1

Chapter I

INTRODUCTION

Rationale

This study explores the characteristics of poor students who are in a squatter‘s
area and students who had nothing to have when they‘re going to school every day and
children who are starving but still wants to go to school to gain knowledge. Nowadays,
many students are experiencing poverty. And it is one of the problems facing in our
country.

Global

One of the major challenges facing developing and underdeveloped countries of

the world is poverty. It has been so endemic as a result of the high rate of
unemployment that has become the major characteristic of the developing and
underdeveloped countries of the world. Although the level and magnitude of poverty and
unemployment has been observed to be different within and across nations, it still
remains the major obstacle to the success of the struggle for the optimum utilization of
human resources for both social and economic development of nations.

The World Bank estimated that 1.29 billion people in the world were living in
absolute poverty in 2008. Of these, about 400 million people in absolute poverty lived in
India and 173 million people in China. In USA, 1 out of 5 children lives in poverty. In
terms of percentage of regional populations, sub-Saharan Africa at 47% had the highest
incidence rate of poverty in 2008 (Wikipedia, the free encyclopaedia, 2013).

A recent Afrobarometer survey suggests that ‗despite high reported growth rates,
lived poverty at the grassroots remains little changed‘ (Dulani et al.2013). At the same
time, these negative sentiments contrast with a number of notably optimistic (and
disputed) assessments that have been published based on internationally available
datasets (Young 2012; Pinkovskiy and Sala-i-Martin 2014).

In addition, concerns have been raised about the quality of available national
accounts and other statistics for Africa, even raising a question about the actual scope
 2

and extent of the African growth revival. In terms of poverty, serious concerns with
respect to the comparability and reliability of bellwether consumption poverty statistics
pre-date the more recent broader-based doubts concerning the African statistical base.
This is particularly true of the US$1.25 per day statistics compiled by the World Bank
but extends to national line poverty statistics reported in the World Development
Indicators (see World Bank 2015), and is a serious concern at country levels.

Though Africa has recorded high levels of economic growth over the past
decade, previous Afrobarometer surveys of citizens found little evidence that this growth
had reduced levels of poverty in any consistent way (Dulani, Mattes, & Logan, 2013).
However, new data from Afrobarometer Round 6, collected across 35 African countries,
suggest a very different picture. While ―lived poverty‖ remains pervasive across much of
the continent, especially in Central and West Africa, we now see evidence that the
decade of economic growth seems to have finally delivered broad-based reductions in
poverty.

Consequently, the removal of poverty is a central goal of development and

remains at the top of the world‘s development agenda as it is reflected in the 2030
Agenda for Sustainable Development that was adopted by the United Nation General
Assembly on September 25th, 2015: ―End poverty in all its forms everywhere‖ [Goal 1 of
the Sustainable Development Goals (SDGs)] (UN, 2015,p. 15).

Through a comparison of a discourse of destitution and archaeological and

ethno-graphic findings from a poor white tenant known as Below Cliff, evidence
suggests that economic hardships are experienced and understood in a myriad of ways
that can be viewed materially, often standing in stark contrast to imposed assumptions
about poverty (Taylor 2013).

According to the statistics of the Central Bureau of Statistics (2014), many

citizens of Curaçao are facing poverty every single day. The most commonly used
measurement of inequality and income disparity or distribution is the Gini coefficient2.
On Curaçao this Gini coefficient amounted 0.412 in 1992, 0.423 in 2001 and 0.415 in
2011 (CBS, 2014).
 3

Discussion regarding perceived excessive consumption in Western welfare

countries emerges periodically in different political, economic and cultural contexts. The
economic crisis fuelled a discourse on thriftiness in high-level political forums, as well as
at grassroots levels. Although the connection between limited economic resources and
a change of lifestyle is not linear, a lack of resources restricts consumption. For
example, half of the Estonian population admitted in a survey conducted in 2014 that
they had to re-arrange their lifestyle and habits in recent years owing to a lack of money
(Keller & Kiisel, forthcoming). Surveys also indicate that consumers‘ eco-friendliness is
higher in poorer countries, even though the populations‘ eco-awareness is higher
economically better-off countries (Orru & Lilleoja, 2015).

As poverty is the product of multiple individual and structural causes, a broader

conceptualization of socio-economic disadvantage is often applied to examine the
effects of ‗environmental factors‘ on child cognitive development. Here there is a clear
disciplinary divide: while economists tend to use income as a proxy for SES,
sociologists employ social classes as ―categories defined not just by income, but by lab
our market position, power and status‖ (Sullivan et al. 2013, p. 5).

The term energy poverty is frequently used in an international development

setting to describe households that are unable to gain access to modern energy
services. This branch of academic thought deals with a multitude of different issues
including health (Gunningham 2013), infrastructure (Schaeffer et al. 2012) and poverty
amelioration (Adkins et al. 2010). Fuel poverty, used somewhat interchangeably with
the term energy poverty, is mostly applied in the context of developed countries to
describe households that are unable to afford sufficient quantities of energy (or fuel).
The United Kingdom (UK) and Ireland are ―…the states that have developed the longest
tradition in researching the problems of cold and energy-inefficient homes…‖
(Bouzarovski 2014) and were early to recognize the problem of fuel poverty; since then
others have extended the theme to other parts of Europe and beyond. As Bouzarovski
(2014) points out, while the literatures surrounding fuel and energy poverty have
emerged separately, their key questions and findings contain common threads.
 4

Asean

Poverty reduction is a predominant theme in the current scholarship and policy

discussion on economic development. The very first Goal in the U.N. Millennium
Declaration of 2000 is eradication of extreme poverty and hunger, and the first target is
to halve, between 1990 and 2015, the proportion of people whose income is below $1
per day. In that context, responsiveness of poverty rate to increase in income is of
obvious importance. The responsiveness is often judged in terms of income (growth)
elasticity of poverty rate, which is the percent decline in poverty rate when real per-
capita income increases by one percent. Numerous scholars and organizations have
provided estimates of the elasticity or used it in their discussions of poverty. Some of
these were summarized by Ram (2006, p.604). The more recent studies include those
by Kalwij and Verschoor (2007), Chambers and Dhongde (2011) and Ram (2013). One
notable feature of the extensive scholarship on the topic is that almost the entire
literature considers average elasticities for various groups of countries, and there is very
little work that reports the elasticities for individual countries.

The countries that comprise ASEAN have experienced impressive economic

growth in recent years. According to the Organization of Economic Cooperation and
Development(OECD), the six major ASEAN economies—Indonesia, Malaysia, the
Philippines, Singapore, Thailand, and Viet Nam—have averaged between 4.6% and
7.1% economic growth since 2011 (and as projected into 2015) [4]. However, such
rapid growth has also left a substantial fraction of people economically marginalized.
Overall, almost 200 million people in ASEAN countries, or roughly 30% of the
population, live in extreme poverty, i.e., on less than US$2 per day, or below their
national poverty lines [5–7]. Together, Indonesia and the Philippines account for about
three-quarters of ASEAN‘s poor, although even middle-income nations, such as
Malaysia and Thailand, have hundreds of thousands of economically disadvantaged
people. Neglected tropical diseases (NTDs) mostly affect people who live in extreme
poverty; these diseases are also known to promote poverty even further because of
their chronic and debilitating effects [8,9]. Indeed, a substantial portion of the ―bottom
200 million‖ people of the South-east Asian region suffers from more than one NTD.
 5

While the NTDs of Southeast Asia were reviewed in 2010 [10,11], here we summarize
some of the revised estimates published over the last four years for the 14 of 17 NTDs
(as defined by WHO) endemic among the countries of ASEAN (Box 1). These estimates
are based on publicly-available and updated WHO Preventive Chemotherapy and
Transmission (PCT) data, supplemented with additional data, in order to provide an
overview and suggest policy recommendations for the region.

National

The Philippines is home to about four million Filipino families who live below the
poverty line, and to about 17 million families who live above it. Nearly, half of all poor
families do not meet their food needs. Despite the Philippines‘ fast economic growth in
recent years—growing over 6 % on average since 2011—the growth has not translated
into significant social impact as the country‘s poverty situation has remained virtually
unchanged. While there are the so-called highly urbanized areas in the Philippines that
drive this growth, creating massive employment and lifting the quality of lives of many
families, many parts of the country have lagged behind, barely generating jobs that
could provide enough income for the workers and their families.

In all of the regions, Metro Manila continues to be better off in terms of social
indicators. Being the wealthiest region in the Philippines, it has the lowest poverty
incidence and no other region in the Philippines is converging towards Metro Manila‘s
economic growth rate, which somewhat contributes to regional imbalance in the
country. Meanwhile, Region V, Region VIII, Region IX, Region XII, Caraga, and the
ARMM have relatively high poverty incidence, which is mainly attributed to vulnerability
of the population to multiple hazards (natural disasters, typhoons, drought) while the
political and social structure in these regions discourage more private investments.

The government is also pushing for a new industrial policy that aims to
strengthen the links across industries in the Philippines, which can potentially expand
the domestic market base and exports (Aldaba 2014). The government has also been
aggressive in improving the human capital among the poor (e.g., conditional cash
transfer program and universal health insurance coverage). Moreover, public
investments in infrastructure have increased. While most of these initiatives have had
 6

significant impact on the country‘s economic growth, the fact that they have not had
significant impact on poverty indicates that there is more to be done to help those who
are left behind.

Local

Blocker et al. (2013) highlight the importance of fostering ways in which the
poor‘s associated with poverty. In Davao del Norte region, many researchers conducted
this type of study but there are some related studies has no rrl since some of the related
studies are unpublished and out of date which makes it antiquated to support our study.

Thus, this study filled the research gap as it is vital for the researchers to look in
to this outlook how Junior High School students‘ deals with poverty they have
experienced every day. In this Qualitative study, we are not lack of participants who will
answer our given questionnaires. On the other hand, some participants may be
ashamed of what they‘ve experienced of being poor.

Purpose of the study

The purpose of this case study is to have more understanding about the poverty
that experienced of some students. We should know the real problems about this
situation so that we are going to be aware about it. In this study, we have focused
specifically on Junior High Students in Tagum City National High School. As a student‘s
of Tagum City National High School, we are using the poverty as a one of the topic in
our research paper so that in that way, we have some idea on how to help some
students in that school who belongs in poverty. We as a researcher, we are interested
to discover on how to have some solution in that case.

There is a distinct lack of knowledge among those students who are not in poverty,
they get caught negative misconceptions. We believe that a full understanding of the
difficulties faced by those students trapped in poverty could really have a positive
impact. Knowledge gives power to people and if everybody given an insight and
understanding into the problem, it could bring us close to the solutions.
 7

These questions answer the following:

1. What are the poverty cases experienced by Junior High School students?

2. How do Junior High School students deal with poverty they have experienced?

3. What are the insights of Junior High School students about their experiences of
poverty?

Theoretical lens

This general theory of poverty, is to understand the persistence of poverty in rural

and urban settings, pervasively persists. The theory asserts that the poor adapt to
conditions of poverty and marginality y creating a subculture adapted to those
conditions that ensures some degree of normalcy and happiness. This culture sustains
poverty by normalizing its supporting value orientations: helplessness, the search for
immediate gratification, dependency, marginality, and powerlessness. Criticisms have
been widespread and harsh; focusing on the notions that the poor are anything but
passive and unthinking beings in the face of social and economic oppression, and that it
is problematic to read from human behavior a notion of unfettered human choices. In
both cases, the notion of a subculture of poverty is deemed to be simplistic and
caricaturing. (Wilson, D. 2017)

In recent years, two new theoretical perspectives on poverty in modern welfare

societies have emerged: the perspective of ‗cumulative disadvantage‘ and poverty
individualization. Both perspectives challenge traditional class-based poverty
definitions. The researcher notes that the certain limitations that pertain to the relatively
 8

few empirical tests that have been performed to support these theories. (Clausen, J.
2014)

In particular, the researcher examines welfare and poverty measurement and

inequality analysis based on reference-dependent utility, as suggested by Prospect
Theory. This theory, developed by Kahneman and Tversky (1979), is now a prime
alternative to the expected utility approach for decision-making under uncertainty, and it
has garnered a lot of empirical support. While it was originally developed as a tool for
understanding decision-making under uncertainty, its key tenets are also relevant for
deterministic frameworks. The main ingredients of Prospect Theory are: (i) reference-
dependence, the idea that welfare depends more on deviations from a reference level
than on actual levels; (ii) loss aversion, the observation that in real-life situations, losses
are felt more strongly than gains of equal size; (iii) the principle of diminishing
sensitivity, which implies that preferences could be convex in the loss area; and (iv)
subjective probability assessments. (Jäntti, Kanbur, Nyyssölä, & Pirttilä, 2014).

Some of the researchers explores the relations between social work theory,
research and practice in regard to poverty, arguing for the need to bring the political
back into these three dimensions of the discipline/profession. Throughout the last
decades, social work has been treating practice as a discrete technology, and left
outside questions stemming from different theoretical approaches regarding the desired
relationship between social workers and service users. This trend has divorced practice
from its political dimensions. (Krumer-Nevo, 2017)

Significance of the study

This section will provide brief description of the various significances of case
study which is poverty and ways on how to overcome it.

The beneficiaries of this study are the students experiencing poverty about their
situation in their daily lives. Applying the recommended approach derived from the
results of this study may effectively help them overcome their difficulties in life. For the
 9

researchers, this study will help them discover areas that may have not been explored
by other researchers before.

Definition of Terms

Poverty Cases. A case that refers to the inability of an individual or family to secure
basic needs, in social surroundings of general prosperity.

Junior High School Student. Students that have completed elementary

school or grade school, but are not yet old enough for high school.

Action Plan. A sequence of steps that must be taken, or activities that must be
performed well, for a strategy to succeed. An action plan has a three major elements:
first is the specific tasks second is the horizon time and the last one is the resource
allocation program.

Scope and Delimitations of the Study

The main focus of the study is the existence of poverty. The aim of this study is
to inform action and information of Poverty on how it affects to the people, family, life
and nation. Poverty is the most popular problem to the people and to the government
and to the whole world. The causes of poverty include changing trends in a country's
economy, lack of education and corruption.

Since this exploration is having worldwide and territorial substance. This

exploration was restricted just in 7 mainland‘s and ASEAN nations. We won't be obliged
different nations rather we will share our insight for everybody to spread it and how it
influences much to all individuals who are as of now examining for the time being. This
study is conditional on the capability of the data and contributor to chronicle their
experiences and answer the following questions
 10

Organization of the study

This study broads the knowledge about "poverty‖. And also our study examined
students‘ life styles and how their life in the stage of nothing less.

CHAPTER 1. It describes the phenomenon being studied. The importance of the study
is given emphasis on this chapter. It is followed by the discussion on the purpose of the
study that is to understand the characteristics of some students in the stage of poverty.
This part also illustrates the following consequence about the phenomenon topic
"poverty". Then, research questions are also presented as utilized during the focus
group discussion. Next, was the presentation of the theoretical lens that is linked with
the research study, here after are the significance of the study and the people who will
benefit from this research. Significant words in the study are clearly defined to have a
better grasp of the terms. Lastly, the delimitation and limitation of the study was
presented also including the participants of the study.

CHAPTER 2. It includes the review of literature and other related studies about the

phenomenon under investigation. The focuses of the review are the following: the

disadvantages of being poor and the effects on experiencing poverty.

CHAPTER 3. This explains the design and methodology employed in this study. These

are the research design, role of the researcher, the research participants, data

collection, data collection, data analysis, and trustworthiness that includes the following

four criteria: credibility, transferability, dependability, and confirmability. Ethical

considerations of the study are also included in this chapter.

