home schooled and_traditionally_educated_students

A COMPARATIVE STUDY BETWEEN HOME SCHOOLED AND

TRADITIONALLY EDUCATED STUDENTS IN THE REGULAR

TERTIARY LEVEL OF EDUCATION OF ATENEO DE MANILA

UNIVERSITY

A research paper submitted to the

Humanities Division

University of the Philippines Cebu

Lahug, Cebu City

In Partial Fulfillment of the Requirements in

Communication II

Researchers:

Tambangan, Astrud Mae P.

Melicor, Ruth F.

Adviser:

Prof. Crina Escabarte Tanongon

March 2012

I

Curriculum Vitae

Personal Data

Name : Astrud Mae P. Tambangan

Address : Greenhills Subdivision, Cabancalan, Mandaue City,

Cebu

Contact Number : 09333681875

Date of Birth : October 31, 1993

Civil Status : Single

Name of Father : Meindrado S. Tambangan

Name of Mother : Eunice P. Tambangan

Educational Background

Tertiary : University of the Philippines Cebu

Bachelor of Science in Management

Expected Graduation Date: March 2015

Secondary : Marie Ernestine School – North Campus

March 2011

Elementary : Marie Ernestine School – Talamban Campus

March 2007

II

Personal Data

Name : Ruth F. Melicor

Address : 9-53 Greenland Street, Alta Vista Subdivision, Pardo,

Cebu City, Cebu

Contact Number : 09328734085

Date of Birth : November 04, 1995

Civil Status : Single

Name of Father : Pat Rio Melicor

Name of Mother : Cynthia F. Melicor

Educational Background

Tertiary : University of the Philippines Cebu

Bachelor of Science in Management

Expected Graduation Date: March 2015

Secondary : Cebu City National Science High School

March 2011

Elementary : Bob Hughes Christian Academy

March 2007

III

ACKNOWLEDGEMENT

We, the researchers of this study, would like to extend our deepest gratitude to

the following people who have contributed to the success of this study.

First and foremost to our beloved professor, Ms. Crina Tanongon, who guided us

from the initial drafts until the final chapters of this research. This study would not have

been possible without her encouragement, support and patience in checking and

bringing out the best of this research.

To Mr. Gerry Argosino, the president of the Home-schooling Association of the

Philippine Islands, we extend our thanks for referring credible respondents.

We would also like to thank the respondents of this study for their willingness and

cooperation to spare us their time and knowledge in answering our questions. Without

them, we would not have provided credible results in this research.

To our beloved family and friends who never failed to support and uplift ourselves

in pushing through this study. Their love and guidance keep us determined in giving our

best.

Above all, to the Lord Almighty for the giving us the strength to perform our

responsibilities and the will to pursue this research study.

IV

ABSTRACT

This study was conducted to determine if home-schooled children and

traditionally educated ones are academically and socially competitive enough in the field

of regular tertiary education. The researchers wanted to find out the positive and

negative effects of the different types of education. There were 6 college students from

the Ateneo de Manila University used as respondents for this study to answer the

questionnaire.

The results confirm that both home-educated and traditionally educated students

relate well with other people on a personal setting. However, home-educated students

have a larger need for adjustment once they enter college, due to the fact that they now

learn academically with others as well. With regard to the academic aspect, traditionally

educated students have an edge when it comes to practical performance, such as

deadlines and difficult teachers. However, home-educated students are better in the

aspect of social development.

The researchers found out that home-educated students are competitive enough

in the tertiary level of education in the Philippine setting since they are used to the same

style of teaching during their secondary years. Home-educated students, on the other

hand, are more sociable and used to talking with more mature people (their parents),

and with people their age as well (homeschoolers in extra-curricular activities).

V

Table of Contents

Curriculum Vitae………………………………………………......……………… I

Acknowledgement………….……………………………………..……………… III

Abstract……………………………………………………………..……………... IV

Table of Contents…………………………………………………..…………….. V

List of Tables…………………………………………………………..………….. VI

List of Figures…………………………………………………………..…………. VII

Chapter

I. Introduction

Rationale of the Study………………………………………………….. 1

Statement of the Problem………………………………………………. 4

Significance of the Study………………………………………………...5

II. Review of Related Literature……………………………………………………7

III. Study Framework

Theoretical Framework…………………………………………………17

Conceptual Framework…………………………………………………20

Operational Framework………………………………………………...23

IV. Methodology

Research Design, Sampling Procedure………………………………25

Research Respondents………………………...………………………25

Research Instruments………..…………………………………………26

Data Collection, Data Analysis………………………………………...26

VI

V. Presentation, Analysis and Interpretation of Data…………………………..28

VI. Summary, Conclusion, and Recommendation

Summary of Findings…………...………………………………………55

Conclusion…………………………………………………………..…...57

Recommendation……………………………………………………….58

Works Cited…………………………………………………………………………….59

Apendix…………………………………………………………………………………62

Questionnaire…………………………………………………………………64

List of Table

Table 1 Academic Background of Respondents 28

Table 2 Number of Years Home-schooled 29

Table 3.1 Age of Home-schooled Respondent 31

Table 3.2 Age of Regularly-Educated Respondent 31

Table 4.1 Number of Siblings of

Home-schooled Respondent 33

Table 4.2 Number of Siblings of Traditionally-educated 34

Respondents

Table 5.1 Sex of Home-schooled Respondents 35

Table 5.2 Sex of Traditionally-educated Respondents 36

Table 6.1 Religion of Home-schooled Respondents 37

Table 6.2 Religion of Traditionally-educated Respondents 37

VII

List of Figures

Figure 1 Theoretical Framework 19

Figure 2 Conceptual Framework 22

Figure 3 Operational Framework 24

T a m b a n g a n & M e l i c o r 2 0 1 2 | 1

Chapter 1

INTRODUCTION

Tim Tebow is one of the world’s most popular athletes. The world is abuzz with

the Denver Broncos' star quarterback; not only is he full of athletic prowess, he's full of

surprises as well. No one expected him to be the youngest player to ever win a

Heismann trophy, the most prestigious award ever given in college football, as a

sophomore in the University of Florida. No one expected a jock to be doing so well

academically during his stay in the University. Most of all, no one expected such a well

rounded young man, to be a previous home schooler. Tebow's success has not only

inspired home schoolers around the globe, it has also revamped the world's already

changing perspective of homeschooling. The Philippines' local homeschooling

community, on the other hand, proudly boasts of Paul Tan-chi, the former captain-ball of

the Ateneo Blue Eagle's Varsity Basketball team, and one of the most prominent

members of the UAAP Basketball Hall of Fame. The home-educated athlete was one of

the most popular students in Ateneo, and managed to grab high grades as well.

Rationale of the Study

Most people think that homeschooling one's child often leads to his/her isolation,

considering, there is less socialization involved compared to the traditional way of

education. A homeschooler usually learns alone or in small groups of other

homeschoolers. Thus, the stereotype of them being shy, relative to those traditionally

educated, once entering a new environment is conferred upon them.


Another thought that prevents parents from home-schooling their children, is the

fact that they have not received professional training, as compared to the teachers who

guide children in regular schools. Parents also think that their child will not be able to

perform well in relation to others, once the principle of competition is brought into the

picture as they enter college and learn with other people for the first time.

However, studies conducted in the United States show that home-schooled

children socialize better once played in a heterogeneous group of home schoolers and

regular students (Shyers, 1992). It was also proven that in an American setting, home-

educated children, get significantly higher scores than those traditionally educated (Ray,

2010).

From the results of such, it is seen that the rate of the increase of homeschooling

in America is steadfastly growing (Ray, 2010). The graduates of such curriculum have

proven to be able to cope academically and socially in an American University,

especially if it is a religious one (Klicka, 2003). Home educated children, in the said

setting perform as well, if not even better, as those who were regularly educated in a

traditional system of education. With proof of such, homeschooling is becoming more

and more accepted as a normative form of education in the United States.

In the perspective of globalization, the growing influence on the positive attributes

home-schooling brings to one's child has also reached the Philippines. In a country with

a lower standard of public education, ranking 7th out of 9 in the Southeast Asian region

(de Leon, 2011), parents are very particular with the type of education subjected to their

children, making sure that they have the best of what their money can buy. Various


curricula have been introduced, outside the offered public system, one of which is

home-education.

The researchers formulated this study, in order to find out if home-educated

students in the Philippines are able to cope up academically and socially upon entering

college in a Philippine setting. The study involves an in-depth discussion taken from

interviews with various respondents, who are graduates of the traditional and home-

education curricula. The social and academic backgrounds, as well as the current social

and academic college performances are taken into consideration.


