THESIS ni an-an

8/3/2019 THESIS ni an-an

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The Influence of Family Economic Status on the Aspects of Development of Grade

IV, V and VI pupils of Sta. Cruz Elementary School, Butuan City

A Thesis Proposal

Presented to the

Faculty of Science Education

Caraga State University

Ampayon, Butuan City

In Partial Fulfillment

Of the Requirement for the Degree

Bachelor of Science in Elementary Education

Cinco, Grace Ann O.

Siega, Myrna C.

Timbal, Neomi C.

March,2011


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APPROVAL SHEET

This research entitled THE INFLUENCE OF FAMILY SOCIO

ECONOMIC STATUS TO THE ASPECTS OF DEVELOPMENT OF GRADE IV,

V AND VI PUPILS OF STA. CRUZ ELEMENTARY SCHOOL prepared and

submitted by GRACE ANN O. CINCO, MYRNA C. SIEGA and NEOMI C.TIMBAL in partial fulfillment of the requirements of the course Research 1 has

been explained, accepted and recommended for approval.

LYDIA CURAZA, Ph. D.

Adviser

________________________________________________________________________

RESEARCH ADVISORY COMMITTEE

Approved by the Committee for Oral Defense with a grade of ________

NATIVIDAD R. MAMAOAG, Ed. D.

Chairperson

HELEN B. MANTIZA, Ed. D. CARMELITA C. LIPIO, Ph. D.Member Member

Approved and accepted as partial fulfillment of the requirements for the courseResearch 1.

NATIVIDAD R. MAMAOAG, Ed. D.

Dean, CSE


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Acknowledgment

We, researchers sincerely express profound thanks and gratitude to the people

who have helped us in achieving the success of this research proposal.

Dr. Fe Dela Cruz, our RES instructor for her guidance in undertaking this

research proposal.

Dr. Lydia R. Curaza for her guidance and assistance.

To our friends and classmates who gave us strength in achieving this.

To our family especially our parents who gave us moral, spiritual and of course

their financial support in undertaking this one. For their undying love and guidance.

Lastly to our Almighty God, who was the center of our faith in achieving this.

Also for His guidance through the righteousness.

We really thank you a lot.


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CHAPTER 1

THE PROBLEM

Introduction

In child development, physical, intellectual, social and emotional changes occur

from birth to adolescence. A variety of factors influence child development. Heredity

guides every aspect of physical, cognitive, social, emotional, and personality

development. Family members, peer groups, the school environment, and the community

influence how children think, socialize, and become self aware. Biological factors such

as nutrition, medical care, and environmental hazards in the air and water affect the

growth of the body and mind.

Thompson, 2009 critical life events, such as a family crisis or a national

emergency, can alter the growth of personality and identity. Most important of all,

children contribute significantly to their own development. This occurs as they strive to

understand their experiences, respond in individual ways to the people around them, and

choose activities, friends, and interests. Thus, the factors that guide development arise

from both outside and within the person.

Child development is concerned on the biological and psychological changes that

occur in every human being. According to Chen, there are four important aspects of child

development which every parent should emphasize. These are physical, social intellectual

and emotional development. Thus, it is the parents role to consider and deal with the

needs and rights of their children.

The family income or the family economic status is said to be one of the factors

that effects the childs aspects of development. Accordingly, more than two thirds of


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children ages 5 and under from low income families is much worse than those available

in higher income families, and the quality of child care affects the childs development.

Families with low socioeconomic status often lack the financial, social, and

educational supports that characterize families with high socio economic status. Poor

families also may have inadequate or limited access to community resources that promote

and support childrens development and school readiness. Thus, the family status has an

influence not only on academic performance but also in all aspects f development and

that is why parents should be cooperative in ensuring the total development f their

offspring.

Early child development including physical, social/emotional, and

language/cognitive development is critical to the childs life course. The wide ranging

impacts of low income and low socio economic status include poor physical health;

increased number of emotional and behavioral issues; compromised school readiness and

cognitive outcomes; low birth weight; and obesity. Low neighborhood income also has

an impact on health, behavior and injuries among children. Ethno racial status has been

linked to the social determinants of health, particularly low income.


