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ABM - V. Fabella - Group 2

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“The Lived Experiences of Grade 11

Students With OFW Parents’’

Presented to:

Hinigaran National High School

Researchers:

Bustamante, Kircel John M.

Pasinag, Arlvin P.

Peronalim, John Howard F.

Rebellon, Joshua L.

Quiatchon, Shaun Luther P.

Locsin, Rowena I.

Fano, Mary Glen

Maestrecampo, Micha Mea L.

Nonod, Princess Neah C. - Leader

Reforma, Maura Felie

Yanger, Jeniel T.

Delilah Allic Noquil

May 2024
Chapter 1

Introduction

Background of the Study

Having OFW parents is not easy, the children do not know how to handle the situation,

parents left their side not because they wanted to leave but because it is their obligation to fulfill the needs of

the children. Lee (2021) defined that the OFW stands for Overseas Filipino Workers who work abroad from

Philippines to a certain another country. As a matter of fact, the data from the POEA (2023) that most of the

migrant workers working in over 190 countries around the world are Filipinos and therefore, a more pressing

concern focus on children being left behind. Tan (2022) discovered that around nine million Filipino children

under the age of 18 were left behind by one or both parents due to employment abroad. The fact that children

tend to change their perspectives and beliefs against their parents due to their absences, lack of care,

empathy, and supervision that they yearn from their parents, this feeling of abandonment cannot be made up

for the money.

When their parents leave their countries of origin to work abroad due to incapability of

handling obligation and to sustain their essential need for daily life in a conflict or misunderstanding. They

also tend to change their attitude and they are more likely to experience depression, anxiety, and other

mental health problems that were caused by emotional trauma. However, some children understand their

parents need to work abroad to provide family’s essential needs. Berlin (2021) suggests that having OFW

parents can lead to a better-quality life for children, who may benefit from improved financial stability and

access to desired items. Understanding these challenges, efforts should be made to identify and support

students coping mechanisms (Godin, 2023).

Their distinct individual experiences are a result of both their coping strategies and various

family backgrounds. Researchers can explore students coping mechanisms by examining their challenging

experiences. Despite parental absence, some children excel in academically, as seen in research conducted in

various countries such as the Philippines, Brazil, and Mexico (Acosta, 2021; Hanson and Woodruff, 2023;
Kandel and Kao, 2021; Assis, 2022). This scenario manifests an affirmative influence for those students who

are academically high performing in school even if their parents are away.

The observation arises from the prevalence of Grade 11 students with overseas Filipino

worker (OFW) parents. We want to conduct this study to understand the unique challenges, coping

mechanisms, and overall impact on academic performance and well-being among these students. As student

researchers, we’re driven by the desire to contribute to the existing body of knowledge and advocate for

tailored support systems within the educational environment. By exploring the lived experiences of this

demographic, we aim to provide insights that can inform policies and interventions to better address their

needs. Ultimately, our goal is to empower Grade 11 students with OFW parents and facilitate their academic

and personal success.

Statement of the Problem

This study aims to identify the lived experiences of grade 11 students with OFW parents at

Hinigaran National High school S.Y. 2023-2023.

Specifically, it seeks to answer the following questions:

1. What difficulties do Grade 11 students with OFW parents face in their daily lives?

2. What are the academic challenges and achievements experienced by Grade 11 students with

OFW parents?

3. What coping strategies do Grade 11 students with OFW parents use to handle their emotions

and responsibilities?

Significance of the Study

This study is beneficial to the following persons:

School administrators. Learning about the experiences of these students can enable educators to tailor their

support systems and teaching methods to better meet the needs of Grade 11 students with OFW parents,

ultimately enhancing their academic success and well-being.


Teachers. Educators will find the value in understanding the unique challenges faced by students with OFW

parents, particularly in addressing classroom distractions.

Parents. Insights from the study can provide overseas Filipino worker parents with a deeper understanding

of the challenges their children face, facilitating improved communication and support within the family.

Students. Understanding their own experiences can help Grade 11 students with OFW parents feel

validated, supported, and better equipped to navigate their unique circumstances.

