View
2.499
Download
50
Category
Preview:
DESCRIPTION
i hope that it can help students in their thesis project,
Citation preview
Republic of the PhilippinesCENTRAL PHILIPPINES STATE UNIVERSITY
COLLEGE OF TEACHER EDUCATIONKabankalan City, Negros Occidental
1
CHAPTER I
INTRODUCTION
In this era of globalization and technological revolution, education is considered
as a first step for every human activity. It plays a vital role in the development of human
capital and is linked with an individual’s well-being and opportunities for better living. It
ensures the acquisitions of knowledge and skills that enable individuals to increase their
productivity and improve their quality of life. This increase in productivity also leads
towards new sources of earning which enhances the economic growth of a country. The
quality of students’ performance remains top priority for educators. It is meant for
making a difference locally, regionally, nationally, and globally. Educators, trainers and
researches have long been interested in exploring variables contributing effectively for
quality performance of learners (Crosnoe, Johnson & Elder, 2004).
The approach is to focus on one of the ultimate goals - to determine the most
influencing factor that greatly affects boarding, non-boarding and transient boarding
teacher education students in relation to their academic performance.
The researchers wanted to discover the reasons why some students were late in
arriving to school. It was observed that non-boarding students could even go to school
early, while some boarding students were late. There were those students also came late
to school but had high grades. These statements kept the researchers asking how students
coped up with such factors that might affect their academic performance.
Republic of the PhilippinesCENTRAL PHILIPPINES STATE UNIVERSITY
COLLEGE OF TEACHER EDUCATIONKabankalan City, Negros Occidental
1
CHAPTER I
INTRODUCTION
In this era of globalization and technological revolution, education is considered
as a first step for every human activity. It plays a vital role in the development of human
capital and is linked with an individual’s well-being and opportunities for better living. It
ensures the acquisitions of knowledge and skills that enable individuals to increase their
productivity and improve their quality of life. This increase in productivity also leads
towards new sources of earning which enhances the economic growth of a country. The
quality of students’ performance remains top priority for educators. It is meant for
making a difference locally, regionally, nationally, and globally. Educators, trainers and
researches have long been interested in exploring variables contributing effectively for
quality performance of learners (Crosnoe, Johnson & Elder, 2004).
The approach is to focus on one of the ultimate goals - to determine the most
influencing factor that greatly affects boarding, non-boarding and transient boarding
teacher education students in relation to their academic performance.
The researchers wanted to discover the reasons why some students were late in
arriving to school. It was observed that non-boarding students could even go to school
early, while some boarding students were late. There were those students also came late
to school but had high grades. These statements kept the researchers asking how students
coped up with such factors that might affect their academic performance.
Republic of the PhilippinesCENTRAL PHILIPPINES STATE UNIVERSITY
COLLEGE OF TEACHER EDUCATIONKabankalan City, Negros Occidental
1
CHAPTER I
INTRODUCTION
In this era of globalization and technological revolution, education is considered
as a first step for every human activity. It plays a vital role in the development of human
capital and is linked with an individual’s well-being and opportunities for better living. It
ensures the acquisitions of knowledge and skills that enable individuals to increase their
productivity and improve their quality of life. This increase in productivity also leads
towards new sources of earning which enhances the economic growth of a country. The
quality of students’ performance remains top priority for educators. It is meant for
making a difference locally, regionally, nationally, and globally. Educators, trainers and
researches have long been interested in exploring variables contributing effectively for
quality performance of learners (Crosnoe, Johnson & Elder, 2004).
The approach is to focus on one of the ultimate goals - to determine the most
influencing factor that greatly affects boarding, non-boarding and transient boarding
teacher education students in relation to their academic performance.
The researchers wanted to discover the reasons why some students were late in
arriving to school. It was observed that non-boarding students could even go to school
early, while some boarding students were late. There were those students also came late
to school but had high grades. These statements kept the researchers asking how students
coped up with such factors that might affect their academic performance.
Republic of the PhilippinesCENTRAL PHILIPPINES STATE UNIVERSITY
COLLEGE OF TEACHER EDUCATIONKabankalan City, Negros Occidental
2
This study focused on investigating the factors affecting boarding, non-boarding
and transient boarding teacher education students in relation to their academic
performance.
Theoretical Framework
The prime objective of the school is delivering high quality education that
produces well-educated, skilled, and mannered students according to needs and
requirements of the dynamically growing market.
This study was based on the Theory of Educational Productivity by Walberg, as
cited by Roberts (2007) who determined three groups of nine factors based on affective,
cognitive and behavioural skills for optimization of learning that affect the quality of
academic performance: Aptitude (ability, development and motivation); instruction
(amount and quality); environment (home, classroom, peers and television).
Measuring of academic performance of students is challenging since students’
academic performance is affected by some factors namely: parental influence, time
management and discipline, health conditions, peer influence and distractions. Some
learners wish to progress in school, but they might not always perform as they wish, even
if they feel they are trying their best. Some are not aware of factors that may hinder or
improve academic performance and they may leave one frustrated. “Knowledge is
Power” and only once people know of something can act on it.
Republic of the PhilippinesCENTRAL PHILIPPINES STATE UNIVERSITY
COLLEGE OF TEACHER EDUCATIONKabankalan City, Negros Occidental
2
This study focused on investigating the factors affecting boarding, non-boarding
and transient boarding teacher education students in relation to their academic
performance.
Theoretical Framework
The prime objective of the school is delivering high quality education that
produces well-educated, skilled, and mannered students according to needs and
requirements of the dynamically growing market.
This study was based on the Theory of Educational Productivity by Walberg, as
cited by Roberts (2007) who determined three groups of nine factors based on affective,
cognitive and behavioural skills for optimization of learning that affect the quality of
academic performance: Aptitude (ability, development and motivation); instruction
(amount and quality); environment (home, classroom, peers and television).
Measuring of academic performance of students is challenging since students’
academic performance is affected by some factors namely: parental influence, time
management and discipline, health conditions, peer influence and distractions. Some
learners wish to progress in school, but they might not always perform as they wish, even
if they feel they are trying their best. Some are not aware of factors that may hinder or
improve academic performance and they may leave one frustrated. “Knowledge is
Power” and only once people know of something can act on it.
Republic of the PhilippinesCENTRAL PHILIPPINES STATE UNIVERSITY
COLLEGE OF TEACHER EDUCATIONKabankalan City, Negros Occidental
2
This study focused on investigating the factors affecting boarding, non-boarding
and transient boarding teacher education students in relation to their academic
performance.
Theoretical Framework
The prime objective of the school is delivering high quality education that
produces well-educated, skilled, and mannered students according to needs and
requirements of the dynamically growing market.
This study was based on the Theory of Educational Productivity by Walberg, as
cited by Roberts (2007) who determined three groups of nine factors based on affective,
cognitive and behavioural skills for optimization of learning that affect the quality of
academic performance: Aptitude (ability, development and motivation); instruction
(amount and quality); environment (home, classroom, peers and television).
Measuring of academic performance of students is challenging since students’
academic performance is affected by some factors namely: parental influence, time
management and discipline, health conditions, peer influence and distractions. Some
learners wish to progress in school, but they might not always perform as they wish, even
if they feel they are trying their best. Some are not aware of factors that may hinder or
improve academic performance and they may leave one frustrated. “Knowledge is
Power” and only once people know of something can act on it.
Republic of the PhilippinesCENTRAL PHILIPPINES STATE UNIVERSITY
COLLEGE OF TEACHER EDUCATIONKabankalan City, Negros Occidental
3
Independent Variable Dependent Variable
Figure 1. Schematic diagram showing the relationships among variables.
DEMOGRAPHIC PROFILE
a. Boarding Students
1. Civil Status
2. Place of Residence
3. Weekly Allowance
b. Non-Boarding Students
1. Civil Status
2. Place of Residence
3. Weekly Allowance
c. Transient BoardingStudents
1. Civil Status
2. Place of Residence
3. Weekly Allowance
FACTORS
1. Parental Reason
2. Time Management andDiscipline
3. Health Conditions
4. Peer Influence
5. Distractions
ACADEMICPERFORMANCE
Republic of the PhilippinesCENTRAL PHILIPPINES STATE UNIVERSITY
COLLEGE OF TEACHER EDUCATIONKabankalan City, Negros Occidental
3
Independent Variable Dependent Variable
Figure 1. Schematic diagram showing the relationships among variables.
DEMOGRAPHIC PROFILE
a. Boarding Students
1. Civil Status
2. Place of Residence
3. Weekly Allowance
b. Non-Boarding Students
1. Civil Status
2. Place of Residence
3. Weekly Allowance
c. Transient BoardingStudents
1. Civil Status
2. Place of Residence
3. Weekly Allowance
FACTORS
1. Parental Reason
2. Time Management andDiscipline
3. Health Conditions
4. Peer Influence
5. Distractions
ACADEMICPERFORMANCE
Republic of the PhilippinesCENTRAL PHILIPPINES STATE UNIVERSITY
COLLEGE OF TEACHER EDUCATIONKabankalan City, Negros Occidental
3
Independent Variable Dependent Variable
Figure 1. Schematic diagram showing the relationships among variables.
DEMOGRAPHIC PROFILE
a. Boarding Students
1. Civil Status
2. Place of Residence
3. Weekly Allowance
b. Non-Boarding Students
1. Civil Status
2. Place of Residence
3. Weekly Allowance
c. Transient BoardingStudents
1. Civil Status
2. Place of Residence
3. Weekly Allowance
FACTORS
1. Parental Reason
2. Time Management andDiscipline
3. Health Conditions
4. Peer Influence
5. Distractions
ACADEMICPERFORMANCE
Republic of the PhilippinesCENTRAL PHILIPPINES STATE UNIVERSITY
COLLEGE OF TEACHER EDUCATIONKabankalan City, Negros Occidental
4
Statement of the Problem
This study focused on the factors affecting boarding, non-boarding and transient
boarding teacher education students in relation to their academic performance.
Specifically, it sought to answer the following questions:
1. What is the demographic profile of boarding, non-boarding and transient
boarding teacher education students in terms of:
a. Civil Status,
b. Place of Residence, and
c. Weekly Allowance?
2. What is the extent of the factors when grouped according to boarding, non-
boarding, and transient boarding teacher education students?
3. What is the academic performance of boarding, non-boarding and transient
boarding teacher education students?
4. Is there a significant difference on the extent of the factors when grouped
according to boarding, non-boarding and transient boarding teacher education students?
5. Is there a significant difference on the extent of the factor when compared to
each factor?
6. Is there a significant difference on the academic performance of boarding, non-
boarding and transient boarding teacher education students?
7. Is there a significant relationship between the identified factors and the
academic performance of teacher education students?
Republic of the PhilippinesCENTRAL PHILIPPINES STATE UNIVERSITY
COLLEGE OF TEACHER EDUCATIONKabankalan City, Negros Occidental
4
Statement of the Problem
This study focused on the factors affecting boarding, non-boarding and transient
boarding teacher education students in relation to their academic performance.
Specifically, it sought to answer the following questions:
1. What is the demographic profile of boarding, non-boarding and transient
boarding teacher education students in terms of:
a. Civil Status,
b. Place of Residence, and
c. Weekly Allowance?
2. What is the extent of the factors when grouped according to boarding, non-
boarding, and transient boarding teacher education students?
3. What is the academic performance of boarding, non-boarding and transient
boarding teacher education students?
4. Is there a significant difference on the extent of the factors when grouped
according to boarding, non-boarding and transient boarding teacher education students?
5. Is there a significant difference on the extent of the factor when compared to
each factor?
6. Is there a significant difference on the academic performance of boarding, non-
boarding and transient boarding teacher education students?
7. Is there a significant relationship between the identified factors and the
academic performance of teacher education students?
Republic of the PhilippinesCENTRAL PHILIPPINES STATE UNIVERSITY
COLLEGE OF TEACHER EDUCATIONKabankalan City, Negros Occidental
4
Statement of the Problem
This study focused on the factors affecting boarding, non-boarding and transient
boarding teacher education students in relation to their academic performance.
Specifically, it sought to answer the following questions:
1. What is the demographic profile of boarding, non-boarding and transient
boarding teacher education students in terms of:
a. Civil Status,
b. Place of Residence, and
c. Weekly Allowance?
2. What is the extent of the factors when grouped according to boarding, non-
boarding, and transient boarding teacher education students?
3. What is the academic performance of boarding, non-boarding and transient
boarding teacher education students?
4. Is there a significant difference on the extent of the factors when grouped
according to boarding, non-boarding and transient boarding teacher education students?
5. Is there a significant difference on the extent of the factor when compared to
each factor?
6. Is there a significant difference on the academic performance of boarding, non-
boarding and transient boarding teacher education students?
7. Is there a significant relationship between the identified factors and the
academic performance of teacher education students?
Republic of the PhilippinesCENTRAL PHILIPPINES STATE UNIVERSITY
COLLEGE OF TEACHER EDUCATIONKabankalan City, Negros Occidental
5
Hypotheses
1. There is no significant difference on the extent of the factors when grouped
according to boarding, non-boarding and transient boarding teacher education
students.
2. There is no significant difference on the extent of the factor when compared to
each factor.
3. There is no significant difference on the academic performance of boarding,
non-boarding and transient boarding teacher education students.
4. There is no significant relationship between the identified factors and
academic performance of teacher education students.
Scope and Delimitation
This study focused only on the identified factors affecting boarding, non-boarding
and transient boarding teacher education students and their relationships to their
academic performance.
There were three groups of students: the boarding students, non-boarding students
and transient boarding students. This study aimed to find out the factors which were
responsible for students’ decision to board, not to board and to be transient.
The respondents of the study were 297 teacher education students composed of:
190 who were boarding, 99 were non-boarding and eight were transient boarding. They
were enrolled at the College of Teacher Education, Central Philippines State University-
Main Campus in the academic year 2012-13.
Republic of the PhilippinesCENTRAL PHILIPPINES STATE UNIVERSITY
COLLEGE OF TEACHER EDUCATIONKabankalan City, Negros Occidental
5
Hypotheses
1. There is no significant difference on the extent of the factors when grouped
according to boarding, non-boarding and transient boarding teacher education
students.
2. There is no significant difference on the extent of the factor when compared to
each factor.
3. There is no significant difference on the academic performance of boarding,
non-boarding and transient boarding teacher education students.
4. There is no significant relationship between the identified factors and
academic performance of teacher education students.
Scope and Delimitation
This study focused only on the identified factors affecting boarding, non-boarding
and transient boarding teacher education students and their relationships to their
academic performance.
There were three groups of students: the boarding students, non-boarding students
and transient boarding students. This study aimed to find out the factors which were
responsible for students’ decision to board, not to board and to be transient.
The respondents of the study were 297 teacher education students composed of:
190 who were boarding, 99 were non-boarding and eight were transient boarding. They
were enrolled at the College of Teacher Education, Central Philippines State University-
Main Campus in the academic year 2012-13.
Republic of the PhilippinesCENTRAL PHILIPPINES STATE UNIVERSITY
COLLEGE OF TEACHER EDUCATIONKabankalan City, Negros Occidental
5
Hypotheses
1. There is no significant difference on the extent of the factors when grouped
according to boarding, non-boarding and transient boarding teacher education
students.
2. There is no significant difference on the extent of the factor when compared to
each factor.
3. There is no significant difference on the academic performance of boarding,
non-boarding and transient boarding teacher education students.
4. There is no significant relationship between the identified factors and
academic performance of teacher education students.
Scope and Delimitation
This study focused only on the identified factors affecting boarding, non-boarding
and transient boarding teacher education students and their relationships to their
academic performance.
There were three groups of students: the boarding students, non-boarding students
and transient boarding students. This study aimed to find out the factors which were
responsible for students’ decision to board, not to board and to be transient.
The respondents of the study were 297 teacher education students composed of:
190 who were boarding, 99 were non-boarding and eight were transient boarding. They
were enrolled at the College of Teacher Education, Central Philippines State University-
Main Campus in the academic year 2012-13.
Republic of the PhilippinesCENTRAL PHILIPPINES STATE UNIVERSITY
COLLEGE OF TEACHER EDUCATIONKabankalan City, Negros Occidental
6
In this study, there were five identified factors, namely: parental reason, time
management and discipline, health conditions, peer influence, and distractions. The
demographic profiles of the respondents were the following: civil status, place of
residence and weekly allowance.
Significance of the Study
The results of this study are hoped to be of significant to the following:
Administration. This study is of great significance for the administrators so that
they will know the factors affecting boarding, non-boarding and transient boarding
teacher education students in relation to their academic performance. It would also be of
great help to the administration to determine only the reasons why teacher education
students prefer to board, not to board or to be a transient boarding student.
Boarding House Operators. Information in this study will provide knowledge to
the Boarding House Operators to set their boarding house(s) in a well-ventilated and
promotive manner which could give comfort to the student- boarders.
Guidance Counselor. Through this study, the Office of the Guidance Counselor
will have the information about the teacher education students who are boarding, non-
boarding and transient boarding wherein the said office could give some advices to them
as to whether they are going to prefer to be among the boarding, non-boarding, and
transient boarding teacher education students that could help develop their academic
performance.
Republic of the PhilippinesCENTRAL PHILIPPINES STATE UNIVERSITY
COLLEGE OF TEACHER EDUCATIONKabankalan City, Negros Occidental
6
In this study, there were five identified factors, namely: parental reason, time
management and discipline, health conditions, peer influence, and distractions. The
demographic profiles of the respondents were the following: civil status, place of
residence and weekly allowance.
Significance of the Study
The results of this study are hoped to be of significant to the following:
Administration. This study is of great significance for the administrators so that
they will know the factors affecting boarding, non-boarding and transient boarding
teacher education students in relation to their academic performance. It would also be of
great help to the administration to determine only the reasons why teacher education
students prefer to board, not to board or to be a transient boarding student.
Boarding House Operators. Information in this study will provide knowledge to
the Boarding House Operators to set their boarding house(s) in a well-ventilated and
promotive manner which could give comfort to the student- boarders.
Guidance Counselor. Through this study, the Office of the Guidance Counselor
will have the information about the teacher education students who are boarding, non-
boarding and transient boarding wherein the said office could give some advices to them
as to whether they are going to prefer to be among the boarding, non-boarding, and
transient boarding teacher education students that could help develop their academic
performance.
Republic of the PhilippinesCENTRAL PHILIPPINES STATE UNIVERSITY
COLLEGE OF TEACHER EDUCATIONKabankalan City, Negros Occidental
6
In this study, there were five identified factors, namely: parental reason, time
management and discipline, health conditions, peer influence, and distractions. The
demographic profiles of the respondents were the following: civil status, place of
residence and weekly allowance.
Significance of the Study
The results of this study are hoped to be of significant to the following:
Administration. This study is of great significance for the administrators so that
they will know the factors affecting boarding, non-boarding and transient boarding
teacher education students in relation to their academic performance. It would also be of
great help to the administration to determine only the reasons why teacher education
students prefer to board, not to board or to be a transient boarding student.
Boarding House Operators. Information in this study will provide knowledge to
the Boarding House Operators to set their boarding house(s) in a well-ventilated and
promotive manner which could give comfort to the student- boarders.
Guidance Counselor. Through this study, the Office of the Guidance Counselor
will have the information about the teacher education students who are boarding, non-
boarding and transient boarding wherein the said office could give some advices to them
as to whether they are going to prefer to be among the boarding, non-boarding, and
transient boarding teacher education students that could help develop their academic
performance.
Republic of the PhilippinesCENTRAL PHILIPPINES STATE UNIVERSITY
COLLEGE OF TEACHER EDUCATIONKabankalan City, Negros Occidental
7
Parents. The result of this study will guide the parents in deciding whether to let
their child or children to board, not to board or to be a transient boarding student wherein
they will know the advantages are beneficial to them and to their children academically.
Researchers. This will serve as one of the references that will provide the future
researchers the information to solve a certain problem related to this study - the factors
affecting the academic performance of boarding, non-boarding and transient boarding
students that need to be studied for the benefits of many.
Students. This study serves as baseline information for the students to know the
factors that affect their academic performance whether they are boarding, non-boarding
or transient boarding. They will be aware on the effect/s of these factors; thus, they can
cope with these and be more responsible with their studies.
Teacher Education Institution. This study will serve as reference to the College
of Teacher Education Institution for them to know who among their teacher education
students are boarding, non-boarding or transient boarding in such a way that they will be
able to perceive clearly the factors which affect the academic performance of their
students.
Teachers. This study will help the teachers to better appreciate and perform their
unique roles and functions as facilitator, adviser and motivator for them to widen their
effort and passion in providing excellent learning to the students in spite of the factors
affecting their students’ academic performance as they board in CPSU or when they go
home after the class.
Republic of the PhilippinesCENTRAL PHILIPPINES STATE UNIVERSITY
COLLEGE OF TEACHER EDUCATIONKabankalan City, Negros Occidental
7
Parents. The result of this study will guide the parents in deciding whether to let
their child or children to board, not to board or to be a transient boarding student wherein
they will know the advantages are beneficial to them and to their children academically.
Researchers. This will serve as one of the references that will provide the future
researchers the information to solve a certain problem related to this study - the factors
affecting the academic performance of boarding, non-boarding and transient boarding
students that need to be studied for the benefits of many.
Students. This study serves as baseline information for the students to know the
factors that affect their academic performance whether they are boarding, non-boarding
or transient boarding. They will be aware on the effect/s of these factors; thus, they can
cope with these and be more responsible with their studies.
Teacher Education Institution. This study will serve as reference to the College
of Teacher Education Institution for them to know who among their teacher education
students are boarding, non-boarding or transient boarding in such a way that they will be
able to perceive clearly the factors which affect the academic performance of their
students.
Teachers. This study will help the teachers to better appreciate and perform their
unique roles and functions as facilitator, adviser and motivator for them to widen their
effort and passion in providing excellent learning to the students in spite of the factors
affecting their students’ academic performance as they board in CPSU or when they go
home after the class.
Republic of the PhilippinesCENTRAL PHILIPPINES STATE UNIVERSITY
COLLEGE OF TEACHER EDUCATIONKabankalan City, Negros Occidental
7
Parents. The result of this study will guide the parents in deciding whether to let
their child or children to board, not to board or to be a transient boarding student wherein
they will know the advantages are beneficial to them and to their children academically.
Researchers. This will serve as one of the references that will provide the future
researchers the information to solve a certain problem related to this study - the factors
affecting the academic performance of boarding, non-boarding and transient boarding
students that need to be studied for the benefits of many.
Students. This study serves as baseline information for the students to know the
factors that affect their academic performance whether they are boarding, non-boarding
or transient boarding. They will be aware on the effect/s of these factors; thus, they can
cope with these and be more responsible with their studies.
Teacher Education Institution. This study will serve as reference to the College
of Teacher Education Institution for them to know who among their teacher education
students are boarding, non-boarding or transient boarding in such a way that they will be
able to perceive clearly the factors which affect the academic performance of their
students.
Teachers. This study will help the teachers to better appreciate and perform their
unique roles and functions as facilitator, adviser and motivator for them to widen their
effort and passion in providing excellent learning to the students in spite of the factors
affecting their students’ academic performance as they board in CPSU or when they go
home after the class.
Republic of the PhilippinesCENTRAL PHILIPPINES STATE UNIVERSITY
COLLEGE OF TEACHER EDUCATIONKabankalan City, Negros Occidental
8
Definition of Terms
For the clarity and convenience of the readers, the following terms are defined
according to their conceptual and operational meaning:
Academic Performance. It refers to the learning gap between what the students
should learn and what the students actually learned as signified by the grades (Rowland,
2004).
In this study, it refers to the General Point Average of the boarding, non-boarding
and transient boarding teacher education students (Perieto, et al., April 2008).
Boarding House. The 1970 version of Ontario’s Assessment Act defined the term
as any house, building, or portion thereof in which with or without meals in rooms
furnished by the proprietor with necessary furnishings (Misajon, et al., 2009).
In this study, it refers to the second home environment where the students take
provisional lodging under the supervision of the boarding house owners.
Boarding Student. It refers to the renter who maintains procession of a house or
apartment. A boarding student is someone who holds the right to use a piece of land or a
structure by agreement with property owner (S.E. Smith, 2003-10).
In this study, it refers to students who are staying in a boarding house within the
premises of the university. They are the respondents of the study including those in the
dormitory and cottages.
Civil Status. It refers to being single, married, separated, divorced and widowed
(Wendy Doyle, 2010).
In this study, it refers to the student’s status whether single or married.
Republic of the PhilippinesCENTRAL PHILIPPINES STATE UNIVERSITY
COLLEGE OF TEACHER EDUCATIONKabankalan City, Negros Occidental
8
Definition of Terms
For the clarity and convenience of the readers, the following terms are defined
according to their conceptual and operational meaning:
Academic Performance. It refers to the learning gap between what the students
should learn and what the students actually learned as signified by the grades (Rowland,
2004).
In this study, it refers to the General Point Average of the boarding, non-boarding
and transient boarding teacher education students (Perieto, et al., April 2008).
Boarding House. The 1970 version of Ontario’s Assessment Act defined the term
as any house, building, or portion thereof in which with or without meals in rooms
furnished by the proprietor with necessary furnishings (Misajon, et al., 2009).
In this study, it refers to the second home environment where the students take
provisional lodging under the supervision of the boarding house owners.
Boarding Student. It refers to the renter who maintains procession of a house or
apartment. A boarding student is someone who holds the right to use a piece of land or a
structure by agreement with property owner (S.E. Smith, 2003-10).
In this study, it refers to students who are staying in a boarding house within the
premises of the university. They are the respondents of the study including those in the
dormitory and cottages.
Civil Status. It refers to being single, married, separated, divorced and widowed
(Wendy Doyle, 2010).
In this study, it refers to the student’s status whether single or married.
Republic of the PhilippinesCENTRAL PHILIPPINES STATE UNIVERSITY
COLLEGE OF TEACHER EDUCATIONKabankalan City, Negros Occidental
8
Definition of Terms
For the clarity and convenience of the readers, the following terms are defined
according to their conceptual and operational meaning:
Academic Performance. It refers to the learning gap between what the students
should learn and what the students actually learned as signified by the grades (Rowland,
2004).
In this study, it refers to the General Point Average of the boarding, non-boarding
and transient boarding teacher education students (Perieto, et al., April 2008).
Boarding House. The 1970 version of Ontario’s Assessment Act defined the term
as any house, building, or portion thereof in which with or without meals in rooms
furnished by the proprietor with necessary furnishings (Misajon, et al., 2009).
In this study, it refers to the second home environment where the students take
provisional lodging under the supervision of the boarding house owners.
Boarding Student. It refers to the renter who maintains procession of a house or
apartment. A boarding student is someone who holds the right to use a piece of land or a
structure by agreement with property owner (S.E. Smith, 2003-10).
In this study, it refers to students who are staying in a boarding house within the
premises of the university. They are the respondents of the study including those in the
dormitory and cottages.
Civil Status. It refers to being single, married, separated, divorced and widowed
(Wendy Doyle, 2010).
In this study, it refers to the student’s status whether single or married.
Republic of the PhilippinesCENTRAL PHILIPPINES STATE UNIVERSITY
COLLEGE OF TEACHER EDUCATIONKabankalan City, Negros Occidental
9
Demographic Profile. It is defined as the analysis of the population on the basis
of age, percentage, physical condition, ethnicity, occupation, civil position, size and
density of each composite division (Lagnason, et al., April 2010).
In this study, it refers to the specific information about the student or the
respondent taken by the researchers such as civil status, place of residence, and weekly
allowance.
Distractions. These are something that gets your attention and prevents you from
concentrating or takes your attention away from something else (Macmillan, 2012).
In this study, it refers to televisions, games, mobile handsets, and noises that
disturb other students in their studies.
Health Condition. It is the condition of being sound in body, mind, or spirit
(Merriam, 2000).
In this study, it refers to the condition of the students as one factor observed that
affects their decision to stay in a boarding house or not in favour of the physical condition
of the student.
Non-Boarding Student. It is defined as a student at a college or university who
does not reside in the facilities provided by the institution (Benedict College, 2000).
In this study, it refers to student-respondents that are just going home after their
classes.
Parental Reason. Parental influence begins with positive modeling behaviors and
positive self-talk (Manassis, 1996). It refers to the participation of parents in regular,
Republic of the PhilippinesCENTRAL PHILIPPINES STATE UNIVERSITY
COLLEGE OF TEACHER EDUCATIONKabankalan City, Negros Occidental
9
Demographic Profile. It is defined as the analysis of the population on the basis
of age, percentage, physical condition, ethnicity, occupation, civil position, size and
density of each composite division (Lagnason, et al., April 2010).
In this study, it refers to the specific information about the student or the
respondent taken by the researchers such as civil status, place of residence, and weekly
allowance.
Distractions. These are something that gets your attention and prevents you from
concentrating or takes your attention away from something else (Macmillan, 2012).
In this study, it refers to televisions, games, mobile handsets, and noises that
disturb other students in their studies.
Health Condition. It is the condition of being sound in body, mind, or spirit
(Merriam, 2000).
In this study, it refers to the condition of the students as one factor observed that
affects their decision to stay in a boarding house or not in favour of the physical condition
of the student.
Non-Boarding Student. It is defined as a student at a college or university who
does not reside in the facilities provided by the institution (Benedict College, 2000).
In this study, it refers to student-respondents that are just going home after their
classes.
Parental Reason. Parental influence begins with positive modeling behaviors and
positive self-talk (Manassis, 1996). It refers to the participation of parents in regular,
Republic of the PhilippinesCENTRAL PHILIPPINES STATE UNIVERSITY
COLLEGE OF TEACHER EDUCATIONKabankalan City, Negros Occidental
9
Demographic Profile. It is defined as the analysis of the population on the basis
of age, percentage, physical condition, ethnicity, occupation, civil position, size and
density of each composite division (Lagnason, et al., April 2010).
In this study, it refers to the specific information about the student or the
respondent taken by the researchers such as civil status, place of residence, and weekly
allowance.
Distractions. These are something that gets your attention and prevents you from
concentrating or takes your attention away from something else (Macmillan, 2012).
In this study, it refers to televisions, games, mobile handsets, and noises that
disturb other students in their studies.
Health Condition. It is the condition of being sound in body, mind, or spirit
(Merriam, 2000).
In this study, it refers to the condition of the students as one factor observed that
affects their decision to stay in a boarding house or not in favour of the physical condition
of the student.
Non-Boarding Student. It is defined as a student at a college or university who
does not reside in the facilities provided by the institution (Benedict College, 2000).
In this study, it refers to student-respondents that are just going home after their
classes.
Parental Reason. Parental influence begins with positive modeling behaviors and
positive self-talk (Manassis, 1996). It refers to the participation of parents in regular,
Republic of the PhilippinesCENTRAL PHILIPPINES STATE UNIVERSITY
COLLEGE OF TEACHER EDUCATIONKabankalan City, Negros Occidental
10
two-way meaningful communication involving pupils’ academic learning and other
school activities.
In this study, it refers to the share made by parents pertaining to the education of
their child at home and school.
Peer Influence. It is an informal primary group of people who share a similar or
equal status and who are usually of roughly the same age, extended to travel around and
interact within the social aggregate (Wolf, 2008).
In this study, it refers to the friends or classmates of the respondents that may
influence their decision to stay in a boarding house or to go home.
Place of Residence. It refers to living or dwelling in a certain place permanently
or for a considerable length of time. It is the place where a person makes his home, or
where he/she dwells permanently or for an extended period of time (Black, 2012).
In this study, it refers to the place where the students live.
Time Management and Discipline. This refers to the positive discipline
throughout the process of planning, acting and achieving. Time management is a core
discipline that largely determines the quality of your life (Brian Tracy, 2011).
In this study, it is one of the factors being observed regarding the proper and
fruitful use of time that affects the success of a student’s academic performance.
Transient Boarding Student. This refers to someone who is passing through or
by a place with only a brief stay (Merriam, 2000).
In this study, it refers to a student who boards but oftentimes go home for some
reasons.
Republic of the PhilippinesCENTRAL PHILIPPINES STATE UNIVERSITY
COLLEGE OF TEACHER EDUCATIONKabankalan City, Negros Occidental
10
two-way meaningful communication involving pupils’ academic learning and other
school activities.
In this study, it refers to the share made by parents pertaining to the education of
their child at home and school.
Peer Influence. It is an informal primary group of people who share a similar or
equal status and who are usually of roughly the same age, extended to travel around and
interact within the social aggregate (Wolf, 2008).
In this study, it refers to the friends or classmates of the respondents that may
influence their decision to stay in a boarding house or to go home.
Place of Residence. It refers to living or dwelling in a certain place permanently
or for a considerable length of time. It is the place where a person makes his home, or
where he/she dwells permanently or for an extended period of time (Black, 2012).
In this study, it refers to the place where the students live.
Time Management and Discipline. This refers to the positive discipline
throughout the process of planning, acting and achieving. Time management is a core
discipline that largely determines the quality of your life (Brian Tracy, 2011).
In this study, it is one of the factors being observed regarding the proper and
fruitful use of time that affects the success of a student’s academic performance.
Transient Boarding Student. This refers to someone who is passing through or
by a place with only a brief stay (Merriam, 2000).
In this study, it refers to a student who boards but oftentimes go home for some
reasons.
Republic of the PhilippinesCENTRAL PHILIPPINES STATE UNIVERSITY
COLLEGE OF TEACHER EDUCATIONKabankalan City, Negros Occidental
10
two-way meaningful communication involving pupils’ academic learning and other
school activities.
In this study, it refers to the share made by parents pertaining to the education of
their child at home and school.
Peer Influence. It is an informal primary group of people who share a similar or
equal status and who are usually of roughly the same age, extended to travel around and
interact within the social aggregate (Wolf, 2008).
In this study, it refers to the friends or classmates of the respondents that may
influence their decision to stay in a boarding house or to go home.
Place of Residence. It refers to living or dwelling in a certain place permanently
or for a considerable length of time. It is the place where a person makes his home, or
where he/she dwells permanently or for an extended period of time (Black, 2012).
In this study, it refers to the place where the students live.
Time Management and Discipline. This refers to the positive discipline
throughout the process of planning, acting and achieving. Time management is a core
discipline that largely determines the quality of your life (Brian Tracy, 2011).
In this study, it is one of the factors being observed regarding the proper and
fruitful use of time that affects the success of a student’s academic performance.
Transient Boarding Student. This refers to someone who is passing through or
by a place with only a brief stay (Merriam, 2000).
In this study, it refers to a student who boards but oftentimes go home for some
reasons.
Republic of the PhilippinesCENTRAL PHILIPPINES STATE UNIVERSITY
COLLEGE OF TEACHER EDUCATIONKabankalan City, Negros Occidental
11
Weekly Allowance. It refers to the amount of money set aside for a designated
purpose in a week time (Byron, 2004).
In this study, it refers to the budget given by the parents to the students per week.
Republic of the PhilippinesCENTRAL PHILIPPINES STATE UNIVERSITY
COLLEGE OF TEACHER EDUCATIONKabankalan City, Negros Occidental
11
Weekly Allowance. It refers to the amount of money set aside for a designated
purpose in a week time (Byron, 2004).
In this study, it refers to the budget given by the parents to the students per week.
Republic of the PhilippinesCENTRAL PHILIPPINES STATE UNIVERSITY
COLLEGE OF TEACHER EDUCATIONKabankalan City, Negros Occidental
11
Weekly Allowance. It refers to the amount of money set aside for a designated
purpose in a week time (Byron, 2004).
In this study, it refers to the budget given by the parents to the students per week.
Republic of the PhilippinesCENTRAL PHILIPPINES STATE UNIVERSITY
COLLEGE OF TEACHER EDUCATIONKabankalan City, Negros Occidental
12
CHAPTER II
REVIEW OF RELATED LITERATURE
This chapter presents the review of related literature on the factors affecting
boarding, non-boarding and transient boarding teacher education students in relation to
their academic performance.
Boarding Students
Basically, a boarding student lives in housing provided by the school (typically on
the school campus) they attend. They are called boarders. A boarding student is also
typically subject to any rules that the school wishes to impose on the campus. They
normally return home during the school holidays and often weekends, but in some
cultures may spend the majority of their childhood and adolescent life away from their
families.
Boarding is available to all students and families have two options: 5-Day and 7-
Day Boarding. In a typical school year, approximately 70% of the students reside on
campus. The 5-Day boarders usually live within reasonable driving distance or get
picked up by a parent or guardian after school on Friday afternoon. The 7-Day Boarders
live in the boarding house for almost one week. After school on Friday, they have free
time and then attend a supervised one hour study period to begin work on their weekend
assignments. After their study session, they join several of their friends. Students enjoy
the many opportunities that boarding school life provides while parents appreciate the
Republic of the PhilippinesCENTRAL PHILIPPINES STATE UNIVERSITY
COLLEGE OF TEACHER EDUCATIONKabankalan City, Negros Occidental
12
CHAPTER II
REVIEW OF RELATED LITERATURE
This chapter presents the review of related literature on the factors affecting
boarding, non-boarding and transient boarding teacher education students in relation to
their academic performance.
Boarding Students
Basically, a boarding student lives in housing provided by the school (typically on
the school campus) they attend. They are called boarders. A boarding student is also
typically subject to any rules that the school wishes to impose on the campus. They
normally return home during the school holidays and often weekends, but in some
cultures may spend the majority of their childhood and adolescent life away from their
families.
Boarding is available to all students and families have two options: 5-Day and 7-
Day Boarding. In a typical school year, approximately 70% of the students reside on
campus. The 5-Day boarders usually live within reasonable driving distance or get
picked up by a parent or guardian after school on Friday afternoon. The 7-Day Boarders
live in the boarding house for almost one week. After school on Friday, they have free
time and then attend a supervised one hour study period to begin work on their weekend
assignments. After their study session, they join several of their friends. Students enjoy
the many opportunities that boarding school life provides while parents appreciate the
Republic of the PhilippinesCENTRAL PHILIPPINES STATE UNIVERSITY
COLLEGE OF TEACHER EDUCATIONKabankalan City, Negros Occidental
12
CHAPTER II
REVIEW OF RELATED LITERATURE
This chapter presents the review of related literature on the factors affecting
boarding, non-boarding and transient boarding teacher education students in relation to
their academic performance.
Boarding Students
Basically, a boarding student lives in housing provided by the school (typically on
the school campus) they attend. They are called boarders. A boarding student is also
typically subject to any rules that the school wishes to impose on the campus. They
normally return home during the school holidays and often weekends, but in some
cultures may spend the majority of their childhood and adolescent life away from their
families.
Boarding is available to all students and families have two options: 5-Day and 7-
Day Boarding. In a typical school year, approximately 70% of the students reside on
campus. The 5-Day boarders usually live within reasonable driving distance or get
picked up by a parent or guardian after school on Friday afternoon. The 7-Day Boarders
live in the boarding house for almost one week. After school on Friday, they have free
time and then attend a supervised one hour study period to begin work on their weekend
assignments. After their study session, they join several of their friends. Students enjoy
the many opportunities that boarding school life provides while parents appreciate the
Republic of the PhilippinesCENTRAL PHILIPPINES STATE UNIVERSITY
COLLEGE OF TEACHER EDUCATIONKabankalan City, Negros Occidental
13
enhanced educational experience their child receives, including the structured daily
schedule and supervised study time, as well as a defined social network.
Boarding schools provide the ideal atmosphere in which to balance of elite
classroom education with sports, recreation and community service. This produces well-
rounded and confident students, even among those who may have had trouble focusing in
a larger class size or a less structured social milieu. These boarding schools will give a
child a number of advantages. They teach independence and responsibility, and help
students succeed at higher rates than day schools, according to research by The
Association of Boarding Schools.
Boarding schools provide more opportunities for leadership.
Boarding schools are modern and more internationally aware.
Students who board enjoy structure and use their time more productively.
87% of former student-boarders say they are well prepared for university.
Nine in 10 say they were better served by a boarding than a non-boarding
school.
Acceptance to North American universities from these schools is a relatively
simple matter, compared with accreditation of school programs of overseas institutions.
The boarding schools in our database feature extensive facilities for academic
learning. The latest computers and other modern technical equipment are standard. The
operating hours cater to students attending the school, making them even safer than those
that are off-premises. Depending on their specialization, they also normally offer many
artistic and athletic programs.
Republic of the PhilippinesCENTRAL PHILIPPINES STATE UNIVERSITY
COLLEGE OF TEACHER EDUCATIONKabankalan City, Negros Occidental
13
enhanced educational experience their child receives, including the structured daily
schedule and supervised study time, as well as a defined social network.
Boarding schools provide the ideal atmosphere in which to balance of elite
classroom education with sports, recreation and community service. This produces well-
rounded and confident students, even among those who may have had trouble focusing in
a larger class size or a less structured social milieu. These boarding schools will give a
child a number of advantages. They teach independence and responsibility, and help
students succeed at higher rates than day schools, according to research by The
Association of Boarding Schools.
Boarding schools provide more opportunities for leadership.
Boarding schools are modern and more internationally aware.
Students who board enjoy structure and use their time more productively.
87% of former student-boarders say they are well prepared for university.
Nine in 10 say they were better served by a boarding than a non-boarding
school.
Acceptance to North American universities from these schools is a relatively
simple matter, compared with accreditation of school programs of overseas institutions.
The boarding schools in our database feature extensive facilities for academic
learning. The latest computers and other modern technical equipment are standard. The
operating hours cater to students attending the school, making them even safer than those
that are off-premises. Depending on their specialization, they also normally offer many
artistic and athletic programs.
Republic of the PhilippinesCENTRAL PHILIPPINES STATE UNIVERSITY
COLLEGE OF TEACHER EDUCATIONKabankalan City, Negros Occidental
13
enhanced educational experience their child receives, including the structured daily
schedule and supervised study time, as well as a defined social network.
Boarding schools provide the ideal atmosphere in which to balance of elite
classroom education with sports, recreation and community service. This produces well-
rounded and confident students, even among those who may have had trouble focusing in
a larger class size or a less structured social milieu. These boarding schools will give a
child a number of advantages. They teach independence and responsibility, and help
students succeed at higher rates than day schools, according to research by The
Association of Boarding Schools.
Boarding schools provide more opportunities for leadership.
Boarding schools are modern and more internationally aware.
Students who board enjoy structure and use their time more productively.
87% of former student-boarders say they are well prepared for university.
Nine in 10 say they were better served by a boarding than a non-boarding
school.
Acceptance to North American universities from these schools is a relatively
simple matter, compared with accreditation of school programs of overseas institutions.
The boarding schools in our database feature extensive facilities for academic
learning. The latest computers and other modern technical equipment are standard. The
operating hours cater to students attending the school, making them even safer than those
that are off-premises. Depending on their specialization, they also normally offer many
artistic and athletic programs.
Republic of the PhilippinesCENTRAL PHILIPPINES STATE UNIVERSITY
COLLEGE OF TEACHER EDUCATIONKabankalan City, Negros Occidental
14
Modern boarding schools offer structure, supervision, safety community and
support – all without the corporal disciplines formerly associated with the traditional
boarding schools. If the website of a boarding school you are considering does not list a
facility that you seek, remember to ask about it. Commonly, faculty-lead field trips
extend learning beyond the walls of the classroom, so students can take in the museums
and galleries, as well as the natural local splendour and culture.
In an increasingly globalized economy, attending an international boarding school
can be your child’s passport to a bright future.
Non-boarding Student
Is a student at a college or university who does not reside in the facilities provided
by an institution.
Non-boarding student would live in housing they acquire by their own means. A
non-boarding student retains relative freedom when at home. It is also called as a day and
return off campus to their families in the evenings.
Transient Boarding Student
The term "transient" as used in this section means any guest, resident, or other
occupant to whom lodging and other services are furnished under a license to use real
property for less than one month, or less than thirty continuous days if the rental period
does not begin on the first day of the month. The furnishing of lodging for a continuous
period of one month or more to a guest, resident, or other occupant is a rental or lease of
Republic of the PhilippinesCENTRAL PHILIPPINES STATE UNIVERSITY
COLLEGE OF TEACHER EDUCATIONKabankalan City, Negros Occidental
14
Modern boarding schools offer structure, supervision, safety community and
support – all without the corporal disciplines formerly associated with the traditional
boarding schools. If the website of a boarding school you are considering does not list a
facility that you seek, remember to ask about it. Commonly, faculty-lead field trips
extend learning beyond the walls of the classroom, so students can take in the museums
and galleries, as well as the natural local splendour and culture.
In an increasingly globalized economy, attending an international boarding school
can be your child’s passport to a bright future.
Non-boarding Student
Is a student at a college or university who does not reside in the facilities provided
by an institution.
Non-boarding student would live in housing they acquire by their own means. A
non-boarding student retains relative freedom when at home. It is also called as a day and
return off campus to their families in the evenings.
Transient Boarding Student
The term "transient" as used in this section means any guest, resident, or other
occupant to whom lodging and other services are furnished under a license to use real
property for less than one month, or less than thirty continuous days if the rental period
does not begin on the first day of the month. The furnishing of lodging for a continuous
period of one month or more to a guest, resident, or other occupant is a rental or lease of
Republic of the PhilippinesCENTRAL PHILIPPINES STATE UNIVERSITY
COLLEGE OF TEACHER EDUCATIONKabankalan City, Negros Occidental
14
Modern boarding schools offer structure, supervision, safety community and
support – all without the corporal disciplines formerly associated with the traditional
boarding schools. If the website of a boarding school you are considering does not list a
facility that you seek, remember to ask about it. Commonly, faculty-lead field trips
extend learning beyond the walls of the classroom, so students can take in the museums
and galleries, as well as the natural local splendour and culture.
In an increasingly globalized economy, attending an international boarding school
can be your child’s passport to a bright future.
Non-boarding Student
Is a student at a college or university who does not reside in the facilities provided
by an institution.
Non-boarding student would live in housing they acquire by their own means. A
non-boarding student retains relative freedom when at home. It is also called as a day and
return off campus to their families in the evenings.
Transient Boarding Student
The term "transient" as used in this section means any guest, resident, or other
occupant to whom lodging and other services are furnished under a license to use real
property for less than one month, or less than thirty continuous days if the rental period
does not begin on the first day of the month. The furnishing of lodging for a continuous
period of one month or more to a guest, resident, or other occupant is a rental or lease of
Republic of the PhilippinesCENTRAL PHILIPPINES STATE UNIVERSITY
COLLEGE OF TEACHER EDUCATIONKabankalan City, Negros Occidental
15
real property. It is presumed that when lodging is furnished for a continuous period of
one month or more, or thirty continuous days or more if the rental period does not begin
on the first day of the month, the guest, resident, or other occupant purchasing the
lodging is a non-transient upon the thirtieth day without regard to a specific lodging unit
occupied throughout the continuous thirty-day period. An occupant who contracts in
advance and does remain in continuous occupancy for the initial thirty days will be
considered a non-transient from the first day of occupancy provided in the contract.
Parental Reason
Parents need to set a good example for their children. The newest studies show
that teens are actually more responsive to their parent’s positive or negative influence
when it comes to drugs and alcohol than they are to friends or school programs. Parenting
sometimes feels like a tough enough job in general, and being such a big influence adds a
lot of pressure. After all, we all mess up sometimes too, even when we would rather be
the ideal example. Parents need to remember that their main job is to raise healthy,
productive children. It may not seem like fun to be so straight-laced but it pays off in the
long run.
Parental modeling is as important as any words that can be spoken. Therefore, it
begins with positive modeling behaviors and positive self-talk. “Modeling this new way
of thinking is a very effective way of encouraging your child to use it,” said Manassis
(1996). Again, children adapt the behaviors, attitudes, percepts, and self-talk that we
Republic of the PhilippinesCENTRAL PHILIPPINES STATE UNIVERSITY
COLLEGE OF TEACHER EDUCATIONKabankalan City, Negros Occidental
15
real property. It is presumed that when lodging is furnished for a continuous period of
one month or more, or thirty continuous days or more if the rental period does not begin
on the first day of the month, the guest, resident, or other occupant purchasing the
lodging is a non-transient upon the thirtieth day without regard to a specific lodging unit
occupied throughout the continuous thirty-day period. An occupant who contracts in
advance and does remain in continuous occupancy for the initial thirty days will be
considered a non-transient from the first day of occupancy provided in the contract.
Parental Reason
Parents need to set a good example for their children. The newest studies show
that teens are actually more responsive to their parent’s positive or negative influence
when it comes to drugs and alcohol than they are to friends or school programs. Parenting
sometimes feels like a tough enough job in general, and being such a big influence adds a
lot of pressure. After all, we all mess up sometimes too, even when we would rather be
the ideal example. Parents need to remember that their main job is to raise healthy,
productive children. It may not seem like fun to be so straight-laced but it pays off in the
long run.
Parental modeling is as important as any words that can be spoken. Therefore, it
begins with positive modeling behaviors and positive self-talk. “Modeling this new way
of thinking is a very effective way of encouraging your child to use it,” said Manassis
(1996). Again, children adapt the behaviors, attitudes, percepts, and self-talk that we
Republic of the PhilippinesCENTRAL PHILIPPINES STATE UNIVERSITY
COLLEGE OF TEACHER EDUCATIONKabankalan City, Negros Occidental
15
real property. It is presumed that when lodging is furnished for a continuous period of
one month or more, or thirty continuous days or more if the rental period does not begin
on the first day of the month, the guest, resident, or other occupant purchasing the
lodging is a non-transient upon the thirtieth day without regard to a specific lodging unit
occupied throughout the continuous thirty-day period. An occupant who contracts in
advance and does remain in continuous occupancy for the initial thirty days will be
considered a non-transient from the first day of occupancy provided in the contract.
Parental Reason
Parents need to set a good example for their children. The newest studies show
that teens are actually more responsive to their parent’s positive or negative influence
when it comes to drugs and alcohol than they are to friends or school programs. Parenting
sometimes feels like a tough enough job in general, and being such a big influence adds a
lot of pressure. After all, we all mess up sometimes too, even when we would rather be
the ideal example. Parents need to remember that their main job is to raise healthy,
productive children. It may not seem like fun to be so straight-laced but it pays off in the
long run.
Parental modeling is as important as any words that can be spoken. Therefore, it
begins with positive modeling behaviors and positive self-talk. “Modeling this new way
of thinking is a very effective way of encouraging your child to use it,” said Manassis
(1996). Again, children adapt the behaviors, attitudes, percepts, and self-talk that we
Republic of the PhilippinesCENTRAL PHILIPPINES STATE UNIVERSITY
COLLEGE OF TEACHER EDUCATIONKabankalan City, Negros Occidental
16
instill in them. Many experienced parents have noted, children won’t always do as you
say but usually do as you do (Manassis, 1996).
Developing children’s self-esteem begins with the life of the parents. Self-esteem
is the ability to be assured of one’s own abilities, talents, worth, value, as well as having
personal acceptance, approval and respect for oneself.
Parents’ insecurities are frequently injected into the life of their children;
therefore, becoming the children’s own set of insecurities. Parents’ vulnerabilities
commonly become those of their children. Parents’ strengths and optimism can be an
asset for their children. Ultimately, children are a mirrored reflection of the life lived by
their parents. If parents have a particular set of perceived vulnerabilities, limitations,
negative self-talk, weaknesses, or negative habitual acts, then the propensity that their
children will develop such negative behaviors are increased. Likewise, if parents have
developed positive habits, self-talk, and perceivable strengths; their children are placed in
an advantageous position to develop a positive self-esteem.
Positive self-esteem begins with the parents and those who are in direct daily
contact with the children (i.e. teachers, coaches). If parents declare their love for their
children, but look at themselves with disdain, then the children will eventually begin to
adapt the negative self-talk of the parents. Parents are the gatekeepers of the negative and
positive self-talk. After all, children are not born with negative or positive self-talk, it is
formed through their primitive developmental years and is commonly a reflection of their
interaction with their parents. Parents will only exemplify what they personally know to
Republic of the PhilippinesCENTRAL PHILIPPINES STATE UNIVERSITY
COLLEGE OF TEACHER EDUCATIONKabankalan City, Negros Occidental
16
instill in them. Many experienced parents have noted, children won’t always do as you
say but usually do as you do (Manassis, 1996).
Developing children’s self-esteem begins with the life of the parents. Self-esteem
is the ability to be assured of one’s own abilities, talents, worth, value, as well as having
personal acceptance, approval and respect for oneself.
Parents’ insecurities are frequently injected into the life of their children;
therefore, becoming the children’s own set of insecurities. Parents’ vulnerabilities
commonly become those of their children. Parents’ strengths and optimism can be an
asset for their children. Ultimately, children are a mirrored reflection of the life lived by
their parents. If parents have a particular set of perceived vulnerabilities, limitations,
negative self-talk, weaknesses, or negative habitual acts, then the propensity that their
children will develop such negative behaviors are increased. Likewise, if parents have
developed positive habits, self-talk, and perceivable strengths; their children are placed in
an advantageous position to develop a positive self-esteem.
Positive self-esteem begins with the parents and those who are in direct daily
contact with the children (i.e. teachers, coaches). If parents declare their love for their
children, but look at themselves with disdain, then the children will eventually begin to
adapt the negative self-talk of the parents. Parents are the gatekeepers of the negative and
positive self-talk. After all, children are not born with negative or positive self-talk, it is
formed through their primitive developmental years and is commonly a reflection of their
interaction with their parents. Parents will only exemplify what they personally know to
Republic of the PhilippinesCENTRAL PHILIPPINES STATE UNIVERSITY
COLLEGE OF TEACHER EDUCATIONKabankalan City, Negros Occidental
16
instill in them. Many experienced parents have noted, children won’t always do as you
say but usually do as you do (Manassis, 1996).
Developing children’s self-esteem begins with the life of the parents. Self-esteem
is the ability to be assured of one’s own abilities, talents, worth, value, as well as having
personal acceptance, approval and respect for oneself.
Parents’ insecurities are frequently injected into the life of their children;
therefore, becoming the children’s own set of insecurities. Parents’ vulnerabilities
commonly become those of their children. Parents’ strengths and optimism can be an
asset for their children. Ultimately, children are a mirrored reflection of the life lived by
their parents. If parents have a particular set of perceived vulnerabilities, limitations,
negative self-talk, weaknesses, or negative habitual acts, then the propensity that their
children will develop such negative behaviors are increased. Likewise, if parents have
developed positive habits, self-talk, and perceivable strengths; their children are placed in
an advantageous position to develop a positive self-esteem.
Positive self-esteem begins with the parents and those who are in direct daily
contact with the children (i.e. teachers, coaches). If parents declare their love for their
children, but look at themselves with disdain, then the children will eventually begin to
adapt the negative self-talk of the parents. Parents are the gatekeepers of the negative and
positive self-talk. After all, children are not born with negative or positive self-talk, it is
formed through their primitive developmental years and is commonly a reflection of their
interaction with their parents. Parents will only exemplify what they personally know to
Republic of the PhilippinesCENTRAL PHILIPPINES STATE UNIVERSITY
COLLEGE OF TEACHER EDUCATIONKabankalan City, Negros Occidental
17
be true in their own life. For if parents reject their own goodness; then their children are
surely going to develop a similar set of attitudes about themselves.
Parents who have developed a belief system that equate the worth of their person
to their behaviors, have a skewed view of themselves. “Affirming your worth is no easy
task. Right now you believe that your worth depends on your behavior.” Who we are, the
worth of our being, has nothing to do with the behaviors, attitudes or precepts that create
our image. Af ter all, our behaviors, attitudes and precepts most commonly reflect how
we see ourselves. Whereas, our worth should rely upon the unconditional understanding
that whatever we do, and who we are, as people; we are worthy of unconditional
acceptance, approval, and love.
Parents may have more influence on their children than they think. In some cases
this is good news, but for those parents more concerned about having a good time
themselves, or those working through their own addiction or mental health issues, this
can pose quite a challenge.
Family problems seem to have quite an impact on certain students' performance.
Family problems are the matter of your own. This makes family problem hard to solve,
because students must take action on his/her own regarding his/her family. If not taken
care as soon as possible, family problems may cause students to have their mental
dropped and resulted in low performance.
Academic performance of students can be improved with cooperation of parents.
