Senior High School in Magalang Stand Alone Ii

Department of Education
Region III
Division of Pampanga
SENIOR HIGH SCHOOL IN MAGALANG STAND ALONE II
San Pedro II Magalang, Pampanga
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Chapter 1
THE PROBLEM AND ITS BACKGROUND
Introduction
Family is the smallest, most sensitive, and most important
social system which is furnished and facilitated by society as a larger
social system that affects the children's perspective and behavior.
(Felisilda, M.M.A. & Torreon, L.C., 2020). In the Philippines, we all know
that family is important and one of the pillars of our society
(Lookupgrade, 2022).
In the study of Abalos, J.B. (2017), Gultiano et al., (2009) said
that marriage as an institution is strongly revered in the Philippines. It
usually takes the form of either legal marriage (through a church or civil
wedding) or living with a partner, but the majority of marriages in the
Philippines are legal (Xenos, 1997; Gultiano et al., 2009 cited in Abalos,
J. B., 2017). Most marriages in the country are celebrated in a church,
since this is the most socially acceptable type of union (Vancio, 1980
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seen in the study of Abalos, J.B., 2017), although civil marriages and
living with a partner have also become common.
Moreover, it is seen in Jacob, J.A., (2013) that the Family Code
of the Philippines (Family Code) provides for three remedies for the
dissolution or suspension of marriage bonds: nullity, annulment, and
legal separation. Unlike divorce, the grounds for nullity and annulment
must exist before or at the time of the celebration of marriage to
terminate marriage bonds. In contrast to divorce, legal separation
merely grants spouses the right to live separately from each other but
does not dissolve marriage bonds.
As stated by Abalos in 2017, cited in the study of Lanozo, J.G.,
Tabieros, L.G., Solmiano, E.M., Paras, N.E., and Tus, J. (2021), in the
year the 1960s, the number of separated in the Philippines is already
28, 988 Filipino men and 52, 187 Filipino women. The amount was
intensely raised by the year 2010 with 330, 253 men and 565, 802
women. Factors included in the report were growing up in urban poverty
or those generally referred to as low urban living together without

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marriage, religion, and ethnicity. Furthermore, educational attainment
also contributed to the factors in the Philippines.
Moreover, Jacob, J.A., (2013), said that the Philippines is the sole
country (except for the Vatican) where divorce is illegal. This affects the
children’s behavior more because of their parents’ situation. He also
added that despite the Philippines acknowledging relative divorce and
legal separation, a complete divorce is still not permitted except for
foreigners and other religions. According to Chant in 1997 and Raposas
in 2008, seen in the study of Abalos, J.B. (2017), aside from the legal
and economic barriers to dissolving a marriage in the Philippines, there
is also a strong stigma attached to having had a union dissolved,
particularly for women, who are expected to keep the marriage together
(Stated by Aguilar in 1987 cited in Abalos, J.B., 2017). The Philippines
being a religion-centered country, is one of the contributing factors to
why divorce is still illegal. The burden lies on women as they should be
the ones to keep the relationship intact because of the societal
expectations as well.
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Initially, at present, a lot of Filipino families have encountered
problems that may cause the separation of the parents. It is one of the
major problems of the Philippine society that need so much attention
from the government. It affects the social, economic, and political
aspects of the country (Lookupgrade, 2022). Not only does it affect the
different aspects of the nation but also the children’s growth. It is an
issue that needed to be addressed quickly so that it may be prevented.
According to Afifi (2013), mentioned in the study of Onifade,
D.S. (2017), academics are one of the foremost important aspects of a
student’s life, with good grades, students can get into colleges and
universities, and permit them to earn degrees to get jobs that they need.
If the connection between the student’s parents is unstable and full of
conflict, this will alter the student’s academic performance.
In a study of Bartolome, M.T., Mamat, N., and Masnan, A.H.,
(2017), Luz, 2007 stated that due to the prevailing problem of the
country which is poverty, a substantial number of students do not make

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the transition from elementary school to high school. The Department
of Education (DepEd) data shows that for every 100 children who enter
Grade 1, close to 15 do not make it into Grade 2, and roughly one-
quarter of 24 percent have dropped out before Grade 4. Meanwhile, in
December 2013, the NSO Census of Population and Housing (CPH)
shows that out of the 71.5 million individuals who are 10 years old and
above, 97.5 percent or 69.8 million are literate or could read and write
(Selangan, 2015). This shows that there are existing issues on why
many children are not able to finish their studies even having a
complete family.
As seen in the research paper of Fabella, F.E.T., and Leander,
J.V., (2020), Alampay (2014) said that the reality of parental
involvement, specifically in the Philippine context must be studied
further as drastic changes in behaviors relating to family, parenting and
its indirect effect to the child’s academic success and behavior is
displayed in school. Parents who chose to separate should not forget

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the parenting necessary for their children. Not only it may affect their
relationship with their parents but also their academic excellence.
In 2015, Nazziwa, A., indicated that ages between 12-19 years
old are more affected in this area because this age bracket needs
attention from parents since they are in identity and role confusion.
Schools should allow counselors to guide the children since they lack
complete guidance from their parents. On the other hand, the
government should provide counseling for the parents to surely ensure
their responsibility for their left child/children.
Furthermore, in a blog of Lookupgrade (2022), it is said that
growing up with a complete family can be a good example to society and
all Filipino people. That’s why if a complete family becomes broken there
is a big change in every member of the family. Mostly the children will
be the ones most affected when both their parents were separated and
also the mother will be the one who suffers the most when the couple
gets annulled. A lot of Filipino couples turn their relationship to an end
and begin to separate their lives from each other. Children are the
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vulnerable ones in this situation, especially those who are not yet in
their puberty year. Having a complete family is a big deal in the
Philippines as it is the most important group in society.
An organization in the Philippines known as the World Vision
Organization presented the greatest way a child can do to cope. It was
stated in 2022 that spiritual nurture activity aims to intentionally
nurture children’s spirituality towards a growing knowledge and
experience of God’s love in Jesus Christ as part of the community of
faith through discipleship, scripture, worship, and prayer. Spirituality
can be a big part of the motivation of a child. This activity that is said
can be used as a strategy for those students who have separated
parents for them to be motivated in their studies.
Additionally, despite their terrible familial backgrounds, students
from broken families obtain valuable experiences, particularly personal
growth and the development of better relationships. Students from
broken families learn to be self-sufficient and positive despite their
circumstances (Lanozo, J.G., Tabieros, L.G., Solmiano, E.M., Paras,

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N.E., and J Tus, J., 2021). Students who have parental separation
situations are more likely to be optimistic individuals who want to
achieve greater heights.
In contrast, some children tend to cope badly as a result of their
stressful situations. They use vices as a way to temporarily forget about
their problems but there are also some that spend their time in sports
(Magpantay, M.J., Malabrigo, P., Malijan, R.J., and Manarin, G., 2014).
Individuals react depending on their current situation and it is not new
that there are kids who feel negative emotions because of their familial
situations and no one can blame them for that. On the brighter side,
sports are assets to young individuals who are having difficulties in life
because of parental separation situations.
As written in an article by Cleveland Clinic (2021), there are ways
or strategies in which parents, even if are separated, can do to help their
children cope. First, they should stay involved in their child’s life by
making time in spending quality one-on-one time. Another one is to be
supportive of the time your child spends with the other parent so that
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they can keep in touch. Lastly, parents should help their children in
expressing their feelings. Oftentimes, when children are getting old,
they tend to distance themselves. In parental separation situations, it
is significant for parents to help their children in expressing their
feelings so that whatever it is that they feel must be acknowledged and
also to avoid any negative things to happen.
Further, Kids Helpline (2012), listed some ways children can do
to cope and make sense of things. Don’t bottle things up by sharing
feelings with people whom they trust, they should focus on their goals
to have something to look forward to in the future, keep doing the things
they love to help them be distracted, and talk about it and share their
worries and frustrations with their parents, if they can. While everyone
knows that having separated parents is not something easy to adjust to
but there are a few strategies a child can do while dealing with it.
In conclusion, Bartolome, M.T., Mamat, N., and Masnan, A.H.,
(2017) indicated that each child is vulnerable and can either be molded
to be successful or made to fail in life. Every parent has the

