"THE EFFECTS OF PARENTAL ABSENCE ON THE ACADEMIC PERFORMANCE

OF THE JUNIOR HIGH SCHOOL IN SAN GUILLERMO ACADEMY"

 CHAPTER 1

INTRODUCTION AND ITS BACKGROUND

Introduction

Family is the fundamental and important structure of the society that has a significant part in the

life of an individual and in the society. A stable and right bond between parents and their

children is one of the factors influencing both their mental and physical condition. New Times

(2017) said that parents are the most significant person in well-being, either biologically,

emotionally, or physically. Being present for their children at all times means the children are

secured in every single aspect, together with education. According to Okumu et al (2008),

education is a fundamental human right for economic growth and human development, thus

necessary for all societies to grow well in all aspects. Education procedure and achievement is

positively impacted by positive house learning opportunities such as parents encouraging their

children to be secure, healthy, calm, and content.

Parental presence is one of the most impactful parts of growing as a child. A growing child is in

need of guidance that can help him/her to understand the society more. The impact of a parent’s

presence towards a child can be often seen at schools, since this is where children often socialize

or communicate with other people. An absence of a parent may result in different effects, but

Valinski (2016), stated that it often leads to anxiety since parents are the roots of a child's
behavior. Parenting has a big role in building a child's behavior. If parental guidance is absent, it

might lead to socializing problems that may affect a child's academic performance.

Parents are sources of comfort and warmth for their children. Whether or not every parent of a

child is alive it needs attention.This can have a significant effect on the psychology of the child.

It can also affect a child’s academic and life achievements. Furthermore, it can also be a source

of one’s depression and other mental illnesses.

Parental absence is where the parents are not there to guide their children or child due to various

reasons. These might be important or unimportant such as work, addiction, personal problems,

etc. Some children may also only have one parent because of various reasons. It is possible that

they were left behind, the other parent is not aware of the child being conceived, the other parent

died and other reasons. Another reason for a parent's absence is that the parents gave their child

to a relative or family friend/s to be taken care of.

Parental guidance has a major influence or impact on a child's education because nowadays,

having their guidance is very important. Without them, a child cannot stand on his/her own

without their guidance. Experts say that the absence of a parent in a child’s academic guidance

makes them insecure, which affects their well-being in general. Parents bonding with their

children is also important because it will help them know if their child is doing fine when it

comes to his/her needs and studies.

The absence of a parent should not be tolerated since it has a negative effect that can severely

affect the mentality of a student that will then affect a student's academic performance. It is

mentioned that the absence of one parent can have certain effects on a child, such as adopting a

mental illness which could be one of the factors that can affect his/her academic performance.

This research is to raise awareness of how parental absence affects most of the children. This

research is not only for the audience who experience parental absence, but also for the people

who really want to know parental absence really affects the children’s mentally. The research is

reaching out to not tolerate children who are experiencing parental absenteeism. For them it has a

great impact for their insecurities and mental health.

Statement of the Problem

The study is focused on The Effects of Parental Absence Towards the Academic

Performance of the Junior High School in San Guillermo Academy. Specifically, this aims to

answer the following answers:

1.What is the demographic profile of the respondents according to:

1.1 Age;

1.2 Grade Level;

1.3 Gender; and

1.4 The current status of the parents of the respondents

2.What is the assessed impact of parental absenteeism to the respondents in terms of their

academic performance?
3. Is there a significant relationship between the assessed impact of absenteeism to the

respondents when grouped according to their demographic profile?

4. What recommendations can be developed based on the findings of this research?

Hypothesis

There is no significant relationship between the parental absence and the academic performance

of the students.
CONCEPTUAL FRAMEWORK

Input Process Output

The research is entitled as The researchers hand out a After the data has been

“The Effects of Parental survey to gather more gathered the researchers will

Absence on the Academic information for their create a questionnaire for the

Performance of the Junior research.This survey is about selected student on how

High School in San the students who experience a parental absence affects

Guillermo Academy” parental absence. academic performance.

-The respondents of this study

were selected students of

junior highschool who has a

parental absence

-Students of San Guillermo

Academy

This conceptual framework showed the INPUT, PROCESS and OUTPUT. The Input frame

indicates the title,the respondents and the place where the researcher takes place.The Process

frame includes the process of the researchers on how they will gather information.The output

frame indicates the recommendations of the researchers that could be given.

Scope, Delimitation and Limitation of the Study

The study is focused on the The Effects of Parental Absence Towards the Academic

Performance of the Junior High School in San Guillermo Academy. In this study we involved all

of Junior Highschool Students with parent absence, enrolled in San Guillermo Academy.

