Chapter 1

THE PROBLEM AND ITS SCOPE

INTRODUCTION

Rationale

Students are observed to be increasingly coming from broken families.

Broken families, whether due to separation or other circumstances, have a

significant impact on children's lives, particularly in their behavioral development

and academic success. While some children adapt to these changes, many

struggle with the effects. These students often find it difficult to concentrate on

their studies, and they may exhibit behavioral issues or withdraw from social

interactions. The emotional strain of family disruptions can lead to challenges

both inside and outside the classroom, affecting their academic performance and

overall well-being.

In Liprak Kidul Village, Indonesia, broken homes are caused by a variety

of factors, including financial difficulties, communication breakdowns, domestic

abuse, and adultery. These factors can result in psychological issues and

juvenile delinquency in children as well as crisis situations for teenagers that can

lead to deviant behavior and adverse reactions that impair their physical and

psychological development and call for guidance counselor intervention in

schools (Khoiroh et. al., 2024).

In the Philippines, separation among married couples is not rare. In spite

of the lack of a divorce legislation, Filipino spouses nevertheless terminate their

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marriages at a significant rate. Financial difficulties, a lack of communication,

adultery, and domestic abuse are the main causes of separation among Filipino

spouses. Children caught in the middle of their parents' hatred during a

separation often experience focus and concentration troubles, scholastic

difficulties, anger management issues, sleep disorders, and other psychological,

behavioral, and spiritual issues, according to clinical and therapist observations

(Galang, 2015).

Nowadays, the impact of broken families on students has become

increasingly noticeable. Students from broken families often find it challenging to

focus on their studies, manage their behavior, and achieve academic success.

As a student, the researcher is interested in finding out how these family issues

affect students and what strategies might help improve their situation.

Thus, this study is important because it looks into how broken families

influence students' behavior and academic performance. Understanding these

effects can help the researcher create effective programs to support students,

aiming for better learning outcomes and overall development. The findings could

be beneficial not only for the researcher’s own family but for many other families

facing similar challenges. The goal of this study is to develop a plan that helps

students from broken families improve their behavior and academic success by

providing the right support and interventions.

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Literature Background

In today’s world, teenage development and well-being are greatly

influenced by family dynamics. The stability and composition of the family unit

are important elements among the many others that affect the outcomes of

adolescents. However, there are worries about the possible effects of the

preponderance of broken homes—which are defined by parental separation,

divorce, or single-parent households—on the academic, emotional, and cognitive

development of teenagers (Sarnoto et. al., 2024).

According to the study of Ezeufondu (2022), a family is a group of people

who live together in a household and are connected by blood, marriage, or

adoption. A family that consists of one or both parents and their children is called

a structured family. It is well known that families can exist in two states: complete

or shattered. A home with two parents and their kids is considered an intact

family; a home with one parent or no parents is considered a fractured family.

Additionally, children raised by stepparents, single parents, or other

people unrelated to the original parents are the result of broken families (Moneva

et. al., 2020).

Moreover, the breaking down of houses, the effects, and the

consequences of the breaking down frequently have an effect on kids' academic

success, and how conditions like socio-economic parent financial situations may

directly or indirectly result in the problem (Boye-Laryea, 2020).

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The Psychoanalytic Theory

-Human behavior is influenced Executive Order No. 209 or
Family Code of the Philippines.
by unconscious memories, --The Family Code governs
thoughts, and urges. The marriage, legal separation,
dynamics within a broken family property relations, and parental
can significantly influence a authority. It includes provisions for
student's psychological annulment and legal separation,
development by affecting the which are the primary legal
remedies for ending a marriage in
balance between the id, ego, and
the Philippines as divorce is not
superego. (Freud, 1901) legal.
The Social Learning Theory
-People can learn from each other Presidential Decree No. 603 or
through observation, imitation and Child and Youth Welfare Code.
modeling. Children from broken -This law provides for the care and
families may be more likely to protection of children, including
observe and imitate negative those from broken families. It
behaviors, such as conflict and poor mandates that children have the
right to receive support, education,
coping mechanisms, that they
and protection from abuse and
witness in their environment. neglect.
(Bandura, 1977)

Learners of Candijay National High School

Profile of the Learners

 Sex
 Age
 Grade Level

Broken Family Behavioral

Academic
Development Success

PROPOSED ACTION PLAN

Figure 1. Conceptual and Theoretical Framework

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The family is regarded as the first institution where a person learns how to

equip themselves for growth. However, differences exist within every family.

Everybody's dream is to have a happy, healthy family. Many were unable to

succeed. Even healthy families have broken apart because of various issues.

