THESIS EDUCATION BUENAVISTA COMMUNITY COLLEGE, BUENAVISTA, BOHOL

PARENTAL UPBRINGING: IT’S RELATION TO ACADEMIC

PERFORMANCE

______________________

An Action Research

Presented to

The Faculty of the Teacher Education Department BUENAVISTA COMMUNITY COLLEGE

BUENAVISTA, BOHOL

______________________

In Partial Fulfillment of the Requirements for the Degree of Bachelor in Elementary Education

by:

KAREN ALEMANIA

CHERRYLYN DUAVIS

IMEE MEMBREVE

MARCH 2011

i

APPROVAL SHEET

Action Research of: KAREN ALEMANIA, CHERRYLYN L. DUAVIS and IMEE C.

MEMBREVE

Title: PARENTAL UPBRINGING: IT’S RELATION TO

ACADEMIC PERFORMANCE

RECOMMENDING APPROVAL: RESEARCH COMMITTEE

RENA DUALLO, Ph.D. E. M. _____________Adviser Date

JOEFAITH DEGAMO _____________Statistician Date

LOURDES BOLO, Ph.D. E. M. _____________Editor, Dean of Education Date

APPROVED:

RENA R.DUALLO, Ph. D. E. M.

ii

CERTIFICATION OF ACTION RESEARCH ACCEPTABILITY

This Action Research entitled PARENTAL UPBRINGING: IT’S

RELATION TO ACADEMIC PERFORMANCE, prepared and submitted by

ALEMANIA, KAREN P., CHERRYLYN L. DUAVIS and IMEE C. MEMBREVE in

partial fulfillment of the requirements for the degree of Bachelor in Elementary

Education is hereby accepted.

RENA R. DUALLO, Ph. D. E. M. Adviser

Accepted in partial fulfillment of the requirement6s for graduation of the

degree of Bachelor in Elementary Education ( BEEd).

Oral examination passed with a rating of _________

LOURDES BOLO, Ph. D. E. M. Director of Instruction

Accepted and approved in partial fulfillment of the requirements for

graduation with the degree of Bachelor in Elementary Education (BEEd).

Rena R, Duallo, Ph. D. E. M.

College President

Recorded:

Engr. CHONA C. LAMBOJON Registrar

iii

ACKNOWLEDGEMENT

The researchers would like to express and extend their heartfelt gratitude and

appreciation to those who had extended their immeasurable and unselfish support and

assistance for the realization of this study.

Former Municipal Mayor, Hon. Leandro T. Tirol, for establishing a tertiary level

of education for the poor but deserving students;

Hon. Ronald Lowell G. Tirol, Municipal Mayor of Buenavista, for his assistance

and encouragement;

Vice – Mayor Atty. Joseph Randy Torregosa and Kag. Atty. Jonel Torregosa,

Chairman of Education, for providing the needed facilities and financial stuff;

Former Municipal Vice Mayor, Engr. Apolonio B. Aparece, for his active support

and endownment to the needs of the school;

Dr. Rena R. Duallo, Administrator of Buenavista Community College and the

researchers’ adviser for her encouragement and supervision throughout the completion of

the study;

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Dr. Lourdes A. Bolo, the Dean of the Teacher Education Department, the

researchers’ editor, for her time and effort in making essential corrections and

improvement in writing this study;

Mr. Joe Faith Degamo, the researchers’ statistician, for his time and services in

editing, computing and improving the statistical interpretation and treatment of data;

Mr. Paul Torregosa, the School Principal of Cangawa Elementary School,

Cangawa, Buenavista, Bohol, for his generosity in allowing the researchers to conduct

and distribute the questionnaire to the respondents;

Mr. Joneses Lambojon, the adviser of Grade V pupils of Cangawa Elementary

School, for providing the grades of the respondents;

Ms. Wilvia L. Manatad, BCC Librarian, for allowing them to use the learning

resources necessary for their research work;

For the researchers’ beloved parents and guardians, who gave them the

inspiration, unending love, encouragement and support;

The researchers’ brothers and sisters, for their inspiring love and encouragement;

All their respondents, for their participation and cooperation in the study by

answering the questionnaire;

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Mr. Cyril Duavis, the researchers’ encoder whose expertise improved this study;

To all their friends and classmates who in one way or another rendered assistance

in the realization of this study;

Most of all, the Almighty Father, the Master and Great Provider, for His divine

guidance and unconditional love, which gave the researchers the strength and confidence

that made this endeavor a reality.

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DEDICATION

To Our Heavenly Father, the

Center of this Work

Our Family

Parents: Parents:

Mr. & Mrs. Crismelito Alemania Jr. Mr. and Mrs. Edmundo Duavis

Brother: Brothers:

Crismelito Jr. Michael, Arnel, Cyril

Sisters: Guardians:

Christine, Catherine, Crisale Mr. and Mrs. Rafael Bayal

Parents:

Mr. & Mrs. Anecito Membreve

Sisters:

Maria Luz, Marianie, Sheila Mae

Brothers:

Ryan and Marjun

Our relatives and friends, this small Piece of

Accomplishment is Affectionately Dedicated

to you.

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ABSTRACT

Alemania, Karen P., Duavis, Cherrylyn L., Membreve, Imee C.,

Buenavista Community College (BCC), Buenavista, Bohol. PARENTAL

UPBRINGING: IT’S RELATION TO ACADEMIC PERFORMANCE.

Adviser: RENA R. DUALLO, Ph. D. E. M.

This study aimed to determine the parental upbringing of Grade V pupils in

Cangawa Elementary School, Buenavista, Bohol, S.Y. 2009 – 2010 and it’s

relation to academic performance. Specifically, it aimed to answer the following

questions: (1) What is the profile of the respondents’ parents in terms of: age,

occupation, educational attainment and family monthly income? (2) To what

extent are the practices employed by the parents in the upbringing of their

children in terms of: guidance, discipline and spirituality? (3) Is there a significant

relationship between the parental upbringing of Grade V pupils and their

academic performance?

The study was conducted in Cangawa Elementary School, Buenavista,

Bohol with the 31 Grade V pupils as the respondents of the study. The

questionnaire technique was employed by the researchers in gathering the data

with the assistance of the adviser. The data gathered were computed by the use

viii

of simple percentage, weighted mean and Pearson Product Moment Correlation

Test.

It was found out that there was a high significant relationship between

parental upbringing and academic performance because the result of parental

upbringing and average grade of pupils were parallel.

Based on the findings, the researchers came up with several conclusions.

