Metro Manila College Inquiries, Investigation and Immersion

METRO MANILA COLLEGE
Inquiries, Investigation and Immersion ii
Problems Encountered by Grade 12 students with OFW

Parent in Sampled School A.Y 2018-2019
A Research Paper Presented to

Faculty of the Basic Education-Senior High School
Metro Manila College
In Partial Fulfillment
Of the Requirements of the Subject
Inquiries, Investigation and Immersion
By:
Doctolero, Gerlie R.
Baclea-an, Rochelle Anne C.
Estrada, Lherie Jhane M.
Elamne, Khrishna Phrem S.
Ualat, John Romeo K.
March 2019
APPROVAL SHEET
This study entitled PROBLEMS ENCOUNTERED BY GRADE 12
STUDENTS WITH OFW PARENT IN SAMPLED SCHOOL A.Y
2018-2019, has been prepared and submitted by Gerlie R.
Doctolero, Rochelle C. Baclea-an, Lherie Jhane M. Estrada,
Khrishna Phrem S. Elamne, John Romeo K. Ualat, has been
approved and accepted as partial fulfillment of the requirements for
the INQUIRIES, INVESTIGATION, AND IMMERSION.
ROSHIELMAY SAN DIEGO

Adviser
Approved and accepted by the committee on Oral Examination

on March 27, 2019.
PANEL OF EXAMINEES
ACKNOWLEDGEMENT
Researchers express their greatest gratitude and sincere
appreciation to the following persons who had helped during the
preparation until the completion of this study.
Dr. Eleanor M. Agapito, president of Metro Manila College,
for supporting the batch 2018-2019 graduating students.
Mrs. Ma. Dolores B. San Miguel, principal of Basic
Education Department, who allowed and supports the researchers to
conduct this study.
Ms. Zoila D. Espiritu, assistant of the principal, for her
supervision to the students of Metro Manila College.
Ms. Jeanne Pauline M. Darlucio, the researchers’ Inquiries,
Immersion and Investigation teacher, for showing her support and
giving suggestions for the sake of improvement of this study.
Ms. Roshielmay O. San Diego, the researchers’ adviser in
research, for the guidance, teaching, giving ideas and opinions and
for her greatest support to the researchers to finish this research
paper.
Families of the researchers, for giving their full financial
support, unconditional love and understanding, patience and for
inspiring the researchers in doing this research paper.
Last is for our Almighty God, for the guidance, strength and
protection. Also, for giving knowledge to the researchers from the
start until they finish the making of this research paper.
G.R.D.
R.A.C.B.
L.J.M.E.
K.P.S.E.
J.R.K.U.
DEDICATION
The researchers share this simple piece of hard work to
DOCTOLERO FAMILY
BACLEA-AN FAMILY
ESTRADA FAMILY
ELAMNE FAMILY
UALAT FAMILY
For their unconditional love and support,
Patience and understanding
which give the researchers determination to finish this study

successfully
And last but not the least, to our ALMIGHTY GOD, who is always
there all the time. Never fails in guiding and giving until the
researchers finish this research paper.
G.R.D.
R.A.C.B.
L.J.M.E.
K.P.S.E.
J.R.K.U.
TABLE OF CONTENTS
Title Page………………………………………………………………………..
Approval Sheet……………………………………………………………….
Acknowledgement……….………………………………………………..
Dedication………………………………………………………………………
Table of Contents…………………………………………………………..
List of Tables
Abstract
CHAPTER 1
THE PROBLEM AND ITS BACKGROUND
Introduction
Statement of the Problem
Significance of the Study
Scope and Delimitation
Definition of Terms
CHAPTER 2
REVIEW OF RELATED LITERATURE AND STUDIES
Local Literature
Foreign Literature
Local Studies
Foreign Studies
Relevance of the Study
Conceptual Framework
Paradigm of the Study
Theoretical Framework
CHAPTER 3
METHODS OF RESEARCH
Research Design
Selection of Respondents
Sampling Technique
Research Instruments
Construction of Instrument
Validation of Instrument
Administration and Retrieval of the Instrument
Statistical Treatment of Data
CHAPTER 4
PRESENTATION, ANALYSIS, AND INTERPRETATION OF

DATA
CHAPTER 5
SUMMARY OF FINDINGS, CONCLUSION, AND

RECOMMENDATION
Summary of Findings
Conclusion
Recommendation
REFERENCES
APPENDICES
CURRICULUM VITAE
LIST OF TABLES
Table No.
1 Respondents as to sex
2 Respondents as to birth order
3 Respondents as to strand
4 Respondents as to parent who works abroad
5 Respondents as to midterm average
6 Relationship of
10
11
12
ABSTRACT
PROBLEMS ENCOUNTERED BY GRADE 12 STUDENTS WITH

OFW PARENT IN SAMPLED SCHOOL A.Y 2018-2019
By:
DOCTOLERO, Gerlie R.
BACLEA-AN, Rochelle Anne C.

ESTRADA, Lherie Jhane M.
ELAMNE, Khrishna Phrem S.
UALAT, John Romeo K.
The number of Overseas Filipino Workers (OFWs) deployed
are increasing each year. According to the Philippine Overseas
Employment Administration (POEA), the result of 2017 survey
on overseas Filipino says that the OFWs are estimated at 2.3 million-
- the Overseas Contract Workers (OCWs) and the rest are worked
overseas without contracts. Parents work abroad so that they will be
able to back up the basic demands of their household. They work to
foreign country and sacrifice, so that they will be able to earn money
to support the daily needs and give a better future to their family
left here in the Philippines. (Angsinco, 2012)
A parent must consider to guide their children until adulthood
because children grow in the attention and usher of their parents. It
is hard for a student to have no one to guide them especially in their
studies because as a student you still need someone to teach you
and it is best to learn from your parents.
These have made the researchers conduct further studies regarding
the problems encountered of Grade 12 students with parents
working abroad. This study shows how having a parent in abroad
makes an impact on a student’s academic performance and what
are the solutions they make to the problems they encountered. The
researchers decided to conduct survey to those 60 grade 12
students in Metro Manila College who has OFW parent.
RESEARCH DESIGN
The researchers used quantitative method in this study to
emphasize objective measurements and the statistical,

mathematical, or numerical analysis of data collected through polls,
questionnaires, and surveys, or by manipulating pre-existing
statistical data using computational techniques. According to
Creswell (2013), researcher primarily uses post-positivist
approach to develop knowledge when quantitative research is
selected (i.e. cause and effect thinking, use of measurement and
observations, and test of theories), employs strategies of inquiry
such as experiments and surveys, and collects data on
predetermined instruments that yield statistical data.
The study used correlational method of research in which a
researcher measures two variables, understands, and assesses the
statistical relationship between them with no influence from any
extraneous variable. This method can be defined as the statistical
test used to determine the tendency or pattern for two (or more)
variables or sets of data to vary consistently (Creswell, 2012).
Researchers used this design to relate two or more variables to see
if they influence each other.

SELECTION OF RESPONDENTS
The selections of the respondents of this study were the grade
12 students who have parent working abroad. There are 60 grade
12 students with OFW parent in Metro Manila College for academic
year 2018-2019. The researchers decided to conduct survey to those
60 grade 12 students.
SAMPLING TECHNIQUE
The researchers have decided to use Purposive Sampling
as their method for gathering data from the selected population.
Purposive sampling, also known as judgmental, selective or
subjective sampling is a form of non-probability sampling in which
researchers rely on their own judgment when choosing members of
the population to participate in their study (Foley, 2018).
Researchers use purposive sampling to access a particular subset of
people, as all respondents of a study are selected to fit a particular
profile that is needed in this study.
STATEMENT OF THE PROBLEM

