POLITICAL ORIENTATION and Influence in Campus-Based Politics

1
Chapter 1
THE PROBLEM AND ITS SCOPE
INTRODUCTION
Rationale of the Study
According to Glass (1986, as cited by Capowski 1996) “Family is
a primary influence in the development of a child’s political orientation,
mainly due to constant relationship between parents and child”.
Family is an important part of human life. It is a major factor
that helps people mold their personality. This is where people learn the
value of love, affection, care, truthfulness and self-confidence. This
provides them tools and suggestions which are necessary to succeed
in life.
However, there were past studies conducted about individual’s
behavior outside home. Those studies concluded that those behaviors
were based on his on her orientations in the family. It was based on
how he or she was taught, on how he or she was disciplined and on
how they gained their level of learning through their family.
Recent research on family status, socialization, and student
political activism has operated out of simple, causal analyses
explaining the relationships among: (1) social status and family

2
socialization, (2) family socialization and politics, and (3) social status
and student politics.
Nonetheless, if one of the members of the family is politically
inclined, it seems that the other family members will also opt for
politics. When one of the family members instills some customs of
beliefs and ideas, it is accountable for changing the mindset of other
family members. Family orientation is said to be one of the powerful
tools in molding individuals to interact with other people socially and
politically. Ergo, the student’s interaction in the campus is greatly
affected by the orientation of the family. Then, when a student
participates in campus-based politics, one probable reason of this
participation can be through the exposure of the student in politics at
home. Therefore, the political participation of such student is held to
be greatly affected by the family teachings.
It is in this light that the researchers who are Political Science
students, have agreed to delve into this study. They want to find out
how political orientation in the family is related to the campus-based
politics of student leaders.

3
Theoretical Background
Families, where good values and interpersonal relationship with
their kin are firstly learned, are centered and clannish as they so.
Families play the vital role to nourish in order to maintain good
personal background that student may absorb in school campuses.
This study was anchored on the following theories.
According to Good (2010) in her psychoanalytic theory, it holds
that each person is shaped by his or her early primary attachments.
These early relationships, and how a person makes sense of them,
play a large role in our development and how we relate to the world in
the present moment.
Psychoanalytic theory also maintains that there are forces and
conflicts outside our awareness that influence our thoughts, feelings,
and actions in social and political environment. It states the important
element to the emphasis of insight and emotional understanding as
the means of personal growth and changes.
In the same hand, Good (2010) also mentioned family systems
theory which suggested that family relationships were formative and
significant in the life of the individual. According to this theory,
individual thoughts, feelings, and actions are shaped by interactions
between family members. In turn, the family is the most important
resource for the individual coping with life's difficulties.

4
On the other hand, the leader’s work on his or her personal
differentiation of self is fundamental to every aspect of the coaching
experience. A multigenerational family history is vital to the process of
change in self. The leader can learn to view him or her person as a
part of interrelated systems.
A good family relationship between each member brings the
good impact to the leadership behavior of student in social interaction
and political belongingness (Huplock as cited by Mancajas et al.2009)
In the other hand, Goleman and Scott (2011) concluded that the
student’s demographic shifts are not only changes affecting the
students work in campuses. It also states that family and institution
should be in partners. Leaders are dedicated solely to family
experience in which they learn and develop different values, norms
and moral characters that mold them to become leaders in their field,
while Bass (1990) on his Great Men theory a good leader are
predestined to be leaders based on their family background, birth
order and education.
Dey (2004) has argued that the main source of influence that
shape political orientation originates from family socialization is the
process through which individuals acquire knowledge, habits, and
value orientations that will be useful in the future.

5
Nonetheless, Weer”s (2009) Role Theory suggests that any role
one plays has its own responsibilities and may also be impacted on
expectations of role sender that interacted with the person during role
activity. Nolan (2009) added that the rationale individual’s chase to act
either the work of family orientation mainly depends on their work and
family values.
Functionalist theory by Adersem and Taylor (2004, by as cited
by Ancajas 2010) states that particular societal needs are packed by
the family including socializing the young, regulating sexual activity
and procreation providing physical care for the members, assigning
identity to people and giving psychological support and emotional
security to the individual.
Nonetheless, Mohan and Gulati (1986, as cited by Ancajas 2010)
said that family and home environment, socio-economic status,
parental interests and attitudes were key determinants that contribute
to students’ performance in the academe supporting the functionalist
view.
However, the family systems theory introduced by Dr. Murray
Bowen (1998) suggests that individuals cannot be understood in
isolation from one another, but rather as a part of their family, as the
family is an emotional unit. Families are systems of interconnected and
interdependent individuals, none of whom can be understood in

6
isolation from the system. A family is a system in which each member
had a role to play and rules to respect. Members of the system are
expected to respond to each other in a certain way according to their
role, which is determined by relationship agreements. Within the
boundaries of the system, patterns develop as certain family member's
behavior is caused by and causes other family member's behaviors in
predictable ways. Maintaining the same pattern of behaviors within a
system may lead to balance in the family system, but also to
dysfunction. For example, if a husband is depressive and cannot pull
himself together, the wife may need to take up more responsibilities to
pick up the slack. The change in roles may maintain the stability in the
relationship, but it may also push the family towards a different
equilibrium. This new equilibrium may lead to dysfunction as the wife
may not be able to maintain this overachieving role over a long period
of time.
There are eight interlocking concepts in Dr. Bowen's theory:
 Triangles: The smallest stable relationship system. Triangles
usually have one side in conflict and two sides in harmony,
contributing to the development of clinical problems.
 Differentiation of self: The variance in individuals in their
susceptibility to depend on others for acceptance and approval.

7
 Nuclear family emotional system: The four relationship patterns
that define where problems may develop in a family.
- Marital conflict
- Dysfunction in one spouse
- Impairment of one or more children
- Emotional distance
 Family projection process: The transmission of emotional
problems from a parent to a child.
 Multigenerational transmission process: The transmission of
small differences in the levels of differentiation between parents
and their children.
 Emotional cutoff: The act of reducing or cutting off emotional
contact with family as a way managing unresolved emotional
issues.
 Sibling position: The impact of sibling position on development
and behavior.
 Societal emotional process: The emotional system governs
behavior on a societal level, promoting both progressive and
regressive periods in a society.
On the other hand, according to Gray et al. (1999) , the learning
component of service learning courses require that students reflect
upon their volunteer experience through journal keeping, discussion,

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reading and term papers. This means that student leaders voluntarily
join organization such as political organization as mentioned through
learning services. These learning services sought to be the instrument
for them to join political organizations. This includes discussions, their
experiences in school campus, reading news, writing educational items
and the things which they observe in school environment.
According to Sedien (2007), one of the most critical influences of
the civic and political engagement of young people is the involvement
of their parents in these activities. He further elaborated that people
who are exposed to civic activism in their home from an early age are
certainly more likely to maintain a strong communal footprint later in
life than those who have never had this experience.
The concept of psychological development has been interested in
how mothers influence the development of social and instrumental
competence of children.
Filipino women are domesticated and submissive by nature
according to F. Landa Jocano (2007). They are more willing to sacrifice
career than a family. Filipino ladies equate domestic responsibility with
being a good wife (or potentially a good wife).
This study was anchored on the above mentioned theories.

