CHAPTER I

Introduction and Background of the Study

Introduction

Statement of the Problem

Hypotheses

Significance of the Study

Conceptual Framework

Research Paradigm

Scope and Delimitations

Definition of Terms
CHAPTER II

Review of Related Literature

Foreign Studies

Local Studies
CHAPTER III

Methodology

Research Design

Research Local

Respondents of the Study

Sampling Technique

Instruments of the Study

Data Gathering Procedure

 CHAPTER 1

Introduction and background of the study

Broken families are those families where parents don’t live together or separated.
Life, in a single parent family or broken home can be stressful both child and parents.
Such families are faced with challenges of inadequate financial resources. It would be
seen that the former have more social, academic, emotional problems and personal
development. The family and structure play a big role in children’s personal
development. To some extent, there is simple evidence to show that child from broken
family brings stress, tension, lack of motivations and acts negatively on personal
development. Family is said to be the first institution where one starts to equip oneself to
grow. But differences have been found to each family. Having healthy and happy family
is what everyone’s dream. But many could not succeed it.

Due to different problems, the healthy families have been broken up as well.
When unwanted things are coming up, many families have been broken, and the
members are separated. This is a tragic happening out of unrestricted reasons as well as
unfortunate reasons. When we say broken family, it is not distinct and strange thing,
rather common and experiencing problem in and around us. Family life is in a crisis when
some problems aroused and which causes separation of the members in the families,
which is simply called broken family. However a mere separation due to education, job,
etc. is not broken family, even though the family members are staying away from each
other. To be broken in the family, there must be some crises which are arisen out of
misconception, mistreating, misunderstanding, misacceptance, etc.

Then the occurring crises lead to the divorce of parents, disposal of sons or
daughters and leaving home by any members of that family. It is very controversial that
whether to claim every splitting up is broken family, while they still run the family well.
There are many families without father, mother, and other members but still conditionally
and systematically running. They may not like to call them broken. Of course they are not
broken, rather just some members left away.

Children may experience behavior problems at school with teachers, acting out
against peers, and generally not wanting to cooperate with any assignments or
instructions, and they also may have difficulties concentrating and understanding
assignments. Children might lean toward the negative side to peer pressure. At home,
children may act out against siblings, their biological parent and a possible stepparent. It
was found that adolescents had fewer behavior problems if there is a positive relationship
not only with biological parents, but if stepparents are involved, specially a strong
relationship with stepfathers.
 “Physical, emotional, or social well-being of the child” (Normal Child Behavior,
2015). This type of behavior can also be caused by the parent, depending on how they act
emotionally. Children may start to copy their parent’s behavior because of how closely
they follow them for the normal emotional reactions of society. This may get
troublesome, depending if the parent is aggressive and acting upon anger. In this case,
when a child starts to mimic their parent, they develop the third type of behavior. Shyness
and lack of social skills is a common trait that child is from a broken home acquire. This
is more common with kids who are caught in the middle of a messy divorce. After a
divorce, like it or not, your child ‘comfort levels with be affected.

Slowed academic development is another common way that separation of the

parents affects children. The emotional stress of a divorce alone can be enough to stunt
your child’s academic progress, but the lifestyle changes and instability of a broken
family can contribute to poor educational outcomes. This poor academic progress can
stem from a number of factors, including instability in the home environment, inadequate
financial resources and inconsistent routines. A broken family can negatively affect all
domains of your child’s development. The effects of a broken family on a child’s
development depend on numerous factors, including the age of the child at the time of
parents’ separation, and on the personality and family relationships. Although infants and
young children may experience few negative developmental effects, older children and
teenagers may experience some problems in their social, emotional and educational
functioning.

Divorce affects children’s social relationships in several ways. First, some children
act out their distress about their broken family by acting aggressive and by engaging in
bullying behavior, both of which can negatively affect peer relationships. Other children
may experience anxiety, which can make it difficult for them to seek positive social
interactions and engage in developmentally beneficial activities such as teen sports.
Teens from broken families might develop a cynical attitude toward relationships and
harbor feelings of mistrust, both toward their parents and potential romantic partners,
explains psychologist Carl Pickhardt in the article, ‘Parental Divorce and Adolescents’
published in Psychology Today.

One of the most important social contexts for the development and expression of
self-esteem is the family. For children, the family is the most important context because
its major function is the socialization and care of children. The family is the first primary
group that we experience—the place where some of our most important identities take
shape (e.g., male/female, boy/girl, son/daughter, and sister/brother). The intimate,
extensive, and relatively enduring relationships characteristic of the family as a primary
group make it an important context for the self-esteem of children as well as adults.
Statement of the Problem

This study aims to determine the effects of broken family to the personal
development of students.It specifically answer the following;

1. What are the characteristics of respondents in terms of;

1.1 Age
 1.2 Sex

1.3 Year Level

1.3 Family Background

2. What are the effects of broken family to the personality development os

student?

