Manuel V.

Gallego Foundation Colleges, Inc

Cabanatuan City

Basic Education Department

“The Profile of Parents of Junior and Senior High School

Students in Manuel V. Gallego Foundation

Colleges, Inc.”

Group 3

Members:

Cuenco II, Jose DT.

Eduardo, Marcus Caesar L.

Illiscupidez, Michael John K.

Malubay, Karl Jasper B.

Reyes, Vhee Jhay L.

Cruz, Kyla Mei DC.

Inductivo, Xian Wendee DL.

Iniego, Rose Angeline DR.

Nicolas, Marichie A

1
 Chapter I

Problem and Its Background

Introduction

A profile is a type of feature information and usually focuses on a person. A profile is

somewhat specific term for a information about a person. It focuses on what’s important or

interesting about that person now.

We need to Identify the profile of the parent’s so we are able to Criticize the student’s of the

Manuel V Gallego foundation Colleges Inc. so we are informs why he or she acting or

Socializing in that way. The home is said to be the primary school of every individual form

which they develop their mental, physical, emotional and spiritual values. The parents are

supposedly the one who must teach their children towards becoming a better human beings. On

the other hand, the school serves as the secondary home to which these children are sent and

nurtured with the same values. But in sprite of all these, still, student are having different

problems when it comes to their behaviour because of the profile of their parents.

Studies reveal that the profile of the parents of junior and senior high school students in

Manuel V Gallego Foundation Colleges, Inc. Affects the Behaviour of their children.

Statement of the problem

This study is entitled “The Profile of Parents of Junior and Senior High School

Students in Manuel V. Gallego Foundation Colleges, Inc.”

1. How may the profile of the respondent’s parents be describe in terms of:

2
 1.1 age;

1.2 monthly income;

1.3 work;

1.4 time of work;

1.5 religion;

1.6 educational attainment; and

1.7 spend time with child?

Research Objectives

1. Describe the profile of the respondents in terms of; age, monthly income, work,

time of work, religion and quality time with child.

2. Determine how the students socialize in terms of student’s attitude and parent’s

allowing their child to participate in socio-curricular activities and academic

performance.

Assumptions

1. The result of the study will show that there is a significant difference of the

perceptions in every student’s year level, age and gender.

2. The biggest factors that affect the preference of the Junior and Senior High

School Students are their parent’s profile.

3. The students who have their parents with high incomes have a poor attitude and

bad at socializing with others.

3
 4. The more the parents spend time on their work, the lesser the time that they

spend on their children thus cause a poor grade.

Framework of the Study

Conceptual Framework

The profile of the parents or social status of the parents is the classification of some

people on how they should think, judge them and to be treated by their social status, it

is unfair that some people acknowledge them by the means of their social status so that

some parents that are known bad by means of their profile didn’t get a fair attention and

only the other parent’s that have a good social status are treated better than the others.

It’s reality that some people only acknowledge the rich and didn’t care about poor

Peoples and parents who need a fair attention and services that all the people should

have it . The profile of the parents can affects their child by means of other people that

are treating the child as like the parents social status, So the other people think, Judge,

and treat them like their parent profile like some children from rich family abuse or

humiliate them because of he is from poor family and that’s the really and also the rich

children can have attention all they want but some for the poor child can’t get any

attention that everyone should have or deserve. The monthly income of the parents is

the monthly salary that they get on working so that they can provide what their children

want and to supply their needs. For some parents that didn’t have proper job that they

can’t provide their child needs that they do illegal things to earn money like scamming,

selling illegal drugs and other things that have bad effects for their social status. So that

some other people think that the family of the children is bad for them to be socialized

4
so the rich parents of the children didn’t want them to communicate and socialized with

the poor children’s, so that the poor children feel the hatred of the rich people to the

poor people and it can also lead them to feel uncomfortable and not deserving to live in

and outside the community. For the rich family that have allot of earnings/salary can

provide a better future for their children so that some children feels exclusively treated

that they become boastful to humiliate others.

Education is a very important thing that every parent wants for us to get, education

can change everything and it is the only treasure that cannot be stolen from us. Every

parent will do everything to give their child want ,needs, and education so that they can

have a better future, further more parents need money for the daily expenses that are

needed for their child's education so that it can effects the children by means of parent

profile. The profile of the parents is the basis of some people on how they respond to

others, if the parent didn’t have enough money for their children's education it can be

result to a low social status so that other thinks and respond to them not equal to the

other rich parents. When a mother can't support or provide what her child needs it will

affect the students by means of participating in class, some students can't comply and

cant present in the class because of financial problem and some are working students

and it is affecting the studies of the students. Other students feel ashamed by their self

because they can see other student didn't need to work hard to have all their want and

they are embarrass to other wealthy students to be socialized and to participate in class

that they become prone to bullying by the other students, because of their appearance

and also because of their “Parent Social Status”. The other student can't join the

extracurricular activities because of financial problem so they can’t have the experience

and the benefits of it.

5
This study will be guided by the paradigm hereunder:

Input

 Preparation of the questionnaire- checklist

 Preparation of the letter for the parents
 Sample size determination

Process

 Distribution and Retrieval of Questionnaire-checklist

 Tabulation and interpretation of data
 Evaluation and Interpretation of data

Output

 Data Information of Junior and Senior High School Student’s

Parents Of Manuel V. Gallego Foundation Colleges, Inc. on data
profiling.

6
 Figure 1.Research Paradigm

The input of the study consist of the preparation of the questionnaire-checklist

and the determination of the sample size of the respondents – Junior and Senior High

School Students.

The process consists of the research instrument that the researchers will use –

the questionnaire-checklist. The distribution and retrieval of the questionnaire-checklist

then the tabulation, evaluating and interpretation of all the data gathered.

The output consists of personal data information of Junior and Senior High School

Student’s Parents of Manuel V. Gallego Foundation Colleges, Inc. to arrange their

personal data information on our Descriptive Profile Research.

Scope and Limitation

This study entitled “Descriptive survey of the profile of parents of Junior and

Senior High School Students in MVGFC” will be conducted by group 3 at Manuel V.

Gallego Foundation Colleges Inc. during school year 2017-2018.

The respondents of this descriptive survey shall be the grade 7, grade 8, grade 9,

grade 10, grade 11 and grade 12 students in Manuel V. Gallego Foundation Colleges

Inc. for they are the Junior High School students and Senior High School Students that

will be upcoming college students. The data will be gathered through a questionnaire-

checklist, survey, retrieved, interpreted and analyzed.

7
Significance of the Study

This study will benefit the following;

Students. The students will be benefited in this research in such a way that it will serve

as their profiled parents information.

Teachers. The teachers can use this research to know the information needed of the

student’s parents to lessen their work, also they will be informed of household setup of

the learners including the help they get from their parents in solving assignments and

school projects. A complete and informative profile will aid the teachers in the

development process of their learners.

Finance Officers. This study will enable them to find out what are the needed

additional information of the Junior High School and Senior High School Student’s

Parents as well as the financial stability of the family.