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Figure 1
CONCEPTUAL-THEORITICAL FRAMEWORK OF THE STUDY
Relationship between Political Orientation in the Family

and Campus- based Politics
Student Leadership Theory of Campus –

Perception based politics
Political Orientation
Family Politically Family

Attachment Inclined Relations
This study refers on how political orientation in the family
influences the student to enter in campus-based politics in CNU. There
have been hundreds of studies to determine the most important
leadership traits, while there are always going to be some
disagreement, intelligence, sociability that are consistently cited as key
qualities.
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THE PROBLEM
This study will determine the relationship between political
orientation in the family and its influence in campus-based politics of
student leaders in Cebu Normal University Main Campus.
Specifically it seeks to answer the following questions:
1. What is the profile of student leaders in the aspects of:
1.1 Age;
1.2 Gender;
1.3 Socio-Economic Status;
1.4 Year Level;
1.5 Nominal rank in the Family?
2. What is the degree of political orientation in the family of student
leaders in CNU?
3. What is the degree of perceived campus-based politics of the
student leaders in CNU?
4. What is the level of family influence on political participation of the
5. Is there a significant relationship between the profile and the level
of family influence on political participation of student leaders in
CNU?
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6. Is there a significant relationship between the profile and the
political orientation in the family of student leaders?
perceived campus-based politics of student leaders?
8. Is there a significant relationship between the political orientation in
the family and the perceived campus-based politics of CNU student
leaders?
Statement of the Null Hypothesis (Ho)
There is no significant relationship between the profile and the level
of family influence on political participation of the family of student
leaders.
There is no significant relationship between the profile and the
political orientation in the family of student leaders.
There is no significant relationship between the profile and the
perceived campus-based politics of student leaders.
There is no significant relationship between the perceived family
orientation and campus-based politics of CNU student leaders.

12
Significance of the Study
The researchers’ aim is to describe the significant relationship
between political orientation in the family and campus based politics of
student leaders in Cebu Normal University. The student leaders,
political science student, sociologist, researchers, the school
administrators, the parents, the community, and the future
researchers were the beneficiaries of the study.
The Student Leaders. This study will inform on what would be
the relationship between the political orientation in the family and
campus-based politics. Furthermore, it will take notice the influence of
political orientation in the family in campus based politics.
The School Administrators. Through the findings of the study,
they will be able to enlighten the students, to know the reason behind
the inclination of the students toward campus-based politics, and to be
guided in administering the school.
The Parents. This study will inform the parents about the
influence of political orientation in the family on campus based politics
of student leaders. That parents will understand how their behavior
towards their children has been affecting their children’s campus-
based politics.
The Political Science Students. Through this study, they will
be able to determine and understand the effect of political orientation

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in the family in influencing the student leaders’ campus-based politics
The Sociologist. This study will help the sociologist in
understanding the student leaders’ political orientation in the family in
relation to their campus-based politics.
The Researchers. This will give the researchers the knowledge
on the relationship of political orientation in the family and campus-
based politics of student leaders and will help the researcher in
understanding the behaviors of the student leaders.
The Future Researchers. That this will serve as their
reference for further studies in the future if they would come up with
the same nature and scope.

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CHAPTER 2
REVIEW OF RELATED LITERATURE AND STUDIES
Family orientation is one of the powerful tools that shaped the
mindsets of human diversity. Given this in the case, if one of the
members of the family instills a culture and beliefs, it is accountable
for all actions of other members of the family for as long as the
behavior of certain individual towards society comes from the family.
Most study view leadership as grounded in one or more of the
following three perspectives: leadership as a process or
relationship, leadership as a combination of traits or personal
characteristics, or leadership as certain behaviors or, as they are more
commonly referred to, leadership skills. Wolinski (2010) describes in
virtually all of the more dominant theories, there exist the notions that
at least to some degree, leadership is a process that involves
influence with a group of people toward the realization of goals.
Much of the research on student youth movements has found its
theoretical point of departure in socialization theory in that it attempts
to explain political beliefs and action in terms of family-based
experience and family structure. Thus the study of Maccoby (2004) in
a study of 339 first-time voters, explains the “political conformity”
exhibit by some members of their parents exercise control over their

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youthful activities. Generally, the focus of these researches in this
area, with its concentration on socialization patterns in the family,
seems to neglect the older class-based model of political beliefs which
assumes that the latter are primarily a function of the stratification
system.
Although Dyer and Schulze (2003) both point out that family is a
neglected variable, recent research is becoming more empirically and
theoretically grounded in the broader management literature.
Research on family orientation suggests somewhat of a paradox.
Whereas on one hand, family orientation is generally considered to be
negatively associated with innovation performance, on the other hand,
family firms are often associated with these performance variables,
such as less formal organizational structures.
Gomez-Mejia (2001) found that even when faced with motivation
and performance problems, families were often reluctant to monitor
and discipline family members.
Dombeck and Moran (2012) both pointed out that people lined in
families and social groupings were depending upon once another for
the means that insure their mutual survival, including food, clothing
and shelter, but also safety, belonging and social support.
Rose (2005) on the other hand stated that Leadership describes
work attitudes regarding formations of cognitive preference made up

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of paid work and relevant job-facet priorities. Voydanoff (2004, as
cited by Bhargava & Baral, 2009) noted that resources and demands
framework describes the consequences of leadership to family
interactions depends on individual’s cognitive evaluations of the
resource distribution available to meet the role demands from different
domains.
However, the study of Frideres and Dalhouse (1996) shows that
parents' gender, political activity of the parents, socioeconomic status,
and the type of family have an impact on the degree of parent-child
political value similarity.
It has been also revealed (Montoya et. al, 2010) that mothers
who attain education has more ideas and knowledgeable who can
easily give and take with their children and make use of greater
explanation about the political environment.
In the study of Luvena 2010, it shows that mothers know more
on politics because they are always at home unlike fathers, they are
the one who raise the family and they are busy doing their job that
they have no enough time to focus on news or even political issues.
The role of the family has been found to have the greatest
influence on teaching young people about active engagement (Pfaff
2002 and Horowitz 2003). The family home was seen as the centre of
development of independent thinking, and a place where young people

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learned about democracy, through discussions and practical examples
in the home. Horowitz’s research has shown that when parents value
young people’s development of their own political concepts their
political interest is the highest, and it is most likely that these young
people will vote and engage as citizens. This can be compared with the
results of Pfaff’s research, where 60% of participants experienced no
learning of democracy and politics at home. Consideration should be
given as to what family policies could be developed to bring together
the concepts of youth, citizenship and the home, in order to improve
how young people learn to participate.
The work of Mare and Maralani (2003) suggests that the effects
of mother’s educational attainment on the schooling of their children
are the spurious result of unobserved genetic linkages between
parents and offspring.
The preceding literatures served as the basis for the
accountability of political orientation in the family and influence in
campus-based politics of student leaders in CNU. Wolinski (2010)
explains this postulates that people are either born or not born with
the qualities that predispose them to success in leadership roles. That
is, that certain inherited qualities, such as personality and cognitive
ability, are what underlie effective leadership. There have been
hundreds of studies to determine the most important leadership traits,

18
and while there is always going to be some disagreement, intelligence,
sociability, and are consistently cited as key qualities. The family
orientation itself can establish manipulation which arise or incite a
certain family members to mobilize and struggle for their own culture
and beliefs in terms of how they interact to the mainstream society
socially and politically.

