Chapter V:

This chapter presents the findings of the study based on the responses of seventy (70) eldest children
who participated in a survey. The data was analyzed in relation to the study's Statement of the Problem,
focusing on the effects of familial responsibilities on the academic performance of eldest children. The
analysis highlights the demographic profile of the respondents, their levels of familial responsibilities,
their coping strategies, and how these responsibilities affect their academic performance. The
interpretations are derived from the computed frequencies, percentages, mean scores, and correlation
values from the gathered data.

Table 1.1: Age Distribution of the Respondents

The age distribution of the respondents reveals a clear focus on the experiences of adolescents,
particularly those transitioning from middle school to young adulthood. The majority of respondents
(51.4%) fall within the 16-20 year old age group, a period marked by significant academic and social
changes. Closely following this group are those aged 12 to 15 (45.7%), representing the later stages of
middle school and the beginning of high school. While a small number of respondents are 21 years old
or older (2.9%), their presence is minimal compared to the concentration of high school students. This
suggests that the study primarily aims to understand the challenges and opportunities faced by eldest
children during these formative years, a time when they are navigating increased academic demands,
developing social identities, and often taking on greater responsibilities within their families.

Table 1.3: Academic Status of the Respondents

This table presents a comprehensive breakdown of the academic standing of the individuals
participating in our study. It aims to illustrate the distribution of respondents across various educational
levels, providing context for the sample's composition. The data reveals that the largest segment of our
respondents is comprised of Grade 12 students, representing 41.4% of the total sample. This significant
proportion suggests a strong focus on students nearing the completion of their secondary education.
Following Grade 12, Grade 7 students constitute the second-largest group, accounting for 17.1%. This
indicates a substantial representation of students in their initial year of junior high school. Furthermore,
the table includes students from Grades 8, 9, and 10, demonstrating a wide range of high school
participation. The presence of these grades allows for a more holistic understanding of the perspectives
and experiences within the secondary education system. Additionally, a smaller subset of respondents
consists of college students. While fewer in number compared to the high school participants, their
inclusion adds a valuable dimension to the study, potentially offering insights into the transition from
high school to higher education.

Table 1.4: Number of Siblings

This table presents a detailed analysis of the sibling distribution among the respondents, offering
valuable insights into the family structures represented in the study's participant pool. A substantial
majority (55.7%) of respondents reported having only one sibling, clearly indicating a significant
prevalence of smaller family units within the sample population. This is followed by a considerable,
though smaller, proportion (24.3%) who reported having two siblings, further supporting the
observation of a trend towards smaller family sizes. A noticeably smaller percentage (18.6%) indicated
having three siblings, while a very small minority (1.4%) reported having four or more siblings. The data
strongly suggests that the majority of respondents come from relatively small families, with a
considerable number experiencing the dynamic of being an only child or having only one sibling. This
finding has implications for understanding potential influences on individual development and
socialization patterns within the context of family size and sibling relationships.

Table 1.5: Socio-Economic Status of the Respondents

This table presents an analysis of the socioeconomic status of the respondents, categorized by their
families' income levels. A substantial majority (78.6%) reported a medium income, indicating a prevalent
level of moderate financial stability within the respondent group. A smaller, but still notable, percentage
(14.3%) reported high family incomes, suggesting a presence of more affluent families within the
sample. Conversely, a significantly smaller proportion (7.1%) reported low family incomes, representing
a minority within the overall respondent population. The data strongly suggests that the majority of
respondents originate from families with a moderate to high level of financial security, with a relatively
small representation from lower-income backgrounds. This distribution could have implications when
considering factors such as access to resources, educational opportunities, and overall life experiences
among the respondents.

Table 2: General Weighted Average (GWA) of the Respondents

This table details the academic performance of the respondents, as reflected by their General Weighted
Average (GWA). A significant majority, 77.1%, achieved a GWA within the 90-100 range, demonstrating
a high level of academic achievement and suggesting a strong overall performance within the group. A
considerably smaller proportion of respondents (15.7%) fell within the 85-89 GWA range, indicating a
still-positive, though less exceptional, academic standing. Further diminishing percentages are observed
in the 80-84 (5.7%) and below-75 (1.4%) GWA ranges, respectively. The data clearly indicates a strong
overall academic performance among the respondents, with a notable concentration in the highest
achievement bracket, highlighting a predominantly high-achieving student population. The relatively
small number of respondents in the lower GWA ranges suggests a possible selection bias or a high level
of academic preparedness within the sample group.

