Republic of the Philippines

Department of Education
Region IV-A CALABARZON
SCHOOLS DIVISION OF IMUS CITY
Toclong I-C, City of Imus, Cavite

Imus Institute of Science and Technology

Former Imus Institute, Inc., est., 1923
City of Imus, Cavite

FACTORS THAT AFFECTS OPEN COMMUNICATION BETWEEN

PARENTS AND HIGHSCHOOL STUDENTS OF IMUS INSTITUTE
OF SCIENCE AND TECHNOLOGY
S.Y. 2017-2018

A Thesis Presented to the

Faculty of Business High School
Imus Institute of Science and Technology

In Partial Fulfillment of the Requirements for

Methods of Research

By:

GROUP 3 OF 9-CALCIUM

BALDICANA, Mark Justine L.

BERNAL, Wilzyn O.
CAASI, Filjohn C.
CORTES, Mikhaina Adriana O.
CRUDO, Adrian Niño R.
DY, Elyza Kate F.
ECARUAN, Jenny Rose S.
ICAZA, Elaiza Mae E.
MARIANO, Ma. Ryelle E.
MELO, Julian Andrei D.
MIRANDA, Erin R.
SANTIAGUEL, Anilov
ZAPATA, Janelle F.

Ms. Camille R. Aure

Thesis Adviser

March 2018
 Imus Institute of Science and Technology
Former Imus Institute, Inc., est., 1923
City of Imus, Cavite

Republic of the Philippines

Department of Education
Region IV-A CALABARZON
SCHOOLS DIVISION OF IMUS CITY
Toclong I-C, City of Imus, Cavite

APPROVAL SHEET

This thesis entitled: FACTORS THAT AFFECTS OPEN

COMMUNICATION BETWEEN PARENTS AND HIGHSCHOOL STUDENTS
OF IMUS INSTITUTE OF SCIENCE AND TECHNOLOGY S.Y. 2017-2018,
prepared and submitted by selected students form Grade 9- Calcium, has been approved
by the committee on Oral Defense with a grade of _________.

_________________________
Ms. Camille R. Aure
Thesis Adviser

PANEL OF EXAMINEES

______________________
Dr. Belma C. Villanueva
Panelist

_____________________
Ms. Ma. Liezel Logroño
Panelist

_____________________
Ms. Crizza Mae Isles
Panelist

_____________________
Ms. Diane Nolial
Panelist

Imus Institute of Science and Technology accepts this thesis in partial fulfillment
of the requirements for the Methods of Research of the Business High School
Curriculum.

Dr. Belma C. Villanueva

Prinipal

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 Imus Institute of Science and Technology
Former Imus Institute, Inc., est., 1923
City of Imus, Cavite

Acknowledgement

First of all, we would like to thank our Almighty God for guiding us to conduct

our thesis. For helping us work well with each other as a group and for taking us into the

right path to create and finish our thesis well.

We would also like to thank our beloved principal, Dr. Belma C. Villanueva for

letting us to conduct our thesis.

We also like to thank our dear research adviser, Ms. Camille R. Aure for her

guidance and support to us when we are doing this research study. Thanks for her for

encouraging us and giving some or her experienced or her ‘words of encouragement’ to

us.

Furthermore, we appreciate the presence and help our dear panellist: Ms. Liezel

Logroño, Dr. Belma C. Villanueva, Ms. Crizza Marie Isles for telling us on how we can

improve our work and also for guiding us on what are we going to do.

And lastly, we are very thankful for having our supportive parents, Ms. Grace

Ann Arceño, our dear adviser, to our friends and most especially to our respondents who

made this thesis possible.

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 Imus Institute of Science and Technology
Former Imus Institute, Inc., est., 1923
City of Imus, Cavite

ABSTRACT

This research entitled “The Factors that Affect Open Communication Between

Parents and High School Students in Imus Institute of Science and Technology S.Y.

2017-2018”. This study aims to: 1. To determine the factors that affects the open

communication between parent and student. 2. To know the activities that would

strengthen the open communication between parents and students. 3. To know how

frequent do you talk to your parents. This study aims to answer the questions: 1. What are

the factors that affects open communication between parents and high school students? 2.

What are the activities that would strengthen the open communication between parents

and students? 3. How frequent do you talk to your parents when it comes to: Studies,

Lovelife, Dreams, Wants, Problems.

This research was conducted to 120 Grades 7-10 business and science high

school students in Imus Institute of Science and Technology of School Year 2017-2018.

The research design of this study is descriptive design. According to Devin Kowalczyk

(2003), A descriptive research is a study designed to depict the participants in an accurate

way. More simply put, descriptive research is all about describing people who take part in

study. The researchers used stratified where our respondents was chosen in equal in every

grade level.

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 Imus Institute of Science and Technology
Former Imus Institute, Inc., est., 1923
City of Imus, Cavite

The researchers used a survey questionnaire containing the questions that are

related to the research problem. Our respondents answered our questionnaires. Responses

to the questionnaire by the students were statistically analysed with the data requirement

of the study. Data collection were classified, and coded for analysis using sample

descriptive such as frequency counts and percentage.

The findings of the study resulted: 1. Out of 120 respondents, Lack of Bonding

has the highest percentage the researcher tallied. With the percentage of 338% over

802%. It is followed by the Technology. With the percentage of 192% over 802%. Then,

Fear. With the percentage of 172& over 802% and lastly, Friends with the percentage of

100% over 802%.

2. Out of 120 respondents, One Day Parent-Child Bonding has the highest

percentage the researcher tallied. With the percentage of 600% over 802%. It is followed

by the Seminar. With the percentage of 87% over 802%. Then, PE Activity. With the

percentage of 80% over 802%. Lastly, Bible Study with the percentage of 35% over

802%.

The researchers conclude: 1. The researchers found out that Technology, Friends,

Fear and Lack of Bonding are the main reasons why some of the Students are having

some difficulties in communicating with their Parents. 2. The researchers found out that

the most common answer of the Junior High School Students that affects their open

communication between their parents is Lack of Bonding.

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 Imus Institute of Science and Technology
Former Imus Institute, Inc., est., 1923
City of Imus, Cavite

3. The researchers found out that the One day parent-child bonding, Seminar and

PE Activity has the highest percentage chosen by the respondents as the keys to improve

open communication with their Parents. 4. The researchers found out that they should

start planning where would they like to go and have a family game/bonding so they can

start knowing more each other.

Researchers recommend that: 1. Students: The researchers recommend to the

students that talk to their parents more often. It will prevent awkward silence between the

parents and the children. 2. Teachers: The researchers recommend to the teachers that try

to talk privately with the students about what they feel towards their parents. They can

also talk or consult to the student’s parent.

3. Parents: The researchers recommend to the parents that they must have more

time and attention to their children more often. They can also convince their children to

tell them what and how they feel. 4. Future researchers: The researchers recommend

that they look into the other causes/reasons of the students why they did not communicate

with their parents and find out other perceptions about it. They may also increase the

number of respondents in their study.