Future Researchers. This study will serve as reference that will help in conducting their

own research studies.

Definition Of Terms

The following major keywords used in this study were defined in the purpose of

better understanding and clarity in the context of the research.

Data Information. Data are simply facts or figures — bits of information, but

not information itself. When data are processed, interpreted, organized, structured or

presented so as to make them meaningful or useful, they are

8
called information. Information provides context for data.(

https://www.diffen.com/difference/Data_vs_Information)

Financial Stability. The capacity of which each household has monetary balance.

(www.dictionary.com)

Extra-curricular. Being involved in extracurricular activities in high school — like

sports or journalism — can help you get accepted to the college of your

choice. Extracurricular is a combination of the Latin prefix extra- meaning "on the

outside" and the word curriculum, meaning "a running, course, career."

(https://www.vocabulary.com/dictionary/extracurricular)

Co-curricular. Co-curricular refers to activities, programs, and learning experiences

that complement, in some way, what students are learning in school—i.e., experiences

that are connected to or mirror the academic curriculum. Co-curricular activities are

typically, but not always, defined by their separation from academic courses.

(https://www.edglossary.org/co-curricular/).

Religion. Religion is the set of beliefs, feelings, dogmas and practices that define the

relations between human being and sacred or divinity. A given religion is defined by

specific elements of a community of believers: dogmas, sacred books, rites, worship,

sacrament, moral prescription,

interdicts,organization. (atheisme.free.fr/Religion/What-is-religion-1.htm)

9
 Chapter II

Review of Related Literature and Studies

The review of related literature covers the study of the profile of parents of junior

and senior high school students. The related literature provides a fundamental

background for the discussions and considerations in finding the present study. Also,

the literatures gathered in this research is to help understand the value of profiles

Foreign Literature

A foreign literature was found to tackle the involvement of parents to their child’s

academic and social development, this helped the researchers to get importance of the

study to different group of people (i.e., Teachers, Finance officers)

Parents need to know that sensitive information about them and their family will be

kept confidentially; that your professional practice demands that some things are written

down, including minor concerns or disputes; and that you’re obliged to record, in an

accurate and non-judgemental manner, concerns about children’s welfare or abuse.

They need to know when you have made a note in their file and for what reason –

unless it would put the child in danger. They have a right to expect that information they

share with you is treated as confidential, and to be informed that their consent will be

sought, in most cases, if it must be shared; but they should be informed of

circumstances where it may need to be shared without their consent. Consent must be

informed – that is the parent needs to understand why information will be shared, what

10
will be shared, who will see information, the purpose of sharing it and the implications

for them of sharing that information. According to (www.teachearlyyears.com).

Confidential information is ‘personal information of a private or sensitive nature’ that:

1. is not already lawfully in the public domain or readily available from another public

source;

and 2 .has been shared in a relationship where the person giving the information could

reasonably expect it would not be shared with others. Information Sharing: Guidance for

practitioners and managers Nursery staff can be said to have a ‘confidential

relationship’ with families. Some families share information about themselves readily

and should be consulted about whether this information is confidential or not. There

may be times when confidential information about a family may need to be shared with

others at senior level in the organisation – for example, a high-profile case that may be

reported in the press would need to be brought to the attention of the chief executive. In

a setting two kinds of records are kept on children: 1. Developmental records, including

the observations and samples of children’s work that become the formative assessment

record. These are kept by the key person, but can be accessed freely by the child, other

staff working with the child and the parents; and 2. personal files, which are usually kept

securely in the office. They contain confidential information, such as the registration

form, contractual records and parental consent forms, as well as records regarding work

undertaken with the family. Information regarding the setting’s concerns about a child

are recorded and kept in here. It’s helpful to have a separate section in the file for this

on going work. According to (www.teachearlyyears.com).

11
Local Literature

A local literature is found to have studied factors that greatly greet student’s devt

and these factors should be written in a profile . Most students of human development

agree that the most important determinants of the different profiles include 1) the

inherited physiologic patterns that are called temperamental qualities, 2) parental

practices and personality, 3) quality of schools attended, 4) relationships with peers, 5)

ordinal position in the family, and, finally, 6) the historical era in which late childhood

and early adolescence are spent. Each of these factors exerts its major influence on

only some components of the psychological profile and is usually most effective during

particular age periods. For example, the quality of social relations with peers affects

primarily the child's beliefs about his/her acceptability to others and has its major effect

after school entrance. By contrast, parental conversations with the child, and especially

naming unfamiliar objects, affect the child's future verbal talents and have maximal

effect during the first 6 years of life.

Current discussions of the consequences of parental practices, whether in the

media or in professional journals, favour one of two positions. One awards seminal

power to parental factors; the other minimizes the family. The advocates of attachment

theory, for example, propose that the relationships established between an infant and its

caretakers during the first 2 years of life have a permanent effect on the child's

future. But Harris's recent book, The Nurture Assumption, makes the opposite claim by

arguing that parents have little or no permanent influence on their child's future

personality. Although the attachment theorists take too strong a position, I side with a

majority of developmental scholars who, in disagreement with Harris, believe that

12
parents do affect their child's psychological growth. This article summarizes what most

developmental scientists believe to be the major effects of parents on children.

It is important to appreciate, however, that some of these effects are difficult to

quantify and, as a result, scholars working in this domain are caught between two

opposing imperatives. On the one hand, they recognize that conclusions must be based

on empiric evidence; if one does not have valid measurements, one should be cautious.

On the other hand, investigators also recognize the error of awarding significance only

to statements that rest on objective measurements. Because the current Zeitgeist is

more positivistic than it was a half-century earlier, contemporary scientists usually have

ignored important causative conditions that are subtle in their expression. According to

(http://pediatrics.aappublications.org/content/104/Supplement_1/164).

Foreign Studies

A foreign study is also read to have a advantages just like the long-term data

collection are significant, both for the care of individuals with autism and for the support

of the growing research community wishing to build a greater understanding of this

vexing condition. Perhaps the records we keep for our children can help us show the

world that alternative treatments or pharmaceuticals work or don’t work, or that

behavioural treatment should be intensified or changed. Yes, it is ironic that we become

strong advocates for record-keeping practices. Perhaps it is precisely because we are

so bad at keeping records the old-fashioned way that we have created tools to do the

collection and sharing for us.

13
 In a world where parents of children with special needs are already forced to take on

so much to help their children, record keeping conjures up feelings of more tedious

work. Parents of children on the spectrum are lauded for their dedication to the needs of

their children. Many are overburdened with the task of tracking medical and education

history. These papers end up in three-ring binders and boxes of loosely organized

reports. So why would we promote more of it? Since we are both involved in computer

and Internet technologies, we promote ‘digital’ approaches, which we believe can

streamline record keeping and make your records more useful.