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CHAPTER 3
RESEARCH METHODOLOGY
Research Design
This study employed the correlational design of data analysis
and presentation. It utilizes a non-experimental method of deriving
data from the college and high school student leaders of in Cebu
Normal University Main Campus.
Correlation method is a way to measure how two variables are
associated or related. The researchers looked at things that already
exist and determined if and in what way those things are related to
each other. The purpose of correlating the variable is to allow the
researchers to make a prediction about one variable on what is already
known about the other variable. It is used to measure the likelihood of
two behaviors being related to each other. It is best to use this design
because it provides a clear presentation of the relationship between
the political orientation in the family and perceived campus-based
politics of student leaders in Cebu Normal University.
Research Respondents
The respondents of the study were the 21 college and 21 high
school student leaders of the supreme student government selected

20
through purposive sampling where the researchers utilized their
educated judgment. The inclusion criteria were as follows:
The student leader
1. should be a member of the supreme student government or
supreme student council.
2. must be the incumbent officer.
Research Environment
This was conducted in Cebu Normal University Main Campus,
Osmena Boulevard, Cebu City. Cebu Normal University was
established in 1915 as a provincial normal school, a branch of
the Philippine Normal School. It became an independent institution in
1924, a chartered college in 1976, and a university in 1998. It is one
of the oldest educational institutions in Cebu. It has three departments
namely: College of Arts and Sciences, College of Teacher Education
and College of Nursing. The organization of the studentry is called
supreme student government. The Supreme Student Government
follows the government system of the Philippines which is democratic
republican. It is composed of three co equal branches the legislative,
executive and judiciary. It is located near the guidance office and
university clinic.
The Integrated Laboratory School is composed of the high school

21
students starting from first year to fourth high school. They have
different organizations and the mother of these organizations is the
Supreme Student Government (SSG) leaded by the SSG President and
its co-officers. They have no permanent office to conduct their
sessions and they usually gather in fourth year classroom.
Research Instrument
The researchers gave a questionnaire and to the aforementioned
student leaders in both college and high school level.
The questionnaires were divided in four parts.
Part I: To determine the demographic profile of the respondents as
to:
1.1 Age;
1.2 Gender;
1.4 Year Level;
1.5 Nominal rank in the Family.
Part II: Was to determine the level of family influence to the student
leaders in political participation.
Part III: Was to identify the degree of political orientation in the family
of the student leaders.
Part IV: Was to know the degree of the perceived campus-based

22
This served as the basis of the researcher in relating such
perception to the political orientation in the family of the latter. There
were 5 questions in the part two, 13 questions in part three and 10
questions in the last.
Below were the Part II, III and IV scoring system and
interpretation of their scores:
Part II
Rate Hypothetical mean Range Response Category Interpretation

4 Strongly agree Very
3.26-4.00 Influential
3 Agree Moderately
2 Disagree Lowly
1 Strongly disagree Not
Part III and Part IV
Rate Hypothetical mean Range Response Category Interpretation

4 3.26-4.00 Strongly agree Very High
3 2.51-3.25 Agree High
2 1.76-2.50 Disagree Moderate
1 1.00-1.75 Strongly disagree Low
Research Procedures
Gathering of Data
A transmittal letter was sent to the School Administrators to ask

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permission in conducting a data gathering for the research. After the
permission granted, the research tools were distributed to the high
school and college student leaders. The purpose of the study was then
properly relayed & explained to the respective subjects. Afterward, the
subjects were requested to answer all of the questions in the
questionnaires.
Treatment of Data
To treat the data from the questionnaire, we used graphs and
charts to represent their answers. A descriptive analysis of the
answers of the questionnaires was done, explaining the collective
answers of the survey.
Simple Percentage was utilized to describe the profile of student
leaders in terms of: age, gender, socio-economic status, year level and
nominal rank in the family.
Formula:
The weighted mean was employed to describe the family orientation
and the political orientation of the student leaders in CNU.
Formula:
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The Chi Square method was used to determine significant
relationship on the political orientation in the family and influence in
perceived campus-based politics of student leaders.
Formula:
X2 =  ( fo – fe)2
fe
Where:  = Summation
fo = Observed frequency
fe = Expected frequency
Pearson r correlation coefficient was utilized to describe the
significant relationship between the family orientation and campus-
based politics of CNU student leaders.
Formula:
DEFINITION OF TERMS
For a better and clear understanding of this study, the following
terms are operationally defined.

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Political orientation in the family is the orientation of the
CNU student leader in their families through values, practices,
profession and political participation.
Campus-Based politics is the perception in political
participation of the student leaders in CNU through their involvement
in the political practices in the school.
Student leaders are the elected members of SSG in CNU, both
in High School and College level, who run and operate within their
functions.
Profile is described as the personal information of these chosen
student leaders in which their family orientation is included.
Level of Family Influence is the degree of the influence of the
family in the political participation of the student leaders in CNU.

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Chapter 4
PRESENTATION, ANALYSIS AND INTERPRETATION OF THE
DATA
This chapter presents, analyzes and interprets the data to
answer the problems of the study. The subsequent analysis and
interpretation lead to the acceptance and rejection of the null
hypothesis.
Profile of Students
Presented in table 1 is the demographic profile of students in the
aspects of: age; gender; socio-economic status; year level; nominal
rank in the family among high school and college student leaders in
Cebu Normal University. The total respondent where the study was
conducted was 42 student leaders.
As to age, majority of the respondents (52.38%) belongs to the
age bracket of 16- 19 years old, 13-15 years old with (35.71%) and
last is 20- 23 years old with (11.90%). As observed, many
respondents at the age of 16- 19 years old were in people can observe
that knowledge was broadening up already. This stage was also
considered as a critical stage were students heightened their sense of
idealism which become more aware about campus-based politics.

27
However, according on Erik Erikson’s theory (1963, as cited by Crain
2011), identity versus confusion, when the childhood reaches
adolescence, they question role models and identification of the past
and try out new roles. A new sense of identity develops, including the
ability to integrate past identifications with present impulses and
aptitudes while developing skills with opportunities offered by the
society and culture.
Table 1.1: Age of the Student Leaders
Aspect Frequency Percentage

Age (f) (%)
13-15 15 35.71
16-19 22 52.38
20-23 5 11.90
24-above 0 0.00
TOTAL 42 100.00
As to the gender, female comprised with the majority population
of 59.52% with the scanty number of male (40.48%). Most of the
student leaders were female as observed. This is not to draw general
influences but undeniably there is discrepancy between male and
female.
Table 1.2: As to Gender
Gender Frequency (f) Percentage (%)

Male 17 40.48
Female 25 59.52
TOTAL 42 100
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As to socio-economic status- parent’s combined monthly income,
majority of the student leaders belong to a family with the salary of
30,000- above (38.10%) followed by ranging from 20,000
-29.999(30.95%),10,000-below (16.67%) lastly 10,000-
19,999(14.29). This implies that the majority of the student leaders
are economically stable.
Table 1.3: As to socio-economic status – Parent’s Combined

Monthly Income
Parent's Combined Monthly Frequency (f) Percentage
Income (%)
30,000 above 16 38.10
20,000-29,999 13 30.95
10,000-19,999 6 14.29
10,000 below 7 16.67
TOTAL 42 100
As to socio-economic status- parent’s educational attainment,
majority of the parents of the student leaders were mothers who are
in the tertiary level(78.57), followed by the fathers who were in the
secondary level (19.05) , the mothers in the level of elementary
(9.57%) and lastly no education (0%) either mothers or fathers. This
implies that the parents of student leaders were educated.

29
Table 1.4: As to socio-economic status – Parent’s Educational

Attainment
Educational Attainment Frequency (f) Percentage (%)

Father Mother Father Mother
Tertiary 31 33 73.81 78.57
Secondary 8 5 19.05 11.90
Elementary 3 4 7.14 9.52
No Education 0 0 0.00 0.00
TOTAL 42 42 100.00 100.00
As to socio-economic status- parent’s level of occupation,
majority of the mothers (38.46%) belong to Level III while the fathers
(38.89%) belong to Level IV. Least of the fathers (8.33%) belong to
Level II and mothers (15.38%) both to Level I and IV.
Table 1.5: As to socio-economic status –Level of

Occupation
Frequency (f) Percentage (%)
Occupation Father Mother Father Mother
LEVEL I
Administrative, executive and
managerial works, proprietor
businessman (large business) 10 4 27.78 15.38
LEVEL II
Professionals
3 8 8.333 30.77
LEVEL III
Clerical workers, service workers,
sales workers and other related
works. 9 10 25 38.46
LEVEL IV
Agriculture, animal husbandry,
forestry worker, fisherman,
hunter, production worker,
transport and equipment
operator, laborer, housekeeper
and related works 14 4 38.89 15.38
TOTAL 36 26 100 100
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As to year level of the student leaders, in high school, majority
were 4th year students (33%) and the least were 1 st year students
(19.05%). In college, majority of the student leaders were 4 th year
students (42.86%) and the least was 1st year (0%).
Table 1.6: As to Year Level
Frequenc
Year level y (f) Percentage (%)
High School
1ST 4 19.05
2ND 5 23.81
3RD 5 23.81
4TH 7 33.33
Total 21 100.00
COLLEGE
1ST 0 0.00
2ND 4 19.05
3RD 8 38.10
4TH 9 42.86
Total 21 100.00
As to nominal rank in the family, majority of the student leaders
were in the position of the first child and so with the third child
(26.19%) with the least of second child (21.43%).
Table 1.7: Nominal Rank in the Family
Nominal Rank in the Family Frequency (f) Percentage (%)