Table 3.1: Household Responsibilities

This table explores the respondents' perceptions of their household responsibilities, providing insights
into the extent to which they are involved in domestic tasks. The majority of respondents strongly agree
that they regularly perform household chores (mean score of 4.01), and that they are responsible for
taking care of younger siblings (mean score of 3.83). However, they moderately agree that they spend
more time on household tasks than on schoolwork (mean score of 2.91) and that household
responsibilities affect their study time (mean score of 3.26). Overall, the respondents generally agree
that they have substantial responsibilities at home, suggesting that domestic tasks are a significant part
of their daily lives.

Table 3.2: Parental Expectations

This table examines the respondents' perceptions of their parents' expectations, providing insights into
the pressures and influences they experience from their parents. The majority of respondents strongly
agree that their parents expect them to be role models for their younger siblings (mean score of 3.97)
and that their parents prioritize their academic success over household duties (mean score of 3.41).
However, they moderately agree that their parents set high academic expectations for them (mean
score of 3.11) and that they feel pressured to meet their parents' expectations (mean score of 3.23).
Overall, the respondents generally agree that parental expectations are a significant aspect of their daily
responsibilities, suggesting that they feel a strong sense of responsibility to meet their parents'
expectations in both academic and familial domains.

Table 3.3: Sibling Influence

This table explores the respondents' perceptions of the influence of their younger siblings, providing
insights into how their relationships with their siblings affect their lives. The majority of respondents
strongly agree that their younger siblings rely on them for guidance and support (mean score of 3.54)
and that having younger sibling increases their sense of responsibility (mean score of 3.76). However,
they moderately agree that they often assist their siblings with their schoolwork (mean score of 3.40)
and that their relationship with their siblings affects their focus on academics (mean score of 2.67).
Overall, the respondents generally agree that their younger siblings influence their sense of
responsibility and, to a lesser extent, their academic performance, suggesting that sibling relationships
play a role in shaping their experiences and responsibilities.

Table 3.4: Financial Pressure

This table examines the respondents' perceptions of financial pressures, providing insights into how
financial concerns affect their lives and academic performance. The majority of respondents strongly
agree that they feel pressured to excel academically to help support their family in the future (mean
score of 3.83) and that their family's financial situation motivates them to perform well in school (mean
score of 3.76). However, they moderately agree that they feel burdened by the expectation to provide
for their family's needs (mean score of 3.30) and that financial difficulties affect their focus on their
studies (mean score of 2.91). Overall, the respondents generally agree that financial pressures
significantly influence their academic performance and sense of responsibility, suggesting that financial
concerns are a significant factor in their lives and academic pursuits.

Table 4: Coping Strategies

This table explores the respondents' coping strategies for managing their responsibilities and stress,
providing insights into how they deal with the challenges of balancing school and family life. The
majority of respondents strongly agree that they engage in self-care activities to manage stress (mean
score of 3.84) and that they use schedules or planners to stay organized (mean score of 3.37). However,
they moderately agree that they ask their family for help when responsibilities become overwhelming
(mean score of 3.13) and that they seek support from teachers, friends, or classmates when struggling
with school tasks (mean score of 3.27). Overall, the respondents generally agree that they use a mix of
strategies, including self-care and organizational tools, to effectively manage their responsibilities and
stress.

Table 5.1: Relationship of Familial Responsibilities and Academic Performance

This table examines the respondents' perceptions of the relationship between familial responsibilities
and their academic performance, providing insights into how these responsibilities affect their academic
success. The majority of respondents strongly agree that balancing school and family duties makes them
more responsible (mean score of 3.69) and that managing both family and academics has improved
their time management skills (mean score of 3.73). However, they moderately agree that household
responsibilities negatively affect their academic performance (mean score of 2.40), that the pressure of
parental expectations influences their motivation in school (mean score of 2.93), and that sibling
responsibilities increase their stress levels, impacting their school performance (mean score of 2.90).
Overall, the respondents moderately agree that familial responsibilities influence their academic
performance, both in positive ways, such as improving time management and responsibility, and
negative ways, such as increasing stress and affecting focus.