If parents devote time to children and help them if needed, they will able to get better
grades.
Republic of the PhilippinesCENTRAL PHILIPPINES STATE UNIVERSITY
COLLEGE OF TEACHER EDUCATIONKabankalan City, Negros Occidental
17
be true in their own life. For if parents reject their own goodness; then their children are
surely going to develop a similar set of attitudes about themselves.
Parents who have developed a belief system that equate the worth of their person
to their behaviors, have a skewed view of themselves. “Affirming your worth is no easy
task. Right now you believe that your worth depends on your behavior.” Who we are, the
worth of our being, has nothing to do with the behaviors, attitudes or precepts that create
our image. Af ter all, our behaviors, attitudes and precepts most commonly reflect how
we see ourselves. Whereas, our worth should rely upon the unconditional understanding
that whatever we do, and who we are, as people; we are worthy of unconditional
acceptance, approval, and love.
Parents may have more influence on their children than they think. In some cases
this is good news, but for those parents more concerned about having a good time
themselves, or those working through their own addiction or mental health issues, this
can pose quite a challenge.
Family problems seem to have quite an impact on certain students' performance.
Family problems are the matter of your own. This makes family problem hard to solve,
because students must take action on his/her own regarding his/her family. If not taken
care as soon as possible, family problems may cause students to have their mental
dropped and resulted in low performance.
Academic performance of students can be improved with cooperation of parents.
If parents devote time to children and help them if needed, they will able to get better
grades.
Republic of the PhilippinesCENTRAL PHILIPPINES STATE UNIVERSITY
COLLEGE OF TEACHER EDUCATIONKabankalan City, Negros Occidental
17
be true in their own life. For if parents reject their own goodness; then their children are
surely going to develop a similar set of attitudes about themselves.
Parents who have developed a belief system that equate the worth of their person
to their behaviors, have a skewed view of themselves. “Affirming your worth is no easy
task. Right now you believe that your worth depends on your behavior.” Who we are, the
worth of our being, has nothing to do with the behaviors, attitudes or precepts that create
our image. Af ter all, our behaviors, attitudes and precepts most commonly reflect how
we see ourselves. Whereas, our worth should rely upon the unconditional understanding
that whatever we do, and who we are, as people; we are worthy of unconditional
acceptance, approval, and love.
Parents may have more influence on their children than they think. In some cases
this is good news, but for those parents more concerned about having a good time
themselves, or those working through their own addiction or mental health issues, this
can pose quite a challenge.
Family problems seem to have quite an impact on certain students' performance.
Family problems are the matter of your own. This makes family problem hard to solve,
because students must take action on his/her own regarding his/her family. If not taken
care as soon as possible, family problems may cause students to have their mental
dropped and resulted in low performance.
Academic performance of students can be improved with cooperation of parents.
If parents devote time to children and help them if needed, they will able to get better
grades.
Republic of the PhilippinesCENTRAL PHILIPPINES STATE UNIVERSITY
COLLEGE OF TEACHER EDUCATIONKabankalan City, Negros Occidental
18
Children as well as students are being affected by the environment where and how
they had grown especially their home environment, and their academic performance in
school lies on how they are being motivated, on how they are being trained and most
especially on how their parents and siblings brought them up.
Kellaghan, et. al., (2005) proposed that academic success is what parents do in the
home and not children’s family background is significant. The parent-child interactions
are the forces that also lead to the academic performance. The relationship between
parents and siblings are very important in having a good academic performance.
There are students who may be bright but perform poorly despite the good
learning facilities in their schools. Among the factors that are blamed for the students’
poor academic performance and low motivation, the home environment is hardly
mentioned. The poor performance has raised concern and efforts had been made to find
out the reasons behind it.
Many factors such as lack of facilities in school, lack of teachers, indiscipline,
unfavorable home environment, low intelligence, anxiety, students’ need to achieve and
so on had been found to cause poor academic performance (Maundu, 2007).
There are many factors that may contribute towards students’ motivation to
achieve high in school. This study attempted to find out whether the differences in
academic achievement motivation among students can be attributed to differences in their
home environment.
Having a good relationship inside the home among family members may have a
great influence to the children as well as they can achieve their personal goals and
Republic of the PhilippinesCENTRAL PHILIPPINES STATE UNIVERSITY
COLLEGE OF TEACHER EDUCATIONKabankalan City, Negros Occidental
18
Children as well as students are being affected by the environment where and how
they had grown especially their home environment, and their academic performance in
school lies on how they are being motivated, on how they are being trained and most
especially on how their parents and siblings brought them up.
Kellaghan, et. al., (2005) proposed that academic success is what parents do in the
home and not children’s family background is significant. The parent-child interactions
are the forces that also lead to the academic performance. The relationship between
parents and siblings are very important in having a good academic performance.
There are students who may be bright but perform poorly despite the good
learning facilities in their schools. Among the factors that are blamed for the students’
poor academic performance and low motivation, the home environment is hardly
mentioned. The poor performance has raised concern and efforts had been made to find
out the reasons behind it.
Many factors such as lack of facilities in school, lack of teachers, indiscipline,
unfavorable home environment, low intelligence, anxiety, students’ need to achieve and
so on had been found to cause poor academic performance (Maundu, 2007).
There are many factors that may contribute towards students’ motivation to
achieve high in school. This study attempted to find out whether the differences in
academic achievement motivation among students can be attributed to differences in their
home environment.
Having a good relationship inside the home among family members may have a
great influence to the children as well as they can achieve their personal goals and
Republic of the PhilippinesCENTRAL PHILIPPINES STATE UNIVERSITY
COLLEGE OF TEACHER EDUCATIONKabankalan City, Negros Occidental
18
Children as well as students are being affected by the environment where and how
they had grown especially their home environment, and their academic performance in
school lies on how they are being motivated, on how they are being trained and most
especially on how their parents and siblings brought them up.
Kellaghan, et. al., (2005) proposed that academic success is what parents do in the
home and not children’s family background is significant. The parent-child interactions
are the forces that also lead to the academic performance. The relationship between
parents and siblings are very important in having a good academic performance.
There are students who may be bright but perform poorly despite the good
learning facilities in their schools. Among the factors that are blamed for the students’
poor academic performance and low motivation, the home environment is hardly
mentioned. The poor performance has raised concern and efforts had been made to find
out the reasons behind it.
Many factors such as lack of facilities in school, lack of teachers, indiscipline,
unfavorable home environment, low intelligence, anxiety, students’ need to achieve and
so on had been found to cause poor academic performance (Maundu, 2007).
There are many factors that may contribute towards students’ motivation to
achieve high in school. This study attempted to find out whether the differences in
academic achievement motivation among students can be attributed to differences in their
home environment.
Having a good relationship inside the home among family members may have a
great influence to the children as well as they can achieve their personal goals and
Republic of the PhilippinesCENTRAL PHILIPPINES STATE UNIVERSITY
COLLEGE OF TEACHER EDUCATIONKabankalan City, Negros Occidental
19
moreover, meet their personal interest. On the other hand, children and students who do
have a good and peaceful relationship among family members and whom the family, is
depriving, mostly cannot perform in school and they are being affected not only in other
aspects of a person as a whole. The interest, attitude and personality of an individual
reflects on how he is being trained, disciplined and on how he is grown by his parents.
Parental education also has effects on student’s academic performance. Parental
occupation has little effect on their child’s performance in studies than their education. It
is very important to have comprehensible understanding of the factors that benefit and
hinder the academic progress of an individual’s education. Some learners wish to
progress in school but they might not always perform as they wish, even if they feel they
are trying their best.
Theory of Educational Productivity by Walberg (1981) determined three groups of
nine factors based on affective, cognitive and behavioural skills for optimization of
learning that affects the quality of academic performance: Aptitude (ability, development
and motivation); instruction (amount and quality) and; environment (home, classroom,
peers and television).
The home environment also affects the academic performance of students.
Educated parents can provide such an environment that suits best for academic success of
their children. The school authorities can provide counseling and guidance to parents for
creating positive home environment for improvement in students’ quality of work. The
academic performance of students heavily depends upon the parental involvement in their
Republic of the PhilippinesCENTRAL PHILIPPINES STATE UNIVERSITY
COLLEGE OF TEACHER EDUCATIONKabankalan City, Negros Occidental
19
moreover, meet their personal interest. On the other hand, children and students who do
have a good and peaceful relationship among family members and whom the family, is
depriving, mostly cannot perform in school and they are being affected not only in other
aspects of a person as a whole. The interest, attitude and personality of an individual
reflects on how he is being trained, disciplined and on how he is grown by his parents.
Parental education also has effects on student’s academic performance. Parental
occupation has little effect on their child’s performance in studies than their education. It
is very important to have comprehensible understanding of the factors that benefit and
hinder the academic progress of an individual’s education. Some learners wish to
progress in school but they might not always perform as they wish, even if they feel they
are trying their best.
Theory of Educational Productivity by Walberg (1981) determined three groups of
nine factors based on affective, cognitive and behavioural skills for optimization of
learning that affects the quality of academic performance: Aptitude (ability, development
and motivation); instruction (amount and quality) and; environment (home, classroom,
peers and television).
The home environment also affects the academic performance of students.
Educated parents can provide such an environment that suits best for academic success of
their children. The school authorities can provide counseling and guidance to parents for
creating positive home environment for improvement in students’ quality of work. The
academic performance of students heavily depends upon the parental involvement in their
Republic of the PhilippinesCENTRAL PHILIPPINES STATE UNIVERSITY
COLLEGE OF TEACHER EDUCATIONKabankalan City, Negros Occidental
19
moreover, meet their personal interest. On the other hand, children and students who do
have a good and peaceful relationship among family members and whom the family, is
depriving, mostly cannot perform in school and they are being affected not only in other
aspects of a person as a whole. The interest, attitude and personality of an individual
reflects on how he is being trained, disciplined and on how he is grown by his parents.
Parental education also has effects on student’s academic performance. Parental
occupation has little effect on their child’s performance in studies than their education. It
is very important to have comprehensible understanding of the factors that benefit and
hinder the academic progress of an individual’s education. Some learners wish to
progress in school but they might not always perform as they wish, even if they feel they
are trying their best.
Theory of Educational Productivity by Walberg (1981) determined three groups of
nine factors based on affective, cognitive and behavioural skills for optimization of
learning that affects the quality of academic performance: Aptitude (ability, development
and motivation); instruction (amount and quality) and; environment (home, classroom,
peers and television).
The home environment also affects the academic performance of students.
Educated parents can provide such an environment that suits best for academic success of
their children. The school authorities can provide counseling and guidance to parents for
creating positive home environment for improvement in students’ quality of work. The
academic performance of students heavily depends upon the parental involvement in their
Republic of the PhilippinesCENTRAL PHILIPPINES STATE UNIVERSITY
COLLEGE OF TEACHER EDUCATIONKabankalan City, Negros Occidental
20
academic activities to attain the higher level of quality in academic success (Henderson,
1988).
There is a range of factors that affect on the quality of performance of students. A
series of variables are to be considered when to identify the affecting factors towards
quality of academic success. Identifying the most contributing variables in quality of
academic performance is a very complex and challenging job. Some are not aware of
factors that may hinder or improve academic performance and this may leave one
frustrated. Knowledge is power and once people know of something can act on it.
Parental involvement and motivation is crucial when it comes to academic performance.
Learners whose parents support them during studies are more likely to bear favorable
results than those who don’t get any support. It is very important for parents to help their
children in making sure they do their homework and assignments, support them during
exams, and even when children fail parents should still offer support and motivate them
to carry on. We need an effective and productive workforce in order to better develop our
nation. Through efficient support from the parents, teachers, the community and the
government, we will be able to achieve this.
Krashen (2005) concluded that students whose parents are educated score higher
on standardized tests than those whose parents were not educated. Educated parents can
better communicate with their children regarding the school work, activities and the
information being taught at school. They can better assist their children in their work and
participate at school (Fantuzzo & Tighe, 2000; Trusty, 1999). Students staying far away
from their study center are often times the last to come to school and probably the last to
Republic of the PhilippinesCENTRAL PHILIPPINES STATE UNIVERSITY
COLLEGE OF TEACHER EDUCATIONKabankalan City, Negros Occidental
20
academic activities to attain the higher level of quality in academic success (Henderson,
1988).
There is a range of factors that affect on the quality of performance of students. A
series of variables are to be considered when to identify the affecting factors towards
quality of academic success. Identifying the most contributing variables in quality of
academic performance is a very complex and challenging job. Some are not aware of
factors that may hinder or improve academic performance and this may leave one
frustrated. Knowledge is power and once people know of something can act on it.
Parental involvement and motivation is crucial when it comes to academic performance.
Learners whose parents support them during studies are more likely to bear favorable
results than those who don’t get any support. It is very important for parents to help their
children in making sure they do their homework and assignments, support them during
exams, and even when children fail parents should still offer support and motivate them
to carry on. We need an effective and productive workforce in order to better develop our
nation. Through efficient support from the parents, teachers, the community and the
government, we will be able to achieve this.
Krashen (2005) concluded that students whose parents are educated score higher
on standardized tests than those whose parents were not educated. Educated parents can
better communicate with their children regarding the school work, activities and the
information being taught at school. They can better assist their children in their work and
participate at school (Fantuzzo & Tighe, 2000; Trusty, 1999). Students staying far away
from their study center are often times the last to come to school and probably the last to
Republic of the PhilippinesCENTRAL PHILIPPINES STATE UNIVERSITY
COLLEGE OF TEACHER EDUCATIONKabankalan City, Negros Occidental
20
academic activities to attain the higher level of quality in academic success (Henderson,
1988).
There is a range of factors that affect on the quality of performance of students. A
series of variables are to be considered when to identify the affecting factors towards
quality of academic success. Identifying the most contributing variables in quality of
academic performance is a very complex and challenging job. Some are not aware of
factors that may hinder or improve academic performance and this may leave one
frustrated. Knowledge is power and once people know of something can act on it.
Parental involvement and motivation is crucial when it comes to academic performance.
Learners whose parents support them during studies are more likely to bear favorable
results than those who don’t get any support. It is very important for parents to help their
children in making sure they do their homework and assignments, support them during
exams, and even when children fail parents should still offer support and motivate them
to carry on. We need an effective and productive workforce in order to better develop our
nation. Through efficient support from the parents, teachers, the community and the
government, we will be able to achieve this.
Krashen (2005) concluded that students whose parents are educated score higher
on standardized tests than those whose parents were not educated. Educated parents can
better communicate with their children regarding the school work, activities and the
information being taught at school. They can better assist their children in their work and
participate at school (Fantuzzo & Tighe, 2000; Trusty, 1999). Students staying far away
from their study center are often times the last to come to school and probably the last to
Republic of the PhilippinesCENTRAL PHILIPPINES STATE UNIVERSITY
COLLEGE OF TEACHER EDUCATIONKabankalan City, Negros Occidental
21
go back home. This burden actually prompts parents to send them to board in order to
blacklist the chances of unforeseen circumstances.
B.A. Chansarkar and A. Mishaeloudis (2001) explained the effects of
qualification distance from learning place on student performance. It is also found that
those who live near the university perform better than other students. There are some
instances that can hinder our arrival to school, some of which are weather, accidents and
other unexpected happenings.
"When schools, families, and community groups work together to support
learning, children tend to do better in school, stay in school longer, and like school
more." That's the conclusion of a recent report from the Southwest Educational
Development Laboratory. The report, a synthesis of research on parent involvement over
the past decade, goes on to find that, regardless of family income or background,
"students with involved parents are more likely to:
Earn higher grades and test scores, and enrol in higher-level programs;
Be promoted, pass their classes, and earn credits;
Attend school regularly;
Have better social skills, show improved behavior, and adapt well to school;
and
Graduate go on to post secondary education, (Henderson & Mapp, 2002).
But if parents have a central role in influencing their children's progress in school,
research has shown that schools in turn have an important part to play in determining
levels of parent involvement (Epstein, 2001). Working to include parents is particularly
Republic of the PhilippinesCENTRAL PHILIPPINES STATE UNIVERSITY
COLLEGE OF TEACHER EDUCATIONKabankalan City, Negros Occidental
21
go back home. This burden actually prompts parents to send them to board in order to
blacklist the chances of unforeseen circumstances.
B.A. Chansarkar and A. Mishaeloudis (2001) explained the effects of
qualification distance from learning place on student performance. It is also found that
those who live near the university perform better than other students. There are some
instances that can hinder our arrival to school, some of which are weather, accidents and
other unexpected happenings.
"When schools, families, and community groups work together to support
learning, children tend to do better in school, stay in school longer, and like school
more." That's the conclusion of a recent report from the Southwest Educational
Development Laboratory. The report, a synthesis of research on parent involvement over
the past decade, goes on to find that, regardless of family income or background,
"students with involved parents are more likely to:
Earn higher grades and test scores, and enrol in higher-level programs;
Be promoted, pass their classes, and earn credits;
Attend school regularly;
Have better social skills, show improved behavior, and adapt well to school;
and
Graduate go on to post secondary education, (Henderson & Mapp, 2002).
But if parents have a central role in influencing their children's progress in school,
research has shown that schools in turn have an important part to play in determining
levels of parent involvement (Epstein, 2001). Working to include parents is particularly
Republic of the PhilippinesCENTRAL PHILIPPINES STATE UNIVERSITY
COLLEGE OF TEACHER EDUCATIONKabankalan City, Negros Occidental
21
go back home. This burden actually prompts parents to send them to board in order to
blacklist the chances of unforeseen circumstances.
B.A. Chansarkar and A. Mishaeloudis (2001) explained the effects of
qualification distance from learning place on student performance. It is also found that
those who live near the university perform better than other students. There are some
instances that can hinder our arrival to school, some of which are weather, accidents and
other unexpected happenings.
"When schools, families, and community groups work together to support
learning, children tend to do better in school, stay in school longer, and like school
more." That's the conclusion of a recent report from the Southwest Educational
Development Laboratory. The report, a synthesis of research on parent involvement over
the past decade, goes on to find that, regardless of family income or background,
"students with involved parents are more likely to:
Earn higher grades and test scores, and enrol in higher-level programs;
Be promoted, pass their classes, and earn credits;
Attend school regularly;
Have better social skills, show improved behavior, and adapt well to school;
and
Graduate go on to post secondary education, (Henderson & Mapp, 2002).
But if parents have a central role in influencing their children's progress in school,
research has shown that schools in turn have an important part to play in determining
levels of parent involvement (Epstein, 2001). Working to include parents is particularly
Republic of the PhilippinesCENTRAL PHILIPPINES STATE UNIVERSITY
COLLEGE OF TEACHER EDUCATIONKabankalan City, Negros Occidental
22
important as students grow older and in schools with high concentrations of poor and
minority students (Rutherford, et al., 1993).
"When schools, families, and community groups work together to support
learning, children tend to do better in school, stay in school longer, and like school
more," report from the Southwest Educational Development Laboratory Data from the
2000 administration of the National Assessment of Educational Progress showed that,
nationally, 90 percent of 4th graders were in schools where a school official reported that
more than half of parents participated in parent-teacher conferences. Among 8th graders,
though, that proportion dropped to 57 percent.
A report from the U.S. Department of Education cites several reasons for the
decline in involvement as children grow older. Parents of middle schoolers often report
feeling that children should do homework alone and that the parents should not try to
help if they are not experts in the subject. The structure of many middle schools can also
deter parents. Middle schools are larger and more impersonal than most elementary
schools, and students may receive instruction from several teachers, meaning parents no
longer have one contact in the school who knows their child well (Rutherford, et al.,
1993).
But research also shows there are ways middle schools can overcome such
impediments. Organizing a middle school so that at least one person knows each child
well, keeping a "parent room" in the building, and sponsoring parent-to-parent
communication and events are key parts of an effective parent-involvement program in
the middle grades (Berla, Henderson, & Kerewsky, 1989).
Republic of the PhilippinesCENTRAL PHILIPPINES STATE UNIVERSITY
COLLEGE OF TEACHER EDUCATIONKabankalan City, Negros Occidental
22
important as students grow older and in schools with high concentrations of poor and
minority students (Rutherford, et al., 1993).
"When schools, families, and community groups work together to support
learning, children tend to do better in school, stay in school longer, and like school
more," report from the Southwest Educational Development Laboratory Data from the
2000 administration of the National Assessment of Educational Progress showed that,
nationally, 90 percent of 4th graders were in schools where a school official reported that
more than half of parents participated in parent-teacher conferences. Among 8th graders,
though, that proportion dropped to 57 percent.
A report from the U.S. Department of Education cites several reasons for the
decline in involvement as children grow older. Parents of middle schoolers often report
feeling that children should do homework alone and that the parents should not try to
help if they are not experts in the subject. The structure of many middle schools can also
deter parents. Middle schools are larger and more impersonal than most elementary
schools, and students may receive instruction from several teachers, meaning parents no
longer have one contact in the school who knows their child well (Rutherford, et al.,
1993).
But research also shows there are ways middle schools can overcome such
impediments. Organizing a middle school so that at least one person knows each child
well, keeping a "parent room" in the building, and sponsoring parent-to-parent
communication and events are key parts of an effective parent-involvement program in
the middle grades (Berla, Henderson, & Kerewsky, 1989).
Republic of the PhilippinesCENTRAL PHILIPPINES STATE UNIVERSITY
COLLEGE OF TEACHER EDUCATIONKabankalan City, Negros Occidental
22
important as students grow older and in schools with high concentrations of poor and
minority students (Rutherford, et al., 1993).
"When schools, families, and community groups work together to support
learning, children tend to do better in school, stay in school longer, and like school
more," report from the Southwest Educational Development Laboratory Data from the
2000 administration of the National Assessment of Educational Progress showed that,
nationally, 90 percent of 4th graders were in schools where a school official reported that
more than half of parents participated in parent-teacher conferences. Among 8th graders,
though, that proportion dropped to 57 percent.
A report from the U.S. Department of Education cites several reasons for the
decline in involvement as children grow older. Parents of middle schoolers often report
feeling that children should do homework alone and that the parents should not try to
help if they are not experts in the subject. The structure of many middle schools can also
deter parents. Middle schools are larger and more impersonal than most elementary
schools, and students may receive instruction from several teachers, meaning parents no
longer have one contact in the school who knows their child well (Rutherford, et al.,
1993).
But research also shows there are ways middle schools can overcome such
impediments. Organizing a middle school so that at least one person knows each child
well, keeping a "parent room" in the building, and sponsoring parent-to-parent
communication and events are key parts of an effective parent-involvement program in
the middle grades (Berla, Henderson, & Kerewsky, 1989).
Republic of the PhilippinesCENTRAL PHILIPPINES STATE UNIVERSITY
COLLEGE OF TEACHER EDUCATIONKabankalan City, Negros Occidental
23
Data also indicate that parent involvement can vary by poverty concentration and
minority enrolment in the school. The 2000 NAEP survey found that 73 percent of white
4th graders were in schools in which lack of parent involvement was deemed not to be a
problem, or to be only a minor problem. The same could be said for only 38 percent of
black 4th graders, however, and 48 percent of Hispanic 4th graders. Efforts to recruit
poor or non-English-speaking parents can include a bilingual hotline, transportation to the
school for the parent, translation services, or child care (Rutherford, et al., 1993). Among
poor students, defined as those eligible for the federal free or reduced-price lunch
program, 42 percent of 4th graders were in schools where lack of parent involvement was
not a problem or was only a minor problem. Of their better-off peers, 72 percent were in
such schools.
According to the National Network of Partnership Schools, for parent
involvement to flourish, it must be meaningfully integrated into a school's programs and
community. The network developed a framework of six types of parent involvement that
schools can use to guide their efforts. It says schools can:
Help families with parenting and child-rearing skills;
Communicate with families about school programs and student progress and
needs;
Work to improve recruitment, training and schedules to involve families as
volunteers in school activities;
Encourage families to be involved in learning activities at home;
Include parents as participants in important school decisions; and
Republic of the PhilippinesCENTRAL PHILIPPINES STATE UNIVERSITY
COLLEGE OF TEACHER EDUCATIONKabankalan City, Negros Occidental
23
Data also indicate that parent involvement can vary by poverty concentration and
minority enrolment in the school. The 2000 NAEP survey found that 73 percent of white
4th graders were in schools in which lack of parent involvement was deemed not to be a
problem, or to be only a minor problem. The same could be said for only 38 percent of
black 4th graders, however, and 48 percent of Hispanic 4th graders. Efforts to recruit
poor or non-English-speaking parents can include a bilingual hotline, transportation to the
school for the parent, translation services, or child care (Rutherford, et al., 1993). Among
poor students, defined as those eligible for the federal free or reduced-price lunch
program, 42 percent of 4th graders were in schools where lack of parent involvement was
not a problem or was only a minor problem. Of their better-off peers, 72 percent were in
such schools.
According to the National Network of Partnership Schools, for parent
involvement to flourish, it must be meaningfully integrated into a school's programs and
community. The network developed a framework of six types of parent involvement that
schools can use to guide their efforts. It says schools can:
Help families with parenting and child-rearing skills;
Communicate with families about school programs and student progress and
needs;
Work to improve recruitment, training and schedules to involve families as
volunteers in school activities;
Encourage families to be involved in learning activities at home;
Include parents as participants in important school decisions; and
Republic of the PhilippinesCENTRAL PHILIPPINES STATE UNIVERSITY
COLLEGE OF TEACHER EDUCATIONKabankalan City, Negros Occidental
23
Data also indicate that parent involvement can vary by poverty concentration and
minority enrolment in the school. The 2000 NAEP survey found that 73 percent of white
4th graders were in schools in which lack of parent involvement was deemed not to be a
problem, or to be only a minor problem. The same could be said for only 38 percent of
black 4th graders, however, and 48 percent of Hispanic 4th graders. Efforts to recruit
poor or non-English-speaking parents can include a bilingual hotline, transportation to the
school for the parent, translation services, or child care (Rutherford, et al., 1993). Among
poor students, defined as those eligible for the federal free or reduced-price lunch
program, 42 percent of 4th graders were in schools where lack of parent involvement was
not a problem or was only a minor problem. Of their better-off peers, 72 percent were in
such schools.
According to the National Network of Partnership Schools, for parent
involvement to flourish, it must be meaningfully integrated into a school's programs and
community. The network developed a framework of six types of parent involvement that
schools can use to guide their efforts. It says schools can:
Help families with parenting and child-rearing skills;
Communicate with families about school programs and student progress and
needs;
Work to improve recruitment, training and schedules to involve families as
volunteers in school activities;
Encourage families to be involved in learning activities at home;
Include parents as participants in important school decisions; and
Republic of the PhilippinesCENTRAL PHILIPPINES STATE UNIVERSITY
COLLEGE OF TEACHER EDUCATIONKabankalan City, Negros Occidental
24
Coordinate with businesses and agencies to provide resources and services for
families, students, and the community (Epstein, 2001).
In an educational climate characterized by an enormous emphasis on
accountability, our nation has been busy defining its educational goals to enable us to
participate in a global economy. Even in this context, the concept of family and parent
involvement in school has remained a top priority. Two examples illustrate this point.
First, in 1994, Congress enacted the Goals 2000: Educate America Act. As stated in Goal
Eight, "by the year 2000, every school will promote partnerships that will increase parent
involvement and participation in promoting the social, emotional, and academic growth
of children" (Sec. 102, 8, A). Some of the objectives of this goal included the
establishment of programs to increase parent involvement, engaging parents in the
support of academic work of children at home and shared decision making at school.
Second, parents are mentioned more than 300 times in various parts of the No
Child Left Behind Act (2002), specifically in Section 1118, Title I. This section of the
Act is devoted solely to parent involvement. More specifically, this section requires that
school districts and schools receiving Title I dollars must have a written parent
involvement policy and build school capacity to effectively implement the parent policy
provisions. Additionally, this policy must be developed jointly with parents and the local
community. For the first time in the history of the Elementary and Secondary Education
Act (ESEA), the law contains a definition of parent involvement:
The participation of parents in regular, two-way, and meaningful communication
involving student academic learning and other school related activities including
Republic of the PhilippinesCENTRAL PHILIPPINES STATE UNIVERSITY
COLLEGE OF TEACHER EDUCATIONKabankalan City, Negros Occidental
24
Coordinate with businesses and agencies to provide resources and services for
families, students, and the community (Epstein, 2001).
In an educational climate characterized by an enormous emphasis on
accountability, our nation has been busy defining its educational goals to enable us to
participate in a global economy. Even in this context, the concept of family and parent
involvement in school has remained a top priority. Two examples illustrate this point.
First, in 1994, Congress enacted the Goals 2000: Educate America Act. As stated in Goal
Eight, "by the year 2000, every school will promote partnerships that will increase parent
involvement and participation in promoting the social, emotional, and academic growth
of children" (Sec. 102, 8, A). Some of the objectives of this goal included the
establishment of programs to increase parent involvement, engaging parents in the
support of academic work of children at home and shared decision making at school.
Second, parents are mentioned more than 300 times in various parts of the No
Child Left Behind Act (2002), specifically in Section 1118, Title I. This section of the
Act is devoted solely to parent involvement. More specifically, this section requires that
school districts and schools receiving Title I dollars must have a written parent
involvement policy and build school capacity to effectively implement the parent policy
provisions. Additionally, this policy must be developed jointly with parents and the local
community. For the first time in the history of the Elementary and Secondary Education
Act (ESEA), the law contains a definition of parent involvement:
The participation of parents in regular, two-way, and meaningful communication
involving student academic learning and other school related activities including
Republic of the PhilippinesCENTRAL PHILIPPINES STATE UNIVERSITY
COLLEGE OF TEACHER EDUCATIONKabankalan City, Negros Occidental
24
Coordinate with businesses and agencies to provide resources and services for
families, students, and the community (Epstein, 2001).
In an educational climate characterized by an enormous emphasis on
accountability, our nation has been busy defining its educational goals to enable us to
participate in a global economy. Even in this context, the concept of family and parent
involvement in school has remained a top priority. Two examples illustrate this point.
First, in 1994, Congress enacted the Goals 2000: Educate America Act. As stated in Goal
Eight, "by the year 2000, every school will promote partnerships that will increase parent
involvement and participation in promoting the social, emotional, and academic growth
of children" (Sec. 102, 8, A). Some of the objectives of this goal included the
establishment of programs to increase parent involvement, engaging parents in the
support of academic work of children at home and shared decision making at school.
Second, parents are mentioned more than 300 times in various parts of the No
Child Left Behind Act (2002), specifically in Section 1118, Title I. This section of the
Act is devoted solely to parent involvement. More specifically, this section requires that
school districts and schools receiving Title I dollars must have a written parent
involvement policy and build school capacity to effectively implement the parent policy
provisions. Additionally, this policy must be developed jointly with parents and the local
community. For the first time in the history of the Elementary and Secondary Education
Act (ESEA), the law contains a definition of parent involvement:
The participation of parents in regular, two-way, and meaningful communication
involving student academic learning and other school related activities including
Republic of the PhilippinesCENTRAL PHILIPPINES STATE UNIVERSITY
COLLEGE OF TEACHER EDUCATIONKabankalan City, Negros Occidental
25
ensuring—that parents play an integral role in assisting their child's learning; that parents
are encouraged to be actively involved in their child's education at school; that parents are
full partners in their child's education and are included, as appropriate, in decision-
making and on advisory committees to assist in the education of their child; and that
other activities are carried out, such as those described in section 1118 of the ESEA
(Parent Involvement).
For the purpose of this column, we define parents as any family member,
including a blended or extended family member (Shartrand, Weiss, Kreider, & Lopez,
1997), or other adult (e.g., grandparent, stepparent, or someone standing in loco parentis)
who plays an important role in the child's life (National PTA, 2000) or contributes to the
learning of the child and his or her improvement in school. Readers are provided with a
brief historical overview of parent involvement in schooling, the positive effects of parent
involvement on students, related research on the topic, the challenges to effectively
involving parents and finally, some of the models of parent involvement that exists.
Historically, we have witnessed major changes in patterns regarding the
relationship between the school and the home. It has long been recognized that the parent
is the child's first teacher and that the home serves as the first classroom (Berger, 1995).
In the early 19th century, the community and the parents exerted considerable control
over the decisions of the school. The church, home and the community generally
supported the same agenda for student learning and the students' evolution into the adult
community (Prentice & Houston, 1975). Parents were directly involved in such decisions
Republic of the PhilippinesCENTRAL PHILIPPINES STATE UNIVERSITY
COLLEGE OF TEACHER EDUCATIONKabankalan City, Negros Occidental
25
ensuring—that parents play an integral role in assisting their child's learning; that parents
are encouraged to be actively involved in their child's education at school; that parents are
full partners in their child's education and are included, as appropriate, in decision-
making and on advisory committees to assist in the education of their child; and that
other activities are carried out, such as those described in section 1118 of the ESEA
(Parent Involvement).
For the purpose of this column, we define parents as any family member,
including a blended or extended family member (Shartrand, Weiss, Kreider, & Lopez,
1997), or other adult (e.g., grandparent, stepparent, or someone standing in loco parentis)
who plays an important role in the child's life (National PTA, 2000) or contributes to the
learning of the child and his or her improvement in school. Readers are provided with a
brief historical overview of parent involvement in schooling, the positive effects of parent
involvement on students, related research on the topic, the challenges to effectively
involving parents and finally, some of the models of parent involvement that exists.
Historically, we have witnessed major changes in patterns regarding the
relationship between the school and the home. It has long been recognized that the parent
is the child's first teacher and that the home serves as the first classroom (Berger, 1995).
In the early 19th century, the community and the parents exerted considerable control
over the decisions of the school. The church, home and the community generally
supported the same agenda for student learning and the students' evolution into the adult
community (Prentice & Houston, 1975). Parents were directly involved in such decisions
Republic of the PhilippinesCENTRAL PHILIPPINES STATE UNIVERSITY
COLLEGE OF TEACHER EDUCATIONKabankalan City, Negros Occidental
25
ensuring—that parents play an integral role in assisting their child's learning; that parents
are encouraged to be actively involved in their child's education at school; that parents are
full partners in their child's education and are included, as appropriate, in decision-
making and on advisory committees to assist in the education of their child; and that
other activities are carried out, such as those described in section 1118 of the ESEA
(Parent Involvement).
For the purpose of this column, we define parents as any family member,
including a blended or extended family member (Shartrand, Weiss, Kreider, & Lopez,
1997), or other adult (e.g., grandparent, stepparent, or someone standing in loco parentis)
who plays an important role in the child's life (National PTA, 2000) or contributes to the
learning of the child and his or her improvement in school. Readers are provided with a
brief historical overview of parent involvement in schooling, the positive effects of parent
involvement on students, related research on the topic, the challenges to effectively
involving parents and finally, some of the models of parent involvement that exists.
Historically, we have witnessed major changes in patterns regarding the
relationship between the school and the home. It has long been recognized that the parent
is the child's first teacher and that the home serves as the first classroom (Berger, 1995).
In the early 19th century, the community and the parents exerted considerable control
over the decisions of the school. The church, home and the community generally
supported the same agenda for student learning and the students' evolution into the adult
community (Prentice & Houston, 1975). Parents were directly involved in such decisions
Republic of the PhilippinesCENTRAL PHILIPPINES STATE UNIVERSITY
COLLEGE OF TEACHER EDUCATIONKabankalan City, Negros Occidental
26
as hiring and firing teachers, determining the school calendar, and developing the school
curriculum (Epstein, 1986).
In the late 19th and early 20th centuries, different structures in school and family
relations developed. Separate tasks and responsibilities were delegated to the school and
the home (Katz, 1971). The school began to distance itself from parents, with the notion
that teachers had specialized knowledge and the belief that parents were not qualified to
contribute to issues related to curriculum and instruction. In the 1920s, parent
involvement entered what Henderson (1988) called the "bake sale" mode. Some authors
(Bushweller, 1996; Elkind, 1994) noted that parents were actually "dumping" their
parental responsibilities on the school and acknowledged that schools were assuming
more and more functions traditionally within the parent domain. By the 1950s, teachers
typically held the view that they should teach, and parents should simply be supportive of
the teachers and the school (Berger, 1995). By the 1960s, though, we began to see federal
legislation that mandated parent involvement in schools. Passage of the Elementary and
Secondary Education Act of 1965 (ESEA, 1965) was one of the first legislative acts
linking parent involvement to education. Title I, part of ESEA, required that parents serve
on school advisory boards and participate in classroom activities.
Discussing the divide between parents and the school, Jacobson (2002)
commented that, because parents lack the language or the educational background, some
educators might view them as incapable of anything that would make a difference in their
child's education. In short, the general acceptance of teaching as a profession began to
Republic of the PhilippinesCENTRAL PHILIPPINES STATE UNIVERSITY
COLLEGE OF TEACHER EDUCATIONKabankalan City, Negros Occidental
26
as hiring and firing teachers, determining the school calendar, and developing the school
curriculum (Epstein, 1986).
In the late 19th and early 20th centuries, different structures in school and family
relations developed. Separate tasks and responsibilities were delegated to the school and
the home (Katz, 1971). The school began to distance itself from parents, with the notion
that teachers had specialized knowledge and the belief that parents were not qualified to
contribute to issues related to curriculum and instruction. In the 1920s, parent
involvement entered what Henderson (1988) called the "bake sale" mode. Some authors
(Bushweller, 1996; Elkind, 1994) noted that parents were actually "dumping" their
parental responsibilities on the school and acknowledged that schools were assuming
more and more functions traditionally within the parent domain. By the 1950s, teachers
typically held the view that they should teach, and parents should simply be supportive of
the teachers and the school (Berger, 1995). By the 1960s, though, we began to see federal
legislation that mandated parent involvement in schools. Passage of the Elementary and
Secondary Education Act of 1965 (ESEA, 1965) was one of the first legislative acts
linking parent involvement to education. Title I, part of ESEA, required that parents serve
on school advisory boards and participate in classroom activities.
Discussing the divide between parents and the school, Jacobson (2002)
commented that, because parents lack the language or the educational background, some
educators might view them as incapable of anything that would make a difference in their
child's education. In short, the general acceptance of teaching as a profession began to
Republic of the PhilippinesCENTRAL PHILIPPINES STATE UNIVERSITY
COLLEGE OF TEACHER EDUCATIONKabankalan City, Negros Occidental
26
as hiring and firing teachers, determining the school calendar, and developing the school
curriculum (Epstein, 1986).
In the late 19th and early 20th centuries, different structures in school and family
relations developed. Separate tasks and responsibilities were delegated to the school and
the home (Katz, 1971). The school began to distance itself from parents, with the notion
that teachers had specialized knowledge and the belief that parents were not qualified to
contribute to issues related to curriculum and instruction. In the 1920s, parent
involvement entered what Henderson (1988) called the "bake sale" mode. Some authors
(Bushweller, 1996; Elkind, 1994) noted that parents were actually "dumping" their
parental responsibilities on the school and acknowledged that schools were assuming
more and more functions traditionally within the parent domain. By the 1950s, teachers
typically held the view that they should teach, and parents should simply be supportive of
the teachers and the school (Berger, 1995). By the 1960s, though, we began to see federal
legislation that mandated parent involvement in schools. Passage of the Elementary and
Secondary Education Act of 1965 (ESEA, 1965) was one of the first legislative acts
linking parent involvement to education. Title I, part of ESEA, required that parents serve
on school advisory boards and participate in classroom activities.
Discussing the divide between parents and the school, Jacobson (2002)
commented that, because parents lack the language or the educational background, some
educators might view them as incapable of anything that would make a difference in their
child's education. In short, the general acceptance of teaching as a profession began to
Republic of the PhilippinesCENTRAL PHILIPPINES STATE UNIVERSITY
COLLEGE OF TEACHER EDUCATIONKabankalan City, Negros Occidental
27
change the face of parent involvement in schools (Berger, 1995; Epstein, 1996; Zellman
& Waterman, 1998).
Discussing the issue of parent involvement as it relates to middle grades
education, the Carnegie Council on Adolescent Development (1989) wrote:
Despite the clearly documented benefits of parent involvement for students'
achievement and attitudes toward school, parent involvement of all types declines
progressively during the elementary school years. By middle grade school, the home-
school connection has been significantly reduced, and in some cases is nonexistent (p.
66).
A similar analysis of declining parent involvement during the middle grades years
is offered by Gotts and Purnell (1987) and Epstein (1987).
As the history of parent involvement in schools move into the 21st century, we
can no longer regard parent involvement as simply including parents in fund-raising or
attending an occasional student play, music performance, or sports event. Parent
involvement, as mandated by No Child Left Behind, includes the concept of a meaningful
partnership consisting of regular communication and parent participation in the
development and implementation of a plan for school improvement (Cowan, 2003).
Increasing parent involvement, according to Myers and Monson (1992), is a positive
initiative because students learn more in schools where parents become involved and
offer their support.
No Child Left Behind has highlighted the importance of parent involvement,
however, the effects of parent involvement on making schools better and improving
Republic of the PhilippinesCENTRAL PHILIPPINES STATE UNIVERSITY
COLLEGE OF TEACHER EDUCATIONKabankalan City, Negros Occidental
27
change the face of parent involvement in schools (Berger, 1995; Epstein, 1996; Zellman
& Waterman, 1998).
Discussing the issue of parent involvement as it relates to middle grades
education, the Carnegie Council on Adolescent Development (1989) wrote:
Despite the clearly documented benefits of parent involvement for students'
achievement and attitudes toward school, parent involvement of all types declines
progressively during the elementary school years. By middle grade school, the home-
school connection has been significantly reduced, and in some cases is nonexistent (p.
66).
A similar analysis of declining parent involvement during the middle grades years
is offered by Gotts and Purnell (1987) and Epstein (1987).
As the history of parent involvement in schools move into the 21st century, we
can no longer regard parent involvement as simply including parents in fund-raising or
attending an occasional student play, music performance, or sports event. Parent
involvement, as mandated by No Child Left Behind, includes the concept of a meaningful
partnership consisting of regular communication and parent participation in the
development and implementation of a plan for school improvement (Cowan, 2003).
Increasing parent involvement, according to Myers and Monson (1992), is a positive
initiative because students learn more in schools where parents become involved and
offer their support.
No Child Left Behind has highlighted the importance of parent involvement,
however, the effects of parent involvement on making schools better and improving
Republic of the PhilippinesCENTRAL PHILIPPINES STATE UNIVERSITY
COLLEGE OF TEACHER EDUCATIONKabankalan City, Negros Occidental
27
change the face of parent involvement in schools (Berger, 1995; Epstein, 1996; Zellman
& Waterman, 1998).
Discussing the issue of parent involvement as it relates to middle grades
education, the Carnegie Council on Adolescent Development (1989) wrote:
Despite the clearly documented benefits of parent involvement for students'
achievement and attitudes toward school, parent involvement of all types declines
progressively during the elementary school years. By middle grade school, the home-
school connection has been significantly reduced, and in some cases is nonexistent (p.
66).
A similar analysis of declining parent involvement during the middle grades years
is offered by Gotts and Purnell (1987) and Epstein (1987).
As the history of parent involvement in schools move into the 21st century, we
can no longer regard parent involvement as simply including parents in fund-raising or
attending an occasional student play, music performance, or sports event. Parent
involvement, as mandated by No Child Left Behind, includes the concept of a meaningful
partnership consisting of regular communication and parent participation in the
development and implementation of a plan for school improvement (Cowan, 2003).
Increasing parent involvement, according to Myers and Monson (1992), is a positive
initiative because students learn more in schools where parents become involved and
offer their support.
No Child Left Behind has highlighted the importance of parent involvement,
however, the effects of parent involvement on making schools better and improving
Republic of the PhilippinesCENTRAL PHILIPPINES STATE UNIVERSITY
COLLEGE OF TEACHER EDUCATIONKabankalan City, Negros Occidental
28
student achievement has been recognized for decades. While research regarding parent
involvement began in the mid-1960s, research pertaining to parent involvement in middle
schools did not appear until the mid-1980s. We saw the advent of this research in the
1960s, with the focus on at-risk students, the need for early intervention programs
(Bronfenbrenner, 1974), and initiatives designed by the federal government to mandate
parent involvement as a primary means to improving student learning. Parents, too, were
influenced by research in the late 1960s and early 1970s that suggested they should play a
greater role in school governance because of the effects of school decisions on both
children and their parents (Lightfoot, 1978 & Sarason, 1971).
A review of the research on parent involvement reveals that parent involvement
positively affects students' achievement (Epstein et al., 2002; Fan & Chen, 2001; Herman
& Yeh, 1983; National Middle School Association, 2003), attendance (Epstein, et al.,
2002), self-esteem (Mapp, 1997), behavior (Fan & Chen, 2001; National Middle School
Association, 2003), graduation (Lommerin, 1999), emotional well-being (Epstein, 2005),
and life goals (Lommerin, 1999) (see also Becher, 1984; Burke, 2001; Epstein & Dauber,
1989; Merenbloom, 1988; Olmstead & Rubin, 1982; Truby, 1987). Not only has a
compelling connection been found between student achievement and parent involvement,
but it is also interesting to note that these benefits cross lines of family income and parent
education level (Chavkin & Gonzales, 1995; Funkhouser, Gonzales, & Moles, 1998;
Henderson, 1981; Henderson &Berla, 1994; Pepperl & Lezotte, 2001; Young &
Westernoff, 1996).
Republic of the PhilippinesCENTRAL PHILIPPINES STATE UNIVERSITY
COLLEGE OF TEACHER EDUCATIONKabankalan City, Negros Occidental
28
student achievement has been recognized for decades. While research regarding parent
involvement began in the mid-1960s, research pertaining to parent involvement in middle
schools did not appear until the mid-1980s. We saw the advent of this research in the
1960s, with the focus on at-risk students, the need for early intervention programs
(Bronfenbrenner, 1974), and initiatives designed by the federal government to mandate
parent involvement as a primary means to improving student learning. Parents, too, were
influenced by research in the late 1960s and early 1970s that suggested they should play a
greater role in school governance because of the effects of school decisions on both
children and their parents (Lightfoot, 1978 & Sarason, 1971).
A review of the research on parent involvement reveals that parent involvement
positively affects students' achievement (Epstein et al., 2002; Fan & Chen, 2001; Herman
& Yeh, 1983; National Middle School Association, 2003), attendance (Epstein, et al.,
2002), self-esteem (Mapp, 1997), behavior (Fan & Chen, 2001; National Middle School
Association, 2003), graduation (Lommerin, 1999), emotional well-being (Epstein, 2005),
and life goals (Lommerin, 1999) (see also Becher, 1984; Burke, 2001; Epstein & Dauber,
1989; Merenbloom, 1988; Olmstead & Rubin, 1982; Truby, 1987). Not only has a
compelling connection been found between student achievement and parent involvement,
but it is also interesting to note that these benefits cross lines of family income and parent
education level (Chavkin & Gonzales, 1995; Funkhouser, Gonzales, & Moles, 1998;
Henderson, 1981; Henderson &Berla, 1994; Pepperl & Lezotte, 2001; Young &
Westernoff, 1996).
Republic of the PhilippinesCENTRAL PHILIPPINES STATE UNIVERSITY
COLLEGE OF TEACHER EDUCATIONKabankalan City, Negros Occidental
28
student achievement has been recognized for decades. While research regarding parent
involvement began in the mid-1960s, research pertaining to parent involvement in middle
schools did not appear until the mid-1980s. We saw the advent of this research in the
1960s, with the focus on at-risk students, the need for early intervention programs
(Bronfenbrenner, 1974), and initiatives designed by the federal government to mandate
parent involvement as a primary means to improving student learning. Parents, too, were
influenced by research in the late 1960s and early 1970s that suggested they should play a
greater role in school governance because of the effects of school decisions on both
children and their parents (Lightfoot, 1978 & Sarason, 1971).
A review of the research on parent involvement reveals that parent involvement
positively affects students' achievement (Epstein et al., 2002; Fan & Chen, 2001; Herman
& Yeh, 1983; National Middle School Association, 2003), attendance (Epstein, et al.,
2002), self-esteem (Mapp, 1997), behavior (Fan & Chen, 2001; National Middle School
Association, 2003), graduation (Lommerin, 1999), emotional well-being (Epstein, 2005),
and life goals (Lommerin, 1999) (see also Becher, 1984; Burke, 2001; Epstein & Dauber,
1989; Merenbloom, 1988; Olmstead & Rubin, 1982; Truby, 1987). Not only has a
compelling connection been found between student achievement and parent involvement,
but it is also interesting to note that these benefits cross lines of family income and parent
education level (Chavkin & Gonzales, 1995; Funkhouser, Gonzales, & Moles, 1998;
Henderson, 1981; Henderson &Berla, 1994; Pepperl & Lezotte, 2001; Young &
Westernoff, 1996).
Republic of the PhilippinesCENTRAL PHILIPPINES STATE UNIVERSITY
COLLEGE OF TEACHER EDUCATIONKabankalan City, Negros Occidental
29
Henderson and Mapp (2002) revealed in an analysis of 51 studies that students
with above average parent involvement had academic achievement rates that were 30%
higher than those students with below average parent involvement. Henderson and
Berla(1994) found that the most accurate predictors of student success in school were the
ability of the family (along with the help and support of school personnel) to (a) create a
positive home learning environment, (b) communicate high but realistic expectations for
their children's school performance and future careers, and (c) become involved in their
children's schooling. As Henderson and Berla wrote in the opening statement of their
book, A New Generation of Evidence: The Family Is Critical to Student Achievement,
"The evidence is now beyond dispute. When schools work together with families to
support learning, children tend to succeed not just in school, but throughout life" (p. 1).
Most studies show that the value of education is impressed upon students when
they see their parents and other family members involved in the school program (Myers
& Monson, 1992). Moreover, these studies attest to the benefits of successful parent
involvement, including:
1. Higher achievement
2. Improved school attendance
3. Improved student sense of well-being
4. Improved student behavior
5. Better parent and student perceptions of classroom and school climate
6. Better readiness to complete homework
7. Higher educational aspirations among students and parents
Republic of the PhilippinesCENTRAL PHILIPPINES STATE UNIVERSITY
COLLEGE OF TEACHER EDUCATIONKabankalan City, Negros Occidental
29
Henderson and Mapp (2002) revealed in an analysis of 51 studies that students
with above average parent involvement had academic achievement rates that were 30%
higher than those students with below average parent involvement. Henderson and
Berla(1994) found that the most accurate predictors of student success in school were the
ability of the family (along with the help and support of school personnel) to (a) create a
positive home learning environment, (b) communicate high but realistic expectations for
their children's school performance and future careers, and (c) become involved in their
children's schooling. As Henderson and Berla wrote in the opening statement of their
book, A New Generation of Evidence: The Family Is Critical to Student Achievement,
"The evidence is now beyond dispute. When schools work together with families to
support learning, children tend to succeed not just in school, but throughout life" (p. 1).
Most studies show that the value of education is impressed upon students when
they see their parents and other family members involved in the school program (Myers
& Monson, 1992). Moreover, these studies attest to the benefits of successful parent
involvement, including:
1. Higher achievement
2. Improved school attendance
3. Improved student sense of well-being
4. Improved student behavior
5. Better parent and student perceptions of classroom and school climate
6. Better readiness to complete homework
7. Higher educational aspirations among students and parents
Republic of the PhilippinesCENTRAL PHILIPPINES STATE UNIVERSITY
COLLEGE OF TEACHER EDUCATIONKabankalan City, Negros Occidental
29
Henderson and Mapp (2002) revealed in an analysis of 51 studies that students
with above average parent involvement had academic achievement rates that were 30%
higher than those students with below average parent involvement. Henderson and
Berla(1994) found that the most accurate predictors of student success in school were the
ability of the family (along with the help and support of school personnel) to (a) create a
positive home learning environment, (b) communicate high but realistic expectations for
their children's school performance and future careers, and (c) become involved in their
children's schooling. As Henderson and Berla wrote in the opening statement of their
book, A New Generation of Evidence: The Family Is Critical to Student Achievement,
"The evidence is now beyond dispute. When schools work together with families to
support learning, children tend to succeed not just in school, but throughout life" (p. 1).
Most studies show that the value of education is impressed upon students when
they see their parents and other family members involved in the school program (Myers
& Monson, 1992). Moreover, these studies attest to the benefits of successful parent
involvement, including:
1. Higher achievement
2. Improved school attendance
3. Improved student sense of well-being
4. Improved student behavior
5. Better parent and student perceptions of classroom and school climate
6. Better readiness to complete homework
7. Higher educational aspirations among students and parents
Republic of the PhilippinesCENTRAL PHILIPPINES STATE UNIVERSITY
COLLEGE OF TEACHER EDUCATIONKabankalan City, Negros Occidental
30
8. Better student grades
9. Increased educational productivity of the time that parents and students spend
together
10. Greater parent satisfaction with teachers (Myers & Monson, 1992, p. 14).
In addition to the effects that parent involvement has on students, researchers
have examined variables that have most frequently been associated with parent
involvement in schools. Unfortunately, attempts to identify factors implicated in
variations in parent involvement have produced few consistent results. The factor most
examined is socioeconomic status (SES) (Corwin & Wagenaar, 1976; Herman & Yeh,
1983). This research concludes that family SES plays a role in parent-school relations,
but the general direction of its influence is too difficult to determine.
Teacher characteristics, such as level of education and sense of efficacy, have also
been studied. Higher levels of education have been associated with more positive
attitudes toward parent involvement (Becker & Epstein, 1982), but also with fewer parent
contacts and more disputes (Corwin & Wagenaar, 1976). Ashton, Webb, and Doda
(1983) studied teacher efficacy and found that lower levels of efficacy seem to be related
to reduce teacher-parent contacts. Grade level and class size have been studied as a
variable in the research on parent involvement. Lower grade levels have been associated
with teachers' use of more parent involvement strategies, and large class size has been
associated with more teacher efforts to involve parents (Becker & Epstein, 1982).
Additionally, Corwin and Wagenaar examined school formalization (i.e., rules and
controls) and centralization (i.e., hierarchical structuring of the organization) and found
Republic of the PhilippinesCENTRAL PHILIPPINES STATE UNIVERSITY
COLLEGE OF TEACHER EDUCATIONKabankalan City, Negros Occidental
30
8. Better student grades
9. Increased educational productivity of the time that parents and students spend
together
10. Greater parent satisfaction with teachers (Myers & Monson, 1992, p. 14).
In addition to the effects that parent involvement has on students, researchers
have examined variables that have most frequently been associated with parent
involvement in schools. Unfortunately, attempts to identify factors implicated in
variations in parent involvement have produced few consistent results. The factor most
examined is socioeconomic status (SES) (Corwin & Wagenaar, 1976; Herman & Yeh,
1983). This research concludes that family SES plays a role in parent-school relations,
but the general direction of its influence is too difficult to determine.
Teacher characteristics, such as level of education and sense of efficacy, have also
been studied. Higher levels of education have been associated with more positive
attitudes toward parent involvement (Becker & Epstein, 1982), but also with fewer parent
contacts and more disputes (Corwin & Wagenaar, 1976). Ashton, Webb, and Doda
(1983) studied teacher efficacy and found that lower levels of efficacy seem to be related
to reduce teacher-parent contacts. Grade level and class size have been studied as a
variable in the research on parent involvement. Lower grade levels have been associated
with teachers' use of more parent involvement strategies, and large class size has been
associated with more teacher efforts to involve parents (Becker & Epstein, 1982).
Additionally, Corwin and Wagenaar examined school formalization (i.e., rules and
controls) and centralization (i.e., hierarchical structuring of the organization) and found
Republic of the PhilippinesCENTRAL PHILIPPINES STATE UNIVERSITY
COLLEGE OF TEACHER EDUCATIONKabankalan City, Negros Occidental
30
8. Better student grades
9. Increased educational productivity of the time that parents and students spend
together
10. Greater parent satisfaction with teachers (Myers & Monson, 1992, p. 14).
In addition to the effects that parent involvement has on students, researchers
have examined variables that have most frequently been associated with parent
involvement in schools. Unfortunately, attempts to identify factors implicated in
variations in parent involvement have produced few consistent results. The factor most
examined is socioeconomic status (SES) (Corwin & Wagenaar, 1976; Herman & Yeh,
1983). This research concludes that family SES plays a role in parent-school relations,
but the general direction of its influence is too difficult to determine.