The research will be based only inside the San Guillermo Academy in Junior High Department.

We will send them the questionnaire through online as the new normal is ongoing.

Definition of Terms

For a better understanding of this study, the research provided these terms that will guide

the readers to better understand the study through its vocabulary.

Parental Guidance. Basic support and advice from the parents.

Absence. Being away from a place or person.

Tolerated. Should be known or allowing its existence.

Academic Performance. Academic achievement or Academic goal.

Symposium. A conference or a meeting.

Migrant. Moving from one place to another searching for greater opportunities.

Chapter II

REVIEW OF RELATED LITERATURE

Foreign Studies

In China, with the rapid urbanization and large amount of labor force migrating from

rural-to-urban areas, an enormous number of children living in rural China are in the absence of
parental care. The objective of the study was to investigate the academic performance of

left-behind children under various statuses of parental absence. We investigated 3,076 children

(1,761 non-left-behind and 1,315 left-behind) regarding their academic achievement in different

subjects. We found that children with different status of parental absence would perform

differently on Chinese, mathematics, and English learning. In addition, left-behind children

would be significantly more likely to get low scores in academic examinations as compared with

non-left-behind children. Strengths and limitations of the study are discussed.

With China’s rapid urbanization, an increasing amount of labor force has been migrating

from rural to urban areas for job opportunities in recent decades. According to the info revealed

from China’s national census, the amount of rural-to-urban migrant laborers in 2010 was 220

million and increased to 245 million in 2013 (National Bureau of Statistics of China, 2011,

2014). Thanks to the large-scale rural-to-urban migration of laborers,an unlimited number of

youngsters living in rural China are within the absence of parental care. The migration of

laborers,an enormous number of children living in rural China are in the absence of parental

care. The term of left-behind children refers to such group of children, who live in their original

residence with one or both parents migrating to other places for work and, hence, have not being

living with parents for 6 months or longer time (Zhou and Duan, 2005; Guo et al., 2012).

Based on China’s national census data in 2010, China Women’s Federation (2008) claimed that

the number of left-behind children in China should be more than 61 million, which accounted for

37.7% of the children living in rural China and 21.9% of all the children in China.

In recent years, researchers began to concentrate on the psychological status of left-behind

children in China, as they live under the pressure of parental absence. Previous studies have
shown that as compared with their non-left-behind peers, left-behind children were more likely

to suffer from a high level of loneliness, life dissatisfaction, and unhappiness (Jia and Tian,

2010; Jordan and Graham, 2012; Su et al., 2013). However, there has been an absence of

study exploring the influence of parental absence on children’s academic performance among the

left-behind children.

Parenting has been demonstrated to play a crucial role in children’s academic performance

during a variety of ways. Prior research indicated that parents’ education attainment, attitudes,

parental aspiration, parent–children interaction, then forth could considerably contribute to

children’s academic performance (e.g., Sudhir and Sailo, 1989; Bean et al., 2003; Henry et al.,

2008). Particularly, forms of studies showed that parents’ engagement in children’s school or

home lives were positively associated with children’s academic performance (Reynolds, 1992;

Henry et al., 2008). Furthermore, low-level engagement or parents’ neglect of children may lead

on to academic underachievement (Radziszewska et al., 1996; Boon, 2007). Therefore, it's

reasonable to assume that the absence of fogeys could even be associated with the impaired

academic performance of children.

Furthermore, some previous studies that compared the tutorial performance of children in

disrupted families with those in intact families have shed more light on the connection between

parental absence and children’s development. These studies demonstrated that children in

divorced single-parent families performed significantly worse in being productive everyday than

those living with both (Cherian, 1989; Sun and Li, 2011). it had been claimed that the child’s

development disrupted the family presumably because of the shortage of access to parents and

parental resources (Jeynes, 2005).

 Therefore, considering the special parenting condition of the left-behind children, it is

necessary to better understand their development. With a sample consisting of both left-behind

children and non-left-behind children (children living with both parents) in China, this study

examined the association between children’s status of parental absence and their performance in

school,house,and in daily activities. Moreover, literature suggests that children who have

experienced a history of academic underachievement are more likely to show negative individual

outcomes, such as emotional disorder, school dropout, and career development difficulties (e.g.,

Mandel and Marcus, 1988; Baker, 2004; Hwang et al., 2014). Thus, this study also

investigated the association of children’s status of parental absence and their likelihood of

experiencing academic underachievement in schools. Two hypotheses were made as follows:

1. Children with different types of parental absence would perform differently in school,

house and in daily activities. Specifically, non-left-behind children would achieve

statistically higher scores on Chinese, mathematics, and English tests than children living

with only one parent; children with only one parent present would achieve statistically

higher scores on Chinese, mathematics, and English tests than those parents are both

absent.