Researchers. This study serves as a fundamental resource for researchers seeking to explore the dynamics of

families affected by migration. By examining the lived experiences of Grade 11 students with OFW parents,

researchers can contribute to the body of knowledge on this topic, informing future studies and interventions.

Future researchers. This study’s findings can serve a foundation for future investigations, aiding in the

refinement of methodologies, exploration of new research paths, and development of innovation to assist

adolescents with OFW parents.

Scope and Delimitation. This study only focuses on determining the experiences of Grade 11 students who

have OFW parents. This study will be conducted at Hinigaran National High School.
CHAPTER 2

REVIEW OF RELATED LITERATURE AND STUDIES

The phenomenon of parents working overseas, particularly in the context of the Philippines, has been a
significant socio-economic trend for decades (Gonzales & Jurado, 2018). As parents seek better
opportunities abroad, their children are often left behind, leading to unique challenges and experiences for
these students, especially during their formative years in high school. This review aims to explore the
existing literature on the lived experiences of Grade 11 students with OFW parents, focusing on the
difficulties they face, academic challenges and achievements, as well as coping strategies employed to
navigate their emotional and academic responsibilities.

Difficulties Faced by Grade 11 Students with OFW Parents


Separation anxiety is a common experience among many students, as they grapple with feelings of
loneliness and longing for their absent parents, leading to emotional distress and difficulty in adjusting to
their absence (Bartolome & Indig, 2017). Additionally, while OFW remittances often provide financial
stability, students may still face pressures related to managing household expenses or feeling responsible for
supporting their families in their parents’ absence (Asis, 2019). Moreover, the absence of one or both parents
can result in a lack of emotional support, guidance, and supervision, affecting the students’ overall well-
being and decision-making process (Gonzales & Jurado, 2018). Children of OFWs may also experience
stigma or discrimination from peers due to their family situation, which can impact their self-esteem and
social relationships (Bartolome & Indig, 2017).

Academic Challenges and Achievements


Students with OFW parents may experience difficulties in focusing on their studies due to emotional distress
or added responsibilities at home. However, some may also demonstrate resilience and excel academically,
driven by a desire to make their parents proud (Asis, 2019). Balancing academic responsibilities with
household chores or part-time work to supplement family income can be challenging, affecting students’
ability to allocate time effectively for studying (Gonzales & Jurado, 2018). Moreover, the presence of
supportive teachers, mentors, or peer groups can significantly influence students’ academic achievements,
providing them with guidance and encouragement to overcome challenges (Bartolome & Indig, 2017).

Coping Strategies
Students often cope with their feelings of loneliness or anxiety through creative outlets such as writing, art,
or music, enabling them to process and express their emotions constructively (Asis, 2019). Seeking social
support by building strong relationships with friends, relatives, or counselors can offer students a sense of
belonging and emotional support, reducing feelings of isolation (Gonzales & Jurado, 2018). Additionally,
establishing short-term and long-term goals, both academically and personally, can provide students with a
sense of purpose and motivation to overcome obstacles and strive for success despite their circumstances
(Bartolome & Indig, 2017).
The lived experiences of Grade 11 students with OFW parents are complex and multifaceted, influenced by
various socio-economic and emotional factors. By understanding the challenges they face, as well as their
resilience and coping mechanisms, educators, policymakers, and support systems can better address their
needs and foster an environment conducive to their academic and emotional well-being.

REFERENCES

Albert, J. & M. & Raymundo P. (2016). Trends in Out-of-


School Children and Other Basic Education
Statistics. Philippines: Philippine Institute for
Development Studies. Retrieved: December, 8,2022 From:
https://dirp3.pids.gov.ph/websitecms/CDN/PUBLICATIONS/p
idsdps1639
Anodia J.M.,Gade F.J.P. (2013).Coping mechanism of students
with OFW parents, College of medicine university of
cebu.Retrieved: November 17,2022 From:
https://www.scribd.com/418150742
Arguillas, M. J. & Williams, L. (2010). The impact of
Parents’ overseas Employment on Educational Outcome of
Filipino Children: International Migration Review.
SAGPublication.Retrieved:December
Botezat, A. (2022). Parental migration and the children left
behind: Institute for economics and Social Research,
Romanian Academy. Any use of such works, in particular
their disclosure, reproduction or editing is subject to
the written consent of Jacobs Foundation. Retrieved:
November 11, 2022 From:
https://bold.expert/legalnotice/
Bakker, C. Elings-Pels, M. & Reis, M. (2009).The impact of
migration on children in the Caribbean. Retrieved: July
20, 2014 From: http://www.unicef.org/easterncaribbean/