Generally, the fathers were within the age bracket of 44-46 years old. And the

mothers were within the age bracket of 47 – 49 years old. Furthermore, the

common occupation of the fathers was farming and the mothers was

housekeeping. The educational attainment of most fathers and mothers was in

elementary level and the average family monthly income was within the bracket

of 3, 000-5, 999. Parental upbringing in terms of guidance, discipline and

spirituality was very good. There was a high significant relationship between

parental upbringing of Grade V pupils and their academic performance. Hence,

the null hypothesis was rejected.

Since guidance is a very heavy task, parents should let their children

experience life on their own because it will serve as learning vehicle to prepare

them to cope with future trials and struggles. Hence, in performing scholastic

assignment and projects, they must only act as supporters and teachers, not

doers of the assigned tasks. In disciplining the child, parents must give

punishment of the offense committed and should remember that discipline is

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teaching self - discipline not self – depreciation. In teaching spiritual values,

parents should be models to their children in going to church and attending

religious activities.

Since, parental upbringing needs time and understanding, parents must

be patient, loving all through out their children’s lives.

x

TABLE OF CONTENTS

PAGE

TITLE PAGE…………………………………………………………………………......I

APPROVAL SHEET……………………………………………………………...…….II

CERTIFICATION OF ACTION RESEARCH ACCEPTABILITY………………….III

ACKNOWLEDGEMENT………………………………………………………………IV

DEDICATION………………………………………………………………………….VII

ABSTRACT........................................................................................................VIII

TABLE OF CONTENTS………………………………………………………..……..XI

LIST OF TABLES……………………………………………………….……………XIII

LIST OF FIGURES…………………………………………………………………..XIV

CHAPTER

I. THE PROBLEM AND RESEARCH METHODOLOGY

Introduction ………………………………………..…………….1

Theoretical Background………………………………………...2

The Problem………………………….…………………………10

Statement of the Problem…………………………………….10

Hypothesis………………………………………………….…..11

Significance of the Study……………………………………...11

Scope and Limitations…………………………………………13

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Research Methodology………………………………………………..14

Research Environment and Subject…………………………14

Research Instrument…………………………………………..14

Gathering of Data……………………………………………...15

Data Analysis…………………………………………………..15

Statistical Treatment…………………………………………..16

Operational Definition of Terms………………………………………19

II. PRESENTATION AND ANALYSIS OF FINDINGS……………………20

III. SUMMARY, CONCLUSIONS AND RECOMMENDATIONS…………31

Summary………………………………………………………..33

Conclusions………………………...…………………………..34

Recommendations………………………………………...…..35

BIBLIOGRAPHY…………………………………………………………………..36

APPENDICES

A. Letter – request of Permission from the Dean…………………..…39

B. Letter – request from the School Head……………………….….….40

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C. Questionnaire…………………………………………………….….…41

D. Average Academic Performance of Grade V Pupils of

Cangawa Elementary School, Buenavista, Bohol…….……………45

E. Transmutation………………………………………………………….46

F. Computation of Pearson Product Moment Correlation Test……...47

G. Numerical and Descriptive Ratings………………………………….50

H. Total Average and It’s Descriptive Meaning………………………...51

CURRICULUM VITAE

LIST OF TABLES

TABLE PAGE

1. Age of Parents…………………………………………………………………21

2. Occupation of Fathers…………………………………………………………22

3. Occupation of Mothers………………………………………………………..23

4. Educational Attainment of Parents…………………………………………..24

5. Monthly Income of the Family………………………………………………..24

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6. Guidance Practices of Parents……………………………………………….26

7. Disciplinary Practices of Parents…………………………………………….28

8. Spirituality Practices of Parents………………………………………………29

9. Relationship Between Parental Upbringing

and Academic Performance…………………………………………………30

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LIST OF FIGURES

FIGURE Page

1. Theoretical Framework of the study

and Conceptual Framework …………………………….………….8

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CHAPTER I

THE PROBLEM AND RESEARCH METHODOLOGY

Introduction

Rationale

The family is the smallest social institution with the unique function on

producing and rearing the young. It is the basic unit of Philippine society and the

educational system where the child begins to learn ABC. The family is also the

basic agent of socialization because it is where the individual develops values,

behaviors, and ways of life through interaction with members of the family (Vega

2004).

However, being a parent is one of the most challenging but rewarding job

anyone could ever adopt. It is the longest task and responsibility that an

individual will ever perform. Parenting is an active process that demands that

individuals use their skills and knowledge, plan, give birth, raise and provide for

children. The parenting process includes protecting, nourishing, and guiding the

child. It involves a series of interaction between the parent and the child through

the life span (Prof Ajith D’Souza et. al., http//www.yahoo.com).

Parents have a vital role in the global development processes of their child

and also more importantly one of the most common factors in the child’s life.

xvi

They play a primary role in the upbringing, protection and development of their

children (http//www.yahoo.com).

As cited by Moulana Moosa Ahmad Olgar, the foremost desire of parents

after having children is to prepare them for a bright and successful future through

education. Thus, every parent hopes and wishes that their children be pious with

excellent character but this can only be achieved if the correct method towards

this goal is adopted and the right environment created from the very beginning.

School, as the second home of the child is a place for the contemplation of

reality. There are teachers who facilitate learning, who teach children and youth

certain types of acceptable behavior and see to it that children develop in all

aspects: physically, emotionally, socially and academically.

It is on these premises that the researchers would like to conduct a study

of the parental upbringing of children in relation to their academic performance.

Theoretical Background

“There is no amount of success that can compensate for the failure at

home.” (McKay, 1980).

Legal Bases:

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Article 220 of the 1987 Philippine Constitution, Decree 603, stated the following

rights and duties of parents to their children:

1. To keep in their company, to support, educate and instruct them by right

perception and good example and to provide for their upbringing in

keeping their means.

2. To give them love and affection, advice and council companionship and

understanding.

3. To provide them with moral and spiritual guidance inculcate in them

honesty, integrity, self-discipline, self-reliance, industry and thrift, and

simulate their interest in civic affairs.

4. To enhance, protect and maintain the physical and mental health at all

time.

5. To furnish them with good and wholesome educational materials,

supervise their activities, reaction and association with others, protect

them from bad company and prevent them from acquiring habits

detrimental to their health, studies and morals.

6. To present them in all matters affecting their interest.

7. To demand from them respect and obedience.

8. To impose discipline on them as may be required under the

circumstances.

Educational Act of the Philippines, enumerated the rights and duties of

parents as follows:

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Article 43. The parents shall have the right to the company of their children

and in relation to all persons or institution dealing with the children’s

development. Their primary right and obligation is to provide for the upbringing of

their children.

Article 45. Parents have the right to discipline the child as may be

necessary for the information of this good character and may therefore require

them obedience to just and reasonable rules.

