ACCULTURATION AND OVERALL PERFORMANCE AMONG UMTC

SENIOR HIGH SCHOOL STUDENTS WHO ARE BOARDING

A research paper
Presented to the
Senior High School Faculty of
University of Mindanao

In Partial fulfillment of the

Requirements of
PRACTICAL RESEARCH 2

Proponents:
BAYONAS, Douvy
CABUNILAS, Mary Lee
DUTOLLO, Daryl
PANCHO, Jamir
RAMACULA, Noriel John
 Chapter 1

THE PROBLEM AND ITS SETTING

Background of the Study

Everyone deserves to be called as an educated individual in this society. There are

a lot of alternative things that can be utilized as a tool for educating ourselves, but the

most essential thing that is commonly used ever since is going to school for studying, for

learning and of course for gaining knowledge. Some of the students coming from

different provinces prefers to study in urban places not just to experience life in the city,

but to choose good and highly recommended colleges and universities.

Practically speaking, it is really hard to face the reality of independency because it

is difficult to stand alone just to finish your studies and goals in life. There will be times

that every student who are currently living in their dormitories, or even apartments would

definitely experience struggles such as time management, budgeting of allowance in

school, providing yourself your daily needs which also involves accomplishing the

projects, assignments and other miscellaneous, adapting to the new environment, being in

a state of culture shock, handling stress and problems, setting new adjustments in your

daily routine, and being homesick as well.

Many of the students lived at school also known as dormitories and others will

walk or travel long distance just to attend day schools. As near the city mostly of the

student’s homes located far from school like in rural places (Liu et. al 2010). The effect

of this is that the student should live in dormitories or boarding houses far away from
their families to avoid being late or in hassle. At their early age they should learn how to

be independent because they are from their families, and this separation from their family

and single living environment might have effect on children’s psychological well-being,

physical health, and learning outcomes.

One of the dilemmas of students who is boarding are adjusting towards the new

environment and adapting its new culture, we are now talking about acculturation that is

visualized in the fields of sociology and anthropology in the 20th century that has been

used on elaborating dynamics when unlike people from different cultural backgrounds

that is close to each other (Park & Burgess, 1921; Redfield, Linton & Herskovits, 1936).

Throughout the year, acculturation evolves eventually with different perceptions which

post various acculturative outcome (Berry, 1980; Castro 2003, Chun, Organista& Marin,

2003; Gordon, 1964).

The process of acculturation is somehow complex and has been encountered in

the literature in confusing ways (Berry & Sam, 1997). The interchangeable use of the

terms assimilation and acculturation in many acculturation theories also points to the

persistent melting pot discourse. Furthermore, many acculturation theorists have not

explicitly reflected upon their ontological orientations and biographies, and how these

impact their work.

In UMTC, most particularly the senior high school students, the researcher have

observed that there are students who are boarding or renting a house in order to study in

the said university even if it means leaving their families and be far away from home,

Furthermore, the researcher also observed that most of them are having a hard time

adapting the new culture and setting new adjustments.

 The above cited scenarios prompted the researchers to study this kind of

phenomena through the effect of acculturation in the academic performance among

students who are boarding.

Statement of the Problem

This study seeks to answer the following questions:

1.) What are the profiles of the respondents?

2.) What is the level of acculturation of the senior high school students in UMTC

in terms of:

2.1 Adapting new environment;

2.2 Budgeting of allowance;

2.3 Accomplishing projects and other miscellaneous;

2.4 Handling stress and problems;

2.5 Time management; and

2.6 Being in state of culture shock?

3.) What is the level of overall performance among senior high school students in

UMTC in terms of:

3.1 Physical health;

3.2 Learning outcomes; and

3.3 Social interaction?

Theoretical Framework

The concept of Acculturation has a record in the social science, especially in

Anthropology which they look the situation of those students in urban places and

Sociology as research about the progression of students who are boarding or living in

dormitories, and has become important part of Psychology since 1980s, especially in the

area of urban and rural places. Despite of a wide accord that Acculturation is an

important part of mental splendor, that there is disagreement on how to organize and

regulates the students. According to Berry (2003), much of the literature on acculturation

has depend on understanding those phenomena which result when group of students

having different culture and environment come into first-hand contact, after changing the

original culture of either or both groups of students under this description, acculturation is

to be known from culture change of which it is but one aspect and process which is at

times a step in acculturation, (Redfield, Linton, and Herskovits, 1936) Acculturation is an

aspect of cultural change that results from interaction between students in urban and rural

places, it is considered to create change in one or both groups that comes into interaction

with each other, and is distinguished by assimilation how students turn over their culture

where they rise in order to identify with the main culture. Later, the Social Science

Research Council (1954) contributed another statement of acculturation which included

that acculturation can be result of “ecological” change such as environmental change and

the alteration qualities of students as well as direct cultural transmission (for example,

through language). Moreover acculturation can be delayed because internal adjustment of

students in environment and character takes time, and it can make the students stress and

a struggle in their life.

 Accordingly, there is a still big difference when it comes to the performance

between urban and rural students, most especially from low rural areas (Luo et al. 2012).

For instance, in 2005 over 80 percent of urban students graduated from academic or

vocational high schools, while less than 40 percent of rural students graduated from high

school (Wang et. al 2012).

Significance of the Study

We are positive and confident that this quantitative research would add to the

usefulness and significance of handling and guiding students especially those who are

boarding. It is through this study that we are able to obtain information about the

problems and struggles of students in encountering acculturation, as well as the different

problems they met in their new environment and in school such as time management,

allowance budgeting, supplying their needs and accomplishing assignments and projects

in school.

Furthermore, the knowledge attained from the study would be foremost and

important in getting information about other issues such as depression and suicide since

this study focuses on the students who are boarding and why it is significant in their lives

and what is nature of their relationship in their new environment. Lastly, this study would

somehow assist and guide other researchers in the future who are interested to conduct a

study related to acculturation and the over-all performance among students who are

boarding. It will give them an idea in identifying areas and scope of student boarders that

needs further study and investigation.

Definition of Terms

In order to understand and obtain interpretation of results and formulate sound

recommendations, the following terms are herein defined conceptually and operationally.

Acculturation. Understands those happening which result when groups of

individuals having different cultures come into continuous first-hand contact, or

borrowing traits from the other culture. Under this definition, acculturation is to be

distinguished from cultural change, of which it is but one aspect, and assimilation, which

is at times a phase of acculturation (Redfield, Linton, & Herskovits, 1936, pp. 149).

As used in this study acculturation is an aspect of cultural change that results from

contact between two (or more) groups, it is considered to create change in one or both

groups that come into contact with each other, and is distinguished from assimilation,

whereby an individual has given up their culture of origin identity in order to identify 7

with the dominant culture. Social Science Research Council (1954).

As used in this study, over-all performance pertains to the execution of an action.

It refers to the over-all and the totality of the performance of the students which also

includes the academic performance in their school (Merriam-Webster Dictionary)

Statement of the Hypotheses

The following null hypotheses of the study were tested at 0.05 level of

significance:

1. There is no significant relationship between acculturation and academic

performance among SHS students of UM Tagum College.

 Acculturation Overall Performance

 Adapting new  Physical Health

environment  Learning outcomes
 Time Management  Social Interaction
 Accomplishing Projects
 Handling Stress and
Problems
 Being in a State of
Culture Shock

Figure 1. Conceptual Paradigm

 Chapter 2

REVIEW OF RELATED LITERATURE

This section of the research provides readings taken from different sources like

books, websites, journals, and any printed materials to support the relevance of the study

undertaken by the researchers.

