The study employed descriptive correlational research design to a total of
seventy-five respondents who were purposively sampled. Two sets of standardized
instruments were utilized by the researcher. Results of the study revealed that the students
14
of applied sciences courses preferred visual, group and kinesthetic as major learning styles
while they manifest a moderate level of study habits. They also have a good level of
academic achievement. Test of difference revealed that academic performance, father's
occupation and type of high school graduated from spelled significant differences in their
perceptual learning styles. They also spelled differences in their study habits when grouped
according to academic standing in high school, writing skills, mothers’ education, and test
anxiety. Finally, there were significant relationships between learning styles, study habits
and academic performance of students in applied science courses. The implications of the
study can guide instructors to plan and deliver suitable instructional interventions.
http://www.jotse.org/index.php/jotse/article/view/504/392
According to Julius Soria (2012) This study documented Ilokano as a
heritage/community language in Hawaii, focusing on Ilokano heritage learners at a public
high school in urban Honolulu. The indigenous Ilokano word pakasaritaan contextualizes
and frames this study to produce the body of knowledge on Ilokano heritage learners in
Hawaii. In putting together, the sarita (stories) of the five Ilokano informants in this study,
I engaged in saritaan (talk story) with the students to uncover their sarita in the context of
their experiences at home, school, community, and with their peers to arrive at their
pakasaritaan or their history. The intersection between sarita and pakasaritaan
invokes/summons the other, hence, the story in history and history in the story. The findings
revealed that the students’ experiences were rich and multi-layered. The immigrant home
was the core of the students’ stories that planted the values of hard work and education.
The results also showed (dis)connects between home and the school culture in the lives
and education of these students. Offering Ilokano language to the heritage learner affirmed
15
the cultural capital of the home, but more importantly, acknowledged the language and
heritage rights of a marginalized group in spite of mainstream and hegemonic practices.
This study extends the scholarship of heritage language learning from a uniquely Ilokano
and youth perspective. It contributes to research methodologies by developing culturally
appropriate protocols that respect and celebrate the stories of marginalized groups to work
toward linguistic pluralism and social justice. The sarsarita (stories) combined lead us to
larger conversations, pakasaritaan about diversity, language education, and minority rights.
Finally, implications from this study and recommendations for pedagogy are discussed.
https://drive.google.com/file/d/1JVjII6xJdIrC-djINI7Gxd-RsedYK6NR/view
Arthur R. Williams et. Al (2010) The purpose of the study was to investigate the
developmental timetables of rural and urban mothers in the Central Visayas, Philippines.
Examined were mothers’ expectations for children’s development (physical/perceptual-
motor, cognitive, and psychosocial) and mothers’ child rearing practices, as influenced by
four selected variables (child’s gender and ordinal position, mother’s education, and rural
or urban residence). The total sample size was 303 mothers [153 of rural residence and 150
urban] in two provinces. Mothers responded to a structured questionnaire which was read
to them aloud by trained interviewers who then recorded the responses. All the mothers
had children between 4–6 years old; equal numbers of male and female children were
included, and the entire economic and educational ranges were represented. MANOVA
results showed significant main effects of all four variables on maternal expectations of
child development and on maternal child rearing practices. Also, significant interaction
effects of residential location and maternal education on mothers’ expectations of
children’s physical/perceptual motor development were found (F[2,256]=3.05, P=0.05).
16
Significant interaction effects also were found of maternal education and the child’s ordinal
position (F[4,256]=2.95, P=0.02) on maternal expectations of children’s psychosocial
development.
https://www.sciencedirect.com/science/article/abs/pii/S0020748900000043
Foreign Studies
F. Selda Öz Soysal et.al (2015) The purpose of this study was to examine the relation
between sibling relationships, life satisfaction, and the loneliness level of adolescents with regard
to gender, order of birth, and sibling dyads. The study group consisted of 382 (209 females, 173
male) students in total, who were studying at high schools (regular high school, vocational high
school, Anatolian High School, private colleges) selected from Karşıyaka District in the city of
İzmir, Turkey. The data collection tools used were the Life Span Sibling Relationship Scale, Life
Satisfaction Scale, and Ucla Loneliness Scale III. The multivariate analysis of variance
(MANOVA) was used for the analysis of data. The results from the research demonstrated that
gender, birth order, and sibling dyads led to significant differences in life satisfaction, level of
loneliness, and sibling relationships. In line with the results obtained from the research, it could be
recommended that sibling relationships in the Turkish culture should be examined in terms of
various age groups and different variables, and their psychosocial consequences should be subject
to research.
https://www.researchgate.net/publication/290625122_A_Study_on_Sibling_Relationships_Life_S
atisfaction_and_Loneliness_Level_of_Adolescents
Amanda JoAnne Kipp (2015) Using archival data from schools in southeastern Ohio, this
paper explores the idea that the GPA of students will be affected when a sibling resides in the home
compared to students who do not have a sibling in the home. The study explored whether having
17
an older sibling affects the GPA of a student more than that of a younger sibling. Finally, the study
examined whether an older male sibling has an effect on the student’s GPA more than an older
female sibling. The results showed that having a sibling in the home does not affect the GPA of a
