Chapter 2

PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

This chapter gives the presentation, analysis, and interpretation of data,

which comprised the demographic profile of the respondents, respondents’

perception on the attitude, performance, and well- being.

Table 1 presents that the learners under the age bracket 10- 12 years old

ranked the highest with the frequency of seventy- nine (79) or 64.75%. The age

bracket 19 and above ranked the lowest which has the frequency of four (4) or

3.28%. This indicates that most of the learners who participated are in the early

adolescence stage where self- perspective is partly defined by their achievement

in school Hunter (2013).

According to Rappaport (2015) a psychologist, children from pre-school

through late adolescence can experience deficiency in developing their emotions,

while children of all ages may undergo a stage of despair which will remain for

many years. Therefore, home breakdown has a negative effect on all the

domains of the learners’ (in all ages) development.

From the parents' view point, it could be observed from the table that the

age bracket 31 – 40 years old ranked the highest with the frequency of fifty- two

(52) or 45.61%, while the age bracket 51-60 years old and sixty (60) and above

ranked the lowest with the frequency of ten (10) or 8.77%. This suggests that

most
 Table 1

Profile of the Respondents

N1 = 122; N2=114
Learners Parents
Frequenc
1.1 Age Percentage Rank Frequency Percentage Rank
y
7- 9 years old 8 6.56 3
10-12 years old 79 64.75 1
13- 15 years old 24 19.67 2
16- 18 years old 7 5.73 4
19 above 4 3.28 5
18- 30 years old 12 10.53 5
31- 40 years old 52 45.61 1
41- 50 years old 30 26.34 2
51- 60 years old 10 8.77 3.5
60 above 10 8.77 3.5
Total 122 100% 114 100%
1.2 Sex
Male 54 35.71 2 22 19.30 2
Female 68 64.29 1 92 80.70 1
Total 112 100% 114 100%
1.3 Child’s Grade Level
Grade 1- 3 6 4.92 3 5 4.39 4
Grade 4- 6 78 63.93 1 79 69.30 1
Grade 7- 10 33 27.05 2 22 19.30 2
Grade 11- 12 5 4.10 4 8 7.02 3
Total 122 100% 114 100%
1.4 Living with
Mother 58 47.54 1
Father 18 14.75 3
Grandparents 37 30.33 2
Relatives 9 7.38 4
Friends 0 0
Total 122 100% 114 100%
1.5 Parent’s Employment
Status
Full- time 26 21.31 4 16 14.04 4
Part- time 27 22.13 3 21 18.42 3
Self- Employed 31 25.41 2 23 20.16 2
Unemployed 38 31.15 1 54 47.39 1
Total 42 100% 114 100%
1.6 Parent’s Highest
8
Educational Attainment
Elementary Graduate 42 34.43 2 34 29.82 2
Highschool Graduate 54 44.26 1 54 47.37 1
College Graduate 22 18.03 3 20 17.54 3
Vocational 2 1.64 4.5 5 4.39 4
Master’s/ Doctorate 2 1.64 4.5
1 0.88 5
Degree
Did not attend school 0 0 0 0
Total 122 100% 114 100%
1.7 Learner’s Birth Order
Eldest child 36 29.51 38 33.33
Middle child 39 31.97 35 30.70
 Youngest child 36 29.51 30 26.32
Only child 11 9.02 11 9.65
Total 42 100% 114 100%
of the parents who answered the questionnaire are in the settling down stage

where they have more responsibilities Ayres and Hurst (2022).

An article in CliffNotes (2022) wrote that in the settling down stage

marriage satisfaction usually decreases after the birth of the eldest child. The

falling off of marital contentment is caused by various factors such as increase

family and financial responsibilities and shift of roles and ways of living. These

stressors if not properly handled can be the reason of some marriages to fall out.

The table also shows the sex of the learner- participants. It could be

gleaned from the table that sixty- eight (68) or 64.29% were females while fifteen

(54) or 35.71% were males. It can be inferred from the data that most learners

with a broken family are females.

From the parents or guardians’ perspective, the data showed that ninety-

two (92) or 80.70% are females, while males were twenty- two (22) or 19.30%.

This implies that most of the learners are taken cared of a female parent or

guardian.

This finding relates to the journal of Emery, Otto and O'Donohue (2016) on

child custody assessment. They cited that 82% the of children under a broken

home is living with a mother while 18% is living with a father.

