CAAFFS JOURNAL

COTABATO FOUNDATION COLLEGE OF SCIENCE AND TECHNOLOGY

COLLEGE OF AGRICULTURE, AGRIBUSINESS, FORESTRY AND FOOD SCIENCE

PARENTS’ SOCIOECONOMIC STATUS AND EDUCATIONAL

ASPIRATION TOWARDS THEIR CHILDREN

MELANI D. MAMBAGTIAN

Department of Agriculture, College of Agriculture, Agribusiness, Forestry and Food Sciences, Cotabato Foundation College of Science and
Technology, Doroluman, Arakan, Cotabato, Philippines 9417
Phone No.: +63-9512563801, email: melanimambagtian@gmail.com.

Abstract. Every parent wants their children to finish their studies so they can support their family. They wanted their children to
finish school and follow their dream careers where education is the only way to achieve these aims. This descriptive-correlational
study is based on the quantitative design focused on the interrelation of the parents’ socio-economic status and educational aspiration
towards their children. Consequently, this study examined parents' age, gender, marital status, education, and income. This also
addresses parents' educational goals for vocational courses, bachelor's degrees, master's degrees, and doctorates. Further, the study
sought to determine if parents' socioeconomic position and educational goals affect their children.

Based on the findings, it appears that the majority of those who participated in the survey were women who were at least 41 years
old, married, of the episcopal faith, had completed their high school education, and were farmers working in the field. Also, in terms of
the educational goals that parents have for their children, the findings indicate that parents prefer to have their children acquire or have
a bachelor's degree over the other components, which received the highest overall mean. In terms of its substantial relationship and
effect, the study concluded that there is no significant association or influence between the socioeconomic position of parents and the
educational goals that parents have for their children.

INTRODUCTION work for instructors—such as developing

Agricultural studies encompass a wide
varied lesson plans, worksheets, and tests—it
range of disciplines, calling for a strong grasp
allows for the establishment of prerequisite
of both natural and social sciences.
courses. This ensures smoother progression in
Unfortunately, there's a hesitancy among
advanced classes, minimizing the need for
millennials to pursue these courses due to
extensive material review. The diversity of
concerns about being confined to farm work
topics covered in these courses provides
(Bianchini, 2020).
students pursuing agricultural careers with a
The introduction of TEKS (Texas
structured path for their studies, especially
Essential Knowledge and Skills) for
when guided by effective teachers, counselors,
Agricultural courses in September 1998, as
administrators, and mentors. This structured
highlighted in Wheelus's study (2017),
approach also aids in the transition to higher
expanded the curriculum significantly. While

this expansion entails more administrative

MARCH 2024 (0-BSA-AgEd-2024-030) (Sanggawa,. 2024)
 education by familiarizing students with their Additionally, insights from student responses

chosen field of study. were anticipated to reveal whether they

Surveys conducted among current perceived course sequencing as crucial for

college students aimed to gauge the success of their success in college-level Agricultural

course sequencing in preparing students for classes (Creps, 2019).

higher education in agriculture. This research The outcome of this study may give

sought to determine if counselors, teachers, more information about the live experiences of

and administrators acknowledged the students taking up agriculture program.

significance and utility of this approach. .

Methodology life experience, challenges and difficulties in

Research Design
The researcher looked into the lived the world.

experience of that student when they are

taking agriculture courses. Researcher

intended to use a qualitative research design,

specifically phenomenology, to dig deeper into

and investigate the difficulties that lived

experiences of the students when taking

agriculture course.

Neubauer et al., (2019) Cited that

phenomenology is a form of qualitative

research that focuses on the study of personal

Locale of Study

The study was conducted at Cotabato Foundation College of Science and Technology (CFCST)

due to the presence of my chosen research participants who are the students in agriculture

MARCH 2024 (0-BSA-AgEd-2024-030) (Sanggawa,. 2024)

 department. The place and the participants are known to which it was convenient for me to conduct

the study.

Figure 1.Locale of the Study Brgy. Batobato, President Roxas, Cotabato, Philippines indicating the sampling sites

Research Instrument
The study utilized individual interview using an interview questionnaire and cell phone as data-

gathering instrument.

Data Gathering Procedure

The researcher ensured the approval of the research committee before the conduct of the study

and all the necessary communication letters were forwarded to concern offices/individuals.

Statistical Analysis

In analysing that data which primary qualitative was subjected to textual analysis. Once the

data were transcribed, it was then coded, analysed, interpreted and verified. The process of

transcribing the interviews can help the researcher to gain more understanding of the theme from

repeatedly listening to and reading the transcribed interviews. I ask questions that talk about the lived

experience of students taking up agriculture program. The statements of the participants were

evaluated based on the experiences they face when taking agriculture program.