younger sibling and having an older versus younger sibling didn’t positively or negatively influence
the GPA. Results demonstrated that gender was not a factor in influencing the GPA of the student
and show that any type of sibling presence in the home doesn’t have a significant effect on the
GPA.
https://pdfs.semanticscholar.org/c277/108d37687abae2d45d2f5a80ac9b4e77fc40.pdf
Furthermore, Khayat and Adwan (2016) This study aimed to understand the effects of birth
order on personality traits and academic performance by using a sample of families from Salt City
in Jordan, it also examines whether these factors differ according to place of living, sex, economic
level and number of family members. This study used a sample of (285) persons representing (60)
families covering the whole of Salt governorate. Personality traits instrument developed based on
two main dimensions; Industry versus Inferiority, which includes (10) items, and Intimacy versus
Isolation which includes (15) items, while, the academic performance instrument was also
developed, and included (27) items. The outcomes of this study have shown that there are various
statistical differences for the Industry vs. Inferiority characteristics, Intimacy vs. Isolation
characteristics, and academic performance. These statistical differences were based on birth order.
Keywords: Birth order, personal traits, academic performance
https://www.researchgate.net/publication/309204603_The_Effect_of_Birth_Order_on_Personalit
y_Traits_and_Academic_Performance_at_Sample_of_Families_in_Jordan
According to Ross Flom (2014) This study uses a large and representative sample of
adolescents to test the theoretically informed hypotheses comparing adolescent singletons with
those who have siblings. The results found that, for academic related outcomes (educational
expectations, time spent on homework, and self-reported grades), there are no differences between
18
singletons and firstborns who have any number of younger siblings. Singletons are also not
different from laterborns from two-child families. In contrast, singletons are more advantageous
compared to laterborns who have two or more siblings on educational expectations and grades.
Singletons also spend more time on homework than later borns who have three or more siblings.
For psychosocial outcomes (psychological distress, susceptibility to negative peer pressure, and
problem behaviors), singletons are not different from both firstborns and later borne with any
number of siblings. The findings suggest that singletons are not at any disadvantage compared to
their peers who have siblings and they enjoy some advantages over later borne from medium to
large families on academic related outcomes.
https://www.hindawi.com/journals/cdr/2014/578289/
According to (journals.sagepub.com) this study examined how time spent caring
for a teenage sister's child and experiences in providing care related to youths' young adult
outcomes. Latino and African American youths (N = 108) were studied during middle and
late adolescence. Results indicated that youths who provided many hours of child care were
more stressed and had lower school grades but also reported a greater life satisfaction, a
stronger school orientation, and were less likely to drop out of school. Negative experiences
in providing care were associated with a lower likelihood of school dropout and teenage
pregnancy. Findings suggest that the extent of sibling caretaker in teenage childbearing
families incurs both developmental costs and benefits.
According to (journals.sagepub.com) this study documents strategies employed by
Latina doctoral graduate students to balance family relationships with the demands of
school to maintain their status of a “good daughter.” In-depth interviews reveal some
women integrate family and school by explaining the demands placed on them to enlist
19
support while others keep their two social spheres separate by switching between them to
minimize conflict. The patterns are discussed in the context of Latinas academic success in
higher education.
According to (jstor.org) The idea that teaching younger siblings encourages the
intellectual development of the older child is investigated. A self-report measure of
teaching younger siblings is developed and tested for effects on academic achievement in
reading, language, and mathematics in a multivariate analysis of covariance, using data
from a sample of seventh- and ninth-grade public school students in a medium-sized
southeaster metropolitan area. The analysis controls race, sex, year in school, and aspects
of socioeconomic status, family configuration, and interaction with younger siblings.
Students who report more than a minimal amount of teaching younger siblings are
significantly higher than others in reading and language achievement. Furthermore,
students with younger siblings who report very little teaching of those siblings are the only
group with younger siblings who are significantly lower in reading and language
achievement than students without younger siblings. The findings suggest that a moderate
amount of teaching younger siblings may counteract any negative effects of the presence
of younger siblings. There are no significant interactions between teaching and any of the
control variables.
According to (jstor.org) this study derived from the confluence model of family
effects upon intellectual growth and from related theory and research are tested in data
from sixth, eighth, tenth, and twelfth grade students. Self-reported school grades have a
substantial negative relationship with number of older siblings among whites, but not
among blacks. The grades of the black respondents have a surprising negative relationship
20
with responsibility for younger siblings. Confluence-model ideas appear to be less
adequate for blacks than for whites, but some revisions in the model may be required in
the case of whites also. Among whites, grades are related to responsibility for younger
siblings, indicating that very frequent responsibility for younger sisters and brothers may
be counterproductive. Females report greater responsibility for younger siblings than
males, but there is no indication that the sex difference in this variable accounts for the sex
difference in grades.
According to (questia.com) Academic accomplishment is an essential consideration