Statement of the Problem

The study was able to determine if home schooled children are competitive

enough in the field of regular tertiary education, compared to traditionally educated

ones. It addresses the following sub-problems:

1.) Are home-educated children academically competitive compared to

traditionally educated ones?

2.) Are home-educated children socially competitive compared to traditionally

educated ones?

This study also involves the main objective:

To be able to compare the home-educated graduates and regularly educated

ones in the various aspects of a tertiary level of education in a Philippine setting.


The study about the comparison of both home-school and traditional-school

types of education benefit the following:

Significance of the Study

This study gives the parents the disadvantages and advantages of both home-

school and traditional-school types of education. Every parent wants the best for their

children. They want to give them proper education, since education is the best

foundation towards a bright future. Parents, especially those who are still young adults,

might be confused of which type of education is best for their children. This study helps

them understand the types of education. This helps them weigh the pros and cons of

each type. In this study, parents also learn insights from students who have undergone

the aforementioned types of education. Lastly, this study helps parents decide which

type of education is more financially wise when it comes to spending for the education

of the children. The main point is to make sure that the amount they will be spending is

worth it.

Parents

Home-school Owners

This study benefits the home-school owners. Home-school owners do not really

hear the sides of their students since they rarely see them. Through this study, they will

be able to hear their opinions towards home-schooling. They will be able to understand

and realize the negative sides of home-school, which will let owners, think of ways to

improve their curriculum especially for the child’s benefit.


This study helps students understand their peers more. The actions of each

individual may be influenced by their background of education during their secondary

years. This study helps the students know the reason behind the attitudes and reactions

of another student. There are times when we do not really understand why one acts

differently. As a curious individual, we can be responsible enough to look for research

papers that would explain such doubt. This study answers the questions about the

similarities and differences of the types of education, focusing on their academic and

social perspectives.

Students in the Tertiary Level


Chapter II

Review of Related Literature and Past Studies

This chapter will discuss information gathered from books, journals, and past

studies. The data and information obtained in this chapter will serve as a basis and

provide the foundation for the study that is being conducted by the researchers. This

chapter is divided into various subtopics such as family influence, socialization,

comparison of academic standards and the like, which are inter-related variables of the

present study.

Family Influence on the Choice and Effect of Home-schooling

Ray (2011) determined the relationship of an American home-schooled child's

academic achievement with his family background. According to Ray, people in the

United States often question the capability of homeschooling parents to teach their own

children, considering that they are not licensed teachers. However from his previous

studies, he discovered that home-schooled children in the United States have equal or

better SAT scores as compared to students from regular American public schools. He

also mentioned that there are several factors that may possibly affect a home-schooled

child’s success such as his parent’s educational attainment, family income, and the like.

According to the author, time spent mainly with the family does not hinder the child’s

socialization or his adaptation to adulthood since they naturally develop “self-

actualization” when placed in certain situations.

For this study, the author gathered 11,739 students along with their respective

parents. Ray sent out standard academic achievement tests to each student online

while he simultaneously dispatched questionnaires, which contained questions such as


income, family size, and the like, to their parents. These questionnaires were composed

of five parts: (a) qualifiers, (b) student demographics, (c) parent and family

demographics, (d) scholastic information and (e) other information. A student number of

10 digits was assigned to each student in order to match the given data with that of their

parents. He then subjected the data to an Analysis of Variance, commonly known as an

ANOVA, and gained the z-scores for each category.

From analyzing the data, Ray saw that the scores of the home-schooled students

were higher than those students who were traditionally educated. He also stated that

the average income of the families were at level with the others in America. He also

stressed the fact that 97.1% of these children were born to white families (i.e. non-

Hispanic, Black American, etc.) and that 66.3% of home-school fathers and 62.5% of

home-school mothers have managed to attain at least a bachelor's degree, which is

less than that of the general population. He likewise mentioned that 97.9% of the

participants in his study came from “married-couple families.” Ray generalized that

parents who show great commitment towards their family are able to provide an

environment suitable for great academic achievement.

Another study was conducted by Rudner (1999) regarding the scholastic

achievements and demographic characteristics of home-schooled children in the United

States. The study sought to find out how home-schooled children fare academically and

who among the general American population opted to do home schooling.

Rudner contracted with Bob Jones University Press Testing and Evaluation

Service to assess the home-schooled students through the IOWA Tests of Basic Skills

(grades K-8); on the other hand, their parents answered a questionnaire entitled


“Voluntary Home Demographic Survey.” The researcher gathered 20,760 students from

11,930 families who submitted usable data for analysis.

After subjecting the data to statistical measurements, Rudner was able to come

up with the following findings: 88% of parents who home-educate their children have

attained a bachelor’s degree as opposed to 50% of the general population who was not

able to reach that level of educational attainment. He also noticed that 77% of home-

schooling mothers do not work while 97% of homeschooling fathers do. Aside from that,

he saw that there was a significant difference in the median of the family income of

home-schooling families ($52,000) and the family income of the United States

($36,000). He also mentioned that 65% of home-schooled students watch television in a

span of one hour or less as opposed to the national statistic result of 25%.

In relation to this, Lymann (1998) stated that the second reason parents home-

educate their children is that they desire to teach religious beliefs, to encourage

“academic excellence” and to develop stronger family ties.

Moreover, Rothermel (2002) stated two reasons why parents prefer home-

education rather than traditional education. These reasons include the following: (a)

there was an interest in alternative education and (b) the presence of school-related

problems. Because of psychological imbalances in a child due to his previous

attendance at several schools, home-education became the preferred option. The

student is more comfortable if he is educated at home because he is given more

freedom to participate in lessons since there is no fear of judgment.

Likewise, Rothermel (2002) also found out that home-education was an

alternative for private school education in terms of educational fees. Most of the parents


who decided to home-educate their children are teachers in profession. They prefer to

teach their children within the confines of the home rather than to bring him or her to a

private school.

According to Jerry (2007), home-education is more advantageous than the

traditional way because it gives better outcomes to the relationship of the parents and

the child. Through home-education, the bond between parent and child will be stronger

because parents are more focused on their children and they spend more time together.

They will also be more competitive because parents may craft their own curriculum that

would best suit the child’s personality. There is more attention given to a child receiving

a home-education because he does not have classmates to compete for attention.

Moreover, home-education provides children with more time to learn and understand

each lesson that is included in the curriculum.

Comparison of Academic Standards and Achievements in the American

Setting

According to Lymann (1998), the American public has become unsatisfied with

the standard level of public education. She pointed out the fact that graduates from the

said system have mathematical skills equal to that of a thirteen year old and poor

knowledge such as that of important historical facts. The author mentioned that as a

result, American companies are forced to spend for their employees’ remedial

education.

In a previously mentioned study by Ray (2011), he concluded that the scores of

the home-schooled students were exceptionally higher, at least in the 80th percentile,

than those students who were traditionally educated in the American public school


system (50th percentile). In relation to this, Rudner (1999) in a previous study

concluded that 25% of home-educated students are ahead of their age group by a

grade or two.

In another study Ray (2011) found the growth of number in the United States

when it came to home-schooled children. Through the data recorded by The USA

Department of Education and some leading home-schooling groups Ray determined

that as of 2011 2.04 million children are under the curriculum of homeschooling in the

United States. He affirmed that 10% of such is not recorded by the government through

underground education.

However, Reich (2011) insisted that very little is actually known of how home-

educated children fare in comparison to those who were traditionally educated. He

mentioned that the researchers who have researched about the topic were paid by

home-schooling advocacy groups to perform the study. He compared this to tobacco

companies that employ researchers to investigate on nicotine addiction. He mentioned

that for children to participate in the study, they needed the consent of their parents. He

pointed out that possibly, home-schooling parents would not allow their children to

participate in this endeavor, knowing that he does not do well when it comes to

academic performance. Reich moved on to say that the various study samples were not

properly selected since some children volunteered themselves; this in turn shows high

confidence with regards to their performance in the test. Reich summed it up by saying

that these home-educated children involved in various studies would likely render the

same result when subjected to traditional education.


How Curriculum Affects Social Development

Shyers (1992) conducted a study which compared home-educated children and

traditionally educated ones in terms of the social aspect. He mentioned that parents are

often apprehensive with the idea of home-schooling; they fear that it may promote less

interaction of the child with his peers thus, may lead to poor social development. He

was able to find a significant difference in socialization skills between home-educated

children and traditionally educated ones.

Shyers gathered 140 American children, half of which were home-educated and

the remaining half of which were traditionally educated; the age of the subjects ranged

from 8-10 years old. These children were subjected to social development tests.