1 11 26.19
2 9 21.43
3 11 26.19
4 5 11.90
5 3 7.14
6 2 4.76
7 1 2.38
Total 42 100
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Degree of Political Orientation in the Family of the Student
Leaders
As to the political orientation in the family of the student leaders,
table 2 shows that the student leaders have high degree of political
orientation with a grand mean of 2.77 which implies that the students’
orientation from the family in terms of politics is soaring.
Statement 3 has the highest mean of 3.64. This implies that the
student leaders’ orientation in the family in terms of role distribution
and respect is tremendously high.
According to Bowen (1998), a family is a system in which each
member had a role to play and rules to respect. Members of the
system are expected to respond to each other in a certain way
according to their role, which is determined by relationship
agreements. Within the boundaries of the system, patterns develop as
certain family member's behavior is caused by and causes other family
member's behaviors in predictable ways. Maintaining the same pattern
of behaviors within a system may lead to balance in the family system,
but also to dysfunction.
Statement 10 with a mean of 2.05 is the least, interpreted as
moderate. This means that the parents of the respondents are not
really politically prestigious in their respective towns. This entails that

32
the parents of the student leaders are not that very politically
participative in their towns that greatly affects on how they are going
to teach their children and what is the level of schooling they made for
their children.
However, the study of Frideres and Dalhouse (1996) shows that
parents' gender, political activity of the parents, socioeconomic status,
and the type of family have an impact on the degree of parent-child
political value similarity.

33
Table 2
Degree of Political Orientation in the Family of the Student
Leaders
INTERPRETATIO
ITEM MEAN
N
1. Talking and observing political issues within my

3.05 High
family bring excitement and interest.
2. In a certain political issue, each of the family

3.14 High
member shares his/her own point of view.
3. In our family, everyone of us has his/her own role

3.64 Very High
and it should be respected.
4. The whole member of the family is exposed and

2.29 Moderate
socialized to only one political ideology.
5. Whoever political candidate the parents supports

2.21 Moderate
for, every other family members supports it too.
6. Everyone in the family is raised patriotic. 2.93 High
7. There are rules in the household and everyone

3.17 High
must follow it.
8. Some members in the family are active in

2.62 High
community works and everyone must follow it.
9. It is my family who exposed me to the current

2.52 High
condition of the society in terms of politics.
10. Either my father or my mother is politically

2.05 Moderate
prestigious in our town.
11. My family inculcated in my mind that I can be a
3.17 High
great leader.
12. My family and I discuss political stuffs as part of
2.71 High
our family get together.
13. I was greatly affected by my family’s political
2.50 Moderate
ideas.
Total 2.77 High
Legend:
3.26-4.00 – Very High
2.51-3.25 – High
1.76-2.50 – Moderate
1.00-1.75 – Low
Degree of Perceived Campus-Based Politics of the Student
Leaders in CNU
34
As to perceived campus-based politics of student leaders, table 3
clearly depicts that majority of the respondents fall in low degree
(1.76-2.50) which embraces the ideas that they are not born to be a
leader, their career is not intended on politics, and their family is not
pushing them to be engaged in politics. Followed by moderate degree
(2.51-3.25) and so with very high degree (3.26-4.00) which includes
the views that they have the capabilities in managing students, they
are knowledgeable in politics, they can establish a change by engaging
in campus-politics, and that they know their role as student leaders in
the campus. Therefore, student leaders at this point are now ideal
from what they believe in self and sought to be in campus.
According to Gray et al. (1999) , the learning component
of service learning courses require that students reflect upon their
volunteer experience through journal keeping, discussion, reading and
term papers. This means that student leaders voluntarily join
organization such as political organization as mentioned through
learning services. These learning services sought to be the instrument
for them to join political organizations. This includes discussions, their
experiences in school campus, reading news, writing educational items
and the things which they observe in school environment.
Table 3
Degree of Perceived Campus-Based Politics of the Student
Leaders in CNU
35
ITEM MEAN INTERPRETATION
1. I believe engaging in campus-

based politics brings fame and 2.29 Low
prestige.
2. I believe my knowledge and role
as a student leader provides personal 3.81 Very High
growth and development.
3. I believe I must engage in campus
politics because my career is intended 2.24 Low
for that.
4. I believe I can make a change in
the campus by engaging in campus- 3.52 Very High
based politics.
5. I believe I have the capabilities in
3.43 Very High
managing the students.
6. I believe I am much
2.81 Moderate
knowledgeable in politics.
7. I believe I am born to be a
2.45 Low
political leader.
8. I believe it is my family who
pushed me to engage in campus 1.76 Low
politics.
9. I believe my parents are proud to Moderate
know that I am engaged in campus 3.17
politics.
10. I believe I am more capable than Moderate
2.71
the other students to hold position.
Total 2.82 Moderate
Legend:
3.26-4.00 – Very High
2.51-3.25 – High
1.76-2.50 – Moderate
1.00-1.75 – Low
36
Level of Family Influence in Political Participation of the
Student Leaders
Table 4 presents the level of influence of the family members in
the student leaders’ political involvement, translated from the Likerts-
scale questionnaire.
As to the level of influence, findings showed that the overall
mean was rated Moderately Influential having the grand mean of 3.12.
This means that the student leaders of Cebu Normal University were
moderately subjective by the participation of the family in terms of
politics.
Statement 4 showed the highest mean (3.43) which notes that
the student leaders’ mind was inculcated to the highest degree on the
idea that they can make a positive formation in the school based on
what they learned in their particular families. While the least is
Statement 2 with a mean of 2.88 interpreted as moderately influential.
This means that the notions of the latest issues about politics asked by
the student leaders to their parents are fairly influential to the
participation of the student in campus politics.
According to Sedien (2007), one of the most critical influences of
the civic and political engagement of young people is the involvement
of their parents in these activities. He further elaborated that people
who are exposed to civic activism in their home from an early age are
37
certainly more likely to maintain a strong communal footprint later in
life than those who have never had this experience.
It proves that family moderately affect the political participation
of the student leaders in Cebu Normal University. It influences the
beliefs and perception of student leaders towards campus- based
politics.
The role of the family has been found to have the greatest
influence on teaching young people about active engagement (Pfaff
2002 and Horowitz 2003). The family home was seen as the centre of
development of independent thinking, and a place where young people
learned about democracy, through discussions and practical examples
in the home. Horowitz’s research has shown that when parents value
young people’s development of their own political concepts their
political interest is the highest, and it is most likely that these young
people will vote and engage as citizens. This can be compared with the
results of Pfaff’s research, where 60% of participants experienced no
learning of democracy and politics at home. Consideration should be
given as to what family policies could be developed to bring together
the concepts of youth, citizenship and the home, in order to improve
how young people learn to participate.
Table 4
38
Level of Family Influence in Political Participation of the

Student Leaders
Statement MEAN INTERPRETATION
1. I consulted my family in all

decisions that I’m going to make. 2.98 Moderately Influential
2. I asked my parents regarding
the latest issues in politics. 2.88 Moderately Influential
3. I seek for my family members’
guidance in the advocacies that I
wanted to promote in school. 2.95 Moderately Influential
4. I believed that I can make a
positive formation in the school base on
what I learned in my family. 3.43 Very Influential
5. I am so confident that I can
serve the students very well because of
my family’s support. 3.38 Very Influential
TOTAL 3.12 Moderately Influential
3.26-4.00 ----------------------------- Very Influential