in measuring achievement in students. Reports and observations have revealed that success
in educational attainment has turned out to he an exceptional goal achieved by the students
now days. Academic achievement is the result of the hard work done by the student,
educator or organization. Academic success is frequently measured by continuous
assessment or examinations but there is no general agreement on how it is best
knowledgeable or which aspects are most significant procedural knowledge such as
declarative knowledge or skills such as facts. In the current scenario if you want to measure
the true success of any student in their academics there were certain factors which play a
important role one important factor is environment and other important factor is heredity
and in environment again there were three components one is family other is friend and the
last one is school. So these are the building blocks for the development of any individual
and both are important. If you choose school then in school also there were many factors
which facilitate or hinder the growth of students. In one study researcher measure the
impact of school environment on the academic performance of students. Dewey (1926)
define the real meaning of education in his opinion education is life long process because
21
throughout your life your gaining some experiences and through which your developing as
a individual.
According to Stephen Lamb (2018) Educational research has linked parental
participation in children’s schooling with a wide range of children’s academic outcomes.
Parental involvement involves time and resource commitment towards children’s academic
performance. This paper extracts data from a cross-sectional survey involving 2,669 grade
six students attending public and private primary schools serving households located in
Iganga–Mayuge health and demographic surveillance system in rural Eastern Uganda. The
paper adopts two of the six types of parental involvement detailed in the Epstein parental
involvement framework. This paper hypothesises that parental participation through
parenting and communication types of involvement will give children an advantage
towards academic achievement. Using a regression model and controlling for individual,
school and household covariates, the results indicate that a unit increase in parental
participation through parenting and communication types of involvement significantly
increases students’ numeracy scores by 6 and 15 percentage points, respectively. Similarly,
a unit increase in parental participation through parenting and communication types of
involvement significantly increases students’ literacy scores, by 6 and 12 percentage points,
respectively. This implies that parental participation plays a pivotal role in motivating
children to improve their academic grades. For students to reap maximum benefits in an
education system, the learning should not be solely left to the student–teacher relationship
but should be extended to include active parental involvement among other education
stakeholders.
https://www.tandfonline.com/doi/full/10.1080/2331186X.2016.1264170
22
According to Charalambous, (2018) Siblings to children of disabilities are a key
element to the social development of their handicapped sibling. Brothers and sisters have
a lifelong relationship with one another that tends to extend past the relationship they have
with parents (Powell & Gallagher, 1985, p.12). Siblings are their own first social network
(1985, p. xiii). Understanding and empowering a non-handicapped sibling could turn
feelings of resentment, guilt, anger, and jealousy into positive actions of helpfulness and
effective teaching. Educators should be aware of the ways that sibling can be both a positive
influence and outside resource for a student with disabilities.
https://psychcentral.com/lib/a-siblings-role-in-the-social-and-academic-development-of-
a-child-with-disabilities/
Local Studies
According to Kapur (2018) Education is considered imperative for not only the
progress of the individuals, but also for the development of community and nation. In order
to bring about improvements in all aspects, and utilize modern and innovative techniques
and methods, individuals need to generate awareness and enhance their educational skills.
The main purpose of this research paper is to understand the factors that influence the
academic performance of the students in secondary schools in India. In secondary schools,
there are numerous factors within school and outside school that influence the academic
performance of the students. The main areas that have been taken into account include,
factors influencing the academic performance of the students, academic performance and
large number of students in class, parental and associated factors relating to academic
achievement, contribution of school factors towards the academic performance of students,
23
influence of poverty on academic achievement of students and other causes of low
academic achievement than students whose parents did not.
https://www.researchgate.net/publication/324819919_Factors_Influencing_the_Students_
Academic_Performance_in_Secondary_Schools_in_India
Cheti Nicoletti and Birgitta Rabe (2014) We provide the first empirical evidence on
direct sibling spillover effects in school achievement using English administrative data.
Our identification strategy exploits the variation in school test scores across three subjects
observed at age 11 and 16 and the variation in the composition of school mates between
siblings. These two sources of variation have been separately used to identify school peer
effects, but never in combination. By combining them we are able to identify a sibling
spillover effect that is net of unobserved child, family and school characteristics shared by
siblings. We find a modest spillover effect from the older sibling to the younger but not
vice versa. This effect is considerably higher for siblings from deprived backgrounds,
where sibling sharing of school knowledge might compensate for the lack of parental
information.
http://ftp.iza.org/dp8615.pdf
According to Martinez, (2015) Traditional forms of parental involvement include
participating in school activities such as Parent Teacher Associations (PTA), back-to-
school nights, open houses, parent-teacher conferences, or volunteering at the school.