Afterwards, Shyers led the children into one room and taped the interaction between

them. He employed a group of trained counselors who were not informed of each child’s

educational background to observe the data which was recorded.

The social development test showed that there was no significant difference

between the two groups in terms of assertiveness; however, data interpreted by the

counselors show that traditionally-educated children had more behavioral problems.

The author mentioned that children subjected to regular education were noticeably

“aggressive, loud and competitive”. On the other hand, the home-educated children

involved in the study were perceived to be quiet, comfortable in groups and had the

initiative to invite other children to play with them.

Despite the fact that home-educated children do not interact with their peers as

much as the traditionally educated ones do, Shyers concluded that they still manage to

develop socialization skills. Shyers mentioned that the development of character in


home-educated children is derived from their parents; on the other hand, the attitudes of

children who are subjected to a regular school system are obtained from their peers.

Shyers finally generalized that the best way for children to develop socially is to have

more contact with adults (i.e. their parents) rather than contact with their peers.

In contrast, Bowditch (2003) insisted that home-schooling is not a very good form

of education when it comes to its capacity to develop children in the social aspect. She

insisted that children need to be with peer groups and not rely solely on their parents for

social interaction. While she admitted that home schooled children excel academically,

she also pointed out that they do not have a proper sense of independence and self-

maturity that other children acquire from a traditional method of education. She said that

some social and practical characteristics such as problem solving skills are not easily

learned outside the bounds of a regular education.

Similarly de Acosta (2003), stated that although home schooled children succeed

academically they may fail to develop nationalistic ideals. He reasoned out that due to

social isolation and limited interaction the children may not be able to value their cultural

heritage. This in turn, could possibly hinder their spirit of patriotism with regards to their

country. He then pointed out that if a child is traditionally educated, he/she may be able

to branch out and see different issues by being with different people in the same culture,

while being educated by professionals who make it a point to instill the American spirit

within.

With another form of opinion, Jersild (1946) believed that traditional schools treat

social concerns equally with intellectual ones. He stated that school takes up only a

meager portion in a child's life and that there are a lot of “out-of-school” forces which


can pose as a much stronger influence; hence, there is not much a school program can

do, whether positively or negatively. However, Jersild also recognized that the school is

still part of a child's social development; this is because since at this stage in life,

failures and successes usually occur on school grounds. He affirmed that it is the school

environment of adversity and competition that give strength to a child and satisfactorily

molds him into a responsible citizen.

Home-School Graduates in an American College

According to Klicka (2003), home-schooled children in the United States place

very well in college entrance examinations. He mentioned the fact that homeschoolers

are well accepted in Christian colleges due to their Christian background. He then

reports that colleges find home-schooled children better than those educated by the

American public school system. Aside from that, he points out the fact that professors in

different universities find home-schooled students better when it comes to academic

performance as compared to those who were traditionally-educated. In knowledge of

this, Klicka predicted that the population home-schooling families will continue to grow

due to their positive results.

Standard of Philippine Education

According to de Leon (2011), the Philippines ranks 7th out of 9 with regards to

educational standards in the Southeast Asian region. He mentioned that based on the

regular primary education in the Philippines, the country has been ranked 99th out of

138 counties. He also stated that the traditional educational curriculum has caused the

country to garner a meager 69th place in educational system and a shameful 112th


when it came to Science and Math. Luz (as cited by de Leon), stressed that the

educational system of the Philippines requires “rationalization.”

Sinco (1959) pointed out that the country is in great need of an improved

standard of public education. He believed that the government should concentrate on

the assessment of the competence of teachers rather than focusing on the population of

those available to teach. He also stated that public approval for financial aid is

important.

As cited by Sinco (1959), the American Rockfeller Report which was compiled by

a reputable group of analysts produced some negative results regarding the educational

system of the Philippines. The report, as mentioned by the author, stated that the

educational system in the Philippines is in need of “an unsparing re-examination of

current practices patterns of organizations and objectives”.

Shortcomings and Needed Improvements in the System of Philippine

Education

Constantino (1967) emphasized a need for better teachers and administrators in

order to improve the quality of education. According to him, being part of the clergy or a

religious order does not automatically make one qualified to run an educational

institution. He also mentioned that administrators must develop a positive approach that

keeps in mind the dignity of the teachers; in doing so, those they supervise will know

that they are truly respected. On the other hand, Constantino also believed that proper

evaluation of the educator’s performance should regularly be given because it would aid

in identification of the negative aspects, give credit to the positive and portray the overall

improvement in the “teaching process”. He also pointed out that if the administrators do


a good job in selecting competent educators, they would less likely encounter problems

during the evaluation. In relation to this, the author insisted that administrators should

not employ professionals who are incapable of teaching. He reasoned out that

knowledge without the skill of teaching does not equate to giving good education.

Another drawback cited by Sinco (1959) was the common act of automatic

grade-to-grade promotion of students in the Philippines. According to the author, this

affects the character of both the students and their parents. In his opinion, students

expect simpler procedures of educational application; on the other hand, parents tend to

pressure teachers into issuing passing grades for their children without regard for the

performance of the child or his lack thereof.

Based on the information gathered from various sources, it can be seen that

home-schooling has become popular over the years; its methods and processes has

been used by parents worldwide. The comparison, made by previous studies, of home-

educated graduates and those who have been regularly educated has yielded various

results. However, there has been virtually no information regarding the effects that the

two curricula have on the Philippine setting, thus prompting the researchers to conduct

this comparative study. The proponents have decided to compare home-education and

traditional education in the Philippine setting.


Chapter III

Study Framework

I. Theoretical Framework

In his theory regarding the politics of education, Kliebard (2004) states that there

are various forms of education which separately lead to a positive change in the human

being. He also stresses out that through education, a person's ability and intelligence is

constantly developed and improved; this then becomes catalyst to a positive change in

himself towards the environment. According to the author, there are four ways of

subjecting one's self to education. First, Kliebard mentions Social Efficiency which deals

with equipping the students with a proper working attitude in order to become an asset

to the economy. Humanism, on the other hand, as stated by the author, focuses on the

cultural and social values such as literature and the arts. Social Meliorism, which is a

common belief among education theorists such as Kliebard, insists that education

should be taught in a manner that encourages students to improve the society. Lastly

Kliebard mentions Developmentalism, which focuses on the needs of an individual

learner.

These four ways, as stated by Kliebard, do not need to be separated. In fact, he

suggests that it should be synthesized with each other, in order to give a form of

education deemed proper or needed by a society. Therefore, despite its variance in

method, education still sets forth to bring a positive change in an individual through

intellectual, social, and artistic improvement. This would then act as catalyst to the

accomplishments a learner has done or will do.


Figure 1 on the next page shows that when subjected to an education which

articulates the combination of various subjection, humans tend to achieve more than

what they could have without it. Through education humans greatly improve

themselves, thus causing them to fulfill great achievements in his/her present time of

learning and even beyond.


Figure 1: Theoretical Framework

S1 = subjected through Social Efficiency S2 = subjected through Humanism

S3 = subjected through Social Meliorism S4 = subjected through Developmentalism

Education

S1 S2 S3 S4

Humans

Improved

Ability

Great Achievement


II. Conceptual Framework

From the theory regarding the politics of education, it is clear that education

greatly affects the human mind. From it, it can be said that man must receive proper

education in order to develop critical thinking. The theories included various curricula

used by different schools to ensure quality education. There are several curricula which

are being used by schools that may be helpful to the students and may develop and

improve their abilities as well. There are three curricula that were mentioned in the

theoretical framework. One style of subjecting a certain curriculum is Social Efficiency,

which aims to teach and prepare the students to serve the needs of the economy. In

this curriculum, students are taught how to manage their time and put their abilities to

work. It focuses on the workforce of the community thus, it prepares each student to

cope with economic problems. On the other hand, Humanism is another form of

subjection that teaches students about the cultural aspects of the community. It aims to

prepare students to help and contribute in the fields of literature, history, arts, and

science. Lastly, Developmentalism is a curriculum’s basis which focuses on the needs

of the student. It is a curriculum specially designed to meet the intellectual capability of

the student. It focuses on developing the student’s weaknesses.

The aforementioned curricula greatly affect the way of thinking of every student.

Students become who they are because of the lessons imparted to them. For example,

if a student’s previous school focused on the Social Efficiency Curriculum, he will surely

be ready to face the economic and practical world. If his education was based on the

Humanism Curriculum, it is likely for him to excel in the fields of art, history and science.