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responsibility to mold their children into a whole individuals but it is
also up to them how they will mold their children into better people.
Each child is indeed vulnerable, and so parents should be more careful
about their actions to avoid their children being hurt because of them.
In addition, they should also be affectionate towards their children
which results in excellent academic performance.
Conceptual Framework
The study showed the strategies of senior high school
students in living with separated parents.
Figure 1 illustrates the independent variable which is the
senior high school students with separated parents. This variable
affects the dependent variable which is the strategies that senior high
school performed.
Strategies of Senior
Senior High School
High School Students
Students with
in Living with
Separated Parents
Separated Parents
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Figure 1
Conceptual Model of the Study
Statement of the Problem
The general aim of this study was to determine the strategies
of Senior High School students in Living with Separated Parents.
Specifically, it pursued to discover the stated aspects of the problem:
1. What are the strategies of senior high school students living with
separated parents in regards to their studies?
2. What is the students’ academic performance?
3. How does parental separation affects the students’ academic
performance?
Significance of the Study
This study intends to determine the strategies of senior high school
students in living with separated parents. In this view, the researchers

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firmly believe that this study will be of great help to the following
individuals:
Students with separated parents. This study will greatly help
students with separated parents in performing well in their academics
despite their situation.
Parents. This study would be beneficial for parents in providing
their children with their needs while dealing with parental separation
situations.
Teachers. This study will greatly help teachers in guiding their
students to perform well in their academics even having to go through
parental separation.
School administrators. This study would allow school
administrators to find ways in which they can counsel students who
face difficulties in performing efficiently in their classes due to parental
separation.
Future researchers. The results of this study would be beneficial
for future researchers who opted to conduct similar studies or

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investigate relevant topics such as Parental separation and academic
behavior of students from broken families.
Scope and Delimitation
The main concern of this study was to determine the strategies of
senior high school students in living with separated parents. While the
study recognizes that parental separation affects both adolescents and
adults, this study has limited itself only to senior high school students.
Further, the study was conducted in Senior High School in
Magalang Stand Alone II which includes 12 participants as
recommended by Clarke & Braun (2013). Moreover, the study was
delimited to the following variables such as senior high school students
with separated parents, the strategies of senior high school students in
living with separated parents, the academic performance, and how the
academic performance of the students is affected by Parental
Separation.
Definition of Terms
The researchers utilized key terms that were conceptually and
operationally defined for a deeper understanding of the main variables

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such as:
Strategies. The carefully developed plans or method for achieving
goals or the skill in developing and undertaking such a plan or method
(Merriam, 2022). In this study, strategies refer to the methods of Senior
High School Students in living with separated parents and the ways
they do in order to cope with parental separation situations.
Separated Parents. Someone who is separated from their wife
or husband and lives apart from them, but is not divorced (Collins,
2022). In this study, separated parents refer to married couples who are
no longer cohabiting for more than 2 years due to misunderstanding
and falling out of love.
Academic Performance. This is the execution of an action
to of, relating to, or associated with an academy or school (Merriam,
2022). In this study, academic performance defines as the students’
frequency in attending classes even having parental separation
situations, passing requirements on time despite the situation, and the
general average gained from last semester in SY. 2021-2022.

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Chapter 2
METHOD
This chapter deals with the research design, participants,
instrument, data collection, ethical consideration, and statistical
treatment of data utilized in the study.
Research Design
This study employs a qualitative research approach in analyzing
and interpreting the data. According to Creswell (2012), qualitative
research is an approach for exploring and understanding the meaning
of individuals or groups ascribe to a social problem. To be more specific,
a phenomenological study type of research design was utilized.
Phenomenological study has allowed the researchers to identify the
phenomena through the lived experiences of the participants.
Participants of the Study
This study covered the selected 12 senior high school students
from Senior High School in Magalang Stand Alone II as the main
participants of the study. The sample size of this study was purposive
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sampling. According to Alchemer (2021), purposive sampling, also
known as judgmental, selective, or subjective sampling, is a form of
non-probability sampling in which researchers rely on their own
judgment when choosing members of the population to participate in
their surveys. In addition, snowball sampling was also utilized in the
study. Snowball sampling is a method used by the researchers to
generate a pool of participants for a research study through referrals
made by individuals who share a particular characteristic of research
interest with the target population (Sage Research Methods, 2018). The
researchers used the two stated sampling methods because they
needed to rely on their judgement when choosing the participants who
met the criteria for the study. Additionally, the researchers cannot ask
someone a personal question so they used snowball sampling to gained
participants who were referred to them by the participants’ friends or
loved ones. The two sampling methods allowed the researchers to
conduct the study with more manageable data and promptly.
Research Instrument
A research instrument is a tool used to collect, measure, and
analyze data related to the research topic. The instrument that was
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used for this study was an interview guide with open-ended questions
based on the statement of the problem. An interview guide is a list of
questions or topics that the interviewers hope to cover during an
interview. On the other hand, open-ended questions are questions that
researchers pose but do not provide answer options for. This has
allowed the researchers to converse with the participants and has
collected in-depth information.
Data Collection Procedure
Prior to conducting the study, the researchers asked
acquaintances who are also studying in Senior High School in Magalang
Stand Alone II if they know senior high school students who are living
with separated parents for 2 years already and willingly to participate
in the study. Thereafter, the researchers had consulted to the possible
participants about their emotionally and mentally readiness for the
interview. At this point, the researchers demonstrated instructions to
the participants that they needed to follow. A face-to-face interview was
done because of the personal questions that were asked, it occured in
Senior High School in Magalang Stand Alone II while there were three
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(3) participants in which they were the ones who have set their own time
and place in conducting the interview because of the responsibilities
they cannot leave for a while. In addition, the researchers informed the
participants that the interview was recorded. Lastly, the data gathered
were collected and analyzed.
Ethical Consideration
The researchers ensured that the participants had
participated based on the informed consent provided with sufficient
information and assurance about taking part in allowing individuals to
understand the implications of participation. Furthermore, the
researchers had fully informed the participants of their freedom without
the exercise of any pressure in deciding whether or not to participate.
In addition, the privacy and anonymity of the participants was strictly
confidential. Lastly, maintaining the highest level of objectivity in the
discussion and analyses throughout the research process was taken
into consideration.
Statistical Treatment of Data

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The gathered data was treated with corresponding statistical
tools to describe, analyze, and interpret the research data obtained from
the instrument of the data. In this study, the researchers applied
thematic analysis to decode the recorded interviews which are usually
done for the analysis of data.