Article 46. Parents shall have the following duties toward their child:

1. To give them affection, companionship and understanding.

2. To extend to them the benefits of moral guidance, self-discipline and

religious instruction.

3. To advice them properly on any matter affecting his development as well-

being.

4. To always set a good example.

Literature Background

Parenting is not an easy task. Becoming a parent is the easiest part,

whereas, being a conscious and positive parent is a momentous task. Parenting

is the most important role one faces in a lifetime. Parents who provide an

encouraging environment for their children are rewarded when, as adults, their

children realize a successful fit into the culture and society

(http//www.yahoo.com).

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According to Zaide, Jr., 1998, p. 171, as quoted by Celocia, Perfecto and

Villamor, James, parents should realize that being a father and mother carries

with it a new set of duties and obligations. Becoming a parent represents

important transition for most married couples.

From parents, children acquire beliefs, values and attitudes that shape

their lives (Hermida, 1997). But, it is important not only to work towards shaping

the children’s behavior but also to help them feel good about themselves in the

process (internet, http//www.yahoo.com).

There are different styles of parenting. These are the following: (1)

Permissive parenting – permissive parents give too much freedom, set no limits

of boundaries and provide no guidelines for the child to follow socially accepted

norms. Often these parents are uninvolved in parenting and spend little time with

their children. Children will have less self-control, become aggressive and

irresponsible and have low-esteem; (2) Authoritarian parenting - authoritarian

parents are demanding, strict, give punishment and do not allow choices or the

freedom to express various opinions; (3) Authoritative parenting - authoritative

parents employ explanations, reasoning; they balance their parenting style by

using rewards appropriately. Punishment is never harsh or physical. Generally,

the reward is proportionate to the positive behavior that is being reinforced. Such

parenting style results in children who have good self-control, high self-esteem,

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self-confidence, responsibility, independence and control over their emotions

(internet, http//www.yahoo.com).

Related Studies

According to David O. McKay, the home is the first and most effective

place to learn the lessons of life: truth, honor, virtue, self-control, the value of

education, hones work and the purpose and privilege of life. Nothing can take the

place of home in rearing and teaching children.

Effective parenting enables children to build and develop positive

behaviors and good solid self-concepts that are important to functioning fully as a

healthy adult. However, parenting skills can be strengthened if parents learn

about themselves as a “parent” and about child development. Learning about the

stages of development helps parents understand about their ever, changing roles

in the lives of their children and also what is expected of at parent at each stage

(internet).

Indeed, the family remains the primary group in which intimacy and

affection can be freely expressed. A specialized institution whose unique mission

is to provide the emotional support that the larger, more impersonal worlds of

education, work and politics do not provide. (Grolier Encyclopedia, 2003).

xxi

xxii

Theory:There is no amount of

success that can compensate for the failure at home.

Grade V Pupils of Cangawa Elementary School

Parental Upbringing; It’s Relation to Academic

Performance

Legal Bases:Educational Act of the

Philippines Constitution Decree 603 Article 43, 45 and 46.

Figure 1. Theoretical and Conceptual FrameworkTHE PROBLEM

Statement of the Problem

The study aimed to determine the parental upbringing of Grade V pupils in

Cangawa Elementary School, Buenavista, Bohol, School Year 2009 – 2010: It’s

relation to their academic performance.

Specifically, this study aimed to answer the following questions:

xxiii

Problems:1. Profile of the respondent’s parents in terms of age,

occupation, educational attainment and family monthly income.

2. Practices employed by the parents in terms of guidance, discipline and spirituality.

3. Significant relationship between parental upbringing and academic performance.

Recommendations:1. Parents should be encouraged to attend community

conferences. Moreover, strive hard to find another source of income.

2. Parents should let their children experience their lives on communication with those around them and in the society they belong.

3. Parents should have constant interaction with the teachers to assess and assist the performance of their children.

1. What is the profile of the parents of Grade V pupils in terms of

a. Age

b. Occupation

c. Educational Attainment

d. Family Monthly Income

2. To what extent are some practices employed by parents in upbringing

their children in terms of:

a. Guidance

b. Discipline

c. Spirituality

3. Is there a significant degree of relationship between the parental

upbringing of children and their academic performance?

Null Hypothesis of the Study

There is no significant degree of relationship between parental upbringing

and academic performance of Grade V pupils in Cangawa Elementary School.

Significance of the Study

The researchers believe that the findings of the study would be useful to

the following:

xxiv

Community

Whatever development attained or aimed through education in the

respective schools would reflect the community’s development, progress and

prosperity, in particular and in the country in general.

School Administration

The study encourages the school administration to improve the teacher

parent – guardian relationship through Parents, Teachers and Community

Association (P.T.C.A.) and that would enhance the cooperation of the two, for the

exchange of information towards the betterment of the pupils.

Teachers

The teachers would be given the opportunity to recognize some family

practices employed in the home. This knowledge could increase their awareness

in school development of the pupils and guide them in understanding their

different behavior.

Parents

xxv

The parents are made aware that implementing discipline to their children

may help them to understand better the psychology of their children. It would also

challenge them to add and stock knowledge and to improve their attitudes and

skills so that they would be more adequately prepared to face actual life situation

and academic problems.

Pupils

The pupils are made aware of their task and responsibilities that without

the cooperation and effort of their parents and teachers for their welfare, they

would not be successful. It would also help them understand that parents

discipline is positive pervasive form of life training aimed at the development and

reinforcement of good behavior.

Student – Researchers

The findings could help the student – researchers ascertain and

understand the prevailing conditions and facts between parental upbringing and

academic performance of the pupils which could enhance better parent – child

relationship.

Scope and Limitation

Scope

xxvi

The study focused on the parental upbringing in relation to the academic

performance of Grade V pupils in Cangawa Elementary School, Buenavista,

Bohol, School Year 2009 – 2010.

Limitation

The constraints that threatened the conduct of the study were the difficulty

of the pupils in comprehending the questionnaire since it was in English and the

difficulty in gathering data due to respondent’s hesitations in answering the

questions honestly. However, these were resolved by explaining the questions

thoroughly and explaining the purpose and importance of the study.

Research Methodology

This study utilized the descriptive correlational method with the aid of the

questionnaire as tool for gathering data from the Grade V pupils of Cangawa

Elementary School to determine the significant degree of relationship between

parental upbringing and academic performance in the school year 2009 – 2010.

Research Environment and Subjects

The locale of the study is Barangay Cangawa, Buenavista which is found

in the southern part of Buenavista, Bohol.

xxvii

The subjects of the study were the thirty – one Grade V pupils of Cangawa

Elementary School, Buenavista, Bohol, School Year 2009 – 2010. The academic

performance of the respondents was based on their final grades.

