Authors: YHenna Marie D. Tan1, Daineka M. Dumasel1, Cherry Anne P. Genovia1, Shem A. Cedeño1, Carol Jane C. Siose1, & Aldin Paul S. Genovia1
1BEEd Department, College of Education, Mindanao State University- Buug Campus, Datu Panas, Buug, Zamboanga Sibugay, Philippines.
Email: aldinpaul.genovia@msubuug.edu.ph
ABSTRACT
Family is a fundamental social unit, providing the essential foundation upon which individuals build their values, beliefs, and identities. It
serves as the primary context for nurturing and socialization, impacting all aspects of a person's development. The study sought to find out the
classroom behavior of children having separated or solo parent and their academic performance with the use of quantitative research method.
The respondents of the study are Grade I-VI pupils having solo or separated parents of Bliss Elementary School, Buug District, Zamboanga
Sibugay. Questionnaire was used in gathering the data. Lower grades were assisted in answering the questions through translation with the
mother tongue. The statistical tools used were weighted mean, Pearson correlation and t-test. The Level of Satisfaction of classroom behavior
manifested by the pupils were classified as less manifested, moderately manifested, manifested and highly manifested while their academic
performance was categorized as outstanding, very satisfactory, satisfactory and fairly satisfactory. Findings shows that the Level of Classroom
Behavior manifested by the children having separated or solo parent is highly manifested with the weighed mean of 3.46 and the level of
academic performance among the children having separated or solo parent is very satisfactory with the weighted mean of 85.20. After the
relationship between the level of classroom behavior and academic performance of children having separated or solo parent was tested, it was
found out that there was no significant relationship between the level of classroom behavior and academic performance of children having
separated or solo parent as the result had the p-value of 0.318 and 0.131 Correlation (r) that is Negligible, hence, the null hypothesis shall not
be rejected. Therefore, the teachers should no longer consider special treatment on handling classroom behavior of children having separated
or solo parent; and the constant communication of their pupils on whether or not they are doing well in all ways. For the parents or guardians,
they should always check the performance of their children in school to show love, support and give time to them to make them feel that they
are not alone or left; and the school administrators should track and update the activities in relation to parenting as parents are one of the
clienteles of the organization.
Keywords: classroom behaviors, family, separated or solo parents, academic performance