IMPACT OF OVERSEAS FILIPINO

WORKER (OFW)
PARENTAL ABSENCE ON ACADEMIC
ACHIEVEMENT AND
WELL-BEING: A COMPARATIVE STUDY

Grade 12-Zircon Group 2 Practical Research

 STATEMENT OF THE PROBLEM

This study aims to quantitatively analyze the impact of Overseas Filipino Worker (OFW) parental absence on
the academic achievement and overall well-being of students at Pedro T. Orata National High School.
Specifically, it seeks to address the following research questions:

1. What is the socio-demographic profile of students affected by OFW parental absence, focusing on:
a. gender distribution;
b. age range of the students; socioeconomic status and educational background of the absent parent;
c. duration of parental absence and frequency of communication with the absent parent;
d. availability of support systems and resources for the students in the absence of a parent.

2. How do academic performance and socioemotional well-being of students with OFW parents compare to
those with non-migratory parents, considering:
a. grade point averages
b. participation in extracurricular activities and engagement in school-related events.
emotional well-being indicators such as stress levels, feelings of loneliness, and overall satisfaction with
school life.
d. perceptions of familial support and relationships with peers.
 STATEMENT OF THE PROBLEM

3. What are the potential mitigating factors that influence the impact of OFW parental absence on students’
academic achievement and well-being, including:
a. presence of extended family support and guidance.
b. access to supplementary educational resources and extracurricular opportunities.
c. the level of communication and emotional support provided by the absent parent coping mechanisms

and resilience exhibited by the students in response to parental absence.

4. To what extent do socio-demographic variables, such as socio-demographic profile, performance and

socio-emotional well-being, and potential mitigating factors along OFW parental absence and students’
academic performance and well-being?

5. Is there a significant relationship between the socio-demographic and socioeconomic variables of the
students and the academic performance of students?
 INTRODUCTION

The phenomenon of Overseas Filipino Workers (OFWs) leaving their families for
employment abroad has become a prominent aspect of Filipino society. This migration
trend, while economically beneficial, brings about significant social and familial
consequences, particularly for the children left behind. This study seeks to
comprehensively assess the repercussions of OFW parental absence on the
academic performance and well-being of affected students.
 RESEARCH DESIGN

A quantitative research design will be employed to conduct a descriptive and

correlational study the research will begin with the identification of the study
population, which will comprise Grade 12 students from Pedro T. Orata National High
School. A stratified random sampling technique will be used to ensure representation
from various academic tracks and demographic backgrounds.
To gather data on academic achievement, official academic records including grade
point averages (GPAs) and standardized test scores will be collected from the school
records. Additionally, a validated academic achievement assessment tool will be
administered to measure subject-specific performance.
RESPONDENTS OF THE STUDY

The participants of this study will consist of students enrolled at Pedro T. Orata
National High School, a diverse group of individuals from various grade levels who
may have experienced parental absence due to overseas work.
RESEARCH
INSTRUMENTS

The research instruments used in this study to investigate the impact of Overseas
Filipino Worker (OFW) Parental Absence on Academic Achievement and Well-being
include a covering letter, adapted and modified survey questions, and clear
instructions for participants. The covering letter serves to emphasize the study's
significance and assure participants of complete anonymity.
DATA GATHERING
PROCEDURE

• The primary objective of this Data Gathering Procedure is to gather comprehensive

and reliable information from the selected participants at Pedro T. Orata National
High School. The data collected will facilitate an in-depth examination of the impact
of OFW parental absence on the academic achievement and overall well-being of
the students. By employing rigorous and ethical data collection methods, we aim to
ensure the validity and integrity of the study's findings.
• Ethical principles will be rigorously adhered to throughout the data gathering
process. Informed consent will be obtained from both the students and their parents
or legal guardians, emphasizing the voluntary nature of their participation.
Participants' privacy and confidentiality will be safeguarded, with all data stored
securely and anonymized for analysis. Additionally, the study has received ethical
approval from the relevant institutional review board.
 CONCEPTUAL FRAMEWORK
INPUT
Profile of the Respondents
deemed related:
a) Age range of the students
b) Socioeconomic status and
educational background of the
absent parent
c) Duration of parental absence
and frequency of communication
with the absent parent
d) Availability of support systems
and resources for the students in
the absence of a parent
e) gender
f) academic performance in
Parental Absence
Figure 1. Paradigm showing the relationship of the
PROCESS
Academic performance and
socioemotional well-being of
students with OFW parents across
the following Indicators:
a) standardized test scores
b) Participation in extracurricular
activities and engagement in
school-related events.
c) Emotional well-being indicators
such as stress levels, feelings of
loneliness, and overall satisfaction
with school life.
d) Perceptions of familial support
and relationships with peers.
input, the process and the output.
OUTPU
T
Programs at Pedro T. Orata
National High School aim to
improve academic performance
among students affected by
parental absence (OFW). This
includes enhancing standardized
test scores, increasing
participation in extracurricular
activities and school events,
addressing emotional well-being
indicators like stress and
loneliness, and fostering positive
perceptions of familial support
and peer relationships.
TREATMENT OF DATA

