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Chapter 1

INTRODUCTION

“Family is much more than a word- it is a feeling of warmth and love that neither time

nor distance can change”

-Joseph Walter

Children loved and cherish the time that their parents used to spend with them.

However, this personal time and attention that they need from their parents would not

be attained if their parents have worked in a contract abroad. Knowing that parents

primarily are the source of good values, the first teacher, the provider and the motivator

of their children to meet their goals in life. Their responsibility to their children cannot

be paid with any material things. For it is not enough that parents excelled only as good

providers and yet they lack proper guidance and counseling to their children.

Philippines is one of the countries with most numbers of Overseas Filipino

workers across the globe. It also shows that both parents, the father or the mother work

there to produce high income and sustain the needs of their children especially in terms

of their education. One of the vital roles a parent must consider is to be serious

nowadays in facing the millennial learners. Due also to the fact that it is not easy to

send their children to formal education; it is also difficult to watch them over and give

them proper reinforcement because of the miles of distance between them.

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A study by Edillon (2008), found out that those abandon children have the

possibility to engage in taking illegal drugs, sexual abuse, poor academic performance,

dropping out of school, early pregnancy and even suicide at the critical ages of thirteen

to sixteen years. In addition, children whose parents working abroad are also subjected

to experience being abuse by their relatives or substitute parents (Abramovich,

Cernadas and Morlachetti 2011, 34).

The Overseas Filipino Worker phenomenon is inevitable and a growing sector

of the Filipino society. Since then, in the year 1974 Filipino had just started to work

abroad (Ortigas, 2008). With this, millions of children in the developing world grow up

with at least one parent living abroad (Cortes, 2011). In mental health studies, there

are shown different effects from different circumstances of the children separated from

their parent, mostly concern on children’s psychological well-being (Amato & Cheadle,

2005; Huurre, Junkkari, & Aro, 2006).

However, with concerns to the rights of a child, this emphasized that the

children’s behavior and attitude are completely developed in the family under an

atmosphere of happiness, love, and understanding. Although parents understand this

right of children and the concept of the family that lives together, they need to change

the concept of a family to take care of its good. Thus, there is a realization of a parent

to leave their children to work overseas (Edillon, 2008).

According to the study of Reyes (2008), this already been admitted by the

children that their parents have to work abroad, but as a consequence there exists a

need for their being which have to be satisfied. There is a sense of inadequacy, the
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missing elements which have been torn or broken by which they feel they have to

complete. The children could not name what exactly they want but they sense that

there is a "gap or a void" in their lives- something that needs to be understood,

interpreted and recreated for the OFW children to feel whole again.

In relation to this, lower grades and dropped from school are the effects of those

children who are left behind that experienced loneliness and isolation and even severe

depression (Cappelloni, 2011). Also, in the study of Añonuevo (as cited in Reyes,

2008) concluded that pre-school children are able to accept that their parents have to

work abroad but children 6-16 years old find it hard to adjust to their parents' absence

because of the knitted relationships they once build right from the beginning before

they separated. Moreover, the Soros Foundation Romania (2007) research reveals

that one of the negative effects of migration is psychological.

Finally, concerning parents who work abroad to support the education of their

children, wasted their efforts because their children encountered problems in their

study and left the school. This unsuccessful educational pursuit of the children is

blamed on the absence of the parents and the ill effects of the lack of parental guidance

showing the low academic performance of children of OFWs (Asis & Ruiz-Marave,

2013). McKenzieand and Rapoport (2011) stated that living in migrant households

lowers the probability for children to graduate from school, thus there is a need to

conduct the study to better understand the lived experiences of children with parents

working abroad on the local barangay.

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Purpose of the Study

The main purpose of this phenomenological study is to describe and understand

the lived experiences of children ages 12-17 having OFW parents. This aims to

examine the effect of having OFW parents to their grades as well as the coping

strategies done by left-behind children.

Thus, the researcher wants to present the lived experiences of children with

parent working abroad as they exist in the natural setting to enable better

understanding about the said phenomenon at Manuel S. Nasser Sr. National High

School.

Research Question

Specifically, this study sought to answer the following questions:

1. What are your experiences as a child with parents working abroad?

2. What are the changes that you have encountered in your studies after your

parent left to work abroad?

3. What are the coping strategies done by children with parents working abroad?

Theoretical Lens

This study makes use of the theory of attachment by Gohn Bowlby which states

that children have intimate attachment that is set for them to continue the existence of

life with this theory; Bowlby suggested that parents have a vital role in executing good

relationships or attachment to a child. This means that having a strong connection to

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a parental figure gives a security and protection to a child. Children who haven’t

achieve this need lead to being frightened and most likely stressed out, than to a child

who have strong connection to parents which is more brave.

This is viewed by the study of UN Women Organization (2013) stating that the

rights of a child during their parents’ migration was not recognized because children

are generally assumed to be passive dependents of adult migrant workers. Migration

has, however, affected the lives of millions of children. Parrenas (2015) identifies three

areas of care families are required to provide children: moral care (discipline and

socialization); emotional care (emotional assurance and affection) and material care

(provision of food, clothing and education). These essential elements could not meet

by the absence of one or both parents.

In addition, Parennas (2015) also stated that children know about their parents’

decision to migrate but then, their opinions are not taken into account. As a result,

many children resent their parents’ critical decision to migrate resulting to feelings of

pain from prolonged separation. Despite the fact of wanting to have a better life,

children preferred parents to stay home and look for local jobs.

Aside from the attachment theory, Minuchin's Structural Family Theory also

provides a framework for the structure of the family. This family structure is "done by

having a strong parental connection within the family" (Nichols & Schwartz, 2004).

According to Minuchin (1974), there is a set of ways in evaluating clear boundaries in

which the parents have the leadership role. However, things could not be achieved if

there are gaps that are too firm, causing to disengagement or the boundaries being
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too loose, resulting in a difficult situation that might be hard to recover. Furthermore,

structural family theory emphasized the importance of family roles. For instance, a

mother also serves as a wife. In addition, together with her husband, they operate as

a team in managing their family well (Goldenberg & Goldenberg, 2008).

Consequently, the study of Carandag (2001) also stated that Filipino families

are known to be closely-knit and cohesive. With the OFW phenomenon, Filipino

families have experienced challenging situations affecting parent-child relationship. All

Filipino family members faced psychological and emotional problems because all

members experience the pain of family separation.

Also, the remaining tasks that was left has to be changed and meet to fill the

gap because of the absence of the parent who works abroad (Gamburd, 2000; Hugo,

2002; Parreñas, 2005). The situation becomes a problem when the main structure of

the family changes when separation of spouses happens due to migration. Hugo

(2002; 2005), along with other researchers like Afsar (2005) and Yea (2008) further

reveal phenomenon wherein family are ruined because migrant spouses take on new

partners and have new children when away and/or left-behind spouses engage in

affairs.

Importance of the Study

The study is conducted by relying in the factual information that would serve as

a guide in creating interventions programs and prevent occurrence of unrevealed

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experiences and difficulties of children who have been raised by one parent or none at

all, that would specifically benefit the following main assets:

First, to the Department of Education (DepEd), this study will provide awareness

about the phenomenon that will help them take action and consideration with regards

to the experiences of the children having their parent working abroad.

Second to the teachers, this study will give an insight about the reason behind

the dynamic academic performance and non-academic performance of the said

informants.

Third, to the service provider, it brings awareness of the situation these students

are undergoing so that their dealings will be more compassionate and humane.

Furthermore, to the parents of the participants, who are currently facing a

dilemma with their children, this study will provide information about the life’s

challenges faced by their children, thus, helps to understand them and strengthen their

relationship.

Also, to the children who will be the main participants of the study that will give

them the freedom to express their feelings about the studied phenomenon. Also, the

findings of this research are significant for enriching the existing program for OFW

children.

Finally, this research could provide guidance to the future researchers and that

the results would be useful in the context of their study and what are the other areas

that should be explored as their study goes on.

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Limitations and Delimitation of the Study

This study focuses on the lived experiences of children with parent working abroad

of the students in Manuel S. Nasser Sr. National High School. Since a qualitative study

will only range to a small number of participants (Crossman, 2019). Thus, selecting the

informants are only limited to the said local setting particularly to those children whose

parent/s are working aboard. There are six informants involved in the focus group

discussion or FGD and another six involved for the in-depth interview (Adler & Adler,

1987). The data gathered from this study were subjected from the information

produced by the informants through their active participation in the interview. The study

is dependent upon the ability of the informants to answer the questions as provided

during the interview and their knowledge primarily bases on their on their experiences

as children with parent working abroad.

By this, the framework of the study was upon the experiences and perceptions of

the left-behind children participants and by the fact of having only six in-depth

informants and another six informants for the focus group discussion, the study could

only be generalizable to the said barangay and could not be applicable to other field of

the country.
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Definition of Terms

To give a brief understanding of the study, the following terms are operationally defined

based on their use in the study:

Children. This refers to a human being ages 12-17 years with parent working

abroad.

OFW. This refers to a person from the Philippines who is living and working in

another country, typically on a temporary basis.

Phenomenology. This refers to an approach to qualitative research that

focuses on the commonality of a lived experience within a particular group.

Organization of the Study

This research is divided into the following chapters: Chapter 1 that includes the

introduction primarily comprising the background of the study, the purpose of the study,

the research questions, the theoretical lens, importance of the study, the delimitation

of the study and the operational definition of terms used the study.

The chapter 2 which deals with The Review of Related Literature of the children

having parents working abroad, its effects, and their coping strategies.

Chapter 3 involves the research method used by the study to gather data. It

contains the research design, the research participants, data sources, data collection

procedure, and data analysis. It also includes a quite elaborate discussion on how
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trustworthiness, role of the researcher, and the ethical consideration were ensured

during the conduct of the inquiry.

Chapter 4 discusses the results of the study. This entails all the findings relating

to the experiences of the children having parents working abroad specifically:

informant’s data, data analysis procedures and the steps in the categorization of the

emergent themes, the responses to the interview and summary of responses.

Finally, chapter 5 includes the discussion of the study. This deals about the

experiences of the children having parents working abroad, the effect of this

phenomenon towards their lives, and their coping strategies. It also shows the

implications of the study and lastly, the concluding remarks that summarize the whole

chapter of the study.

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Chapter 2

REVIEW RELATED LITERATURE

Literature and Studies

Selected readings and literature are included in this chapter to promote generalizable

understanding and information with regards to the lived experiences of children with

parent working abroad. The sources of the information used is taken from journals and

electronic books of “children with parent working abroad”. This section also includes

the literature reviews of the effects of having their parent to work abroad as well as the

coping strategies done by the children with parents working abroad.