CHAPTER 4. It generally presents the results of the study. The results have four main

parts namely: the participants‘ data, the data analysis steps and procedures in coding

the evolving themes, the responses to the interview, and the synopsis of the responses.
 11

CHAPTER 5. It presents the discussion of the results. It explains further the most

important findings relative to the mentioned literatures. This chapter also enclose

suggestions or implications for future observations in the field of research and on

educational practices, as well as the concluding remarks.

 12

Chapter ll

REVIEW OF RELATED LITERATURE

This chapter reviews the threshold at which absolute poverty is defined is

considered to be about the same, independent of the person's permanent location or
era. On the other hand, relative poverty occurs when a person who lives in a given
country does not enjoy a certain minimum level of "living standards" as compared to the
rest of the population of that country. Therefore, the threshold at which relative poverty
is defined varies from country to another or from one society to another. We must come
to understand the societal construction of our thinking and its chronological context in
order to better serve our community at large. Nowadays poverty is now a phenomenon
that is really needs to prevent before it‘s too late.

In this paper, the researchers state the issues relating to poverty and the
measurement of poverty. Specifically, it addresses issues relating to the differing
definitions of poverty, the ways in which poverty may be measured and various
problems that arise in any attempt to measure poverty. These issues have been the
subject of extensive debate and controversy over many decades that this is the case
not surprising. As one submission noted in effect the measurement of poverty and
inequality seeks to quantify a set of values, and value judgments, of a society.

Cases in Poverty

Do Xuan Luan and Siegfried Bauer share similar views with other previously
mentioned scholars in the article, ―Does Credit access affect household income
homogeneously across different groups of credit recipients? Evidence from rural
Vietnam,‖ they show that the one-size-fits-all method to scaling up credit is not
advantageous and that there is a need for diversity in policy interventions, particularly to
the poor and ethnic minorities. The study uses observational data collected from the
Vietnam Access Resources Household Survey (VARHS) carried out in 2012 and the
impact evaluation framework suggested by Hulme (2000) that uses three paradigms of
impact assessment: the scientific method, the humanities tradition and participatory
learning and action. Do and Bauer also use Propensity Score Matching which compares
 13

the mean outcome of the credit-accessed household group (treatment group) to the
credit non-accessed one (control group), in order to examine the distributional impact of
rural credit. The findings of this study suggest a connection between income impacts
and sources of loans in the research area. They argue that policies should focus on
improving the access of ethnic minorities to education and non-farm employment when
expanding schemes of rural credit enhance income. (Luan and Bauer, 2016).

However, on the contrary, in Spain and Italy, no poverty risk differences are
found prior to and following residential emancipation. Young Mediterranean‘s stayed
with their parents until they can economically guarantee themselves a smooth
residential transition. The period prior to emancipation is taken as an opportunity to
accumulate resources (savings, home ownership, human capital, etc.) that will assure a
similar level of economic well-being outside the parental home to that enjoyed while
cohabiting with the parents—see. Pension wealth and household savings in Europe:
Evidence from SHARELIFE. (Alessie, 2013)

According to the study of Dickerson and Popli about the Troubling Families
in Thatcher‘s Grandchildren it is widely acknowledged that experiencing poverty over a
number of years is more detrimental for the individual than a brief period in poverty. A
household can use a variety of strategies to deal with short-term drops in income which
do not apply in the long term, such as reducing expenditure or making use of savings or
loans. These strategies reduce the risk of social exclusion for those who briefly fall into
poverty. In addition studies have shown that the impact of persistent poverty on children
in particular can be especially detrimental, adversely affecting their cognitive
development, particularly in the first years of life, and increasing the likelihood that they
will experience poverty as adults (Dickerson & Popli, 2014).

Poverty in Secular and Islamic Economics: Conceptualization and Poverty

Alleviation Policy, with Reference to Egypt. The study shows that the destitute (miskin)
is in misery, dependent on others, he is unable to work or not earning enough to
maintain himself and his family. As compared to the poor (fakir), he is much below the
poverty level. Similarly was developed by psychologist Abraham Maslow in 1940, to him
this pyramid allows understanding the hierarchy human needs, and with regard to the
 14

poor they don't exceed the first levels, with the few that they have they try to ensure the
survival needs. (Korayem & Mashhour, 2014)

The Great Recession and the Distribution of Household Income. According to the
study it is the first comparative study to analyze the medium-term effects of the recent
global economic crisis, as well as government responses to it (including both fiscal
stimulus and fiscal consolidation measures), with an explicit emphasis on children. It
builds on, complements, and makes a substantial contribution to two recent publications
that also investigated the impact of the crisis on household incomes in rich countries
(Jenkin, 2013).

In the study of ―The Social Stratification of Social Risks: The Relevance of Class
for Social Investment Strategies‖ child poverty in Belgium is concentrated in single-
parent families on the one hand and in non-EU families on the other. These families are
more often low-skilled than other families: the prevalence of lone parenthood is related
to social class and educational attainment (Pintelon, 2013).

In addition, the lower educational levels, larger families, and the region they live
in explain, at least in part, the low labor market attachment of non-EU-born immigrants.
Corluy (2014) has documented extensively how Belgium has the worst track record of
the EU-15 countries when it comes to the labor market integration of non-EU migrants.
This means that policies must focus on enabling non-working single parents and non-
EU migrants to get a foothold in the labor market. (Corluy and Verbist, 2014)

Previews Studies from Different Continents

A study by Christiaensen and Todo – CT hereafter - argued that the past

empirical literature either has investigated the role of urbanization in development or
poverty reduction without disaggregating the urban sector into mega cities and
secondary cities/towns or suburbs in urban areas, or has focused on the role of rural
non-agricultural sector in poverty reduction (without distinguishing secondary towns).
They argued that it is necessary to examine the role of the ―missing middle‖ (the
aggregate of secondary towns and rural non-agricultural sector) and of ―mega cities‖ to
understand the relation between urbanization and poverty reduction better. CT‘s study
 15

found that migration out of agriculture into ―the missing middle‖ is a key to faster poverty
reduction than agglomeration in mega cities (Christiaensen and Todo, 2013).

Echoing CT, the recent paper by Collier and Dercon questions the role of
smallholders in development process in the African context, while Imai and Gaiha, an
earlier contribution, clearly show that agricultural growth has the greater potential for
poverty and inequality reduction over time than non-agricultural growth. Collier and
Dercon‘s emphatic rejection of smallholders not only rests on shaky empirical
foundation but could also slow poverty and inequality reduction, as discussed in detail
by Gaiha. (Collier and Dercon, 2013; Imai and Gaiha, 2014)

Furthermore, based on the recent World Bank‘s estimates of rural, urban and
aggregate poverty rates for 31 developing countries, show that the rural sector makes a
substantial contribution to aggregate poverty reduction across all five regions, after
taking account of the effects of different composition of rural-urban migrants (whether
poverty neutral, all poor or all non-poor). (Imai, 2014)

Poverty affects a child's development and educational outcomes beginning in the

earliest years of life, both directly and indirectly through mediated, moderated, and
transactional processes. School readiness, or the child's ability to use and profit from
school, has been recognized as playing a unique role in escape from poverty in the
United States and increasingly in developing countries. It is a critical element but needs
to be supported by many other components of a poverty-alleviation strategy, such as
improved opportunity structures and empowerment of families. The paper reviews
evidence from interventions to improve school readiness of children in poverty, both in
the United States and in developing countries, and provides recommendations for future
research and action (Engle & Black (2014).

Similarly, in developing countries, children in poverty are at much greater risk of

never attending school than wealthier children, and these differences are wide (for
example, in a sample of 80 countries, 12% of children in the top quintile of households
never attended school, whereas 38% of children in the poorest quintile never attended
school). (Bruneforth, 2013)
 16

According to UNESCO (2015), one out of every four primary school children,
today, drops out of school, before they reach the fifth grade. The CIA Fact Book (2015)
reports that 26% of the local population lives below the poverty line. Poor communities
are most at risk for succumbing to climate change-related disasters. They are more
prone to floods from rising sea levels, storms surges, and coastal inundations and other
natural-and human-made disasters. (Holden, Nadeau, and Porio, 2017)

The main sources that students affect their studies are belonging to poverty. The
study showed that children in poverty are at much greater risk of never attending school
than wealthier children, and these differences are wide (for example, in a sample of 80
countries, 12% of children in the top quintile of households never attended school,
whereas 38% of children in the poorest quintile never attended school). (Bruneforth,
2013)

In Northern Europe, however, leaving home happens earlier and before entering
the labor market for the great majority of individuals, with this pattern being especially
evident in Finland. Only the youngest (probably with less employability) search for their
first job while enjoying the economic security of being in the parental home. After a
certain age though, young people leave the parental home regardless of their situation
in the labor market: employment is not an indispensable condition for leaving home.
(Universidad de Girona, 2015). National wealth is associated with adult subjective well-
being (Helliwell, Layard and Sachs, 2013). At a national level similar associations are
found for children (Bradshaw et al, 2013).

However, many non-EU migrant families and lone parents are connected to the
labor market, yet still face above-average poverty risks. This means that strengthening
the safety net should not be limited to non-working families. In that respect, child
benefits could play an important role. Research has shown that child cash benefits are a
potentially powerful weapon to combat child poverty (Van Lancker and Van Mechelen,
2015) and single-mother poverty (Maldonado and Nieuwenhuis, 2015; Van Lancker,
2015).

Climate change may become another important drag on poverty reduction in

many countries. Global estimates suggest that climate change could account for 10.1
 17

million additional poor by mid-century in the absence of comprehensive and successful

greenhouse gas emissions abatement. (Field, 2014; Hertel and Rosch, 2010; Leichenko
and Silva, 2014; Skoufias, Rabassa, and Olivieri, 2012).

The existing studies in Kenya concentrate on micro finance and poverty and
other aspects of financial development and poverty are left out. The direct and indirect
effects of financial development on poverty are not known. In addition, the effect of the
ongoing growth in financial innovations on poverty is unexplored but requires immediate
answers. (Kiiru, 2007; Makanga and Okibo, 2014)

Kenya‗s financial sector has been outstanding in its performance relative to other
economies in Sub Saharan Africa (Alter and Yontcheva, 2015). The relatively well
developed financial sector consists of: the Central Bank of Kenya (CBK), 43
Commercial Banks, one Mortgage Finance Company, 12 deposit taking micro finance
institutions, eight representatives of foreign banks, 86 foreign exchange bureaus, three
credit reference bureaus, one Post Office Savings Bank, about 300 Savings and Credit
Co-operative Societies, 38 Insurance Companies, the Nairobi Securities Exchange and
Venture Capital Companies, National Social Security Fund (NSSF) and pension funds
(CBK, 2014b).

The Paraguayan national statistics bureau, the General Directorate of Statistics,

Surveys and Censuses of Paraguay, determines which individuals are in moderate and
extreme poverty by examining how their household per capita income compares with
the two poverty lines.1 The extreme poverty line is equivalent to the income necessary
to purchase a basic basket of food, while the moderate poverty line is equivalent to the
income necessary to purchase a basic basket of elementary goods and services
including food, housing, clothing and education which assure basic survival. Both
poverty lines are annually adjusted for inflation with the consumer price index. In
addition, the values of the poverty lines differ between the rural, urban metropolitan, and
other urban areas since prices vary between the three areas and urban areas. National
poverty has been reduced by about 50%, from 44% to 23.8%, over the years 2003 and
2013 as shown by the percentage of the total population in moderate poverty (middle
line with square markers, figure 1). Likewise, the percentage of the population in
 18

extreme poverty fell by more than fifty percent (middle line, figure 2), falling from 21.2%
in 2003 to 10.1% in 2013. Among the factors that led to this poverty reduction are
increased employment and higher wages, public and private transfers and the stability
of food prices.3 Despite this important reduction, there is still much to be done in this
regard since this means that still approximately one out of four Paraguayans lives in
poverty and that one out of ten is in extreme poverty, unable to purchase a basic basket
of food necessary for survival. (DGEEC, 2014)

Another big issue in Paraguay is inequality. Paraguay‘s Gini coefficient for

income is 0.48, making it one of the world‘s most unequal countries (World Bank, 2015).
Related to the issue of income inequality, Paraguay is the Latin American country with
the most unequal land distribution (Guereña, 2013). According to Guereña (2013), the
most recent agricultural census done in Paraguay in 2008 shows that 80 percent of
agricultural land (24.5 of the 31 million hectares used for agriculture and livestock) is
concentrated in less than 4,800 farms of over 1,000 hectares and is owned by 1.6
percent of landowners. At the other extreme, 84 percent of farms (241,956 of the
289,649 properties in the census) have less than 20 hectares and constitute less than
4.3 percent of farmland (Guereña, 2013).

While spending on family benefits shrank in absolute terms in many European

countries during the economic crisis and austerity, spending on pensioners increased.
Per capita spending on family benefits fell in real terms between 2008 and 2013 in
twenty countries (Figure 2.12), while spending on old age benefits increased in all thirty-
two countries. In only three countries—Bulgaria, Germany, and Switzerland—did
spending on family benefits increase faster than old age spending, but it is only because
relative increases tend to be larger for smaller starting values. An emerging body of
research suggests that children were the main victims of austerity compared with
pensioners across Europe, as poverty rose faster for under-18s than for over-65s, and
policy reforms tended to favour pensioners (Bradshaw and Chzhen, 2015; Hills, 2014).

However, the ‗social investment turn‘ largely failed to deliver on its promise to
reduce poverty. Although the design of many individual tax-benefit policies were pro-
 19

poor (Decoster et al., 2015), below the radar there was a creeping vulnerability of
children (Vandenbroucke and Vinck, 2015).

To highlight these startling facts, provide time series plots of poverty and under-
nutrition in rural and urban India, respectively, from 1983 to 2009-10. The most striking
aspect of both figures is the sharp divergence between poverty and under-nutrition that
they highlight, especially for the period of the economic reforms. Even though these
facts have not attracted much attention in the mainstream media, the divergence
between hunger and poverty is not a new finding. It has been studied in the past by
many Indian economists like (Subramanian, 2013).

The ―growing view in the literature that remittances can have a positive impact on
economic development by reducing poverty‖ (Adams and Cuecuecha, 2013). The
literature offers different approaches to the necessary evaluation of the ability of bf(x) to
serve as a balancing score. One can perform a t-test on the null hypothesis of the
equality of the mean, conditional on the value of bf(x), of each of the elements in x in the
groups of treated and untreated units. This approach is exposed to two critiques. First,
the balancing property should be verified not on the whole sample of observations, but
on the subsample that is used to estimate the ATET, so that the ability of bf(x) to serve
as a balancing score is closely intertwined with the choice of the matching method (Lee,
2013).

Tlapa is the political-administrative center of La Montana, one of the most

marginalized ˜regions of the country, and one in which families of three of the
disappeared students live. Thirty years of neoliberal development policies have
intensified conditions of poverty in these rural communities, resulting in rampant
migration as day laborers to the agro-industrial fields of Mexico‘s northern states or as
semi-permanent undocumented workers in the United States. Others opt to ensure
subsistence by growing poppy, the primary ingredient for an expanding heroine market.
Since the counterinsurgency tactics of the 1960s and 1970s, it is a region that is not
only continually militarized but also is under constant surveillance by police institutions.
The presence of security forces in La Montana reflects the state ˜response to political
mobilizations, primarily through the dissident teacher´s union and the indigenous
 20

organization, the Coordinadora Regional de Autoridades Comunitarias (Regional

Coordinator of Community Authorities) along with its community police, that since 1995,
has implemented justice based on indigenous practices and normative systems (Sierra
2013).