Teacher characteristics, such as level of education and sense of efficacy, have also
been studied. Higher levels of education have been associated with more positive
attitudes toward parent involvement (Becker & Epstein, 1982), but also with fewer parent
contacts and more disputes (Corwin & Wagenaar, 1976). Ashton, Webb, and Doda
(1983) studied teacher efficacy and found that lower levels of efficacy seem to be related
to reduce teacher-parent contacts. Grade level and class size have been studied as a
variable in the research on parent involvement. Lower grade levels have been associated
with teachers' use of more parent involvement strategies, and large class size has been
associated with more teacher efforts to involve parents (Becker & Epstein, 1982).
Additionally, Corwin and Wagenaar examined school formalization (i.e., rules and
controls) and centralization (i.e., hierarchical structuring of the organization) and found
Republic of the PhilippinesCENTRAL PHILIPPINES STATE UNIVERSITY
COLLEGE OF TEACHER EDUCATIONKabankalan City, Negros Occidental
31
that teachers in more formalized and centralized schools reported less parent
involvement.
Despite the positive effects of parent involvement on students' success in
achievement, attendance, attitudes, behavior, graduation, and life goals, parent
involvement must sometimes be urged, coaxed, supported by initiatives, legislated, or
mandated (Kerbow & Bernhardt, 1993). The real barriers that negatively affect the
engagement of parents and the mechanisms that encourage parents to become engaged in
their children's education have not been clearly understood (Kerbow & Berhhardt).
Moreover, there is sufficient evidence to suggest that parents and educators often have
conflicting views of the roles for parents in schools (Abrams & Gibbs, 2000).
Many parents face obstacles in their attempts to become involved in schools. A
few of the obstacles include (a) differing ideas among parents and teachers about what
constitutes involvement, (b) a less than welcoming atmosphere toward parents in schools
and classrooms, (c) minimal opportunities for involvement, (d) poor communication from
schools, (e) lack of parent education and parenting skills, (f) time and job pressures, and
(g) language barriers (Becker & Epstein, 1982; Hobbs et al., 1984; Lightfoot, 1978;
Lortie, 1975; Moles, 1982). To this list, Plevyak (2003) added (a) cultural differences, (b)
fear of authority-based institutions, (c) parent illiteracy, (d) family problems, (e) negative
education experiences, (f) health, (g) living arrangements, and (h) lack of resources
needed for participation to those factors that hinder parent involvement in schools.
From the viewpoint of teachers, research demonstrates that teachers may hesitate
to involve parents because of the time investment required, the absence of external
Republic of the PhilippinesCENTRAL PHILIPPINES STATE UNIVERSITY
COLLEGE OF TEACHER EDUCATIONKabankalan City, Negros Occidental
31
that teachers in more formalized and centralized schools reported less parent
involvement.
Despite the positive effects of parent involvement on students' success in
achievement, attendance, attitudes, behavior, graduation, and life goals, parent
involvement must sometimes be urged, coaxed, supported by initiatives, legislated, or
mandated (Kerbow & Bernhardt, 1993). The real barriers that negatively affect the
engagement of parents and the mechanisms that encourage parents to become engaged in
their children's education have not been clearly understood (Kerbow & Berhhardt).
Moreover, there is sufficient evidence to suggest that parents and educators often have
conflicting views of the roles for parents in schools (Abrams & Gibbs, 2000).
Many parents face obstacles in their attempts to become involved in schools. A
few of the obstacles include (a) differing ideas among parents and teachers about what
constitutes involvement, (b) a less than welcoming atmosphere toward parents in schools
and classrooms, (c) minimal opportunities for involvement, (d) poor communication from
schools, (e) lack of parent education and parenting skills, (f) time and job pressures, and
(g) language barriers (Becker & Epstein, 1982; Hobbs et al., 1984; Lightfoot, 1978;
Lortie, 1975; Moles, 1982). To this list, Plevyak (2003) added (a) cultural differences, (b)
fear of authority-based institutions, (c) parent illiteracy, (d) family problems, (e) negative
education experiences, (f) health, (g) living arrangements, and (h) lack of resources
needed for participation to those factors that hinder parent involvement in schools.
From the viewpoint of teachers, research demonstrates that teachers may hesitate
to involve parents because of the time investment required, the absence of external
Republic of the PhilippinesCENTRAL PHILIPPINES STATE UNIVERSITY
COLLEGE OF TEACHER EDUCATIONKabankalan City, Negros Occidental
31
that teachers in more formalized and centralized schools reported less parent
involvement.
Despite the positive effects of parent involvement on students' success in
achievement, attendance, attitudes, behavior, graduation, and life goals, parent
involvement must sometimes be urged, coaxed, supported by initiatives, legislated, or
mandated (Kerbow & Bernhardt, 1993). The real barriers that negatively affect the
engagement of parents and the mechanisms that encourage parents to become engaged in
their children's education have not been clearly understood (Kerbow & Berhhardt).
Moreover, there is sufficient evidence to suggest that parents and educators often have
conflicting views of the roles for parents in schools (Abrams & Gibbs, 2000).
Many parents face obstacles in their attempts to become involved in schools. A
few of the obstacles include (a) differing ideas among parents and teachers about what
constitutes involvement, (b) a less than welcoming atmosphere toward parents in schools
and classrooms, (c) minimal opportunities for involvement, (d) poor communication from
schools, (e) lack of parent education and parenting skills, (f) time and job pressures, and
(g) language barriers (Becker & Epstein, 1982; Hobbs et al., 1984; Lightfoot, 1978;
Lortie, 1975; Moles, 1982). To this list, Plevyak (2003) added (a) cultural differences, (b)
fear of authority-based institutions, (c) parent illiteracy, (d) family problems, (e) negative
education experiences, (f) health, (g) living arrangements, and (h) lack of resources
needed for participation to those factors that hinder parent involvement in schools.
From the viewpoint of teachers, research demonstrates that teachers may hesitate
to involve parents because of the time investment required, the absence of external
Republic of the PhilippinesCENTRAL PHILIPPINES STATE UNIVERSITY
COLLEGE OF TEACHER EDUCATIONKabankalan City, Negros Occidental
32
rewards for efforts to involve parents and problems with low commitment or skills on the
part of parents (Epstein & Becker, 1982; Moles, 1982). Additionally, teachers may
actually fear parents questioning their professional competence (Epstein & Becker, 1982;
Power, 1985) or blame them for children's problems (Vernberg & Medway, 1981).
In looking specifically at parent involvement in middle grades schools, research
from the Center for Prevention Research and Development (CPRD) at the University of
Illinois found that parents were generally not aware of established middle level practices
such as interdisciplinary teaming, advisory programs, integrated lessons, heterogeneous
grouping, exploratory activities or cooperative learning practices (Mulhall, Mertens, &
Flowers, 2001). In addition, disadvantaged families reported a greater lack of awareness
about these practices. Parents reporting higher levels of familiarity with middle level
practices were more likely to report positive attitudes and engagement at their child's
school.
The children benefit when their parents participate in and are supportive of their
schooling. The ways in which parents are, and should be, involved is less clear. In
attempting to understand and describe parent involvement, researchers have categorized
the forms and means through which parents participate. Models differ primarily in their
philosophy and purpose for involving parents.
Chrispeels (1991) presented a framework for describing how the school, home,
and community should work together. This model suggests that parent involvement has a
hierarchical structure with co-communication being the basis for other types of
involvement. Hence, more fundamental types of parent involvement occur that require
Republic of the PhilippinesCENTRAL PHILIPPINES STATE UNIVERSITY
COLLEGE OF TEACHER EDUCATIONKabankalan City, Negros Occidental
32
rewards for efforts to involve parents and problems with low commitment or skills on the
part of parents (Epstein & Becker, 1982; Moles, 1982). Additionally, teachers may
actually fear parents questioning their professional competence (Epstein & Becker, 1982;
Power, 1985) or blame them for children's problems (Vernberg & Medway, 1981).
In looking specifically at parent involvement in middle grades schools, research
from the Center for Prevention Research and Development (CPRD) at the University of
Illinois found that parents were generally not aware of established middle level practices
such as interdisciplinary teaming, advisory programs, integrated lessons, heterogeneous
grouping, exploratory activities or cooperative learning practices (Mulhall, Mertens, &
Flowers, 2001). In addition, disadvantaged families reported a greater lack of awareness
about these practices. Parents reporting higher levels of familiarity with middle level
practices were more likely to report positive attitudes and engagement at their child's
school.
The children benefit when their parents participate in and are supportive of their
schooling. The ways in which parents are, and should be, involved is less clear. In
attempting to understand and describe parent involvement, researchers have categorized
the forms and means through which parents participate. Models differ primarily in their
philosophy and purpose for involving parents.
Chrispeels (1991) presented a framework for describing how the school, home,
and community should work together. This model suggests that parent involvement has a
hierarchical structure with co-communication being the basis for other types of
involvement. Hence, more fundamental types of parent involvement occur that require
Republic of the PhilippinesCENTRAL PHILIPPINES STATE UNIVERSITY
COLLEGE OF TEACHER EDUCATIONKabankalan City, Negros Occidental
32
rewards for efforts to involve parents and problems with low commitment or skills on the
part of parents (Epstein & Becker, 1982; Moles, 1982). Additionally, teachers may
actually fear parents questioning their professional competence (Epstein & Becker, 1982;
Power, 1985) or blame them for children's problems (Vernberg & Medway, 1981).
In looking specifically at parent involvement in middle grades schools, research
from the Center for Prevention Research and Development (CPRD) at the University of
Illinois found that parents were generally not aware of established middle level practices
such as interdisciplinary teaming, advisory programs, integrated lessons, heterogeneous
grouping, exploratory activities or cooperative learning practices (Mulhall, Mertens, &
Flowers, 2001). In addition, disadvantaged families reported a greater lack of awareness
about these practices. Parents reporting higher levels of familiarity with middle level
practices were more likely to report positive attitudes and engagement at their child's
school.
The children benefit when their parents participate in and are supportive of their
schooling. The ways in which parents are, and should be, involved is less clear. In
attempting to understand and describe parent involvement, researchers have categorized
the forms and means through which parents participate. Models differ primarily in their
philosophy and purpose for involving parents.
Chrispeels (1991) presented a framework for describing how the school, home,
and community should work together. This model suggests that parent involvement has a
hierarchical structure with co-communication being the basis for other types of
involvement. Hence, more fundamental types of parent involvement occur that require
Republic of the PhilippinesCENTRAL PHILIPPINES STATE UNIVERSITY
COLLEGE OF TEACHER EDUCATIONKabankalan City, Negros Occidental
33
less skill than more complex types. Her model includes the following components: (a)
involving parents as partners in school governance, including shared decision making and
advisory functions; (b) establishing effective two-way communication with all parents;
(c) respecting the diversity and differing needs of families; (d) establishing strategies and
programmatic structures at schools to enable parents to participate; (e) providing support
and coordination for staff and parents to implement and sustain appropriate parent
involvement from kindergarten through high school; and (f) using schools to connect
students and families with community resources that provide educational enrichment and
support (see pp. 369–369).
Epstein (1985, 1987, 1988, 1995) and colleagues (Epstein, et al., 2002) developed
a framework of six major types of parent involvement (see Figure 1) that is the result of
many years of research in elementary, middle and high schools. Her typology is the
"primary framework to study parent involvement" (Chen & Chandler, 2001, p. 4), and
was used by the National PTA to provide standards for parent/family involvement
programs (National PTA, 1997).
Six types of parent involvement:
Type 1:
Parenting
Assist families with parenting skills, family support,
understanding child and adolescent development, and
setting home conditions to support learning at each age
and grade level. Assist schools in understanding
families' backgrounds, cultures and goals for children.
Republic of the PhilippinesCENTRAL PHILIPPINES STATE UNIVERSITY
COLLEGE OF TEACHER EDUCATIONKabankalan City, Negros Occidental
33
less skill than more complex types. Her model includes the following components: (a)
involving parents as partners in school governance, including shared decision making and
advisory functions; (b) establishing effective two-way communication with all parents;
(c) respecting the diversity and differing needs of families; (d) establishing strategies and
programmatic structures at schools to enable parents to participate; (e) providing support
and coordination for staff and parents to implement and sustain appropriate parent
involvement from kindergarten through high school; and (f) using schools to connect
students and families with community resources that provide educational enrichment and
support (see pp. 369–369).
Epstein (1985, 1987, 1988, 1995) and colleagues (Epstein, et al., 2002) developed
a framework of six major types of parent involvement (see Figure 1) that is the result of
many years of research in elementary, middle and high schools. Her typology is the
"primary framework to study parent involvement" (Chen & Chandler, 2001, p. 4), and
was used by the National PTA to provide standards for parent/family involvement
programs (National PTA, 1997).
Six types of parent involvement:
Type 1:
Parenting
Assist families with parenting skills, family support,
understanding child and adolescent development, and
setting home conditions to support learning at each age
and grade level. Assist schools in understanding
families' backgrounds, cultures and goals for children.
Republic of the PhilippinesCENTRAL PHILIPPINES STATE UNIVERSITY
COLLEGE OF TEACHER EDUCATIONKabankalan City, Negros Occidental
33
less skill than more complex types. Her model includes the following components: (a)
involving parents as partners in school governance, including shared decision making and
advisory functions; (b) establishing effective two-way communication with all parents;
(c) respecting the diversity and differing needs of families; (d) establishing strategies and
programmatic structures at schools to enable parents to participate; (e) providing support
and coordination for staff and parents to implement and sustain appropriate parent
involvement from kindergarten through high school; and (f) using schools to connect
students and families with community resources that provide educational enrichment and
support (see pp. 369–369).
Epstein (1985, 1987, 1988, 1995) and colleagues (Epstein, et al., 2002) developed
a framework of six major types of parent involvement (see Figure 1) that is the result of
many years of research in elementary, middle and high schools. Her typology is the
"primary framework to study parent involvement" (Chen & Chandler, 2001, p. 4), and
was used by the National PTA to provide standards for parent/family involvement
programs (National PTA, 1997).
Six types of parent involvement:
Type 1:
Parenting
Assist families with parenting skills, family support,
understanding child and adolescent development, and
setting home conditions to support learning at each age
and grade level. Assist schools in understanding
families' backgrounds, cultures and goals for children.
Republic of the PhilippinesCENTRAL PHILIPPINES STATE UNIVERSITY
COLLEGE OF TEACHER EDUCATIONKabankalan City, Negros Occidental
34
Type 2:
Communicating
Communicate with families about school programs and
student progress. Create two-way communication
between school and home.
Type 3:
Volunteering
Improve recruitment, training, activities and schedules
to involve families as volunteers and as audiences at the
school. Enable educators to work with volunteers who
support students and the school.
Type 4:
Learning at Home
Involve families with their children in academic
learning at home, including homework, goal setting,
and other curriculum-related activities. Encourage
teachers to design homework that enables students to
share and discuss interesting tasks with parents.
Type 5:
Decision Making
Include families as participants in school decisions,
governance, and advocacy activities through school
councils and improvement teams, committees, and
parent organizations.
Type 6:
Collaborating with the
Community
Coordinate resources and services for families,
students, and the school with community groups,
including businesses, agencies, cultural and civic
organizations and colleges and universities. Enable all
to contribute service to the community.
Republic of the PhilippinesCENTRAL PHILIPPINES STATE UNIVERSITY
COLLEGE OF TEACHER EDUCATIONKabankalan City, Negros Occidental
34
Type 2:
Communicating
Communicate with families about school programs and
student progress. Create two-way communication
between school and home.
Type 3:
Volunteering
Improve recruitment, training, activities and schedules
to involve families as volunteers and as audiences at the
school. Enable educators to work with volunteers who
support students and the school.
Type 4:
Learning at Home
Involve families with their children in academic
learning at home, including homework, goal setting,
and other curriculum-related activities. Encourage
teachers to design homework that enables students to
share and discuss interesting tasks with parents.
Type 5:
Decision Making
Include families as participants in school decisions,
governance, and advocacy activities through school
councils and improvement teams, committees, and
parent organizations.
Type 6:
Collaborating with the
Community
Coordinate resources and services for families,
students, and the school with community groups,
including businesses, agencies, cultural and civic
organizations and colleges and universities. Enable all
to contribute service to the community.
Republic of the PhilippinesCENTRAL PHILIPPINES STATE UNIVERSITY
COLLEGE OF TEACHER EDUCATIONKabankalan City, Negros Occidental
34
Type 2:
Communicating
Communicate with families about school programs and
student progress. Create two-way communication
between school and home.
Type 3:
Volunteering
Improve recruitment, training, activities and schedules
to involve families as volunteers and as audiences at the
school. Enable educators to work with volunteers who
support students and the school.
Type 4:
Learning at Home
Involve families with their children in academic
learning at home, including homework, goal setting,
and other curriculum-related activities. Encourage
teachers to design homework that enables students to
share and discuss interesting tasks with parents.
Type 5:
Decision Making
Include families as participants in school decisions,
governance, and advocacy activities through school
councils and improvement teams, committees, and
parent organizations.
Type 6:
Collaborating with the
Community
Coordinate resources and services for families,
students, and the school with community groups,
including businesses, agencies, cultural and civic
organizations and colleges and universities. Enable all
to contribute service to the community.
Republic of the PhilippinesCENTRAL PHILIPPINES STATE UNIVERSITY
COLLEGE OF TEACHER EDUCATIONKabankalan City, Negros Occidental
35
Davies' (1985, 1987) model has four categories of parent involvement. These
include: (a) co-production or partnerships, (b) decision making, (c) citizen advocacy, and
(d) parent choice. While the first three elements in the model are similar to what Epstein
and associates (2002) described, the fourth component, "parent choice," deals with issues
related to tuition tax credits, open enrolment plans, alternative public schools, and the
like. Other models have been developed by Berger (1991), Gordon (1979), Rutherford
(1993), and Berla, Henderson, and Kerewsky (1989).
Much of the research conducted on parent involvement in schooling has focused
on either elementary schools (e.g., Epstein, 1986) or a combination of elementary and
middle schools (e.g., Epstein & Dauber, 1989). There is certainly no debate regarding the
importance and benefits of involving parents in the education of their children. A
synthesis of the research on parent involvement in schooling reveals that the evidence is
consistent, positive, and convincing: families have a major influence on their children's
achievement in school and throughout life. When schools, families, and community
groups work together to support learning, children tend to do better in school, stay in
school longer, and like school more (Henderson & Mapp, 2002, p. 7).
Despite the value and importance of parent involvement to schooling, research
also documents the difficulty of achieving this goal. Cutright's (1984) study revealed
support for parent involvement but also the realization that involvement was quite low.
Greene and Tichenor (2003) reminded us that parents, too often, become and remain a
forgotten treasure.
Republic of the PhilippinesCENTRAL PHILIPPINES STATE UNIVERSITY
COLLEGE OF TEACHER EDUCATIONKabankalan City, Negros Occidental
35
Davies' (1985, 1987) model has four categories of parent involvement. These
include: (a) co-production or partnerships, (b) decision making, (c) citizen advocacy, and
(d) parent choice. While the first three elements in the model are similar to what Epstein
and associates (2002) described, the fourth component, "parent choice," deals with issues
related to tuition tax credits, open enrolment plans, alternative public schools, and the
like. Other models have been developed by Berger (1991), Gordon (1979), Rutherford
(1993), and Berla, Henderson, and Kerewsky (1989).
Much of the research conducted on parent involvement in schooling has focused
on either elementary schools (e.g., Epstein, 1986) or a combination of elementary and
middle schools (e.g., Epstein & Dauber, 1989). There is certainly no debate regarding the
importance and benefits of involving parents in the education of their children. A
synthesis of the research on parent involvement in schooling reveals that the evidence is
consistent, positive, and convincing: families have a major influence on their children's
achievement in school and throughout life. When schools, families, and community
groups work together to support learning, children tend to do better in school, stay in
school longer, and like school more (Henderson & Mapp, 2002, p. 7).
Despite the value and importance of parent involvement to schooling, research
also documents the difficulty of achieving this goal. Cutright's (1984) study revealed
support for parent involvement but also the realization that involvement was quite low.
Greene and Tichenor (2003) reminded us that parents, too often, become and remain a
forgotten treasure.
Republic of the PhilippinesCENTRAL PHILIPPINES STATE UNIVERSITY
COLLEGE OF TEACHER EDUCATIONKabankalan City, Negros Occidental
35
Davies' (1985, 1987) model has four categories of parent involvement. These
include: (a) co-production or partnerships, (b) decision making, (c) citizen advocacy, and
(d) parent choice. While the first three elements in the model are similar to what Epstein
and associates (2002) described, the fourth component, "parent choice," deals with issues
related to tuition tax credits, open enrolment plans, alternative public schools, and the
like. Other models have been developed by Berger (1991), Gordon (1979), Rutherford
(1993), and Berla, Henderson, and Kerewsky (1989).
Much of the research conducted on parent involvement in schooling has focused
on either elementary schools (e.g., Epstein, 1986) or a combination of elementary and
middle schools (e.g., Epstein & Dauber, 1989). There is certainly no debate regarding the
importance and benefits of involving parents in the education of their children. A
synthesis of the research on parent involvement in schooling reveals that the evidence is
consistent, positive, and convincing: families have a major influence on their children's
achievement in school and throughout life. When schools, families, and community
groups work together to support learning, children tend to do better in school, stay in
school longer, and like school more (Henderson & Mapp, 2002, p. 7).
Despite the value and importance of parent involvement to schooling, research
also documents the difficulty of achieving this goal. Cutright's (1984) study revealed
support for parent involvement but also the realization that involvement was quite low.
Greene and Tichenor (2003) reminded us that parents, too often, become and remain a
forgotten treasure.
Republic of the PhilippinesCENTRAL PHILIPPINES STATE UNIVERSITY
COLLEGE OF TEACHER EDUCATIONKabankalan City, Negros Occidental
36
We call on middle school practitioners and researchers to look more carefully at
the issues related to parent involvement in schooling during the middle grades years. As
middle school teachers and administrators strive to involve parents in meaningful ways,
we encourage them to conduct research (e.g., action research) at their schools and to
share the results with the larger middle grades community. We also urge middle grades
researchers to look more carefully at issues that are specifically related to the middle
school context. The models for parent involvement discussed earlier would be
appropriate to guide these research endeavors.
Epstein (1986) noted that there are two main theories of school and family
relations. One perspective emphasizes the "incompatibility, competition, and conflict
between families and schools and supports the separation of the two institutions" (p. 277).
In short, the goals of the school and the family can be best achieved "when teachers
maintain their professional, general standards and judgments about the children in their
classrooms and when parents maintain their personal, particularistic standards and
judgments about their children at home" (p. 277). The second theory emphasizes the
"coordination, cooperation, and complementarity of schools and families and encourages
communication and collaboration between the two institutions" (p. 277).
Schools must seek and find methods to increase the participation of parents in
their children's education. We are keenly aware that this participation decreases as
students enter middle schools, so the challenge is great for middle grades educators.
There are those who would argue that schools will be successful only to the degree that
Republic of the PhilippinesCENTRAL PHILIPPINES STATE UNIVERSITY
COLLEGE OF TEACHER EDUCATIONKabankalan City, Negros Occidental
36
We call on middle school practitioners and researchers to look more carefully at
the issues related to parent involvement in schooling during the middle grades years. As
middle school teachers and administrators strive to involve parents in meaningful ways,
we encourage them to conduct research (e.g., action research) at their schools and to
share the results with the larger middle grades community. We also urge middle grades
researchers to look more carefully at issues that are specifically related to the middle
school context. The models for parent involvement discussed earlier would be
appropriate to guide these research endeavors.
Epstein (1986) noted that there are two main theories of school and family
relations. One perspective emphasizes the "incompatibility, competition, and conflict
between families and schools and supports the separation of the two institutions" (p. 277).
In short, the goals of the school and the family can be best achieved "when teachers
maintain their professional, general standards and judgments about the children in their
classrooms and when parents maintain their personal, particularistic standards and
judgments about their children at home" (p. 277). The second theory emphasizes the
"coordination, cooperation, and complementarity of schools and families and encourages
communication and collaboration between the two institutions" (p. 277).
Schools must seek and find methods to increase the participation of parents in
their children's education. We are keenly aware that this participation decreases as
students enter middle schools, so the challenge is great for middle grades educators.
There are those who would argue that schools will be successful only to the degree that
Republic of the PhilippinesCENTRAL PHILIPPINES STATE UNIVERSITY
COLLEGE OF TEACHER EDUCATIONKabankalan City, Negros Occidental
36
We call on middle school practitioners and researchers to look more carefully at
the issues related to parent involvement in schooling during the middle grades years. As
middle school teachers and administrators strive to involve parents in meaningful ways,
we encourage them to conduct research (e.g., action research) at their schools and to
share the results with the larger middle grades community. We also urge middle grades
researchers to look more carefully at issues that are specifically related to the middle
school context. The models for parent involvement discussed earlier would be
appropriate to guide these research endeavors.
Epstein (1986) noted that there are two main theories of school and family
relations. One perspective emphasizes the "incompatibility, competition, and conflict
between families and schools and supports the separation of the two institutions" (p. 277).
In short, the goals of the school and the family can be best achieved "when teachers
maintain their professional, general standards and judgments about the children in their
classrooms and when parents maintain their personal, particularistic standards and
judgments about their children at home" (p. 277). The second theory emphasizes the
"coordination, cooperation, and complementarity of schools and families and encourages
communication and collaboration between the two institutions" (p. 277).
Schools must seek and find methods to increase the participation of parents in
their children's education. We are keenly aware that this participation decreases as
students enter middle schools, so the challenge is great for middle grades educators.
There are those who would argue that schools will be successful only to the degree that
Republic of the PhilippinesCENTRAL PHILIPPINES STATE UNIVERSITY
COLLEGE OF TEACHER EDUCATIONKabankalan City, Negros Occidental
37
they are successful in involving parents (Cotton & Mann, 1994). Without parent support
and active participation, students do not achieve at acceptable levels (Walberg, 1984).
Myers and Monson (1992) offered a number of recommendations aimed at
encouraging and nurturing parent involvement in middle schools. Their recommendations
include (a) building a strong parent-school organization, (b) implementing an "open
door" policy for parents, (c) involving parents in the orientation programs as students
transition to middle school, (d) encouraging teachers to write personal notes to parents
about students' accomplishments, (e) conducting special events during the school year
that are geared toward parent participation, and (f) conducting surveys to affirm the
importance of parents' opinions (pp. 20–24).
We should not forget that students are not the only beneficiaries of parent
involvement. As parent involvement increases, teachers experience increased rates of
return on homework and develop a greater sense of efficacy and higher morale. They
report more success in their efforts to influence their students (Epstein, 2003). Parents,
too, report greater satisfaction with teachers.
Time Management and Discipline
"Your ability to think, plan and work hard in the short term and to discipline
yourself to do what is right and necessary before you do what is fun and easy is the key to
creating a wonderful future for yourself." Just like the Colonel, we know the right things
to do, but often choose an easier route. This is why self-discipline is the key ingredient
needed to break the habit of mediocrity (Tracy, 2010).
Republic of the PhilippinesCENTRAL PHILIPPINES STATE UNIVERSITY
COLLEGE OF TEACHER EDUCATIONKabankalan City, Negros Occidental
37
they are successful in involving parents (Cotton & Mann, 1994). Without parent support
and active participation, students do not achieve at acceptable levels (Walberg, 1984).
Myers and Monson (1992) offered a number of recommendations aimed at
encouraging and nurturing parent involvement in middle schools. Their recommendations
include (a) building a strong parent-school organization, (b) implementing an "open
door" policy for parents, (c) involving parents in the orientation programs as students
transition to middle school, (d) encouraging teachers to write personal notes to parents
about students' accomplishments, (e) conducting special events during the school year
that are geared toward parent participation, and (f) conducting surveys to affirm the
importance of parents' opinions (pp. 20–24).
We should not forget that students are not the only beneficiaries of parent
involvement. As parent involvement increases, teachers experience increased rates of
return on homework and develop a greater sense of efficacy and higher morale. They
report more success in their efforts to influence their students (Epstein, 2003). Parents,
too, report greater satisfaction with teachers.
Time Management and Discipline
"Your ability to think, plan and work hard in the short term and to discipline
yourself to do what is right and necessary before you do what is fun and easy is the key to
creating a wonderful future for yourself." Just like the Colonel, we know the right things
to do, but often choose an easier route. This is why self-discipline is the key ingredient
needed to break the habit of mediocrity (Tracy, 2010).
Republic of the PhilippinesCENTRAL PHILIPPINES STATE UNIVERSITY
COLLEGE OF TEACHER EDUCATIONKabankalan City, Negros Occidental
37
they are successful in involving parents (Cotton & Mann, 1994). Without parent support
and active participation, students do not achieve at acceptable levels (Walberg, 1984).
Myers and Monson (1992) offered a number of recommendations aimed at
encouraging and nurturing parent involvement in middle schools. Their recommendations
include (a) building a strong parent-school organization, (b) implementing an "open
door" policy for parents, (c) involving parents in the orientation programs as students
transition to middle school, (d) encouraging teachers to write personal notes to parents
about students' accomplishments, (e) conducting special events during the school year
that are geared toward parent participation, and (f) conducting surveys to affirm the
importance of parents' opinions (pp. 20–24).
We should not forget that students are not the only beneficiaries of parent
involvement. As parent involvement increases, teachers experience increased rates of
return on homework and develop a greater sense of efficacy and higher morale. They
report more success in their efforts to influence their students (Epstein, 2003). Parents,
too, report greater satisfaction with teachers.
Time Management and Discipline
"Your ability to think, plan and work hard in the short term and to discipline
yourself to do what is right and necessary before you do what is fun and easy is the key to
creating a wonderful future for yourself." Just like the Colonel, we know the right things
to do, but often choose an easier route. This is why self-discipline is the key ingredient
needed to break the habit of mediocrity (Tracy, 2010).
Republic of the PhilippinesCENTRAL PHILIPPINES STATE UNIVERSITY
COLLEGE OF TEACHER EDUCATIONKabankalan City, Negros Occidental
38
Now-a-days college students are spending less time in studying. The fall 2003
survey conducted by the Higher Education Research Institute at UCLA’s Graduate
School of Education and Information Studies found that only 34% of today’s students are
spending more than six hours per week outside their classes on academic related
activities like completing homework, self-studying etc. during their high school period.
Today college students are less prepared for college level work than their predecessors.
Once they get into colleges, they tend to spend less time for studying and would like to
do job, some even full time (DT Smart, C.A. Kelly & J.S. Conant,1999). Time
management plays a vital role in improving student’s academic performance. Each and
every student should have time management ability which includes setting goals and
priorities, using time management mechanism (such as making “TO DO LIST”) and
being organized in using time. Here time management is only possible through self-
motivation. Performance = Ability. Motivation, for example, student with very high
ability but low motivation is unlikely to perform well, whereas a student with low ability
but high motivation is likely to perform well. That is the variability in motivation across
students. The basic problems or constraints related to time management are like:-
Spending hours on social – networking sites.
Talking too much on phone
No proper schedule
Working for the organization
No proper guidance
No goals, objectives, mission, vision or targets
Republic of the PhilippinesCENTRAL PHILIPPINES STATE UNIVERSITY
COLLEGE OF TEACHER EDUCATIONKabankalan City, Negros Occidental
38
Now-a-days college students are spending less time in studying. The fall 2003
survey conducted by the Higher Education Research Institute at UCLA’s Graduate
School of Education and Information Studies found that only 34% of today’s students are
spending more than six hours per week outside their classes on academic related
activities like completing homework, self-studying etc. during their high school period.
Today college students are less prepared for college level work than their predecessors.
Once they get into colleges, they tend to spend less time for studying and would like to
do job, some even full time (DT Smart, C.A. Kelly & J.S. Conant,1999). Time
management plays a vital role in improving student’s academic performance. Each and
every student should have time management ability which includes setting goals and
priorities, using time management mechanism (such as making “TO DO LIST”) and
being organized in using time. Here time management is only possible through self-
motivation. Performance = Ability. Motivation, for example, student with very high
ability but low motivation is unlikely to perform well, whereas a student with low ability
but high motivation is likely to perform well. That is the variability in motivation across
students. The basic problems or constraints related to time management are like:-
Spending hours on social – networking sites.
Talking too much on phone
No proper schedule
Working for the organization
No proper guidance
No goals, objectives, mission, vision or targets
Republic of the PhilippinesCENTRAL PHILIPPINES STATE UNIVERSITY
COLLEGE OF TEACHER EDUCATIONKabankalan City, Negros Occidental
38
Now-a-days college students are spending less time in studying. The fall 2003
survey conducted by the Higher Education Research Institute at UCLA’s Graduate
School of Education and Information Studies found that only 34% of today’s students are
spending more than six hours per week outside their classes on academic related
activities like completing homework, self-studying etc. during their high school period.
Today college students are less prepared for college level work than their predecessors.
Once they get into colleges, they tend to spend less time for studying and would like to
do job, some even full time (DT Smart, C.A. Kelly & J.S. Conant,1999). Time
management plays a vital role in improving student’s academic performance. Each and
every student should have time management ability which includes setting goals and
priorities, using time management mechanism (such as making “TO DO LIST”) and
being organized in using time. Here time management is only possible through self-
motivation. Performance = Ability. Motivation, for example, student with very high
ability but low motivation is unlikely to perform well, whereas a student with low ability
but high motivation is likely to perform well. That is the variability in motivation across
students. The basic problems or constraints related to time management are like:-
Spending hours on social – networking sites.
Talking too much on phone
No proper schedule
Working for the organization
No proper guidance
No goals, objectives, mission, vision or targets
Republic of the PhilippinesCENTRAL PHILIPPINES STATE UNIVERSITY
COLLEGE OF TEACHER EDUCATIONKabankalan City, Negros Occidental
39
Hanging outside with friends.
These are the few activities performed by today’s college students, which act as a
barrier between them and their academic performance. And due to mismanagement of
time they lag behind. This study will help to analyze the positive or negative impact of
time management on academic performance of students. It will also help to make some
decision about changes we would like to make to use our time more effectively. “There is
no one right way to manage our time; however; it is important to get to know our self, so
we can make good decisions about how to use our time.
Self-discipline can be considered a type of selective training, creating new habits
of thought, action, and speech toward improving yourself, reaching goals and can also be
task oriented and selective.
Waking up early for school has recently been acknowledged as a reason why
students are not performing to the best of their ability. Sleepy students are less likely to
pay attention to their teachers. Physical activity can improve student performance. The
brain is sharpened with physical exercise in the same way muscles are strengthened.
Academic performance increases when time management skills are well-handled.
Time management is a skill that directly impacts your academic performance.
Effective time management strategies make studying and schoolwork less overwhelming
and more enjoyable. Academic stress occurs when students feel the pressure of cramming
for exams, rushing through homework and getting minimal sleep because of
disorganization and worry. Effective time management techniques should not only be
Republic of the PhilippinesCENTRAL PHILIPPINES STATE UNIVERSITY
COLLEGE OF TEACHER EDUCATIONKabankalan City, Negros Occidental
39
Hanging outside with friends.
These are the few activities performed by today’s college students, which act as a
barrier between them and their academic performance. And due to mismanagement of
time they lag behind. This study will help to analyze the positive or negative impact of
time management on academic performance of students. It will also help to make some
decision about changes we would like to make to use our time more effectively. “There is
no one right way to manage our time; however; it is important to get to know our self, so
we can make good decisions about how to use our time.
Self-discipline can be considered a type of selective training, creating new habits
of thought, action, and speech toward improving yourself, reaching goals and can also be
task oriented and selective.
Waking up early for school has recently been acknowledged as a reason why
students are not performing to the best of their ability. Sleepy students are less likely to
pay attention to their teachers. Physical activity can improve student performance. The
brain is sharpened with physical exercise in the same way muscles are strengthened.
Academic performance increases when time management skills are well-handled.
Time management is a skill that directly impacts your academic performance.
Effective time management strategies make studying and schoolwork less overwhelming
and more enjoyable. Academic stress occurs when students feel the pressure of cramming
for exams, rushing through homework and getting minimal sleep because of
disorganization and worry. Effective time management techniques should not only be
Republic of the PhilippinesCENTRAL PHILIPPINES STATE UNIVERSITY
COLLEGE OF TEACHER EDUCATIONKabankalan City, Negros Occidental
39
Hanging outside with friends.
These are the few activities performed by today’s college students, which act as a
barrier between them and their academic performance. And due to mismanagement of
time they lag behind. This study will help to analyze the positive or negative impact of
time management on academic performance of students. It will also help to make some
decision about changes we would like to make to use our time more effectively. “There is
no one right way to manage our time; however; it is important to get to know our self, so
we can make good decisions about how to use our time.
Self-discipline can be considered a type of selective training, creating new habits
of thought, action, and speech toward improving yourself, reaching goals and can also be
task oriented and selective.
Waking up early for school has recently been acknowledged as a reason why
students are not performing to the best of their ability. Sleepy students are less likely to
pay attention to their teachers. Physical activity can improve student performance. The
brain is sharpened with physical exercise in the same way muscles are strengthened.
Academic performance increases when time management skills are well-handled.
Time management is a skill that directly impacts your academic performance.
Effective time management strategies make studying and schoolwork less overwhelming
and more enjoyable. Academic stress occurs when students feel the pressure of cramming
for exams, rushing through homework and getting minimal sleep because of
disorganization and worry. Effective time management techniques should not only be
Republic of the PhilippinesCENTRAL PHILIPPINES STATE UNIVERSITY
COLLEGE OF TEACHER EDUCATIONKabankalan City, Negros Occidental
40
applied to your academic life but to your overall schedule to achieve success and peace of
mind.
One of the hardest parts of properly managing time is using your will power to
avoid common time wasters. This type of will power comes in the form of self-discipline.
Many people have a negative association to the word, discipline. The word, discipline,
means the practice of following rules or a code of behaviour. One of the ways that
discipline is enforced is through punishment. In this case it is the opposite. Without self-
discipline for time management one can experience the punishment of stagnation and
being unproductive.
Students who find time management difficult tend to lack motivation. There are
conflicting opinions regarding whether the lack of motivation stems from the frustration
of feeling that there is not enough time available to study and attend classes, or if the lack
of motivation was there to begin with, resulting in poorer academic performance. Either
way, students should focus on their goals with passion that will carry them through to
fruition. Sometimes this means rejuvenating by joining a gym or entertaining a hobby.
While this might seem to oppose the purpose of focusing on studies, exercise and
enjoyment can fit into a carefully planned schedule in such a way that will actually
increase motivation and encourage good study habits.
While students who manage time well undoubtedly achieve a higher level of
academic performance, their achievements also give them a greater sense of self-esteem.
Life is more enjoyable in general without the stress of a huge task list lingering in the
back of your mind. Confidence soars with higher grades, and the student carries those
Republic of the PhilippinesCENTRAL PHILIPPINES STATE UNIVERSITY
COLLEGE OF TEACHER EDUCATIONKabankalan City, Negros Occidental
40
applied to your academic life but to your overall schedule to achieve success and peace of
mind.
One of the hardest parts of properly managing time is using your will power to
avoid common time wasters. This type of will power comes in the form of self-discipline.
Many people have a negative association to the word, discipline. The word, discipline,
means the practice of following rules or a code of behaviour. One of the ways that
discipline is enforced is through punishment. In this case it is the opposite. Without self-
discipline for time management one can experience the punishment of stagnation and
being unproductive.
Students who find time management difficult tend to lack motivation. There are
conflicting opinions regarding whether the lack of motivation stems from the frustration
of feeling that there is not enough time available to study and attend classes, or if the lack
of motivation was there to begin with, resulting in poorer academic performance. Either
way, students should focus on their goals with passion that will carry them through to
fruition. Sometimes this means rejuvenating by joining a gym or entertaining a hobby.
While this might seem to oppose the purpose of focusing on studies, exercise and
enjoyment can fit into a carefully planned schedule in such a way that will actually
increase motivation and encourage good study habits.
While students who manage time well undoubtedly achieve a higher level of
academic performance, their achievements also give them a greater sense of self-esteem.
Life is more enjoyable in general without the stress of a huge task list lingering in the
back of your mind. Confidence soars with higher grades, and the student carries those
Republic of the PhilippinesCENTRAL PHILIPPINES STATE UNIVERSITY
COLLEGE OF TEACHER EDUCATIONKabankalan City, Negros Occidental
40
applied to your academic life but to your overall schedule to achieve success and peace of
mind.
One of the hardest parts of properly managing time is using your will power to
avoid common time wasters. This type of will power comes in the form of self-discipline.
Many people have a negative association to the word, discipline. The word, discipline,
means the practice of following rules or a code of behaviour. One of the ways that
discipline is enforced is through punishment. In this case it is the opposite. Without self-
discipline for time management one can experience the punishment of stagnation and
being unproductive.
Students who find time management difficult tend to lack motivation. There are
conflicting opinions regarding whether the lack of motivation stems from the frustration
of feeling that there is not enough time available to study and attend classes, or if the lack
of motivation was there to begin with, resulting in poorer academic performance. Either
way, students should focus on their goals with passion that will carry them through to
fruition. Sometimes this means rejuvenating by joining a gym or entertaining a hobby.
While this might seem to oppose the purpose of focusing on studies, exercise and
enjoyment can fit into a carefully planned schedule in such a way that will actually
increase motivation and encourage good study habits.
While students who manage time well undoubtedly achieve a higher level of
academic performance, their achievements also give them a greater sense of self-esteem.
Life is more enjoyable in general without the stress of a huge task list lingering in the
back of your mind. Confidence soars with higher grades, and the student carries those
Republic of the PhilippinesCENTRAL PHILIPPINES STATE UNIVERSITY
COLLEGE OF TEACHER EDUCATIONKabankalan City, Negros Occidental
41
effective time management skills and learning habits into the work world. Their careers
and family life are bound to be more successful and stress-free, and the pride they feel
from academic success is one they will carry on to future generations.
Today’s college students are less prepared for college-level work than their
predecessors. Once they get to college, they tend to spend fewer hours studying while
spending more hours working, some even full time (D. T. Smart, C. A. Kelley, & J. S.
Conant, 1999).
There is perhaps no area of your life where self-discipline is more important than
in the way you manage your time. Time management is a core discipline that largely
determines the quality of your life. Peter Drucker says, “You cannot manage time; you
can only manage yourself.” Time management is really life management, personal
management, management of yourself, rather than of time or circumstances. Time is
perishable; it cannot be saved. Time is irreplaceable; nothing else can replace it. Time is
irretrievable; once it is gone or wasted, you can never get it back. Finally, time is
indispensable, especially for accomplishment of any kind. All achievement, all results, all
success requires time.
The fact is that you cannot save time; you can only spend it differently. You can
only move your time usage from areas of low value to areas of high value. Herein lies the
key to success, and the requirement for self-discipline. Time management is the ability to
choose the sequence of events. By exerting your self-discipline with regard to time, you
can choose what to do first, what to do second, and what to do not at all. And you are
always free to choose. You require tremendous self-discipline to overcome the
Republic of the PhilippinesCENTRAL PHILIPPINES STATE UNIVERSITY
COLLEGE OF TEACHER EDUCATIONKabankalan City, Negros Occidental
41
effective time management skills and learning habits into the work world. Their careers
and family life are bound to be more successful and stress-free, and the pride they feel
from academic success is one they will carry on to future generations.
Today’s college students are less prepared for college-level work than their
predecessors. Once they get to college, they tend to spend fewer hours studying while
spending more hours working, some even full time (D. T. Smart, C. A. Kelley, & J. S.
Conant, 1999).
There is perhaps no area of your life where self-discipline is more important than
in the way you manage your time. Time management is a core discipline that largely
determines the quality of your life. Peter Drucker says, “You cannot manage time; you
can only manage yourself.” Time management is really life management, personal
management, management of yourself, rather than of time or circumstances. Time is
perishable; it cannot be saved. Time is irreplaceable; nothing else can replace it. Time is
irretrievable; once it is gone or wasted, you can never get it back. Finally, time is
indispensable, especially for accomplishment of any kind. All achievement, all results, all
success requires time.
The fact is that you cannot save time; you can only spend it differently. You can
only move your time usage from areas of low value to areas of high value. Herein lies the
key to success, and the requirement for self-discipline. Time management is the ability to
choose the sequence of events. By exerting your self-discipline with regard to time, you
can choose what to do first, what to do second, and what to do not at all. And you are
always free to choose. You require tremendous self-discipline to overcome the
Republic of the PhilippinesCENTRAL PHILIPPINES STATE UNIVERSITY
COLLEGE OF TEACHER EDUCATIONKabankalan City, Negros Occidental
41
effective time management skills and learning habits into the work world. Their careers
and family life are bound to be more successful and stress-free, and the pride they feel
from academic success is one they will carry on to future generations.
Today’s college students are less prepared for college-level work than their
predecessors. Once they get to college, they tend to spend fewer hours studying while
spending more hours working, some even full time (D. T. Smart, C. A. Kelley, & J. S.
Conant, 1999).
There is perhaps no area of your life where self-discipline is more important than
in the way you manage your time. Time management is a core discipline that largely
determines the quality of your life. Peter Drucker says, “You cannot manage time; you
can only manage yourself.” Time management is really life management, personal
management, management of yourself, rather than of time or circumstances. Time is
perishable; it cannot be saved. Time is irreplaceable; nothing else can replace it. Time is
irretrievable; once it is gone or wasted, you can never get it back. Finally, time is
indispensable, especially for accomplishment of any kind. All achievement, all results, all
success requires time.
The fact is that you cannot save time; you can only spend it differently. You can
only move your time usage from areas of low value to areas of high value. Herein lies the
key to success, and the requirement for self-discipline. Time management is the ability to
choose the sequence of events. By exerting your self-discipline with regard to time, you
can choose what to do first, what to do second, and what to do not at all. And you are
always free to choose. You require tremendous self-discipline to overcome the
Republic of the PhilippinesCENTRAL PHILIPPINES STATE UNIVERSITY
COLLEGE OF TEACHER EDUCATIONKabankalan City, Negros Occidental
42
procrastination that holds most people back from great success. It is said that
“procrastination is the thief of life.” A native Indian once told me that it is even worse.
He said, “Procrastination is the thief of dreams.” The Pareto Principal, the 80/20 rule,
says that 20% of the things you do contain 80% of the value of what you accomplish.
This means that 80% of what you do is worth 20% or less of the value of what you
accomplish. Because of this disparity, some things you do are five times, and even ten
times, more valuable than other things. The challenge for most people is that the most
important things you do are big, hard, and difficult. The 80% of things that you do that
make little or no difference to your life are fun, easy, and enjoyable. You can tell the
value that something has to you by the amount of time you invest in it. You always pay
attention to and spend time on what you most value, whether it is your family, your
health, your social or sports activities or your money and career. It is only by looking at
how you spend your time that you, and everyone else knows what is really important to
you. The essence of time management is for you to discipline yourself to set clear
priorities, and then to stick to those priorities. You must consciously and deliberately
select the most valuable and important thing that you could be doing at any given time,
and then discipline yourself to work solely on that task. In your personal life, you goal is
to get the highest “return on energy” from your activities. Ken Blanchard refers to this as
getting the highest “return on life.” Just as you would be careful about investing your
money to assure that you get the highest rate of return, you must be equally as careful
when you invest your time. You must be sure that you earn the highest level of results,
rewards, and satisfaction from the limited amount of time you have.
Republic of the PhilippinesCENTRAL PHILIPPINES STATE UNIVERSITY
COLLEGE OF TEACHER EDUCATIONKabankalan City, Negros Occidental
42
procrastination that holds most people back from great success. It is said that
“procrastination is the thief of life.” A native Indian once told me that it is even worse.
He said, “Procrastination is the thief of dreams.” The Pareto Principal, the 80/20 rule,
says that 20% of the things you do contain 80% of the value of what you accomplish.
This means that 80% of what you do is worth 20% or less of the value of what you
accomplish. Because of this disparity, some things you do are five times, and even ten
times, more valuable than other things. The challenge for most people is that the most
important things you do are big, hard, and difficult. The 80% of things that you do that
make little or no difference to your life are fun, easy, and enjoyable. You can tell the
value that something has to you by the amount of time you invest in it. You always pay
attention to and spend time on what you most value, whether it is your family, your
health, your social or sports activities or your money and career. It is only by looking at
how you spend your time that you, and everyone else knows what is really important to
you. The essence of time management is for you to discipline yourself to set clear
priorities, and then to stick to those priorities. You must consciously and deliberately
select the most valuable and important thing that you could be doing at any given time,
and then discipline yourself to work solely on that task. In your personal life, you goal is
to get the highest “return on energy” from your activities. Ken Blanchard refers to this as
getting the highest “return on life.” Just as you would be careful about investing your
money to assure that you get the highest rate of return, you must be equally as careful
when you invest your time. You must be sure that you earn the highest level of results,
rewards, and satisfaction from the limited amount of time you have.
Republic of the PhilippinesCENTRAL PHILIPPINES STATE UNIVERSITY
COLLEGE OF TEACHER EDUCATIONKabankalan City, Negros Occidental
42
procrastination that holds most people back from great success. It is said that
“procrastination is the thief of life.” A native Indian once told me that it is even worse.
He said, “Procrastination is the thief of dreams.” The Pareto Principal, the 80/20 rule,
says that 20% of the things you do contain 80% of the value of what you accomplish.
This means that 80% of what you do is worth 20% or less of the value of what you
accomplish. Because of this disparity, some things you do are five times, and even ten
times, more valuable than other things. The challenge for most people is that the most
important things you do are big, hard, and difficult. The 80% of things that you do that
make little or no difference to your life are fun, easy, and enjoyable. You can tell the
value that something has to you by the amount of time you invest in it. You always pay
attention to and spend time on what you most value, whether it is your family, your
health, your social or sports activities or your money and career. It is only by looking at
how you spend your time that you, and everyone else knows what is really important to
you. The essence of time management is for you to discipline yourself to set clear
priorities, and then to stick to those priorities. You must consciously and deliberately
select the most valuable and important thing that you could be doing at any given time,
and then discipline yourself to work solely on that task. In your personal life, you goal is
to get the highest “return on energy” from your activities. Ken Blanchard refers to this as
getting the highest “return on life.” Just as you would be careful about investing your
money to assure that you get the highest rate of return, you must be equally as careful
when you invest your time. You must be sure that you earn the highest level of results,
rewards, and satisfaction from the limited amount of time you have.
Republic of the PhilippinesCENTRAL PHILIPPINES STATE UNIVERSITY
COLLEGE OF TEACHER EDUCATIONKabankalan City, Negros Occidental
43
Always, before you commit to a time consuming activity, you must ask, “Is this
the very best use of my time?” Lack of self-discipline in time management leads people
to procrastinate continually on their top tasks, leading them to spend more and more time
on task of low-value or no-value. And whatever you do repeatedly eventually becomes a
habit. Many people have developed the habit of procrastination, of putting off their major
tasks and instead spending most of their time on activities that make very little difference
in the long run. One of the most important words in developing the discipline of time
management is “consequences.” Something is important to the degree that it has serious
potential consequences for completion or non-completion. A task or activity is
unimportant to the degree that it does not matter if it is done or not. Completing a course
of study at the university can have enormous consequences that can impact your life for
many years to come. Completing a major task at work, or making an important sale, can
have significant consequences on your job and your income.
On the other hand, drinking coffee, chatting with co-workers, reading the
newspaper, surfing the Internet or checking emails may be enjoyable but these activities
have few or no consequences. Whether you do them or not makes little or no difference
to your work or your life and it is precisely on these activities that most people spend
their time. There is a simple time management system that you can use to overcome
procrastination. It requires self-discipline, will power and personal organization, but by
using this system, you can double and triple your productivity, performance and output.
Start by making a list of everything you have to do each day, before you begin. The best
time to make this list is the evening before, at the end of the workday, so that your
Republic of the PhilippinesCENTRAL PHILIPPINES STATE UNIVERSITY
COLLEGE OF TEACHER EDUCATIONKabankalan City, Negros Occidental
43
Always, before you commit to a time consuming activity, you must ask, “Is this
the very best use of my time?” Lack of self-discipline in time management leads people
to procrastinate continually on their top tasks, leading them to spend more and more time
on task of low-value or no-value. And whatever you do repeatedly eventually becomes a
habit. Many people have developed the habit of procrastination, of putting off their major
tasks and instead spending most of their time on activities that make very little difference
in the long run. One of the most important words in developing the discipline of time
management is “consequences.” Something is important to the degree that it has serious
potential consequences for completion or non-completion. A task or activity is
unimportant to the degree that it does not matter if it is done or not. Completing a course
of study at the university can have enormous consequences that can impact your life for
many years to come. Completing a major task at work, or making an important sale, can
have significant consequences on your job and your income.
On the other hand, drinking coffee, chatting with co-workers, reading the
newspaper, surfing the Internet or checking emails may be enjoyable but these activities
have few or no consequences. Whether you do them or not makes little or no difference
to your work or your life and it is precisely on these activities that most people spend
their time. There is a simple time management system that you can use to overcome
procrastination. It requires self-discipline, will power and personal organization, but by
using this system, you can double and triple your productivity, performance and output.
Start by making a list of everything you have to do each day, before you begin. The best
time to make this list is the evening before, at the end of the workday, so that your
Republic of the PhilippinesCENTRAL PHILIPPINES STATE UNIVERSITY
COLLEGE OF TEACHER EDUCATIONKabankalan City, Negros Occidental
43
Always, before you commit to a time consuming activity, you must ask, “Is this
the very best use of my time?” Lack of self-discipline in time management leads people
to procrastinate continually on their top tasks, leading them to spend more and more time
on task of low-value or no-value. And whatever you do repeatedly eventually becomes a
habit. Many people have developed the habit of procrastination, of putting off their major
tasks and instead spending most of their time on activities that make very little difference
in the long run. One of the most important words in developing the discipline of time
management is “consequences.” Something is important to the degree that it has serious
potential consequences for completion or non-completion. A task or activity is
unimportant to the degree that it does not matter if it is done or not. Completing a course
of study at the university can have enormous consequences that can impact your life for
many years to come. Completing a major task at work, or making an important sale, can
have significant consequences on your job and your income.
On the other hand, drinking coffee, chatting with co-workers, reading the
newspaper, surfing the Internet or checking emails may be enjoyable but these activities
have few or no consequences. Whether you do them or not makes little or no difference
to your work or your life and it is precisely on these activities that most people spend
their time. There is a simple time management system that you can use to overcome
procrastination. It requires self-discipline, will power and personal organization, but by
using this system, you can double and triple your productivity, performance and output.
Start by making a list of everything you have to do each day, before you begin. The best
time to make this list is the evening before, at the end of the workday, so that your
Republic of the PhilippinesCENTRAL PHILIPPINES STATE UNIVERSITY
COLLEGE OF TEACHER EDUCATIONKabankalan City, Negros Occidental
44
subconscious mind can work on your list of activities while you sleep. You will often
wake up with ideas and insights on how to more effectively complete the tasks of the day.
Apply the A B C D E Method to your list:
A = “Must do” – Serious consequences for non-completion;
B = “Should do” – Mild consequences for doing or not doing;
C = “Nice to do” – No consequences whether you do it or not;
D = “Delegate” – Everything you possibly can to free up more time for those
things that only you can do;
E = “Eliminate” – Discontinue all tasks and activities that are no longer essential
to your work and to achieving your goals.
Review your list of activities for the coming day and write an “A, B, C, D, or E”
before each task before you start. If you have several “A” tasks, separate them by writing
A-1, A-2, A-3, and so on. Do this with your B and C tasks as well. The rule is that you
should never do a B task when you have an A task left undone. You should never do a
lower value task when you have a higher value task before you. Once you have organized
your list using this system, discipline yourself to start on you’re A-1 task first thing in the
morning, before you do anything else. Once you have begun work on your most
important task, you must discipline yourself to concentrate single-mindedly, with 100%
of your time and attention, until that task is complete. It takes tremendous self-discipline
to select your most important task, and then to start on that task rather than doing
anything else. But once you begin working on it, you will start to feel a flow of energy
that motivates and propels you into the task. You will feel more positive and confident.