2.51-3.25 ------------------------------ Moderately Influential
1.76-2.50 ------------------------------ Low Influential
1.00-1.75 ------------------------------ Not Influential
Legend:
Relationship between Profile and Level of Family Influence on
Political Participation
39
Revealed in table 5 is the significant relationship between the
Level of Family Influence on the Political Participation of the student
leaders in Cebu Normal University and their profile in terms of age,
gender, year level, rank in the family and socio-economic status
(education, occupation and income of parents).
With a computed chi value of 11.33 and a critical value of
16.92, the null hypothesis was accepted therefore there was no
significant relationship between age and the family influence at 0.05
level of significance.
This means that both variables are independent from each other
thus they can stand on their own and are not related from each other.
Regardless whether the student leader is young or old, it has no
bearing on the level of political participation of the student leader.
As to gender with the computed value of 0.13 and critical value
7.82 this implies that there is no significant relationship between
gender and political participation of the family. In spite of whether the
student leader is a male or female it has no hold that political
participation of the student leader affects his/her gender.
With the computed chi value of 14.26 and critical value of 32.67,
the null hypothesis was rejected; consequently there is no significant
relationship between year level and the political participation of the
student leader.
40
On the way to the level of education of the mother with the
computed chi value of 6.56 and a critical level of 16.92, the null
hypothesis was discarded. Therefore, the political participation of the
student leader is not dependent on the mother’s education.
As to occupation of mother with the computed chi value 4.79
and a critical value of 16.92, the null hypothesis was accepted this
implies that the occupation of mother and the political participation of
the student leader are not interconnected with each other.
As to occupation of father with the computed chi value of 9.64
and a critical value of 16.92, the null hypothesis was accepted;
therefore the occupation of the father and the political orientation of
the student leader are independent from each other.
On the way to the family income, with a computed chi value of
8.49 and a critical value of 16.92, the null hypothesis was accepted. As
a result, there is no significant relationship between the family income
and the political participation of the student leader. This implies even
though the family is economically stable, still, it does not affect the
political participation of the student leader.
As to the nominal rank of the student leader, the computed chi
value of 14.17 and a critical value of 28.87 signify the acceptance of
the null hypothesis. Ergo, political participation of the student leader

41
can stand alone without the respect of the nominal rank of the student
leader.
All variables in the profile had no bearing on how the family
influences the political participation of the student leaders EXCEPT the
education of the father, with a computed chi value of 33.97. This
implies that Philippine family is highly patriarchal and the political
participation of the student is strongly linked to whatever is the
political belief and aspirations of the father. According to F. Landa
Jocano (2007), Filipino women are domesticated and submissive by
nature. They are more willing to sacrifice career than a family. Filipino
ladies equate domestic responsibility with being a good wife (or
potentially a good wife).
Table 5
Relationship between Profile and Level of Family Influence on
42
Political Participation
Variables Df Computed Critical Decision Interpretation

Correlated x2 value x2 value on Ho
Level of Family 3 0.13 7.82 Accept Ho No Significant
Influence and Relationship
Gender
Age
Influence Year Relationship
Level
and Education
of Mother
Level of Family 9 33.97 16.92 Reject Significant
Influence and Ho Relationship
Education of
Father
Occupation of
Mother
Occupation of
Father
Income
Nominal Rank
* 0.05 level of significance
Relationship between Profile and Campus Based Politics of

43
Student Leaders
Shown in table 6 are the significant relationship between
campus-based politics of student leaders in Cebu Normal University
and their profile in terms of age, gender, year level, rank in the family
and socio-economic status (education, occupation and income of
parents).
In the Gender variable, with a chi value of 1.99 and a critical
value of 7.82, the null hypothesis was accepted. Therefore the gender
of the student does not affect the involvement in campus-based
politics.
On Age, with a chi value of 8.52 and critical value of 16.92, the
null hypothesis was accepted. Ergo, the age of the student does not
impinge on the involvement in campus-based politics.
On Year Level, with a chi value of 18.17 and critical value of
32.67, the null hypothesis was accepted. This shows that year level
(high or low), does not hinder the participation in campus based
politics.
Regarding on the educational attainment of the father, with a chi
value of 6.99 and critical value 16.92, the null hypothesis was also
accepted. This presents that the student’s political dynamics in the
campus does not depend on the education of the father.

44
For the occupation of the father, having a chi value of 0.99 and
critical value of 16.92, there is no significance thus the null hypothesis
is accepted again. Thus, both father’s job and the student’s political
behavior in campus are self-governing.
On the side of the mother’s occupation, having a chi value of
0.75 and critical value of 16.92, no significant relationship was tallied
(null hypothesis was accepted). It means that even the mother is
jobless or not, the campus politics of the student leaders is still self-
regulating.
On the income variable, with a chi value of 1.22 and critical
value of 16.92, no significance was shown thus accepting the null
hypothesis. Whether receiving minimum wage salary, this does not
affect the involvement of the student/child in campus politics.
And on the nominal rank in the family, with a chi value of 8.51
and critical value of 28.87, the null hypothesis is accepted. Being the
middle child, the youngest or the being the oldest in the family, does
not shape the perceived political behavior of the student leaders.
All variables in the profile had no bearing on how the family
influences the idea and behavior of student leader in campus based
politics EXCEPT the education of the mother, with a computed chi
value of 19.13. This implies that the educational attainment of the
mother impinges on the political ideas of the child as a student leader.

45
These findings can be traced back to the work of Mare and Maralani
(2003); they suggest that the effects of mother’s educational
attainment on the schooling of their children are the spurious result of
unobserved genetic linkages between parents and offspring.
Table 6
Relationship between Profile and Campus Based Politics of
Student Leaders
Variables Correlated df Computed Critical Decision Interpre-

x2value x2value on Ho tation
Campus Based Politics of 3 1.99 7.82 Accept No
Student Leaders Ho Significant
and Gender Relationship
and Relationship
Age
Student Leaders 1 Ho Significant
and Year Level Relationship
Campus Based Politics of 9 19.13 16.92 Reject Significant
Student Leaders Ho Relationship
and Education of Mother
and Education of Father Relationship
and Occupation of Mother Relationship
and Occupation of Father Relationship
and Income Relationship
Student Leaders 8 Ho Significant
and Nominal Rank Relationship
46
Relationship between Profile and Political Orientation in the
Family of Student Leaders
Shown in table 7 is the significant relationship between political
orientation in the family of student leaders in Cebu Normal University
and the profile in terms of:
As to Age, with a computed chi value of 8.09 and a critical value
of 16.92, this implies that regardless whether the student leader is
young or old, the age does not affect the degree of political
orientation.
As to gender, the computed chi value of 3.81 and the critical
value of 7.82 imply that there is no significant relationship between
gender and the level of political orientation of student leaders
nevertheless, even male or female it does not affect the level of
political orientation among student leaders.
As to year level with a computed chi value of 14.35 and a critical
value of 32.67, the null hypothesis is accepted. It has been observed
that the year level does not affect the political orientation.
As to education of the mother with a computed chi value of
19.13 and a critical value of 16.92 at 0.05 level of significance, the
null hypothesis is rejected signifying that the education of mother
greatly affect the level of political orientation of student leaders.