The analyses of child poverty presented in this chapter have demonstrated that a
policy paradigm focusing on human capital investment, including expansion of childcare
and higher education, and labor market activation falls short of reducing child poverty.
Four reasons can be discerned. First, employment growth has benefited VLWI
households much less than it has benefited households with higher levels of work
intensity (Corluy and Vandenbroucke, 2014). Second, as a consequence, government
investment in policies that are grafted onto labour market participation (such as
childcare services) have also mainly benefited work-rich households (Van Lancker,
2013). Third, access to higher education remains socially stratified (OECD, 2014).
Fourth, despite continuous upwards adjustments of social benefits in the period before
the crisis, cash benefits for the active aged (minimum unemployment benefits, social
assistance, and child benefits) became less adequate in protecting these families from
poverty.

Recent scholarship points to how such radicalized assemblages in Latin America

are linked to spatially constructed belongings. For example, in the case of Mexico,
commonsense understandings associate the rural areas of the country‘s south and
southeast with indigenous populations, poverty, and overall cultural backward-ness (or
folkloric romanticism), and the north with being industrialized, modern, and less rural,
and populated by light-skinned mestizos. (Perry 2013; Vargas and Alves 2009).

Though the article focuses on the specific region of La Montana, Guerrero, and
the discursive ˜practices he analyze—the culture of poverty, inadequate cultural capital,
social imaginaries of regional barbarism and incivility, and criminality associated with
marginality—form part of the globalized circulation of development and security policies.
For that reason, the racialized effects in La Montana are part of broader public
dialogues in other racialized geographies, such as in Brazil, the United States,
Palestine, and the United Kingdom, where police inflict violence directed against black
 21

and brown marginalized youth. While expressions of resistance, rebellions, and refusals
form part of much of my scholarly work (Mora, 2014)

The existing studies in Kenya concentrate on micro finance and poverty Kiiru,
(2007), Makanga and Okibo (2014) and other aspects of financial development and
poverty are left out. The direct and indirect effects of financial development on poverty
are not known. In addition, the effect of the ongoing growth in financial innovations on
poverty is unexplored but requires immediate answers. (Kiiru, 2007; Makanga and
Okibo, 2014)

The global financial crisis of 2007–8 originated in the banking sector in the US,
quickly spread to the rest of the world and pushed it into recession in 2009. The
economic crisis affected households in developed countries through three main
channels: the labor market, the financial market, and the public sector (Natali, 2014).

In the latest round of the ICP, namely, the 2011 ICP round led to another revision
of the IPL. The IPL, now defined as the mean of the poverty lines of the 15 poorest
countries, mostly from Africa, yields IPL at around $1.90 a day at 2011 PPP. While
Ferreira et al. (2016) arrive at the IPL figure of $1.88 a day, Jolliffe and Prydz (2015)
arrive at a lower value of $1.82. Using a different methodology based on the concept of
‗equivalent poverty lines, Kakwani and Son (2016) obtain the IPL as a weighted average
of the equivalent poverty lines of 66 countries and arrive at the IPL figure of $1.78 a
day. Since many of the households in the poverty count are bunched around the IPL,
any movement in the IPL specification, however small, is likely to lead to large changes
in the global poverty numbers. (Ferreira, 2016; Jolliffe and Prydz, 2015; Kakwani and
Son, 2016)

Moreover is not clear whether financial sector development leads to economic

growth or whether it is economic growth that leads to financial development or whether
they each spur the other. The empirical literature is divided with some studies showing
the supply leading hypothesis (Uddin, 2013a), others the demand following hypothesis
(Ang and Mckibbin, 2007) while others showing a bi-directional relationship (Akinlo and
Egbetunde, 2010). In Kenya, same mixed results are reached (Agbetsiafa, 2003;
Odhiambo, 2008; Onuonga, 2014; and Wolde-Rufael, 2009).
 22

Children and young people were some of the main victims of the crisis and
ensuing austerity in advanced economies. The majority of forty-one countries in the
European Union (EU) and/or the Organization for Economic Co-operation and
Development (OECD) saw increases in child poverty between 2008 and 2012, with 2.6
million more children living in poverty by the end of this period (UNICEF Office of
Research, 2014).

The association between the components of poverty when measured in all of its
dimensions are generally strong given that the poor tend to be simultaneously deprived
in multiple dimensions (Ferreira and Lugo 2013).

Experiencing hard situation are one of the experiences of the informants who are
struggling poverty and as the children‘s ―hard times‖ stories reflect families‘ economic
struggles in their city, as confirmed by children and parents and often centred on job
loss, worries about bills, and the costs associated with maintaining reliable
transportation. (Dutro, 2014)

Poor children are often engaged in begging for money or food in market, the
church and fast food chains. Most of the poor children reside in barangay San Vicente
ang Carangian. Most of the frequent reasons why poor children engage themselves in
that situation are to earn money to buy food, to help their parents to earn money, and to
finance their education. (Mohammed, 2017)

Children who are bullied, socially isolated or do not have the clothes to ‗fit in‘ with
friends are at much higher risk than others of experiencing poor well-being. It was also
found out that most of the students who are poor are always being bullied with high
class students. (The Children‘s Society, 2013)
Thus, when the global poverty rate was 36 percent in 2000, at the start of the
Millennium Development Goals, many poor people were just below the poverty line,
leading to a large percentage point reduction in poverty for a given distribution-neutral
increase in GDP with global poverty incidence at 12.8 percent in 2012, the same
distribution-neutral increase in GDP will lead to less poverty reduction. Poverty‘s
 23

responsiveness to distribution-neutral growth will continue to decline as the 3 percent

target is approached (World Bank 2015c).

About 1.3 billion people are reliant on forests, and the majority of these are
extremely poor. Their level of dependence is surprisingly large and often equal in
magnitude to income obtained from agriculture. In addition, 1 billion people in
developing countries depend upon fish as the primary source of affordable protein. The
rural poor often endure a litany of environmental health risks too. Illness, disability and
early death from environmental risks, such as household air pollution from wood burning
in primitive stoves, remains a major cause of child mortality in the developing world,
followed by inadequate sanitation. (Shepherd, 2012; Angelsen, 2014).

Even if the aggregate 3 percent poverty target is reached, the distribution of

poverty reduction within countries will be uneven, and deep pockets of impoverishment
will remain. Just as poverty reduction occurs at vastly different rates across countries
and global regions, poverty reduction within countries is normally a spatially uneven
process. Deep pockets of poverty can persist even in countries that, at the aggregate
level, are experiencing rapid poverty reduction. Country-level poverty assessments
regularly identify specific areas or groups of people with particular characteristics
experiencing higher-than-average probabilities of being poor. They may be locked in
poverty traps or other low-level equilibriums in which aggregate economic growth does
not translate into employment income or transfers for them. These groups may be
defined by education, ethnicity, or region of residence. In particular, there is evidence
that pockets of poverty cluster geographically in rural areas that are poorly connected to
urban centers of growth, where the poor may become trapped in low-productivity jobs
(Kraay and McKenzie 2014).

Earlier Studies

Earlier studies on poverty argued that a large component of the Philippine

poverty is transient poverty, which is characterized by high vulnerability to shocks
(Reyes, 2013). Among the key reasons why many Filipino households do not have the
capacity to autonomously mitigate the adverse impacts of shocks include the lack of
 24

gainful employment, less access to credit and good-quality health facilities, and lack of
institutional support, among others (Mina and Reyes, 2013).

Although the choice of a relative poverty line (anchored vs contemporary) can

make a large difference to the estimates of aggregate child poverty rates, individual-
level risks associated with key household-level predictors of poverty tend to be similar
for the two poverty thresholds (Chzhen, 2016).

The in-work poverty rate is considerably lower than the total poverty rate for
households with children in every country in the comparison, suggesting that work is an
effective pathway out of poverty. However, in-work poverty is still prevalent and
sometimes rising. Between 2008 and 2014, the rates of in-work poverty increased by 3
percentage points or more in Bulgaria, Estonia, Luxembourg, and Romania. Among the
case study countries, Italy, Hungary, Germany, Sweden, and the UK saw increases of
around 1 ppt, Belgium observed no change, while Greece, Ireland, and Spain saw
decreases of 1–3 ppt. Meanwhile, evidence for the US also suggests that low wages
are aserious problem, as one-third of families of frontline manufacturing production
workers were relying on one or more social assistance programs each year between
2011 and 2014 (Jacobs, 2016).

The global financial crisis spilled over into the real economy by reducing demand
for labor and driving unemployment up, especially among 15 to 24-year-olds. Record
numbers of young people were out of work, education, or training during the crisis
(OECD, 2013, 2014; Chzhen and Richardson, 2014).

Although the share of children in materially deprived households is a useful

indicator of living standards of households with children, on which the EU collects
comparable data annually, it does not measure deprivation at the level of the child. All
nine standard deprivation items are measured at the household level and refer to
households as a whole. Yet children do not necessarily get a fair share of household
resources and they usually do not have an equal say in consumption decisions (Chzhen
and Ferrone, 2016).
 25

Inventory of Related Studies

Taking into account their demographic dynamics, by 2030 a larger share of the
world‘s impoverished will reside in natural resource–based economies and fragile and
conflict-affected states (FCS), primarily in Sub-Saharan Africa. Poverty is less
responsive to growth in such economies because the availability of jobs—the main
channel through which growth uplifts the poor—is limited (Inchauste and Saavedra-
Chanduvi 2014; Inchauste, 2014; IMF, 2014b)

The effects of poverty through the relations between families and children,
incorporating both moderated and mediated processes. Just as parental characteristics
may moderate the impact of poverty on children's development, children's
characteristics may play a similar role. The negative consequences of maternal
depressive symptoms on children's development are exacerbated in the face of raising
a temperamentally difficult child, and there is likely to be a similar relationship when
families are in poverty. (Black M., Baqui, Zaman, McNary, Arifeen, Black, R. E., 2015)
Children raised in poverty also achieve less in school. Analyses show strong
positive relationships between socioeconomic status and student achieve-ment across
countries, across age levels, and across academic areas of study. (Berezin, Borovkov,
Notkina, Polyakova, Sheraizina, Taratukhina, 2014)

Many people around the world, especially those in the B40, report that they do
not always have enough money to feed themselves or their families (figure 15c).
Unsurprisingly, their children are more likely to be underweight (figure 15d). Primary
enrollment may have increased in many developing countries, but access to primary
education remains unequal (World Bank 2014a)

The 2015 MPI counts 1.6 billion people as multi-dimensionally poor, with the
largest global share in South Asia and the highest intensity in Sub-Saharan Africa.
Some 54 percent live of all the MPI poor live in South Asia and 31 percent in Sub-
Saharan Africa. Most multidimensional poor—70 percent—live in lower-middle and low-
income countries. As for monetary poverty, MPI poverty incidence is the highest in Sub-
Saharan Africa. It is also the most intense as measured by the multiplicity of
deprivations. South Asia follows second. While the MPI headcount is much lower in
 26

other regions, the breadth of deprivation among the multidimensional poor is only
slightly lower than that found in those two regions. Multidimensional poverty is
significant among those living in fragile states. Just as in the case of income poverty,
multidimensional poverty is most intense in fragile and conflict-affected states, with the
extent of poverty varying with the intensity of fragility and conflict. The vast majority of
these countries are located in Sub-Saharan Africa and South Asia. (Alkire, Ballon,
Foster, Seth, Santos, and Roche, 2015)

While poverty is widely accepted as a multidimensional phenomenon, there is no

universal consensus on whether and how to aggregate multiple dimensions of poverty
into a single welfare measure. A simple way to categorize the various approaches is by
aggregating multiple measures into a single, scalar index or by laying out individual
measures of each dimension to obtain a ―dashboard‖ of separate vectors. The
+dashboard approach provides detailed information on the magnitudes of the
constituent indicators and can readily draw on different data sources and different types
of data. To the extent that dashboards avoid aggregation, they also avoid the difficult
question of whether aggregation is best done in the space of ―attainments‖, weighted by
prices, or ―deprivations‖, based on weights set by an analyst (Ravallion, 2013 and 2014;
World Bank 2015a).

There are two reasons for this approach. First, Atkinson‘s terms of reference
were narrow. ―The Commission was asked to take the 2015 estimates as its point of
departure and to assess how the process may be carried forward to monitor progress
up to 2030 in achieving SDG goal 1.1.‖ Second, ―the $1.90 [line] has acquired an
independent political status.‖ Better to stick with imperfect goal posts rather than muddle
the scoring by shifting the goal posts in the middle of the match. (Atkinson, 2017;
Ferreira, 2016.)

Financial insecurity can tax family relationships, affect the quality of parental
engagement and care, and even lead to child maltreatment (Brooks-Gunn, Schneider
and Waldfogel, 2013).

A further challenge is the possibility that future growth may not reach the poor as
readily as in the past. As noted, global poverty fell by about 1 percentage point a year in
 27

response to the average annual GDP growth rate of 4 percent. However, even if the
growth rate still averaged 4 percent from now to 2030, would poverty continue to fall by
1 percentage point a year? The distributional pattern of household income and
consumption puts a relatively high proportion of the population near the median income
or consumption value with small proportions at extremely high or low values (Battistin,
Blundell, and Lewbel 2013).

Despite the introduction of tax deductions on low wages (werkbonus) and the
uprating of many benefits in the late 2000s before the crisis, at the structural level the
net minimum wage, social assistance, and unemployment benefit levels are well below
the poverty threshold for families with children (Van Mechelen and Marchal, 2013;
Cantillon, 2016).

Added to that, the policy focus on employment as a fast track to social inclusion
(which Belgium shares with other European countries) and the post-crisis austerity
measures in the unemployment insurance system mentioned above have made
unemployed families with children even more vulnerable to living in poverty. The stricter
conditions for entering unemployment insurance that have been imposed on school
leavers, for instance, have led to a surge in young people claiming social assistance
benefits (POD MI, 2014), while micro simulation studies have demonstrated that the
changes in the benefit levels for the longer-term unemployed will lead to a significant
surge in the poverty risk among these families (Centrale Raad voor het Bedrijfsleven,
2014).

A new variety of poverty measures—person-equivalent headcounts—is

presented that count the poor while controlling for depth. The new measures are closely
related to poverty gap measures, but their numerical values have intuitive meanings as
headcounts that control for the condition of the poor. Traditional headcounts can
mislead when conditions of the poor change significantly. Person-equivalent
headcounts benchmark the initial conditions of the poor; this benchmark is then used as
a measuring rod to count the number of standardized poor or person-equivalents. A
person who is twice as deeply poor as the standardized poor person is counted as two
person-equivalents. Conversely, a person who is half as deeply poor would be counted
 28

as half a person-equivalent. The poverty headcount is then simply the sum of all
person-equivalents. (Castleman, Foster, and Smith, 2015)

Other researchers have sought to estimate the effects of tourism on poverty

alleviation based on national statistical data instead of those data that are provided by
poor people. (Croes, 2014; Kim, Song, & Pyun, 2016; Vanegas et al., 2015). They thus
reveal very little about the actual extent to which the living conditions of poor people are
improved by tourism (Truong, Slabbert, & Nguyen, 2016).

Moreover, poverty is not just about income: the levels and trends in income-
based poverty are imperfectly correlated with other basic variables such as under-five
mortality, primary education, and undernourishment. It is possible that even if the first
goal of eradicating extreme poverty were achieved in income-based terms, acute
multidimensional poverty could still be prevalent. (Cruz, Foster, Quillin, & Schellekens,
2015)

Synthesis

The information‘s above-mentioned discussed is about the issues that have been
extensively debated and controversy over many decades about poverty and the effects
on it in inequality that seeks to quantify a set of values, and value judgements, of a
society.