This study focuses on the experiences of the Grade 12 students
with Overseas Filipino Worker (OFWs) parent/s.
Specifically, it aims to answer the following questions:
1. How may the respondents be described in terms of:
1.1 Sex;
1.2 Birth Order;
1.3 Strand;
1.4 Parent who works abroad;
1.5 Midterm Average;
2. What problems do students face regarding in their academic
performance?
3. What are the possible solutions they used to solve their
problems?
4. Is there a significant relationship between the problems and
the demographic profile of the student?
SUMMARY OF FINDINGS
The researchers formulated the following findings from the
data gathered.
1. On the demographic profile of the respondents
1.1 Sex
Thirty-three (33) or 55% of the total number are female
while twenty-seven (27) or 45% of the total number are male
students.
1.2 Birth Order
Twenty-six (26) or 43% of the total number are first
born child, twenty-one (21) or 35% of the total number are
2nd born child and thirteen (13) or 22% of the total number
are 3rd, 4th, 5th and 7th child.
1.3 Strand
Eighteen (18) or 32% of the total number are in HUMSS
strand. Fifteen (15) or 24% of the total number are ABM,
thirteen (13) or 21% of the total number are under TVL (ICT
and HE), ten (10) or 18% of the total number are STEM
students and four (4) or 5% of the total number are in GAS
strand.
1.4 Parents who works abroad
Forty-one (41) or 68% of the total number are mother
while nineteen (19) or 32% of the total number is father.
1.5 On their academic performance
Twenty-nine (29) or 48% of the total number of the
respondents have 90 and above midterm average. Twenty-five
(25) or 42% of the total number have 85 to 89 midterm average
and six (6) or 10% of the total number have the 80 to 84
midterm average.
2. On the problems regarding their academic performance
It indicates that the possible problems that they
encountered were not showing significant to their
academic performance.
3. On the solutions they used to solve their problems
It shows that the respondents make their
situation as an inspiration to work on their school
responsibilities and to solve the other problems that
they encountered.
4. On the relationship between the problems and the
demographic profile of the student
4.1 Sex
There is no significant effect to the sex of the
respondents on their academic performances.
4.2 Birth Order
This indicates that the birth orders of the respondents
have no significant effect on their academic performances.
4.3 Strand
There is no significant effect on the respondents’
academic performance and to their strand.

The parent who works abroad is not showing significant
relationship to problems encountered by the Grade 12
students.
4.5 Midterm Average
The midterm average of the respondents is not showing
any significant relationship to problem encountered by the
students.
CONCLUSION
The researchers came up to the following conclusions in the
light of the findings of this study.
1. From the gathered data, most of the respondents are female,
first born child, comes to HUMSS strand and mostly the
mother were the one who works abroad.
2. From the gathered data, the 5th statement ranks no.1 as the
indicator to the problem of the students that their parent

provide all the means for their schooling with weighted mean
of 4.62.
3. Researchers got the possible solution with weighted mean of
both 3.82 is the statement that they accept the fact that their
parent needs to work abroad for their future and they make
their parent an inspiration.
4. The demographic profile of the respondents and the problem
they encountered does not have a significant relationship to
their academic performance. Whether they are female or
male, comes to other strand, whatever their birth order is, or
neither of their mother or father is the one who works abroad,
it cannot still affect their academic performance in the school.
RECOMMENDATION
The following are recommended based on the findings and
conclusion of this study.
1. To the parent, should observe the behaviour and
academic status of their child and try to open up with them every
time. Create more time to spend with them and let them express
their feelings and to experiences, not only to their self but also
monitor their academic performance especially.
2. For students having OFW a parent, the student who
experienced this situation should find their ways on how they could
manage their academics and their routine in their home. The
student should continue doing things that can make their parents
proud to pay back the sacrifices their parents made. As the time
pass by the pain that the student's experienced would be healed and
they would accept the fact that whatever their parents do is for their
future’s sake and their family’s success.
3. To the teachers, they should guide their students to
perform well in school and always give them motivation to make
them feel that the they are not different to others who have a
complete family.
4. To the school, they should create programs that can help
the students to the problems they are facing. School should have
orientation or team buildings to let the students either they have
OFW parent or not to have a high self-esteem to communicate to
others so that they would feel they belong to the environment and
motivate each of them.
5. For the students, other students who have schoolmates or
classmates with an OFW parent should help them improve their
performance in class and to feel that they are all family who can ask
someone for help and do not tolerate those students who ruin their
life and study just because their parent is far from them and needs
to work abroad.
6. For the Department of Labor and Employment
(DOLE), government agencies should provide enough jobs for
fellow Filipinos here in our country so that they don't need to work
abroad and be separated with their love ones. They should provide
enough salary to the everyday expenses of the worker to support
their families.
CHAPTER 1
THE PROBLEM AND ITS BACKGROUND
Introduction
It seems that wherever you go in the globe, you would be
liable to find a Filipino community already established or starting to
emerge. For decades, sizeable numbers of Filipinos have left home
in search of permanent settlement or temporary work overseas.
(Asis, 2017) Some of the top reasons for Filipinos desire are need
to work abroad are the unstable economy in the Philippines, the lack
of jobs available for Filipinos and the lower salary paid by Philippine
companies. The Filipinos find it difficult to ensure a good future for
their family because of difficulty in finding jobs that will ensure
financial stability. They believe that working abroad will give them a
more comfortable life. (Overseas Filipino Workers, 2016)
The number of Overseas Filipino Workers (OFWs) deployed
are increasing each year. According to the Philippine Overseas
Employment Administration (POEA), the result of 2017 survey

on overseas Filipino says that the OFWs are estimated at 2.3 million-
- the Overseas Contract Workers (OCWs) and the rest are worked
overseas without contracts. Saudi Arabia was the leading country of
destination among OFW. Other destinations were United Arab
Emirates and other countries in Asia.
Every parents dream is to give their family a better life
particularly their kids. Parents work abroad so that they will be able
to back up the basic demands of their household. They work to
foreign country and sacrifice, so that they will be able to earn money
to support the daily needs and give a better future to their family
left here in the Philippines. (Angsinco, 2012) One of the vital roles
a parent must consider is to guide their children until adulthood
because children grow in the attention and usher of their parents. It
is hard for a student to have no one to guide them especially in their
studies because as a student you still need someone to teach you
and it is best to learn from your parents. Instead the parents are
gone and the growth of the child might be staggered. The focused
attention that was once there will either be halved or vanish in some
circumstance that both parents need to go. It truly puts a damp on
their relationship as they do not interact with one another as often
as they used to.
These circumstances have made the researchers conduct
further studies regarding the problems encountered of Grade 12
students with parents working abroad in sampled school. This study
shows how having a parent in abroad makes an impact on a
student’s academic performance and what are the solutions they
make to the problems they encountered.

Statement of the Problem
This study focuses on the experiences of the Grade 12 students
with Overseas Filipino Worker (OFWs) parent/s.
Specifically, it aims to answer the following questions:
1.1 Sex;
1.2 Birth Order;
1.3 Strand;
1.5 Midterm Average;
performance?
problems?

Significance of the Study
The result of the study will be a great benefit to the following:
Parents, this will serve as a guide to them on how to race
their children even though they are far away. Also, for them to know
the situation or struggles of their child.
Student with OFW parent, for them to realize and
appreciate their parent/s hard work and sacrifice they make.
Students, they will realize how lucky they are in having
parent/s on their sides.
Teachers, this will serve as a guide on how they could handle
their student because they are like the student’s second parent.
Department of Labor and Employment, so that they will
be more aware on the situation regarding the lack of jobs in our
country for them to open more slots to those who need it for our
fellow Filipinos will no longer go abroad and be separated from their
families.
Future Researchers, it will help the future researchers to
find reliable resources if they will be conducting a research in the
future.
Scope and Delimitation
This study focuses on the experience of Grade 12 students
with Overseas Filipino Worker (OFW) parent/s in Metro Manila
College (MMC). The respondents of the study are composed of 60
selected Grade 12 students in Metro Manila College. Whatever the
findings of this study will be concealed in regards of every
respondent.
However, this research delimits only Grade 12 students of the
said study. This research is concerned about their lives with the
problems that they encounter and the solution to those problems.
This study is also concerned about the effects on the respondent’s

academic performance. The researchers will pick those students who
have only one parent on abroad.
Hypothesis
Null hypothesis H0, there is no significant relationship between
the demographic profiles of the respondents to the problems that
they encountered.
Alternative hypothesis Ha, there is a significant relationship
between the demographic profile of the respondents to the
problems that they encountered.

