Ramos - Published Article

INSTABRIGHT e-GAZETTE
ISSN: 2704-3010
Volume II, Issue I
August 2020
Available online at www.instabrightgazette.strikingly.com
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LONG DISTANCE PARENTING OF OVERSEAS FILIPINO WORKERS (OFWs)
ITS IMPACT TO THE ACADEMIC PERFORMANCE OF PUPILS IN
BAYABASAN ELEMENTARY SCHOOL NASUGBU, BATANGAS:
INPUT TO AN ACTION PLAN
RONALD R. RAMOS
TEACHER III
BAYABASAN ELEMENTARY SCHOOL
ronald.ramos007@deped.gov.ph
ABSTRACT
This study aims to determine the impact of Long Distance Parenting of OFW parents its
effect to the academic performance of the selected Bayabasan Elementary School pupils. From
the said research, the following conclusions were derived: There is significant relationship of
having OFW parents and its effect to the Academic performance of the selected pupils of
Bayabasan Elementary School. Furthermore, there is significant relationship between parental
involvement and academic performance of the pupil-respondents. It was found out from the study
that there is significant difference in the academic performance of OFW children during the
migration of OFW parent. Thus from the above-mentioned conclusions, it is recommended that
pupil-respondents should be continuously encouraged, motivated and directed to have study time
at home to improve their academic performance. Aside from that in families where parents plan
to work abroad, it would be better if a father leaves instead of a mother as this has effect on the
performance of OFW children in school. Other support system must continue to extend moral,
spiritual and even personal assistance to OFW children for them not to experience the absence
of an OFW parent. Schools must continue its program for OFW children, or may adopt programs
that will help these OFW children overcome anxiety and other problems brought by the changes
that happen in their own household caused by migration.
Keywords: Long distance parenting, Overseas Filipino Workers, Academic Performance
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Editorial Team
Editor-in-Chief: Alvin B. Punongbayan Associate Editor: Andro M. Bautista
Managing Editor: Raymart O. Basco Web Editor: Nikko C. Panotes
Manuscript Editors / Reviewers:
Chin Wen Cong, Christopher DC. Francisco, Camille P. Alicaway, Pinky Jane A. Perez,
Mary Jane B. Custodio, Irene H. Custodio, Mark-Jhon R. Prestoza, Keive O. Casimiro,
Rjay C. Calaguas, Mario A. Cudiamat, Jesson L. Hero, Albert Bulawat, Cris T. Zita, Allan M. Manaloto
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ISSN: 2704-3010
Volume II, Issue I
August 2020
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Content and Rationale
This study aims to determine the impact of Long Distance Parenting of OFW parents its
effect to the academic performance of the selected Bayabasan Elementary School pupils.
Long-distance parenting transpires when the migrant mothers and their teenage children
narrate activities, exchange experiences, extend care, share concerns, express emotions, and
articulate affections through long-distance communication. Thus, these mothers’ long-distance
parenting depends on being able to communicate activities, experiences, care, concerns,
emotions, and affections with their teenage children. Moreover, long-distance parenting also
depends on being able to talk to their teenage children during routine or typical conversations,
during special occasions and events, and during situations that bring stress to the achievement
of family goals such as during urgent, emergency, serious, delicate, and tenuous circumstances.
In addition, these mothers’ long-distance parenting also depends on being able to communicate
with their children’s caregivers so that they can easily consult parenting matters with them.
Furthermore, long-distance parenting also depends on being able to choose and use
communication media and technologies that would meet the families’ communication needs and
overseas communication budget. Migrant mothers confirm that long-distance communication and
use of communication media and technologies make parenting, even across borders, possible.
Generally, the home has been identified as an overwhelming factor affecting students’
performance academically. It would appear, then, that broken homes may present a very serious
danger to the emotional, personality, and mental adjustment of the young adolescent. This
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impinges on students’ academic achievement. Other variable to consider in this study is the
personality development of the child.
Review of Related Literature
Grusec (2006) believed that there is always a question on what happens with the children
being left by their parents who work abroad. There are lots of possibilities that can happen. There
are children who can finish college and find a job, other children don’t. Some children grow
independently and have a different beliefs from their parents. They are also easily influenced by
the people around them.
Miller (2008) in his article said that many of the OFW are parents who often have children
left behind. Family separation is now recognized as one of the social costs of migration affecting
the global south. Relationships within such transnational families depend on long-distance
communication and there is an increasing optimism among Filipino government agencies and
telecommunications companies about the consequences of mobile phones for transnational
families. Positive in a way that parents are sure that their children are still alive and receive their
monthly allowance but there is an uncertainty that their children are telling the truth.
Bryant (2016) stated that parent-child interactions, specifically stimulating and responsive
parenting practices, are important influences on a child's academic development. By examining
specific parenting practices that are amenable to change, such as parent involvement, and the
mechanisms by which these practices influence academic performance, programs may be
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developed to increase a child's academic performance. While parent involvement has been found
to be related to increased academic performance, the specific mechanisms through which parent
involvement exerts its influence on a child's academic performance are not yet fully understood.
Understanding these mechanisms would inform further research and policy initiatives and may
lead to the development of more effective intervention programs designed to increase children's
academic performance.