Parental involvement has become a priority on school campuses nationwide because of the
positive effect on student academic performance suggested by some researchers and the
legal mandate of the No Child Left Behind (NCLB) Act of 2001 to implement parent
24
participation strategies. The purpose of this study was to determine whether differences
existed in English language arts (ELA) and mathematics achievement between fourth grade
students whose family members were involved in school and fourth grade students whose
family members were not involved in school. The sample consisted of 30 fourth grade
students whose family members were highly involved in school and 30 fourth grade
students whose family members were not involved. Independent t-tests were conducted to
compare the ELA and mathematics district benchmark mean scores between the two
groups. The results suggested that students of highly involved family members
significantly outperformed those with family members who were not involved based on
scores of the cumulative end-of-year district benchmark tests for ELA and mathematics for
grade 4. The mean difference for ELA was 32.33 p=.001 and 52.73 (p=.001) for
mathematics.
https://core.ac.uk/download/pdf/48504579.pdf
According to Bailey, (2017) In this study, the impact of school-family relationships
on student success were examined through the narratives of three fifth-grade students, their
teachers, and the school’s curriculum coach. The study used these stories to understand
better how student success was altered by parental involvement in the students’ academic,
social, and emotional life.
https://digitalcommons.kennesaw.edu/cgi/viewcontent.cgi?article=1023&context=teachle
addoc_etd
Maruja M.B. Asis et. Al (2013) This article examines the link between parental
migration and young children’s education using data from the Philippine country study of
25
the Child Health and Migrant Parents in South-East Asia (CHAMPSEA) Project. The key
research question probed here is: what difference does parental migration make to the
school outcomes of young children? Specifically, it looks at factors that explain children’s
school progression (school pacing) and academic performance (school achievement) using
multiple regression analysis. These questions are explored using CHAMPSEA data
gathered from a survey of children under 12 years of age and their households in Laguna
and Batangas (n=487).
https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4064449/
According to Jessica Schmuck (2011) The purpose of this survey research was to
uncover how the relationship of parental involvement and parenting styles influence their
adolescent’s academic performance and success. Parents need to be actively involved in
their adolescent’s life, support and provide assistance with school and help instill
motivation and confidence. This research was conducted by personally distributing surveys
to a class of students at the Brookings High School in October 2010. The survey found that
half of the participating adolescent’s stated that their parents had a strong influence on their
academic performance. This was critical information because it supported previous
research conducted regarding the topic. I found that adolescent’s perceptions of their own
abilities were strongly linked to their parent’s beliefs about them. Over half of the
participants stated that their parents help them work through and cope with stressful
situations or school problems. The more involved and supportive a parent is towards their
adolescent the higher self-esteem they will gain allowing the adolescent to feel confident
and focused during school.
26
https://openprairie.sdstate.edu/cgi/viewcontent.cgi?article=1052&context=jur
Machara, (2010) The purpose of the study was to investigate the parental influence
on academic performance in public primary schools in Nauru North District. The objectives
of the study were therefore to establish parental roles, parental economic factors, cultural
practices and parental background influencing academic performance in public primary
schools in Nauru North District. A descriptive survey was used in the study. The target
population was 40 public primary schools. There were 8 public primary schools headed by
female teachers and 32 public primary schools headed by male teachers. The 25% used to
select both female and male head teachers would match with that used to determine the
sample size. The two primary schools headed by female teachers and the eight primary
schools headed by male teachers were selected among 8 and 32 primary schools
respectively by systematic (or interval) sampling. The district had 800 teachers with an
average of 20 teachers per school. There were 2960 standard 8 pupils with an average of
74 pupils per school. Purposive sampling was used to select the head teacher in each
sampled primary school. The researcher selected 20% of both teachers (4) and standard 8
pupils (14). Different questionnaires were administered to the head teachers, teachers and
standard 8 pupils. The researcher administered the questionnaires personally after piloting.
The instruments were piloted in two primary schools to test degree of their reliability using
test re-test method. The two primary schools used in the piloting were not included in the
actual study. After the quantitative data was collected, it was analyzed using descriptive
statistics and presented in tables. The following were the findings of the study: There are
parental roles which affect the academic performance of pupils. Also, economic factors and
cultural practices among parents adversely affect academic performance. Parental back
27
ground also affects pupils’ academic performance. In conclusion, parental roles like
meeting attendance, disciplining pupils, control of absenteeism, cultivation of respect for
teachers and parents being role models have not been played well by parents. These affect
academic performance of pupils. Economic factors like ability to pay fees, ability to
supplement reading materials by parents, presence of child labor at home and provision of
basic needs to pupils affect academic performance. Cultural practices like FGM, early
marriages and attitude towards education also affect academic performance. The back
ground of parents also affects the academic performance. The following recommendations
