EFFECT OF HAVING A BROKEN FAMILY TO THE LIFE OF STUDENTS

An Undergraduate Thesis
Presented to College of Arts and Sciences
COTABATO FOUNDATION COLLEGE OF SCIENCE AND TECHNOLOGY
Doroluman, Arakan, Cotabato

In Partial Fulfillment
of the Requirements for the Degree
Bachelor of Science in Social Work

ROCEL JANE D. FORDAN

JUNE 2022

TRANSMITTAL
 The undergraduate thesis manuscript attached here into, “EFFECT OF BROKEN HAVING A
BROKEN FAMILY TO THE LIFE OF STUDENTS”, prepared and submitted by ROCEL JANE D.
FORDAN in partial fulfillment of the requirements for the degree of Bachelor of Science in Social Work is
hereby accepted.

HALIMA A. MANTAWIL, LPT

Adviser
____________
Date Signed

Acknowledge for final defense before the Thesis Advisory Committee.

THESIS ADVISORY COMMITTEE

RODGER M. BRUNO, MAT HARRIS M. SINOLINDING, PhD

Examiner Member
____________ ___________
Date Signed Date Signed

LEA N. ABANILLA, MAEd

CAS-Research Coordinator
______________
Date Signed

Approved by:
RAMLAH A. AMPATUAN, PhD
Dean, College of Arts and Sciences
_____________
Date Signed

APPROVAL SHEET
 This thesis manuscript entitled “EFFECT OF BROKEN FAMILY TO THE LIFE OF
STUDENTS”, prepared and submitted by ROCEL JANE D. FORDAN, in partial fulfillment of the
requirements for the degree of BACHELOR OF SCIENCE IN SOCIAL WORK has passed the standards
set by the Cotabato Foundation College of Science and Technology and has been successfully defended before
the Thesis Advisory Committee.

HALIMA A. MANTAWIL, LPT

Adviser
_________________
Date Signed

HARRIS M. SINOLINDING, PhD RODGER M. BRUNO, MAT

Member Examiner

________________ _______________
Date Signed Date Signed

ABEGAIL O. DAQUIPIL, RSW

Chairman
______________
Date Signed

Recommending Approval:

SHELLA C. FERNANDO-TRECERO, RSW LEA N. ABANILLA, MAEd

Chairman, Social Work Department CAS-Research Coordinator

Approved in partial fulfillment of the requirements for the degree of Bachelor of Science in Social Work

RAMLAH A. AMPATUAN, PhD

Dean, College of Arts and Sciences
_____________
RTN._____ Date Signed

Acknowledgement

This success of mine couldn’t be turn into reality without the kind and support of many individuals.

The following are the people to whom the researcher owes much appreciation and thanksgiving.
 Halima A. Mantawil, research adviser, for her support, corrections, suggestions, patience, guidance

and encouragement to make this study successful.

Lea N. Abanilla, MAEd, CAS- Research Coordinator for her support and constructive comments to

improve this study.

Abegail O. Daquipil, RSW, for imparting her knowledge and expertise in this study and to other

members of the panel, Rodger M. Bruno, MAT, and Harris M. Sinolinding, PhD for their constructive

criticism, and invaluable assistance for the success of this study.

The faculty of College of Arts and Sciences headed by Ramlah A. Ampatuan, PhD, the college dean

for allowing her to conduct her study. The first year to fourth year college students, for their cooperation as the

respondents during the conduct of the study.

To my parents and siblings for their unending love and support for providing all my needs financially,

morally and spiritually.

Manilyn, S. Grasparil, Marilou S. Polido and Lovely Sobron, for imparting their knowledge and

supporting me to accomplish this study.

Above all, to our Almighty God for his immeasurable love, wisdom strength, protection and countless

blessings that made this study successful.

Rocel Jane D. Fordan

Researcher

DEDICATION

This study is heartedly dedicated to my loving and very supportive family, brothers, and sisters for their

sacrifices, prayers and financial support through the years in providing all the needs of the study.
 Grateful appreciation is also extended to the CAS Department, for four years of being there for the

researchers’ success.

And to our Almighty God who gave knowledge and wisdom.

ABSTRACT

FORDAN, R. D., 2022. “EFFECT OF BROKEN FAMILY TO THE LIFE OF STUDENTS”.

Undergraduate Thesis. College of Arts and Sciences. Cotabato Foundation College of
Science and Technology, Doroluman, Arakan, Cotabato.

Adviser: HALIMA A. MANTAWIL, LPT

 This study aimed to determine the effect of having a broken family to the life of students.

This study utilized a descriptive-correlational design. A survey questionnaire were given to 30

students identified through snowball sampling method. The gathered answer of the survey served as

the data and was tallied, analyzed and interpreted. Results revealed that many of the respondents are

from fourth year and mostly under the care of their mother. It is also found out that most of the

respondents are struggling from financial problems, feel insecure of what happen to their family but

majority of the respondents says that being part of broken family inspires them to strive harder for

their future. With the used of Pearson Correlation Analysis, it denotes there is no significant

relationship at 0.05 level between the socio demographic profile of the respondents and the effect of

having a broken family to the life of students. This suggest that students are considering their

problems as motivation to strive hard in their studies in order to become successful.