MARCH 2024 (0-BSA-AgEd-2024-030) (Sanggawa,. 2024)

 RESULTS AND DISCUSSION

Themes Frequency Core Ideas

Financial hardship General ..... come from a poor family.......
...not easy to go to school without
money in your pockets, even if tuition
is free.....
....... very challenging especially that
we are not financially stable.
Academic demand and Typical .It's quite exhausting because there are
exhaustion daily laboratory activities, and I
encounter many unfamiliar words."
not that easy because there are so many
scientific names of plants and animals
to memorize
Perseverance and Typical ........despite the bitterness in life, I
determination continued on for the dream and with
strong faith in our Almighty."
....... I will continue no matter what
because I believe in the saying,
'Education is the most powerful
weapon we can use to change the
world.'...

Financial Hardship in Agricultural Education

Financial hardship is a significant challenge faced by students pursuing agriculture programs.

As depicted in their narratives, these students often come from families with limited financial

resources. The cost of education-related expenses, including tuition, projects, and other

miscellaneous fees, can strain their already tight budgets. Additionally, the absence of a stable source

of income exacerbates these financial difficulties. Despite these challenges, the students exhibit

remarkable resilience and determination to overcome these financial hurdles and continue their

education. The burden of financial hardship underscores the need for accessible financial aid and

support systems for students in agricultural programs, ensuring that aspiring agricultural

professionals can focus on their studies without the constant worry of financial limitations.

This would be testified by the following responses;

It is not easy to go in school without a money in your pockets even

free tuition sya. We need also extra money for the fare food, projects, and
other miscellaneous ("It is not easy to go to school without money in your

MARCH 2024 (0-BSA-AgEd-2024-030) (Sanggawa,. 2024)

 pockets, even if tuition is free. We also need extra money for transportation,
food, projects, and other miscellaneous expenses.") RQISQIP1
Further, another participant articulated that;

Lisod jud kaayo labi nag pag abot sa amoa nga mga pobre kay
roblema pa sa eskwelahan problema pa sa financial (It's really challenging,
especially when we come from a poor family because we face school
challenges and financial problems.") RQISQIP2

In addition, another statement supported this theme;

Pursuing my chosen program which agriculture is very challenging

especially that we are not financially stable. (Pursuing my chosen program,
which is agriculture, is very challenging, especially because we are not
financially stable.") RQISQIP4

The theme of financial hardship among students in agricultural programs highlights the

importance of creating financial support structures within educational institutions and government

policies to alleviate the financial burden on students. Scholarships, grants, and work-study

opportunities specific to agriculture can help students pursue their education without excessive

financial strain. Additionally, financial literacy programs can empower students with the knowledge

and skills to manage their finances effectively, making their journey through agricultural education

more sustainable.

Financial hardship stands as a significant hurdle faced by students pursuing agricultural

programs. The financial burden encompasses various aspects, such as tuition fees, living expenses,

and costs associated with academic materials and fieldwork. According to studies like "The

Economic Cost of Brain Drain on the Philippines" by Orbeta and Abrigo (2013), economic

difficulties can deter students from lower-income backgrounds from pursuing higher education. In

the context of agricultural studies, these financial challenges are particularly acute, given the

specialized equipment, field trips, and often rural locations of agricultural institutions. This financial

strain impacts not only the students but also their families, as they strive to secure the necessary

funds for their children's education. As a result, financial hardships can potentially limit access to

education and hinder the overall academic experience, underscoring the need for improved financial

support and inclusive educational policies.

MARCH 2024 (0-BSA-AgEd-2024-030) (Sanggawa,. 2024)

 Academic Demand and Exhaustion

Students pursuing an agricultural program often find themselves grappling with the relentless

academic demands and the toll it takes on their physical and mental well-being. The rigors of this

field, including daily laboratory activities and the necessity to grasp complex scientific terminology,

contribute to a sense of exhaustion. The demanding nature of agricultural studies requires students to

invest considerable time and effort in their coursework.

This results in a continuous cycle of academic pressure, pushing them to their limits.

Perti ka kapoy kay naay laboratory adlaw-adlaw kag damo sang

unfamiliar word nga na encounter ko (It's quite exhausting because there are
daily laboratory activities, and I encounter many unfamiliar words.")
RQ1SQ1P5

Moreover, one of the participants say that;

Yes, kay naa time nga murag magsurrender ko tungod sa kakapoy kag
isa pa medyo slow learner pud ko kung kis-a, indi lang basta-basta ang
agriculture kay damo pa solohon nga mga scientific name sang plants then
animal (Yes, because there were times when I felt like giving up, especially
when I got tired. Plus, I'm a slow learner sometimes, and agriculture is not
that easy because there are so many scientific names of plants and animals
to memorize.") RQ1SQ2P5
The theme of academic demand and exhaustion in students undertaking agricultural programs

highlights the need for institutions and educators to be attentive to the well-being of these students. It

underscores the importance of implementing support systems and strategies that help students

manage their workload effectively, cope with exhaustion, and maintain their mental and physical

health throughout their academic journey. Balancing the demands of an agriculture program is

crucial to ensure students can thrive academically and personally.