He is most likely to be very creative and innovative. On the other hand, if he was taught


based on the Developmentalism Curriculum, he may most likely excel in his own field of

interest. Students under this curriculum usually excel in their preferred field of work; the

situation may vary based on their interest.

Figure 2 on the next page illustrates the flow of the fundamental concepts of the

study. As shown, the curriculum used develops and improves a student’s distinct

abilities. This in turn may serve as a catalyst for further accomplishments in the

student’s lifetime.


Figure 2: Conceptual Framework



Curriculum

S1 S2 S3 S4

Students

Improved

Ability

Scholastic Achievement


III. Operational Framework

This framework shows the relationship between the theories and concepts

previously presented with the specific variables involved in this study.

Having established that curriculum improves human ability and ultimately causes

great achievements, it is clearly seen that not only is curriculum important, so is the type

induced. In today's society, traditional schooling is known as the most common form of

educational curriculum subjected to students. It is used as a basic standard of education

worldwide, and has produced competent, if not excellent graduates into society.

Homeschooling on the other hand, is considered as an unusual paradigm of an

educational curriculum, producing occasional achievements that become more often as

the years go by. Although currently used by a relative few in the Philippines, the

numbers are currently growing in a considerable rate. The two curricula claim to have

subjected their students to intellectual, social, cultural, and artistic awareness, while

targeting individual development at the same time.

If so, those who have graduated from such curricula be it home-school or

traditional education, are assumed to have a considerable amount of improvement in

their various abilities. Such betterment could possibly be catalyst to their academic and

social performance in a regular college education in an affluent school such as Ateneo

de Manila University.

Figure 3 on the next page specifies that homeschooling or traditional education

causes an improvement in their graduates' abilities. The results of such are seen in their

academic and social performance in regular tertiary education in Ateneo de Manila

University.


Figure 3: Operational Framework



Traditional/Home-schooled

Curriculum

S1 S2 S3 S4

Graduates

Improved

Ability

Academic and Social Performance in Ateneo de

Manila University


Chapter IV

Research Methodology

The proponents chose the qualitative research design, which aims to achieve an

in depth understanding regarding the topic, mainly making use of the case-study

method. This is a detailed study that deals with an in depth analysis of a particular unit

which is descriptive and directly related to a certain context. This was chosen due to the

fact that the study aimed to find the informants' thoughts and opinions regarding the

effects their previous method of education has on their academic and social

performance in college.

Research Design

The study made use of non-probability sampling. The non-probability sampling

procedure leaves the choice of respondents up to the proponents, instead of chance,

thus not all members of the population are given an opportunity to participate in the

study. Under such procedure the study made use snowballing method which gained

respondents through a referral network.

Sampling Method

The participants in this study are six (6) students who spent their freshman year

in Ateneo de Manila University; three (3) of them were home school graduates, while

the other three (3) graduated from a regular high-school educational system. These six

(6) informants were chosen according to a referral network.

Research Participants


A profile form contained basic data for the purpose of identification and general

information, such as name, age, etc. The interview guide, however, was a set of 15

open-ended questions with various follow-up questions of the same kind, and was

divided into two categories, specifically: (a) academic and (b) social.

Research Instrument

The basic profile form was sent to the informants via email on February 8, 2012.

The interview, which was done via Skype, a voice-over internet software, with a

simultaneous recording, was conducted on February 9 – February 19.

Data Collection

The informants were asked to answer questions, to cite experiences, and to

express their opinions with regards to the effect their previous method of education

have on their current college life, both in the social and academic aspect. With regards

to the latter, aside from gathering in-depth views of their perspective, the proponents

submitted a certified true copy of their grades for the first semester of school year 2011-

2012.

The recorded interview was then transcribed into notes which served as the data

in this study. The researchers then matched the provided basic information ( i.e. sex,

name, age etc.) given by the respondents to the respected data they have provided

through the interview. The data was then separated into two groups: (a) home schooled

group and (b) traditionally educated group. The intragroup data was then compared for

similarities and identified for differences with relation to the basic demographic data

from the profile form. On the other hand, the inter-group data was contrasted for

Data Analysis


differences and compared for similarities as well. From the gathered analysis the

researchers were able to compare the different effects of home-education and

traditional education in the tertiary level of the Philippine setting.


Chapter V

Presentation, Interpretation, and Analysis of Data

In this chapter, the data gathered from selected informants will be presented,

interpreted and analyzed. They are then divided into five parts. The first is the

informant’s academic background, followed by their personal background, which both

identify factors that could possibly affect their current opinions. The third and fourth part

show their social outlooks and academic experiences respectively.

I. Informant’s Academic Background

In this section, the informant’s academic background was asked for the

researchers to be able to compare the advantages and disadvantages of the methods

of education

Table 1

Academic Background of the Informants

Name of Informants Academic Background

Ram Nicholas S. Guevara Home – educated

Mark Justin Reyes Home – educated

Joshua Argosino Home – educated

Roy Roberto Felipe Traditionally Educated

Yanna Lopez Traditionally Educated

Joshua Aguila Traditionally Educated


Table 1 shows the method of education of each informant in the secondary level.

Joshua Argosino, Ram Nicholas Guevara, and Mark Justin Reyes are all home-school

graduates, while the remaining informants Joshua Aguila, Roy Roberto Felipe, and

Yanna Lopez are graduates from a traditional method of education. Their previous

methods of education have affected their performances in the tertiary level academically

and socially.

Number of Years Home-schooled

The number of years a homeschooler was homeschooled prior to entering college is a

factor in his performance in the latter field. A larger number of years suggest a greater

amount of subjection to the said curriculum. On the other hand, a lesser number of

years suggest a smaller amount of subjection to homeschooling, and a greater amount

of subjection to traditional education.

Table 2

Number of Years Home-schooled

Name of Informant Years Home-schooled

Joshua Argosino 9

Ram Nicholas Guevara 8

Mark Justin Reyes 5

Presented in Table 2 is the number of years each home-schooled informant was

homeschooled prior to entering college, in decreasing order. Joshua Argosino is noted


to have the most number of years, having had 9 years of homeschooling before

entering college. From this, it can be assumed that the said informant has a greater

need for adjustment in the social and academic aspect of college. It was noticeable that

this certain respondent had the most inputs as compared to the other two. On the other

hand Mark Justin Reyes is seen to have only 5 years of homeschooling prior to college.

The 5 years, imply that his other years were spent in a regular system of education,

therefore this informant can be considered to have more exposure to the method of

education in a regular tertiary level, in a Philippine setting. His answers were often very

similar ot those traditionally educated, but it still held a slight difference.

II. Informant’s Personal Background

Age

Upon interviewing the informants, the researchers placed great significance in

their respective ages.

Age, is considered a significant factor since it is co-relational to a student’s

adaptation skills. This is supported by a study conducted by Knapp (2006), which

concluded that upon reaching the age of 18, the brain starts to change its structure

around the areas that store emotions and information. Therefore, as a person gets older

his or her mental capabilities are assumed to get better and better.

The researchers believe that the older the informant, the more likely he or she

will be able to adapt better socially and academically to a new environment, specifically

entering a tertiary level of education.


Table 3.1

Age of Homeschooled Informants

Name of Informant Age


Joshua Argosino 18

Mark Justin Reyes 18

Table 3.1 shows the homeschooled informant’s ages in decreasing order, with Ram

Nicholas Guevara being the eldest at 20 years old, and Joshua Argosino, and Mark

Justin Reyes being younger at 18 years old. In this case Ram Nicholas Guevara is

considered to have greater mental development in comparison to the remaining

informants, Joshua Argosino and Mark Justin Reyes, who are two years younger than

him.

Table 3.2

Age of Traditionally Educated Informants

Name of Informant Age

Joshua Aguila 19

Roy Roberto Felipe 19

Yanna Lopez 18


Table 3.2 shows the ages of traditionally educated informants in decreasing order.

Joshua Aguila and Roy Roberto Felipe are both older at 19 years old, while Yanna

Lopez remains the youngest at 18. From the gathered data it can be said that Joshua

Aguila has developed the most mentally, while Yanna Lopez, has developed the least.

Annual Family Income

An informant’s family income indirectly plays a factor, since it determines one’s

social class. A social class has a certain effect on a child’s environment and upbringing,

thus possibly affecting his socialization.

From the data gathered, it is noticeable that all of the informants range from the

upper-middle class (500,000 – 2,000,000 pesos) to the upper class (2,000,000 pesos

onwards). This is clearly manifested in the fact that all of the informants attend Ateneo

de Manila, one of the country’s most expensive schools, with an average tuition fee of

75,000 pesos per semester, which is dependent on one’s course.