2. Left-behind children would be significantly more likely to get low scores ( scores lower

than 50th or 75th percentile) in academic examinations as compared with non-left-behind

children.

Save the Children in Sri Lanka and Kishali Pinto-Jayawardena (2010), caregivers of

children show negative effect on the behaviour after the mother leaves, not majority of children

experienced loss of appetite and some lose weight. And in the same group children of all ages
presented higher probability to show temper tantrums after the mothers’ migration. These can

mostly be seen in adolescent groups, wherein a natural rebellion phase is exhibited. A number of

children ages 15-18 showed lower concentration levels. They’ve found that the migration of

parents may exhibit a more likely huge negative impact on the school performance and

attendance of the child left behind. Most especially if the migrated parents have a higher

education level than those of the caregiver even if both migrated it is a clear indication that the

support from home regarding school work may decrease due to the migration of his/her parents.

They also manifest considerable emotional and behavioral changes, particularly loss of appetite

for below 5, and temper tantrums in all ages, particularly adolescent age. It was also presented

that the migration of parents exhibits good outcomes in strengthening the relationship of the

children to their extended families and their new caregivers.

A study of Fiore (2015), on parental absence, showed that absence of mothers’ shows

more unfavorable outcome rather than paternal absence. The effect on the child depends on the

gender of the mgirant, it shows that migrated mothers’ has a larger effect on children than

fathers. In addition, there is heterogeneity driven on the child gender regarding the educational

attainment, daughters are more affected than sons. Maternal absence is more adverse than

fathers’ absence during child adolescence, while the time when the child experienced parental

absence plays a crucial role. It shows that maternal absence experienced in secondary school has

a more adverse impact on children’s completion of years of schooling.

Foreign Literature
Most research investigating the connection between absence of parents and children’s wellbeing

focuses on health outcomes, particularly nutritional status and psychological health. To our

knowledge, attempts to particularly look at the risk on child developmental outcomes as

potentially affected by parental absence have yet to be investigated. Literature on child

development has documented other factors affecting child development including poverty,

associated health, nutrition, and socio-cultural contexts (e.g Walker et al., 2007; Leng & Park,

2010). Young children living in poverty or in socio-cultural risk environments are likely to be

exposed to biological and psychological risks that affect development through changes in brain

structure and function. Factors such as gender inequality, low maternal education, and reduced

access to services can be considered as socio-cultural risks. Biological risks include prenatal and

postnatal growth, nutrient deficiencies, infectious disease, and environmental toxins, while

psychosocial risks include parenting factors, maternal depression and exposure to violence

(Walker et al., 2007). Other researchers put forth that greater family resources enable the family

to afford greater investments in multiple dimensions of children’s human capital. Studies in the

West find a strong association between higher household income and a variety of child

development outcomes (Leng & Park, 2010). One broad agreement about child development is

that development involves a complex transaction between genotypic, biological, and

maturational processes that are shaped by children’s experiences, actions, and interactions, as

well as by broader environmental influences, including their caregivers’ cultural values,

embedded in diverse contexts (Boyden & Dercon, 2012; Walker et al. 2007). Boyden &

Dercon (2012) explain that”...individual characteristics (for instance, personality) and biological

forces (including genetics, epigenetics, and neurobiological factors) work together with family
dynamics (for example, attachment to caregivers, family functioning), and broader historical,

sociocultural, and environmental factors (such as socio-economic status) in shaping children’s

growth and adaptation (p.13)”. This most important in the first and second year, when the baby is

first being exposed to the world around him/her. Thus, a major factor in determining the rate of

children’s mental growth is the environment, especially the caretakers who can help a baby’s

brain grow by providing the right stimulation and reactions. Empirically, relatively less attention

has been paid to assessing migration’s impact on sending communities generally, and more

specifically on children living separately from migrant parents. Migration may affect those

left-behind, e.g. children, adolescents, and caretakers, through a multiplicity of mechanisms.

These causal mechanisms by which each group is affected should be highlighted to inform the

design and choice of public policy, monitor its implementation, and evaluate its impact. This will

help to design policies that minimize the negative impacts of migration, while maximizing its

positive effects.

Literature (e.g) APS, 2016) say that the bond of affection between parents and children is

instrumental for a healthy parent-child relationship which further extends to relationships

between children, their siblings, and other family members. Infants’ successful attachment to

their parents builds their confidence to explore and interact with their environment, the footing

for further social, emotional, and cognitive development. Jacobvitz (2014) states that “although

it is in the best interest of the child to have many, many caregivers within a family group, our

research over many decades reveals that there is, really, just one person who carries the extra

burden of a special attachment. That person, the one who bears ultimate responsibility for the

health and wellbeing of an infant, is typically the mother. ...A young child is biologically wired
to choose just one person as the primary attachment figure. We believe this ensures that one

person is ultimately responsible for meeting an infant’s needs.”