Research Instrument

The questionnaire was made as a data – gathering tool to determine the

personal data of the respondents and their parental upbringing in terms of

guidance, discipline and spirituality.

The final grades of the pupils were used as basis for their academic

performances.

Gathering of Data

Permission to conduct the study was secured from the Dean of Teacher

Education Department of Buenavista Community College (BCC), Buenavista,

Bohol. Likewise, permissions were secured from the Principal of Cangawa

Elementary School and from the Grade V adviser to distribute the questionnaires.

To measure the validity and reliability of the questionnaire, these were pretested

by 10 pupils.

The presented questionnaires were personally distributed and

administered to the respondents during the first period of their class.

Data Analysis

xxviii

After the retrieval of the questionnaires, the data were summarized and

analyzed using the appropriate statistical method. The analysis focused on the

parental upbringing of Grade V pupils in Cangawa Elementary School. This was

determined according to the age of the parents, occupation, educational

attainment and family income. Moreover, parental upbringing in terms of

guidance, discipline and spirituality determined the said focus.

Statistical Treatment

Sub-problem 1 which is about the Profile of the parents of Grade V pupils

in terms of age, occupation, educational attainment and family monthly income

was solved through the use of frequency count and percentage. The formula is:

P = x 100%

Where:

P = percentage

f = frequency of the respondents

n = number of cases

xxix

fn

Sub – problem 2 on the practices employed by parents in upbringing their

children was treated using descriptive statistics, the weighted mean. The

weighted mean formula is:

x =

Where:

X = weighted mean

∑fx = sum of the product of x where f is the frequency of each score and x

is the weight of each score.

∑f = sum of all respondent

The descriptive rating was assigned according to the value as follows:

Scale Level of Awareness

5 Excellent (E)

4 Very Good

3 Good

2 Fair

1 Poor

The mean scale was attained by multiplying the frequency with scale

value, the product added and the sum as the total value, then the sum was

divided by the number of respondents and the quotient was the scale value. The

mean value was interpreted as follows:

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∑fx∑f

Mean Scale Descriptive Interpretation

4.50 - above Excellent

3.50 – 4.49 Very Good

2.50 – 3. 49 Good

1.50 – 2.49 Fair

0.50 – 1.49 Poor

Sub – problem 3 on the significant relationship between parental

upbringing of Grade V pupils and their academic performance and the following:

guidance, discipline and spirituality were computed through the use of Pearson

Product Moment Correlation Test. The formula is:

rxy =

xxxi

N ( ∑xy ) – (∑x ) – (∑y )

√ { N (∑x²) – (∑x ) ² } } { N (∑y ² ) – (∑y ) ² }

OPERATIONAL DEFINITION OF TERMS

Academic Performance – the pupils’ knowledge and skills performed in school. In

this study, it is the average grade of the respondents

during their Grade V year level.

Age - the number of chronological years of a person’s

existence ; i.e, since birth up to present.

Discipline - the training that is expected to produce specified

character or pattern of behavior especially that which

produces moral and mental development.

Family Monthly Income - the money or salary earned every month by the family.

Guidance - the procedures applied by parents to assist their

children to find maximum satisfactions in their

educational and vocational careers.

Home - the place where the individuals live and find comfort

and convenience.

Occupation - parent’s ways of earning money and livelihood.

xxxii

Profile - background information provide by respondents of this

study in terms of name, sex, age and religion.

Spirituality - the value derived from parent’s responsibility or

inculcating and molding children based on the

Christian doctrine.

CHAPTER II

PRESENTATION AND ANALYSIS OF FINDINGS

To achieve the purpose of this research, a survey was conducted to the

Grade V pupils of Cangawa Elementary School, Cangawa, Buenavista, Bohol.

This chapter deals with the presentation of data required to answer the

specific questions of the study.

Table I on the next page indicates the age of parents. For the father, there

were two (6.45%) who were between 32 – 34 years old; four (12.90%) who were

between 35 – 37 years old; three (9.68%) who were between 38 – 40 years old;

five (16.13%) who were between 41 – 43 years old; seven (22.58%) who were

between 44 – 46 years old; three (9.68%) who were between 47 – 49 years old;

four (12.90%) who were between 50 – 55 years old; two (6.45%) who were

between 53 – 55 years old; one (3.23%) who was between 56 – 58 years old;

For the mother, three (9.68%) were between 29 – 31 years old; four

(12.90%) were between 35 -37 years old; five (16.13%) were between 38 – 40

xxxiii

years old; one (3.23%) was between 41 – 43 years old; five (16.13%) were

between 44 – 46 years old; eight (25.81%) were between 47 – 49 years old; four

(12.90%) were between 50 – 52 years old; one (3.23%) was between 53 – 55

years old.

TABLE I. Age of Parents

Age Range Response

Father % Mother %

56 – 58

53 – 55

50 – 52

47 – 49

44 – 46

41 – 43

38 – 40

35 – 37

32 – 34

29 – 31

1

2

4

3

7

5

3

4

2

0

3.23

6.45

12.90

9.68

22.58

16.13

9.68

12.90

6.45

0

0

1

4

8

5

1

5

4

0

3

0

3.23

12.90

25.81

16.13

3.23

16.13

12.90

0

9.68

Total 31 100 31 100

Table II on the next page shows the occupation of the fathers. Eight

(25.81%) were farmers;; six (19.25%) were fishermen; five (16.13%) were

drivers; three (9.67%) were carpenters; one (3.23%) was an engineer; one

(3.23%) was a principal; one (3.23%) was a government employee; one (3.23%)

xxxiv

was a welder; one (3.23%) was a laborer; one (3.23%) was a housekeeper; one

(3.23%) was a businessman; one (3.23%) was a security guard; one (3.23%)

was a policeman.

TABLE II. Occupation of the Fathers

Occupation Response

Frequency %

Engineer

Principal

Farmer

Government Employee

Welder

Laborer

Driver

Housekeeper

Businessman

Carpenter

Fisherman

Security Guard

Policeman

1

1

8

1

1

1

5

1

1

3

6

1

1

3.23

3.23

25.81

3.23

3.23

3.23

16.13

3.23

3.23

9.67

19.35

3.23

3.23

Total 31 100

Table III on the next page presents the occupation of the mothers.

Nineteen (61.29%) were housekeepers; three (9.67%) were vendors; two

(6.45%) were teachers; two (6.45%) were businesswomen; two (6.45%) were

housemaids; one (3.23%) was a nurse; one (3.23%) was a midwife; one (3.23%)

was a government employee.