According to Peirce (2009), people from the upper and upper-middle class have

mannerisms distinct from others of the other social classes. She states that they are

socialized for a higher culture, which includes playing musical instruments. All of the

informants play classical musical instruments, most commonly the violin. They also

belong to a higher level of musical learning, ranging from Grades 4-10 of the Suzuki

method, a musical curriculum established by a Japanese virtuoso of the same name.

At the same time, Miller, as cited by Pierce (2009), conducted a study that

proved how a student’s social class affected his/her aspirations. He also concluded that

materials, opportunities, as well as one’s attitude towards education, is associated with


one’s social class, making it a factor for the informants’ academic and social

performance in college.

A sibling could be a factor when it comes to one’s socialization. For the

homeschooled informants, it could provide more social interaction with a person

relatively close to his/her age. In the case of those traditionally educated, it provides

additional interaction outside the bounds of their educational system. Aside from that it

brings more variety when it comes to the age and maturity level of the people they

interact with.

Siblings

Table 4.1

Number of Siblings of Home-schooled Informants

Name of Informant Number of Sibling(s)


Joshua Argosino 2

Mark Justin Reyes 1

Table 4.1 shows the number of sibling the home-schooled informants have. This is

shown in decreasing order with Ram Nicholas Guevara having the most with 5 siblings,

and Mark Justin Reyes having the least with 1 sibling.


Table 4.2

Number of Siblings of Traditionally Educated Informants

Name of Informant Number of Sibling(s)

Joshua Aguila 3

Roy Roberto Felipe 1

Yanna Lopez 1

In decreasing order, Table 4.2 shows the number of siblings traditionally educated

informants’ have. Joshua Aguila appears to have the most with three siblings; this

shows a great deviance in the socialization of different ages and perspectives. On the

other hand Roy Roberto Felipe and Yanna Lopez both have 1 sibling each, which

implies a limited deviance.

Parents Marital Status

According to Keith & Finlay (1998), parental divorce has an effect on a child’s

educational attainment. They also mentioned that it could possibly affect their self-

esteem and social outlook in terms of trusting other people.

Therefore, the researchers have decided to include the marital status of the

informants’ parents as a factor in tertiary academic and social performance. However

there was no significant difference, since of all the informants’ parents are currently

married to each other.


Another considerable factor is the informant’s sex. This is considered a factor,

since a person’s sex affects the way he/she thinks. Most males are said to be rational,

while females tend to act based on their emotions. In turn it also affects the way a

informant makes decisions and the way he/she acts upon those decisions.

Sex

Table 5.1

Sex of Homeschooled Informants

Name of Informant Sex

Joshua Argosino Male

Nicholas Guevara Male

Mark Justin Reyes Male

Table 5.1 shows the homeschooled informants’ sex. It clearly presents that all

informants in this group are male. From this we can assume that the answers they have

given are based from a rational perspective.


Table 5.2

Sex of Traditionally Educated Informants

Name of Informant Sex

Joshua Aguila Male

Roy Roberto Felipe Male

Yanna Lopez Female

Table 5.2 presents the sexes of the traditionally educated informants. It shows that

there are two males, namely Joshua Aguila and Roy Roberto Felipe. The remaining

informant, Yanna Lopez is female.

Religion greatly affects a person’s beliefs. It also shapes a person’s opinions,

and his/her outlook towards the situations he/she is currently faced with. Therefore, the

informants have decided to include religion as a factor which affects a person’s

academic and social performance in college.

Religion


Table 6.1

Religion of Homeschooled Informants

Name of Informant Religion

Joshua Argosino Evangelical Christian

Ram Nicholas Guevara Evangelical Christian

Mark Justin Reyes Evangelical Christian

Table 6.1 shows that all home-educated informants are Evangelical Christians. This

shows that the respondents are a conservative group of people who have grown up in

modern Protestant families. People of this religion are commonly known to have strong

family ties and strong personal convictions.

Table 6.2

Religion of Traditionally Educated Informants

Name of Informant Religion

Roy Roberto Felipe Evangelical Christian

Yanna Lopez Evangelical Christian

Joshua Aguila Roman Catholic

Table 6.2 shows the traditionally educated informant’s religion. Roy Roberto Felipe and

Yanna Lopez are both Evangelical Christians, while Joshua Aguila remains to be the

only Roman Catholic informant.


III. Informant’s Current Social Outlook

The current study’s first sub-problem was about the social capabilities of home

educated children in comparison to those traditionally educated, in a Philippine setting

of tertiary education, specifically in Ateneo de Manila University.

Social Changes upon Entering College

The home-schooled informants have common answers to the question on the

differences their current social life had with their previous one. Most of them agreed that

they had a more active social life upon reaching college, although there were no drastic

changes. One informant, namely Mark Justin Reyes, answered with the statement,

“Ano, I can honestly say na sa college lang na develop yung social life ko”. (I can

honestly say that it was only in college that my social life was developed.)

According to them, this was because they had the opportunity to associate

themselves with other people specifically their classmates. This is closely related to

Bowditch’s (2003) study which concluded that children develop better social

characteristics when immersed with more company preferably that of a nearer age

range.

Furthermore, when asked in what way their social life became more active, one

homeschooler, Joshua Argosino responded with the statement, “When I was in high

school I only went out during the weekends, but when I got into college parang…BAM!

Nag expand siya exponentially…I had more activities” (When I was in high school I only

went out during the weekends, but when I got into college it was like…BAM! It

expanded exponentially…I had more activities.) Another, Ram Nicholas Guevara,


mentioned, “Back in homeschool I really didn’t have classmates as you would

know…now in college I have more friends.”

On the other hand, the informants who were traditionally educated stated that

there were no noticeable changes in the social aspect. One traditionally educated

informant, Roy Roberto Felipe said, “It was like...yeah…normal social life, I mean with

classmates with friends.” This could be due to the fact that the social structure in college

is not very different with the social structure in a regular high school, since it involves

having classmates and learning together with others as well.

However, when the home-educated informants were asked if they had a hard

time adjusting to the bigger social scale, they claimed to not have had undergone any

drastic changes. One of them, Joshua Argosino responded with the statement,

“…parang wala lang yung transition, I never felt different from my classmates…” (…the

transition was nothing significant, I never felt different from my classmates…).

Both sets of statements could imply that traditionally educated students have a

lesser need for adjustment in the social aspect of entering college, compared to those

who were home-educated. This could be due to the fact that those regularly educated

are used to having classmates who learn along with them. However, the

homeschoolers, despite not being used to the new social environment, can be

perceived to have good coping skills. They admit to having changes, but to adjusting

well to a good college social life despite it.


Friendliness

As the informants were asked the question regarding how friendly they were,

most of them considered themselves as fairly amiable. A certain homeschooler, Ram

Nicholas Guevara responded, “I’m a very friendly person…I’m never shy.” which was

similar to Mark Justin Reyes’, another homeschooler, response, “I’m very friendly, I just

love meeting new people.”

Another informant, Roy Roberto Felipe who was educated regularly said, “Most

of my friends tell me I’m easy to make friends with.” This was closely related to another

answer from an informant of the same educational background, Yanna Lopez, who

stated, “I have always been a people person. During org events, I am often assigned to

station myself near the venue's entrance so that I may welcome everyone who attends.”

However, a certain homeschooled informant, Joshua Argosino, seemed to differ

in his answer. He gave himself 4 out of 5 in his own rating of friendliness. He added an

additional statement which said, “Sometimes mahihiya ako.” (Sometimes I get shy).

Upon given a follow-up question of whether homeschooling has had an effect on his

being shy, the informant said, “Regardless talaga. It’s because of my personality, not

because I’m homeschooled.” (Definitely regardless; it’s because of my personality, not

because I’m homeschooled.)

It can be assumed that a method of education does not have a direct effect on a

child’s social personality. This coincides with Jersild’s (1946) belief that a school does

not necessarily change or create a child’s personality. According to him, there are a lot


of out-of-school factors that affect a child’s personality, and a method of education is a

small if often insignificant factor in his social traits.

Approaching People

The informants were given questions about how they approached people,

specifically if they approach people first or wait to be approached. Informants who were

traditionally educated gave varying answers. Yanna Lopez said that she was fine with

approaching new people, another gave a statement saying, “It depends on the

situation.”, while the remaining traditionally educated informant, namely Mark Justin

Reyes said, “I don’t approach a person, unless kailangan ko talaga.” (I don’t approach a

person unless I really have to.)

