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SENIOR HIGH SCHOOL IN LOBO

LEVEL OF AWARENESS IN CHILD PROTECTION POLICY OF GRADE

11 HUMSS SUDENTS IN SHS IN LOBO

A Research Paper

Presented to the School

of SHS in Lobo

In Partial Fulfillment

of the Requirements for the

Subject Practical Research 2

HUMSS Strand

Ganjohn Anyayahan

John Kayl Abcd Asturias

Lieyel Borbon

John Darrel Maranan

July 2019

Chapter I

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The Problem and its Background

This chapter includes the introduction , background of the study statement of the

problem, conceptual framework, scope, limitation and delimitation, significance of

the study, and definition of terms

Introduction

Violence against children is a global problem that affects both boys and

girls. It has existed since the beginning of time and is deeply rooted in cultural,

economic and social practices. ( Genesee 2011). Children are abused physically,

sexually, emotionally and through neglect. Children are forced to endure the

most hazardous forms of child labor including sweat shops and prostitution. In

some countries boys are kidnapped and forced into armed conflict as soldiers. In

many countries children experience severe corporal punishment in schools.

(Taylor 2015) Children living in poverty are more at risk of child abuse and

exploitation. Whilst most child abuse occurs within families and communities,

children also experience abuse and exploitation in organizations which provide

them with support and services. Experience has found that physical, emotional

abuse and neglect in child focused organizations and institutions are less

systematic and usually un-planned. It is usually the result of poor conditions, bad

work practices and negligent management. However child sexual abuse in

organizations is often planned and premeditated. Child sex offenders target

organizations working with children. They will seek work in organizations

inadequate recruitment practices and supervision that provide an environment

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where their abuse may go undetected. They also seek work in countries with

inadequate child protection laws and law enforcement as well as countries where

children and their families are vulnerable to exploitation. Child protection is the

protection of children from violence, exploitation, abuse and neglect. Article 19 of

the UN Convention on the Rights of the Child provides for the protection of

children in and out of the home. Child protection systems are a set of usually

government-run services designed to protect children and young people who are

underage and to encourage family stability. UNICEF (Swain and Lampkin 2015).

Child Protection policy is a great opportunity to lessen the abusive trait to every

student. Yet, as a part of this law it tolerate some students to abuse also what is

in the law.

Statement of the Problem

This paper seeks to determine the Level of Awareness in Child Protection Policy of

selected Grade 11 Learners students in SHS in Lobo and to answer the following questions:

1. To what extend do the level of awareness satisfy the experience of G-11 students in

terms of :

1.1 Hands on Activity

1.2 School Reaction

1.3 Legal Basis

2. What are the factors that affect the level of awareness of the Grade 11 students in SHS

in Lobo?

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2.1 Knowledge

2.2 Experience

2.3 Legality Basis

3. Based on the result what enrichment program could be proposed to address the learners

awareness?

Conceptual Framework

This research measures the level of awareness of the students to the

Child Protection Policy in SHS in Lobo. This study has been conducted

assessing student’s satisfaction. As an input, the researchers will gather different

information connected in this problem among the SHS students. To execute this

study, the researchers conducted a survey among the HUMSS students in SHS

in Lobo. As an output, the researchers will found out the level awareness to the

Child Protection Policy influencing the improvement in academic competence of

the students.

Input Process Output

Analysis/evaluated
and interpretation of
Profile of the the data through the
Students used of the Find out the level
following: of awareness of
the students in
 Survey iv
Child Protection
-Gender Questionnaire
Interview Policy.
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Figure 1.1 Research Paradigm

INPUT PROCESS OUTPUT

Level of Awareness in Child Protection Policy of Grade 11 students in SHS

in Lobo.

Scope and Delimitation of the Study

This study was conducted to determine the Level of Awareness of Grade 11 students

in SHS in Lobo . From the results, the implications of the study to Educational Leadership were

drawn. The subjects of this study were the teachers and school heads of all schools in 6

Cluster III Tarlac East, Tarlac City for the School Year 2014-2015. Since there are only nine

schools in the cluster, complete enumeration sampling was used. A questionnaire was given

to determine the different problems being encountered and the different programs being

implemented in promoting CPP in the school. An interview was done after the respondents

finished answering the questionnaire for some clarification.

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Significance of the Study

This study of Level of awareness of Grade 11 HUMSS Students to Child Protection

Policy can be a learning paradigm in a lot people to enhance their knowledge about this

problem. A few questions is asked to know their level of awareness towards Child Protection

Policy related to its implications to the students. To ensure honesty of their answers, the survey

questions asked to them were anonymous and confidential and will not be used against them

in any way.

The important information that can be brought by this study may benefit the

following:

The study will benefits the Students who still are at school because it help them to

understand the roles and policies for ensuring their own welfare.

