Republic of the Philippines

Department of Education

Region X – Northern Mindanao

DIVISION OF MISAMIS ORIENTAL

BARRA ELEMENTARY SCHOOL

BARRA OPOL, MISAMIS ORIENTAL

FAMILY TYPE: A SIGNIFICANT FACTOR TO THE ACADEMIC

PERFORMANCE OF GRADE 5 LEARNERS IN

BARRA ELEMENTARY SCHOOL

Submitted by:

MARIA KENDIE B. GORDO

Teacher I
Part I. Situation/Scenario/Setting

Family is a single word, with many different meanings. People have

many ways of defining a family and what being a part of a family means to

them. Families differ in terms of economic, cultural, social, and many other

facets, but what every family has in common is that the people who call it a

family are making clear that those people are important in some way to the

person calling them his family. The context of human society, a family (from

Latin: familia) is a group of people affiliated either by consanguinity (by

recognized birth), affinity (by marriage or other relationship), or co-residence

(as implied by the etymology of the English word "family" or some

combination of these. Members of the immediate family may include

spouses, parents, brothers, sisters, sons, and daughters. Members of the

extended family may include grandparents, aunts, uncles, cousins, nephews,

nieces, and siblings-in-law. Sometimes these are also considered members of

the immediate family, depending on an individual's specific relationship with

them.

In most societies, the family is the principal institution for the

socialization of children. As the basic unit for raising children,

anthropologists generally classify most family organizations as matrifocal (a

mother and her children); conjugal (a wife, her husband, and children, also

called the nuclear family); avuncular (for example, a grandparent, a brother,

his sister, and her children); or extended (parents and children co-reside with
other members of one parent's family). Sexual relations among the members

are regulated by rules concerning incest such as the incest taboo.

The word "family" can be used metaphorically to create more

inclusive categories such as community, nationhood, global village, and

humanism. Diverse data from ethnography, history, law, and social statistics,

reveal the human family as a social institution and not as a biological fact

founded on the relationship of consanguinity. The different types of families

occur in a wide variety of settings, and their specific functions and meanings

depend largely on their relationship to other social institutions.

Although early western cultural anthropologists and sociologists

considered family and kinship to be universally associated with relations by

"blood" (based on ideas common in their own cultures) later research has

shown that many societies instead understand family through ideas of living

together, the sharing of food (e.g. milk kinship) and sharing care and nurture.

Sociologists have a special interest in the function and status of family forms

in stratified (especially capitalist) societies. According to the work of scholars

Max Weber, Alan Macfarlane, Steven Ozment, Jack Goody and Peter Laslett,

the huge transformation that led to modern marriage in Western democracies

was "fueled by the religio-cultural value system provided by elements of

Judaism, early Christianity, Roman Catholic canon law and the Protestant

Reformation".
 Much sociological, historical and anthropological research dedicates

itself to the understanding of this variation, and of changes in the family that

form over time. Levitan claims:

"Times have changed; it is more acceptable and encouraged for

mothers to work and fathers to spend more time at home with the children.

The way roles are balanced between the parents will help children grow and

learn valuable life lessons. There is [the] great importance of communication

and equality in families, in order to avoid role strain

Families in the 21st Century come in all shapes and sizes. Divorce,

marriage, parenting out-of-wedlock and a host of other variables have turned

Nuclear families into the exception rather than the norm. As little as a half

century ago, children were typically raised in homes with two biological

parents, and chances are those two parents had the support of the extended

family members nearby. When one questioned their own parenting, they had

only to turn to one of these supporters for reassurance and a confidence boost.

Sociologists state that, family is the most important foundation of a

society because survival of human race is related with it. It is the family that

brings up an individual by taking care and by training him. Family is the

center of a society and is a source of culture. However, family structure is

under culture and is in harmony with its demands. The definition of family by

different sociologists is as follows: The family is a kin-based cooperative

unit. (Broom and Selznick); The family is a social group characterized by

common residence, economic cooperation and reproduction. (Murdock); A

set of persons related by blood, marriage or adoption who shared the

responsibilities for reproduction and caring for members of society. (Richard

T. Schaefer).

Children of today are growing up in a variety of households and

different family systems. Family types are classified into: Nuclear, Single

Parent, Extended, Blended, Grandparent, and Adoptive Parent Families. The

traditional definition of a nuclear family is a family unit that includes two

married parents of opposite genders and their biological or adopted children

living in the same residence. In single-parent families the other parent not

living with the family may have little or no involvement in the child's life or

may be highly involved. A definition of extended families is simply a family

unit that extends past the nuclear family to include other relatives such as

aunts, uncles, and grandparents.

The researcher opted to take this as her study to determine whether the

family type affects the Academic performance of the Grade 5 pupils. With

this, the researcher is motivated to conduct this study.

This study is closely related to the concept of Gomez (2006), stated

when it comes to education, children living with their parents do significantly

better than the other children. Children from non-intact families (living with

stepparents or grandparents) have significantly higher rates of difficulty, from

Kindergarten through primary, secondary, and college-age levels.

The paradigm of the study is guided by the theory of (2003) which

says that this theory conceptualize the family as a system. That is, the family
consists of interrelated parents, each impacting to other and contributing to

the growth (or detriment) of the other. Further, the family is always changing,

self-organizing, and adapting to its members and the outside environment.

Over the decades, social scientists have struggled in their efforts to

define the multidimensional concept of family. Through her research Jan

Trost (1990) confirmed this overwhelming definition dilemma experienced

not only by family researchers but also the general population. Specifically,

she illustrated the difficulty and diversity with which people identify those

who could or should be labeled family members.