On the other hand the informants who were homeschooled gave relatively

consistent answers. Although the previously mentioned home-schooled informant with a

shy personality admitted that he usually allows the other person to speak first, the other

two informants, Ram Nicholas Guevara and Mark Justin Reyes, claimed to approach

new people all the time. Furthermore, one home-educated informant, Ram Nicholas

Guevara said, “Back in home-school, when I entered the swim team, I was new.

Nobody approached me but I approached them. Most of them were shy…they were

regularly educated kids…”

This is actually supported by a study conducted by Shyers (1992), in which he

noticed that homeschooled children tended to approach those who regularly educated

in a quiet but assertive manner. He also mentioned that the latter group of children

tended to be aggressive but failed to approach other children for interaction.


From this, it can be said that traditional students tend to think twice about

approaching a new person; they weigh the situation before choosing to/to not approach

a new person. This could probably be a sign of self-consciousness or hesitance. On the

other hand home-educated graduates seem to have no problem with approaching new

people. They show an innate sense of confidence, and seem to have strong but humble

beliefs regarding themselves and their abilities

Interaction with the Opposite Sex

In response to the questions regarding how comfortable they were with

approaching the opposite sex, the researchers received the same answers from all

informants of both groups. All informants claim to be comfortable in approaching the

opposite sex, and seemed to have no inhibitions in developing friendships with them.

They gave answers such as, “I have no problem approaching the opposite sex.”, “I have

no inhibitions.”, and “I appreciate close brotherly friendships,” the latter statement

coming from a female informant, Yanna Lopez.

Therefore, there is no significant difference between the ways informants of both

groups view the opposite sex. All the informants, whether home-schooled or traditional

seem comfortable with boy-girl interaction and inter-gender friendships.

Romantic Relationships

When it comes to romantic relationships there are differences not only between

the two groups (homeschooling and traditional), but within as well.


Two out of three informants who were traditionally educated have been involved

in a romantic relationship. These official relationships, usually last for 8 months or more.

On the other hand, most home-educated informants would love to have a relationship,

but prefer to wait. One of them, Joshua Argosino responded with the statement, “No, I

like someone, we hang out, but I’ve never pursued anyone…I want to, but I want to

better myself first before presenting myself to the opposite sex.” However, one home-

educated informant Ram Nicholas Guevara claimed to have an M.U., which is an

unofficial relationship where both parties are aware of the presence of romantic feelings

they have for each other, but they choose not to make it official. That certain informant

related his experience by saying,

I guess it was kind of natural, because me and the girl were growing close to

each other. She was also home-schooled, and our continuous relationship to

each other thru text and YM attracted us to each other. I met her in one of the

extra-curricular activities which was art class

Based on the gathered information traditionally educated students have no

inhibitions when it comes to pursuing official relationships. In contrast, home-educated

graduates prefer to wait for the “right time” to have a relationship. This can be explained

by Fariss’ (2009) article which states that most parents who home-school instill in their

children the discipline of delaying romantic relationships until one is ready for marriage.

This indicates that home-educated children have strong relationships with their parents,

considering they put obedience above their own wants and satisfactions. However, it is

clearly seen that despite a relative lack of socialization, home-schoolers are not exempt

from romantic feelings, and from acting upon it as well.


Personal Convictions

When confronted with the question of whether or not they partied at night, the

informants gave a unanimous no. This was followed by an explanation that they attend

other parties, such as debuts and block parties, but they draw the line when it comes to

partying at night.

The home-educated informants were noticed to have a lot to say about the

subjects and its related morally questionable areas as well. One informant, Mark Justin

Reyes said, “A lot of my classmates like to go on drinking, but for me..., I just refuse to

take part of it.” Another one, namely Ram Nicholas Guevara mentioned,

Well, personally, once you go to a bar you have to drink, one of my personal

preferences was not to drink alcoholic beverages. The type of people in that

setting are not exactly the most …I should say, morally upright people. My

parents raised me in that sort of way. When I entered into college, I met people

that constantly invited me to drinking parties and going to the bar, with my mom

being my teacher in home-school who taught me not to succumb to peer

pressure.

He then goes on to say, “Family is very important. Homeschooling develops greater

family ties.” In relation to this another informant mentions a statement, “In home-school

personal convictions are ingrained in you because you really learn from your parents.

It’s ingrained more strongly.”

With these statements, the parent-child relationship is clearly seen once again.

This is a manifestation of Shyers’ (1992) study, which concluded that home-educated


children know better since their parents influence them more than their peers. This

could also linked to Bowditch’s (2003) article, in which he concluded that

homeschoolers tend to lack a sense of maturity and self independence, by relying on

their parents decisions.

The discussion moved on to another topic which was opened by a certain

informant, Joshua Argosino, as he said, “One of the things I couldn't handle socially in

college was the cussing. Classmates would usually ask me, ‘Josh, bakit hindi ka

nagmumura?’ It always a struggle cause you're around people who say these words all

the time.” (One of the things I couldn’t handle in college was the cussing. Classmates

would usually ask me, “Josh, why don’t you curse?” It’s always a struggle cause you’re

around people who say those words all the time.) The discussion went on and he said

some very striking words regarding character.

All of the things you learn in school you can learn anywhere. In homeschool you

get to develop your character. Math and Biology is only useful until a point.

People are always gonna look at your character right? That's who you are and in

home-schooling, yun talaga yung focus ng parents at ng system ang

developemnt of character. I find it such a help, kasi parang I find myself more

confident and more secure in knowing what I should do in any situation.

(All of the things you learn in school you can learn anywhere. In homeschool you

get to develop your character. Math and Biology is only useful until a point.

People are always gonna look at your character right? That's who you are, and in

home-schooling,your parents along with the system focus on developing your


character. I find it such a help, cause it’s like I find myself more confident and

more secure in knowing what I should do in any situation.)

Those who were traditionally educated, on the other hand, never mentioned

anything about family ties or personal convictions. Therefore, it can be seen that they

are less vocal regarding their beliefs. Homeschoolers on the other hand, seem to have

strong family ties, due to the fact that they spend so much time with them. By doing so,

they are influenced more and more by their parents. Traditional students spend

relatively more time with their peers, but the family relationship depends on a case-to-

case basis, specifically on how a family chooses to spend the time they have together. It

also seen that homeschoolers have great convictions with regards to moral character.

Traditional students seem to be more exposed, tolerable, and flexible upon

encountering a morally questionable act. This could be because they have more

experience in dealing with various personalities, some of which have characteristics

which are considered less moral in society.

From assessing the data mentioned above, the researchers can presume that

there is only a slight difference when it comes to personal social interaction between the

two groups, and their previous method of education has no direct effect on it. However,

the home-educated students are greatly different when it comes to their social life in a

larger scale. They experience greater changes, upon entering college, thus bringing in a

greater need for adjustment. Despite such, they seem to cope well, and adjust quickly to

the current social life they have now, which is reported previously by Ray (2004),

homeschoolers develop well, and therefore, they are able to handle social adjustments

easily.


IV. Informant’s Current Academic Experience

The current study’s second academic sub-problem was about the academic

experiences of home-educated in comparison to those traditionally educated, in a

Philippine setting of tertiary education.

College Professors

It was noticeable that the informants who were home-educated reported that it

wasn’t a big adjustment for them to have different teachers. An informant who was

previously home-schooled, Joshua Argosino, stated, “I mean, you know how it is na , it

wasn't a big adjustment, very minor lang siya, the only thing I had to get used to was the

teacher not caring; I had to view him on a professional level.” (I mean, you know how it

is. It wasn’t a big adjustment, it was very minor. The only thing I had to get used to was

the teacher not caring; I had to view him on a professional level).

The home-educated informants admitted that they are used to their parents as

their teachers. They did not also worry about committing mistakes because there is a

personal mentor who will correct them.

To support such claims, parents prefer home-education more than the traditional

way. According to Rothermel (2002), parents prefer home-education rather than

traditional education because of these three reasons which include the following: (a)

there was an interest in alternative education and (b) the presence of school-related

problems. Because of psychological imbalances in a child due to his previous

attendance at several schools, home-education became the preferred option. The


student is more comfortable if he is educated at home because he is given more

freedom to participate in lessons since there is no fear of judgment.