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CHAPTER 3
RESULTS AND DISCUSSION
This chapter describes the data, analysis, and interpretation of
data obtained using the assessment tool.
I. Strategies of Senior High School Students in Living with Separated
Parents
The findings reveal the strategies of students in living with
separated parents. With the question, “Paano mo nagagawan ng paraan
ang pagharap sa iyong sitwasyon at sa iyong pag-aaral? Ano ang mga
estratehiya/strategies ang iyong ginagawa/ginagawa para harapin ang
iyong sitwasyon at maging maayos ang iyong pag-aaral?” five (5) out of
twelve (12) participants stated that, “Hinahayaan ko na lang iyong
sitwasyon namin at pinipili kong ituon iyong atensyon ko sa
mahahalagang bagay tulad ng pag-aaral.” Participants A, B, D, J, and
K answered that having themselves distracted helps them escape into
reality for their studies not to be affected. In addition, according to
Southwest Alabama Behavioral Health Care Systems (2012), distraction
breaks this grip by forcing them to think about other things. If the thing
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a person distracts herself with is sufficiently compelling or demanding
of her attention, she will temporarily stop ruminating and start to feel
better. On the other hand, Participants E, H, I, and L said that “Ang
goal ko ay makatapos nang pag-aaral kahit na hiwalay iyong mga
magulang ko,” proving that parental separation is not a hindrance for
them to getting a degree and aim high.
In the blog of Dr. Lillian Esses, Ph.D. (2012), he stated that
whenever people try to swim against the current, they have to exert far
more energy than going with the flow and it becomes very tiring. For
many individuals, learning how to be mindful of this would make life a
whole lot easier. This does not mean giving up, losing hope, or
compromising. Participants F and J answered, “Natanggap ko naman
na iyong paghihiwalay ng mga magulang ko kaya hindi na ako
nahihirapang pagbutihin iyong pag-aaral ko.” Accepting their situation
made it easier for them to set their mind straight toward what they
wanted in life.
Moreover, in the statement of Participant C, “Kailangan mo
talagang tatagan ‘yung loob mo at gawin ‘yung lahat para makayanang

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lagpasan ‘yung bawat araw na dumaraan.” Finding a reason to
continue in life is not an easy thing to do, it takes a whole lot of courage
to face difficulties. While there’s no way to avoid sorrow, adversity, or
distress in life, there are ways to help smooth the rough waters and
regain a sense of control. Building resilience can help one to better
adapt to life-changing events, cope with turbulent times, and bounce
back from hardship and tragedy (HelpGuide.org, 2012).
Furthermore, according to healthychildren.org in 2020, how
children react depends on their age and development but also on their
parent's ability to remain sensitive to their needs, despite what is
certainly a great deal of stress and transition in the parents' own lives.
Each individual has their strategies for living with separated parents
but it does not change the fact that parents should contribute to this
area as well. It is not a one-and-job done to deal with family problems
while doing everything to get better academic performance.
II. Student’s Academic Performance
The present study confirms the findings of the student’s academic
performance. The question “Anong baitang/grade ka nang tumira nang

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hiwalay ang iyong mga magulang?“ eight (8) answered they were in
Grade 4-6 when their parents live separately. Participants K and L were
both in Grade 4 when their parents live separately. While Participants
B, D, E, F, and G, stated that, “Grade 5 ako noong naghiwalay ang mga
magulang ko.” Participant A was in the 6th Grade when this situation
occurred. Participant J is the lone participant who was in her 10th
Grade when her parents live separately. However, three (3) out of twelve
(12) participants were adolescents when this event happened. As per the
statement of Participant H, “1 year old palang ako hiwalay na ang mga
magulang ko.” Participant C was in Kinder, while Participant I was in
Daycare. These differing year levels show that many students suffer from
parental separation even if they are only starting to be aware of how the
world works.
On top of that, five (5) out of twelve (12) participants namely B, D, E,
F, and G answered “7 years na ang nakalipas nang magdesisyon ang
mga magulang ko na tumira nang magkahiwalay” with the question
“Gaano na katagal magmula nang maghiwalay ang iyong mga
magulang?” On the other hand, Participant K was 9 yrs old when her
parents decided to live separately and it is been 12 years now because

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she is 21 years old in the present. While 7 years have passed since
Participant L’s parents decided to live separately. Participant A’s parents
have lived separately for 6 years now. While 2 years have passed since
Participant J‘s parents live separately. In addition, 18 years already
since Participant H’s parents have been living separately. Participant C’s
parents who are 12 and a half years already living separately. Lastly,
Participant I who has almost been 12 years when her parents live
separately.
The results demonstrates that all the twelve (12) participants have
very satisfactory to outstanding general average from the last semester,
with the question, “Ano ang grado mo noong nakaraang semestre?”
Participants A and D have a 96 average. Next is Participant C who has
a 95 average. Participant E gained a 94 average. On the other hand,
Participant H has a 92 average, while Participant I has 91. Next is
Participant F who has a 90 average and Participant G who has 89.
Lastly, 84 was the average gained by Participant K. These averages serve
as an eye-awakening to everyone that even if a student has separated
parents, does not mean that she cannot excel in academics.

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Moreover, people tend to idealize childhood as a carefree time,
but youth alone offers no shield against the emotional hurts, challenges,
and traumas. Add to that the uncertainties that are part of growing up
in a complex world, and childhood can be anything but carefree. The
ability to thrive despite these challenges arises from the skills of
resilience (American Psychological Association, 2020). No matter what
age a student may be when her parents decided to separate, striving for
success will always be her top priority. The results cast a new light on
showing that resiliency can be built by anyone regardless of family
difficulties.
III. Effects of Parental Separation on the Academic Performance of
Senior High School Students
The question “Ikaw ba ang nagdesisyon na tumira sa iyong nanay o
tatay?” six (6) out of twelve (12) participants said that they were not the
ones who decided to live either with their mom or dad. Participants A,
B, E, F, G, and H clearly stated that “Hindi ako ang nagdesisyon na
tumira sa nanay ko, siya ang nagdesisyon.” On the other hand, the
remaining participants were the ones who decided to live either with
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their mom or dad. Participants K, and L said that “Oo. Ako iyong
nagdesisyon na tumira sa tatay ko,” while Participants D, I, and J chose
to live with their mothers. In an article by DS Law (2012), in Article 213
of the Family Code, “Every child has rights which are not and should
not be dependent solely on the wishes, much less the whims and
caprices, of his parents. His welfare should not be subject to the
parents’ say-so or mutual agreement alone.” The mother has parental
authority over children under 7 years of age. Children’s decision to live
with their mothers or fathers is subjected to change when they are in
the ages of 8 and above.
From the findings gathered, it is clear that there were effects of
parental separation on the academic performance of students. With the
question “Naaapektuhan ba ang iyong buhay partikular na ang iyong
pag-aaral nang maghiwalay ang iyong mga magulang?” six (6) out of
twelve (12) participants said that it affected their studies. Participants
A, B, C, and J stated that they crave the attention and affection of their
parents that their academics have been ignored. Parents, even if they
are already separated, should give their children love and affection so
that they will grow into better individuals.