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TABLE III. Occupation of the Mother

Occupation Response

Frequency %

Housekeeper

Vendor

Teacher

Housemaid

Nurse

Businesswoman

Midwife

Government Employee

19

3

2

2

1

2

1

1

61.29

9.67

6.45

6.45

3.23

6.45

3.23

3.23

Total 31 100

Table IV on the next page represents the educational attainment of

parents. Eight (25.81%) fathers were college graduate; twelve (38.71%) were

elementary level; five (16.13%) were high school level; two (6.45%) were college

level; two (6.45%) were high school graduate; two (6.45%) were elementary

graduate.

The educational attainment of the mothers, ten (32.26%) were elementary

level; six (19.35%) were high school level; six (19.35%) were high school

graduate; four (12.90%) were college graduate; three (9.67%) were college level;

two (6.45%) were elementary graduate.

TABLE IV. Educational Attainment of the Parents

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Educational Attainment Response

Father % Mother %

College Graduate

College Level

High School Graduate

High School Level

Elementary Graduate

Elementary Level

8

2

2

5

2

12

25.81%

6.45%

6.45%

6.13%

6.45%

38.71%

4

3

6

6

2

10

12.90%

9.67%

19.35%

19.35%

6.45%

32.26%

Total 31 100% 31 100%

Table V on the next page indicates the monthly income of the family.

Seventeen (54.84%) families earned 3,000 – 5,999; five (16.13%) 6,000 –

14,999; five (16.13%) 2,000 and below; four (12.90%) 20,000 and above.

TABLE V. Monthly Income of the Family

Monthly Income Response

Frequency %

20,000 – above

15,000 – 19,999

6,000 – 14,999

3,000 – 5,999

2,000 – below

4

0

5

17

5

12.90%

0

16.13%

54.84%

16.13%

Total 31 100%

Table VI on the next page presents the guidance practices of parents to

their children. In doing their assignments, 9 pupils rated their parents very good;

14, good; 3, fair and 5, poor. In helping the children in doing their projects, 4,

excellent; 7, very good, 16, good and 4, fair. In encouraging the children to

xxxvii

reason out properly, 3, excellent, 9, very good, 12, good, 7, fair. In giving counsel

and encouragement when children have problems, 7, rated excellent, 5, very

good, 13, good, 3 fair, 3, poor. In inspiring children to attend classes daily, 13,

excellent, 8, very good, 6 good, 4, fair. In teaching children how to gather

information, 5 excellent, 12, very good, 8, good, 6, fair. Give children appraisal

and encouragement when they get good grades, 10, excellent; 7, very good; 10,

good; 3, fair and 1, poor. In listening and knowing the achievement of the

children, 6, excellent; 6, very good; 15, good; 3, fair and 1, poor. In teaching

children how to read and write and spell words, 6, excellent; 6, very good; 13,

good; and 6, fair. In allowing children to play with their friends and classmates, 6,

excellent; 8, very good; 17, good; In Encouraging children to show their skills and

talents, 5, excellent; 8, very good; 14, good and 4, fair. In encouraging children to

participate school activities, 5, excellent; 13, very good; 11, good, 1, fair and 1

poor. In encouraging children to try again when they fail, 5, excellent; 9, very

good; 12, good; 3, fair and 2, poor. In giving money for projects, 2, excellent, 18,

very good, 8, good; 3, fair. In giving money for fees, 18, excellent; 9, very good;

and 4, good. In giving children allowance, 11, excellent, 12, very good, 7, good

and 1, fair.

TABLE VI. Guidance Practices of Parents

ITEMS E (5) VG (4) G (3) F (2) P(1) WMS X DI1. Helps you in doing assignments2. Helps you in doing projects.3. Encourages you to reason our properly.

0

4

3

9

7

9

14

16

12

3

4

7

5

0

0

2.87

3.35

3.25

G

G

G

xxxviii

4. Gives counsel and encouragement when you have school problems.5. Inspires you to attend classes daily.6. Teaches you how to find or gather information.7. Gives appraisal and encouragement when you get good grades.8. Willing to listen and know your achievement in school.9. Teaches you how to read, pronounce, and spell words.10. Allows you to play with your friends and classmates.11. Encourages you to show your skills and talents to everybody.12. Encourages you participate any school activity.13. Encourages you to try again when you fail.14. Gives money for your projects.15. Gives money for any fees in school.16. Gives you enough allowance.

7

13

5

10

6

6

6

5

5

5

2

18

11

5

8

12

7

6

6

8

8

13

9

18

9

12

13

6

8

10

15

13

17

14

11

12

8

4

7

3

4

6

3

3

6

0

4

1

3

3

0

1

3

0

0

1

1

0

0

0

1

2

0

0

0

3.32

3.97

3.52

3.71

3.42

3.38

3.65

3.45

3.65

3.39

3.64

4.45

4.06

VG

VG

VG

VG

G

G

VG

G

VG

G

VG

VG

VG

TOTAL 27.42 18.84 14.03 1.74 0.26 57.08 3.57 VG

xxxix

Legend:

E – excellent F- fair

VG – very good P – poor

G – good WMS – Weighted Mean Scale

Table VII on the next page presents the disciplinary practices of parents to

their children. In telling children to go home after attending class, 7, excellent; 9,

very good; 15, good; In letting children to respect elders, 17, excellent; 8, very

good; 5, good; and 1, fair. Giving routinary works, 11, excellent; 11, very good; 9,

good. In letting children to study lessons, 15, excellent; 13, very good; 1 good; 1,

fair and 1 poor. In implementing curfew hour, 7, excellent; 10, very good; 10,

good; 4, fair. In prohibiting children to watch TV, 7, excellent; 20, very good, 3,

good and 1 fair.

TABLE VII. Disciplinary Practices of Parents

ITEMS E (5) VG (4) G (3) F (2) P (1) WMS X DI1. Tells you to go home after attending class.2. Let you respect elders.3. Gives routinary works.4. Let you study lesson daily.5. Implements curfew hours.6. Prohibits you to watch TV during examination.

7

17

11

15

7

7

9

8

11

13

10

20

15

5

9

10

10

3

0

1

1

1

4

1

0

0

0

1

0

0

3.74

4.32

4.06

4.29

3.65

4.06

VG

VG

VG

VG

VG

VG

xl

TOTAL 10.32 9.16 4.16 0.45 0.03 24.12 4.02 VG

Legend:

E – excellent F- fair

VG – very good P – poor

G – good WMS – Weighted Mean Scale`

Table VIII on the next page shows the spiritual practices of parents taught

by them to their children. In teaching children how to pray, 13, excellent; 11, very

good; 7, good; in letting children to attend prayer meeting, 3, excellent; 10, very

good; 12, good, 1, fair and 5, poor. In letting children to attend mass, 7, excellent,

8, very good, 10, good, 3, fair and 3, poor. In letting children to join the family

prayer, 6, excellent; 7, very good; 15, good; 2, fair and 1, poor. In letting children

to join religious activities, 8, excellent; 11, very good; 10, good; and 2, fair.