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 Imus Institute of Science and Technology
Former Imus Institute, Inc., est., 1923
City of Imus, Cavite

Table of Contents
Chapter 1
The Problem and It’s Background .......................................................................9
Introduction ...................................................................................................... 9-10
Objectives..............................................................................................................11
Statement of the Problem ....................................................................................11
Significance of the Study .....................................................................................12
Research Paradigm ..............................................................................................13
Scope and Limitation ...........................................................................................13
Definition of Terms ..............................................................................................14

Chapter 2
Review of Related Literature and Studies .........................................................15
Local Literature ............................................................................................. 15-16
Foreign Literature ......................................................................................... 16-17
Local Studies................................................................................................... 17-18
Foreign Studies ............................................................................................... 18-20
Synthesis................................................................................................................21

Chapter 3
Methodology .........................................................................................................22
Research Design ...................................................................................................22
Respondents of the Study .............................................................................. 22-23
Sampling Technique ............................................................................................23
Research Instrument Used ..................................................................................23
Data Gathering Procedure ............................................................................ 23-24
Statistical Treatment of Data ..............................................................................24

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 Imus Institute of Science and Technology
Former Imus Institute, Inc., est., 1923
City of Imus, Cavite

Chapter 4
Presentation, Analysis and Interpretation ................................................... 25-36
Chapter 5
Summary, Conclusion and Recommendation ...................................................37
Summary of Findings .................................................................................... 37-45
Conclusion ............................................................................................................45
Recommendations ................................................................................................46
Appendices ....................................................................................................................47
Appendix A ............................................................................................................. 48-50
Appendix B ............................................................................................................. 51-52
Appendix C ............................................................................................................. 53-59
Appendix D (Curriculum Vitae) ........................................................................... 60-74
Bibliography ........................................................................................................... 75-76

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 Imus Institute of Science and Technology
Former Imus Institute, Inc., est., 1923
City of Imus, Cavite

Chapter 1

Problem and it’s Background

Introduction

Student-Parent relationship is very important most especially when it comes to

academic performances and personal problems about life. Sometimes, a children doesn’t

know what to do on how to handle his/her problems in life and because of that the

children/student should know on how to manage or to resolve his/her problems that keeps

on bothering him/her.

Attention, attention is the most important thing a children should have because if

a children/student doesn’t have or get the proper attention from their parents they can’t

handle a problem or situation in care or in a right way.

A good deal of literature provides evidence that strong relationship between

students and parents are essential to do development of all students in school positive

student-parent relationships are valuable resource. In today’s generation of students, they

have so much difficulties when it comes to communicating with their parents.

Students are terrified to talk to their parents about their low grades, their low

academic performances and most especially about their friends. That is all because of

they are not comfortable sharing or talking to their parent.

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 Imus Institute of Science and Technology
Former Imus Institute, Inc., est., 1923
City of Imus, Cavite

Parents are strong advocates for their children and often serve as informal

advisors as their students make academic and career decisions. Student-Parent

relationships are not unyielding as the past young generation of students.

Every student has a problem in school. As any parent of a student knows that

discipline can be difficult and confusing issues, of course a student also knows what good

behaviour is and the right way to comfort and make their parents happy. Discipline isn’t

about punishment; it about helping people in developing responsibility.

Here they start disobeying their parents, which creates problem. It’s really a

shame on them to lie, not to care about anything in life and consider the parents like

machine with no time to do their own business.

Relationship with a parents allows students to be able to work on their own

because they know they can count on their parent if problem arise-that the parents will

recognize and respond to the problem.

As children enter formal school settings relationship with their parents provide the

foundation for successful adjustment to the social and academic environment. Students

should not consider our parents like a machine with no time to do their own business.

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 Imus Institute of Science and Technology
Former Imus Institute, Inc., est., 1923
City of Imus, Cavite

Objectives

 To determine the factors that affects the open communication between parent and

student.

 To know the activities that would strengthen the open communication between

parents and students.

 To know how frequent they talk to your parents.

Statement of the problem

This study will seek to answer the following questions:

 What are the factors that affects open communication between parents and high

school students?

 What are the activities that would strengthen the open communication between

parents and students?

 How frequent do you talk to your parents when it comes to:

A. Studies

B. Lovelife

C. Dreams

D. Wants

E. Problems

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 Imus Institute of Science and Technology
Former Imus Institute, Inc., est., 1923
City of Imus, Cavite

Significance of the Study

To the Parents

This study would be able the parent to fully understand their children’s thought

and action, it will enlighten them on how can their communication with their children be

strengthened.

To the Students

This kind of study will not be jeopardized by them because it’s very worth it for

them. This will wakes them up to know the worth of communication with their parents.

To the Teachers

For the teachers, this will enable them or to have an urge to talk to our parents.

This will compromise them to give some advice with their students.

To the Future Researchers

For the future researchers, this can be their guide or as a basic by doing their

research paper. This research will also help them

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 Imus Institute of Science and Technology
Former Imus Institute, Inc., est., 1923
City of Imus, Cavite

Research Paradigm

Parent and Students The factors that

Of Imus Institute of affects their open Family Day
Science and
communication
Technology

Figure 1:The figure shows the paradigm of Independent Variable & Dependent Variable

are the prevention of Factors that affect open communication between parents and high

school students of Imus Institute of Science and Technology SY 2017-2018.

Scope and Limitation

This study is entitled “Factors that affect open communication between parents

and high school students of Imus Institute of Science and Technology SY 2017-2018”

was limited to all Junior High School Students here in IIST.

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 Imus Institute of Science and Technology
Former Imus Institute, Inc., est., 1923
City of Imus, Cavite

Definition of Terms

 Student– the one who needs to improve their communication skills with their

parents.

 Unyielding– It is need of children-parent interaction.

 Terrified– the feeling of every student that having a gap with their parents.

 Relationship– the way that student-parent should practice and improve.

 Parents– the one who needs to improve their communication skills with their child.

 Friends– one factor that consume the time of the students.

 Attention- one factor that sometimes a parent can give to their children.

 Communication- a problem between a parent and a child that should be enhance.

 Discipline- a student/children should learn or improve in today’s generation.

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 Imus Institute of Science and Technology
Former Imus Institute, Inc., est., 1923
City of Imus, Cavite

Chapter 2

Review of Related Literature and Studies

Related Local Literature

Parent involvement in a child's education is consistently found to be positively

associated with a child's academic performance. However, there has been little

investigation of the mechanisms that explain this association. The present study examines

two potential mechanisms of this association: the child's perception of cognitive

competence and the quality of the student-teacher relationship. This study used a sample

of 158 seven-year old participants, their mothers, and their teachers.

Dearing and colleagues (2006) which employed longitudinal data on parent

involvement and reading achievement to examine within- and between-family

associations of parent involvement and literacy across elementary school. Findings

suggested that differences in levels of parent involvement between-families and changes

in parent involvement within-families were both predictive of children's literacy skills,

and increasing parent involvement during elementary school improved literacy growth.

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 Imus Institute of Science and Technology
Former Imus Institute, Inc., est., 1923
City of Imus, Cavite

Hill & Craft (2003)Parent involvement is one factor that has been consistently

related to a child's increased academic performance. Mehra (2001) found that high self-

monitors, people who are concerned about how they are perceived by others-occupied

more central positions in the friendship network of a high-tech company.

Related Foreign Literature

External classroom factors include extracurricular activities, family problems,

work and financial, social and other problems. Research studies shows that students‘

performance depends on many factors such as learning facilities, gender and age

differences, etc. that can affect student performance (Hansen, Joe B., 2000). Harb and

El-Shaarawi (2006) found that the most important factor with positive effect on students'

performance is Parental Involvement.

So there is no commonly agreed upon definition of quality that is applied to

education field. The definition of quality of education varies from culture to culture

(Michael, 2004). The environment and the personal characteristics of learners play an

important role in their academic success. The school personnel, members of the families

and communities provide help and support to students for the quality of their academic

performance. This social assistance has a crucial role for the accomplishment of

performance goals of students at school (Goddard, 2003).

