Project CARE (Concern Affection Reassurance Encouragement) with the Academic Performance of Broken Family Children in Grades 1-2

Abstract

INTRODUCTION

Abnormal conditions of broken homes have detrimental effects on the school performance of the learners. The children from broken families need CARE from the teachers in school whom they spend much time from Monday to Friday. They should be treated normally and should never be discriminated from the rest of the class. With the current status of children from broken families, the researchers conducted action research about the impact of being children of broken families on their academic performance in Math. With the Project CARE -concern, affection, reassurance and encouragement from the teachers, it is believed that these children would have the right direction in life toward a brighter future.

METHODS

The researchers used the survey and simple experimental methods. With the survey, an interview with the concerned parents/ guardians was conducted. With the simple experimental method, the experimental group, as well as the control group, were made possible. The researchers got the mean and standard deviation of the pretest and posttest results in Math 2. The t-test was also considered to find the difference between the two means.

RESULTS

Figure 1. This pie graph focuses on the interventions from the selected teachers and parents/guardians utilized by the researchers in the study. The respondents consider Encouragement as the best intervention with 40%. It is followed by Concern with 27%. Affection has 20% while Reassurance has 13%, the least.

DISCUSSIONS

The respondents consisted of twenty children from Grades 1 -2 classes. They were products of broken families. The academic performance in Math of the children is not actually affected by their status. The results of the t-test show that the concern, affection, reassurance, and encouragement from the teachers, guardians or the available parent contribute much to the children's achievement in school. Kids of tender age perform well academically unmindful of being products of broken families. Children from broken families need consistent CARE. They should never be unfairly treated in every situation. Other action research shows that the academic performance of children from broken families is easily affected. Their grades are lower than those with the complete family composition which is but natural. But not in this kind of study. Monitoring these children until they reach the intermediate level must be considered in follow-up research.