TABLE VIII. Spiritual Practices of Parents

ITEMS E (5) VG (4) G (3) F (2) P (1) WMS X DI

1. Teaches you how to pray.2. Let you attend prayer meeting regularly.3. Let you attend mass every Sunday.4. Let you join family prayer every night.5. Let you join religious activities.

13

3

7

6

8

11

10

8

7

11

7

12

10

15

10

0

1

3

2

2

0

5

3

1

0

4.19

3.16

3.42

3.48

3.81

VG

G

G

G

VG

TOTAL 5.97 6.06 5.23 0.52 0.29 18.06 3.61 VG

xli

Legend:

E – excellent F- fair

VG – very good P – poor

G – good WMS – Weighted Mean Scale

Table IX on the next page shows the relationship between parental

upbringing and academic performance of Grade V pupils. The Pearson Product

of Correlation tested it. It revealed that the computed tr 4.66 was higher than the

tabular value of 29df at 0.05 and 0.01 level of significance with the value of 2.045

and 2.756. this implies that the parental upbringing affects the academic

performance of Grade V pupils.

TABLE IX. Relationship Between Parental Upbringing and Academic

Performance

PAIRED

VARIABLES

r -

VALUE

QUALITATIVE

DESCRIPTION

COMPUTED

t -VALUE

CRITICAL

AT 0.05

DECISION

Parental

upbringing

and

academic

performance

0.654

Substantial

Positive

Correlation

4.66 2.045

Null

Hypothesis

Rejected

xlii

CHAPTER III

SUMMARY, CONCLUSIONS AND RECOMMENDATIONS

Summary

The study aimed to determine the parental upbringing of Grade V pupils in

Cangawa Elementary School, Buenavista, Bohol, School Year 2009 – 2010: It’s

relation to academic performance.

Specifically, it aimed to answer the following questions:

1. What is the profile of the parents of Grade V pupils in terms of:

1.1. Age

1.2. Occupation

1.3. Educational Attainment

1.4. Family Monthly Income

2. To what extent are the practices employed by parents in the upbringing of

their children in terms of:

2.1 Guidance

2.2 Discipline

2.3 Spirituality

xliii

3. Is there a significant relationship between the parental upbringing of the

Grade V pupils and their academic performance?

Thirty One Grade V pupils were the respondents of the study. The

questionnaire technique was employed by the researchers in gathering data with

the assistance of the class adviser.

The data gathered were subjected to statistical treatment using frequency

counts and simple percentage to determine the profile the of the respondents’

parents in terms of age, occupation, educational attainment and family monthly

income. It also used descriptive statistics and weighted mean to determine the

practices employed by the parents to their children in terms of guidance,

discipline and spirituality. To determine the relationship between parental

upbringing and the academic performance, Pearson – Product Moment

Correlation Test was used.

It was found out that there was a high significant relationship between the

parental upbringing and the academic performance of the pupils because the

respondents rated these practices as very good. Similarly, the academic

performance of the pupils was also very good. Hence, the statements were

parallel.

SUMMARY OF FINDINGS

xliv

1. The profile of the respondents’ parents revealed that the majorities of the

fathers were within age bracket of 44 – 46 years old and the mothers were

within the age bracket of 47 – 49 years old. Furthermore, the common

occupation of the fathers was farming and the mothers was housekeeping,

the educational attainment of the parents was in elementary level and the

average family income was 3,000 – 5,999.

2. Generally, the upbringing practices of parents to their child in terms of

guidance, some parents do not have a proper parental guidance with their

child because of lack of time, but in terms of discipline, parents are strict to

their child. Moreover, in the spirituality, some are good and religious

parents but some are poor in inculcating proper spiritual values that they

implement for the goodness of their child.

3. There is a high significant relationship between parental upbringing and

academic performance of Grade V pupils. The computed tr is 4.66, 29df

@ 5% is 2.045 and 29df @ 1% is 2.756.

CONCLUSIONS

xlv

Based on the problems presented and the findings arrived at, the

researchers came up with these conclusions.

1. The profile of the respondents’ parents reveals that the majorities of the

fathers are within the age bracket of 44 – 46 years old and the mothers

are within the age bracket of 47 – 49 years old. Furthermore, the common

occupation of the fathers is farming and the mothers is housekeeping. The

educational attainment of the parents is in elementary level and the

average family income is within the bracket of 3,000 – 5,999.

2. Generally, the upbringing practices of parent to their children in terms of

guidance, some parents of not have proper parental guidance with their

children because of lack of time, but in terms of discipline, parents are

strict. Moreover, in spirituality, some are good and religious parents but

some are poor in inculcating proper spiritual values that they implement

for the welfare of their child.

3. There is a high significant relationship between parental upbringing and

academic performance of Grade V pupils. Hence, the null hypothesis is

rejected.

RECOMMENDATIONS

xlvi

Based on the foregoing conclusions, the following recommendations are

hereby presented.

1. Parents should be encouraged to attend community conferences like

responsible parenthood for them to gain better understanding on their

ever, changing roles to their children. Moreover, they should strive hard to

find another source of income to provide the needs of their children (e.g.

hand wavering, dressmaking, merchandising and other possible source of

income that is within the capability of the parents.)

2. Parents should let their children experience their lives in communicating

with those around them and in the society they belong. Because these

experiences will serve as learning vehicles to prepare them to cope up

with future trials and struggles. Hence, in performing scholastic

assignments and projects, they must only act as teachers and supporters

not doer’s of the assigned tasks. In disciplining the child, parent must give

punishment appropriate to the offense committed and should remember

that discipline is teaching self – discipline not self – depreciation. In

teaching spiritual values, parents should be models to their children in

going to church and in attending religious activities.

3. Parents should collaborate with the teachers in any school affairs like

PTCA Meeting. There should be a constant interaction between them to

assess and assist the performance of the children in the school.

xlvii

xlviii

BIBLIOGRAPHY

xlix

BIBLIOGRAPHY

BOOKS

The Family Code of the Philippines ( Executive Order No. 209)

Vega, Violeta A. Social Dimensions of Education. Quezon City: Adriana Printing Co. Inc., 2006

Zaide, Ceferino Jr. Preparing for Responsible Parenthood Fourth Edition. Metro Manila: National Bookstore, 1998.

