Manuscript Details - IJARW2500

ManuScript Details
Paper Id: IJARW2500
Title: EFFECT OF DISRUPTED FAMILY STRUCTURE IN TERMS OF COGNITIVE SKILLS, SCHOOL INTEREST, PUPIL’S BEHAVIOR AND LEARNING ENGAGEMENT
Published in: International Journal Of All Research Writings
Publisher: IJARW
ISSN: 2582-1008
Volume / Issue: Volume 6 Issue 10
Pages: 11
Published On: 5/1/2025 9:19:26 PM      (MM/dd/yyyy)
Main Author Details
Name: METHYL CHREST M. MEDALLA
Institute: VALENCIA COLLEGES (BUK.) INCORPORATED
Co - Author Details
Author Name Author Institute
Abstract
Research Area: Education
KeyWord: disrupted family, pupil’s learning engagement, cognitive skills, school interest, pupil’s behavior, performance
Abstract: Disrupted family has been associated with reduced cognitive development and learning engagement. Since disrupted family can result in multiple negative effects, including perceived guilt, blame, stressors, and diminished resources for the children, it is not surprising that disrupted family has also been reported to negatively affect a child’s motivation, engagement, and learning-related behavior in the classroom. This study aimed to determine the effect of disrupted family structure on the pupil’s learning engagement of San Miguel Central Elementary School, Kuya Elementary School and Magsaysay Elementary School. This study used descriptive-correlational research design. The researcher used descriptive-correlational method because descriptive correlational design is used in research studies that aim to provide static pictures of situations as well as establish the relationship between different variables. The respondents of the study were the one hundred fifty (150) grade 6 learners in San Miguel Elementary School, Magsaysay Elementary School and Kuya Elementary school, for the school year 2023-2024. The result revealed that the level of effect of disrupted family structure on the pupil’s engagement in terms of cognitive skills, school interest and pupil’s behavior had a major effect. Moreover, majority of learners achieving at the Outstanding and Very Satisfactory levels. Another result revealed that there is a significant relationship between the level of effect of disrupted family structure in terms of cognitive skills, school Interest , pupil’s behavior and learning engagement. Thus, the null hypothesis which stated “ There is no significant relationship between the level of effect of disrupted family structure in terms of cognitive skills, school Interest , pupil’s behavior and learning engagement” was rejected. This suggests that parents and caregivers should prioritize creating a stable and nurturing family environment for children. Additionally, schools and educators should also be aware of the potential effects of disrupted family structure and provide necessary support and resources for children who may be struggling.
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IEEE
METHYL CHREST M. MEDALLA, "EFFECT OF DISRUPTED FAMILY STRUCTURE IN TERMS OF COGNITIVE SKILLS, SCHOOL INTEREST, PUPIL’S BEHAVIOR AND LEARNING ENGAGEMENT", International Journal Of All Research Writings, vol. 6, no. 10, pp. 296-306, 2025.
MLA METHYL CHREST M. MEDALLA "EFFECT OF DISRUPTED FAMILY STRUCTURE IN TERMS OF COGNITIVE SKILLS, SCHOOL INTEREST, PUPIL’S BEHAVIOR AND LEARNING ENGAGEMENT." International Journal Of All Research Writings, vol 6, no. 10, 2025, pp. 296-306.
APA METHYL CHREST M. MEDALLA (2025). EFFECT OF DISRUPTED FAMILY STRUCTURE IN TERMS OF COGNITIVE SKILLS, SCHOOL INTEREST, PUPIL’S BEHAVIOR AND LEARNING ENGAGEMENT. International Journal Of All Research Writings, 6(10), 296-306.
EFFECT OF DISRUPTED FAMILY STRUCTURE IN TERMS OF COGNITIVE SKILLS, SCHOOL INTEREST, PUPIL’S BEHAVIOR AND LEARNING ENGAGEMENT
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EFFECT OF DISRUPTED FAMILY STRUCTURE IN TERMS OF COGNITIVE SKILLS, SCHOOL INTEREST, PUPIL’S BEHAVIOR AND LEARNING ENGAGEMENT

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