There have been important times when our children’s behaviour records have been

very useful. Occasionally, when teachers wanted to understand the origins of disruptive

behaviours they would take note of the details surrounding several examples of the

behaviour, a so-called “ABC” analysis, for understanding the antecedent-behaviour-

consequence. Gather enough ABC reports, and, with some experience, you can tease

out the cause for the behaviour and move towards a behavioural intervention plan that

improves the lives of everyone. Discrete trial therapy, done in school or in home, is a

very data-intensive practice, and we have seen the importance of basing decisions on

data. This enables us to determine which skills are improving and which aren’t. Done

correctly, record-keeping practices may help provide a roadmap with directions that may

improve our children’s skills. According to (iancommunity.org).

Foreign study also shows how important data collecting in teachers. The

Importance of Getting to Know Your Students posted by Michael Schultz on Thursday,

05 March 2015 in Teens and Tweens says that as a teacher, I try my best to grow and

to learn. I read books about different areas of education, I attend school and district

14
professional development, and try to collaborate with my colleagues to grow my

practice. I have a confession to make, however. I don’t learn nearly as much about

teaching and learning than I do from the young people sitting in the desks in my

classroom. The students I have this year, in particular, have been great teachers and I

learn something new every day. The other day I asked them, “What do you think

teachers need to know? What advice do you think that I could give other teachers about

how to improve?” It was an interesting discussion, and I may write about some of those

things another time, but eventually, we finished up and moved on with our day. When

school finished, one of the girls in my class, approached me once everyone had left and

said, “You know, Mr. Schultz, I have been thinking about what you asked us earlier. I

think the most important thing teachers need to know is how important it is to get to

know their students.” Well now here was a topic I really wanted to sink my teeth into, so

a couple of days later I asked the kids in my class two questions. The first was why it

was important for teachers to get to know their students and the second was how

teachers could go about getting to know their students better. I found their responses

really insightful and wanted to share them.

Why is it important for teachers to get to know their students? There were

really two types of responses to this question. The first had to do with students as

learners. They understood that a teacher that understood their strengths, weaknesses,

and interests would be better able to help them to be successful academically. They

knew that someone who knew them as a learner would be able to know what areas

where they were struggling and be able to help them through those struggles or know

the areas where they were strong and build on those strengths. The comment that hit

15
home most in this regard was a boy that said, “It is important for the teachers to get to

know their students because the more they get to know each student the better they

can teach them, in a way that they will learn.” The other reason why students thought it

was important for teachers to get to know their students was so that they would know

them as people. They felt it was important for their teacher to know them so that they

could help them when they were upset, having a difficult time with friends or the other

things that were going on in their busy lives. They felt it was important to know and

understand their interests, hobbies, and what was important to them so that a teacher

could treat them with kindness and respect.

What are some of the ways that teachers should get to know their students?

Many of the answers to this question were what I expected. They talk about how

teachers could have students write about themselves, fill out questionnaires, draw

pictures of themselves, and other suggestions of that nature. Two responses, however,

were simple, yet important to point out. The first? Talk to them. Have conversations with

them on a regular basis. Talk to them about their learning, but not just about their

learning. Talk to them about what interests them outside of the world of academics. The

students thought it was important to be able to talk to their teachers about their hobbies

and their friends and what sorts of music they liked so that they could get to know them

as people. The second piece of advice surprised me a little bit. What was it? Play with

them. Students want teachers to play games with them. This could be games on the

playground or in the classroom, but they were not talking about learning games. They

were talking about fun. Students want teachers to have fun with them. Now there is a

revolutionary idea in education!

16
 There were a few things that I think are really important about what my students

were telling me. The first was how important it is for teachers to know their students as

learners and as teachers. Teachers who know how their kids learn can guide them and

lead them to grow in their learning. Teachers who know their students as unique

individuals can help them to navigate the often confusing and anxiety filled lives that

they lead. The second thing that teachers can take away from what my students told me

was to have fun. Enjoy your time with your students. Talk to them. Play with them.

Lighten up. I think this is a lesson that many of us still need to learn and I know that I

hope to continue to have my students be my most important teachers. According to

(https://www.bamradionetwork.com/edwords-blog/the-importance-of-getting-to-know-

your-students)

17
 Chapter III

Research Methodology and Procedure

This chapter represent the research design, research instrument, the

respondents, and the statistical treatment of data.

Research Design

The descriptive study shall use the descriptive-survey method in order to asses

the socio-demographic profile of the parents of Junior and Senior High School Student

such as age, monthly income, work, time of work, localization and religion. It is a

descriptive research design that seeks to ascertain respondent's profiles or records on a

specify data information in a predetermined structured manner.

Research Instrument

The research instrument applied in this study is the research-made

questionnaire-checklist. A questionnaire-checklist is a list of a research or survey

questions asked to respondents and designed to extract specific information it serves

for basic purposes: to (1) collect the appropriate data, (2) make the data comparable

and amenable to analysis, (3) minimize bias in formulating and asking question and (4)

to make questions engaging varied. The draft of the questionnaire-checklist is based on

the researcher's literature, studies and other data they had gathered.

18
 Manuel V. Gallego Foundation Colleges, Inc

Cabanatuan City

Basic Education Department

“The Profile Of Parents Of Junior and Senior High School Students in Manuel V.

Gallego Foundation Colleges, Inc”

Name of the Student :__________________________________

Age:________________________________________________

Year/Section:________________________________________

Student age : ☐12-14 ☐15-17 ☐18-20 Above Sex : ☐Male ☐

Female

Name of the Parent:

Father:__________________________ Mother:_______________________

GENERAL DIRECTIONS : Put a check(√) on your answers.

Age : ☐31-35 ☐36-38 ☐39-41 Age : ☐31-35 ☐36-38 ☐39-41

☐42-45 ☐46-48 Above ☐42-45 ☐46-48 Above

Monthly Income:_________________ Monthly Income:_________________

19
Work:__________________________ Work:__________________________

Location:_______________________ Location:_______________________

Religion:_______________________ Religion:_______________________

1.Parent education Attainment

1.Parent education Attainment

☐College Graduate
☐College Graduate

☐High School Graduate

☐High School Graduate

☐Elementary Graduate
☐Elementary Graduate

☐College Under Graduate

☐College Under Graduate

☐High School Under Graduate

☐High School Under Graduate

☐Elementary Under Graduate

☐Elementary Under Graduate

2. How much time does your

2. How much time does your

parent spend on working?

parent spend on working?

☐5H ☐6H ☐7H ☐8H

☐5H ☐6H ☐7H ☐8H

☐9H and above

☐9H and above

3. How much time does your

3. How much time does your

parent spend time with you?

parent spend time with you?

☐3-4H
☐3-4H
☐5-7H ☐5-7H

☐8-10H ☐8-10H
20
4. What do you do on your free time?

☐ Spend time with friends

☐ Reading Books

☐ Play Games(PC,CP)

☐ Study

☐ Sleep

☐ Partying

5. Does your Parent allow you to participate in socio-curricular school activities?

☐Yes or ☐No

6. How often does your parents allow you to participate in socio-curricular school

activities?