The grade levels of learners revealed that seventy- eight (78) or 63.93%

were grades 4-6 in the first rank, and in the second rank were the learners in
grades 7-10 with the frequency of thirty- three (33) or 27.05%, grades 1-3 were

in the third rank having the frequency of six (6) or 4.92%, in the fourth rank were

the learners from grades 11-12 with the frequency of five (5) or 4.10%. This

suggests that most participants with a broken family were from the elementary

schools of Talibon I, Talibon II, Getafe I, and Getafe II Districts. However, the

junior high school learners rank the second in the mentioned school districts.

On the other hand, most of the parents who participated have also

children under grades 4-6 with the frequency of seventy-nine (79) or 69.30%,

followed by grades 7-10 having the frequency of twenty- two (22) or 19.30 %,

next was grades 11-12 with the frequency of eight (8) or 7.02% and the last rank

was grades 1-3 having the frequency of five (5) or 4.39%. This implies that most

parents or guardians are taking care of learners under grades 4-6.

Table 1 also depicts that fifty- eight (58) or 47.54% of the learners are

living with their mother which rank the highest, thirty- seven (37) or 30.33% are

living with grandparents, eighteen (18) or 14.75 of them are living with their father

and nine (9) or 7.38% are living with relatives which ranked the last. It can also

be found in the table that there are no learner living with relatives. This denotes

that most of the learners are taken cared of a mother and no one is being taken

cared of a relative.

On the parents’ highest educational attainment on the learners’ point of

view, unemployed parents got the highest rank with the frequency of thirty- eight

(38) or 31.15 %, self- employed parents ranked the second having a frequency of
thirty- one (31) or 25.41%, parents who are doing part- time jobs ranked the third

with the frequency of twenty- seven (27) or 22.23% and the last in rank were

parents who have full- time job having a frequency of 21.31%. The information

above exhibits that most of the parents were unemployed.

On the parents or guardians’ perspective regarding their employment

status, the unemployed status also ranked the highest with the frequency of fifty-

four (54) or 47.39%, self- employed ranked the second having the frequency of

twenty- three (23) or 20.16%, part- time was in the third rank with a frequency of

twenty- one (21) or 18.42% and full- time was in the last rank having a frequency

of sixteen (16) or 14.04%. This depicts that most of the parents were

unemployed the same with the result of the learners’ viewpoint regarding the

employment status of their parents.

In the findings of the study Nikolova and Nikolaev (2018), it was

mentioned that children who experienced parental unemployment during early

(0–5 years) and late (11–15 years) have lower life satisfaction at ages 18–31.

This implies that the negative psychological consequences of parental

unemployment may be higher for young children because unhappy experiences

increase throughout life and difficult situations in the early stage of life have

lasting effects later in life.

With regards to the highest educational attainment of their parents,

learners answered that fifty- four (54) or 44.26% of them graduated high school;

forty- two (42) or 34.43% were elementary graduates, twenty- two (22) or 18.03
% were college graduates and two (2) or 1.64 took vocational courses and

doctorate or master’s degree. No one did not attend school. It can be implied that

most of the parents are literate.

On the parents or guardians’ view regarding their highest educational

attainment, fifty- four (54) or 47.37% were high school graduates, thirty- four (34)

or 29.82% were elementary graduates, twenty (20) or were college graduates

and six (6) took vocational courses. Only one (1) took up master’s or doctorate

degree. No parent did not attend school. Illiteracy is never an issue. This

suggests that parents are capable of guiding their children’s academic progress

and development.

According to van Pelt (2018), the illiteracy of children can be reflected

to their parent's literacy background back then. When it’s not comfortable

for parents to read books, they don’t bother reading books to their children.

Most probably, they don’t acquire books for their children to be looked and

read by the children themselves. Thus, parent’s literacy is a factor of one’s

academic performance.

On the learners’ profile pertaining to their birth order in the family, thirty-

nine (39) or 31.97% of them were the middle child which ranked the highest,

thirty- six (36) or 29.51% were eldest , and youngest which ranked the second

and eleven (11) or 9.02% were the only child which got the last rank.
 On the parents’ side pertaining to their children’s birth order in the family,

thirty- eight (38) or 33.33% of them were the eldest which ranked first, thirty- five

(35) or 30.70% of them were middle child which ranked the second, thirty (30) or

26.32% of them were the youngest which got the third rank and eleven (11) or

9.65& of them were the only child which got the last rank.

Table 2 depicts the respondents' perception on the attitude of learners

with a broken family.