3.What is the personal development of sudents who came up with broken

family?

4. Are some students aware how family important is?

5.What are the personal behavior who has a broken family?

Hypotheses

There is a significant between broken family to the personal development of the child.
The parents will play a big role in developing the personal behavior of their child.

Significance of the Study

The result of the study will be of great benefit to the following:

 STUDENTS. The results will provide the students who came up with the broken family
and how it can be avoided. It will give the students realization that broken family is not
useful to both child and parent.At the end of the study students would finally know why
broken family have been a major problem to their personal development.

PARENTS. Like the teachers, the parents too will understand why their children have
bad behavior through the given data. The given data would help them formulate some
preventive measure to help their children from not having good personal
development.The findings would also help them learn the action of their children.
Data Gathering
TEACHERS. The given data would guide Procedure
the teachers on what toThe
doEffect
with of
theBroken
students
who have a broken family. The teachers would be able to understand onPersonal
Family to why some
Letter of Request
stundents experience of having a broken family and later on, help them.Development
Survey
Questionnaire

Research Paradigm

INPUT PROCESS OUTPUT

The respondents
Profile in terms of;
 Age
 Sex
 Year Level
 Figure 2.The IPO Format

Scope and Delimitations

The reseachers will conducted this study to help everyone understand the value of
family and how awful a childhood experienced affect the personal development of the
students.The scope of the study circulates in the Talavera Senior High School. It involves
the senior high school grade 11 who will be randomly pick by the researchers.

Definition of Terms

Broken family.Broken families are those families where parents doesn’t live together
or separated. Children live with one of the parent, or many a time there are looked after
by one of the grand parent.

Inadequate. The definition of inadequate is someone or something that is lacking in

something desired or required.

Unrestricted. It means there are no restrictions placed on it. A restriction is a rule

about a way that something can be used.
 Aroused. To cause someone to have a particular feeling.

Mimic. To copy the way someone speaks and moves, esp. in order to amuse or insult
people.

Cynical. Not trusting or respecting the goodness of other people and their actions, but
believing that people are interested only in themselves.

Harbour Feeling. An emotion, thought, or secret, you have it in your mind over a
long period of time.

Divorce. To cause a marriage to a husband or wife to end by an official or legal

process, or to have a marriage ended in this way.

CHAPTER 2

Review of Related Literature

Foreign Studies

According to the Journal of Child Psychology and Psychiatry,teenagers that is

raised by a single-parent or in a blended family are three times more likely to seek a
psychological help within a given year.These are some of the other outrageous statistics
about the effect of divorce on children.

According to Dawson (“Family Structure and Children’s Health and Well-being”

Journal of Marriage and the Family), twenty to thirty-five percent of children who are
living with both biological parents are physically healthy than those from broken homes.
Children who have divorced parents have greater possibility to experience injury, asthma,
headaches and speech defects than those children whose parents are intact.

According to Wallerstein (“The Long-Term Effects of Divorce on Children”

Journal of the American Academy of Child and Adolescent Psychiatry 1991), after six
years of parental marriage separation, a study of children revealed that even though many
years have passed, these children still feel “lonely, unhappy, anxious and insecure”.

According to McLanahan and Sandefur (“Growing Up With a Single Parent: What

Hurts, What Helps” Harvard University Press 1994), Children who have divorced parents
are approximately two times more expected to drop out of high school than those children
whose parents are intact.

According to Angel and Worobey (“Single Motherhood and Children’s Health”),

fifty percent of children with divorced parents are more probable to develop health
problems than those with intact parents.

According to Fagan, Fitzgerald and Rector (“The Effects of Divorce On America),

fifty percent of those children who are born this year with both parents, before reaching
their 18th birthday, they will experience the divorce of their parents.Hopefully these
statistics may ultimately cause you and your spouse to sincerely consider all the cost of
divorce before you make the final choice.

Based on these statistics, it becomes clear that children need secure, loving homes
with both parents. There is, of course an omission to every rule, and in this case it is
households where violence is taking place. Children should under no situation remain in a
violent ambiance that is unsafe for them.

If both of you have just “grown apart”, or fell out of love and if there is no violence
enchanting place in your marriage, for your children’s sake, I advise you to seek out help
for your marriage before you give up completely.It has been expected in the United
States today that almost half of all couples that walk down the aisle will rashly have
divorce, but how about the clause “until death do us part?”