were made: Parents should always discourage absenteeism of pupils from school, respect
for teachers should be cultivated by parents to enhance learning, parents should be educated
on the need to create a conducive home environment for their children and pupils should
not be abused at home to promote learning.
https://pdfs.semanticscholar.org/e811/a46695e619bf9f20bc72ef115ee2db0658e8.pdf
According to Emmanuel Janagan Johnson (2016) The present study examined the
level of parental influence on academic achievement in primary school students who
prepare for the National-level test at standard five (grade 6), Secondary Entrance
Examinations in Trinidad. A sample of 128 students studying standard five from primary
schools was randomly selected. The data were analyzed using SPSS. The findings of the
study revealed that regardless of parental educational status, all parents try to influence
their children to study well. The results showed that there was a positive influence on
academic achievement in students. The findings of the study were discussed and
implications for future research have been proposed. The study highlighted several
recommendations to mitigate the effects of academic anxiety and suggested some measures
28
to be taken by the parents, teachers, peers and social workers to successfully navigate this
phase of life marked by transition and search for identity.
https://www.tandfonline.com/doi/abs/10.1080/03004430.2016.1163549
According to Milad, (2011) This study examined the role that parental involvement
has on children's academic Performance. Different types of parental involvement were
assessed, including volunteering, home involvement, attending parent classes, school
political involvement, talking to staff, talking to teachers and etc. The data were collected
by parental involvement questionnaire scores and by academic performance grades. The
sample was included 200 boy students in Tehran. Overall, the results indicated that those
who did the self-report survey, went to the parent class, or were involved in more home-
type involvement (such as checking child's programming, talking whit child at home about
classroom, lessons and friend topics, or engaging in educational activities outside of school
and etc.) had children that performed better in different kind of areas of the parental
involvement questionnaire or had better grades. It is hoped that the results of this study will
give parents and educators a better understanding of how particular kinds of parental
involvement affects children's performance.
https://www.sciencedirect.com/science/article/pii/S1877042811004423
According to Chadwick, (2012) as long as there is an educational system, there is
always a need to improve that system along with its outcomes. Student’s achievement,
among other factors, is one major component as well as a measure of how effective the
system is. The purpose of this study is to determine whether parental involvement in
children's education has a positive effect on student’s achievement. While the quantitative
29
approach was very cooperative in the study in hand, for example the researcher was able
to gather general information of the study sample, and the qualitative method facilitated in
understands the meanings the interviewees carry to it. Both methodologies were used
because even though they are different in many ways, they supplement each other.
https://pdfs.semanticscholar.org/8b87/45d2cbe80468e80cce4a3a20830c36ab36ad.pdf
Statement of the Problem
This study aims to describe the Students Taking Care of Their Younger Siblings
and Their Academic Performance of the College of Subic Montessori, Subic Bay
Campus Senior High School Learners for the School Year 2019-2020.
Specifically, the study seeks to answer the following questions:
1. What is the profile of the respondents in terms of :
1.1 Age
1.2 Gender
1.3 Educational Level
1.4 Number of younger siblings
2. How may the respondents describe the experiences of the students taking care of
their younger siblings between their academic performance in terms of:
2.1 Time Management
2.2 Responsibilities
2.3 Motivation
3. Is there any significant correlation between student and academic performance?
30
4. Is there a significant correlation between academic performance and taking care
of their younger sibling/s?
SCOPE AND DELIMITATIONS OF THE STUDY
This study to find out the extent of students taking care of their younger sibling/s
and academic performance. Among students of College of Subic Montessori academic year
2019-2020. The variables age, sex, educational level, and last number of younger sibling/s.
These were correlated with students who taking care their younger sibling/s and academic
performance.
SIGNIFICANCE OF THE STUDY
The primary concern of this study covers students taking care of their younger
siblings, and. It’s correlation to academic performance which this study may reveal benefit
certain group, and the benefits. They may able to gain are as follows:\
Department of Education. DepEd may use the findings of this study in order to
formulate policies and projects such as, Information Campaign among schools with regards
to students taking care of their younger siblings and their academic performance.
Future Researchers. They may use this research as guide for their research. If,
they will study about the perception about students taking care of their younger siblings
and their academic performance on which they can improve this research in the future and
may help more among future researchers.
Parents. They may use these findings to make them aware in guiding their children
as well as for them to realize that student taking care of their younger siblings and their
31
academic performance really happens in school on which they can help their children if
they suffered from it. This research will also help the parents to know more their children
experience in school is really something they need to deal with. As well as to take action
as their children speak up with regards to student taking care of their younger siblings and
their academic performance.
Schools. The school may use the findings of this study to formulate policies.
Whereas, they could implement the RA 10627 more effectively to avoid the raging numbers
of student taking care of their younger siblings and their academic performance.
Students. This research will help the student to know when and where the students