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 Imus Institute of Science and Technology
Former Imus Institute, Inc., est., 1923
City of Imus, Cavite

Krashen (2005) concluded that students whose parents are educated score higher

on standardized tests than those whose parents were not educated. Educated parents can

better communicate with their children regarding the school work, activities and the

information being taught at school. They can better assist their children in their work and

participate at school. (Fantuzzo&Tighe, 2000).

Related Local Studies

The goal of the present study was to test two variables that may mediate, or

explain how, parent involvement is related to a child's academic performance. Parent

involvement was defined as the teacher's perception of “the positive attitude parents have

towards their child's education, teacher, and school” (Webster-Stratton, 2002).

Izzo and colleagues (2001)also found significant positive associations between

average parent involvement in early elementary school and socio-emotional development

and achievement in later elementary school. Such studies reflect the common practice of

considering parent involvement as a static predictor of concurrent achievement or

educational outcomes in later school years.

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 Imus Institute of Science and Technology
Former Imus Institute, Inc., est., 1923
City of Imus, Cavite

A major challenge facing researchers is determining whether parent involvement

itself is actually beneficial to children or whether parents who are more engaged and

involved in children's schooling also differ in key selection characteristics (e.g.,

motivation, cognitive competence) from less involved parents. If the most competent

parents with developmentally advanced children are more likely to be involved in school,

this could lead to an upward bias of the effect of parent involvement, thereby making it

appear to be disproportionately beneficial to children. In contrast, if parents of the most

struggling children are more likely to be involved, a downward bias in the influence of

parent involvement may emerge, indicating that parent involvement is less beneficial for

children than is actually the case. Between-child analyses are susceptible to these sorts of

end ogeneityor selection biases. (Duncan, Magnuson, & Ludwig, 2004)

Related Foreign Studies

Kuzma (2004) Children needs positive attention. Criticism, complaining and

negative comments are discouraging and often result in more misbehavior. But

encouragement, optimism and positive strokes are to kids as fertilizer is to plants It‘s the

stuff that really makes them flourish- as Rudolf Dreikers statement that ―each child

needs continuous encouragement just as a plant needs water.

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 Imus Institute of Science and Technology
Former Imus Institute, Inc., est., 1923
City of Imus, Cavite

Parents who are more involved in their children‘s lives, as measured by the

number of shared activities, are more likely to hold higher expectations for their child‘s

education. Visiting a library together, attending a concert or play, visiting an art gallery,

museum, or historical site, or going together to a zoo or aquarium were listed as the kinds

of activities parents and children might have shared in the past month. Among parents

who counted three or four such activities,79percent expected their child to achieve a

bachelor‘s degree or higher, compared with 62percent among parents who did not share

any such activities with their child in the past month More striking, between six and

seven percent of parents who shared at least one activity with their child expected that

they would not attain more than a high school diploma, compared with12 percent of

parents who shared no activities in the past month. (Child Trends‘ originalanalysis of

the 2003 and 2007 National Household Education Surveys.)

AmitavaRaychaudhuri, (July 2010), found that numerous studies have been

done to identify those factors which are affecting student‘s academic performance. The

students‘ academic performance depends on a number of socio-economic factors like

students‘ attendance in the class, family income, mother‘s and father‘s education, teacher

-student ratio, presence of trained teacher in school, sex of the student, and distance of

schools.

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 Imus Institute of Science and Technology
Former Imus Institute, Inc., est., 1923
City of Imus, Cavite

Hijaz and Naqvi (2006) observed that there is a negative relationship between

the family income and students‘ performance and they focus on the private colleges in

Pakistan.

Studies done with students at the ages of middle childhood and adolescence

support the notion that those social skills acquired in early education are related to social

skills and academic performance throughout school-aged years. One such longitudinal

study done with third- and fourth-grade students found that social skills were predictive

of both current and future academic performance. (Malecki& Elliot, 2002).

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 Imus Institute of Science and Technology
Former Imus Institute, Inc., est., 1923
City of Imus, Cavite

Synthesis

The researchers found out that this chapter concludes necessary details about

Parent Involvement that Affects the Open Communication and the Academic

Performances of their children. Parent Involvement is one factor that has been

consistently related to a child’s increased Academic Performances. It also said that each

child needs continuous encouragement just as a plants needs water and every children

needs positive attention. Researchers also concluded that students whose parents are

educated score higher on standardized test that those whose parents are not educated.

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 Imus Institute of Science and Technology
Former Imus Institute, Inc., est., 1923
City of Imus, Cavite

Chapter 3
METHODOLOGY
Research Design

While working on the study's objective in order to find out development of the

former Junior High School students in our school, the researchers have considered the

descriptive research design as the most necessary design to be used in this study. A

descriptive research is a study designed to depict the participants in an accurate way.

More simply put, descriptive research is all about describing people who take part in

study. (Devin Kowalczyk 2003)

Respondents of the Study

Given that this research was conducted to know the outcomes of student's in

communicating with their parents, the respondents of the study were the JHS students in

IIST. The questionnaire will be answered by the JHS students in IIST. Having a total of

120 respondents, the researchers believed that the results from this survey helped to know

the outcomes of students in communicating with their parents in Imus Institute of Science

and Technology.

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 Imus Institute of Science and Technology
Former Imus Institute, Inc., est., 1923
City of Imus, Cavite

This research study was to know the affects and outcomes of student program

guides in IIST the respondents of this study were the help of the ones been leader of

students of the school. The following questions that will be given to the programmers and

the leaders. We researchers believe that the results in survey will help to have an action

of leaders and students of Imus Institute of Science and Technology.

Sampling Technique
The researchers used the stratified sampling, it refers to a type of sampling

method. With stratified sampling, the researcher divides the population into separate

groups, called strata. Using stratified sampling, it may be possible to reduce the sample

size required to achieve a given precision. Or it my be possible to increase the precision

with the same sample size.

Research Instrument Used

The researchers used a survey questionnaire containing the questions that are

related to the research problem.

Data Gathering Procedure

Researchers should be aware of the particular topic to speak when they begin the

survey. It should be done in a questionnaire for the purpose of not forgetting the

important topics can ask. They prepare all the necessary documents required for this

survey.

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 Imus Institute of Science and Technology
Former Imus Institute, Inc., est., 1923
City of Imus, Cavite

The research must be made by group worked to know everything about the

subject. They also need a long as they are not as prepared as already prepared properly it

can fall of their group on this subject that they mistakenly tested and prepared for their

defense or exam.

Statistical Treatment of Data

Responses to the questionnaire by the selected students were statistically analysed

with the data requirement of the study. Data collection were classified, and coded for

analysis using sample descriptive such as frequency counts and percentage.

1. Percentage - a rate, number or amount in each hundred.

p = Percentage

𝒇
f = Frequency 𝒑 = 𝒏 𝒙 𝟏𝟎𝟎

n= No. of Respondents

2. Frequency- the rate at which something occurs or is repeated over a particular period

or in given sample.

3.No of Respondents- 120 respondents from grade7-10 students of IIST, the respondents

will be randomly selected.

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 Imus Institute of Science and Technology
Former Imus Institute, Inc., est., 1923
City of Imus, Cavite

Chapter 4

PRESENTATION, ANALYSIS AND INTERPRETATION

G-7 BHS
What are the factors that affects open communication
between parents and high school students?
Fear
13%

Lack of Bonding Friends

47% 20%

Technology
20%

Figure 1: The figure shows the majority of our respondents answered Lack of Bonding with the
total of 47%.