The children in left-behind households do not appear to suffer greater social or economic
problems than their peers in non-remittance-receiving households, with the exception of younger
children. However, care by the extended family, or community or institutional care, often does not
provide as much protection from abuse and exploitation as parental care. When very young
infants are left behind, recommended periods for exclusive breastfeeding may be compromised
and malnutrition is exacerbated. Parental absence, however temporary, can still have a significant
impact on children left behind. Among the consequences are a decrease in cognitive development
and a compromising of long-term human capital accumulation and income-generating potential in
the long run. The positive effect on children’s academic performance may reflect specific patterns
of investments migrant parents channel into children’s education argues that in the Philippines
remittances are used to send children to private schools, which were considered better than public
schools. He suggests that children in left behind households have a higher probability of attending
private schools, and that, on the average, they get better grades than non-migrant children. Finally
the extra income a household gains from remittances may allow children to delay entering the
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ISSN: 2704-3010
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workforce in order to further their studies, thereby increasing the final level of education. Yet by
contrast, migration of parents can also detrimentally affect school attendance.
Agulana (2016) 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. A broken home in this context is one that is not structurally intact, as a result of divorce,
separation, death of one of parent and illegitimacy.
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 school performance of the child he asserts.
Levin (2014) stated that parents are probably the actor with the clearest un-dimensional
interest in a high level of their children’s academic performance. To some extent, there is simple
evidence to show the marital instability brings about stress, tension, lack of motivation and
frustration obviously, these manifestations act negatively on a child’s academic performance.
Cabansag (2008) revealed that there was a highly significant relationship between
behavior of the children and parental roles such as conducting review before exams, reading
books together with the child, giving encouragement to study harder, and conferring with the
teachers regarding child’s school standing. Furthermore, among the roles of the left parents, only
encouraging the child to study harder was found to have a significant relationship. However, it
was a negative relationship with children’s academic performance. Most of the OFW children
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performed either satisfactorily or needs improvement is mentioned in relation to their school
activities.
Pascual (2012) investigated the effects of having an OFW Parent to the teenage
children’s academic performance. Majority of OFW teenage children who participated in this study
exhibited independence when it comes to secondary career decision. Some students gave priority
to their interest whereas they prioritize their abilities and they start to make their own decision.
These children who know how to make their own decision are the children who are independent
while a child who does not know how to make their own decision are the children who have no
plans for life and are often denoted as a dependent person.
When a student is being left, they have a freedom to do whatever they want to do. We can
say that they have the decision if they would study or not. Whatever choice or decision they make
will surely affect their grade. If they will choose to study, then, they will have a good grade, but if
they will not study then they will not have a high grade. Therefore, having an OFW Parent can
make a huge effect in their children’s life.
Dungo (2008) reported that more and more Filipino women are leaving their homes
stretching their traditional domestic labor for paid labor in the capitalist market. In 2008, 2000 to
3000, OFWs who leave the country are 70 percent women from classes D and E, married,
between the ages of 22-34, with child left falling within the age cluster of 3-6, or below 10 years
old. Majority (86%) of the OFW women have come from the bottom income bracket. Among the
older women, teens are left behind. Both clusters are sensitive ages for 18 these are children
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undergoing the sensitive years of moral formation with the teens specially searching for their
models as they slowly shed-off their being a child to take on the new adult’s role. Overall, the ratio
of male to female OFWs is almost 1:1. As a point of reference, in January 2004, only 38 percent
of all employed individuals in the country were females. When only the OFWs who are either
household head or the spouse of the household head are considered, then 2 out of 3 are males.
In contrast, among those who are neither heads of households nor spouses, it was found that 2
out of 3 are females (Edillon, 2008). The increasing global feminization of labor migration may
have a negative effect on the education of children left behind if asymmetric preferences between
males and females were to persist. Even if women may send a substantial percentage of their
income husbands left at home may prefer to direct only a small part of that income towards the
education of children. Therefore, migrant women have to find a way to maintain their roles in
deciding how to allocate interhousehold income.
Parreñas (2008), for example, found out that migrant Filipino mothers tend to remit to the
eldest child instead of the father, and remain involved in the expenditure decision by co-managing
a bank account not with their husbands, but often with their eldest daughters. Some studies
describing the remittance behaviors of male and female migrants found out that women remit
more (both overall and as a percentage of their income) than men do.
Conaco (2016) in her study revealed that the children of migrant mothers tended to lag
somewhat behind compared to the other children. Variables describing engagement have
therefore usually been treated in analyses as predictors of other schooling outcomes, particularly
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academic performance. Engagement is seen as a disposition towards learning, working with