The study will also benefits the Parents to enable them to know their children’s

profile regarding in this policy and how these factors help their child academic competence

once their children has been aware on this.

This study will benefit the Teacher. This study will help the teacher for them to be

responsible for their won action and behavior and should avoid any conduct and to ensure the

welfare of their pupils.

The study will also benefit the School Administrator. This study will help them to

design a program that will ensure the welfare of children and commit to safeguarding and

promoting the welfare of young people and expect all staff to share their commitment.

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This will also benefit the Future Researcher this study will be their basis in

conducting a similar study focusing on recommendation of this study.

This will also benefit the researcher itself. This result of this study may serve as

basis for giving information to the students, parents, school administrator, teachers, and future

researchers.

Definition of Terms

 Abuse is the deliberate act or series of actions which lead to harm. This
includes, but is not limited to, verbal, physical, sexual, emotional and
psychological abuse

 Child According to the United Nations Convention on the Rights of the

Child, a child is anyone under the age of 18.

 Child Abuse Harming or maltreatment, whether physical, sexual,

emotional (also called psychological) or, by neglect. Abuse is generally
seen as an act of commission or a deliberate act, whereas neglect is seen
as an act of omission or a failure to do something

 Child protection is the protection of children from violence, exploitation,

abuse and neglect. Article 19 of the UN Convention on the Rights of the
Child provides for the protection of children in and out of the home.

 Child Protection Policy provides guidelines for organizations and their

staff to create safe environments for children. It is a tool that protects both
children and staff by clearly defining what action is required in order to
keep children safe, and ensuring a consistency of behavior so that all staff
follow the same process.

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 Child protection systems are a set of usually government-run services
designed to protect children and young people who are underage and to
encourage family stability.

 Harm refers to a negative impact on an individual’s physical, emotional or

behavioral health and well-being. Violence, abuse, neglect and
exploitation often lead to an individual being harmed.

 Neglect Is the failure to provide the basic physical and emotional

necessities of life. Neglect may be an ongoing situation and can be
caused by a repeated failure to meet the child’s or young person’s basic
physical and psychological needs.

Chapter II

Review of Related Literature and Studies

Foreign Studies

Shackwell (2013), Child protection is committed to create and maintain a

safe and secure environment for pupils, staff, volunteers visitors and promoting

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a climate where children and adults will felt confident about sharing any concerns

which they may have about their own safety or the well being of others.

The role of workers attitudes and child wishes in child protection workers

assessment and recommendation regarding removing and reunification. The

study examines how child protection workers risk assessment and

recommendation on removal and reunification of children risk are influenced by

the child and mother wishes regarding removal and associated with the workers

own attitude (Deview, 2008).

Child protection is apart of the wider work to safeguarding and promote

the welfare of the children and young people. It refers to the activity that

undertaken to protect specific children who are suffering from any form of abuse

and neglect. As parents are primary caregivers of children, it is necessary to

learn more about parents perceptions, attitudes and behaviors toward child

safety(Taylor et al,2012).

Luissine Shahinyan (2011). Child Protection in Amenia. The study has

revealed evidence of improvement in the child protection system. In Armenia,

such a reforms in legal fields, implementation of new program and cooperation

between different actors in child protection sphere. But the major change seen as

a result of the study was three tired system, which, although, needs to past a

long way in order to read its full and effective operation. As the study was chosen

for a city which was the representative of a Marz a relatively low poverty rate, the

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study suggest to conduct a research using the same data collection tools in the

poorest Marz in Armenia.

Julie Taylor et al., (2014). Disabled Children and Child Protection in

Scotland: An investigation into the relationship between the professionals

practice, and child protection and disability. This research shows these are still

relevant. Many child protection professionals were aware of the increased

vulnerability or disabled children without communication impairments were not

”protected” than other children. The issue that child protection workers struggled

with was how to work with and adapt current child protection processes for

disabled children needs. There is a whole-hearted commitment across the child

protection system for putting the child at the center of the practice. However,

getting it right for every child does not mean treating every child the same.

Consideration needs to be given to how best to adapt practice, assessment and

intervention for children with the range of impairments. Attention should be paid

to ensure that disability is not conflated with the communication impairments and

that all disabled children ae given attention and support they need within the child

protection system. More needs to be done to ensure disabled children voices are

heard and included within formal system.

Local Studies

The Republic Act 10627 or the Anti-Bullying Act of 2013 was signed into

law by the President Benigno Aquino III on September 6,2013. The law requires

all elementary and secondary schools in this country to adopt anti-bullying policy.

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According to a study conducted on 2008 by the Britain Based Plan International,

50 percent of school children. In the Philippines experienced in the Philippines

experienced bullying either by their teachers or their peers(Flores Helen, 2013).