From the learners' perspective, it could be observed from the table that

item 9, “Friendly," obtained the highest weighted mean of 3.23 interpreted as

"Moderately Evident”.

In the contrary, item 15, " Always loud," obtained the lowest weighted

mean of 2.49 described as "Somewhat Evident." The average weighted mean of

2.95 was interpreted as "Moderately Evident." This means that learners are trying

their best to build friendship within their group.

This is relative to the findings of Lanozo, Tabieros, Solmiano, Paras and

Tus (2021) that learners from broken homes obtain favorable experiences most

especially in their individual development and building up or strengthening bonds

despite the painful family setting.

From the side of the parents, it could be derived from the table that item 9,

“friendly," obtained the highest weighted mean of 3.25 interpreted as "Highly

Evident" while item 6 “always loud" obtained the lowest weighted mean of 2.64
described as "Moderately Evident." The average weighted mean of 3.02 was

interpreted as "Moderately Evident."

Table 2

Respondents’ Perception on the Attitude of Learners with a Broken Family

N1 = 122; N2 = 114

Statements Learners Parents Overall

As a learner, during the in-
person classes, I am/ During the
WM DI Rank WM DI Rank WM DI Rank
face-to-face classes, I can see
that my child is:
1. Consistent with moods and 2.89 ME 13 3.06 ME 6.5 2.98 ME 9.5
feelings.

2. Oftentimes decisive. 2.77 ME 14 2.85 ME 14 2.81 ME 14

3. Disciplined and easy to 2.97 ME 8.3 2.99 ME 11 2.98 ME 9.5

control.

4. Good-tempered, composed 2.97 ME 8.3 3.07 ME 4.5 3.02 ME 6

and modest at home, school
or elsewhere.
5. Usually cooperative and 3.00 ME 4 3.06 ME 6.5 3.03 ME 4.5
obedient.

6. Cool and easy to handle. 2.91 ME 12 3.03 ME 10 2.97 ME 11.5

7. Happy and optimistic most of 2.98 ME 6 3.07 ME 4.5 3.03 ME

the time. 4.5

8. Easy to forgive people who 2.97 ME 8.3 3.05 ME 8.5 3.01 ME 7

wronged me.

9. Friendly. 3.23 ME 1 3.25 HE 1 3.24 ME 1

10. Having good interpersonal 3.11 ME 2 3.18 ME 2 3.15 ME 2

relationships.

11. Very sociable at school. 2.99 ME 5 2.94 ME 13 2.97 ME 11.5

12. Enjoying the company of 3.08 ME 3 3.13 ME 3 3.11 ME 3

other pupils.

13. Confident to ask teachers 2.92 ME 11 2.96 ME 12 2.94 ME 13

questions.

14. Confident with anybody. 2.93 ME 10 3.05 ME 8.5 2.99 ME 8

15. Always loud. 2.49 SE 15 2.64 ME 15 2.57 ME 15

Moderately Moderately Moderately

Average Weighted Mean 2.95 3.02 2.99
Evident Evident Evident
Legend:
Rating Scale Descriptive Interpretation (DI) Weighted Mean (WM)
 3.25 – 4.00 Strongly Agree (SA - Highly Evident (HE)
2.50 – 3.24 Agree (A) - Moderately Evident (ME)
1.75 – 2.49 Disagree (D) - Somewhat Evident (SE)
1.00 – 1.74 Strongly Disagree (SD) - Not Evident (NE)

This implicates that learners from a broken family are showing positive

attitude. They learn to be kind to other as they go through their painful

experience. They are very empathetic- making certain that no one is mistreated.

Thus, they endeavor to show compassion and bring healing to others, The 9 th

Door (2019).

The overall tally indicated that item 9 “friendly” obtained the highest

weighted mean of 3. 24 interpreted as “Moderately Evident” while item 6 “always

loud" obtained the lowest weighted mean of 2.57 described as "Moderately

Evident." The average weighted mean of 2.99 was interpreted as "Moderately

Evident." It suggests learners with a broken family exhibits confidence in their

day to day life. Though there are some stressors due to the absence of the other

parent, they still manage to have a good relationship with others.

The findings are consistent with what Lacea (2019) stated: individuals

from broken family are the truest as they go through being rejected and

abandoned, they didn’t want to experience the same pain again. They learn to

make worth of simple things. Making others feel better is a fulfillment for them.

