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.

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
de Leon, M. V. (2011, June 15). Philippine education ranked 'poor'. Retrieved January 16,
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/

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.

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