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INTRODUCTION

As a Filipino, we value education so much because we think that it is the

only thing that we can give to our children if we die. Together with the urge of

providing education to our children, we also wanted to provide good guidance to

them as they grow. In some instances, for this to happen, parents working as a

teacher, enroll their children to the same school where they are working.

According to the different theories in Psychology about child’s development, the

environment where the child is raise greatly affects his behavior and

development. Studying in the same school where the parent is working may

greatly affect the behavior of a child.

Children wants to enjoy the environment he is in and knowing that someone

close to them was just a meter away can affect how they act. The feeling of

someone was guarding you up is a bit of a frustrating. A child literally feels that

he is not allowed to do certain things that he wanted to do.

The real behavior of the child may be hiding by the child, in order to meet the

expectation of other people surrounding him and also the expectation of the

parent, of doing purely the best and acting greatly fine. It is one of the negative

effects of having your parent working on the same school.

If there’s a negative side there’s also a positive side, one of these is that it

motivates the child to pursue more so that his parent wouldn’t be ashamed of

him. It also helps him to have a great faith on himself that he is capable to the

certain task and he can prove himself to others.

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Being near of the parents to the child really has a great effect on the child’s

behavior. It may be negative or positive, it still has an effect. It depends upon the

child if he can cope up easily with the situation or not.

This study will determine the common behavior or attitude of the child while

studying on the same school where his parent is currently working.

BACKGROUND OF THE STUDY

Concerns on the behavior of the child studying on the same school with

his parent are serious. There are some aspects that are needed to study for us to

be able to understand the child’s behavior.

Parents need information on how to work with school staff to address their

child’s behavior challenges in the school setting. We’ve included resources below

that, hopefully, will give teachers, schools, and families the tools they need to

create safe and positive learning environments for all children, while providing

the informed and positive behavior support that many students need to flourish.

This study states the conflicts of studying on the same school where your

parent is also working. Here will determine the common result of the situation

and how should it be treated.

Dealing with children’s behavior problems is stressful and sometimes

provokes anger in adults. Finding ways to reduce your own stress levels will help

you deal more easily with your child. It may require extra effort at times to stay

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tuned in to your child’s good points. Ensure that you have lots of fun time with

your child. This enables the relationship to remain a positive one even though

you need to set firm limits on your child’s behavior.

There are so many reasons why a child misbehaves. The child

himself can provide us with valuable information. At the most basic level, we can

simply ask the child why he is misbehaving. Although we may get "I don't know"

for a response, this strategy is underused and can greatly expedite the functional

assessment process.

Given the limited time a school has for personnel development, focusing

on a different theme each month engages all stakeholders as a community of

learners. Emphasizing a theme encourages doing some reading, discussions

with colleagues, learning about additional resources. All this helps build capacity

and can help in developing learning supports into a comprehensive system.

REVIEW OF RELATED LITERATURE

Astramovich, Okech, & Hoskins ET. Al 2004 stated that learning difficulties

in school hinder student’s attitude and interest toward studies. Many factors

contribute to the learning difficulties in school. Students exhibit lose-efficacy.

Epstein, 1987; Forte, 1995; Holley, Risley-Curtiss, Stott, Jackson, &

Nelson, 2007 stated that counselor educators notice the adverse influences

encountered in school contain immediate and long term effects. Counseling

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students manifest increasing difficulties on learning system. Students show low

motivation to actively participate in class.

Abu-Hilal 2000 Bandalos, Yates, and Thorndike-Christ 1995 Harter 1992

Hembree 1988 stated that students’ beliefs about their competence and their

expectations for success in school have been directly linked to their levels of

engagement, as well as to emotional states that promote or interfere with their

ability to be academically successful.

For example, according to Newman and Goldin 1990 Ryan and Pintrich

1997, students who believe they are academically incompetent tend to be more

anxious in the classroom and more fearful of revealing their ignorance. They fear

that educational interactions will result in embarrassment and humiliation, and

this, in turn, inhibits them from behaving in ways that might help them, such as

asking questions when they are confused or engaging in trial-and-error problem

solving.