This phenomenon also converse about the people‘s reaction to this and the
characteristics of an individual in their community. It also presents readings on the
relevance of the topics concerning poverty cases in 7 continents.

The information‘s above also elaborated the importance of the poverty cases
initiated inside the school to be aware/ eliminate the phenomenon poverty cases. This
has become the springboard in the formulation of the enhancement program for those
Junior High School Students in Tagum City.

The overall purpose of this chapter is to contextualize the current study. In this
regard, we start with an overview of the global importance of dealing with poverty. We
elaborate that poverty has become one of the biggest challenges facing the entire world
 29

and that joint efforts are needed to prevent it from escalating. It is against this
background that we describe the growing concern of poverty in Africa and in particular
South Africa. The geographical scope of poverty is followed by a synopsis of prior
research on perceptions of poverty. Moreover, studies that deal with characteristics of
why junior high school students are poor and are highlighted in this section.
 30

Chapter llI

METHODOLOGY

This chapter discusses the methodology that is used in this study. The first
section describes the strategy involves, followed by the role of the researcher. The third
part describes the participants/informant chosen. The fourth section which is the data
collection describes the steps taken to obtain success to people and sites. Data
analysis explained how the analysis is done and the fifth section explains the
importance of the trustworthiness. The last section is the private issue adequately dealt
with and the informed consent documentation.

This research study was conducted based on the methodology. This

methodology plays an important role in this study. The details of the methodology are
explained in detail in this chapter.

Research Design

This study is all about of what they encountered and how the poor students live
without anything to have when they going to school every day and what they do to
handle scarcity. We utilize the case study that will understand and explores through
detailed, in-depth data collection involving numerous sources of information such as
interviews, discussions, documents as well as reports (Creswell, 2013).

The selected methodology appropriate for this research was case study, which
was ―aimed to develop an in-depth analysis of a case, often a program, event, activity,
process, or one or more individuals‖ (Cresswell, 2013). ―Doing case study research
would be the preferred method, compared to the others, in situations when the main
research questions are how or why questions; a researcher has a little or no control
over behavioral events; and the focus of the study is a contemporary as opposed to
entirely historical phenomenon‖ (Yin, 2013). Case study research typically focuses on
an individual representative of a group, an organizations or a phenomenon (Hancock
and Algozzine, 2015).
 31

Yin (2013) stated that ―case study will have more variables of interest than the
data points, case study can include single or multiple cases, can be limited to
quantitative evidence, and can be useful method in doing an evaluation. ‖ Case study
research was richly descriptive because it was grounded in deep and varied sources of
information (Hancock and Algozzine, 2015). After analyzing descriptions and offering a
synthesized account, general themes contributing to the essence of the phenomenon
are brought to light. The researcher borrowed methods from the case study approach to
correctly supplement the case study design.

We want to focus the people's perception to help and adjust new issues and
ideas as they emerge and to gather data, which is seen as natural. The defining
features of evaluation such as: it begins with the identification and understanding the
program; then the unusual interest that needs to be described and detailed or the intent
of the case study is to understand the specific issue, problem, or concern. Further, it
presents an in-depth understanding of the study; we selects multiple study evaluation to
analyze and compare and involve analysis of multiple units within the evaluation; it
involves a description of the study; it analyzed across study for live insights among the
evaluation or presented as a theoretical model; and it often ends with conclusions
formed by the researcher about the overall meaning results derived from the study,
termed as assertions, patterns or explanations (Creswell, 2013).

On the other hand, it is emphasized that case study evaluation inquiry which,
several instrumental bordered evaluation are selected to develop a more in-depth
understanding of the study. We use three terms to describe case study: intrinsic,
instrumental, and collective. It is intrinsic, we researcher has a genuine interest in the
study and the intention is to better understand it. In addition, the said evaluation
examines several studies to understand the experiences and insights among the study.
Comparison will be drawn, it is imperative that the studies are chosen carefully so that
the researcher can get the answers and explanation results across the study based on
a theory. Describing also how case studies can be used to either to understand similar
results or predict contrasting results but for predictable reasons (Stake, 2013)
Furthermore, it is suggested, that case study evaluation studies are valuable in creating
 32

deep understanding of particular people, problems or situations in comprehensive ways

which can focus on a variety of different things such as an individual and groups of
people. In addition, the goal of this case study is to replicate findings across the study.
Comparisons will be drawn, it is imperative that the cases are chosen carefully so that
the researcher can predict similar results across study, or predict contrasting results
based on a theory. Moreover, with the many advantages that this design provides and
the philosophy that different authors have shed light on its functions, we are in no way,
doubtful, that it could bring us the brightest illumination on the concept being pursued to
be shared to others, especially the new knowledge we would be able to give to the
world of education and role of the youth today.

Role of the Researcher

As researchers, we chose this topic to have further knowledge and

understanding on poverty, and to know how it affects the people who are experiencing
it. As a student, we want to help fellow students who encounter poverty. We aim to go
through their experiences this kind of problem, as if we could have experienced it
ourselves. Through the interviews and the information we gathered, this research could
help the people who has experience this problem in their daily lives and with this study,
he/she could gain help.

The role of the researcher in qualitative research is to attempt to access the

thoughts and feelings of study participants. This is not an easy task, as it involves
asking people to talk about things that may be very personal to them. Sometimes the
experiences being explored are fresh in the participant‘s mind, whereas on other
occasions reliving past experiences may be difficult. However the data are being
collected, a primary responsibility of the researcher is to safeguard participants and their
data. Mechanisms for such safeguarding must be clearly articulated to participants and
must be approved by a relevant research ethics review board before the research
begins. Researchers and practitioners new to qualitative research should seek advice
from an experienced qualitative researcher before embarking on their project (J Sutton
2015).
 33

For any researcher, the starting point for research must be articulation of his or
her research world view. This core feature of qualitative work is increasingly seen in
quantitative research too: the explicit acknowledgement of one‘s position, biases, and
assumptions, so that readers can better understand the particular researcher.
Reflexivity describes the processes whereby the act of engaging in research actually
affects the process being studied, calling into question the notion of ―detached
objectivity‖. Here, the researcher‘s own subjectivity is as critical to the research process
and output as any other variable. Applications of reflexivity may include participant-
observer research, where the researcher is actually one of the participants in the
process or situation being researched and must then examine it from these divergent
perspectives.12 Some researchers believe that objectivity is a myth and that attempts at
impartiality will fail because human beings who happen to be researchers cannot isolate
their own backgrounds and interests from the conduct of a study.5 Rather than aspire to
an unachievable goal of ―objectivity‖, it is better to simply be honest and transparent
about one‘s own subjectivities, allowing readers to draw their own conclusions about the
interpretations that are presented through the research itself. For new (and
experienced) qualitative researchers, an important first step is to step back and
articulate your own underlying biases and assumptions. (Zubin Austin; 2014)

Research Participants

A research participant also called a human subject or an experiment, trial, or

study participant or subject, is a person who participates in human subject research by
being the target of observation by researchers.

The participants and informants of this study are the purposely selected students
from Junior High School Students in Tagum City National High School and lives in a
squatter area. For the informants of In-depth Interview (IDI), the researchers picked
students from the squatter area that studying at Tagum City National High School.

We researcher uses purposive sampling as our guide in choosing our

participants. The mean sample size across all studies was 5 to 10 participants with a
 34

minimum of one and a maximum of 10, across two sites on average. For studies that
used interviews, researchers typically conducted one interview per person. The
maximum number of interviews was four per person. The mean number of observations
was 10 (Creswell, John W. 2015). And the informants selected for the In-depth
Interview.

Survey questions addressed core aspects of the research participants'

experience, including their overall rating, motivation, trust, and informed consent. We
describe participant characteristics, responses to individual questions, and correlations
among responses. Although research participation is essential for clinical investigation,
few quantitative outcome measures exist to assess participants' experiences. (Kost RG,
et al. Clin Transl Sci. 2014).

Data Collection

Data collection is the process of gathering and measuring information on

variables of interest, in an established systematic fashion that enables one to answer
stated research questions, hypotheses, and evaluate outcomes. We tried and practiced
for an interview using a multilingual interviewing. This means that the informants to this
study can answered in English, Filipino or Bisaya or a mix of any those three languages
as long as they can answer it comfortably. First, we brought each of our participants to a
very suitable and comfortable place which is free from any clamor or distractions, and
asked permission each of the participants first after introducing our research plan. The
informed consent was handed to each of the participants. We made sure that the
participants were given enough time to decide whether or not to participate in the
research. In this research, our fieldwork is mixed of formal interviews and informal
conversations of the informants‘ life. We also developed good rapport which is
characterized by pleasant, friendly, and amiable atmosphere with the interviewee at the
start. This situation will enable the participant to answer freely the questions being
asked (Boyce, 2006). During the data collection, we used in- depth interview as our
primary data collection tool. Moreover, in-depth interviewing is a qualitative research
technique that involves conducting intensive individual interviews with a small number of
 35

respondents to explore their perspectives on a particular idea, program, or situation. We

stresses further, that comprehensively interviews are useful when you want detailed
information about a person‘s experiences, thoughts and behaviors or want to investigate
new issues which are deep and complex (Boyce, 2006).

The said evaluation is to determine all the beneficiaries regarding to the said
program. It is vital that the informants have the chance to verbalize their feelings and
thoughts, rather than simply filling in a questionnaire. We as a researchers, we give the
informants the opportunity to voice their opinions and share their stories about their
experiences for learning. In order to sustain the interviewing process, we carried the
conversation smoothly by being focused and smart to what has been specifically asked,
and sometimes when they needed some key words or difficult words to be unraveled.
On the other hand, we used a cellphone recorder for documentation of what has
accurately and truthfully transpired, with the participant‘s permission. Moreover, we also
noted and recorded their bodily language and emotions, the kind of interaction that
happened between us and our informant, including the atmosphere during the interview,
and others. We made them recalled everything that happened in their lives in the past.
Recalling is a very insecure way of collecting data, but it has advantages in relation to
the goal of getting non-verbal information as well. Finally, in ending our conversation
with the participants, we gave them gratitude and appreciation for the time, effort and
generosity for providing me information relevant to the study, and promised them for full
confidentiality and respect for the data received (Kvale et al., 2009).

Data Analysis

In qualitative research, data are collected with a focus on multifaceted interviews

and narratives to produce a description of the experiences. The researchers, therefore,
play the role of a mediator between the experiences of the respondents and the
community of concerned people. The post-interview comment sheet could assist the
researcher to note the feelings of informants, as well as interpretations and comments
that occurred during the interview.
 36

Data collection needs to be as overt as possible, and findings should be

recorded. Although there is no guarantee of absolute confidentiality, openly recording
field notes assists participants to decide what they wish to have on the record. In health
care research, the problem may be even more exaggerated as the researcher is
sometimes the health provider as well (Mahnaz Sanjari, Fatemeh Bahramnezhad, and
Mohammad Ali Cheraghi, 2014).

Trustworthiness

Trustworthiness or truth value of qualitative research and transparency of the

conduct of the study are crucial to the usefulness and integrity of the findings (Cope,
2014). In this column, I will discuss the components of trustworthiness in qualitative
research. What Is Trustworthiness? Trustworthiness or rigor of a study refers to the
degree of confidence in data, interpretation, and methods used to ensure the quality of
a study (Pilot & Beck, 2014). In each study, researchers should establish the protocols
and procedures necessary for a study to be considered worthy of consideration by
readers (Amankwaa, 2016). Although most experts agree trustworthiness is necessary,
debates have been waged in the literature as to what constitutes trustworthiness
(Leung, 2015). The ideas of generalizability, internal validity, reliability, and objectivity
are reconsidered in qualitative terms. These substitute terms include transferability,
credibility, dependability, and conformability.

Credibility means the concept of internal consistency, where the core issue is
how we make sure rigor in the research process and the way we communicate to other
people that we have done so. Credibility can be accomplished by prolonged
engagement with people; continual observation in the field; the utilization of peer
debriefs or peer researchers; negative case analysis; researcher reflexivity; and
participant checks, validation, or co-analysis. Additionally it is increased by a thorough
description of source data and a fit between the data and the emerging analysis in
addition to by ―thick descriptions‖.
 37

Transferability means the level to which the audience has the ability to generalize
the results of a research to her or his own context. It is done when the investigator gives
adequate information about the self (the researcher as instrument) and also the
research context, processes, members, and researcher-participant connections to make
it possible for the reader to decide how the findings may transfer.

Dependability relates to the primary challenge that ―the way in which a research
is carried out needs to be consistent across time, researchers, and analysis
techniques‖. The procedure by which results are produced must be explicit and
repeatable whenever possible. This is achieved by means of meticulously monitoring
the emerging research design and through keeping an audit trail, which is, an in depth
chronology of research activities and processes; influences on the data collection and
analysis; emerging themes, classifications, or models; and analytic memos.

Conformability is founded on the acknowledgment that research is never

objective. It deals with the main issue that ―findings should signify, as far as possible,
the specific situation being investigated as opposed to the beliefs, pet theories, or
biases of the researcher. It is according to the perspective that the integrity of results is
based on the data and that the investigator must properly tie together the data, analytic
processes, and findings in a manner that the reader is in a position to confirm the
adequacy of the findings.

Even though many critics are unwilling to accept the trustworthiness of research,
frameworks for ensuring rigor have been around for several years. Guba‘s constructs, in
particular, have won considerable favor. The trustworthiness in qualitative research is
frequently questioned by positivists, possibly because their ideas of validity and
reliability can‘t be addressed in the same way in naturalistic work (Shenton, 2014).

Ethical Consideration

Ethical Considerations should be taken through the whole process of

research.The main concerns of our study are the participants who are put their trust to
us.Therefore we have to their safety, give full protection of the data that they gave so
 38

that they will not lose their trust to us. Respect for person needs an obligation of the
researcher not to exploit the weaknesses of the research participants.

Self-sufficiency was avoided in order to maintain trust, and confidence among the
participants and the researcher. This was done to pay respect for the individual‘s
concerened in the study.
Consent is another most important way of showing respect to persons during
research (Creswell, 2013). One of the potential risks or issues that may develop in the
research involves the people who are in scarcity. To reduced the risk of such feelings of
betrayal. Facts in findings were used to back up personal stories and openions of all
participants. We researcher surely secured and stored the data in a private external
hard drive that was locked and put password within safe place. We researcher also
obtained consent from each participant before conducting and collecting any form of
data. Finally once the data and analysis document for the research was completed, any
and all private information was destroyed.
 39

Chapter IV

RESULTS

This chapter, the experiences of poor students, their coping strategies, and
insights they can share to their peers and to the academe in general are presented.
Furthermore, the data were gathered mainly through face-to-face in-depth-interview and
analyzed properly using thematic and cross-case analysis. There are three research
questions that served as a guide for the focus-group discussion, in which data
production was derived:

1. What are the experiences by the participants in relation to poverty?

2. How do participants deal with the poverty they have experienced?

3. What are the insights of the participant‘s relation to poverty?

This chapter is segregated into three parts. The first part is all about the profile of the
participants from which the qualitative data were taken. The second part discusses the
categorization of data, including data analysis and the steps how emergent themes collected
from the in-depth-interview of the participants. The third part, presents the informants
responses to the focus-group discussion interviews under each research problem with the
inclusion of translation and audit trail codes.