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Theoretical and Conceptual Framework

Vortula, 2006 cited that children from low income households were particular

sensitive to the effects of family income. The quality of home environment during early

and middle childhood explained a portion of the effects of income on academic skills and

behavior problems.

Andrade, 2005 pointed out that the instability in the family environment and a

lack of socialization can also greatly influence on a childs cognitive development.

An economic recession can have a remarkable influence on family system, higher

rates of unemployment and decreased family income lead to overall reduce expedite on

health care and childrens education. Harper, 2009 Economic crisis directly influence

health care systems as well as the availability of and access to health care and psychiatric

care which in turn impacts the childrens physical and mental health and their suicidal

behavior.

According to Leroy and Symes, 2001 poverty is considered a major at risk

factor for childrens changes in their development aspects. Some of the factors related to

poverty that may lay a childs biggest impact in affecting his/her developmental aspects

are very young, single of low educational level parents, unemployment, abuse and

neglect, dangerous neighborhood, homeless and exposure to inadequate or inappropriate

educational experiences.

Poverty is an issue that more f our nation children are coming face to face with.

Children are likely to fail in school or in life because of their lifes social circumstances.


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Independent Variable Dependent Variable

Figure 1. The Schematic Diagram showing the independent and dependent variables

found in our study.

Family Economic Background

Highest Educational

attainment of parents

Occupation of parents

Monthly Income

House Ownership

Type of House

Socio economic Status

Aspects of Development

Physical AspectIntellectual Aspect

Social Aspect

Emotional Aspect


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Statement of the Problem

This study aims to determine the Influence of Family Socio - Economic Status to

the Aspects of Development of Grade IV, V and VI pupils of Sta. Cruz Elementary

School.

Specifically; it will seek to answer the following questions:

1. What is the socio economic status of the respondents in terms of:

1.1 Highest educational attainment of parents

1.2 Occupation of parents

1.3 Parents Monthly Income

1.4 House ownership

1.5 Type of House

1.6 Socio economic status

2. What is the level of development of the pupils in terms of:

3.1 physical

3.2 intellectual

3.3 social

3.4 emotional

3. Is there a significant influence of family socio - economic status on the

aspects of development of the pupils?


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Significance of the Study

This study will have a great impact to the following sectors of the community.

The Parents They will be aware of the influence of the family socio economic

status to the development of child and be more responsible in giving the needs, interests

and rights of their child.

The Pupils Through this study, they will be given more attention as to their care,

needs and rights.

The Teacher They will be able to understand why their pupils act and behave

differently. They will be able to go beyond the background of the students fully

understand the development of the students and by understanding them, they will be able

to control their temper not to weed out or hurt deviant students.

Scope and Delimitation of the Study

This study will focus on the influence of family economic status on the aspect of

Development of Grade IV to Grade VI pupils of Sta. Cruz Elementary School.

This study includes the independent variables such as family background,

educational attainment of parents, occupation of parents, monthly income, house

ownership, type of house and socio economic status. The dependent variables are

intellectual aspects, physical aspects, social aspects and emotional aspects.

The respondents of the study will be the pupils from each grade level.


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Definition of Terms

For better understanding of the study, the following terms are to be defined

operationally.

Emotional Aspect. This term refers to the way the children solve their problems

and deal with their emotions.

Intellectual Aspect. This refers to the way the children think and its cognitive

development.

Physical Aspect. This refers to the physical development including its health and

nutritional status.

Social Aspect. This refers to the way the people socialize to others.

Socio Economic Status. Relating to or involving economic and social factors in

the family including their highest educational attainment of parents, occupation of parents

and monthly income.


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CHAPTER 2

REVIEW OF LITERATURE

This chapter presents the literature and studies that are found to be bearing on the

present study. Emphasis is given to enclose that concern with the variables includes in the

study.

Related Literature

Socio economic status (SES) is one of the most widely studied constructs in the

social sciences. Several ways of measuring SES have been proposed, but most include

some quantification of family income, parental education, and occupational status.

Research shows that SES is associated with a wide array of health, cognitive and socio -

emotional outcomes in children, with effects beginning prior to birth and continuing into

adulthood. A variety of mechanisms linking SES to child well being have been

proposed, with most involving differences in access to material and social resources or

reactions to stress including conditions by both the children themselves and their parents.