In addition, Covington, Spratt, and Omelich 1980 says such students are

more likely to avoid putting much effort into a task so that they can offer a

plausible alternative to low ability or lack of knowledge as an explanation for

failure — for example, “I could have done it if I tried, but I didn’t feel like doing it”.

According to the National Research Council 2003, research suggests that

variables in the parent’s guidance are important in supporting and sustaining

positive academic self-perceptions and engagement in school of student. This

research base is mostly qualitative, correlational, or quasi-experimental and falls

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short of the random assignment design that some researchers believe is

necessary to draw causal conclusions. Nevertheless, the evidence is consistent

enough to suggest that parent’s guidance plays an important role in student

learning and achievement through its relationship with their attitude.

The Hancock and Betts 2002 Willms 2002 tells that relationships between

students and teachers and the climate in the classroom are positively associated

with levels of student’s attitude and academic competence. Similarly, meaningful

and challenging learning environments have been linked to both attitude and

perceived competence. When students are authentically engaged in meaningful,

quality work, the likelihood increases that they will learn something new and

remember what they learned.

National Research Council 2003 although learning involves individual

cognitive and emotional processes, student motivation is also significantly

influenced by a supportive network of relationships. The likelihood that students

will be motivated and engaged in school is increased to the extent that they

perceive their teachers, family, and friends as supportive. Schools that engage

students promote a sense of belonging by personalizing instruction and creating

a supportive, caring social environment where adults show an interest in

students’ lives in and out of school. The research on belonging in educational

contexts is relatively new, and the direction of causality has not been definitively

established. Research on learning shows that students become cognitively

engaged when teachers ask them to wrestle with new concepts, explain their

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reasoning, defend their conclusions, or explore alternative strategies and

solutions.

Nevertheless Baker 1999 Battistich, Solomon, Kim, Watson, and Schaps

1995 Ryan and Deci 2000 Shouse 1996, many correlational and no experimental

studies have shown that students who report caring and supportive interpersonal

relationships in school have more positive academic attitudes and values and are

more satisfied with school.

Bryk, Lee, and Holland 1993. Such students also are more likely to attend

school, learn more, and report that they are more engaged in academic work.

Eccles et al. 1983. High, clear, and consistent expectations also support

students’ self-confidence, their belief that their efforts will lead to success, and

their attitude in school. A substantial body of evidence demonstrates that schools

where students achieve high levels of performance tend to set high expectations

and standards. To motivate students, however, standards and expectations must

be clear and genuinely achievable. Students are most likely to be academically

engaged when goals are set at an appropriate level — that is, when they both

challenge students and allow them to experience a sense of competence and

accomplishment.

Davidson 1999 Johnson and Johnson 1985 Mitchell1993. Students enjoy

learning more and are more likely to participate in school tasks when their

teachers employ active pedagogical strategies. Collaboration among peers —

students working together in pairs or small groups to help one another learn —

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also has been associated with increased engagement and learning. Cohen 1994.

When students can put their heads together rather than work in isolation, they

are more receptive to challenging assignments.

REVIEW OF RELATED STUDY

This study is also anchored on the theory of Johann Friedrich herbart (1776-1841) that education was instruction – literally a building into mind from the outside. The building blocks were the materials of instruction – the subject matter. The builder was the teacher. He Job of the teacher was to form the child mind by building into the knowledge of man’s cultural heritage through the teaching of such subjects as literature, history, science and mathematics. Herbart’s teacher build knowledge into the child’s mind through systematic method of instruction that was uniform for all pupils. Herbat’s theory was teacher and curriculum – centered and was influenced by Pestalozzi child – centerd.

According to Lupdag (1984) measurement and evaluation is a must in all schools. No schools regardless of level, philosophy, emphasis and approach to education can do away with it. As such, this is a task that the educator particularly the classroom teacher cannot do away with it.

The effectiveness of a school its curricular offerings and its teachers

depends upon a system’s ability to evaluate itself.

Oriondo and Antinio (1985). The student report card has become a

permanent fixture of our school system and teachers’ grades or marks given to

student have been accepted as a satisfactory measure of the student academic

achievement.

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Husen and Postlewaite (1985). Ideally, grades are given as a measure of

academic achievement of what student has learned in a particular subject or field

of interest.