Definition of Terms
The following terms are defined to put meaning on some
terms that some may not be familiar with.
Child Health and Migrant Parents in Southeast Asia
(CHAMPSEA) - migration is often part of an economically beneficial
livelihood strategy for transnational families. Although most send
remittances to left-behind kin, visits home tend to be infrequent with
migrants going away for two or more years at a time. (National
University of Singapore)
Constructivism - is a basically a theory based on
observation and scientific study about how people learn. (Cambridge
English Dictionary)
Damp- makes something less strong or active. (Merriam-
Webster Dictionary)
Endogeneity - a change of variable that arises from within a
model or system. (BusinessDictionary.com)
Migration - the process or act of migrating. (Dictionary.com)
Mitigate - make less severe, serious, or painful. (Oxford
Dictionary)
Overseas Filipino Worker (OFW) - is a Filipino living and
working outside of the Philippines who are in another country for a
limited or definite period i.e. on a work contract. (Megacitizen,2015)
Philippine Overseas Employment Administration
(POEA) - is the government agency, which is responsible for
optimizing the benefits of the country. It is also the lead government
agency tasked to monitor and supervise all recruitment agencies in
the Philippines. (Workabroad.ph)

Staggered - unsteadily moving from side to side. (Merriam-
Webster Dictionary)
ASSUMPTION
The researchers assume that at the end of the study, the
results and recommendation will be helpful to those students who
has OFW parent.
1. The data are valid and reliable including the demographic profile
of the respondents.
2. Students with OFW parent have effects on their academic
performance.
3. There is a significant relationship between the respondent’s
academic performance and their demographic profile.

Chapter 2
REVIEW OF RELATED LITERATURE AND STUDY
The related literature and studies for both foreign and local
references cited in this chapter discuss the different ideas, concepts
and conclusion related to this study in which can be a guide for the
progress of this research. Furthermore, these will lead towards
having a better understanding of the study.
LITERATURE. It deals with the readings both local and foreign
taken from books, journals, articles, blogs sites foreign and local
that the researchers use to have significant foundational ideas
regarding this study.
LOCAL
Asis, M. and Marave, C. (2013) cited in their article
“Leaving A Legacy: Parental Migration and School Outcomes Among
Young Children in the Philippines”, this article examines the link
between parental migration and young children’s education using

data from the Philippine country study of the Child Health and
Migrant Parents in South-East Asia (CHAMPSEA) Project. Parents
migrating to work in another country results to not supervising their
child physically and may affect the performance of the child in a
negative way so, if it can have a negative result surely it has a
positive impact in which the child can still perform like a child with
both parents present. The positive impact a child might experience
corresponds to having an at home parent since their father is
working abroad, it actually strengthens the supervision of the parent
for it is always by the child’s side. With this, the study concluded
that families are required to provide both psychological and
economic support to increase the chances of that child to be on par
with the pace of their school and do well.
Tarroja, M. and Fernando, K. (2013) concluded in their
article "Providing psychological services for children of overseas
Filipino workers (OFWs): A challenge for school psychologists in the
Philippines” that a review of the literature and a survey on the
current practices in schools reveals a lack of structured and

programmatic interventions in school, which mental health
professionals in schools recognize to be essential to help OFW
children adjust better. In the 21st century many literature focuses
the impact of migration whether it would be helpful or harmful
toward the family’s well-being, academic performance, and school
behaviors, family and peer relationships of the children left behind,
and the need for interventions to address these concerns
considering the gaps in the current practice. The researchers
suggests that to help children cope with them being left behind by
their parent/s they need to have a kind of psychological service to
handle them for school-based and/or family-focused problems.
Based on Harper, S. and Martin, A. (2012) in their article
"Transnational Migratory Labor and Filipino Fathers: How Families
Are Affected When Men Work Abroad", the comparative analysis
revealed that mothers from OFW families demonstrated lower levels
of warmth when compared with mothers from two-parent homes.
The children that grew up with an absentee parent has shown more
internalizing and externalizing problems in contrast with children

with both parents present and lived in the home. Following a
regression analysis shows that if a father were to work abroad even
if he is not present it will still affect and contribute to the mother’s
behaviour and the child’s outcome in direct and indirect paths.
According to Cabansag-Taguiam, M.C. (2005), in
her article “Solo parents' role and academic performance of children
of Overseas Filipino Workers”, the socio-demographic profile of the
left parent-respondents, gender, source of income and age were
found to be significantly correlated with the academic performance
of the children. Whether it is the mother or the father that is left to
rake care of the child does not make any difference what affect the
academic performance of the children with OFW parent is the
relationship that exist between the child and the parents that is left
to take care the child.
FOREIGN
In the article "Psychological development and educational
problems of left-behind children in rural China" of Sun, X., et al.

(2015) stated thatwith China’s rapidly developing economy and
increasing urbanization, many adults from rural areas migrate to
urban areas for better paid jobs. Going to other places in order to
attain a better life is good but it comes with a cost. Most likely a side
effect of the migration is that the frequently leave their child behind.
The data gathered has shown that compared children who were not
left behind the children who were left behind will have a
disadvantage in coping with emotional adjustment (i.e. lower life
satisfaction, lower self-esteem, and higher depression), but has the
advantage on educational adjustment. Alleviating factors which has
influenced the outcomes of certain subgroups of left behind children
showed increased parental contact. Other information gathered from
interviews showed that disadvantageous effects of having an
absentee parent on the child’s development. Teachers have
developed counter measures to prevent these by supporting the left
behind children and reported that these left behind children are
having difficulties with communicating with their parents.

According to Sprigg, J. (2018) in her article “Out of sight,
out of mind? The education outcomes of children with parents
working abroad”, the respondents in my study are in frequent
contact with the parent abroad, which mitigates the effect of
separation. Through the means of internet and cell phones the
students were able to continue in communicating with the parents
that works abroad which helps the students to cope up with
separation. Also because the parents leave their students with a
relative, the parental responsibilities were taken by the relative
intern helps the students to cope with the parents leaving.
The study of Zhou, M., Murphy, R., and Tao, R. (2014) in
their article "Effects of parents’ migration on the education of
children left behind in rural China" states thatone core finding is that
the educational performance of children is adversely affected by
parental migration only when both parents migrate or when a non-
parent guardian is the principal career. The educational performance
of children is highly affected of both parents’ works abroad and
when the children are left with a non-parent guardian. It only affects
educational performance of boys, and no significant effects on girls.
The time span on the separation, affects the children wherein the
longer the parents works abroad the worse will be the effect on the
academic performance of the students.
Gorman, L. (2019) stated in her article “Birth order and
student performance” that the authors draw on game-theoretic
models that emphasize reputational concerns in an attempt to
explain the correlation between birth order and children's school
performance. They conjecture that earlier-born siblings will put forth
more effort in school and end up performing better because parents
are more likely to set higher standards for earlier-born children and
to impose consequences for poor performance. The study concludes
that parental reputation dynamics may explain part of the observed
birth order effects in school performance.

STUDY. This section presents both local and foreign studies are
conducted by different researchers. These are studies that guide
and help the researchers have various knowledge and in-depth
understanding of the current studies.
LOCAL
The study of Carbillas, A. (2012) asserts in his study
“Determinants of Academic Performance of OFW Children in the
Division of San Jose City” that there was no significant difference on
the academic performance of OFW children in terms of sex.
Nevertheless, female respondents have a higher general average
grade than their male counterpart. This concludes that the female
left behind children has performed better than male left behind
children.
Navarez, J. and Diaz, K. (2017) pointed in their study
“Coping Mechanisms of Philippine students’ left behind by OFW
parents” that many students nowadays are experiencing school life
without the presence of their parents. While many children have

shown a decline in classroom performance while parents are away,
many were also found to have performed excellently through various
mechanisms. The student with OFW parents uses different
mechanisms that help to cope up with the situation regarding to
their parents that work abroad. Some children find it hard to cope
up, which shows on the poor academic performance. There are
students that were able to adapt through the use of modern
technology such as cell phone and computer which the students use
as a substitute for personal parenting and in a way it motivate the
students to study hard and get higher grades because the student
were able to understand the hardship that their parent endure
abroad.
As stated by Maculada, J.B. (2018), in his study “Effects of
having an OFW parent on the Academic Performance of Grade 12
students of NDEI”, it is understandable that student may be undergo
some changes in their behaviors that can affect their performance in
their studies. Parents must be able to motivate and counsel their

children once the student shows changes in their behavior because
it will affect their academic performance.
The educational research of Delloro, T.D. (2013), in his
study "Academic Performance of MPC students with Overseas
Filipino Worker (OFW) parents”, students with OFW parents should
learn to open up to other family members or even school staff if
uncertain of some decisions. The students with parents that work
abroad should try to talk or communicate with other family members
especially in decision making, in order to further understand the
situation and come up with a right decision.
FOREIGN
In the study “The Impact of Parents Migration on the Well-
being of Children Left Behind: Initial Evidence from Romania” of
Botezat, A. and Pfeiffer, F. (2014) state that the findings hint at
a significant positive effect of parents' migration on school
performance of children as reflected in higher school grades. Parents
working abroad will have a significant amount of effect in the child’s

