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The Influence of Family Economic Status on the Aspects of Development of Grade
IV, V and VI pupils of Sta. Cruz Elementary School, Butuan City
A Thesis Proposal
Presented to the
Faculty of Science Education
Caraga State University
Ampayon, Butuan City
In Partial Fulfillment
Of the Requirement for the Degree
Bachelor of Science in Elementary Education
Cinco, Grace Ann O.
Siega, Myrna C.
Timbal, Neomi C.
March,2011
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APPROVAL SHEET
This research entitled THE INFLUENCE OF FAMILY SOCIO
ECONOMIC STATUS TO THE ASPECTS OF DEVELOPMENT OF GRADE IV,
V AND VI PUPILS OF STA. CRUZ ELEMENTARY SCHOOL prepared and
submitted by GRACE ANN O. CINCO, MYRNA C. SIEGA and NEOMI C.TIMBAL in partial fulfillment of the requirements of the course Research 1 has
been explained, accepted and recommended for approval.
LYDIA CURAZA, Ph. D.
Adviser
________________________________________________________________________
RESEARCH ADVISORY COMMITTEE
Approved by the Committee for Oral Defense with a grade of ________
NATIVIDAD R. MAMAOAG, Ed. D.
Chairperson
HELEN B. MANTIZA, Ed. D. CARMELITA C. LIPIO, Ph. D.Member Member
Approved and accepted as partial fulfillment of the requirements for the courseResearch 1.
NATIVIDAD R. MAMAOAG, Ed. D.
Dean, CSE
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Acknowledgment
We, researchers sincerely express profound thanks and gratitude to the people
who have helped us in achieving the success of this research proposal.
Dr. Fe Dela Cruz, our RES instructor for her guidance in undertaking this
research proposal.
Dr. Lydia R. Curaza for her guidance and assistance.
To our friends and classmates who gave us strength in achieving this.
To our family especially our parents who gave us moral, spiritual and of course
their financial support in undertaking this one. For their undying love and guidance.
Lastly to our Almighty God, who was the center of our faith in achieving this.
Also for His guidance through the righteousness.
We really thank you a lot.
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CHAPTER 1
THE PROBLEM
Introduction
In child development, physical, intellectual, social and emotional changes occur
from birth to adolescence. A variety of factors influence child development. Heredity
guides every aspect of physical, cognitive, social, emotional, and personality
development. Family members, peer groups, the school environment, and the community
influence how children think, socialize, and become self aware. Biological factors such
as nutrition, medical care, and environmental hazards in the air and water affect the
growth of the body and mind.
Thompson, 2009 critical life events, such as a family crisis or a national
emergency, can alter the growth of personality and identity. Most important of all,
children contribute significantly to their own development. This occurs as they strive to
understand their experiences, respond in individual ways to the people around them, and
choose activities, friends, and interests. Thus, the factors that guide development arise
from both outside and within the person.
Child development is concerned on the biological and psychological changes that
occur in every human being. According to Chen, there are four important aspects of child
development which every parent should emphasize. These are physical, social intellectual
and emotional development. Thus, it is the parents role to consider and deal with the
needs and rights of their children.
The family income or the family economic status is said to be one of the factors
that effects the childs aspects of development. Accordingly, more than two thirds of
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children ages 5 and under from low income families is much worse than those available
in higher income families, and the quality of child care affects the childs development.
Families with low socioeconomic status often lack the financial, social, and
educational supports that characterize families with high socio economic status. Poor
families also may have inadequate or limited access to community resources that promote
and support childrens development and school readiness. Thus, the family status has an
influence not only on academic performance but also in all aspects f development and
that is why parents should be cooperative in ensuring the total development f their
offspring.
Early child development including physical, social/emotional, and
language/cognitive development is critical to the childs life course. The wide ranging
impacts of low income and low socio economic status include poor physical health;
increased number of emotional and behavioral issues; compromised school readiness and
cognitive outcomes; low birth weight; and obesity. Low neighborhood income also has
an impact on health, behavior and injuries among children. Ethno racial status has been
linked to the social determinants of health, particularly low income.