Today however, parents and students grown skeptical over the reliability

of school grades. Teaching becomes more effective and productive when folled

by an accurate appraisal of the results.

Davidson 1999 Guthrie and Wigfield 2000 Mitchell 1993. Research

indicates that over the long term, students are more likely to be engaged in the

classroom when they are asked to conduct experiments, participate in debates

and role-playing, create models, and complete projects.

McLaughlin and Talbert 1993. Evidence also suggests that when

classroom instruction draws on students’ preexisting knowledge, culture, and

real-world experiences, it becomes more meaningful.

Meece 1991. Students enjoy learning more and learn better when what

they are studying is of personal interest and relates to their lives.

Akos (2002), Teachers play a critical role in school transitions. If they are knowledgeable and sensitive to potential stumbling blocks for students and parents, they are in a pivotal position to provide the necessary academic and social support that is essential to addressing these challenges successfully.

Midgley’s and Maehr’s study (1998) on students’ motivation and approaches to learning are related to their study attitude while transitioning to anew school environment. Keeping students together with the same teacher andthe same peer group for several periods in a day improves student’s interpersonal relationship and a sense of community. In 1986, Bhaerman and kopp found that students are less likely to leave school when they wor' with teachers who are flexible, positive, creative, and person-centered rather than

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rule-oriented. !effective teachers should maintain high expectations for all of their students and show they care about their students’ success.

For Covey and Landsberger (2007), students who have an issue with aninstructor (a quuestionable grade, an assignment deadline, etc.) should put themselves in the instructor’s place and ask themselves how they can best make their argument given their situation. Look for better solutions to problems if they don’t understand the course material, don’t just re-read it. Try something else. Consult with the professor or teacher, a tutor, or an academic advisor.

THEORETICAL FRAMEWORK

Behaviorism is primarily concerned with observable behavior, as opposed

to internal events like thinking and emotion. Observable (i.e. external) behavior

can be objectively and scientifically measured. Internal events, such as thinking

should be explained through behavioral terms (or eliminated altogether). The

environment greatly affect the behavior of the children. Environment stands as

the stimuli and the behavior of the child as the response. In this study, the parent

being in the same school can affect the behavior of the child studying.

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CONCEPTUAL FRAMEWORK

Figure 1 shows the research paradigm. The first box is the independent

variables while the second box is the dependent variable. The Independent

Variables are the Parents Guidance and the Dependent variable is the Attitudes

of a Student as affected by the guidance provided by the parents who are

working on the same school.

Figure 1.The Research Paradigm

STATEMENT OF THE PROBLEM

The main purpose of the study was to evaluate the Attitudes of a Student

as affected by the guidance provided by the parents who are teaching/working on

the same school.

Specifically this study was conducted to answer the following questions:

1. What are the level of attitudes of a student as affected by the guidance provided

by the parents who are teaching/working on the same school?

Dependent VariableIndependent Variable

Attitudes of a StudentsParent’s Guidance

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2. What are the level of guidance provided by the parents who are teaching/working

on the same school where his/her son/daughter is studying?

3. What is the relationship of the level of attitudes of a student to the guidance

provided by the parents who are teaching/working on the same school?

4. What are the different level of attitudes of a student as affected by the guidance

provided by the parents who are teaching/working on the same school?

5. What are the level of attitudes of a student towards his/her studies as affected by

the guidance provided by the parents who are teaching/working on the same

school?

HYPOTHESIS

The study tested the null hypothesis that there is no relationship between

the attitudes of a student and the guidance provided by the parents who are

teaching/working on the same school

SIGNIFICANCE OF THE STUDY

This study attempted to evaluate the Attitudes of a Student as affected by

the guidance provided by the parents who are teaching/working on the same

school.

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Government. Will be enlightened on what should be done regarding the

attitudes of a student as affected by the guidance provided by the parents who

are teaching/working on the same school.

Community. The awareness of attitudes of a student as affected by the

guidance provided by the parents who are teaching/working on the same school.

Researchers and Students alike, the knowledge about attitudes of a

student as affected by the guidance provided by the parents who are

teaching/working on the same school.

Future researchers. Assistance in conducting similar research which is

related to the study.