Graham and Jordan (2012), stated that there is a slightly higher chance that the children whose

mothers are migrants were most likely to have an ailment and loss of appetite. They also showed

to have low psychological well-being, sees themselves as being unhappy, anxious, and lonely yet

this can be lessened by means of communicating with the migrant parents because it was found

that higher frequency of communication can be associated with better well-being outcomes for

left-behind children. They found that children with migrant parents have less probability to

report overall happiness compared to those living with non-migrant parents on both self and

caregiver reports. The duration of absence of parents becomes an important factor associated

with the overall well-being of children, but not always in the assumed direction. It had stated that

those children who had a longer duration time who lived with their migrated parents were more

likely to be generally happy. And children who experienced a longer duration separated with

their migrant parents during their life have less probability to perform better than their peers at

school, it has been viewed that children that experience a longer duration away from their parents

are disadvantaged in school performance. It also shows that those children who have migrated

parents develop resilience in adapting to the changes in the family. This was supported by the

study of Parrenas, that adults’ recognized emotional insecurities in reference to mother and

emotional gaps in reference to fathers that result from parental migration. (As cited by Graham

and Jordan)

One of the serious problems that has to be overcome is the problem in separation. Having

frequent communication is a very strong strategy to be able to adapt to it. According to

Parrenas’ study, parents who are migrated can supply health advice when their children are sick.

Moreover, in helping their children in their everyday activities, parents frequently send

messages. Receiving money and good materiales directly from parents’ help in increasing the

bond among parents and children this was supported by Jolly and colleagues, stating that

mothers shower more effort in strengthening their relationship with their left children than the

others (As cited by Dreby, 2010)

Local Literature

Garza (2010) states that Migration is both an important cause and effect of social, political, and

economic change among migrant-sending and receiving societies. While policy makers have

become increasingly aware of the potential role of migration on economic development, less

attention has been given to the possible effects on psychosocial, cultural and political on having a

huge amount of migration.

In order to cope with stressful situations, children with one or both parents living abroad may

respond in a variety of ways, including developing inappropriate behaviors, experiencing trauma,

or adopting negative cognitive mechanisms. Such reactions are influenced by a number of

factors, including how the family functioned prior to the migration, family relationships, and so

on.

A single remaining parent will not always be able to compensate for the void left by the absent

parent. Grandparents, uncles, and aunts, who take the place of the absent parent, will also fill this
gap better. The child may face severe forms of neglect as a result of being left behind, including

feeding neglect, personal care, personal hygiene, fitness, and medical care.

The distress resulting from this kind of deprivation is manifested by the child in several ways:

very low school performance, absenteeism, dropping out of school, fights with teachers and

peers, anxiety, unhappiness, tendency to feel depressed, lack of motivation, lack of concern about

what is happening, lack of concentration and inability to complete tasks, lack of long-term

planning and failure of predicting the future and low self-esteem (Valtolina & Colombo, 2012)

Local Studies

In study by Gindling and Poggio they suggest that age at separation had a stronger influence

than the duration of the separation of the child and parent. Children who were separated from

parents at a younger age had more symptoms of anxiety and depression (as cited by Liu, 2009).

Morgan and colleagues conducted a study that used data from immigrant youths from different

countries of origin to investigate reunification and separation among immigrant families. They

discovered that the amount of time spent apart from a parent is unrelated to any psychological

symptoms. (as cited by Graham & Jordan, 2011).

A study of Derby (2010) found out that parents who migrate, regardless of gender, behave alike

when separated from their children. Frequent communication may satisfy their feeling of

abandonment through communication; it can help in strengthening the mother-child relationship.

In the study it manifested that disobedience, moodiness and negative behaviour of children at
school became a major problem and strongly supported the statement that there is a huge impact

on the absence of mother to child education. Yet, another study made by Battistella and Conaco

contradicts this study, it shows that there is no negative outcome on the spiritual and moral

attitudes of children in the absence of mother due to their continued guide to their children even

though they’re away. The inclusion of extended family and parents demonstrates a positive role

model for the children who have been left behind. In terms of spiritual development, however,

the lack of a mother is felt more than the lack of a father. Furthermore, they discovered that

Filipino children who group up without their mothers have weak social skills and improve

socially and mentally later.