For children, SES impacts well being at multiple at multiple levels, including both

family and neighborhood. Its effects are moderated by childrens own characteristics,

family characteristics, and external support systems.

Child behavior is an important dimension of childrens mental health and has

consequences for outcomes in later life. Attention deficit disorder and externalizing

behavior in children has been linked to poorer school performance (Currie and Stabile


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2004), poorer final school grades, lower earning and employment in adulthood adult anti

social behavior, particularly serious, habitual and violent offending (Benda et al. 2001).

The literature has identified several aspects of the broader home environment as

important correlates of poor child behavior (e.g. Berger et al. 2005; NICHD 2005). The

human capital perspective emphasizes that money can be invested into the development

of the child, whether to improve the physical environment for learning or to purchase

goods and services that stimulate positive development. S one path is the material quality

of the home. Bradley and Corwyn (2000) and Berger et al. (2005) find a link between low

income, the material quality of the childs home environment and child behavioral

outcomes for relatively contemporary cohorts of children in North America.

Aughinbaugh and Gittleman (2003) used a measure of cognitive stimulation and ne of

emotional support and found were associated with behavior in both US and UK children

of parents born in late 1950s (but as noted above, also found only small income

differences in behavior).

An alternative perspective emphasizes the emotional impact that low income has

on parent child interactions, for example through greater parental stress or likelihood of

depression. Maternal depressive symptoms have been widely linked with mothers

ratings of their childrens behavior (NICHD 2003; and Berg et al. 2003). Parental conflict

has been associated with child emotional well being.

Yeung et al. (2002) found maternal emotional distress to be an important mediator

between low income and poor behavioral outcomes. A rather different aspect of the

childs home their diet has also been associated with poor behavioral outcomes in

children.


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Perodez (2002) stated that pupils performance in school is to determine the

family income and poverty has something to do with the childs achievement in school.

Changes in the structure of a family, through either divorce, separation or re-

marriage, can have a quick and profound effect on the economic circumstances of

childrens families (Picot et el., 1999).

The socio economic status of the family likewise has a marked influence n the

number and kind of skills children learn. Children for the upper socio economic levels

tend as a whole to have fever skills, age for age, than those of lower levels. Also, the

skills they learned are more concentrated in the areas of self help and social help skills,

while those of children of the middle and upper socio economic levels are more

concentrated in the category of play skills (Hurlock).

Related Studies

Perodez (2001) revealed in his study that family income and poverty has

something to do with childs achievement in school. Poverty influences the childs

attributes towards school works.

In their study of family compositional change and low income children, picot et

al. (1999) find that divorce or separation of low income families with children exposes

to very high risks of entering poverty. Studies published that many families with children

face challenges to their economic circumstance in the form of poverty or income

fluctuations, job loss and unemployment, as well as changes to the family structure such

as divorce or separation.

In a study carried out by Hunter and May, (2003), it was found out that parental

socio economic status was significantly related to pupils dropout f school. They


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asserted that poverty and family type are explanations for school disruption, while Garret

(2003) observed that low socio economic status, and low income was is the main

barrier among parents to send their children to school. Macionis, Janssen; and Barriet

(2005) in their studies found out that formal schooling and especially learning that is not

linked to work to be mostly available only to those in the high socio economic status.

Anang (2007) found out from the findings of his study and concluded that school dropout

is significantly influenced or is related to the socio economic status of parents and

family type. Most researchers see the house hold income and family type as a major

determinant of childrens education.

In a study of gifted dropouts by Renzulli and park (2000), they found out that the

students they studied disliked school and felt disconnected from the groups in school. The

further noted that in general, these pupils were from lower income families and had

parents who were not as likely to monitor their school activities, and the gifted that had

stayed in school were from high income families and had parents who were likely to

monitor their school activities. Pryor and Ampiahs (2003) researched on schooling in a

Ghanaian village, and found education as being regarded as a relative luxury with many

villagers considering education not worthwhile. How people regard schooling and the

importance placed on it at times might shape interactions between schooling, household

income and dropping out. Poor household tend to have lower demand for schooling that

richer household whatever the benefits of schooling, the costs, for them are more difficult

to meet than is the case for richer household.