Albert, J. & M. & Raymundo P. (2016). Trends in Out-of-


School Children and Other Basic Education
Statistics. Philippines: Philippine Institute for
Development Studies. Retrieved: December, 8,2022 From:
https://dirp3.pids.gov.ph/websitecms/CDN/PUBLICATIONS/p
idsdps1639
Anodia J.M.,Gade F.J.P. (2013).Coping mechanism of students
with OFW parents, College of medicine university of
cebu.Retrieved: November 17,2022 From:
https://www.scribd.com/418150742
Arguillas, M. J. & Williams, L. (2010). The impact of
Parents’ overseas Employment on Educational Outcome of
Filipino Children: International Migration Review.
SAGPublication.Retrieved:December
Botezat, A. (2022). Parental migration and the children left
behind: Institute for economics and Social Research,
Romanian Academy. Any use of such works, in particular
their disclosure, reproduction or editing is subject to
the written consent of Jacobs Foundation. Retrieved:
November 11, 2022 From:
https://bold.expert/legalnotice/
Bakker, C. Elings-Pels, M. & Reis, M. (2009).The impact of
migration on children in the Caribbean. Retrieved: July
20, 2014 From: http://www.unicef.org/easterncaribbean/
Distor, J.M , Campos , R. ( feb.15 – 2021). The perspective
of senior high school students with overseas Filipino
worker parents . Polytechnic University of the
Philippines. Retrieved: November 21, 2022 From:
https://psychology and education.net / pae/
index.php/page/article/view/4910
Dombeck, M. (2006, July 3). Coping strategies and defense
mechanisms: Basic and intermediate defenses.
Pchildren in Southeast Asia. Journal of Ethnic and
Migration Studies, 45(16), 3085- 3104.Retrieved December 5, 2022 From:
https://doi.org/10.1080/1369183X.2018.1547022
Mahilum, J. V. (2013). Nuts in a Shell: Exploring the Impact
of OFWs Phenomenon on the Family in Region X, Liceo
Journal of Higher Education Research: Liceo de Cagayan
University. Retrieved: December 5, 2022 From:
https://www.sciencedirect.com/science/article/abs/pii/
S0277953612006326
Chapter 3
Research Methodology

Research Design
The method used in this study was phenomenology, a qualitative approach that focuses on understanding
individuals’ lived experiences within a specific phenomenon. Phenomenology seeks to uncover the essence
of these experiences and the subjective perspectives and meanings attributed to them by participants (Smith,
2007, p. 25).

Subject and Respondents:


The subject of this study encompasses Grade 11 students who have one or both parents working as Overseas
Filipino Workers (OFWs). Respondents will consist of Grade 11 students from Hinigaran National High
School who meet the criteria of having at least one parent employed as an OFW.

Sampling Method
The method used in this study is called purposive sampling. Purposive sampling is a non-probability
sampling technique where participants are intentionally selected based on specific criteria that are relevant to
the research topic. According to Smith (2018), purposive sampling allows researchers to target specific
individuals who can provide valuable insights and perspectives related to the phenomenon being studied.

Data Gathering Instrument


Permission to conduct this study was secure from the school principal and assistant principal of Hinigaran
National High School. After the approval was availed, the questionnaires was distributed to the respondents.

Data Analysis Procedure


Data Analysis - This study used a qualitative data analysis. To explore the lived experiences of Grade 11
students with OFW parents. Through in-depth interviews and thematic coding, the qualitative data analysis
method allowed for the detailed examination of participants’ narratives, capturing the intricacies and
subtleties of their experiences within the context of having a parent working overseas.

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