☐ 5-7

☐ 2-4

☐ Once

21
The Respondents

The respondents of this study shall be compose of the junior and senior high

school students from grade 7 to grade 12 of Manuel V. Gallego Foundation Colleges,

Inc. There are certain limitations that they settle for the respondents. The table below

shows the specific criteria of how the respondents should be pocked.

Table of Respondents

Table 1. Criteria For Respondents

Respondents Criteria

 Junior High School Students (grade 7-  Male and female

10)
 12 to 19 years old and above

 Senior High School Students( grade

 All levels and section of Junior and
11-12)
Senior High School

Systematic Sampling Design

The systematic sampling design shall be purposive in profiling and recording of

data information for the respondents. It is one that is selected based on the knowledge

of a population and the purpose of the study. (www.sociology.about.com

Statistical Treatment of Data

22
 In response to the questionnaire-checklist by grade 7 to 12 students will be

statistically be analyze with data instrument of the study. Descriptive statistic such as

frequency or percentage distribution and ranked are considered.

1. Percentage Distribution

It will be use to determined the profile of the respondents in terms of their age,

monthly income, work, time of work, localization and religion. It will also present the

actual response of the respondents to a specific item in the questionnaire-checklist

Formula:

f
% x100
N

Where: % = Percent

f = Frequency

N = Number of cases or total sample

2.Ranking

This is a descriptive method use to describe the numerical data in addition to

percentage. Ranking will be use in the study for comparative purpose and for sharing

the importance of item analyzed.

23
 Chapter IV
Presentation, Analysis, and Interpretation of Data

This chapter presents the data gathered of the study and interpretation of the results from the
questionnaire-checklist.
TABLE 1
Profile of the Respondents (Father of Junior High School Students)
N=187
Frequency Percentage RANK
1.1 Age
31-34 43 22.99% 1
35-38 33 17.64% 4
39-42 37 19.78% 3
43-46 42 22.45% 2
48 and above 30 16.04% 5
Total N= 187 = 100%

1.2 Monthly Income

1000-5000 68 36.36% 1
6000-10000 45 24.06% 2
11000-15000 24 12.83% 4
16000-20000 27 14.43% 3
21000-25000 Above 23 12.29% 5
Total N= 187 = 100%

1.3 Time of Work

5 hours/day 20 10.69% 4.5
6 hours/day 29 15.51% 3
7 hours/day 20 10.69% 4.5
8 hours/day 39 20.86% 2
9 hours/day and 79 42.25% 1
above
Total N=187 = 100%

1.4 Religion
Catholic 130 69.51% 1
Iglesia ni Cristo 48 25.66% 2
Others 9 4.81% 3
Total N= 187 = 100%

24
 Frequency Percentage RANK
1.5 Parent’s
Educational
Attainment
College Graduate 105 56.15% 1
High School 58 31.02% 2
Graduate
Elementary Graduate 5 2.67% 5
College Under 10 5.35% 3
Graduate
High School Under 8 4.28% 4
Graduate
Elementary Under 1 0.53% 6
Graduate
Total N=187 = 100%

1.6 Parent’s spend

time with their
children
2-4 hours/day 50 26.73% 3
5-7 hours/day 63 33.68% 2
8-10 hours/day 74 39.57% 1
Total N= 187 = 100%

Frequency Percentage Rank

1.7 Student’s do on
their free time
Spend time with 58 31.01 1
friends
Reading book 30 16.04% 3
Playing game 53 28.34% 2
Study 18 9.62% 5
Sleep 20 10.69% 4
Partying 8 4.27% 6
Total N= 187 100%

Frequency Percentage Rank

1.8 Parent Allow
their Children to
join in Socio
Curricular
Yes 161 86.09% 1

25
No 26 13.90% 2
Total N= 187 = 100%

Frequency Percentage Rank

1.9 How often the
Parent allow their
children to join
Not at all 26 13.90% 4
Once 48 25.66% 3
2-4 63 33.68% 1
5-7 50 26.73% 2
Total N= 187 = 100%

1. Profile of the Respondents

Item 1.1 presents the parent profile of the Junior high school respondents in terms of their
parent’s age. From the total of 187 respondents, 43 of them or 22.99% belongs to the age of 31-
34 which ranked no.1; 33 of them or 17.64% belongs to the age of 35-38 which ranked no.4 ; 37
of them or 19.78% belongs to the age of 39-42 which ranked no. 3; 42 of them or 22.45%
belongs to the age of 43-46 which ranked no.2 ; 30 of them or 16.04% belongs to the age of 48
and above which ranked no.5 or last.
Item 1.2 presents the parent profile of the Junior high school respondents in terms of their
parent’s Monthly Income. Out of 187 respondents, 68 of them or 36.36% belongs to the MI of
1000-5000 Peso’s which ranked no.1 ; 45 of them or 24.06% belongs to the MI of 6000-10000
Peso’s which ranked no.2 ; 24 of them or 12.83% belongs to the MI of 11000-15000 Peso’s
which ranked no.4 ; 27 of them or 14.43% belongs to the MI of 16000-20000 Peso’s which
ranked no.3 ; 23 of them or 12.29% belongs to the MI of 21000-25000 Peso’s Above which
ranked no.5 or last.
Item 1.3 presents the parent profile of the Junior high school respondents in terms of their
parent’s Time of Work. From the total of 187 respondents, 20 of them or 10.69% belongs to the
time of work of 5 hours/day which ranked no.4.5 ; 29 of them or 15.51% belongs to the time of
work of 6 hours/day which ranked no. 3 20 of them or 10.69% belongs to the time of work of 7
hours/day which ranked no. 4.5 ; 39 of them or 20.86% belongs to the time of work of 8
hours/day which ranked no. 2 ; 79 of them or 42.25% belongs to the time of work of 9 hours and
above which ranked no. 1.
Item 1.4 presents the parent profile of the Junior high school respondents in terms of their
parent’s Religion. From the total of 187 respondents, 130 of them or 69.51% belongs to the
Religion of Catholic which ranked no. 1; 28 of them or 25.66% belongs to the Religion of INC

26
which ranked no. 2; 9 of them or 4.81% belongs to the Religion of Other’s which ranked no.3
or last.