In the present time; “it is more acceptable and encouraged for mothers

to work and fathers to spend more time at home with the children. The way

roles are balanced between the parents will help children grow and learn

valuable life lessons. There is great importance of communication and

equality in families, in order to avoid role strain." (Levitan).

In relation, family contributes greatly to the development of a person

and if the family encounters crises, problem occurs and every family member

is seemingly affected.

The study primarily aims to investigate the effect of family type in the

pupil’s skills development. It answered the following specific questions:

What is the respondents’ profile in terms of family type, What are the skills

development of the respondents as indicated by their scaled score

interpretation, and to find out if there is a significant relationship between the

skills development of the respondents and their family type.

The objectives of the research are:

1. To identify the profile of the respondents in terms of its family

type.

2. To determine the academic performance development of the

respondents based on the following categories: Highly Advanced, Advanced,

Average, Slight Delayed, and Significant Delayed

3. To find out the significant relationship between pupils performance

development and its family type.

The result of the study will provide information to the following:

Grade 5 learners. The findings of the study will help learners who are

referred for academic performance counseling especially those students who

are not performing well in the academics that appropriate approaches or

intervention can be applied to address particular needs of the pupils which the

problems may be related to Family Type.

Parents. Parents benefit from being involved in their children's education by

getting ideas from school on how to help and support their children, and by

learning more about the school's academic program and how it works.

Perhaps most important, parents benefit by becoming more confident about

the value of their school involvement.

 Parents develop a greater appreciation for the important role they

play in their children's education. The knowledge they will get from this

study will make them more aware of the effect of their family type and enable

to improve their effectiveness as a parent or guardian to address the child’s

need for the improvement of his/her academic performance.

Teachers. Research shows that parental involvement can free teachers to

focus more on the task of teaching children. Also, by having more contact

with parents, teachers learn more about students' needs and home

environment, which is information they can apply toward better meeting

those needs. Parents who are involved tend to have a more positive view of

teachers, which results in improved teacher morale. The teachers would gain

insights to the underlying cause of the pupil’s skills development problems

and how can they be of help to the pupils to cope their life and skills

difficulties.

School Administrators. The findings on the effects of family types to the

pupils’ academic performance provides the administrators and teachers of

necessary data that would guide them in creating a learning environment that

would help improve the academic performance of the Grade 5 Pupils. This

study also serve as reference to fully understand the needs of the pupils to be

understood where they came from and eventually strengthen the design suited

for individual learners need in achieving the competencies per domain.

Future Researchers. The results of this will encourage other researchers to

investigate more deeply the implications of the effects of the family type to

the pupil’s skills development performance. They may also replicate the

study on their own workplace which could make the parents or guardian

realize that their family type play an important part on the skills development

of their children.

Part II. Findings and Insights

The findings and insights were summarized below:

1. For the parents. They must assist their children in school in terms of

providing their school materials and teach them on how to be

independent to do their task at school. They should find time to

support or guide them in doing their assignment and encourage them

to study their lessons and participate in class discussions. Parents must

attend parent-teachers’ conference to follow up their children’s

progress in school.

2. For the pupils. They should be guided on how to establish good

study habits and be motivated to indulge in different school activities

in order to enhance their interest in school and develop their potential

or talents. Through these, it will be possible for them to achieve

highly advanced development and be confident in school.

3. For the teachers. They should conduct orientation or seminars for

parents on how to assist their children in school in order to boost the

 interest of their children. They should also call the attention of parents

at least once a month in order for them to tackle the development or

delay of their child. So that parents will be aware and will know what

to do in order to help their children’s need.

4. For the DepEd Administrators. They should do steps to reach out to

parents and promote partnership within the school and community to

achieve the goal of quality education for all children. They must allot

funds for parents’ seminars on their roles and functions towards their

children’s future.

Part III. Summary

The study primarily aims to investigate the effect of family type in the

pupil’s academic performance. It answered the following specific questions:

What is the respondents’ profile in terms of family type, What are the skills

development of the respondents as indicated by their scaled score

interpretation, and to find out if there is a significant relationship between the

pupil’s academic performance of the respondents and their family type.

The respondents’ profile revealed that majority of them comes from

Nuclear family; followed by the Grandparent Reared; then Blended and lastly

by the Single-Parent Reared and Extended Family. The respondents’ skills

development shows that majority of them belongs to the Average category;

followed by Highly Advanced and Advanced; lastly is the Slight Delay in

Over-All Development. The data of the study disclosed that there is no

significant relationship between the respondents’ academic performance to its

family type. Based on the findings and insights, the recommendations were

summarized as follows. For the parents they must assist their children in

school in terms of providing their school materials and teach them on how to

be independent to do their task at school. They should find time to support or

guide them in doing their assignment and encourage them to study their

lessons and participate in class discussions. Parents must attend parent-

teachers’ conference to follow up their children’s progress in school. For the

pupils they should be guided on how to establish good study habits and be

motivated to indulge in different school activities in order to enhance their

interest in school and develop their potential or talents. Through these, it will

be possible for them to achieve highly advanced development and be

confident in school. For the teachers they should conduct orientation or

seminars for parents on how to assist their children in school in order to boost

the interest of their children. They should also call the attention of parents at

least once a month in order for them to tackle the development or delay of

their child. So that parents will be aware and will know what to do in order to

help their children’s need. For the Department of Education Administrators

they should do steps to reach out to parents and promote partnership within

the school and community to achieve the goal of quality education for all

children. They must allot funds for parents’ seminars on their roles and

functions towards their children’s future.

 This study involves Grade 5 pupils who are enrolled in Barra

Elementary School. The questionnaire contains the indicators of the family

type such as Nuclear, Single Parent Reared, Extended, Blended, and

Grandparent Reared. The researcher used a questionnaire as a reference for

such indicator.