Synthesis

The related literature gathered by the researchers demonstrates how difficult it is for a child or an

individual to grow up without their parents. Whether it is in a negative or positive way, having a

parent is one of the most important roles in a child’s life and development. It has an effect on a

child’s general well-being as well as his or her spiritual and moral growth. Some children are left

in the care of their guardian or are found unhappy with the absence of a parent. Parents who

work abroad have been found to have a negative impact on their children’s educational

achievement, especially for children who need parental attention, and the child is more likely to

grow up if the parents are absent for longer periods of time. Children whose mother works

abroad have more difficulty adjusting and feeling left behind than children whose other parent

works abroad, according to research. In other studies, researchers discovered that the longer a
parent is married, the more vulnerable a child is to school attendance and success, and that

daughters are more likely to be affected than sons. Low social skills and delays in social and

psychological growth were also evident, but there were no detrimental effects on children's

spiritual and moral attitudes due to their continued instruction to their children even though they

were not present. For others, a child left in the care of a relative would have better manners than

children who live with their parents. Getting ‘other’ caregivers can assist in the child’s rapid

adaptation and creation of security, but it can also result in a poor child. Frequent contact

between parents and their children has been discovered to be a successful way to improve the

parent-child relationship. If parents connect and nurture their children early in life, they will be

better able to cope with difficulties and obstacles in their young lives.

Parental involvement with their children is vital for their growth, as a good relationship between

children and their parents can help them understand why their parents need to work abroad and

how they can help them. Parenting is a multifaceted experience. Parents must develop both scope

and breadth of knowledge to respond to their children;s diverse needs, ranging from recognizing

developmental milestones and standards that help keep children safe and healthy to

understanding the position of professionals (e.g., educators, child care teachers, health care

providers, social workers) and social structures (e.g., institutions, laws, policies) that interact

with families and support parenting. This section addresses these and other fields of expertise

that empirical research has established as supporting key parenting strategies and child

outcomes. It’s worth mentioning that there’s a lot less research on the link between parental

awareness and child outcomes than there is on the link between parenting activities and child
outcomes (Winter et al., 2012). Where data is available based largely on correlational rather than

experimental studies.
 Chapter III

Research Methodology

This chapter presents the methods to be used in the study. It also describes the research designed,

sampling techniques, subject of the study, the instruments used, the procedure of data gathering,

and the statistical treatment of data.

Research Design

The study used a Descriptive survey method used to assess socio demographic profile such as

Age, Grade level, the current status of the parents of the respondents: OFW, working far away,

deceased or both. Descriptive research is a purposive process of data gathering, analyzing,

classifying and tabulating data about prevailing conditions, practices, beliefs, processes, trends,

and cause effect relationships and then adequate and accurate interpretation about such data with

or without aid of statistical treatment.

Sampling Techniques

The researchers use the Simple random sampling method where the researcher randomly selects

a subset of participants from a population. Each member of the population has an equal chance

of being selected. The respondents came from junior highschool of San Guillermo Academy.
Each selected student must have a parental absence or deceased in order to be a respondent in the

study.

Data Gathering Instrument

The researcher made a questionnaire in the google forms that they could answer online to

generally determine the problems about the effects of parental absence towards the particular

academic performance of the junior high school students in San Guillermo Academy. The

researchers prepared a question design specifically to get checking responses from respondents

for all intents and purposes, generally a major way to get the percentage of the students. The first

section is getting the student’s demographic profiles. On the first question, we ask them what is

the cause of parental absenteeism. And the second question is what kind of parental absenteeism

they are experiencing. And the rest of the questions is all about how parental absenteeism affects

their academic performance. There are also descriptors for the interpretations of the significance

of the grading scale to parental absence. These are the scale that were used:
Table 1.0. Demographic Profiles of Students of Junior Highschool

1. What are the cause/s of the absence of a 2. What form of parental absence did you

parent/s? experience while growing up?

● Work ● Absence of Father

● Deceased ● Absence of Mother

● Financial Problems ● Both

● Separation

Table 1.1. Effects of Parental Absenteeism to the Students.

Scale Interpretation

1 Strongly Disagree

2 Disagree

3 Agree

4 Strongly Agree
Table 1.2. Descriptors.

Scale Descriptors Grading Scale

1 Outstanding 90-100

2 Very Satisfactory 85-89

3 Satisfactory 80-84

4 Fairly Satisfactory 75-79

Did Not meet expectations Below 75

PROCEDURE

The researchers sent a letter of request to the principal of San Guillermo Academy. In

administering,the questionnaire was distributed to the respondents. The researchers explain the

questions to the respondents so that they won't be confused. After the respondents answer the

given questions, the researchers will collect the surveys for them to count the results, analyze and

interpret the data.