Experiences of Children with Parents Working Abroad

Children at a young age experience the lack of parental guidance as their parent

worked abroad. On the other side of the story, parents who worked abroad are

observed to have their reasons for leaving. Yap et al.’s (2008) finding stated that

parents who worked abroad were because of their dream for their children to have

good education. Concurrently, there was also an increase in the Philippines’

unemployment rate which, according to the Scalbrini Migration Center (2013), that had

influenced the Filipino’s decision to work abroad. This was supported by the study of

Jrankorg (2017) who believed that migration happens due to poor job opportunities

inside one’s place but there is the availability of better external economic opportunities.
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Poverty causes overseas migration, Zulueta and Liwag (2001) stated tha parents

worked abroad due to poverty that forces the parent to left their children at home for

better job opportunities.

Moreover, after one of these parents left their family to work abroad, there were

noticeable changes on the structure of their family. Wilson (2013) stated that family is

one of the major elements of a society that plays a vital role in developing the welfare

and productivity of the children. Children can attach to more than one person and when

they are attached to several persons their way of life changes (Hindberg, 2004).

However, prolonged family separation will result to family break ups, where children

left-behind are forced to live with one parent or none at all (Parrenas, 2005). This was

supported by the study of Suárez-Orozco, Todorova and Louie (2002) concerning

youth in the USA and how they experience family separations.

Also, Platt et al. (2002) conducted a study where he stated that the household task

inside the home of a child changes into disproportion as one of the parent left to work

abroad, the elder of the siblings when no parent is often around takes the responsibility.

It was also found out that whenever parents come home for years, children had loss

the contact of familiarity towards them and instead, see their legitimate guardians who

took care of them better (ibid.).

Having one parent to work abroad does not only affect the entire family but also in

the individual lives of the children left out. Several studies have found out that children

with parent working abroad have significant effect not just on their way of life but also

on their way of socializing to people. Battistella and Conaco, and Migrante-

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AnakPamilyaFoundation (as cited in Reyes, 2008) noted that children whose parents

are working abroad are less socially adjusted. Cappelloni (2011) also disclosed that

children with migrating parents challenges such as psychological, educational, and

social issues where they felt loneliness and feeling of isolation in life.

Furthermore, Bowlby (1988) have shown that children left in custody with other

parents care often have a higher level of problem with their social behavior. A previous

study reported that left-behind children, when initiating contact with their parents in

abroad, only talk about sending money for their needs and no more (Madianou and

Miller, 2009). Children left behind, according to Dela Garza (2010), are expected to

encounter psychological and emotional stresses until they reach adolescence.

In relation to this, related study had also found out that the psychological well-

being of a child when prolonged separation to parents caused an adverse in impact to

their life. A research study of Halili (2002), that most of the children at the age of seven

reported having headaches mostly suffered during the weekdays. It was assumed that

they were trying to deal with the stress they encountered in school. Consequently, in

the short term, these children might experience an improvement in their material well-

being (Yap et al., 2009). Indeed, they have nicer clothes, refurbished homes, better

quality school supplies, and more entertainment devices compared to children without

migrant parents.

Subsequently, children with parent working abroad also experienced positive

outcomes to the phenomenon. Soros Foundation Romania (2007) claimed that there

are also benefits that children experience such as socio-economic needs and
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children’s well-being including their materialistic need such as expensive clothes,

gadgets, and delicious food. They were also able to pursue their education with

improved monetary allowances. Consequently, left-behind children received

balikbayan boxes from their parent abroad.

Finally, according to Atikha and Balikbayani (as cited in Reyes, 2008), the parents’

long periods of absence is often the reason why children do not know their parents

well, and their association is most often forged by monetary remittances, gifts, and

phone calls. Their absence at home makes the children feel that they have been

abandoned.

School-Related Performance

Numerous number of studies revealed that the school performance of the students

has been affected by the absence of their parents. Concerning parents who work

abroad to support the education of their children, was become a waste since most of

the child has not continued (Asis & Ruiz-Marave, 2013). The study of Cappelloni

(2011), even though children had their education nal needs such as allowance, dress,

and other, children from developing countries still encounters negative performance in

academic aspects. These children do not recognize that their parents care for them

when they are given the material things (Reyes, 2008). This situation is parallel with

results of Battistella and Conaco’s study (as cited in Reyes, 2008), which revealed that

children consider parental absence as abandonment and source of loneliness.

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Also, according to Olaitan (2017), “academic performance is a very important tool

with which the success, ability and capability of a student are measured, those students

performing beyond average of the standard set by the school are labeled as brilliant

and those who perform low in class are considered as average and not dumb.” Huang

et al. (2003) stated that children of OFWs are reported to perform less well in school

compared to their friends whose parents are at home. Their performance of the

children was blamed towards their parent for the lack of guidance and assistance (Asis

& Ruiz-Marave, 2013).

In the same way, results of the study conducted by Robilla (2012) revealed that the

more pressured the children in material aspects, the lesser is their tendency to achieve

academically because of the decrease in psychological mindset. Children give less

time and focus on their academic performance in school (Parren˜as, 2006) and gives

more time attending to their family’s needs.

On the contrary, Arguillas and Williams (2010) reported that schooling outcomes

of children with biological parents staying together in the Philippines was not

significantly different from children whose parents were working abroad. The left-

behind children also showed a better result in the academic area, in terms of grades

and receiving awards (ibid.). Findings of Gao, et al (2013), Gao et al (2010) and Chen

(2013) are also evident in the present study. The left-behind children find way to cope

with their situation and in the reality the majority of these children might not develop a

bad behavior (Graham & Jordan, 2011).

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Nevertheless, adolescents with a parent abroad, particularly the mother,

reported poorer physical health than those with both parents at home. Jampaklay

(2006) revealed that when the mother is absent at home for so long a time, the

possibility is that the left-behind children will no longer be able to go to school, unlike

when the father is not around even for a long time (Antman, 2012).

Finally, Capelloni (2011) showed a link of results that children with parents

working abroad are likely to have negative thoughts resulting to disrupting behavioral

pattern such as; juvenile crime, drug abuse, teenage pregnancy, and other social

maladies. Negative emotions such as loneliness may lead the left-behinds to unhealthy

behaviors like drinking and smoking as they are very vulnerable to such vices as their

way of coping. Gao, Y., et. al., 2010 found that parental migration is a risk factor for

unhealthy behaviors among adolescent school children in rural China.

Coping Strategies

Miscommunication or the lack of communication can sometimes lead to

misunderstandings and can be a factor of estrangement between parent-child

relationships. Left-behind children have a better and more frequent online

communication with their parents to cope up with the distance between them (Alampay,

et. al, 2012). Although there are factors beyond ones control, such as the location of

the communication device (computer shops), the speed of the communication device

to process messages, and weather disturbances that might disrupt signals, affect

communication (Raiden, et al., 2015).

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Also, some would limit the duration of their communication due to the minute rates

used by some companies for international calls and texts (Racidon, et al., 2015). In a

study conducted by Platt and colleagues (2014), majority of domestic helpers in

Singapore use pre-paid plans since post-paid plans force customers to commit to a

minimum payment period of two years. Additionally, social media sites made it easier

for migrant parents to communicate with their left-behind children; however, not all of

these left-behind children have access to this (Capelloni, 2011).

On the other hand, maintaining communication despite a distance is important, and

the development of modern technologies had made it easier for the parent and child

to talk. The communication between the migrant parents and the left-behind children

is considered as a means of alleviating the problems brought about by family

separations (Madianou and Miller, 2009). Though physically separated, through the

use of mobile phones, parent from abroad can still be intact with them during occasions

(Yanovich, 2015). With the instantaneous delivery of messages and cheap phone calls,

migrant parents are now able to get involved in the happenings on the lives of their

family left behind and they can demonstrate their parental roles over their left-behind

children even though geographically separated. Furthermore, opportunities in

communication brought about by technology and social media have contributed to the

intimacy between migrants and their family left-behind (Owusu, 2015).

Furthermore, adjustment has been made by the left-behind children to

communicating with their parents. Findings in the study of Yanovich (2015) resulted

that left-behind children are likely to develop multiple attachments; for instance,
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relationship forms the children left behind and extended family members including

family and friends. Also, caretakers of these left-behind children play a role in

maintaining family unity and easing the emotional burdens brought about by migration.

Lastly, the relationships that the left-behind child develops with these people are

both a response and an adaptation to the absence of the migrant parents (Owusu,

2015). Capelloni (2011) further discussed that left behind children often experience

longing and sadness after one or both parents migrate. On the other hand, migrant

parents expect their children to be grateful of their sacrifices but instead, children are

often wished to be reunited with their parents (Muzzacato & Schans, 2008). Similarly,

in the study conducted by the Confederation of Family Organizations in the European

Union (COFACE) (2012), it is impossible for the bonding of the children and parent

working abroad to be like what I used to have been due to the times that have passed

away while they were separated by the distance.

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Chapter 3

RESEARCH METHOD

This chapter comprises and discusses the research design, the research

participants, instruments to be used, data collection procedure, data analysis,

consideration for trustworthiness and credibility, and ethical consideration.

Research Design

This study will make use of phenomenological qualitative research method that

is anchored on the study of Creswell (1998) which suggest that the best criteria to

determine the use of phenomenology is when the research problem requires a

profound understanding of human experiences common to a group of people. It is

appropriate to use the qualitative research approach because the study focuses on the

travails encountered by children having OFW parents.

The researchers choose to conduct this study with the aim of providing an in-

depth understanding in connection to what the individuals have experienced as a child

whose parents are in abroad, which according to (Macloed 2017,) a quantitative study

could not meet.

Qualitative data analysis seeks to understand the ambiguities in the data, which

are a reflection of social reality (Denscombe, 2010). In addition, phenomenology is a

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genuine manner of representing the realities that participants experience in their lives

(Padilla-Diaz, 2015).

Consequently, Michael Patton (1990) has a clear detailed explanation of the aim

of phenomenological research since he bases this method of research on the

assumption that there is an essence or essences to shared experience. This was

further supported by Padilla-Diaz (2006), stating that the main aspect of

phenomenology is to understand the essence of the experience that participants share

within a common ground. It is important to understand that participants will bring out

subjective and objective experiences.

Also the method of this study is objective and uses thematic approach. This

qualitative study is descriptive by the use of phenomenological research approach, a

study directly based on academic disciplines of philosophy and psychology and was

widely accepted method to describe human experiences (Cresswell, 2013). Thematic

analysis is the process of identifying patterns or themes within qualitative data (Braun

& Clarke, 2006).

Research Participants

The participants of the study are the students of Manuel S. Nasser Sr. National

High School that is from the Municipality of San Isidro, Davao Oriental. The identity of

the study will be kept confidential to avoid possible issues faced by the informants. All

of them are children ages from 12-17 years old. The informants are selected based on
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pre-selected criteria that certainly mean that they must be children whose parents work

abroad. The study involved six participants for the in-depth interview and another six

for the focus group discussion suggested by Adler and Adler (1987) to reach data

saturation. Qualitative sample sizes should be large enough to obtain enough data to

sufficiently describe the phenomenon of interest and address the research questions

where Morse (1994), suggest for phenomenological study to have at least six

participants for in-depth and focus group discussion. Thus, the researchers believed

that the selected informants provides a detailed and useful data.