Table 5.2: Correlation

This table presents the correlation between various familial responsibilities and the respondents' Grade
Point Average (GWA), providing insights into the strength of the relationship between these factors. The
correlation between Average Parental Expectations and GWA shows a significant positive relationship
(Pearson correlation of 0.272, p = 0.023), indicating that higher parental expectations are associated
with better academic performance. In contrast, the correlations between Average Household
Responsibilities (Pearson correlation of -0.087, p = 0.473), Average Sibling Influence (Pearson correlation
of 0.135, p = 0.265), Average Financial Pressure (Pearson correlation of -0.036, p = 0.769), and Average
Familial Responsibility (Pearson correlation of 0.098, p = 0.417) do not show significant relationships
with GWA. These results suggest that household responsibilities, sibling influence, financial pressure,
and overall familial responsibilities do not have a significant impact on academic performance. In
summary, only parental expectations exhibit a significant positive relationship with academic
performance, while other factors related to familial responsibilities do not show a notable correlation
with GWA.

CONCLUSION
Demographic Profile of the Respondents

1.1 The majority of respondents in this study are adolescents aged 16-20 years, indicating a focus on
individuals in a crucial transitional phase from high school to young adulthood.
1.2 Most of the participants are in their final year of high school, with a significant representation from
Grade 7 students, showcasing a diverse range of educational levels among the respondents.
1.3 A notable portion of the respondents come from smaller families, with the largest group reporting
having only one sibling, which may influence their experiences and responsibilities.
1.4 The socioeconomic status of the participants is predominantly moderate, with most families
reporting medium income levels, suggesting a potential impact on their educational opportunities.

Familial Responsibilities and Academic Performance

2.1 The study indicates that respondents generally engage in household responsibilities, with a strong
agreement on performing chores and taking care of younger siblings, which they feel contributes to
their sense of responsibility.
2.2 While respondents report that managing family duties enhances their time management skills, they
also acknowledge that these responsibilities can lead to increased stress and distractions from their
studies.
2.3 Parental expectations significantly correlate with academic performance, with higher expectations
associated with better grades, highlighting the importance of supportive family environments in
fostering educational success.

Significant Relationship Between Familial Responsibilities and Academic Success

3.1 The findings suggest that while familial responsibilities can positively influence the development of
skills like responsibility and time management, they may also negatively impact academic focus and
performance due to associated stress.
3.2 The study reveals that other factors, such as household chores, sibling influence, and financial
pressures, do not show a significant relationship with academic outcomes, indicating that their effects
might be less impactful than expected.
3.3 Overall, the importance of parental expectations in shaping academic performance stands out,
suggesting that fostering a supportive home environment can help eldest children navigate their roles
effectively while achieving academic success.

1. Researchers suggest that families talk openly and honestly about chores and what they expect
of their eldest children in school. This is important because it helps create a supportive home
where kids feel comfortable sharing their problems and worries without feeling judged. Open
conversations help families understand the difficulties eldest children face when trying to
balance school and family. This way, families can work together to find ways to manage time
 better, reduce stress, and share chores fairly. Talking openly helps eldest children do better in
school and feel better overall, strengthening family relationships and making the home a
happier place.

2. The researchers strongly advise families to adopt a more equitable distribution of household
chores and childcare responsibilities among all family members. This recommendation moves
beyond simply assigning tasks and emphasizes the importance of creating a fair and balanced
system where the burden is not disproportionately placed on the eldest child. By sharing
responsibilities, families can significantly alleviate the pressure and stress often experienced by
eldest children who frequently take on a larger share of domestic duties. This redistribution of
tasks allows eldest children to dedicate more time and energy to their academic pursuits
without sacrificing their contributions to the family unit. Furthermore, a more equitable
distribution of responsibilities fosters a stronger sense of teamwork and collaboration within the
family, promoting a more positive and supportive home environment. This approach not only
benefits the eldest child academically but also contributes to the overall well-being and
harmonious functioning of the entire family. It teaches valuable lessons about shared
responsibility and cooperation, skills that are transferable to various aspects of life. The goal is
not to eliminate the eldest child's contributions but to ensure their participation is balanced and
sustainable, allowing them to thrive both academically and personally.