What are the activities that would strengthen the open

comunication between parents and students?
Bible Study PE Activity
7% 13%

Seminar
One Day Parent- 27%
Child Bonding
53%

Figure 1.1: The figure shows the majority of our respondents answered One Day Parent-Child
Bonding with the total of 53%.

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 Imus Institute of Science and Technology
Former Imus Institute, Inc., est., 1923
City of Imus, Cavite

How frequent do you talk to your parents when it

comes to;
80
70
60
50
40
30
20
10
0
Studies Lovelife Dreams Wants Problems
Always 67 0 40 67 33
Seldom 33 40 53 33 40
Never 0 60 7 0 27

Figure 1.2: the figure shows that majority of our respondents answered Studies and Wants in
“always” category, while Dreams in “seldom” category and Lovelife in “never”.

G-7 SHS
What are the factors that affects open communication
between parents and high school students?
Fear
0%

Friends
Lack of 27%
Bonding
40%

Technology
33%

Figure 2: The figure shows the majority of our respondents answered Lack of Bonding with the
total of 40%.

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 Imus Institute of Science and Technology
Former Imus Institute, Inc., est., 1923
City of Imus, Cavite

What are the activities that would strengthen the open

comunication between parents and students?
Bible Study
7%

PE Activity
27%

One Day Parent-

Child Bonding Seminar
53% 13%

Figure 2.1: The figure shows the majority of our respondents answered One Day Parent-Child
Bonding with the total of 53%.

How frequent do you talk to your parents when it

comes to;
70
60
50
40
30
20
10
0
Studies Lovelife Dreams Wants Problems
Always 60 20 33 60 27
Seldom 40 27 53 33 47
Never 0 53 13 7 27

Figure 2.2: the figure shows that majority of our respondents answered Studies and Wants in
“always” category, while Dreams in “seldom” category an Lovelife in “never”.

27
 Imus Institute of Science and Technology
Former Imus Institute, Inc., est., 1923
City of Imus, Cavite

G-8 BHS
What are the factors that affects open communication
between parents and high school students?

Lack of Bonding
Fear
20%
13%

Technology Friends
27% 40%

Figure 3: The figure shows the majority of our respondents answered Friends with the total of
40%.

What are the activities that would strengthen the open

comunication between parents and students?
Bible Study
7%

PE Activity
20%

Seminar
13%
One Day Parent-
Child Bonding
60%

Figure 3.1: The figure shows the majority of our respondents answered One Day Parent-Child
Bonding with the total of 60%.

28
 Imus Institute of Science and Technology
Former Imus Institute, Inc., est., 1923
City of Imus, Cavite

How frequent do you talk to your parents when

it comes to;
80
70
60
50
40
30
20
10
0
Studies Lovelife Dreams Wants Problems
Always 73 27 40 33 20
Seldom 27 33 60 47 60
Never 0 40 0 20 20

Figure 3.2: the figure shows that majority of our respondents answered Studies in “always”
category, while Dreams in “seldom” category an Lovelife in “never”.

G-8 SHS
What are the factors that affects open communication
between parents and high school students?
Fear
7% Friends
0%

Technology
33%
Lack of
Bonding
60%

Figure 4: The figure shows the majority of our respondents answered Lack of Bonding with the
total of 60%.

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 Imus Institute of Science and Technology
Former Imus Institute, Inc., est., 1923
City of Imus, Cavite

What are the activities that would strengthen the open

comunication between parents and students?

Seminar
Bible Study PE Activity
0%
0% 0%

One Day Parent-

Child Bonding
100%

Figure 4.1: The figure shows the majority of our respondents answered One Day Parent-Child
Bonding with the total of 100%.

How frequent do you talk to your parents when it

comes to;
80
70
60
50
40
30
20
10
0
Studies Lovelife Dreams Wants Problems
Always 53 20 47 73 27
Seldom 40 7 40 20 53
Never 7 73 13 7 20

Figure 4.2: the figure shows that majority of our respondents answered Wants in “always”
category, while Problems in “seldom” category an Lovelife in “never”.

30
 Imus Institute of Science and Technology
Former Imus Institute, Inc., est., 1923
City of Imus, Cavite

G-9 BHS
What are the factors that affects open communication
between parents and high school students?

Fear
40%
Lack of Bonding
53%

Friends
0%
Technology
7%

Figure 5: The figure shows the majority of our respondents answered Lack of Bonding with the
total of 53%.

What are the activities that would strengthen the open

comunication between parents and students?
PE Activity
13%
Bible Study
0%
Seminar
7%

One Day Parent-

Child Bonding
80%

Figure 5.1: The figure shows the majority of our respondents answered One Day Parent-Child
Bonding with the total of 80%.

31
 Imus Institute of Science and Technology
Former Imus Institute, Inc., est., 1923
City of Imus, Cavite

How frequent do you talk to your parents when

it comes to;
90
80
70
60
50
40
30
20
10
0
Studies Lovelife Dreams Wants Problems
Always 53 0 33 47 13
Seldom 40 20 47 40 60
Never 7 80 20 13 27

Figure 5.2: the figure shows that majority of our respondents answered Studies in
“always” category, while Problems in “seldom” category an Lovelife in “never”.

G-9 SHS
What are the factors that affects open communication
between parents and high school students?

Lack of Fear
Bonding 27%
27%

Friends
Technology 13%
33%

Figure 6: The figure shows the majority of our respondents answered Technology with the total
of 33%.

32
 Imus Institute of Science and Technology
Former Imus Institute, Inc., est., 1923
City of Imus, Cavite

What are the activities that would strengthen the open

comunication between parents and students?
Bible Study
7%

PE Activity Seminar
0% 20%

One Day Parent-

Child Bonding
73%

Figure 6.1: The figure shows the majority of our respondents answered One Day Parent-Child
Bonding with the total of 73%.

How frequent do you talk to your parents when it

comes to;
70
60
50
40
30
20
10
0
Studies Lovelife Dreams Wants Problems
Always 53 13 40 60 20
Seldom 40 47 47 33 53
Never 7 40 13 7 27

Figure 6.2: the figure shows that majority of our respondents answered Wants in
“always” category, while Problems in “seldom” category an Lovelife in “never”.

33
 Imus Institute of Science and Technology
Former Imus Institute, Inc., est., 1923
City of Imus, Cavite

G-10 BHS
What are the factors that affects open communication
between parents and high school students?

Lack of
Bonding Fear
33% 40%

Technology
27%
Friends
0%

Figure 7: The figure shows the majority of our respondents answered Fear with the total of 37%.

What are the activities that would strengthen the open

comunication between parents and students?
Bible Study
7%
Seminar
PE Activity 0%
0%

One Day Parent-

Child Bonding
93%

Figure 7.1: The figure shows the majority of our respondents answered One Day Parent-Child
Bonding with the total of 80%.

34
 Imus Institute of Science and Technology
Former Imus Institute, Inc., est., 1923
City of Imus, Cavite

How frequent do you talk to your parents when it

comes to;
90
80
70
60
50
40
30
20
10
0
Studies Lovelife Dreams Wants Problems
Always 80 20 80 80 40
Seldom 20 40 20 20 47
Never 0 40 0 0 13

Figure 7.2: the figure shows that majority of our respondents answered Studies, Dreams and
Wants in “always” category, while Problems in “seldom” category an Lovelife in “never”.