Table 3.1 presents respondents' perception on the performance of learners on

the three domains: cognitive, affective and psychomotor. From the pupils

standpoint, it could be gleaned from the table that item 4 in the cognitive domain,

"Attentive in the class," ranked the highest , having the weighted mean of 3.11
with the descriptive interpretation of "Moderately Evident" while item 1 "Good in

comprehension even though meal is not taken before going to school" ranked the

lowest having the weighted mean of 2.67 with the descriptive interpretation

“Moderately Evident’. The average weighted mean of 2.93 was specified as

"Moderately Evident." It infers that learners find ways wherein they can acquire

knowledge in the classroom setting despite the various hindrances in their family

set- up. It can be added that learners have the ability to interact daily in the class

so that their cognition will be developed.

Table 3.1

Respondents’ Perception on the Learners’ Performance in the Cognitive

Domain
N1 = 122; N2 = 114
Statements Leaners Parents Overall
During the face-to-face
classes…As a learner, I am:/ As
a parent I perceive that my child WM DI Rank WM DI Rank WM DI Rank
is:
1. Good in comprehension
even though meal is not
WM DI Rank WM DI Rank WM DI Rank
taken before going to
school.
2. Well in grasping the lessons
2.67 ME 10 2.75 ME 9.5 2.71 ME 10
taught by the teacher.
3. Able to understand difficult
2.82 ME 9 2.75 ME 9.5 2.79 ME 9
lessons well.
4. Attentive in the class. 2.85 ME 8 2.92 ME 7 2.89 ME 7
5. Focused in studying
lessons even though feeling
3.11 ME 1 3.16 ME 1 3.14 ME 1
the pain of not having an
intact family.
6. Able to listen very well to
the teacher in class even 3.03 ME 4 3.12 ME 2 3.08 ME 3
though left by a mother.
7. Able to listen very well to
the teacher in class even 2.90 ME 6 3.11 ME 3.5 3.01 ME 5
though left by a father
8. Encouraged through
3.08 ME 2 3.01 ME 5 3.05 ME 4
academic progress.
9. Oftentimes contributing
ideas during class 3.06 ME 3 3.11 ME 3.5 3.09 ME 2
interaction.
10. Always having enough time
2.96 ME 5 2.97 ME 6 2.97 ME 6
for reading.
Moderately Moderately Moderately
Average Weighted Mean 2.96 2.96 2.96
Evident Evident Evident
Legend:
 Rating Scale Descriptive Interpretation (DI) Weighted Mean (WM)
3.25 – 4.00 Strongly Agree (SA - Highly Evident (HE)
2.50 – 3.24 Agree (A) - Moderately Evident (ME)
1.75 – 2.49 Disagree (D) - Somewhat Evident (SE)
1.00 – 1.74 Strongly Disagree (SD) - Not Evident (NE)

From the parent's vantage point, the table conveyed that item 4 “Attentive

in the class” got the highest weighted mean of 3.16 construed as "Moderately

Evident." On the other hand, item 1 "Good in comprehension even meal is not

taken before going to school" garnered the lowest weighted mean of 2.75

construed as "Moderately Evident." The average weighted mean of 2.98 was

characterized as "Moderately Evident." It denotes that learners are really able to

cope- up towards the development of their cognitive skills as they face different

pressures in their environment. On the other side, this also depicts that the

parents or guardians in someway promote the cognitive development of their

children.

The overall results manifested that item 4, "Attentive in the class,"

achieved the highest weighted mean of 3.14, characterized as "Moderately

Evident" while item 1, " Good in comprehension even meal is not taken before

going to school " earned the lowest weighted mean of 2.71 specified as

"Moderately Evident." The average weighted mean of 2.96 was interpreted as

"Moderately Evident." This connotes that learners show a bit of excitement,

inquisitiveness, or involvement when there is an opportunity to learn. Even

though

they lack interest on the lesson, a learner with a positive attitude towards learning

engages in the learning process and conveys a readiness to strive and learn.
 The findings are compatible with what Allisonpr (2017) had reiterated: a

broken family will not directly hamper a learner’s cognitive development but, this

situation may allow some issues with regards to their education and actions.

Thus, it is imperative for a family to raise up children with stable and secure

home to minimize such problems.

From the learners’ outlook in the affective domain, it could be reaped from

the table that item 1 “ Excited to go to school" acquired the highest weighted

mean of 3.28, illustrated as "Highly Evident" while item 10 "Resourceful in doing

the school projects even without financial support from parents" acquired the

lowest weighted mean of 2.92 interpreted as "Moderately Evident." The average

weighted mean of 3.04 was specified as "Moderately Evident." This infers

learners are more likely to enjoy school with the support of their parents.