3. This research highlights the significant impact of parental expectations on the academic success
of eldest children. It's not simply about expecting high achievement, the crucial element is
the nature of those expectations. The researchers strongly advocate for families to cultivate
realistic and supportive expectations that motivate and empower their eldest children, rather
than creating undue pressure or anxiety. Unrealistic expectations, often stemming from well-
intentioned but misguided ambitions, can inadvertently lead to increased stress, diminished
self-esteem, and ultimately, poorer academic performance. The eldest child, often shouldering
additional familial responsibilities, is particularly vulnerable to this pressure. Instead of focusing
 solely on grades or external achievements, families are urged to foster a growth mindset. This
involves celebrating effort and progress, recognizing setbacks as opportunities for learning, and
providing consistent encouragement and support. Open communication is key; parents should
actively engage with their children, understanding their strengths and weaknesses, and tailoring
their support accordingly. Realistic expectations acknowledge the complexities of balancing
academic life with the demands of family responsibilities, recognizing the child's individual
capabilities and limitations. This approach empowers the eldest child to strive for excellence
without feeling overwhelmed or discouraged. The ultimate goal is not simply high grades, but
the development of resilience, self-reliance, and a strong sense of self-worth, all of which
contribute to long-term success and well-being

4. The researchers strongly recommend that schools proactively implement comprehensive

support programs specifically tailored to the unique needs and challenges faced by eldest
children. These programs should go beyond general student support services and address the
specific pressures and complexities arising from the combination of academic demands and
significant familial responsibilities. The core components of such programs should include
readily accessible counseling services to help eldest children manage stress, build coping
mechanisms, and navigate the emotional toll of juggling multiple roles. Mentoring initiatives,
pairing eldest children with supportive adults who understand their unique circumstances, could
provide invaluable guidance and encouragement. Furthermore, workshops focused on practical
skills such as effective time management, stress reduction techniques (mindfulness, relaxation
exercises), and targeted academic skill-building (study strategies, organization techniques)
would equip these students with the tools they need to succeed. The integration of these
services within the school environment ensures accessibility and normalizes seeking support,
reducing stigma and encouraging help-seeking behavior. By providing these specialized
resources, schools can create a more supportive and inclusive learning environment that
acknowledges and addresses the distinct challenges faced by eldest children, ultimately
fostering their academic success and overall well-being. The long-term benefits extend beyond
improved grades, cultivating resilience, self-advocacy, and a stronger sense of self-efficacy.
 5. The researchers advocate for a community-wide approach to supporting families and, in
particular, the eldest children within those families. This recommendation emphasizes the
crucial role that community resources can play in addressing the complex challenges faced by
eldest children as they balance academic pursuits with significant familial responsibilities. The
researchers suggest that communities should proactively provide a range of accessible and
relevant programs and services. This could include workshops designed to equip parents with
effective parenting strategies tailored to the unique needs of eldest children, focusing on
communication, expectation setting, and conflict resolution. Furthermore, readily available
academic support services, such as tutoring programs, study groups, and access to educational
resources, could significantly benefit eldest children who may struggle to find the time or
support needed to excel academically. Equally important is the provision of family counseling
services that offer a safe and confidential space for families to address the specific challenges
they face in navigating the complexities of balancing family responsibilities with the demands of
education. These services can help families develop effective coping mechanisms, improve
communication, and build stronger family bonds. By creating a supportive community network,
families can access the assistance they need, reducing feelings of isolation and empowering
them to navigate the challenges they face effectively. This comprehensive community-based
approach fosters a more resilient and supportive environment for both families and eldest
children, promoting their overall well-being and success.

By following these recommendations, families and schools can create a more supportive
environment for eldest children. This will help them balance family responsibilities with their studies,
reducing stress and improving academic performance while fostering their overall well-being. The
combined efforts of home and school create a strong support system, empowering these children to
succeed both academically and personally.