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Moreover, Participants G and K clearly stated that “Sobrang
naapektuhan iyong pag-aaral ko na kailangan kong huminto para
matulungan iyong mga kapatid ko dahil panganay ako.” This goes to
show that in this situation, the eldest among the siblings is the one who
is being burdened with great responsibilities of their parent's
separation. According to collegetimes.com (2014), there's much more
pressure on the eldest sibling as they set an example for the younger
ones, and to be the mature and responsible ones in every situation.
They have more responsibility which adds to the pressure they feel as
the eldest. On the other hand, six (6) participants answered that their
academic performance are not badly affected of their parents’
separation. As Participants D, E, F, H, I, and L said “Hindi nito
naapektuhan ‘yung pag-aaral ko bagkus ginagawa ko ‘tong inspirasyon
para makapagtapos.” Making their situations as inspiration has aspire
them to achieve their dreams.
Along with this, ten (10) out of twelve (12) participants answered
that during their parents’ separation, they could still go to school and
able to pass their requirements. Participants A, B, C, D, E, F, H, I, J,

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and L said that “Kahit ganoon ‘yung sitwasyon ng pamilya ko,
nakakapasok pa rin naman ako at nakakapagpasa ng mga
requirements.” However, 2 out of 12 participants namely G and K
clearly stated that “Kinailangan kong huminto sa pag-aaral para
makapagtrabaho” shows that their studies have been greatly affected
by their separated parents.
To further understand, the researchers asked the twelve (12)
participants if their grades in school have something to do with parental
separation. Participants A, C, G, I, and J clearly stated that “Noon
talaga masasabi kong may relasyon sa paghihiwalay ng mga magulang
ko ‘yung grado ko kasi bago palang e. Nasa proseso pa ako nang
pagtanggap sa sitwasyon namin.” However, Participants B, D, E, F, H,
K, and L said that there is no relationship between their parents’
separation and their grades in school because they already accepted
their situation even if the wound is still fresh. In contrast, when asked
if up to this day their grades are still affected by parental separation,
twelve (12) out of (12) participants all said “No” mainly because as time
passes by, they learned how to embrace their situation fully.

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Finally, according to Lorea Martínez (2018), optimism is a
protective factor—it can help students respond to problems with a
sense of confidence and a belief in their ability, even when they’re under
stress. The findings certainly tell us that optimism can still be seen in
one’s characteristics even if one is dealing with problems. With that
being said, people who are optimists are often looked up to in this
society as they keep their motivation high despite obstacles.

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CHAPTER 4
CONCLUSIONS AND RECOMMENDATIONS
This chapter contains the findings, conclusion, and recommendations
from the gathered data.
Summary of Findings
Based on the study’s findings, the following shows a summary:
1. To sum up the findings in terms of strategies used by Senior High
School students, five (5) out of twelve (12) participants stated that they
just choose to ignore their parental separation situations and avert their
attention more to their studies while four (4) participants said that their
goal is to finish their academics even if their parents are already
separated. The two (2) participants said that accepting their situation
made it easier for them to focus on their studies. Finally, one (1)
participant stated that one must be courageous in facing paental
separation situation and that’s the strategy she did.
2. In terms of the students’ academic performance, the interview
reveals that all the twelve (12) participants have very satisfactory to
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outstanding general averages ranging from 84 to 96 from the last
semester.
3. The summary of the effects of parental separation on the
academic performance of senior high school students shows that ten
(10) out of twelve (12) participants are not badly affected by their
parents’ separation as they can attend their classes and pass their
school requirements even if they are going through parental
separation while two (2) participants namely Participants G and K
have been greatly affected of their situation that they have to stop
studying to be the breadwinner of their family.
Conclusions
Based on the summary of findings, the following conclusions are
drawn:
1. To conclude, the participants were not negatively affected
because of the separation of their parents. As they stated, they chose
to ignore their situation and focus more on their studies to divert their
attention and not be affected by their current situation.

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2. In conclusion, the purpose of this research is to determine the
strategies of selected senior high school students in living with
separated parents based on their academic performances. Based on the
given results, the participants have an excellent academic performance
of 84 to 96 ranging average from the last semester. This proves that
their strategies of diverting their attention to their studies rather than
focusing on their situation are effective.
3. To sum up, the purpose of this study is to know what strategies
the selected senior high school student implement on themselves that
makes them achieve a highly appreciated excellency in academics.
Based on the interviews that were conducted, participants' responses
in creating their strategies make them excel academically despite having
separated parents.
Recommendations
Based on the conclusions drawn, the following are the
recommendations suggested:
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1. School Guidance Counselors may use the findings to be able to
assist students who are having difficulties dealing with parental
separation situations and give them advices that they needed.
2. School Admins may consider providing after-school conferences
and volunteer mentors that will help the students who are academically
challenged due to parental separation.
3. Other researchers who like to conduct this same study may
explore the growing factors of parental separation. Also, the
socioeconomic impact of parental separation on both parents and
students.
REFERENCES
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and Correlates” retrieved from https://www.demographic-
research.org/volumes/vol36/50/36-50.pdf on May 17, 2022Alchemer
(2021) “Purposive Sampling 101” retrieved from

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https://www.alchemer.com/resources/blog/purposive-sampling-101/
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Bartolome, M.T., Mamat, N., and Masnan, A.H. (2017) “Parental
involvement in the Philippines: A review of literatures” retrieved from
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Cleveland Clinic (2021) “How to Help Your Child After a Breakup or
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Creswell (2012) “Research Methodology” retrieved from
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20, 2022
D’Onofrio, B., and Emery, R. (2019) “Parental divorce or separation and
children's mental health” retrieved from
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March 20, 2022

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DS Law (2012) “Mom or Dad? A Guide on Child Custody in the
Philippines” retrieved from https://www.duranschulze.com/mom-or-
dad-a-guide-on-child-custody-in-the-philippines/ on May 29, 2022
Early Childhood Development (2020) “How Parents Can Help Children
Cope With Separation/Divorce” retrieved from https://www.child-
encyclopedia.com/divorce-and-separation/according-experts/how-
parents-can-help-children-cope-separationdivorce on May 18, 2022
Educational Psychology (2015) “Resilience Building in Students: The
Role of Academic Self-Efficacy” retrieved from
https://www.frontiersin.org/articles/10.3389/fpsyg.2015.01781/full
on May 18, 2022
Fabella, F.E.T., and Leander, J.V., (2020) “Parental Involvement And
Academic Performances Of Grade 7 Students” retrieved from
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4011035033013025106088124087017121125089054010009091027
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0060671120010870701130251020980200910771261200670730910
83065071007071&EXT=pdf&INDEX=TRUE on May 27, 2022
Felisilda, M.M.A., and Torreon, L.C. (2020) “Effects of Broken Family on
Pupils’ Behavioral Development and Academic Success” retrieved from
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galley/28_IJRG20_B09_3755.html on March 20, 2022
Jacob, J.A. (2013) “Reintroduction of Divorce into Philippine Law”
retrieved from
https://tspace.library.utoronto.ca/bitstream/1807/42968/1/Jacob_J
ihan_A_201311_LLM_thesis.pdf on May 16, 2022
Kids Helpline (2012) “When parents separate or divorce” retrieved from
https://kidshelpline.com.au/teens/issues/when-parents-separate-or-
divorce on May 27, 2022
Lanozo, J.G., Tabieros, L.G., Solmiano, E.M., Paras, N.E., and Tus, J.
(2021) “Buhay Estudyante: The Lives of Students from Broken Families
Amidst the Pandemic” retrieved from
https://www.researchgate.net/publication/349089032_Buhay_Estud
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yante_The_Lives_of_Students_from_Broken_Families_Amidst_the_Pand
emic on May 16, 2022
Lookupgrade (2022) “The Effect of Having a Broken Family to Filipino
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the-effect-of-having-a-broken-family-to-filipino-children/ on May 28,
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Magpantay, M.J., Malabrigo, P., Malijan, R.J., and Manarin, G. (2014)
“Behavioral Problems and Coping Strategies of Selected Adolescents
Belonging to a Broken Family” retrieved from
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Belonging-to-a-Broken-Family.pdf on May 27, 2022
Mingzhi, M., Lijun Z., and Haifeng Z. (2020) “The Effects of Parental
Absence on Children Development: Evidence from Left-Behind Children
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Nazziwa, A. (2015) “Parental Separation and Students’ Academic
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Kawempe -Kampala District” retrieved from
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Onifade, D.S. (2017) “Effect of Parental Separation on the Academic
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family” retrieved from https://www.worldvision.org.ph/stories/coping-
from-the-pains-of-a-broken-family-2 on May 15, 2022