47
As to education of the father, the computed chi value of 6.99
and the critical value of 16.92 connote the acceptance of the null
hypothesis. Based on the findings of the researchers, there is no
significant relationship between the educational attainment of the
father and the degree of political orientation of student leaders.
As to the occupation of the mother, the computed chi value of
9.56 and the critical value of 16.92 are implying that the occupation of
the mother does not affect the level of political orientation of student
leader.
As to the occupation of the father, it has a computed chi value of
3.55 and a critical value of 16.92. The null hypothesis is accepted. As
an interpretation, political orientation of the student leader is
independent from the occupation of the mother.
As to the combined monthly income, the null hypothesis is
accepted with a computed chi value of 8.77 and a critical value of
16.92. The salary of the parents of student leaders in Cebu Normal
University has no bearing on the level of political orientation among
student leaders.
As to the nominal rank in the family, it has a computed chi value
of 17.57 and the critical value of 28.87 that leads to the approval of
the null hypothesis. Based on the findings of the researchers, there is

48
no significant relationship between the nominal rank of student leader
and the level of their political orientation.
To summarize the null hypothesis was accepted, hence, there is
no significant relationship between profile and the political orientation
in the family of student leaders at 0.05 level of significance except on
the education of the mother encompassing the computed chi value of
19.13 and critical value of 16.92. This means that both variables, the
education of the mother and the political orientation in the family of
the student leaders, have significant connection. Thus, the degree of
political orientation in the family of the student leaders cannot stand
on its own without the education of the mother. It has been observed
that the education of the mother of the student leaders has bearing to
the degree of political orientation in the family of the student leaders
in Cebu Normal University Main Campus.
To relate the concept of psychological development this has
been interested in how mothers influence the development of social
and instrumental competence of children. It has been also revealed
(Montoya et. al, 2010) that mothers who attain education has more
ideas and knowledgeable who can easily give and take with their
children and make use of greater explanation about the political
environment. This related study supports on the findings shown in
Table 7.
49
The findings revealed in Table 7 was also inclined on the
traditional idea that mothers are obliged to stay at home to do the
house hold and take care of the children. So, mothers are always
present in every need of the children. She is always updated about
news coming out that includes politics though they are not allowed to
talk about it. But they know more on politics (Luvena, 2010) because
they are always at home unlike fathers, they are the one who raise the
family and they are busy doing their job that they have no enough
time to focus on news or even political issues. Even if the mother is
educated enough but she only stays at home because it is part in the
Filipino culture that a wife should only stay at home and do her
responsibility as a mother and a wife.

50
Table 7
Relationship between Profile and Political Orientation in the
Family of Student Leaders
Variables df Computed Critical Decision Interpre-

Correlated x2 value x2 value on Ho tation
Political 3 3.81 7.82 Accept Ho No
Orientation in the Significant
Family and Gender Relationship
Family and Relationship
Age
Family and Year Relationship
Level
Political 9 19.13 16.92 Reject Ho Significant
Orientation in the Relationship
Family and
Education of
Mother
Education of Father
Occupation of
Mother
Occupation of
Father
Family and Income Relationship
Nominal Rank
51
Relationship between Political Orientation in the Family and
Campus-Based Politics of Student Leaders
Revealed in table 8 is the significant relationship between the
political orientation in the family and the campus-based politics of the
student leaders in Cebu Normal University. With a computed r value of
0.304 and critical r value of 0.611 at 0.05 level of significance, the null
hypothesis was accepted therefore there is no significant relationship
between political orientation in the family and perceived campus-based
politics of student leaders in Cebu Normal University.
This means that both variables do not affect each other.
Regardless whether there is a high or low perception of the family as
to their political orientation, this does not affect the campus based
This implies that political issues may not be the highlight of
family discussions whenever they bond together. There are other
factors that affect campus based politics like, peer pressure,
organizational affiliation, campus observations and experiences,
personal values and aspirations among others.

52
Table 8
Relationship between Political Orientation of Family and
Campus Based Politics of Student Leaders
Variables Computed Critical Decision Interpretation

Correlated r value r value on Ho
Political No Significant
Orientation & 0.304 0.611 Accept Ho Relationship
Campus
Politics
53
Chapter V
SUMMARY, FINDINGS, CONCLUSION AND
RECOMMENDATION
Presented in this chapter are the summary of findings,
conclusions and recommendations on the family orientation in the
family and campus-based politics of student leaders.
Summary
This study determined the relationship between political
orientation in the family and its influence in campus-based politics of
student leaders in Cebu Normal University Main Campus.
Specifically it seeks to answer the following questions:
1. What is the profile of student leaders in the aspects of:
1.1 Age;
1.2 Gender;
1.4 Year Level;
1.5 Nominal rank in the Family?
2. What is the political orientation in the family of student leaders in
CNU?
3. What is the perceived campus-based politics of the student leaders
in CNU?
54
4. What is the level of influence of political participation of the
members of the family of the student leaders in CNU?
5. Is there a significant relationship between the profile and the level
of influence of political participation of the members of the family of
political orientation in the family of student leaders?
perceived campus-based politics of student leaders?
8. Is there a significant relationship between the political orientation in
the family and the perceived campus-based politics of CNU student
leaders?
Forty two student leaders, 21 student leaders in college and 21 also
in high school were studied through a Likerts-Scale Questionnaire with
a descriptive correlational method that will determine the level of
influence on the political participation of the family members, political
orientation in the family and perceived campus-based politics.
Data gathered were then computed and applied with the
appropriate statistical treatment. Percentage and means were used to
describe the profile, the family orientation and the political orientation
of the student leaders in CNU. Chi Square Method was used to
determine the relationships between the profile and the variables.

55
Pearson r correlation coefficient was utilized to describe the significant
relationship between the family orientation and campus-based politics
of CNU student leaders.
Findings
Based on the analysis and interpretation of the data gathered by
the researchers, it was found out that the political orientation in the
family is correlated to the influence in the campus-based politics of
student leaders.
1. The profile of student leaders in the aspects of:
In age, majority were in the age bracket of 16-19 years old and the
least were at the age bracket of 20-23 years old.
As to the gender, female comprised with the majority population
with the scanty number of male.
As to socio-economic status- parent’s combined monthly income,
majority of the student leaders belong to a family with the salary of
30,000- above (38.10%) the least was from the income bracket of
10,000-19,999(14.29%).
As to socio-economic status- parent’s educational attainment,
majority of the mother of the student leaders are in the tertiary level
(78.57%), majority of the fathers are in the tertiary level (73.81%).

56
Elementary level is the least educational attainment by the mother
(9.52%) and the father (7.14%).
As to socio-economic status- parent’s level of occupation,
majority of the mothers (38.46%) belong to Level III while the fathers
(38.89%) belong to Level IV. Least of the fathers(8.33%) belong to
Level II and mothers(15.38%) both to Level I and IV.
As to year level of the student leaders, in high school, majority
were 4th year students (33%) and the least were 1 st year students
(19.05%). In college, majority of the student leaders were 4 th year
students (42.86%) and the least was 1st year (0%).
As to nominal rank in the family, majority of the student leaders are
in the position of the first child and so with the third child (26.19%)
with the least of second child (21.43%).
2. The degree of political orientation in the family of student leaders in
CNU is high.
3. The perceived campus-based politics of the student leaders in
CNU’s degree is moderate.
4. The level of influence of political participation of the members of the
family of the student leaders in CNU is moderately influential.
5. There is only a significant relationship between the father’s
education and the level of influence of political participation of the
members of the family of student leaders in CNU.