Devorah Daro., PH.D. (2011). Child Maltreatment Prevention: Past ,

Present, Future. Child abused prevention efforts have grown exponentially over

the past 30 years. Some of this expansion reflects new public policies and

expanded formal services such as parents education classes, supports groups

home visitations programs and safety education for children. Preventing Child

Abuse is not simply matter of parents doing a better job, but rather it is not about

creating a context in which “doing better” is easier. It remains important to remind

the public that the child abuse and neglect are serious treats to a child health

development and over violence towards children and a persistent lack of

attention to their care and supervision and unacceptable. When the problem is

owned by all individuals and communities prevention will progress, and fewer

children will remain risk.

Jay A. Yacat (2011), Child Protection in the Philippines: A Situational

Analysis. There have been attempts to link child protection with social protection

which was now become trend especially among members countries of the

association of the Southeast Asian Nations (ASEAN). Save the children defines

child protection as measures and structures to prevent and respond or abuse,

neglect, exploitation and violence affecting children in all setting. The Philippines

has been cited as possessing a remarkably strong legislative framework that

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enables the passing of child protection laws and policies, both and the national

and local levels. Certain groups of children will require specific attention, as their

exposure to threats and abuses is high either because they grow up in an

unstable environment, with no sufficient protection networks or because the

adults they deal with do not see their best as a top priority.

Bernadette J. Madrid et al. (2011), Child Maltreatment Prevention in the

Philippines situations: Recommendations include conducting a national

prevalence study on child maltreatment: working with communities to increase

their readiness and capacity of implement, a primary prevention program on child

maltreatment and identify a central body with the legal mandate to implement the

national plan to end violence against children. A central government body needs

to be identified who will be responsible for the implementation of the framework

to end violence against children and should not given in legal mandate and

resource to do so.

Foreign Literature

Child protection, in a hypothetical sense, is a social-oriented term

involving childhood interpretations that include child risk discourses, vulnerability

and protection (Hacking, 2011; Parton et al., 2012). Child protection, as defined

by HM Government (2012), is the employed strategies to safeguard any abused

or neglected child to enable them grow safely and with optimum care. The

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Child Right Act (2013) casts the light on the superiority of a child’s welfare.

It provides the government with a full responsibility of ensuring policies and

procedures to safeguard children from maltreatment or abuse. World

Health Organization (2010) showed that about 40 million children, aging less

than 14 years, suffer badly from abuse. This number is argued to be increased

in other studies (Svevo-Cianci et al., 2010). However, child abuse means any

act or behavior that intends to cause serious harm to a young person or the

failure to stop a significant harm. Experts exert their best efforts to avoid

children from exposure to maltreatment (Thorpe, 2014). Professionals are

supposed to acknowledge injury to protect maltreated children (Moynihan &

Webb, 2010). School psychologists’ work differs in many countries and is

influenced by some external and internal aspects. The external aspects

include culture, economy and local priorities. The internal aspects involve school

psychology profession in every single state (Jimerson et al., 2012).

However, child’s prevention and protection systems are the most prominent

areas for school psychologists. As mentioned by Jimerson et al. (2012), school

psychologists (SPs) cooperate with other specialists internationally in order to

guarantee a child welfare promotion which is supported by different

studies. Phasa (2012) investigated sexual abuse upon teachers in South

Africa. Katsurada (2010) examined the influence of institutionalization on

children attachment patterns in Japan. Lasser and Adam (2013) evaluated

the war’s impact on children. Guzzo et al. (2012) explored the prevention

of drug abuse and violence in Brazil. Moreover, Germain et al. (2012) studied

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the prevention nature with vulnerable children and their families, while Veiga et

al. (2015) analyzed the promotion of children’s rights. Cassidy et al. (2016)

revealed combating cyber-bullying caused by the latest changes in technology. In

addition to preventive work, SPs play a vital role in critical incident response.

Jimerson et al. (2017) debated that the shooting incident of Erfurt school in 2010

led to develop a multi-agency group of professionals in Germany. Professionals

work together with SPs in the UK to monitor and safeguard young individuals’

welfare (HM Government, 2012). German et al. (2010) conducted a

questionnaire of SPs work with regard to the issue of child protection, they

concluded that SPs’ responsibilities, including child protection training and

safeguarding, were increased. Since 2012, safeguarding interventions

encompassed areas of parenting initiatives (Farrell et al., 2006), anti-bullying

(Smith et al., 2010) and domestic abused victims’ act (Dodd, 2009). According to

Briggs and Hawkins (2012), Brown (2012), Goldman (2013), and Goldman and

Grimbeck (2013), teachers contributed to protect children though they are ill-

prepared to handle child protection-related issues as they feel apprehensive to

deal with families at risk of maltreatment (Bishop et al., 2014). They hesitate to

react to any student trying to reveal their cases of maltreatment (David, 2013;