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Theoretical and Conceptual Framework
Vortula, 2006 cited that children from low income households were particular
sensitive to the effects of family income. The quality of home environment during early
and middle childhood explained a portion of the effects of income on academic skills and
behavior problems.
Andrade, 2005 pointed out that the instability in the family environment and a
lack of socialization can also greatly influence on a childs cognitive development.
An economic recession can have a remarkable influence on family system, higher
rates of unemployment and decreased family income lead to overall reduce expedite on
health care and childrens education. Harper, 2009 Economic crisis directly influence
health care systems as well as the availability of and access to health care and psychiatric
care which in turn impacts the childrens physical and mental health and their suicidal
behavior.
According to Leroy and Symes, 2001 poverty is considered a major at risk
factor for childrens changes in their development aspects. Some of the factors related to
poverty that may lay a childs biggest impact in affecting his/her developmental aspects
are very young, single of low educational level parents, unemployment, abuse and
neglect, dangerous neighborhood, homeless and exposure to inadequate or inappropriate
educational experiences.
Poverty is an issue that more f our nation children are coming face to face with.
Children are likely to fail in school or in life because of their lifes social circumstances.
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Independent Variable Dependent Variable
Figure 1. The Schematic Diagram showing the independent and dependent variables
found in our study.
Family Economic Background
Highest Educational
attainment of parents
Occupation of parents
Monthly Income
House Ownership
Type of House
Socio economic Status
Aspects of Development
Physical AspectIntellectual Aspect
Social Aspect
Emotional Aspect
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Statement of the Problem
This study aims to determine the Influence of Family Socio - Economic Status to
the Aspects of Development of Grade IV, V and VI pupils of Sta. Cruz Elementary
School.
Specifically; it will seek to answer the following questions:
1. What is the socio economic status of the respondents in terms of:
1.1 Highest educational attainment of parents
1.2 Occupation of parents
1.3 Parents Monthly Income
1.4 House ownership
1.5 Type of House
1.6 Socio economic status
2. What is the level of development of the pupils in terms of:
3.1 physical
3.2 intellectual
3.3 social
3.4 emotional
3. Is there a significant influence of family socio - economic status on the
aspects of development of the pupils?
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Significance of the Study
This study will have a great impact to the following sectors of the community.
The Parents They will be aware of the influence of the family socio economic
status to the development of child and be more responsible in giving the needs, interests
and rights of their child.
The Pupils Through this study, they will be given more attention as to their care,
needs and rights.
The Teacher They will be able to understand why their pupils act and behave
differently. They will be able to go beyond the background of the students fully
understand the development of the students and by understanding them, they will be able
to control their temper not to weed out or hurt deviant students.
Scope and Delimitation of the Study
This study will focus on the influence of family economic status on the aspect of
Development of Grade IV to Grade VI pupils of Sta. Cruz Elementary School.
This study includes the independent variables such as family background,
educational attainment of parents, occupation of parents, monthly income, house
ownership, type of house and socio economic status. The dependent variables are
intellectual aspects, physical aspects, social aspects and emotional aspects.
The respondents of the study will be the pupils from each grade level.
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Definition of Terms
For better understanding of the study, the following terms are to be defined
operationally.
Emotional Aspect. This term refers to the way the children solve their problems
and deal with their emotions.
Intellectual Aspect. This refers to the way the children think and its cognitive
development.
Physical Aspect. This refers to the physical development including its health and
nutritional status.
Social Aspect. This refers to the way the people socialize to others.
Socio Economic Status. Relating to or involving economic and social factors in
the family including their highest educational attainment of parents, occupation of parents
and monthly income.
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CHAPTER 2
REVIEW OF LITERATURE
This chapter presents the literature and studies that are found to be bearing on the
present study. Emphasis is given to enclose that concern with the variables includes in the
study.
Related Literature
Socio economic status (SES) is one of the most widely studied constructs in the
social sciences. Several ways of measuring SES have been proposed, but most include
some quantification of family income, parental education, and occupational status.
Research shows that SES is associated with a wide array of health, cognitive and socio -
emotional outcomes in children, with effects beginning prior to birth and continuing into
adulthood. A variety of mechanisms linking SES to child well being have been
proposed, with most involving differences in access to material and social resources or
reactions to stress including conditions by both the children themselves and their parents.