The study employs a thorough quantitative data treatment approach, encompassing

collection, cleaning, and statistical analyses to address research questions, including
gathering socio-demographic and academic data through surveys, interviews, and
official records, followed by rigorous cleaning and application of descriptive and
inferential statistics, culminating in the interpretation of results and discussions.
Grade Point Averages Strongly Disagree Disagree Neutral Agree Strongly Agree

1. My current GPA accurately reflects my overall

academic performance.

2. I consistently strive to maintain a high GPA as a

measure of my academic success.

3. I believe that a high GPA is essential for future

educational opportunities.
4. I am confident in my ability to improve my GPA if
needed.

5. External factors, such as parental absence, have a

significant impact on my GPA.

6. I actively seek additional help, like tutoring, to

improve my GPA.
7. often compare my GPA with my peers to assess my
academic standing.

8. I believe that my teachers' assessment of my

academic performance aligns with my GPA.

9. A higher GPA positively impacts my overall well-

being.
10. My GPA accurately reflects the quality of my
educational experience .
Standardized Test Scores Strongly Disagree Disagree Neutral Agree Strongly Agree

1. I perceive standardized test scores as an accurate

measure of my academic abilities.

2. I dedicate significant time to preparing for

standardized tests.
3. I experience test anxiety when taking standardized
exams.
4. I believe that standardized test scores affect my
educational opportunities.

5. My test scores reflect my true potential more

accurately than my GPA.
6. I have access to resources, such as test prep
courses, to improve my test scores.

7. I am aware of the potential influence of parental

absence on my test performance.

8. I aim for higher standardized test scores to secure

scholarships or admissions.

9. I feel confident about my ability to excel in

standardized tests.
10. I perceive standardized tests as a fair method for
evaluating students.
Participation in Extracurricular Activities and Strongly Disagree Disagree Neutral Agree Strongly Agree
Engagement in School-Related Events
1. I actively engage in extracurricular activities, such
as clubs or sports.
2. I believe that extracurricular involvement
enhances my overall school experience.
3. I have the time and resources to participate in
extracurricular activities.
4. Parental absence affects my ability to participate
in school-related events.
5. Participating in extracurricular activities
positively impacts my well-being.

6. I feel a sense of belonging and camaraderie

through my extracurricular involvement.

7. I am aware of the opportunities for

extracurricular participation at my school.

8. School events, such as concerts or sports

competitions, are important to me.

9. Parental absence has influenced my interest in

extracurricular activities.
10. My engagement in school-related events
contributes to my academic success.
Emotional Well-being Indicators (Stress Levels, Strongly Disagree Disagree Neutral Agree Strongly Agree
Feelings of Loneliness, and Overall Satisfaction
with School Life)
1. I often feel overwhelmed by stress related to my
schoolwork and responsibilities.
2. I frequently experience feelings of loneliness or
isolation at school.
3. I find it challenging to balance my academic and
personal life, leading to increased stress levels.

4. I feel supported and understood by my teachers

and classmates when it comes to dealing with
academic stress.
5. I have a sense of belonging and camaraderie with
my peers at school.

6. I feel comfortable reaching out to my teachers or

school counselors when I'm struggling emotionally.

7. I believe that the school environment promotes a

positive atmosphere for emotional well-being.

8. I often engage in activities or practices that help

me manage and reduce stress levels.

9. I have a good balance of social interactions and

time alone, which contributes to my overall well-
being.
10. Overall, I am satisfied with my school life and
the experiences it provides for my emotional well-
being.
Perceptions of Familial Support and Relationships Strongly Disagree Disagree Neutral Agree Strongly Agree
with Peers
1. I feel supported and understood by my family
members in matters related to school and
education.
2. My family encourages and actively participates
in discussions about my academic progress and
goals.
3. I have open and constructive communication
with my family regarding my experiences at school .

4. I feel a strong sense of trust and closeness with

my family members.
5. My family provides the necessary resources and
assistance to help me succeed in my academic
pursuits.
6. I have a positive and mutually respectful
relationship with my parents or guardians.

7. I feel comfortable seeking advice or guidance

from my family when faced with academic
challenges.
8. I believe that my family values and prioritizes my
educational achievements.

9. I have a supportive network of friends and peers

who share similar academic goals and aspirations.

10. I feel a sense of belonging and acceptance within

my peer group at school.
THANK YOU!