Item 1.5 presents the parent profile of the Junior high school respondents in terms of their
parent’s Educational Attainment. From the total of 187 respondents, 105 of them or 56.15%
belongs to the parent’s Educational Attainment of CG which ranked no. 1; 58 of them or 31.02%
belongs to the parent’s Educational Attainment of HG which ranked no. 2; 5 of them or 2.67%
belongs to the parent’s Educational Attainment of EG which ranked no. 5; 10 of them or 5.35%
belongs to the parent’s Educational Attainment of CUG which ranked no. 3; 8 of them or 4.28%
belongs to the parent’s Educational Attainment of HUG which ranked no. 4; 1 of them or 0.53%
belongs to the parent’s Educational Attainment of EUG which ranked no. 6 or last.
Item 1.6 presents the parent profile of the Junior high school respondents in terms of their
Parent’s spend time with their children. From the total of 187 respondents, 50 of them or 26.73%
belongs to the parent’s spend time with their children of 2-4 hours/day which ranked no. 3; 63 of
them or 33.68% belongs to the parent’s spend time with their children of 5-7 hours/day which
ranked no. 2; 74 of them or 39.57% belongs to the parent’s spend time with their children of 8-10
hours/day which ranked no. 1.
Item 1.7 presents the profile of the Junior high school respondents in terms of Student’s do on
their free time. From the total of 187 respondents, 58 of them or 31.01 belongs to the Student’s
do on their free time of spend time with friends which ranked no. 1; 30 of them or 16.04%
belongs to the Student’s do on their free time of reading book which ranked no. 3; 53 of them or
28.34% belongs to the Student’s do on their free time of playing game which ranked no. 2; 18 of
them or 9.62% belongs to the Student’s do on their free time of Study which ranked no. 5; 20 of
them or 10.69% belongs to the Student’s do on their free time of sleep which ranked no. 4; 8 of
them or 4.27% belongs to the Student’s do on their free time of partying which ranked no. 6 or
last.
Item 1.8 presents the profile of the Junior high school respondents in terms of Parent Allow their
Children to join in Socio Curricular. From the total of 187 respondents, 161 of them or 86.09%
belongs to the Parent Allow their Children in Socio Curricular of Yes which ranked no. 1; 26 of
them or 13.90% belongs to the Parent Allow their Children in Socio Curricular of No which
ranked no. 2 or last.
Item 1.9 presents the profile of the Junior high school respondents in terms of How often the
Parent allow their children to join. From the total of 187 respondents, 26 of them or 13.90%
belongs to the parent allow their children to join of Not at all which ranked no. 4; 48 of them or
25.66% belongs to the parent allow their children to join of Once which ranked no. 3; 63 of them
or 33.68% belongs to the parent allow their children to join of 2-4 which ranked no. 1; 50 of
them or 26.73% belongs to the parent allow their children to join of 5-7 which ranked no. 2.

27
 Frequency Percentage RANK
2.1 Age
31-34 56 30.27% 1
35-38 36 19.45% 4
39-42 42 22.70% 3
43-46 above 51 27.56% 2
Total N= 185 100%

2.2 Monthly Income

1000-5000 75 40.54% 1
6000-10000 46 24.86% 2
11000-15000 27 14.59% 3
16000-20000 15 8.10% 4
21000-25000 Above 6 3.24% 6
No Salary/House 16 8.64% 5
Wife
Total N= 185 100%

TABLE 2
Profile of the Respondents (Mother of Junior High School Students)
N=185

28
2.5 Parent’s
Educational
Attainment
College Graduate 91 48.66% 1
High School Graduate 65 35.83% 2
Elementary Graduate 2 1.07% 6
College Under 18 9.63% 3
Graduate
High School Under 5 2.67% 4
Graduate
Elementary Under 4 2.14% 5
Graduate
Total N=185 100%

2.6 Parent’s spend

time with their
children
2-4 hours/day 50 27.02% 3
5-7 hours/day 55 29.72% 2

2.3 Time of Work

5 hours/day 10 5.40% 6
6 hours/day 29 15.67% 5
7 hours/day 30 16.21% 4
8 hours/day above 68 36.75% 1
9 hours/day and 48 25.94% 2
above
Total N= 185 100%
8-10 hours/day 80 43.24% 1
Total N= 185

2.4 Religion
Catholic 129 69.72% 1
Iglesia ni Cristo 40 21.62% 2
Others 16 8.64% 3
Total N= 185
29
2.7 Student’s do on
their free time
Spend time with 58 31.01 1
friends
Reading book 30 16.04% 3
Playing game 53 28.34% 2
Study 18 9.62% 5
Sleep 20 10.69% 4
Partying 8 4.27% 6
Total N= 187 100%

2.8 Parent Allow

their Children to
join in Socio
Curricular
Yes 117 63.24% 1
No 68 36.75% 2
Total N= 185 = 100%

2.9 How often the

Parent allow their
children to join
Not at all 68 36.75% 1
Once 58 31.35% 2
2-4 34 18.37% 3
5-7 26 14.05% 4
Total N= 185 = 100%

2. Profile of the Respondents

Item 2.1 presents the parent profile of the Junior high school respondents in terms of their
parent’s age. From the total of 185 respondents, 56 of them or 30.27% belongs to the age of 31-
34 which ranked no. 1; 36 of them or 19.45% belongs to the age of 35-38 which ranked no. 4;
42 of them or 22.70% belongs to the age of 39-42 which ranked no. 3; 51 of them or 27.56
belongs to the age of 43-46 which ranked no.2 .
Item 2.2 presents the parent profile of the Junior high school respondents in terms of their
parent’s Monthly Income. Out of 185 respondents, 75 of them or 40.54 belongs to the MI of
30
1000-5000 Peso’s which ranked no. 1; 46 of them or 24.86% belongs to the MI of 6000-10000
Peso’s which ranked no. 3; 27 of them or 14.59% belongs to the MI of 11000-15000 Peso’s
which ranked no. 3; 15 of them or 8.10% belongs to the MI of 16000-20000 Peso’s which ranked
no. 4; 6 of them or 3.24% belongs to the MI of 21000-25000 Peso’s Above which ranked no. 6;
16 of them or 8.64% belongs to the MI of No Salary/House wife which ranked no. 5.

Item 2.3 presents the parent profile of the Junior high school respondents in terms of their
parent’s Time of Work. From the total of 185 respondents, 10 of them or 5.40% belongs to the
time of work of 5 hours/day which ranked no. 6; 29 of them or 15.67% belongs to the time of
work of 6 hours/day which ranked no. 5; 30 of them or 16.21% belongs to the time of work of 7
hours/day which ranked no. 4; 68 of them or 36.75% belongs to the time of work of 8 hours/day
which ranked no. 1; 48 of them or 25.94% belongs to the time of work of 9 hours and above
which ranked no. 2.

Item 2.4 presents the parent profile of the Junior high school respondents in terms of their
parent’s Religion. From the total of 185 respondents, 129 of them or 69.72% belongs to the
Religion of Catholic which ranked no. 1; 40 of them or 21.62% belongs to the Religion of INC
which ranked no. 2; 16 of them or 8.64% belongs to the Religion of Other’s which ranked no. 3
or last.

Item 2.5 presents the parent profile of the Junior high school respondents in terms of their
parent’s Educational Attainment. From the total of 185 respondents, 91 of them or 48.66%
belongs to the parent’s Educational Attainment of CG which ranked no. 1; 65 of them or
35.83% belongs to the parent’s Educational Attainment of HG which ranked no. 2; 2 of them or
1.07% belongs to the parent’s Educational Attainment of EG which ranked no. 6; 18 of them or
9.63% belongs to the parent’s Educational Attainment of CUG which ranked no. 3; 5 of them or
2.67% belongs to the parent’s Educational Attainment of HUG which ranked no. 4; 4 of them or
2.14% belongs to the parent’s Educational Attainment of EUG which ranked no. 5.