ENCYCLOPEDIA

Grolier Encyclopedia of Knowledge, 2003. International Edition. USA

UNPUBLISHED BOOK

Celocia, Perfecto A. and Villamor, James C., Parental Upbringing in Relation to Academic Performance of Grade V Pupils of Cangawa Elementary School, Buenavista, Bohol, S.Y. 2004 – 2005.

INTERNET SOURCES

D’ Souza, Ajith et.al., http//www. yahoo.com

Olgar, Moulana MOOSA A., http//www.yahoo.com

McKay, David O., http//www.yahoo.com

l

APPENDICES

li

APPENDIX A

Republic of the PhilippinesBUENAVISTA COMMUNITY COLLEGE

BUENAVISTA, BOHOL

LOURDES A. BOLO, Ph.D. E. M.Dean, Teacher Education DepartmentBuenavista Community CollegeBuenavista, Bohol

March 10, 2010

Madame:

The undersigned, BEED IV students of Buenavista Community College, Buenavista, Bohol, are conducting an action research entitled, “PARENTAL UPBRINGING: IT’S RELATION TO ACADEMIC PERFORMANCE, ” in partial fulfillment of the requirements of the degree of Bachelor in Elementary Education (BEED).

The undersigned, BEED IV students hope that this request will merit your approval. Thank you.

Very respectfully yours,

KAREN ALEMANIA

CHERRYLYN DUAVIS

IMEE MEMBREVE

Approved:

LOURDES A. BOLO, Ph.D. E. M.Dean, Teacher Education Department

APPENDIX B

Republic of the Philippines

lii

BUENAVISTA COMMUNITY COLLEGEBUENAVISTA, BOHOL

Mr. Paul TorregosaPrincipalCangawa Elementary SchoolBuenavista, Bohol

March 10, 2010

Sir:

The undersigned, BEED IV students of Buenavista Community College, Buenavista, Bohol, are conducting an action research entitled, “PARENTAL UPBRINGING: IT’S RELATION TO ACADEMIC PERFORMANCE,” in partial fulfillment of the requirements of the degree of Bachelor in Elementary Education (BEEd).

In this regard, the undersigned BEEd IV students humbly request your office to be allowed to distribute to the respondents of the study. Thank you.

Very respectfully yours,

KAREN ALEMANIA CHERRYLYN DUAVIS

IMEE MEMBREVE

Noted:

LOURDES A. BOLO, Ph.D. E. M. Dean, Teacher Education Department

Approved:

PAUL TORREGOSAPrincipal

APPENDIX C

QUESTIONNAIRE

March 10, 2010

liii

Pupils,

The undersigned, BEED IV students of Buenavista Community College, Buenavista, Bohol, are conduction an action research entitled, ”PARENTAL UPBRINGING: IT’S RELATION TO ACADEMIC PERFORMANCE.”

The undersigned, BEED IV students are asking you a favor to take part in our study by answering honestly the questionnaire.

Thank you very much for you cooperation.

Very respectfully yours,

KAREN ALEMANIA

CHERRYLYN DUAVIS

IMEE MEMBREVE

QUESTIONNAIRE

I. Profile of the Respondents

Name: Age:Gender: Religion:Address:

liv

Father’s Name: Age:Occupation: Monthly Income:Address:

Educational Attainment of Father:

_______ College Graduate _______ Elementary Graduate_______ College Level _______ Elementary Level_______ High School Graduate _______ No Formal Education_______ High School Level

Mother’s Name: Age:Occupation: Monthly Income:Address:

Educational Attainment of Mother:

_______ College Graduate _______ Elementary Graduate_______ College Level _______ Elementary Level_______ High School Graduate _______ No Formal Education_______ High School Level

Family Monthly Income

20, 000 – above _______15, 000 – 19, 999 _______6, 000 – 14, 999 _______3, 000 – 5,999 _______2, 000 – below _______

II. Practices of the parents in the upbringing of their childrenDirection: The items below are practices or your parents in upbringing you. Check (√) the number that corresponds to your honest answers using the scale.

5 – Excellent 2 – Fair4 – Very Good 1 – Poor3 – Good

ITEMS RATINGS

lv

A. GUIDANCE 5 4 3 2 1

1. Helps you in doing assignments. ___ ___ ___ ___ ___2. Helps you in doing projects. ___ ___ ___ ___ ___3. Encourages you to reason our properly. ___ ___ ___ ___ ___4. Teaches you how to find or gather

information. ___ ___ ___ ___ ___5. Inspires you to attend classes’ daily. ___ ___ ___ ___ ___6. Gives counsel and encouragement when

you have school problems. ___ ___ ___ ___ ___7. Gives appraisal and encouragement when

you get good grades. ___ ___ ___ ___ ___8. Willing to listen and know your achievement

in school.9. Teaches you how to read, pronounce and

spell words. ___ ___ ___ ___ ___10. Allows you to play with your friends

and classmates. ___ ___ ___ ___ ___11. Encourages you to show your skill and

talents to everybody. ___ ___ ___ ___ ___12. Encourages you to participate school

activities. ___ ___ ___ ___ ___13. Encourages you to try again when you fail. ___ ___ ___ ___ ___14. Gives money for your projects. ___ ___ ___ ___ ___15. Gives money for any fees in school. ___ ___ ___ ___ ___16. Gives you enough allowance. ___ ___ ___ ___ ___17. Others, please specify. _________________________

B. DISCIPLINE

1. Tells you to go home after attending class. ___ ___ ___ ___ ___2. Let you respect elders. ___ ___ ___ ___ ___3. Gives routinary works. ___ ___ ___ ___ ___4. Let you study lessons daily. ___ ___ ___ ___ ___ 5. Implements curfew hours. ___ ___ ___ ___ ___6. Prohibits you to watch TV during

examination day. ___ ___ ___ ___ ___7. Others, please specify. _________________________

C. SPIRITUALITY

1. Teaches you how to pray. ___ ___ ___ ___ ___

lvi

2. Let you attend prayer meeting regularly. ___ ___ ___ ___ ___3. Let you attend mass every Sunday. ___ ___ ___ ___ ___4. Let you join the family prayer every night. ___ ___ ___ ___ ___5. Let you join religious activities. ___ ___ ___ ___ ___6. Others, please specify. _________________________