taking care of their younger siblings and academic performance happens, how they may
help the student taking care of their younger siblings and their academic performance.
Moreover, the result of the research may help them realize the extent of being student
taking care the younger siblings and the academic performance in the school on which they
will be knowledgeable enough to protect themselves of being a student taking care the
younger siblings and their academic performance.
Teachers. To Increase understanding of teacher’s attitude and behaviour relate to
student taking care of their younger siblings and their academic performance. Not only to
be aware of the student taking care their younger siblings and academic performance but
also to help the student taking care their younger siblings and academic performance.
DEFINITIONS OF TERMS
For a clearer understanding, the following terms were defined operationally:
Academic Performance. The extent to which the student, teacher or institution has attained their
32
short or long term educational goals in College of Subic Montessori.
Younger Siblings. It refers to younger brother or sister that meant anyone who is related
to you from same parents or sometimes having one parent in common.
Students. A person who attends a school, college, or university or a person who studies
something.
Care. Effort made to do something correctly, safely, or without causing damage or things
that are done to keep something in good condition.
Performance. an activity (such as singing a song or acting in a play) that are person or
group does to entertain an audience.
Chapter 3
RESEARCH METHODS AND PROCEDURE
This chapter represents the methods and techniques of the study, sources of data,
collection data processing and statistical treatment.
Research Methodology
This study used quantitative research, particularly the correlational research. In
quantitative research, statistical techniques are used to analyse the data collected. To
determine the result of this study, and also the correlational variables. As correlation
research determines the relation among two or more variable.
Data Gathering
33
The research teacher give authorization the researcher to administer the survey
questionnaires to Senior High School student of College of Subic Montessori Subic Bay
Campus.
The Respondents
The total population of the respondents is (293), the formula in order to ensure the
adequacy of the sample size is the Slovin’s Formula (s= N/1+𝑁𝑒 2 ). The target respondents
will be 169 but only 80% of the distributed questionnaire retrieved.
The Instrument
The survey questionnaire was used as the main instrument for this study. The
questionnaire consists of three parts. Part I of the survey questionnaire is the profile of
respondents which include socio-demographic characteristic of the respondents such as
age, gender, no.of younger sibling/s and educational level in College of Subic Montessori.
Using the likert scale as the second part, explored the perception of student, particularly on
its experience in taking care of younger sibling/s. For the last part of instrument is the
correlated the student taking care of their younger sibling/s that affect their academic
performance.
Statistical Design
The following statistic will be used for the data analysis:
1. Profile of the respondents such as age, gender, no. of sibling/s and educational
level. The statistical tools used are frequency, percentage distribution and likert
scale.
34
2. For the experience of the respondents in College of Subic Montessori of being
students who taking care their younger sibling/s and their academic performance.
3. Significant correlation between student taking care of their younger sibling/s and
their academic performance. Pearson data to determine the significant correlation.
RESULTS AND DISCUSSION
This section presents the findings on the specific objectives and questions presented
in students of the problem.
1. Profile of the Respondents
Table 2 below shows the result of the profile of the respondents in terms of age,
gender, no. of sibling/s and educational level.
1.1 Age
Majority of the respondents composed of 118 or 80.8 percent were 15-17 years.
Respondents aged 18-20 years make up 27 or 18.5 percent of the population. The least
number of respondents (1 or .7 percent) belonged to the 20-23 years’ bracket.
1.2 Sex
Majority of the respondents are female with a frequency of 100 or 68.5 percent, and
for the male were 46 and with percentage of 31.5.
1.3 No. of younger siblings
In this table represents the number of younger siblings, 0-2 with the percentage of
55.4 or 81 as the highest, followed by 3-5 with percentage of 39.1 or 57 and the least of 6-
35
8, with the percentage of 5.5 or 8.
1.4 Education Level
In Senior High the grade 12 students of College of Subic Montessori is 91 or 62.3
percent and the grade 11 students is 55 or 37.7 percent.
1.5 Average Grade
Most of the respondents (36.3 percent) or 53 had 85-89 average grades, followed
by the 80-84 average grade with 31.4 percent or 46 respondents, 75-79 average grades from
(27.5 percent) 40 respondents, the 3.5 percent respondents or 5 were had 90-94 average
grade, the group of respondents with the lowest frequency were those 95-99 average grade
two (2) respondents or 1.4 percent. Therefore, the average grade is 82.75.
Table 1
Profile of the Respondents
Frequency Percentage
Age
15-17 118 80.8
18-20 27 18.5
21-23 1 .7
Total 146 100.0
Sex
Male 46 31.5
Female 100 68.5
Total 146 100.0
No. of Younger Siblings
0-2 81 55.4
3-5 57 39.1
6-8 8 5.5
Total 146 100.0
Education Level
Senior High No. of Learners
36
Grade 11 55 37.7
Grade 12 91 62.3
Total 238
Average Grade
75-79 40 27.5
80-84 46 31.4
85-89 53 36.3
90-94 5 3.5
95-99 2 1.4
Total 146 100.0
Average Grade 82.75
2.1
Table 2
4 3 2 1 Interpretation
f % f % f % f % Mean Interpretation
Indicators Rating
1)Do you 28 19.2 20 13.7 45 30.8 53 36.3 Strongly
support your
younger agree
sibling/s in their
ambition?
2)Do you feel 23 15.8 57 39.0 50 34.2 16 11.0
anger?
3)Do enjoy 21 14.4 32 21.9 52 35.6 41 28.1
your life
4)Do you 14 9.6 44 30.1 70 47.9 18 12.3
manage your
time of being a
student or
oldest sibling/s?
5)Do you feel 18 12.3 49 33.6 56 38.4 23 15.8
pressure inside
school?
6)Do affect 23 15.8 58 39.7 52 35.6 13 8.9
your
personality of
being oldest
sibling?
37
7)Do you teach 24 16.4 33 22.6 53 36.3 36 24.7