Acculturation

Acculturation is not a new field of study, since it has been studied by different

scholars way back 1930’s. Suddenly only few researchers conducted a research about

acculturation because of its minimal communication. Hence, communication is very

useful in acculturation. As we all know that communication is an instrument for guiding

the immigrants and for the satisfactory of their basic personal and social needs in the new

host culture. In dealing themselves to the new environment and culture immigrants must

acquire the host cultural patterns and develop their working abilities and relationship with

the new environment.

It would come out that boarding may have a role in shaping beliefs and cultural

values of groups of people (e.g., Indigenous people) as well as shaped and form by them.

This is seen in two areas: cultural value and the sense of privilege. Hence, the

overarching boarding system may be seen as to be representative of macro system.

Studies of macrosytem level factors, such as cultural values, have investigated how a

student’s cultural identity has affected their boarding journey, and therefore their

academic and non-academic outcomes. However, few have investigated the effect of
boarding on cultural values or a person’s cultural identity (Alexander-Snow, 2010, 2011;

Han, Jamieson, & Young, 2000).

Time management

Time is a significant factor to remember as part of this research. It has shaped

current perception and famous opinions of boarding, as well as the progress of students

who are boarding. Furthermost, time may be seen as a measure of long-term effects of

boarding, for instance, the benefits including social status or insufficiency such as trauma

passed down inter generationally (Barton et al., 2005; Elias et al., 2012; Hirshberg, 2008;

Pember, 2007).

The effect of boarding is much less a feeling of being sent away for long periods

of time and much more about parental choice and enter to educational establishments for

their children. Definitely, some students view boarding as advantageous because they can

access to a structured learning environment or extracurricular opportunities (MacGibbon,

2011; Nguyen-Emmett, ly 2013)

Accomplishing projects

When you are boarding, it gives expectations on behavior, participation on

different activities, how to deal with home works as well as how to accomplish projects

(Cookson 2009; Lee and Barth, 2009; Williams 2011).

Boarding commands expectations on behavior participation on such activities and

on how to accomplish projects and homework, as well as being a media literate

(Cookson, 2009; Cree, 2000; Lee & Barth, 2009; Williams, 2011).
Handling stress and problems

The school is an institution for the teaching the children and it is also an

environment that shows the students with challenges, setbacks, and pressure on daily

basis, and this may be the case for the residential environment of boarding schools too.

(Martin & Marsh, 2008).However, some of the new studiesthat have examinedboarderson

coping and transition to boarding school have found no significant difference in their

adaptation in comparison to day students (Bramston & Patrick, 2007; Downs, 2002;

Whyte &Boylan, 2008).

Being in state of a culture shock

It takes time in accepting the new environment and at the same time it is hard to

adjust with the new boarding peer group for those individual who is desperately seeking

to belong as they replace the security of the family with that of peers, and as a result they

need to develop a false self or public image to survive (Marsh, 2011).

In addition, it is insinuated that boarding schools should develop a collective

identity through traditions, rituals, and symbols. In doing so, boarding schools engender a

specific sense of identity that ties the individual to the collective through a range of

activities, which might include compulsory chapel, sport, cadet corps, and intra-school

and inter-school competitions (Chase, 2008; Finn, 2012; Gaztambide-Fernández, 2009a;

Khan, 2010).

As an outcome of these processes, the residential environment of boarding

schools gives a particular ecological context, allowing boarders to participate in a

different set of activities and interactions with peers and staff. This in turn promotes
different socialization processes to those of day students, consequently providing

boarders with differing opportunities for growth and development (Bronfenbrenner,

1970; Holden et al., 2010)

Students who are boarding grow by themselves without their family by their side,

another important agent of socialization is that having difficulties in adapting the new

environment. Some researchers have found out that students who are boarding are the one

who is more prone in devloping psychological problems and become malnourished

(Chase 2008; Lou et al. 2009)

Students who are boarding grow by themselves without their family by their side,

another important agent of socialization is that having difficulties in adapting the new

environment. Some researchers have found out that students who are boarding are the one

who is more prone in developing psychological problems and become malnourished

(Chase 2008; Lou et al. 2009)

Others argue that boarding gives a more stable environment that makes the

students leave their homes (Martin et al. 2014)

Overall Performance

School relationship occurs to have a significance role in occupying the results of

peer engagements on academic and non-academic outcomes.