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APPENDICES
Appendix A
PERMISSION LETTER TO CONDUCT THE STUDY

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Appendix B
SAMPLE INTERVIEW GUIDE QUESTIONS (ENGLISH)
1. What grade are you when your parents started living separately?
How long have been since your parents’ separation?
2. What are the difficulties you face as you go through your parents’
separation?
3. Is it your choice to live with your father/mother?
4. Do your other parent visits you often?
5. During the first year of your parents’ separation what have you
feel?
6. Does it affect your life specifically your studies?
7. What is your status in school during those times?
8. Are you satisfied with your performance as a student at that
time? How about now?
9. What is your grade last semester?
10. Does your performance in school have something to do with your
parents’ separation?
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11. How do you strategize in dealing with your situation and your
studies?
12. Do you have any message for others who are also in the same
situation for them to improve their studies?
Appendix C
SAMPLE INTERVIEW GUIDE (TAGALOG)
1. Anong baitang/grade ka nang tumira nang hiwalay ang iyong mga
magulang? Gaano na katagal magmula nang maghiwalay ang iyong
mga magulang?
2. Ano ang mga paghihirap na pinagdadaanan mo kasabay nang
paghihiwalay ng iyong mga magulang?
3. Ikaw ba ang nag-desisyon na tumira sa iyong nanay o tatay?
- Bakit mo piniling tumira sa iyong nanay o tatay?
4. Binibisita ka ba lagi ng magulang mong hindi mo kasama sa bahay?
5. Noong isang taon nang maghiwalay ang iyong mga magulang, ano
ang iyong naramdaman?

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6. Naaapektuhan ba ang iyong buhay partikular na ang iyong pag-aaral
nang maghiwalay ang iyong mga magulang?
7. Ano ang estado mo sa paaralan noong mga panahon na iyon?
- nakakapagpasa pa ba ng requirements?
- nakakapasok sa school?
8. Kuntento ka ba sa iyong performance bilang estudyante noong mga
panahon na iyon? Hanggang sa ngayon?
9. Ano ang grado mo noong nakaraang semestre?
10. Ang grado mo ba sa paaralan ay may relasyon sa paghihiwalay ng
iyong mga magulang?
11. Paano mo nagagawan ng paraan ang pagharap sa iyong sitwasyon
at sa iyong pag-aaral? Ano ang mga estratehiya/strategies ang iyong
ginagawa/ginagawa para harapin ang iyong sitwasyon at maging
maayos ang iyong pag-aaral?

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12. May mensahe ka ba sa ibang kabataan partikular na ang mga
kapwa mo mag-aaral na nandito sa kaparehas mong sitwasyon para
ma-improve nila ang kanilang pag-aaral?
Appendix D
TRANSCRIPTION
1. Anong baitang/grade ka nang tumira nang hiwalay ang iyong
mga magulang? Gaano na katagal magmula nang maghiwalay ang
iyong mga magulang?
Participant A - “Grade 6 at anim (6) na taon nang hiwalay ang mga
magulang ko.”
Participant B - “Grade 5 at pitong (7) taon na magmula nang maghiwalay
ang mga magulang ko.”
Participant C - “Kinder at labingdalawa at kalahating (12) and a half na
taon na simula nang maghiwalay ang mga magulang ko.”

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Participant D - “Grade 5 at pitong (7) taon nang hiwalay ang mga
magulang ko.”
Participant E - “Grade 5 at pitong (7) taon nang hiwalay ang mga
magulang ko.”
Participant F - “Grade 5 at pitong (7) taon na magmula nang maghiwalay
Participant G - “Grade 5 at pitong (7) taon nang hiwalay ang mga
magulang ko.”
Participant H - “Since 1 year old palang ako hiwalay na ang mga
magulang ko at labingwalong (12) taon na ito sa kasalukuyan.”
Participant I - “Day care ako noon at halos labingdalawang (12) taon na
magmula ngayon.”
Participant J - “Grade 10 ako noon at dalawang (2) taon nang hiwalay
Participant K - “Grade 4 ako at siyam (9) na taong gulang noon at
labingdalawang taon ng hiwalay ang mga magulang ko.”

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Participant L - “Grade 4 ako at pitong (7) taon ng hiwalay ang mga
magulang ko.”
2. Ano ang mga paghihirap na pinagdadaanan mo kasabay nang
paghihiwalay ng iyong mga magulang?
Participant A - “Emotionally and spiritually.”
Participant B - “Lack of guidance, attention, & love.”
Participant C - “Siguro ‘yung na-bully ako ng ilang taon sa buhay ko.”
Participant D - “Medyo nahirapan akong makipagkaibigan, lumayo loob
ko sa mga tao.”
Participant E - “Iyong mga panahon na kailangan mo ng parents sa
school, ‘yung parents talaga as in nanay at tatay kaso tita ko lang
pumupunta.”
Participant F - “Sa pangungulila dahil may mga araw na namimiss ko
‘yung pagsasabay namin sa pagkain at sa tuwing nararamdaman ko

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iyon, pupunta pa ako sa Angeles City para makita ang kapatid at tatay
ko.”
Participant G - “Ang mga paghihirap na aking pinagdaanan ay
pagsasabay sa aking pag-aaral at pagtatrabaho. Ako ang panganay sa
aming magkakapatid at ako ang nagbibigay sa kanila ng baon sa pang
araw-araw at naghahatid sundo sa kanila sa paaralan. Ako ang
nagsilbing magulang nila kaya sobrang hirap ito pata sa akin.”
Participant H - “Not totally na nahirapan ako kasi wala pa ako sa gulang
noong mga panahon na iyon, pero nang nagkaka-edad na ako,
naghahanap ako ng kalinga ng isang magulang.”
Participant I - “Sobrang hirap kasi seperated na sila, tapos naiwan kami
ng kuya ko sa lola.”
Participant J - “Siguro ‘yung hitap sa pag-adjust, anxiety, at
responsibilidad bilang nakakatandang anak, kapatid, at apo.”
Participant K - “Since ako iyong panganay sa aming tatlong
magkakapatid, sobrang hirap kasi kailangan kong ipakita sakanila na

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kakayanin namin kahit ganito sitwasyon namin. Ang hirap tumayo
bilang kanilang magulang na rin dahil ako iyong nakakatanda.”
Participant L - “Wala naman akong paghihirap na naranasan masyado
noong maghiwalay ang aking mga magulang.”
3. Ikaw ba ang nag-desisyon na tumira sa iyong nanay o tatay?
- Bakit mo piniling tumira sa iyong nanay o tatay?
Participant A - “Hindi. Nakatira ako sa aking nanay dahil parang
automatic na ‘yung desisyon na iyon.”
Participant B - “Hindi. Nakatira ako sa mama ko.”
Participant C - “Hindi. Masyado pa akog bata noong maghiwalay iyong
magulang ko. Paggising ko na lang e wala na iyong mama at kapatid ko.
Tumitira ako sa father side ko at desisyon iyon ng lola ko.”
Participant D - “Oo, kasi hindi ko kayang tumira kasama iyong tatay ko
at bago niyang pamilya.”
Participant E - “Hindi. Nanay ko ang nagdesisyon.”