TABLE OF CONTENTS

Preliminaries Pages

Tittle Page i
Transmittal ii
Approval Sheet iii
Acknowledgment iv
Dedication vii
Abstract viii
Table of Contents ix
List of Tables xi

CHAPTERS

1 INTRODUCTION 1
 Statement of the Problem 3
Scope and Limitations of the Study 3
Significance of the Study 4
Operational Definitions of Terms 5

2 REVIEW OF RELATED LITERATURE 6

3 METHODOLOGY 13

Research Design 13
Locale of the Study 13
Respondent of the Study 14
Research Sampling 14
Research Instrument 14
Data Gathering Procedure 15
Statistical Analysis 15
Null Hyphotesis 15
Research Paradigm 16

4 RESULTS AND DISCUSSION 17

5 SUMMARY, CONCLUSION, RECOMMENDATION 24

Summary 24
Conclusion 26
Recommendation 27

LITERATURE CITED 28
APPENDICES
CURRICULUM VITAE

Letter to Conduct
Title Defense
Outline Defense
Final Defense
Raw Data
Informed Consent
Ethics Clearance
Plagiarism Certification
Documentation
CURRICULUM VITAE

LIST OF TABLES

Table No. Title Page

 1a Socio Demographic Profile of the Respondents 19

2a Guidance and Support received by the member 20

of Broken Family
2b Level of confidence of the students from broken family 21

2c Behavioral change of the students with broken 22

Family

3a Relationship of socio demographic profile and 24

effect of having a broken family to the life of students

LIST OF APPENDICES

APPENDIX LETTER TITLE PAGE

A Letter to Conduct
 B Title Defense
C Outline Defense
D Final Defense
E Raw Data
F Informed Consent
G Ethics Clearance
H Plagiarism Certification
I Documentation

CHAPTER I
INTRODUCTION

Having a healthy and happy family is what everyone’s dream. It teaches us the value of love,

affection, care, truthfulness, self-confidence and provides us tools and suggestions which are necessary to be
successful in life. In the most basic sense, the family is essential because it sustains society while fulfilling

God’s purposes (Thompson, 2017).

A broken family is a family that has separated due to a variety of reasons. This leads to children being

raised by single parents or others not related to the biological parents. The break-up of a family has many

negative impacts on the children. They develop emotional issues, such as anger, resentment, loneliness and

depression due to the change in the family unit. Broken family can cause children to question their self-worth,

to experience unnecessary grief, guilt and confusion.

In the United States, over 1 million American children with broken families suffer the divorce of their

parents. Children from non-intact families have significantly higher rates of difficulty with all levels, from pre-

kindergarten through to primary, secondary, and college-age levels. These children were also at higher risk for

smoking, using drugs and consuming alcohol (Schultz 2006).

Children with broken families in the Philippines, most of them come from a broken family. Slowed

academic development is another common way that separation of the parents affect the children. Children of

all ages may seem tearful and depressed (Children’s Defense Fund, 2004).

Johnson as cited by (Igbinosa, 2014) indicated that children of unmarried parents or separated families

often fail and are at risk emotionally. However, this may not be completely applicable in all cases of broken

homes. Some children irrespective of home background or structure may work hard and become successful in

life. As of now, many of the broken family students are hardworking when it comes to their education despite

their situation. Thus this study intended to determine the effect of having a broken family to the life of college

students.
Statement of the Problem

This study aims to determine the effect of having a broken family to the life student. Specifically, it

sought to answer the following questions:

1. What is the socio- demographic profile of the respondents in terms of:

a. Age

b. Sex

c. Religion

d. Year level

e. Number of siblings

f. Person you stay with

2. What is the effect of having a broken family to a college student in terms of:

a. Parental Guidance/Support

b. Confidence

c. Behavioral change

3. Is there a significant relationship between the respondents’ socio-demographic profile and the effect of

having a broken family to the life of student?

Scope and limitation of the Study

This study is limited to determine the effect of having a broken family to the life of college student in

relation to their socio-demographic profile in Cotabato Foundation College of Science and Technology,

Doroluman Arakan, Cotabato, S.Y 2021-2022.

Significance of the Study

This study is foreseen beneficial to the following:

Student- For them to be aware in any changes happen if they will encounter this kind of circumstances in life.

Teachers- This will assist teachers in understanding and ensuring guidance for a student who has a broken

family.

Parent/Guardian- This will serve as their guide on how to help and motivate their children especially in terms

of education. The attitude and performance of the child depends on their upbringing.

School Administration- This study will help them understand that students have this kind of situation are

suffering from problems and emotional stress.

Future researchers- this study will provide insights for any researches in lined with this topic.
Operational Definition of Terms

Family- is a group of parents and children living in one house.

Broken Family- is a term wherein both parents are separated, due to domestic violence, a dissolved marriage,

drug abuse, and death of mother/father or anything else that interferes with the upbringing of a child.

Children- refers to teenagers or adults

Students- refers to the college students which are participants in the study.

Problem- this refers to the situation that causes difficulty or hardship.

Effect- refers to any changes happen to the life of students who have broken family.

Parental Guidance and Support- refers to the care and support receive by the students with broken family.

Confidence- refers to the student’ interaction with other people.

Behavioral change- refers to the change in behaviors and attitude of the students with broken family.
 CHAPTER II
REVIEW OF RELATED LITERATURE

This chapter presents the different concepts, findings, and related literature with direct bearing to the

present study.

Family

Family is the basic unit of society. The nature of the family has been altered continuously over time.

Family is considered as the foundation of social life and exceedingly cherished by most Filipinos. Sociologists

characterize the family as comprising two guardians in a committed relationship, living alongside their

children (Thompson, 2017).

Family is the home of happiness and love. It is one of the most important things that we must have. It

is an inspiration in life to fulfill our goals in order to be successful in life. Family is said to be the first

institution where one starts to equip oneself to grow. But differences have been found in each family. Not

everyone out there can imagine life without family (Parry, 2003). In addition Agulana (2000) pointed out that

the family lays the psychological, moral and spiritual foundation in the overall development of the child.

Structurally, family/homes is either broken or intact.

However, a family breakup is a common feature in contemporary society (Aktar, 2013). Part of the

couple’s life is the misunderstanding and conflicts that often leads to intense arguing that will, later on,

cause the breakup of the family.

Causes of Broken Family

Divorce is claimed to be the main reason behind a broken family. The common disputes between a

husband and a wife are financial issues, sexual misunderstanding, early marriage, teen pregnancy, education,

health problems, and etc. When the parents get divorced, usually either of them or sometimes both of them

leave home. Then the absence of either or both the parents will affect the family administration, then the

family will become broken (Saika, 2017).