As in the present study, school engagement was operationalized through the enjoyment

of school, valuing of school, class participation, educational aspirations (all positive

predictors), and disengagement measures (a negative predictor). The outcome of Liem

andMartin’s study revealed that adolescents higher on academic motivation, academic

engagement, academic performance, and general self-esteem were also more positive in

their relationships with peers (Liem& Martin, 2011; see also Liem, Lau, &Nie, 2008).

Boarders and day students would differ in terms of their relation and orientation

for learning. It is recommended that as boarders they spend larger amount of time at

boarding school, they are open for a larger amount of time in any aspects such as the

values, attitudes, and beliefs, as well as to the teachers and peers. In addition, boarders

are more likely to internalize both the formal and informal curriculum of the school

which may affect academic and non-academic outcomes (see Cookson, 2009; Cree, 2000;

Goffman, 1968).

Physical Health

Many wrote and shared negative experiences of boarding (e.g., Duffell, 2000,

2012; Partridge, 2007, 2012; Schaverien, 2004, 2011; Standish, 2011). Schaverien

(2011). For instance, identified a cluster of symptoms and behaviours she proposes

“boarding school syndrome”: patterns of trauma observable in many of her adult patients

who had been into boarding. Similarly, described as “strategic survival personality” as

successive layers of personality made to protect the vulnerable child sent to boarding

(Duffell, 2000)

A recent study suggest that such experience when boarding could be a positive

experience, it allows them to develop their inner self from adolescence to a mature one

(Sillitoe, 2010).

Boarders are not selected based on their health, the moment they start boarding

they share with many other students, often in unhygienic boarding facilities. As a result,
students often get sick and infect each other. Students nutrition might also be poor than

before due to a different dining conditions (Lou et al. 2009)

Learning Outcomes

Among all the benefits that the students who are boarding could get, they are also

expose on a new learning outcomes and habits that is far different from what they used to

be when they are in their home. This exposure is beneficial for their schooling because

when the students are boarding it is a way for them to develop new habits and learning

(Martin et al 2014).

In Australia, rurality plays an important role for the youth to be capable of

accessing equitable education. This case is particularly for the Indigenous Youth with a

numerous government reports that propose boarding house to be near their Aboriginal

communities as a way of redressing such disadvantages in culturally sensitive way and to

“close the gap” in both academic and non-academic outcomes (e.g., AHRC, 2000a; Wild

& Anderson, 2007)

Social Interaction

Boarding allows the students who are boarding to involve in a different activities

and interaction with peers, co-boarders and also to the people around him or her. This

promotes socialization and relation processes to those students who are boarding and it

will provide and help their growth and development (Bromfenbrenner, 1970 Holden et al,

2010). Boarders usually spend greater amount of time with their teachers, coaches, and

other school staff (e.g., boarding staff), and have greater opportunity to develop coaching
or personal relationships with them than day students (The Association of Boarding

Schools [TABS], 2013). Lastly, this may result in differences interactions with caring

“others” such as peers, parents, teachers, and board mates (Cookson, 2009).

Boarding also gives opportunity to develop oneself and make new friends that could last

for a lifetime (Martin et al 2014). Similarly, boarders may also

see themselves in an environment where there is greater influence and motivation from

peers (TABS, 2013)

Boarding environment may positively develop youth through the long-term

relationships shaped and formed with boarding staff, by students who are boarding

contributing to the lives of other boarders and activities out-of-school hours, as well as

via academic in a safe environment superintended by trained staff (Anderson, 2005;

Hawkes, 2010).