57
6. Mother’s education and the political orientation in the family of
student leaders are only significantly associated.
7. The perceived campus-based politics of student leaders are
dependent to the education of the mother.
8. There is no significant relationship between the political orientation
in the family and the perceived campus-based politics of CNU
student leaders.
Conclusion
Based on the findings of the study, the researchers conclude that
the political orientation in the family has no bearing in the influence in
campus-based politics of student leaders in Cebu Normal University.
Political orientation in the family and the campus-based politics is
dependent to the education of the student leaders’ mother but the
level of family influence is interconnected to the father’s education.
Recommendations
Based on the findings of this study, there are things the
researchers deemed it necessary for the school administrators, the
parents, the community, the government in general and for future
researchers to undertake such as:

58
1. Parental involvement on student leadership may be intensified to
enhance effective political leadership;
2. School administration should train student leaders in order to
create a harmonious university with skillful student leaders.
3. A similar study may be conducted among student leaders in
private institutions.
4. Future researchers may delve into the following researchers for
future research undertakings:
4.1 Political Leadership of Student leaders in Public Schools
4.2 Family Orientation and Leadership of Students of State
Universities
4.3 Student Leaders: Campus-Based Politics and Social
Institutions
59
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62
APPENDIX A
TRANSMITTAL LETTER FOR THE COLLEGE DEAN
September 25, 2012
Dr. Floriza N. Laplap

Dean, College of Arts and Sciences
Cebu Normal University
Osmeña Blvd, Cebu City
Dear Madam:
Greetings!
We, the Second Year Political Science Students of this institution,
are very grateful that you have given us the opportunity to learn
research in Political Science. In line with this, we will be conducting a
study entitled “POLITICAL ORIENTATION IN THE FAMILY AND
INFLUENCE IN CAMPUS-BASED POLITICS OF STUDENT
LEADERS IN CEBU NORMAL UNIVERSITY MAIN CAMPUS.”
Within this context, may we request your kind permission to
allow us to conduct the study inside the school?
Thank you very much for giving us the chance to undergo the
research process.
Respectfully yours,
Jessie Ladeth B. Contento

Research Team Leader
Noted By:
Roselle Jardin – Ranario, DPA

Research Adviser
63
APPENDIX B
TRANSMITTAL LETTER FOR THE RESPONDENTS
September 25, 2012
Mr. Glenn M. Brigoli

President, Supreme Student Government
Dear Sir:
Greetings!
We the students of B.A. Political Science of Cebu Normal
University would like to ask permission to conduct a research study in
your school entitled “POLITICAL ORIENTATION IN THE FAMILY
AND INFLUENCE IN CAMPUS-BASED POLITICS OF STUDENT
LEADERS IN CEBU NORMAL UNIVERSITY MAIN CAMPUS” for a
research requirement in partial fulfillment of the course subject P.S.
104: Introduction to Political Analysis.
research process.
Respectfully yours,

Noted By:

Research Adviser
64
September 25, 2012
President, Supreme Student Council

Integrated Laboratory School
Dear Sir:
Greetings!
We the students of B.A. Political Science of Cebu Normal
University would like to ask permission to conduct a research study in
your school entitled “POLITICAL ORIENTATION IN THE FAMILY
AND INFLUENCE IN CAMPUS-BASED POLITICS OF STUDENT
LEADERS IN CEBU NORMAL UNIVERSITY MAIN CAMPUS” for a
research requirement in partial fulfillment of the course subject P.S.
104: Introduction to Political Analysis.
research process.
Respectfully yours,

Noted By:

Research Adviser
65
APPENDIX C
TOOL TO DETERMINE THE DEMOGRAPHIC PROFILE OF STUDENT
LEADERS
Name:
Gender:___________
Age: __________________
Year Level:_____________
Degree Program (To those college student leaders):
________________
Organization Position: _______________________
Please check the appropriate column
TERTIARY SECONDARY ELEMENTARY NO
EDUCATION
Father
Mother
Mother’s Occupation: ______________________

Father’s Occupation: ______________________
Parent’s combined monthly income:
30,000 above
20,000-29,999
10,000-19,999
10,000 below
Nominal Rank in the Family: ______________
APPENDIX D
66
Tool to Determine the Level of Family Influence in Political

Participation of the Student Leaders in CNU
Do you have relatives who are politicians? ________

If yes, please specify ____________
Please put a check on the space provided.
Statement Strongly Agree Disagree Strong

Agree Disagree
1. I consulted my family in all

decisions that I’m going to
make.
2. I asked my parents
regarding the latest issues.
3. I seek for my family
members’ guidance in the
advocacies that I wanted
to promote in school.
4. I believed that I can make
positive formation in the
school based on what I
learned in my family.
5. I am so confident that I
can serve the students
very well because of my
family’s support.
APPENDIX E
67
Tool to Determine the Political Orientation in the Family of

Student Leaders in CNU
Please encircle the number that corresponds your answer.

Statement Strongly Agree Disagre Strong
Agree 3 e Disagree
4 2 1
1. Talking and
observing political
issues within my
family brings
excitement and
interest.
2. In a certain
political issue, each
of the family
member shares
his/her own point
of view.
3. In our family,
everyone of us has
his/her own role
and it should be
respected.
4. The whole member
of the family is
exposed and
socialized to only
one political
ideology.
5. Whoever political
candidate the
parents supports
for, every other
family members
supports it too.
6. Everyone in the
family is raised
patriotic.
7. There are rules in
the household and
everyone must
follow it.
8. Some members in
68
the family are

active in
community works
and everyone must
follow it.
9. It is my family who
exposed me to the
current condition of
the society in
terms of politics.
10. Either my father
or my mother is
politically
prestigious in our
town.
11. My family
inculcated in my
mind that I can be
a great leader.
12. My family and I
discuss political
stuffs as part of
our family get
together.
13. I was greatly
affected by my
family’s political
ideas.
APPENDIX F
Tool to Determine the Perceived Campus-Based Politics of
Student Leaders in CNU
69
Please encircle the number that corresponds your answer.
Statement Strongly Agree Disagree Strong

Agree 3 2 Disagree
4 1
1. I believe engaging in
campus-based politics
brings fame and prestige.
2. I believe my knowledge
and role as a student
leader provides personal
growth and development.
3. I believe I must engage

in campus politics
because my career is
intended for that.
4. I believe I can make a
change in the campus by
engaging in campus-
based politics.
5. I believe I have the
capabilities in managing
the students.
6. I believe I am much
knowledgeable in politics.
7. I believe I am born to be
a political leader.
8. I believe it is my family
who pushed me to
engage in campus
politics.
9. I believe my parents are
proud to know that I am
engaged in campus
politics.
10. I believe I am more
capable than the other
students to hold position.
Appendix G
Meta-Analysis
Author Concept/ Theory Issue Gap
70
Huplock as A good family

cited by relationship, good
Mancajas et impact to the leadership
al.(2009) behavior of the student.
Weer (2009) Role Theory suggests
that any role one plays FAMILY
has its own ATTACHMENT
responsibilities.
Good (2010) In her psychoanalytic
theory, it holds that
each person is shaped
by his or her early
primary attachments.
Maccoby In a study of explains
(2004) the “political
conformity” exhibit by POLITICAL
some members of their POLITICALLY ORIENTATION,
parents. INCLINED AND
Dey (2004) The main source of INFLUENCE IN
influence that political CAMPUS-
orientation originates BASED
from family socialization POLITICS OF
Gomez-Mejia Families are reluctant to STUDENT
(2001) monitor and discipline LEADERS IN
family members. CEBU NORMAL
UNIVERSITY
Dombeck and Families in social MAIN
Moran (2012) groupings depend upon CAMPUS.
once another for the
means of survival.
FAMILY
Rose (2005) Leadership describes RELATIONSHIP
work attitudes.
Voydanoff Resources and demands
(2004, as framework describes
cited by the consequences of
Bhargava & leadership to family
Baral, 2009) interactions.
Appendix H
BUDGET SUMMARY
71
1. Supplies (Folder, Drawing book, ballpens, etc.) Php.200.00
2. Cost of Services
a. computerization and print out Php. 400.00
b. photocopy Php. 500.00
3. Transportation Php. 400.00
4. Others
Food Php. 1000.00
TOTAL Php. 2500.00
Prepared by:
Marnie T. Borres
Treasurer
72
Appendix I
TIME TABLE
Phases of the ACTIVITY DATE