Many families have been shattered and their members split up when unwelcome

things arise. This awful event is occurring for both regrettable and unconstrained

reasons (Saikia, 2017).

Furthermore, broken families are those that have experienced a divorce,

separation, father or mother passing away, or the death of both parents. It is the

dissolution of a marriage by law. It also refers to the dissolution of marriage that

is agreed upon by the husband and wife and is enforced by a legislative act or a

ruling from a court of competent jurisdiction. Children who are separated or

divorced experience exclusion, poor behavioral impacts, and increased

educational burdens for adults responsible for them, which can pose

psychological dangers and limit their ability to cope with the demands of raising

children (Hassan & Hatab, 2021).

However, as per Aini et. al. (2023), the closeness between members

defines the family. of the connections between its constituents, characterizing it

as a highly intimate social environment bonded with a person. A person is

reared, lives, and interacts with others within the family and shapes beliefs,

habits, and values. Additionally, the family serves as a filter for outside

civilizations and shapes the ways in which a child interacts with their

surroundings.
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Although being a part of a broken family is a difficult reality, children from

broken homes showed emotional discomfort that affected all elements of their

lives. However, the study participants-maintained hope for their future. They

were, in fact, inspired to be hopeful about life by the affection and support of their

loved ones (Digon, 2023).

According to Peduca et. al. (2023), the whole family finds it difficult to cope

with the circumstances behind a family separation, but kids usually bear the

worst of it. It’s reasonable to be concerned about how a broken home may affect

the kids. Kids’ capacity for stability in their families determines how far they can

go in life. The impact of dysfunctional families on how children behave as they

grow older, which might result in bad conduct such as aggression, dishonesty,

stealing, and swearing, is increasing.

According to Bice et. al. (2020), family is a word with various meanings

and connotations. The environment or family structure in which an individual lives

have a significant impact on their attitude, honor, attributes, accomplishments,

and overall well-being. One common factor that makes someone belong to a

family is that each individual in that so-called group is highly valued. Some

people consider family to be their classmates, teachers, closest friends, and

peers who have supported them through thick and thin. However, to use the

word “family” literally, happiness isn’t always associated with it. They are viewed

as a collection of damaged families, which has led others to view them as an

enemy, a source of grief, and an issue.

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According to the study of Firdausi et. al. (2020), the findings show that

different young people have different opinions about broken homes. On their own

and in their households. The predominant self-perception on average is a feeling

of unworthiness; they believe they are not as fortunate as others and believe they

have the darkest existence. In the meantime, young people’s impression of the

family as a broken household is that, among other things, family members are

egotistical, terrifying, and miserable. Family circumstances that are discordant

also have an impact on the conduct of youth with dysfunctional families and

companions. They exhibit maladaptive behaviors such as tantrums and fighting,

withdrawing, and pleasing to rebel against hallucinations. The ego is also used

by young individuals from dysfunctional households. A defense mechanism is

used as a response while resolving family conflicts.

The study’s findings demonstrated that family conflict did have a negative

effect on students’ academic achievement. The arguments they were having in

their families were also having an impact on their interpersonal relationships at

the same time (Hussain et. al., 2022).

According to Achilike (2017), the study findings demonstrated the negative

effects that broken families have on children’s regular presence at school.

According to the study of Abrantes and Casinillo (2020), the findings

showed that there is no apparent disparity between pupils from two-parent

homes and those from single-parent homes in terms of their academic

achievement. Additionally, it is discovered that the issues single-parent students

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face have little bearing on their academic performance or attitude toward

learning.

In most cases, the study of Haq et. al. (2018), found that students’ poor

performance was a result of their broken homes; students from unbroken families

outperformed students from broken families in the subjects on which they were

tested; students from broken families encountered many emotional challenges as

they attempted to adjust to the changes brought about by their parents' divorce or

separation; however, not all children from broken families performed poorly in

class.

As stated by Akinde along with Akinleke (2024), data revealed that

adolescents from dysfunctional families frequently participate in disruptive

behaviors undesirable conduct at school and frequently run the risk of being

suspended or kicked out Additionally, these adolescents face difficulties in their

academic and emotional lives at school, and they typically do poorly in their

scholastic pursuits. It implied that a number of the components that produce poor

academic performance brought on by a divorce, including concerns about trust

and family finances and discord among couples, and this should be limited to

reduce the likelihood of a broken family unit.

The research results indicate that children in senior secondary school who

come from broken homes experience notable effects on their academic,

emotional, and social development (Umar, 2019).