Therefore, further suggests that the emotional development of children is

dependent on the level of parents’ guidance and participation.

From the parent’s standpoint, it could be seen from the table that item 1

"Excited to go to school" achieved the highest weighted mean of 3.35, illustrated

as "Highly Evident" while item 9 " Doing academic planning by

myself/himself/herself." got the lowest weighted mean of 2.98 interpreted as

"Moderately Evident." The average weighted mean of 3.11 was interpreted as

"Moderately Evident." This suggests that the level of emotional stability of

learners regarding learning is dependent on the involvement of their parents.

Thus, parents must get involved to the education of their children.

These findings are aligned with what Liu, Henning and Sulaimani (2020)

restated: parent participation in the learners’ education helps fosters their social-

emotional growth. This is supported by Anand (2015) as he stated that parents

play a significant role in the affective development of their children.

Table 3.2

Respondents’ Perception on their Performance in the Affective Domain

N1 = 122; N2 = 114
Statements Leaners Parents Overall
During the face-to-face
classes… As a learner, I tend to
WM DI Rank WM DI Rank WM DI Rank
be:/ As a parent, my child tends
to be:
1. Excited to go to school. 3.28 HE 1 3.35 HE 1 3.32 HE 1
2. Motivated to study. 3.22 ME 2 3.25 HE 2 3.24 ME 2
3. Still motivated to go to school
even though there’s no parent
3.02 ME 6.5 3.16 ME 3 3.09 ME 3.5
who appreciates and cares about
the performance in school.
4. More motivated to achieve
academically despite of the
feeling of loneliness and 2.96 ME 8 3.00 ME 9 2.98 ME 8.3
depression of not belonging to
an intact home.
5. Motivated to achieve in school
regardless of the feeling of
insecurity towards classmates 3.06 ME 3 3.12 ME 4 3.09 ME 3.5
who are being cared by both
parents.
6. Secured, so the performance
3.03 ME 5 3.10 ME 7 3.07 ME 6.5
is beyond what’s expected.
7. Not disturbed by home
background, thus the
3.02 ME 6.5 3.11 ME 5.5 3.07 ME 6.5
performance in academic subject
is not affected.
8. Confident to answer questions ME
2.94 ME 8.5 3.01 ME 9 2.98 8.3
in the class.
9. Doing academic planning by
2.94 ME 8.5 2.98 ME 10 2.96 ME 10
myself/himself/herself.
10. Resourceful in doing the
school projects even without 2.92 ME 10 3.04 ME 8 2.98 ME 8.3
financial support from parents.
Moderately Moderately Moderately
Average Weighted Mean 3.04 3.11 3.08
Evident Evident Evident
Legend:
Rating Scale Descriptive Interpretation (DI) Weighted Mean (WM)
3.25 – 4.00 Strongly Agree (SA - Highly Evident (HE)
2.50 – 3.24 Agree (A) - Moderately Evident (ME)
1.75 – 2.49 Disagree (D) - Somewhat Evident (SE)
1.00 – 1.74 Strongly Disagree (SD) - Not Evident (NE)
 The overall tally manifested that item 1 “Excited to go to school" obtained

the highest weighted mean of 3.32, characterized as "Highly Evident" while item

9 " Doing academic planning by myself/himself/herself " obtained the lowest

weighted mean of 2.96 interpreted as "Moderately Evident." The average

weighted mean of 3.08 was described as "Moderately Evident." This denotes that

learners’ manifest feelings of excitement in terms of learning. It can also be

observed that they value education and the fact that they need guidance and

support from parents or guardians and the feeling of being secured.

The findings above are consistent with what Prep Team (2019)

emphasized that whatever type of family one has, it might be intact or not, it is

definitely important for learners to feel a sense of security and safety. As

children feel safe and secure, they are more likely independent and emotionally

stable.

From the school learners’ outlook in the psychomotor domain, it could be

reaped from the table that item 7 “Actively participate in school activities because

of not being afraid of people’s judgement towards my family status ," acquired the

highest weighted mean of 3.08, illustrated as "Moderately Evident" while item 4

"Do well academically because of living with a father" acquired the lowest

weighted mean of 2.16 interpreted as "Somewhat Evident." The average

weighted mean of 2.84 was specified as "Moderately Evident." This infers that

their family background can affect their participation in school activities and other

performances. The presence and absence of parents is also a factor affecting the

education performance of the learners.

