Single Parenting: its Effects to the Academic Performance of Pupils in Banilad Elementary School, Nasugbu Batangas: Basis to an Action Plan

Abstract

INTRODUCTION

The most important unit in the society is family. It is the only institution that guarantees an environment that perpetuates principles and concepts that made people strong. However, if the family who controls and perpetuates it is incomplete, the quality of nurturance cannot be considered holistic. This study was conducted to determine the impact of single parenting and its risk factors to the academic performance of pupils from Banilad Elementary School. Doing so will entail substantial information that will aid various institutions, especially academic, in creating action plans and facilitative programs that can minimize the risks and improve the learning situations of these pupils.

METHODS

This study utilized both qualitative and quantitative research designs. The convenience sampling technique was followed to determine pupils with single parents, with which a research questionnaire and an interview schedule were administered.

RESULTS

Key results were found, which include difficulty in adjusting to the class environment, living below poverty line which constraints the pupils especially in financial-related academic tasks, and passive behavior in discussions, with some bordering low achievement goals. On the other hand, fewer pupils appear to be more motivated and independent, especially in terms of time management and long-term goals that involve rising above the poverty line.

DISCUSSIONS

Single parenting resulted to significant differences to the academic performance of the pupils both adversely and positively, although when quantified, the results of the former exceed that of the latter. Risk factors, such as the availability, support, and stress levels of the single parent influence these. Where the risk factors are less likely, the pupil becomes more motivated, which is the opposite of that where these factors are highly likely.Sole parenting was henceforth found to affect the adjustment, behavior, and achievement goals of the pupils, which directly influence their academic performance.