According to Ross & Roberts, 1999, Children of lower income households are

reported to experience more emotional and behavioral challenges than those of higher


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income groups including aggression, anti social behavior, conduct problems,

hyperactivity, and inattention. However Tremblay, et al., 2001 research shows that

individual and family characteristics have much more of an impact on childrens behavior

than neighborhood. More research is required to determine the contribution of SES to

emotional and behavioral issues.

Phipps, S. 2003, his study found out that while the link between child health and

poverty is clear, the strength of association is still under discussion and can be very

sensitive t the type of poverty measure used. Ross and Roberts, 1999 based on measures

of functional health (a combination of vision, hearing, speech, mobility, dexterity,

cognition, emotion, pain and discomfort), children living in poverty have, on average,

worse health outcomes than other children.


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CHAPTER 3

RESEARCH METHODOLOGY

This chapter includes the research design, research locale, population as

respondents of the study, research instruments, data gathering procedure, scoring and

quantification of data and the statistical treatment.

Research Design

This study used the descriptive research design. It presents the influence of family

economic status on the aspects of development of Grade IV to IV pupils of Sta. Cruz

Elementary School. It was correlated to determine the significant influence between

family economic status and the childs aspect of development.

Research Locale

This study was conducted n one of the schools in Municipality of Butuan, Agusan

del Norte; specifically at Sta. Cruz Elementary School. It can be reached through land

transportation in more or less than 1 hour from the city proper.

Population as Respondents of the Study

The respondents of the study were the Grade IV to Grade VI pupils of Sta. Cruz

Elementary School, Butuan City. Table 1 shows the distribution of respondents.

Grade Level Population Sample

Grade IV 39 39

Grade V 46 46

Grade VI 36 36

Total 121 121

Sampling Design

This study used the sampling design wherein the researchers intended to get the

number of respondents in every grade levels from grade IV to VI using the Slovens


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Formula.

Data Gathering Procedure

A written permit was secured from Mr. Tolentino the principal of Sta. Cruz

Elementary School to secure full assistance in the distribution of questionnaire.

The questionnaire was distributed personally by the researchers. There was a brief

orientation to be done regarding to the purpose of the study, in order for the students to

get acquainted with the terminologies.

The researcher translated the questions and instructions for easy understanding of

the learners and there were follow up interview for clarifications.

Scoring and Quantification

To facilitate analysis, the following scales with the descriptive ratings are to be

used to treat the following variables.

Part I On Family Socio Economic Status

A. Highest Educational Attainment of Parents Level

Elementary Level 1

Elementary Graduate 2

High School Level 3

High School Graduate 4

College Level 5

College Graduate 6

with MA units 7

MA degree holder 8


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with PhD units 9

PhD graduate 10

B. Occupation of Parents Level

House Keeper 1

Carpenter 2

Office Worker 3

Teacher 4

Manager/ Supervisor 5

Entrepreneur 6

Driver 7

Labourer 8

Farmer 9

Police 10

Baker 11

C. House Ownership Level

Owned 1

Rented 2

Inherited 3

Others 4

D. Type of house Level

Concrete 1

Semi concrete 2

Nipa 3


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Others 4

E. Socio economic Status Level

Upper Class 1

Middle Class 2

Lower Class 3

Part 2 On the level of Development

F. Physical Aspect Level

Always 5

Oftentimes 4

Sometimes 3

Seldom 2

Never 1

G. Intellectual Aspect Level

Always 5

Oftentimes 2

Sometimes 3

Seldom 2

Never 1

H. Social Aspect Level

Always 5

Oftentimes 4

Sometimes 3

Seldom 2


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Never 1

I. Emotional Aspect Level

Always 5

Oftentimes 4

Sometimes 3

Seldom 2

Never 1

Statistical Treatment

This study uses statistical techniques such as frequency, percentage and

means to test and validate the data. Regression Analysis was used to test if there is a

significant influence of the family - economic status to the aspects of development of

child.

The Influence of Family Socio - Economic Status on the Aspects of Development of

Grade IV, V and VI pupils of Sta. Cruz Elementary School, Butuan City


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Survey Instrument

Part I On Family Socio Economic Status

Direction: Please put a check mark on the space provided for.