Republic of the PhilippinesCENTRAL PHILIPPINES STATE UNIVERSITY
COLLEGE OF TEACHER EDUCATIONKabankalan City, Negros Occidental
44
subconscious mind can work on your list of activities while you sleep. You will often
wake up with ideas and insights on how to more effectively complete the tasks of the day.
Apply the A B C D E Method to your list:
A = “Must do” – Serious consequences for non-completion;
B = “Should do” – Mild consequences for doing or not doing;
C = “Nice to do” – No consequences whether you do it or not;
D = “Delegate” – Everything you possibly can to free up more time for those
things that only you can do;
E = “Eliminate” – Discontinue all tasks and activities that are no longer essential
to your work and to achieving your goals.
Review your list of activities for the coming day and write an “A, B, C, D, or E”
before each task before you start. If you have several “A” tasks, separate them by writing
A-1, A-2, A-3, and so on. Do this with your B and C tasks as well. The rule is that you
should never do a B task when you have an A task left undone. You should never do a
lower value task when you have a higher value task before you. Once you have organized
your list using this system, discipline yourself to start on you’re A-1 task first thing in the
morning, before you do anything else. Once you have begun work on your most
important task, you must discipline yourself to concentrate single-mindedly, with 100%
of your time and attention, until that task is complete. It takes tremendous self-discipline
to select your most important task, and then to start on that task rather than doing
anything else. But once you begin working on it, you will start to feel a flow of energy
that motivates and propels you into the task. You will feel more positive and confident.
Republic of the PhilippinesCENTRAL PHILIPPINES STATE UNIVERSITY
COLLEGE OF TEACHER EDUCATIONKabankalan City, Negros Occidental
44
subconscious mind can work on your list of activities while you sleep. You will often
wake up with ideas and insights on how to more effectively complete the tasks of the day.
Apply the A B C D E Method to your list:
A = “Must do” – Serious consequences for non-completion;
B = “Should do” – Mild consequences for doing or not doing;
C = “Nice to do” – No consequences whether you do it or not;
D = “Delegate” – Everything you possibly can to free up more time for those
things that only you can do;
E = “Eliminate” – Discontinue all tasks and activities that are no longer essential
to your work and to achieving your goals.
Review your list of activities for the coming day and write an “A, B, C, D, or E”
before each task before you start. If you have several “A” tasks, separate them by writing
A-1, A-2, A-3, and so on. Do this with your B and C tasks as well. The rule is that you
should never do a B task when you have an A task left undone. You should never do a
lower value task when you have a higher value task before you. Once you have organized
your list using this system, discipline yourself to start on you’re A-1 task first thing in the
morning, before you do anything else. Once you have begun work on your most
important task, you must discipline yourself to concentrate single-mindedly, with 100%
of your time and attention, until that task is complete. It takes tremendous self-discipline
to select your most important task, and then to start on that task rather than doing
anything else. But once you begin working on it, you will start to feel a flow of energy
that motivates and propels you into the task. You will feel more positive and confident.
Republic of the PhilippinesCENTRAL PHILIPPINES STATE UNIVERSITY
COLLEGE OF TEACHER EDUCATIONKabankalan City, Negros Occidental
45
You will feel excited and happy. The very act of starting on an important task raises your
self-esteem and motivates you to continue. Deep within each person is an intense desire
to feel strong, effective, powerful and in control of his or her life. You automatically
trigger these feelings of self-confidence and self-esteem when you start to work on the
task that is most important to you at the moment.
This ABCDE Method seldom takes more than about ten minutes to organize your
entire day. But you will save ten minutes in execution for every minute that you invest in
this way of planning before you begin. As you feel yourself moving forward, making
progress on your most important task, your brain will release a steady flow of endorphins,
nature’s “happy drug.” These endorphins will make you feel positive, focused, alert,
aware and completely in control. When you discipline yourself to continue to push
through against your natural resistance, and complete a major task, you get an “endorphin
rush.” You experience this as a sense of elation, exhilaration, happiness, and higher self-
esteem. By completing a major task, you feel exactly like an athlete who has crossed the
finish line first. You feel like a winner. Your payoff from excellent time management is
continuous. As soon as you begin to plan and organize your time, set priorities, and begin
on your A-1 task, you will feel happy and more in control of yourself and your life.
Starting today, you should apply these key time management principles to every
area of your life. Apply them to your work, your family, your health, your exercise
routine and your financial decisions and activities. You require tremendous discipline to
set priorities and then to stick to those priorities. You require the continuous exertion of
discipline and will power to overcome the procrastination that holds most people back.
Republic of the PhilippinesCENTRAL PHILIPPINES STATE UNIVERSITY
COLLEGE OF TEACHER EDUCATIONKabankalan City, Negros Occidental
45
You will feel excited and happy. The very act of starting on an important task raises your
self-esteem and motivates you to continue. Deep within each person is an intense desire
to feel strong, effective, powerful and in control of his or her life. You automatically
trigger these feelings of self-confidence and self-esteem when you start to work on the
task that is most important to you at the moment.
This ABCDE Method seldom takes more than about ten minutes to organize your
entire day. But you will save ten minutes in execution for every minute that you invest in
this way of planning before you begin. As you feel yourself moving forward, making
progress on your most important task, your brain will release a steady flow of endorphins,
nature’s “happy drug.” These endorphins will make you feel positive, focused, alert,
aware and completely in control. When you discipline yourself to continue to push
through against your natural resistance, and complete a major task, you get an “endorphin
rush.” You experience this as a sense of elation, exhilaration, happiness, and higher self-
esteem. By completing a major task, you feel exactly like an athlete who has crossed the
finish line first. You feel like a winner. Your payoff from excellent time management is
continuous. As soon as you begin to plan and organize your time, set priorities, and begin
on your A-1 task, you will feel happy and more in control of yourself and your life.
Starting today, you should apply these key time management principles to every
area of your life. Apply them to your work, your family, your health, your exercise
routine and your financial decisions and activities. You require tremendous discipline to
set priorities and then to stick to those priorities. You require the continuous exertion of
discipline and will power to overcome the procrastination that holds most people back.
Republic of the PhilippinesCENTRAL PHILIPPINES STATE UNIVERSITY
COLLEGE OF TEACHER EDUCATIONKabankalan City, Negros Occidental
45
You will feel excited and happy. The very act of starting on an important task raises your
self-esteem and motivates you to continue. Deep within each person is an intense desire
to feel strong, effective, powerful and in control of his or her life. You automatically
trigger these feelings of self-confidence and self-esteem when you start to work on the
task that is most important to you at the moment.
This ABCDE Method seldom takes more than about ten minutes to organize your
entire day. But you will save ten minutes in execution for every minute that you invest in
this way of planning before you begin. As you feel yourself moving forward, making
progress on your most important task, your brain will release a steady flow of endorphins,
nature’s “happy drug.” These endorphins will make you feel positive, focused, alert,
aware and completely in control. When you discipline yourself to continue to push
through against your natural resistance, and complete a major task, you get an “endorphin
rush.” You experience this as a sense of elation, exhilaration, happiness, and higher self-
esteem. By completing a major task, you feel exactly like an athlete who has crossed the
finish line first. You feel like a winner. Your payoff from excellent time management is
continuous. As soon as you begin to plan and organize your time, set priorities, and begin
on your A-1 task, you will feel happy and more in control of yourself and your life.
Starting today, you should apply these key time management principles to every
area of your life. Apply them to your work, your family, your health, your exercise
routine and your financial decisions and activities. You require tremendous discipline to
set priorities and then to stick to those priorities. You require the continuous exertion of
discipline and will power to overcome the procrastination that holds most people back.
Republic of the PhilippinesCENTRAL PHILIPPINES STATE UNIVERSITY
COLLEGE OF TEACHER EDUCATIONKabankalan City, Negros Occidental
46
And the more you discipline yourself to use your time well, the happier you will feel and
the better will be the quality of your life in every area(Tracy, 2011). Time management
schemes require us to focus on positive discipline throughout the process of planning,
acting, and achieving. A positive approach to success is to understand that today's society
is based on responsibility, sharing responsibility, as well as cooperation and the
willingness to progress. No solution is precise, but when we find what works for us, and
adhere to the basic rules, we are well on our way to success in achieving our goals.
Therefore, in order to understand effective time management skills, we have to relearn
what we may have not been taught. Life is full of stressors and if we do not have positive
discipline to survive, we are often in more trouble than we realize. Goals and plans is
what make a person strive to achieve, and if we do not have our goals and plans in
perspective, it is most likely we are going to tire out or fail. To develop a sense of
responsibility we must have the make-up cultivated within us to survive.
There are some schedules of a small task for a given time of the day these are the
following: (a) schedule a particular task in the morning and once in the evening (b) the
task should not take more than 15 minutes (c) wait for the exact scheduled time (d) when
the schedule time is due, start the task (e) stick to the schedule for at least two months (f)
schedule a task and hold to its time; avoid acting on impulse (g) track your progress; at
the end of the allotted time, keep a record of accomplishment that builds over time (h) if
you begin to have surplus time, fill it with small tasks, make notes to yourself, plan other
tasks, etc. Scheduling helps you focus on your priorities. By focusing on starting tasks
rather than completing them, you can avoid procrastination. Building a record will help
Republic of the PhilippinesCENTRAL PHILIPPINES STATE UNIVERSITY
COLLEGE OF TEACHER EDUCATIONKabankalan City, Negros Occidental
46
And the more you discipline yourself to use your time well, the happier you will feel and
the better will be the quality of your life in every area(Tracy, 2011). Time management
schemes require us to focus on positive discipline throughout the process of planning,
acting, and achieving. A positive approach to success is to understand that today's society
is based on responsibility, sharing responsibility, as well as cooperation and the
willingness to progress. No solution is precise, but when we find what works for us, and
adhere to the basic rules, we are well on our way to success in achieving our goals.
Therefore, in order to understand effective time management skills, we have to relearn
what we may have not been taught. Life is full of stressors and if we do not have positive
discipline to survive, we are often in more trouble than we realize. Goals and plans is
what make a person strive to achieve, and if we do not have our goals and plans in
perspective, it is most likely we are going to tire out or fail. To develop a sense of
responsibility we must have the make-up cultivated within us to survive.
There are some schedules of a small task for a given time of the day these are the
following: (a) schedule a particular task in the morning and once in the evening (b) the
task should not take more than 15 minutes (c) wait for the exact scheduled time (d) when
the schedule time is due, start the task (e) stick to the schedule for at least two months (f)
schedule a task and hold to its time; avoid acting on impulse (g) track your progress; at
the end of the allotted time, keep a record of accomplishment that builds over time (h) if
you begin to have surplus time, fill it with small tasks, make notes to yourself, plan other
tasks, etc. Scheduling helps you focus on your priorities. By focusing on starting tasks
rather than completing them, you can avoid procrastination. Building a record will help
Republic of the PhilippinesCENTRAL PHILIPPINES STATE UNIVERSITY
COLLEGE OF TEACHER EDUCATIONKabankalan City, Negros Occidental
46
And the more you discipline yourself to use your time well, the happier you will feel and
the better will be the quality of your life in every area(Tracy, 2011). Time management
schemes require us to focus on positive discipline throughout the process of planning,
acting, and achieving. A positive approach to success is to understand that today's society
is based on responsibility, sharing responsibility, as well as cooperation and the
willingness to progress. No solution is precise, but when we find what works for us, and
adhere to the basic rules, we are well on our way to success in achieving our goals.
Therefore, in order to understand effective time management skills, we have to relearn
what we may have not been taught. Life is full of stressors and if we do not have positive
discipline to survive, we are often in more trouble than we realize. Goals and plans is
what make a person strive to achieve, and if we do not have our goals and plans in
perspective, it is most likely we are going to tire out or fail. To develop a sense of
responsibility we must have the make-up cultivated within us to survive.
There are some schedules of a small task for a given time of the day these are the
following: (a) schedule a particular task in the morning and once in the evening (b) the
task should not take more than 15 minutes (c) wait for the exact scheduled time (d) when
the schedule time is due, start the task (e) stick to the schedule for at least two months (f)
schedule a task and hold to its time; avoid acting on impulse (g) track your progress; at
the end of the allotted time, keep a record of accomplishment that builds over time (h) if
you begin to have surplus time, fill it with small tasks, make notes to yourself, plan other
tasks, etc. Scheduling helps you focus on your priorities. By focusing on starting tasks
rather than completing them, you can avoid procrastination. Building a record will help
Republic of the PhilippinesCENTRAL PHILIPPINES STATE UNIVERSITY
COLLEGE OF TEACHER EDUCATIONKabankalan City, Negros Occidental
47
you track how much time tasks take. Apply this technique to your homework or your
projects; you will be on your way to getting things done. Time management can become
an overwhelming task. When you do not have control over your own self, how can you
control time? Begin with task-oriented self-discipline and build from there. As you
control tasks, you build self-discipline. As you build self-discipline, you build time
management. As you build time management, you build self-confidence.
Health Conditions
Health is one important factor to be considered. No doubt that student's health
should be kept well in order to maintain performance. Breakfast is important and should
not be skipped. It acts as student's main energy to keep him/her well until lunch. Besides
breakfast, sports and nutrition must be well-balanced.
The physical condition of the student has a great deal to do with that person's
ability to do a good a good job on anything and to understand anything. For example, if
the student has poor eyesight, he or she might not be able to read well. If the student has a
hearing impairment, he or she might not be able to listen to and understand instructions.
If the student has a disease, it might impair his or her ability to do the required work.
As told from above, stress can be deadly for some students because it can drop
their performance down to the lowest level if not being taken care. There are many
factors that can cause stress, such as too many assignments, exam preparations, and lack
of self-confidence. Stress must be eliminated as soon as possible before it affects entirely
to student's performance. As we can see from a reliable source, there are many ways to
Republic of the PhilippinesCENTRAL PHILIPPINES STATE UNIVERSITY
COLLEGE OF TEACHER EDUCATIONKabankalan City, Negros Occidental
47
you track how much time tasks take. Apply this technique to your homework or your
projects; you will be on your way to getting things done. Time management can become
an overwhelming task. When you do not have control over your own self, how can you
control time? Begin with task-oriented self-discipline and build from there. As you
control tasks, you build self-discipline. As you build self-discipline, you build time
management. As you build time management, you build self-confidence.
Health Conditions
Health is one important factor to be considered. No doubt that student's health
should be kept well in order to maintain performance. Breakfast is important and should
not be skipped. It acts as student's main energy to keep him/her well until lunch. Besides
breakfast, sports and nutrition must be well-balanced.
The physical condition of the student has a great deal to do with that person's
ability to do a good a good job on anything and to understand anything. For example, if
the student has poor eyesight, he or she might not be able to read well. If the student has a
hearing impairment, he or she might not be able to listen to and understand instructions.
If the student has a disease, it might impair his or her ability to do the required work.
As told from above, stress can be deadly for some students because it can drop
their performance down to the lowest level if not being taken care. There are many
factors that can cause stress, such as too many assignments, exam preparations, and lack
of self-confidence. Stress must be eliminated as soon as possible before it affects entirely
to student's performance. As we can see from a reliable source, there are many ways to
Republic of the PhilippinesCENTRAL PHILIPPINES STATE UNIVERSITY
COLLEGE OF TEACHER EDUCATIONKabankalan City, Negros Occidental
47
you track how much time tasks take. Apply this technique to your homework or your
projects; you will be on your way to getting things done. Time management can become
an overwhelming task. When you do not have control over your own self, how can you
control time? Begin with task-oriented self-discipline and build from there. As you
control tasks, you build self-discipline. As you build self-discipline, you build time
management. As you build time management, you build self-confidence.
Health Conditions
Health is one important factor to be considered. No doubt that student's health
should be kept well in order to maintain performance. Breakfast is important and should
not be skipped. It acts as student's main energy to keep him/her well until lunch. Besides
breakfast, sports and nutrition must be well-balanced.
The physical condition of the student has a great deal to do with that person's
ability to do a good a good job on anything and to understand anything. For example, if
the student has poor eyesight, he or she might not be able to read well. If the student has a
hearing impairment, he or she might not be able to listen to and understand instructions.
If the student has a disease, it might impair his or her ability to do the required work.
As told from above, stress can be deadly for some students because it can drop
their performance down to the lowest level if not being taken care. There are many
factors that can cause stress, such as too many assignments, exam preparations, and lack
of self-confidence. Stress must be eliminated as soon as possible before it affects entirely
to student's performance. As we can see from a reliable source, there are many ways to
Republic of the PhilippinesCENTRAL PHILIPPINES STATE UNIVERSITY
COLLEGE OF TEACHER EDUCATIONKabankalan City, Negros Occidental
48
reduce stress. One should be able to manage their time. Besides that, students should also
be able to create a perfect learning environment for their studies. These things will surely
reduce one's stress and improve his/her performance.
Peer Influence
Everyone needs to belong — to feel connected with others and be with others
who share attitudes, interests, and circumstances that resemble their own. People
choose friends who accept and like them and see them in a favorable light.
Students whose friends abide by the rules are more likely to succeed in school
than their peers who associate with students who behave poorly. Students who did not
associate themselves with defiant peers had higher GPAs than those who did. It was
insisted that the parents and other adults, such as teachers must pay attention to the
friendships being formed. Combined study with close friends will also help in
removing monotony. Students will be livelier in the presence of friends and will
utilize their study time properly. Although it is widely accepted that peer influence is a
powerful factor in adolescent development, profession use of this resource has been
generally confined to exceptional or problematic populations. The research literature
suggests that peer group programs have produced orderly, productive, and positive
academic and rehabilitative environments. Peer group paradigms have also generated
positive results in creating productive social group living environments and have
helped reduce aggressive behaviours in group living settings. This article suggests
elements to facilitate a peer group approach to cognitive problem-solving
Republic of the PhilippinesCENTRAL PHILIPPINES STATE UNIVERSITY
COLLEGE OF TEACHER EDUCATIONKabankalan City, Negros Occidental
48
reduce stress. One should be able to manage their time. Besides that, students should also
be able to create a perfect learning environment for their studies. These things will surely
reduce one's stress and improve his/her performance.
Peer Influence
Everyone needs to belong — to feel connected with others and be with others
who share attitudes, interests, and circumstances that resemble their own. People
choose friends who accept and like them and see them in a favorable light.
Students whose friends abide by the rules are more likely to succeed in school
than their peers who associate with students who behave poorly. Students who did not
associate themselves with defiant peers had higher GPAs than those who did. It was
insisted that the parents and other adults, such as teachers must pay attention to the
friendships being formed. Combined study with close friends will also help in
removing monotony. Students will be livelier in the presence of friends and will
utilize their study time properly. Although it is widely accepted that peer influence is a
powerful factor in adolescent development, profession use of this resource has been
generally confined to exceptional or problematic populations. The research literature
suggests that peer group programs have produced orderly, productive, and positive
academic and rehabilitative environments. Peer group paradigms have also generated
positive results in creating productive social group living environments and have
helped reduce aggressive behaviours in group living settings. This article suggests
elements to facilitate a peer group approach to cognitive problem-solving
Republic of the PhilippinesCENTRAL PHILIPPINES STATE UNIVERSITY
COLLEGE OF TEACHER EDUCATIONKabankalan City, Negros Occidental
48
reduce stress. One should be able to manage their time. Besides that, students should also
be able to create a perfect learning environment for their studies. These things will surely
reduce one's stress and improve his/her performance.
Peer Influence
Everyone needs to belong — to feel connected with others and be with others
who share attitudes, interests, and circumstances that resemble their own. People
choose friends who accept and like them and see them in a favorable light.
Students whose friends abide by the rules are more likely to succeed in school
than their peers who associate with students who behave poorly. Students who did not
associate themselves with defiant peers had higher GPAs than those who did. It was
insisted that the parents and other adults, such as teachers must pay attention to the
friendships being formed. Combined study with close friends will also help in
removing monotony. Students will be livelier in the presence of friends and will
utilize their study time properly. Although it is widely accepted that peer influence is a
powerful factor in adolescent development, profession use of this resource has been
generally confined to exceptional or problematic populations. The research literature
suggests that peer group programs have produced orderly, productive, and positive
academic and rehabilitative environments. Peer group paradigms have also generated
positive results in creating productive social group living environments and have
helped reduce aggressive behaviours in group living settings. This article suggests
elements to facilitate a peer group approach to cognitive problem-solving
Republic of the PhilippinesCENTRAL PHILIPPINES STATE UNIVERSITY
COLLEGE OF TEACHER EDUCATIONKabankalan City, Negros Occidental
49
development school and group living settings while highlighting the adult-imposed
roadblocks to that process.
The impact of peer influence on adolescent development is generally associated
with negative connotations. I believe that the use of the peer group as a vehicle for
problem-solving development has not been fully utilized, even though it presents
significant opportunities for childcare practitioners and educators. It is widely accepted
that membership in peer groups is a powerful force during adolescence. These groups
provide an important developmental point of reference through which adolescents gain an
understanding of the world outside of their families. Failure to develop close
relationships with age mates, however, often results in a variety of problems for
adolescents – from delinquency and substance abuse to psychological disorders (Hops,
Davis, Alpert, & Longoria, 1997). Furthermore, higher peer stress and less
companionship support from peers have been associated with a lower social self-concept
in adolescents.
As children progress through adolescence, they build knowledge bases that help
them navigate social situations. An abundance of literature has suggested that there is
considerable individual variation regarding cognitive skill development during
adolescence as it relates to peer influence. Poor peer relationships were closely associated
with social cognitive skill deficits. He found that adolescents who had developed positive
peer relationships generated more alternative solutions to problems, proposed more
mature solutions, and were less aggressive than youth who had developed negative peer
Republic of the PhilippinesCENTRAL PHILIPPINES STATE UNIVERSITY
COLLEGE OF TEACHER EDUCATIONKabankalan City, Negros Occidental
49
development school and group living settings while highlighting the adult-imposed
roadblocks to that process.
The impact of peer influence on adolescent development is generally associated
with negative connotations. I believe that the use of the peer group as a vehicle for
problem-solving development has not been fully utilized, even though it presents
significant opportunities for childcare practitioners and educators. It is widely accepted
that membership in peer groups is a powerful force during adolescence. These groups
provide an important developmental point of reference through which adolescents gain an
understanding of the world outside of their families. Failure to develop close
relationships with age mates, however, often results in a variety of problems for
adolescents – from delinquency and substance abuse to psychological disorders (Hops,
Davis, Alpert, & Longoria, 1997). Furthermore, higher peer stress and less
companionship support from peers have been associated with a lower social self-concept
in adolescents.
As children progress through adolescence, they build knowledge bases that help
them navigate social situations. An abundance of literature has suggested that there is
considerable individual variation regarding cognitive skill development during
adolescence as it relates to peer influence. Poor peer relationships were closely associated
with social cognitive skill deficits. He found that adolescents who had developed positive
peer relationships generated more alternative solutions to problems, proposed more
mature solutions, and were less aggressive than youth who had developed negative peer
Republic of the PhilippinesCENTRAL PHILIPPINES STATE UNIVERSITY
COLLEGE OF TEACHER EDUCATIONKabankalan City, Negros Occidental
49
development school and group living settings while highlighting the adult-imposed
roadblocks to that process.
The impact of peer influence on adolescent development is generally associated
with negative connotations. I believe that the use of the peer group as a vehicle for
problem-solving development has not been fully utilized, even though it presents
significant opportunities for childcare practitioners and educators. It is widely accepted
that membership in peer groups is a powerful force during adolescence. These groups
provide an important developmental point of reference through which adolescents gain an
understanding of the world outside of their families. Failure to develop close
relationships with age mates, however, often results in a variety of problems for
adolescents – from delinquency and substance abuse to psychological disorders (Hops,
Davis, Alpert, & Longoria, 1997). Furthermore, higher peer stress and less
companionship support from peers have been associated with a lower social self-concept
in adolescents.
As children progress through adolescence, they build knowledge bases that help
them navigate social situations. An abundance of literature has suggested that there is
considerable individual variation regarding cognitive skill development during
adolescence as it relates to peer influence. Poor peer relationships were closely associated
with social cognitive skill deficits. He found that adolescents who had developed positive
peer relationships generated more alternative solutions to problems, proposed more
mature solutions, and were less aggressive than youth who had developed negative peer
Republic of the PhilippinesCENTRAL PHILIPPINES STATE UNIVERSITY
COLLEGE OF TEACHER EDUCATIONKabankalan City, Negros Occidental
50
relationships. Along those same lines, adolescents who compared themselves negatively
in reference to their peers experienced a reduction in attention to problem-solving tasks.
Most public and private childcare systems continue to overlook peer influence
despite the growing body of literature indicating that it represents a powerful force in
maintaining orderly, productive, and positive academic and rehabilitative environments
(e.g., Bellafiore & Salend, 1983; Brendtro & Lindgren, 1988; Emery, 1990; Gadow &
McKibbon, 1984; Gibbs, Potter, Goldstein, & Brendtro, 1996; Salend, Jantzen, &
Geik,1992; Wasmund, 1988). Schools all but ignore the incorporation of peer group
strategies as a vehicle for developing problem-solving skills in the classroom, focusing
instead on individual memorization of facts and concepts (while removing “problem”
children from the classroom). One only needs to review the contents of school
proficiency tests to realize that education administrators have become more interested in
teaching children “what” to think than “how” to think.
Similarly, rehabilitation programs generally focus on rules and conformity,
practices that are often designed to control youth and maintain staff-imposed order.
Mental health systems commonly focus on individual pathology and seek to improve
client functioning through adult-child counselling approaches. In those instances where
peer group approaches have been used with adolescents, it has usually been to arrest or
change maladaptive social behaviors. The peer group is a useful resource in decreasing
violence and aggression in children; the peer group process facilitated the disclosure of
victimization by adolescent sexual offenders.
Republic of the PhilippinesCENTRAL PHILIPPINES STATE UNIVERSITY
COLLEGE OF TEACHER EDUCATIONKabankalan City, Negros Occidental
50
relationships. Along those same lines, adolescents who compared themselves negatively
in reference to their peers experienced a reduction in attention to problem-solving tasks.
Most public and private childcare systems continue to overlook peer influence
despite the growing body of literature indicating that it represents a powerful force in
maintaining orderly, productive, and positive academic and rehabilitative environments
(e.g., Bellafiore & Salend, 1983; Brendtro & Lindgren, 1988; Emery, 1990; Gadow &
McKibbon, 1984; Gibbs, Potter, Goldstein, & Brendtro, 1996; Salend, Jantzen, &
Geik,1992; Wasmund, 1988). Schools all but ignore the incorporation of peer group
strategies as a vehicle for developing problem-solving skills in the classroom, focusing
instead on individual memorization of facts and concepts (while removing “problem”
children from the classroom). One only needs to review the contents of school
proficiency tests to realize that education administrators have become more interested in
teaching children “what” to think than “how” to think.
Similarly, rehabilitation programs generally focus on rules and conformity,
practices that are often designed to control youth and maintain staff-imposed order.
Mental health systems commonly focus on individual pathology and seek to improve
client functioning through adult-child counselling approaches. In those instances where
peer group approaches have been used with adolescents, it has usually been to arrest or
change maladaptive social behaviors. The peer group is a useful resource in decreasing
violence and aggression in children; the peer group process facilitated the disclosure of
victimization by adolescent sexual offenders.
Republic of the PhilippinesCENTRAL PHILIPPINES STATE UNIVERSITY
COLLEGE OF TEACHER EDUCATIONKabankalan City, Negros Occidental
50
relationships. Along those same lines, adolescents who compared themselves negatively
in reference to their peers experienced a reduction in attention to problem-solving tasks.
Most public and private childcare systems continue to overlook peer influence
despite the growing body of literature indicating that it represents a powerful force in
maintaining orderly, productive, and positive academic and rehabilitative environments
(e.g., Bellafiore & Salend, 1983; Brendtro & Lindgren, 1988; Emery, 1990; Gadow &
McKibbon, 1984; Gibbs, Potter, Goldstein, & Brendtro, 1996; Salend, Jantzen, &
Geik,1992; Wasmund, 1988). Schools all but ignore the incorporation of peer group
strategies as a vehicle for developing problem-solving skills in the classroom, focusing
instead on individual memorization of facts and concepts (while removing “problem”
children from the classroom). One only needs to review the contents of school
proficiency tests to realize that education administrators have become more interested in
teaching children “what” to think than “how” to think.
Similarly, rehabilitation programs generally focus on rules and conformity,
practices that are often designed to control youth and maintain staff-imposed order.
Mental health systems commonly focus on individual pathology and seek to improve
client functioning through adult-child counselling approaches. In those instances where
peer group approaches have been used with adolescents, it has usually been to arrest or
change maladaptive social behaviors. The peer group is a useful resource in decreasing
violence and aggression in children; the peer group process facilitated the disclosure of
victimization by adolescent sexual offenders.
Republic of the PhilippinesCENTRAL PHILIPPINES STATE UNIVERSITY
COLLEGE OF TEACHER EDUCATIONKabankalan City, Negros Occidental
51
Over the past two decades, child- and family-service programs have popularized
the term empowerment and, to some extent, have incorporated peer-referenced paradigms
into their approaches with adolescents. Many programs have failed to truly value children
as partners in this process; instead, they have used peer influence to maintain order once
children have broken adult-imposed rules.
Adolescents who experience difficulty in means-end thinking often exhibit
characteristics of impulsivity engaging peers in a discussion that helps the youth identify
potential obstacles that must be overcome (the means) facilitates a process whereby the
child actually reaches his or her intended goal (the end). However, unless the practitioner
helps the peer group accurately identify the youth’s goal (e.g., power, recognition, and
acceptance); she or he is unlikely to generate an accurate discussion of potential
obstacles.
Social consequences must also be considered in effective problem solving,
although egocentricity during adolescence often delays the development of this skill.
Consequential thinking and perspective taking help the adolescent anticipate social
reactions to behaviors. Socially competent people know how other people have
influenced them, as well as how their own behavior may influence others. Developing
consequential thinking involves an awareness of social and personal motivation in one’s
self and in others, and it contributes to the development of empathy for other people’s
feelings. Knowing why one behaves the way one does allows the adolescent to alter
future interactions instead of repeating the same mistaken patterns.
Republic of the PhilippinesCENTRAL PHILIPPINES STATE UNIVERSITY
COLLEGE OF TEACHER EDUCATIONKabankalan City, Negros Occidental
51
Over the past two decades, child- and family-service programs have popularized
the term empowerment and, to some extent, have incorporated peer-referenced paradigms
into their approaches with adolescents. Many programs have failed to truly value children
as partners in this process; instead, they have used peer influence to maintain order once
children have broken adult-imposed rules.
Adolescents who experience difficulty in means-end thinking often exhibit
characteristics of impulsivity engaging peers in a discussion that helps the youth identify
potential obstacles that must be overcome (the means) facilitates a process whereby the
child actually reaches his or her intended goal (the end). However, unless the practitioner
helps the peer group accurately identify the youth’s goal (e.g., power, recognition, and
acceptance); she or he is unlikely to generate an accurate discussion of potential
obstacles.
Social consequences must also be considered in effective problem solving,
although egocentricity during adolescence often delays the development of this skill.
Consequential thinking and perspective taking help the adolescent anticipate social
reactions to behaviors. Socially competent people know how other people have
influenced them, as well as how their own behavior may influence others. Developing
consequential thinking involves an awareness of social and personal motivation in one’s
self and in others, and it contributes to the development of empathy for other people’s
feelings. Knowing why one behaves the way one does allows the adolescent to alter
future interactions instead of repeating the same mistaken patterns.
Republic of the PhilippinesCENTRAL PHILIPPINES STATE UNIVERSITY
COLLEGE OF TEACHER EDUCATIONKabankalan City, Negros Occidental
51
Over the past two decades, child- and family-service programs have popularized
the term empowerment and, to some extent, have incorporated peer-referenced paradigms
into their approaches with adolescents. Many programs have failed to truly value children
as partners in this process; instead, they have used peer influence to maintain order once
children have broken adult-imposed rules.
Adolescents who experience difficulty in means-end thinking often exhibit
characteristics of impulsivity engaging peers in a discussion that helps the youth identify
potential obstacles that must be overcome (the means) facilitates a process whereby the
child actually reaches his or her intended goal (the end). However, unless the practitioner
helps the peer group accurately identify the youth’s goal (e.g., power, recognition, and
acceptance); she or he is unlikely to generate an accurate discussion of potential
obstacles.
Social consequences must also be considered in effective problem solving,
although egocentricity during adolescence often delays the development of this skill.
Consequential thinking and perspective taking help the adolescent anticipate social
reactions to behaviors. Socially competent people know how other people have
influenced them, as well as how their own behavior may influence others. Developing
consequential thinking involves an awareness of social and personal motivation in one’s
self and in others, and it contributes to the development of empathy for other people’s
feelings. Knowing why one behaves the way one does allows the adolescent to alter
future interactions instead of repeating the same mistaken patterns.
Republic of the PhilippinesCENTRAL PHILIPPINES STATE UNIVERSITY
COLLEGE OF TEACHER EDUCATIONKabankalan City, Negros Occidental
52
The literature clearly highlights the potential for adults to capitalize on the
influence of peer relationships in facilitating adolescents’ cognitive development. The
only thing that gets in our way is our mindset regarding the value of adolescents as
partners in this process. Teachers who resist entering into partnerships with students point
out that their role is to educate – not raise – children. However, preparing students to
responsibly solve life’s problems is a primary function of the educator’s role. Failure to
recognize the impact of peer relationships on this process only serves to make teachers’
jobs more difficult and results in more troubled adolescents facing ejection from public
school settings.
Because the literature suggests that peer and familial influences interact to help
children develop healthy cognitive problem-solving skills, the importance of substitute
caregivers cannot be understated. In the family’s absence, teachers and childcare
practitioners provide valuable points of reference for the developing adolescent and
potentially could have an even greater impact on those students experiencing poor parent-
child relationships. A concept labelled “connectedness,” which entitles every child to
significant relationships with his or her adult caregivers.
The results of Zimmerman (1999, 2001) proved that student’s performance
depends on number of different factors; it says that weak peers might reduce the grades
of middling or strong students. (Alexander, Gur, et al., 1974; Fraser, Bean, et al., 1977)
explained that some of the practices adopted by college administration in higher
education like residential colleges or organized study groups also help to increase
performance.
Republic of the PhilippinesCENTRAL PHILIPPINES STATE UNIVERSITY
COLLEGE OF TEACHER EDUCATIONKabankalan City, Negros Occidental
52
The literature clearly highlights the potential for adults to capitalize on the
influence of peer relationships in facilitating adolescents’ cognitive development. The
only thing that gets in our way is our mindset regarding the value of adolescents as
partners in this process. Teachers who resist entering into partnerships with students point
out that their role is to educate – not raise – children. However, preparing students to
responsibly solve life’s problems is a primary function of the educator’s role. Failure to
recognize the impact of peer relationships on this process only serves to make teachers’
jobs more difficult and results in more troubled adolescents facing ejection from public
school settings.
Because the literature suggests that peer and familial influences interact to help
children develop healthy cognitive problem-solving skills, the importance of substitute
caregivers cannot be understated. In the family’s absence, teachers and childcare
practitioners provide valuable points of reference for the developing adolescent and
potentially could have an even greater impact on those students experiencing poor parent-
child relationships. A concept labelled “connectedness,” which entitles every child to
significant relationships with his or her adult caregivers.
The results of Zimmerman (1999, 2001) proved that student’s performance
depends on number of different factors; it says that weak peers might reduce the grades
of middling or strong students. (Alexander, Gur, et al., 1974; Fraser, Bean, et al., 1977)
explained that some of the practices adopted by college administration in higher
education like residential colleges or organized study groups also help to increase
performance.
Republic of the PhilippinesCENTRAL PHILIPPINES STATE UNIVERSITY
COLLEGE OF TEACHER EDUCATIONKabankalan City, Negros Occidental
52
The literature clearly highlights the potential for adults to capitalize on the
influence of peer relationships in facilitating adolescents’ cognitive development. The
only thing that gets in our way is our mindset regarding the value of adolescents as
partners in this process. Teachers who resist entering into partnerships with students point
out that their role is to educate – not raise – children. However, preparing students to
responsibly solve life’s problems is a primary function of the educator’s role. Failure to
recognize the impact of peer relationships on this process only serves to make teachers’
jobs more difficult and results in more troubled adolescents facing ejection from public
school settings.
Because the literature suggests that peer and familial influences interact to help
children develop healthy cognitive problem-solving skills, the importance of substitute
caregivers cannot be understated. In the family’s absence, teachers and childcare
practitioners provide valuable points of reference for the developing adolescent and
potentially could have an even greater impact on those students experiencing poor parent-
child relationships. A concept labelled “connectedness,” which entitles every child to
significant relationships with his or her adult caregivers.
The results of Zimmerman (1999, 2001) proved that student’s performance
depends on number of different factors; it says that weak peers might reduce the grades
of middling or strong students. (Alexander, Gur, et al., 1974; Fraser, Bean, et al., 1977)
explained that some of the practices adopted by college administration in higher
education like residential colleges or organized study groups also help to increase
performance.
Republic of the PhilippinesCENTRAL PHILIPPINES STATE UNIVERSITY
COLLEGE OF TEACHER EDUCATIONKabankalan City, Negros Occidental
53
Children and adults alike are influenced by their peers, but children who are still
in the process of developing a value system are more vulnerable to negative influences.
Parents should take a proactive position in discussions about friendships during early
childhood to lay the foundation for children making good choices later. You can help
your children make good decisions about friendships by teaching them early about what
being a good friend means, thus giving them some criteria for selection of friends.
Parents should not be hesitant about setting limits for their children if they find them
selecting misbehaving or negative friends. If you observe that a friend is a bad influence
on your children, it’s best to require that your children discontinue play with them
temporarily. It’s also important to explain to your children that people change, and when
their friends’ behaviors improve, they may play together again. You will want to
specifically emphasize that your children should be strong enough not to go along with
peers who are following negative paths. They may need to say to their friends. It’s
important for adolescents not to feel pressured by parents about making friends, or they
may choose negative peers out of desperation and loneliness. Lonely young people need
family encouragement for development of positive interests that will ultimately lead them
to positive peer groups and social confidence. Even during the teen years, kids need to
continue to be involved in family activities. If teens are lonely, you may wish to invite a
friend to join the family activities. On the other hand, if your teens are too social,
preserve family time for family bonding, and insist that friends do not join the family for
these special occasions.
Republic of the PhilippinesCENTRAL PHILIPPINES STATE UNIVERSITY
COLLEGE OF TEACHER EDUCATIONKabankalan City, Negros Occidental
53
Children and adults alike are influenced by their peers, but children who are still
in the process of developing a value system are more vulnerable to negative influences.
Parents should take a proactive position in discussions about friendships during early
childhood to lay the foundation for children making good choices later. You can help
your children make good decisions about friendships by teaching them early about what
being a good friend means, thus giving them some criteria for selection of friends.
Parents should not be hesitant about setting limits for their children if they find them
selecting misbehaving or negative friends. If you observe that a friend is a bad influence
on your children, it’s best to require that your children discontinue play with them
temporarily. It’s also important to explain to your children that people change, and when
their friends’ behaviors improve, they may play together again. You will want to
specifically emphasize that your children should be strong enough not to go along with
peers who are following negative paths. They may need to say to their friends. It’s
important for adolescents not to feel pressured by parents about making friends, or they
may choose negative peers out of desperation and loneliness. Lonely young people need
family encouragement for development of positive interests that will ultimately lead them
to positive peer groups and social confidence. Even during the teen years, kids need to
continue to be involved in family activities. If teens are lonely, you may wish to invite a
friend to join the family activities. On the other hand, if your teens are too social,
preserve family time for family bonding, and insist that friends do not join the family for
these special occasions.
Republic of the PhilippinesCENTRAL PHILIPPINES STATE UNIVERSITY
COLLEGE OF TEACHER EDUCATIONKabankalan City, Negros Occidental
53
Children and adults alike are influenced by their peers, but children who are still
in the process of developing a value system are more vulnerable to negative influences.
Parents should take a proactive position in discussions about friendships during early
childhood to lay the foundation for children making good choices later. You can help
your children make good decisions about friendships by teaching them early about what
being a good friend means, thus giving them some criteria for selection of friends.
Parents should not be hesitant about setting limits for their children if they find them
selecting misbehaving or negative friends. If you observe that a friend is a bad influence
on your children, it’s best to require that your children discontinue play with them
temporarily. It’s also important to explain to your children that people change, and when
their friends’ behaviors improve, they may play together again. You will want to
specifically emphasize that your children should be strong enough not to go along with
peers who are following negative paths. They may need to say to their friends. It’s
important for adolescents not to feel pressured by parents about making friends, or they
may choose negative peers out of desperation and loneliness. Lonely young people need
family encouragement for development of positive interests that will ultimately lead them
to positive peer groups and social confidence. Even during the teen years, kids need to
continue to be involved in family activities. If teens are lonely, you may wish to invite a
friend to join the family activities. On the other hand, if your teens are too social,
preserve family time for family bonding, and insist that friends do not join the family for
these special occasions.
Republic of the PhilippinesCENTRAL PHILIPPINES STATE UNIVERSITY
COLLEGE OF TEACHER EDUCATIONKabankalan City, Negros Occidental
54
The most positive technique for removing an adolescent from a negative peer
group is getting her involved in a positive peer experience, such as a fun enrichment
program, a religious club or scout group, a special interest group, a sport, drama, art,
music, or creative writing activity, a summer program or camp, or a youth travel
experience.
Peers who smoke, drink alcohol, use drugs, and oppose school and parents will
put pressure on your children to do the same. Peers who are excellent students, involved
in extracurricular activities, and busy building skills and interests are likely to have a
positive effect on your children. Sometimes parents and teachers may be fooled by teens’
school behavior. That is, occasionally even positive kids lead a very different and
unhealthy social life outside of school. If your child is already in a negative peer group,
here are some suggested potential solutions for separating them from their negative
friends (a) teach values about friendship (b) develop criteria for decision making early (c)
set limits for children's friends (d) encourage independence (e) don't pressure children to
have friends (f) foster positive interests.
Unfortunately, all of these are more effective with children in middle school than
in high school, and none are guaranteed to be effective. All are worth considering (Sylvia
B. Rimm, 2010).
Teenagers have various peer relationships, and they interact with many peer
groups. Some students give in to peer pressure because they want to be liked, to fit in, or
because they worry that other students may make fun of them if they don't go along with
Republic of the PhilippinesCENTRAL PHILIPPINES STATE UNIVERSITY
COLLEGE OF TEACHER EDUCATIONKabankalan City, Negros Occidental
54
The most positive technique for removing an adolescent from a negative peer
group is getting her involved in a positive peer experience, such as a fun enrichment
program, a religious club or scout group, a special interest group, a sport, drama, art,
music, or creative writing activity, a summer program or camp, or a youth travel
experience.
Peers who smoke, drink alcohol, use drugs, and oppose school and parents will
put pressure on your children to do the same. Peers who are excellent students, involved
in extracurricular activities, and busy building skills and interests are likely to have a
positive effect on your children. Sometimes parents and teachers may be fooled by teens’
school behavior. That is, occasionally even positive kids lead a very different and
unhealthy social life outside of school. If your child is already in a negative peer group,
here are some suggested potential solutions for separating them from their negative
friends (a) teach values about friendship (b) develop criteria for decision making early (c)
set limits for children's friends (d) encourage independence (e) don't pressure children to
have friends (f) foster positive interests.
Unfortunately, all of these are more effective with children in middle school than
in high school, and none are guaranteed to be effective. All are worth considering (Sylvia
B. Rimm, 2010).
Teenagers have various peer relationships, and they interact with many peer
groups. Some students give in to peer pressure because they want to be liked, to fit in, or
because they worry that other students may make fun of them if they don't go along with
Republic of the PhilippinesCENTRAL PHILIPPINES STATE UNIVERSITY
COLLEGE OF TEACHER EDUCATIONKabankalan City, Negros Occidental
54
The most positive technique for removing an adolescent from a negative peer
group is getting her involved in a positive peer experience, such as a fun enrichment
program, a religious club or scout group, a special interest group, a sport, drama, art,
music, or creative writing activity, a summer program or camp, or a youth travel
experience.
Peers who smoke, drink alcohol, use drugs, and oppose school and parents will
put pressure on your children to do the same. Peers who are excellent students, involved
in extracurricular activities, and busy building skills and interests are likely to have a
positive effect on your children. Sometimes parents and teachers may be fooled by teens’
school behavior. That is, occasionally even positive kids lead a very different and
unhealthy social life outside of school. If your child is already in a negative peer group,
here are some suggested potential solutions for separating them from their negative
friends (a) teach values about friendship (b) develop criteria for decision making early (c)
set limits for children's friends (d) encourage independence (e) don't pressure children to
have friends (f) foster positive interests.
Unfortunately, all of these are more effective with children in middle school than
in high school, and none are guaranteed to be effective. All are worth considering (Sylvia
B. Rimm, 2010).
Teenagers have various peer relationships, and they interact with many peer
groups. Some students give in to peer pressure because they want to be liked, to fit in, or
because they worry that other students may make fun of them if they don't go along with
Republic of the PhilippinesCENTRAL PHILIPPINES STATE UNIVERSITY
COLLEGE OF TEACHER EDUCATIONKabankalan City, Negros Occidental
55
the group. Others may go along because they are curious to try something new that
others are doing.
In a natural step from childhood to adulthood, teens begin to seek intimate
relationships, which become an important part of their identity. Some teens' emotional
investment in such relationships is immense, which makes them vulnerable. Parents can
help by recognizing when relationships are getting more intense and by talking openly,
without judgment, about the possible future effects.
Friendships are very much an important aspect of the teen years. Understanding
the nature of peer influence can help support youth as they enter into this period and
follow the path towards close friendships that are hallmarks of adolescence.
Teens on the fringe feel like they don't fit in. They move away from the comfort
of childhood friendships with hopes of joining ranks with a difficult-to-penetrate new
circle of friends (e.g., cheerleaders, football team, and popular kids). This can leave kids
in limbo, lacking significant friendships and feeling a deep sense of loneliness. Those
feelings can leave kids vulnerable to high-risk behavior, such as drug use, sexual activity,
or petty crime, which they perceive as their ticket to acceptance.
Teens choose their friends, because of similar interests, or to make themselves
more popular. Their peers influence issues such as style and activities-the focus is on
fitting in. Before deciding to do something, teens often ask themselves, "what will my
friends think?" This does not mean their decisions are stupid. It means that there is a
trade-off between doing what one knows is right, and being accepted by peers.
Republic of the PhilippinesCENTRAL PHILIPPINES STATE UNIVERSITY
COLLEGE OF TEACHER EDUCATIONKabankalan City, Negros Occidental
55
the group. Others may go along because they are curious to try something new that
others are doing.
In a natural step from childhood to adulthood, teens begin to seek intimate
relationships, which become an important part of their identity. Some teens' emotional
investment in such relationships is immense, which makes them vulnerable. Parents can
help by recognizing when relationships are getting more intense and by talking openly,
without judgment, about the possible future effects.
Friendships are very much an important aspect of the teen years. Understanding
the nature of peer influence can help support youth as they enter into this period and
follow the path towards close friendships that are hallmarks of adolescence.
Teens on the fringe feel like they don't fit in. They move away from the comfort
of childhood friendships with hopes of joining ranks with a difficult-to-penetrate new
circle of friends (e.g., cheerleaders, football team, and popular kids). This can leave kids
in limbo, lacking significant friendships and feeling a deep sense of loneliness. Those
feelings can leave kids vulnerable to high-risk behavior, such as drug use, sexual activity,
or petty crime, which they perceive as their ticket to acceptance.
Teens choose their friends, because of similar interests, or to make themselves
more popular. Their peers influence issues such as style and activities-the focus is on
fitting in. Before deciding to do something, teens often ask themselves, "what will my
friends think?" This does not mean their decisions are stupid. It means that there is a
trade-off between doing what one knows is right, and being accepted by peers.
Republic of the PhilippinesCENTRAL PHILIPPINES STATE UNIVERSITY
COLLEGE OF TEACHER EDUCATIONKabankalan City, Negros Occidental
55
the group. Others may go along because they are curious to try something new that
others are doing.
In a natural step from childhood to adulthood, teens begin to seek intimate
relationships, which become an important part of their identity. Some teens' emotional
investment in such relationships is immense, which makes them vulnerable. Parents can
help by recognizing when relationships are getting more intense and by talking openly,
without judgment, about the possible future effects.
Friendships are very much an important aspect of the teen years. Understanding
the nature of peer influence can help support youth as they enter into this period and
follow the path towards close friendships that are hallmarks of adolescence.
Teens on the fringe feel like they don't fit in. They move away from the comfort
of childhood friendships with hopes of joining ranks with a difficult-to-penetrate new
circle of friends (e.g., cheerleaders, football team, and popular kids). This can leave kids
in limbo, lacking significant friendships and feeling a deep sense of loneliness. Those
feelings can leave kids vulnerable to high-risk behavior, such as drug use, sexual activity,
or petty crime, which they perceive as their ticket to acceptance.
Teens choose their friends, because of similar interests, or to make themselves
more popular. Their peers influence issues such as style and activities-the focus is on
fitting in. Before deciding to do something, teens often ask themselves, "what will my
friends think?" This does not mean their decisions are stupid. It means that there is a
trade-off between doing what one knows is right, and being accepted by peers.
Republic of the PhilippinesCENTRAL PHILIPPINES STATE UNIVERSITY
COLLEGE OF TEACHER EDUCATIONKabankalan City, Negros Occidental
56
Kirby, Winston, et al., (2002) focused on student’s impatience (his time-discount
behavior) that influences his own academic performance. Goethe found out that weak
students do better when grouped with other weak students. As implied by Zajonc’s
analysis of older siblings (1976), it shows that students’ performance improves if they are
with the students of their own kind. Sacerdote (2001) finds that grades are higher when
students have unusually academically strong roommates.
Educational services are often not tangible and are difficult to measure because
they result in the form of transformation of knowledge, life skills and behaviour
modifications of learners. So there is no commonly agreed upon definition of quality that
is applied to education field.
Distractions
Television, games, mobile handsets, friends, etc,. all are the basis for a student’s
distractions from studies. For one or more of the reasons, parents decide to send their
children to board. Thus, it was being defined as something that can make an individual to
grow in different directions, to confuse and to perplex.
Distractions refer to the divided attention of an individual or group from the
chosen object of attention unto the source of distraction. These are caused by: the lack of
ability to pay attention; lack of interest in the object of attention; or the great intensity,
novelty or attractiveness of something other than the object of attention. Distractions
come from both external and internal sources.
Republic of the PhilippinesCENTRAL PHILIPPINES STATE UNIVERSITY
COLLEGE OF TEACHER EDUCATIONKabankalan City, Negros Occidental
56
Kirby, Winston, et al., (2002) focused on student’s impatience (his time-discount
behavior) that influences his own academic performance. Goethe found out that weak
students do better when grouped with other weak students. As implied by Zajonc’s
analysis of older siblings (1976), it shows that students’ performance improves if they are
with the students of their own kind. Sacerdote (2001) finds that grades are higher when
students have unusually academically strong roommates.
Educational services are often not tangible and are difficult to measure because
they result in the form of transformation of knowledge, life skills and behaviour
modifications of learners. So there is no commonly agreed upon definition of quality that
is applied to education field.
Distractions
Television, games, mobile handsets, friends, etc,. all are the basis for a student’s
distractions from studies. For one or more of the reasons, parents decide to send their
children to board. Thus, it was being defined as something that can make an individual to
grow in different directions, to confuse and to perplex.
Distractions refer to the divided attention of an individual or group from the
chosen object of attention unto the source of distraction. These are caused by: the lack of
ability to pay attention; lack of interest in the object of attention; or the great intensity,
novelty or attractiveness of something other than the object of attention. Distractions
come from both external and internal sources.
Republic of the PhilippinesCENTRAL PHILIPPINES STATE UNIVERSITY
COLLEGE OF TEACHER EDUCATIONKabankalan City, Negros Occidental
56
Kirby, Winston, et al., (2002) focused on student’s impatience (his time-discount
behavior) that influences his own academic performance. Goethe found out that weak
students do better when grouped with other weak students. As implied by Zajonc’s
analysis of older siblings (1976), it shows that students’ performance improves if they are
with the students of their own kind. Sacerdote (2001) finds that grades are higher when
students have unusually academically strong roommates.
Educational services are often not tangible and are difficult to measure because
they result in the form of transformation of knowledge, life skills and behaviour
modifications of learners. So there is no commonly agreed upon definition of quality that
is applied to education field.
Distractions
Television, games, mobile handsets, friends, etc,. all are the basis for a student’s
distractions from studies. For one or more of the reasons, parents decide to send their
children to board. Thus, it was being defined as something that can make an individual to
grow in different directions, to confuse and to perplex.
Distractions refer to the divided attention of an individual or group from the
chosen object of attention unto the source of distraction. These are caused by: the lack of
ability to pay attention; lack of interest in the object of attention; or the great intensity,
novelty or attractiveness of something other than the object of attention. Distractions
come from both external and internal sources.
Republic of the PhilippinesCENTRAL PHILIPPINES STATE UNIVERSITY
COLLEGE OF TEACHER EDUCATIONKabankalan City, Negros Occidental
57
Academic Performance
“Education is what remains after one has forgotten what one has learned in
school. – Albert Einstein” This quotation said by Einstein states that, our education does
not reflect how expensive our tuition fees are or how high tech our schools either. It is the
capacity of an individual with a well-functioning mind to apply the concepts and
principles that he/she was taught and to be learned (the ability to perform new behavior).
Even before kids enter school, young children learn to walk, to talk, and to use their
hands to manipulate toys, food, and other objects. They use all of their senses to learn
about the sights, sounds, tastes, and smells in their environments. They learn how to
interact with their parents, siblings, friends, and other people important to their world.
When they enter school, children learn basic academic subjects such as reading, writing,
and mathematics. They also continue to learn a great deal outside the classroom. They
learn which behaviors are likely to be rewarded and which are likely to be punished.
They learn social skills for interacting with other children. After they finish school,
people must learn to adapt to the many major changes that affect their lives, such as
getting married, raising children, and finding and keeping a job.
Academic performance refers to how students deal with their studies and how
they cope with or accomplish different tasks given to them by their teachers. It is the
ability to study and remember facts and the capability to communicate acquired
knowledge verbally or down on paper. Academic performance generally refers to how
well a student is accomplishing his or her tasks and studies, but there are quite a number
of factors that determine the level and quality of students' academic performance.
Republic of the PhilippinesCENTRAL PHILIPPINES STATE UNIVERSITY
COLLEGE OF TEACHER EDUCATIONKabankalan City, Negros Occidental
57
Academic Performance
“Education is what remains after one has forgotten what one has learned in
school. – Albert Einstein” This quotation said by Einstein states that, our education does
not reflect how expensive our tuition fees are or how high tech our schools either. It is the
capacity of an individual with a well-functioning mind to apply the concepts and
principles that he/she was taught and to be learned (the ability to perform new behavior).
Even before kids enter school, young children learn to walk, to talk, and to use their
hands to manipulate toys, food, and other objects. They use all of their senses to learn
about the sights, sounds, tastes, and smells in their environments. They learn how to
interact with their parents, siblings, friends, and other people important to their world.
When they enter school, children learn basic academic subjects such as reading, writing,
and mathematics. They also continue to learn a great deal outside the classroom. They
learn which behaviors are likely to be rewarded and which are likely to be punished.
They learn social skills for interacting with other children. After they finish school,
people must learn to adapt to the many major changes that affect their lives, such as
getting married, raising children, and finding and keeping a job.
Academic performance refers to how students deal with their studies and how
they cope with or accomplish different tasks given to them by their teachers. It is the
ability to study and remember facts and the capability to communicate acquired
knowledge verbally or down on paper. Academic performance generally refers to how
well a student is accomplishing his or her tasks and studies, but there are quite a number
of factors that determine the level and quality of students' academic performance.