In addition, Galang (2015) in his study on implication of broken marriage to Filipino children, states

that the common reasons why Filipino couples separate include financial problems, lack of communication,

infidelity, and domestic violence. Experts note that parents who have lost parental attention to their children

have problems with concentration and academic issues, anger issues, sleep issues and other behavioral,

psychological and spiritual problems during parental separation (Worldvision, 2015).

Another reason for having a broken family is due to differing beliefs, domestic violence, stubborn

grudges, disrespect, financial struggles, or illness (Zitzman, 2019). It is a decision that a husband and wife

make to live apart while remaining married (Hornby 2006). This view is supported by Garner (2005) stating

that it is an arrangement whereby a husband and wife live apart from each other while remaining married by

mutual consent. The cause of separation also various, such as economic activities (trading), problem of

urbanization, quest for job (social mobility), economic, inequality (education), breakdown of social status.

Effects of Broken Family

Child development/behavior can be affected by a number of things but a big factor may be the parents.

Depending on the severity of a broken home, the parent's relationship with each other, as well as their children

can affect how their children behave and may even develop. If the parents are not emotionally connected to

their children, the child will struggle to learn how to regulate his emotions and interact with others

appropriately (Moges and Weber 2014).

Parents have an impact on their children, married or not. However, on average, broken homes have a

significant impact on children and may even continue throughout their life. To understand how a broken home
affects child development/ behavior it is important to understand how a child should normally develop/behave

(Solomon 2004). There are 3 types of behavior that parents should understand when it comes to their children.

First is a behavior that is approved. This includes behavior such as being kind to other people, being

understandable and listening to others. Second is one that is not necessarily wanted at all times but it is

tolerated. It is caused by the child being stressed or sick and is understood in context and depending on the

family, different types of behavior are tolerated. The third is one that should be tolerated. It can be troublesome

for a child's intellectual development and may even cause harm to the physical, emotional, or social well-being

of the child (Normal Child Behavior, 2015).

Any type of violence between the parents whether verbal or physical will affect the child greatly as

this places the child under stress and can cause emotional trauma. Living in a home where parents engage in

violence and rage rather than love and affection would leave a negative impact on the child’s health, especially

mentally and emotionally (Azumah, 2017). Families have a significant effect on the student whether they

perform well or not in their studies. In broken families, the general view has negative result, even though

students from broken families have complicated problems, some view things positively and develop exemplary

accomplishment boost strength even if encountering such issue in their life (Widyastuti 2017).

Students feel having less of a family since their family has been broken or not the “complete “one that

many of their classmates have, and when children learn about the separation of student’s family bullies can

criticized them (Aunindita 2019). In addition Hawker and Boulton (2000) discovered that bullying victims

have more negative emotions and opinions about their selves than their peers who not bullied. Many bullied

students suffer low self-esteem and depression and leave stress filled-days in their school (Gourneau, 2012).

Challenges Faced by Students from Broken Families

Green (2015) expounded that broken family can negatively affect all domains of your child’s

development. The effects of a broken family on a child’s development depend on numerous factors, including

the age of the child at the time of parents’ separation, and on the personality and family relationships.

Although infants and young children may experience few negative developmental effects, older children and
teenagers may experience some problems in their social, emotional and educational functioning. In terms of

educational achievement Schultz, (2016) believes that children living with their own married parents do

significantly better than other children.

Wallerain and Kelly (2004) stated that the absence of father is often viewed as partially harmful to

self-esteem looking at the above critically one will be correct to say that a child that has no self-esteem will not

be able to perform well in his academic work and as such he will not be able to perform well in school. In

addition Chador (2008) notes that the environment in which the students come from can greatly influence his

performance in school. The effects of broken homes may impact greatly on the internal organization of the

family and by extension; effect a child’s emotion, personality and academic achievement. Bearing in mind the

role of the family in a child’s education, the failure of the family to perform its duties could hinder the child’s

academic achievement. Furthermore Frazer (2004) in his study states

that, psychological home conditions arise mainly from illegitimacy of children, the label of adopted child,

broken homes, divorce and parental deprivation. Such abnormal conditions of the home are likely to have a

detrimental effect on the school performance of the child he asserts.

On the other hand the children who have experienced divorced families often fail and risk themselves

emotionally. But this is not applicable to all instances of broken homes. Some become more successful in life

with the use of these situations and moreover the environment where he finds him or herself determines its

capability to perform well in school (Johnson & Ayodele 2006).

Students from broken families have problems affecting their academic performance, self-

confidence, and behaviors. One main factor that affects how well or how badly students react to the trauma of

separation: self-confidence, according to a report (Child & Family Blog Editor, 2019). The traumatic family

background product is often an inner critic who conveys one is not good enough, or an inner voice, which

continually puts one down and belittles one’s needs (Johnson, 2020). Moreover Mackay (2005) stated that

separation has common effects in a person’s childhood until adulthood, both momentary and lasting periods.

According to Oxford Learning (2017), one example of these academic challenges is procrastination.

Procrastination can have a detrimental impact on the literary work, grades, and even learners overall
well-being. Due to higher levels of anger, remorse, tension, and anxiety encountered by students, students

often contribute to severe problems such as low self-esteem and depression.

Booth (2000) said in his study that poor performance in school, low self-esteem, behavior issues,

anxiety and adjustment problems for children are affected, adolescents who use smoking as a coping

mechanism to broken home. Aside from smoking, adolescents also are engaged in drinking, taking illegal

drugs, sexual activity, and juvenile delinquency as coping strategies (Green, 2015). In terms of psychological,

girls more likely exhibit emotional distress toward boys (Yeo & Huan, 2007) related to broken families. They

are teenagers of the broken families recognizing more examples of behaviors of offenders, premature sex

bustles and ongoing academic problems.