time allocation for homework and studies. These children have
increased their time studying and doing homework, while no
increased effort was shown in rural areas. Hence, the more positive
effects have outweighed the negative effects of having an absentee
parent with respect to school performance.
Based on Arguillas, M.J. and Williams, L. (2018) study
entitled “The Impact of Parents’ Overseas Employment on
Educational Outcomes of Filipino Children” the Western-based
analysis might predict negative education outcomes for children as a
result of parental absence. Separations caused by overseas
migration are either neutral or can have positive outcomes, at least
among older children. Girls fare better in terms of educational
attainment than boys. Boys are often more affected by background
variables, including parents’ international migration.
Based on Wright, C. (2010), in her study “Parental Absence
and Academic Achievement in Immigrant Students”, prolonged
absence was also important, with students who experienced

parental absence for more than one year performing worse than
students who had minimal parental separation. Students who are
separated from their parents for a long period performed poorly
academically because the separation cause distress to the students
since the students looked at the separation negatively.
According to Owusu Afriyie, K. (2009), in his study “Impact
of International Migration on Children Left Behind: A Case Study of
Children from Migrant and Non-migrant Families in Kumasi, Ghana.”,
states that the findings obtained points out that in terms of
educational outcomes, the migration status of children’s families is
significantly related to the number of times children absent
themselves from school and also their rank in class positions but not
related to the marks they obtain in class. In terms of the academic
performances of students, there is no negative effect even if the
students may have absences in the school it does not affect the
mark that they get. They still perform well in class because the
students that were left behind still lives with their mother or with a
relative who takes care of them.

RELEVANCE OF THE STUDY
Many studies and articles are made about the problems
encountered of students with OFW parent especially in their
academic performance. With the above mentioned studies and
literature, they come up with almost the same findings - having an
OFW parent can affect the academic performance of their children.
But as for Carbillas (2012) there is no significant difference on the
academic performance of OFW children in terms of sex. As for
Navarez and Diaz (2017) many students were performing
excellently even though their parent had to work abroad, they are
able to adapt with the use of modern technology. Parents are still
able to motivate and counsel their children (Maculada, 2018). To
summarize, the related literature and studies helps the researchers
to determine if having an OFW parent can affect the students'
academic performance. It can be used to gather relevant data from
the respondents and can be used to formulate a possible solution to
the problem that may contribute to the society.

CONCEPTUAL FRAMEWORK
Poor
Longingness
Communication
Problems
encountered Lack of
by Grade 12
supervision/guidance Low self-esteem
students
Added household
Academic pressure
responsibility
Effective means
of Acceptance
communication
Solutions to
Making my parent/s Motivate me
the problems
encountered an inspiration to study
Figure 1 shows the
Adequate adult Time

supervision management
The first block shows the problem that the students
encountered in their academic performance. Poor communication to
the family is one of the problems that the students were facing while
his/her parent is working abroad and have no one to ask regarding
their school works. Parent is not always using their phone while
working that’s why they are not having a conversation most of the
time. Longingness is included in one of the three dominant feeling of
the students toward their OFW parent. This indicates that the
students are emotionally disturbed (Maculada, J.B. 2018). If a
student is the oldest child of his/her parent, she might experience
academic pressure because their parent has a high expectation on
their grades and excellence in any form of school activities. Added
household responsibility can be the problem that the students were
facing because they have their own part in doing household chores
without an exemption for not doing it just because they're doing
their school works. Lower self-esteem can also be a problem that
the students might experience especially at a young age. They
would feel different to other classmates because of their family

status compare to the other family that is complete. Lack of
supervision and guidance, parents who want their children to send
in formal education to have better future was difficult because of
miles distance and the parent can't guide them and give
reinforcement so that the students can't perform properly in the
reason that no one is guiding them. While the second block
represents the solution that the students do in order to perform well
in school. When the maturity starts and the pain healed as time
passed after their parents leave, it would be easily for them to
accept and appreciate things that their parents do to provide
brighter future for them. Cellular phones can help the students to
communicate to the family who are far from them and use social
media to have conversation with their parent and talk about how
they're doing at school. Through the means of internet and cell
phones the students were able to continue in communicating with
the parents that works abroad which helps the students to cope up
with separation Sprigg, J. (2018). Also, it can help them to find
things easily when they have school assignments. A parent or an

adult who left beside with their children will need to supervise their
child on what they are doing and help them to do their best to
perform in school as well. Even though the students are busy at
school works and household responsibilities, they learned how to
manage their time to do things equally. Students find their situation
as a motivation to study harder and do excellent things at school to
make their parents proud and to pay back the sacrifices that they
are doing to them. (Hafner, I. et al., 2017) Students from families
classified as motivated and disengaged showed higher initial levels
motivation and achievement.

PARADIGM OF THE STUDY
Problems Encountered
by Grade 12 Students
with OFW Parents in
Metro Manila College A.Y
2018-2019
- How may the respondents be described in terms of:
1.1 Sex;
1.2 Birth Order;
1.3 Strand;
• INPUT 1.4 Parent who works abroad;
- The problems they encountered and how will they
solved it.
- Survey questionnaire evaluation

- Analyzing the gathered data
• PROCESS
- Determine the
problems
encountered by grade
12 students with OFW
parents.
- The solutions they
make to their
• OUTPUT problems.
- The effects of having
OFW parents in their
academic
performance.
The paradigm of this study shows the process in order to
achieve the result of this research. It illustrates the relationship of
input, process, and the output of this study.
The first block is the input, which contains the basic
information needed to conduct this research. These include the
demographic profile of the respondents, the problems encountered
by the students and how will they solved it.
The second block is the process, which contains the methods
on getting all the data that are needed to support this study. This
shows all the process on how the study was conducted by the
researchers.
The third block is the output, which shows the result of the
input and the process. The findings of this study will help the
researchers to give conclusions and recommendation regarding to
the problem.
THEORETICAL FRAMEWORK
According to David L (2015) in his article "Constructivism,"
states that a reaction to didactic approaches such as behaviorism
and programmed instruction, constructivism states that learning is
an active, contextualized process of constructing knowledge rather
than acquiring it. It is a learning theory which explains how people
might acquire knowledge and learn. The theory suggests that
human construct knowledge and meaning from their experiences in
the environment. Learners are continuously testing this theory in
teaching. Each of everyone has different explanation construction
and interpretation about knowledge process. The learners can give
some benefits or knowledge about their experiences in a specific
situation.
While Kerr (2000) stated in his article “One Family’s Story: A
Primer on Bowen Theory.” states that Bowen family systems theory
is a theory of human behaviour that views the family as an
emotional unit and uses systems thinking to describe the complex

interactions in the unit. It is the nature of a family that its members
are intensely connected emotionally. The family exhibits a profound
bond that links each member through their emotion and action
wherein each member seeks the attention, support and approval of
the other members. The connection makes the family
interdependence with each other wherein one action affects the
whole family in a way that it changes how one function within the
family.
In addition, David L (2016) in his article "Attachment Theory
(Bowlby)" states that Attachment Theory (Bowlby) is described as a
long lasting psychological connection with a meaningful person that
causes pleasure while interacting and soothes in times of stress. The
level of attachment of a person causes a strong connection to the
other individual that affects the psychological development of that
person. The connection makes the person to function properly in
interacting with others and in relieving stress.