Republic of the PhilippinesCENTRAL PHILIPPINES STATE UNIVERSITY
COLLEGE OF TEACHER EDUCATIONKabankalan City, Negros Occidental
57
Academic Performance
“Education is what remains after one has forgotten what one has learned in
school. – Albert Einstein” This quotation said by Einstein states that, our education does
not reflect how expensive our tuition fees are or how high tech our schools either. It is the
capacity of an individual with a well-functioning mind to apply the concepts and
principles that he/she was taught and to be learned (the ability to perform new behavior).
Even before kids enter school, young children learn to walk, to talk, and to use their
hands to manipulate toys, food, and other objects. They use all of their senses to learn
about the sights, sounds, tastes, and smells in their environments. They learn how to
interact with their parents, siblings, friends, and other people important to their world.
When they enter school, children learn basic academic subjects such as reading, writing,
and mathematics. They also continue to learn a great deal outside the classroom. They
learn which behaviors are likely to be rewarded and which are likely to be punished.
They learn social skills for interacting with other children. After they finish school,
people must learn to adapt to the many major changes that affect their lives, such as
getting married, raising children, and finding and keeping a job.
Academic performance refers to how students deal with their studies and how
they cope with or accomplish different tasks given to them by their teachers. It is the
ability to study and remember facts and the capability to communicate acquired
knowledge verbally or down on paper. Academic performance generally refers to how
well a student is accomplishing his or her tasks and studies, but there are quite a number
of factors that determine the level and quality of students' academic performance.
Republic of the PhilippinesCENTRAL PHILIPPINES STATE UNIVERSITY
COLLEGE OF TEACHER EDUCATIONKabankalan City, Negros Occidental
58
Academic achievement motivation is used to mean the pupils need or drive
toward the achievement of success in academic work (Amalaha, 2007). It is assumed that
people differ in their need to achieve in situations that call for excellence. Gasinde (2005)
argues that the urge to achieve varies from one individual to the other. For some, the need
for achievement is very high while for others it is very low. He adds that achievement
motivation is learnt through the socialization role models will hardly develop the need for
achievement. The family is obviously, a major socializing agent and therefore important
in determining the child’s motivation to achieve success in various areas. Sandven (2008)
conceives the motive to excel in academic work as an activation force, a drive or an urge
to achieve good results and recognition which to some degree in school.
Academic achievement is accomplished by the actual execution of class work in
the school setting. It is typically assessed by the use of teacher ratings, test and exams.
Research shows that student’s performance of academic competency decline as they
advance in school. This decline to various factors, including greater competition, less
teacher attention to individual student progress and stresses associated with school
transitions. Teachers who cared about learning and showed enthusiasm motivated
students. These teachers introduced topics in an interesting and challenging way, used
varied teaching strategies and promoted student involvement allowing participation in the
selection of learning activities.
Republic of the PhilippinesCENTRAL PHILIPPINES STATE UNIVERSITY
COLLEGE OF TEACHER EDUCATIONKabankalan City, Negros Occidental
58
Academic achievement motivation is used to mean the pupils need or drive
toward the achievement of success in academic work (Amalaha, 2007). It is assumed that
people differ in their need to achieve in situations that call for excellence. Gasinde (2005)
argues that the urge to achieve varies from one individual to the other. For some, the need
for achievement is very high while for others it is very low. He adds that achievement
motivation is learnt through the socialization role models will hardly develop the need for
achievement. The family is obviously, a major socializing agent and therefore important
in determining the child’s motivation to achieve success in various areas. Sandven (2008)
conceives the motive to excel in academic work as an activation force, a drive or an urge
to achieve good results and recognition which to some degree in school.
Academic achievement is accomplished by the actual execution of class work in
the school setting. It is typically assessed by the use of teacher ratings, test and exams.
Research shows that student’s performance of academic competency decline as they
advance in school. This decline to various factors, including greater competition, less
teacher attention to individual student progress and stresses associated with school
transitions. Teachers who cared about learning and showed enthusiasm motivated
students. These teachers introduced topics in an interesting and challenging way, used
varied teaching strategies and promoted student involvement allowing participation in the
selection of learning activities.
Republic of the PhilippinesCENTRAL PHILIPPINES STATE UNIVERSITY
COLLEGE OF TEACHER EDUCATIONKabankalan City, Negros Occidental
58
Academic achievement motivation is used to mean the pupils need or drive
toward the achievement of success in academic work (Amalaha, 2007). It is assumed that
people differ in their need to achieve in situations that call for excellence. Gasinde (2005)
argues that the urge to achieve varies from one individual to the other. For some, the need
for achievement is very high while for others it is very low. He adds that achievement
motivation is learnt through the socialization role models will hardly develop the need for
achievement. The family is obviously, a major socializing agent and therefore important
in determining the child’s motivation to achieve success in various areas. Sandven (2008)
conceives the motive to excel in academic work as an activation force, a drive or an urge
to achieve good results and recognition which to some degree in school.
Academic achievement is accomplished by the actual execution of class work in
the school setting. It is typically assessed by the use of teacher ratings, test and exams.
Research shows that student’s performance of academic competency decline as they
advance in school. This decline to various factors, including greater competition, less
teacher attention to individual student progress and stresses associated with school
transitions. Teachers who cared about learning and showed enthusiasm motivated
students. These teachers introduced topics in an interesting and challenging way, used
varied teaching strategies and promoted student involvement allowing participation in the
selection of learning activities.
Republic of the PhilippinesCENTRAL PHILIPPINES STATE UNIVERSITY
COLLEGE OF TEACHER EDUCATIONKabankalan City, Negros Occidental
59
Demographic Profile
A demographic profile is a term used in marketing and broadcasting, to describe a
demographic grouping or a market segment. This typically involves age bands, social
class bands and gender (partially because different physical attributes require different
hygiene and clothing products, and partially because of the male/female mindsets). It can
be used to determine when and where advertising should be placed so as to achieve
maximum results.
A demographic profile includes civil status, place of residence and weekly
allowance of an individual.
Civil Status
A person’s civil status is his or her name, filiations and marital status. Acts of
civil status exists for birth, marriage, and death. It refers to the student’s personal status
whether single or married.
Civil status is the sum of acts and events concerning the life of a citizen: birth,
marriage, death, divorce and citizenship, registration of which falls within the remit of the
Office of Civil Statistics, whose function is carried out in Italy by municipal offices, and
abroad by consular offices.
The Office of Civil Statistics of a diplomatic or consular mission is responsible
for:
o registration of civil status (citizenship, birth, marriage and death), acts and
variations formalised by the consulate itself;
Republic of the PhilippinesCENTRAL PHILIPPINES STATE UNIVERSITY
COLLEGE OF TEACHER EDUCATIONKabankalan City, Negros Occidental
59
Demographic Profile
A demographic profile is a term used in marketing and broadcasting, to describe a
demographic grouping or a market segment. This typically involves age bands, social
class bands and gender (partially because different physical attributes require different
hygiene and clothing products, and partially because of the male/female mindsets). It can
be used to determine when and where advertising should be placed so as to achieve
maximum results.
A demographic profile includes civil status, place of residence and weekly
allowance of an individual.
Civil Status
A person’s civil status is his or her name, filiations and marital status. Acts of
civil status exists for birth, marriage, and death. It refers to the student’s personal status
whether single or married.
Civil status is the sum of acts and events concerning the life of a citizen: birth,
marriage, death, divorce and citizenship, registration of which falls within the remit of the
Office of Civil Statistics, whose function is carried out in Italy by municipal offices, and
abroad by consular offices.
The Office of Civil Statistics of a diplomatic or consular mission is responsible
for:
o registration of civil status (citizenship, birth, marriage and death), acts and
variations formalised by the consulate itself;
Republic of the PhilippinesCENTRAL PHILIPPINES STATE UNIVERSITY
COLLEGE OF TEACHER EDUCATIONKabankalan City, Negros Occidental
59
Demographic Profile
A demographic profile is a term used in marketing and broadcasting, to describe a
demographic grouping or a market segment. This typically involves age bands, social
class bands and gender (partially because different physical attributes require different
hygiene and clothing products, and partially because of the male/female mindsets). It can
be used to determine when and where advertising should be placed so as to achieve
maximum results.
A demographic profile includes civil status, place of residence and weekly
allowance of an individual.
Civil Status
A person’s civil status is his or her name, filiations and marital status. Acts of
civil status exists for birth, marriage, and death. It refers to the student’s personal status
whether single or married.
Civil status is the sum of acts and events concerning the life of a citizen: birth,
marriage, death, divorce and citizenship, registration of which falls within the remit of the
Office of Civil Statistics, whose function is carried out in Italy by municipal offices, and
abroad by consular offices.
The Office of Civil Statistics of a diplomatic or consular mission is responsible
for:
o registration of civil status (citizenship, birth, marriage and death), acts and
variations formalised by the consulate itself;
Republic of the PhilippinesCENTRAL PHILIPPINES STATE UNIVERSITY
COLLEGE OF TEACHER EDUCATIONKabankalan City, Negros Occidental
60
o reception of acts issued by foreign authorities and their communication to
Italian municipal offices for registration;
o reception of rulings and provisions issued abroad (e.g. divorce, adoption, etc.)
and their communication to Italian institutions for registration;
o communication of requests for change of name or surname to the authorised
Prefectures;
o drafting of verbal marriage bans and publication on-line;
o celebration of consular weddings, where not in opposition to local laws
(which may be refused if the parties do not reside in the consular jurisdiction).
Changes to the Marital Status Ground following the enactment of "Civil
Partnership and Certain Rights and Obligations of Cohabitants Acts” in January 2011.
Section 2(1) of the Act of 2000 is amended --(a) by inserting the following
definition: " 'civil status' means being single, married, separated, divorced, widowed, in a
civil partnership within the meaning of the Civil Partnership and Certain Rights and
Obligations of Cohabitants Act 2010 or being a former civil partner in a civil partnership
that has ended by death or been dissolved;",(b) by deleting the definition "marital status",
and (c) by inserting, in the definition "near relative", "or civil partner within the meaning
of the Civil Partnership and Certain Rights and Obligations of Cohabitants Act 2010"
after "spouse". The Act of 2000 is amended by substituting "civil status" for "marital
status" wherever it appears.
Republic of the PhilippinesCENTRAL PHILIPPINES STATE UNIVERSITY
COLLEGE OF TEACHER EDUCATIONKabankalan City, Negros Occidental
60
o reception of acts issued by foreign authorities and their communication to
Italian municipal offices for registration;
o reception of rulings and provisions issued abroad (e.g. divorce, adoption, etc.)
and their communication to Italian institutions for registration;
o communication of requests for change of name or surname to the authorised
Prefectures;
o drafting of verbal marriage bans and publication on-line;
o celebration of consular weddings, where not in opposition to local laws
(which may be refused if the parties do not reside in the consular jurisdiction).
Changes to the Marital Status Ground following the enactment of "Civil
Partnership and Certain Rights and Obligations of Cohabitants Acts” in January 2011.
Section 2(1) of the Act of 2000 is amended --(a) by inserting the following
definition: " 'civil status' means being single, married, separated, divorced, widowed, in a
civil partnership within the meaning of the Civil Partnership and Certain Rights and
Obligations of Cohabitants Act 2010 or being a former civil partner in a civil partnership
that has ended by death or been dissolved;",(b) by deleting the definition "marital status",
and (c) by inserting, in the definition "near relative", "or civil partner within the meaning
of the Civil Partnership and Certain Rights and Obligations of Cohabitants Act 2010"
after "spouse". The Act of 2000 is amended by substituting "civil status" for "marital
status" wherever it appears.
Republic of the PhilippinesCENTRAL PHILIPPINES STATE UNIVERSITY
COLLEGE OF TEACHER EDUCATIONKabankalan City, Negros Occidental
60
o reception of acts issued by foreign authorities and their communication to
Italian municipal offices for registration;
o reception of rulings and provisions issued abroad (e.g. divorce, adoption, etc.)
and their communication to Italian institutions for registration;
o communication of requests for change of name or surname to the authorised
Prefectures;
o drafting of verbal marriage bans and publication on-line;
o celebration of consular weddings, where not in opposition to local laws
(which may be refused if the parties do not reside in the consular jurisdiction).
Changes to the Marital Status Ground following the enactment of "Civil
Partnership and Certain Rights and Obligations of Cohabitants Acts” in January 2011.
Section 2(1) of the Act of 2000 is amended --(a) by inserting the following
definition: " 'civil status' means being single, married, separated, divorced, widowed, in a
civil partnership within the meaning of the Civil Partnership and Certain Rights and
Obligations of Cohabitants Act 2010 or being a former civil partner in a civil partnership
that has ended by death or been dissolved;",(b) by deleting the definition "marital status",
and (c) by inserting, in the definition "near relative", "or civil partner within the meaning
of the Civil Partnership and Certain Rights and Obligations of Cohabitants Act 2010"
after "spouse". The Act of 2000 is amended by substituting "civil status" for "marital
status" wherever it appears.
Republic of the PhilippinesCENTRAL PHILIPPINES STATE UNIVERSITY
COLLEGE OF TEACHER EDUCATIONKabankalan City, Negros Occidental
61
Place of Residence
Place of residence refers to dwelling in which a person lives most of the time.
Disagreement is present in the literature in relation to the impact of residence on the
academic performance of college and university students. Almost all studies reported in
the literature report on investigations of first year collegiate experiences. Some of the
reported studies investigated narrowly defined segments of student populations, and
many failed to assess intervening variables such as academic ability.
Brody (1988) found that early entry freshmen who commuted to classes
performed at a higher academic level than did students who lived on campus. Early entry
students, however, are younger (at times substantially so) than the typical first year
college student. Thus, it would not be prudent to generalize this finding to the broader
first year collegiate population.
Schroeder and Griffin (1976) found that first year students living on campus
performed better academically than did commuter students. The resident student sample,
however, was comprised of students enrolled in an engineering education program who
were housed in an on campus residence hall specifically dedicated to engineering
students. Again, therefore, it would not be prudent to generalize this finding to the
broader first year collegiate population.
Weekly Allowance
Purita P. Bilbao, et al., (2000) quoted, “my child and my money go to this school”. It
simply means that parents are best supporters of the school especially they are the ones
Republic of the PhilippinesCENTRAL PHILIPPINES STATE UNIVERSITY
COLLEGE OF TEACHER EDUCATIONKabankalan City, Negros Occidental
61
Place of Residence
Place of residence refers to dwelling in which a person lives most of the time.
Disagreement is present in the literature in relation to the impact of residence on the
academic performance of college and university students. Almost all studies reported in
the literature report on investigations of first year collegiate experiences. Some of the
reported studies investigated narrowly defined segments of student populations, and
many failed to assess intervening variables such as academic ability.
Brody (1988) found that early entry freshmen who commuted to classes
performed at a higher academic level than did students who lived on campus. Early entry
students, however, are younger (at times substantially so) than the typical first year
college student. Thus, it would not be prudent to generalize this finding to the broader
first year collegiate population.
Schroeder and Griffin (1976) found that first year students living on campus
performed better academically than did commuter students. The resident student sample,
however, was comprised of students enrolled in an engineering education program who
were housed in an on campus residence hall specifically dedicated to engineering
students. Again, therefore, it would not be prudent to generalize this finding to the
broader first year collegiate population.
Weekly Allowance
Purita P. Bilbao, et al., (2000) quoted, “my child and my money go to this school”. It
simply means that parents are best supporters of the school especially they are the ones
Republic of the PhilippinesCENTRAL PHILIPPINES STATE UNIVERSITY
COLLEGE OF TEACHER EDUCATIONKabankalan City, Negros Occidental
61
Place of Residence
Place of residence refers to dwelling in which a person lives most of the time.
Disagreement is present in the literature in relation to the impact of residence on the
academic performance of college and university students. Almost all studies reported in
the literature report on investigations of first year collegiate experiences. Some of the
reported studies investigated narrowly defined segments of student populations, and
many failed to assess intervening variables such as academic ability.
Brody (1988) found that early entry freshmen who commuted to classes
performed at a higher academic level than did students who lived on campus. Early entry
students, however, are younger (at times substantially so) than the typical first year
college student. Thus, it would not be prudent to generalize this finding to the broader
first year collegiate population.
Schroeder and Griffin (1976) found that first year students living on campus
performed better academically than did commuter students. The resident student sample,
however, was comprised of students enrolled in an engineering education program who
were housed in an on campus residence hall specifically dedicated to engineering
students. Again, therefore, it would not be prudent to generalize this finding to the
broader first year collegiate population.
Weekly Allowance
Purita P. Bilbao, et al., (2000) quoted, “my child and my money go to this school”. It
simply means that parents are best supporters of the school especially they are the ones
Republic of the PhilippinesCENTRAL PHILIPPINES STATE UNIVERSITY
COLLEGE OF TEACHER EDUCATIONKabankalan City, Negros Occidental
62
paying for their child education. Parents would be willing to pay the cost of educating
their child for as long as their children get the best learning or schooling experiences.
Parents provide curriculum materials that are not provided in schools. They provide
permission for their children to participate in various activities outside the school
campus.
Hunt (1998) further mentioned that economic instability are inflation maybe is the
most pleasing problem of the Filipino family. The lack of financial resources and or
competition for the little that is available affects the relationship of the family members.
Dana Anspach added that the key to budgeting by using a weekly allowance is to
determine how much you can spend each week, and act as if there is no more available.
There are eight reasons everyone should use a weekly budget: (a) Keeps you
aware of how much is going out, (b) Gets you out of the habit of using ATMs & Debit
Cards, (c) Makes you think twice before spending on a spur of the moment purchase, (d)
Teaches you and your other family members how to manage money, (e) Makes budgeting
easier, and more accurate, by not having to track the little purchases, (f) Helps you save
lots of money, (g) Encourages you to achieve your dreams by spending money on the
things that are truly important to you.
Sharon M. Danes (2008) suggested guidelines for giving pupils allowance it must
be consistent. Set a day to give the allowance agree upon the amount and limits for
spending. Try an allowance contract that both child and parents sign. Children need to be
able to spend some money however they wish. They need to practice making their own
decisions, don’t come to the rescue every time your child’s runs out of money. If your
Republic of the PhilippinesCENTRAL PHILIPPINES STATE UNIVERSITY
COLLEGE OF TEACHER EDUCATIONKabankalan City, Negros Occidental
62
paying for their child education. Parents would be willing to pay the cost of educating
their child for as long as their children get the best learning or schooling experiences.
Parents provide curriculum materials that are not provided in schools. They provide
permission for their children to participate in various activities outside the school
campus.
Hunt (1998) further mentioned that economic instability are inflation maybe is the
most pleasing problem of the Filipino family. The lack of financial resources and or
competition for the little that is available affects the relationship of the family members.
Dana Anspach added that the key to budgeting by using a weekly allowance is to
determine how much you can spend each week, and act as if there is no more available.
There are eight reasons everyone should use a weekly budget: (a) Keeps you
aware of how much is going out, (b) Gets you out of the habit of using ATMs & Debit
Cards, (c) Makes you think twice before spending on a spur of the moment purchase, (d)
Teaches you and your other family members how to manage money, (e) Makes budgeting
easier, and more accurate, by not having to track the little purchases, (f) Helps you save
lots of money, (g) Encourages you to achieve your dreams by spending money on the
things that are truly important to you.
Sharon M. Danes (2008) suggested guidelines for giving pupils allowance it must
be consistent. Set a day to give the allowance agree upon the amount and limits for
spending. Try an allowance contract that both child and parents sign. Children need to be
able to spend some money however they wish. They need to practice making their own
decisions, don’t come to the rescue every time your child’s runs out of money. If your
Republic of the PhilippinesCENTRAL PHILIPPINES STATE UNIVERSITY
COLLEGE OF TEACHER EDUCATIONKabankalan City, Negros Occidental
62
paying for their child education. Parents would be willing to pay the cost of educating
their child for as long as their children get the best learning or schooling experiences.
Parents provide curriculum materials that are not provided in schools. They provide
permission for their children to participate in various activities outside the school
campus.
Hunt (1998) further mentioned that economic instability are inflation maybe is the
most pleasing problem of the Filipino family. The lack of financial resources and or
competition for the little that is available affects the relationship of the family members.
Dana Anspach added that the key to budgeting by using a weekly allowance is to
determine how much you can spend each week, and act as if there is no more available.
There are eight reasons everyone should use a weekly budget: (a) Keeps you
aware of how much is going out, (b) Gets you out of the habit of using ATMs & Debit
Cards, (c) Makes you think twice before spending on a spur of the moment purchase, (d)
Teaches you and your other family members how to manage money, (e) Makes budgeting
easier, and more accurate, by not having to track the little purchases, (f) Helps you save
lots of money, (g) Encourages you to achieve your dreams by spending money on the
things that are truly important to you.
Sharon M. Danes (2008) suggested guidelines for giving pupils allowance it must
be consistent. Set a day to give the allowance agree upon the amount and limits for
spending. Try an allowance contract that both child and parents sign. Children need to be
able to spend some money however they wish. They need to practice making their own
decisions, don’t come to the rescue every time your child’s runs out of money. If your
Republic of the PhilippinesCENTRAL PHILIPPINES STATE UNIVERSITY
COLLEGE OF TEACHER EDUCATIONKabankalan City, Negros Occidental
63
child is ever going to learn how to manage money, he/she must face the consequences of
his/her own spending mistakes. Money is not generally expected as a reward or
punishment. Children who are given money for making like good grades, thoughtfulness,
or helping at home to train but a monetary value on character of achievement.
Republic of the PhilippinesCENTRAL PHILIPPINES STATE UNIVERSITY
COLLEGE OF TEACHER EDUCATIONKabankalan City, Negros Occidental
63
child is ever going to learn how to manage money, he/she must face the consequences of
his/her own spending mistakes. Money is not generally expected as a reward or
punishment. Children who are given money for making like good grades, thoughtfulness,
or helping at home to train but a monetary value on character of achievement.
Republic of the PhilippinesCENTRAL PHILIPPINES STATE UNIVERSITY
COLLEGE OF TEACHER EDUCATIONKabankalan City, Negros Occidental
63
child is ever going to learn how to manage money, he/she must face the consequences of
his/her own spending mistakes. Money is not generally expected as a reward or
punishment. Children who are given money for making like good grades, thoughtfulness,
or helping at home to train but a monetary value on character of achievement.
Republic of the PhilippinesCENTRAL PHILIPPINES STATE UNIVERSITY
COLLEGE OF TEACHER EDUCATIONKabankalan City, Negros Occidental
64
CHAPTER III
RESEARCH DESIGN AND METHODOLOGY
This chapter presents the research design, the respondents of the study, the
sampling technique, the data gathering instrument, the validity and reliability of the
research instrument, the data gathering procedure and the data analyses.
Research Design
The methods used in this research study were descriptive and survey method. The
said methods were used to determine who were the boarding, non-boarding, and transient
boarding teacher education students and to figure out the factors that affect students’
decision whether they were going to board, not to board or to be transient boarding that
could help develop their academic performance.
Respondents of the Study
The respondents of the study were 297 teacher education students; 190 were
boarding, 99 were non-boarding, and eight were transient boarding students of the
College of Teacher Education, Central Philippines State University, Main Campus,
enrolled in the first semester of academic year 2012-13.
Republic of the PhilippinesCENTRAL PHILIPPINES STATE UNIVERSITY
COLLEGE OF TEACHER EDUCATIONKabankalan City, Negros Occidental
64
CHAPTER III
RESEARCH DESIGN AND METHODOLOGY
This chapter presents the research design, the respondents of the study, the
sampling technique, the data gathering instrument, the validity and reliability of the
research instrument, the data gathering procedure and the data analyses.
Research Design
The methods used in this research study were descriptive and survey method. The
said methods were used to determine who were the boarding, non-boarding, and transient
boarding teacher education students and to figure out the factors that affect students’
decision whether they were going to board, not to board or to be transient boarding that
could help develop their academic performance.
Respondents of the Study
The respondents of the study were 297 teacher education students; 190 were
boarding, 99 were non-boarding, and eight were transient boarding students of the
College of Teacher Education, Central Philippines State University, Main Campus,
enrolled in the first semester of academic year 2012-13.
Republic of the PhilippinesCENTRAL PHILIPPINES STATE UNIVERSITY
COLLEGE OF TEACHER EDUCATIONKabankalan City, Negros Occidental
64
CHAPTER III
RESEARCH DESIGN AND METHODOLOGY
This chapter presents the research design, the respondents of the study, the
sampling technique, the data gathering instrument, the validity and reliability of the
research instrument, the data gathering procedure and the data analyses.
Research Design
The methods used in this research study were descriptive and survey method. The
said methods were used to determine who were the boarding, non-boarding, and transient
boarding teacher education students and to figure out the factors that affect students’
decision whether they were going to board, not to board or to be transient boarding that
could help develop their academic performance.
Respondents of the Study
The respondents of the study were 297 teacher education students; 190 were
boarding, 99 were non-boarding, and eight were transient boarding students of the
College of Teacher Education, Central Philippines State University, Main Campus,
enrolled in the first semester of academic year 2012-13.
Republic of the PhilippinesCENTRAL PHILIPPINES STATE UNIVERSITY
COLLEGE OF TEACHER EDUCATIONKabankalan City, Negros Occidental
65
Sampling Technique
Slovin’s formula was used in solving for the number of respondents of the study.
Out of 507 total population, 365 were boarding and 190 was used as respondents, 134
were non-boarding and 99 was used as respondents, and eight transient boarding was
used as respondents. The simple random sampling technique using fishbowl method was
used in determining the respondents of this study.
Data Gathering Instrument
The researchers in the investigation used the self-made survey questionnaire. The
said questionnaire contained five questions for every factor that needed to be answered
honestly and accurately by the respondents. There were five factors namely: parental
reason, time management and discipline, health conditions, peer influence and
distractions. The scaling of the factors utilized Likert Scale as 1- Strongly Disagree, 2-
Disagree, 3- Neither Agree/Disagree, 4- Agree, and 5-Strongly Agree.
On the other hand, the General Point Average of the respondents was taken from
the files of the College of Teacher Education Office and were used as the academic
performance of the students.
Validity and Reliability of the Research Instrument
The research instrument constructed by the researchers had undergone validation
of the jurors to provide precise data that would give meaningful and useful results
regarding this study. All comments and suggestions of the jurors were reflected to obtain
Republic of the PhilippinesCENTRAL PHILIPPINES STATE UNIVERSITY
COLLEGE OF TEACHER EDUCATIONKabankalan City, Negros Occidental
65
Sampling Technique
Slovin’s formula was used in solving for the number of respondents of the study.
Out of 507 total population, 365 were boarding and 190 was used as respondents, 134
were non-boarding and 99 was used as respondents, and eight transient boarding was
used as respondents. The simple random sampling technique using fishbowl method was
used in determining the respondents of this study.
Data Gathering Instrument
The researchers in the investigation used the self-made survey questionnaire. The
said questionnaire contained five questions for every factor that needed to be answered
honestly and accurately by the respondents. There were five factors namely: parental
reason, time management and discipline, health conditions, peer influence and
distractions. The scaling of the factors utilized Likert Scale as 1- Strongly Disagree, 2-
Disagree, 3- Neither Agree/Disagree, 4- Agree, and 5-Strongly Agree.
On the other hand, the General Point Average of the respondents was taken from
the files of the College of Teacher Education Office and were used as the academic
performance of the students.
Validity and Reliability of the Research Instrument
The research instrument constructed by the researchers had undergone validation
of the jurors to provide precise data that would give meaningful and useful results
regarding this study. All comments and suggestions of the jurors were reflected to obtain
Republic of the PhilippinesCENTRAL PHILIPPINES STATE UNIVERSITY
COLLEGE OF TEACHER EDUCATIONKabankalan City, Negros Occidental
65
Sampling Technique
Slovin’s formula was used in solving for the number of respondents of the study.
Out of 507 total population, 365 were boarding and 190 was used as respondents, 134
were non-boarding and 99 was used as respondents, and eight transient boarding was
used as respondents. The simple random sampling technique using fishbowl method was
used in determining the respondents of this study.
Data Gathering Instrument
The researchers in the investigation used the self-made survey questionnaire. The
said questionnaire contained five questions for every factor that needed to be answered
honestly and accurately by the respondents. There were five factors namely: parental
reason, time management and discipline, health conditions, peer influence and
distractions. The scaling of the factors utilized Likert Scale as 1- Strongly Disagree, 2-
Disagree, 3- Neither Agree/Disagree, 4- Agree, and 5-Strongly Agree.
On the other hand, the General Point Average of the respondents was taken from
the files of the College of Teacher Education Office and were used as the academic
performance of the students.
Validity and Reliability of the Research Instrument
The research instrument constructed by the researchers had undergone validation
of the jurors to provide precise data that would give meaningful and useful results
regarding this study. All comments and suggestions of the jurors were reflected to obtain
Republic of the PhilippinesCENTRAL PHILIPPINES STATE UNIVERSITY
COLLEGE OF TEACHER EDUCATIONKabankalan City, Negros Occidental
66
a new and valid questionnaire. The result of the validity of the questionnaire was 3.1 and
was considered as valid.
To test the consistency of results, the researchers used the test-retest method
utilizing 15 students from the College of Agriculture. The researchers came up with the
mean of 0.92 result which revealed that the pre-test and post-test were dependent. It
resulted to a high correlation to each other. Therefore, the questionnaire was considered
reliable.
Data Gathering Procedure
The research study focused on the “Factors Affecting Boarding, Non-boarding,
and Transient Boarding Teacher Education Students in Relation to their Academic
Performance.” Upon the approval of the research problem and validation of the research
instrument, the researchers sent a letter of request to the Vice President for Academic
Affairs of the Central Philippines State University and to the Dean of the College of
Teacher Education for approval to conduct the study. The questionnaires were conducted
personally to the respondents, the purpose of the study and the content of the
questionnaire had been explained to them. After answering, the questionnaires were
gathered immediately. Data were tabulated, analyzed and interpreted.
Republic of the PhilippinesCENTRAL PHILIPPINES STATE UNIVERSITY
COLLEGE OF TEACHER EDUCATIONKabankalan City, Negros Occidental
66
a new and valid questionnaire. The result of the validity of the questionnaire was 3.1 and
was considered as valid.
To test the consistency of results, the researchers used the test-retest method
utilizing 15 students from the College of Agriculture. The researchers came up with the
mean of 0.92 result which revealed that the pre-test and post-test were dependent. It
resulted to a high correlation to each other. Therefore, the questionnaire was considered
reliable.
Data Gathering Procedure
The research study focused on the “Factors Affecting Boarding, Non-boarding,
and Transient Boarding Teacher Education Students in Relation to their Academic
Performance.” Upon the approval of the research problem and validation of the research
instrument, the researchers sent a letter of request to the Vice President for Academic
Affairs of the Central Philippines State University and to the Dean of the College of
Teacher Education for approval to conduct the study. The questionnaires were conducted
personally to the respondents, the purpose of the study and the content of the
questionnaire had been explained to them. After answering, the questionnaires were
gathered immediately. Data were tabulated, analyzed and interpreted.
Republic of the PhilippinesCENTRAL PHILIPPINES STATE UNIVERSITY
COLLEGE OF TEACHER EDUCATIONKabankalan City, Negros Occidental
66
a new and valid questionnaire. The result of the validity of the questionnaire was 3.1 and
was considered as valid.
To test the consistency of results, the researchers used the test-retest method
utilizing 15 students from the College of Agriculture. The researchers came up with the
mean of 0.92 result which revealed that the pre-test and post-test were dependent. It
resulted to a high correlation to each other. Therefore, the questionnaire was considered
reliable.
Data Gathering Procedure
The research study focused on the “Factors Affecting Boarding, Non-boarding,
and Transient Boarding Teacher Education Students in Relation to their Academic
Performance.” Upon the approval of the research problem and validation of the research
instrument, the researchers sent a letter of request to the Vice President for Academic
Affairs of the Central Philippines State University and to the Dean of the College of
Teacher Education for approval to conduct the study. The questionnaires were conducted
personally to the respondents, the purpose of the study and the content of the
questionnaire had been explained to them. After answering, the questionnaires were
gathered immediately. Data were tabulated, analyzed and interpreted.
Republic of the PhilippinesCENTRAL PHILIPPINES STATE UNIVERSITY
COLLEGE OF TEACHER EDUCATIONKabankalan City, Negros Occidental
67
Data Analyses
The data gathered were analyzed using the appropriate statistical tools in order to
give meaningful descriptive interpretation of the results and findings of the study. The
following were:
To answer Problem No. 1: What is the demographic profile of boarding, non-
boarding and transient boarding teacher education students in terms of:
a. Civil Status,
b. Place of Residence, and
c. Weekly allowance?
Frequency and Percentage were used.
To answer Problem No. 2: What is the extent of the factors when grouped
according to boarding, non-boarding and transient boarding teacher education students?
Mean was used and interpreted using the scale below.
Scale Interpretation
4.20-5.00 Very High Extent
3.40-4.19 High Extent
2.60-3.39 Moderate Extent
1.80-2.59 Low Extent
1.00-1.79 Very Low Extent
Republic of the PhilippinesCENTRAL PHILIPPINES STATE UNIVERSITY
COLLEGE OF TEACHER EDUCATIONKabankalan City, Negros Occidental
67
Data Analyses
The data gathered were analyzed using the appropriate statistical tools in order to
give meaningful descriptive interpretation of the results and findings of the study. The
following were:
To answer Problem No. 1: What is the demographic profile of boarding, non-
boarding and transient boarding teacher education students in terms of:
a. Civil Status,
b. Place of Residence, and
c. Weekly allowance?
Frequency and Percentage were used.
To answer Problem No. 2: What is the extent of the factors when grouped
according to boarding, non-boarding and transient boarding teacher education students?
Mean was used and interpreted using the scale below.
Scale Interpretation
4.20-5.00 Very High Extent
3.40-4.19 High Extent
2.60-3.39 Moderate Extent
1.80-2.59 Low Extent
1.00-1.79 Very Low Extent
Republic of the PhilippinesCENTRAL PHILIPPINES STATE UNIVERSITY
COLLEGE OF TEACHER EDUCATIONKabankalan City, Negros Occidental
67
Data Analyses
The data gathered were analyzed using the appropriate statistical tools in order to
give meaningful descriptive interpretation of the results and findings of the study. The
following were:
To answer Problem No. 1: What is the demographic profile of boarding, non-
boarding and transient boarding teacher education students in terms of:
a. Civil Status,
b. Place of Residence, and
c. Weekly allowance?
Frequency and Percentage were used.
To answer Problem No. 2: What is the extent of the factors when grouped
according to boarding, non-boarding and transient boarding teacher education students?
Mean was used and interpreted using the scale below.
Scale Interpretation
4.20-5.00 Very High Extent
3.40-4.19 High Extent
2.60-3.39 Moderate Extent
1.80-2.59 Low Extent
1.00-1.79 Very Low Extent
Republic of the PhilippinesCENTRAL PHILIPPINES STATE UNIVERSITY
COLLEGE OF TEACHER EDUCATIONKabankalan City, Negros Occidental
68
To answer Problem No. 3: What is the academic performance of boarding, non-
boarding and transient boarding teacher education students?
Mean was used and interpreted using the scale below.
Scale Interpretation
1.5-1.0 Above Average
2.0-1.6 Average
2.1 below Below Average
To answer Problem No. 4 and No. 5: Is there a significant difference on the
extent of the factors when grouped according to boarding, non-boarding and transient
boarding teacher education students? and Is there a significant difference on the extent of
the factor when compared to each factor?
ANOVA (Analysis of Variance) and LSD (Least Square Difference) were used.
To answer Problem No. 6: Is there a significant difference on the academic
performance of boarding, non-boarding and transient boarding teacher education
students?
ANOVA (Analysis of Variance) was used.
To answer Problem No. 7: Is there a significant relationship between the
identified factors and academic performance of teacher education students?
Pearson-r was used.
Republic of the PhilippinesCENTRAL PHILIPPINES STATE UNIVERSITY
COLLEGE OF TEACHER EDUCATIONKabankalan City, Negros Occidental
68
To answer Problem No. 3: What is the academic performance of boarding, non-
boarding and transient boarding teacher education students?
Mean was used and interpreted using the scale below.
Scale Interpretation
1.5-1.0 Above Average
2.0-1.6 Average
2.1 below Below Average
To answer Problem No. 4 and No. 5: Is there a significant difference on the
extent of the factors when grouped according to boarding, non-boarding and transient
boarding teacher education students? and Is there a significant difference on the extent of
the factor when compared to each factor?
ANOVA (Analysis of Variance) and LSD (Least Square Difference) were used.
To answer Problem No. 6: Is there a significant difference on the academic
performance of boarding, non-boarding and transient boarding teacher education
students?
ANOVA (Analysis of Variance) was used.
To answer Problem No. 7: Is there a significant relationship between the
identified factors and academic performance of teacher education students?
Pearson-r was used.
Republic of the PhilippinesCENTRAL PHILIPPINES STATE UNIVERSITY
COLLEGE OF TEACHER EDUCATIONKabankalan City, Negros Occidental
68
To answer Problem No. 3: What is the academic performance of boarding, non-
boarding and transient boarding teacher education students?
Mean was used and interpreted using the scale below.
Scale Interpretation
1.5-1.0 Above Average
2.0-1.6 Average
2.1 below Below Average
To answer Problem No. 4 and No. 5: Is there a significant difference on the
extent of the factors when grouped according to boarding, non-boarding and transient
boarding teacher education students? and Is there a significant difference on the extent of
the factor when compared to each factor?
ANOVA (Analysis of Variance) and LSD (Least Square Difference) were used.
To answer Problem No. 6: Is there a significant difference on the academic
performance of boarding, non-boarding and transient boarding teacher education
students?
ANOVA (Analysis of Variance) was used.
To answer Problem No. 7: Is there a significant relationship between the
identified factors and academic performance of teacher education students?
Pearson-r was used.
Republic of the PhilippinesCENTRAL PHILIPPINES STATE UNIVERSITY
COLLEGE OF TEACHER EDUCATIONKabankalan City, Negros Occidental
69
CHAPTER IV
RESULTS AND DISCUSSION
This chapter presents the results and discussions on the “Factors Affecting
Boarding, Non-Boarding and Transient Boarding Teacher Education Students in Relation
to their Academic Performance” in the College of Teacher Education, CPSU, Main
Campus.
The first problem of this research was, “What is the demographic profile of
boarding, non-boarding, and transient boarding teacher education students in terms of:
Civil Status, Place of Residence and Weekly Allowance?”
Table 1.a. Civil Status of Boarding, Non-Boarding and Transient Boarding TeacherEducation Students
CIVILSTATUS
BOARDING NON-BOARDING TRANSIENTBOARDING
f % f % f %Single 190 100 96 97 8 100Married 0 0 3 3 0 0Total 190 100 99 100 8 100
The table 1a shows that out of 297 total respondents, there were 190 boarding
students and all of them were single, 99 were non- boarding and 96 were single and only
three were married, and the eight transient boarding students were single.
This revealed that most of the respondents were single.
Republic of the PhilippinesCENTRAL PHILIPPINES STATE UNIVERSITY
COLLEGE OF TEACHER EDUCATIONKabankalan City, Negros Occidental
69
CHAPTER IV
RESULTS AND DISCUSSION
This chapter presents the results and discussions on the “Factors Affecting
Boarding, Non-Boarding and Transient Boarding Teacher Education Students in Relation
to their Academic Performance” in the College of Teacher Education, CPSU, Main
Campus.
The first problem of this research was, “What is the demographic profile of
boarding, non-boarding, and transient boarding teacher education students in terms of:
Civil Status, Place of Residence and Weekly Allowance?”
Table 1.a. Civil Status of Boarding, Non-Boarding and Transient Boarding TeacherEducation Students
CIVILSTATUS
BOARDING NON-BOARDING TRANSIENTBOARDING
f % f % f %Single 190 100 96 97 8 100Married 0 0 3 3 0 0Total 190 100 99 100 8 100
The table 1a shows that out of 297 total respondents, there were 190 boarding
students and all of them were single, 99 were non- boarding and 96 were single and only
three were married, and the eight transient boarding students were single.
This revealed that most of the respondents were single.
Republic of the PhilippinesCENTRAL PHILIPPINES STATE UNIVERSITY
COLLEGE OF TEACHER EDUCATIONKabankalan City, Negros Occidental
69
CHAPTER IV
RESULTS AND DISCUSSION
This chapter presents the results and discussions on the “Factors Affecting
Boarding, Non-Boarding and Transient Boarding Teacher Education Students in Relation
to their Academic Performance” in the College of Teacher Education, CPSU, Main
Campus.
The first problem of this research was, “What is the demographic profile of
boarding, non-boarding, and transient boarding teacher education students in terms of:
Civil Status, Place of Residence and Weekly Allowance?”
Table 1.a. Civil Status of Boarding, Non-Boarding and Transient Boarding TeacherEducation Students
CIVILSTATUS
BOARDING NON-BOARDING TRANSIENTBOARDING
f % f % f %Single 190 100 96 97 8 100Married 0 0 3 3 0 0Total 190 100 99 100 8 100
The table 1a shows that out of 297 total respondents, there were 190 boarding
students and all of them were single, 99 were non- boarding and 96 were single and only
three were married, and the eight transient boarding students were single.
This revealed that most of the respondents were single.
Republic of the PhilippinesCENTRAL PHILIPPINES STATE UNIVERSITY
COLLEGE OF TEACHER EDUCATIONKabankalan City, Negros Occidental
70
Table1b. Place of Residence of Boarding, Non-Boarding and Transient BoardingTeacher Education Students
The table 1b shows that out of 190 boarding students, 117 or 61.5% were residing
at Kabankalan City while Cauayan, Victorias, San Enrique, and Bayawan had a few
residents which composed of one or 0.5% respectively. The 99 non-boarding students
were composed of 59 or 59.6% were residing at Kabankalan City and 40 or 40.4% were
residing at Mabinay. The eight transient boarding students was composed of 4 or 50%
were residing at Kabankalan City and Mabinay respectively.
This reveals that most of the respondents resided in Kabankalan City while least
of the respondents resided in Cauayan, Victorias, San Enrique, and Bayawan,
respectively.
PLACE OFRESIDENCE
BOARDING NON-BOARDING TRANSIENTBOARDING
f % f % f %Kabankalan City 117 61.5 59 59.6 4 50Mabinay 32 16.8 40 40.4 4 50Ilog 18 9.4Candoni 7 3.7Sipalay 4 2.1Bago 3 1.5Himamaylan 3 1.5San Carlos 3 1.5Cauayan 1 0.5Victorias 1 0.5San Enrique 1 0.5Bayawan 1 0.5Total 190 100 99 100 8 100
Republic of the PhilippinesCENTRAL PHILIPPINES STATE UNIVERSITY
COLLEGE OF TEACHER EDUCATIONKabankalan City, Negros Occidental
70
Table1b. Place of Residence of Boarding, Non-Boarding and Transient BoardingTeacher Education Students
The table 1b shows that out of 190 boarding students, 117 or 61.5% were residing
at Kabankalan City while Cauayan, Victorias, San Enrique, and Bayawan had a few
residents which composed of one or 0.5% respectively. The 99 non-boarding students
were composed of 59 or 59.6% were residing at Kabankalan City and 40 or 40.4% were
residing at Mabinay. The eight transient boarding students was composed of 4 or 50%
were residing at Kabankalan City and Mabinay respectively.
This reveals that most of the respondents resided in Kabankalan City while least
of the respondents resided in Cauayan, Victorias, San Enrique, and Bayawan,
respectively.
PLACE OFRESIDENCE
BOARDING NON-BOARDING TRANSIENTBOARDING
f % f % f %Kabankalan City 117 61.5 59 59.6 4 50Mabinay 32 16.8 40 40.4 4 50Ilog 18 9.4Candoni 7 3.7Sipalay 4 2.1Bago 3 1.5Himamaylan 3 1.5San Carlos 3 1.5Cauayan 1 0.5Victorias 1 0.5San Enrique 1 0.5Bayawan 1 0.5Total 190 100 99 100 8 100
Republic of the PhilippinesCENTRAL PHILIPPINES STATE UNIVERSITY
COLLEGE OF TEACHER EDUCATIONKabankalan City, Negros Occidental
70
Table1b. Place of Residence of Boarding, Non-Boarding and Transient BoardingTeacher Education Students
The table 1b shows that out of 190 boarding students, 117 or 61.5% were residing
at Kabankalan City while Cauayan, Victorias, San Enrique, and Bayawan had a few
residents which composed of one or 0.5% respectively. The 99 non-boarding students
were composed of 59 or 59.6% were residing at Kabankalan City and 40 or 40.4% were
residing at Mabinay. The eight transient boarding students was composed of 4 or 50%
were residing at Kabankalan City and Mabinay respectively.
This reveals that most of the respondents resided in Kabankalan City while least
of the respondents resided in Cauayan, Victorias, San Enrique, and Bayawan,
respectively.
PLACE OFRESIDENCE
BOARDING NON-BOARDING TRANSIENTBOARDING
f % f % f %Kabankalan City 117 61.5 59 59.6 4 50Mabinay 32 16.8 40 40.4 4 50Ilog 18 9.4Candoni 7 3.7Sipalay 4 2.1Bago 3 1.5Himamaylan 3 1.5San Carlos 3 1.5Cauayan 1 0.5Victorias 1 0.5San Enrique 1 0.5Bayawan 1 0.5Total 190 100 99 100 8 100
Republic of the PhilippinesCENTRAL PHILIPPINES STATE UNIVERSITY
COLLEGE OF TEACHER EDUCATIONKabankalan City, Negros Occidental
71
Table 1c. Weekly Allowance of Boarding, Non-Boarding and Transient BoardingTeacher Education Students
WEEKLYALLOWANCE
BOARDING NON-BOARDING
TRANSIENTBOARDING
f % F % f %100-200 9 4.7 8 8.1201-400 94 49.5 55 53.5 4 50401-600 80 42.1 36 36.4 4 50601-800 7 3.7 2 2.0Total 190 100 99 100 8 100
The table 1c shows that out of 190 boarding students, 94 had P201-400 weekly
allowance (49.5%), and 7 or 3.7% had P601-800 weekly allowance.
The 99 non-boarding students, 55 of them had P201-400 weekly allowance
(53.5%), and 2 or 2.0% had P601-800 weekly allowance.
The eight transient boarding students, four of them had P201-400 weekly
allowance (50%) and four or 50% had P401-600 weekly allowance.
This shows that most of the respondents had P201-400 weekly allowance and few
of them had P601-800 weekly allowance.
This was supported by Purita P. Bilbao, et al, (2000) quoted, “My child and my
money go to this school”. It simply means that parents are best supporters of the school
especially they are the ones paying for their children’s education. Parents would be
willing to pay the cost of educating their children for as long as their children get the best
learning or schooling experiences. Parents provide curriculum materials that are not
provided by the schools. They provide permission for their children to participate in
various activities outside the school campus.
Republic of the PhilippinesCENTRAL PHILIPPINES STATE UNIVERSITY
COLLEGE OF TEACHER EDUCATIONKabankalan City, Negros Occidental
71
Table 1c. Weekly Allowance of Boarding, Non-Boarding and Transient BoardingTeacher Education Students
WEEKLYALLOWANCE
BOARDING NON-BOARDING
TRANSIENTBOARDING
f % F % f %100-200 9 4.7 8 8.1201-400 94 49.5 55 53.5 4 50401-600 80 42.1 36 36.4 4 50601-800 7 3.7 2 2.0Total 190 100 99 100 8 100
The table 1c shows that out of 190 boarding students, 94 had P201-400 weekly
allowance (49.5%), and 7 or 3.7% had P601-800 weekly allowance.
The 99 non-boarding students, 55 of them had P201-400 weekly allowance
(53.5%), and 2 or 2.0% had P601-800 weekly allowance.
The eight transient boarding students, four of them had P201-400 weekly
allowance (50%) and four or 50% had P401-600 weekly allowance.
This shows that most of the respondents had P201-400 weekly allowance and few
of them had P601-800 weekly allowance.
This was supported by Purita P. Bilbao, et al, (2000) quoted, “My child and my
money go to this school”. It simply means that parents are best supporters of the school
especially they are the ones paying for their children’s education. Parents would be
willing to pay the cost of educating their children for as long as their children get the best
learning or schooling experiences. Parents provide curriculum materials that are not
provided by the schools. They provide permission for their children to participate in
various activities outside the school campus.
Republic of the PhilippinesCENTRAL PHILIPPINES STATE UNIVERSITY
COLLEGE OF TEACHER EDUCATIONKabankalan City, Negros Occidental
71
Table 1c. Weekly Allowance of Boarding, Non-Boarding and Transient BoardingTeacher Education Students
WEEKLYALLOWANCE
BOARDING NON-BOARDING
TRANSIENTBOARDING
f % F % f %100-200 9 4.7 8 8.1201-400 94 49.5 55 53.5 4 50401-600 80 42.1 36 36.4 4 50601-800 7 3.7 2 2.0Total 190 100 99 100 8 100
The table 1c shows that out of 190 boarding students, 94 had P201-400 weekly
allowance (49.5%), and 7 or 3.7% had P601-800 weekly allowance.
The 99 non-boarding students, 55 of them had P201-400 weekly allowance
(53.5%), and 2 or 2.0% had P601-800 weekly allowance.
The eight transient boarding students, four of them had P201-400 weekly
allowance (50%) and four or 50% had P401-600 weekly allowance.
This shows that most of the respondents had P201-400 weekly allowance and few
of them had P601-800 weekly allowance.
This was supported by Purita P. Bilbao, et al, (2000) quoted, “My child and my
money go to this school”. It simply means that parents are best supporters of the school
especially they are the ones paying for their children’s education. Parents would be
willing to pay the cost of educating their children for as long as their children get the best
learning or schooling experiences. Parents provide curriculum materials that are not
provided by the schools. They provide permission for their children to participate in
various activities outside the school campus.
Republic of the PhilippinesCENTRAL PHILIPPINES STATE UNIVERSITY
COLLEGE OF TEACHER EDUCATIONKabankalan City, Negros Occidental
72
The second problem of this research was, “What is the extent of the factors when
grouped according to boarding, non-boarding and transient boarding teacher education
students?
Table 2. Extent of the Factors when grouped according to Boarding, Non-Boardingand Transient Boarding Teacher Education Students
TYPE PARENTALREASON
TIMEMANAGEMENT
AND DISCIPLINE
HEALTHCONDITIONS
PEERINFLUENCE
DISTRACTIONS
Mean Interpret-ation
Mean Interpret-ation
Mean Interpret-ation
Mean Interpret-ation
Mean Interpret-ation
Boarding 2.91 ModerateExtent
4.25 Very HighExtent
3.92 HighExtent
3.44 HighExtent
2.98 ModerateExtent
Non-boarding 4.37
Very HighExtent 3.93
HighExtent 4.16
HighExtent 3.24
ModerateExtent 4.07
HighExtent
Transientboarding 4.15
HighExtent 4.23
Very HighExtent 4.38
VeryHighExtent
4.13HighExtent 4.43
VeryHighExtent
The table 2 shows that as to boarding, the mean of time management and
discipline was 4.25, interpreted as very high extent and parental reason was 2.91,
interpreted as moderate extent.
As to non-boarding, parental reason had the mean of 4.37, interpreted as very high
extent and peer influence had the mean of 3.24, interpreted as moderate extent.
As to transient boarding, all the identified factors had almost the same extent.
This implies that among the five factors, time management and discipline had the
highest extent for boarding students and parental reason had the highest extent for non-
boarding students. However, all the factors for transient boarding had almost the same
extent.
The third problem of this research was, “What is the academic performance of
boarding, non-boarding and transient boarding teacher education students?
Republic of the PhilippinesCENTRAL PHILIPPINES STATE UNIVERSITY
COLLEGE OF TEACHER EDUCATIONKabankalan City, Negros Occidental
72
The second problem of this research was, “What is the extent of the factors when
grouped according to boarding, non-boarding and transient boarding teacher education
students?
Table 2. Extent of the Factors when grouped according to Boarding, Non-Boardingand Transient Boarding Teacher Education Students
TYPE PARENTALREASON
TIMEMANAGEMENT
AND DISCIPLINE
HEALTHCONDITIONS
PEERINFLUENCE
DISTRACTIONS
Mean Interpret-ation
Mean Interpret-ation
Mean Interpret-ation
Mean Interpret-ation
Mean Interpret-ation
Boarding 2.91 ModerateExtent
4.25 Very HighExtent
3.92 HighExtent
3.44 HighExtent
2.98 ModerateExtent
Non-boarding 4.37
Very HighExtent 3.93
HighExtent 4.16
HighExtent 3.24
ModerateExtent 4.07
HighExtent
Transientboarding 4.15
HighExtent 4.23
Very HighExtent 4.38
VeryHighExtent
4.13HighExtent 4.43
VeryHighExtent
The table 2 shows that as to boarding, the mean of time management and
discipline was 4.25, interpreted as very high extent and parental reason was 2.91,
interpreted as moderate extent.
As to non-boarding, parental reason had the mean of 4.37, interpreted as very high
extent and peer influence had the mean of 3.24, interpreted as moderate extent.
As to transient boarding, all the identified factors had almost the same extent.
This implies that among the five factors, time management and discipline had the
highest extent for boarding students and parental reason had the highest extent for non-
boarding students. However, all the factors for transient boarding had almost the same
extent.
The third problem of this research was, “What is the academic performance of
boarding, non-boarding and transient boarding teacher education students?
Republic of the PhilippinesCENTRAL PHILIPPINES STATE UNIVERSITY
COLLEGE OF TEACHER EDUCATIONKabankalan City, Negros Occidental
72
The second problem of this research was, “What is the extent of the factors when
grouped according to boarding, non-boarding and transient boarding teacher education
students?
Table 2. Extent of the Factors when grouped according to Boarding, Non-Boardingand Transient Boarding Teacher Education Students
TYPE PARENTALREASON
TIMEMANAGEMENT
AND DISCIPLINE
HEALTHCONDITIONS
PEERINFLUENCE
DISTRACTIONS
Mean Interpret-ation
Mean Interpret-ation
Mean Interpret-ation
Mean Interpret-ation
Mean Interpret-ation
Boarding 2.91 ModerateExtent
4.25 Very HighExtent
3.92 HighExtent
3.44 HighExtent
2.98 ModerateExtent
Non-boarding 4.37
Very HighExtent 3.93
HighExtent 4.16
HighExtent 3.24
ModerateExtent 4.07
HighExtent
Transientboarding 4.15
HighExtent 4.23
Very HighExtent 4.38
VeryHighExtent
4.13HighExtent 4.43
VeryHighExtent
The table 2 shows that as to boarding, the mean of time management and
discipline was 4.25, interpreted as very high extent and parental reason was 2.91,
interpreted as moderate extent.
As to non-boarding, parental reason had the mean of 4.37, interpreted as very high
extent and peer influence had the mean of 3.24, interpreted as moderate extent.
As to transient boarding, all the identified factors had almost the same extent.
This implies that among the five factors, time management and discipline had the
highest extent for boarding students and parental reason had the highest extent for non-
boarding students. However, all the factors for transient boarding had almost the same
extent.
The third problem of this research was, “What is the academic performance of
boarding, non-boarding and transient boarding teacher education students?
Republic of the PhilippinesCENTRAL PHILIPPINES STATE UNIVERSITY
COLLEGE OF TEACHER EDUCATIONKabankalan City, Negros Occidental
73
Table 3.Academic Performance of Boarding, Non-Boarding and Transient BoardingTeacher Education Students
TYPE MEAN INTERPRETATIONBoarding 1.87 AverageNon-boarding 1.87 AverageTransient boarding 1.74 Average
The table 3 shows that the mean of boarding teacher education students was 1.87,
non-boarding was 1.87 and transient boarding was 1.74 and were interpreted as average.
This implies that the teacher education students were well motivated and
dedicated in their studies. They were determined to finish their studies despite of the
hardships they had been encountered for they were supported by their parents in
complying their requirements on time for the sake of their grades. They wanted to excel
more and did not want to fail because of the standards in the College of Teacher
Education for they were taught and expected to be competitive students.