Furthermore, supporting Amato’s argument, Sun and Li (2007) also found that adolescents of

separated parents have lower scores on measures of well-being. (i.e., academic functioning, locus of control,

and self-esteem) compared to adolescents of intact families. Doughty, (2008), also added that children suffer

badly from parental break-up, and that those who are brought up by a single parent are more likely to do badly

at school, suffer poor health, and fall into crime, addiction and poverty as adults.

In the study of Woosley (2009), he states that Broken Family is not an intended event in a family’s

life. It is something that can affect each individual of the family differently and at different times. The children

are the ones mainly affected when their parents separate. There is a negative impact brought about by broken

homes among children. This is in response to the stressful experience of parental separation, regardless of the

age and developmental level they are in. The social impact of marriage dissolution affects children the most.

Despite the children’s age, the effect of parental separation or divorce among children still remains a painful

experience (Eleoff, 2003).

Students also have problems with interacting in schools because of their insecurities with the situation

of their families. They avoid their classmates because they feel like they do not have sufficient needs to

interact with them. They also get affected when a meeting needs a father or a mother because either one of

their parents is unavailable (Batool, 2017). In addition, if students in their home identified its place as
incomprehensive because of the absence of the completeness of a family, then it will definitely affect the

environment they have to cope up in school. Their home should be more socio-economic structure for the

student to respond well to its environment in school as it affects a student’s performance academically. It

appears very dangerous to the emotional stability and adjustments mentally of a student (Bliss 2004).

Behavioral bumps were found on the students after their parents’ separation; these were bad

temper, moody, and rebellious (Ariston, 2019). Students experience negative feelings and emotions; they

feel isolated and embarrassed due to their current situation. Thus, Filipino students can have trouble

concentrating and understanding their academics because they know that their guardians are not acceptable. In

addition, broken residential families nearly brought in students an unfortunate behavior or inappropriate

conduct at school (Shalahuddin et al., 2019). Academically, slowed educational performance is another

common way for children to be influenced by parental separation (Magazine Desk, 2018). Similarly,

O’Neill (2002) also found out that more than twenty – percent of children are the ones that are most likely to

be affected with enduring effects on their psychological health. Witnessing such issues between parents raises

student stress levels and prevent them from concentrating on school work (Bubelwa, 2014).

According to Çetinkaya and Erçin (2015), to prevent any worrying circumstance, some children

withdraw and refrain from entering any of their peers’ groups, while others establish defensive strategies, such

as retreat, exclusion, repression, and projection. Many victims may find themselves dealing with feelings of

emptiness. Gradually, these emotions can compound and contribute to toxic isolation that prevents from

developing relationships or tapping into the possibilities that could otherwise provide fulfillment and happiness

(Johnson, 2020). Social development is affected as well because children are not able to express themselves at

home freely. As social development is a process that starts from birth all through our existence, what we learn

from home, we get to exhibit outdoors and vice – versa (Devi, 2014).

O’Neill (2002) also found out that more than twenty – percent of children are the ones that
between parents raises students’ stress levels and prevents them from concentrating on schoolwork
 CHAPTER III
METHODOLOGY

This chapter contains the research design, locale of the study, respondents of the study, research

sampling, research instrument, data gathering procedure, statistical analysis, null hypothesis and research

paradigm.

Research Design

The study used descriptive-correlational design of quantitative research. It describes the effect of

having a broken family to the life of college students in relation to their socio demographic profile.

Descriptive research uses quantitative methods to describe what is, describing, and recording,

analyzing and interpreting conditions that exist. It involves some type of comparison or contrast and attempts

to discover relationship between existing non-manipulated variables (Kahn 2006). In addition Ndagi (1984)

explained that survey research is a type of descriptive research in which respondents for testing hypothesis

concerning the states of some educational problem are measures. It is also techniques involving larger number

of persons and described population characterized by the selected unbiased sample.

Locale of the Study

The study was conducted in Cotabato Foundation College of Science and Technology located at

Doroluman Arakan Cotabato.

Respondent of the Study

The respondents of the study were the selected Bachelor of Science in Social Work (BSSW) students

who experienced having a broken family.

Research Sampling

The snowball sampling method was used to gather data, which is based on referrals from initial

subjects to generate additional subjects. The respondents of this study were thirty (30) students from first year

to fourth year students of Bachelor of Science in Social work degree. They answered the questionnaire

provided by the researcher.

YEAR LEVEL NUMBER OF TOTAL IDENTIFIED STUDENTS

RESPONDENTS OF BROKEN FAMILY

First Year College 5 6

Second Year College 5 7

Third Year College 8 10

Fourth Year College 12 12

TOTAL 30 35

Research Instrument

The researcher used survey questionnaire in gathering the required data which is all about THE

EFFECT OF HAVING A BROKEN FAMILY TO THE LIFE OF STUDENTS. The questionnaire were

composed of two parts namely: socio demographic profile and survey. The profile requires to be filled with the

name (optional) age, sex, year level, number of siblings, religion and person stay with, while the survey is

consisted of questions which were used to obtain information about the research study, directed to the

participants.

Data Gathering Procedure

A letter of permission to conduct this study was given to the College Dean of College of Arts and

Sciences. The researcher also wrote a letter for the respondents to ask for their permission and assure that the

information given will be treated with outmost confidentiality.

 The questionnaire were distributed base on the convenient time of the respondents and if they are not

available in face to face because of their busy schedules the questionnaire were sent online. The gathered

answer of the survey served as the data and was tallied, analyzed and interpreted.

Statistical Analysis

The following was used to analyze and interpret the gathered data:

Frequency counts was used to determine the socio demographic profile of the respondents.

Mean was used to determine the effect of broken having a broken family to a college students.

The Pearson Correlation Analysis was used to determine the relationship between the effect of having

a broken family to the life of student and the respondent’s socio-demographic profile.

Null Hypothesis

Ho: There is no significant relationship between the effect of having a broken family to the college student and

their socio-demographic profile.