others and functioning in a social institution, which is expressed in students’ feelings that they
belong in school, and in their participation in school activities. Membership in academic
organizations and participation in extra-curricular activities is more prevalent among the children
of OFWs. Based on her study, the top club memberships were in the Math Teachers Association
of the Philippines (MTAP) training guild, where children are screened and trained rigorously in
math; the Science Club; and such special interest clubs as choir, drum, Lyre Corps, Banduria and
Rondalla Club. Other clubs mentioned were Boy Scout, Girl Scout, athletic clubs and Pupil
Government Organization. Membership in these clubs, as well as participation in extra-curricular
activities, usually requires some amount of money. This is possibly the reason why children of
non- OFW parents refrain from joining them. Lesser proportion of OFW children are members of
socio-civic organizations (14%). In contrast, 23 percent of the children of non-OFW are members.
This disparity may be explained. During the focus group discussion conducted among parents left
behind, i.e., spouses of OFWs, they admit to being overprotective of their children. They would
not want to be blamed by the OFW for any untoward incident that may befall the children. Socio-
civic organizations are expected to meet outside school and beyond school hours. In contrast,
school activities are performed on school grounds and within school hours, with an obvious figure
of authority. Hence, the latter is preferred over the former in the case of OFW children.
The review of the aforementioned research studies showed similarities to this study in as
much as they dealt with Parenting of OFWs. Similarities on the importance of parent’s involvement
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ISSN: 2704-3010
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in increasing academic performance of their pupils were the results of the study of Parreñas
(2008), Cabansag (2008), Edillon (2008), Conaco (2016), Pascual (2012), Dungo (2008) Grusec
(2006) Miller (2008) Bryant (2016) Agulana (2016) Levin (2014) showed similarities as having
OFW parents would most likely affects pupil’s enrolment and academic performance.
Those studies differed from the present study in many aspects such as the content of the
questionnaire, the age of the respondents, locale of the study, time frame and the statistical
instruments used in the study.
Action Research Questions
1. What is the Academic Performance of pupils S. Y 2016-2017?
2. What is the impact of long distance parenting of OFW Parents to the academic performance of
their children?
3. What plan of action can be designed to enhance the performance of pupils having OFW
parents?
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Editorial Team
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ISSN: 2704-3010
Volume II, Issue I
August 2020
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Action Research Method
Participants and/or other source of data and information
The study covers on the impact of long distance parenting of OFW parent to the academic
performance selected pupils from Grades 6 with OFW parent of Bayabasan Elementary School.
The respondents were chosen purposively.
Data gathering Method
The survey questionnaire was disseminated to the respondents to answer. The researcher
asked permission to the Guidance Counselor of Bayabasan Elementary School to see the
academic grades of the students who have an OFW parents. The data gathered will be tallied,
tabulated, analyzed and interpreted to have the findings in which the conclusion and
recommendations will be drawn.
Data Analysis Plan
To obtain the necessary data and information, a survey questionnaire was administered
in this study.
The students of Bayabasan Elementary School who have OFW parent in Grades 6 of
school year 2017-2018 were asked to answer the survey questionnaire. Then the researcher
asked for a copy of their grades to answer the survey questionnaire, which includes the profile of
the respondents.
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Editorial Team
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ISSN: 2704-3010
Volume II, Issue I
August 2020
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Result and Discussion
Conclusions
1. Most of the respondents have low performance in their academic grades due to lack of
guidance from their OFW parent.
2. There is significant relationship between parental involvement and academic performance of
the pupils-respondent during the migration of the OFW parent.
3. There is significant relationship between responses of respondents regarding long distance
parenting and profile variables.
4. An action plan designed by the researcher can enhance the Performance of the pupils with
OFW parents.
Recommendations
Based on the conclusion of the study, the following suggestions may help improve the
performance of the pupils who have OFW parents in Bayabasan Elementary School.
1. Proper guidance should be given to pupil with OFW parent by the caretakers, relatives
and teachers to improve their academic performance.
2. Parents who work abroad should leave their children with their relatives who can give
the best guidance, care and love.
3. In families where parents plan to work abroad, it would be better if a father leaves
instead of the mother as this has great effect on the performance of OFW children in school. Other
*********************************************************************************************************
Editorial Team
*********************************************************************************************************
ISSN: 2704-3010
Volume II, Issue I
August 2020
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support system must continue to extend moral, spiritual and even personal assistance to OFW
children for them not to experience the absence of an OFW parent.
4. Pupil-respondents should be continuously encouraged, motivated and directed to have
study time at home to improve their academic performance in the absence of their OFW parent/s.
5. Implementation of the proposed action plan is highly recommended. Schools must
continue its program for OFW children, or may adopt programs that will help these OFW children
overcome anxiety and other problems brought by the changes that happened in their own
household caused by migration.
Action Research Work Plan and Timeline
April May June July August