your sibling/s
good manners?
8) Did you try 37 25.3 47 32.2 46 31.5 16 11.0
hurting your
younger
siblings
physically?
9)Did your 14 9.6 35 24.0
siblings respect
you as a oldest
siblings?
10)Did respect
you as oldest
sibling?
11)Did you hurt
the feelings of
your younger
siblings/s?
12)Are you
responsible for
being a student
and oldest
sibling?
13)Are you
close with
them?
14)Are you
happy and
contented with
them?
15)Are you
feeling
uncomfortable
every time with
them?
FINDINGS
The following are some characteristic of findings.
38
1. Profile of the Respondents
1.1 The average of the respondents was
1.2 Majority of the respondents composed of or percent were females
1.3 The average of younger sibling/s is
1.4 The average of
CONCLUSION
Based on the summary findings, the researchers concluded that:
RECOMMENDATION
Based on the summary findings and conclusions, the researcher has offered the following
recommendations:
1.
REFERENCES
39
Appendix B
CURRICULUM VITAE
Nikka Agaloos
#15 5th St. West Tapinac,Olongapo city
Email:09066468447
EDUCATION ATTAINMENT
 Senior High School:

40
College of Subic Montessori 2018-2020

737 Labitan St.SBFZ
Olongapo City
 Secondary:
San Sebastian School 2013-2017

of Kalaklan SPED G Center
Kalaklan Highway
Olongapo City
 Elementary:
Banicain Elementary School 2006-2008

West 1st Street
Olongapo City
Little Angel Study Center 2008-2013
JDS Montessori School 2013-2014
PERSONAL INFORMATION
Date of Birth :
Civil Status :
41
Nationality :
Father’s Name :
Mother’s Name :
Religion :
Maria Fatima B. Araza

175 B Lower Kalaklan Olongapo City
Email:fatimaaraza@yahoo.com

737 Labitan St.SBFZ
Olongapo City
 Secondary:
42
Seria Soriano Esteban Integrated School 2013-2018

of Kalaklan SPED G Center
Kalaklan Highway
Olongapo City
 Elementary:
Banicain Elementary School 2008-2013
West 1st Street
Olongapo City
PERSONAL DATA
Date of Birth : December 13,2000

Civil Status : Single
Nationality : Filipino
Father’s Name : Oliverio Sagdullas Araza
Mother’s Name : Hermelita Nacinopa Bardaje
Religion : Roman Catholi
Baby Girl R. Daliva

Prk. 3, Brgy. Mabayo, Morong, Bataan
Email: Bgdaliva@gmail.com

737 Labitan St.SBFZ
43
 Secondary:
San Jose High School 2014-2016
Brgy. San Jose Gerona
Tarlac City
MNHS Mabayo Annex 2016-2017

Mabayo Morong Bataan
 Elementary:
San Jose Elementary School 2006-2014
Brgy. San Jose Gerona
Tarlac City
PERSONAL DATA
Date of Birth : January 6,2002
Father’s Name : Jonathan Maregmen Daliva
Mother’s Name : Girlly Rumarao Daliva
Religion : Born Again Christian
Shiela Marie S. Ducut

Sitio Minanga, Morong, Bataan
Email: ShielaSabello@gmail.com

737 Labitan St.SBFZ
Olongapo City
44
 Secondary:
MNHS Mabayo Annex 2014-2017
Mabayo, Morong, Bataan
 Elementary:
Sitio Minanga Elementary School 2007-2014
Minanga, Morong, Bataan
PERSONAL DATA
Date of Birth : November 02, 2000

Father’s Name : Sonny Boy Ducut
Mother’s Name : Rosalina Ducut
Religion : Roman Catholic
Mark Aeric M. Garcia

Sitio Minanga, Brgy. Mabayo,
Morong, Bataan
Email: markaericgarcia@yahoo.com

737 Labitan St.SBFZ
Olongapo City
45
 Secondary:
Mabayo National High School 2014-2017
Brgy. Mabayo, Morong, Bataan
 Elementary:
Minanga Elementary School 2007-2014