CHAPTER 3
METHODS OF RESEARCH
This chapter presents the method and procedures of research
to gather the needed data. It contains the research design,
respondents, sampling technique, instruments used, construction
and validation of instruments and the treatment of data.
RESEARCH DESIGN
The researchers used quantitative method in this study to
emphasize objective measurements and the statistical,
mathematical, or numerical analysis of data collected through polls,
questionnaires, and surveys, or by manipulating pre-existing
statistical data using computational techniques. According to
Creswell (2013), researcher primarily uses post-positivist
approach to develop knowledge when quantitative research is
selected (i.e. cause and effect thinking, use of measurement and
observations, and test of theories), employs strategies of inquiry

such as experiments and surveys, and collects data on
predetermined instruments that yield statistical data.
The study used correlational method of research in which a
researcher measures two variables, understands, and assesses the
statistical relationship between them with no influence from any
extraneous variable. This method can be defined as the statistical
test used to determine the tendency or pattern for two (or more)
variables or sets of data to vary consistently (Creswell, 2012).
Researchers used this design to relate two or more variables to see
if they influence each other.
SELECTION OF RESPONDENTS
The selections of the respondents of this study were the grade
12 students who have parents working abroad. There are 60 grade
12 students with OFW parent in Metro Manila College for academic
year 2018-2019. The researchers decided to conduct survey to those
60 grade 12 students.
SAMPLING TECHNIQUE
The researchers have decided to use Purposive Sampling
as their method for gathering data from the selected population.
Purposive sampling, also known as judgmental, selective or
subjective sampling is a form of non-probability sampling in which
researchers rely on their own judgment when choosing members of
the population to participate in their study (Foley, 2018).
Researchers use purposive sampling to access a particular subset of
people, as all respondents of a study are selected to fit a particular
profile that is needed in this study.
RESEARCH INSTRUMENTS
Instruments used refer to the advice or materials that are
used to collect data like survey, questionnaires, interview protocol
and consent form. The following are the instruments used for the
research.
INFORMED CONSENT
Researchers made a consent form signed by their adviser to
be presented in their respondents. It is essential that participants
understand that participating in a research study is completely
voluntary; they can withdraw from the study at any time or choose
not to participate.
QUESTIONNAIRE
The researchers chose a questionnaire as their instrument for
it is efficient, time saving, and easy to analyze if it is well designed.
The questionnaire smoothens the coding and data capturing that it
leads to overall reduction of consumed time in processing and
collecting the data. On the other hand, a poorly designed
questionnaire may lead to the misunderstanding of the respondents
because there may be some ambiguous language involved in making
the questionnaire.
PART I aims to indicate the respondent’s profile, and that
profile consists of name which is optional, age, sex, birth order, and
are the parents both working abroad or not.
PART II aims to discover the average of the respondents in
their academic performance for us to make a greater judgement.
PART III aims to determine the frequency of the problems
encountered in having OFW parents to the academic performance of
grade 12 students.
PART IV aims to know the solutions they are using to solve
their problems.
CONSTRUCTION OF INSTRUMENTS
The questionnaire is made by the researchers’ ideas they
gathered from the studies and literature they read which are related
to their topic to gather the most meaningful data. The questionnaire
was presented to their advisor for any mistakes or suggestion and
those suggestions might include some changes, addition and/or
revision before finalizing the research.

VALIDATION OF INSTRUMENTS
Validity is important in a research study to validate and test
the reliability of the instrument. Researchers presented a copy of
questionnaire to their adviser to validate the instrument. Also, they
consult it to some experts to check the contents of the
questionnaire. The researchers subjected the questionnaire to try it
out to 14 selected Grade 11 students that are also having OFW
parent who are not part of the sampled respondents. The purpose
of this was to find out if the questionnaires are easily understood.
The recommendations in this pre-test were considered in the
revision of the final draft of the questionnaire.
ADMINISTRATION AND RETRIEVAL OF THE INSTRUMENT
A letter permission prepared by the researchers was given to
the principal of Metro Manila College, Mrs. Maria Dolores B. San
Miguel for this approval. Upon approval, the instrument was
distributed to the target respondents and then personally collected
by the researchers after they finished answering it.

STATISTICAL TREATMENT OF DATA
Frequency and Percentage Distribution
It provides a visual representation, either in a graphical or
tabular format, for the distribution of a particular variable that
displays the number of observations within a given interval
(Kenton, 2018).
Formula:
𝒇
𝑷= 𝒙 𝟏𝟎𝟎
𝒏
Where:
P= Percentage (%)
f= Frequency
n= Number of respondents/responses
Ranking
It is the relationship between two mathematical values where
each value can be less than, greater than, or equal to the second
value (Jackson, 2018).
Weighted Mean
It is an average of factors when certain factors count more
than others or are of varying degrees of importance (Rodriguez,
2017).
Formula:
∑ 𝒇𝒙
𝑾𝒎 =
𝒏
Where:
Wm= Weighted Mean
∑= Summation
F= Frequency
x = assigned weight
n = Number of respondents
Chi-square test of Independence
The Chi-square test of association evaluates relationships
between categorical variables. It works by comparing the
distribution that observed to the distribution that expected if there is
no relationship between the categorical variables (Frost,2017).
Formula:
X2= ∑ (O-E) 2
Where:
X2 =Chi-square value
O = observed frequency
E= expected frequency
∑= summation
Likert Scale
The Likert Scale is a five (or seven) point scale which is used
to allow the individual to express how much they agree or disagree
with a particular statement. (McLeod. 2008)
A Likert Scale is a rating scale, often found on survey forms,
that measures how people feel about something. It includes a series
of questions that you ask people to answer, and ideally 5-7 balanced
responses people can choose from. (Liedke, 2018)

CHAPTER 4
PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA
This chapter presents the gathered data that were tabulated
and analyze by the researchers. The interpretation of the data
gathered was also given. It sought to answer the questions
presented in the statement of the problem.
1. On the profile of the respondents
TABLE 1
Respondents as to Sex
Sex Frequency Percentage
Male 27 45
Female 33 55
Total 60 100
Table 1 presented the frequency and percentage distribution
of the respondents as to sex.

As showed on the table, most of the respondents are female
students that has a frequency of 33 and a percentage of 55
percent (%), compared to male students that has a frequency of
27 and a percentage of 45 percent (%).
TABLE 2
Respondents as to Birth Order
Birth Order Frequency Percentage Ranking
1st 26 43 1
2nd 21 35 2
Others (3rd - 13 22 3
7th)
Total 60 100
Table 2 shows the distribution of frequency and percentage
the respondents as to birth order.
It is showed that most of the respondents are first born with
the frequency of 26 and a percentage of 43 percent (%), second
born has a frequency of 21 a percentage of 35 percent (%),
others has a frequency of 13 a percentage of 22 percent (%).

TABLE 3
Respondents as to Strand
Strand Frequency Percentage Ranking
STEM 10 18 4
ABM 15 24 2
HUMSS 18 32 1
GAS 4 5 5
TVL (ICT &

13 21 3
HE)
Total 60 100
Table 3 presented the frequency and percentage distribution
of the respondents as to strand. It shows that 18 or 32 percent
(%) of the respondents are from HUMSS; followed by ABM with a
frequency of 15 or 24 percent (%); TVL (ICT & HE) with a
frequency of 13 or 21 percent (%); STEM with a frequency of 10
or 18 percent (%); while with a frequency 4 or 5 percent (%) of
the respondents are from GAS.

TABLE 4
Respondents as to Parent Who Works Abroad
Parent who works Frequency Percentage

abroad
Mother 41 68
Father 19 32
Total 60 100
It is shown on the Table 4 that most of the parent who works
abroad is mother with a frequency of 41 and percentage of 68
percent (%), father with a frequency of 19 and percentage of 32
percent (%). According to Philippine Statistics Authority
(2018), the proportion of female OFWs are higher than male OFWs.
TABLE 5
Respondents as to Midterm Average
Midterm Frequency Percentage Ranking

Average
80 – 84 6 10 3
85 – 89 25 42 2
90 and above 29 48 1
Total 60 100
Table 5 shows the frequency and percentage distribution of
the respondents as to midterm average.
As showed on the table, with a frequency of 29 and a
percentage of 48 percent (%) belongs to grade bracket of 90 and
above. With a frequency of 25 and percentage of 42 percent (%)
belongs to the grade ranging 85-89. And, with a frequency of 6 and
percentage of 10 percent (%) belongs to the grade group 85-89.
It shows that students are able to perform well despite of having an
OFW parent. This result can be supported by the study of Botezat,
A. and Pfeiffer, F. (2014) wherein they found out that parents'

migration has a positive effect on the students’ academic
performance that reflected to higher school grades.
2. On the problems regarding their academic
performance
Table 6
PROBLEMS ENCOUNTERED IN HAVING OFW PARENTS TO

THE ACADEMIC PERFORMANCE OF GRADE 12 STUDENTS
Indicator Weighted Verbal Ranking

Mean Interpretation
1 I can perform well on school. 4.18 Often 5

I always do my best in school
works and extra-curricular
2 activities despite the absence 4.18 Often 5
of my parent’s presence.
My parents appreciate my
3 academic achievements. 4.22 Always 3
My parents are updated with