For children, SES impacts well being at multiple at multiple levels, including both
family and neighborhood. Its effects are moderated by childrens own characteristics,
family characteristics, and external support systems.
Child behavior is an important dimension of childrens mental health and has
consequences for outcomes in later life. Attention deficit disorder and externalizing
behavior in children has been linked to poorer school performance (Currie and Stabile
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2004), poorer final school grades, lower earning and employment in adulthood adult anti
social behavior, particularly serious, habitual and violent offending (Benda et al. 2001).
The literature has identified several aspects of the broader home environment as
important correlates of poor child behavior (e.g. Berger et al. 2005; NICHD 2005). The
human capital perspective emphasizes that money can be invested into the development
of the child, whether to improve the physical environment for learning or to purchase
goods and services that stimulate positive development. S one path is the material quality
of the home. Bradley and Corwyn (2000) and Berger et al. (2005) find a link between low
income, the material quality of the childs home environment and child behavioral
outcomes for relatively contemporary cohorts of children in North America.
Aughinbaugh and Gittleman (2003) used a measure of cognitive stimulation and ne of
emotional support and found were associated with behavior in both US and UK children
of parents born in late 1950s (but as noted above, also found only small income
differences in behavior).
An alternative perspective emphasizes the emotional impact that low income has
on parent child interactions, for example through greater parental stress or likelihood of
depression. Maternal depressive symptoms have been widely linked with mothers
ratings of their childrens behavior (NICHD 2003; and Berg et al. 2003). Parental conflict
has been associated with child emotional well being.
Yeung et al. (2002) found maternal emotional distress to be an important mediator
between low income and poor behavioral outcomes. A rather different aspect of the
childs home their diet has also been associated with poor behavioral outcomes in
children.
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Perodez (2002) stated that pupils performance in school is to determine the
family income and poverty has something to do with the childs achievement in school.
Changes in the structure of a family, through either divorce, separation or re-
marriage, can have a quick and profound effect on the economic circumstances of
childrens families (Picot et el., 1999).
The socio economic status of the family likewise has a marked influence n the
number and kind of skills children learn. Children for the upper socio economic levels
tend as a whole to have fever skills, age for age, than those of lower levels. Also, the
skills they learned are more concentrated in the areas of self help and social help skills,
while those of children of the middle and upper socio economic levels are more
concentrated in the category of play skills (Hurlock).
Related Studies
Perodez (2001) revealed in his study that family income and poverty has
something to do with childs achievement in school. Poverty influences the childs
attributes towards school works.
In their study of family compositional change and low income children, picot et
al. (1999) find that divorce or separation of low income families with children exposes
to very high risks of entering poverty. Studies published that many families with children
face challenges to their economic circumstance in the form of poverty or income
fluctuations, job loss and unemployment, as well as changes to the family structure such
as divorce or separation.
In a study carried out by Hunter and May, (2003), it was found out that parental
socio economic status was significantly related to pupils dropout f school. They
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asserted that poverty and family type are explanations for school disruption, while Garret
(2003) observed that low socio economic status, and low income was is the main
barrier among parents to send their children to school. Macionis, Janssen; and Barriet
(2005) in their studies found out that formal schooling and especially learning that is not
linked to work to be mostly available only to those in the high socio economic status.
Anang (2007) found out from the findings of his study and concluded that school dropout
is significantly influenced or is related to the socio economic status of parents and
family type. Most researchers see the house hold income and family type as a major
determinant of childrens education.
In a study of gifted dropouts by Renzulli and park (2000), they found out that the
students they studied disliked school and felt disconnected from the groups in school. The
further noted that in general, these pupils were from lower income families and had
parents who were not as likely to monitor their school activities, and the gifted that had
stayed in school were from high income families and had parents who were likely to
monitor their school activities. Pryor and Ampiahs (2003) researched on schooling in a
Ghanaian village, and found education as being regarded as a relative luxury with many
villagers considering education not worthwhile. How people regard schooling and the
importance placed on it at times might shape interactions between schooling, household
income and dropping out. Poor household tend to have lower demand for schooling that
richer household whatever the benefits of schooling, the costs, for them are more difficult
to meet than is the case for richer household.