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According to the research findings of Shalahuddin et. al. (2019), there is a

connection between deviant behavior in schools and pupils from families with

shattered homes. Teenage delinquency or erratic behavior at school was

primarily caused by broken home families. It might be concluded that there was a

connection between deviant behavior at school and pupils from families with

shattered homes.

According to the study of Lesmana et. al. (2023), the findings of the

research indicate that the family is crucial to the growth and development of

children’s rights, among other things. On the other hand, children are affected

when families are not operating properly, particularly in broken families.

According to the study of Chilan and Cedeño (2022), findings show that

living in rural areas, having a family, having little money, which results in issues

with indiscipline, poor mathematical reasoning, or having minimal social skills are

the factors that have an impact on academic achievement. Teachers contend

that the dynamic in the classroom is influenced by the separation of parents,

family issues, early commitment, and the home. They also argue that a family's

love, understanding, and communication foster a higher academic standard.

Parents must appropriately meet their sons' and daughters' emotional and

attention requirements when it comes to youngsters or adolescents.

According to the study by Azumah et. al. (2017), young adults who grow

up with exposure to unilateral divorce rules have less favorable results. The

study also discovered that children’s growth is dependent on both parents and

that the mental stability of parents who are divorcing has an impact on the child’s
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wellbeing. This paper adds to the assessment of the impact divorce has on

adults’ psychological and emotional well-being as well as children’s development.

It was discovered that the majority of marriages fail for complicated reasons,

making it impossible to pinpoint the precise reason why couples divorce. It was

discovered that divorce is caused by a multitude of reasons.

The Psychoanalytic Theory (1901)

According to Freud's theory human behavior is influenced by unconscious

memories, thoughts, and urges. The dynamics within a broken family can

significantly influence a student's psychological development by affecting the

balance between the id, ego, and superego. The id, which operates on

unconscious desires, may become more pronounced in the absence of stable

parental support, leading to impulsive behaviors and emotional difficulties. This

imbalance can strain the ego's ability to mediate between the id's urges and the

demands of reality, potentially resulting in behavioral issues and a decline in

academic performance as students struggle to manage their emotions and

responsibilities.

The Social Learning Theory (1977)

According to Albert Bandura's Social Learning Theory, people can learn

from each other through observation, imitation and modeling. Children from

broken families may be more likely to observe and imitate negative behaviors,

such as conflict and poor coping mechanisms, that they witness in their

environment. This observational learning can lead to the development of

behavioral problems and difficulties in academic performance, as these children

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might replicate the negative patterns they see, impacting their ability to succeed

in school and interact positively with others.

(Executive Order No. 209) Family Code of the Philippines. The Family

Code governs marriage, legal separation, property relations, and parental

authority. It includes provisions for annulment and legal separation, which are the

primary legal remedies for ending a marriage in the Philippines as divorce is not

legal.

(Presidential Decree No. 603) Child and Youth Welfare Code. This law

provides for the care and protection of children, including those from broken

families. It mandates that children have the right to receive support, education,

and protection from abuse and neglect.

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Statement of the Problem

This study aims to determine the effects of broken family on students’

behavioral development and academic success in Candijay National High

School, Tugas Candijay, Bohol during school year 2024-2025.

Specifically, it sought to answer the following questions:

1. What is the respondent’s profile in terms of:

1.1 age;

1.2 grade level; and

1.3 sex?

2. What is the respondent’s behavioral development?

3. What is the respondent’s academic success?

4. What is the effects of broken family on:

4.1 behavioral development; and

4.2 academic success?

5. Is there a significant degree of relationship between the effects of broken

family on students’ behavioral development?

6. Is there a significant degree of relationship between the effects of broken

family on students' academic success?

Null Hypothesis
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Ho1 :: There no significant degree of relationship between the effects of

broken family on student’s behavioral development.

Ho 2: There no significant degree of relationship between the effects of

broken family on student’s academic success.

Significance of the Study

The result of the study will benefit the following individuals and groups of

people:

Students. The results can inspire students by demonstrating to them that

they are capable of overcoming obstacles. Recognizing the effects of broken

family on their behavior and academic might motivate children to ask for

assistance when necessary.

The Researcher. This study allows the researcher to contribute valuable

insights into the relationship between family structure and student outcomes. It

can pave the way for further investigations into related topics.

Teachers. This study aids teachers in comprehending the challenges

faced by children from broken family. By being aware of these difficulties,

teachers can better support students and provide a good learning environment,

which will enhance their academic success.

School Administration. The results can guide school leaders in creating

programs that support students from broken families. By understanding these

students’ needs, schools can offer better resources and counseling services.
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Department of Social Welfare Development (DSWD). The findings may

help the DSWD develop better support programs for families in need. By knowing

how family problems affect students, the department can create initiatives that

promote family stability and improve students’ academic success.