Another informant from the same group, Ram Nicholas Guevara answered, “No,

it wasn’t really difficult.” When asked to explain why there never was a difficulty, or why

the adjustment was very minor, the researchers found that it was due to the kind of

home-educational system. A home-educated informant explained, “Ano kasi, when I

was homeschooled we had different art requirements, so we had classes regularly

arranged we’d hire a teacher together with other homeschoolers sabay sabay kami,

sama-sama.” (It’s like this, when I was homeschooled we had different art requirements,

so we had classes regularly arranged, we’d hire a teacher together with other

homeschoolers. We’d learn together.) Another homeschooler explained his previous

educational system by saying, “In my home school curriculum, I had an online

curriculum, where I had cyber teachers, where I emailed different teachers from all

around… in homeschooling we’re required to have extra co activity, like art classes,

music classes, which we took with other students as well.” These statements do not

only explain why the home-educated informants only had to go through a minor

adjustment with regards to having teachers educating them instead of their parents, it

also explains why they adjusted easily to learning along with others once they entered

college.

The traditionally educated informants, who have had different teachers

throughout their primary and secondary education, seem to have a lesser or no need for

adjustment upon entering college. However they claim to have a problem with teachers

who have difficult personalities, or seem to lack in some areas of skill and competency.


A certain informant, Roy Roberto Felipe who was traditionally educated reported,

“Actually I do (have difficulty), especially if the professor is really stubborn, and doesn't

know what to teach at all”. Another informant, Yanna Lopez who graduated from the

same curriculum gave her opinion stating, “It was difficult for the teacher to attend to our

individual needs.”

What was striking was the fact that a home-educated informant, Joshua

Argosino, mentioned a statement that contrasted with the opinions of the traditionally

educated informants, he said,

You know how sometimes pag terror ang teacher moh, you get to develop this

attitude na mahirap siya intindihin. As a homeschooler I get to see things from a

teachers perspective, in a more mature way. My parents taught me how to

understand the teacher's perspective.

(You know how sometimes if you have a terror teacher, you get to develop this

attitude that he/she is hard to understand as a person. As a homeschooler I get

to see things from a teacher’s perspective, in a more mature way. My parents

taught me how to understand the teacher's perspective.)

This statement once again shows the great influence parents have on home-

educated children. Because they interact the most with their parents they tend to

develop a greater sense of maturity as compared to those who interact with people who

are less or just as mature as they are.


From the data gathered it is evident that home-educated children have a greater

need for adjustment upon entering college, specifically in dealing with college

professors. However the adjustment is minor, due to the fact that they have had

exposure in dealing with mentors from extra –curricular activities and cyber teachers.

The informants who were traditionally educated, on the other hand, seemed to have a

lot to say regarding a professor’s personality and capability. They cite that there is a

difficulty in class because of these teachers. However, home-educated children claim

not to have a problem with a personality-challenged professor, claiming to have a

mature perspective, which was gained from interaction with their parents.

Academic Discipline

The discussion moved on to the academic discipline in college, which refers to

the regulations students set for themselves when it comes to the fulfillment of academic

requirements. The discussion was centered mostly on deadlines.

The answers given by both groups were very similar; they both stated that they

had no problems with deadlines, since they prefer to do the work ahead of time. The

traditionally educated informants gave answers such as, “I try to do things ahead of

time.” And “I’m pretty okay with deadlines.” Similarly, the informants who were home

educated said, “In college I don’t have any problems with deadlines, but I’m stricter on

myself now, because I know my mom isn’t my teacher anymore.” and “Concerning

deadlines, I submit on or before the date.”


As the discussion went on it was noticeable that a home-schooled informant

mentioned how he developed a sense of discipline in relation to deadlines. One

homeschooler, Ram Nicholas Guevara said,

When I was homeschooled I developed a sense of discipline which was unusual

in a home-schooler, cause we tend to slack it off, and delay it for the next day.

But, I went through that stage, where I got really delayed, and I had to adjust,

after that I developed an innate sense of discipline by myself.

Upon encountering the statement mentioned above, the researchers noticed a

few statements given by home-educated informantsthat were related one way or

another. These were Joshua Argosino’s and Mark Justin Reyes’ respectively,:

When I was home schooled everything was at my own place. There are times

wherein I’m really lazy and all that, it might affect me in the long run but in

traditional schooling, if I get lazy there’s a deadline so no matter, parang

magagawa pa rin siya. Pero sa home schooled for example yun nga if I get lazy

there’s a time na hindi ko siya matapos.

(When I was homeschooled everything was at my own place. There are times

wherein I’m really lazy and all that, it might affect me in the long run but in

traditional schooling, if I get lazy there’s a deadline so not matter what, it’s like I

still have to do it. But in homeschooling for example if I get lazy there’s a time

when I really can’t finish it.)

I had lack of initiative. My parents would pressure me, I'd do it for thirty minutes,


but later on I'd be doing something else. It really depends on the system that the

parents set.”

Judging from these statements, it is evident that in home-schooling one works at

his/her own pace. A traditionally educated informant, Yanna Lopez commented, “In

homeschooling they’re more comfortable they learn at their own pace.” This also

coincided with another statement given by a home-educated informant, Ram Nicholas

Guevara who said, “I was used to setting my own schedule waking up at my own pace,

studying my own time. When college came along, that kind of disappeared.”

However, a student’s setting of his own pace, doesn’t necessarily have negative

effects on his sense of discipline. This was evident in the striking testimonial of

homeschooler, Ram Nicholas Guevara who said,

Many home-school students wake up late, study late, and end up graduating

later. Before I would be studying on a table and I could get up anytime go to the

kitchen eat something, then five minutes later I get up again and eat something.

It's more laid back, but it causes a student to develop a sense of discipline on his

own, to conquer a lazy lifestyle once he realizes the consequences.

This was similar to another informant’s (Joshua Argosino) answer which said,

Yung pacing mo kase can be both advantage and disadvantage. First of all,

disadvantage … if you get lazy, you might tend to not do it talaga. Pero it’s also

an advantage because you may advance your studies. So for example if your


school year is one year maybe you could cut it into half, well it’s up to you din

talaga.

(Your pacing can be both advantage and disadvantage. First of al, it’s a

disadvantage because if you get lazy you might not be able to do it at all. But, it’s

also an advantage because you may advance your studies. So for example, if

your school year is one year maybe you could cut it into half; it’s just up to you. )

Another home-educated informant, Mark Justin Reyes said,

The institution provides deadlines for the whole school year, but they could

decide if they could finish on, before or after deadliness, but with respective

consequences. In home school I developed a personal sense of discipline that I

develop on my own and was not forced upon me.

From the gathered data, it is seen that informants from both groups have no

problem dealing with deadlines, and prefer to work on them before-hand. It was also

noticeable that the informants educated traditionally did not need to adjust with regards

to the pressure of deadlines; on the other hand those who experienced home-education

seem to have or to lack a sense of academic discipline due to the freedom of setting

their own pace. They are given opportunities to develop that discipline on their own.

However, this is situational and mainly depends on the student’s initiative or on the

system the parents set to supplement his/her home education.


Group Work

Although it wasn’t part of the questionnaire, two out of three home-educated

informants mentioned something about group work, without being prompted by the

researchers.

It has already been established that homeschoolers learn by themselves

academically, since social interaction with people their age is limited to extra-curricular

activities, such as art, music, P.E., and the like. However, what was striking, were the

statements these two informants, namely Ram Nicholas Guevara and Joshua Argosino,

respectively gave. One of which said, “During group works, I'm frequently assigned the

leader. Maybe it's because I want to excel, and my classmates recognize that. They

know I work hard.” The other informant mentioned, “It's very situational, but when it

comes to group works, everybody assigns me as a key member”

These statements, not only imply academic excellence, it also shows the fact that

they receive an amount of respect from their classmates, who choose them to be

leaders during group work. This coincides with Shyers (1992) study where it was

concluded that home-educated children work better in groups compared to those

traditionally educated. This could be because of their great sense of maturity, and the

discipline that they have developed by themselves for themselves.


Chapter VI

Summary of Findings, Conclusions, and Recommendations

The study aimed to find out if home-educated students are competitive enough in

the tertiary level of education in the Philippine setting. The researchers identified two

sub-problems, (a) social and (b) academic aspect, and narrowed the scope down to

Ateneo de Manila University in a case study with 6 respondents.

The respondent’s answers were evaluated and analyzed to come up with the

following findings.

Social Aspect of College

Both home-educated and traditionally educated students relate well with other

people on a personal setting, but homeschoolers have a larger need for adjustment

once they enter college, due to the fact they now learn academically with others as well.

Traditionally educated respondents, often think twice about approaching new people,

while the home-educated ones seem to handle newcomers very well.

Students who were traditionally educated are comfortable with the idea of a romantic

relationship, while homeschooled students prefer to “wait for the right time.” Both sets

seemed comfortable with being friends with the opposite sex.