1. Highest Educational Attainment of Parents

Father Mother

Elementary Level

Elementary Graduate

High School Level

High School Graduate

College Level

College Graduate

with MA units

MA degree holder

with PhD units

PhD graduate

2. Parents Monthly Income

3,000 below

3,001 5,000

5,001 7,000

7,001 10,000

10,000 and above

4. House Ownership

owned

rented

inherited

others, pls. Specify ______________

5. Type of House

concrete

semi concrete


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nipa

others, pls. Specify ______________

6. Socio Economic Status

upper class

middle class

lower class

Part 2 On the level of Development

Direction: Please put a check mark on the space provided for according to the scale below.

5 always

4 oftentimes

3 sometimes

2 seldom

1 never

A O So S

e

N

Physical Aspect 5 4 3 2 1

1. I feel good about myself.

2. I engage in physical activities.

3. I am healthy.

4. I am susceptible to illness/diseases.

5. I feel confident when doing coordinated movements

6. I can perform play skills such as basketball, biking, volleyball,badminton, etc.

7. I join group plays.

8. I have physical defects like blind, deaf and mute.

9. I engage in school activities.

10. I can do household chores.

Intellectual Aspect

1. I can determine the time in the clock.

2. I can determine the distance of a two certain objects.

3. I know how to differentiate the size, shape and spatial relationship

of an object.


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4. I know how to add, subtract, multiply and divide whole numbers

and fractions.

5. I know how to classify object according to their size and shape.

6. I know how to order numbers in descending and ascending way.

7. I able to apply my own way of solving a problem.

8. I can reason out or defend my answer to the class.

9. I can arrange certain objects according to their weight and volume.

10. I can differentiate small objects from a large one and identify its

color.

Social Aspect

1. I enjoy being with friends.

2. I like to help people.

3. I am responsible towards my assigned tasks.4. I learn to value my work

5. I compete with my classmates in the class discussion.

6. When people look at something I have done, I feel embarrassed.

7. I enjoy working with others.

8. I feel competent to do what I would really like to do in life.

9. I avoid doing something difficult because I feel I would fail.

10. I am afraid to interact with others.

Emotional Aspect

1. I worry when my grades are low.

2. I easily get upset when my friends hid a secret to me.

3. I share my problems to my friends.

4. I am a cheerful person.

5. I can control my temper if somebody disturbs me a lot.

6. I am a moody person.

7. I am affected when somebody tells about myself.

8. I am happy to be with my classmates in a group.

9. I am a nagger person.

10. I can give advices to simple situations.


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Curriculum Vitae

Personal Data

Name: Grace Ann O. Cinco

Sex: Female

Civil Status: Single

Weight: 42 kilos

Height: 5

Date of Birth: February 23, 1993

Place of Birth: Butuan City

Address: 075 Villanueva Extension Butuan City

Mothers Name: Rosa O. Cinco

Fathers Name: Jaime B. Cinco

Educational Background


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Tertiary: Caraga State University

Secondary: Agusan National High School

Elementary: Ong Yiu Central Elementary School

Curriculum Vitae

Personal Data

Name: Myrna C. Siega

Sex: Female


Weight: 48 kilos

Height: 5

Date of Birth: July 5, 1991

Place of Birth: San Isidro Las Nieves, Agusan del Norte

Address: San Isidro Las Nieves, Agusan del Norte

Mothers Name: Editha C. Siega

Fathers Name: Bonifacio L. Siega



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Secondary: Las Nieves National High School

Elementary: Agbayao Elementary School

Curriculum Vitae

Personal Data

Name: Neomi C. Timbal

Sex: Female


Weight: 40 kilos

Height: 49

Date of Birth: November 1, 1991

Place of Birth: Sta. Cruz Mla. De Bugabus, Butuan City

Address: Sta. Cruz Mla. De Bugabus, Butuan City

Mothers Name: Carmen C. Timbal

Fathers Name: Pascual M. Timbal (Deceased)



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Secondary: Butuan City Comprehensive High School

Elementary: Sta. Cruz Elementary School

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THESIS ni an-an