Rossato & Brackenridge, 2010) and they feel concerned to provide

statements of maltreated cases (Mckee & Dillenburger, 2010; Watts &

Laskey, 2012). Palmer et al. (2012) revealed in their studies that more than

90% of teachers in Queensland were not trained to reach school provided

services, assist families and their children in any life matter like abuse and

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economic problems. Social workers are considered successful experts to

respond to issues of child protection and to bridge counseling with development

of social work (Davey et al., 2012). They are the most appropriate specialists in

combining support systems of abused children with their households in defensive

and instructive structures. In this study, some parts of the literature review were

prepared according to the guidelines provided by Salloum et al. (2018),

Salloum et al. (2017), Al-Emran and Shaalan (2015), Al Emran and Shaalan

(2014), Mhamdi (2017), Al Emran and Shaalan (2014), Al-Emran (2015), Salloum

et al. (2016), Salloum et al. (2017), Salloum et al. (2017), Salloum et al. (2017d),

Salloum et al. (2017), Salloum et al. (2018), Al-Emran et al. (2015), Mhamdi et

al. (2018), Zaza and Al-Emran (2015), Lachheb (2014), Mhamdi (2016),

Mhamdi (2017), Mhamdi (2017c), Al-Qaysi (2016).

Local Literature

In many Third World countries, violence against children continues to be a

pressing problem. Such violence is often manifested in the form of abuse. The

Philippines is similar to many other Asian countries in the way Western culture

has greatly influenced its development and way of life. The Philippines’ historical

roots began with Spanish colonization four centuries ago. This colonization

contributed to the development of a culture in which the church and the school

usually emerge as the most influential institutions influencing the way children

are brought up.(Cruz, 2012)

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Cases of physical and sexual abuse, as well as those considered “abuses

of neglect,” continue to be of major societal concern. Thus, violence in schools as

well as other institutional sectors of society that play a role in a child’s

development is problem of global proportions faced by most developed and

developing countries. Despite the increasing global awareness of children’s

rights, there continues to be numerous documented cases of child abuse in many

countries. In the Philippines, there are approximately 33 million children under

the age of eighteen and authorities estimate that in 201 alone, there were roughly

12,000 cases of child abuse (Tolentino, 2010)).

The Department of Social Welfare and Development (DSWD) documented

an increase in cases of child abuse and neglect from 1991 to 1997 (Reyes,

2011). Of these cases 44.5% were classified as sexual abuse, 21.67% as

physical abuse, and 15.07% as neglect. The Philippine General Hospital Child

Protection Unit (PGH-CPU) (2013) also reported a similar trend during the same

year cases they handled were documented as child abuse cases. Physical abuse

constituted only 10% of these cases. While the statistics suggest that the majority

of alleged perpetrators of abuse are familiar to the victims of child abuse, 66% of

abusers are family members, the statistics fail to reflect the abuse occurring in

the Philippine institutions of the school and the church.(Bautista, 2014).

Abuse in these institutions is difficult to measure for many reasons.

Because of the esteem schools and the church hold in Philippine society, cultural

factors prevent child abuse authorities from recognizing and addressing abuse

occurring in the schools and church. This paper will illustrate a perspective on the

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problem of child abuse in Philippine society and will analyze institutional

influences that have contributed to this problem. The view of the child in

Philippine society causes institutions and authorities to overlook and oftentimes

encourage child abuse. Philippine authorities and institutions lack a clearly

defined definition of abuse, especially in regards to verbal and psychological

abuse. In conjunction with the Filipino view of the child, institutions remain

focused on violence committed by children, as opposed to the violence

committed by educators and clergy members.(Garcia, 2015).

Much attention has been paid to child abuse occurring in families;

however, with the considerable power and trust afforded to schools and the

church, abuse often remains overlooked or under-examined. Research indicates

that physical abuse cases may be underreported, and, therefore, the statistics fail

to depict the actual incidences of abuse in communities. This underreporting may

reflect a belief that only the most extreme forms of abuse necessitate intervention

by the authorities. Thus, the home becomes overemphasized as the location

where most abuse occurs. Numerous studies, articles, and books explore and

validate the dominance of the family situation in the experience of

abuse.(Mendoza, 2014).

A study conducted by the Psycho-social Trauma and Human Rights

Program of the University of the Philippines Center for Integrative and

Development Studies (UP-CIDS, 2012) stated that while both parent and child

groups generally situated abuse in the context of parental discipline, some

important differences existed. First, parents held more normative views of abuse

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and described it as a deviation from appropriate discipline. These parents

perceived abuse as a manifestation of the abuse of parental authority and the

taking advantage of the child’s relatively inferior position in the family. Children

viewed abuse less in terms of power, but rather as a betrayal of trust (Ocampo,

2010)). Children believed disciplinary measures became abusive when the

discipline became excessive, intentional, and unreasonable. The characteristics

of child abuse, the misuse of trust and power not exclusive to the family and can

occur in any adult-child relationship which is based on trust and power.