SCOPE AND LIMITATION OF THE STUDY

This study focused on the attitudes of a student as affected by the

guidance provided by the parents who are teaching/working on the same school.

Three school, it consist two secondary schools and one university. (a) Mabitac

National High School (MNHS), and (b) Laguna State Polythecnic University

(LSPU). This study was limited only to the attitudes of a student as affected by

the guidance provided by the parents who are teaching/working on the same

school.

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DEFINITION OF TERMS

To make this study more understandable, the researcher included herein the definition of some terms that would enable to have clearer understanding of the problems that researcher sought to answer. The following terms were defined operationally to precise meanings they intent to convey.

Attitude. A mental position or feeling with regard to a fact or state

Students. Respondents that researcher may interview.

Guidance. Advice or counseling, especially counseling given to students on academic matters

Parents. Somebody’s mother, father, or legal guardian

Teaching. The act, practice or proffesion of a teacher.

Working. Capable of being used or operated. A job

School. An institution for teaching and learning also the pupils in

attendance or a body of persons of like opinions or beliefs.

\

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CHAPTER 2

METHODOLOGY

RESEARCH DESIGN

This study used the descriptive method of research through the analysis using self-formulated questionnaire and interview in order to know the effects on having false friends in selected students in (a) Mabitac National High School (MNHS), and (b) Laguna State Polythecnic University Siniloan (Host) Campus Siniloan, Laguna.

The method is used because descriptive method of research as certain and be able to describe the effects of the variable of interest in a situation, it give the relevant aspects of the phenomena of interest from an individual in order to test the hypothesis or to answer thre concerning the current status of the subject of the study.

RESPONDENTS OF THE STUDY

The researcher engaged selected students from in (a) Mabitac National High School (MNHS), and (b) Laguna State Polythecnic University Siniloan (Host) Campus Siniloan, Laguna. Following the desired sampling technique, the researcher looked for key informants who fit the manipulative variable of this study.

SAMPLING TECHNIQUE

The study utilized the purposive sampling technique. Purposive sampling technique is a type of non-probability sampling where the researcher consciously se4lected particular elements or subjects for addition in a study so as to make sure that the elements had certain characteristics pertinent to the study. It normally targeted a particular group of people.

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RESEARCH INSTRUMENT

The main tool used in this study was research-made questionnaire and on the spot questions in order to accomplish this research.

DATA GATHERING PROCEDURE

Alter Constructing the title of the study, the researcher pursued on doing the following procedures of this study. The researcher formulated a research-made questionnaire answered by the respondents and open-ended questions was used to evaluate the data gathered. After that, the researcher gather the data and tabulated the result.

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__________________________ _____________________________________

Sample Questionnaire/Interview Guide

Section A: Details about Respondents

1. Name (Optional): ______________________________2. Gender: Female ( ) Male ( )3. Age: _______ 4. Hobby: ___________5. Parents Occupation:

Father: ______________Mother: ______________

Section B: Open-Ended Questions about the topic

1. As a student studying on the same school where your parents is working, howd you feel? ______________________________________________________________________________________________________________________

2. What do you think other person would see unto you? ________________________________________________________________________________________________________________________________________________

3. How did you react on it ____________________________________________________________________________________________________________________________________

4. How can it affect your studies?____________________________________________________________________________________________________________________________________

5. Were you guided by your parents? If not, then who does? ________6. How will you rank the guidance their guidance Provided? 5 is the highest

and 1 is the lowest Explain ______________________________________________________________________________________________________________________

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CHAPTER 3

PRESENTATION, ANALYSIS, AND INTERPRETATION

CASE NO. 1

(Fourth Year High School Student with her Mother as faculty member of the school)

She grew up with such determination. She is now a 15 year old young lady. Her hobby is to hang out with her true friends and playing guitar. Happy family and nicest friends. Grade school was kind of easy for her but when she turn in high school everything turn into something. Her mother is a teacher on the same school she’s currently studying. At first, she’s glad that she had that situation. She feels safe, but she can’t deny that most of the student were not able to be with her as friends. Some of the students treat her as a special one because they always think that when something happens. She can hurriedly go to her mom and tell something wasn’t true. But that was BiG LIE... according to her she is not kind of that girl, yeah she’s not smart enough to get into the top but she is one of the achievers. She tries to ignore them and go with the flow together with her true friends in school. Yeah she was guided by her parents, especially her mom.