4 my school performance. 3.87 Often 7
My parents provide all the

5 means needed for my 4.62 Always 1
schooling.
Even without my parents’

supervision/guidance, I do not
6 feel upset and can still focus on 4.18 Often 5
my studies.
My parents are involved in my

7 study even if he/she is not with 3.85 Often 8
me.
I do not envy my classmates

8 who have supportive parents in 3.63 Often 9
terms of presence.
I am inspired by my parents to
9 4.57 Always 2
study well.
I am having a hard time

improving my school
10 3.12 Sometimes 10
performance due to my
parents’ lack of presence.
I am having difficulties in
having higher marks on written
11 2.8 Sometimes 12
academic activities (e.g.
quizzes, assignments).
I perform poorly because my

12 parent/s cannot help me 2.12 Rarely 15
regarding school works.
I am disturbed when studying

13 because I have to take care of 2.33 Rarely 14
my brothers and sisters.
14 I have no time to study at 2.6 Sometimes 13

home because I have to do
households.
There is no one to
15 supervise/guide me when I 2.85 Sometimes 11
need help for my school works.
Total 3.54 Often
Table 6 gives information about the problem encountered in
having OFW parent to the academic performance of the
respondents. The data showed above in the table states that rank 1
with weighted mean of 4.62 and has verbal interpretation of always
that “their parents provide all the means need for their
schooling”. It indicates that parents can provide all the necessary
things that the students needed for their school while they are
working abroad. The parents can provide financial support for the
student's academic needs. Rank 2, with weighted mean of 4.57 and
verbal interpretation of always that “they are inspired by their
parents to study well”. It implies that the student is motivated to
do well in school and make their parent as an inspiration to perform
better to pay back their parent’s sacrifices. While Rank 3, with

weighted mean of 4.22 and verbal interpretation of always that
“their parents appreciate their academic achievements”.
Despite of being apart from their children, the parents still show
their appreciation and show how proud they are to their children
when the students do well at school. The students are doing their
best not to make trouble to make their parents proud of them.
3. On the solutions they used to solve their problems
Table 7
Indicator Weighted Verbal Ranking

Mean Interpretation
I communicate with my
1 OFW parent/s. 3.8 Strongly Agree 3
I talk to my friends who are

2 in the same situation as a 2.98 Agree 8.5
way of coping up.
I talk to other family

3 members if I am uncertain 2.98 Agree 8.5
about some decisions.
I have other family member

4 that helps me in my school 3.05 Agree 7
works.
My parents motivate me to
5 study. 3.62 Strongly Agree 5
I manage my schedule well

in order to have enough
6 time for school works and 3.28 Strongly Agree 6
household chores.
I spent more time in

7 studying. 2.93 Agree 10
I accept the fact that my

8 mother/father needs to 3.82 Strongly Agree 1.5
work abroad for our future.
I aim to do better in school

9 regardless of my parents 3.63 Strongly Agree 4
being away.
I make my parent/s an
10 inspiration. 3.82 Strongly Agree 1.5
Total Strongly
3.391
Agree
Table 7 gives information on the possible solution that the
student used when they are having a problem in their academic
performance while their parent is working abroad. The data showed
in the table states that rank 1.5 with weighted mean of 3.82 who is
strongly agreed that “they make their parent/s an inspiration

and they accept the fact that their mother/ father needs to
work abroad to their future”. It means that the students can still
focus on their school performance and make their situation as an
inspiration to work on their school responsibilities and accept that
whatever their parents are doing it is for their sake, for their future
and for their family’s success. Lastly, Rank 3 with weighted mean of
3.8 is strongly agreed that “they communicate with their OFW
parent”. Despite of being apart with each other, the communication
is still there and can help them to have a conversation on what
happened to the day of the child and what they are doing in the
school. It can be also used to monitor the excellence of the students
by being updated with them all the time. According to Blog Spot
“Families for Life” (2018), its ability to connect people
instantaneously, social media can allow us to communicate with our
friends and families much more easily. As parents, these new flat
forms can serve as a wonderful means to communicate with our
children and especially our teenage children who often seem more
remote and harder to reach out to. Used with understanding social
media allows us to become closer and to relate better to our
children.
TABLE 8
x2 Computed
x2 Critical
Decision
Sex
4 3 2 1
Male 4 12 9 2 Accept
2.2 7.81
H0
Female 2 19 11 1
Table 8 shows the relationship between the sex of the
respondents and the problem encountered by grade 12 students
that have OFW parent. It shows that the computed value which is
2.2 is less than the critical value which is 7.81, indicating that the
null hypothesis is accepted. This suggests that the sex of the

respondents has no significant effect on their academic
performances even if their parent works abroad. This result can be
supported by the study of Carbillas, A. (2012) where he
mentioned that there was no significant difference on the academic
performance of OFW children in terms of sex. Whether the student
is male or female, it can’t affect their academic performance.
TABLE 9
x2 Computed
Birth Order
x2 Critical
Decision
4 3 2 1
1st 3 17 5 1
2nd 3 9 8 1 Accept
4.67 12.59
H0
Others
1 5 6 1
(3 -7 )
rd th
Table 9 shows the relationship between the birth order of the
4.61 is less than the critical value which is 12.59. This indicates that
the null hypothesis is accepted; implying that the birth orders of the
respondents has no significant effect on their academic
performances even if their parent works abroad. It contradicts the
statement of Gorman, L. (2019) wherein she stated that earlier-
born siblings will put forth more effort in school and end up
performing better. The respondents’ birth order has little to no
bearing on their academic achievement.
TABLE 10
x2 Computed
x2 Critical
Decision
Strand
4 3 2 1
STEM 1 5 3 1 4.23 21.03 Accept

ABM 3 7 4 1 H0
HUMSS 2 9 6 1
GAS 1 1 1 1
TVL
1 8 3 1
(ICT & HE)
Table 10 shows the relationship between the strand of the
4.23 is less than the critical value which is 21.03. This shows that
the strand of the respondents has no significant effect on their
academic performances even if their parent works abroad.
Therefore, the null hypothesis is accepted.

TABLE 11
works abroad
x2 Computed
Parent who
x2 Critical
Decision
4 3 2 1
Mother 3 23 13 2
Accept
1.54 7.81
Father 3 8 7 1 H0
Table 11 shows the relationship between the problem
encountered by Grade 12 students that have OFW parents and
parent who works abroad of the respondents. The table expressed
that parent who works abroad of the respondents is not showing
significant relationship to problem encountered by the Grade 12
students that have OFW parents with a computed chi-square value
1.54 compared to the critical value of 7.81 that leads to the inability
in rejecting null hypothesis. It shows that either mother or father
has to work abroad, it cannot affect the students’ academic

performance. The interpretation of data was supported by the study
of Navarez, J. and Diaz, K. (2017) where they pointed out that
students are able to cope up with the situation and was able to
perform better in school.
TABLE 12
x2 Computed
x2 Critical
Decision
Midterm
Average
4 3 2 1
90 and
2 16 10 1
above
Accept
85-89 4 13 7 1 3.57 12.59
H0
84 and
1 2 2 1
below
Table 12 shows the relationship between the problem
encountered by Grade 12 students that have OFW parents and

midterm average of the respondents. The table expressed that
midterm average of the respondents is not showing any significant
relationship to problem encountered by the Grade 12 students that
have OFW parents with a computed chi-square value 3.57 compared
to the critical value of 12.59 that leads to the inability in rejecting
null hypothesis.
This implies that midterm average 90 and above, 85-89 and
84 and below has a same distinction on the problem encountered by
the Grade 12 students that have OFW parents in terms of midterm
average.
CHAPTER 5
SUMMARY OF FINDINGS, CONCLUSIONS AND
RECOMMENDATION
This chapter presents the summary of the findings in the
gathered data, the conclusion drawn from the summary of this study
and the recommendations proposed by the researchers in the light
of the findings and conclusions.
This study aspires to identify the problems encountered by the
respondents, solution to their problems and what is its effect to their
academic performance. Specifically, it aims to answer to the
following questions:
1.1 Sex;
1.2 Birth Order;
1.3 Strand;
1.5
performance?
problems?
SUMMARY OF FINDINGS
The researchers formulated the following findings from the
data gathered.
1. On the demographic profile of the respondents
1.1 Sex
Thirty-three (33) or 55% of the total number are female while
twenty-seven (27) or 45% of the total number are male students.
1.2 Birth Order

