Kyra Mae Brillo | Jasmin Lourdes Espallardo | Elija Anell Ramos
This research developed a structured learning experience module for students with non- nuclear families. It determined if there was a significant difference in the level of emotional dependency of Grade 11 students when grouped according to their demographic profile. There were two family groups, the Absentee Parent group, and the Separated Parents group. Through a mixed method sequential explanatory research design, the researchers conducted a quantitative phase that answered the first three objectives of this study. This was then followed by a qualitative interview phase, which validated and explained the significant results of the quantitative phase. Results showed that from the 110 participants, 96.4% obtained an average-test result, while the remaining 3.6% obtained a high-test result. This means that the majority of the Grade 11 students had an average emotional dependency level and only a small portion had the possibility of being highly dependent on the others. When grouped according to their demographic profile, results showed that there was no significant difference on the participants’ level of emotional dependency in terms of their age, sex, and length of time living without either of the parents, or length of time parents have been separated. Other significant results showed that two of the domains in the constructed emotional dependency test were significantly different from the rest of the other four domains. This means that the participants manifested emotional dependence more through behaviors relating to affective expression and behaviors relating to seeking attention. In addition, parenting plays a major role in a child’s emotional dependency. A distinct result showed that the mother’s advice, explanation, and assertiveness are key factors in a child’s overall emotional dependency level. On the other hand, lack of rapport with the father, self-doubt, and feeling of envy also play a major role in the child’s overall emotional dependency level. As an output of this research, the proponents adopted and developed nine group dynamic activities for the structured learning experience module. This module was based on the qualitative results of the study and it served as an intervention for students with non-nuclear families.
ISSN 1908-3866 (Print)
Philippine E-Journals