CASE NO. 2

(Fourth Year High School Student with her Step Mother and Real Mother as faculty member of the school)

Her life was awesome. She grew up with her second family. Her hobby was like her twin hanging out with her true friends and playing guitar. Her stepdad was in abroad and her stepmom is in here. Currently a subject teacher on a school where she was studying. Her real mom is a faculty member also. A close friend of her step mom. According to her she feels “mixed emotions” (joyful and sadness). Joyful, because she had two beautiful mother who are always there never stop supporting her. Sadness, sometimes she can’t reach the expectations of others unto her. She study hard to get her grades but some of the students says that it was fake and only pushed by her mothers. She doesn’t get involved in any trouble just to keep her Moms names are clean. She rank the guidance provided by her guardians as 4 because we all know how hard to become a teacher. The seminars, trainings, school activities, masters, and a lot

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of work. So sometimes instead of family time, they missed it and I just stay myself at home.

CASE NO. 3

(Third Year High School Student with his Mother as employee member of the University)

He is a third year High School Student, 14 years of age. Playing DOTA is his Hobby. His father died year 2010 and his mother build them up with fear to our Almighty God. As he enters in the gate of success, his mom never leave him. His mom always support him even on his love life. Well, he feels so lucky because he doesn’t had to introduce himself to the teachers because they already know who he is. His classmates seems give high respect to him because they meet his mom greatly. It affects his studies but in a good way, he used his mom as his inspiration to study hard and make his mom proud of him, to stand in front of him saying, “This is my son”.

CASE NO. 4

(Fourth Year High School Student with his Mother as employee member of the University)

He is a fourth year High School Student, 16 years of age. Hanging out with peers and family relatives are his hobby. His father died year 2010 and his mother build them up with fear to our Almighty God. As he enters in the gate of success, his mom never leave him. He’s glad that her mom’s near to them so as he had any business to taken up, his Mom always do her part to get in there. Almost all of his classmates are his friends so that his image is good. And because of the positive outlook of his Mom. He ws respected among by the students.

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CHAPTER 4

SUMMARY, CONCLUSIONS AND RECOMMENDATIONS

SUMMARY

The main topic of this study is the attitude of the children as their parents are working in the same school. We conducted the research in Siniloan and Mabitac area. The result was that the children experiencing this kind of situation is having different difficulties in decision making. Sometimes, they also experience difficulties in reaching the expectations of others. They are expected to act the way a child of a faculty member should. They feel protected because they have their parents near to them. They can easily come to their parents when they need something.

CONCLUSION

As a result of this study, we, therefore conclude that the attitude of the child has greatly affected by the parents being in the same school, working. The children make themselves pursue more to reach others expectation as a child of a faculty member. They also act nicely and they are just behave because there is fear of being the shame of their parents. Also, this situation causes the child to have a negative attitude, like being arrogant and sometimes bully because they know that someone will be there when they have done something bad.

RECOMMENDATIONS

As the result of this study is given, here are some of the recommendations that we can give: Avoid high expectations on the child. It affects not just their attitude, but also their emotional feelings. Give fair attentions. Just because they are a child of a faculty member, you will give them special attention and treatment. Be contented on the child’s abilities. Be sensitive enough to understand their attitude. They are just pressured sometimes. Act normally with them. Never make them feel that they are special, it can make them boost their pride and be boastful.

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Bibliography

Akos, P., &, J. (2004). Middle High School transitions as viewed by students, parents, and teachers. Professional School Counselling, 7(4), 212-221

Bierly, M.M., Gage, N. L. &Berliner D.C Student Study Guide for Educational Psychology (4th Ed.).

Falbo, T., Lein, L., & Amador, N.A. (2001). Parental Involvement during the transition to school: Journal of adolescent Research, 16(5), 511-529

Feuerstein, A. (2000). School Characteristics and parent involvement. Influences on participation in student’s school. Journal of Educational Research,

Glenn, D. (2002) Procrastination in college students is a marker for unhealthy behaviors, study indicateds. The Chronicle of Higher Education.