LEVEL OF PARENT - CHILD COMMUNICATION AND ACADEMIC PERFORMANCE AMONG BSN LEVEL IV OF OLIVAREZ COLLEGE SY.

2012-2013

An Undergraduate Thesis Presented to the Faculty of OLIVAREZ COLLEGE of Nursing Sucat Rd, Paraaque City

In partial fulfillment Of the Requirement for the Course INTRODUCTION TO NURSING RESEARCH

Submitted by: Javier, Jacquelyn A. Galano, Aira Francesca D. LLoveras, Marian Gizelle Joy I. Lomuardo, Patricia Ma. Goretti S.

CHAPTER

I.

The Problem and Review of Related Literature and Studies

i.

Introduction

ii.

Background of the Study

iii.

Review of Related Literature

iv.

Theoretical Framework

v.

Conceptual Paradigm

vi.

Statement of the Problem

vii.

Hypothesis

viii.

Significance of the Study

ix.

Scope and Delimitation

x.

Definition of Terms

CHAPTER I

The Problem and Review of Related Literature and Studies BACKGROUND OF THE STUDY Communication enables parents and children to express their thoughts and feelings with one another. Effective communication helps strengthen the parent-child relationship and increases mutual understanding. Communication plays a vital role in nurturing a child. Education starts from oneself and it begins at home. Childrens relationship with their parents greatly affects their academic performance in school. Thus, grades can be taken as criterion when possible links between parent- child communication patterns and childrens achievement in school is explored. Parents are the most influential people in the lives of their children; they provide the child with an array of early experiences and circumstances which allow the child to develop his knowledge, habits, abilities, attitude and values in life. This became the basis of personality. Parents play the first and most decisive role in making the child effective force in advancement of a better nation. This study however, will be focusing on the level of parent-child communication and, how it affects the academic performance of their children. This study will discuss the different types of communication. This study aims to seek ways on how to improve the parents relationship with their children, vise-versa, through survey of selected Level IV Nursing students in order to further explore the different factors in the family that could affect the childrens performance. Several studies of related literature and theoretical propositions have also been considered in order to reinforce the study. In general, this study will identify of what is the level of parent-child communication and Academic Performance among BSN Level IV of Olivarez College. Over the years, the investigators of the factors that influence academic performance of the students have attracted the interest and concern of teachers, counselors, psychologist, researchers and school administrators. The declining educational status and breeding of graduates with technical know-how have led many researchers to study the different factors that affect a students performance at school. Indeed there are many factors that could influence the academic performance of the students; among these factors include the students internal state such as intelligence and state of health and the environmental factors such as the facilities, availability of resources, societal influences and family or parental influences. Among these factors, the home environment and the level of parent-child relationship indicate a great importance on students academic performance.

Many researchers have conducted as to how much communication affect students performance at school. In college, the new experience and pressures of this phase of family life can challenge the relationship between the parent and the child. It is important to recognize the role of the parents in their childrens education especially in college where 70% of the students spend their waking hours in school with their friends and teachers (Michigan Dept. of Education, 2011). Research show that family support is an essential factor in their childrens academic performance. Educational failing is associated with lack of parental involvement and parental interest in their childrens schooling. Family participation in education was twice as predictive of students academic success as family socioeconomic status. Some of more intensive programs had affects that were ten times greater than academic outcomes. Conversely, relationships that are less positive and warm have been linked to less desirable outcomes. The academic performance of one student includes study habits, grades class participation in discussion, activity of level of understanding. Good grades and performance will identify that one student excel and seriously studying while some student who are not studying maybe due to peer pressure, financial problem support, influence of this world and trend are some of the reasons why they failed. This study sought to know why some student maintain their good grades but socioeconomic status is poor while some student has poor grade but economic status is good and vice versa. This study will identify what is the relationship of parent-child communication and academic performance of BSN Level IV in Olivarez College why some student pass while others failed but in different socioeconomic support.

REVIEW OF RELATED LITERATURE

In a study conducted by Cheryl Starr in 2008, the type of family communication structure dictates the quality of communication time. She identified the different types of family communication and the fourfold typology of communication. Within the parent-child communication process there are two main types of family communication structures. The sociooriented communication structure and the concept-oriented communication structure both offer positive communication skills to the children being reared within those families. However, each of those communication structures vary greatly. These two general dimensions produce four main types of family communication patterns. These patterns help guide children with situations they face in the world outside of the family context.

In a socio-oriented family communication structure, children are directed to obey elders and seek a harmonious relationship with others. This form of communication structure raises children in an environment where they are taught to avoid controversy. Children in the sociooriented communication structure do not participate in the decision-making processes of the home. The children are taught not to argue with adults and to give in on topics instead of risking offending others.

Children from the concept-oriented communication family structure were taught that the problem itself is the focus when dealing with a conflict instead of the people who create it. They are taught to weigh all of the alternatives before making a decision and then they may argue the problem and use evidence when they believe they are correct. The children are also taught not to be afraid of arguing or antagonizing others.

The two general communication structures, socio-oriented and concept-oriented. Produce a fourfold typology of communication in parent-to-child patterns. Laissez-faire families have little parent-to-communication in either structure. Protective families stress obedience and social agreement within the families. Consensual families encourage the children to have openness with the worlds ideas, yet without disrupting the familys harmony and hierarchy of opinion. Pluralistic families offer open communication without obedience to authority being necessary.

SYNTHESIS OF THE STUDIES

CONCEPTUAL FRAMEWORK OF THE STUDY The type of communication was adapted from the study of Cheryl Starr in 2008. The type of family communication structure dictates the quality of communication time. Within the parent-child communication process there are two main types of family communication structures. The socio-oriented communication structure and the concept-oriented communication structure both offer positive communication skills to the children being reared within those families. However, each of those communication structures vary greatly. These two general dimensions procedure four main types of communication patterns. These patterns help guide children with situations they face in the world outside of the family context.

CONCEPTUAL PARADIGM INPUT PROCESS OUTPUT

a) Age b) Type Of Family c) Parents Educational Attainment d) Familys Annual Income

Survey To determine the level of parent-child communication and academic performance among BSN Level IV of Olivarez College

Type of Parent-Child Communication in terms of: a. Communication 1. Socio Economic Communication 2. Concept Oriented Communication 3. Laissez Faire 4. Pluralistic Level of Parent-Child Communication and Academic Performance

FEEDBACK MECHANISM

STATEMENT OF THE PROBLEM This study will determine the factors related to the levels of parent-child communication and academic performance among BSN Level IV of Olivarez College. Specifically, the following questions will be answered: 1.What is the profile of the respondents in terms of: a. Type of family b. Family economic status

2.What is the type of communication according to: a. Socio-economic communication b. Concept-oriented communication c. Laissez Faire d. Pluralistic

3.What is the level of parent-child communication in selected BSN Level 4 4.Is there a relationship between respondents level of parent-child communication and the their academic performance?

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