The researchers also employed an in-depth interview questionnaire to gather a

detailed information about the lived experiences as one of the left-behind children, its

effects, and their coping strategies. We have also employed a focus group discussion

to come up with an affluent interaction and sharing of ideas made to recall their

experiences they may not recalled and was not mentioned by others.

The informants have been interviewed in various places while the focus group

discussion in the most convenient place where they have been interviewed. The

researcher have asked first the informants to sign the consent and have also used an

audio recorder while taking notes from the interview, as well as in the focus group

discussion to secure their approval to record the interview.

Data Collection Procedure

In the collection of data of the study, following steps have been observed in

gathering the data:

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When asking for permission to conduct the study. The researcher had make

consent to conduct an in-depth interview and focus group discussion, to School Head

of Manuel S. Nasser Sr. National High School to ask for permission in conducting the

study.

To conduct an interview. The researcher used the two data collection methods:

the in-depth interview and focus group discussion appropriately.

When conducting an in-depth interview, the used of dialogues have been

comprehensive and reasonable enough to help the informants in expressing their

feelings, insights, and share their aspirations accurately. Furthermore, informants have

been interviewed on their desire venue of place.

Pursuing this further, Boyce and Neale (2006) made an emphasis stating that

the main characteristics of an in-depth interview are the following: (1) open-ended

queries that lets the informants answer by their own words; (2) semi-structure format;

(3) having an intuitive listening skills and comprehension to reflect upon the informant;

(4) recording responses using an audio recorder with the informant’s consent.

Informants have been observed and interviewed while making use of note taking both

verbal and non-verbal behaviors, followed by immediate reflections about the

interview.

On the account of Boyce and Neale (2006) suggested, during the conduct of

interview, the researcher have done an audio recording, transcribing, translating and

analyzing themes of the data. With respect to the informants, audio recording will only

be done with their consent, thus, without their approval no audio recording will be done.
 23

Nevertheless, the focus group discussion have also collected another six

participants to discuss the topic of the study. The number of the participants have been

kept small in order to let them express their views instinctively without feeling uneasy.

The researcher have askes questions that have been prepared before the actual

conduct of interview to ensure that all the aspects of the study will be done deliberately.

The focus group discussion also utilizes an audio recording, transcribing, translating,

and thematically analyzing the data. Also, the researcher only made an audio recording

with the approval of the informants.

Therefore, the researcher also conduct a focus group discussion to gather data

that might have been effective due to the presence of participant’s reactions to what

other might say. The focus group discussion would help the researcher in getting

detailed information regarding the phenomenon that has been investigated (Woodsong

et al, 2005).

Data Analysis

After the data are collected, the researchers carefully evaluated and analyzed

the data while utilizing the descriptive and thematic approach and demystifying

emerging patterns of themes.

In the process of analyzing the data, the researcher also make a written copy of

the minutes of the focus group discussion and key informant interview to generalize

the meaning of data. This aided the researcher in searching for segments and also in

assigning particular code. Thus, the researcher have also make codes of the text to
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make a description and themes. The repetition of the process have helped the

researcher in answering the research question in chapter 1.

The researcher have followed the qualitative data analysis model of Miles and

Huberman (2013). First, there have been data extraction in order to make data

accessible and understandable (Berg, 2004). Data reduction helps in making the data

simple and more efficient. The paring and filtering of data is also known as thematic

analysis which is another way of analyzing data and can also be a process for codifying

qualitative information. This is much more than simply summarizing the data; a good

thematic analysis interprets and makes sense of it. A common pitfall is to use the main

interview questions as the themes (Clarke & Braun, 2013).

Afterwards, the data have been displayed to let researcher draw conclusions.

This step is helpful for it helps the researcher organize the data that has been collected.

With this the researcher can deduce data to differentiate systematic patterns and

interrelationship among categories. Thereafter, in this stage, higher order of categories

or themes might emerge from the data that is beyond those first discovered during the

initial process of data reduction,

Finally, the researcher made generalization and verification of data during the

process accurately. This involves making the researcher to look back and consider

what the analyzed data employs and to assess their implications for the questions at

hand. After which, the researcher had evaluated the integrating links to drawing

conclusions. This involves revising that data several times to cross-check the emergent

conclusions.
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Role of the Researcher

The researchers have participated on this investigation having taken the interest

in a phenomenon about the travails that has been faced by the left-behind children.

Through in-depth and focus group discussion the researcher play the role as an

investigator as the one who gathered the information and how they manage to cope

up with it. The researcher have conducted the study after the participants had approved

to do so. After the researcher have transcribed and translated the data gathered, the

researcher have given a copy of it to the informants. This is to make sure of the

credibility of the information provided. The researcher will take the stand of interpreting

and analyzing the data. Above all, the researcher will keep the identity of the informants

in confidential.

Trustworthiness of the Study

Trustworthiness or rigor of a study refers to the degree of confidence in data,

interpretation, and methods used to ensure the quality of a study (Pilot & Beck, 2014).

In each study, researchers should establish the protocols and procedures necessary

for a study to be considered worthy of consideration by readers (Amankwaa, 2016).

This means that this study shows credibility, dependability, conformability,

transferability, and authenticity.

In this study, there have been no harmful and offensive acts in the study which

assures the credibility of the face-to-face interview and focus group discussion. In
 26

order to establish transferability, the researcher have marked and kept the data for the

future references. The researcher conveyed dependability through audit trails and

triangulations. The researcher also verify the data by giving the participants a copy of

the transcribed notes from the audio recording that will let the informants review their

answers during the interview. With this, Carlson (2010) stated that the process will

increase reliability.

The authentication of the participant’s answers, response uniformity, and within

method triangulation (Casey & Murphy, 2009) provides a will established instrument

reliability related to interview questions. In connection to the responses made by the

participants throughout the interview corroborates the instrument used in the research

and the accuracy of responses (Steven & Mahmut, 2013). Harvey (2014) suggested a

continuous member-checking loop as a part of reliability process.

In addition, the reliability of the study verifies the trustworthiness with regards to

the events that happened on the phenomenon as signified by the results in the study

(Golafshani, 2003). The validity of the study increases the transparency and decreases

the opportunities for a subjective view of the researcher (Singh, 2014).

Ensuring the reliability of a qualitative study is one of the challenges

encountered by researchers (Cho & Trent, 2006). Despite it all, it is still important to

assure the validity, credibility, and reliability in qualitative studies (Konradsen,

Kirkevold, & Olson, 2013).

Moreover, Lincoln and Guba (1985) emphasized the demonstration of validity

is enough, then reliability is well established since validity would not exist without

reliability.
 27

Ethical Consideration

In ensuring the ethical standards, the researcher the guidelines of Mack,

Woodsong, MacQueen, Guest, Namey (2005) in ethical research: respect for persons,

beneficence, justice and respect of community.

To insure respect for person (Mack, Woodsong, MaQqueen, Guest, Namey,

2005), the researcher make sure in asking permission and consent before the conduct

of the in-depth interview and the focus group discussion audio-recorded. When the

informants had already understood the research and their rights as informants, the

researcher asked them to sign the written consent form which the researcher had

provided. The form is consisting of the contact information of the researcher where

they can ask question about the research.

Also, the researcher have guaranteed the privacy of the informants by promising

them right from the start that they only reveal information about their experiences for

research purposes only. Furthermore the researcher avoided the using of real name

of the informants.

To establish beneficence (Mack, Woosong, MacQueen, Guest, Namely, 2005),

the researcher make sure to lessen the risks to the informants. The researcher

achieved this by putting an emphasis on the confidentiality and letting them know that

they have the right to discontinue their participation whenever they felt insecure and

uncertain about the purpose of the study.

In order to guarantee respect for communities (Mack, Woodsong, MacQueen,

Guest, Namely, 2005), the researcher will consider the fact that the participants haven’t
 28

gone to school for years. The investigator also knows that there are different views

among each participant with regards to their experiences as an out-of-school youth

that could make them an easy to open up. The researcher also make sure that

everything they do will help the informants to realize that their intensions are good and

they will not judge their answers since the researcher only use the information on the

matter of understanding the context of the research question. Moreover the researcher

is required to respect the values of the community and to protect from any unlikely

issues.

To ensure justice (Mack, Woodsong, MacQueen, Guest, Namely, 2005), the

researcher guaranteed that everything is sufficiently accurate and assure it through the

information redundancy where the data can no longer give an additional information to

the research question.

After the conduct of the study, the researcher and the informant meet again to

share the result and significant of the study. In here, the researcher have addressed

the problem properly with regards to what the out-of-school youth have experience.
 29

Chapter 4

RESULTS

Presented in this chapter are the lived experiences of the informants, the

changes in their studies as well as the coping strategies done by the informants as

children with parents working abroad. This also includes the insights and the codes

that emerged from the information gathered from the informants’ answers during the

in-depth interview and focus group discussion. The following are the research

questions which had made possible for the richness of the data gleaned from the

informants.

1. What are your experiences as a child with parents working abroad?

2. What are the changes that you have encountered in your studies after your parent

left to work abroad?

3. What are your coping strategies as children with parent working abroad?

This chapter is divided into four parts. The first part deals about who were the

participants involved in the study from which the qualitative data are gathered. Part 2

tackles the data analysis procedure and the steps done to categorize the themes that

had emerged during the conduct of in-depth interview and focus group discussion.

While part 3 covers the answers of the participants to the specific research questions

during the in-depth interview and focus group discussion while part 4 discusses the

informants' responses.
 30

Participants
Key informants. There were six informants involved in the in-depth interview.

Among the six are two boys and four girls who are all a current Junior High Students

of the said school. They were selected on the basis of their age which ranged from 12-

17 years old and that one of their parents particularly their mother was working on

abroad. The lived experiences of these individuals would be used to solve and

understand the problem encountered by children with parents working abroad on the

local setting. In ensuring confidentiality, the informants name would be replaced with

pseudonym as presented in Table 1.

Focus Group. Two sessions of focus group discussion was held due to

insufficient time during the first interview with the same informants which is consist of

one boy and five girls. All of them were a student of MSNSNHS, one coming from

Senior High level and the rest were all a Junior High students. The basis of identifying

the selected informants are the same of how the key informants were chosen. The

discussion was done in order to strengthen the data gathered from the in-depth

interview and to undergo data saturation or redundancy to ensure deepen the insights

and ideas with the lived experiences of children with parent working abroad. To conceal

the true identity of the participants, the name was replaced with pseudonym during

group discussion. This is as shown in the table 1.

 31

Table 1.