Over time, there have been many theories obtainable as to why divorce occurs and
why these tolls have enlarged so radically over the last 30 years. Some think that the
country may take part in a role; others suppose that the span of the courtship plays an
significant piece; cohabitation preceding to wedding “increases” the chance that
separation will result; or not cohabitating prior to marriage may add as the evolution era
is too stressful; still others think that the separation progression is too simple; if laws
were stricter and divorces were further hard to get, these divorce statistics would get
better over era. At this era, although elevated, the separation tempo has decreased to
some extent lessening the minds of the American public. There is still small hope that
these information will ever diminish completely.

In this fast paced civilization that we exist in nowadays, it must to be simple for us,
the American public, to be aware of this phenomenon. The standard “American Family”
has both parents in the place of work, financial stress, job discontent, children in school
activities and sports, “high demand” lifestyles and generally small time to center on the
family’s group cohesiveness. Although Waite and Lillard (1991) viewed that children,
especially young children, present and improve marital steadiness, environmental
stressors and everyday labor are often more than a parental relationship can endure.
These “standard” stressors alone can make much chaos, turmoil and in time lead to
marital damage, argument and divorce.

There is a current data which supports that stress in a broken family is mostly
affecting the children. Divorce is seen, as the cause of the negative events and
psychological distress to the youths. One explanation purposed by Katherine Effects on
Adult Relationships

Many studies show that family conflict was typically a strong precursor to divorce and
lead children from divorced families to rate their relationships as having greater family
conflict. Those from intact families reported more cohesion, expressiveness, sociability,
and idealization and less conflict than those from divorced families. However, coming
from a divorced family did not affect young adults’ self-esteem, fear of intimacy, or
relationship satisfaction, but it did affect fears and expectations for divorce (Kirk, 2002).

In-depth studies strongly indicate that the attitudes surrounding marriage and success
in marriage is transmitted between generations in divorced families. Men and women
from divorced families tend to score significantly lower on several measures of
psychological well-being and more likely to be divorced themselves (Franklin, Janoff-
Bulman, & Roberts; 1990). This trend has the potential to have social impact on our
culture because the evidence suggests that adult children of divorce have relationship
problems that lead to divorce in their marriages as well, which could lead to a perpetual
cycle of this phenomenon.

Students experiencing post-divorce conflict were more likely to have engaged in

premarital sexual intercourse, their satisfaction with their current relationship was lower,
and they showed a decline in the parent-child relationship. These adult children of
divorce also expressed more difficulty in finding people with whom they could establish
relationships (Morris & West, 2001)

Judith Wallenstein (2004) has been one of the leading researchers on the
phenomenon of divorce and its impact on adult relationships.
Local Studies

CHAPTER 3
METHOLODOGY

Research Design

This study used the mixed method.Our general procedure of describing had the
chief purpose of effect broken family that might have affected by their personal
development. Many students in TSHS who have broken family do not have a good
personal behavior.

Research Local

We will conduct our study at Talavera Senior High School.

Figure 3. The geographical map of TNHS-SHS where the study was conducted.

During the school year 2016-2017, the Talavera Senior High school was given
birth. At first, it is just a department under its mother school which is the TNHS. But
during the school year 2017-2018, it started to stand on its own with its first principal
designated by the Schools Division of Nueva Ecija in the person of School Principal II
Donato B. Chico with his Assistant School Principal, Virginia Fernandez.

At school year 2018-2019 Ms. Racquel C. Diaz is designated School Principal II

with the support of her Assistant School Principal II, Mr. Ericson l. Nepomuceno .

At present, Mr. Pepito P. Marzan is the newly designated School Principal II with
the support of his Assistant School Principal II, Mr. Ericson l. Nepomuceno along with
the competent faculty and staffs of TSHS.

TSHS is among one of the stand-alone senior high school in Nueva Ecija that offers
various strand both academic and technical vocational such as the ABM, GAS, HUMMS,
STEM, and TVL (He-Cookery, ICT, Agriculture, SMAW, CSS).

Respondent of the Study

The researchers respondents are the selected Humss student in TSHS. Each section
will have 10 representatives to be the respondents.

Sampling Technique
 The researchers will use stratified sampling technique to get the target respondents
of the study.

Instrument of the Study

The instrument will be use in this study will be a researcher made questionnaire to
gather all the needed data for the respondents profile. The draft of the questionnaire
was drawn out base on the researchers readings,previous studies,professional
literature.

Data Gathering Procedure

The researchers will be using letter of request to ask for the permission of the
school principal II of Talavera Senior High School, Sr. Pepito P. Marzan and the research
adviser Mr.Christian Anthony P. Agluba to allow the researchers to conduct the study.
Upon approval, the researchers will start gathering data through requesting for students
to be the respondents.