Twenty-six (26) or 43% of the total number are first born
child, twenty-one (21) or 35% of the total number are 2nd born child
and thirteen (13) or 22% of the total number are 3rd, 4th, 5th and 7th
child.
1.3 Strand
Eighteen (18) or 32% of the total number are in HUMSS
strand. Fifteen (15) or 24% of the total number are ABM, thirteen
(13) or 21% of the total number are under TVL (ICT and HE), ten
(10) or 18% of the total number are STEM students and four (4) or
5% of the total number are in GAS strand.
Forty-one (41) or 68% of the total number are mother while
nineteen (19) or 32% of the total number is father.
1.5 On their academic performance

Twenty-nine (29) or 48% of the total number of the
respondents have 90 and above midterm average. Twenty-five (25)
or 42% of the total number have 85 to 89 midterm average and six
(6) or 10% of the total number have the 80 to 84 midterm average.
3.1 Sex
There is no significant effect to the sex of the respondents on
their academic performances.
3.2 Birth Order
This indicates that the birth orders of the respondents have no
significant effect on their academic performances.
3.3 Strand
There is no significant effect on the respondents’ academic
performance and to their strand.

The parent who works abroad is not showing significant
relationship to problems encountered by the Grade 12
students.
3.5 Midterm Average
The midterm average of the respondents is not showing any
significant relationship to problem encountered by the students.
2 On the problems regarding their academic performance
It indicates that the possible problems that they encountered
are not showing significant relationship to their academic
performance.
3 On the solutions they used to solve their problems
It shows that the respondents make their situation as an
inspiration to work on their school responsibilities and to solve the
other problems that they encountered.

CONCLUSIONS
The researchers came up to the following conclusions in the
light of the findings of this study.
5. From the gathered data, most of the respondents are female,
first born child, comes to HUMSS strand and mostly the
mother was the one who works abroad.
6. From the gathered data, the 5th statement ranks no.1 as the
indicator to the problem of the students that their parent
provide all the means for their schooling with weighted mean
of 4.62.
7. The possible solution we got with weighted mean of both 3.82
is the statement that they accept the fact that their parent
needs to work abroad for their future and they make their
parent an inspiration.
8. The demographic profile of the respondents and the problem
they encountered does not have a significant relationship to
their academic performance. Whether they are female or

male, comes to other strand, whatever their birth order is, or
neither of their mother or father is the one who works abroad,
it cannot still affect their academic performance in the school.
RECOMMENDATION
The following are recommended based on the findings and
conclusion of this study.
1. To the parent, that they spare some quality time to their
children when they have time to be with them or communicate with
them frequently. Observe their behaviour and academic status of
their child and try to open up with them every time and let them
express their feelings and to experiences, not only to their self but
also monitor their academic performance especially.
2. For students having OFW a parent, the student who
experienced this situation would find their ways on how they could
manage their academics and their routine in their home. The
student should continue doing things that can make their parents
proud to pay back the sacrifices their parents made. Students should
ask their parents if they are good in other countries, try to initiate a
communication with them when they have free time to feel them
that you understand what they are doing. As the time pass by the
pain that the student's experienced would be healed and they would
accept the fact that whatever their parents do is for their future’s
sake and their family’s success.
3. For the students, other students who have schoolmates or
classmates with an OFW parent help them to improve their
performance in class and to feel that they are all family who can ask
someone for help and do not tolerate those students who ruin their
life and study just because their parent is far from them and needs
to work abroad.
4. To the teachers, if ever they encounter student with OFW
parent and do unusual behavior try to help them to realize why their
parents needs to work abroad and lead them to the right pathway,
guide their students to perform well in school and always give them
motivation to make them feel that they are not different to others
who have a complete family.
5. To the school, they should create programs that can help
the students to the problems they are facing. School should have
orientation or team buildings to let the students either they have
OFW parent or not to have a high self-esteem to communicate to
others so that they would feel they belong to the environment and
motivate each of them.
6. For the government institute like DOLE, try to do something
to provide enough jobs for fellow Filipinos here in our country so
that they don't need to work abroad and be separated with their
love ones. They should provide enough salary to the everyday
expenses of the worker to support their families.
7. For future researchers’,

BIBLIOGRAPHY
ARTICLES/ JOURNALS/ WEBSITES
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Zhou, M., Murphy, R., and Tao, R. (2014). Effects of parents’
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on-the-education-of-children-left-behind-in-ru
Sun, X., et al. (2015). Psychological development and educational
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ournalCode=spia
Harper, S. and Martin, A. (2012). Transnational Migratory Labor
and Filipino Fathers: How Families Are Affected When Men Work
Abroad
https://journals.sagepub.com/doi/abs/10.1177/0192513X12462364?
journalCode=jfia
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Asis, M. and Marave, C. (2013). Leaving A Legacy: Parental
Migration and School Outcomes Among Young Children in the
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Carbillas (2012). Determinants of Academic Performance of OFW
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Maculada (2018). Effects of having an OFW parent on the
Academic Performance of Grade 12 students of NDEI. Retrieved
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W_parent_to_the_Acad_perf_of_student
Navarez and Diaz (2017). Coping Mechanisms of Philippine
Students’ Left Behind by OFW Parents. Retrieved from

https://ideas.repec.org/p/sek/iacpro/6408416.html
Delloro (2013). ACADEMIC PERFORMANCE OF MPC STUDENTS
WITH OVERSEAS FILIPINO WORKER (OFW) PARENTS. Retrieved
from http://marinersnaga.edu.ph/UPDATES/2014/ores/APS.pdf
Botezat and Pfeiffer (2014). The Impact of Parents Migration on
the Well-being of Children Left Behind: Initial Evidence from
Romania. Retrieved fromhttp://ftp.iza.org/dp8225.pdf
David L (2016). Attachment Theory (Bowlby). Retrieved
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bowlby.html
Kerr (2000). One Family’s Story: A Primer on Bowen Theory.
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L (2015). Constructivism. Retrieved from https://www.learning-
theories.com/constructivism.html#contributors
Abilay (2010). The way you see it, why do most Filipinos choose
to leave their homeland and live and work elsewhere? Retrieved

from https://www.philstar.com/inbox-
world/2010/07/13/592526/way-you-see-it-why-do-most-filipinos-
choose-leave-their-homeland-and-live-and-work-
elsewhere#bgg0tHlEh8LudJjW.99https://www.philstar.com/inbox-
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choose-leave-their-homeland-and-live-and-work-elsewhere
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migration-toward-development-and-possibly-return
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Angsinco (2012). The Life of OFW. Retrieved from
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essay
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search/search.do?recordID=PH2008C00080
APPENDICES
U-site, Brgy. Kaligayahan, Novaliches, Quezon City
March 15, 2019
Mrs. Ma. Dolores San Miguel

Principal
Metro Manila College
Dear Ma’am:
Greetings!
We, the Grade 12 students of Metro Manila College currently
enrolled in STEM Strand (Science Technology Engineering and
Mathematics), would like to ask permission from your office to allow
us to conduct a research in MMC.
The researchers seek to know the “Problems Encountered by

Grade 12 Students with OFW Parent in Metro Manila College
A.Y 2018-2019”. In line with this, Grade 12 students will be
respondents of the said study, attached here with the questionnaire
that will be used by the researchers.
We assure all the data and information gathered in this study will be
treated with utmost confidentiality and will be used for academic

purposes only.
We are looking forward for a positive response regarding this

matter.
Thank you and God bless!
Respectfully Yours,
Gerlie R. Doctolero
Rochelle Anne C. Baclea-an
Lherie Jhane M. Estrada
Khrishna Phrem S. Elamne
John Romeo K. Ualat
Noted By:
Ms. Roshielmay San Diego Ms. Jeanne Pauline Darlucio

Adviser III Teacher
Approved By:
Mrs. Ma. Dolores San Miguel

Principal

U-site, Brgy. Kaligayahan, Novaliches, Quezon City
Dear Respondent,
Greetings!
Please be informed that the researchers are conducting a study on

the “Problems Encountered by Grade 12 Students with OFW
Parent in Metro Manila College A.Y 2018-2019”. In line with
this, the researchers constructed a questionnaire to gather
information for the study. You have been selected as a respondent
in this survey. Kindly fill up the questionnaire with honesty. Please
provide your honest response and rest assured that your answers
will be treated with utmost confidentiality.
Thank you for significant contribution in fulfilling the researcher’s

goal to make this study successful.
Sincerely yours,
The Researchers
Gerlie R. Doctolero
Rochelle Anne C. Baclea-an
Lherie Jhane M. Estrada
Khrishna Phrem S. Elamne
John Romeo K. Ualat
Noted By:
MS. ROSHIELMAY SAN DIEGO