Conceptual Framework

Students Socio-demographic
Profile
a. Age Effect of broken family to the life of
b. Sex college students

c. Religion a. Guidance/support
b. Confidence
d. Year level c. Behavioral change
e. Number of siblings
f. Person you stay with
Figure 1. Research Paradigm

In figure 1, the researcher shows the independent variables the socio demographic profile of the

respondents in terms of age, sex, religion, year level, number of siblings, and person you stay with, which

affect the dependent variables effect of broken family to the life of college student in terms of

guidance/support, confidence, and behavioral change.

CHAPTER IV
RESULTS AND DISCUSSION

This chapter presents the finding of the study. This includes the discussion of the effect of having a

broken family to the life of students. It also contains the result on the significant relationship of the effect of

having a broken family to the life of students and the demographic profile of the respondents.

Table 1a. Socio Demographic Profile of the Respondents

Category Frequency Percentage
Age
18-20 11 37
21-23 18 60
24 and above 1 3
 Sex
Male 10 33
Female 20 67

Year level
First Year College 5 17
Second Year College 5 17
Third Year College 8 26
Fourth Year College 12 40

Religion
Roman Catholic 11 36
Church of Christ 2 7
Alliance 1 3
Baptist 3 10
INC 3 10
Aglipay 2 7
Ecofi 3 2 10 7
GGCC 3 10
Seventh Day Adventist

Number of Siblings
0-3 7 23
4-7 17 57
8-10 6 20

Person you stay with

Mother 10 33
Father 7 23
Sisters 3 10
Brothers 2 7
Grand Mother/ Grand 5 17
Aunt/Uncle 3 10

Table 1 is a representation of the socio demographic profile of the respondents. Most of the

respondents with an age bracket of 21-23 (60%) and only one (3%) is with in the 24 years old and above

bracket. The respondents were composed of 20(67%) female and 10(33%) male. Fourth year students are the

majority of the respondents (40%) and (17%) are from the first year and second year students. In terms of

religion, out of 30 respondents 11(36%) of them are Roman Catholic and 1 (3%) is Alliance. The highest

number of siblings are 4-7 (57%) and 8-10(20%) is the lowest. From 30 respondents 10 (33%) of them were

under the care of their mother and 2 (7%) were staying with their brothers.
Table 2a. Guidance and Support received by the member of broken family.
Guidance and Support Mean Description

1. Did you experience lack of Parental support/Guidance? 3.43 Often

2. Do you experience financial problem/constraints? 4.13 Often

3. Do you have a lot of absences in school because of unmet requirements? 1.93 Rarely

4. Do your parents care for your progress in school? 3.8 Often

5. Does your mother/father unable to meet your needs due to number of 3.0 Sometimes
siblings?

Weighted Mean 3.25 Sometimes

Legend: 5 4.20-5.00 Always
4 3.40-4.19 Often
3 2.60-3.39 Sometimes
2 1.80-2.59 Rarely
1 1.00-1.79 Never

Table 2a is an illustration that represents the guidance/support received by the member of broken

family. The result shows that 4.13 of the respondents (often) experienced financial problem/constraints while

the mean 3.8 (often) received parent’s care for their progress in school. Then, 3.43 of them (often) experienced
lack of parental guidance/support. The responds with a mean of 3.0 (sometimes) are those students that their

mother/father unable to meet their requirements due to number of siblings and respondents with a mean of 1.93

(rarely) have a lot of absences in school because of unmet requirements. The total weighted mean of students

with a broken family is 3.25 in terms of guidance and support.

According to Anderson’s (2014) study, children living with single parents are less likely to experience

upward financial mobility. In addition Edwards (2014) states in his study that children living with single

mothers are much more likely to live in poverty than children living with both married parents.

Table 2b. Level of Confidence of the students from broken family

Self-esteem Mean Description

1. Do you feel insecure to others who have complete family? 3.56 Often

2. Have you experienced lack of self-esteem/ confidence? 3.53 Often

3. Did you already experience bullying/Stress factor? 3.06 Sometimes

4. Do you feel ashamed with what happen to your family? 3.06 Sometimes

5. At your age do you feel uncomfortable to socialize because of what happen 2.96 Sometimes
to your family?

Weighted Mean 3.23 Sometimes

Legend: 5 4.20-5.00 Always
4 3.40-4.19 Often
3 2.60-3.39 Sometimes
2 1.80-2.59 Rarely
1 1.00-1.79 Never

Table 2b illustrates the effect of broken family in terms of level of confidence. The figure shows that

the highest mean which is 3.56 (often) stated that they feel insecure to others who have a complete family.

Respondents experiencing (often) lack of self-esteem/confidence has a mean of 3.53. Then, 3.06 of the

respondents (sometimes) experienced bullying/stress factor which is the same with the result of the

respondents with a mean of 3.06 (sometimes) feel ashamed with what happened to their family while

respondents with a mean of 2.96 (rarely) feel uncomfortable to socialize because of what happen to their

family. In general, the total weighted mean of students’ self-esteem with a broken family is 3.23 which denotes

sometimes.
 Students feel having less of a family since their family has been broken or not the “complete “one that

many of their classmates have, and when children learn about the separation of student’s family bullies can

criticized them (Aunindita 2019). In addition Hawker and Boulton (2000) discovered that bullying victims

have more negative emotions and opinions about their selves than their peers who not bullied. Many bullied

students suffer low self-esteem and depression and leave stress filled-days in their school (Gourneau, 2012).