Participant’s Information

Pseudonym Gender Age Grade Level Study Group

Faith Female 14 Junior High In-depth Interview

Sky Male 15 Junior High In-depth Interview

Mary Female 14 Junior High In-depth Interview

Lea Female 15 Junior High In-depth Interview

Jessa Female 15 Junior High In-depth Interview

Peter Male 14 Junior High In-depth Interview

Happy Female 15 Junior High Focus Group

Lily Female 15 Junior High Focus Group

Susan Female 17 Senior High Focus Group

Xandra Female 16 Junior High Focus Group

Nica Female 14 Junior High Focus Group

Alvin Male 14 Junior High Focus Group

 32

The in-depth interview and focus group discussion had answered the same set

of questions as provided by the interview guide. Majority of the participants are a junior

high students particularly the grade 8 level. They were chosen in accordance to their

age and the fact that one if their parents worked abroad. Moreover, all of the

participants have their mother who worked abroad. In identifying the informants of

these study, a purposive sampling method was used as suggested by (Bryman, 2012

& Wallace, 1994). By going back and forth on all the grade levels present in the

MSNSNHS we are able to find more of the informants. Through patience and careful

questioning of the students, they have finally pointed us to where we can find the

informants who were both students aging 12-17 years old with parent working abroad.

Our interaction helped us a lot in getting an information with the informants knowing

that they were children who needed care at first foe them to feel comfortable during

the interview. In extracting information, we let them share personal details about them

before abruptly proceeding to a serious conversation with them. They have later on

become cooperative and responsive to the questions after ensuring the confidentiality

of our study.

The focus group discussion was very interesting in such a way that these

students have shared majority of the same experiences. Two of the informants did not

hold to shed tears remember the struggles and showing hard feelings or pain. You

could feel their voices slowly trembling and somehow pausing a moment before

answering. Each have their own way of telling their lived experiences as a child with

parent working abroad.

 33

The interview was done in different places upon their preferences. Most of them

were interviewed on a place where only we could see like an empty room, mini forest,

and at the back of their classrooms. We used our cellphones audio recorder and ball

pens along with notebook for writing observations by Speziale and Carpenter (2007).

Categorization of Data

After the in-depth interview and focus group discussion was done, the following

data gathered were immediately transcribed and translated since most of the

informants preferred to speak in their vernacular language. In analyzing the data, the

researchers followed three systematic steps namely data reduction, data display,

conclusion drawing and verification as suggested by (Zhang and Wildemuth, 2007).

The excluding and/or deleting of unnecessary data from the translation and

transcription which is also known as the data reduction is done in order to make the

information more relevant to the issues concerned by the study, making it easy to be

understood by many. Analysis is define as a process a researcher uses to reduce data

to a story and its interpretation. Data analysis is the process of reducing large amounts

of collected data in making sense of them (LeCompte & Schensul, 1999). After data

reduction, the information gathered from the informants are then paired with those the

same answers or what we had called data redundancy to make codes that is a one

way step in making major themes of the study. Later on, the data were retrieved and

certain phrases offering the same thoughts are grouped together to make it convenient

in categorizing.
 34

This data reduction is followed by the next step, data display which is the

organization of categorized data into tables that would be convenient for the readers

to draw conclusive ideas (Clarke & Braune, 2013). This step help the researcher

organize the data and differentiate patterns and interrelationship among categories.

The drawing of conclusion and verification was also done by taking a step back

into the analyzed data to cross-check and ensure that these themes makes sense. The

step considered all the aftermaths for the questions, while carefully referring these to

the related literature to account an explanation and theory of the studied phenomenon.

Member- checking, as described by Lincoln and Guba (1985), involves testing the

analytic categories, themes, interpretations, and conclusions with the participants of

the study to establish credibility.

In other words, researcher followed Miles and Huberman (1994) data analysis

who presented a series of sequential steps for conducting data analysis. These steps

include developing codes applying them to textual data, like field notes from

observations and interviews. Patterns, themes, relationship between themes are then

identified. The next step is conducting an investigation of common and different

aspects and developing interpretations of findings, followed by verifying the

interpretations through member checks, peer view, and triangulation. Triangulation

may be viewed in terms of using a variety of both data collection and sources. They

also suggest constantly comparing earlier data with later data as they are collected,

using different bases for comparison, and categorizing and sorting data, using visual

displays to enable the researcher to look at the ways that data develop into categories.
 35

The researcher have undergone different interpretations and sought the help of

a professional to assist the validity of the study (Sitko, 2013). The interpretation of the

study are all based upon a factual personal view of the researcher by disposing of not

useful data and including the relevant information. The observation and application of

a clear and precise report let the reader comprehend the steps of interpreting the

information of the study.

To ensure the trustworthiness of the study, the credibility, dependability,

transferability and conformability is highly observed and implemented. In each study,

researchers should establish the protocols and procedures necessary for a study to be

considered worthy of consideration by readers (Amankwaa, 2016). Credibility of the

study is done by engaging with the informants to make sure that the whole view of the

phenomenon is properly observed and have a grasp of every detail. Triangulation is

also done in cross-checking of the sources and evidence such as the transcripted data

during FGD and in-depth interview, reading from the review related literature (Bricki

and Green, 2007) to strengthen the study.

The researcher have also provided a copy of the transcripted materials to the

participants to confirm the validity of the data. Afterwards, they have approved the

findings and signed the informant verification letter.

Conformability. The validity of the study increases the transparency and

decreases the opportunities for a subjective view of the researcher (Singh, 2014). The

researchers set asides personal opinions or subjective point of view by focusing to the

transcripted data that was audio recorded during the in-depth and FGD discussion.
 36

With this, Carlson (2010) stated that the process will increase reliability. This highly

assures no bias in the research conducted, personal point of view of the informants

are widely accepted with regards to their lived experiences as children whose parents

are working abroad.

Transferability. The validity of the study increases the transparency and

decreases the opportunities for a subjective view of the researcher (Singh, 2014).

Transferability is address by describing the research context in detail to ensure that

when another school and researchers adopts the study, it would be clear due to the

rich descriptions of the study. Therefore when there is clear details to describe the

richness of the study, it would be easier to translate into another language and will be

useful to other research contexts.

Dependability. The researcher will convey dependability through audit trails and

triangulations. The researcher will also verify the data by giving the participants a copy

of the transcribed notes from the audio recording that will let the informants review their

answers during the interview. The authentication of the participant’s answers,

response uniformity, and within method triangulation (Casey & Murphy, 2009) provides

a will established instrument reliability related to interview questions. Dependability is

done upon the process of comparing the data gathered from the informants this

involves the transcribed data, translated data, the related literatures of the study and

through the frequent checking and seeking of advice to the panelist of the study.
 37

Research Question No. 1: What are your experiences as a child with parents
working abroad?

In order to achieve concrete discussion as stated in the above research

questions, the following were asked during the in- depth interviews and focus group

discussion. What was the main reason why your parents left to work abroad? Where

did your parent work abroad? How many years did your parent starts to work abroad?

What are the changes that happened in your family after your parent work abroad?

How did you react to it? Do you think their decision to work abroad has good

contribution? Why? Aside from good contribution, is there any bad effect that occurs?

From the data collected on the experiences of the study participants, nine major

themes emerged as presented in Table 2. These themes are: poverty, disproportioned

chores, and family break-up, loneliness, and improved life.

Poverty

The answers of the informants regarding to the questions asked on their

experiences as a child with parent working abroad revealed that their family have

experience the needs of money because their mother is just a housewife or without a

job. The informants also experienced the high demand for money to sustain their needs

and their early living.

 38

Table 2: Themes and Core Ideas about the Lived Experiences of Children with
Parent Working Abroad

Major Themes Core Ideas

We needed the money
We badly need money
We have lots of debts.
We really need it as well as the money.
We experienced poverty
Poverty Experienced poverty that made us eat bananas.
Because she can't take care of all our needs
She do not have a job
Do not have any income because she was just a
housewife
To have a job because she really needed it.
It was really different if my mother will be the one to
guide me
Disproportioned Chores Father do the laundry or my mother's sister ate
Jona.
I have to help in taking care of my sibling.
We now do the laundry which is my mother's work
before. All the household chores.
My mother and father broke up too.
Family Break-up My mother and father had their fights. Father had an
affair to other woman. My mother also find another
man.
My parent mother and father broke up.
We are just the only one left at home, and it feels
Loneliness empty.
The house was too quite because it was the only
three of us left
I badly missed my mother
Just a bit because there are times that even when
she was supporting me I still miss her.
I felt lonely and I realized that my mother is really
important.
She can finally afford to buy I wanted and gave it to
me
She helped my grandfather when he was confined
to the hospital
Improved lives To support us financially in our studies
If we have some necessities on our school, she can
support us
 39

She was able to give whatever our needs she can

now give what are my needs and wants
Send money to my grandmother which is about 20,
000 and below.
When I asked for a cellphone my mom brought me
one.
Finally have a house we can call our own.
Help Daddy since we lived in his house temporarily.

Mary (not her real name), honestly described the situation of her family.

Kanang wala juy trabaho ang akong mama

unya mao to kanang nahuna-hunaan niya
nga mag abroad siya kay para mabuhi mi
niya ug tarong. Because of an
unemployment that is why she decided to go
abroad and also for her to give us a better life.
KICII4_RQ1

Susan (pseudonym), at a young age had already bear in mind the importance

of having a job. In her interview she explained that if her mother will stay on their house

she doesn’t have a job because her mother is only a housewife.

Xandra (pseudonym), also described the situation and status of her parent that:

Ning abroad akong mama kay para

makakitag trabaho kay.. kinahanglanun man.
My mother went to abroad to have a job
because she really needed it.
FGDP4II1_RQ1
Mary (not her real name), accurately explains the other reason why her parent

decided to work abroad.

Para kuan, kanang sa una kay pobre man

gyud kaayo mi unya kanang wala juy trabaho
ang akong mama unya mao to kanang
 40

nahuna-hunaan niya nga mag abroad siya

kay para mabuhi mi niya ug tarong. Because
we experience poverty and also of an
unemployment that is why she decided to go
abroad and also for her to give us a better life.
KICII4_RQ1

Peter (pseudonym), recall his experiences of their family before his parent work

abroad where they have suffered due to poverty that had made them eat bananas.

Happy (pseudonym), precisely explains truly the reason behind.

Ning abroad akong mama para makakwarta

me. My mother have gone to work abroad
because we needed the money.
FGDP6II2_RQ1
Lily (not her real name) honestly discuss with a soft voice about her full

experience at an early age.

Ning abroad akong mama kay kinahanglanun

kaayu ang kwarta tas daghan kaayu meg
utang. My mother worked abroad because
we badly need money and we have lots of
debts. FGDP2II1_RQ1

Susan (pseudonym), reveals another reason on why her parent really needed

to sacrifice by working abroad.