According to Ross & Roberts, 1999, Children of lower income households are
reported to experience more emotional and behavioral challenges than those of higher
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income groups including aggression, anti social behavior, conduct problems,
hyperactivity, and inattention. However Tremblay, et al., 2001 research shows that
individual and family characteristics have much more of an impact on childrens behavior
than neighborhood. More research is required to determine the contribution of SES to
emotional and behavioral issues.
Phipps, S. 2003, his study found out that while the link between child health and
poverty is clear, the strength of association is still under discussion and can be very
sensitive t the type of poverty measure used. Ross and Roberts, 1999 based on measures
of functional health (a combination of vision, hearing, speech, mobility, dexterity,
cognition, emotion, pain and discomfort), children living in poverty have, on average,
worse health outcomes than other children.
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CHAPTER 3
RESEARCH METHODOLOGY
This chapter includes the research design, research locale, population as
respondents of the study, research instruments, data gathering procedure, scoring and
quantification of data and the statistical treatment.
Research Design
This study used the descriptive research design. It presents the influence of family
economic status on the aspects of development of Grade IV to IV pupils of Sta. Cruz
Elementary School. It was correlated to determine the significant influence between
family economic status and the childs aspect of development.
Research Locale
This study was conducted n one of the schools in Municipality of Butuan, Agusan
del Norte; specifically at Sta. Cruz Elementary School. It can be reached through land
transportation in more or less than 1 hour from the city proper.
Population as Respondents of the Study
The respondents of the study were the Grade IV to Grade VI pupils of Sta. Cruz
Elementary School, Butuan City. Table 1 shows the distribution of respondents.
Grade Level Population Sample
Grade IV 39 39
Grade V 46 46
Grade VI 36 36
Total 121 121
Sampling Design
This study used the sampling design wherein the researchers intended to get the
number of respondents in every grade levels from grade IV to VI using the Slovens
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Formula.
Data Gathering Procedure
A written permit was secured from Mr. Tolentino the principal of Sta. Cruz
Elementary School to secure full assistance in the distribution of questionnaire.
The questionnaire was distributed personally by the researchers. There was a brief
orientation to be done regarding to the purpose of the study, in order for the students to
get acquainted with the terminologies.
The researcher translated the questions and instructions for easy understanding of
the learners and there were follow up interview for clarifications.
Scoring and Quantification
To facilitate analysis, the following scales with the descriptive ratings are to be
used to treat the following variables.
Part I On Family Socio Economic Status
A. Highest Educational Attainment of Parents Level
Elementary Level 1
Elementary Graduate 2
High School Level 3
High School Graduate 4
College Level 5
College Graduate 6
with MA units 7
MA degree holder 8
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with PhD units 9
PhD graduate 10
B. Occupation of Parents Level
House Keeper 1
Carpenter 2
Office Worker 3
Teacher 4
Manager/ Supervisor 5
Entrepreneur 6
Driver 7
Labourer 8
Farmer 9
Police 10
Baker 11
C. House Ownership Level
Owned 1
Rented 2
Inherited 3
Others 4
D. Type of house Level
Concrete 1
Semi concrete 2
Nipa 3
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Others 4
E. Socio economic Status Level
Upper Class 1
Middle Class 2
Lower Class 3
Part 2 On the level of Development
F. Physical Aspect Level
Always 5
Oftentimes 4
Sometimes 3
Seldom 2
Never 1
G. Intellectual Aspect Level
Always 5
Oftentimes 2
Sometimes 3
Seldom 2
Never 1
H. Social Aspect Level
Always 5
Oftentimes 4
Sometimes 3
Seldom 2
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Never 1
I. Emotional Aspect Level
Always 5
Oftentimes 4
Sometimes 3
Seldom 2
Never 1
Statistical Treatment
This study uses statistical techniques such as frequency, percentage and
means to test and validate the data. Regression Analysis was used to test if there is a
significant influence of the family - economic status to the aspects of development of
child.
The Influence of Family Socio - Economic Status on the Aspects of Development of
Grade IV, V and VI pupils of Sta. Cruz Elementary School, Butuan City
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Survey Instrument
Part I On Family Socio Economic Status
Direction: Please put a check mark on the space provided for.