Statistical Treatment of Data

After the researchers retrieved the data, tallying, tabulating and analyzing was done. The

following statistical treatments were used:

Grading Descriptor. Used to determine the connection of the students with parental

absenteeism to their academic performance.

Weighted Mean. Used to get the average numbers to match the descriptors.

Frequency Distribution. Used to determine the frequency per grading scale.

Pearson-r Moment of Correlation. Used to determine the significance of parental absenteeism

to grades of the junior highschool students who are experiencing parental absence. Here is the

formula used:
 Chapter IV

PRESENTATION AND ANALYSIS OF DATA

This chapter aims to present, interpret and analyze the data being gathered from the

respondents that are students with parental absence in the junior highschool of San Guillermo

Academy in order to determine the Effects of Parental Absence on Academic Performance.

1. Demographic Profiles.

It is shown here the demographic profile of the students who are

experiencing parental absenteeism. The two questionnaires about the causes of

parental absenteeism and what kind of parental absence they are experiencing

respectively.

Figure 4.1. Causes of Parental Absence According to Age

These are the respondents according to age. From Age 11-12, there are a total of 15 respondents.

60% have working parent/s, 13.33% have financial problems, and 26.67% are separated parent/s.

While Age 13-14 have the highest respondents with the total of 51 respondents. 78% have

working parents, 15.69% have financial problems and 5.88% have separated parent/s. And from

Age 15-16, there are 32 respondents. 71.88% have working parent/s, 3.13% have deceased

parent/s, a. And 12.5% with financial problems and also a 12.5% with separated parent/s.

Figure 4.2. Causes of Parental Absence According to Grade Level

These are the respondents depending on grade levels. From Grade 7 students, there are a

total of 21 respondents. 71.43% have working parent/s, 14.29% have financial problems, and

28.57% with separated parent/s. From Grade 8 students with the highest respondents according
to grade levels with a total of 33 respondents. Which 81.82% have working parent/s and 18.18%

with parent/s with financial problems. Grade 9 students with the total of 20 respondents, 75% are

working parent/s. 5% with deceased parent/s, and 10% both for financial problems and with

separated parent/s. In Grade 10 students with a total of 21 respondents, 71.43% have working

parent/s, and 14.29% both with financial problems and separated parent/s.

Figure 4.3. Causes of Parental Absence According to Gender

And these are the respondents according to the gender of the students with parental

absenteeism in Junior High School. Males have a total of 37 respondents, 75.68% have working

parent/s, 2.70% have deceased parent/s, 16.62% having financial problem/s, and 5.41% have

separated parent/s. And in females totalling 66 respondents, 74.24% have working parent/s,

12.12% have financial problems, and 13.64% with separated parent/s.

 Figure 5.1. Forms of Parental Absence Experienced by the Respondents According to Age

Here, it is shown what parental absence students are experiencing according to age, grade level

and gender. 25% are experiencing absence of mother, 37.5% for absence of father and also a

37.5% who are experiencing absence of both father and mother in Age 11-12. From Age 14-15,

17.65% are experiencing absence of mother, 29.41% are experiencing the absence of father and

52.94% who are experiencing absence of both mother and father. And in Age 15-16, 25% are

experiencing absence of mother, 46.88% are experiencing absence of mother and 28.13% are

experiencing absence of both mother and father.

 Figure 5.2. Forms of Parental Absence Experienced by the Respondents According to Grade

Level

In this chart, 25% are experiencing absence of mother and also 25% are experiencing absence of

father. And 50% who are experiencing absence of both mother and father from Grade 7 students.

From Grade 8, 9.09% are experiencing absence of mother, 36.36% are experiencing absence of

father and 54.54% are experiencing absence of both mother and father. From Grade 9 students

19.05% are experiencing absence of mother, 42.86% are experiencing absence of mother and

38.1% are experiencing absence of both mother and father.

Figure 5.3. Forms of Parental Absence Experienced by the Respondents According to Gender

According to gender, 28.57% are experiencing absence of mother, 21.43% are experiencing

absence of father and 50% are experiencing absence both mother and father for Males. And for

Females, 21.02% are experiencing absence of mother, 33.33% are experiencing absence of father

and 45.61% are experiencing absence of both father and mother.

It can be seen here at the table that 13-16 years old students disagree that the absence of their

parents affected them positively and that their grades are not affected when their parents are not

around, whereas 11-12 years olds say otherwise.

All of the students aged 11-16 years old disagree that the absence of their parents affects their

grades, interest and school responsibilities. But all agree to the term that their parents need to
support and communicate in order to make their children involved in their studies and academic

tasks.