Homeschoolers also bring along with them great personal convictions and are very

vocal around it as well. At the same time, they seem to be more mature, and have been

greatly influenced by their parents.


Academic Aspect

With regards to the academic aspect, traditionally educated students have an

edge when it comes to practical performance, such as deadlines and difficult teachers.

This is because they experience a lesser change with regards to the teaching methods.

However, despite having a hard time initially, homeschoolers easily adjust to these

changes as well. They were trained to develop a sense of academic discipline on their

own, which led to an easier adjustment when it came to deadlines in college. At the

same time, homeschoolers seem to understand the difficult teachers more, since they

are used to seeing things from a more mature perspective, this being a manifestation of

their constant interaction with their parents.

There is so significant difference between the academic performance with regards to

subject preference, knowledge, or skill. However, homeschoolers seem to work well in

groups despite having undergone previous years of education without it.


Conclusion

Based on the findings the researchers conclude, that home educated students

are competitive enough in a tertiary level of education in the Philippine setting.

Traditional students do have an initial advantage, but homeschoolers are well

developed that they handle changes easily. These bring the two groups into equal

footing in the academic and social aspect of college life, after a given few months of

adjustment.

Traditional schooling requires less adjustment, upon entering college. This

method of education causes less change in the academic learning style. Home-

education, on the other hand, is better in the aspect of social development. This method

causes a child to learn to develop socially with more mature people (their parents), and

with people their age as well (homeschoolers in extra-curricular activities).


Recommendation

It is recommended that the future researchers would interview the informants

together, rather than having the interviews done individually; in this way, there may be a

better sharing of ideas. In our case, we interviewed our informants individually. We have

realized that it is better if we interview them together so as to see a clear and immediate

comparison on the process of interviewing. A group interview is at the same time a

brainstorming session with the informants. Through it, the researcher would be able to

picture the similarities and differences of their answers immediately.

The researchers also recommend future related studies to have a wider range of

informants, in order to have a more reliable comparison, and a smaller margin of error.

In order to find out which method of education is truly superior to the other, there should

be a greater sample size, and all students of both methods should be given an equal

chance to participate in the study. The researchers also recommend that demographic

data be analyzed and co-related with the academic and social results.

Lastly, it is recommended that the informants should be selected from various

schools around the Philippines, and turn the study into a combination of qualitative and

quantitative data analysis, through demographics and opinionated interviews. It is better

to select informants from various schools for the researchers to compare the difference

of their school environment. There is also a possibility for the researcher to see different

aspects and situations that might have affected the academic and social developments

of both methods of education thus, giving a more extensive research.


Works Cited

Research Papers (Printed)

Jersild, A. (1946). Child development and the curriculum. Teachers College, Columbia

University, New York, New York.

Rudner, L. (1999). Scholastic achievements and demographic characteristics of home-schooled

children. . University of Maryland, Baltimore.

Shyers, L. (1992). A comparison of social adjustment between home and traditionally schooled

students. Unpublished doctoral dissertation, University of Florida, Gainesville, Florida.

Research papers (Online)

Ray, B. (2011) 2.04 million students in the United States by 2010. (Unpublished Doctoral

Dissertation) Retrieved from National Home Education Research Institute, Nevada.

Ray, B. D. (2010). Academic Achievement and Demographic Traits of Home school Students: A

Nationwide Study. Retrieved from:http://www.intellectualtakeout.org/library/research-

analysis-reports/academic-achievement-and-demographic-traits-homeschool-students-

nationwide-study?library_node=25141

Academic Journals

Bowditch, G. (2003). Home Schooling Deprives Children of Important Social Lessons. In Home

Schooling , 61-63

de Acosta, M. d. (2003). Home-Schooled Students May Fail to Learn America's Cultural

Heritage. In Home Schooling , 80-81

Klicka, C. (2003). Home-Schooled Students Excel in College. In Home Schooling , 90-96.

Lyman, I. (1998). Homeschooling: Back to the Future. CATO Institute , 6-7.

http://www.intellectualtakeout.org/library/research-analysis-reports/academic-achievement-and-demographic-traits-homeschool-students-nationwide-study?library_node=25141�




Books

Constantino, R. (1967). How Philippine Education can be Improved. Manila: Insular Packing

Corporation.

Sinco, V. (1959). Education in Philippine Society. Quezon City: University of the Philippines

Publications Office.

Electronic Sources

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2012, from ABS-CBN News: http://www.abs-cbnnews.com/business/06/14/11/philippine-

education-ranked-poor

Farris, M.(2009) Delaying romantic relationships until ready for marriage (italicized). Retrieved

from:http://www.hslda.org/docs/hshb/88/hshb8828.asp

Jerry, M. (2007, February 2). Homeschooling Statistics: Numbers Do Not Lie. Retrieved

January 17, 2012, from Ezine Articles: http://ezinearticles.com/?Homeschooling-

Statistics:-Numbers-Do-Not-Lie&id=439470

Keith, V., Finlay, B. (1988). The impact of parental divorce on a child's educational attainment.

Journal of Marriage and Family (italicized), 797-809.

Knapp, B.(2006). Physical changes in brain structure (italicized). Retrieved

from:http://www.buzzle.com/articles/brain-development-in-children.html

Pierce, D.(2009). How does social class affect Socialization within the family (italicized).

Retrieved from:http://ibssblog.wordpress.com/2009/04/24/how-does-social-class-affect-

socialisation-within-the-family/

Reich, R. (2011, January 5). Home Schooling. Retrieved January 17, 2012, from Stanford

University: http://www.stanford.edu/group/reichresearch/cgi-bin/site/2011/01/05/home-

schooling/

http://www.abs-cbnnews.com/business/06/14/11/philippine-education-ranked-poor�

http://www.abs-cbnnews.com/business/06/14/11/philippine-education-ranked-poor�

http://www.hslda.org/docs/hshb/88/hshb8828.asp�

http://ezinearticles.com/?Homeschooling-Statistics:-Numbers-Do-Not-Lie&id=439470�

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Rothermel, P. (2002, September 14). Home-Education: Aims, Practices and Outcomes .

Retrieved January 17, 2012, from Leeds:

http://www.leeds.ac.uk/educol/documents/00002197.htm


Apendix

Dear Respondent/Informant,

Greetings!

We, Ruth Melicor and Astrud Mae Tambangan, 1st

year B.S. Management

students of the University of the Philippines Cebu, would like to ask for your cooperation

in answering the following questions. We are currently conducting a case-study in

comparing home-school graduates and traditionally educated ones in the tertiary level

of education.

Your cooperation would be greatly appreciated. Rest assured that the information

obtained shall be kept confidential.

The Researchers

_____________________________________________________________________ Name (optional) :

Age:

Sex:

Religion:

High School:

College:

Course:

Instruction: Please shade the appropriate answer.

1.) Annual Family Income (in pesos):

o below 10,000


o above 10,000 but not above 30,000





o above 500,000

2.) Siblings (not including yourself):

o 1

o 2

o 3

o Others, please specify:

3.) Parents Marital Status:

o Married

o Separated

o Divorced

o Deceased

o Widowed (Please specify the deceased): _______

4.) Curriculum:

o Traditional (Public)

o Traditional (Private)

o Home-education

If home-education pls answer the ff. Questions:

a.) Who home-schooled you

o Mom

o Dad

o Both

o Others (pls. Specify):


b.) Years home-schooled:

Interview Questions:

1.) Describe your social life back in high school, and compare it to the present.

2.) On a scale of 1 to 5 (5 being the most friendly) how friendly are you, in your own

opinion? Why? Cite examples/experiences.

3.) Do you approach new people, or do you wait to be approached?

4.) Do you party at night? If yes, how frequent? Why do you do it? Cite

experiences/examples.

5.) Have you ever been in a relationship? IF yes, how long and how many? Cite

experiences. If no, why?

6.) Are you comfortable approaching the opposite sex? Are you hesitant with having

close friends from the opposite sex.

7.) How are your grades?

8.) Do you find dealing with different teachers difficult? Cite experiences?

9.) How do you cope with deadlines?

10.) What is your greatest challenge academically?

11.) What is your greatest challenge socially?

12.) What is your greatest strength academically?

13.) What is your greatest strength socially?

14.) Do you find your previous method of education an asset or a liability? Why? Cite

experiences/examples.

15.) If you could turn back time which curriculum would you choose to experience?

Why? State the disadvantages and advantages of both curriculum (traditional and

homeschooling) from your own perspective.

home schooled and_traditionally_educated_students

Education

research study

comparative study

philippines cebu lahug

cebu contact number

manila university

tambangan address

melicor address

date of birth