Profile of the Participants

The table below shows the summary of the participants involved in the study.
Their names and ages are also listed. In addition to that, their situation in life, age, and
the causes made them poverty is also included.
 40

Table 1
Information about the Participants

Pseudonym Age Gender Location Situation No. of Causes

brothers/ made you
sisters in poverty
Prk. 4 Lack of
Rye Rye 15 Male Maharlika, Experiencing money
Tagum City Poverty

Prk. Misa 6 Lack of

Myn-myn 14 Female Magugpo Experiencing money
North, Tagum Poverty
City
Prk. Misa 3 Lack of
Apple 14 Female Magugpo Experiencing money
North, Tagum Poverty
City
Prk. 2 Lack of
Alice 16 Female Maharlika, Experiencing money
Tagum City Poverty

Prk. Misa 4 Lack of

Rhe Rhe 14 Male Magugpo Experiencing money
North, Tagum Poverty
City

Categorization of Data
Categorization of Data upon accomplishing the in-depth-interviews, data from the
audio-tape recordings were directly transcribed and for those answers in vernacular
were carefully translated into English. Following the steps suggested by Boyatzis
(1998), I first watched the videos and listened cautiously to the sound recordings.

This was to transform the data into texts and so that it would be easier for me to
code my data later. Three steps were being taken during the data analysis that consists
of data reduction, data display, drawing conclusion and verification. These were done in
order to identify core and essential themes about the phenomenon under investigation
(Burns and Grove, 2007) To delete unnecessary data from the transcription, data
reduction was employed to convert those data into essential and logical material, simply
 41

understood by many (Moustakes, 1994; Creswel, 2012). Thematic analysis was the
approach used in pairing and separating data, a way of sorting and categorizing.

Through data reduction, the lengthy and large volumes of qualitative data
gathered came out consolidated and manageable, easier to control and understood. We
also asked for assistance from a professional who was expert on analyzing data. The
next step wad data display that was done through graphic organizers such as matrix or
table for the viewer to draw his conclusion.

In this step, I read my data several times to be acquainted with them. At first, I
found several themes, but with the help of the data analyst, the themes were narrowed
down to just few ones. Lastly, drawing conclusion and verification were done for
qualitative analysis. This was going back several times and revisiting the data being
analyzed to completely see to it the validity of the emergent conclusions. The data
conversed through the emergence of conceptual categories and descriptive themes.
These themes were crafted into which all of them were interconnected and became with
sense (Van Manen, 1990). Then, I interpreted the conceptual framework with reference
to the related literature on the phenomenon being investigated which was done in an
attempt to explain the subject with a theory. (Burns and Groove, 2007) In making
interpretation of the report, I took into account what data have to be included and
information to be discarded.

The interpretation was written clearly and precisely. Sufficient description was
being provided to permit the reader to comprehend the basis for interpretation so that
the sufficient interpretations allow the reader to understand the description.
(Polkinghorne, 1989) Different criteria for the evaluation of qualitative research must be
considered (Lincoln, 1989). I considered the trustworthiness criteria as suggested by
Guba and Lincoln (1989), which are credibility, conformability, dependability, and
transferability. I established extended engagement with my participants so that both of
us got a clear understanding on every detail of the phenomenon being studied.
 42

Research Question no. 1: What are the experiences by the participants in relation
to poverty?
This research question is about the experiences of poor students that had
experienced the stigma of poverty. During the in-depth-interview and field notes
observation, the following questions were asked in order to generate a wide-ranging
discussion for the above research problem. Do you consider yourself poor? Why? Does
poverty affect your studies? If yes, how? If no, why? How does poverty affect your
relationship with others (friends, classmates, family)?
These were five major themes emerged from the data collected on the

experiences of the study as presented in Table 2 such us Experiencing Hard Situation,

Considering as a Poor, Affecting Studies, Affecting Relationships with other, and Being

Bullied.

Table 2
Themes and Core Ideas on the Experiences of Poverty Cases of Junior
High School students in Tagum City

Essential Themes Core Ideas

 It‘s so hard and we suffered much
 I‘ve experienced how hard belongs
to poverty
 Lot of problem specially the school
financial
 Difficult when it comes in financial
 Experiencing struggles when it
Experiencing Hard Situation comes to money
 43

 We suffered too much

 Can't buy my needs in school
 Struggling hard experiences
 Lot of challenges in our everyday
life
 My parents salary is not enough
and my mother was deceased last
month
Considering as a Poor

 Mom and dad can't afford my

needs in school
 Sometimes I can't pass projects
because we had no money
 My parents have no permanent job
and because of that I can't pass at
Affecting Studies exact deadline
 Sometimes can't go to school and
can't buy recess
 Can't pay school fees
 44

 My family keeps arguing if it talks

with money
 I get jealous about my rich
classmates
 My classmates know that I am poor
but they are not dragging me down
 When they plan to hangout I can't
Affecting Relationships with other come
 Sometimes some of my
classmates and friends look me
down

 My friends sometimes bullies me

 Sometimes if I‘m alone I got
beaten
 Sometimes my classmates
looking at me while eating their
delicious food while laughing
Being Bullied  They always say that I‘m idiot
 When there‘s a project I can‘t
easily access to them
Sometimes when I fall asleep at
school because of tardiness they
use to play with my asleep body

Research Question no. 2: How do participants deal with the poverty they have
experienced?
The second research question is concerning, how junior high school student‘s
deal with poverty with sub-questions to help in the extraction of the desired intention on
this particular injury. What do you do when you need money for your projects in school?
What do you do when you do not have money for your basic needs in school (like baon
 45

for meals, transportation, class activities, supplies like notebooks, papers and ballpen)?
How do you help your parents financially?
The following five major themes emerged from the data collected on how they
deal with poverty and as presented in Table 3 such us Dealing with Poverty Experience
Earning Money Strategies, Budgeting andHelping Parents Financially.

Table 3

Themes and Core Ideas on Coping Strategies of Poverty Cases of Junior

High School students in Tagum City

Essential Theme Core ideas

 I work every night to sustain my needs
at school
 Selling munchkin to neighbors to
sustain my needs
 I sell sampaguita to earn money
 Guarding an motorbikes for a service
fee
Dealing with Poverty Experience  Work on my aunt and help their
household
 46

 I watch motorbikes to earn money

 I earn money and gave it to my
mother
 I'll borrow to my classmates if they
had extra if it talks to ballpen and
paper
 I'll go approach my classmates to
Earning Money Strategies borrow things and give it back when
I don't use it
 I prefer not to go school if I don't
have money

 I intend to borrow at my classmates

and pay them instantly so that their
trust on don't fade away
 Recycling my notebooks to make
new one
 Borrowing money to my classmates
Budgeting  I'll borrow to my classmates if they
had extra if it talks to ballpen and
paper
 I'll go approach my classmates to
borrow things and give it back when
I don't use it
 47

 Guarding motorbikes to earn and

give to my mother
 I'll apply jobs if there's an
opportunities
 I work on weekends to be more
useful
 I'll give all my savings to my parents
Helping Parents Financially to help
 I'll go with my aunt to sell garlands

Research Question no. 3: What are the insights of the participant’s relation to
poverty?
The third question is all about the insights and lessons learned that the
informants can share their peers with similar experiences and to the academe in
general, with two sub-questions. What are your views about poverty? What can the
school do to help you? What assistance do you need from the government? What
motivates you to pursue your studies in spite of poverty?

This generated four major themes such as Understandings of the Participants

Relation to poverty, Viewing Poverty, Students‘ Needing, Wishing Assistance from
Government and Motivating to pursue studies.The five major themes on insight with
corresponding core ideas are displayed on Table No. 4
 48

Table 4
Themes and Core Ideas on Insights of Poverty Cases of Junior High School
students in Tagum City
Essential Method Core Values
 It is a hard situation
 It is not easy because sometimes we
don't have to eat
 Some commits illegal activities
Understandings of the Participants  My mother and fathers salary is not
Relation to poverty enough to sustain our daily needs
 Poverty is a hard case

 Hard, tiring, and painful situation

 Some suffers hard condition
 Feel ashamed on self
 Hard especially if it talks to food
 Difficult and tired being a poor.
Borrowing there, borrowing here
Viewing Poverty

 Lessen projects and hoping the

school will give scholarship on us
poor
 Hoping that teachers will lessen their
project and assignments giving
Needs by the Students’ Learning  Hoping for acceptance on our
situation
 By giving an scholarships on us poor
 Hoping that teachers understand
what my situation softly kills me
 49

 A scholarship with allowance is good

 First one is food and second one
money
 We need comfortable house,
Wishing Assistance from sufficient food and also a clean water
Government  Implement the projects of our school
and enhance their 4p's project
 Financial assistance

 My family and our situation because I

can see my mother and father how
they struggle in life
 For being poor and suffers a lot
 My parents
 Family because even we are poor I
Motivating to pursue studies still have the courage to pursue
studies
 Inspiring me every day to continue
studies is the LORD GOD
 50

Chapter V

CASE 1-Rye Rye

Rye Rye (pseudonym) is a secondary student of Tagum City. He has been

studying for almost a year in secondary. He is the first child of their family. He is already
15 years old and currently experiencing the stigma of poverty. Moreover, Ryan is a
good person and a helpful to everyone.

He admitted that being poor is one of the hindrance to his studies, especially in
their daily needs. He cannot make his own projects and pay any paying‘s in school. He
didn't join any clubs in school. Sometimes he got asleep in school due to lack of sleep.
And also he experience feels empty to his stomach. According to him experiencing
poverty over a number of years is one of the hardest things in world that you can't buy
your needs in school and the daily needs in home. Added by him there are some
moments that he might want to stop continuing his studies but as he saw their situation,
he continue it and despite of that he even more diligence to his studies and work so
hard.

Experiences by the Participants in Relation to Poverty

Experiencing Hard Situation

It was noon time when I reached her home to have an interview, where he
was intimated on me at first, but eventually he welcomed me. We set everything
the tape recorder to achieve the agreement. I asked her permission if it is fine for
her that I would be using an audio recorder and listen it throughout the duration
of the proceeding, and he tolerated our request. Then, I informed him about the
goal of our study and asked some introductory questions. When I asked him of
my first research question, I sensed that there were lots of bad experiences he
could remember and began to tell all of it. This was his statement:

(Lisod siya nga di basta-basta nimu makuha imung gusto… kung unsa
imung kailangan nga palitonon. Naglisod mig maayo unya daghan kaayug utang
nga bayrononon human kanang wala kay project tas di basta naku mahimu kay
 51

kulang-kulang akong kwarta usahay kay di pagyud ko makaeskwela,

makaabsent ko.)

It’s so hard that you can’t easily get what you want… and what you need
to buy. We suffered greatly because of many debts to be paid then you do not
have a project, then you cannot do it simply because your money is not enough
then… sometimes I can’t go to school.
Considering as a Poor

When our conversation continued, I happened ask him if he is considering

himself as a poor and nodded his head. At first, he is reluctant to answer the
question, but later on he answers my question when I explain him very well. As
he answered, his eyes began to drop and gradually tears were flowing while he
was sharing their humiliating experiences. And this was his statement:

(Oo pobre kay naglisod man mi… nangarkela raman mi pagkahuman…

unom man gud mi kamagsuon human sige ramag kasakit akong mama ug
manghod ug gamay rapajud ang sweldo ni papa human ang sweldo niya kay igo
ipaospetal sa ilaha… unya daghan pajud kaayu mig utang. Naay usahay kay sa
isa nalang mi makakaon unya usahay kay tuyo o di kaya asin nalang amung sud-
an. Naay usahay kay di nalang mi mo kaon, antuson nalang namu.)

Yes, we are poor because we suffered… we just rented then… we are six
siblings and my mom and my younger sister always get sick then my father’s
salary is only small and just right for my mother and sister’s hospitalization…
then we have many debt to be paid. One day, we just eat once and our viands
are just soy sauce or salt. There are times we will not eat. We will just have
survived our starvation…

Affecting Studies

When I continued to ask him if poverty does affect his studies, his voice
becomes subdued. Because according to him their both parents can't sustain
their needs in school. This was his statement:
 52

(Oo nakaapekto, kay wala may ikahatag akong mama ug papa inig naay
mga project or amot-amotan. Kay ilahang kwarta kay igo raman sa pagbayad sa
mga bayronon, sud-an, ug bugas.)

Yes it really affects to me, because my mom and dad cannot afford to give
us project or school fee… because their money are only for the debts to paid,
viands, and rice.

Affecting Relationships with other

As the interview went deeper, Rye Rye revealed some of his personal
issues about their relationships with their parents. This time his voice went rise
because he is so disappointed that they might get quarrel for money. He told me:

(Sa akong pamilya kay naay usahay nga mag-away nalang tungod sa
daghag bayronon ug walay ikapalit ug sud-an ug bugas. Tungod lage gyud sa
walay kwarta maung mag-away-away.)

In my family there are times that they are arguing about paying debts and
no fund for dish and rice. Because of money war calibrates.

Being Bullied

While he was answering my question, I noticed that he change his facial

expression and became serious. He said:

(Usahay kay ginabully ko sa akong mga amigo.)

Sometimes my friends bully me.

Coping Strategies of the Participants in Relation to Poverty

Dealing with Poverty Experience

When Rye Rye asked of how he deal his experiences in poverty he was
just proud to say that he managed it and do some works to earn money.
According to her statement:
 53

(Kuan nagatrabaho ko kada gabie arun sa mga palitonon sa eskwelahan

kay naa koy mapasa.Ug arun matabang-tabangan naku akong pamilya gamay.)

I work every night to get funded my needs in school so that I can pass
projects. And also I help my family in a small thing.

Earning Money Strategies

As our conversation goes on, I asked him what the strategies are or what
work he does when he needs money for his projects. And he answered:

(Kuan nagapamantay kog motor kay ginabayaran man ko ug arun naa koy
mapasa nga project. Inig walang-wala jud kay manghangyo ko sa akong maestra
nga sa sunod simana na ipasa naku ang project kay nagpait jud kaayu mi human
inig makakwarta naku magpasa naku.)

I’m watching motorbikes with fee barter just for service security so that I
can buy and pass my needs in school. In the absence of judging, I asked my
teacher for the next time to pass the project to the judges after we had the money
and I can pass whatever it will be the projects.

Budgeting

Another coping was approach by Rye Rye is budgeting money. This

coping mechanism is not quite easy. He struggled to spend his money for his
daily expenses on his school because his money was so little and also his
parents can't fully sustain him for his school needs. He shared that:
(Afmmm… pagwala koy kwarta, kanang walang-wala tanan kay
mamantay nalang kog motor arun makapalit nakug gamit sa eskwelahan.
Kanang papel ug notebook, ug bag. Ug para pangbaon naku unya sa pamasahe
kay di naman ko mamasahe kay duol raman akung balay sa eskwelahan.)
Afmmm… if I don’t have money, I don’t have anything… afmm I watch
motorbikes with a fee for my service for securing their motorbikes and for that I
can buy my needs in school. Like paper, notebook, and bag. And also I’ve got an
 54

allowance for the next day and I’m not worrying my fee for riding because the
school is near on us.

Helping Parents Financially

When I asked him how he helped his parents, I observed that he wants to
cry again but he just smiled and said:
(Inig walay kwarta akong mama ug papa kay mamantay kog motor,
mamaligya ug maroya, mais, mangga ug pagkagabie kay nagatrabaho ko sa
night market. Unya katung kwarta na akong gitrabahoan kay ipalit nakog bugas
ug sud-an unya ang sobra kay ihatag naku kang mama arun pagkaugma kay naa
pamiy mapalit.)

If my mother and father don’t have money I watch motorbikes for fee
barter to service security for their motorbikes, selling banana que’s, corn , and
mango and at night I work in night market. And the pay for my service is a fund
for rice and dish and the remaining money will be given to my mother for
tomorrow’s needs.