This table shows that Grade 7 students are more affected by parental absence compared to other

grade levels. They are more parent dependent when it comes to their interests and academic
performance. While others opposed and disagree that they are not affected by parental absence

towards their interest and academic performance.

Among the statements, question #7 has the highest averages among the 4 grade levels. Question

#3 with the lowest averages in Grade 8, Grade 9 and Grade 10, disagree that their grades are not

affected by absence of their parent/s.

In table 4.3, females are more parent/s reliant than males. Showing higher averages than males.

Females agree that they are affected positively, yet disagree that they are not relying on their

parent/s through their academic works, academic performance and interests.

All of the following shows a different result when it comes to age, grade level, and gender. But

showing similar answers like younger students are more parent reliant than their higher year.

According to Literature (e.g. APS, 2016), that the bonding and affection of the parents through

their children which strengthen its relationship. Building their confidence, to explore and interact

with the environment, to socialize with others, social and cognitive development. In question

number 7, this shows a high average that children need communication in order to get their

children involved in their studies.

Table 4.4. Frequency per Grading Scale

Grading Frequency Percentage

Fairly Satisfactory 16 17%

Satisfactory 10 11%

Very Satisfactory 30 33%

Outstanding 36 39%

TOTAL 92 100%
These are the average grades of the respondents of the junior highschool students in the first and

second grading. With the highest percentage and goes to the outstanding students with 39% of

our respondents. With the lowest percentage in satisfactory grade students with only 11% of the

respondents answered. Next to the highest percentage is the very satisfactory students with 33%

percent of the respondents answered. And the fairly satisfactory students with 17% of the

students answered. It is shown here that most of our respondents are mostly with good general

weighted averages averaging 85% and above.

Here at question number 3 and 4, it is shown that parental presence affects the academic

performance of the students. They feel more interested in what they are doing in school when

their parents are around. Just like Literature (e.g) APS, 2016) said that the bond of affection

between the parents and children leads to a healthy parent-child relationship. Where the bond is

united and the children are getting used to their parents with guidance as they grow up.
Same with question number 7, parental presence is significant to the student’s responsibilities

with their school work. Students have unlimited potential, yet parental guidance is still

important. Providing necessary parental guidance is giving controls to their children where the

children’s limitations are guided by the parent where it might go over the limits without the

guidance needed. Especially this pandemic, they are mostly studying in their own home and also

their comfort zone as they might lose interest in their responsibilities and do something else.

And overall, most of our respondents aren't affected by the parental absence to their grades. They

are showing that they are independent students and not relying on their parents anymore. Yet,

28% of the students are experiencing low general weighted mean of first and second grading.

This is still a big number where this is a big problem to students.

 CHAPTER 5

SUMMARY, CONCLUSIONS, AND RECOMMENDATIONS

This chapter presents the summary of findings, conclusion arrived, and recommendations made

from the data which were gathered, analysed and interpreted.

Summary of Findings

The respondents' profiles were Grade 7 students normally comprising ages 11-12 years old.

There were more female than male participants. Students have a positive remark with regards to

their academic performance as they averaged with no negative answers, overall.

The students’ age differences posed little significance in the way each group perceived their

academic performance. Only that, the normal range age group has a more positive expectation in

their grades for the 3rd quarter.

The deviant age group has a more positive reaction to low scores than the normal range age

group. Age posed a slight significant difference in the students’ perception of student effort. Age

did not pose any significant difference in the student’s perception of motivation. Age did not

make any difference in terms of the students’ self-efficacy perception.

Gender has posed a significant difference in the way the students perceived their academic

performance. Females have a more positive perception than males. It posed a significant

difference in terms of how the students perceived student effort. Females are more positively

driven than males.

Gender did not pose any significant difference between the male and female perception of

motivation. It did not pose any significant difference between the male and female perception of

self-efficacy.

Charity points are considered significant by the respondents as directly proportional to effort.

Conclusions

Based on the findings of the study, the following conclusions were produced.

1. We have observed that most of the students do not rely on their parents anymore when it

comes to their academic grades and academic performance. Yet the younger students

show significantly higher averages than the older students.

2. Even amidst pandemic, the students maintain their average grades with the use of

communication of the parents with their children. Where in the survey the students

agreed that they also need the communication between the parents and the students in

order to motivate them through their tasks in academics.

3. There is a certain impact between the parental absenteeism of the students and their

academic performance. There are always an impact with the lack of physical guidance of

their biological parents to their child.

 4. There are significant relationship between the parental absence and the junior highschool

students of San Guillermo Academy.