The challenges of academic demand and exhaustion are ever-present realities for students

pursuing agricultural programs. These students navigate a rigorous academic landscape filled with

complex subjects, scientific terminology, and hands-on laboratory work, all of which demand their

utmost attention and effort. The exhaustive nature of agricultural studies, with daily laboratory

activities and the need to memorize extensive scientific names of plants and animals, often leads to

MARCH 2024 (0-BSA-AgEd-2024-030) (Sanggawa,. 2024)

 mental and physical fatigue. Research indicates that academic pressure can have a substantial impact

on students' mental well-being, causing stress and burnout (Bianchini, 2020). Moreover, the physical

strain of working in gardens and farms further contributes to their exhaustion. However, these

challenges also signify the dedication and resilience of these students, as they continue to pursue

their educational goals despite the formidable hurdles they encounter.

Perseverance and determination

Perseverance and determination shine as a prominent theme among students pursuing

agricultural programs. These students exemplify unwavering resolve in the face of daunting

challenges. Financial hardships, strenuous academic demands, and the physical exhaustion

associated with agricultural studies do not deter them from their aspirations. Their stories underscore

the resilience that fuels their educational journey. They believe in the transformative power of

education and are willing to endure adversity to achieve their dreams.

The following statements proved that theme really exist;

Dumating po ako sa punto na nawalan na ako ng gana sa lahat yung

gustong gusto ko nalang sumoko kasi sa sobrang daming bayarin sa school
tapos walang stable income yung mga magulang pero iniisip ko pag tumigil
ako paano na ang kinabukasan ko, hanggang didto nalang ba talaga kami?
No, mag papatuloy ako no matter what happened kasi naniniwala ako sa
kasabihang Education is the most powerful weapon we can use to change
the world. THANK YOU ("I reached a point where I lost interest in
everything, and I just wanted to give up because of the numerous school
expenses and the lack of stable income from my parents. But then, I
thought, if I stop, what will happen to my future? Are we just going to stay
like this forever? No, I will continue no matter what because I believe in the
saying, 'Education is the most powerful weapon we can use to change the
world.' THANK YOU.") RQ1SQ2P10.
Another participant articulated that;

Oo, aduna gayuy panahon nga maka hunahuna nako nga muondang
nalang labi nag magdungan ang mga aramutan unya wala jud ko. Apan
bisan paman sa kapait sa kinabui pero mupadayon lang gihapon para sa
panagandoy uban sa hugot nga pag salig sa atung labaw nga makagagahom
(Yes, there were moments when I thought of giving up, especially when all
the expenses pile up, and I couldn't see a way out. But despite the bitterness
in life, I continued on for the dream and with strong faith in our Almighty.")
RQ1SQ2P7

MARCH 2024 (0-BSA-AgEd-2024-030) (Sanggawa,. 2024)

 This theme of perseverance and determination among agricultural students carries a profound

implication for education. It highlights the potential of motivated individuals to overcome formidable

obstacles in pursuit of knowledge and personal growth. It serves as a reminder that, with the right

support and resources, students can triumph over adversity and contribute significantly to their

chosen fields, offering hope and inspiration to others facing similar challenges.

Perseverance and determination stand out as essential qualities among students undertaking

agricultural programs. As they navigate the demanding terrain of agricultural studies, these students

exemplify unwavering resolve in the face of numerous challenges. Financial constraints, strenuous

academic demands, and the physical exhaustion associated with daily laboratory activities can be

overwhelming. However, their commitment to their educational pursuits remains unwavering.

According to a study by Martin-Krumm et al. (2018) on the

resilience of agricultural students, this perseverance is often fueled by a deep-seated belief in the
transformative power of education. Despite the odds, these students are willing to endure adversity to
achieve their dreams and contribute to the field of agriculture.

