SCRIPTNIVILITY

JANINE: Good morning, members of the panel, our research adviser, and to everyone
present today. We are here to present and defend our research study entitled, CAUSES
& EFFECTS OF BROKEN HOMES TO JUNIOR HIGH SCHOOL STUDENTS OF
AGLIPAY NATIONAL HIGH SCHOOL. I am JANINE PEARL AMOYAN, and with me are
my co-researchers: JOECEL MARI ROMERONA, PRECIOUS LARA LABAYOG,
JIENELYN KEITH BARUT, TEXON DJ ANANAYO, MIKE CHRISTIAN RAYMUNDO,
AND PRINCE LIMUEL LIWAG.

MIKE: Family is about the strong feelings of love, care, and belonging that bring people
together—not just because they’re related by blood or law. It means feeling seen,
valued, and safe with others who care about you deeply. You share memories and
experiences, stand by each other through good times and bad, and want the best for
one another.

LIMUEL: A broken family carries heavy emotional weight—love that once felt steady can
turn into pain, confusion, and deep sadness. There’s often a lot of anger, resentment,
and loneliness as trust gets shattered like glass. Members might feel unseen, unvalued,
or like they’re walking on eggshells around each other. Even when connections feel torn
apart, there can be a tangled mix of grief for what was lost and quiet hope that things
could somehow be mended, or that new ways to hold onto care might emerge.

MIKE: We had come up with the research study entitled CAUSES & EFFECTS OF
BROKEN HOMES TO JUNIOR HIGH SCHOOL STUDENTS OF AGLIPAY NATIONAL
HIGH SCHOOL.

JIENELYN: In past studies conducted by different researchers, they focused on the

LARA: For our research design, we used a quantitative method. This means that we
collected numerical data through surveys and questionnaires. By using this method, we
were able to identify common causes of broken families and determine how these affect
students academically, emotionally, and socially.

LARA: The study was conducted at Aglipay National High School (ANHS). We chose
this school as the research setting because it allowed us to gather relevant data from
junior high school students. The environment provided accessible and appropriate
respondents who could share their experiences related to the study.

TEXON: The respondents of this study were 38 junior high school students who came
from broken families. These students were selected because they directly experience
the situation being studied. Their responses helped us understand the real causes of
broken families and the effects on their academic performance, behavior, and emotional
well-being.

TEXON: For this study, the research instrument we used was a questionnaire. We used
close-ended questions so that the responses could be easily quantified and analyzed
using statistical methods. This helped us interpret the data accurately and objectively.
Through this research instrument, we were able to collect reliable data that supported
the findings of our study.

JOECEL: Let me now talk about Table 1, which looks at the causes of parental
separation among junior high school students across Grades 7 to 10. First, the death of
a parent was reported in some cases – it didn’t come up for Grade 7 students, but was
mentioned by Grade 8, 9, and 10 families, with a total of 10 cases overall. Infidelity and
betrayal were another cause; it was brought up frequently by Grade 7 students, and
some in Grades 9 and 10 too, with 9 total cases, though none from Grade 8. Financial
stress came up most often – it was reported across all grades, with Grade 7 having the
highest number of cases, and a total of 14 overall. Work-life imbalance was also
mentioned frequently across all grades, especially by Grade 9 students, with 11 total
cases. So, as we can see, financial stress and work-life imbalance are the most
common causes, since they were reported more often than the other factors and
affected families in every grade level.

JANINE: When it comes to how being in a broken family affects students, the results
show that impacts aren’t overwhelmingly negative and vary widely by individual and
grade level. For academic performance, statements like "family situation affects my
grades" and "I perform below expectation because I feel insecure" were mostly neutral
overall, though Grade 7 students agreed their academics were affected and most
disagreed that poor exam scores were due to parental absence. Lack of confidence in
class discussions was also neutral across all grades. Socially and behaviorally, some
Grade 9 students felt insecure seeing classmates with both parents and Grade 7
students sometimes tried vices or cut classes to cope, but most responses were neutral
– performing poorly in group activities or assignments due to family circumstances
wasn’t common, and disciplinary acts and low self-esteem weren’t widespread
problems.

JANINE: Putting it all together, our research confirms that financial problems and work-
life imbalance are the most common causes of parental separation among JHS
students. However, when it comes to the effects on students, the results show that they
aren’t overwhelmingly negative. While some students face challenges, many don’t
report strong negative impacts – experiences vary widely by individual and grade level.

JOECEL: In conclusion, Table 1 shows that financial stress and work-life imbalance are
the most common causes of parental separation among junior high school students
across all grades. Financial stress was reported most frequently, with families struggling
to cover basic needs, school costs, and unexpected expenses. Work-life imbalance was
also widespread, as parents worked long hours or multiple jobs to manage finances,
leaving little time for family. Other factors like death of a parent or infidelity were present
but less common. Addressing these two main issues could help support families with
JHS-aged children.
JANINE: In summary, the effects of parental separation on junior high students are not
overwhelmingly negative and vary by individual and grade level. While some faced
challenges like academic impacts or feelings of insecurity, most responses were neutral.
Academic performance, behavior, and self-esteem were not strongly affected for the
majority, showing that outcomes are not consistent and each student’s experience is
unique.

TEXON: For students from broken homes: Building stronger relationships with peers,
teachers, and other family members provides emotional support and a sense of
belonging, which can help mitigate feelings of isolation or insecurity linked to family
separation. Developing consistent study habits fosters self-reliance and structure,
enabling students to maintain academic progress independently – a key factor since
parental absence may reduce direct academic guidance at home.

Limuel: For parents: Educating parents on the value of family stability helps them
recognize how their relationship dynamics impact their children’s well-being and
development. Open communication ensures children feel heard and secure, reducing
anxiety that could affect their school performance. Seeking ways to create a supportive
environment addresses potential stressors that may have contributed to separation,
while also promoting growth for both parents and children.

MIKE: For future researchers: Teachers have regular, close interaction with students
and can better identify those who may be comfortable participating or who have
experienced family separation, leading to more accurate and representative data. Using
a 4-point Likert scale eliminates the neutral mid-point, encouraging clearer responses
from participants. This reduces ambiguity in results and allows researchers to draw
more definitive conclusions about the actual impacts and experiences of students.