G-10 SHS
What are the factors that affects open communication
between parents and high school students?

Fear
40%
Lack of Bonding
53%

Friends
0%
Technology
7%

Figure 8: The figure shows the majority of our respondents answered Lack of Bonding with the
total of 53%.

35
 Imus Institute of Science and Technology
Former Imus Institute, Inc., est., 1923
City of Imus, Cavite

What are the activities that would strengthen the open

comunication between parents and students?
PE Activity
7%
Bible Study Seminar
0% 7%

One Day Parent-

Child Bonding
86%

Figure 8.1: The figure shows the majority of our respondents answered One Day Parent-
Child Bonding with the total of 86%.

How frequent do you talk to your parents when it comes

to;
80
70
60
50
40
30
20
10
0
Studies Lovelife Dreams Wants Problems
Always 73 27 40 60 40
Seldom 27 40 53 27 33
Never 0 33 7 13 27

Figure 8.2: the figure shows that majority of our respondents answered Studies in “always”
category, while Dreams in “seldom” category an Lovelife in “never”.

36
 Imus Institute of Science and Technology
Former Imus Institute, Inc., est., 1923
City of Imus, Cavite

Chapter 5
SUMMARY, CONCLUSION AND REOMMENDATION OF
DATA

SUMMARY
Figure 1: Out of 15 respondents in Grade 7-BHS, 2 of the respondents answered

Fear with the total percentage of 13%. While, 3 of our respondents answered Friends with

the total percentage of 20%. Then, also 3 of our respondents answered Technology with

the total percentage of 20%. Lastly, 7 of our respondents answered Lack of Bonding with

the total percentage of 47%.

Figure 1.1: Out of 15 respondents in Grade 7-BHS, 2 of the respondents answered

P.E Activity with the total percentage of 13%. While, 4 of our respondents answered

Seminar with the total percentage of 27%. Then, also 8 of our respondents answered One-

Day Parent-Child Bonding with the total percentage of 53%. Lastly, 1 of our respondents

answered Bible Study with the total percentage of 7%.

Figure 1.2: Out of 15 respondents in Grade 7-BHS. In Studies, 10 of our

respondents answered “always”. While, 5 of our respondents answered “seldom”. Then, 0

answered “never”. In Love life, 0 answered “always”. While 6 of them answered

“seldom” and 9 of our respondents answered “never”. In Dreams, 6 of our respondents

answered “always”, 8 of them answered “seldom” and 1 out of 15 answered “never”.

37
 Imus Institute of Science and Technology
Former Imus Institute, Inc., est., 1923
City of Imus, Cavite

In Wants, 10 of our respondents answered “always”. While, 5 of our respondents

answered “seldom”. Then, 0 answered “never”. In Problems, 5 of our respondents

answered “always”. While, 6 of our respondents answered “seldom”. Then, 4 answered

“never”.

Figure 2: Out of 15 respondents in Grade 7-SHS, none of the respondents

answered Fear with the total percentage of 0%. While, 4 of our respondents answered

Friends with the total percentage of 27%. Then, also 5 of our respondents answered

Technology with the total percentage of 33%. Lastly, 6 of our respondents answered

Lack of Bonding with the total percentage of 40%.

Figure 2.1: Out of 15 respondents in Grade 7-SHS, 4 of the respondents answered

P.E Activity with the total percentage of 27%. While, 2 of our respondents answered

Seminar with the total percentage of 13%. Then, also 8 of our respondents answered One-

Day Parent-Child Bonding with the total percentage of 53%. Lastly, 1 of our respondents

answered Bible Study with the total percentage of 7%.

Figure 1.2: Out of 15 respondents in Grade 7-SHS. In Studies, 9 of our

respondents answered “always”. While, 6 of our respondents answered “seldom”. Then, 0

answered “never”. In Love life, 3 answered “always”. While 4 of them answered

“seldom” and 8 of our respondents answered “never”. In Dreams, 5 of our respondents

answered “always”, 8 of them answered “seldom” and 2 out of 15 answered “never”.

38
 Imus Institute of Science and Technology
Former Imus Institute, Inc., est., 1923
City of Imus, Cavite

In Wants, 9 of our respondents answered “always”. While, 5 of our respondents

answered “seldom”. Then, 1 answered “never”. In Problems, 4 of our respondents

answered “always”. While, 7 of our respondents answered “seldom”. Then, 4 answered

“never”.

Figure 3: Out of 15 respondents in Grade 8-BHS, 2 of the respondents answered

Fear with the total percentage of 13%. While, 6 of our respondents answered Friends with

the total percentage of 40%. Then, also 4 of our respondents answered Technology with

the total percentage of 27%. Lastly, 3 of our respondents answered Lack of Bonding with

the total percentage of 20%.

Figure 3.1: Out of 15 respondents in Grade 8-BHS, 3 of the respondents answered

P.E Activity with the total percentage of 20%. While, 2 of our respondents answered

Seminar with the total percentage of 13%. Then, also 9 of our respondents answered One-

Day Parent-Child Bonding with the total percentage of 60%. Lastly, 1 of our respondents

answered Bible Study with the total percentage of 7%.

Figure 1.2: Out of 15 respondents in Grade 8-BHS. In Studies, 11 of our

respondents answered “always”. While, 4 of our respondents answered “seldom”. Then, 0

answered “never”. In Love life, 4 answered “always”. While 5 of them answered

“seldom” and 6 of our respondents answered “never”. In Dreams, 6 of our respondents

answered “always”, 9 of them answered “seldom” and none of them answered “never”.

39
 Imus Institute of Science and Technology
Former Imus Institute, Inc., est., 1923
City of Imus, Cavite

In Wants, 5 of our respondents answered “always”. While, 7 of our respondents

answered “seldom”. Then, 3 answered “never”. In Problems, 3 of our respondents

answered “always”. While, 6 of our respondents answered “seldom”. Then, 3 answered

“never”.

Figure 4: Out of 15 respondents in Grade 8-SHS, 1 of them answered Fear with

the total percentage of 7%. While, none of the respondents answered Friends. Then, also

5 of our respondents answered Technology with the total percentage of 33%. Lastly, 9 of

our respondents answered Lack of Bonding with the total percentage of 60%.

Figure 4.1: Out of 15 respondents in Grade 8-SHS, none of the respondents

answered P.E Activity. While, none of our respondents answered Seminar. Then, also 15

out of 15 of our respondents answered One-Day Parent-Child Bonding with the total

percentage of 100%. Lastly, none of our respondents answered Bible Study.

Figure 4.2: Out of 15 respondents in Grade 8-SHS. In Studies, 8 of our

respondents answered “always”. While, 6 of our respondents answered “seldom”. Then, 1

answered “never”. In Love life, 3 answered “always”. While 1 of them answered

“seldom” and 11 of our respondents answered “never”. In Dreams, 7 of our respondents

answered “always”, 6 of them answered “seldom” and 2 of them answered “never”.

40
 Imus Institute of Science and Technology
Former Imus Institute, Inc., est., 1923
City of Imus, Cavite

In Wants, 11 of our respondents answered “always”. While, 3 of our respondents

answered “seldom”. Then, 1 answered “never”. In Problems, 4 of our respondents

answered “always”. While, 8 of our respondents answered “seldom”. Then, 3 answered

“never”.

Figure 5: Out of 15 respondents in Grade 9-BHS, 6 of the respondents answered

Fear with the total percentage of 40%. While, none of our respondents answered Friends.

Then, also 1 of our respondents answered Technology with the total percentage of 7%.