CONCLUSION AND RECOMMENDATION
Conclusions
Based on the gathered data for the study in the previous
chapter, the following are the It inferred conclusions:
1. Based on parent’s socio-economic status, it is
evident that most of the respondents were
females, married, Episcopal in religion, high
school graduates, within the age bracket of 41
and above, and farmers.
2. In terms of parent’s educational aspirations
towards their children, most of the respondents
choose to allow their children to have a
bachelor’s degree as this gives them the benefit
of obtaining higher professional degrees in the
latter.
3. As for the relationship and influence of
parents’ socio-economic status onparents’
educational aspirations, the study claims that
there is no significance in the variables
presented in the study which accepts the null
hypothesis.
Recommendations
With the given results from the data gathered
for the study, the following were the recommendations:
1. The observation that parents possess a strong desire for
their children to attain bachelor's, vocational, master's,
and doctorate degrees indicates a notable dedication to
the pursuit of education. Educational institutions and
policy-makers ought to leverage this ambition as a
means to promote and facilitate students' pursuit of
higher education.
2. It is imperative to foster awareness regarding the
varied educational alternatives accessible, considering
the broad spectrum of income sources among the
respondents, including farmers, store owners,
government officials, and other individuals. This
encompasses a range of opportunities such as
scholarships, adaptable learning modalities, and
vocational training initiatives that are available to
persons from diverse socio-economic backgrounds.
3. Organizing parental education workshops can be
advantageous in mitigating the disparity between
parents' educational goals and their socio-economic
conditions. These courses have the potential to equip
parents with the necessary knowledge and skills to
effectively facilitate their children's educational
development, despite their limited exposure to formal
education.
4. Despite the absence of a statistically significant
correlation or impact between parents' socio-economic

MARCH 2024 (0-BSA-AgEd-2024-030) (Sanggawa,. 2024)

 situation and their educational goals for their children, it study has the potential to yield further information
is advisable to conduct additional research in this area. about this link.
The inclusion of a bigger and more varied sample in the

ACKNOWLEDGEMENTS

The researcher would like to extend warm and heartfelt appreciation to the people who made this study's process and
conduct possible.
To Norhata M. Plang, the adviser, for her constant guidance, advice, and unwavering support that made the
research possible;
To Dr. Joyce D. Esrael, the panel member, who is always there to give assistance and advice to the researcher
whenever the researcher has difficulties;

To Dr Ahsan E. Lansao, the panel member, for sharing her, ideas and knowledge despite her hectic schedule
during the final defense;
To Sir, John Rey N. Labajo,MS, his statistician, for his valuable time, who exerted some of his effort in the
analysis of the study.
To Jezrel E. Morin, LPT, the English critique, for lending his time and sharing his learning and knowledge and
also for his unending support and effort to make this study possible;
To the respondents, for their active participation and willingness to become part of this study which contributes a
lot to its success;
To his ever-supportive friend Sir, Marlie Masaro, LPT, who had always been there to give assistance and
unconditional help in the conduct of the study;
To Bachelor of Science in Agriculture batch 2023-2024 for the word of encouragement during the defense of this
study.

Lastly, to Damaso Sanggawa’s family for unending support. To his parents Damaso Sanggawa Sr. and Violeta
Sanggawa and especially to his siblings Janice Avila, ReymarkSanggawa, RenanteSanggawa, Diane Sanggawa, and
Richard Sanggawa for their moral and financial support, understanding, and inspiration that they give to the researcher.

DAMASO O. SANGGAWA JR.

Researcher

REFERENCES

Journal:
Abdul-Raheem, B. O. (2015). Parents' Socio-Economic Status as Predictor of Secondary School Students' Academic Performance in
Ekiti State, Nigeria. Journal of Education and Practice, 6(1), 123-128.
Book:
Buchmann, M., Grütter, J., & Zuffianò, A. (2022). Parental educational aspirations and children’s academic self‐concept:
Disentangling state and trait components on their dynamic interplay. Child Development, 93(1), 7-24
Chapter in the book:
Cantalini, S., Guetto, R. & Panichella, N. (2020). Parental age at childbirth and children’s educational outcomes: evidence from
upper- secondary schools in Italy. Genus, 76, 1-24

Abstract:
Carslake, D., Tynelius, P., van den Berg, G. J., & Davey Smith, G. (2019). Associations of parental age with offspring all-cause
and cause- specific adult mortality. Scientific reports, 9(1), 17097
Proceeding:
Crede, J., Wirthwein, L., McElvany, N., & Steinmayr, R. (2015). Adolescents’ academic achievement and life satisfaction: The role of
parents’ education. Frontiers in Psychology, 6, 52.
Thesis;Dissertation
Canete, J. & Akmad, J. (2017). Role parents towards the education of their children.Unpublished Undergraduate Thesis
Dissertation, pp10-11
Information from the internet:
Horrocks, L. (2022). what Is vocational course?, https://www.hotcoursesabroad.com/study-abroad-info/subject-guides/ what -is-a-
vocational-course/

MARCH 2024 (0-BSA-AgEd-2024-030) (Sanggawa,. 2024)