Insights of the Participants in Relation to Poverty

Understanding of the Participants Relation to Poverty

This time, Rye Rye was asked about his insights or for him what is really
poverty is and according to him, he can handle their situation sometimes but
there are times they need help to others. He said:

(Okay raman, madala-dala raman ang kapobrehon pero naay usahay nga
maglisod jud kayka. Unya kapoy pajud kay magbalik-balik ra ba nga naglisod ka.
Unya makita pud naku sa uban nga pobre kay naglisod pud sa amuha.)

Its ok, I can handle the situation belonging in poverty but there are times we
badly need’ help. It’s too tired because it is every days happening. And
sometimes I see myself on others who are also in poverty.
 55

Viewing Poverty

When I asked Rye Rye about his views in poverty, he sigh first because
he remember those moments that made them cry. This is his statement:

(Lisod, kapoy, ug sakit kay nasinati man gud namu ang kapait sa
kapobrehon. Unya halos di nalang makapalit kay mahal kaayu ang palitonon ug
labi najud ang project di na makapasa tungod sa kamal. Human akong uniform
kay gisi napajud unya di mi makapalit akoa nalang ginaantos basta naa lay
uniform.)

It’s hard, tiring, and painful situation being poor. Then it’s almost
impossible to buy it because of the high costs demands of commodities including
projects that can’t be done causing of expensiveness. And also my uniform is
torn up and I can’t buy a new one and I’m easing it I just have a uniform.

Needs by the Students’ Learning

Although Rye Rye has been encountering many tragically experiences he

just wanted to have a solution to his problem. He wanted that the school will have
a program for him and for the others. This is his statement:

(Kuan… kanang unta ipagamay-gamay nalang ang mga project nga

ipanghatag kay pobre ragud, ug unta gamay nalang unta ang bayronon sa
eskwelahan, human unta makabalo sila mo sabot sa amung sitwasyon unya unta
naay scholarship nga ipanghatag ug allowance biskan gamay lang.)

Maybe… Maybe they’ll lessen the projects that will be given on us

because we are poor, and also hoping that the schools fee will be lessen up, and
hoping we will be receiving a scholarships and a little allowance is a big help.

Wishing Assistance from the Government

At this time the fourth question was asked about what assistance he want
from the government and he seemed tired, yet, he was still wants to answer
because he wanted to say this for so long of how the government will help them.
He shared:
 56

(Unta naay balay nga ipanghatag sa amua kay wala man gud miy sarili
nga balay. Ug financial para sa amua nga mga pobre. Unya tagaan mig
scholarship para sa akoa ug sa uban nga mga estudyante nga pobre.)

Hoping that will give us a permanent house because we don’t have our
own house and also a financial for us poor people. And hoping that we’ll
receiving scholarships for the affected of phenomenon called poverty.

Motivating to pursue studies

This insight on motivating to pursue studies is something special to the

heart of Rye Rye. During the interview he mentioned a lot of productive insights
pertaining to what motivates them to pursue their studies. Moreover, Rye Rye
wants to help his parents by pursuing his studies and by that he can achieve his
goals in life.

(Akong pamilya ug ang amung kapobrehon kay makita man gud naku na
sila mama ug papa kay naglisod sa amua ug paeskwela ug gusto naku
makahuman ug eskwela arun matabangan naku sila ug mabayran natung mga
utang namu.)

My family and our situation because I can see mother and father how they
struggled in life and I gave my best shot to pursue studies and get repay to my
family , help them and paid all debts of us.
 57

Chapter VI

CASE 2- Myn-myn

Myn-myn (pseudonym) is a grade 7 student somewhere in the part of Tagum

City. She is 13 years old. She is the eldest on their four siblings. She belongs to indigent
family. However, she is a jolly young girl. She always go to school with the big smile,
positive mind and full of ambitions.

As I asked her the first question what is her experiences relation to poverty, she
confess that being poor is very tired. She experienced difficulties. She still go to school
even she do not have money to sustain her needs and also sometimes she go to school
without eating breakfast. She had many dreams for herself and for her family. She is
willing to suffer and work at night for the sake for her family. When she need money for
her school projects she didn‘t depend on her family instead she find ways so she will
have money and she will able to buy her needs in school as well as for their food.

Moreover, behind the challenges she faced in her daily life, she still strong young
student. She always smiled and laughed. She always thinks the sake of her family. She
helped her parents. She never surrendered. And she made her situation and her family
as her inspiration to continue studying and so she will achieve her dreams.

Experiences by the Participants in Relation to Poverty

Experiencing Hard Situation

Before I conduct an interview to Myn-myn, I asked her first if she will agree
being one of our participants. When she allows me to have an interview I gave
the research p0articipant consent, parent consent and the research guide
questionnaire. I told her that I would use a cellphone to record her answers to my
questions and she consent me. As I asked her the first question, she began to
share lots of her difficult experiences at her young age. She shared that:

(Mo adto kog skwelahan kulang akong pamilete ug muadto kog

skwelahan usahay wala koy kaon. Usahay walay kwarta….usahay dili nalang
muskwela. Lisod kaayu nay usahay magbaktas nalang unya kanang naay sobra
 58

nako na kwarta akong tigumon para ugma. Unya usahay sa room kay maluya
tungod sa walay kaon unya dili pa gyud ko kapaminaw ug tarong sa maestro kay
katugon pagyud ko sa room dugay kaayu matulog tungod kay gitabangan nako
akong mama mamaligya sa night market.)

I go to school even if I don’t have money to sustain my needs in school

and also sometimes I don’t go to school. It’s hard because sometimes my money
is short for me to commute and if there’s more money I’ll gather it for tomorrow.
And also sometimes I get tired causing of no breakfast and I can’t listen to my
teacher finely sometimes then I feel sleepy because I help my parents in our
business in night market so that I can’t sleep early.

Considering as a Poor

As I continued the interview, Myn-myn voice is full of sorrow for their

misfortunes and she revealed one situation as her bases on why she considers
herself as a poor. She said:

(Oo makahuna-huna man gani ko usahay nga pait jud kaayu mi. Usahay
kung walay bugas kay… kung walay makakuan makapangita ug makaon kay dili
jud mi makakaon sa isa ka adlaw. Makakaon gud mi pero tama tama rapud na
masudlan among tiyan.)

Yes I can picture out our situation that we are poor enough. Sometimes if
we don’t have rice is…..if we don’t have rice is we have no choice and nothing to
eat in one a day. We can eat but it’s quite enough to fill in our stomach.

Affecting Studies

Even Myn-myn considered herself poor, but being poor didn‘t affect her
studies. Instead she think their hard status in life she considered first the most
important that will possibly happen to her future. She states that:

(Wala siya naka apekto sa akong pageskwela kay wala man pud nako
gihuna-huna nga pobre jud kaayu mi ang impotante na makaeskwela lang jud ko
 59

makatuon ko, arun makahuman ko edi makatrabaho nakog tarong edi makaluag-
luag najud among pamuhi.)

It doesn’t affect to my studies because I am not considering myself or our

condition that we are poor but the impo0000rtant thing is that I can go to school
and learn knowledge , to pursue and have a job for us to in having comfortable
life.

Affecting Relationship with Others

Poverty didn‘t affect Myn-myn‘s relationship with her friends but suddenly
her facial expression changed when I asked to her if poverty affect her
relationship with her family. She replied:

(Sa akong pamilya naa jud nang maglalis jud kanang labaw na hisgutan
ang pagkaon kanang wala nami kaonon unya… sige rag away-away. Sige mig
away kung asa mi mangita ug bugas ug sud-an.)

In my family there’s always been an arguments talking to food if we can

eat or not… they always argue. We fought where we find food to fulfill our
stomach.

Being Bullied

I noticed when Myn-myn responding she become more serious as if she

wanted to tell me all the misbehaviours of other people towards her. She
revealed:

(Usahay pagkanang matulog ko sa room namo kay tungod sa kakapoy sa

pagtinda ug barbeque nako tagagabie…kanang akong mga classmates
ginapicturan ko nila unya ipost nila safacebook. Usahay pud ginadrawingan nila
akong nawong pagmatulog.)

There are times when I fell asleep in our room because of the tiredness of
selling barbeque every night. My classmates took me a photo while I’m sleeping
and they post it to facebook. And also there are times that they draw something
at my face when I’m sleeping.
 60

Coping Strategies of the Participants in Relation to Poverty

Dealing with Poverty Experiences

Myn-myn had mentioned what she several do so she will earn money
fo00r school allowance and for food. She said:

(Usahay kay wala na jud miy pang baon kay manghulam nalang akong
mama sa among silingan kung kinsay nay kwarta arun pagka ugma naa miy
pangbaligya ug saging ug ako dayung ipamaligya. Arun naa mi pangbaon ug
pamilite sa eskwelahan. Arun pud nay pangpalit ug bugas ug sud-an. Ug kanang
walay klase kay mamaligya ug saging)

Sometimes if I don’t have anything my mother borrow some money to our

neighbour so that we can make banana que then I’ll sell it. So that will have an
allowance and fare for school and also to buy rice and viands. If there’s no class
I’ll sell banana cue.

Earning Money Strategies

Myn-myn stated that there are times she can‘t pass her school projects
late due to lack of money so she makes plans to have money. According to her:

(Ang uban namong mga classmate kay katung basta sayun ranga project
kay ginapahimo sa akoa unya kung makakwarta nako kay ako ra pong ipalit ug
pangproject. Unya usahay kay nagahangyo man pud ko nga sa next week nako
ipasa ang project.)

My other classmates pay’s me to make their projects and through that I

can have money instantly and because of that I have also my project cause of
their finances. And sometimes I’m begging to extend the passing of projects so
that I can pass.

Budgeting

Though Myn-myn do not have enough money so she can take a recess
and she only have money for her fare going to school, but it doesn‘t problem for
 61

her anymore. She still young and she already understand their situation. She
shared that:

(Kay raman na wala koy baon kay naa man puy usahay kay ginalibre ko
sa akong klasmate. Okay raman nga dili ko magrecess basta naa lang jud koy
pamilite okay rana sa akoa, kung wala juy kwarta si mama kay manghulam si
mama sa silingan bahalag diez pesos lang para makaadto ko sa eskwelahan
unya pagkauli kay magbaktas nako. Kung naay ipaphotocopy kay manghulam ko
sa akong classmates unya bayaran lang naku usahay kay dugay ko
makabayad.)

It’s ok for me if I do not have extra allowance because some of my

classmates gave me free food its ok for me even if I have only for driver’s fee. If
my mom do not have money mom lends on our neighbour even if it is ten pesos
so that I can go0 to school and when I go home I’ll walk. If I have a photocopy
paying’s I’ll borrow to my classmates then I’ll pay them but sometimes I pay them
too long.

Helping Parents Financially

At this moment, I saw that Myn-myn is not like to the other junior that they
just depend on their parents. Besides, she find many ways to help her parents
even in a little way. She stated that:

(Katong wala miy kwarta kay namugos jud ko sa akong lola na mubantay
ko sa iyang tindahan unya katong nakabantay nako kay gitagaan ko niyag kwarta
unya gihatag pud nako sa akong mama arun pangpalit ug bugas.)

That time that we don’t have money and I’m begging to my grandmother
that I’ll take care of her store and when I took care of it I earned money and I
gave it to my mother so that we can buy rice.

Insights of the Participants in Relation to Poverty

Understanding Participants Relation to Poverty

 62

As I asked the question what is her insights of relation to poverty. She

smiled at me and later on she respond:

(Kaning ang kapobrehon kay lisod man jud na… kay usahay wala name
makaon ….pobre judl agi mi pero kaning dili man jud huna-hunaon nga pobre ka
kaning ayaw lang jud kawalag pag-asa. Para pud sa akoa kay kaning pantay-
pantay lang tanan. Unya natan-aw pud nako sa uban na naglisod pud sila pareha
sa amoa.)

The poverty is not so easy because…sometimes we don’t have anything

to eat. We are so poor but we don’t mind our condition like poverty always
believes in hope. For me there is equality for all. And also I can see other poor is
just like us.

Viewing Poverty

Myn-myn quickly answers my question what is her views in poverty, when

she realize that it was almost the same to the last question she smiled. She said:

(Para sa akoa ang kapobrehon kay… kapoy kaayu ug lisod. Unya usahay
makaingon ko nga unta ma dato nami pagmata nako. Lisod jud kaayu makasinati
ug kapobrehon.)

For me poverty is… that is not quite simple. Then sometimes I can say to
myself that I hope if I’ll wake up I’m rich it’s so hard to feel poverty.

Needs by the Students’ Learning

At this time, he became serious replaying to my question. She has a lot of

hopes that will do the school or teachers to help the students like her. She hopes
that:

(Kuan kaning matabangan ko sa akong pageskwela kay naglisod jud

kaayu mi ug unta masabtan mi nila labi na sa ubang maestro nga unta
mahangyo sila na gamay-gamayon ang mga projects nga ipahatag sa amoa labi
na sa akoang ka pobre.)
 63

I’m hoping that someone helps me to continue my studies and because I

have difficulties and hop0ing that somebody will understand and I also hope that
the teachers will lessen the projects especially for me as a poor.

Wishing Assistance from Government

While Myn-myn continues responding to the question I asked to her I

realize that even at the fees in public school is already at the low amount still
many students can‘t afford to pay it. According to Myn-myn:

(Unta kay sa sunod abri sa klase kay naa silay ipanghatag notebook,
ballpen and papel. Unya unta maghimo silag programa na malibre na ang
bayrunon sa skwelahan kay daghan man gud kaayug bayrunon. Ug unta
matagaan mig scholarship ug naa pud untay ipang hatag nga allowance sa
among mga pobre.)

Hoping that on the next opening of the class they will give notebook,
ballpen and paper. And I’m hoping that they’ll make a program in school for free
education because there’s too much fees. And also I’m hoping that I’ll receive
scholarships and allowance for us poor students.

Motivating to Pursue Studies

In the hard situation that Myn-myn experienced, her family is the one who
gave inspiration and reason to her to keep on studying behind to their tiresome
status. She said:

(Ang nagadasig sa akoa nga ipadayon ang akong pageskwela kay akong
ginikanan. Kay ginatambagan man gud ko nila na lahi rajud ang makahuman ug
skwela. Ug kanang tan-awon lage jud daw nako ang kahimtang namo nga
naglisod.)

Motivating me to pursue my studies are my parents. Because they always

give me some advices that there are more differences if you finish studies and
graduate. And looking for ourselves how hard life is.
 64

Chapter VII

CASE 3 - Alice

Alice (pseudonym) is 17 years old, studying in public school. She has her twin
sister and they are living in their grandfather‘s house because their parents passed
away. They said that they are part of poverty and both of them have their scholarship
with the help of our City Mayor.

She encountered a lot of problems because of their situation, not only problem in
family but also in school because they have no enough money to sustain their needs in
financial in their daily life. She find a ways to have money, she sell any kind of product
and other work that she know this way help them to sustain their needs. She is also a
strong woman even though she does not have parents anymore she was studying well.
She always thinks her grandfather‘s sake since her grandfather is only work as a
security guard so they can eat. And I notice that Alice has a lot of dreams not just for
herself but also for her grandfather future.

Experiences by the Participants in Relation to Poverty

Experiencing Hard Situation

During our interview, we asked her about her hard experiences about poverty
and she said that:

(Lisod jud kaayo labi na sa panginahanglan sa kwarta ug usahay dili ka makakita

ug pamaagi.)

It’s really hard, especially in financial needs and sometimes you can't find
someways.

Considering as a Poor

As we continued our interview, we asked something if they consider their

self as poor, and she state that:

(Dili nako ginakonsidera akong kaugalingon nga pobre kay bisag pobre
me,amo gihapon ning atubangon hangtod nga makahuman me.)
 65

No, I do not consider myself as a poor because even we are poor, we still
face it until we are going to be successful.