Amalaha (2007) also added that academic achievement motivation is used to meet
the pupils’ need or drive toward the achievement of success in academic work. It is
assumed that people differ in their need to achieve in situations that call for excellence.
Gasinde (2005) argues that the urge to achieve varies from one individual to the
other. For some, the need for achievement is very high while for others it is very low. He
adds that achievement motivation is learnt through the socialization role models will
hardly develop the need for achievement. The family is obviously, a major socializing
agent and therefore important in determining the child’s motivation to achieve success in
various areas.
Republic of the PhilippinesCENTRAL PHILIPPINES STATE UNIVERSITY
COLLEGE OF TEACHER EDUCATIONKabankalan City, Negros Occidental
73
Table 3.Academic Performance of Boarding, Non-Boarding and Transient BoardingTeacher Education Students
TYPE MEAN INTERPRETATIONBoarding 1.87 AverageNon-boarding 1.87 AverageTransient boarding 1.74 Average
The table 3 shows that the mean of boarding teacher education students was 1.87,
non-boarding was 1.87 and transient boarding was 1.74 and were interpreted as average.
This implies that the teacher education students were well motivated and
dedicated in their studies. They were determined to finish their studies despite of the
hardships they had been encountered for they were supported by their parents in
complying their requirements on time for the sake of their grades. They wanted to excel
more and did not want to fail because of the standards in the College of Teacher
Education for they were taught and expected to be competitive students.
Amalaha (2007) also added that academic achievement motivation is used to meet
the pupils’ need or drive toward the achievement of success in academic work. It is
assumed that people differ in their need to achieve in situations that call for excellence.
Gasinde (2005) argues that the urge to achieve varies from one individual to the
other. For some, the need for achievement is very high while for others it is very low. He
adds that achievement motivation is learnt through the socialization role models will
hardly develop the need for achievement. The family is obviously, a major socializing
agent and therefore important in determining the child’s motivation to achieve success in
various areas.
Republic of the PhilippinesCENTRAL PHILIPPINES STATE UNIVERSITY
COLLEGE OF TEACHER EDUCATIONKabankalan City, Negros Occidental
73
Table 3.Academic Performance of Boarding, Non-Boarding and Transient BoardingTeacher Education Students
TYPE MEAN INTERPRETATIONBoarding 1.87 AverageNon-boarding 1.87 AverageTransient boarding 1.74 Average
The table 3 shows that the mean of boarding teacher education students was 1.87,
non-boarding was 1.87 and transient boarding was 1.74 and were interpreted as average.
This implies that the teacher education students were well motivated and
dedicated in their studies. They were determined to finish their studies despite of the
hardships they had been encountered for they were supported by their parents in
complying their requirements on time for the sake of their grades. They wanted to excel
more and did not want to fail because of the standards in the College of Teacher
Education for they were taught and expected to be competitive students.
Amalaha (2007) also added that academic achievement motivation is used to meet
the pupils’ need or drive toward the achievement of success in academic work. It is
assumed that people differ in their need to achieve in situations that call for excellence.
Gasinde (2005) argues that the urge to achieve varies from one individual to the
other. For some, the need for achievement is very high while for others it is very low. He
adds that achievement motivation is learnt through the socialization role models will
hardly develop the need for achievement. The family is obviously, a major socializing
agent and therefore important in determining the child’s motivation to achieve success in
various areas.
Republic of the PhilippinesCENTRAL PHILIPPINES STATE UNIVERSITY
COLLEGE OF TEACHER EDUCATIONKabankalan City, Negros Occidental
74
In addition, Sandven (2008) conceives the motive to excel in academic work as an
activation force, a drive or an urge to achieve good results and recognition which to some
degree in school.
The fourth problem of this research was, “Is there a significant difference on the
extent of the factors when grouped according to boarding, non-boarding and transient
boarding teacher education students?”
Table 4a. Difference on the Extent of the Factors when grouped according toBoarding, Non-Boarding, and Transient Boarding Teacher EducationStudents
FACTOR F-VALUE P-VALUE DECISION forHo
CONCLUSION
Parental Reason 153.6 0.000 Reject SignificantTime Managementand Discipline 7.8
0.001 Reject Significant
Health Conditions 6.0 0.003 Reject SignificantPeer Influence 9.4 0.000 Reject SignificantDistractions 85.3 0.000 Reject Significant
The table 4a shows the f-computed value of parental reason as a factor was 153.6
with a p-value of 0.000 that was less than =0.05. Thus, the null hypothesis was rejected.
The extent of parental reason as a factor was significantly different among boarding, non-
boarding and transient boarding students.
The f-computed value of time management and discipline as a factor was 7.8 with
a p-value of 0.001 that was less than =0.05. Thus, the null hypothesis was rejected. The
extent of time management as a factor was significantly different among boarding, non-
boarding and transient boarding students.
Republic of the PhilippinesCENTRAL PHILIPPINES STATE UNIVERSITY
COLLEGE OF TEACHER EDUCATIONKabankalan City, Negros Occidental
74
In addition, Sandven (2008) conceives the motive to excel in academic work as an
activation force, a drive or an urge to achieve good results and recognition which to some
degree in school.
The fourth problem of this research was, “Is there a significant difference on the
extent of the factors when grouped according to boarding, non-boarding and transient
boarding teacher education students?”
Table 4a. Difference on the Extent of the Factors when grouped according toBoarding, Non-Boarding, and Transient Boarding Teacher EducationStudents
FACTOR F-VALUE P-VALUE DECISION forHo
CONCLUSION
Parental Reason 153.6 0.000 Reject SignificantTime Managementand Discipline 7.8
0.001 Reject Significant
Health Conditions 6.0 0.003 Reject SignificantPeer Influence 9.4 0.000 Reject SignificantDistractions 85.3 0.000 Reject Significant
The table 4a shows the f-computed value of parental reason as a factor was 153.6
with a p-value of 0.000 that was less than =0.05. Thus, the null hypothesis was rejected.
The extent of parental reason as a factor was significantly different among boarding, non-
boarding and transient boarding students.
The f-computed value of time management and discipline as a factor was 7.8 with
a p-value of 0.001 that was less than =0.05. Thus, the null hypothesis was rejected. The
extent of time management as a factor was significantly different among boarding, non-
boarding and transient boarding students.
Republic of the PhilippinesCENTRAL PHILIPPINES STATE UNIVERSITY
COLLEGE OF TEACHER EDUCATIONKabankalan City, Negros Occidental
74
In addition, Sandven (2008) conceives the motive to excel in academic work as an
activation force, a drive or an urge to achieve good results and recognition which to some
degree in school.
The fourth problem of this research was, “Is there a significant difference on the
extent of the factors when grouped according to boarding, non-boarding and transient
boarding teacher education students?”
Table 4a. Difference on the Extent of the Factors when grouped according toBoarding, Non-Boarding, and Transient Boarding Teacher EducationStudents
FACTOR F-VALUE P-VALUE DECISION forHo
CONCLUSION
Parental Reason 153.6 0.000 Reject SignificantTime Managementand Discipline 7.8
0.001 Reject Significant
Health Conditions 6.0 0.003 Reject SignificantPeer Influence 9.4 0.000 Reject SignificantDistractions 85.3 0.000 Reject Significant
The table 4a shows the f-computed value of parental reason as a factor was 153.6
with a p-value of 0.000 that was less than =0.05. Thus, the null hypothesis was rejected.
The extent of parental reason as a factor was significantly different among boarding, non-
boarding and transient boarding students.
The f-computed value of time management and discipline as a factor was 7.8 with
a p-value of 0.001 that was less than =0.05. Thus, the null hypothesis was rejected. The
extent of time management as a factor was significantly different among boarding, non-
boarding and transient boarding students.
Republic of the PhilippinesCENTRAL PHILIPPINES STATE UNIVERSITY
COLLEGE OF TEACHER EDUCATIONKabankalan City, Negros Occidental
75
The f-computed value of health conditions as a factor was 6.0 with a p-value of
0.003 that was less than =0.05. Thus, the null hypothesis was rejected. The extent of
health conditions as a factor was significantly different among boarding, non-boarding
and transient boarding students.
The f-computed value of peer influence as a factor was 9.4 with a p-value of
0.000 that was less than =0.05. Thus, the null hypothesis was rejected. The extent of
peer influence as a factor was significantly different among boarding, non-boarding and
transient boarding students.
The f-computed value of distractions as a factor was 85.3 with a p-value of 0.000
that was less than =0.05. Thus, the null hypothesis was rejected. The extent of parental
reason as a factor was significantly different among boarding, non-boarding and transient
boarding students.
This implies that all the five identified factors have a significant difference as to
boarding, non-boarding and transient boarding teacher education students.
Table 4b. Least Square Difference
TYPE
PARENTALREASON
TIMEMANAGEMENT
AND DISCIPLINE
FACTORS
HEALTHCONDITIONS
PEERINFLUENCE
DISTRACTIONS
Mean Mean Mean Mean Mean
Boarding 2.91b 4.25a 3.92b 3.44b 2.98bNon-
boarding 4.37a 3.93b 4.16a 3.24b 4.07aTransientboarding 4.15a 4.23ab 4.38a 4.13a 4.43a
Republic of the PhilippinesCENTRAL PHILIPPINES STATE UNIVERSITY
COLLEGE OF TEACHER EDUCATIONKabankalan City, Negros Occidental
75
The f-computed value of health conditions as a factor was 6.0 with a p-value of
0.003 that was less than =0.05. Thus, the null hypothesis was rejected. The extent of
health conditions as a factor was significantly different among boarding, non-boarding
and transient boarding students.
The f-computed value of peer influence as a factor was 9.4 with a p-value of
0.000 that was less than =0.05. Thus, the null hypothesis was rejected. The extent of
peer influence as a factor was significantly different among boarding, non-boarding and
transient boarding students.
The f-computed value of distractions as a factor was 85.3 with a p-value of 0.000
that was less than =0.05. Thus, the null hypothesis was rejected. The extent of parental
reason as a factor was significantly different among boarding, non-boarding and transient
boarding students.
This implies that all the five identified factors have a significant difference as to
boarding, non-boarding and transient boarding teacher education students.
Table 4b. Least Square Difference
TYPE
PARENTALREASON
TIMEMANAGEMENT
AND DISCIPLINE
FACTORS
HEALTHCONDITIONS
PEERINFLUENCE
DISTRACTIONS
Mean Mean Mean Mean Mean
Boarding 2.91b 4.25a 3.92b 3.44b 2.98bNon-
boarding 4.37a 3.93b 4.16a 3.24b 4.07aTransientboarding 4.15a 4.23ab 4.38a 4.13a 4.43a
Republic of the PhilippinesCENTRAL PHILIPPINES STATE UNIVERSITY
COLLEGE OF TEACHER EDUCATIONKabankalan City, Negros Occidental
75
The f-computed value of health conditions as a factor was 6.0 with a p-value of
0.003 that was less than =0.05. Thus, the null hypothesis was rejected. The extent of
health conditions as a factor was significantly different among boarding, non-boarding
and transient boarding students.
The f-computed value of peer influence as a factor was 9.4 with a p-value of
0.000 that was less than =0.05. Thus, the null hypothesis was rejected. The extent of
peer influence as a factor was significantly different among boarding, non-boarding and
transient boarding students.
The f-computed value of distractions as a factor was 85.3 with a p-value of 0.000
that was less than =0.05. Thus, the null hypothesis was rejected. The extent of parental
reason as a factor was significantly different among boarding, non-boarding and transient
boarding students.
This implies that all the five identified factors have a significant difference as to
boarding, non-boarding and transient boarding teacher education students.
Table 4b. Least Square Difference
TYPE
PARENTALREASON
TIMEMANAGEMENT
AND DISCIPLINE
FACTORS
HEALTHCONDITIONS
PEERINFLUENCE
DISTRACTIONS
Mean Mean Mean Mean Mean
Boarding 2.91b 4.25a 3.92b 3.44b 2.98bNon-
boarding 4.37a 3.93b 4.16a 3.24b 4.07aTransientboarding 4.15a 4.23ab 4.38a 4.13a 4.43a
Republic of the PhilippinesCENTRAL PHILIPPINES STATE UNIVERSITY
COLLEGE OF TEACHER EDUCATIONKabankalan City, Negros Occidental
76
The above table shows that the extent of parental reason as a factor for boarding
students was significantly different than that of the non-boarding and transient boarding
students. The extent of time management and discipline as a factor for boarding students
was significantly higher than non-boarding students and not significantly different to
transient boarding students. The extent of health conditions as a factor for boarding
students was significantly lower than that of the non-boarding and transient boarding
students. The extent of peer influence as a factor for transient boarding students was
significantly higher than that of boarding and non-boarding students. The extent of
distractions as a factor for boarding was significantly lower than that of non-boarding and
transient boarding students.
The fifth problem of this research was, “Is there a significant difference on the
extent of the factor when compared to each factor?”
Table 5a. Difference on the Extent of the Factor when Compared to Each Factor
TYPE F-VALUE P-VALUE DECISION for Ho CONCLUSIONBoarding 127.72 0.000 Reject SignificantNon-boarding 39.49 0.000 Reject SignificantTransientBoarding 0.09 0.984 Accept Not Significant
The table 5a shows that the f-computed value of boarding was 127.72 with a p-
value of 0.000 that was less than =0.05. Thus, the null hypothesis was rejected. The
extent of the factors as to boarding students was significantly different among each
factor.
Republic of the PhilippinesCENTRAL PHILIPPINES STATE UNIVERSITY
COLLEGE OF TEACHER EDUCATIONKabankalan City, Negros Occidental
76
The above table shows that the extent of parental reason as a factor for boarding
students was significantly different than that of the non-boarding and transient boarding
students. The extent of time management and discipline as a factor for boarding students
was significantly higher than non-boarding students and not significantly different to
transient boarding students. The extent of health conditions as a factor for boarding
students was significantly lower than that of the non-boarding and transient boarding
students. The extent of peer influence as a factor for transient boarding students was
significantly higher than that of boarding and non-boarding students. The extent of
distractions as a factor for boarding was significantly lower than that of non-boarding and
transient boarding students.
The fifth problem of this research was, “Is there a significant difference on the
extent of the factor when compared to each factor?”
Table 5a. Difference on the Extent of the Factor when Compared to Each Factor
TYPE F-VALUE P-VALUE DECISION for Ho CONCLUSIONBoarding 127.72 0.000 Reject SignificantNon-boarding 39.49 0.000 Reject SignificantTransientBoarding 0.09 0.984 Accept Not Significant
The table 5a shows that the f-computed value of boarding was 127.72 with a p-
value of 0.000 that was less than =0.05. Thus, the null hypothesis was rejected. The
extent of the factors as to boarding students was significantly different among each
factor.
Republic of the PhilippinesCENTRAL PHILIPPINES STATE UNIVERSITY
COLLEGE OF TEACHER EDUCATIONKabankalan City, Negros Occidental
76
The above table shows that the extent of parental reason as a factor for boarding
students was significantly different than that of the non-boarding and transient boarding
students. The extent of time management and discipline as a factor for boarding students
was significantly higher than non-boarding students and not significantly different to
transient boarding students. The extent of health conditions as a factor for boarding
students was significantly lower than that of the non-boarding and transient boarding
students. The extent of peer influence as a factor for transient boarding students was
significantly higher than that of boarding and non-boarding students. The extent of
distractions as a factor for boarding was significantly lower than that of non-boarding and
transient boarding students.
The fifth problem of this research was, “Is there a significant difference on the
extent of the factor when compared to each factor?”
Table 5a. Difference on the Extent of the Factor when Compared to Each Factor
TYPE F-VALUE P-VALUE DECISION for Ho CONCLUSIONBoarding 127.72 0.000 Reject SignificantNon-boarding 39.49 0.000 Reject SignificantTransientBoarding 0.09 0.984 Accept Not Significant
The table 5a shows that the f-computed value of boarding was 127.72 with a p-
value of 0.000 that was less than =0.05. Thus, the null hypothesis was rejected. The
extent of the factors as to boarding students was significantly different among each
factor.
Republic of the PhilippinesCENTRAL PHILIPPINES STATE UNIVERSITY
COLLEGE OF TEACHER EDUCATIONKabankalan City, Negros Occidental
77
The f-computed value of non-boarding was 39.49 with a p-value of 0.000 that was
less than =0.05. Thus, the null hypothesis was rejected. The extent of the factors as to
boarding students was significantly different among each factor.
The f-computed value of transient boarding was 0.09 with a p-value of 0.984 that
was greater than =0.05. Thus, the null hypothesis was accepted. The extent of the
factors as to transient boarding students was not significantly different among each
factor.
Table 5b. Least Square Difference
TYPE FACTORSParentalReason
TimeManagement and
Discipline
HealthConditions
PeerInfluence
Distractions
Boarding 2.91d 4.25a 3.92b 3.44c 2.98dNon-boarding 4.37a 3.93b 4.16b 3.24c 4.07bTransientboarding 4.15a 4.23a 4.38a 4.13a 4.43a
The table above shows that time management was significantly higher than the
rest of the factors for boarding students. Therefore, it was considered as the most
influencing factor for boarding students.
The students were boarding because they did not want to be late from their
respective classes as well as they did not want to experience traffic and risk during travel.
There is perhaps no area of your life where self-discipline is more important than
in the way you manage your time. Time management is a core discipline that largely
determines the quality of your life. Peter Drucker added, “You cannot manage time; you
Republic of the PhilippinesCENTRAL PHILIPPINES STATE UNIVERSITY
COLLEGE OF TEACHER EDUCATIONKabankalan City, Negros Occidental
77
The f-computed value of non-boarding was 39.49 with a p-value of 0.000 that was
less than =0.05. Thus, the null hypothesis was rejected. The extent of the factors as to
boarding students was significantly different among each factor.
The f-computed value of transient boarding was 0.09 with a p-value of 0.984 that
was greater than =0.05. Thus, the null hypothesis was accepted. The extent of the
factors as to transient boarding students was not significantly different among each
factor.
Table 5b. Least Square Difference
TYPE FACTORSParentalReason
TimeManagement and
Discipline
HealthConditions
PeerInfluence
Distractions
Boarding 2.91d 4.25a 3.92b 3.44c 2.98dNon-boarding 4.37a 3.93b 4.16b 3.24c 4.07bTransientboarding 4.15a 4.23a 4.38a 4.13a 4.43a
The table above shows that time management was significantly higher than the
rest of the factors for boarding students. Therefore, it was considered as the most
influencing factor for boarding students.
The students were boarding because they did not want to be late from their
respective classes as well as they did not want to experience traffic and risk during travel.
There is perhaps no area of your life where self-discipline is more important than
in the way you manage your time. Time management is a core discipline that largely
determines the quality of your life. Peter Drucker added, “You cannot manage time; you
Republic of the PhilippinesCENTRAL PHILIPPINES STATE UNIVERSITY
COLLEGE OF TEACHER EDUCATIONKabankalan City, Negros Occidental
77
The f-computed value of non-boarding was 39.49 with a p-value of 0.000 that was
less than =0.05. Thus, the null hypothesis was rejected. The extent of the factors as to
boarding students was significantly different among each factor.
The f-computed value of transient boarding was 0.09 with a p-value of 0.984 that
was greater than =0.05. Thus, the null hypothesis was accepted. The extent of the
factors as to transient boarding students was not significantly different among each
factor.
Table 5b. Least Square Difference
TYPE FACTORSParentalReason
TimeManagement and
Discipline
HealthConditions
PeerInfluence
Distractions
Boarding 2.91d 4.25a 3.92b 3.44c 2.98dNon-boarding 4.37a 3.93b 4.16b 3.24c 4.07bTransientboarding 4.15a 4.23a 4.38a 4.13a 4.43a
The table above shows that time management was significantly higher than the
rest of the factors for boarding students. Therefore, it was considered as the most
influencing factor for boarding students.
The students were boarding because they did not want to be late from their
respective classes as well as they did not want to experience traffic and risk during travel.
There is perhaps no area of your life where self-discipline is more important than
in the way you manage your time. Time management is a core discipline that largely
determines the quality of your life. Peter Drucker added, “You cannot manage time; you
Republic of the PhilippinesCENTRAL PHILIPPINES STATE UNIVERSITY
COLLEGE OF TEACHER EDUCATIONKabankalan City, Negros Occidental
78
can only manage yourself.” Time management is really life management, personal
management, management of yourself, rather than of time or circumstances.
According to Tracy, (2011) the more you discipline yourself to use your time
well, the happier you will feel and the better will be the quality of your life in every area.
Time management schemes require us to focus on positive discipline throughout the
process of planning, acting, and achieving. A positive approach to success is to
understand that today's society is based on responsibility, sharing responsibility, as well
as cooperation and the willingness to progress.”
On the other hand, parental reason was significantly higher than the rest of the
factors for non-boarding students. Therefore, it was considered as the most influencing
factor for non-boarding students.
Majority of the respondents that were non-boarding were the students who had
houses near the school for they were being advised by their parents to go home after their
classes.
Students are not boarding for they want to feel the company of their parents and
they are comfortable in their houses that even how far their houses are, they still go
home. The very reason why students tend not to board was because of parental reason
factor. They wanted to be at home for they will always want to feel the company of their
parents. “There is no other place like home”, as the saying stated that a person feels
comfortable in his home. One is free to do anything anytime he wanted to in his home. If
a student’s house is near to the school, it is one reason that he/she prefers to go home.
Republic of the PhilippinesCENTRAL PHILIPPINES STATE UNIVERSITY
COLLEGE OF TEACHER EDUCATIONKabankalan City, Negros Occidental
78
can only manage yourself.” Time management is really life management, personal
management, management of yourself, rather than of time or circumstances.
According to Tracy, (2011) the more you discipline yourself to use your time
well, the happier you will feel and the better will be the quality of your life in every area.
Time management schemes require us to focus on positive discipline throughout the
process of planning, acting, and achieving. A positive approach to success is to
understand that today's society is based on responsibility, sharing responsibility, as well
as cooperation and the willingness to progress.”
On the other hand, parental reason was significantly higher than the rest of the
factors for non-boarding students. Therefore, it was considered as the most influencing
factor for non-boarding students.
Majority of the respondents that were non-boarding were the students who had
houses near the school for they were being advised by their parents to go home after their
classes.
Students are not boarding for they want to feel the company of their parents and
they are comfortable in their houses that even how far their houses are, they still go
home. The very reason why students tend not to board was because of parental reason
factor. They wanted to be at home for they will always want to feel the company of their
parents. “There is no other place like home”, as the saying stated that a person feels
comfortable in his home. One is free to do anything anytime he wanted to in his home. If
a student’s house is near to the school, it is one reason that he/she prefers to go home.
Republic of the PhilippinesCENTRAL PHILIPPINES STATE UNIVERSITY
COLLEGE OF TEACHER EDUCATIONKabankalan City, Negros Occidental
78
can only manage yourself.” Time management is really life management, personal
management, management of yourself, rather than of time or circumstances.
According to Tracy, (2011) the more you discipline yourself to use your time
well, the happier you will feel and the better will be the quality of your life in every area.
Time management schemes require us to focus on positive discipline throughout the
process of planning, acting, and achieving. A positive approach to success is to
understand that today's society is based on responsibility, sharing responsibility, as well
as cooperation and the willingness to progress.”
On the other hand, parental reason was significantly higher than the rest of the
factors for non-boarding students. Therefore, it was considered as the most influencing
factor for non-boarding students.
Majority of the respondents that were non-boarding were the students who had
houses near the school for they were being advised by their parents to go home after their
classes.
Students are not boarding for they want to feel the company of their parents and
they are comfortable in their houses that even how far their houses are, they still go
home. The very reason why students tend not to board was because of parental reason
factor. They wanted to be at home for they will always want to feel the company of their
parents. “There is no other place like home”, as the saying stated that a person feels
comfortable in his home. One is free to do anything anytime he wanted to in his home. If
a student’s house is near to the school, it is one reason that he/she prefers to go home.
Republic of the PhilippinesCENTRAL PHILIPPINES STATE UNIVERSITY
COLLEGE OF TEACHER EDUCATIONKabankalan City, Negros Occidental
79
They are also advised by their parents to go home after classes in order to monitor their
performance in school. In this way, they can help their parents in household chores.
However, there was no significant factor for transient boarding. Thus, there was
no influencing factor because all factors had almost the same extent.
The sixth problem of this research was, “Is there a significant difference on the
academic performance of boarding, non-boarding and transient boarding teacher
education students?
Table 6. Difference on the Academic Performance of Boarding, Non-boarding andTransient Boarding Teacher Education Students
f-VALUE p-VALUE DECISION forHo
CONCLUSION
Grade by Type 0.393 0.67 Accept Not Significant
The table 6 shows that there was no significant difference in the academic
performance of teacher education students when grouped according to: boarding, non-
boarding and transient boarding. As to p-value it had 0.67 which implied that the
academic performance of teacher education student respondents was not dependent
whether they were boarding, non-boarding and transient boarding.
Students perform well in school. It doesn’t matter whether they are boarding, non-
boarding or transient boarding. They can excel in several ways as long as they want to.
The boarding students prefer not to go home in order for them to be free from travel and
can study their lessons in their boarding houses. The non-boarding students choose to go
home for they are comfortable and can study their lessons well in their homes. The
transient boarding students will board or go home as long as they can focus on their
Republic of the PhilippinesCENTRAL PHILIPPINES STATE UNIVERSITY
COLLEGE OF TEACHER EDUCATIONKabankalan City, Negros Occidental
79
They are also advised by their parents to go home after classes in order to monitor their
performance in school. In this way, they can help their parents in household chores.
However, there was no significant factor for transient boarding. Thus, there was
no influencing factor because all factors had almost the same extent.
The sixth problem of this research was, “Is there a significant difference on the
academic performance of boarding, non-boarding and transient boarding teacher
education students?
Table 6. Difference on the Academic Performance of Boarding, Non-boarding andTransient Boarding Teacher Education Students
f-VALUE p-VALUE DECISION forHo
CONCLUSION
Grade by Type 0.393 0.67 Accept Not Significant
The table 6 shows that there was no significant difference in the academic
performance of teacher education students when grouped according to: boarding, non-
boarding and transient boarding. As to p-value it had 0.67 which implied that the
academic performance of teacher education student respondents was not dependent
whether they were boarding, non-boarding and transient boarding.
Students perform well in school. It doesn’t matter whether they are boarding, non-
boarding or transient boarding. They can excel in several ways as long as they want to.
The boarding students prefer not to go home in order for them to be free from travel and
can study their lessons in their boarding houses. The non-boarding students choose to go
home for they are comfortable and can study their lessons well in their homes. The
transient boarding students will board or go home as long as they can focus on their
Republic of the PhilippinesCENTRAL PHILIPPINES STATE UNIVERSITY
COLLEGE OF TEACHER EDUCATIONKabankalan City, Negros Occidental
79
They are also advised by their parents to go home after classes in order to monitor their
performance in school. In this way, they can help their parents in household chores.
However, there was no significant factor for transient boarding. Thus, there was
no influencing factor because all factors had almost the same extent.
The sixth problem of this research was, “Is there a significant difference on the
academic performance of boarding, non-boarding and transient boarding teacher
education students?
Table 6. Difference on the Academic Performance of Boarding, Non-boarding andTransient Boarding Teacher Education Students
f-VALUE p-VALUE DECISION forHo
CONCLUSION
Grade by Type 0.393 0.67 Accept Not Significant
The table 6 shows that there was no significant difference in the academic
performance of teacher education students when grouped according to: boarding, non-
boarding and transient boarding. As to p-value it had 0.67 which implied that the
academic performance of teacher education student respondents was not dependent
whether they were boarding, non-boarding and transient boarding.
Students perform well in school. It doesn’t matter whether they are boarding, non-
boarding or transient boarding. They can excel in several ways as long as they want to.
The boarding students prefer not to go home in order for them to be free from travel and
can study their lessons in their boarding houses. The non-boarding students choose to go
home for they are comfortable and can study their lessons well in their homes. The
transient boarding students will board or go home as long as they can focus on their
Republic of the PhilippinesCENTRAL PHILIPPINES STATE UNIVERSITY
COLLEGE OF TEACHER EDUCATIONKabankalan City, Negros Occidental
80
studies. These three options will be chosen by the students depending on the situation
they are in that they can concentrate and focus on their lessons wherein their academic
performance will not be affected whether they are boarding, non-boarding or transient
boarding.
The seventh problem of this research was, “Is there a significant relationship
between the identified factors and the academic performance of teacher education
students?
Table 7. Relationship between the Identified Factors and Academic Performance ofTeacher Education Students.
FACTORS ANDGRADE
CORRELATIONCOEFFICIENT
p-VALUE DECISION forHo
CONCLUSION
Parental Reason andGrade
Time Managementand Disciplineand Grade
Health Conditions andGrade
Peer Influence andGrade
Distractions and Grade
0.109
-0.020
-0.006
-0.004
0.079
0.062
0.726
0.922
0.950
0.172
Accept
Accept
Accept
Accept
Accept
Not Significant
Not Significant
Not Significant
Not Significant
Not Significant
The table 7 shows that parental reason, time management and discipline, health
conditions, peer influence and distractions were not significant with the grade of teacher
education student respondents therefore, the null hypothesis was accepted.
This implies that the academic performance of boarding, non-boarding and
transient boarding teacher education student respondents were not dependent on the
identified factors. Therefore, the five (5) identified factors were not the hindrance for
teacher education student respondents towards their academic performance.
Republic of the PhilippinesCENTRAL PHILIPPINES STATE UNIVERSITY
COLLEGE OF TEACHER EDUCATIONKabankalan City, Negros Occidental
80
studies. These three options will be chosen by the students depending on the situation
they are in that they can concentrate and focus on their lessons wherein their academic
performance will not be affected whether they are boarding, non-boarding or transient
boarding.
The seventh problem of this research was, “Is there a significant relationship
between the identified factors and the academic performance of teacher education
students?
Table 7. Relationship between the Identified Factors and Academic Performance ofTeacher Education Students.
FACTORS ANDGRADE
CORRELATIONCOEFFICIENT
p-VALUE DECISION forHo
CONCLUSION
Parental Reason andGrade
Time Managementand Disciplineand Grade
Health Conditions andGrade
Peer Influence andGrade
Distractions and Grade
0.109
-0.020
-0.006
-0.004
0.079
0.062
0.726
0.922
0.950
0.172
Accept
Accept
Accept
Accept
Accept
Not Significant
Not Significant
Not Significant
Not Significant
Not Significant
The table 7 shows that parental reason, time management and discipline, health
conditions, peer influence and distractions were not significant with the grade of teacher
education student respondents therefore, the null hypothesis was accepted.
This implies that the academic performance of boarding, non-boarding and
transient boarding teacher education student respondents were not dependent on the
identified factors. Therefore, the five (5) identified factors were not the hindrance for
teacher education student respondents towards their academic performance.
Republic of the PhilippinesCENTRAL PHILIPPINES STATE UNIVERSITY
COLLEGE OF TEACHER EDUCATIONKabankalan City, Negros Occidental
80
studies. These three options will be chosen by the students depending on the situation
they are in that they can concentrate and focus on their lessons wherein their academic
performance will not be affected whether they are boarding, non-boarding or transient
boarding.
The seventh problem of this research was, “Is there a significant relationship
between the identified factors and the academic performance of teacher education
students?
Table 7. Relationship between the Identified Factors and Academic Performance ofTeacher Education Students.
FACTORS ANDGRADE
CORRELATIONCOEFFICIENT
p-VALUE DECISION forHo
CONCLUSION
Parental Reason andGrade
Time Managementand Disciplineand Grade
Health Conditions andGrade
Peer Influence andGrade
Distractions and Grade
0.109
-0.020
-0.006
-0.004
0.079
0.062
0.726
0.922
0.950
0.172
Accept
Accept
Accept
Accept
Accept
Not Significant
Not Significant
Not Significant
Not Significant
Not Significant
The table 7 shows that parental reason, time management and discipline, health
conditions, peer influence and distractions were not significant with the grade of teacher
education student respondents therefore, the null hypothesis was accepted.
This implies that the academic performance of boarding, non-boarding and
transient boarding teacher education student respondents were not dependent on the
identified factors. Therefore, the five (5) identified factors were not the hindrance for
teacher education student respondents towards their academic performance.
Republic of the PhilippinesCENTRAL PHILIPPINES STATE UNIVERSITY
COLLEGE OF TEACHER EDUCATIONKabankalan City, Negros Occidental
81
Academic performance of students can be improved with cooperation of parents.
If parents devote time to children and help them if needed, they will able to get better
grades.
Children as well as students are being affected by the environment where and how
they had grown especially their home environment, and their academic performance in
school lies on how they are being motivated, on how they are being trained and most
especially on how their parents and siblings brought them up.
Republic of the PhilippinesCENTRAL PHILIPPINES STATE UNIVERSITY
COLLEGE OF TEACHER EDUCATIONKabankalan City, Negros Occidental
81
Academic performance of students can be improved with cooperation of parents.
If parents devote time to children and help them if needed, they will able to get better
grades.
Children as well as students are being affected by the environment where and how
they had grown especially their home environment, and their academic performance in
school lies on how they are being motivated, on how they are being trained and most
especially on how their parents and siblings brought them up.
Republic of the PhilippinesCENTRAL PHILIPPINES STATE UNIVERSITY
COLLEGE OF TEACHER EDUCATIONKabankalan City, Negros Occidental
81
Academic performance of students can be improved with cooperation of parents.
If parents devote time to children and help them if needed, they will able to get better
grades.
Children as well as students are being affected by the environment where and how
they had grown especially their home environment, and their academic performance in
school lies on how they are being motivated, on how they are being trained and most
especially on how their parents and siblings brought them up.
Republic of the PhilippinesCENTRAL PHILIPPINES STATE UNIVERSITY
COLLEGE OF TEACHER EDUCATIONKabankalan City, Negros Occidental
82
CHAPTER V
SUMMARY OF FINDINGS, CONCLUSIONS AND RECOMMENDATIONS
This chapter presents the summary of findings, conclusions and recommendations
of the study. This study was about the factors affecting boarding, non-boarding and
transient boarding teacher education students in relation to their academic performance.
Summary of Findings
The following are the findings of factors affecting boarding, non-boarding and
transient boarding teacher education students in relation to their academic performance.
As to demographic profile, most of the boarding and non-boarding students were
single, resided in Kabankalan City and had a weekly allowance of P201-400. On the
other hand, transient boarding students were single, resided both in Kabankalan City and
Mabinay and had a weekly allowance ranging P201-400 and P401-600.
As to boarding, time management and discipline had the highest extent. As to
non-boarding, parental reason had the highest extent. As to transient boarding, the extent
of the identified factors was almost the same.
The academic performance of boarding, non-boarding and transient boarding
teacher education students was average.
The extent of parental reason as a factor for boarding students was significantly
different than that of the non-boarding and transient boarding students. The extent of time
management and discipline as a factor for boarding students was significantly higher than
Republic of the PhilippinesCENTRAL PHILIPPINES STATE UNIVERSITY
COLLEGE OF TEACHER EDUCATIONKabankalan City, Negros Occidental
82
CHAPTER V
SUMMARY OF FINDINGS, CONCLUSIONS AND RECOMMENDATIONS
This chapter presents the summary of findings, conclusions and recommendations
of the study. This study was about the factors affecting boarding, non-boarding and
transient boarding teacher education students in relation to their academic performance.
Summary of Findings
The following are the findings of factors affecting boarding, non-boarding and
transient boarding teacher education students in relation to their academic performance.
As to demographic profile, most of the boarding and non-boarding students were
single, resided in Kabankalan City and had a weekly allowance of P201-400. On the
other hand, transient boarding students were single, resided both in Kabankalan City and
Mabinay and had a weekly allowance ranging P201-400 and P401-600.
As to boarding, time management and discipline had the highest extent. As to
non-boarding, parental reason had the highest extent. As to transient boarding, the extent
of the identified factors was almost the same.
The academic performance of boarding, non-boarding and transient boarding
teacher education students was average.
The extent of parental reason as a factor for boarding students was significantly
different than that of the non-boarding and transient boarding students. The extent of time
management and discipline as a factor for boarding students was significantly higher than
Republic of the PhilippinesCENTRAL PHILIPPINES STATE UNIVERSITY
COLLEGE OF TEACHER EDUCATIONKabankalan City, Negros Occidental
82
CHAPTER V
SUMMARY OF FINDINGS, CONCLUSIONS AND RECOMMENDATIONS
This chapter presents the summary of findings, conclusions and recommendations
of the study. This study was about the factors affecting boarding, non-boarding and
transient boarding teacher education students in relation to their academic performance.
Summary of Findings
The following are the findings of factors affecting boarding, non-boarding and
transient boarding teacher education students in relation to their academic performance.
As to demographic profile, most of the boarding and non-boarding students were
single, resided in Kabankalan City and had a weekly allowance of P201-400. On the
other hand, transient boarding students were single, resided both in Kabankalan City and
Mabinay and had a weekly allowance ranging P201-400 and P401-600.
As to boarding, time management and discipline had the highest extent. As to
non-boarding, parental reason had the highest extent. As to transient boarding, the extent
of the identified factors was almost the same.
The academic performance of boarding, non-boarding and transient boarding
teacher education students was average.
The extent of parental reason as a factor for boarding students was significantly
different than that of the non-boarding and transient boarding students. The extent of time
management and discipline as a factor for boarding students was significantly higher than
Republic of the PhilippinesCENTRAL PHILIPPINES STATE UNIVERSITY
COLLEGE OF TEACHER EDUCATIONKabankalan City, Negros Occidental
83
non-boarding students and not significantly different to transient boarding students. The
extent of health conditions as a factor for boarding students was significantly lower than
that of the non-boarding and transient boarding students. The extent of peer influence as a
factor for transient boarding students was significantly higher than that of boarding and
non-boarding students. The extent of distractions as a factor for boarding was
significantly lower than that of non-boarding and transient boarding students.
Time management was significantly higher than the rest of the factors for
boarding students. Therefore, it was considered as the most influencing factor. On the
other hand, parental reason was significantly higher than the rest of the factors for non-
boarding students. Therefore, it was considered as the most influencing factor. However,
there was no significant factor for transient boarding. Thus, there was no influencing
factor because all factors have almost the same extent.
There was no significant difference on the academic performance of teacher
education students when grouped according to: boarding, non-boarding and transient
boarding because it was not dependent whether they were boarding, non-boarding and
transient boarding.
There was no significant relationship between the identified factors and academic
performance of teacher education students.
Republic of the PhilippinesCENTRAL PHILIPPINES STATE UNIVERSITY
COLLEGE OF TEACHER EDUCATIONKabankalan City, Negros Occidental
83
non-boarding students and not significantly different to transient boarding students. The
extent of health conditions as a factor for boarding students was significantly lower than
that of the non-boarding and transient boarding students. The extent of peer influence as a
factor for transient boarding students was significantly higher than that of boarding and
non-boarding students. The extent of distractions as a factor for boarding was
significantly lower than that of non-boarding and transient boarding students.
Time management was significantly higher than the rest of the factors for
boarding students. Therefore, it was considered as the most influencing factor. On the
other hand, parental reason was significantly higher than the rest of the factors for non-
boarding students. Therefore, it was considered as the most influencing factor. However,
there was no significant factor for transient boarding. Thus, there was no influencing
factor because all factors have almost the same extent.
There was no significant difference on the academic performance of teacher
education students when grouped according to: boarding, non-boarding and transient
boarding because it was not dependent whether they were boarding, non-boarding and
transient boarding.
There was no significant relationship between the identified factors and academic
performance of teacher education students.
Republic of the PhilippinesCENTRAL PHILIPPINES STATE UNIVERSITY
COLLEGE OF TEACHER EDUCATIONKabankalan City, Negros Occidental
83
non-boarding students and not significantly different to transient boarding students. The
extent of health conditions as a factor for boarding students was significantly lower than
that of the non-boarding and transient boarding students. The extent of peer influence as a
factor for transient boarding students was significantly higher than that of boarding and
non-boarding students. The extent of distractions as a factor for boarding was
significantly lower than that of non-boarding and transient boarding students.
Time management was significantly higher than the rest of the factors for
boarding students. Therefore, it was considered as the most influencing factor. On the
other hand, parental reason was significantly higher than the rest of the factors for non-
boarding students. Therefore, it was considered as the most influencing factor. However,
there was no significant factor for transient boarding. Thus, there was no influencing
factor because all factors have almost the same extent.
There was no significant difference on the academic performance of teacher
education students when grouped according to: boarding, non-boarding and transient
boarding because it was not dependent whether they were boarding, non-boarding and
transient boarding.
There was no significant relationship between the identified factors and academic
performance of teacher education students.
Republic of the PhilippinesCENTRAL PHILIPPINES STATE UNIVERSITY
COLLEGE OF TEACHER EDUCATIONKabankalan City, Negros Occidental
84
Conclusions
Based on the results of the study, the researchers had concluded the following:
As to demographic profile, most of the teacher education students were single,
resided in Kabankalan City and had a weekly allowance of P201-400.
Most of the student respondents were boarding.
Among the five factors, time management and discipline had the highest extent
for boarding students and was considered as the most influencing factor. For non-
boarding students, parental reason had the highest extent and was considered as the most
influencing factor. However, there was no influencing factor for transient boarding
students because all the factors had almost the same extent.
The academic performance of boarding, non-boarding and transient boarding
teacher education student was average.
All the five identified factors have a significant difference as to boarding, non-
boarding and transient boarding teacher education students.
The extent of the factors was significantly different among teacher education
students when grouped according to: boarding, non-boarding and transient boarding. All
the five identified factors have a significant difference as to boarding, non-boarding and
transient boarding teacher education students.
The extent of the factors as to boarding and non-boarding students was
significantly different among each factor. However, the extent of the factors as to
transient boarding was not significantly different among each factor.
Republic of the PhilippinesCENTRAL PHILIPPINES STATE UNIVERSITY
COLLEGE OF TEACHER EDUCATIONKabankalan City, Negros Occidental
84
Conclusions
Based on the results of the study, the researchers had concluded the following:
As to demographic profile, most of the teacher education students were single,
resided in Kabankalan City and had a weekly allowance of P201-400.
Most of the student respondents were boarding.
Among the five factors, time management and discipline had the highest extent
for boarding students and was considered as the most influencing factor. For non-
boarding students, parental reason had the highest extent and was considered as the most
influencing factor. However, there was no influencing factor for transient boarding
students because all the factors had almost the same extent.
The academic performance of boarding, non-boarding and transient boarding
teacher education student was average.
All the five identified factors have a significant difference as to boarding, non-
boarding and transient boarding teacher education students.
The extent of the factors was significantly different among teacher education
students when grouped according to: boarding, non-boarding and transient boarding. All
the five identified factors have a significant difference as to boarding, non-boarding and
transient boarding teacher education students.
The extent of the factors as to boarding and non-boarding students was
significantly different among each factor. However, the extent of the factors as to
transient boarding was not significantly different among each factor.
Republic of the PhilippinesCENTRAL PHILIPPINES STATE UNIVERSITY
COLLEGE OF TEACHER EDUCATIONKabankalan City, Negros Occidental
84
Conclusions
Based on the results of the study, the researchers had concluded the following:
As to demographic profile, most of the teacher education students were single,
resided in Kabankalan City and had a weekly allowance of P201-400.
Most of the student respondents were boarding.
Among the five factors, time management and discipline had the highest extent
for boarding students and was considered as the most influencing factor. For non-
boarding students, parental reason had the highest extent and was considered as the most
influencing factor. However, there was no influencing factor for transient boarding
students because all the factors had almost the same extent.
The academic performance of boarding, non-boarding and transient boarding
teacher education student was average.
All the five identified factors have a significant difference as to boarding, non-
boarding and transient boarding teacher education students.
The extent of the factors was significantly different among teacher education
students when grouped according to: boarding, non-boarding and transient boarding. All
the five identified factors have a significant difference as to boarding, non-boarding and
transient boarding teacher education students.
The extent of the factors as to boarding and non-boarding students was
significantly different among each factor. However, the extent of the factors as to
transient boarding was not significantly different among each factor.
Republic of the PhilippinesCENTRAL PHILIPPINES STATE UNIVERSITY
COLLEGE OF TEACHER EDUCATIONKabankalan City, Negros Occidental
85
There was no significant difference in the academic performance of teacher
education students when grouped according to: boarding, non-boarding and transient
boarding.
There was no significant relationship between the identified factors and academic
performance of teacher education students.
Recommendations
Based on the findings of the study and conclusion made by the researchers the
following were recommended:
1. It is recommended that students who have distant houses from the school
should have to board for them to save money and have lesser time to travel and to focus
with their studies.
2. Students who are single should have patience and determination to pursue and
finish their studies because they are free and they can do what they want and those who
have P201- 400 should know how to spend their money wisely.
3. Boarding students should discipline themselves to manage their time properly
to develop their academic performance and non-boarding students should follow their
parents’ instructions to develop their academic performance.
4. It is recommended that students should maintain their proficient academic
performance for their educational success.
5. It is recommended that students whether they are boarding, non-barding or
transient boarding should possess the quality of being persistent in their studies.
Republic of the PhilippinesCENTRAL PHILIPPINES STATE UNIVERSITY
COLLEGE OF TEACHER EDUCATIONKabankalan City, Negros Occidental
85
There was no significant difference in the academic performance of teacher
education students when grouped according to: boarding, non-boarding and transient
boarding.
There was no significant relationship between the identified factors and academic
performance of teacher education students.
Recommendations
Based on the findings of the study and conclusion made by the researchers the
following were recommended:
1. It is recommended that students who have distant houses from the school
should have to board for them to save money and have lesser time to travel and to focus
with their studies.
2. Students who are single should have patience and determination to pursue and
finish their studies because they are free and they can do what they want and those who
have P201- 400 should know how to spend their money wisely.
3. Boarding students should discipline themselves to manage their time properly
to develop their academic performance and non-boarding students should follow their
parents’ instructions to develop their academic performance.
4. It is recommended that students should maintain their proficient academic
performance for their educational success.
5. It is recommended that students whether they are boarding, non-barding or
transient boarding should possess the quality of being persistent in their studies.
Republic of the PhilippinesCENTRAL PHILIPPINES STATE UNIVERSITY
COLLEGE OF TEACHER EDUCATIONKabankalan City, Negros Occidental
85
There was no significant difference in the academic performance of teacher
education students when grouped according to: boarding, non-boarding and transient
boarding.
There was no significant relationship between the identified factors and academic
performance of teacher education students.
Recommendations
Based on the findings of the study and conclusion made by the researchers the
following were recommended:
1. It is recommended that students who have distant houses from the school
should have to board for them to save money and have lesser time to travel and to focus
with their studies.
2. Students who are single should have patience and determination to pursue and
finish their studies because they are free and they can do what they want and those who
have P201- 400 should know how to spend their money wisely.
3. Boarding students should discipline themselves to manage their time properly
to develop their academic performance and non-boarding students should follow their
parents’ instructions to develop their academic performance.
4. It is recommended that students should maintain their proficient academic
performance for their educational success.
5. It is recommended that students whether they are boarding, non-barding or
transient boarding should possess the quality of being persistent in their studies.
Republic of the PhilippinesCENTRAL PHILIPPINES STATE UNIVERSITY
COLLEGE OF TEACHER EDUCATIONKabankalan City, Negros Occidental
86
6. It is recommended that students should have a sense of dedication and focus
to their studies so that their academic performance will not be affected by the five (5)
factors or by other factors that will exist along with their studies.
7. Similar study will be conducted by other researchers to make further progress
on the discussed field. Therefore, the following are recommended:
a. Factors that determine the level and quality of students’ academic
performance.
b. The Effect of Time Management on the Students’ Academic Performance.
c. Factors Affecting the Academic Performance of Boarding, Non-Boarding
and Transient Boarding Students.
Republic of the PhilippinesCENTRAL PHILIPPINES STATE UNIVERSITY
COLLEGE OF TEACHER EDUCATIONKabankalan City, Negros Occidental
86
6. It is recommended that students should have a sense of dedication and focus
to their studies so that their academic performance will not be affected by the five (5)
factors or by other factors that will exist along with their studies.
7. Similar study will be conducted by other researchers to make further progress
on the discussed field. Therefore, the following are recommended:
a. Factors that determine the level and quality of students’ academic
performance.
b. The Effect of Time Management on the Students’ Academic Performance.
c. Factors Affecting the Academic Performance of Boarding, Non-Boarding
and Transient Boarding Students.
Republic of the PhilippinesCENTRAL PHILIPPINES STATE UNIVERSITY
COLLEGE OF TEACHER EDUCATIONKabankalan City, Negros Occidental
86
6. It is recommended that students should have a sense of dedication and focus
to their studies so that their academic performance will not be affected by the five (5)
factors or by other factors that will exist along with their studies.
7. Similar study will be conducted by other researchers to make further progress
on the discussed field. Therefore, the following are recommended:
a. Factors that determine the level and quality of students’ academic
performance.
b. The Effect of Time Management on the Students’ Academic Performance.
c. Factors Affecting the Academic Performance of Boarding, Non-Boarding
and Transient Boarding Students.
Republic of the PhilippinesCENTRAL PHILIPPINES STATE UNIVERSITY
COLLEGE OF TEACHER EDUCATIONKabankalan City, Negros Occidental
87
BIBLIOGRAPHY
Abrams, L., & Gibbs, J. T. (2000).Planning for change: School-community collaborationin a full-service elementary school.Urban Education, 35(1), 79–103.
Alexander LT, Gur RC, Gur RE, Patterson L. Peer assistedlearning.ImprovingHumanPerformanceQuarterly, 1974, 3, 175-186.
Amalaha, B. M. (1979). The teacher in the classroom.In B. O. Ukeje (Ed.), Foundationsof education (pp. 229-252). Benin-City: Ethiope Publishing.
Anfara, Vincent A. Jr.,&Mertens, Steven B.Varieties of Parent Involvement inSchooling.Middle School Journal.January 2008. Volume 39, Number 3, Pages58-64.
Ashton, P. T., Webb, R. B., &Doda, N. (1983).A study of teachers' sense of efficacy:Final report, executive summary. Gainesville, FL: University of Florida.
B.A. Chansarkar and A. Michaeloudis, (2001)Student Profiles and Factors Affecting PerformanceInt. j. math. Educ. Sci. technol., 2001, vol. 32, no. 1, 97-104, Pp. 103-104
Becher, R. (1984). Parent involvement: A review of research and principles of successfulpractices. Washington, DC: National Institute of Education.
Becker, H. J., & Epstein, J. L. (1982). Parent involvement: A survey of teacher practices.Elementary School Journal, 83(2), 85–102.
Bellafiore, L. A., &Salend, S. J. (1983).Modifying inappropriate behaviors through apeer-confrontation system. Behavior Disorders, 8, 274-279.r n
Berger, E. H. (1991). Parents as partners in education: The school and home workingtogether. New York: Macmillan.
Berger, E. H. (1995). Parents as partners in education (4th ed.). Columbus, OH: Merrill.
Berla, N., Henderson, A. T., &Kerewsky, W. (1989).The middle school years: Aparent's handbook. Columbia, MD: National Committee for Citizens inEducation.
Bilbao, P. P., Lucido, P. I., Iringan, T.O., Javier, R. B., (2008). Curriculum Developmentpp. 80-81, Lorimar Publishing Inc.
Republic of the PhilippinesCENTRAL PHILIPPINES STATE UNIVERSITY
COLLEGE OF TEACHER EDUCATIONKabankalan City, Negros Occidental
87
BIBLIOGRAPHY
Abrams, L., & Gibbs, J. T. (2000).Planning for change: School-community collaborationin a full-service elementary school.Urban Education, 35(1), 79–103.
Alexander LT, Gur RC, Gur RE, Patterson L. Peer assistedlearning.ImprovingHumanPerformanceQuarterly, 1974, 3, 175-186.
Amalaha, B. M. (1979). The teacher in the classroom.In B. O. Ukeje (Ed.), Foundationsof education (pp. 229-252). Benin-City: Ethiope Publishing.
Anfara, Vincent A. Jr.,&Mertens, Steven B.Varieties of Parent Involvement inSchooling.Middle School Journal.January 2008. Volume 39, Number 3, Pages58-64.
Ashton, P. T., Webb, R. B., &Doda, N. (1983).A study of teachers' sense of efficacy:Final report, executive summary. Gainesville, FL: University of Florida.
B.A. Chansarkar and A. Michaeloudis, (2001)Student Profiles and Factors Affecting PerformanceInt. j. math. Educ. Sci. technol., 2001, vol. 32, no. 1, 97-104, Pp. 103-104
Becher, R. (1984). Parent involvement: A review of research and principles of successfulpractices. Washington, DC: National Institute of Education.
Becker, H. J., & Epstein, J. L. (1982). Parent involvement: A survey of teacher practices.Elementary School Journal, 83(2), 85–102.
Bellafiore, L. A., &Salend, S. J. (1983).Modifying inappropriate behaviors through apeer-confrontation system. Behavior Disorders, 8, 274-279.r n
Berger, E. H. (1991). Parents as partners in education: The school and home workingtogether. New York: Macmillan.
Berger, E. H. (1995). Parents as partners in education (4th ed.). Columbus, OH: Merrill.
Berla, N., Henderson, A. T., &Kerewsky, W. (1989).The middle school years: Aparent's handbook. Columbia, MD: National Committee for Citizens inEducation.
Bilbao, P. P., Lucido, P. I., Iringan, T.O., Javier, R. B., (2008). Curriculum Developmentpp. 80-81, Lorimar Publishing Inc.
Republic of the PhilippinesCENTRAL PHILIPPINES STATE UNIVERSITY
COLLEGE OF TEACHER EDUCATIONKabankalan City, Negros Occidental
87
BIBLIOGRAPHY
Abrams, L., & Gibbs, J. T. (2000).Planning for change: School-community collaborationin a full-service elementary school.Urban Education, 35(1), 79–103.
Alexander LT, Gur RC, Gur RE, Patterson L. Peer assistedlearning.ImprovingHumanPerformanceQuarterly, 1974, 3, 175-186.
Amalaha, B. M. (1979). The teacher in the classroom.In B. O. Ukeje (Ed.), Foundationsof education (pp. 229-252). Benin-City: Ethiope Publishing.
Anfara, Vincent A. Jr.,&Mertens, Steven B.Varieties of Parent Involvement inSchooling.Middle School Journal.January 2008. Volume 39, Number 3, Pages58-64.
Ashton, P. T., Webb, R. B., &Doda, N. (1983).A study of teachers' sense of efficacy:Final report, executive summary. Gainesville, FL: University of Florida.
B.A. Chansarkar and A. Michaeloudis, (2001)Student Profiles and Factors Affecting PerformanceInt. j. math. Educ. Sci. technol., 2001, vol. 32, no. 1, 97-104, Pp. 103-104
Becher, R. (1984). Parent involvement: A review of research and principles of successfulpractices. Washington, DC: National Institute of Education.
Becker, H. J., & Epstein, J. L. (1982). Parent involvement: A survey of teacher practices.Elementary School Journal, 83(2), 85–102.
Bellafiore, L. A., &Salend, S. J. (1983).Modifying inappropriate behaviors through apeer-confrontation system. Behavior Disorders, 8, 274-279.r n
Berger, E. H. (1991). Parents as partners in education: The school and home workingtogether. New York: Macmillan.
Berger, E. H. (1995). Parents as partners in education (4th ed.). Columbus, OH: Merrill.
Berla, N., Henderson, A. T., &Kerewsky, W. (1989).The middle school years: Aparent's handbook. Columbia, MD: National Committee for Citizens inEducation.
Bilbao, P. P., Lucido, P. I., Iringan, T.O., Javier, R. B., (2008). Curriculum Developmentpp. 80-81, Lorimar Publishing Inc.
Republic of the PhilippinesCENTRAL PHILIPPINES STATE UNIVERSITY
COLLEGE OF TEACHER EDUCATIONKabankalan City, Negros Occidental
88
Bronfenbrenner, U. (1974). Is early intervention effective? A report on longitudinalevaluations of preschool programs (Vol. II). Washington, DC: U.S. Departmentof Health, Education and Welfare.