Item 2.6 presents the parent profile of the Junior high school respondents in terms of their
Parent’s spend time with their children. From the total of 185 respondents, 50 of them or 27.02
belongs to the parent’s spend time with their children of 2-4 hours/day which ranked no. 3; 55 of
them or 29.72% belongs to the parent’s spend time with their children of 5-7 hours/day which

31
ranked no. 2; 80 of them or 43.24% belongs to the parent’s spend time with their children of 8-10
hours/day which ranked no. 1.

Item 2.7 presents the profile of the Junior high school respondents in terms of Student’s do on
their free time. From the total of 185 respondents, 58 of them or 31.01% belongs to the Student’s
do on their free time of spend time with friends which ranked no. 1; 30 of them or 16.04%
belongs to the Student’s do on their free time of reading book which ranked no. 3; 53 of them or
28.34% belongs to the Student’s do on their free time of playing game which ranked no. 2; 18 of
them or 9.62% belongs to the Student’s do on their free time of study which ranked no. 5; 20 of
them or 10.69% belongs to the Student’s do on their free time of sleep which ranked no. 4; 8 of
them or 4.27% belongs to the Student’s do on their free time of partying which ranked no. 6.
Item 2.8 presents the profile of the Junior high school respondents in terms of Parent Allow their
Children to join in Socio Curricular. From the total of 185 respondents, 117 of them or 63.24%
belongs to the Parent Allow their Children in Socio Curricular of Yes which ranked no. 1; 68 of
them or 36.75% belongs to the Parent Allow their Children in Socio Curricular of No which
ranked no. 2 or last.

Item 2.9 presents the profile of the Junior high school respondents in terms of How often the
Parent allow their children to join. From the total of 185 respondents, _ of them or _ belongs to
the parent allow their children to join of _ which ranked no. ; _ of them or _ belongs to the
parent allow their children to join of _ which ranked no. ; _ of them or _ belongs to the parent
allow their children to join of _ which ranked no. ; _ of them or _ belongs to the parent allow
their children to join of _ which ranked no. or last.

32
 TABLE 3
Profile of the Respondents (Father of Senior High School Students)

Frequency Percentage RANK

3.1 Age
31-34 4 4.16% 5
35-38 15 15.62% 3
39-42 13 13.54% 4
43-46 27 28.12% 2
48 and above 37 38.54% 1
Total N= 96 = 100%

3.2 Monthly Income

1000-5000 30 31.25% 1
6000-10000 28 29.16% 2
11000-15000 15 15.62% 3
16000-20000 10 10.41% 5
21000-25000 Above 13 13.54% 4
Total N= 96 = 100%

3.3 Time of work

5 hours/day 7 7.29% 5
6 hours/day 11 11.45% 4
7 hours/day 19 19.79% 3
8 hours/day 25 26.04% 2
9 hours/day and 34 35.41% 1
above
Total N= 96 = 100%
N=96

33
3.7 Student’s do on
their free time
Spend time with 32 33.33% 1
friends
Reading book 16 16.66% 3
Playing game 23 23.95% 2
Study 7 7.29% 5
Sleep 15 15.62% 4
Partying 3 3.12% 6
Total N= 96 = 100%

3.6 Parent’s spend

time with their
children
2-4 hours/day 29 30.20% 3
5-7 hours/day 35 36.45% 1
8-10 hours/day 32 33.33% 2
Total N= 96 100%

3.9 How often the

Parent allow their
children to join
Not at all 12 12.5% 4
Once 29 30.20% 3
2-4 34 35.41% 1
5-7 21 21.87% 2
Total N= 96 = 100%

3.4 Religion
Catholic 76 79.16% 1
Iglesia ni Cristo 14 14.58% 2
Others 6 6.25% 3
Total N= 96 = 100%
3.8 Parent Allow
their Children to
join in Socio
Curricular
Yes 84 87.5% 1
No 12 12.5% 2
34
Total N= 96 = 100%
3.5 Parent’s
Educational
Attainment
College Graduate 39 40.62% 2
High School Graduate 42 43.75% 1
Elementary Graduate 6 6.25% 3
College Under 4 4.21% 4
Graduate
High School Under 3 3.12% 5
Graduate
Elementary Under 2 2.08% 6
Graduate
Total N= 96 100%

3. Profile of the Respondents

Item 3.1 presents the parent profile of the Senior high school respondents in terms of their
parent’s age. From the total of 96 respondents, 4 of them or 4.16% belongs to the age of 31-34
which ranked no. 5; 15 of them or 15.62% belongs to the age of 35-38 which ranked no.3 ; 13
of them or 13.54% belongs to the age of 39-42 which ranked no. 4; 27 of them or 28.12%
belongs to the age of 43-46 which ranked no. 2; 37 of them or 38.54%% belongs to the age of
48 and above which ranked no. 1.
Item 3.2 presents the parent profile of the Junior high school respondents in terms of their
parent’s Monthly Income. Out of 96 respondents, 30 of them or 31.25% belongs to the MI of
1000-5000 Peso’s which ranked no.1 ; 28 of them or 29.16% belongs to the MI of 6000-10000
Peso’s which ranked no.2 ; 15 of them or 15.62% belongs to the MI of 11000-15000 Peso’s
which ranked no.3 ; 10 of them or 10.41% belongs to the MI of 16000-20000 Peso’s which
ranked no.5 ; 13 of them or 13.54% belongs to the MI of 21000-25000 Peso’s Above which
ranked no. 4.
Item 3.3 presents the parent profile of the Senior high school respondents in terms of their
parent’s Time of Work. From the total of 96 respondents, 7 of them or 7.29% belongs to the time
of work of 5 hours/day which ranked no. 5; 11 of them or 11.45% belongs to the time of work of
6 hours/day which ranked no. 4 ; 19 of them or 19.79% belongs to the time of work of 7
hours/day which ranked no. 3 ; 25 of them or 26.04% belongs to the time of work of 8 hours/day
which ranked no. 2 ; 34 of them or 35.41% belongs to the time of work of 9 hours and above/day
which ranked no. 1.
35
Item 3.4 presents the parent profile of the Senior high school respondents in terms of their
parent’s Religion. From the total of 96 respondents, 76 of them or 79.16% belongs to the
Religion of Catholic which ranked no. 1 ; 14 of them or 14.58% belongs to the Religion of INC
which ranked no. 2 ; 6 of them or 6.25% belongs to the Religion of Others which ranked no. 3 or
last.

Item 3.5 presents the parent profile of the Senior high school respondents in terms of their
parent’s Educational Attainment. From the total of 96 respondents, 39 of them or 40.62%
belongs to the parent’s Educational Attainment of CG which ranked no. 2 ; 42 of them or
43.75% belongs to the parent’s Educational Attainment of HG which ranked no. 1 ; 6 of them or
6.25% belongs to the parent’s Educational Attainment of EG which ranked no. 3 ; 4 of them or
4.21% belongs to the parent’s Educational Attainment of CU which ranked no. 4 ; 3 of them or
3.12% belongs to the parent’s Educational Attainment of HU which ranked no. 5 ; 2 of them or
2.08% belongs to the parent’s Educational Attainment of EU which ranked no. 6 or last.