Affecting Studies

As we go on in our interview, we asked again and she also answered us

directly and said:

(Dili,kay bisag pobre me,ginapaningkamotan gihapon namo nga

magtarong me,dili mag inter-inter ug mga bugay-bugay ba,pareha anang
makadaot sa among pag eskwela,wala me nag inter-inter ana,padayon lang
gihapon me kanang para maka kuan me ba kanang makalampos me,maka haw-
as pud me sa among kalisod nga nasinati-an karon.)

No, because even though we are poor but we do our best to eject those
bad doings which is the reason to failed our studies, we continue our studies to
be a successful and to leave the poor life that we encountered

Affecting Relationship with Others

As we continued our interview, we asked her again for our fourth question
and she state that:

(Wala kay kabalo man among barkada sa among kaagi sa pang adlaw-
adlaw nga ug gina trato pud me nila nga pantay ug sa maayong pamaagi.)

No, because our peers know what our experiences in our daily lives and
they treat us in same and good way.

Being Bullied

At this moment, Alice admits that sometimes she gets bullied with her
classmates but it was like she was not affected since she was laughing
answering my question: She said:

(Oo, ginabully mn ko usahay sa akong mga classmates pero dili mn gd

nako na ginaseryoso... pasagdahan lang nako na sila... kapuyon raman na sila
kadugayan)
 66

Yes, there are times that my classmate bully me but I didn’t take it
serious...I just let them bullied me...they will get tired afterwards)

Coping Strategies of the Participants in Relation to Poverty

Dealing with Poverty Experience

As continuation of our interview, we asked her again and she state that:

(Usahay kung nanginahanglan jud me ug kwarta para sa among project,

naga adto me sa among auntie unya ingnan namo siya nga kinahanglan namo
ug kwarta kay para sa among project sa eskwelahan ug kung sobra iyang ihatag
nga kwarta,akong ginabitang sa akong ipon para pud naa me magamit inkaso
naay emergency.)

Sometimes, if we need money for our project, we go to our aunt to tell her
that we need a financial for our project in school and if so much money is given, I
put it in my savings so that we have reserve money in case of emergency.

Earning Money Strategies

Our interview will still go on and we asked another question and she state
that:

(Naga pangita ko og trabaho taga dominggo og sabado para kung ting

klase naa koy magamit na kwarta para sa akong pamasahe, pagkaon og mga
project namo sa skwelahan.)

I am finding job every weekend so that if the school days come, I have
money to use for my transportation, foods and school projects.

Budgeting

We asked her question again in our interview and she answered this:

(Kung naay mabilin sa among everyday nga balon kay among ginabutang sa
among savings kay in case of emergency,naa me magamit and kung naay
kailangan paliton sa school tapos ma timingan nga wala me kwarta,naa me
makuhaan.)
 67

If there's money left from my allowance,i will put it on my savings so that i

can use it in case of emergency and if we have a project in school,we can also
use it.

Helping Parents Financially

0ur interview must still go on and we asked her some question again and
she said that:

(Mag kuan, mag trabaho kanang kuntahay kanang,parehas tong sa

weekend ba kuntahay maninda ug kuan bisag unsa tapos akong sweldo ihatag
sa ilaha para makatabang pud ko sa ilaha)

Every weekend, I am working to buy anything I need and the other half of
my salary is to my parents.

Insights of the Participants in Relation to Poverty

Understandings Participants Relation to Poverty

We continue our interview and asked her again another question and she
answered me this:

(Ang akong paglantaw sa relasyon sa kapobrehon kay kanang kuan lisod

jud kaayo labi na sa kanang bugas, usahay gani mag kamote nalang me gikan
buntag hangtod hapon para ma budget pud ba ma budget.)

My insights in relationship of poverty is very difficult specially in buying

rice, from morning to evening, we ate camote to avoid costs.

Viewing Poverty

As our interview goes on, we asked another question and she state that:

(Kuan para sa akoa kay pirte ju'ng lisoda kay kanang lisod jud kaayo siya
kay labi na kanang imohang kaon pud ba. Lisod jud kaayo siya,nag eskwela pud
baya me unya ang kaon ba budget jud kaayo namo ba.)
 68

It is very difficult to eat because we are also studying so it is difficult to find

a way to gain a sense of belonging.

Needs by the Students’ Learning

In our interview, we asked her about her experiences as a students and

she state that:

(Among ginabuhat kay every night mamaligya me then pagka morning kay
muskwela kay para katong among ibang nahalin kay magamit namo sa
eskwelahan unya ang iba pud kay ihatag namo sa amoang lolo.)

Every night, we sell products and when the morning comes,we can used
the other half of the money as our allowance the other half is for our grandfather.

Wishing Assistance for Government

We asked her if what kind of assistance they need from our government
and she said that:

(Financial kay kanang importante jud kaayo na labi na sa pagkaon,sa

bayad sa tubig pati napud sa pag eskwela namo maong importante jud kaayo
ang kwarta kay kung wala kay kwarta wala kay mapalit or bisag unsa pa dira.)

Financial because it is the very important for us specially in foods, school

and to pay water.

Motivating to pursue studies

In interview, we asked her also about her studies and she told us that:

(Akong pamilya kay bisag pobre me kay ipadayon jud nako ang eskwela
kay para bahalag pobre me, makuhuman lang ko ug eskwela para makapangita
pud ko ug maayo nga trabaho ug para pud matabangan nako akong pamilya.)

My family, because even we are poor we can continue our study to

reachour dreams in life and to find a good job someday to help my parents.
 69

Chapter VIII

CASE 4- Rhe Rhe

RheRhe (pseudonym) is a grade 8 student in TagumCity National High School.

He lived in somewhere in southern part of Davao Del Norte. He is 14 years old.
Moreover inspired Rhe Rhe is very good to other people and a true friend to everyone.

He is a very quiet woman because he is a gay. He is a lot of potential student

and he gives a best efforts time knowledge and study hard to achieve his goals.
However, there‘s a lot of problem to his life especially financial problem sometimes he
can‘t go to school because he did not even eat breakfast and also if the teacher give the
project he can‘t afford to buy because he had no enough money to buy for his needs. If
he can‘t pass his project he said to her teacher until next day to pass his project
because have no money to buy something materials. Her mother is lot of debt to the
neighbours. Every weekend he is watch motorcycle for fee barter and for that he can
earn money to buy something foods and the excess of money is to give her mother for
buy something.

However, there‘s a lot of problem to his life and he affects his study but he didn‘t
give up he never mind about the problem because he promise to his self that he can
achieve his goals and especially the future of his family. He prayed to the lord every day
and every night before his sleep, he prayed that someday he can achieve his goals and
a better future someday, and don‘t give up what ever happened. Inspired RheRhehe is
a full of new hope and inspiration about his life.

Experiences by the Participants in relation to poverty

Experiencing Hard Situation

I and Rhe Rhe agreed to have the actual interview to be done in a special
place where no one could hear our very sensitive conservation. I ask some
question about his experiencing about the situation of poverty he was staring at
me and he started to say about his experience. He said
 70

(Lisod siya ug lahi ra…dili kakaon og tama…lisod kaayo…lisod kaayo

mahimong pobre)

It’s hard and different….you are unable to eat good enough..very

difficult…very difficult being poor.

Considering as a poor

When I continued to as ask Rhe Rhe said that is not easy to be a poor
sometimes that they can‘t eat meal. His parent‘s salary is not enough to sustain
our needs. He replies that:

(O kaymao man akungna dak.an… ugmao man pod

akungnasanatiantagaadlaw)

Yes because that is where I grow…. And that is what I experienced every day.

Affecting studies

Rhe Rhe also complained about his study he said that poverty is not
hindrance for his to go to school study hard to reach his dreams.

Dili, ang pagkapobre dili makaapekto sa akoa…kay kung pobre man gud
ka maningkamot jud kag skwela para maka graduate ka…ang imung kaugmaon
mas maayo…ahhmmm... ugma kakita kag regular nga trabaho)

No, being a poor can’t affect me because if you are indigent you will study
hard so you will graduate…your future will be. .ahhhmmm …and you will find
stable job

Affecting relationship with others

At this moment, Rhe Rhe's family were fight for a lot of debt to the
neighbours and affect the relationship of his family. The voice of Rhe Rhe is rise
he is disappointed about their family that were fighting for the money. He told me
that:
 71

(Sa amung pamilya mag away sila kay tungod sa daghang bayronon og
utang sa mga silingan mao nang usahay awayan nila mama og papa kay sa
kwarta. Og sa akong mga barkada sad kung wala man gudkaykwartasawayon
man gud kanila pareha anang…pobre..!!!pobre..!!!pobre.!!!og sa akung mga
classmates wala silay labot kung pobre ka, okay raman pud kay pobre man sad
sila.. ede pareha rami.)

In my family sometimes, they keep arguing about the fees and debt to our
neighbours that are why my mother and father are fight for the money. And to my
friend if you don’t have money you will oppress you like saying… Poor!!
Poor!!Poor!! And to my classmates they don’t care if I’m a poor because they are
also a poor… so we are also equal.

Being bullied

While Rhe Rhe is answering my question I noticed that his facial

expression became serious. He said:

(Usahay gina bully ko nila pasagdaan nalang sad nako sila)

Sometimes my classmates were bully me then I just never mind them.

Coping strategies of the participants in relation to poverty

Dealing with poverty experience

Moreover, Rhe Rhe tells about the poverty experience Rhe Rhe inspired
to work every weekend to sustain needs at school. Sometimes he selling a
sampaguita and guarding a motorcycle for a service fee.

(Mangita lang kog trabaho… bisag unsa na trabaho… bisag unsa nga
legal na trabaho para lang makakwarta pareha anang mamaligya ug
sampaguita.. kung nay ulan.. manarapo ug samin sa motor)

I’ll just find job… any job…Any legal job just to earn money like selling
sampaguita... If there is a rain… wiping a mirror of a tricycle.
 72

Earning money strategies

When I continue to our conversation I asked him what are the strategies or
what work when he needs money for his project

(Naga bantay ko og motor para makakwarta para makapalit koog

kinahanglanon sa project. Kanang usahay magahimu ko og project sa akong
mga classmates para malibre ko og recess, ok kung walang wala jud ko
magahangyo ko sa akong maestra na sunod adlaw nalang nako ipasa.)

I’m watching motorbikes with fee barter for needs a project. Ahhm… And
then I will do the project of my classmates for free recess and if I have no money
to buy a project I will say to my teacher until next day to pass my project.

Budgeting

When I asked Rhe Rhe, he struggled to spend his money for his daily
expenses on his school and his parents can‘t fully sustain him for his school. This
is his statement:

(Ahhm. Kung wala koy ballpen, papel o kwarta kay... mangayo lang kog
papel o ballpen sa akung classmates kung nay extra….kay kabalo man sila
tanan kung unsa ko kapobre o kung unsa nga kinabuhi naa ko.. sa pamilite..
kung naa pay nabilin sa kwarta nga akong gihiram... i-save lang nako para sa
akong pamilite pagkaugma)

If I do not have any ballpen, paper or money, I’ll just asked my classmates
for paper or ballpen if they have an extra…because they all know how poor I am
or what kind of life I have… in transportation…if there is still left on the money I
borrowed.. I just save it for my tomorrow’s transportation.

Helping parents financially

When our conservation continued, Rhe Rhe said that if he have a savings
money he give to her parents.
 73

(Ihatag lang nako akung mga tinigum sa akong ginikanan para

makatabang pod ko sa ilaha bisag gamay na pamaagi para pod sa among
pagkaon)

I just give all my savings to my parents so I can help them even in the little
way as well as foo our food.

Insights of the participants in relation to poverty

Understanding participants relation to poverty

When I continued to asked Rhe Rhe, about his insights of what is the
poverty his said that he can handle this situation but sometimes they need help
to others. He said:

(Nakasinati sa mga kalisod ug ang uban sa mga pobrema kabuhat nalang

og mga illegal nga binuhatan pareha anang magpatay ug mangawat para sa
pamilya….para makapalit og pagkaon…para mabuhi.)

They experience difficulties and some of them are commit illegal activities
like killing and stealing for their family...in able to buy a food… n in order to be
alive.

Viewing poverty

When I interview Rhe Rhe about his view on poverty, Rhe Rhe became an
emotional to his actions that he said that every difficult that he encountered is
very tired. Rhe Rhe sometimes borrows some money to his classmates. He said:

(Lisod og kapoy... kay kapoy kaayo mahimong pobre. Perme ka

manghiram og kwarta sa lain... human imung baon sa sunod adlaw makwaan sa
imong utang... imung kwarta dili na hinuon ka igo.)

Difficult and tired… because it’s very tired to be a poor. You are always
borrowing money to others…then your allowance on the next day will be
deducted to your debts…your money will be not enough anymore.
 74

Needs by the Students’ Learning

Although Rhe Rhe has encountered many sad experiences but he just
wanted to have a solution on it. Rhe Rhe wised to have a program for him and for
others. This is his statement.

(Ang programa na makatabang sa amoa... kay ang programa pareha

anang manghatag silag notebook sa mga pobre nga estudyante... ug pagamyan
nila ang projects o ihatag nila ang mga gasto kaayo nga mga project sa mga
dato nga estudyante kay dili man gud tanan estudyante sa TCNHS kay dato.)

The program that can help us... Is the program like giving a notebook to
the poor students...And when they lessen to the project or give the expensive
projects to the rich students because not all students in TCNHS are rich.

Wishing assistance from governments

This time I asked about the assistance for government Rhe Rhe is still
wants to answer he wanted to say his for so long of how the governments will
help poor. He said

(Unta kanang tagaan me og financial para sa amua nga mga pobre. Unya
hatagan sad unta me og scholarship para sa akoa og sa uban nga mga
estudyante nga pobre)

Hopping that we’ll receiving scholarship for the affected of phenomenon

called poverty.

Motivating to pursue studies

When I continue to asked Rhe Rhe said that his motivate his self to
pursue his studies is his parents and his mind and heart to reach his dreams
specially the one who will motivates his studies is the god who inspiring his
study. He said:
 75

(Ang akung utok og ang akung kasing-kasing muana siya na ipadayon

imung pagskwela para sa imuha .para sa imung kaugalingon. Og ang akong utok
muana nga ipadayon imung pagskwela...kung dili ka mueskwela unsa man
imung makuha nga kahibalo? Unsa man ang imung tumong diria sa kalibutan?
Ug mao rana.)

My mind and heart because my heart says that…continue your studies for
you to succeed. And my mind says that … continue your studies…because if you
didn’t study what are knowledge you will gain? What is your purpose in this
world? That’s all.
 76

Chapter IX

Case-5 Apple

Apple (not her true name) is a Junior High School Student in Tagum City. She is
already 14 years old and she has been studying for almost a year in secondary. In their
family there are 3 siblings and presently, they are one of the people who experiencing
scarcity. Furthermore Apple is a respectful woman and obedient especially to her
parents.

She confessed that being in scarcity or being poor is one of the big problems that
she encountered and experienced in her life particularly in their day by day needs. Even
if she is poor she continued her school as the desire of her parents and desire to
herself.

Experiences by the Participants in Relation to Poverty

Experiencing Hard Situation

It was late noon after school when I came to her to have an interview. First
I noticed that she is very nervous as I look to her eyes and suddenly she
admitted that she is very nervous as I conduct the interview. Then I asked
authorization on the off chance that it is fine for her that I would utilize sound
recorder and listen it all through the term and she endured our demand. Then
and that point I informed her about the objectives of our study and afterwards we
started the interview. I asked him to the first question and this was the statement:

(Lisod kanang daghan man gud ug problema labi na nang bayrunon sa

eskwelahan then projects nimo then...problema pajud sa pamilya, lisod pud
kaayo kay dili pud baya lalim mutrabaho imong mama ug papa.)