Burke, M. A. (2001). Recruiting and using volunteers in meaningful ways in secondaryschools. NASSP Bulletin, 85(627), 46–52.
Bushweller, K. (1996). Must schools be parents, too? The American School BoardJournal, 183, 12–16.
Carnegie Council on Adolescent Development. (1989). Turning points: PreparingAmerican youth for the 21st century. New York: Carnegie Corporation.
Chavkin, N. F., & Gonzales, D. L. (1995).Forging partnerships between Mexican–American parents and schools.(ERIC Document Reproduction Service No.ED388489).
Chen, X., & Chandler, K. (2001).Efforts by public K–8 schools to involve parents inchildren's education: Do schools and parents agree? Washington, DC: U.S.Department of Education, Office of Educational Research and Improvement,National Center for Education Statistics.
Chrispeels, J. H. (1991). District leadership in parent involvement.Phi Delta Kappan, 72,367–371.
Civil Partnership and Certain Rights and Obligations of Cohabitants Acts ". January2011.
Corwin, R. G., &Wagenaar, T. C. (1976). Boundary interaction between serviceorganizations and their publics: A study of teacher-parent relationships. SocialForces, 55, 471–492.
Cotton, E. G., & Mann, G. A. (1994, November).Encouraging meaningful parent andfamily participation: A survey of parent involvement practices in California andTexas. Paper presented at the annual meeting of the National Middle SchoolAssociation, Cincinnati, OH.
Cowan, K. (2003). The new Title I: The changing landscape of accountability. Tampa,FL: Thompson Publishing Group.
Cutright, M. (1984, November). How wide open is the door to parent involvement in theschools? PTA Today, 10–11.
Republic of the PhilippinesCENTRAL PHILIPPINES STATE UNIVERSITY
COLLEGE OF TEACHER EDUCATIONKabankalan City, Negros Occidental
88
Bronfenbrenner, U. (1974). Is early intervention effective? A report on longitudinalevaluations of preschool programs (Vol. II). Washington, DC: U.S. Departmentof Health, Education and Welfare.
Burke, M. A. (2001). Recruiting and using volunteers in meaningful ways in secondaryschools. NASSP Bulletin, 85(627), 46–52.
Bushweller, K. (1996). Must schools be parents, too? The American School BoardJournal, 183, 12–16.
Carnegie Council on Adolescent Development. (1989). Turning points: PreparingAmerican youth for the 21st century. New York: Carnegie Corporation.
Chavkin, N. F., & Gonzales, D. L. (1995).Forging partnerships between Mexican–American parents and schools.(ERIC Document Reproduction Service No.ED388489).
Chen, X., & Chandler, K. (2001).Efforts by public K–8 schools to involve parents inchildren's education: Do schools and parents agree? Washington, DC: U.S.Department of Education, Office of Educational Research and Improvement,National Center for Education Statistics.
Chrispeels, J. H. (1991). District leadership in parent involvement.Phi Delta Kappan, 72,367–371.
Civil Partnership and Certain Rights and Obligations of Cohabitants Acts ". January2011.
Corwin, R. G., &Wagenaar, T. C. (1976). Boundary interaction between serviceorganizations and their publics: A study of teacher-parent relationships. SocialForces, 55, 471–492.
Cotton, E. G., & Mann, G. A. (1994, November).Encouraging meaningful parent andfamily participation: A survey of parent involvement practices in California andTexas. Paper presented at the annual meeting of the National Middle SchoolAssociation, Cincinnati, OH.
Cowan, K. (2003). The new Title I: The changing landscape of accountability. Tampa,FL: Thompson Publishing Group.
Cutright, M. (1984, November). How wide open is the door to parent involvement in theschools? PTA Today, 10–11.
Republic of the PhilippinesCENTRAL PHILIPPINES STATE UNIVERSITY
COLLEGE OF TEACHER EDUCATIONKabankalan City, Negros Occidental
88
Bronfenbrenner, U. (1974). Is early intervention effective? A report on longitudinalevaluations of preschool programs (Vol. II). Washington, DC: U.S. Departmentof Health, Education and Welfare.
Burke, M. A. (2001). Recruiting and using volunteers in meaningful ways in secondaryschools. NASSP Bulletin, 85(627), 46–52.
Bushweller, K. (1996). Must schools be parents, too? The American School BoardJournal, 183, 12–16.
Carnegie Council on Adolescent Development. (1989). Turning points: PreparingAmerican youth for the 21st century. New York: Carnegie Corporation.
Chavkin, N. F., & Gonzales, D. L. (1995).Forging partnerships between Mexican–American parents and schools.(ERIC Document Reproduction Service No.ED388489).
Chen, X., & Chandler, K. (2001).Efforts by public K–8 schools to involve parents inchildren's education: Do schools and parents agree? Washington, DC: U.S.Department of Education, Office of Educational Research and Improvement,National Center for Education Statistics.
Chrispeels, J. H. (1991). District leadership in parent involvement.Phi Delta Kappan, 72,367–371.
Civil Partnership and Certain Rights and Obligations of Cohabitants Acts ". January2011.
Corwin, R. G., &Wagenaar, T. C. (1976). Boundary interaction between serviceorganizations and their publics: A study of teacher-parent relationships. SocialForces, 55, 471–492.
Cotton, E. G., & Mann, G. A. (1994, November).Encouraging meaningful parent andfamily participation: A survey of parent involvement practices in California andTexas. Paper presented at the annual meeting of the National Middle SchoolAssociation, Cincinnati, OH.
Cowan, K. (2003). The new Title I: The changing landscape of accountability. Tampa,FL: Thompson Publishing Group.
Cutright, M. (1984, November). How wide open is the door to parent involvement in theschools? PTA Today, 10–11.
Republic of the PhilippinesCENTRAL PHILIPPINES STATE UNIVERSITY
COLLEGE OF TEACHER EDUCATIONKabankalan City, Negros Occidental
89
Crosnoe Robert, Shannon Cavanagh, Glen H. Elder., Jr. Adolescent Friendships asAcademic Resources: The Intersection of Friendship, Race, and SchoolDisadvantage. Sociological Perspectives. 2003;46:331–352.
Davies, D. (1985, May). Parent involvement in the public schools in the 1980s:Proposals, issues, opportunities. Paper presented at the Research for BetterSchools Conference, Philadelphia, PA.
Davies, D. (1987). Parent involvement in public schools.Education and Urban Society,19, 147–163.
DT Smart, C.A. Kelly & J.S. Conant (1999). IOSR Journal of Business and Management(IOSR-JBM) e-ISSN: 2278-487X, p-ISSN: 2319-7668. Volume 9, Issue 6 (Mar. -Apr. 2013), PP 59-60 www.iosrjournals.org www.iosrjournals.org 59 | Page
Elementary and Secondary Education Act of 1965.(1965). Pub.L. No. 89–10, 79 Stat.77, 20.
Elkind, D. (1994). Ties that stress: The new family imbalance. Cambridge, MA: HarvardUniversity Press.
Epstein, J. L. (1985). Home and school connections in schools for the future:Implications of research on parent involvement. Peabody Journal of Education,62(2), 18–41.
Epstein, J. L. (1986). Parents' reactions to teacher practices of parent involvement.TheElementary School Journal, 86(3), 277–294
Epstein, J. L. (1987). What principals should know about parent involvement.Principal,66(3), 6–9.
Epstein, J. L. (1988). How do we improve programs for parent involvement? EducationalHorizons, 55, 58–59.
Epstein, J. L. (1995). School/family/community partnerships: Caring for the children weshare. Phi Delta Kappan, 76, 701–712.
Epstein, J. L. (1996). Perspectives and previews on research and policy for school,family, and community partnerships. In A. Booth & J. Dunn (Eds.), Family-school links: How do they affect educational outcomes? (pp. 209–246). Mahwah,NY: Erlbaum.
Republic of the PhilippinesCENTRAL PHILIPPINES STATE UNIVERSITY
COLLEGE OF TEACHER EDUCATIONKabankalan City, Negros Occidental
89
Crosnoe Robert, Shannon Cavanagh, Glen H. Elder., Jr. Adolescent Friendships asAcademic Resources: The Intersection of Friendship, Race, and SchoolDisadvantage. Sociological Perspectives. 2003;46:331–352.
Davies, D. (1985, May). Parent involvement in the public schools in the 1980s:Proposals, issues, opportunities. Paper presented at the Research for BetterSchools Conference, Philadelphia, PA.
Davies, D. (1987). Parent involvement in public schools.Education and Urban Society,19, 147–163.
DT Smart, C.A. Kelly & J.S. Conant (1999). IOSR Journal of Business and Management(IOSR-JBM) e-ISSN: 2278-487X, p-ISSN: 2319-7668. Volume 9, Issue 6 (Mar. -Apr. 2013), PP 59-60 www.iosrjournals.org www.iosrjournals.org 59 | Page
Elementary and Secondary Education Act of 1965.(1965). Pub.L. No. 89–10, 79 Stat.77, 20.
Elkind, D. (1994). Ties that stress: The new family imbalance. Cambridge, MA: HarvardUniversity Press.
Epstein, J. L. (1985). Home and school connections in schools for the future:Implications of research on parent involvement. Peabody Journal of Education,62(2), 18–41.
Epstein, J. L. (1986). Parents' reactions to teacher practices of parent involvement.TheElementary School Journal, 86(3), 277–294
Epstein, J. L. (1987). What principals should know about parent involvement.Principal,66(3), 6–9.
Epstein, J. L. (1988). How do we improve programs for parent involvement? EducationalHorizons, 55, 58–59.
Epstein, J. L. (1995). School/family/community partnerships: Caring for the children weshare. Phi Delta Kappan, 76, 701–712.
Epstein, J. L. (1996). Perspectives and previews on research and policy for school,family, and community partnerships. In A. Booth & J. Dunn (Eds.), Family-school links: How do they affect educational outcomes? (pp. 209–246). Mahwah,NY: Erlbaum.
Republic of the PhilippinesCENTRAL PHILIPPINES STATE UNIVERSITY
COLLEGE OF TEACHER EDUCATIONKabankalan City, Negros Occidental
89
Crosnoe Robert, Shannon Cavanagh, Glen H. Elder., Jr. Adolescent Friendships asAcademic Resources: The Intersection of Friendship, Race, and SchoolDisadvantage. Sociological Perspectives. 2003;46:331–352.
Davies, D. (1985, May). Parent involvement in the public schools in the 1980s:Proposals, issues, opportunities. Paper presented at the Research for BetterSchools Conference, Philadelphia, PA.
Davies, D. (1987). Parent involvement in public schools.Education and Urban Society,19, 147–163.
DT Smart, C.A. Kelly & J.S. Conant (1999). IOSR Journal of Business and Management(IOSR-JBM) e-ISSN: 2278-487X, p-ISSN: 2319-7668. Volume 9, Issue 6 (Mar. -Apr. 2013), PP 59-60 www.iosrjournals.org www.iosrjournals.org 59 | Page
Elementary and Secondary Education Act of 1965.(1965). Pub.L. No. 89–10, 79 Stat.77, 20.
Elkind, D. (1994). Ties that stress: The new family imbalance. Cambridge, MA: HarvardUniversity Press.
Epstein, J. L. (1985). Home and school connections in schools for the future:Implications of research on parent involvement. Peabody Journal of Education,62(2), 18–41.
Epstein, J. L. (1986). Parents' reactions to teacher practices of parent involvement.TheElementary School Journal, 86(3), 277–294
Epstein, J. L. (1987). What principals should know about parent involvement.Principal,66(3), 6–9.
Epstein, J. L. (1988). How do we improve programs for parent involvement? EducationalHorizons, 55, 58–59.
Epstein, J. L. (1995). School/family/community partnerships: Caring for the children weshare. Phi Delta Kappan, 76, 701–712.
Epstein, J. L. (1996). Perspectives and previews on research and policy for school,family, and community partnerships. In A. Booth & J. Dunn (Eds.), Family-school links: How do they affect educational outcomes? (pp. 209–246). Mahwah,NY: Erlbaum.
Republic of the PhilippinesCENTRAL PHILIPPINES STATE UNIVERSITY
COLLEGE OF TEACHER EDUCATIONKabankalan City, Negros Occidental
90
Epstein, J. L. (2003). Creating school, family, and community partnerships.In A. C.Ornstein, L. S. Behar-Horenstein, & E. F. Pajak (Eds.), Contemporary issues incurriculum (3rd ed.) (pp. 354–373). Boston: Allyn& Bacon.
Epstein, J. L. (2005). Foreword.In E. N. Patrikakou, R. P. Weissberg, S. Redding, & H.J. Walberg (Eds.), School-family partnerships for children's success (pp. vii–xi).New York: Teachers College Press.
Epstein, J. L., & Becker, H. L. (1982). Teachers' reported practices of parentinvolvement: Problems and possibilities. Elementary School Journal, 83(2), 103–113.
Epstein J. L., & Dauber, S. (1989). Teacher attitude and practices of parent involvementin inner-city elementary and middle schools. (CREMS Report No. 32). Baltimore,MD: Johns Hopkins University, Center for Research on Elementary and MiddleSchools.
Epstein, J. L., Sanders, M., Simon, B., Salinas, K. C., Jansorn, N. R., & Van Voorhis, F.L. (2002).School, family, and community partnerships: Your handbook for action(2nd ed.). Thousand Oaks, CA: Corwin.
Fan, X. T., & Chen, M. (2001). Parental involvement and students' academicachievement: A meta-analysis. Educational Psychology Review, 13, 1–22.
Fantuzzo JW, Davis GY, Ginsburg MD (1995). Effects of Parental Involvement inIsolation On Student Self-Concept and Mathematics Achievement. J. Educ.Psychol. 87(2): 272-281.
Funkhouser, J. E., Gonzales, M. R., & Moles, O. C. (1998).Family involvement inchildren's education: Successful local approaches. Washington, DC: U.S.Government Printing Office.
Goals 2000: Educate America Act. (1994, March 31). (P.L. 103–227). (108 Stat. 125).
Gordon, I. (1979). The effects of parent involvement in schooling. In R. S. Brandt (Ed.),Partners: Parents and schools (pp. 4–25). Alexandria, VA: Association forSupervision and Curriculum Development.
Gordon C. Winston, David J. Zimmerman, (January 2003) “Peer Effects in HigherEducation” NBER Working Paper No. 9501, JEL no.121
Gotts, E. E., & Purnell, R. F. (1987).Practicing school-family relations in urban settings.Education and Urban Society, 19, 212–218.
Republic of the PhilippinesCENTRAL PHILIPPINES STATE UNIVERSITY
COLLEGE OF TEACHER EDUCATIONKabankalan City, Negros Occidental
90
Epstein, J. L. (2003). Creating school, family, and community partnerships.In A. C.Ornstein, L. S. Behar-Horenstein, & E. F. Pajak (Eds.), Contemporary issues incurriculum (3rd ed.) (pp. 354–373). Boston: Allyn& Bacon.
Epstein, J. L. (2005). Foreword.In E. N. Patrikakou, R. P. Weissberg, S. Redding, & H.J. Walberg (Eds.), School-family partnerships for children's success (pp. vii–xi).New York: Teachers College Press.
Epstein, J. L., & Becker, H. L. (1982). Teachers' reported practices of parentinvolvement: Problems and possibilities. Elementary School Journal, 83(2), 103–113.
Epstein J. L., & Dauber, S. (1989). Teacher attitude and practices of parent involvementin inner-city elementary and middle schools. (CREMS Report No. 32). Baltimore,MD: Johns Hopkins University, Center for Research on Elementary and MiddleSchools.
Epstein, J. L., Sanders, M., Simon, B., Salinas, K. C., Jansorn, N. R., & Van Voorhis, F.L. (2002).School, family, and community partnerships: Your handbook for action(2nd ed.). Thousand Oaks, CA: Corwin.
Fan, X. T., & Chen, M. (2001). Parental involvement and students' academicachievement: A meta-analysis. Educational Psychology Review, 13, 1–22.
Fantuzzo JW, Davis GY, Ginsburg MD (1995). Effects of Parental Involvement inIsolation On Student Self-Concept and Mathematics Achievement. J. Educ.Psychol. 87(2): 272-281.
Funkhouser, J. E., Gonzales, M. R., & Moles, O. C. (1998).Family involvement inchildren's education: Successful local approaches. Washington, DC: U.S.Government Printing Office.
Goals 2000: Educate America Act. (1994, March 31). (P.L. 103–227). (108 Stat. 125).
Gordon, I. (1979). The effects of parent involvement in schooling. In R. S. Brandt (Ed.),Partners: Parents and schools (pp. 4–25). Alexandria, VA: Association forSupervision and Curriculum Development.
Gordon C. Winston, David J. Zimmerman, (January 2003) “Peer Effects in HigherEducation” NBER Working Paper No. 9501, JEL no.121
Gotts, E. E., & Purnell, R. F. (1987).Practicing school-family relations in urban settings.Education and Urban Society, 19, 212–218.
Republic of the PhilippinesCENTRAL PHILIPPINES STATE UNIVERSITY
COLLEGE OF TEACHER EDUCATIONKabankalan City, Negros Occidental
90
Epstein, J. L. (2003). Creating school, family, and community partnerships.In A. C.Ornstein, L. S. Behar-Horenstein, & E. F. Pajak (Eds.), Contemporary issues incurriculum (3rd ed.) (pp. 354–373). Boston: Allyn& Bacon.
Epstein, J. L. (2005). Foreword.In E. N. Patrikakou, R. P. Weissberg, S. Redding, & H.J. Walberg (Eds.), School-family partnerships for children's success (pp. vii–xi).New York: Teachers College Press.
Epstein, J. L., & Becker, H. L. (1982). Teachers' reported practices of parentinvolvement: Problems and possibilities. Elementary School Journal, 83(2), 103–113.
Epstein J. L., & Dauber, S. (1989). Teacher attitude and practices of parent involvementin inner-city elementary and middle schools. (CREMS Report No. 32). Baltimore,MD: Johns Hopkins University, Center for Research on Elementary and MiddleSchools.
Epstein, J. L., Sanders, M., Simon, B., Salinas, K. C., Jansorn, N. R., & Van Voorhis, F.L. (2002).School, family, and community partnerships: Your handbook for action(2nd ed.). Thousand Oaks, CA: Corwin.
Fan, X. T., & Chen, M. (2001). Parental involvement and students' academicachievement: A meta-analysis. Educational Psychology Review, 13, 1–22.
Fantuzzo JW, Davis GY, Ginsburg MD (1995). Effects of Parental Involvement inIsolation On Student Self-Concept and Mathematics Achievement. J. Educ.Psychol. 87(2): 272-281.
Funkhouser, J. E., Gonzales, M. R., & Moles, O. C. (1998).Family involvement inchildren's education: Successful local approaches. Washington, DC: U.S.Government Printing Office.
Goals 2000: Educate America Act. (1994, March 31). (P.L. 103–227). (108 Stat. 125).
Gordon, I. (1979). The effects of parent involvement in schooling. In R. S. Brandt (Ed.),Partners: Parents and schools (pp. 4–25). Alexandria, VA: Association forSupervision and Curriculum Development.
Gordon C. Winston, David J. Zimmerman, (January 2003) “Peer Effects in HigherEducation” NBER Working Paper No. 9501, JEL no.121
Gotts, E. E., & Purnell, R. F. (1987).Practicing school-family relations in urban settings.Education and Urban Society, 19, 212–218.
Republic of the PhilippinesCENTRAL PHILIPPINES STATE UNIVERSITY
COLLEGE OF TEACHER EDUCATIONKabankalan City, Negros Occidental
91
Greene, P. K., &Tichenor, M. S. (2003). Parents and schools: No stopping theinvolvement! Childhood Education, 79, 242–243.
Henderson, Anne T., Ed.; Berla, Nancy, Ed., A New Generation of Evidence: The Familyis Critical to Student Achievement. Washington, DC: National Committee forCitizens in Education, Center for Law and Education.
Henderson, A. T. (1981). Parent participation-student achievement: The evidence grows.Columbia, MD: National Committee for Citizens in Education.
Henderson, A. T. (1988). Parents are a school's best friend. Phi Delta Kappan, 70, 149–153.
Henderson, A. T., &Mapp, K. L. (2002).A new wave of evidence: The impact of school,family, and community connections on student achievement. Austin, TX: NationalCenter for Family and Community Connections with Schools.
Herman, J. L., &Yeh, J. P. (1983).Some effects of parent involvement in schools.TheUrban Review, 15, 11–17.
Hobbs, N., Dokecki, P. R., Hoover-Dempsey, K. V., Moroney, R. M., Shayne, M. W., &Weeks, K. H. (1984). Strengthening families. San Francisco: Jossey-Bass.
Hops, H., Davis, B., & Longoria, N. (1995). Methodological issues in direct observation:Illustrations with the living in familiar environments (LIFE) coding system.Journal of Clinical Child Psychology, 24, 193-203.
Jacobson, L. (2002). Putting the ‘parent piece' in schools. Education Week, 22(5), 1.
Katz, M. B. (1971). Class, bureaucracy, and schools: The illusion of educational change.New York: Praeger.
Kellaghan T. Sloane K. Alvarez B. Bloom BS (1993).The Home Environment andSchool Learning. San Francisco: Promoting Parental Involvement in theEducation of Children.Jossey- Bass Publishers.
Kerbow, D., & Bernhardt, A. (1993). Parent intervention in the school: The context ofminority involvement. In J. Coleman & B. Schneider (Eds.), Parents, theirchildren, and schools (pp. 115–145). Boulder, CO: Westview.
Kirby, Winston Et Al., (2006). Factors Affecting Student’s Academic Performance.Bangladesh E- Journal Of Sociology. Volume 3.No. 1. January 2006.
Republic of the PhilippinesCENTRAL PHILIPPINES STATE UNIVERSITY
COLLEGE OF TEACHER EDUCATIONKabankalan City, Negros Occidental
91
Greene, P. K., &Tichenor, M. S. (2003). Parents and schools: No stopping theinvolvement! Childhood Education, 79, 242–243.
Henderson, Anne T., Ed.; Berla, Nancy, Ed., A New Generation of Evidence: The Familyis Critical to Student Achievement. Washington, DC: National Committee forCitizens in Education, Center for Law and Education.
Henderson, A. T. (1981). Parent participation-student achievement: The evidence grows.Columbia, MD: National Committee for Citizens in Education.
Henderson, A. T. (1988). Parents are a school's best friend. Phi Delta Kappan, 70, 149–153.
Henderson, A. T., &Mapp, K. L. (2002).A new wave of evidence: The impact of school,family, and community connections on student achievement. Austin, TX: NationalCenter for Family and Community Connections with Schools.
Herman, J. L., &Yeh, J. P. (1983).Some effects of parent involvement in schools.TheUrban Review, 15, 11–17.
Hobbs, N., Dokecki, P. R., Hoover-Dempsey, K. V., Moroney, R. M., Shayne, M. W., &Weeks, K. H. (1984). Strengthening families. San Francisco: Jossey-Bass.
Hops, H., Davis, B., & Longoria, N. (1995). Methodological issues in direct observation:Illustrations with the living in familiar environments (LIFE) coding system.Journal of Clinical Child Psychology, 24, 193-203.
Jacobson, L. (2002). Putting the ‘parent piece' in schools. Education Week, 22(5), 1.
Katz, M. B. (1971). Class, bureaucracy, and schools: The illusion of educational change.New York: Praeger.
Kellaghan T. Sloane K. Alvarez B. Bloom BS (1993).The Home Environment andSchool Learning. San Francisco: Promoting Parental Involvement in theEducation of Children.Jossey- Bass Publishers.
Kerbow, D., & Bernhardt, A. (1993). Parent intervention in the school: The context ofminority involvement. In J. Coleman & B. Schneider (Eds.), Parents, theirchildren, and schools (pp. 115–145). Boulder, CO: Westview.
Kirby, Winston Et Al., (2006). Factors Affecting Student’s Academic Performance.Bangladesh E- Journal Of Sociology. Volume 3.No. 1. January 2006.
Republic of the PhilippinesCENTRAL PHILIPPINES STATE UNIVERSITY
COLLEGE OF TEACHER EDUCATIONKabankalan City, Negros Occidental
91
Greene, P. K., &Tichenor, M. S. (2003). Parents and schools: No stopping theinvolvement! Childhood Education, 79, 242–243.
Henderson, Anne T., Ed.; Berla, Nancy, Ed., A New Generation of Evidence: The Familyis Critical to Student Achievement. Washington, DC: National Committee forCitizens in Education, Center for Law and Education.
Henderson, A. T. (1981). Parent participation-student achievement: The evidence grows.Columbia, MD: National Committee for Citizens in Education.
Henderson, A. T. (1988). Parents are a school's best friend. Phi Delta Kappan, 70, 149–153.
Henderson, A. T., &Mapp, K. L. (2002).A new wave of evidence: The impact of school,family, and community connections on student achievement. Austin, TX: NationalCenter for Family and Community Connections with Schools.
Herman, J. L., &Yeh, J. P. (1983).Some effects of parent involvement in schools.TheUrban Review, 15, 11–17.
Hobbs, N., Dokecki, P. R., Hoover-Dempsey, K. V., Moroney, R. M., Shayne, M. W., &Weeks, K. H. (1984). Strengthening families. San Francisco: Jossey-Bass.
Hops, H., Davis, B., & Longoria, N. (1995). Methodological issues in direct observation:Illustrations with the living in familiar environments (LIFE) coding system.Journal of Clinical Child Psychology, 24, 193-203.
Jacobson, L. (2002). Putting the ‘parent piece' in schools. Education Week, 22(5), 1.
Katz, M. B. (1971). Class, bureaucracy, and schools: The illusion of educational change.New York: Praeger.
Kellaghan T. Sloane K. Alvarez B. Bloom BS (1993).The Home Environment andSchool Learning. San Francisco: Promoting Parental Involvement in theEducation of Children.Jossey- Bass Publishers.
Kerbow, D., & Bernhardt, A. (1993). Parent intervention in the school: The context ofminority involvement. In J. Coleman & B. Schneider (Eds.), Parents, theirchildren, and schools (pp. 115–145). Boulder, CO: Westview.
Kirby, Winston Et Al., (2006). Factors Affecting Student’s Academic Performance.Bangladesh E- Journal Of Sociology. Volume 3.No. 1. January 2006.
Republic of the PhilippinesCENTRAL PHILIPPINES STATE UNIVERSITY
COLLEGE OF TEACHER EDUCATIONKabankalan City, Negros Occidental
92
Krashen, S. 2005. Accelerated reader: Evidence still lacking. Knowledge Quest 33(3):48-49.
Lightfoot, S. L. (1978).Worlds apart: Relationships between families and schools. NewYork: Basic Books.
Lommerin, C. S. (1999). What middle level principals do to encourage and nurtureparent involvement: A qualitative study.Unpublished doctoral dissertation,Temple University, Philadelphia, PA.
Lortie, D. C. (1975).School teacher. Chicago: University of Chicago Press.
Mapp, K. (1997). Making family-school connections work.The Harvard EducationLetter, 13, 1–3.
Marzano, Robert J., What Works in Schools: Translating Research Into Action. August1, 2003
Maundu , John Nyamai .1988. Family Background and Student Achievement.KenyaJournal of Education. Vol.4, No.1, 1988, pp. 53-87
Merenbloom, E. Y. (1988). Developing effective middle schools through facultyparticipation (2nd ed.). Columbus, OH: National Middle School Association.
Moles, O. C. (1982).Synthesis of recent research on parent participation in children'seducation.Educational Leadership, 40(2), 44–47.
Mulhall, P., Mertens, S. B., & Flowers, N. (2001). How familiar are parents with middlelevel practices? Middle School Journal, 33(2), 57–61.
Myers, J., & Monson, L. (1992).Involving families. Columbus, OH: National MiddleSchool Association.
National Middle School Association. (2003). This we believe: Successful schools foryoung adolescents. Westerville, OH: Author.
National PTA. (1997).National standards for parent/family involvement programs.Chicago: Author.
No Child Left Behind. (2002). U.S. Department of Education. Retrieved September 6,2007, from http://www.ed.gov/nclb
Republic of the PhilippinesCENTRAL PHILIPPINES STATE UNIVERSITY
COLLEGE OF TEACHER EDUCATIONKabankalan City, Negros Occidental
92
Krashen, S. 2005. Accelerated reader: Evidence still lacking. Knowledge Quest 33(3):48-49.
Lightfoot, S. L. (1978).Worlds apart: Relationships between families and schools. NewYork: Basic Books.
Lommerin, C. S. (1999). What middle level principals do to encourage and nurtureparent involvement: A qualitative study.Unpublished doctoral dissertation,Temple University, Philadelphia, PA.
Lortie, D. C. (1975).School teacher. Chicago: University of Chicago Press.
Mapp, K. (1997). Making family-school connections work.The Harvard EducationLetter, 13, 1–3.
Marzano, Robert J., What Works in Schools: Translating Research Into Action. August1, 2003
Maundu , John Nyamai .1988. Family Background and Student Achievement.KenyaJournal of Education. Vol.4, No.1, 1988, pp. 53-87
Merenbloom, E. Y. (1988). Developing effective middle schools through facultyparticipation (2nd ed.). Columbus, OH: National Middle School Association.
Moles, O. C. (1982).Synthesis of recent research on parent participation in children'seducation.Educational Leadership, 40(2), 44–47.
Mulhall, P., Mertens, S. B., & Flowers, N. (2001). How familiar are parents with middlelevel practices? Middle School Journal, 33(2), 57–61.
Myers, J., & Monson, L. (1992).Involving families. Columbus, OH: National MiddleSchool Association.
National Middle School Association. (2003). This we believe: Successful schools foryoung adolescents. Westerville, OH: Author.
National PTA. (1997).National standards for parent/family involvement programs.Chicago: Author.
No Child Left Behind. (2002). U.S. Department of Education. Retrieved September 6,2007, from http://www.ed.gov/nclb
Republic of the PhilippinesCENTRAL PHILIPPINES STATE UNIVERSITY
COLLEGE OF TEACHER EDUCATIONKabankalan City, Negros Occidental
92
Krashen, S. 2005. Accelerated reader: Evidence still lacking. Knowledge Quest 33(3):48-49.
Lightfoot, S. L. (1978).Worlds apart: Relationships between families and schools. NewYork: Basic Books.
Lommerin, C. S. (1999). What middle level principals do to encourage and nurtureparent involvement: A qualitative study.Unpublished doctoral dissertation,Temple University, Philadelphia, PA.
Lortie, D. C. (1975).School teacher. Chicago: University of Chicago Press.
Mapp, K. (1997). Making family-school connections work.The Harvard EducationLetter, 13, 1–3.
Marzano, Robert J., What Works in Schools: Translating Research Into Action. August1, 2003
Maundu , John Nyamai .1988. Family Background and Student Achievement.KenyaJournal of Education. Vol.4, No.1, 1988, pp. 53-87
Merenbloom, E. Y. (1988). Developing effective middle schools through facultyparticipation (2nd ed.). Columbus, OH: National Middle School Association.
Moles, O. C. (1982).Synthesis of recent research on parent participation in children'seducation.Educational Leadership, 40(2), 44–47.
Mulhall, P., Mertens, S. B., & Flowers, N. (2001). How familiar are parents with middlelevel practices? Middle School Journal, 33(2), 57–61.
Myers, J., & Monson, L. (1992).Involving families. Columbus, OH: National MiddleSchool Association.
National Middle School Association. (2003). This we believe: Successful schools foryoung adolescents. Westerville, OH: Author.
National PTA. (1997).National standards for parent/family involvement programs.Chicago: Author.
No Child Left Behind. (2002). U.S. Department of Education. Retrieved September 6,2007, from http://www.ed.gov/nclb
Republic of the PhilippinesCENTRAL PHILIPPINES STATE UNIVERSITY
COLLEGE OF TEACHER EDUCATIONKabankalan City, Negros Occidental
93
Olmstead, P. P., & Rubin, R. I. (1982). Linking parent behaviors to child achievement:Four evaluation studies from the Parent Education Follow Through Program.Studies in Educational Evaluation, 8, 317–325.
Pepperl, J. C., &Lezotte, L. W. (2001).Positive home-school relations. Okemos, MI:Effective Schools.
Plevyak, L. H. (2003). Parent involvement in education: Who decides? The EducationDigest, 69(2), 32–38.
Power, T. J. (1985). Perceptions of competence: How parents and teachers view eachother. Psychology in the Schools, 22(1), 68–78.
Prentice, A. R., & Houston, S. E. (1975).Family, school, and society. Toronto: OxfordUniversity Press.
Rutherford, A. (1986). Growing Out of Crime. Society and Young People in Trouble.Harmondsworth, Penguin.
Rutherford, B. (1993). Parent and community involvement in the middle grades:Evaluating education reform. Denver, CO: RMC Research Corporation.
Sacerdote, Bruce. “Peer Effects With Random Assignment: Results ForDarmouthRoommates,” Quarterly Journal Of Economics, 2001, V116 (2, May), 681-704.
Salend, S. J., Jantzen, N. R., &Giek, K. (1992).Using a peer confrontation system in agroup setting.Behavior Disorders, 17, 211-218.r n
Sarason, S. B. (1971). The culture of the school and the problem of change. Boston:Allyn& Bacon.
Shartrand, A. M., Weiss, H. B., Kreider, H. M., & Lopez, M. E. (1997).New skills fornew schools: Preparing teachers in family involvement. Cambridge, MA: HarvardFamily Research Project.
Tracy, Brian. NO EXCUSES: THE POWER OF SELF DISCIPLINE,Hardcover|Amazon Verified Purchase, November 18, 2010.
Tracy, Brian. "No Excuses! 21 Ways to Achieve Lasting Happiness and Success." May14, 2011.
Truby, R. (1987). Home-school projects that work.Education and Urban Society, 19,206–211.
Republic of the PhilippinesCENTRAL PHILIPPINES STATE UNIVERSITY
COLLEGE OF TEACHER EDUCATIONKabankalan City, Negros Occidental
93
Olmstead, P. P., & Rubin, R. I. (1982). Linking parent behaviors to child achievement:Four evaluation studies from the Parent Education Follow Through Program.Studies in Educational Evaluation, 8, 317–325.
Pepperl, J. C., &Lezotte, L. W. (2001).Positive home-school relations. Okemos, MI:Effective Schools.
Plevyak, L. H. (2003). Parent involvement in education: Who decides? The EducationDigest, 69(2), 32–38.
Power, T. J. (1985). Perceptions of competence: How parents and teachers view eachother. Psychology in the Schools, 22(1), 68–78.
Prentice, A. R., & Houston, S. E. (1975).Family, school, and society. Toronto: OxfordUniversity Press.
Rutherford, A. (1986). Growing Out of Crime. Society and Young People in Trouble.Harmondsworth, Penguin.
Rutherford, B. (1993). Parent and community involvement in the middle grades:Evaluating education reform. Denver, CO: RMC Research Corporation.
Sacerdote, Bruce. “Peer Effects With Random Assignment: Results ForDarmouthRoommates,” Quarterly Journal Of Economics, 2001, V116 (2, May), 681-704.
Salend, S. J., Jantzen, N. R., &Giek, K. (1992).Using a peer confrontation system in agroup setting.Behavior Disorders, 17, 211-218.r n
Sarason, S. B. (1971). The culture of the school and the problem of change. Boston:Allyn& Bacon.
Shartrand, A. M., Weiss, H. B., Kreider, H. M., & Lopez, M. E. (1997).New skills fornew schools: Preparing teachers in family involvement. Cambridge, MA: HarvardFamily Research Project.
Tracy, Brian. NO EXCUSES: THE POWER OF SELF DISCIPLINE,Hardcover|Amazon Verified Purchase, November 18, 2010.
Tracy, Brian. "No Excuses! 21 Ways to Achieve Lasting Happiness and Success." May14, 2011.
Truby, R. (1987). Home-school projects that work.Education and Urban Society, 19,206–211.
Republic of the PhilippinesCENTRAL PHILIPPINES STATE UNIVERSITY
COLLEGE OF TEACHER EDUCATIONKabankalan City, Negros Occidental
93
Olmstead, P. P., & Rubin, R. I. (1982). Linking parent behaviors to child achievement:Four evaluation studies from the Parent Education Follow Through Program.Studies in Educational Evaluation, 8, 317–325.
Pepperl, J. C., &Lezotte, L. W. (2001).Positive home-school relations. Okemos, MI:Effective Schools.
Plevyak, L. H. (2003). Parent involvement in education: Who decides? The EducationDigest, 69(2), 32–38.
Power, T. J. (1985). Perceptions of competence: How parents and teachers view eachother. Psychology in the Schools, 22(1), 68–78.
Prentice, A. R., & Houston, S. E. (1975).Family, school, and society. Toronto: OxfordUniversity Press.
Rutherford, A. (1986). Growing Out of Crime. Society and Young People in Trouble.Harmondsworth, Penguin.
Rutherford, B. (1993). Parent and community involvement in the middle grades:Evaluating education reform. Denver, CO: RMC Research Corporation.
Sacerdote, Bruce. “Peer Effects With Random Assignment: Results ForDarmouthRoommates,” Quarterly Journal Of Economics, 2001, V116 (2, May), 681-704.
Salend, S. J., Jantzen, N. R., &Giek, K. (1992).Using a peer confrontation system in agroup setting.Behavior Disorders, 17, 211-218.r n
Sarason, S. B. (1971). The culture of the school and the problem of change. Boston:Allyn& Bacon.
Shartrand, A. M., Weiss, H. B., Kreider, H. M., & Lopez, M. E. (1997).New skills fornew schools: Preparing teachers in family involvement. Cambridge, MA: HarvardFamily Research Project.
Tracy, Brian. NO EXCUSES: THE POWER OF SELF DISCIPLINE,Hardcover|Amazon Verified Purchase, November 18, 2010.
Tracy, Brian. "No Excuses! 21 Ways to Achieve Lasting Happiness and Success." May14, 2011.
Truby, R. (1987). Home-school projects that work.Education and Urban Society, 19,206–211.
Republic of the PhilippinesCENTRAL PHILIPPINES STATE UNIVERSITY
COLLEGE OF TEACHER EDUCATIONKabankalan City, Negros Occidental
94
Vernberg, E. M., & Medway, F. J. (1981).Teacher and parent causal perceptions ofschool problems.American Educational Research Journal, 18(1), 29–37.
Walberg, (1981) Theory of Educational Productivity.Elliot &Dweck, Handbook ofMotivation and Competence. 2005.
Walberg, H. J. (1984). Families as partners in educational productivity.Phi DeltaKappan, 65, 397–400.
Young, T., &Westernoff, F. (1996, Summer). Overcoming barriers to effective parentalpartnerships: Implications for professionals in an educational setting.The Journalof Educational Issues of Language Minority Students, 16. Retrieved on September10, 1007, from http://www.ncela.gwu.edu/jeilms/vol16/jeilms1612/htm
Zellman, G. L., & Waterman, J. M. (1998).Understanding the impact of parent schoolinvolvement on children's educational outcomes.Journal of EducationalResearch, 91(6), 370–380.
Zimmerman, B.J. (2000). Attaining Self-Regulation: A Social Cognitive Perspective. InM. Boekaerts , P. R. Pintrich, & M. Zeidnir (Eds.), Handbook of self-regulation(pp.13-39). San Diego: Academic Press
Online References
Hotels, motels, boarding houses, rooming houses, resorts, summer camps, trailer camps,etc.(2001) from http://apps.leg.wa.gov/wac/default.aspx?cite=458-20-166)
Parental Influences (2010) Retrieved May 19, 2010 fromhttp://www.treatmentsolutions.com/parental-influences.
Time Management &Student Academic Performance(2002) fromhttp://www.ehow.com/info_7753322_time-management-student-academic-performance.html.
Academic Performance of College Students: Influence of Time Spent Studying andWorking (2006) fromhttp://www.fatih.edu.tr/~hugur/study_hard/Academic%20Performance%20of%20College%20Students.pdf.
Self Improvement: Time Management(2007) Published: March 23, 2007http://EzineArticles.com/?expert=Michael_Bens.
Republic of the PhilippinesCENTRAL PHILIPPINES STATE UNIVERSITY
COLLEGE OF TEACHER EDUCATIONKabankalan City, Negros Occidental
94
Vernberg, E. M., & Medway, F. J. (1981).Teacher and parent causal perceptions ofschool problems.American Educational Research Journal, 18(1), 29–37.
Walberg, (1981) Theory of Educational Productivity.Elliot &Dweck, Handbook ofMotivation and Competence. 2005.
Walberg, H. J. (1984). Families as partners in educational productivity.Phi DeltaKappan, 65, 397–400.
Young, T., &Westernoff, F. (1996, Summer). Overcoming barriers to effective parentalpartnerships: Implications for professionals in an educational setting.The Journalof Educational Issues of Language Minority Students, 16. Retrieved on September10, 1007, from http://www.ncela.gwu.edu/jeilms/vol16/jeilms1612/htm
Zellman, G. L., & Waterman, J. M. (1998).Understanding the impact of parent schoolinvolvement on children's educational outcomes.Journal of EducationalResearch, 91(6), 370–380.
Zimmerman, B.J. (2000). Attaining Self-Regulation: A Social Cognitive Perspective. InM. Boekaerts , P. R. Pintrich, & M. Zeidnir (Eds.), Handbook of self-regulation(pp.13-39). San Diego: Academic Press
Online References
Hotels, motels, boarding houses, rooming houses, resorts, summer camps, trailer camps,etc.(2001) from http://apps.leg.wa.gov/wac/default.aspx?cite=458-20-166)
Parental Influences (2010) Retrieved May 19, 2010 fromhttp://www.treatmentsolutions.com/parental-influences.
Time Management &Student Academic Performance(2002) fromhttp://www.ehow.com/info_7753322_time-management-student-academic-performance.html.
Academic Performance of College Students: Influence of Time Spent Studying andWorking (2006) fromhttp://www.fatih.edu.tr/~hugur/study_hard/Academic%20Performance%20of%20College%20Students.pdf.
Self Improvement: Time Management(2007) Published: March 23, 2007http://EzineArticles.com/?expert=Michael_Bens.
Republic of the PhilippinesCENTRAL PHILIPPINES STATE UNIVERSITY
COLLEGE OF TEACHER EDUCATIONKabankalan City, Negros Occidental
94
Vernberg, E. M., & Medway, F. J. (1981).Teacher and parent causal perceptions ofschool problems.American Educational Research Journal, 18(1), 29–37.
Walberg, (1981) Theory of Educational Productivity.Elliot &Dweck, Handbook ofMotivation and Competence. 2005.
Walberg, H. J. (1984). Families as partners in educational productivity.Phi DeltaKappan, 65, 397–400.
Young, T., &Westernoff, F. (1996, Summer). Overcoming barriers to effective parentalpartnerships: Implications for professionals in an educational setting.The Journalof Educational Issues of Language Minority Students, 16. Retrieved on September10, 1007, from http://www.ncela.gwu.edu/jeilms/vol16/jeilms1612/htm
Zellman, G. L., & Waterman, J. M. (1998).Understanding the impact of parent schoolinvolvement on children's educational outcomes.Journal of EducationalResearch, 91(6), 370–380.
Zimmerman, B.J. (2000). Attaining Self-Regulation: A Social Cognitive Perspective. InM. Boekaerts , P. R. Pintrich, & M. Zeidnir (Eds.), Handbook of self-regulation(pp.13-39). San Diego: Academic Press
Online References
Hotels, motels, boarding houses, rooming houses, resorts, summer camps, trailer camps,etc.(2001) from http://apps.leg.wa.gov/wac/default.aspx?cite=458-20-166)
Parental Influences (2010) Retrieved May 19, 2010 fromhttp://www.treatmentsolutions.com/parental-influences.
Time Management &Student Academic Performance(2002) fromhttp://www.ehow.com/info_7753322_time-management-student-academic-performance.html.
Academic Performance of College Students: Influence of Time Spent Studying andWorking (2006) fromhttp://www.fatih.edu.tr/~hugur/study_hard/Academic%20Performance%20of%20College%20Students.pdf.
Self Improvement: Time Management(2007) Published: March 23, 2007http://EzineArticles.com/?expert=Michael_Bens.
Republic of the PhilippinesCENTRAL PHILIPPINES STATE UNIVERSITY
COLLEGE OF TEACHER EDUCATIONKabankalan City, Negros Occidental
95
Developing self-discipline and what is meant by academic performance? (2004) fromhttp://www.studygs.net/discipline.htm)(http://wiki.answers.com/Q/What_is_meant_by_academic_performance#ixzz1ES6soZN.
Parental Involvement:Title I, Part A Non-Regulatory Guidance April 23, 2004 fromhttp://www.ed.gov/programs/parenting/guide.doc.
Peer Relationships Updated on Dec 23, 2009 fromhttp://www.education.com/definition/peer-influence/.
Usual place of residence, 2009-11-20 fromhttp://www12.statcan.ca/census recensement/2006/ref/dict/pop126-eng.cfm.
Republic of the PhilippinesCENTRAL PHILIPPINES STATE UNIVERSITY
COLLEGE OF TEACHER EDUCATIONKabankalan City, Negros Occidental
95
Developing self-discipline and what is meant by academic performance? (2004) fromhttp://www.studygs.net/discipline.htm)(http://wiki.answers.com/Q/What_is_meant_by_academic_performance#ixzz1ES6soZN.
Parental Involvement:Title I, Part A Non-Regulatory Guidance April 23, 2004 fromhttp://www.ed.gov/programs/parenting/guide.doc.
Peer Relationships Updated on Dec 23, 2009 fromhttp://www.education.com/definition/peer-influence/.
Usual place of residence, 2009-11-20 fromhttp://www12.statcan.ca/census recensement/2006/ref/dict/pop126-eng.cfm.
Republic of the PhilippinesCENTRAL PHILIPPINES STATE UNIVERSITY
COLLEGE OF TEACHER EDUCATIONKabankalan City, Negros Occidental
95
Developing self-discipline and what is meant by academic performance? (2004) fromhttp://www.studygs.net/discipline.htm)(http://wiki.answers.com/Q/What_is_meant_by_academic_performance#ixzz1ES6soZN.
Parental Involvement:Title I, Part A Non-Regulatory Guidance April 23, 2004 fromhttp://www.ed.gov/programs/parenting/guide.doc.
Peer Relationships Updated on Dec 23, 2009 fromhttp://www.education.com/definition/peer-influence/.
Usual place of residence, 2009-11-20 fromhttp://www12.statcan.ca/census recensement/2006/ref/dict/pop126-eng.cfm.
Republic of the PhilippinesCENTRAL PHILIPPINES STATE UNIVERSITY
COLLEGE OF TEACHER EDUCATIONKabankalan City, Negros Occidental
96
APPENDICES
Republic of the PhilippinesCENTRAL PHILIPPINES STATE UNIVERSITY
COLLEGE OF TEACHER EDUCATIONKabankalan City, Negros Occidental
96
APPENDICES
Republic of the PhilippinesCENTRAL PHILIPPINES STATE UNIVERSITY
COLLEGE OF TEACHER EDUCATIONKabankalan City, Negros Occidental
96
APPENDICES
Republic of the PhilippinesCENTRAL PHILIPPINES STATE UNIVERSITY
COLLEGE OF TEACHER EDUCATIONKabankalan City, Negros Occidental
97
Appendix A. Communication
April 3, 2013
ELEANOR F. CASTRO, Ph. D.Dean of the College of Teacher EducationCentral Philippines State UniversityKabankalan City, Negros Occidental
Madam:
We, the undersigned third year Education students are presently conducting aresearch study entitled, “Factors Affecting Boarding, Non- Boarding and TransientBoarding Teacher Education Students in Relation to their Academic Performance” forS.Y 2012-13, a requirement for Bachelor of Elementary Education Degree.
In this connection, we are asking permission from your good office to allow us toconduct our research study to the students of the College of Teacher Education.
Your approval to this request is highly appreciated.Thank you very much and more power!
Very truly yours,
(Sgd)RHEA A. CALIPONG
(Sgd)IMARIE A. CORDERO
(Sgd)RICA A. MAHINAY
(Sgd)SHERLYN S. SABICO
Noted:
(Sgd)CRISTINA G. JUAREZ (Sgd)ALMIRA I. SEGURAAdviser Research Coordinator
Approved:
(Sgd)ELEANOR F. CASTRO, Ph. D.Dean, College of Teacher Education
Republic of the PhilippinesCENTRAL PHILIPPINES STATE UNIVERSITY
COLLEGE OF TEACHER EDUCATIONKabankalan City, Negros Occidental
97
Appendix A. Communication
April 3, 2013
ELEANOR F. CASTRO, Ph. D.Dean of the College of Teacher EducationCentral Philippines State UniversityKabankalan City, Negros Occidental
Madam:
We, the undersigned third year Education students are presently conducting aresearch study entitled, “Factors Affecting Boarding, Non- Boarding and TransientBoarding Teacher Education Students in Relation to their Academic Performance” forS.Y 2012-13, a requirement for Bachelor of Elementary Education Degree.
In this connection, we are asking permission from your good office to allow us toconduct our research study to the students of the College of Teacher Education.
Your approval to this request is highly appreciated.Thank you very much and more power!
Very truly yours,
(Sgd)RHEA A. CALIPONG
(Sgd)IMARIE A. CORDERO
(Sgd)RICA A. MAHINAY
(Sgd)SHERLYN S. SABICO
Noted:
(Sgd)CRISTINA G. JUAREZ (Sgd)ALMIRA I. SEGURAAdviser Research Coordinator
Approved:
(Sgd)ELEANOR F. CASTRO, Ph. D.Dean, College of Teacher Education
Republic of the PhilippinesCENTRAL PHILIPPINES STATE UNIVERSITY
COLLEGE OF TEACHER EDUCATIONKabankalan City, Negros Occidental
97
Appendix A. Communication
April 3, 2013
ELEANOR F. CASTRO, Ph. D.Dean of the College of Teacher EducationCentral Philippines State UniversityKabankalan City, Negros Occidental
Madam:
We, the undersigned third year Education students are presently conducting aresearch study entitled, “Factors Affecting Boarding, Non- Boarding and TransientBoarding Teacher Education Students in Relation to their Academic Performance” forS.Y 2012-13, a requirement for Bachelor of Elementary Education Degree.
In this connection, we are asking permission from your good office to allow us toconduct our research study to the students of the College of Teacher Education.
Your approval to this request is highly appreciated.Thank you very much and more power!
Very truly yours,
(Sgd)RHEA A. CALIPONG
(Sgd)IMARIE A. CORDERO
(Sgd)RICA A. MAHINAY
(Sgd)SHERLYN S. SABICO
Noted:
(Sgd)CRISTINA G. JUAREZ (Sgd)ALMIRA I. SEGURAAdviser Research Coordinator
Approved:
(Sgd)ELEANOR F. CASTRO, Ph. D.Dean, College of Teacher Education
Republic of the PhilippinesCENTRAL PHILIPPINES STATE UNIVERSITY
COLLEGE OF TEACHER EDUCATIONKabankalan City, Negros Occidental
98
April 3, 2013
DR. JOEL A. PEREZVice-President of Academic AffairCentral Philippines State UniversityKabankalan City, Negros Occidental
Sir:
We, the undersigned third year Education Students are presently conducting a
research study entitled, “Factors Affecting Boarding, Non- Boarding and Transient
Boarding Teacher Education Students in Relation to their Academic Performance”a
requirement for the Bachelor of Elementary Degree.
In this connection, we are asking permission from your good office to allow us to
conduct our research study to the students of the College of Teacher Education.
Your approval to this request is highly appreciated.
Thank you very much and more power!
Respectfully yours,
(Sgd)RHEA A. CALIPONG
(Sgd)IMARIE A. CORDERO
(Sgd)RICA A. MAHINAY
(Sgd)SHERLYN S. SABICO
Noted:
(Sgd)CRISTINA G. JUAREZ (Sgd) ALMIRA I. SEGURAAdviser Research Coordinator
(Sgd)ELEANOR F. CASTRO, Ph. D.Dean, College of Education
Approved:
(Sgd)JOEL A. PEREZ, Ph. D.Vice-President for Academic Affairs
Republic of the PhilippinesCENTRAL PHILIPPINES STATE UNIVERSITY
COLLEGE OF TEACHER EDUCATIONKabankalan City, Negros Occidental
98
April 3, 2013
DR. JOEL A. PEREZVice-President of Academic AffairCentral Philippines State UniversityKabankalan City, Negros Occidental
Sir:
We, the undersigned third year Education Students are presently conducting a
research study entitled, “Factors Affecting Boarding, Non- Boarding and Transient
Boarding Teacher Education Students in Relation to their Academic Performance”a
requirement for the Bachelor of Elementary Degree.
In this connection, we are asking permission from your good office to allow us to
conduct our research study to the students of the College of Teacher Education.
Your approval to this request is highly appreciated.
Thank you very much and more power!
Respectfully yours,
(Sgd)RHEA A. CALIPONG
(Sgd)IMARIE A. CORDERO
(Sgd)RICA A. MAHINAY
(Sgd)SHERLYN S. SABICO
Noted:
(Sgd)CRISTINA G. JUAREZ (Sgd) ALMIRA I. SEGURAAdviser Research Coordinator
(Sgd)ELEANOR F. CASTRO, Ph. D.Dean, College of Education
Approved:
(Sgd)JOEL A. PEREZ, Ph. D.Vice-President for Academic Affairs
Republic of the PhilippinesCENTRAL PHILIPPINES STATE UNIVERSITY
COLLEGE OF TEACHER EDUCATIONKabankalan City, Negros Occidental
98
April 3, 2013
DR. JOEL A. PEREZVice-President of Academic AffairCentral Philippines State UniversityKabankalan City, Negros Occidental
Sir:
We, the undersigned third year Education Students are presently conducting a
research study entitled, “Factors Affecting Boarding, Non- Boarding and Transient
Boarding Teacher Education Students in Relation to their Academic Performance”a
requirement for the Bachelor of Elementary Degree.
In this connection, we are asking permission from your good office to allow us to
conduct our research study to the students of the College of Teacher Education.
Your approval to this request is highly appreciated.
Thank you very much and more power!
Respectfully yours,
(Sgd)RHEA A. CALIPONG
(Sgd)IMARIE A. CORDERO
(Sgd)RICA A. MAHINAY
(Sgd)SHERLYN S. SABICO
Noted:
(Sgd)CRISTINA G. JUAREZ (Sgd) ALMIRA I. SEGURAAdviser Research Coordinator
(Sgd)ELEANOR F. CASTRO, Ph. D.Dean, College of Education
Approved:
(Sgd)JOEL A. PEREZ, Ph. D.Vice-President for Academic Affairs
Republic of the PhilippinesCENTRAL PHILIPPINES STATE UNIVERSITY
COLLEGE OF TEACHER EDUCATIONKabankalan City, Negros Occidental
99
April 17, 2013
ELEANOR F. CASTRO, Ph. D.Dean, College of Teacher EducationCentral Philippines State UniversityKabankalan City, Negros Occidental
Thru: Fredimar M. GonzalesSecretary, College of Teacher Education
Sir:We, the undersigned third year Bachelor in Elementary Education students are
presently conducting a research study entitled, “Factors Affecting Boarding, Non-Boarding and Transient Boarding Teacher Education Students in Relation to theirAcademic Performance”, as our requirement for the subject Research 2.
In line with this, we would like to ask permission from your good office to furnishus the official grade of teacher education students during the first semester S.Y. 2012-13for our research purposes.
Attached here are the lists of randomly chosen teacher education students.Your approval to this request is highly appreciated.Thank you so much.