Most studies found out positive and caring staff-student relationship were a

significant factor in facilitating this change hence, while boarders are far from their love

ones, their families and communities, and therefore the positive ecological assets these

give access to arrange of other ecological assets that help boarders to cope with this

experience and to improve positively. (Bramston & Patrick, 2007; Mason, 1997).

In the light of these inter-related concepts, ideas and theories which were discussed by

the authors, the base of the study is established in a quantitative investigation.

 When boarding, students experience acculturation that may affect their overall

performance, it may change their principles in life and come up with new ideas and

beliefs especially in culture, students tend to have difficulties in dealing with a new

culture since they have to get used to it first. Students may encounter such problems in

boarding that involves time management that makes the students feel pressured since they

depend only on their selves and no one else so they have to make the most of their time

worthwhile and not waste it but that is just based on how a particular student manage its

time especially on accomplishing projects and assignments, they have a lot of things to

do in their life like deciding what to eat next, what to buy, how to budget the money and

so many other things. Students tend to have difficulties in handling stress and pressure

since they are far from their families and they have to solve and think of it on their own,

with many things going around his or her mind it may cause the students some physical

distress and their health would be much more affected. Moreover, when students are

boarding they are more open on people since they are already used to adapt other culture

though it takes further time but it could go along well. Furthermore, students’ who are

boarding should have all the time he or she needs to composed his self and have a

positive performance in almost everything. Lastly, students who are boarding may be in a

new different environment and may encounter hardships but that doesn’t mean they

cannot be good anymore in their performance in school.

 Chapter 3

METHODOLOGY

This chapter presents the research design, research subject, research instrument,

and data gathering procedure and the statistical treatment of the data.

Research Design

This study used quantitative technique and method in determining the Acculturation and

Academic Performance of the UMTC senior high school students who are boarding.

According to Trochim (2005) research design “provides the glue that holds the

research project together. A design is used to structure the research, to show how all of

the major parts of the research project work together to try to address the central research

questions.” Leedy (1993) stated that quantitative type of research is a method wherein it

deals with numbers and anything that is measurable and quantifiable in an organize way

of investigation of phenomena and their relationships. It is useful to answer question on

relationships within quantifiable variables which aims to explain, predict and control a

certain phenomenon. Moreover, descriptive correlation design stated by Bickman and

Rog (1998) suggest that descriptive students can answer questions such as “what is” or

“what was.” Experiments can typically answer “why”or “how.”

Research Subject

The study was conducted at University of Mindanao Tagum City located at

Mabini Street, Tagum City. The initial participant of the study will be the grade 11 and

grade 12 senior high school consists of 200 HUMSS students enrolled for the Academic
Year 2016-2017 at University of Mindanao Tagum City. After all, random number

generator will be used in determining the participants.

Table 1

Distribution of Respondents

Sections
Quantitative Data

No. of Students Sample Size

GRADE 11
HUMSS 1 50
HUMSS 2 52
HUMSS 3 52
HUMSS 4 52
GRADE 12
HUMSS 1
HUMSS 2
HUMSS 3
TOTAL

Research Instrument

This study utilized one (2) research instruments in the data collection process

which are both ready made survey questionnaires for both independent variable and the

dependent variable. A detailed description of each of the instrument is provided.

Ready-made survey questionnaires

For the purpose of identifying the students management in their overall

performance and on how they manage their selves in their new environment, researcher

made a ready-made survey questionnaires test was administered before the start of

conducting a survey questionnaires on the level of acculturation and overall performance

among senior high school students. The questionnaire with a total of forty (40) items

which were consisted (5) questions in each indicators. Indicators are the following: 1.)

adjusting in the new environment of students 2.) time management 3.) handling stress and

problems 4.) accomplishing projects 5.) being in a state of culture shock 6.) physical

health 7.) learning outcomes and; 8.) social interaction.