Item 3.6 presents the parent profile of the Senior high school respondents in terms of their
Parent’s spend time with their children. From the total of 96 respondents, 29 of them or 30.20%
belongs to the parent’s spend time with their children of 2-4 hours/day which ranked no. 3 ; 35 of
them or 36.45% belongs to the parent’s spend time with their children of 5-7 hours/day which
ranked no. 2 ; 32 of them or 33.33% belongs to the parent’s spend time with their children of 8-
10 hours/day which ranked no. 2 ;

Item 3.7 presents the profile of the Senior high school respondents in terms of Student’s do on
their free time. From the total of 96 respondents, 32 of them or 33.33% belongs to the Student’s
do on their free time of Spend time with friends which ranked no. 1 ; 16 of them or 16.66%
belongs to the Student’s do on their free time of Reading book which ranked no. 3 ; 23 of them
or 23.95% belongs to the Student’s do on their free time of Playing games which ranked no. 2 ;
7 of them or 7.29% belongs to the Student’s do on their free time of Study which ranked no. 5 ;
15 of them or 15.62% belongs to the Student’s do on their free time of Sleep which ranked no. 4
; 3 of them or 3.12% belongs to the Student’s do on their free time of Partying which ranked no.
6 or last.
Item 3.8 presents the profile of the Senior high school respondents in terms of Parent Allow their
Children to join in Socio Curricular. From the total of 96 respondents, 84 of them or 87.5%
belongs to the Parent Allow their Children in Socio Curricular of Yes which ranked no. 1 ; 12 of
them or 12.5% belongs to the Parent Allow their Children in Socio Curricular of No which
ranked no. 2 or last.

36
Item 3.9 presents the profile of the Senior high school respondents in terms of How often the
Parent allow their children to join. From the total of 96 respondents, 12 of them or 12.5%
belongs to the parent allow their children to join of Not at all which ranked no. 4 ; 29 of them or
30.20% belongs to the parent allow their children to join of Once which ranked no. 3 ; 34 of

Frequency Percentage RANK

4.1 Age
31-34 6 6.45% 4
35-38 16 17.20% 3
39-42 20 21.50% 2
43-46 above 51 54.83% 1
Total N= 93 = 100%
them or 35.41% belongs to the parent allow their children to join of 2-4 which ranked no. 1 ; 21
4.2 Monthly Income
1000-5000 29 31.18% 1
6000-10000 25 26.88% 2
11000-15000 10 10.75% 4
16000-20000 5 5.37% 6
21000-25000 Above 9 9.677% 5
No Salary/House 15 16.12% 3
Wife
Total N= 93
of them or 21.87% belongs to the parent allow their children to join of 5-7 which ranked no. 2.

Table 4
Profile of the Respondents (Mother of Senior High School Students)
N=93

4.7 Student’s do on
their free time
Spend time with 36 38.70% 1
friends
Reading book 8 8.60% 4
Playing game 24 25.80% 2
Study 7 7.52% 5
Sleep 17 18.27% 3
Partying 1 1.07% 6
Total N= 93

37
4.6 Parent’s spend
time with their
children
2-4 hours/day 26 27.95% 2.2
5-7 hours/day 41 44.08% 1
8-10 hours/day 26 27.95% 2.2
Total N= 93 100%

4.3 Time of Work

5 hours/day 12 12.90% 4
6 hours/day 13 13.97% 3
7 hours/day 11 11.82% 5
8 hours/day 31 33.33% 1
9 hours/day and 26 27.95% 2
above
Total N= 93 100%

4.8 Does The Parent

Allot their Children
to join socio
curricular
Yes 77 82.79% 1
No 16 17.20% 2
Total N= 93 100%

4.4 Religion
Catholic 70 75.26% 1
Iglesia ni Cristo 13 13.97% 2
Others 10 10.75% 3
Total N= 93 = 100%

38
4.9 How often the
Parent allow their
children to join
Once 15 16.12% 3
2-4 49 52.68% 1
5-7 29 31.18% 2
Total N= 93

4. Profile of the Respondents

Item 4.1 presents the parent profile of the Senior high school respondents in terms of their
parent’s age. From the total of 93 respondents, 6 of them or 6.45% belongs to the age of 31-34
which ranked no. 4; 16 of them or 17.20% belongs to the age of 35-38 which ranked no. 3; 20 of
them or 21.50% belongs to the age of 39-42 which ranked no. 2; 51 of them or 54.83% belongs
to the age of 43-46 which ranked no. 1.
Item 4.2 presents the parent profile of the Junior high school respondents in terms of their
parent’s Monthly Income. Out of 93 respondents, 29 of them or 31.18% belongs to the MI of
1000-5000 Peso’s which ranked no. 1; 25 of them or 26.88% belongs to the MI of 6000-10000
Peso’s which ranked no. 2; 10 of them or 10.75% belongs to the MI of 11000-15000 Peso’s
which ranked no. 4; 5 of them or 5.37% belongs to the MI of 16000-20000 Peso’s which ranked
no. 6; 9 of them or 9.67% belongs to the MI of 21000-25000 Peso’s Above which ranked no. 5;
15 of them or 16.12% belongs to the MI of No salary/Housewife which ranked no. 3.
Item 4.3 presents the parent profile of the Senior high school respondents in terms of their
parent’s Time of Work. From the total of 93 respondents, 12 of them or 12.90% belongs to the
time of work of 5hours/day which ranked no. 4; 13 of them or 13.97% belongs to the time of
work of 6hours/day which ranked no. 3; 11 of them or 11.82% belongs to the time of work of
7hours/day which ranked no. 5; 31 of them or 33.33% belongs to the time of work of 8hours/day
Frequency Percentage RANK
4.5 Parent’s
Educational
Attainment
College Graduate 36 38.70% 2
High School Graduate 39 41.93% 1
Elementary Graduate 6 6.45% 4
College Under 8 8.60% 3
Graduate
High School Under 3 3.22% 5.5
Graduate
Elementary Under 3 3.22% 5.5
Graduate 39
Total N=93 100%
which ranked no. 1; 26 of them or 27.95% belongs to the time of work of 9hours and above/day
which ranked no. 2.
Item 4.4 presents the parent profile of the Senior high school respondents in terms of their
parent’s Religion. From the total of 93 respondents, 70 of them or 75.26% belongs to the
Religion of catholic which ranked no. 1; 13 of them or 13.97% belongs to the Religion of INC
which ranked no. 2; 10 of them or 10.75% belongs to the Religion of Other’s which ranked no. 3
or last.