Formulation of Searching for Searching for Distribution of Tabulating Data
Questions and Related Related Questioners and Interpretation
Title Literatures Literatures Completion of the
Action Research
Cost Estimate
Internet Fee – 500

Bond Paper – 100
Ink- 100
Plan for Dissemination and utilization
A Proposed Action Plan to Enhance the performance of pupils having an OFW parents
was designed by the researcher. It was discuss to the School head and Guidance Counselor of
the school for proper utilization.
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Editorial Team
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ISSN: 2704-3010
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References
Agulana,G.G. “Family Structure and Prevalence of Behavioural Problems Among

Nigerian Adolescents”, The Counselor Vol.17(1),154-161. 2016.
Bryant, John. “Children of International Migrants in Indonesia, Thailand, and he

Philippines” A Review of Evidence and Policies. Working Paper Florence:
UNICEF Innocenti Research Center. 2016.
Cabansag, Molina. “Solo Parents and Academic Performance of Children of Overseas

Filipino Workers”, Unpublished Master’s Thesis, Central Luzon State University, Munoz,
Nueva Ecija. 2008.
Conaco, Ma. Cecilia, G. “Impact of Labor Migration on the Children Left Behind”, A
research report submitted to the National Secretariat for Social Action Justice and Peace.
Catholic Bishops Conference of the Philippines. Quezon City: Scalabrini
Migration Center. 2016.
Dungo, N. Migration, Gender, Children’s Rights and the Nation: A

Conceptualization of Intergenerational Care Deficit in the Life Cycle of the
Migrant’s Family. 2008.
Grusec, Joan E. P.D. (Eds.) “Authoritarian Parenting in Individualist and Collectivist

Groups”, Associations With Maternal Emotion and Cognition and Children’s Self-Esteem,
Journal of Family Psychology Copyright 2006 by the American Psychological
Association 2006, Vol. 20, No. 1, 68–78 0893- 3200/06/$12.00 DOI:
10.1037/0893-3200.20.1.6. 2006.
Levin, Joel. “Analysis of Family Influence on Scholastic Achievement Empirical for whom the
Redundant Counts”, A Quartile Regression Economics, 26 (1), 221-246. 2014.
Miller, Gorge A. Planning Student Activities, Englewood Cliffs,New Jersey:

Prentice- Hall, Inc. U.S.A., Express Press and Publishing Co. Inc.. Series,
No. 199. 2008.
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ISSN: 2704-3010
Volume II, Issue I
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Pascual , Ma. Rosel Sanchez, “Communicated Parenting: Singapore- based Filipino

Working Mothers and their Long-distance Parenting of their Teenage Children in the
Philippines”, Unpublished Masteral Thesis ,Bachelor of Arts in Communication
Research, University of the Philippines Master in Development Economics,
University of the Philippines 2012.
Parreñas, Rhacel S. “Long distance Intimacy”,Class, Gender and Intergenerational Relations

between Mothers and Children in Filipino Transnational Families. Global Networks
Journal,
Vol. 5 (4):317-336. 2008.
ELECTRONIC SOURCES
Overseas Workers Welfare Administration, Performance Highlights, 2 August 2007,

http://www.owwa.gov.ph/page/performance_highlights.
Overseas Workers Welfare Administration, Programs, Benefits and Services, 2 August 2007,
available online at <www.owwa.gov.ph/page/programs>, accessed 31 July 2008.
Republic of the Philippines, Commission on Filipinos Overseas, <www.cfo.gov.ph>, accessed31

July 2008.
United Nations Children’s Fund, Increasing the Impact of Remittances on Children’s Rights:
Philippines Paper, Division of Policy and Planning, UNICEF, New York, January 2007,
<www.unicef.org/policyanalysis/files/Increasing_the_impact_of_remittances_on_childrens_right
s.pdf>, accessed 31 July 2008.
www.googlescholar.com
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INSTABRIGHT e-GAZETTE

Keywords: Long distance parenting, Overseas Filipino Workers, Academic Performance

articulate affections through long-distance communication. Thus, these mothers’ long-distance

parenting depends on being able to communicate activities, experiences, care, concerns,

personality development of the child.

Review of Related Literature

the people around them.

telecommunications companies about the consequences of mobile phones for transnational

parenting practices, are important influences on a child's academic development. By examining

mechanisms by which these practices influence academic performance, programs may be

and a compromising of long-term human capital accumulation and income-generating potential in

contrast, migration of parents can also detrimentally affect school attendance.

separation, death of one of parent and illegitimacy.

frustration obviously, these manifestations act negatively on a child’s academic performance.

plans for life and are often denoted as a dependent person.

make a huge effect in their children’s life.

deciding how to allocate interhousehold income.

belong in school, and in their participation in school activities. Membership in academic

Government Organization. Membership in these clubs, as well as participation in extra-curricular

instruments used in the study.

Action Research Questions

1. What is the Academic Performance of pupils S. Y 2016-2017?

Participants and/or other source of data and information

The respondents were chosen purposively.

Data gathering Method

recommendations will be drawn.

Data Analysis Plan

guidance from their OFW parent.

2. There is significant relationship between parental involvement and academic performance of

the pupils-respondent during the migration of the OFW parent.

3. There is significant relationship between responses of respondents regarding long distance

parenting and profile variables.

and teachers to improve their academic performance.

the best guidance, care and love.

children for them not to experience the absence of an OFW parent.

4. Pupil-respondents should be continuously encouraged, motivated and directed to have

5. Implementation of the proposed action plan is highly recommended. Schools must

household caused by migration.

Action Research Work Plan and Timeline

April May June July August

Internet Fee – 500

Plan for Dissemination and utilization

the school for proper utilization.

Agulana,G.G. “Family Structure and Prevalence of Behavioural Problems Among

Bryant, John. “Children of International Migrants in Indonesia, Thailand, and he

Cabansag, Molina. “Solo Parents and Academic Performance of Children of Overseas

Dungo, N. Migration, Gender, Children’s Rights and the Nation: A

Grusec, Joan E. P.D. (Eds.) “Authoritarian Parenting in Individualist and Collectivist

Miller, Gorge A. Planning Student Activities, Englewood Cliffs,New Jersey:

Pascual , Ma. Rosel Sanchez, “Communicated Parenting: Singapore- based Filipino

Parreñas, Rhacel S. “Long distance Intimacy”,Class, Gender and Intergenerational Relations

Overseas Workers Welfare Administration, Performance Highlights, 2 August 2007,

Republic of the Philippines, Commission on Filipinos Overseas, <www.cfo.gov.ph>, accessed31

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