Maong ning abroad akong mama kay deli nya

makaya na syay mabuhi sa amua tulo. My
mother went to work abroad because she
can't take care of all our needs especailly for
the three of us. FGDP3II1_RQ1
 41

Disproportioned Chores

Due to the absence of one parent in a family, disproportions of household

chores erect and will not be avoided. These is one of the challenging experience of the

children with parent working abroad as what they have answered.

With a sad tone Peter (pseudonym) narrated how his father do the laundry as a

result of not having his parent at home.

Si papa nalang manglaba. Kundi si ate Jona

nalang manglaba ron. My father do the
laundry or my mother's sister ate Jona.
KIFII10_RQ1
Happy at the age of 14 had to take care of her younger sister at home. That was

because her mother is far from home and she have to attend responsibilities she did

not do before.

Nica (not her real name) also stated how she and her elder sister do other

chores at their mother's absence.

Kanang kami na ang taglaba.. Sa una kay si

mama man tu pero karon kay kami na..
Tanan trabahuon sa balay. We now do the
laundry which is my mother's work before. All
the household chores.FGDP5II2_RQ1
Family Break-up

Responses made by the informants have also revealed their suffering from

sudden family break-ups. How they manage to cope up with it is a matter of

perseverance.
 42

Mary (pseudonym) without a change on her soft voice narrated how her mother

and father fight and broke-up.

Nag- away sila kay ang akong papa man nag

una- una man ug kuan pangabit unya mao to
si mama kay nangita pud siya ug lain. My
mother and father had their fights because
my father had her mistress first that is why my
mother also find another man. KICII13_RQ1
Lea (not her real name) with no signs of pain or anger planely said,

Kanang... bulag naman akong mama'g papa.

My mother and father had already broke up.
KIDII7_RQ1
Alvin (not his real name) had a bit of laughing tone explained how his mother

left him. He firmly stated that he felt shy at first when he saw his mother because he

was just 2 months old when she left and he said he did not even know her. Also at the

end of his statement, he said that his mother and father broke up too.

Loneliness

It is really important to feel the warmth of love as a child is growing up and facing

challenges of the world. Yet, it was hindered when such home did not make them feel

lively and jolly. Responses made by the informants revealed that they felt lonely at time

on their home.

Alvin (not his real name) narrated his experience of feeling jealous to others

who have their parents by their sides.

Deli kaayu. Kay naay time na nagsuporta sya

pero ikaw nga anak, naay time na mingawun
ka. Asa imong mama mangita ka naa ba sya
 43

sa imong tapad sa panahun nga naglisud ka.

Mabalik balik sa imong hunahuna ba nga sila
naay ginikanan sa ilang kiliran. Naa silay
katapad matulog, magsturyahanay. Just a bit
because there are times that even when she
was supporting me I still miss her. Asking
where was your mother when you’re at a
difficult moments. It just keep on popping in
your mind that others have their mother by
their sides , while sleeping, and having
someone to talk to. FGDP6II6_RQ1

Peter had also made us imagine how he felt every time he stayed at home, and

how lonely it could have been.

Sa una kay kuan. Bibo kaayu me sa balay.

Karun mingaw nami kay kami nalang mang
tulo ni papa sa balay. Before our house was
full of joy. Now, it was too quite because it
was the only three of us left. KIFII8_RQ1

Faith sadly recalled how she got used in having to miss her once was complete

family. It was because before their family was complete but now there was one missing

on it. I badly missed her and also to the fact that my father is not at home too because

he had his work like mom.

Lea (pseudonym) while trying to fake a smile stated how she missed her mother.

Dili, Kadtong sukad nga nilakaw si mama kay

among pamilya ba kay murag mingaw unya
dili baya lalim nga wala imong mama. No,
because once my mother left to work abroad
I felt lonely and I realize that mother is really
important. KIDII13_RQ1
 44

Improved lives

Responses made by the informants to the questions asked during the interview

also shows that children knew the purpose of her mother in going too far place for their

own good and to have a better education.

Faith (Psuedonym) while looking down into the table and not making any eye

contact stated how she did not want her mother to work abroad but,

Kuan, ana siya.. kami, dili man gyud mosugot

nga mag abroad siya niingon siya nga mag-
abroad daw siya para naa daw mi panggasto
sa among pag eskwela pareha anang kuan,
naa daw mi kailangan sa eskwelahan, maka-
enter daw mi. Tapos para daw masuportaan
daw mi niya ug tarong para makahuman daw
mi ug skwela. We did not really agree on her
decision to go abroad but she insisted to
proceed in order to support us financially in
our studies. For example, if we have some
necessities on our studies, we can make it
up. KIAII5_RQ1
With his soft yet manly voice, Sky (not his real name) said, That his mother left

to work abroad because of his studies.

This was also what Lea (pseudonym) answered stating that,

Para mapahuman mi niya ug eskwela.

Enable us to finish our studies KIDII3_RQ1

A house is one of the primary needs of fostering a living for the children. Most

of the informants experienced living together with their grand and not with their own

house.
 45

Lea (not her real name), honestly said that

Para mapatukod pud mi niya ug balay.

Enable us to finish our studies and build our
own house. KIDII4_RQ1
Jessa (psuedonym), also stated that her mother have to work abroad since her

mother want to finish building their home and retrieve the lot that has been pawned

due to poverty.

Happy (not her real name) answered the exact words that

Ning abroad akong mama para makakwarta

me ug para makatiwas pud meg balay. My
mother have gone to work abroad because
we needed the money and to finally have a
house we can call our own. FGDP1II1_RQ1
Sustaining the needs of the children is the primary benefit of what the informants

have experienced when their parent started to work abroad.

Lily (not her real name) also explained the contributions of her mother abroad

on her life.

Sa una unsay gusto nako deli niya mahatag

pero karun kay mahatg na niya. Before when
there is something I want, she could not
afford to give it but now she can finally afford
to buy and gave it to me. FGDP2II2_RQ1
Faith (pseudonym) with a sparkling eyes and counting using her fingers while

recalling all the contributions of her mother had done on their lives. This was in one

event where my grandfather is in the hospital like my sister mother have sustained

the bills and she even said that our house will be finished in the month of May after

her come back home.

 46

The other informants have also made their answers brief about how their

parent who worked abroad made a contribution in their life as a son, daughter or as a

student.

Kanang, ning improve improve na gamay.

There was a bit of improvement.
FGDP4II2_RQ1
Nagasuporta na akong ginikanan. She can
now support me. FGDP6II3_RQ1
Ou kay sa una mangayu ko deli niya mahatag
tapus karun paryas atung cellphone deli ko
palitan pero karun naa na. Yes because
before, when I asked her for something she
can’t buy it but now- when I asked for a
cellphone my mom brought me one.
FGDP2II2_RQ1

Research Question No. 2: What are the changes that you have encountered
after your parent left to work abroad?

The following research questions were asked during the in-depth interview and

focus group discussion in order to attain answers that would help understand the

studied phenomenon: How was your grade before when your parent is still at home?

How your grade was after your parent starts to work abroad? Do you think the absence

of your parent affect your studies? Why or Why not?

After several data was gathered from the informant’s responses during the in-

depth interview and focus group discussion, three main themes have emerged as

shown in Table 3.
 47

Table 3: Themes and core ideas about the changes in grades.

Major Themes Core Ideas

My grade was much better.

It was better because I am top 1 before.

Higher Grades I am with honor from grade 1 to 6.

I do not have a failing grades.

My grade was higher and I even had an average of 89.

My grade was alright before.

I just maintain my grade.

It remains constant as before.

Maintained Grades I do not have some failing grades.

Nothing has changed.

Become my inspiration to pursue more on studies. I

take my study seriously.

Inspiration I have made her sacrifices as my inspiration.

I still perceive to study hard for her to be proud.

Higher Grades

Based upon the responses made to the questions asked on the experiences in

the changes to the studies of the informants revealed that there were no changes at
 48

all on their past until the present grades. Parents who worked abroad does not

contribute negative impacts to the studies of the informants.

Faith (not her real name) briefly answered the question without thinking much

further stating,

So, kadtong wala pa milakaw si mama okay

rato akong grado. When my mother is still at
home, my grade was much better
KIAII15_RQ1
Sky (pseudonym) answers how she had used to be in top when his mother was

still at home.

Kanang okay kay top 1 man ko sa una. It was

better because I am top 1 before.
KIBII19_RQ2
Lea (not her real name) also stated with contentment that her grade was fine

since she was with honor fro, grade-1 to six.

With a higher tone of voice, Susan (pseudonym) exactly recalled her average

when her mother was still at home.

kuan mas dako dako patu sa una. kuan naka

abut patug 89 akong average. Before, my
grade was higher and I even had an average
of 89. FGDP3II8_RQ2
Happy (not her real name) also experienced the same status of grade. Stating

that her grade was fine since she don’t have any failing grades.

Mary (pseudonym) also have experienced better grade before.

 49

Kanang kuan, maayu man akong grado sa

una. My grade was alright before.
KICII31_RQ2

Maintained Grades

Informants have also made their response to the questions regarding their

grades after their parent left abroad and revealed that majority of them managed to

maintain their grades even though there was a bit or decrease due to difficult subjects.

Faith (not her real name), still embraced by her mind what she have promised

her mother on abroad.

Unsa pa akong grado sa una nga wala pa

siya milakaw ako lang gi- maintain diria kay
mao man akong promise sa iyaha nga sa
pagtrabaho niya sa abroad pag eskwela ra
jud akong masukli sa iyaha. My grade before
was also the same today. I just maintain my
grade, due to the fact that I promised my
mother that the only thing I can give to her as
an exchange of her hardwork abroad was my
studies. KIAII19_RQ2

Happy (pseudonym) do not have any failed grades before until today that her

mother have gone to work abroad. She did not have any failed grades like before.

Jessa (not her real name) simply answered the exact words.

Kuan, same ra japun, constant ra japun. It

was just the same, it remains constant as
before. KIEII11_RQ2
 50

Inspiration

A force or influence that inspires the informants to do better on their studies was

their mother who works abroad. The reasons of their mother and their sacrifices have

contribute meaningfully on their hardworks as a student.

Faith (not her real name) honestly narrated how her mother inspired her and

change her to do better on their studies. Since when her mother was still at home she

did not take her studies seriously but now after her mother advised her to do so, she

managed to be inspired and don’t do things that will ruin her studies.

Xandra (pseudonym), have gotten used not having her parent at home and

stated that she had made it as her inspiration.

Wala man te..kay okey raman na sa akoa ug

siya man akong inspirasyon sa iyang
sakripisyo. No because it was okay with me
and that I have made her sacrifices as my
inspiration. FGDP4II7_RQ2

Nica (pseudonym) answered that her grades was still the same and that was

because she have made her mother as her inspiration. She still perceived to study

hard because of wanting her mother to be proud when her grade was high.