To determine the participants’ perceptions about the relationship of acculturation

and overall performance among senior high school students who are boarding, the

parameter limits below will be utilized:

Range of Scores Description

4.3 - 5.0 It shows that the student’s ability in

coping up with the new environment and

the over-all performance is outstanding.

3.5 - 4.2 It shows that the student’s ability in

coping up with the new environment and

the over-all performance is above average.

 2.7 - 3.4 It shows that the student’s ability in

coping up with the new environment and

the over-all performance is average.

1.9 - 2.6 It shows that the student’s ability in

coping up with the new environment and

the over –all performance is below

average.

1.0 - 1.8 It shows that the student’s ability in

coping up with the new environment and

the over –all performance is poor.

Further, in order to establish an accurate measurement on how did

students cope up in their new environment in every indicator, the following

parameter limits were adopted.

Scale Verbal Description Interpretation

1.0 – 1.4 Very High Students find it very difficult

to cope up with the new

environment

1.5 – 2.4 High Students find it difficult to

cope up with the new

environment
 2.5 – 3.4 Moderate Students find it moderately

difficult to cope up with the

new environment.

3.5 – 4.4 Low Students do not find it very

difficult to cope up with the

new environment.

4.5 – 5.0 Very Low Students do not find it difficult

to cope up with the new

environment.

Data Gathering Procedure

After the request of conducting the study and was approved by the school

principal, it was forwarded to the Senior High School Department Head to inform the

researchers to the authorities relevant to the success of their study. The following tasks

were done as data gathering procedure. The researchers went to the Grade 11 and 12

HUMSS sections and randomly picked the students who will be part of the said research

study. There were 200 HUMSS students who were randomly selected in each HUMSS

section by means of utilizing the Random number generator. In relevant of starting the

selection, the researchers informed the students about the nature of their study by

distributing information sheets and informed consent forms. With the guidance of our
research adviser, the researchers also entertained queries from the participants to further

explain about the study.

Before the survey started using the ready-made survey questionnaires for the

researchers, the researchers checked the tests to determine the relationship of

acculturation and overall performance of the students who are boarding. Having the result

as the basis, the researchers selected two hundred (200) students randomly in all grade 11

and 12 HUMSS section to become their respondents. In preparation for conducting the

interviews, the researchers reminded themselves of the steps on how to conduct a survey

questionnaires. The need for the students to answer all of the questions was also

emphasized.

After the first instrument was checked and finalized, the second instrument was

administered to the two hundred (200) respondents. The researchers conducted using an

interview guide asking how they adjust in their new environment and on how they

manage their selves and their performance in school.

The first research question aimed at determining the profile of the respondents. To

answer this research question, the ready-made survey questionnaires test was

administered to the participants by the researchers right after they were randomly

selected. Papers were then checked and scores were analyzed based from the data

gathered.

The second research question aimed at identifying the level of acculturation of the

grade 11 and 12 senior high school HUMSS students in UMTC in terms of: adapting new

environment, budgeting of allowance; accomplishing of projects; handling stress and

problems; time management; and being in a state of culture shock.

 The third and last research question aimed at determining the level of overall

performance among grade 11 and 12 senior high school HUMSS students in UMTC in

terms of: physical health; learning outcomes; and social interaction. In response to this

research question, each of the two hundred (200) students was interviewed using survey

questionnaires as the basis of the researchers to ensure uniformity of questions. The

ready-made survey questionnaires consisted of questions and exercises that enabled the

researchers to gauge and gather the knowledge and skills of the students about the

relationship of acculturation and overall performance among grade 11 and 12 Senior

High School HUMSS Students who are boarding.

Statistical tools

The following statistical tools are suggested to be used in this study.

Mean. This was used to determine the levelof the SHS students over all

performance.

Pearson Product- moment Correlation Coeffiecient. This was utilized in

determining the relationship between acculturation and over all performance among SHS

students who are boarding.