 From the parent’s standpoint, it could be seen from the table that item 1

"Perform well in school" achieved the highest weighted mean of 3.18, illustrated

as "Moderately Evident" while item 4 "Do well academically because of living with

Table 3.3

Respondents’ Perception on the Learner’s Performance in the

Psychomotor Domain
N1 = 122; N2 = 114
Statements Learners Parents Overall
During the face-to-face classes…
As a learner, I:/ As a parent, my WM DI Rank WM DI Rank WM DI Rank
child:
1. Perform well in school. 3.04 ME 3 3.18 ME 1 3.11 ME 1
2. Carry out the performance
tasks in school because of not
2.89 ME 7 3.02 ME 9 2.96 ME 7
thinking about the parents’
relationship status.
3. Accomplish the projects in
school because of staying with a 2.59 ME 9 3.13 ME 2 2.86 ME 8
mother.
4. Do well academically because
2.16 SE 10 2.94 ME 10 2.55 ME 10
of living with a father.
5. Perform well at school
because of having no one but 2.64 ME 8 3.04 ME 6.5 2.84 ME 9
myself/ himself/ herself.
6. Complete the tasks in group
activities because of not finding it
2.98 ME 5 3.04 ME 6.5 3.01 ME 6
hard to relate with classmates in
intact homes.
7. Actively participate in school
activities because of not being
3.08 ME 1 3.12 ME 3.5 3.10 ME 2
afraid of people’s judgement
towards my family status.
8. Manage to do performance
tasks with neighbor classmates
3.02 ME 4 3.10 ME 5 3.06 ME 4
even if not having a complete
family like them.
9. Answer all the questions in
homework assignments even
2.93 ME 6 3.12 ME 3.5 3.03 ME 5
though there’s no one to guide
me/him/her.
10. Take down notes during
3.07 ME 2 3.06 ME 8 3.07 ME 3
classes.
Moderately Moderately Moderately
Average Weighted Mean 2.84 3.07 2.96
Evident Evident Evident
Legend:
Rating Scale Descriptive Interpretation (DI) Weighted Mean (WM)
33.25 – 4.00 Strongly Agree (SA - Highly Evident (HE)
2.50 – 3.24 Agree (A) - Moderately Evident (ME)
1.75 – 2.49 Disagree (D) - Somewhat Evident (SE)
1.00 – 1.74 Strongly Disagree (SD) - Not Evident (NE)
a father" got the lowest weighted mean of 2.94 interpreted as "Moderately

Evident." The average weighted mean of 3.07 was interpreted as "Moderately

Evident." This indicates that learners’ performance in school is relative to the

parent’s intervention and support regarding their children’s education. When a

parent fails to give assistance to their children’s academic progress there is a big

tendency for them to have low performance.

The overall tally manifested that item 1 “Perform well in school" obtained

the highest weighted mean of 3.11, characterized as "Moderately Evident" while

item 4 "Do well academically because of living with a father" obtained the lowest

weighted mean of 2.55 interpreted as "Moderately Evident." The average

weighted mean of 2.96 was described as "Moderately Evident." This denotes that

the learners’ family status has less effects regarding their academic performance.

Furthermore, the intervention of parents in their children’s performance in school

is a big factor in their academic success.

This finding is also related to the findings of Cago, Zulita, Benliro, Sicad,

de Guzman, Oduyan, Sabando and Horikawa (2019) that learners with a broken

family is not hindrance to have a good performance in school, yet they take their

situation as a motivation to do well in school to have a better future. However, if

single parents or guardians cannot provide ample time to guide their children’s

academic activity there may be an overwhelming negative effect on their

educational performance Felisilda, Torreon (2020).

 Table 4 illustrates the respondents’ perception on their well- being. From

the learners’ viewpoint, it could be glimpsed from the table that item 4 “In good

relationship with others," got the highest weighted mean of 3.14 interpreted as

"Moderately Evident". On the other hand, item 9 “Willing to talk to someone,

when found oneself in a stressful situation.," and item 10 “A conscientious

person.” ranked the lowest having the weighted mean of 2.95. ". The average

weighted mean of 3.06 was interpreted as "Moderately Evident".