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Chapter III

Research Methodology and Procedure

This chapter presents the method to be used, the setting of the study, the

respondents of the study, the research instruments and data gathering procedure

to be used for the research.

Method Research

This study employs the objective measurements and the statistical,

mathematical, or numerical analysis of data collected through polls,

questionnaires, and surveys, or by manipulating pre-existing statistical data using

computational techniques. This research focuses on gathering numerical data

and generalizing it across groups of people or to explain a particular

phenomenon.

Research Locale

The HUMSS Learners in SHS in Lobo are the setting of the study. It has

five sections that has a total population of students subdivided into females and

males. The study will set particularly on the HUMSS Learners in SHS in Lobo.

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Respondents of the Study

This research utilizes the selected one hundred students from HUMSS 11

Learners In SHS in Lobo. There were one hundred fifty (150) survey

questionnaires that were handed to selected HUMSS students.one hundred fifty

(150) selected HUMMS students are the respondents answered the survey

questions.

Data Gathering Instrument

This research used questionnaires to gather the information needed

regarding on the topic. This research instrument is designed to easily reach a

large number of respondents that will provide quantifiable answers. It also allows

the researchers to lessen the time in data gathering.

Construction. The study used a questionnaire composed of different

parts. Part I is the level of awareness that satisfy the experience of HUMSS 11

students . Part ll is the factor that affects the level of awareness of HUMSS 11

students. .Part lll is the enrichment program that could be proposed to address

the learners awareness. The following that been mentioned will be answered by

the students in SHS in Lobo.

Validation. Validation was done into two process face and content validity

where experts comments and indication that needed relating the construction,

content, and its appropriateness in the main focus of the study and through

validity and reliability analysis.

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Administration. The final questionnaire was administered by the Grade

11 students in SHS in Lobo. The study will benefits the students who wants to

know the level of awareness to the Child Protection Policy and will also benefits

the other researchers who were studying about the level. The results were

retrieved for data analysis.

Scoring. A questions is deliberated to be evaluative if it is assesses

patient or service users experience of care. The questions will help the trust

identify areas for service improvement. It is not possible to assign a score to all

questions. This is because not all of the questions evaluate the quality of care in

any way.

The questionnaire was answered by the students in SHS in Lobo. All part

of the questionnaire is about the awareness to the Child Protection Policy of the

Grade 11 HUMSS Learner in SHS in Lobo. The researcher used Likert scale

which composes of four (4) choices which are 4 (Strongly Agree), 3 (Agree), 2

Disagree), 1 (Strongly Disagree) respectively since the questionnaires deal with

the level of awareness in the Child Protection Policy of Grade 11 HUMSS

Learner.

Since the instrument was 4 a point Likert scale, scoring was constructed

as follows. Each scoring below was used differently by the resulted consumption

of each scale.(4-1)/1=3/4=0.75

The weighted mean was interpreted based from the following

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Range Verbal Interpretation

3.26 – 4.00 Strongly Agree

2.51 – 3.25 Agree

1.76 – 2.50 Disagree

1 – 1.75 Strongly Disagree

Scoring for Level of Awareness to the Child Protection Policy of Grade 11

HUMSS Learner in SHS in Lobo.

Data Gathering Procedure

The researchers wrote a formal letter to the principal of SHS in Lobo to request

permission to conduct the study which requires the participation of Grade 11 students in

SHS in Lobo. This was given to the person validated the questionnaire. Data gathered

from answered questionnaires was checked, classified and analyzed according to

research design.

Statistical Treatment Data

The following statistical tools were used to analyze the data gathered in this

study:

Slovin’s Formula. Use this formula to find out the sample of a population of the

people that researchers need to take for survey on their network preference.

𝑁
n = 1 + 1+𝑁𝑒2 Where: n= number of population

N= total population

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e= margin of error

Stratified Random Sampling. A method of sampling that involves to division of

a population into smaller groups known as strata.

To get the number of respondents:

Total population times the percentage of sample population

To get the number of respondents per section:

Total number of students per section by total population times the respondents equal

respondents of each section

Frequency. Use to determine the tallies of the profile of the respondents in terms

of : the level of awareness to the Child Protection Policy of Grade 11 HUMSS Learner in

SHS in Lobo.

Percentage. It was used to identify the level of awareness to the Child

Protection Policy of Grade 11 HUMSS Learner in SHS in Lobo.

𝑓
p=𝑛

Where: p= the percentage

f= frequency

n=the total number of respondents

Weighted Mean. Use to find out the average score of population on given

variable. This was used determine to measure the level of awareness to the Child

Protection Policy of Grade 11 HUMSS learner in SHS in Lobo.