Recommendations

To help improve the learning process, the following recommendations were proposed:

1. For students experiencing parental absence should always communicate

with their parents as this simple method will improve their academic

performance. Also boosting their mental health and self esteem as students

want to feel what having a parent/s by their side.

2. For the educators, teachers must distinguish the situations of the students

who are experiencing parental absence because there are situations where

the students struggle with their academic tasks and there is no one to

approach with their problems commonly with academics.

3. For the parents who are away with their child, still do communicate with

their child to update their status with their physical health and mental

health. And also with their academic performance to let their child be open

on what is happening with their life.

4. For the future researchers, you can use this paper to expand the knowledge

of the paper. You can survey the parents or both the students and parents
 for more data that can support the statement more. You can also use this

paper for comparison and contrast between the students that go in the

private and public school if there are significant different relationships.

5. In college, we can also promote this paper and present this in symposiums.

Also looking forward if parental absence has an effect on college

students.We can make a comparison paper of this paper to the college

students who are experiencing parental absence.

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J Prev Interv Community. 2010; 38(3): 183–197.

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Appendix A
 Appendix B
Sample Letter of Request

29 January 2021

Mrs. Janice C. Miranda

School Principal

San Guillermo Academy

Zone 5, Talisay, Batangas

Dear Mrs. Miranda,

Good Day! I am Klint G. Loza, a researcher from Grade 12 STEM. I am writing this
letter to request a copy of grades from the First Grading to Second Grading periods of JHS
students in the school year 2020-2021 for our ongoing research. I am being guided by our school
statistician, Miss Mary Ann Amparo. The gathered data will be treated with utmost
confidentiality and we can guarantee that it will be used for research purposes only.

I will take full responsibility if something happens with the information. Thank you and
have a good day!

Sincerely yours,

KLINT G. LOZA

Grade 12 – STEM Student, SGA

Approved by:

MRS. JANICE C MIRANDA

School Principal, SGA

 Appendix C

Statistical Treatment
 CURRICULUM VITAE

A. PERSONAL DATA

NAME: Arceo,Jessa Mae

NICKNAME : Jessa

AGE : 17

ADDRESS : Caloocan,Talisay,Batangas

SEX: Female

CIVIL STATUS : Single

CITIZENSHIP: Filipino

RELIGION: Roman Catholic

BIRTHDATE: July 06,2003

BIRTHPLACE: Caloocan,Talisay,Batangas

FATHER’S NAME : Joseph M. Arceo

MOTHER’S NAME: Jocelyn V. Arceo

B. EDUCATIONAL BACKGROUND
ELEMENTARY: Caloocan Elementary School

SECONDARY: San Guillermo Academy

 CURRICULUM VITAE

A. PERSONAL DATA

NAME: Enriquez,Warren L.

NICKNAME : Warren

AGE : 18

ADDRESS : Aya,Talisay,Batangas

SEX: Male

CIVIL STATUS : Single

CITIZENSHIP: Filipino

RELIGION: Roman Catholic

BIRTHDATE: November 09, 2002

BIRTHPLACE: Quezon City

FATHER’S NAME : Wilfredo S. Enriquez

MOTHER’S NAME: Karina L. Enriquez

B. EDUCATIONAL BACKGROUND

ELEMENTARY: Sann Guilermo Academy

SECONDARY: San Guillermo Academy

 CURRICULUM VITAE

A. PERSONAL DATA

NAME: Loza, Klint G

NICKNAME : Klint or Klent

AGE : 17

ADDRESS : Dama de Noche St., Talisa, Batangas

SEX: Male

CIVIL STATUS : Single

CITIZENSHIP: Filipino

RELIGION: Roman Catholic

BIRTHDATE: May 31,2003

BIRTHPLACE: Irosin, Sorsogon

FATHER’S NAME : Allan R. Loza

MOTHER’S NAME: Virgie G. Loza

B. EDUCATIONAL BACKGROUND

ELEMENTARY: Venancio Trinidad Sr. Memorial School

SECONDARY: San Guillermo Academy
 CURRICULUM VITAE

A. PERSONAL DATA

NAME: Villanueva,Precious A.

NICKNAME : Precious

AGE : 18

ADDRESS : Brgy,Quiling,Talisay,Batangas

SEX: Female

CIVIL STATUS : Single

CITIZENSHIP: Filipino

RELIGION: Roman Catholic

BIRTHDATE: July 03,2002

BIRTHPLACE: Tanauan,Batangas

FATHER’S NAME : Tirso M.Villanueva

MOTHER’S NAME: Cecille A.Villanueva

B. EDUCATIONAL BACKGROUND
ELEMENTARY: Venancio Trinidad Sr.Memorial School

SECONDARY: San Guillermo Academy