Table 4

Respondents’ Perception on the Learner’s Well being

N1 = 122; N2 = 114

Statements Learners Parents Overall

During the in- person classes…

As a learner, I feel that I am:/ As WM DI Rank WM DI Rank WM DI Rank
a parent, I observe that my child:
1. In good spirits (for
example: Feeling good
3.04 ME 10.5 3.06 ME 14 3.05 ME 11
about oneself and
confident in with abilities).
2. Optimistic about the future,
3.06 ME 8 3.17 ME 4.5 3.12 ME 7.3
in general.
3. Having a positive self-
3.07 ME 6.5 3.12 ME 8.5 3.10 ME 10
esteem, overall.
4. In good relationship with
3.14 ME 1 3.20 ME 1 3.17 ME 1
others.
5. Able to relax when wanted
3.05 ME 9 3.18 ME 3 3.12 ME 7.3
to.
6. Energetic and interested
3.11 ME 3 3.20 ME 2 3.16 ME 2
when wanted to be.
7. Confident in the ability to
solve problems that might 3.00 ME 13 3.04 ME 15 3.02 ME 13.5
be faced in life.
8. Mostly experiencing
positive feelings when
thinking about oneself and 3.13 ME 2 3.12 ME 8.5 3.13 ME 3.5
how one normally feels, in
general.
9. Willing to talk to someone,
when found oneself in a 2.95 ME 14.5 3.07 ME 13 3.01 ME 13.5
stressful situation.
10. A conscientious person. 2.95 ME 14.5 3.09 ME 12 3.02 ME 15
11. Getting on well with others. 3.04 ME 10.5 3.11 ME 10 3.08 ME 11
12. Open to new ideas. 3.03 ME 12 3.10 ME 11 3.07 ME 12
13. Overall satisfied with life. 3.07 ME 6.5 3.15 ME 6 3.11 ME 9
14. Liking school and satisfied
3.10 ME 4 3.13 ME 7 3.12 ME 7.3
with its results.
15. Capable to share thoughts
and feelings to a person or
3.09 ME 5 3.17 ME 4.5 3.13 ME 3.5
people 33eperfectly
comfortable with.
Average Weighted Mean 3.06 Moderately 3.13 Moderately 3.10 Moderately
 Evident Evident Evident
Legend:
Rating Scale Descriptive Interpretation (DI) Weighted Mean (WM)
3.25 – 4.00 Strongly Agree (SA - Highly Evident (HE)
2.50 – 3.24 Agree (A) - Moderately Evident (ME)
1.75 – 2.49 Disagree (D) - Somewhat Evident (SE)
1.00 – 1.74 Strongly Disagree (SD) - Not Evident (NE)

This denotes that learners with a broken family are exhibiting

happiness, confidence and contentment in life. In general, they are capable of

expressing positive feelings the same as learners with intact homes.

From the parents’ standpoint, it could be seen from the table that item 4

"In good relationship with others" achieved the highest weighted mean of 3.17,

illustrated as "Moderately Evident" while item 7 " Confident in the ability to solve

problems that might be faced in life," got the lowest weighted mean of 3.04

interpreted as "Moderately Evident." The average weighted mean of 3.13 was

interpreted as "Moderately Evident." This means that learners under a broken

home still displays positivity and independence in their day to day living though

problems and difficulties are present. This finding is consistent with what Lanozo,

Tabieros, Solmiano, Paras and Tus (2021) stated that students from broken

families are able to show independence and optimism despite their situation.

The overall tally manifested that item 4 “In good relationship with others "

obtained the highest weighted mean of 3.17, characterized as "Moderately

Evident" while item 10 " A conscientious person" obtained the lowest weighted

mean of 3.02 interpreted as "Moderately Evident." The average weighted mean

of 3.10 was described as "Moderately Evident." This denotes children from a

home breakdown manages to be in good relation with other people. They strive

to share their thoughts with people and try to be honest with them.

The data being revealed is in- line with what Lacea (2015) stated that

children from dysfunctional family are independent and motivated. The negativity

has become their motivation to give their best whatever they do. As suggested by

Abrantes and Casinillo (2020) students converts their hardships as an inspiration

to do harder with their education to gain success.

Table 5

Test of Relationship Between the Learners’ Academic

Performance and Attitude
N = 122

Variables r df p-value Interpretation Decision

Academic Performance and

0.795 120 <.001 Significant Reject H0
Attitude

*Correlation is significant at 0.05 level (2-tailed)

Table 5 shows the test of relationship between the academic performance

and attitude of learners from broken homes. The result revealed that there is a

sufficient sample evidence to conclude a significant correlation between the

academic performance and attitude of learners from broken homes,

r(120)=0.795, p<.001; thus, the null hypothesis is rejected. The positive

correlation coefficient indicates that as the academic performance increases so

does attitude and vice versa. This further implies that learners’ academic

performance is dependent on their attitude. Therefore, positive attitude will result

to good academic performance while negative attitude results to poor

performance.