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∑𝑥
µ= 𝑁

Where: µ= mean

∑x= sum of all scores in the population

N= total number of individuals or cases in the population

Chapter IV

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PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

This chapter shows the interpretation and analysis of data about the Level

of Awareness in Child Protection Policy of Grade 11 HUMSS Students in SHS in

Lobo.

Table 1 shows how to extend the level of awareness of grade 11 HUMSS

In SHS in Lobo

Table 1.1

Hands on Activity

Items Weighted Verbal Rank

Mean Interpretation
A. Joining plaques 3.7 Strongly Agree 4
B. Focus on academic 3.6 Strongly Agree 5
C. Classroom behavior 3.8 Strongly Agree 3
D. Doing assignments 3.5 Strongly Agree 8
E. School attendance 3.53 Strongly Agree 7
F. Destruction in activities 3.87 Strongly Agree 2
G. Doing projects 3.93 Strongly Agree 1
H. Enough using technologies 2.87 Agree 10
I. Time management 3.33 Strongly Agree 9
J. Have time on reading books 3.55 Strongly Agree 6
Total 3.57 Strongly Agree

In this table shows how to extend the level of awareness of grade 11

HUMSS students in SHS in Lobo in hands on activity. The most have number is
doing projects which have a total mean of 3.93, next is Destruction in activities
ten classroom behavior then joining plaques then focus on academic then have
time in reading books ten school attendance then doing assignments then time
management and the last one is enough using technologies which have a total
mean of 2.87.
Table 1.2

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School Reaction

Items Weighted Verbal Rank

mean Interpretation
A. Supportive parents and friends 3.55 Strongly Agree 5
B. Social manners 3.67 Strongly Agree 1
C. Joy experiences 3.6 Strongly Agree 3.5
D. Participating in school organizations 3.41 Strongly Agree 10
E. Joining in organization in your place 3.52 Strongly Agree 7
F. Don’t over pressure yourself 3.48 Strongly Agree 8
G. Attitudes 3.45 Strongly Agree 9
H. Insecurities 3.6 Strongly Agree 3.5
I. Experiencing adolescence 3.53 Strongly Agree 6
J. Group activities 3.63 Strongly Agree 2
Total 3.54 Strongly Agree

In this table shows how to extend the level of awareness of grade 11

HUMSS students in SHS in Lobo in terms of school reaction .the most have
number of weighted mean is social manners then group activities then joy
experiences and insecurities because they have the same weighted mean then
supportive parents and friends then experiencing adolescence then joining
organization in your place then don’t over pressure yourself then attitudes and
the last is participating in school organization because it has the leas total of
weighted mean among them all

Table 1.3
Legal Basis
Items Weighted Verbal Rank
mean Interpretation
A. DSWD 3.69 Strongly Agree 8
B. Government 4 Strongly Agree 1
C. R.A. Laws 3.8 Strongly Agree 7
D. C.C.P. 3.57 Strongly Agree 9
E. Policies 3.93 Strongly Agree 4
F. Rights 3.87 Strongly Agree 6
G. Parents 3 Agree 10
H. Evidence humiliation 3.99 Strongly Agree 2
I. Scientific basis 3.9 Strongly Agree 5
J.Prejudicial conditions 3.97 Strongly Agree 3
Total 3.77 Strongly Agree

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In this table shows how to extend the level of awareness of grade 11
HUMSS students in SHS in Lobo based on legality basis.the most have number
is government then evidence humiliation then prejudicial conditions then policies
then scientific basis then rights then R.A. laws then DSWD then C.C.P. and the
last one is parents.

Table 2 shows the factors that affect the level of awareness of the Grade 11

students in SHS in Lobo

Table 2.1
Knowledge

Items Weighted Verbal Rank

Mean Interpretation
A. Separation and Abandonment of parents 3.65 Strongly Agree 1
B. Adoption 3.59 Strongly Agree 4
C. Work 3.33 Strongly Agree 5
D. Human Rights 2.6 Agree 10
E. Abusement 3.6 Strongly Agree 2.5
F. Religion 3.07 Strongly Agree 7
G. Decision-making 2.87 Agree 8
H. Sickness 2.75 Agree 9
I. Disability 3.27 Strongly Agree 6
J. Peer pressure 3.6 Strongly Agree 2.5
Total 3.23 Agree
In this table shows the factors that affect the level of awareness of the
grade 11 HUMSS students in SHS in Lobo in knowledge. The most weighted
mean is separation and abandonment of parents, then abusement and peer
pressure because they have the same weighted mean, then adoption, then work,
then disability, then religion, then decision- making, then sickness and the last
one is human rights because it has weighted mean of 2.6.