Lastly, 8 of our respondents answered Lack of Bonding with the total percentage of 53%.

Figure 5.1: Out of 15 respondents in Grade 9-BHS, 2 of the respondents answered

P.E Activity with the total percentage of 13%. While, 1 of our respondents answered

Seminar with the total percentage of 7%. Then, also 12 of our respondents answered One-

Day Parent-Child Bonding with the total percentage of 80%. Lastly, none of our

respondents answered Bible Study.

Figure 5.2: Out of 15 respondents in Grade 9-BHS. In Studies, 8 of our

respondents answered “always”. While, 6 of our respondents answered “seldom”. Then, 1

answered “never”. In Love life, none answered “always”. While 3 of them answered

“seldom” and 12 of our respondents answered “never”. In Dreams, 5 of our respondents

answered “always”, 7 of them answered “seldom” and 3 out of 15 answered “never”.

41
 Imus Institute of Science and Technology
Former Imus Institute, Inc., est., 1923
City of Imus, Cavite

In Wants, 7 of our respondents answered “always”. While, 6 of our respondents

answered “seldom”. Then, 2 answered “never”. In Problems, 2 of our respondents

answered “always”. While, 9 of our respondents answered “seldom”. Then, 4 answered

“never”.

Figure 6: Out of 15 respondents in Grade 9-SHS, 4 of the respondents answered

Fear with the total percentage of 27%. While, 2 of our respondents answered Friends with

the total percentage of 13%. Then, also 5 of our respondents answered Technology with

the total percentage of 333%. Lastly, 4 of our respondents answered Lack of Bonding

with the total percentage of 27%.

Figure 6.1: Out of 15 respondents in Grade 9-SHS, none of the respondents

answered P.E Activity. While, 3 of our respondents answered Seminar with the total

percentage of 20%. Then, also 11 of our respondents answered One-Day Parent-Child

Bonding with the total percentage of 73%. Lastly, 1 of our respondents answered Bible

Study with the total percentage of 7%.

Figure 6.2: Out of 15 respondents in Grade 9-SHS. In Studies, 8 of our

respondents answered “always”. While, 6 of our respondents answered “seldom”. Then, 1

answered “never”. In Love life, 2 answered “always”. While 7 of them answered

“seldom” and 6 of our respondents answered “never”. In Dreams, 6 of our respondents

answered “always”, 7 of them answered “seldom” and 2 out of 15 answered “never”.

42
 Imus Institute of Science and Technology
Former Imus Institute, Inc., est., 1923
City of Imus, Cavite

In Wants, 9 of our respondents answered “always”. While, 5 of our respondents

answered “seldom”. Then, 1 answered “never”. In Problems, 3 of our respondents

answered “always”. While, 8 of our respondents answered “seldom”. Then, 4 answered

“never”.

Figure 7: Out of 15 respondents in Grade 10-BHS, 6 of the respondents answered

Fear with the total percentage of 40%. While, none of our respondents answered Friends.

Then, also 4 of our respondents answered Technology with the total percentage of 27%.

Lastly, 5 of our respondents answered Lack of Bonding with the total percentage of 33%.

Figure 7.1: Out of 15 respondents in Grade 10-BHS, none of the respondents

answered P.E Activity. While, none of our respondents answered Seminar. Then, also 14

of our respondents answered One-Day Parent-Child Bonding with the total percentage of

93%. Lastly, 1 of our respondents answered Bible Study with the total percentage of 7%.

Figure 7.2: Out of 15 respondents in Grade 10-BHS. In Studies, 12 of our

respondents answered “always”. While, 3 of our respondents answered “seldom”. Then,

none answered “never”. In Love life, 3 answered “always”. While 6 of them answered

“seldom” and 6 of our respondents answered “never”. In Dreams, 12 of our respondents

answered “always”, 3 of them answered “seldom” and 0 out of 15 answered “never”.

43
 Imus Institute of Science and Technology
Former Imus Institute, Inc., est., 1923
City of Imus, Cavite

In Wants, 12 of our respondents answered “always”. While, 3 of our respondents

answered “seldom”. Then, none answered “never”. In Problems, 6 of our respondents

answered “always”. While, 7 of our respondents answered “seldom”. Then, 2 answered

“never”.

Figure 8: Out of 15 respondents in Grade 10-SHS, 6 of the respondents answered

Fear with the total percentage of 40%. While, none of our respondents answered Friends.

Then, also 1 of our respondents answered Technology with the total percentage of 7%.

Lastly, 8 of our respondents answered Lack of Bonding with the total percentage of 53%.

Figure 8.1: Out of 15 respondents in Grade 10-SHS, 1 of the respondents

answered P.E Activity with the total percentage of 7%.. While, 1 of our respondents

answered Seminar with the total percentage of 7%.. Then, also 13 of our respondents

answered One-Day Parent-Child Bonding with the total percentage of 93%. Lastly, none

of our respondents answered Bible Study.

Figure 8.2: Out of 15 respondents in Grade 10-SHS. In Studies, 11 of our

respondents answered “always”. While, 4 of our respondents answered “seldom”. Then,

none answered “never”. In Love life, 4 answered “always”. While 6 of them answered

“seldom” and 5 of our respondents answered “never”. In Dreams, 6 of our respondents

answered “always”, 8 of them answered “seldom” and 1 out of 15 answered “never”.

44
 Imus Institute of Science and Technology
Former Imus Institute, Inc., est., 1923
City of Imus, Cavite

In Wants, 9 of our respondents answered “always”. While, 4 of our respondents

answered “seldom”. Then, 2 answered “never”. In Problems, 6 of our respondents

answered “always”. While, 5 of our respondents answered “seldom”. Then, 4 answered

“never”.

CONCLUSION

1. The researchers found out that Technology, Friends, Fear and Lack of Bonding are the

main reasons why some of the Students are having some difficulties in communicating

with their Parents.

2. The researchers found out that the most common answer of the Junior High School

Students that affects their open communication between their parents is Lack of Bonding

3. The researchers found out that the One day parent-child bonding, Seminar and PE

Activity has the highest percentage chosen by the respondents as the keys to improve

open communication with their Parents

4. The researchers found out that they should start planning where would they like to go

and have a family game/bonding so they can start knowing more each other.

45
 Imus Institute of Science and Technology
Former Imus Institute, Inc., est., 1923
City of Imus, Cavite

RECOMMENDATIONS

1. Students: The researchers recommend to the students that talk to their parents more

often. It will prevent awkward silence between the parents and the children.

2. Teachers: The researchers recommend to the teachers that try to talk privately with the

students about what they feel towards their parents. They can also talk or consult to the

student’s parent.

3. Parents: The researchers recommend to the parents that they must have more time and

attention to their children more often. They can also convince their children to tell them

what and how they feel.

4. Future researchers: The researchers recommend that they look into the other

causes/reasons of the students why they did not communicate with their parents and find

out other perceptions about it. They may also increase the number of respondents in their

study.