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Participant F - “Hindi ako ang nagdesisyon, ang mama ko.”
Participant G - “Hindi. Si mama ang nagdesisyon.”
Participant H - “Hindi. Ang nagdesisyon dito ay si mama.”
Participant I - “Oo. Nagdesisyon akong tumira sa nanay ko.”
Participant J - “Oo. Pinili kong tumira sa mama ko.”
Participant K - “Oo. Gusto kong tumira sa mama ko.”
Participant L - “Oo. Pinili kong tumira sa tatay ko.”
4. Binibisita ka ba lagi ng magulang mong hindi mo kasama sa
bahay?
Participant A - “Hindi. Totally, wala na.”
Participant B - “Hindi na.”
Participant C - “Dati lagi akong pinupuntahan ni mama at ng kapatid ko
pero nagkaroon ng problema kaya na-banned siya sa amin. Binisita ko
naman siya pagkatapos ng pasko.”
Participant D - “Hindi, paminsan-minsan lang.”

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Participant E - “Hindi kasi nasa ibang bansa sila.”
Participant F - “Hindi.”
Participant G - “Minsan sa isang linggo.”
Participant H - “Hindi.”
Participant I - “Oo.”
Participant J - “Hindi.”
Participant K - “Oo naman. Hindi naman nagbago iyong kung anong
meron kami dati, nagdesisyon lang talaga sila na maghiwalay na.”
Participant L - “Oo.”
5. Noong isang taon nang maghiwalay ang iyong mga magulang, ano
ang iyong naramdaman?

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Participant A - “Hindi naman ako nanibago dahil noong nagsasama pa
sila, parang hinihintay ko na lang din na maghiwalay dahil sa mga away
nila.”
Participant B - “Mahirap syempre lalo na bata pa ako. Hindi siya dapat
pagdaanan ng isang Grade 5 na estudyante.”
Participant C - “Sanay ako sa patanggap ng sitwasyon kahit gaano pa
ito kahirap. Wala akong masyadong memorya kung gaano kasakit ‘yung
paghihiwalay ng mga magulang ko pero tuwing hihiwalay na ako sa
mama ko pagkatapos kong magbakasyon sa kaniya doon ko hinihiling
na sana kasama ko siya lagi.”
Participant D - “Medyo naaapektuhan pa ako noon kapag may
nagtanong kung nasaan ang tatay ko.”
Participant E - “Bata pa lang kase ako nun kaya hindi ko pa masyadong
alam yung feelings talaga kase bata ka palang wala kapang alam sa
buhay.”
Participant F - “Ayos naman sa akin dahil ayon nga, wala naman akong
magagawa. Tinanggap ko na lang.”

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Participant G - “Hindi pa napapawi ang hirap at sakit na aking
nadarama kaya’t hindi ko masasabi na ayos na sa akin.”
Participant H - “Hindi naman naapektuhan ang pag-aaral ko nang
maghiwalay ang mga magulang ko kasi bata palang ako nagawa ko
nang matanggap ‘yung nangyari sa kanila.”
Participant I - “Sobrang hirap at sakit kasi hindi na kami buo at hindi na
masaya katulad ng dati.”
Participant J - “Oo, masakit lalo na ang bigat ng responsibilidad ko
bilang panganay.”
Participant K - “Since bata pa ako noon at wala pang kamalay-malay sa
mga nangyayari, sobrang nasaktan ako. Bilang bata, hindi ko lubos
maisip na pagdadaanan ko iyon.”
Participant L - “Ayos lang sa akin kahit sila ay naghiwalay.”
6. Naaapektuhan ba ang iyong buhay partikular na ang iyong pag-
aaral nang maghiwalay ang iyong mga magulang?

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Participant A - “Oo, dahil naapektuhan din nito ang emotional health ko.
Araw-araw kang papasok sa eskwela na bitbit iyong problema sa bahay
kaya hindi rin makakilos nang maayos.”
Participant B - “Naapektuhan iyong buhay ko hindi sa pag-aaral,
naapektuhan siya in a way na naghahanap ako ng atensyon mula sa
kanila.”
Participant C - “Naapektuhan ang pag-aaral ko kahit nakakapag-aral
ako, iba pa rin talaga ‘yung may kalinga ka mula sa isang ina.”
Participant D - “Hindi.”
Participant E - “Hindi. Kasi kailangan kong pagsikapan ‘yung gusto
kong marating sa buhay kahit na hiwalay ang parents ko.”
Participant E - “Hindi, kailan man ay hindi naapektuhan.”
Participant G - “Sobrang naapektuhan ang aking pag-aaral dahil ako ay
huminto noong ako ay nasa ika-labing-isang (11) baitang Batch 2019-
2020 dahil hindi ko nakayanan ang mga responsibilidad ko sa bahay.”

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Participant H - “Isang taong gulang palang ako nang naghiwalay ang
mga magulang ko kaya pagtanda ko natanggap ko na at hindi na
naapektuhan ‘yung pag-aaral ko.”
Participant I - “Hindi.”
Participant J - “Noong una, oo. Ngayon, hindi na.”
Participant K - “Oo. Kailangan kong tumigil muna sa pag-aaral ko noong
nasa ikasampung baitang na ako. May problemang pinansyal kami at
kailangan kong magtrabaho dahil panganay ako.
Participant L - “Hindi.”
7. Ano ang estado mo sa paaralan noong mga panahon na iyon?
- nakakapagpasa pa ba ng requirements?
- nakakapasok sa school?
Participant A - “Oo. Kahit mahirap iyong sitwasyon ko noong mga
panahon na iyon, pinipilit ko pa ring makapasok sa eskwela at
makapagpasa ng mga requirements.”

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Participant B - “Nakakapasok naman ako sa paaralan at
nakakapagpasa rin ng requirements noong mga panahon na iyon.”
Participant C - “Nagkaroon pa rin naman ako nang maayos na
performance sa school noong mga panahong iyon.”
Participant D - “Hindi masyadong naapektuhan pag-aaral ko,
nakakapasok ako sa school at nakakapagpasa ako ng mga gawain.”
Participant E - “Oo naman.”
Participant F - “Oo, nakakapag-aral pa rin nang maayos kahit na bata
palang ako at mahirap ang sitwasyon ko.”
Participant G- “Noong mga panahon na iyon ay minsan hindi ako
nakakapagpasa ng mga requirements at hind rin nakakapasok sa
eskwela dahil sa trabaho.”
Participant H - “Hindi naman naapektuhan ng masama iyong pag-aaral
ko kasi nakakapasok naman ako at nakakapagpasa ng mga
requirements.”
Participant I - “Ayos naman.”

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Participant J - “Yes. I kept passing my requirements late.”
Participant K - “Noong itinuloy ko na ‘yung pag-aaral ko, nakakapasok
naman ako sa eskwela at nakakapagpasa ng mga requirements. Wala
naman siyang naging masamang epekto sa pag-aaral ko.”
Participant L - “Ako ay nakakapasok pa rin at nakakapagpasa ng mga
requirements.”
8. Kuntento ka ba sa iyong performance bilang estudyante noong
mga panahon na iyon? Hanggang sa ngayon?
Participant A - “Kuntento ako sa performance ko bilang estudyante
noong mga panahon na iyon dahil hindi lahat ng estudyante kayang
pagsabayin ang problema sa pamilya at sa pag-aaral. Nakakuha pa rin
ako ng mga matataas na marka noon. Ilang taon na rin ang lumipas
magmula nang maghiwalay ang mga magulang ko kay nakapag-adjust
na ng sobra at naaayos na ang pag-aaral nang mas mabuti.”
Participant B - “Kuntento ako sa performance ko bilang estudyante
noong mga panahon na iyon ganoon din sa kasalukuyan.”