Table 2.2

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Experiences

Items Weighted Verbal Rank

Mean Interpretation
A. Child maltreatment 3.53 Strongly Agree 4
B. Low of socio- economic status 3.33 Strongly Agree 7.5
C. cultural beliefs and values 3.45 Strongly Agree 5
(macrosystem);
D. neighbourhood and community settings 3.6 Strongly Agree 2
(exosystem);
E. family environment (microsystem) 3.07 Agree 10
F. Developmental stage 3.33 Strongly Agree 7.5
G. Parental education 3.13 Agree 9
H. Stress 3.63 Strongly Agree 1
I. Low self- esteem 3.4 Strongly Agree 6
J. child perceived as problem by parents 3.57 Strongly Agree 3
Total 3.40 Strongly Agree
This table shows the factors that affect the level of awareness of the
grade 11 HUMSS students in SHS in Lobo in terms of experiences. The first is
stress which has a weighted mean of 3.63,the second one is neighborhood and
community settings, then child perceived as problem by parents, then child
maltreatment then cultural beliefs and values, then low self esteem, then low of
socio-economic status and developmental stage, then parental education, and
the last one is family environment.
Table 2.3
Legality basis

Items Weighted Verbal Rank

Mean Interpretation
A. Zero reject 3.6 Strongly Agree 1.5
B. Nondiscriminatory evaluation 3.27 Strongly Agree 7
C. Individualized Education Program 2.87 Agree 9
D. Least Restrictive Environment 2.6 Agree 10
E. Due Process 3.33 Strongly Agree 5.5
F. Parental Participation 3.59 Strongly Agree 3
G. Role of the Court 3.57 Strongly Agree 4
H. Adequacy of Services and Resources 3.33 Strongly Agree 5.5
I. Regulations 3.13 Agree 8
J. Legislation 3.6 Strongly Agree 1.5
Total 3.29 Strongly Agree

This table shows the factors that affect the level of awareness of the grade
11 HUMSS students in SHS in Lobo based on legality basis. The first is zero

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reject and legislation because they have the same mean of 3.6, then parental
participation, then role of the court, then due process and adequacy of services
and resources and they have the same weighted mean, then nondiscriminatory
evaluation, then regulations, then individualized education program and the last
one is the least restrictive environment.

Table 3 shows what enrichment program could be proposed to address the

learners awareness

Table 3
Items Weighted Verbal Rank
Mean Interpretation
A. Prenatal support programs for parents 3.69 Strongly Agree 5
B. Parent Effectiveness Training 4 Strongly Agree 1
C. Systematic Training for Effective 3.8 Strongly Agree 4
Parenting
D. Child care opportunities 3.57 Strongly Agree 7
E. Psychodynamic treatment 3.93 Strongly Agree 2
F. Life skill training 3.87 Strongly Agree 3
G. Family support services 3.27 Strongly Agree 9
H. Community- based interventions 3.07 Agree 10
I. Multi-agency collaboration 3.47 Strongly Agree 8
J. Cultural sensitivity 3.6 Strongly Agree 6
Total 3.63 Strongly Agree
In this table shows what enrichment program can be proposed to adress
the learners awareness. The number that has the most weighted mean is the
parent effectiveness training, the second one is the psychodynamic treatment,
then life skill training, then systematic training for effective parenting, then
prenatal support programs for parents, then cultural sensitivity, then child care
opportunities, then multi agency collaboration, then the family support and the
last one is the community based interventions because it has the least weighted
mean which is 3.07.

Chapter V
Summary, Findings, Conclusion and Recommendations

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This chapter presents the summary ,conclusions and recommendation

of the study.

Summary

This paper seeks to determine the Level of Awareness in Child Protection Policy of selected

Grade 11 Learners students in SHS in Lobo and to answer the following questions:

2. To what extend do the level of awareness satisfy the experience of G-11 students in

terms of :

1.1 Hands on Activity

1.2 School Reaction

1.3 Legal Basis

2. What are the factors that affect the level of awareness of the Grade 11 students in SHS

in Lobo?

2.1 Knowledge

2.2 Experience

2.3 Legality Basis

3. Based on the result what enrichment program could be proposed to address the learners

awareness?

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The descriptive type of research is a purposive process of gathering,

analyzing and classifying about the marketing mix strategies and then making

adequate and accurate interpretation about such data with the aid of statistical

method.It describe the data and characteristics being studied and may help to

uncover new facts and meaning.The purpose of this research is to know the level

of awareness in child protection policy with the use of observing, describing and

making documentation as it naturally occurs.The idea behind this type of

research is to study frequency, averages and other statistical calculation.This

involves the collection of data that provides an account or description of

individuals, groups of situation.Instrument were used to obtain data in descriptive

studies that includes questionnaire. The characteristics of individual students is

the focus of this research.Thus, it provides knowledge-based which acts as a

springboard for other types of quantitative research methods.

