A Study of Psycho-Social Development of Selected Intermediate Pupils: Basis for Enhanced Program

Abstract

INTRODUCTION

Being a student, none is more accurate than the saying, "education begins at home." Parents, as our role models, are also considered our first teachers in life. They are the ones who mold us and instill in us the proper values, morals, as well as the training we need to become productive and responsible members of society. It is up to the teacher on how they will apply their learning on their lives; in their relationship with their family members, the people, and the society which they belong.

METHODS

This study is a descriptive method of research which used frequency for the quantitative approach and arranged of some questionnaires distributed in research locale for a qualitative approach. Statistical Treatment was used in consolidating and interpreting responses from the respondents.

RESULTS

Majority of the pupil-respondents were female, and most of their ages were ranging from 10-12 years old. The pupil-respondents have moderately agreed on assessments with regards to the psycho-social development encountered. The psycho-social development encountered by the pupil in the research locale is manageable since it is not crucial. Age, gender, and parent occupations are no significant relationship with psycho-social development encountered by the intermediate pupils. Pupil activities are factors that cause psycho-social development being encountered by the intermediate pupils. Parental guidance can be proposed to improve the psycho-social development based on the results of the study.

DISCUSSIONS

Parents should be self-motivated and committed to upgrade their guidance for their children development continually. Parents must find more exciting activities and innovative ways of addressing the psycho-social development. They could participate in any school activities, attending seminars relevant to handling psycho-social development and take full advantage of them to secure a systematic improvement of the quality and content of education and their parental guidance techniques. Concerned education officials should refer to the findings of this study to serve as inputs in the development of their techniques and practices in developing the school children.