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Participant C - ”Noon, kahit na sobrang hirap ng sitwasyon ko, kuntento
pa rin ako sa performance ko. Ngayon hindi ako kuntento dahil
nakakapagod ito mentally.”
Participant D - “Oo.”
Participant E - “Oo, nakakuha pa rin ako ng with honors.”
Participant F - “I’m proud to say yes. Kuntento ako sa performance ko
bilang estudyante noong mga panahon na iyon, ganoon din ngayon.”
Participant G - “Hindi ako kuntento sa performance ko bilang estudyante
noong mga panahon na iyon lalo na noong ako nasa ika-siyam na
baitang hanggang sa ako ay tumigil na sa aking pag-aaral. Nang
ipagpatuloy ko ito, nakita ko ang pagtaas ng aking mga marka at doon
ako nakuntento.”
Participant H - “Oo naman. Bata palang ako tinanggap ko na ‘yung
nangyari sa mga magulang ko at hindi naman naapektuhan ‘yung pag-
aaral ko noon at ngayon.”
Participant I - “Oo naman. Ginagawa ko naman ang best ko para
makatapos.”
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Participant J - “No but i kind of deserve what i have right now.”
Participant K - “Oo naman. Mas pinili ko nalang na mas palakasin pa
ang loob ko bilang ate sa mga kapatid ko.”
Participant L - “Oo.”
9. Ano ang grado mo noong nakaraang semestre?
Participant A - “96 ang grado ko noong nakaraang semestre”
Participant B - “93 ang grado ko noong nakaraang semestre.”
Participant C - “95 ang grado ko noong nakaraang semestre.”
Participant D - “96 ang grado ko noong nakaraang semestre.”
Participant E - “94 ang grado ko noong nakaraang semestre.”
Participant F - “90 ang grado ko noong nakaraang semestre.”
Participant G - “89 ang grado ko noong nakaraang semestre.”
Participant H - “92 ang grado ko noong nakaraang semestre.”

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Participant I - “91 ang grado ko noong nakaraang semestre.”
Participant J - “93 ang grado ko noong nakaraang semestre.”
Participant K - “84 ang grado ko noong nakaraang semestre.”
Participant L - “93 ang grado ko noong nakaraang semestre.”
10. Ang grado mo ba sa paaralan ay may relasyon sa paghihiwalay
ng iyong mga magulang?
Participant A - “May epekto ang paghihiwalay ng mga magulang ko
noong mga panahon na iyon sa aking pag-aaral hindi sa paraang
nakakuha ako ng mga mababang grado, kung hindi ang kawalan ng
motibasyon para magpatuloy. Nagawa ko pa ring makakuha ng mga
mataas na grado kahit na hirap akong harapin ang problemang
pampamilya at ang kakulangan ng motibasyon. Ngayon, wala ng
relasyon ang paghihiwalay ng aking mga magulang sa aking pag-aaral

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dahil natanggap ko na ito at mas lalo kong pinaghuhusayan ang aking
pag-aaral.”
Participant B - “Sa palagay ko, wala namang relasyon ‘yung pag-aaral
ko sa paghihiwalay ng mga magulang ko dahil kuntento naman ako sa
performance ko noon. Ngayon na ilang taon nang hiwalay ang mga
magulang ko, mas lalo kong naaayos ang pag-aaral ko.”
Participant C - “Mayroon itong epekto kasi ako ‘yung panganay at
ayokong maging disappointment sa mga magulang ko.”
Participant D - “Wala.”
Participant E - “Hindi naman.”
Participant F - “Wala naman dahil nakakuha pa rin ako ng mga mataas
na grado noon. Ngayon din naman ay mataas ang grado ko, kaya
walang relasyon ang paghihiwalay ng aking mga magulang sa aking
pag-aaral.”
Participant G - “Noong una may relasyon ang paghihiwalay ng aking
mga magulang sa aking pag-aaral dahil dumating ako sa punto na

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kailangan kong huminto. Sa ngayon ay wala na dahil natanggap ko na
ang mga bagay-bagay na nangyari sa aming pamilya.”
Participant H - “Wala na kasi sa isip at puso ko ‘yung paghihiwalay nila
kaya masasabi kong wala.”
Participant I - “Oo.”
Participant J - “Noong una, oo. Ngayon hindi na.”
Participant K - “Wala naman.”
Participant L - “Wala itong relasyon sa paghihiwalay ng aking mga
magulang.”
11. Paano mo nagagawan ng paraan ang pagharap sa iyong
sitwasyon at sa iyong pag-aaral? O ano ang mga
stratehiya/strategies ang iyong ginagawa/ginagawa para harapin
ang iyong sitwasyon at maging maayos ang iyong pag-aaral?

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Participant A - “Isa lang ang ginagawa kong estratehiya, iyon ay ang
ituon ang aking pansin sa aking pag-aaral at huwag isipin na
naghiwalay ang aking mga magulang. Mas madali akong makakilos
nang maayos kapag itinutuon ko ang atensyon ko sa mga bagay na
dapat kong bigyan ng pansin tulad ng aking pag-aaral at ang grado ko
last semestre ang magsisilbing resibo rito.”
Participant B - “Ang estratehiya na ginagawa ko ay huwag na lang isipin
‘yung sitwasyon ko kasi kung i-overthink ko siya, makakaapekto ito ng
masama sa pag-aaral ko. Tinanggap ko naman na rin na hindi na
mababalik sa dati iyong lahat kaya nakapag-adjust na.”
Participant C - “Kailangan mo talagang tatagan ‘yung loob mo para
magawa mong lagpasan ‘yung bawat araw na dumaraan. Patibayan
lang ng loob kumabaga.”
Participant D - “Hindi ko na pinapansin ang sitwasyon para maayos ko
ang aking pag-aaral.”
Participant E - “Ginagawa kong inspirasyon ‘yung sitwasyon namin
para makapagtapos.”
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Participant F - “Siguro sa katagalan na rin ng taon ang nakalipas
magmula nang maghiwalay ang mga magulang ko, nasanay na ako.
Naiintindihan ko naman lahat ng dahilan kung bakit sila naghiwalay
kaya wala akong dapat ipag-alala, may mga pagkakataon lang na
nakakaiyak kasi makikita mo iyong ibang estudyante na buo ang
pamilya.”
Participant G - “Ang estratehiya na ginagawa ko ay ang pagdadasal sa
Diyos. Humihingi ako ng gabay sa Kaniya upang malagpasan ko ang
mga hirap sa buhay at tulungan akong tanggapin ang nangyari sa aking
mga magulang upang hindi ito maka-apekto sa aking pag-aaral.”
Participant H - “Focus lang talaga ako sa goal ko na makatapos. Katulad
ko ng sinabi ko, bata palang ako hiwalay na iyong mga magulang ko
kaya hindi na ako nanibago.”
Participant I - “Sa kabila ng lahat ng pagsubok na pinagdaanan ko ay
inisip ko na lamang na kailangan kong makatapos ng pag aaral kahit
hiwalay ang aking magulang.”
Participant J - “Ang estratehiya na ginagawa ko ay ibaling ang atensyon
ko sa mga bagay na mahalaga sa akin gaya ng pamilya ko, wala

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namang nagbago sa relasyon namin dahil hindi nila kami pinapabayaan
kahit na hiwalay na sila. So, mas madali sa akin na paghusayan ang
pag-aaral ko dahil sa pag-alam ng mga bagay na dapat kong
pahalagahan.”
Participant K - “Mas itinutuon ko na lang ang atensyon ko sa mga
kapatid ko dahil matagal na rin magmula nang maghiwalay ang mga
magulang namin. Ang estratehiya na ginagawa ko ay ibaling ang
atensyon ko sa mga bagay na mahalaga sa akin gaya ng pamilya ko,
wala namang nagbago sa relasyon namin dahil hindi nila kami
pinapabayaan kahit na hiwalay na sila. So, mas madali sa akin na
paghusayan ang pag-aaral ko dahil sa pag-alam ng mga bagay na dapat
kong pahalagahan.“
Participant L - “Hinahayaan ko na lang kasi wala rin akong magagawa.
Focus lang talaga sa goal na makapagtapos.”
12. May mensahe ka ba sa ibang kabataan partikular na ang mga
kapwa mo mag-aaral na nandito sa kaparehas mong sitwasyon para
ma-improve nila ang kanilang pag-aaral?