Findings:

In the in-depth analysis and interpretation, the researchers arrived at

the following findings:

In terms of child protection policy, you must know the law to be

aware in child abusement. Parents must do their jobs in their child to keep

he or she accompanied and to avoid the abusement so that the child must

be happy and will leave in peace and parents must do their responsibility

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to the child. As of our generation now, the women is experiencing early

pregnancy, they must take responsibility as a future mother. To see them

an example to be a good parent.

Conclusions:

Don’t abuse the child because even if they were child they must be

aware in child protection policy. In our generation now, law is the most

powerful thing in the whole nation. If you have responsibility you must take

it warmly because you have no other choices than to do things. And to the

parents they must be supportive to make their child happy to avoid stress.

Because they can get it in experiencing problems and the most common

problems in child maltreatment was the financially lost. The child can

interact around his/her surroundings because it is the things that they see

in other people. As a child what they see in other people or other adults is

the thing that they do in their lives. But the child must take also their

responsibility the parents must teach their children about manners and the

child must know their limitations of doing something.

Recommendations:

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The parents, students, teacher, government and other people must

be aware in this case because all people have human rights even if he or

she is child or an adult. if you done something bad you must face the

consequences of your actions. They must do their responsibilities

APPENDICES

Appendix A

Letter of Request

October , 2018
Mr.John D. Agdan
Lobo Senior High School Focal Person
Lobo Senior High School

Dear Mr. John D. Agdan,

Greetings!

We the Grade 12 ABM students of Senior High in Lobo or currently

taking up Practical Research II. In partial fulfillment to this subject, we are
conducting a research entitled “Marketing Mix Strategies Adopted by
All Legal Registered Resorts in Lobo, Batangas”
In line with this, we would like to ask for your assistance in validating
the attached survey questionnaire. This will serve as our tool in gathering
data for our study.
We are hoping for your positive response. Thank you very much!

Sincerely yours,

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Jane Karylle A. Asturias

Bless Ann Abdon
Malyn Magadia
John Louie Jabon
Rod Steven Asi
Mark John Duenas
Rhaiven Mariano
RESEARCHERS

Noted by:
Mr. Noli Florindo
Practical Research II Teacher

Appendix B

SURVEY QUESTIONNAIRE ON MARKETING MIX STRATEGIES

ADOPTED BY ALL LEGAL REGISTERED RESORT IN LOBO,
BATANGAS

Dear Respondents,

Greeting of Peace!

We are the Grade 12 students taking up Accountancy and

Business Management (ABM) course. We are currently working on our research
entitled “Marketing Mix Strategies Adopted by All Legal Registered Resorts
in Lobo, Batangas” as a partial fulfillment for the requirements of Practical
Research 2.
In order to yield findings for study and generate knowledge, we need your
help through answering our survey- questionnaire. Your participation to our
research is equivalent to contributing our mission of social transformation
Rest assured that the information we will get from you will be treated with
utmost confidentialy
Thank you!

The researchers,
Jane Karylle A. Asturias
Bless Ann Abdon

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Malyn Magadia
John Louie Jabon
Rod Steven Asi
Mark John Duenas
Rhaiven Mariano

CURRICULUM VITAE

PERSONAL INFORMATION

Name: Jane Karylle A. Asturias

Address: Poblacion, Lobo, Batangas
Track: Academic
Strand: Accounting, Business and Management (ABM)

EDUCATIONAL BACKGROUND
Senior High School Senior High in Lobo

Junior High School Lord Immanuel Institute

Foundation Inc.

Elementary School Lobo Elementary School

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CURRICULUM VITAE

PERSONAL INFORMATION

Name: Rhaiven Mariano

Address:
Track:
Strand:

EDUCATIONAL BACKGROUND
Senior High School

Junior High School

Elementary School

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CURRICULUM VITAE

PERSONAL INFORMATION

Name: Malyn Magadia

Address:
Track:
Strand:

EDUCATIONAL BACKGROUND
Senior High School

Junior High School

Elementary School

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CURRICULUM VITAE

PERSONAL INFORMATION

Name: Bless Ann Abdon

Address:
Track:
Strand:

EDUCATIONAL BACKGROUND
Senior High School

Junior High School

Elementary School

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CURRICULUM VITAE

PERSONAL INFORMATION

Name: John Louie Jabon

Address:
Track:
Strand:

EDUCATIONAL BACKGROUND
Senior High School

Junior High School

Elementary School

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CURRICULUM VITAE

PERSONAL INFORMATION

Name: Rod Steven Asi

Address:
Track:
Strand:

EDUCATIONAL BACKGROUND
Senior High School

Junior High School

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Elementary School

CURRICULUM VITAE

PERSONAL INFORMATION

Name: Mark John Duenas

Address:
Track:
Strand:

EDUCATIONAL BACKGROUND
Senior High School

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Junior High School
Elementary School

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