APPENDIX D

AVERAGE ACADEMIC PERFORMANCE OF GRADE V PUPILS OF CANGAWA ELEMENTARY SCHOOL, BUENAVISTA, BOHOL

NAME OF RESPONDENTS

AVERAGE GRADE

NAME OF RESPONDENTS

AVERAGE GRADE

Angco, Ingay NeilAñora, Kim MartinDabon, Mineo FranciscoDegamo, RobertErojo, RhynoGimongala, ArielJumao – as, JundyLogrosa, Alexander Jr.Lumagbas, Bryan PaulMinguito, CeasarMonteron, Juan Knith

7885868086798082818081

Apa – ap, Mia JoyApa – ap, TheresaDegamo, Donalyn MaeDegamo, Joan RheaDuavis, Myra LouEscabas, MaraMaturan, MarichuMellino, RuthMenguito, Imee RoseMonteron, Mickee AnnOmo, Ranila

8481818183778084808881

lvii

Ojendras, Nimrod RexPetalcorin, RollieSumasino, JohnySumasino, AxcielWatimar, Joselito

8879787780

Quimada, Rhyneth MicoTapilot, Maria JeanTorregosa, Blessel GayTorregosa, Dawnah

83828487

APPENDIX E

TRANSMUTATION

Total Mean Average Grade Total Mean Average Grade

5.0 100 2.9 794.9 99 2.8 784.8 98 2.7 774.7 97 2.6 764.6 96 2.5 754.5 95 2.4 744.4 94 2.3 734.3 93 2.2 724.2 92 2.1 714.1 91 2.0 704.0 90 1.9 693.9 89 1.8 683.8 88 1.7 673.7 87 1.6 66

lviii

3.6 86 1.5 653.5 85 1.4 643.4 84 1.3 633.3 83 1.2 623.2 82 1.1 613.1 81 1.0 603.0 80

APPENDIX F

COMPUTATION OF PEARSON - PRODUCT CORRELATION TEST

Number of Pupil

Total Mean

x x² y y² xy

123456789

10111213141516171819

3.454.034.083.944.393.543.164.123.673.153.934.7

3.543.343.153.794.103.883.64

85909189948582918782899785838288918986

7225810082817921883672256724828175696724792194097225688967247744828179217396

78858680867980828180818879787780848181

608472257396640073966241640062465616400656177446241608459296400705665616561

6630765078267120808467156560746270476560720985366715641463147040764472096966

lix

202122232425262728293031

4.094.313.393.644.103.344.263.673.863.664.133.77

919384869183938789879188

828186497056739682816889864975697921756982817744

818377808480888183828487

656168895929640070566400774465616889672470567569

737177196468688067446640818470477387713476447656

WHERE:x = scale valuey = average grade

COMPUTATION:∑x = 2,729∑y = 2,536∑x² = 240,681∑y² = 207,843∑xy = 223,535

rxy =

=

=

=

lx

N ( ∑xy ) – (∑x ) – (∑y )

√ { N (∑x²) – (∑x ) ² } } { N (∑y ² ) – (∑y ) ² }

31 ( 223, 535 ) – ( 2, 729 ) ( 2, 536 )

√ { 31 ( 240, 681 ) – ( 2, 729 ) ² } { 31 ( 207, 843 ) – ( 2, 536) ² }

6, 929, 585 – 6, 920, 744

√ ( 7, 461, 111 – 7, 447, 441 ) ( 6, 444, 683 – 6, 431, 296 )

8, 841

√ ( 13, 670 ) ( 13, 387 )

=

=

rxy = 0.654

tr =

=

=

=

=

tr = 4.66

29df at 5% is 2.045

29df at 1% is 2.756

lxi

8,841

√ 183, 000, 290

8,841 13, 537. 75998

r √ n – 2

√ 1 - r²

0.654 √ 31 – 2

√ 1 – ( 0.654 )²

0.654 √ 29

√ 1 – 0.427716

0.654 (5.385164807)

√ 0.572284

3.521898 0.756494547

lxii

APPENDIX G

Numerical and Descriptive Ratings

r-value Descriptive Meaning

± 1.00

± .81 - ± .99

± .61 - ± .80

± .41 - ± .60

± .21 - ± .40

± .01 - ± .20

± .0

Perfect Positive or Negative Correlation

Very High Positive or Negative

Correlation

Substancial Positive or Negative

Correlation

Moderately Positive or Negative

Correlation

Low Positive or Negative Correlation

Negligible Correlation

No Correlation

APPENDIX H

TOTAL AVERAGE AND IT’S DESCRIPTIVE RATING

lxiii

RANGE DESCRIPTIVE RATING

90-100

80-89

70-79

60-69

50-59

Excellent

Very Good

Good

Fair

Poor

lxiv

CURRICULUM VITAE

lxv

CURRICULUM VITAE

PERSONAL BACKGROUND

NAME : Karen P. Alemania

ADDRESS : Cangawa, Buenavista, Bohol

BIRTH DATE : January 5, 1990

CIVIL STATUS : Single

CITIZENSHIP : Filipino

SEX : Female

PARENTS : Mr. and Mrs. Crismelito P. Alemania

EDUCATIONAL ATTAINMENT

ELEMENTARY : Jugan Elementary School

Jugan, Consolacion, Cebu, S.Y. 2001 - 2002

SECONDARY : Jugan National High School

Jugan, Consolacion, Cebu, S.Y. 2005 - 2006

COLLEGE : Buenavista Community College

Buenavista, Bohol

lxvi

CURRICULUM VITAE

PERSONAL BACKGROUND

NAME : Cherrylyn L. Duavis

ADDRESS : Cangawa, Buenavista, Bohol

BIRTH DATE : August 11, 1990

CIVIL STATUS : Single

CITIZENSHIP : Filipino

SEX : Female

PARENTS : Mr. and Mrs. Edmundo Duavis

EDUCATIONAL ATTAINMENT

ELEMENTARY : Bayugan ll Elementary School

San Francisco, Agusan del Sur, S.Y. 2001- 2002

SECONDARY : Agusan del Sur National High School

San Francisco, Agusan del Sur, S.Y. 2005 - 2006

COLLEGE : Buenavista Community College

Buenavista, Bohol

CURRICULUM VITAE

lxvii

PERSONAL BACKGROUND

NAME : Imee C. Membreve

ADDRESS : Overland, Buenavista, Bohol

BIRTH DATE : July 8, 1989

CIVIL STATUS : Single

CITIZENSHIP : Filipino

SEX : Female

PARENTS : Mr. and Mrs. Anecito B. Membreve

EDUCATIONAL ATTAINMENT

ELEMENTARY :Overland Elementary School

Buenavista, Bohol S.Y.2002 - 2003

SECONDARY : Cangawa National High School

Buenavista, Bohol, S.Y. 2005 - 2006

COLLEGE : Buenavista Community College

Buenavista, Bohol

lxviii