Table 2c. Behavioral Change of the students with broken family

Behavioral Change Mean Description

1. Does your behavior change? 2.46 Sometimes

2. Do you experience bad habits and attention seeking behavior? 2.76 Sometimes

3. Are you usually quite at a times? 2.8 Sometimes

4. We’re there any circumstances that you decided to live on your own? 2.76 Sometimes

5. Does being part of a broken family inspires you to strive harder for 4.23 Always
your future?

Weighted Mean 3.0 Sometimes

Legend: 5 4.20-5.00 Always
4 3.40-4.19 Often
3 2.60-3.39 Sometimes
2 1.80-2.59 Rarely
1 1.00-1.79 Never

Table 2c presents the behavioral change of the students from a broken family with a total weighted

mean of 3.0 which means sometimes based on the description. The result shows that, the respondents with a

mean of 4.23 answered (always) which means being part of broken family inspires them to strive harder for a

better future. On the other hand, there were respondents who answered (sometimes) quite according to the

result with a mean of 2.8. While 2.76 total mean of the respondents (sometimes) experienced bad habits and

attention seeking behavior. Some of the respondent with a mean of 2.76 (sometimes) decided to live in their

own and 2.46 of the respondents with an answer rarely when they asked if their behavior change.

Behavioral bumps were found on the students after their parents’ separation; these were bad

temper, moody, and rebellious (Ariston, 2019). Furthermore, Johnson (2005) asserts that children of
unmarried parents or separated families often fail and are at risk emotionally. However, this may not be

completely applicable in all cases of broken homes. Some children irrespective of home background or

structure may work hard and become successful in life

Table 3a. Relationship of socio demographic profile and effect of broken family to the life of students
Guidance/ Self-esteem Behavioral
Support Change

Socio Demographic Profile

Age Pearson Correlation -0.090 -0.010 0.257
Sig. (2-tailed) 0.637 0.956 0.170
N 30 30 30
Sex Pearson Correlation 0.192 0.072 -0.120
Sig. (2-tailed) 0.310 0.707 0.528
N 30 30 30
Year Level Pearson Correlation 0.253 0.084 0.183
Sig. (2-tailed) 0.177 0.659 0.334
N 30 30 30
Religion Pearson Correlation -0.183 -0.057 0.282
Sig. (2-tailed) 0.334 0.764 0.130
N 30 30 30
Number of Siblings Pearson Correlation 0.213 0.013 -0.219
Sig. (2-tailed) 0.259 0.944 0.244
N 30 30 30
Person you stay with Pearson Correlation -0.097 -0.163 -0.056
Sig. (2-tailed) 0.610 0.388 0.770
N 30 30 30
* Not Significant at 0.05 level

The table 3a represents the relationship between the demographic profile and effect of broken family

to the life of students in terms of guidance/support, self-esteem, behavioral change. The result shown that there

is no significant relationship between the effect of broken family and demographic profile of the respondents

in terms of age, sex, year level, religion, number of siblings, person you stay with.
 Families have a significant effect on the student whether they perform well or not in their studies. In

broken families, the general view has negative result, even though students from broken families have

complicated problems, some view things positively and develop exemplary accomplishment boost strength

even if encountering such issue in their life (Widyastuti 2017).

CHAPTER V

SUMMARY, CONCLUSIONS, RECOMMENDATIONS

This study sought to determine the effect of broken family to the life of students. Specifically, the

study aimed to: 1.) what is the demographic profile of the respondents in terms of a. age b. sex c. religion d.

year level e. number of siblings f. person you stay with; 2.) what is the effect of having a broken family to a

college student in terms of a. guidance/support b. self-esteem 3. Behavioral change; 3. Is there a significant

 relationship between the respondent’s socio-demographic profile and the effect of broken family to a college

student students?

This study was conducted among Bachelor of Science in Social Work students who experience having

a broken family of Cotabato Foundation College of Science and Technology, Doroluman, Arakan, Cotabato.

This study utilized the descriptive-correlational design of quantitative research.

The data gathered was analyzed using frequency counts to determine the socio demographic profile of

the respondents, mean was used to determine the effect of broken having a broken family to a college students

and Pearson correlation was used to determine the relationship between the effect of having a broken family to

the life of college student and the respondent’s socio-demographic profile.

The findings are summarized as follows:

1. Majority of the respondents are ages 21-23 (60%) and one of them (3%) is of the 24 and above. 20(67%) of

them are female and 10(33%) are male. Most of the respondents (40%) are fourth year students and (16.66%)

are from the first year and second year students. Out of 30 respondents 11(36%) are Roman Catholic and 1

(3%) is Alliance. The highest number of siblings are 4-7 (57%) and 8-10(20%) is the lowest. Out of 30

respondents 10 (33%) of them were under the care of their mother and 2 (7%) was staying with their brothers.

2. The study found out that in terms of guidance/support almost of the respondents experienced financial

problem/constrains, it has a mean of 4.13 which described as often while 1.93 rarely experience lot of absences

in school due to unmet requirements. In terms of their level of confidence majority of the respondents feel

insecure to others who have complete family, with a mean of 3.56 which described as often while 2.96 of the

respondents answered sometimes feel uncomfortable to socialize because of what happen to their family. In
 terms of behavioral change most the respondents are usually quite at a time because of their family situation. It

has the highest mean of 2.8 which describes as sometimes while 2.46 answered rarely if their behavior change.

3. Pearson correlation was used to determine the significant relationship between the demographic profile and the

effect of having a broken family to a college student. The result showed that there is no significant relationship

between the two variables at 0.05 level.

CONCLUSIONS

Based on the findings of the study, the following conclusions were drawn:

1. The study found out that many of the students belong to broken family particularly in fourth year college who

are still studying despite of their family situations. Most of them are under the care of their mother.

2. The result in the effect of having a broken family to the life of college students in terms of guidance/support

most of the respondents often experienced financial problems/constraints due to their family situations. In

terms of their level of confidence the result says that many of the students feel insecure to others who have a

broken family and in terms of behavior change majority of the respondents says that being part of broken

family inspires them to strive harder for their future.

3. It is shown in the overall result that there is no significant relationship between the socio demographic profile

and the effect of having a broken family to a college student.

RECOMMENDATIONS

The parents/guardian of broken family students, may guide and support their children financially,

emotionally, and spiritually so that they will become successful in life.