Respectfully yours,
(Sgd)RHEA A. CALIPONG
(Sgd)IMARIE A. CORDERO
(Sgd)RICA A. MAHINAY
(Sgd)SHERLYN S. SABICONoted:
(Sgd)CRISTINA G. JUAREZResearch Adviser
Approved:
(Sgd)ELEANOR F. CASTRO, Ph. D.Dean, College of Teacher Education
Republic of the PhilippinesCENTRAL PHILIPPINES STATE UNIVERSITY
COLLEGE OF TEACHER EDUCATIONKabankalan City, Negros Occidental
99
April 17, 2013
ELEANOR F. CASTRO, Ph. D.Dean, College of Teacher EducationCentral Philippines State UniversityKabankalan City, Negros Occidental
Thru: Fredimar M. GonzalesSecretary, College of Teacher Education
Sir:We, the undersigned third year Bachelor in Elementary Education students are
presently conducting a research study entitled, “Factors Affecting Boarding, Non-Boarding and Transient Boarding Teacher Education Students in Relation to theirAcademic Performance”, as our requirement for the subject Research 2.
In line with this, we would like to ask permission from your good office to furnishus the official grade of teacher education students during the first semester S.Y. 2012-13for our research purposes.
Attached here are the lists of randomly chosen teacher education students.Your approval to this request is highly appreciated.Thank you so much.
Respectfully yours,
(Sgd)RHEA A. CALIPONG
(Sgd)IMARIE A. CORDERO
(Sgd)RICA A. MAHINAY
(Sgd)SHERLYN S. SABICONoted:
(Sgd)CRISTINA G. JUAREZResearch Adviser
Approved:
(Sgd)ELEANOR F. CASTRO, Ph. D.Dean, College of Teacher Education
Republic of the PhilippinesCENTRAL PHILIPPINES STATE UNIVERSITY
COLLEGE OF TEACHER EDUCATIONKabankalan City, Negros Occidental
99
April 17, 2013
ELEANOR F. CASTRO, Ph. D.Dean, College of Teacher EducationCentral Philippines State UniversityKabankalan City, Negros Occidental
Thru: Fredimar M. GonzalesSecretary, College of Teacher Education
Sir:We, the undersigned third year Bachelor in Elementary Education students are
presently conducting a research study entitled, “Factors Affecting Boarding, Non-Boarding and Transient Boarding Teacher Education Students in Relation to theirAcademic Performance”, as our requirement for the subject Research 2.
In line with this, we would like to ask permission from your good office to furnishus the official grade of teacher education students during the first semester S.Y. 2012-13for our research purposes.
Attached here are the lists of randomly chosen teacher education students.Your approval to this request is highly appreciated.Thank you so much.
Respectfully yours,
(Sgd)RHEA A. CALIPONG
(Sgd)IMARIE A. CORDERO
(Sgd)RICA A. MAHINAY
(Sgd)SHERLYN S. SABICONoted:
(Sgd)CRISTINA G. JUAREZResearch Adviser
Approved:
(Sgd)ELEANOR F. CASTRO, Ph. D.Dean, College of Teacher Education
Republic of the PhilippinesCENTRAL PHILIPPINES STATE UNIVERSITY
COLLEGE OF TEACHER EDUCATIONKabankalan City, Negros Occidental
100
Appendix B. Questionnaire
QUESTIONNAIRE 1 – FOR BOARDING STUDENTS
PART I. SOCIO-DEMOGRAPHIC PROFILE OF THE RESPONDENTSInstruction: Fill in the blanks below with true and correct information.
Name (Optional):________________________________________Civil Status: ______________________Course: __________Yr. & Sec: ____________________ Major:_________________Place of Residence: _______________________________________________________Weekly Allowance: ________________________
PART II. SURVEY QUESTIONNAIRE
Direction: Please indicate your responses on the item that corresponds to the FACTORSAFFECTING BOARDING STUDENTS IN RELATION TO THEIRACADEMIC PERFORMANCE.Put a check mark (/) to the scale 1-5 in the items below that best describes thestatement.1-Strongly Disagree 3-Neither Agree/Disagree 5- Strongly Agree2-Disagree 4-Agree
FACTORSA. PARENTAL REASON 1 2 3 4 51. I am boarding because of the quarrel of my parents.2. I am boarding because I have a drunkard father.3. I am boarding because my parents want me to concentrate on
my studies.4. I am boarding because my parents want me to become
independent.5. I am boarding because my parents want me to stay the whole
week in school.B. TIME MANAGEMENT AND DISCIPLINE1. I am boarding because I don’t want to be late in my classes.2. I am boarding because I can rest in my boarding house/
dormitory during vacant time.3. I am boarding because I can make my projects anytime after
my class.4. I am boarding because I don’t want to experience traffic and
risk during travel.5. I am boarding because I want to devote travel time to study
and make my assignment.
Republic of the PhilippinesCENTRAL PHILIPPINES STATE UNIVERSITY
COLLEGE OF TEACHER EDUCATIONKabankalan City, Negros Occidental
100
Appendix B. Questionnaire
QUESTIONNAIRE 1 – FOR BOARDING STUDENTS
PART I. SOCIO-DEMOGRAPHIC PROFILE OF THE RESPONDENTSInstruction: Fill in the blanks below with true and correct information.
Name (Optional):________________________________________Civil Status: ______________________Course: __________Yr. & Sec: ____________________ Major:_________________Place of Residence: _______________________________________________________Weekly Allowance: ________________________
PART II. SURVEY QUESTIONNAIRE
Direction: Please indicate your responses on the item that corresponds to the FACTORSAFFECTING BOARDING STUDENTS IN RELATION TO THEIRACADEMIC PERFORMANCE.Put a check mark (/) to the scale 1-5 in the items below that best describes thestatement.1-Strongly Disagree 3-Neither Agree/Disagree 5- Strongly Agree2-Disagree 4-Agree
FACTORSA. PARENTAL REASON 1 2 3 4 51. I am boarding because of the quarrel of my parents.2. I am boarding because I have a drunkard father.3. I am boarding because my parents want me to concentrate on
my studies.4. I am boarding because my parents want me to become
independent.5. I am boarding because my parents want me to stay the whole
week in school.B. TIME MANAGEMENT AND DISCIPLINE1. I am boarding because I don’t want to be late in my classes.2. I am boarding because I can rest in my boarding house/
dormitory during vacant time.3. I am boarding because I can make my projects anytime after
my class.4. I am boarding because I don’t want to experience traffic and
risk during travel.5. I am boarding because I want to devote travel time to study
and make my assignment.
Republic of the PhilippinesCENTRAL PHILIPPINES STATE UNIVERSITY
COLLEGE OF TEACHER EDUCATIONKabankalan City, Negros Occidental
100
Appendix B. Questionnaire
QUESTIONNAIRE 1 – FOR BOARDING STUDENTS
PART I. SOCIO-DEMOGRAPHIC PROFILE OF THE RESPONDENTSInstruction: Fill in the blanks below with true and correct information.
Name (Optional):________________________________________Civil Status: ______________________Course: __________Yr. & Sec: ____________________ Major:_________________Place of Residence: _______________________________________________________Weekly Allowance: ________________________
PART II. SURVEY QUESTIONNAIRE
Direction: Please indicate your responses on the item that corresponds to the FACTORSAFFECTING BOARDING STUDENTS IN RELATION TO THEIRACADEMIC PERFORMANCE.Put a check mark (/) to the scale 1-5 in the items below that best describes thestatement.1-Strongly Disagree 3-Neither Agree/Disagree 5- Strongly Agree2-Disagree 4-Agree
FACTORSA. PARENTAL REASON 1 2 3 4 51. I am boarding because of the quarrel of my parents.2. I am boarding because I have a drunkard father.3. I am boarding because my parents want me to concentrate on
my studies.4. I am boarding because my parents want me to become
independent.5. I am boarding because my parents want me to stay the whole
week in school.B. TIME MANAGEMENT AND DISCIPLINE1. I am boarding because I don’t want to be late in my classes.2. I am boarding because I can rest in my boarding house/
dormitory during vacant time.3. I am boarding because I can make my projects anytime after
my class.4. I am boarding because I don’t want to experience traffic and
risk during travel.5. I am boarding because I want to devote travel time to study
and make my assignment.
Republic of the PhilippinesCENTRAL PHILIPPINES STATE UNIVERSITY
COLLEGE OF TEACHER EDUCATIONKabankalan City, Negros Occidental
101
C. HEALTH CONDITIONS1. I am boarding because I don’t want to get tired when going
home.2. I am boarding because I don’t want to be prone into vices,
drugs, alcoholic drinks and etc.3. I am boarding because I want to have sufficient rest right after
my class.4. I am boarding because I want to have proper sleep after my
class.5. I am boarding because I want to engage in sports and to have
time to exercise every morning.D. PEER INFLUENCE1. I am boarding because I want to focus on my studies without
any inviting trips from my friends.2. I am boarding because my classmates are also boarding.3. I am boarding because I want to have time to mingle with my
friends.4. I am boarding because I want to study my lessons together
with my friends.5. I am boarding because I want to work on with my projects
together with my friends.E.DISTRACTIONS1. I am boarding because travelling reduces my study time.2. I am boarding because our house is near the plaza and I hear
our neighbor’s karaoke.3. I am boarding in order to be free from interruption of my
brothers and sisters.4. I am boarding because my family is noisy and I want to avoid
watching television.5. I am boarding because I want to avoid the noises created by
my neighbors.
Dear Respondents,Thank you very much for the time and attention spent in giving your true and
honest responses to the questions. What you did would surely contribute to the successof this research study we are working on. We are so grateful to all of you. Rest assuredthat your answers will be kept with all confidentiality and will only be used for this study.
Thank you very much and more power!The Researchers
Republic of the PhilippinesCENTRAL PHILIPPINES STATE UNIVERSITY
COLLEGE OF TEACHER EDUCATIONKabankalan City, Negros Occidental
101
C. HEALTH CONDITIONS1. I am boarding because I don’t want to get tired when going
home.2. I am boarding because I don’t want to be prone into vices,
drugs, alcoholic drinks and etc.3. I am boarding because I want to have sufficient rest right after
my class.4. I am boarding because I want to have proper sleep after my
class.5. I am boarding because I want to engage in sports and to have
time to exercise every morning.D. PEER INFLUENCE1. I am boarding because I want to focus on my studies without
any inviting trips from my friends.2. I am boarding because my classmates are also boarding.3. I am boarding because I want to have time to mingle with my
friends.4. I am boarding because I want to study my lessons together
with my friends.5. I am boarding because I want to work on with my projects
together with my friends.E.DISTRACTIONS1. I am boarding because travelling reduces my study time.2. I am boarding because our house is near the plaza and I hear
our neighbor’s karaoke.3. I am boarding in order to be free from interruption of my
brothers and sisters.4. I am boarding because my family is noisy and I want to avoid
watching television.5. I am boarding because I want to avoid the noises created by
my neighbors.
Dear Respondents,Thank you very much for the time and attention spent in giving your true and
honest responses to the questions. What you did would surely contribute to the successof this research study we are working on. We are so grateful to all of you. Rest assuredthat your answers will be kept with all confidentiality and will only be used for this study.
Thank you very much and more power!The Researchers
Republic of the PhilippinesCENTRAL PHILIPPINES STATE UNIVERSITY
COLLEGE OF TEACHER EDUCATIONKabankalan City, Negros Occidental
101
C. HEALTH CONDITIONS1. I am boarding because I don’t want to get tired when going
home.2. I am boarding because I don’t want to be prone into vices,
drugs, alcoholic drinks and etc.3. I am boarding because I want to have sufficient rest right after
my class.4. I am boarding because I want to have proper sleep after my
class.5. I am boarding because I want to engage in sports and to have
time to exercise every morning.D. PEER INFLUENCE1. I am boarding because I want to focus on my studies without
any inviting trips from my friends.2. I am boarding because my classmates are also boarding.3. I am boarding because I want to have time to mingle with my
friends.4. I am boarding because I want to study my lessons together
with my friends.5. I am boarding because I want to work on with my projects
together with my friends.E.DISTRACTIONS1. I am boarding because travelling reduces my study time.2. I am boarding because our house is near the plaza and I hear
our neighbor’s karaoke.3. I am boarding in order to be free from interruption of my
brothers and sisters.4. I am boarding because my family is noisy and I want to avoid
watching television.5. I am boarding because I want to avoid the noises created by
my neighbors.
Dear Respondents,Thank you very much for the time and attention spent in giving your true and
honest responses to the questions. What you did would surely contribute to the successof this research study we are working on. We are so grateful to all of you. Rest assuredthat your answers will be kept with all confidentiality and will only be used for this study.
Thank you very much and more power!The Researchers
Republic of the PhilippinesCENTRAL PHILIPPINES STATE UNIVERSITY
COLLEGE OF TEACHER EDUCATIONKabankalan City, Negros Occidental
102
QUESTIONNAIRE 2 – FOR NON-BOARDING STUDENTS
PART I. SOCIO-DEMOGRAPHIC PROFILE OF THE RESPONDENTSInstruction: Fill in the blanks below with true and correct information.
Name (Optional):________________________________________Civil Status: ______________________Course: __________Yr. & Sec: ____________________ Major:________________Place of Residence: ______________________________________________________Weekly Allowance: ________________________
PART II. SURVEY QUESTIONNAIRE
Direction: Please indicate your responses on the item that corresponds to the FACTORSAFFECTING NON-BOARDING STUDENTS IN RELATION TO THEIRACADEMIC PERFORMANCE.Put a check mark (/) to the scale 1-5 in the items below that best describes the
statement.1-Strongly Disagree 3-Neither Agree/Disagree 5- Strongly Agree2- Disagree 4- Agree
FACTORS
A. PARENTAL REASON 1 2 3 4 51. I am not boarding because I want to feel the company of my
parents.2. I am not boarding because my parents advised me to go home
after classes.3. I am not boarding because my house is near to the school and to
minimize expenses.4. I am not boarding because I want to help my parents in household
chores.5. I am not boarding because I feel comfortable in my house.B. TIME MANAGEMENT AND DISCIPLINE1. I am not boarding because I can manage my time very well and I
wake up early in the morning.2. I am not boarding because I am not interested in spending my
vacant time in school.3. I am not boarding because I want to discipline myself to come to
school early.4. I am not boarding because I want to spend time studying at home.5. I am not boarding because I want to manage my time studying in
school and at home.
Republic of the PhilippinesCENTRAL PHILIPPINES STATE UNIVERSITY
COLLEGE OF TEACHER EDUCATIONKabankalan City, Negros Occidental
102
QUESTIONNAIRE 2 – FOR NON-BOARDING STUDENTS
PART I. SOCIO-DEMOGRAPHIC PROFILE OF THE RESPONDENTSInstruction: Fill in the blanks below with true and correct information.
Name (Optional):________________________________________Civil Status: ______________________Course: __________Yr. & Sec: ____________________ Major:________________Place of Residence: ______________________________________________________Weekly Allowance: ________________________
PART II. SURVEY QUESTIONNAIRE
Direction: Please indicate your responses on the item that corresponds to the FACTORSAFFECTING NON-BOARDING STUDENTS IN RELATION TO THEIRACADEMIC PERFORMANCE.Put a check mark (/) to the scale 1-5 in the items below that best describes the
statement.1-Strongly Disagree 3-Neither Agree/Disagree 5- Strongly Agree2- Disagree 4- Agree
FACTORS
A. PARENTAL REASON 1 2 3 4 51. I am not boarding because I want to feel the company of my
parents.2. I am not boarding because my parents advised me to go home
after classes.3. I am not boarding because my house is near to the school and to
minimize expenses.4. I am not boarding because I want to help my parents in household
chores.5. I am not boarding because I feel comfortable in my house.B. TIME MANAGEMENT AND DISCIPLINE1. I am not boarding because I can manage my time very well and I
wake up early in the morning.2. I am not boarding because I am not interested in spending my
vacant time in school.3. I am not boarding because I want to discipline myself to come to
school early.4. I am not boarding because I want to spend time studying at home.5. I am not boarding because I want to manage my time studying in
school and at home.
Republic of the PhilippinesCENTRAL PHILIPPINES STATE UNIVERSITY
COLLEGE OF TEACHER EDUCATIONKabankalan City, Negros Occidental
102
QUESTIONNAIRE 2 – FOR NON-BOARDING STUDENTS
PART I. SOCIO-DEMOGRAPHIC PROFILE OF THE RESPONDENTSInstruction: Fill in the blanks below with true and correct information.
Name (Optional):________________________________________Civil Status: ______________________Course: __________Yr. & Sec: ____________________ Major:________________Place of Residence: ______________________________________________________Weekly Allowance: ________________________
PART II. SURVEY QUESTIONNAIRE
Direction: Please indicate your responses on the item that corresponds to the FACTORSAFFECTING NON-BOARDING STUDENTS IN RELATION TO THEIRACADEMIC PERFORMANCE.Put a check mark (/) to the scale 1-5 in the items below that best describes the
statement.1-Strongly Disagree 3-Neither Agree/Disagree 5- Strongly Agree2- Disagree 4- Agree
FACTORS
A. PARENTAL REASON 1 2 3 4 51. I am not boarding because I want to feel the company of my
parents.2. I am not boarding because my parents advised me to go home
after classes.3. I am not boarding because my house is near to the school and to
minimize expenses.4. I am not boarding because I want to help my parents in household
chores.5. I am not boarding because I feel comfortable in my house.B. TIME MANAGEMENT AND DISCIPLINE1. I am not boarding because I can manage my time very well and I
wake up early in the morning.2. I am not boarding because I am not interested in spending my
vacant time in school.3. I am not boarding because I want to discipline myself to come to
school early.4. I am not boarding because I want to spend time studying at home.5. I am not boarding because I want to manage my time studying in
school and at home.
Republic of the PhilippinesCENTRAL PHILIPPINES STATE UNIVERSITY
COLLEGE OF TEACHER EDUCATIONKabankalan City, Negros Occidental
103
C. HEALTH1. I am not boarding because my parents can take good care of me
when I get sick.2. I am not boarding because I want to eat homemade and nutritious
food prepared by my parents.3. I am not boarding because I don’t want to stay in the boarding
house especially when I am sick.4. I am not boarding because I don’t want to be prone into vices,
drugs, alcoholic drinks and etc.5. I am not boarding because I am sickly.D.PEERS1. I am not boarding because I want to see and talk to my friends in
our place.2. I am not boarding because I could join in some organization and
activities together with my fellow youth in our barangay.3. I am not boarding because I need friends who can help me do my
projects at home.4. I am not boarding because I could share my problems to my
friends in our place.5. I am not boarding because I want to mingle with my friends in our
barangay after class.E. DISTRACTIONS1. I am not boarding because I want to avoid the loud voices when I
study my lessons.2. I am not boarding because I can study my lessons properly at
home.3. I am not boarding because I don’t want to be tempted by playing
video games and surfing internet during class hours.4. I am not boarding to avoid vices and alcoholic drinks that can
distract my studies.5. I am not boarding because my home is a perfect learning
environment to stay and I can study my lessons without anydisturbances.
Dear Respondents,Thank you very much for the time and attention spent in giving your true and
honest responses to the questions. What you did would surely contribute to the successof this research study we are working on. We are so grateful to all of you. Rest assuredthat your answers will be kept with all confidentiality and will only be used for this study.Thank you very much and more power!
The Researchers
Republic of the PhilippinesCENTRAL PHILIPPINES STATE UNIVERSITY
COLLEGE OF TEACHER EDUCATIONKabankalan City, Negros Occidental
103
C. HEALTH1. I am not boarding because my parents can take good care of me
when I get sick.2. I am not boarding because I want to eat homemade and nutritious
food prepared by my parents.3. I am not boarding because I don’t want to stay in the boarding
house especially when I am sick.4. I am not boarding because I don’t want to be prone into vices,
drugs, alcoholic drinks and etc.5. I am not boarding because I am sickly.D.PEERS1. I am not boarding because I want to see and talk to my friends in
our place.2. I am not boarding because I could join in some organization and
activities together with my fellow youth in our barangay.3. I am not boarding because I need friends who can help me do my
projects at home.4. I am not boarding because I could share my problems to my
friends in our place.5. I am not boarding because I want to mingle with my friends in our
barangay after class.E. DISTRACTIONS1. I am not boarding because I want to avoid the loud voices when I
study my lessons.2. I am not boarding because I can study my lessons properly at
home.3. I am not boarding because I don’t want to be tempted by playing
video games and surfing internet during class hours.4. I am not boarding to avoid vices and alcoholic drinks that can
distract my studies.5. I am not boarding because my home is a perfect learning
environment to stay and I can study my lessons without anydisturbances.
Dear Respondents,Thank you very much for the time and attention spent in giving your true and
honest responses to the questions. What you did would surely contribute to the successof this research study we are working on. We are so grateful to all of you. Rest assuredthat your answers will be kept with all confidentiality and will only be used for this study.Thank you very much and more power!
The Researchers
Republic of the PhilippinesCENTRAL PHILIPPINES STATE UNIVERSITY
COLLEGE OF TEACHER EDUCATIONKabankalan City, Negros Occidental
103
C. HEALTH1. I am not boarding because my parents can take good care of me
when I get sick.2. I am not boarding because I want to eat homemade and nutritious
food prepared by my parents.3. I am not boarding because I don’t want to stay in the boarding
house especially when I am sick.4. I am not boarding because I don’t want to be prone into vices,
drugs, alcoholic drinks and etc.5. I am not boarding because I am sickly.D.PEERS1. I am not boarding because I want to see and talk to my friends in
our place.2. I am not boarding because I could join in some organization and
activities together with my fellow youth in our barangay.3. I am not boarding because I need friends who can help me do my
projects at home.4. I am not boarding because I could share my problems to my
friends in our place.5. I am not boarding because I want to mingle with my friends in our
barangay after class.E. DISTRACTIONS1. I am not boarding because I want to avoid the loud voices when I
study my lessons.2. I am not boarding because I can study my lessons properly at
home.3. I am not boarding because I don’t want to be tempted by playing
video games and surfing internet during class hours.4. I am not boarding to avoid vices and alcoholic drinks that can
distract my studies.5. I am not boarding because my home is a perfect learning
environment to stay and I can study my lessons without anydisturbances.
Dear Respondents,Thank you very much for the time and attention spent in giving your true and
honest responses to the questions. What you did would surely contribute to the successof this research study we are working on. We are so grateful to all of you. Rest assuredthat your answers will be kept with all confidentiality and will only be used for this study.Thank you very much and more power!
The Researchers
Republic of the PhilippinesCENTRAL PHILIPPINES STATE UNIVERSITY
COLLEGE OF TEACHER EDUCATIONKabankalan City, Negros Occidental
104
QUESTIONNAIRE 3 – FOR TRANSIENT BOARDING STUDENTS
PART I. SOCIO-DEMOGRAPHIC PROFILE OF THE RESPONDENTSInstruction: Fill in the blanks below with true and correct information.
Name (Optional):________________________________________Civil Status: ______________________Course: __________Yr. & Sec: ____________________ Major:________________Place of Residence: ______________________________________________________Weekly Allowance: ________________________
PART II. SURVEY QUESTIONNAIRE
Direction: Please indicate your responses on the item that corresponds to the FACTORSAFFECTING TRANSIENT BOARDING STUDENTS IN RELATION TOTHEIR ACADEMIC PERFORMANCE.
Put a check mark (/) to the scale 1-5 in the items below that best describes thestatement.
1-Strongly Disagree 3-Neither Agree/Disagree 5- Strongly Agree2- Disagree 4- Agree
FACTORS
A.PARENTAL REASON 1 2 3 4 51. I am transient boarding because my parents want me to go home after
class to assist my family.2. I am transient boarding because my parents want to be updated of my
daily performance in school.3. I am transient boarding because my parents are concerned with my
safety during school activities.4. I am transient boarding because my parents want me to have a place
to rest in school after class hours.5. I am transient boarding because my parents want to secure my safety
when I am in boarding house.B. TIME MANAGEMENT AND DISCIPLINE1. I am transient boarding in order to save time in working with my
projects during vacant hours.2. I am transient boarding in order to do immediately what I needed
whether in home or in boarding house.3. I am transient boarding so I will not be late on my early classes (7:30
a.m.).4. I am transient boarding in order to be early when there is special
event in school.5. I am transient boarding so I have a place to stay when there are
important activities or events at night.
Republic of the PhilippinesCENTRAL PHILIPPINES STATE UNIVERSITY
COLLEGE OF TEACHER EDUCATIONKabankalan City, Negros Occidental
104
QUESTIONNAIRE 3 – FOR TRANSIENT BOARDING STUDENTS
PART I. SOCIO-DEMOGRAPHIC PROFILE OF THE RESPONDENTSInstruction: Fill in the blanks below with true and correct information.
Name (Optional):________________________________________Civil Status: ______________________Course: __________Yr. & Sec: ____________________ Major:________________Place of Residence: ______________________________________________________Weekly Allowance: ________________________
PART II. SURVEY QUESTIONNAIRE
Direction: Please indicate your responses on the item that corresponds to the FACTORSAFFECTING TRANSIENT BOARDING STUDENTS IN RELATION TOTHEIR ACADEMIC PERFORMANCE.
Put a check mark (/) to the scale 1-5 in the items below that best describes thestatement.
1-Strongly Disagree 3-Neither Agree/Disagree 5- Strongly Agree2- Disagree 4- Agree
FACTORS
A.PARENTAL REASON 1 2 3 4 51. I am transient boarding because my parents want me to go home after
class to assist my family.2. I am transient boarding because my parents want to be updated of my
daily performance in school.3. I am transient boarding because my parents are concerned with my
safety during school activities.4. I am transient boarding because my parents want me to have a place
to rest in school after class hours.5. I am transient boarding because my parents want to secure my safety
when I am in boarding house.B. TIME MANAGEMENT AND DISCIPLINE1. I am transient boarding in order to save time in working with my
projects during vacant hours.2. I am transient boarding in order to do immediately what I needed
whether in home or in boarding house.3. I am transient boarding so I will not be late on my early classes (7:30
a.m.).4. I am transient boarding in order to be early when there is special
event in school.5. I am transient boarding so I have a place to stay when there are
important activities or events at night.
Republic of the PhilippinesCENTRAL PHILIPPINES STATE UNIVERSITY
COLLEGE OF TEACHER EDUCATIONKabankalan City, Negros Occidental
104
QUESTIONNAIRE 3 – FOR TRANSIENT BOARDING STUDENTS
PART I. SOCIO-DEMOGRAPHIC PROFILE OF THE RESPONDENTSInstruction: Fill in the blanks below with true and correct information.
Name (Optional):________________________________________Civil Status: ______________________Course: __________Yr. & Sec: ____________________ Major:________________Place of Residence: ______________________________________________________Weekly Allowance: ________________________
PART II. SURVEY QUESTIONNAIRE
Direction: Please indicate your responses on the item that corresponds to the FACTORSAFFECTING TRANSIENT BOARDING STUDENTS IN RELATION TOTHEIR ACADEMIC PERFORMANCE.
Put a check mark (/) to the scale 1-5 in the items below that best describes thestatement.
1-Strongly Disagree 3-Neither Agree/Disagree 5- Strongly Agree2- Disagree 4- Agree
FACTORS
A.PARENTAL REASON 1 2 3 4 51. I am transient boarding because my parents want me to go home after
class to assist my family.2. I am transient boarding because my parents want to be updated of my
daily performance in school.3. I am transient boarding because my parents are concerned with my
safety during school activities.4. I am transient boarding because my parents want me to have a place
to rest in school after class hours.5. I am transient boarding because my parents want to secure my safety
when I am in boarding house.B. TIME MANAGEMENT AND DISCIPLINE1. I am transient boarding in order to save time in working with my
projects during vacant hours.2. I am transient boarding in order to do immediately what I needed
whether in home or in boarding house.3. I am transient boarding so I will not be late on my early classes (7:30
a.m.).4. I am transient boarding in order to be early when there is special
event in school.5. I am transient boarding so I have a place to stay when there are
important activities or events at night.
Republic of the PhilippinesCENTRAL PHILIPPINES STATE UNIVERSITY
COLLEGE OF TEACHER EDUCATIONKabankalan City, Negros Occidental
105
C. HEALTH CONDITIONS1. I am transient boarding in order to have a place to rest during vacant
time.2. I am transient boarding in order to have a boarding house to rest upon
when I am not feeling well during class hours.
3. I am transient boarding because I don’t want to be prone into vices,drugs, alcoholic drinks and etc.
4. I am transient boarding in order to be secured with my health and tobe comfortable when I am sick.
5. I am transient boarding because I don’t want to be stressed from thenoises of my neighbors.
D. PEER INFLUENCE1. I am transient boarding in order to avoid the invitation of my friends
in some trips after class.2. I am transient boarding in order to have time with my friends in
boarding house and at home.3. I am transient boarding in order to attend the social activities in
school.4. I am transient boarding in order to communicate both with my friends
in school and at home.5. I am transient boarding in order to join and have some bonding with
my friends after class.E. DISTRACTIONS1. I am transient boarding because of the poor light that affects my
eyesight when I study my lesson.2. I am transient boarding because I want to go home anytime I want to
avoid noise from school activities.3. I am transient boarding because there are some facilities I need which
are unavailable in my boarding house.4. I am transient boarding because there are times that my board mates
have loud voices that makes it uncomfortable for me to sleep early.5. I am transient boarding because I can’t study well my lesson
especially when my board mates are noisy.
Dear Respondents,Thank you very much for the time and attention spent in giving your true and
honest responses to the questions. What you did would surely contribute to the successof this research study we are working on. We are so grateful to all of you. Rest assuredthat your answers will be kept with all confidentiality and will only be used for this study.
Thank you very much and more power!
The Researchers
Republic of the PhilippinesCENTRAL PHILIPPINES STATE UNIVERSITY
COLLEGE OF TEACHER EDUCATIONKabankalan City, Negros Occidental
105
C. HEALTH CONDITIONS1. I am transient boarding in order to have a place to rest during vacant
time.2. I am transient boarding in order to have a boarding house to rest upon
when I am not feeling well during class hours.
3. I am transient boarding because I don’t want to be prone into vices,drugs, alcoholic drinks and etc.
4. I am transient boarding in order to be secured with my health and tobe comfortable when I am sick.
5. I am transient boarding because I don’t want to be stressed from thenoises of my neighbors.
D. PEER INFLUENCE1. I am transient boarding in order to avoid the invitation of my friends
in some trips after class.2. I am transient boarding in order to have time with my friends in
boarding house and at home.3. I am transient boarding in order to attend the social activities in
school.4. I am transient boarding in order to communicate both with my friends
in school and at home.5. I am transient boarding in order to join and have some bonding with
my friends after class.E. DISTRACTIONS1. I am transient boarding because of the poor light that affects my
eyesight when I study my lesson.2. I am transient boarding because I want to go home anytime I want to
avoid noise from school activities.3. I am transient boarding because there are some facilities I need which
are unavailable in my boarding house.4. I am transient boarding because there are times that my board mates
have loud voices that makes it uncomfortable for me to sleep early.5. I am transient boarding because I can’t study well my lesson
especially when my board mates are noisy.
Dear Respondents,Thank you very much for the time and attention spent in giving your true and
honest responses to the questions. What you did would surely contribute to the successof this research study we are working on. We are so grateful to all of you. Rest assuredthat your answers will be kept with all confidentiality and will only be used for this study.
Thank you very much and more power!
The Researchers
Republic of the PhilippinesCENTRAL PHILIPPINES STATE UNIVERSITY
COLLEGE OF TEACHER EDUCATIONKabankalan City, Negros Occidental
105
C. HEALTH CONDITIONS1. I am transient boarding in order to have a place to rest during vacant
time.2. I am transient boarding in order to have a boarding house to rest upon
when I am not feeling well during class hours.
3. I am transient boarding because I don’t want to be prone into vices,drugs, alcoholic drinks and etc.
4. I am transient boarding in order to be secured with my health and tobe comfortable when I am sick.
5. I am transient boarding because I don’t want to be stressed from thenoises of my neighbors.
D. PEER INFLUENCE1. I am transient boarding in order to avoid the invitation of my friends
in some trips after class.2. I am transient boarding in order to have time with my friends in
boarding house and at home.3. I am transient boarding in order to attend the social activities in
school.4. I am transient boarding in order to communicate both with my friends
in school and at home.5. I am transient boarding in order to join and have some bonding with
my friends after class.E. DISTRACTIONS1. I am transient boarding because of the poor light that affects my
eyesight when I study my lesson.2. I am transient boarding because I want to go home anytime I want to
avoid noise from school activities.3. I am transient boarding because there are some facilities I need which
are unavailable in my boarding house.4. I am transient boarding because there are times that my board mates
have loud voices that makes it uncomfortable for me to sleep early.5. I am transient boarding because I can’t study well my lesson
especially when my board mates are noisy.
Dear Respondents,Thank you very much for the time and attention spent in giving your true and
honest responses to the questions. What you did would surely contribute to the successof this research study we are working on. We are so grateful to all of you. Rest assuredthat your answers will be kept with all confidentiality and will only be used for this study.
Thank you very much and more power!
The Researchers
Republic of the PhilippinesCENTRAL PHILIPPINES STATE UNIVERSITY
COLLEGE OF TEACHER EDUCATIONKabankalan City, Negros Occidental
106
BIOGRAPHICAL SKETCH
PERSONAL INFORMATION
Name : Rhea A. Calipong
N-Name : “Arheng”
Address : So. Piliopiliohan, Brgy. Inapoy,
Kabankalan City
Date of Birth : December 22, 1993
Place of Birth : Guanzon Street, Kabankalan City
Civil Status : Single
Gender : Female
Nationality : Filipino
Religion : Seventh-day Adventist
EDUCATIONAL ATTAINMENT YEAR
Elementary : Inapoy Elementary School 2005-06Brgy.Inapoy, Kabankalan City, Negros Occidental
Awards Received : Salutatorian
Secondary : InapoyNational High School 2009-10Brgy.Inapoy, Kabankalan City,Negros Occidental
Awards Received : Salutatorian
Tertiary : Central Philippines State University 2010-14Brgy. Camingawan, Kabankalan City,Negros Occidental
Course : Bachelor of Elementary Education
Republic of the PhilippinesCENTRAL PHILIPPINES STATE UNIVERSITY
COLLEGE OF TEACHER EDUCATIONKabankalan City, Negros Occidental
106
BIOGRAPHICAL SKETCH
PERSONAL INFORMATION
Name : Rhea A. Calipong
N-Name : “Arheng”
Address : So. Piliopiliohan, Brgy. Inapoy,
Kabankalan City
Date of Birth : December 22, 1993
Place of Birth : Guanzon Street, Kabankalan City
Civil Status : Single
Gender : Female
Nationality : Filipino
Religion : Seventh-day Adventist
EDUCATIONAL ATTAINMENT YEAR
Elementary : Inapoy Elementary School 2005-06Brgy.Inapoy, Kabankalan City, Negros Occidental
Awards Received : Salutatorian
Secondary : InapoyNational High School 2009-10Brgy.Inapoy, Kabankalan City,Negros Occidental
Awards Received : Salutatorian
Tertiary : Central Philippines State University 2010-14Brgy. Camingawan, Kabankalan City,Negros Occidental
Course : Bachelor of Elementary Education
Republic of the PhilippinesCENTRAL PHILIPPINES STATE UNIVERSITY
COLLEGE OF TEACHER EDUCATIONKabankalan City, Negros Occidental
106
BIOGRAPHICAL SKETCH
PERSONAL INFORMATION
Name : Rhea A. Calipong
N-Name : “Arheng”
Address : So. Piliopiliohan, Brgy. Inapoy,
Kabankalan City
Date of Birth : December 22, 1993
Place of Birth : Guanzon Street, Kabankalan City
Civil Status : Single
Gender : Female
Nationality : Filipino
Religion : Seventh-day Adventist
EDUCATIONAL ATTAINMENT YEAR
Elementary : Inapoy Elementary School 2005-06Brgy.Inapoy, Kabankalan City, Negros Occidental
Awards Received : Salutatorian
Secondary : InapoyNational High School 2009-10Brgy.Inapoy, Kabankalan City,Negros Occidental
Awards Received : Salutatorian
Tertiary : Central Philippines State University 2010-14Brgy. Camingawan, Kabankalan City,Negros Occidental
Course : Bachelor of Elementary Education
Republic of the PhilippinesCENTRAL PHILIPPINES STATE UNIVERSITY
COLLEGE OF TEACHER EDUCATIONKabankalan City, Negros Occidental
107
ORGANIZATION AFFILIATION
NAME POSITION YEAR
National Service Training Member 2010-11
Education Society Member 2011-12
Supreme Student Government Member 2012-13
Future Leaders of the Philippines Member 2010-14
TRAININGS/CONFERENCES/SEMINARS ATTENDED
VENUE YEAR
Communication and Public Speaking Mount Ballo Hall 2012
Workshop in Teaching Reading Division Office 2012
Workshop in Professional Scrapbook Making Division Office 2012
SPED Clemente Sports 2013Complex
K to 12 and Outcome-Based Education Mount Ballo Hall 2014
Philippine Association for Teacher Education Punta Villa, Ilo-Ilo 2014(PAFTE)
Information and Communication Technology Mount Ballo Hall 2014Training
3rd Provincial Multidisciplinary Research Colegio San Agustin 2014Conference
4th Agency In-House Review for Students Mount Ballo Hall 2014
Republic of the PhilippinesCENTRAL PHILIPPINES STATE UNIVERSITY
COLLEGE OF TEACHER EDUCATIONKabankalan City, Negros Occidental
107
ORGANIZATION AFFILIATION
NAME POSITION YEAR
National Service Training Member 2010-11
Education Society Member 2011-12
Supreme Student Government Member 2012-13
Future Leaders of the Philippines Member 2010-14
TRAININGS/CONFERENCES/SEMINARS ATTENDED
VENUE YEAR
Communication and Public Speaking Mount Ballo Hall 2012
Workshop in Teaching Reading Division Office 2012
Workshop in Professional Scrapbook Making Division Office 2012
SPED Clemente Sports 2013Complex
K to 12 and Outcome-Based Education Mount Ballo Hall 2014
Philippine Association for Teacher Education Punta Villa, Ilo-Ilo 2014(PAFTE)
Information and Communication Technology Mount Ballo Hall 2014Training
3rd Provincial Multidisciplinary Research Colegio San Agustin 2014Conference
4th Agency In-House Review for Students Mount Ballo Hall 2014
Republic of the PhilippinesCENTRAL PHILIPPINES STATE UNIVERSITY
COLLEGE OF TEACHER EDUCATIONKabankalan City, Negros Occidental
107
ORGANIZATION AFFILIATION
NAME POSITION YEAR
National Service Training Member 2010-11
Education Society Member 2011-12
Supreme Student Government Member 2012-13
Future Leaders of the Philippines Member 2010-14
TRAININGS/CONFERENCES/SEMINARS ATTENDED
VENUE YEAR
Communication and Public Speaking Mount Ballo Hall 2012
Workshop in Teaching Reading Division Office 2012
Workshop in Professional Scrapbook Making Division Office 2012
SPED Clemente Sports 2013Complex
K to 12 and Outcome-Based Education Mount Ballo Hall 2014
Philippine Association for Teacher Education Punta Villa, Ilo-Ilo 2014(PAFTE)
Information and Communication Technology Mount Ballo Hall 2014Training
3rd Provincial Multidisciplinary Research Colegio San Agustin 2014Conference
4th Agency In-House Review for Students Mount Ballo Hall 2014
Republic of the PhilippinesCENTRAL PHILIPPINES STATE UNIVERSITY
COLLEGE OF TEACHER EDUCATIONKabankalan City, Negros Occidental
108
PERSONAL INFORMATION
Name : Imarie A.Cordero
N-Name : “Ai2x”
Address : So. Yanog, Brgy. Tampalon,
Kabankalan City
Date of Birth : March 1, 1994
Place of Birth : Matama, Brgy. Camansi, Kabankalan City
Civil Status : Single
Gender : Female
Nationality : Filipino
Religion : Baptist
EDUCATIONAL ATTAINMENT YEAR
Elementary : Yanog Elementary School 2005-06Brgy.Tampalon, Kabankalan City,Negros Occidental
Secondary : Tampalon National High School 2009-10Brgy.Tampalon, Kabankalan City,Negros Occidental
Awards Received : With Honor
Tertiary : Central Philippines State University 2010-14Brgy. Camingawan, Kabankalan City,Negros Occidental
Course : Bachelor of Elementary Education
Republic of the PhilippinesCENTRAL PHILIPPINES STATE UNIVERSITY
COLLEGE OF TEACHER EDUCATIONKabankalan City, Negros Occidental
108
PERSONAL INFORMATION
Name : Imarie A.Cordero
N-Name : “Ai2x”
Address : So. Yanog, Brgy. Tampalon,
Kabankalan City
Date of Birth : March 1, 1994
Place of Birth : Matama, Brgy. Camansi, Kabankalan City
Civil Status : Single
Gender : Female
Nationality : Filipino
Religion : Baptist
EDUCATIONAL ATTAINMENT YEAR
Elementary : Yanog Elementary School 2005-06Brgy.Tampalon, Kabankalan City,Negros Occidental
Secondary : Tampalon National High School 2009-10Brgy.Tampalon, Kabankalan City,Negros Occidental
Awards Received : With Honor
Tertiary : Central Philippines State University 2010-14Brgy. Camingawan, Kabankalan City,Negros Occidental
Course : Bachelor of Elementary Education
Republic of the PhilippinesCENTRAL PHILIPPINES STATE UNIVERSITY
COLLEGE OF TEACHER EDUCATIONKabankalan City, Negros Occidental
108
PERSONAL INFORMATION
Name : Imarie A.Cordero
N-Name : “Ai2x”
Address : So. Yanog, Brgy. Tampalon,
Kabankalan City
Date of Birth : March 1, 1994
Place of Birth : Matama, Brgy. Camansi, Kabankalan City
Civil Status : Single
Gender : Female
Nationality : Filipino
Religion : Baptist
EDUCATIONAL ATTAINMENT YEAR
Elementary : Yanog Elementary School 2005-06Brgy.Tampalon, Kabankalan City,Negros Occidental
Secondary : Tampalon National High School 2009-10Brgy.Tampalon, Kabankalan City,Negros Occidental
Awards Received : With Honor
Tertiary : Central Philippines State University 2010-14Brgy. Camingawan, Kabankalan City,Negros Occidental
Course : Bachelor of Elementary Education
Republic of the PhilippinesCENTRAL PHILIPPINES STATE UNIVERSITY
COLLEGE OF TEACHER EDUCATIONKabankalan City, Negros Occidental
109
ORGANIZATION AFFILIATION
NAME POSITION YEAR
National Service Training Member 2010-11
Education Society Member 2011-12
Supreme Student Government Member 2012-13
Future Leaders of the Philippines Member 2010-14
TRAININGS/CONFERENCES/SEMINARS ATTENDED
VENUE YEAR
Communication and Public Speaking Mount Ballo Hall 2012
Workshop in Teaching Reading Division Office 2012
Workshop in Professional Scrapbook Making Division Office 2012
SPED Clemente Sports 2013Complex
K to 12 and Outcome-Based Education Mount Ballo Hall 2014
Republic of the PhilippinesCENTRAL PHILIPPINES STATE UNIVERSITY
COLLEGE OF TEACHER EDUCATIONKabankalan City, Negros Occidental
109
ORGANIZATION AFFILIATION
NAME POSITION YEAR
National Service Training Member 2010-11
Education Society Member 2011-12
Supreme Student Government Member 2012-13
Future Leaders of the Philippines Member 2010-14
TRAININGS/CONFERENCES/SEMINARS ATTENDED
VENUE YEAR
Communication and Public Speaking Mount Ballo Hall 2012
Workshop in Teaching Reading Division Office 2012
Workshop in Professional Scrapbook Making Division Office 2012
SPED Clemente Sports 2013Complex
K to 12 and Outcome-Based Education Mount Ballo Hall 2014
Republic of the PhilippinesCENTRAL PHILIPPINES STATE UNIVERSITY
COLLEGE OF TEACHER EDUCATIONKabankalan City, Negros Occidental
109
ORGANIZATION AFFILIATION
NAME POSITION YEAR
National Service Training Member 2010-11
Education Society Member 2011-12
Supreme Student Government Member 2012-13
Future Leaders of the Philippines Member 2010-14
TRAININGS/CONFERENCES/SEMINARS ATTENDED
VENUE YEAR
Communication and Public Speaking Mount Ballo Hall 2012
Workshop in Teaching Reading Division Office 2012
Workshop in Professional Scrapbook Making Division Office 2012
SPED Clemente Sports 2013Complex
K to 12 and Outcome-Based Education Mount Ballo Hall 2014
Republic of the PhilippinesCENTRAL PHILIPPINES STATE UNIVERSITY
COLLEGE OF TEACHER EDUCATIONKabankalan City, Negros Occidental
110
PERSONAL INFORMATION
Name : Rica A. Mahinay
N-Name : “Rica”
Address : So. Alicabog, Brgy. Tampalon,
Kabankalan City
Date of Birth : December 19, 1993
Place of Birth : So. Alicabog, Brgy. Tampalon, Kabankalan City
Civil Status : Single
Gender : Female
Nationality : Filipino
Religion : Baptist
EDUCATIONAL ATTAINMENT YEAR
Elementary : Tampalon Elementary School 2005-2006Brgy.Tampalon, Kabankalan City,Negros Occidental
Secondary : Tampalon National High School 2009-2010Brgy.Tampalon, Kabankalan City,Negros Occidental
Tertiary : Central Philippines State University 2010-2014Brgy. Camingawan, Kabankalan City,Negros Occidental
Course : Bachelor of Elementary Education
Republic of the PhilippinesCENTRAL PHILIPPINES STATE UNIVERSITY
COLLEGE OF TEACHER EDUCATIONKabankalan City, Negros Occidental
110
PERSONAL INFORMATION
Name : Rica A. Mahinay
N-Name : “Rica”
Address : So. Alicabog, Brgy. Tampalon,
Kabankalan City
Date of Birth : December 19, 1993
Place of Birth : So. Alicabog, Brgy. Tampalon, Kabankalan City
Civil Status : Single
Gender : Female
Nationality : Filipino
Religion : Baptist
EDUCATIONAL ATTAINMENT YEAR
Elementary : Tampalon Elementary School 2005-2006Brgy.Tampalon, Kabankalan City,Negros Occidental
Secondary : Tampalon National High School 2009-2010Brgy.Tampalon, Kabankalan City,Negros Occidental
Tertiary : Central Philippines State University 2010-2014Brgy. Camingawan, Kabankalan City,Negros Occidental
Course : Bachelor of Elementary Education
Republic of the PhilippinesCENTRAL PHILIPPINES STATE UNIVERSITY
COLLEGE OF TEACHER EDUCATIONKabankalan City, Negros Occidental
110
PERSONAL INFORMATION
Name : Rica A. Mahinay
N-Name : “Rica”
Address : So. Alicabog, Brgy. Tampalon,
Kabankalan City
Date of Birth : December 19, 1993
Place of Birth : So. Alicabog, Brgy. Tampalon, Kabankalan City
Civil Status : Single
Gender : Female
Nationality : Filipino
Religion : Baptist
EDUCATIONAL ATTAINMENT YEAR
Elementary : Tampalon Elementary School 2005-2006Brgy.Tampalon, Kabankalan City,Negros Occidental
Secondary : Tampalon National High School 2009-2010Brgy.Tampalon, Kabankalan City,Negros Occidental
Tertiary : Central Philippines State University 2010-2014Brgy. Camingawan, Kabankalan City,Negros Occidental
Course : Bachelor of Elementary Education
Republic of the PhilippinesCENTRAL PHILIPPINES STATE UNIVERSITY
COLLEGE OF TEACHER EDUCATIONKabankalan City, Negros Occidental
111
ORGANIZATION AFFILIATION
NAME POSITION YEAR
National Service Training Member 2010-11
Education Society Member 2011-12
Supreme Student Government Member 2012-13
Future Leaders of the Philippines Member 2010-14
TRAININGS/CONFERENCES/SEMINARS ATTENDED
VENUE YEAR
Communication and Public Speaking Mount Ballo Hall 2012
Workshop in Teaching Reading Division Office 2012
Workshop in Professional Scrapbook Making Division Office 2012
SPED Clemente Sports 2013Complex
K to 12 and Outcome-Based Education Mount Ballo Hall 2014
Philippine Association for Teacher Education Punta Villa, Ilo-Ilo 2014(PAFTE)
Republic of the PhilippinesCENTRAL PHILIPPINES STATE UNIVERSITY
COLLEGE OF TEACHER EDUCATIONKabankalan City, Negros Occidental
111
ORGANIZATION AFFILIATION
NAME POSITION YEAR
National Service Training Member 2010-11
Education Society Member 2011-12
Supreme Student Government Member 2012-13
Future Leaders of the Philippines Member 2010-14
TRAININGS/CONFERENCES/SEMINARS ATTENDED
VENUE YEAR
Communication and Public Speaking Mount Ballo Hall 2012
Workshop in Teaching Reading Division Office 2012
Workshop in Professional Scrapbook Making Division Office 2012
SPED Clemente Sports 2013Complex
K to 12 and Outcome-Based Education Mount Ballo Hall 2014
Philippine Association for Teacher Education Punta Villa, Ilo-Ilo 2014(PAFTE)
Republic of the PhilippinesCENTRAL PHILIPPINES STATE UNIVERSITY
COLLEGE OF TEACHER EDUCATIONKabankalan City, Negros Occidental
111
ORGANIZATION AFFILIATION
NAME POSITION YEAR
National Service Training Member 2010-11
Education Society Member 2011-12
Supreme Student Government Member 2012-13
Future Leaders of the Philippines Member 2010-14
TRAININGS/CONFERENCES/SEMINARS ATTENDED
VENUE YEAR
Communication and Public Speaking Mount Ballo Hall 2012
Workshop in Teaching Reading Division Office 2012
Workshop in Professional Scrapbook Making Division Office 2012
SPED Clemente Sports 2013Complex
K to 12 and Outcome-Based Education Mount Ballo Hall 2014
Philippine Association for Teacher Education Punta Villa, Ilo-Ilo 2014(PAFTE)
Republic of the PhilippinesCENTRAL PHILIPPINES STATE UNIVERSITY
COLLEGE OF TEACHER EDUCATIONKabankalan City, Negros Occidental
112
PERSONAL INFORMATION
Name : Sherlyn S. Sabico
N-Name : “Bbheng”
Address : So. Garol, Brgy. Tampalon,
Kabankalan City
Date of Birth : March 4, 1994
Place of Birth : So. Garol, Brgy. Tampalon, Kabankalan City
Civil Status : Single
Gender : Female
Nationality : Filipino
Religion : Baptist
EDUCATIONAL ATTAINMENT YEAR
Elementary : Yanog Elementary School 2005-06Brgy.Tampalon, Kabankalan City,Negros Occidental
Awards Received : Valedictorian
Secondary : Tampalon National High School 2009-10
Brgy.Tampalon, Kabankalan City,
Negros Occidental
Awards Received : With Honors
Tertiary : Central Philippines State University 2010-14Brgy. Camingawan, Kabankalan City,
Republic of the PhilippinesCENTRAL PHILIPPINES STATE UNIVERSITY
COLLEGE OF TEACHER EDUCATIONKabankalan City, Negros Occidental
112
PERSONAL INFORMATION
Name : Sherlyn S. Sabico
N-Name : “Bbheng”
Address : So. Garol, Brgy. Tampalon,
Kabankalan City
Date of Birth : March 4, 1994
Place of Birth : So. Garol, Brgy. Tampalon, Kabankalan City
Civil Status : Single
Gender : Female
Nationality : Filipino
Religion : Baptist
EDUCATIONAL ATTAINMENT YEAR
Elementary : Yanog Elementary School 2005-06Brgy.Tampalon, Kabankalan City,Negros Occidental
Awards Received : Valedictorian
Secondary : Tampalon National High School 2009-10
Brgy.Tampalon, Kabankalan City,
Negros Occidental
Awards Received : With Honors
Tertiary : Central Philippines State University 2010-14Brgy. Camingawan, Kabankalan City,
Republic of the PhilippinesCENTRAL PHILIPPINES STATE UNIVERSITY
COLLEGE OF TEACHER EDUCATIONKabankalan City, Negros Occidental
112
PERSONAL INFORMATION
Name : Sherlyn S. Sabico
N-Name : “Bbheng”
Address : So. Garol, Brgy. Tampalon,
Kabankalan City
Date of Birth : March 4, 1994
Place of Birth : So. Garol, Brgy. Tampalon, Kabankalan City
Civil Status : Single
Gender : Female
Nationality : Filipino
Religion : Baptist
EDUCATIONAL ATTAINMENT YEAR
Elementary : Yanog Elementary School 2005-06Brgy.Tampalon, Kabankalan City,Negros Occidental
Awards Received : Valedictorian
Secondary : Tampalon National High School 2009-10
Brgy.Tampalon, Kabankalan City,
Negros Occidental
Awards Received : With Honors
Tertiary : Central Philippines State University 2010-14Brgy. Camingawan, Kabankalan City,
Republic of the PhilippinesCENTRAL PHILIPPINES STATE UNIVERSITY
COLLEGE OF TEACHER EDUCATIONKabankalan City, Negros Occidental
113
Negros Occidental
Course : Bachelor of Elementary Education
ORGANIZATION AFFILIATION
NAME POSITION YEAR
National Service Training Member 2010-11
Education Society Member 2011-12
Supreme Student Government Member 2012-13
Future Leaders of the Philippines Member 2010-14
TRAININGS/CONFERENCES/SEMINARS ATTENDED
VENUE YEAR
Communication and Public Speaking Mount Ballo Hall 2012
Workshop in Teaching Reading Division Office 2012
Workshop in Professional Scrapbook Making Division Office 2012
SPED Clemente Sports 2013Complex
K to 12 and Outcome-Based Education Mount Ballo Hall 2014
Philippine Association for Teacher Education Punta Villa, Ilo-Ilo 2014(PAFTE)
Republic of the PhilippinesCENTRAL PHILIPPINES STATE UNIVERSITY
COLLEGE OF TEACHER EDUCATIONKabankalan City, Negros Occidental
113
Negros Occidental
Course : Bachelor of Elementary Education
ORGANIZATION AFFILIATION
NAME POSITION YEAR
National Service Training Member 2010-11
Education Society Member 2011-12
Supreme Student Government Member 2012-13
Future Leaders of the Philippines Member 2010-14
TRAININGS/CONFERENCES/SEMINARS ATTENDED
VENUE YEAR
Communication and Public Speaking Mount Ballo Hall 2012
Workshop in Teaching Reading Division Office 2012
Workshop in Professional Scrapbook Making Division Office 2012
SPED Clemente Sports 2013Complex
K to 12 and Outcome-Based Education Mount Ballo Hall 2014
Philippine Association for Teacher Education Punta Villa, Ilo-Ilo 2014(PAFTE)
Republic of the PhilippinesCENTRAL PHILIPPINES STATE UNIVERSITY
COLLEGE OF TEACHER EDUCATIONKabankalan City, Negros Occidental
113
Negros Occidental
Course : Bachelor of Elementary Education
ORGANIZATION AFFILIATION
NAME POSITION YEAR
National Service Training Member 2010-11
Education Society Member 2011-12
Supreme Student Government Member 2012-13
Future Leaders of the Philippines Member 2010-14
TRAININGS/CONFERENCES/SEMINARS ATTENDED
VENUE YEAR
Communication and Public Speaking Mount Ballo Hall 2012
Workshop in Teaching Reading Division Office 2012
Workshop in Professional Scrapbook Making Division Office 2012
SPED Clemente Sports 2013Complex
K to 12 and Outcome-Based Education Mount Ballo Hall 2014
Philippine Association for Teacher Education Punta Villa, Ilo-Ilo 2014(PAFTE)
Republic of the PhilippinesCENTRAL PHILIPPINES STATE UNIVERSITY
COLLEGE OF TEACHER EDUCATIONKabankalan City, Negros Occidental
114
Republic of the PhilippinesCENTRAL PHILIPPINES STATE UNIVERSITY
COLLEGE OF TEACHER EDUCATIONKabankalan City, Negros Occidental
114
Republic of the PhilippinesCENTRAL PHILIPPINES STATE UNIVERSITY
COLLEGE OF TEACHER EDUCATIONKabankalan City, Negros Occidental
114
Recommended