46
 Imus Institute of Science and Technology
Former Imus Institute, Inc., est., 1923
City of Imus, Cavite

APPENDICES

47
Imus Institute of Science and Technology
Former Imus Institute, Inc., est., 1923
City of Imus, Cavite

APPENDIX A

48
Imus Institute of Science and Technology
Former Imus Institute, Inc., est., 1923
City of Imus, Cavite

49
Imus Institute of Science and Technology
Former Imus Institute, Inc., est., 1923
City of Imus, Cavite

50
Imus Institute of Science and Technology
Former Imus Institute, Inc., est., 1923
City of Imus, Cavite

APPENDIX B

51
 Imus Institute of Science and Technology
Former Imus Institute, Inc., est., 1923
City of Imus, Cavite

Factors that affect open communication between parents and high school students of
Imus Institute of Science and Technology SY 2017-20

Factors that Affects Open Communication between Parents and High School
Students of Imus Institute of Science and
Technology S.Y. 2017-2018

Questionnaire

1. What are the factors that affects open communication between

parents and high school students?
Fear
Friends
Technology
Lack of bonding

2. What are the activities that would strengthen the open

communication between parents and students?
PE activity
Seminar
One day Parent-Child bonding
Bible Study

3. How frequent do you talk to your parents when it comes to;

Always Seldom Never
a. Studies
b. Lovelife
c. Dreams
d. Wants
e. Problems

52
Imus Institute of Science and Technology
Former Imus Institute, Inc., est., 1923
City of Imus, Cavite

APPENDIX C

53
 Imus Institute of Science and Technology
Former Imus Institute, Inc., est., 1923
City of Imus, Cavite

DOCUMENTATION

The image shows the Grade 9-

Galileo Boys answering our
questionnaire

The image shows our dear

respondents answering the
questionnaire we gave to them

The image shows the Grade 7-

Gold is answering our
questionnaire

54
 Imus Institute of Science and Technology
Former Imus Institute, Inc., est., 1923
City of Imus, Cavite

The image given above is the group 3 members of 9- calcium giving questionnaires

to grade 7-10 junior high school students of IIST respondents. there are 120 respondents

and they are randomly selected.

The examples of questions in the given questionnaires are related to a parent-child

bonding or lack of bonding, the respondents will answer the questions based on their

experience on how they bond with their parents.

55
 Imus Institute of Science and Technology
Former Imus Institute, Inc., est., 1923
City of Imus, Cavite

RESEARCH OUTPUT

Act. 1: Orientation Act. 2: Shoot that PingPong Ball

The researcher’s group leader orienting the This the first game where the
junior high school students of Imus institute respondents should shoot the ball on the
of science and technology and their parents
cup by bouncing it.
about the purpose of our program.

Act. 3: Do you know his/ her Personality

This the second game where the parent and child
should answer the same question and they should
have a same answer. 56
 Imus Institute of Science and Technology
Former Imus Institute, Inc., est., 1923
City of Imus, Cavite

Act. 4: Human “sungka”

This the third game where they are divided
into two groups where they should have an
equal student and equal parents.

Act. 5: Awarding
The researcher’s was having an awarding by giving a
medal to their parents, by symbolizing love, respect and
giving thanks to them. Also, the students make their
parents proud. And especially the parents did a well great 57
job on giving their child a happy moment with their life.
 Imus Institute of Science and Technology
Former Imus Institute, Inc., est., 1923
City of Imus, Cavite

Act. 6: PICTURE TAKING

The image given above are the junior high school
students of Imus institute of science and technology
together with their parents. The researcher’s invited
them to participate in our program which is family day.
The images shows that we gathered them to take a
picture as a memory.

58
 Imus Institute of Science and Technology
Former Imus Institute, Inc., est., 1923
City of Imus, Cavite

Act. 6: FRAME
The image given above are the junior high school students
of Imus institute of science and technology together with
their parents. The researcher’s invited them to participate
in our program which is family day. The images shows
that we gathered them to take a picture as a memory.

59
Imus Institute of Science and Technology
Former Imus Institute, Inc., est., 1923
City of Imus, Cavite

APPENDIX D

60
 Imus Institute of Science and Technology
Former Imus Institute, Inc., est., 1923
City of Imus, Cavite

CURRICULUM
VITAE

61
 Imus Institute of Science and Technology
Former Imus Institute, Inc., est., 1923
City of Imus, Cavite

Name:Elyza Kate F. Dy

Address:Poblacion 4D Imus City Cavite

Cellphone #:09952164079

Email Address:

PERSONAL INFORMATION

Birthplace: Mandaluyong Medical Center

Birthday: October 30, 2001

Gender: Female

Civil Status: Single

Age:16 years old

Nationality: Filipino

EDUCATIONAL BACKGROUND

Secondary: Imus Institute of Science and Technology

Elementary: Our Lady of Pillar Catholic School

Pre-school: Asumption Antipolo

HONOR & AWARDS/ACHIEVEMENTS

ORGANIZATION/AFFILIATIONS

62
 Imus Institute of Science and Technology
Former Imus Institute, Inc., est., 1923
City of Imus, Cavite

Name:Jenny Rose S. Ecaruan

Address:Blk 6 Lot 18 BloomfieldsSubd. Alapan

Cellphone #:09561542850

Email Address:jenjenecaruan@yahoo.com

PERSONAL INFORMATION

Birthplace: PGH

Birthday: September 6, 2002

Gender: Female

Civil Status: Single

Age:15 years old

Nationality: Filipino

EDUCATIONAL BACKGROUND

Secondary: Imus Institute of Science and Technology

Elementary: Alapan 1 Elementary School

Pre-school: Alapan 1 Elementary School

HONOR & AWARDS/ACHIEVEMENTS

Kinder Top 3

ORGANIZATION/AFFILIATIONS

63
 Imus Institute of Science and Technology
Former Imus Institute, Inc., est., 1923
City of Imus, Cavite

Name:Elaiza Mei E. Icaza

Address:B3 L29 GeorosvilleImus City Cavite

Cellphone #:09151375541 Email

Address:elaizamei@gmail.com

PERSONAL INFORMATION

Birthplace: Tanza, Cavite

Birthday: June 15, 2003

Gender: Female

Civil Status: Single

Age:14 years old

Nationality: Filipino

EDUCATIONAL BACKGROUND

Secondary: Imus Institute of Science and Technology

Elementary: Damascus Educational Center of Scholar

Pre-school: Damascus Educational Center of Scholar

HONOR & AWARDS/ACHIEVEMENTS

ORGANIZATION/AFFILIATIONS

64
 Imus Institute of Science and Technology
Former Imus Institute, Inc., est., 1923
City of Imus, Cavite

Name:Erin R. Miranda

Address:BinakayanKawit, Cavite Cellphone

#:09166882316

Email Address:erinmiranda.02@gmail.com

PERSONAL INFORMATION

Birthplace: St. Jude Lying = in Bayan Luma

Birthday: October 19 ,2002

Gender: Female

Civil Status: Single

Age:15 years old

Nationality: Filipino

EDUCATIONAL BACKGROUND

Secondary: Imus Institute of Science and Technology

Elementary: Gov D.M Camerino Elementary School

Pre-school: Gov D.M Camerino Elementary School

HONOR & AWARDS/ACHIEVEMENTS

ORGANIZATION/AFFILIATIONS

65
 Imus Institute of Science and Technology
Former Imus Institute, Inc., est., 1923
City of Imus, Cavite

Name:Janelle F. Zapata

Address:Blk 4 Lot29 Boston heights

Cellphone #:09068909200

Email Address:anne.fernando03@yahoo.com

PERSONAL INFORMATION

Birthplace: Fabella Hospital Manila

Birthday: October 3, 2002

Gender: Female

Civil Status: Single

Age:15 years old

Nationality: Filipino

EDUCATIONAL BACKGROUND

Secondary: Imus Institute of Science and Technology

Elementary: Alapan 1 Elementary School

Pre-school: Alapan 1 Elementary School

HONOR & AWARDS/ACHIEVEMENTS

Best in Math

ORGANIZATION/AFFILIATIONS

66
 Imus Institute of Science and Technology
Former Imus Institute, Inc., est., 1923
City of Imus, Cavite

Name:Mikhaina Adriana O. Cortes

Address:Bayan Luma 5 Imus City, Cavite

Cellphone #:09066896456

Email Address:cmikhaina@yahoo.com

PERSONAL INFORMATION

Birthplace: Makati City

Birthday: April 8, 2003

Gender: Female

Civil Status: Single

Age:14 years old

Nationality: Filipino

EDUCATIONAL BACKGROUND

Secondary: Imus Institute of Science and Technology

Elementary: Bayan Luma 1 Elementary School

Pre-school: Bayan Luma 1 Elementary School

HONOR & AWARDS/ACHIEVEMENTS

ORGANIZATION/AFFILIATIONS

67
 Imus Institute of Science and Technology
Former Imus Institute, Inc., est., 1923
City of Imus, Cavite

Name:Julian Andrei Melo

Address:TanzangLuma 5 Imus City, Cavite

Cellphone #:09558948038

Email Address:JulianAndreiMelo@yahoo.com

PERSONAL INFORMATION

Birthplace: Lasalle Medical Center. Dasmariñas

Birthday: August 30, 2002

Gender: Male

Civil Status: Single

Age:15 years old

Nationality: Filipino

EDUCATIONAL BACKGROUND

Secondary: Imus Institute of Science and Technology

Elementary: Imus Unida Christian School

Pre-school: Imus Unida Christian School

HONOR & AWARDS/ACHIEVEMENTS

ORGANIZATION/AFFILIATIONS

68
 Imus Institute of Science and Technology
Former Imus Institute, Inc., est., 1923
City of Imus, Cavite

Name:Adrian Niño R. Crudo

Address:Bayan Luma7, Imus City, Cavite

Cellphone #:

Email Address:Crudoian@yahoo.com

PERSONAL INFORMATION

Birthplace: Manila Hospital

Birthday: January 18, 2003

Gender: Male

Civil Status: Single

Age:15 years old

Nationality: Filipino

EDUCATIONAL BACKGROUND

Secondary: Imus Institute of Science and Technology

Elementary: Bayan Luma 2 Elementary School

Pre-school: Bayan Luma 7 Day Care Center

HONOR & AWARDS/ACHIEVEMENTS

Grade 6 Top 1

ORGANIZATION/AFFILIATIONS

69
 Imus Institute of Science and Technology
Former Imus Institute, Inc., est., 1923
City of Imus, Cavite

Name:Ma. Ryelle E. Mariano

Address:Blk 2 Greentown Imus City Cavite

Cellphone #:09089046455

Email Address:ayenmariano092@gmail.com

PERSONAL INFORMATION

Birthplace: Quezon Province

Birthday: December 2, 2002

Gender: Female

Civil Status: Single

Age:15 years old

Nationality: Filipino

EDUCATIONAL BACKGROUND

Secondary: Imus Institute of Science and Technology

Elementary: Imus Pilot Elementary School

Pre-school: Child Development and Guidance Center

HONOR & AWARDS/ACHIEVEMENTS

Top 6 in English

ORGANIZATION/AFFILIATIONS

70
 Imus Institute of Science and Technology
Former Imus Institute, Inc., est., 1923
City of Imus, Cavite

Name:Filjohn C. Caasi

Address:Blk3 Lot 68-66 GV3 Bayan Luma

Cellphone #:09225575222

Email Address:FelipeJohnCaasi@yahoo.com

PERSONAL INFORMATION

Birthplace:

Birthday: October 9, 2002

Gender: Male

Civil Status: Single

Age:15 years old

Nationality: Filipino

EDUCATIONAL BACKGROUND

Secondary: Imus Institute of Science and Technology

Elementary: LA Asuncion Montessori School

Pre-school: MerycrisBucandala Day Care Center Imus Cavite

HONOR & AWARDS/ACHIEVEMENTS

Grade 6 – Perfect Attendance

ORGANIZATION/AFFILIATIONS

71
 Imus Institute of Science and Technology
Former Imus Institute, Inc., est., 1923
City of Imus, Cavite

Name:Mc AnilovSantiaguel

Address:Blk 2 Lot 14 Dreamvill 4 Imus City

Cavite

Cellphone #: 09970837337

Email Address:anilovsantiaguel1@gmail.com

PERSONAL INFORMATION

Birthplace: TreceMartirez Cavite City

Birthday: May 8, 2003

Gender: Female

Civil Status: Single

Age:14 years old

Nationality: Filipino

EDUCATIONAL BACKGROUND

Secondary: Imus Institute of Science and Technology

Elementary: Poaes Elementary School

Pre-school: VFL Subdivision Day Care City

HONOR & AWARDS/ACHIEVEMENTS

Grade 1-3 Top 3

ORGANIZATION/AFFILIATIONS

72
 Imus Institute of Science and Technology
Former Imus Institute, Inc., est., 1923
City of Imus, Cavite

Name:Wilzyn O. Bernal

Address:267 TanzangLuma 3 Imus City Cavite

Cellphone #:09069627539

Email Address:bwillbernal@yahoo.com

PERSONAL INFORMATION

Birthplace: Molino Bacoor Hospital

Birthday: July 3, 2002

Gender: Male

Civil Status: Single

Age:15 years old

Nationality: Filipino

EDUCATIONAL BACKGROUND

Secondary: Imus Institute of Science and Technology

Elementary: Imus Pilot Elementary School

Pre-school: Imus Pilot Elementary School

HONOR & AWARDS/ACHIEVEMENTS

Grade 3 Top 3

ORGANIZATION/AFFILIATIONS

73
 Imus Institute of Science and Technology
Former Imus Institute, Inc., est., 1923
City of Imus, Cavite

Name: Mark Justine L. Baldicana

Address: Buhay na Tubig Imus City, Cavite

Cellphone #:09172473944

Email Address:mj-baldicana@gmail.com

PERSONAL INFORMATION

Birthplace: Citta Italia BNT Imus City, Cavite

Birthday: November 8, 2002

Gender: Male

Civil Status: Single

Age:15 years old

Nationality: Filipino

EDUCATIONAL BACKGROUND

Secondary: Imus Institute of Science and Technology

Elementary: Buhay Na Tubig Elementary School

Pre-school: Buhay Na Tubig Day Care Center

HONOR & AWARDS/ACHIEVEMENTS

Grade 1-5 Top 2

ORGANIZATION/AFFILIATIONS

74
 Imus Institute of Science and Technology
Former Imus Institute, Inc., est., 1923
City of Imus, Cavite

BIBLIOGRAPHY

75
 Imus Institute of Science and Technology
Former Imus Institute, Inc., est., 1923
City of Imus, Cavite

 https://www.ernweb.com/educational-research-articles/factors-

affecting-parent-involvement-in-school/

 https://www.livestrong.com/article/562595-family-factors-that-

influence-students-behavior-in-school/

 https://www.researchgate.net/publication/301324970_Research_Paper

_Factors_Affecting_Academic_Performance_of_Students

 https://globaljournals.org/GJMBR.../3-Factors-Affecting-Students-

Academic.pdf

 https://www.tandfonline.com/doi/abs/10.1080/00220670009598741?j

ournalCode=vjer20

 https://scholarworks.csustan.edu/bitstream/handle/.../832/DeverallC%

20Sp2015.pdf

76