Research
Process
1. Conceptual Formulating the research problem AUGUST
Phase 2012
Formulating the research title AUGUST
2012
Formulating the main and specific AUGUST
problems 2012
Reviewing the related literature AUGUST
Identifying variables and formulating 2012
hypothesis
2. Design and Determining the following: AUGUST
Planning Phase a. research design to be employed 2012
Preparing for paper presentation (using AUGUST
audio – visual aids through Microsoft 2012
PowerPoint Presentation).
3. Empirical Collating and tabulating the obtained data SEPTEMBER
Phase 2012
Analyzing the data OCTOBER
4. Analytic Phase 2012
OCTOBER
2012
Interpreting the findings / results
C. ORAL Editing of the final paper (grammar, OCTOBER
DEFENSE format and technicalities) 2012
STAGE Submission of final copy for oral defense OCTOBER
2012
Preparing for paper presentation (using OCTOBER
audio – visual aids through Microsoft 2012
PowerPoint presentation)
73
CURRICULUM VITAE
NAME: Jessie Ladeth B. Contento

NICKNAME:“Jay-L”
ADDRESS: Pooc, Santa Fe, Cebu
City
AGE: 17
SEX: Male
CIVIL STATUS: Single
CITIZENSHIP: Filipino
DATE OF BIRTH: December 30,
1994
PLACE OF BIRTH: Pooc, Santa Fe,
Cebu
RELIGION: Iglesia Filipina Independiente
CONTACT #:09327940091
EMAIL ADDRESS: contentojayl@yahoo.com.
EDUCATIONAL BACKGROUND:
LEVEL NAME OF SCHOOL/COURSE YEAR
GRADUATED
ELEMENTARY Santa Fe Central Elementary School 2007
HIGH SCHOOL Santa Fe National High School 2011
COLLEGE Cebu Normal University 2015
Bachelor of Arts Major in Political Science
RESEARCH UNDERTAKEN
Freshmen’s Perception on Philippine Democracy. A. Y. 2011
74
75
CURRICULUM VITAE
NAME: Lenneth V. Bonghanoy

NICKNAME: “Neth”
ADDRESS: Sitio Liko-liko Babag 1,Cebu
City
AGE: 18
SEX: Female
DATE OF BIRTH: April 06, 1994
PLACE OF BIRTH: Babag 1, Cebu City
RELIGION: Roman Catholic
CONTACT #:09182912453/09094795328
EMAIL ADDRESS: lynnethbonghanoy@yahoo.com.ph
GRADUATED
ELEMENTARY Busay Elementary School 2007
HIGH SCHOOL Busay National High School 2011
RESEARCH UNDERTAKEN
Fundamental Approach in Teaching Physical Science. A. Y. 2011
76
CURRICULUM VITAE
NAME: Marnie T. Borres

NICKNAME:“Marn”
ADDRESS: Tiguib,Malubog Cebu City
AGE: 17
SEX: Male
DATE OF BIRTH: February 23, 1995
PLACE OF BIRTH: Bandila, Bonbon

Cebu City
CONTACT #: 09309010381
EMAIL ADDRESS: borresmarnie18@yahoo.com.ph
GRADUATED
ELEMENTARY Malubog Elementary School 2007
HIGH SCHOOL Busay National High School 2011
RESEARCH UNDERTAKEN
Effect of Television on Communication Competence, A. Y. 2011
77
CURRICULUM VITAE
NAME: Lorejane T. Montiadora

NICKNAME:“jane”
ADDRESS: Camp 7, Minglanilla Cebu
AGE: 17
SEX: Female
DATE OF BIRTH: October 5, 1994
PLACE OF BIRTH: Cebu City
RELIGION:Roman Catholic
CONTACT #:09082858752/
09291050816
EMAIL ADDRESS: montiadorajane@yahoo.com
GRADUATED
ELEMENTARY Camp 7, Elementary School 2007
HIGH SCHOOL Camp 7 National High School 2011
RESEARCH UNDERTAKEN
The influence of Political Socialization to Political Behavior. A. Y. 2011
78
CURRICULUM VITAE
NAME: Clayde Von Jape A. Pogado

NICKNAME:“Clayde”
ADDRESS: 65 Tormis Apt. Tormis St.
Aznar Road, Cebu
AGE: 17
SEX: Male
DATE OF BIRTH: November 30, 1994
PLACE OF BIRTH: Cataingan, Masbate
CONTACT #: 09265380977
EMAIL ADDRESS: claydevonjapepogado@yahoo.com.ph
GRADUATED
ELEMENTARY Potenciano A. Abejero Elementary School 2006
HIGH SCHOOL Cataingan National High School 2011
RESEARCH UNDERTAKEN
Marcos: The Man, The Reign, The Downfall, A.Y. 2011.
79
CURRICULUM VITAE
NAME: Christian Angelo M. Yamid

NICKNAME: “Tian”
ADDRESS: 929 Can-abujon, Ronda, Cebu
AGE: 18
SEX: Male
DATE OF BIRTH: July 10, 1994
PLACE OF BIRTH: Cebu City
RELIGION:Roman Catholic
CONTACT #: 09224942907
EMAIL ADDRESS: none
GRADUATED
ELEMENTARY Can-abujon Elementary School 2007
HIGH SCHOOL Cebu City Don Carlos A. Gothong 2011
Memorial National High School
RESEARCH UNDERTAKEN
Induction: Reasoning a Posteriori on Debate. A. Y. 2011

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1

THE PROBLEM AND ITS SCOPE

Rationale of the Study

According to Glass (1986, as cited by Capowski 1996) “Family is

a primary influence in the development of a child’s political orientation,

mainly due to constant relationship between parents and child”.

Family is an important part of human life. It is a major factor

value of love, affection, care, truthfulness and self-confidence. This

provides them tools and suggestions which are necessary to succeed

However, there were past studies conducted about individual’s

behavior outside home. Those studies concluded that those behaviors

were based on his on her orientations in the family. It was based on

how he or she was taught, on how he or she was disciplined and on

how they gained their level of learning through their family.

Recent research on family status, socialization, and student

political activism has operated out of simple, causal analyses

explaining the relationships among: (1) social status and family

and student politics.

Nonetheless, if one of the members of the family is politically

politics. When one of the family members instills some customs of

beliefs and ideas, it is accountable for changing the mindset of other

family members. Family orientation is said to be one of the powerful

tools in molding individuals to interact with other people socially and

politically. Ergo, the student’s interaction in the campus is greatly

affected by the orientation of the family. Then, when a student

participates in campus-based politics, one probable reason of this

participation can be through the exposure of the student in politics at

home. Therefore, the political participation of such student is held to

be greatly affected by the family teachings.

It is in this light that the researchers who are Political Science

how political orientation in the family is related to the campus-based

politics of student leaders.

Families, where good values and interpersonal relationship with

Families play the vital role to nourish in order to maintain good

personal background that student may absorb in school campuses.

This study was anchored on the following theories.

According to Good (2010) in her psychoanalytic theory, it holds

that each person is shaped by his or her early primary attachments.

These early relationships, and how a person makes sense of them,

the present moment.

Psychoanalytic theory also maintains that there are forces and

conflicts outside our awareness that influence our thoughts, feelings,

and actions in social and political environment. It states the important

element to the emphasis of insight and emotional understanding as

the means of personal growth and changes.

In the same hand, Good (2010) also mentioned family systems

theory which suggested that family relationships were formative and

significant in the life of the individual. According to this theory,

individual thoughts, feelings, and actions are shaped by interactions

between family members. In turn, the family is the most important

resource for the individual coping with life's difficulties.

On the other hand, the leader’s work on his or her personal

differentiation of self is fundamental to every aspect of the coaching

experience. A multigenerational family history is vital to the process of

part of interrelated systems.

A good family relationship between each member brings the

good impact to the leadership behavior of student in social interaction

and political belongingness (Huplock as cited by Mancajas et al.2009)

student’s demographic shifts are not only changes affecting the

students work in campuses. It also states that family and institution

should be in partners. Leaders are dedicated solely to family

experience in which they learn and develop different values, norms

predestined to be leaders based on their family background, birth