Adviser
___________________________
MS. JEANNE PAULINE DARLUCIO
III Teacher
SURVEY QUESTIONNAIRE
Instruction: Kindly respond to the following questions/statements
by placing a check mark in the answer box that corresponds to your
answer.
PART I: RESPONDENT’S PROFILE
Name (Optional): ___________________________________
Sex:
Female Male
Birth Order:
1st 2nd 3rd 4th 5th
Others (please specify): ______________
Strand:
STEM ABM HUMSS GAS ICT HE
Parent who works abroad:

Mother Father
Midterm Average:
75-79 85-89
80-84 90 and above
PART II: PROBLEMS ENCOUNTERED IN HAVING OFW

PARENTS TO THE ACADEMIC PERFORMANCE OF GRADE 12
STUDENTS
5 4 3 2 1
Statements
Always Often Sometimes Rarely Never
1 I can perform well on school.
2 I am having a hard time improving

my school performance due to my
parents’ lack of presence.
3 I am having difficulties in having

higher marks on written academic
activities (e.g. quizzes,
assignments).
4 I always do my best in school

works and extra-curricular activities
despite the absence of my parent’s
presence.
5 My parents appreciate my academic

achievements.
6 My parents are updated with my

school performance.
7 My parents provide all the means

needed for my schooling.
8 Even without my parents’

supervision/guidance, I do not feel
upset and can still focus on my
studies.
9 My parents are involved in my

study even if he/she is not with me.
1 I do not envy my classmates who

0 have supportive parents in terms of
presence.
1 I am inspired by my parents to
1 study well.
1 I perform poorly because my

2 parent/s cannot help me regarding
school works.
1 I am disturbed when studying

3 because I have to take care of my
brothers and sister.
1 I have no time to study at home

4 because I have to do households.
1 There is no one to supervise/guide

5 me when I need help for my
schoolworks.
PART IV: Possible solution to the problems encountered
Statements 4 3 2 1
Strongly Agree Disagree Strongly

Agree Disagree
1 I communicate with my OFW parent/s.
2 I talk to my friends who are in the

same situation as a way of coping up.
3 I talk to other family members if I am

uncertain about some decisions.
4 I have other family members that helps

me in my school works.
5 My parents motivate me to study.
6 I manage my schedule well in order to

have enough time for school works and
household chores.
7 I spent more time in studying.
8 I accept the fact that my mother/father

needs to work abroad for our future.
9 I aim to do better in school regardless

of my parents being away.
10 I make my parent/s an inspiration.

CURRICULUM VITAE
PERSONAL DATA
NAME: Gerlie R. Doctolero

AGE: 18 years old
DATE OF BIRTH: July 2,
2000
PLACE OF BIRTH: #286
Kabatuhan Rd. Deparo,
Caloocan City
CIVIL STATUS: Single
ADDRESS: #276 Kabatuhan
Rd. Deparo, Caloocan City
STRAND: STEM
SECTION: Earth
EDUCATIONAL BACKGROUND:
SECONDARY:
Senior High School: Metro Manila College, 2019
Junior High School: Deparo High School, 2017
ELEMENTARY: Deparo Elementary School, 2013
PHILOSOPHY IN LIFE:
PERSONAL DATA
NAME: Lherie Jhane M.
Estrada
AGE: 17 years old

DATE OF BIRTH: May 18,
2001
PLACE OF BIRTH: Manila
ADDRESS: Blk 1 Lot 35
Carlisle Mansion Ph. 2,
Bagumbong, Caloocan City
STRAND: STEM
SECTION: Earth
SECONDARY:
ELEMENTARY: San Agustin Elementary School, 2013
PHILOSOPHY IN LIFE:
PERSONAL DATA
NAME: Rochelle Anne C.
Baclea-an
AGE: 17 years old

DATE OF BIRTH: March 29,
2001
PLACE OF BIRTH: Quezon
City
ADDRESS: #210 Deparo
Road, Deparo, Caloocan City
STRAND: STEM
SECTION: Earth
SECONDARY:
PHILOSOPHY IN LIFE:
“It’s not worth if it’s not hard”
PERSONAL DATA
NAME: John Romeo K. Ualat
AGE: 19 years old
DATE OF BIRTH: January 15, 2000
PLACE OF BIRTH: Cruz-Dalida Hospital, Quezon City
ADDRESS: #51 Ninang St. BF Homes, Caloocan City
STRAND: STEM
SECTION: Earth
SECONDARY:
PHILOSOPHY IN LIFE:
“When what you hear and what you see don’t match, trust your
eyes”
PERSONAL DATA
NAME: Krishna Phrem S. Elamne
AGE: 18 years old
DATE OF BIRTH: June 11, 2000
PLACE OF BIRTH: Pasig City
ADDRESS: #52 Sitio Patulo, Loma de Gato, Marilao, Bulacan
STRAND: STEM
SECTION: Earth
SECONDARY:
Junior High School: Kalayaan National High School, 2017
ELEMENTARY: FSS Patulo Elementary School, 2013
PHILOSOPHY IN LIFE:
“Without power is also without knowledge”

Metro Manila College Inquiries, Investigation and Immersion

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METRO MANILA COLLEGE

Inquiries, Investigation and Immersion ii

Problems Encountered by Grade 12 students with OFW

A Research Paper Presented to

ROSHIELMAY SAN DIEGO

Approved and accepted by the committee on Oral Examination

Researchers express their greatest gratitude and sincere

appreciation to the following persons who had helped during the

preparation until the completion of this study.

Dr. Eleanor M. Agapito, president of Metro Manila College,

for supporting the batch 2018-2019 graduating students.

Mrs. Ma. Dolores B. San Miguel, principal of Basic

Education Department, who allowed and supports the researchers to

conduct this study.

Ms. Zoila D. Espiritu, assistant of the principal, for her

supervision to the students of Metro Manila College.

Ms. Jeanne Pauline M. Darlucio, the researchers’ Inquiries,

Immersion and Investigation teacher, for showing her support and

giving suggestions for the sake of improvement of this study.

Ms. Roshielmay O. San Diego, the researchers’ adviser in

for her greatest support to the researchers to finish this research

Families of the researchers, for giving their full financial

support, unconditional love and understanding, patience and for

inspiring the researchers in doing this research paper.

protection. Also, for giving knowledge to the researchers from the

start until they finish the making of this research paper.

The researchers share this simple piece of hard work to

For their unconditional love and support,

Patience and understanding

which give the researchers determination to finish this study

THE PROBLEM AND ITS BACKGROUND

Statement of the Problem

Significance of the Study

Scope and Delimitation

REVIEW OF RELATED LITERATURE AND STUDIES

Relevance of the Study

Paradigm of the Study

Administration and Retrieval of the Instrument

Statistical Treatment of Data

PRESENTATION, ANALYSIS, AND INTERPRETATION OF

SUMMARY OF FINDINGS, CONCLUSION, AND

2 Respondents as to birth order

4 Respondents as to parent who works abroad

5 Respondents as to midterm average

PROBLEMS ENCOUNTERED BY GRADE 12 STUDENTS WITH

BACLEA-AN, Rochelle Anne C.

The number of Overseas Filipino Workers (OFWs) deployed

are increasing each year. According to the Philippine Overseas

Employment Administration (POEA), the result of 2017 survey

overseas without contracts. Parents work abroad so that they will be

able to back up the basic demands of their household. They work to

left here in the Philippines. (Angsinco, 2012)

A parent must consider to guide their children until adulthood

because children grow in the attention and usher of their parents. It

is hard for a student to have no one to guide them especially in their

studies because as a student you still need someone to teach you

and it is best to learn from your parents.

These have made the researchers conduct further studies regarding

the problems encountered of Grade 12 students with parents

working abroad. This study shows how having a parent in abroad

makes an impact on a student’s academic performance and what

researchers decided to conduct survey to those 60 grade 12

students in Metro Manila College who has OFW parent.