Alvin (not his real name) revealed that his mother was his inspiration in studying.

Wala kay sya man akong gihimong

inspirasyon. No because I made her to be my
inspiration. FGDP6II7_RQ2
 51

Research Question No. 3: What are your coping strategies as children with
parent working abroad?

In order to achieve concrete discussion as stated in the above research

questions, the following were asked during the in- depth interviews and focus group

discussion. What are your ways in communicating to your parent who worked abroad?

How do you deal with the changes at the time your parent worked abroad? What are

your ways in understanding your parent who worked abroad?

From the data collected on the coping strategies of children of the study

participants, four major themes emerged as presented in Table 4. These themes are:

mobile technologies, self-comfort, positivity, and understanding.

Mobile Technologies

Given answers from the informants on the coping strategies reveals that mobile

technologies are very vital to their lives, enabling them to communicate their love ones

that are far away and stay in touch with each other even if they don’t have enough

sources yet, proudly shares their strategies of communicating their parent that works

abroad.

Faith (pseudonym), shortly answers the way on how she communicate her

parent.

Kanang sa cellphone. The way I

communicate my mother is through
cellphone. KIAII25_RQ3
 52

Table 4. Themes and core ideas about their Coping Strategies

Major Themes Core Ideas

Through cellphone.

Through Facebook or internet. Through

cellphone of my aunt, only a call.

Mobile Technologies Cellphone, through video call.

Cellphone, through video call In a way of

texting We talk via video call.

Make a video call to her. Make a video

call. Gadgets.

Bear in my mind that I can do this and

also by thinking that she will be back

Self- Comfort soon.

Do my own stuff like playing and

household chores

By studying hard for my future.

Put aside that my parent got separated.

Keep it on our mind that she went abroad

only because of us.

Understanding Keep it on our mind that she went abroad

only because of us.

Her hardships are just also for us.

 53

This was also for our future.

I just think of it for my future.

To instill that she go abroad just also for

the

Sky (not his real name) kindly response his way of communicating his parent

who works abroad using facebook apps or internet.

Mary (not her real name) honestly answer and without hesitation, she proudly

shares that:

Cellphone sa akong ante, tawag ra. Through

cellphone of my aunt, only a call.
KICII37_RQ3
Lea (pseudonym) at the same time directly gives her response on her strategies

being done just to get in touch with her parent.

Kanang cellphone, video call. Cellphone,

through video call. KIDII21_RQ3

Jessa (not her real name) whose tone was sad stated that she communicate

with her mother through cellphone through video call.

Lily (pseudonym) also share her aide on the way she can get into her parent.

She kindly explains that:

Mag tawag tawag me tas mag texttext ug

mag video call .Gamit ang messenger. We
 54

talk via video call but the use of messenger.

FGDP2II14_RQ3

Self-Comfort

Being deluded by the circumstances of inevitable change that happened on their

life, the informants by comforting one self. The following were the answers that aid the

emergence of the themes.

Sky (not his real name) motivated himself despite of everything he had done

while his parent works to abroad.

Kuan lang.., gibutang lang nako sa akong

huna- huna nga kaya ra nako ni kay mubalik
raman pud gud si mama gud. Mao rato akong
gihuna- huna nga kayanon ra nako. I just put
in my mind that I can do this and also to the
thought that she will be soon back to me.
KIBII23_RQ3
Mary (pseudonym) made her answer with a frown stating that she did not real

think about her mother she just make herself busy like playing and doing household

chores.

Sky (not his real name), normally said how he overcome the changes that

happened in his life.

Ginahunahuna lang nako ang kalisud sakong

parent distu sa gawas unsa iyang ginabuhat
ddtu dapat kambyuan pud nako na. dapat
magtarung daw kug skwela kay para daw na
sakong kaugmaon. I just bear in my mind
every difficulties she have been through that
 55

I have to exchange with good deeds. By

studying hard for my future. FGDP6II10_RQ3
Xandra (Pseudonym) stated how she manage to be tough dispite of having ther

parent's broke up.

Balewala lang sa akoa nga nagbulag sila. I

just put aside that my parent got separated.
KIDII23_RQ3

Understanding
One way of the coping strategies that the informants have adopted aside from

comforting themselves is by thinking all things in a possituve point of view. In this way,

all of the informants have found a way to understand why their oarents chose to leave.

Faith (pseudonym) coped up by understanding her mother who worked abroad

because she knew their situation before where her mother does not have a job and

she also know that everything and every sacrifices is for them.

Nica (not her real name) also stated how she managed to understand her

mother.

So akong gihuna huna ang ingon man ni

mama nga para ra ghapon na sa amuang
kaugmaon iyahang gibuhat. I just keep it on
our mind what my mom told me that she went
abroad only because of us. FGDP5II9_RQ3

Jessa (psuedonym) also answered that,

 56

Kanang ang ways nga kanang gisabot nako

akong mama kay tungod sa akong kanang
tawag ani... kanang, ni-abroad siya para ra
pud sa iyang family. The ways that I
understand my mother is to instill that she go
abroad just also for the sake of our family.
KIEII21_RQ3

Chapter Summary

Based upon the results of the informant's responses both the in-depth

informants and focus group participants, children with parent working abroad was have

experienced poverty, disproportion of household chores, family break ups and

loneliness at home. Also, the reasons why their parents have left them was because

of unemployment and for them to have a better education, to build their own house and

sustain their needs. All of the participants have experienced suffering from insufficient

financial aspects that deprived their rights to have what they want and what they really

need thus, parents choose to leave. More importantly, the informants have both

experienced positive and negative impacts of having their parent who worked abroad.

As their parent started to send money, the informants was able to buy cellphones and

have their allowances. On the other hand, among the twelve of them 4 informants have

their parents who broke up after their mother left to work abroad.

Apparently, results revealed that the participants managed to maintain their

grade even after their mother have left to work abroad. Majority of them had a higher

grades during elementary and 2 of them even become an honor student. It’s just that

during secondary level, their grades started to decrease while other maintain it. When
 57

the researchers asked the participants if their grades have been affected by their

mother who now works abroad, only 2 of them said yes stating that they have lost their

wants to study. But, majority have said no, because their mother had only motivated

them to strive harder to make them proud.

With regards to the coping strategies that the informants have adopted to cooe

up with the changes that happened on their lives, many of them have understand and

comforted themselves alone. The participants’ way of overcoming the distance

between their parents was through mobile technologies such as cellphones. They all

used the apps namely messenger and makes a video call for a continued

communications.
 58

CHAPTER 5

DISCUSSION

Presented in this chapter are the discussion, conclusions, implications for

practice and implications for future research from the themes that emerged during the

data analysis. The main purpose of the study is to understand and describe the lived

experiences of the children with parents working abroad. It is also stated on the

objectives of the study to fully bring the insights and feelings of the participants to the

surface and evaluate generalization of what may be gathered from the results.

The study uses phenomenological approach particularly qualitative research.

Of these, phenomenology begins with an experience or condition and, through the

narration of participants, of either a shared single incident or shared condition, it

investigates the effects and perceptions of that experience. “Phenomenologists

distinguish phenomena (the perceptions or appearances from the point of view of a

human) from numina (what things really are) (Willis, 2007). Little valuable

understanding could be gained thereby invalidating the research. ”The type of problem

best suited for this form of research is one in which it is important to understand several

individuals’ common or shared experiences of a phenomenon” (Creswell, 2007).

Phenomenological qualitative approach as explained in the above context is the

most concrete research design to be used in surfacing sensitive issues like the effects

of having parent to work abroad and changes that happened in their family bracketing

"assumptions that have been taking for granted" and fondest way of looking at things
 59

or events. With these, 12 participants were involved in the study who are both willing

to share their lived experiences, insights about the phenomenon and perceptions of

what happened to them. 6 informants were chosen for the in-depth interview and

another 6 participants for the focus group discussion.

Poverty

The result of this study revealed reason why their parent have decided to work

abroad which is because of unemployment since their mother were a housewife.

Moreover, unemployment have contributed to the experience of the children which

hinders them to buy what they need due to lack of money.

Poverty happens when there is an insufficient money or materials needed to

survive. Primarily, food, shelter and education is the basic needs of a child that is a

must and have to be nurtured for living. Some of the participants had experienced lack

of money and found their parents incapable of sustaining these primary above

mentioned needs.

In recent years, unemployment problem has become a global problem, not only

a problem for underdeveloped and developing countries, but also for developed

countries. With the increasing number and effectiveness of international economic and

social institutions, sensitivity towards unemployment has increased due to social and

economic effects of unemployment (Akçan and Ener, 2017). Considering the case of

Susan (pseudonym), she have stated that if her mother would keep on staying at their

home there will be no job vacancies to be opened since her mother was just a

housewife. She even stated that her mother could not afford to take care of the three
 60

of them since she was a single mother and the two of them were currently studying in

high school. It was a factor that influences her mother's decision to work abroad.

Mary (not her real name), also said that her mother wants to raise her together

with her siblings properly and staying at home is the least of its solution. Mothers

despite of not having a job, still entails to dream about providing their needs. It had

also started to Xandra's (pseudonym) mother to come up with a solution to work abroad

because of a strong needs that has to be sustained. Concurrently, there was also an

increase in the Philippines’ unemployment rate which, according to the Scalbrini

Migration Center (2013), it haad influenced the Filipino’s decision to work abroad. This

was also observed by the study of Jrankorg (2017) who believed that migration

happens due to poor job opportunities inside one’s place but there is the availability of

better external economic opportunities.

As stated, poverty causes overseas migration Zulueta and Liwag (2001) viewed

that parents worked abroad due to poverty that forces the parent to leave their children

at home for better job opportunities. The phenomenon of children left behind – mainly

by mothers – is also very relevant in Albania where migration has represented the only

viable way to cope with increasing poverty and the absence of public resources for

sustaining households’ incomes (Mangiavacchi & Verme, 2009). This explains the

situation of Mary (not her real name) which she stated that they were too poor and this

poverty had greatly influence her mother to left them and pursue her plans on working

abroad for their own cost of good.

 61

Even Peter (pseudonym), sincerely answered how they managed to eat

bananas because they don’t have rice to eat before. Happy (pseudonym), also recalled

her mother who worked abroad because they don’t have money. Studies show that

remittances of parent from abroad (see Arias, 2013; Goldring, 2004; Sana, 2008;

Villareal & Shin, 2008) can soften the destabilizing influences of parental on children’s

welfare, including keeping families out of poverty (Adams, 2008; Arguillas & Williams,

2010; Chant, 2006; Edwards & Ureta, 2003; Goldring, 2004; Kanaiaupuni & Donato,

1999; Lu & Treiman, 2011; Villarreal & Shin, 2008). This is explains how their mothers

believed that working overseas would alleviate them from povertt.

Furthermore, Lily (not her real name) also stated that her parent went abroad

because they have lots of debts to be pay and that her parent don’t have the money.