Morong, Bataan
PERSONAL DATA
Date of Birth : November 04, 2001

Father’s Name : Rico L. Garcia
Mother’s Name : Ailien M. Garcia
Warren D. Nojadera
Morong, Bataan
Email: warrennojadera@gmail.com

737 Labitan St.SBFZ
Olongapo City
46
 Secondary:
Mabayo National High School 2014-2017
 Elementary:
Sitio Minanga Elementary School 2007-2014
PERSONAL DATA
Date of Birth : October 15, 2001

Father’s Name : Wilson M. Nojadera
Mother’s Name : Janneth D. Nojadera
Danny Dave B. Tabaranza

Blck. 3, Diwa St., Gordon Heights,
Olongapo City
Email: 09469958691
737 Labitan St.SBFZ
Olongapo City
47
 Secondary:
Gordon Heights National High School 2014-2017
Keith St. Gordon Heights
Olongapo City
 Elementary:
Gordon Heights I Elementary School 2007-2014
Kauffman St. Gordon Heights
Olongapo City
PERSONAL DATA
Date of Birth : March 06, 2002

Father’s Name : Danjie P. Tabaranza
Mother’s Name : Maychielle B. Tabaranza
48

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College of Subic Montessori Subic Bay, Inc.

“SeipsumFacit Persona” – Man Makes Himself

Dependent Variable Independent Variable Moderating Variable

A Paradigm of the Conceptual Framework of the Study

Moderating (DV- IV – MV) conceptual scheme.

REVIEW OF RELATED LITERATURE AND STUDIES

A review of related literature and studies is essential in a research work for it

to place of living, sex, economic level and number of family members.

strategies to motivate students to reach their full potential.

The strongest predictor of YS achievement was OS academic engagement, followed by parent

most inaccurate (37-46%) when older siblings were low achievers.

Susan M. McHale et.al (2012) review the literature on sibling relationships in

documents siblings’ centrality in family life, sources of variation in sibling relationship

According to (Walden, .2016) Historically, research in the field of birth order

demographic information including academic achievement measures. This study yields

potentially helpful insight into the arena of differentiation of instruction by introducing a

motivation in the area of reward responsiveness (another subscale of motivation scales).

design strategies to motivate students to reach their full potential.

According to (Smith, 2010) Hypotheses derived from the confluence model of

with responsibility for younger siblings. Confluence-model ideas appear to be less

brothers may be counterproductive. Females report greater responsibility for younger

accounts for the sex difference in grades.

According to Donald Partin, (2017) In today's educational landscape, it is

involvement and student academic achievement.

it is his/her first group experience.

on academic achievement and on the self-concept.

well as subjective assessments of pupils’ performance provided by teachers and parents,

a quantity-quality trade-off, with IV estimates suggesting an economically meaningful

Bartolome et. Al (2017) Parental involvement refers to the amount of participation

Parenting is important in the Philippine society because family is viewed as a centred to

parental involvement researches remain misrepresentative of parents and the involvement

in Early Childhood Education in terms of communicating from the school, volunteering

analysis of documents in order to gain deeper understanding about parental involvement in

the Philippines and propose a School-facilitated Parental Involvement (SPIn) Framework.

students in the class during card distribution, showcasing performance-based outputs in

Results showed that these interventions facilitated parental involvement. Generally,

understanding of their child’s performance in school. A significant difference in the pre-

enhanced performance in science.

administrators of 4 purposively selected elementary and secondary schools in urban and

According to Gilbert C. Magulod Jr. (2019) In order to better prepare university

students as proficient, versatile and productive information and industrial technologists in

Philippines. The study employed descriptive correlational research design to a total of

seventy-five respondents who were purposively sampled. Two sets of standardized

academic achievement. Test of difference revealed that academic performance, father's

According to Julius Soria (2012) This study documented Ilokano as a

heritage/community language in Hawaii, focusing on Ilokano heritage learners at a public

pakasaritaan or their history. The intersection between sarita and pakasaritaan

heritage rights of a marginalized group in spite of mainstream and hegemonic practices.

and youth perspective. It contributes to research methodologies by developing culturally

Examined were mothers’ expectations for children’s development (physical/perceptual-

effects of residential location and maternal education on mothers’ expectations of

children’s physical/perceptual motor development were found (F[2,256]=3.05, P=0.05).

position (F[4,256]=2.95, P=0.02) on maternal expectations of children’s psychosocial

Keywords: Birth order, personal traits, academic performance

large families on academic related outcomes.

According to (journals.sagepub.com) this study examined how time spent caring

families incurs both developmental costs and benefits.

According to (journals.sagepub.com) this study documents strategies employed by

intellectual development of the older child is investigated. A self-report measure of

reading, language, and mathematics in a multivariate analysis of covariance, using data

from a sample of seventh- and ninth-grade public school students in a medium-sized

of socioeconomic status, family configuration, and interaction with younger siblings.

significantly higher than others in reading and language achievement. Furthermore,