1. Highest Educational Attainment of Parents
Father Mother
Elementary Level
Elementary Graduate
High School Level
High School Graduate
College Level
College Graduate
with MA units
MA degree holder
with PhD units
PhD graduate
2. Parents Monthly Income
3,000 below
3,001 5,000
5,001 7,000
7,001 10,000
10,000 and above
4. House Ownership
owned
rented
inherited
others, pls. Specify ______________
5. Type of House
concrete
semi concrete
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nipa
others, pls. Specify ______________
6. Socio Economic Status
upper class
middle class
lower class
Part 2 On the level of Development
Direction: Please put a check mark on the space provided for according to the scale below.
5 always
4 oftentimes
3 sometimes
2 seldom
1 never
A O So S
e
N
Physical Aspect 5 4 3 2 1
1. I feel good about myself.
2. I engage in physical activities.
3. I am healthy.
4. I am susceptible to illness/diseases.
5. I feel confident when doing coordinated movements
6. I can perform play skills such as basketball, biking, volleyball,badminton, etc.
7. I join group plays.
8. I have physical defects like blind, deaf and mute.
9. I engage in school activities.
10. I can do household chores.
Intellectual Aspect
1. I can determine the time in the clock.
2. I can determine the distance of a two certain objects.
3. I know how to differentiate the size, shape and spatial relationship
of an object.
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4. I know how to add, subtract, multiply and divide whole numbers
and fractions.
5. I know how to classify object according to their size and shape.
6. I know how to order numbers in descending and ascending way.
7. I able to apply my own way of solving a problem.
8. I can reason out or defend my answer to the class.
9. I can arrange certain objects according to their weight and volume.
10. I can differentiate small objects from a large one and identify its
color.
Social Aspect
1. I enjoy being with friends.
2. I like to help people.
3. I am responsible towards my assigned tasks.4. I learn to value my work
5. I compete with my classmates in the class discussion.
6. When people look at something I have done, I feel embarrassed.
7. I enjoy working with others.
8. I feel competent to do what I would really like to do in life.
9. I avoid doing something difficult because I feel I would fail.
10. I am afraid to interact with others.
Emotional Aspect
1. I worry when my grades are low.
2. I easily get upset when my friends hid a secret to me.
3. I share my problems to my friends.
4. I am a cheerful person.
5. I can control my temper if somebody disturbs me a lot.
6. I am a moody person.
7. I am affected when somebody tells about myself.
8. I am happy to be with my classmates in a group.
9. I am a nagger person.
10. I can give advices to simple situations.
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Curriculum Vitae
Personal Data
Name: Grace Ann O. Cinco
Sex: Female
Civil Status: Single
Weight: 42 kilos
Height: 5
Date of Birth: February 23, 1993
Place of Birth: Butuan City
Address: 075 Villanueva Extension Butuan City
Mothers Name: Rosa O. Cinco
Fathers Name: Jaime B. Cinco
Educational Background
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Tertiary: Caraga State University
Secondary: Agusan National High School
Elementary: Ong Yiu Central Elementary School
Curriculum Vitae
Personal Data
Name: Myrna C. Siega
Sex: Female
Civil Status: Single
Weight: 48 kilos
Height: 5
Date of Birth: July 5, 1991
Place of Birth: San Isidro Las Nieves, Agusan del Norte
Address: San Isidro Las Nieves, Agusan del Norte
Mothers Name: Editha C. Siega
Fathers Name: Bonifacio L. Siega
Educational Background
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Tertiary: Caraga State University
Secondary: Las Nieves National High School
Elementary: Agbayao Elementary School
Curriculum Vitae
Personal Data
Name: Neomi C. Timbal
Sex: Female
Civil Status: Single
Weight: 40 kilos
Height: 49
Date of Birth: November 1, 1991
Place of Birth: Sta. Cruz Mla. De Bugabus, Butuan City
Address: Sta. Cruz Mla. De Bugabus, Butuan City
Mothers Name: Carmen C. Timbal
Fathers Name: Pascual M. Timbal (Deceased)
Educational Background
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Tertiary: Caraga State University
Secondary: Butuan City Comprehensive High School
Elementary: Sta. Cruz Elementary School
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