The students who’s experiencing having a broken family wherein they have sometimes lost their way

to the right path because of the situation. They must learn to realized things and be matured enough so that

they can handle the problem easily. They must comfortable to their surroundings because everybody that

surrounds them can help them cope up. Also consider their problem as motivation to strive hard in their studies

in order to become successful.

The government will also provide programs and services that would help broken family members to

lift up their lives.

 BIBLIOGRAPHY

Books

Authors

Çetinkaya, Ş., & Erçin, E. (2015). The psychological problems seen in the children of divorced parents
and the nursing approach concerning these problems. IntechOpen.
https://doi.org/10.5772/59166

Journals

Agulana, G. (2000). Family structure and prevalence of behavioral problems among Nigerian adolescents. The
Counselor 17(1), 154-161.

Aktar, S. (2013). Effects of family breakup on children: A study in Khulna City, from semantic scholar.
Bangladesh e-Journal of Sociology, 10(1). http://www.bangladeshsociology.org/BEJS 10.1 Shirina Aktar.pdf

Amato, P. (2007). The implications of research findings on children in stepfamilies. Psychological Bulletin,
26-46.

Anderson, J. (2014). The effect of family structure on the health of children: Effects of divorce. The Linacre
Quarterly, 81(4), 378-387. https://doi.org/10.1179/0024363914z.00000000087

Ariston, N. (2019, September 19). A teachers’ journey: Phenomenological study on the puritive
behavioral standards of students with broken family. Scribd.
https://www.scribd.com/document/426510935/A-Teachers-Journey Phenomenological Study-on-the-Puritive-
Behavioral-Standards-of-Students-with-Broken-Family

Aunindita. (2016, June 9). How a broken home is affecting your child. Babygaga.
https://www.babygaga.com/problems-kids-from-broken-homes-suffer-from/

Azumah, (2017) Effects of Broken Marriages of Children’s Well-being: A Case Study in Nobewam
Community –Kumasi,Ghana. International Journal of Innovate Research and Devolopment, 6(6), 152-157.

Batool, M. (2017, December 26). Effect of broken family system on academic achievements of the students.
http://121.52.159.154:8080/jspui/handle/123456789/1696

Bliss, I. (2004). Social Class differences in conception of the use of Toys. London: Macquibben Kee, 45-47.
Booth (2000). School Performance and Socialization of College Students from Broken Family.
https://www.researchgate.net

Bubelwa, C. D. (2014). Effects of broken marriage on primary school pupils’ academic performance in Ilala
Municipality. Semantic Scholar. http://repository.out.ac.tz/1004/1/DISSERTATION_-_BUBERWA.pdf

Chador (2008). Influence of Broken Homes on Academic Performance and Personality Development of the
Adolescents in Lagos State Metropolis.

Children’s Defense Fund (2004). The state of America’s children. Year Book, Washington D.C.21.

Devi, R. (2014). Social development of young children belonging to broken families – A study. IJHSSS, 1(3),
75-86. https://www.ijhsss.com/files/Runumi-Devi.pdf

Edwards A.N. 2014 Dynamics of Economic Well-being: Poverty, 2009–2001: Household Economic Studies

(2014) United States Census Bureau Web Site. http://www.census.gov/prod/2014pubs/p70-137.pdf .

Eleoff, (2003). Lived Experiences of Young Adults From Broken Families on Marital Relationships.
https://doi.org/10.35974/isc.v7i1.1129

Frazer (2004), Effects of Broken Family the Academic Performance, Attitude, and Social Status sf JHS
Students of North Davao Colleges - Panabo

Galang, M, (2015).Implication of Broken Marriages to Filipino Children

https://prezi.com/iktnsnosfzva/implication-of-broken-marriages-to-filipino-children

Garner B.A. (2005). Blacks Law Dictionary, Abrd. 8th Ed., Thompson West Publishing Co., U.S.A.

Gourneau, B. (2012). Students perspectives of bullying in schools. Contemporary Issues in Education

Research (CIER), 5(2), 117-126. https://doi.org/10.19030/cier.v5i2.6929
Hawker, D.S.J. & Boulton, M.J. (2000). Twenty years‟ research on peer victimization and psychosocial
maladjustment: A meta-analytic review of cross-sectional studies. Journal of Child Psychology and Psychiatry,
41,441-455

Hornby, A.S. (2006). Oxford Advanced Learner’s, Dictionary, Oxford University Press, India.

Igbinosa, V.O. (2014), Influence of Broken Homes on Academic Performance and Personality Development of
the Adolesents in Lagos State Metropolis. European Journal of Educational and Development Psychology2 (2),
10 – 23.

Johnson, E. B. (2020). You’re not crazy. You came from a dysfunctional home. Lady Vivra.
https://medium.com/lady-vivra/overcoming-a-dysfunctional-childhood-85b1785d89c2

Johnson & Ayodele, S.O. (2006). Educational Opportunities for Nigerian learners; How do we fare thus far? A
paper presented at the workshop organized by Network for Gender for sensitive Educational Management in
Africa and the British Consul in Nigeria

Kahn, J. (2006). Research in education. New Delhi: Prentice Hall of India Pvt. Ltd.

Mackay, R. (2005). The effect of structure and family change on child outcomes: A personal reading of the
research literature. Social Policy Journal of New Zealand, 24, 111-133.
https://www.researchgate.net/publication/242072307_The_effect_of_family_structure_and_family_change_on
_child_outcomes_A_personal_reading_of_the_research_literature
Ndagi (1984). The Effect of Broken Home on the Academic Performance of the Students.