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Participant A - “Ang mensahe ko sa mga kapwa ko mag-aaral na nasa
kapareho kong sitwasyon ay magpakatatag ka. Gamitin mong
instrumento ang paghihiwalay ng iyong mga magulang upang kamtan
ang lahat ng iyong mga pangarap sa buhay. Kahit na anong hirap ang
sitwasyon na kinakaharap mo, huwag mong kalilimutan ang iyong pag-
aaral dahil ito ang pinakamagandang regalong maibibigay mo sa iyong
mga magulang.”
Participant B - “Huwag isipin sa negatibong paraan iyong paghihiwalay
ng iyong mga magulang bagkus itatak sa isipan na lahat ng mga bagay
sa mundo ay may dahilan kung bakit sila nangyayari. Mas pagtuunan
na lang natin ng pansin ang future natin dahil iyon ang makakabuti para
sa atin.”
Participant C - “Kahit sobrang nakakawalan ng pag-asa ang buhay,
kailangan humanap ka pa rin ng tapang para lumaban. Lagi mong
tatandaan na hindi mo kailangang madaliin ang lahat, dahan-dahan
lang hanggang sa maging ayos ka.”

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Participant D - “Mahirap pagdaanan ang sitwasyon na ito, ang mensahe
ko lang ay humanap kayo ng kausap, o karamay, dahil mahirap ito
pagdaanan mag-isa, at para hindi rin maapektuhan ang pag-aaral.”
Participant E - “If ever na nararanasan niyo ‘yung nararanasan kong 'to,
ang gawin niyo sa buhay is ipagpatuloy niyo lang kung ano ‘yung kaya
niyo. Huwag niyong hayaang maapektuhan ‘yung buhay niyo sa bagay
na alam niyong makakasira sa lahat.”
Participant F - “Ang mensahe ko sa mga kapwa ko estudyante na nasa
kapareho kong sitwasyon ay balang araw maiintindihan niyo rin na
lahat ng mga nangyayari sa buhay natin ay may rason. At nawa'y hindi
maapektuhan ang iyong mga pangarap sa paghihiwalay ng iyong mga
magulang. Piliin laging maging matatag dahil tayo rin ang magsasalba
sa sarili natin.”
Participant G - “Ang aking mensahe sa mga kapwa ko mag-aaral na
nasa kapareho kong sitwasyon ay huwag makisali sa away ng mga
magulang. Lahat ng problema ay may solusyon at huwag sirain ang pag-
aaral bagkus ay gawin ang lahat upang matupad ang lahat ng iyong
mga pangarap. Libangin ang sarili at huwag kalimutang magdasal.”

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Participant H - “Hindi mo kasalanan kung bakit naghiwalay ang mga
magulang mo at hindi mo business ‘yung pag-ayos sa kanila. Kung gusto
nilang magka-ayos, hayaan mo sila.”
Participant I - “Huwag mag pa-apekto at focus lang sa goal bilang mag-
aaral. Maging positibo lagi at isipin ang kinabukasan. Huwag papa-
apekto sa sitwasyon.”
Participant J - “Huwag mong hayaang masira ‘yung future mo dahil sa
sitwasyon mo. Ayos lang na maging malungkot o makaramdam ng sakit,
basta pagkatapos ng araw ay bumangon ka at lumaban ulit.”
Participant K - “Mas palakasin niyo lang ang loob niyo at mas maging
matapang sa mga hamon ng buhay. Huwag gawing dahilan morning ang
paghihiwalay ng magulang para lang huminto sa pag aaral, gawin itong
inspirasyon para matupad mo ang mga pangarap mo kahit ganito yung
sitwasyon mo dahil balang araw may ipagmamalaki ka sa kanila.”
Participant L - “Mag-aral nang mabuti upang makamit ang ninanais
maabot at huwag mag-isip ng kahit anong negatibong bagay.”

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Appendix E
PHOTO DOCUMENTATIONS OF THE INTERVIEW

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Senior High School in Magalang Stand Alone Ii

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Department of Education

THE PROBLEM AND ITS BACKGROUND

Family is the smallest, most sensitive, and most important

social system which is furnished and facilitated by society as a larger

social system that affects the children's perspective and behavior.

that family is important and one of the pillars of our society

In the study of Abalos, J.B. (2017), Gultiano et al., (2009) said

that marriage as an institution is strongly revered in the Philippines. It

wedding) or living with a partner, but the majority of marriages in the

J. B., 2017). Most marriages in the country are celebrated in a church,

living with a partner have also become common.

Moreover, it is seen in Jacob, J.A., (2013) that the Family Code

dissolution or suspension of marriage bonds: nullity, annulment, and

must exist before or at the time of the celebration of marriage to

terminate marriage bonds. In contrast to divorce, legal separation

does not dissolve marriage bonds.

As stated by Abalos in 2017, cited in the study of Lanozo, J.G.,

year the 1960s, the number of separated in the Philippines is already

women. Factors included in the report were growing up in urban poverty

or those generally referred to as low urban living together without

marriage, religion, and ethnicity. Furthermore, educational attainment

also contributed to the factors in the Philippines.

children’s behavior more because of their parents’ situation. He also

added that despite the Philippines acknowledging relative divorce and

legal separation, a complete divorce is still not permitted except for

foreigners and other religions. According to Chant in 1997 and Raposas

and economic barriers to dissolving a marriage in the Philippines, there

is also a strong stigma attached to having had a union dissolved,

(Stated by Aguilar in 1987 cited in Abalos, J.B., 2017). The Philippines

being a religion-centered country, is one of the contributing factors to

the ones to keep the relationship intact because of the societal

Initially, at present, a lot of Filipino families have encountered

major problems of the Philippine society that need so much attention

from the government. It affects the social, economic, and political

different aspects of the nation but also the children’s growth. It is an

issue that needed to be addressed quickly so that it may be prevented.

According to Afifi (2013), mentioned in the study of Onifade,

D.S. (2017), academics are one of the foremost important aspects of a

If the connection between the student’s parents is unstable and full of

conflict, this will alter the student’s academic performance.

In a study of Bartolome, M.T., Mamat, N., and Masnan, A.H.,

country which is poverty, a substantial number of students do not make

the transition from elementary school to high school. The Department

Grade 1, close to 15 do not make it into Grade 2, and roughly one-

quarter of 24 percent have dropped out before Grade 4. Meanwhile, in

December 2013, the NSO Census of Population and Housing (CPH)

As seen in the research paper of Fabella, F.E.T., and Leander,

J.V., (2020), Alampay (2014) said that the reality of parental

involvement, specifically in the Philippine context must be studied

further as drastic changes in behaviors relating to family, parenting and

its indirect effect to the child’s academic success and behavior is

displayed in school. Parents who chose to separate should not forget

relationship with their parents but also their academic excellence.

In 2015, Nazziwa, A., indicated that ages between 12-19 years

complete guidance from their parents. On the other hand, the

government should provide counseling for the parents to surely ensure

their responsibility for their left child/children.

Furthermore, in a blog of Lookupgrade (2022), it is said that