As emphasized by Ideba, Neji, Nja, Orim, Ukwetang and Uwe (2022) more

positive attitude provides chances for learning and stimulation that leads to

achieve academically despite of previous performance. The transformation of

negative attitude to positive one creates possibility of not only performing well but

also performing great in school. As positive attitudes battle frustration from

voluntarily assumed limitations of one’s potential to be developed through the

learning- process, negative attitudes discourage, stunt, and even hamper

learning, positive change, and progress.

In addition, positive attitude generates to positive outcomes in school

while a negative attitude brings about a negative outcome. Learners with positive

attitude perform harder which is shown in the good score in the examination

(University of California, 2017).

On the other hand, Cago (2018) reiterated that the change of lifestyle of

students from broken family may lead to attitudinal instability which can impart to

poor academic outcomes.

Table 6

Test of Relationship Between the Learners’ Academic

Performance and Well-being
N = 122

Variables r Df p-value Interpretation Decision

Academic Performance and 0.727 120 <.001 Significant Reject H0

 Well-Being

*Correlation is significant at 0.05 level (2-tailed)

Table 6 reveals the test of relationship between the academic

performance and well-being of learners from broken homes. The result disclosed

that there is a sufficient sample evidence to conclude a significant relationship

between the academic performance and attitude of learners from broken homes,

r(120)=0.727, p<.001; thus, the null hypothesis is rejected. The positive

correlation coefficient signifies that as academic performance increases, so does

well-being and vice versa. This denotes further that the state of students’ well -

being directly affects their academic performance. Thus, well -being promotes

favorable educational outcomes so as good academic performance impacts well-

being.

As derived by Chen, Chow, Li, Ling and Xu (2022) there is a consistent

relationship existing between student’s well-being and educational achievement.

Students’ well-being can be a reflection of their engagement to learning- the time,

effort, and energy they exert in their task together with the contribution they

imparted, their comprehension and the outcomes attained on their school tasks.

If students are fully engaged in their studies, the time of learning easily slips,

improving their sense of self-efficacy. Thus, Rimpelä et al. (2020) confidently

concluded that students’ overall progress is promoted by academic well-being

involving educational outcome.

 The data interpreted above is also connected to the conclusion Gräbel

(2017) in her study that there is a positive relationship between emotional and

psychological wellbeing and educational attainment. As a whole, learners who

have higher levels of psychological and educational attainment also display

higher levels of educational attainment. It must also be taken into account that

participation, self- confidence, organizational fairness, relationship with teachers,

learner´s view of school and aspirations for going to school may control or affect

the relationship between well- being and learning performance.

Table 7

Test of Correlation Between the Learners’ Attitude and Well-Being

N = 236
Variables r df p-value Interpretation Decision

Attitude and
0.678 120 <.001 Significant Reject H0
Well-Being

*Correlation is significant at 0.05 level (2-tailed)

Table 7 illustrates the test of relationship between the attitude and well-

being of learners from broken homes. The result disclosed that there is a

sufficient sample evidence to conclude a significant relationship between the

attitude and well-being of learners from broken homes, r(120)=0.678, p<.001;

thus, the null hypothesis is rejected. The positive correlation coefficient

expresses that as the well-being of learners improve, so does attitude also and

vice versa. This signifies further that well- being and attitude of learners with a

broken home have direct impact to each other. Therefore, on the more optimistic

outlook, the refinement of one’s attitude brings about a positive change on his
well- being. On the other end, higher levels of well- being will result to positive

attitude.

This finding is in accord with what Mackay (2022) stated that positive

attitude is one of the best attributes an individual must consist, because it can

easily deal with hard and disappointing circumstances. It was believed that

individuals who embodies positive perspective minimize stress, increase sense

of well-being, stronger coping strategies, greater achievement and lengthier life.

In addition, learners from broken homes may display their anguish and

distress by exhibiting negative behaviors such as aggressiveness and bullying

which may directly affect socialization. Some may feel anxious which make it

hard for them to make positive engagement with peers (The News, 2015). Tran,

Franzen, Jermann, Guido (2022) stated that psychological well-being contains

the aspects of self- esteem, positive relationship with peers, freedom,

environmental awareness, sense of purpose, and personal development, while

psychological distress is the condition of emotional suffering manifested in

depression and anxiety. As learners’ psychological well- being is at stake, they

also show negative attitudes.