Thompson, M, (2016), Why Are Families So Important?

http://community.today.com/parentingteam/post/why-are-families-so-important

 Moges, B., & Weber, K. (2014). Parental Influence on the Emotional Development of Children |
Developmental Psychology at Vanderbilt. Retrieved December 12, 2016, from
https://my.vanderbilt.edu/developmentalpsychologyblog/2014/05/parental-influence-on-the-emotional-
development-of-children/

O'Neill, R. (2002). Experiments in living: The Fatherless Family. Civitas.

http://www.civitas.org.uk/pdf/Experiments.pdf

Oxford Learning (2017), Science behind Procrastination from Grade 11 Students of Our Lady of Fatima
University

Saika R. (2017), Broken Family: Its causes and effects on the development of children.
http://www.allresearchjournal.com/archives/2017vol3issue2/PartG/3-2-106-798.pdf

Schultz, G. (2016). Broken family structure leads to Educational Difficulties for children. Journal of
Educational Psychology. 27, 70-80.

Shalahuddin, I., Maulana, I., & Eriyani, T. (2019). Relationship students from a broken home family with
deviant behavior in Vocational High School YBKP3 Garut. Asian Community Health Nursing Research, 1(1),
41-48. https://doi.org/10.29253/achnr.v1i1.6

Sun, Y., & Li, W. (2007). Children of divorce: Psychological, psychiatric, behavioral problems and suicide.
Journal of the Academy of Child and Adolescent Psychiatry, 349-360

Wallerain and Kelly (2004) Effects of Broken Family the Academic Performance, Attitude, and Social Status
sf JHS Students of North Davao Colleges – Panabo

Widyastuti, T. (2017). Resilience of a child from broken-home family: A phenomenology study. International
E-Journal of Advances in Social Sciences, 3(9), 1024-1034. https://doi.org/10.18769/ijasos.37005

Woosley (2009), SHATTERED AND TORN: LIVED EXPERIENCES OF BROKEN FAMILIES

https://www.academia.edu/35660515/CHAPTER_1_2_3_REVISED_docx

Yeo, A., & Huan C. (2007). Caught between parents: Adolescents' experience in divorced homes. Child
Development, 1008-1029.

Internet
Child & Family Blog. (2019). Children of divorce: The key role of self-esteem in recovering from the trauma.
https://www.childandfamilyblog.com/child-development/children-of-divorce-self-esteem

Doughty, S. (2008, October 21). Broken home children are five times more likely to suffer mental troubles.
Retrieved July 6, 2013, from Mail Online News: http://www.dailymail.co.uk/news/article-1079510/Children-
broken-homestimes-likely-suffer-mental-troubles-says-Government-study.html

Green, A. (2015). The Effect of a Broken Family on Development. Retrieved December

Magazine Desk. (2018). the effect of a broken family. The News International.
https://www.thenews.com.pk/magazine/you/76974-the-effect-of-a-broken-family

Normal Child Behavior (2015), November 21). 4, 2016, from https://www.healthychildren.org/English/family-

life/family-dynamics/communication-discipline/Pages/Normal-Child-Behavior.aspx

Parry, K. (2003). Importance of Family in our Life

http://www.healthguidance.org/authors/751/Kathryn-Parry

Solomon, B. (2004). Why Isn’t My Child Reaching His Milestones? Retrieved December 12, 2016, from
http://www.parents.com/baby/development/problems/why-isnt-my-child-reaching-his-milestones/

Worldvision, (2015). Coping from the pains of a broken family

https://www.worldvision.org.ph/stories/coping-from-the-pains-of-a-broken-family-2/

Web Sources

https://www.academia.edu/41303420/
EFFECTS_OF_BROKEN_FAMILY_THE_ACADEMIC_PERFORMANCE_ATTITUDE_AND_SOCIAL_S
TATUS_OF_JHS_STUDENTS_OF_NORTH_DAVAO_COLLEGES_PANABO?auto=download

https://www.academia.edu/36153161/For_print_amias

https://www.coursehero.com/file/8270458/Broken-Family-Survey-Questionnaire/
APPENDICES

Date:

RODGER M. BRUNO, MAT

OIC Dean, College of Arts and Sciences

Sir,
Greetings of peace!

The undersigned is a fourth year student who will be conducting a research entitled: “EFFECT
OF HAVING A BROKEN FAMILY TO THE LIFE OF STUDENTS”, as one of the
requirements for the degree Bachelor of Science in Social Work. The respondents of this study
will be the BSSW Students who have broken families.
With this, I am asking your good office to allow me to conduct my research in our college. Rest
assured that the private information gathered from the respondents will be used solely for the
purpose of the study and this will be treated with utmost confidentiality.
Your approval has great distribution for the realization of this study.
Hoping for your positive response regarding this matter.

Thank you and God bless.

Respectfully yours,

ROCEL JANE D. FORDAN

Researcher

NOTED BY:

MRS. HALIMA A. MANTAWIL

Research Adviser

Date:

Dear Respondents,
The undersigned is a fourth year college student of Cotabato Foundation College of
Science and Technology taking the degree Bachelor of Science in Social Work. One of the
requirements of the aforementioned degree is to conduct a research study. Hence, the
undersigned will conduct will conduct a study entitled “EFFECT OF HAVING A BROKEN
FAMILY TO THE LIFE OF STUDENTS”.
 In this regard, I would like to request for your cooperation by answering my
questionnaires with honesty and rest assured that all information derived will be treated with
utmost confidentiality.

Thank you for considering my request.

Respectfully yours,

ROCEL JANE D. FORDAN

Researcher

Noted By:

MRS. HALIMA A. MANTAWIL

Research Adviser

Approved:

RODGER M. BRUNO, MAT

OIC Dean, College of Arts and Sciences

RAW DATA
DOCUMENTATION
 CURRICULUM VITAE

I- Personal Information

Name: ROCEL JANE D. FORDAN

Date of Birth: May 23, 1999

Place of Birth: Sitio, Pundok, Makalangot, Arakan, Cotabato

Address: Makalangot, Arakan, Cotabato

Mobile: 09518493076

Email: fordanroceljane @gmail.com

Status: Single

II. Educational Qualifications

Course: Bachelor of Science in Social Work

School: Cotabato Foundation College of Science and Technology

Year Completed: 2022

III- Scholarship

Provincial Scholar