Susan (pseudonym), have also concluded that her mother worked abroad because

she couldn’t afford raising the three of them. That was also reinforced by Yang (2004)

stating that due to extreme poverty, Filipinos see migration as the only option to get

out of their impoverished situation. And just to go to other countries for more job

opportunities, people will use all alternatives and means even through illegal channels

without considering the possibilities of subjecting themselves to more extreme abuses.

If parents are into this kind of situation, the children are definitely mostly affected.

Disproportioned Chores

As one family member was lost, the distribution of household chore would come

to abnormality causing those who was left behind to do the task. This phenomenon is
 62

common to both participants who have to do the task of their mother at home. Due to

the migration of one or both parents, children in OFW families experience a

reconfiguration of gender roles in the family as well as different ways of maintaining

family relationship. The departure of mothers or both parents has clearly rearranged

care giving and provider roles.

Platt et al. (2002) conducted a study where he stated that the household task

inside the home of a child changes into disproportion as one of the parent left to work

abroad, the elder of the siblings when no parent is often around takes the responsibility.

Peter (pseudonym) experienced this situation where his father who had to sell ‘duyan’

do the laundry afterwards which was his mothers work before and that if his father is

not around, her ate Jona which is her mother’s sister do the laundry cooking of food

for them. Parental absence by working abroad has a number of potential implications

for resource and responsibility sharing among household members left behind

(Antman, 2013; Cortes, 2008; D’Emilo et al., 2007; Démurger, 2015; Mazzucato &

Schans, 2011).

With a family member frequently absent from the household, the family as a system

must manage both their presence and absence (Huebner, Mancini, Wilcox, Grass, &

Grass, 2007).

Happy (not her real name) have to take care of her younger sister at home

because her mother left them at a young age. It was because Happy (pseudonym) was

only in kinder garden when her mother have decided to left them. She is now currently

living with her grandmother together with her sister. In most cases like what had
 63

happened to Happy (not her real name) relatives take over and become more involved

in care giving to compensate for parental absence (Battistella & Conaco, 1998).

Furthermore, parental migration when the child is left in the country of origin has long-

term implications for his/her development and his/her future life. These include, for

example, changes in household structure and responsibilities leading to more pressure

on older children to help in the household (Ginther & Pollak, 2004).

Nica (not her real name) showed how she have to do the laundry at home and

all the other household chores. After school, she have to cook food and clean their

house which is not her task before her mother left to work abroad. Regardless of

whether the parents are here or not, children also share some responsibility in the

household chores. Among the common chores are cleaning the house, setting the

table/washing dishes, taking care of the siblings, doing errands, watering plants, taking

care of the animals, etc. And although “migrant children reported experiencing

difficulties and longing for their absent parents, they also acknowledge that they

learned to be more independent in the process (Asis, 2000).

Family break up

Experiencing family break up is more common nowadays. This usually affect

the entire family and most particularly to the children involved. Four of the participants

have admitted that their mother have broken up with their father or vice versa.

Moreover, after one of these parents left their family to work abroad, there were

noticeable changes on the structure of their family. Wilson (2013) stated that family is

one of the major elements of a society that plays a vital role in developing the welfare
 64

and productivity of the children. Children can attach to more than one person and when

they are attached to several persons (Hindberg, 2004). However, prolonged family

separation will result to family break ups, where children left-behind are forced to live

with one parent or none at all (Parrenas, 2005).

Mary (pseudonym) experienced family break up after her father had an affair

with another woman and made her live together with her grandmother. After while, her

mother have also found another man thus, her family was now incomplete and totally

broken. With the way she recalled her experience, Mary shows no emotion at all and

that she was not affected. This was supported by the study of Suárez-Orozco,

Todorova and Louie (2002) concerning youth in the USA and how they experience

family separations. Effects such as the break-up of the family and a lack of parental

supervision and social interaction have also seen to Lea (not her real name), have also

experienced family break up at the age of 12.

Alvin (not his real name) on the other hand, felt the pain of not having her mother

by his side at the age of two months. His mother have broken up with his father and

thus, he had to live with his grandmother and last year he transferred to his aunt. This

only shows that Alvin (pseudonym) did not have proper place to stay.

Loneliness

The feeling of warmth is what make living worthwhile and that amongst the

division of humanity, children is the one who needed to receive such warmth from the

love of a mother. Without it, loneliness causing distress may prevail and will greatly

impacts their lives.

 65

Lam (2013) asserts that children left behind by migrant parents often feel lonely

and isolate themselves from other children and the society. In line with the argument

Cappelloni (2011) also offer supportive evidence that stepwise children feel rejected

and in most instances withdraw themselves from the society. Hoang (2015) states that

this withdrawal is a result of lack of emotional support from significant others in the

society. Peter (pseudonym) showed a sad facial reaction as the researcher asked what

the changes that happened in his family are. He recalled going at their home and seen

how much it change. Before their house was magically joyful or colorful like what

children used to see fairytales but now, without his mother it felt empty and quiet. He

stated that it was only his father and younger brother left at home. Sometimes, his

father was not around because of travelling from different places to sell ‘duyan’.

Working to far places of a close family member affects all members of a family

system and may result in psychological distress (Silver, 2014). For children,

psychological distress may lead to behavioral problems and difficulties in school

(Castaneda & Buck, 2011;Dreby, 2007;Lahaie et al., 2009;Suarez-Orzoco et al., 2011),

especially when that family member is a care-giving parent (Heymann et al.,

2009;Lahaie et al., 2009). Faith (not her real name) also disclose how she missed her

mother and the emptiness that resides in their home. She was left with her siblings

oftentimes because even her father works too. Lea (pseudonym) even said that it is

not that easy to have your mother away from you. Their house was empty in the longing

for someone’s presence.

 66

Furthermore, other studies also revealed that members of left behind families,

children in particular, have been shown to suffer from prolonged separation (Drummet,

Coleman, & Cable, 2003;Lahaie, Hayes, Piper, & Heymann, 2009). This is what Alvin

(not his real name) response as he said how much he envied other children seen

together with their mother. He wanted to feel what it is to have someone by your side

when you’re in trouble, what it feels to have someone by your side at night when

sleeping and all other things a child with a mother could experience. This is further

explained that others have indicated that specific emotions, such as feelings of

loneliness, anger, fear, being unloved, or being different from others were most striking

among children of migrant mothers (Episcopal Commissionfor the Pastoral Care of

Migrants and Itinerant People-CBCP⁄Apostleship of the Sea-Manila, et al., 2004).

Improved lives

No such parents dreamed for their children to suffer and experience what they

have been through. As what the informant’s responses have made, their mother

wanted them to have a better educational status by sustaining their school projects

and other school matters.

Yap et al.’s (2008) finding stated that parents who worked abroad were because

of their dream for their children to have good education. Most of the literature on

migration and the education of the left behind family has concentrated on the role of

remittances on households schooling decisions. Evidence from several countries

suggests that families with migrants are more likely to send their children to school,

using cash from remittances to pay fees and other costs (UNDP, 2009). In this regard,
 67

Faith (pseudonym) honest answer of not wanting her mother to go and work abroad

but had done nothing to it because her mother really wanted her to finish her studies.

Her mother even said that she has to go because when there are activities and projects

to school, she can eventually participate on it and she will truly finish her studies though

her mother’s support abroad.

This is why Asis and Ruiz-Marave (2014) put an emphasis on their study that

a household is also a repository of material resources – a household with ample

resource can invest more in children’s education. Wealth and the human capital

resources of a child’s parents can define the educational chances of young children –

access to quality education, opportunities to participate in extra-curricular activities, or

capacity to avail themselves of educational assistance such as tutors.

Sky (not his real name) also have the same experience to Faith where his

mother, despite of being away from him, sacrificed because of the strong passion on

working abroad with the goal of supporting him on his studies. This only shows that,

wen economic resources constrain parents’ capacity to perform this role, parents may

turn to migration to realize their dreams for their children. The aspiration to provide a

better future for their children via education plays a crucial role in the decision of

Filipinos to work abroad (ECMI/AOS-Manila et al., 2004; Aguilar et al., 2009; Asis et

al.,2005). Thus against economic odds, Filipino families strive to provide a good

education for their children, and children are often reminded of the sacrifices their

parents make to put them to school.

 68

Build a House

Most of the informants lived together with their aunt or grand because of not a

having their own to be called ‘home’. The parent of these children aimed to furnish their

house or build it through hard work.

In the situation of economic migration, the social environment prevents

individuals from reproducing a culturally approved family, individuals produce social

families (not necessarily blood- and law-based) lived as shared behavioral exchanges

(generalized and dyadic). Creatively constructing their own families, individuals persist

to make their lives better (Scanzoni, Marsiglio 1993). Lea (not her real name), currently

lives with her grand and do not have their own house that is why her mother was more

motivated to go abroad in order for them to build a house for living. Jessa (pseudonym)

also made her response saying her mother’s first reason for worming abroad was

because she really wanted to build their own house and also retrieve the lot which they

have pawned to others due to higher demands of necessities.

Happy (not her real name) is also currently living with her grand and does not

have their own house that is why her mother went to work abroad, to earn money and

build their house. Without remittances, migrant households do not have the economic

resources to compensate for the difficulties resulting from parental migration in abroad

( Edillon, 2008). Parental sacrifice is a necessary virtue in maintaining the stability,

unity,
 69

and happiness of the home. Sad to say, according to an independent research by

Cabansag (2005), more than 70 percent of Filipinos are too poor to meet their families

basic needs.

Children must feel safe and sound, with their basic survival needs met: shelter,

food, clothing, medical care and protection from harm. These could be attained only if

parents have the ability to do so. As one of the contributions of the family member who

worked abroad to sustain the needs of their children.

Soros Foundation Romania (2007) claimed that there are also benefits that

children experience such as socio-economic needs and children’s well-being including

their materialistic need such as expensive clothes, gadgets, and delicious food. They

were also able to pursue their education with improved monetary allowances.

Consequently, left-behind children received balikbayan boxes from their parent

abroad.

Faith (pseudonym) stated that there were major contributions of her mother

abroad. Her mother could now sustain their needs and could even give her grandma

money to buy some medicines when her grandfather was brought to hospital. They

had even build a house that will be furnished when her mother will come back at May.

This was in accordance to the specific case of the Philippines, where several

investigations have shown that family members who are left behind tend to experience

considerable economic gain through the remittances sent by migrant parents (e.g.,

Concepcion, 1998; Medina, 2001; Semyonov and Gorodzeisky, 2005).