Item 4.5 presents the parent profile of the Senior high school respondents in terms of their
parent’s Educational Attainment. From the total of 93 respondents, 36 of them or 38.70%
belongs to the parent’s Educational Attainment of CG which ranked no. 2; 39 of them or
41.93% belongs to the parent’s Educational Attainment of HG which ranked no. 1; 6 of them or
6.45% belongs to the parent’s Educational Attainment of EG which ranked no. 4; 8 of them or
8.60% belongs to the parent’s Educational Attainment of CU which ranked no. 3; 3 of them or
3.22% belongs to the parent’s Educational Attainment of HU which ranked no. 5.5 ; 3 of them
or 3.22% belongs to the parent’s Educational Attainment of EU which ranked no. 5.5 or last.

Item 4.6 presents the parent profile of the Senior high school respondents in terms of their
Parent’s spend time with their children. From the total of 93 respondents, 26 of them or 27.95
belongs to the parent’s spend time with their children of 2-4hours/day which ranked no. 2.2; 41
of them or 44.08% belongs to the parent’s spend time with their children of 5-7hours/day which
ranked no. 1; 26 of them or 27.95% belongs to the parent’s spend time with their children of 8-
10hours/day which ranked no. 2.2;

Item 4.7 presents the profile of the Senior high school respondents in terms of Student’s do on
their free time. From the total of 93 respondents, 36 of them or 38.70% belongs to the Student’s
do on their free time of Spend time with friends which ranked no. 1; 8 of them or 8.60 belongs to
the Student’s do on their free time of Reading book which ranked no. 4; 24 of them or 25.80%
belongs to the Student’s do on their free time of Playing games which ranked no. 2; 7 of them or
7.52% belongs to the Student’s do on their free time of Study which ranked no. 5; 17 of them or
18.27% belongs to the Student’s do on their free time of Sleep which ranked no. 3; 1 of them or
1.07% belongs to the Student’s do on their free time of Partying which ranked no. 6 or last.
Item 4.8 presents the profile of the Senior high school respondents in terms of Parent Allow their
Children to join in Socio Curricular. From the total of 93 respondents, 77 of them or 82.79%
belongs to the Parent Allow their Children in Socio Curricular of Yes which ranked no. 1; 16 of

40
them or 17.20% belongs to the Parent Allow their Children in Socio Curricular of No which
ranked no. 2 or last.
Item 4.9 presents the profile of the Senior high school respondents in terms of How often the
Parent allow their children to join. From the total of 93 respondents, 15 of them or 16.12%
belongs to the parent allow their children to join of Once which ranked no. 3; 49 of them or
52.68% belongs to the parent allow their children to join of 2-4 which ranked no. 1; 29 of them
or 31.18% belongs to the parent allow their children to join of 5-7 which ranked no. 2.

41
 Chapter V

Summary, Conclusion and Recommendations of the Study

This Chapter Deals with the brief summary of findings from the data gathered together with

the conclusion and recommendation.

Summary Of Findings

1. Profile of the Respondents

In terms of age, the majority of the Respondents belong to the Bracket of 31-34 years old

which are composed of 43 or 22.99% from Junior High school Student’s Mother. In

Senior High school Student’s Mother, Majority of the Respondents Belong to the age

Bracket of 31-34 years old which are composed of 56 or 30.27%. In Senior High school

Student’s Father, majority of the respondents belong to the age Bracket of 48 years old

and above which are composed of 37 or 38.54%. In Senior High school Student’s mother,

majority of the respondents belong to the age bracket of 43 years old and above which are

composed of 51 or 54.83%

In terms of Monthly income, majority or the respondents belong to the bracket of

1000-5000 which are composed of 68 or 36.36% from Junior High school Student’s

Father. In Junior High school Student’s Mother, majority or the respondents belong to the

bracket of 1000-5000 which are composed of 75 or 40.54%. In Senior High school

Student’s Father, majority or the respondents belong to the bracket of 1000-5000 which

are composed of 30 or 31.25%. In Senior High school Student’s mother, majority or the

respondents belong to the bracket of 1000-5000 which are composed of 29 or 31.18%.

42
In terms of time of work, majority of the respondents belong to the bracket of 9 hours/day

and above which are composed of 79 or 42.25% from Junior High school Student’s

Father. In Junior High school Student’s Mother, majority or the respondents belong to the

bracket of 8 hours/day which are composed of 68 or 36.75%. In Senior High school

Student’s Father, majority or the respondents belong to the bracket of 9 hours/day and

above which are composed of 34 or 35.41%. In Senior High school Student’s Father,

majority or the respondents belong to the bracket of 8 hours/day which are composed of

31 or 33.33%

In terms of religion, majority of the respondents belong to the Catholic which are

composed of 130 or 69.51% from Junior High school Student’s Father. In Junior High

school Student’s Mother, majority or the respondents belong to the catholic which are

composed of 129 or 69.72%. In Senior High school Student’s Father, majority of

respondents belong to the catholic which are composed of 76 or 79.16%. In Senior High

school Student’s Father, majority or the respondents belong to the catholic which are

composed of 70 or 75.26%.

In terms of parents educational attainment, majority of the respondents belong to the

College Graduate which are composed of 105 or 56.15% from Junior High school

Student’s Father. In Junior High school Student’s Mother, majority or the respondents

belong to the College Graduate which are composed of 91 or 48.66%. In Senior High

school Student’s Father, majority of respondents belong to the College Graduate which

are composed of 39 or 40.62%. In Senior High school Student’s Father, majority or the

respondents belong to the High School Graduate which are composed of 39 or 41.93%.

43
In terms of parent spent time of parent with their child, majority of the respondents

belong to the bracket of 8-10 hours/day which are composed of 74 or 39.57% from Junior

High school Student’s Father. In Junior High school Student’s Mother, majority or the

respondents belong to the bracket of 8-10 hours/day which are composed of 80 or

43.24%. In Senior High school Student’s Father, majority of respondents belong to the

bracket of 5-7 hours/day which are composed of 35 or 36.45%. In Senior High school

Student’s Father, majority or the respondents belong to the bracket of 5-7 hours/day

which are composed of 41 or 44.08%.

Conclusion:

1. Most of the respondents in Junior High school student’s Parents are under the age of

31-34, 48 years old and above in Senior High School student’s Father and 43 years

old and above in Senior High School student’s mother.

2. The Junior and Senior High school Student’s parents are college graduates.

3. The Junior and Senior High school Student’s parents works 9 hours/day and above.

4. The Junior High school Student’s parents spent time with their child 8-10 hours/day

and the Senior High school Student’s parents spent time with their child 5-7

hours/day.

5. The age of 48 years old and above, monthly income of 21000 and above, time of

work 5 hours/day, Religion except catholic and “Iglesia ni Cristo (INC)” has the

lowest percentage chosen by the respondents probably because of it is not common.

Recommendation

1. The parents should do their responsibility to their child/children properly.

44
2. Parents should let their child attend to school activities.

3. Parents should pay more attention to their child/children happiness more than their

time spending at work.

4. Parents should consider their children’s emotion.

5. Parents should have their children more experience to their school life.

6. Manuel V. Gallego Foundation Colleges Inc. should understand why parents of junior

and senior high school students can’t attend Parent- Teacher Association meeting

(PTA meeting).

45