Future Researchers. This study provides a foundation for future research

on the effect of broken family. These findings can be applied by future research

to investigate specific kinds of support and the long-term effects of family

problems on students.
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RESEARCH METHODOLOGY
Design

This study utilized a descriptive survey method, documentary and

correlational quantitative research designs. It employs descriptive survey

generating the effects of broken family on students’ behavioral development and

academic success. The researchers use the descriptive documentary design

wherein the student’s grade by their teacher. Finally, the correlational research

design will be applied to determine the relationship between the variables. The

questionnaires used in this study were the primary data-gathering tools.

Environment

This study was conducted in Candijay National High School, Tugas,

Candijay, Bohol. It is 150 meters from the national road connecting Ubay to

Tagbilaran City, Bohol. It is one of the six (6) public schools in the town of

Candijay, Bohol. The school offers Junior High School from grades 7 to 10 and

Senior High School offering Humanities and Social Sciences and Technological-

Vocational Livelihood: Computer Systems Servicing and Home Economics. It has

a population of nine hundred seventy-five (975) from junior and senior high.
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Figure 2. Map of Candijay National High School

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Respondents

The researchers used random sampling. It focuses on the effects of

broken family on students’ behavioral development and academic success. Table

1 illustrates the list of respondents.

Table 1
Respondents of the Study
N= 975

Grade level Frequency Percentage Rank

7 48 17% 1.5

8 48 17% 1.5

9 47 16.5% 4.5

10 47 16.5% 4.5

11 47 16.5% 4.5

12 47 16.5% 4.5

Total: 284 100%

Instrument
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The researchers utilized an adopted research instrument. It is a standardized

tool taken from the study of Felisilda M. M. and Toreen L. (2020) entitled, “Effects

of Broken Family on Pupils’ Behavioral Development and Academic Success”.

Descriptive
Symbol Description Rating
Value
I strongly agree that this item
Strongly Agree SA talks about me and I experience 4
this.
I moderately agree that this item
Agree A talks about me and I experience
3
this.
I disagree that this item talks
Disagree D about me and I didn’t experience
2
this.
I strongly disagree that this item
Strongly
SD talks about me and I didn’t 1
Disagree
experience this.

The questionnaire consisted of two sections. Section A was the profile of

the respondents. It asked student’s demographic information such as their age,

sex, and grade level. Section B focuses on the effects of broken family with the

following dimensions behavioral development and academic success

Data Gathering Procedure

The researcher sent a permission letter to the CNHS principal to ask

permission to conduct the study. The researchers will quantify the total numbers

of the respondents. The researchers prepared the research design and tools to

be utilized in the study. The researchers conducted the orientation and profiling

of the participants. The researchers distributed the questionnaires to the

respondents. Students responded to the questions using a four (4) Likert scale.

First, the respondents will be asked to complete a demographic section on the

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survey that also identified their age, sex and grade level. The researchers

retrieved the research tool. The researchers also underwent to the Ethics

committee headed by the guidance counselor designate for the ethics review and

was able to get the certification needed for the continuation of the study. Also, an

assent and consent form were also given to the respondents first. The data

gathered were consolidated in tables for analysis and interpretation and

statistical treatment.

Ethical Consideration

The right to conduct the study strictly adhered through the approval of the

principal. The researchers conducted the orientation of the respondents. In the

orientation, the issue of confidentiality and anonymity was discussed requiring

them not to write names on the tools, but the researchers assigned them with

codes. Informed concerned teachers or personnel.

Statistical Treatment

The following statistical treatment was utilized in the study.

To determine the profile of the respondents, simple percentage formula

was used.

P= F x 100%
N

Where:

P = Percentage F= frequency
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100 = constant N = No. elementary teachers.

To determine the effects of broken family, students’ behavioral

development and academic success, weighted mean was utilized.

n
X =∑ ¿¿ * w i)
i=1

∑ wi
i=1

To find the relationship between the learners’ profile, effects of broken

family on students’ behavioral development and academic success, Chi-square

Test of Independence formula was used.

2 ( o−e ) 2
X =
e
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DEFINITION OF TERMS

Academic Success. The achievement of educational goals, typically

measured by grades and overall school performance.

Behavioral Development. The progression of a student’s emotional,

social, and behavioral patterns over time.

Broken Family. A family structure where parents are separated or

divorced, disrupting the traditional family unit.

Effect. The influence or change that one factor, such as a broken family,

has on another, like a student’s behavior or academic performance.

Student. An individual from Candijay National High School, enrolled in

grades 7 to 12, who is engaged in learning and academic activities.