 70

All of the informants have experienced positive parental contributions when it

comes to sustaining their needs as a child. Lily (pseudonym) have also experienced

being brought with a cellphone as her mother give it to her. Before, their mother could

not give her what she want but not her mother can eventually give it. Xandra (not her

real name) have also said that their lives has come to be much better when it comes

to economic status after her mother worked abroad. The lived experiences of children

with parent working abroad is new and these had different impacts not jus on their

home but also in their studies since all of them are students of the said school. With

regards to the affects on the studies of children as their parent start to work abroad

three major themes have emerged:

Higher Grades

Educational success of a child is one of the reasons why parents decided to

work abroad. Grades is a determinant of how well a child perform in school despite of

being left out at home.

Numerous investigations across disciplines have argued that growing up in a

single-parent family has negative consequences for the school participation and

educational success of children (McLanahan, 1985; Amato, 1987; Coleman, 1988;

Krein and Beller, 1988; McLanahan and Sandefur,1994). Somehow the results of the

study does not agree and as what Faith (not her real name) had a higher grade before

her mother went to work abroad. Showing that her performance at school is better.

Sky (pseudonym), have also said that he was an honor student before when his

mother was still at home. The same scenario was shown into the grades of Lea (not
 71

her real name) recalling how she used to be an honor student from grade 1 to grade

six. Susan (pseudonym) have also stated that she used to have a higher average of

89 before her mother left to work abroad. This is inclined to the study of Edillon (2008)

stating that children of school age who belong to families with an OFW parent are more

able to go to school than to families of ‘similar’ parent characteristics where children

are able to achieve 88 percent of their potential education given their age. Some of

these children are able to achieve 93 percent of their potential education given their

age. This, however, pertains only to quantity of education.

Furthermore, Happy (not her real name) and Mary (pseudonym) have also

experienced the same grades before where they have both no failed grades.

Maintained Grades

Maintaining grades does not mean everything has to be the same. It only entails

having to maintain a passing grades like what it was before. Children with parent

working abroad responses have shown that their grades were the same to what it was

before and after their parents worked abroad. Although there are lots of contradicting

results as studies from different researchers revealed that parents working abroad

have unconditionally contributed negative impacts towards the child’s studies. If

informants have higher grades before their mother worked abroad, then it is true to the

situation also that informants have managed to maintain grades after their mother

worked abroad.

Thus, results does not conform to the study of Robilla (2012) which revealed

that the more pressured the children in material aspects, the lesser is their tendency
 72

to achieve academically because of the decrease in psychological mindset. As what

Faith (not her real name) have proved that even after her mother have worked abroad,

she have managed to maintain her grades and does not really have any failed ones

like before. Her mind was set into achieving her promise to study hard- a thing he can

give to her mother in return of the sacrifices.

Moreover, Happy (pseudonym) have also revealed that her grades was fine and

that like before she do not have any failing grades. This means that children with parent

working abroad have gone to maintain their grades and did not differ to those children

with parents at home. Parennas (2006) found out that children in parent abroad had

higher levels of enrolment and lower dropout rates, and girls with migrant parents were

able to improve their school performance.

Inspiration

Informants have maintain their grades by the concept of inspiration. The hard

work of their mother have always been their inspiration to go to school and do well.

Many of the studies have shown negative impacts of having their parent to work abroad

towards the school performance of the children. Meanwhile, these study is with

coherence to the study of Arguillas and Williams (2010) which reported that schooling

outcomes of children with biological parents staying together in the Philippines was not

significantly different from children whose parents were working abroad. The left-

behind children also showed a better result in the academic area, in terms of grades

and receiving awards (ibid.).

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The findings of Gao, et al (2013), Gao et al (2010) and Chen (2013) are also

evident in the present study. The left-behind children find way to cope with their

situation and in the reality the majority of these children might not develop a bad

behavior (Graham & Jordan, 2011). This is true to the experience of Faith (not her real

name) that when her parent was still at home she did not appear to care about her

studies seriously but after her parent have worked abroad she have made it as her

inspiration and now she was trying to do better at school more than before.

Xandra (pseudonym) have also in turn made her parent as an inspiration to do well in

school even after her parent left her to work abroad. Nica (pseudonym) and Alvin (not

his real name) also stated that their mother was their major inspiration in studying.

Children although have experience various changes in life, they have managed to do

well in school like those students with parent by their sides. By doing it so, it is evident

to say that the informants have grown to have their best coping strategies to overcome

various lived experiences as children with parent working abroad. In the questions

asked based on the answers during interviews and data analysis, three emergent

themes was observed:

Mobile Technologies

Informants have relatively shown frequent communication to their parent abroad

using mobile technologies particularly cellphones in doing video call and chatting on

the apps particularly messenger. This is in relation to the study of Alampay, et. al

(2012) stating that left-behind children have a better and more frequent online

communication with their parents to cope up with the distance between them.
 74

Lily (pseudonym) talk with her parent through cellphones and making video call

to see if her parent is doing well. This is also the same to Mary (not her real name)

where she stated that she communicates to her mother via video call or chat using

messenger apps. Likewise, maintaining communication to their parents is essential to

alleviate distance and connect well with what is happening to each other despite the

distance that separates them (Madianou and Miller, 2009).

Other informants namely Sky (not his real name), Lea (pseudonym), and Jessa

(not her real name) communicated with their parents as a way of their coping strategies

is through cellphones and making video call towards them. Opportunities in

communication brought about by technology and social media have contributed to the

intimacy between migrants and their family left-behind (Owusu, 2015).

Self Comfort

Comforting oneself is one the coping strategies that children have adopted to

pass the challenges that they have encountered. Having a positive mindset and doing

other hobbies are the things that they have done as means of coping up.

To deal with these stressful events, there are many coping skills that people

can use, and some may prove more effective than others. Therefore, how individual

deals with stress and his/her ways of responding to a situation that he/she encountered

will depend on his/her coping skills (Lazarus, 2000). This is applicable to Mary

(pseudonym) where she have made her self happy by playing and focusing on

household chores instead of thinking about her mother abroad.

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A need for these children left behind to have a planning skill which refers to the

actions, strategies and thinking of the steps and how best they can handle their

problems (Schmalzbauer, 2004 cited in Graham & Jordan, 2011). Alvin (not his real

name) think about positivity of having his mother to work abroad just for his future. Sky

(not his real name) have also comforted himself that he could make it up and that his

mother will soon come back home.

Understanding

Upon comforting themselves, majority of the informants have coped up by

understanding why their parents have to leave them. Understanding in such a way that

what the reasons for leaving them behind is only for their own well.

This finding is supported by Carver, Scheier, and Weintraub (1989) when they

claimed that active coping can be a process of taking active steps to try to remove or

avoid the stressor or to enhance its effects which include initiating direct action,

increasing one’s efforts, and trying to execute a coping attempt in a stepwise fashion.

Thus, students left behind can perform their tasks and responsibilities even if they are

lonely at times. Sky (pseudonym) made an emphasize that he clearly put on his mind

the efforts of his mother abroad instead of planting small grudge on her.

Scott (2014) stressed that applying sense of humor during difficult times can

help normalize one’s experience, and keep things from appearing well and adaptable.

This is why Faith (pseudonym) normally think how difficult things are when her mother

was still at home unlike to what it was today. Also, Jessa (not her real name) just
 76

understand the reasons why her mother work abroad and thought that it was all for her

own good.

Implications for Practice

On the lived experiences of children with parents working abroad there were

fourteen themes that have emerged namely: unemployment, poverty, better

education, build a house, disproportioned chores, family break up, loneliness,

sustained needs, higher grades, maintained grades, inspiration, self-comfort, mobile

technologies, and understanding. The results of these unemployment and poverty rate

in our country entails that, the government should create job opportunities to those

parents who continually seeks for a job.

Furthermore, the school through the guidance office should provide seminars

on coping with loneliness, worry, and other psychological disturbances to be

particularly attended by the children with parent working abroad for them to become

emotionally or psychologically resilient. This is in coordination of the Department of

Education (DepEd) to formulate policies in providing general policies for the welfare of

the children.

To the teachers, with regards to addressing student’s behavioral problems that

is inclined with family separations, prevention and intervention activities within the

systems of the family and the school should also be made possible when a child whose

parent works abroad is observed to have a declination of grades through counseling

or giving of advice (Carter & Evans, 2008;Hernandez, 2016;Soriano & Gerrard, 2013).
 77

For the poverty incidents and to achieve their dreams for better educational

success, OFW parent and the one who is left behind should be taught about economic

security. Recently, the Bango Sentral ng Pilipinas (Central Bank) has been conducting

financial literacy programmed to interested OFW families. Coverage can be increased

by involving school organizations. Banks can also encourage saving behavior by

facilitating access to saving and investment instruments. Some banks offer higher

interest rates for deposits in favor of the children, subject to certain conditions. This is

to have savings so that parents would not have to work abroad for a long time.

To the Student, that they may apply an understanding the selfless act of their

parents, ask their parents if they are doing well in other countries. Always communicate

with them and make them feel that you understand them. That student should do their

best in their academic life to honor the sacrifices of their parents, and value what their

parents give to them including the material things. Furthermore, always initiate a

conversation with them.

For the communication of both the parents and students, since Facebook and

Messenger are significant in their lives, there might be able to have stable internet

access in the school so that parents could monitor their children to find out if their

children are attending their classes or not.

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Implications for Future Researchers

As this study is only limited to the children with parent working abroad in the

said locality of MSNSNHS, it could not be generalizable to other regions and schools.

Thus, future researchers may explore the lived experiences of children with

parent abroad on the different schools to know if the result varies or conforms to the

other literatures and to the results of the study.

Second, future researchers could conduct the same study to the same locality

only that they will conduct the study to different group of participants to ensure validity

of the study.

Third, future researchers may also conduct the study to the adolescents whose

parent is also working abroad to know if their experience differ to the children being

studied or if their lived experiences are similar. This would also give a better widen

understanding to the said phenomenon.

Fourth, future researchers may conduct their research to the same participants

to know if the experiences encountered by them changed over time.

Finally, future researchers could also conduct a study at the point of view of

parents with children at school to enable a better understanding on the phenomenon

being studied and for the parents to express their views.

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Concluding Remarks

From the generated results of the study, researchers have concluded that the

children with parents working abroad have experience difficulty but on the other hand

they have gained something better even if most of them have experience intimate

needs for money and mothers’ job.

From the findings of the study, we have seen how children managed to maintain

grades and positive relationship to their mothers. That is according to Philippine

Institute for Development Studies (2008), one of the main reasons why many decided

to work abroad is the children’s need for better education. In fact, education is among

the top 3 recurring expenses of OFWs’ remittances thus, indicating investments in

human capital (Custodio & Ang, 2011).

The way children communicate by their parents is by frequent use of mobile and

internet access. That is according to Madianou and Miller (2009) the use of advance

technologies makes communications easier and helps in maintaining relationship

among child and parent.

The contributions of these study is based upon the answers of the children who

participated willing fully on the study. As the study relies on the ability of the children

with parent working abroad experiences. This research will also help future

researchers to explore more on the context that has not been observed and studied of

this study.
 80

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