It is so hard because there's a lot of problem specially the school financial then
it’s so hard also in my family because my father can't find some work easily.

Considering as a Poor
 77

As our interview continues I asked her if she consider herself poor and
she did not mind to answer the question and she answer it directly and says that:

(Oo kay dili man taga adlaw naa kay kwarta nga kanang mapalit jud nimo imong
gusto.)

Yes because not all the time you have money to buy what you want

Affecting Studies

When I kept on questioning if poverty affects her studies he answered it

mindless. This was her statement:

(Dili kay mahatag man pud sa akong mama kung unsa akong gusto
usahay kay maglisod me kanang walay tarong trabaho tapos usahay kay ma late
nako ug pasa akong mga projects pero mabawi man gihapon nako.)

No, because sometimes, my mother gave me whatever I want and also

sometimes, we feel down because they don’t have permanent jobs then
sometimes, I pass my projects late in the deadline.

Affecting Relationships with other

As our interview went further and when I asked the question if the poverty
affects relationships with other, she bowed and looks on the floor and spokes
sadly. This was her statement:

(Sa barkada oo kay sa barkada man kay ang uban man nimo barkada ba
kay mapalit nila ilang gusto maunang dili nalang ko musabay sa ilaha kay
maulaw man ko ba. Naa pud usahay nga tabangan ko nila pero ulaw kaayo
manghangyo sa ilaha ba kung pwede ko manghiram. Sa akong pamilya sad kay
seg away-away kay tungod sa way kwarta.)

Yes but in my peers only because some of them are rich and they buy
whatever they want unlike us and I feel shy if I join the group but sometimes, they
gave some help, it’s so shy but I have no choice, receive their help because it is
 78

also gave some help for me, especially in my studies. And my family always
argue because of not having enough money.

Being Bullied

Apple had also shared her experience in school and I have observed that
hear tears stayed in her eyes. She stated that:

(Gina-down ko usahay sa akong mga classmate.. pag paniudto na kay

usahay mangatawa sila kay lami mn ilang sud-an unya ang akoa kay pinaksiw na
isda.).

My classmates drag me down….at the time of taking lunch then they saw
that my viands is only fish while their viands is delicious they began to laugh.

Coping Strategies of the Participants in Relation to Poverty

Dealing with Poverty Experience

When I asked Apple in what she usually do to deal the poverty she
experienced she speaks it gladly. This was her statement:

(Naay usahay nga mamaligya ko ug munchkins sa mga silingan namo

para mapalit nako akong mga kinihanglan sa project then kung unsay
kinahanglan sa pamilya.)

Sometimes I sell munchkin to the neighbors so I can buy my project needs

and then my family needs.

Earning Money Strategies

As I ask her on what does she do if needs money for her projects she
speaks with concern and says that:

(Kung wala koy kwarta kung kinahanglan jud ang project, manghangyo
nalang ko sa akong maestra nga ma'am kung pwede next week nalang ko
muhatag kay walay tarong trabaho akong mama ug papa kay naglisod me then
 79

okay ra ma'am kung kuhaan nimo ang points pero mupasa gihapon ko ma'am.
Usahay naga huram nalang ko ug kwarta sa akong ate then usahay pud
ginabantayan nako iyang mga anak para matagaan ko niya ba kung unsay
kinaganglan nako sa eskwelahan mapalit nako.)

If I don’t have enough money then the project is really need, I ask to my
teacher if okay to them that next week I can pass my project, it’s okay for me if
they gave some deduction to my points because my parents have no job.
Sometimes, I borrowed money to my sister then sometimes, I am the one who
take care of her children so she gave me some money as a salary then I buy
those things that I need in school.

Budgeting

When I asked Apple on what does she do if she have not enough money
to buy basic need in school, she knows that she can own a much amount of
money rarely but she answered the question like no problem. This was her
statement:

(Buhaton nako kanang mangita ko ug notebook last year then himuon

nako to ug another notebook para makasulat lang ko then kung wala ko'y
baon,naa man jud gu'y time nga wala ko'y baon,daghanon nako ug kaon para dili
ko gutumon,okay naman nang kan-on para mabusog,dili naman kinahanglan ang
baon then sa pamasahe kay para mas makatipid,mubaktas ko then everytime
naa'y ipa photocopy sa school,manghiram ko sakong classmate then naga
pangayo nalang pud ko ug papel then nagahiram pud ko ug ballpen kung wala
najud ko'y magamit.)

I recycle my notebooks last year and make it another one to use it every
day in school and if ever I don’t have some allowance, I ate a lot so that I can't
feel hungry in school, much better for me to eat rice rather than the foods inside
the school canteen and in transportation, to save it, I walked from house to
school and then every time I need to photocopy, I borrowed to my classmate to
have it.
 80

Helping Parents Financially

When I asked her on how she helps her parents financially she speaks
proudly and answered the question. This was her statement:

(Naga apply ko ug trabaho sa among silingan pareha anang mamaligya

ug saging then mamaligya ug sud-an.

I apply for a job to our neighbor like to deal with bananas and dishes

Insights of the Participants in Relation to Poverty

Understanding of the Participants in Relation to Poverty

In this time Apple asked about on her insights relation to poverty and this
time noticed her that her emotion becomes very sad and said that:

(Lisod kaayo kay ang uban wala'y makaon tungod lang anang wala
nakahuman ug eskwela then lisod pa pud kaayo kay ang uban sayo nangasawa
then nagkaanak sila then kung unsa'y gusto sa ilang anak, dili nila mahatag kay
wala man sila kahuman ug skwela.)

It was very difficult because the others did not eat and the other started
early married and had children then what their children want, they can not afford
because of poverty.

Viewing Poverty

I asked Apple on what is her view regarding in poverty and she answered
that:

(Ang pag tan-aw nako sa akong sarili kay lisod kaayo, usahay makaingon
ko nga unsa maning pamilyaha ni uy then wala ko kabalo unsa akong buhaton
para murag mahaw-as me sa among situation karon then ginakahiya pud nako
akong sarili kay pobre me, wala ko'y ikapalit kung unsa akong gusto then maluoy
ko sakong mama ug papa kay wala sila'y tarong trabaho.)
 81

For me poverty is so hard sometimes and I can say also that what is kind
of family and I don’t know what to do to leave this kind of situation now, I also feel
ashamed of myself because we are poor, I do not have money to buy what I want
then I pity with my mama and papa.

Needs by the Students’ Learning

At this moment, Apple became energetic as I asked her what the school
can do to help her. She badly needs scholarship for her to graduate. And here is
her statement:

(Tabangan ko nila para makahuman ko ug skwela like scholarship, ug free nga

tuition.)

By helping me to graduate, and giving scholarships and also free tuition.

Wishing Assistance for the Government

This time Apple is asked about on how the government would help her
and she answered it hopingly. This was her statement:

(Scholarship then tagaan ko ug allowance taga adlaw para maka eskwela lang
ko.)

A scholarship and hopefully they will give me allowance every day for me
to continue my studies.

Motivating to Pursue Studies

In this point Apple is asked on who motivates her to pursue her studies.
She proudly said that the one who motivates her is her parents. They
continuously support her in best times and hard times. Even they are poor her
family especially her parents continuously support her. This was her statement:

(Family sama sa akong mama ug papa kay gina ingnan man ko nila nga
―Apple, pagtarong jud ug skwela hangtod nga sa makahuman ka kay para dili ka
masundog sa amoa nga wala kahuman then dapat jud ka makahuman kay para
mapalit nimo imong gusto.‖)
 82

My family, like my mom and dad because they always thought me that
“Apple, you need to study hard until you graduate for you to not be like us then
you can buy what you want.”)
 83

Chapter X

CROSS-CASE ANALYSIS

Cresswell (2013) underscores that case study research is a qualitative approach

which explores a real-life, contemporary bounded system or multiple bounded systems
over time, through detailed and in-depth collection of data from multiple sources of
information achieved through interviews, observations, audio-visual material,
documents and reports. It presents the case description and case themes taken from
within-case analysis. This is followed by thematic analysis across cases or simply called
as cross-case analysis to generate the greatest number of descriptive categories and
themes. Moreover, Patton (2005) emphasizes that comparison of data from different
cases can be used to deepen the understanding of the phenomenon under study.

The results showed the different experiences gained by the participants through
their answers and observation. The data collected from the participants was analyzed
through postmodern perspective. The postmodern lens embraces fluid and multiple
perspectives while analyzing the field information and data. Besides, it refuses the
definite 'truth claim' over another (Gilley 2006), while considering educational
approaches particularly for students who experienced the stigma of poverty, which had
been experiencing all over the world and the constant change in our society.
Participants answered using mother toungue, which was translated by the researchers.
With the following research questions that ask about the experiences of the participants
in relation to poverty, the way they deal with the poverty they have experienced and the
way they think of poverty.
The previous chapters, specifically chapter 5 to chapter 9 presented the
experiences of Junior High School students in relation to poverty; the coping strategies
they have employed in battling the problems encountered; and the insights for learning
they could provide for their fellow teachers and to the academe in general. However. In
this chapter presents a comparison of similarities and differences of experiences among
the five participants through a focus-group discussion.
 84

Experiences by the Participants in Relation to Poverty

During the in-depth-interview and field notes observation, the following five major
themes emerged from the data collected on the experiences of the study as presented
in Table 2 such us Experiencing Hard Situation, Considering as a Poor, Affecting
Studies, Affecting Relationships with other, and Being Bullied.

Experiencing Hard Situation

All the informants of the study had strongly emphasized the theme
experiencing hard situations as one of the major causes for their difficulties in life.
Rye Rye was so sleepy during classes. Sometimes, he scolds by her teacher
when he slept at their room. While Myn-myn, there are times that she go to
school without eating breakfast and money so get tired causing of no breakfast.
Allys also experienced difficulties especially in financial needs because
sometimes, they can't find some ways to sustain their needs. Rhe Rhe also
experience difficulties specially they didn'nt eat there meals. Apple also
experienced difficulties especially in school financial and they encountered a lot
of problems because her father didn't find work easily.

Considering as a Poor

Informants claimed themselves as a poor. They‘ve experienced the

catastrophic of poverty and they also suffered so much. Rye Rye as the
informants he considered himself poor. All of his family has been suffered too
much. During weekends, he watched motorbikes with fee barter and then he will
give it to his mother. In Myn-myn, she also considered herself indigent because
sometimes they do not have rice therefore they have nothing to eat in whole day.
Alice said that she didn't consider her self as a poor because according to her,
she face all the problems and challenges that they encountered until she is going
to be successful. RheRhe said that she experienced that all challenges in her
everyday life. According to Apple, she considered herself as a poor because not
all the time she have money to buy her needs.
 85

Affecting Studies

Aside from they consider themselves as a poor, I also found out that being
poor will also caused to affect their studies. All of them are hardworking person.
They help their parents by working night or during classes. And they will not also
go to school because of that. And also there both parents can‘t afford all the fees
and projects in school. Rye Rye worked all night. His both parents can't support
them fully. Sometimes he'll not do his own projects and assignments because of
not having so much money.

While for Myn-myn poverty didn‘t affect her studies because she
considered firs the most important thing. Whereas Rhe Rhe, being poor can‘t
affect his study because that is what their condition and what he experience
every day. Alice state that she didn't affect her studies in what situation she
encountered now because she eject all the bad doings which is the reason to
failed her studies,she said also that she do all her best to be successful to leave
the poor life that she encountered. Furthermore, for Apple poverty is not an
hindrance to her study.

Being Bullied
All the informants confess that they get bullied in school due to their
situation. Their classmates degrade them and they also said that when there is a
project they can't access easily to their classmates. According to Rye-rye, his
classmates always degrade him because he can‘t pay his fees in school and also
he can‘t do his own projects. He then always bullied by his friends sometimes.

Moreover, Myn-myn when she falls asleep at their room her classmates
play with her body specifically at her face. Furthermore, Rhe Rhe admits that
sometimes his friends protect him from the persons who bullied him. While to
Alice, some of her classmates bullied her because of the situation that she
encountered now but some of her classmates also comfort her to ignore those
bullying words of her other classmates. And Apple, she got bullied of her peers
because some of her friends are rich that they can buy what her friends wants.
 86

Affecting Relationship with others

In addition to the considering as a poor is their affecting relationship with

others. Lacking of financial is one of the problems of affecting their relationship
with others. There parents keeps aruguing because of not having so much
money to sustain their daily needs. Rye Rye is one of the informants that had
been affected by poverty. His family were keep arguing because of not having
enough money that can't buy their own food and needs in their home. Meanwhile,
there are always been an arguments between Myn-myn and her family members
when it talks about what food they will eat. While Rhe Rhe all his classmates
bullied him when he do not have money. According to Alice her status in life
didn't affect her relationship towards her friends and she also stated that her
friends treat her with respect and in a good way. Whereas in the case of Apple, in
the time of lunch break her classmates laugh at her since her viands is only fish.

Coping Strategies of the Participants in Relation to Poverty

The data on how the informants of junior high school students were summarized
into five major themes. These themes introduced the different coping strategies
employed by the informants on the stressors encountered. These are following five
major themes emerged from the data collected on how they deal with poverty and as
presented in Table 3 such us Dealing with Poverty Experience, Unequally Treating,
Earning Money Strategies, Budgeting Money, and Helping Parents Financially.

Dealing Poverty Experience

Informants had also shared their uneasy experiences to us. They don't
depend to their parents all of them find ways or possibly jobs to sustain their own
needs as well as for their family. Rye Rye worked every night just to sustain his
own daily needs and also to help their parents. Where Myn-Myn‘s mother
borrowed some money to neighbour so they can make banana cue and she will
sell it to earn money. While Rhe Rhe, he find job to have money like he sell a
sampaguita or sometimes he watch over a motorcycle. Furthermore Alice state
that if they need money, they go to their aunt or else, they sell foods in their
 87

neighbours. Moreover, Apple sells munchkin to their neighbours so she can buy
her project and her family‘s needs.

Earning Money Strategies

Informants had also shared their uneasy experiences to us. They don't
depend to their parents all of them find ways or possibly jobs to sustain their own
needs as well as for their family. Rye Rye worked every night just to sustain his
own daily needs and also to help their parents. Where Myn-Myn‘s mother
borrowed some money to neighbor so they can make banana cue and she will
sell it to earn money. While Rhe Rhe, he find job to have money like he sell a
sampaguita or sometimes he watch over a motorcycle. Furthermore Alice state
that if they need money, they go to their aunt or else, they sell foods in their
neighbors. Moreover, Apple sells munchkin to their neighbors so she can buy her
project and her family‘s needs.

Budgeting

Informants had also shared their uneasy experiences to us. They don't
depend to their parents all of them find ways or possibly jobs to sustain their own
needs as well as for their family. Rye Rye worked every night just to sustain his
own daily needs and also to help their parents. Where Myn-Myn‘ mother
borrowed some money to neighbour so they can make banana cue and she will
sell it to earn money. While Rhe Rhe, he find job to have money like he sell a
sampaguita or sometimes he watch over a motorcycle. Furthermore Alice state
that if they need money, they go to their aunt or else, they sell foods in their
neighbours. Moreover, Apple sells munchkin to their neighbours so she can buy
her project and her family‘s needs.

Helping Parents Financially

 88

These series of coping mechanism of how they help their parents

financially is one of the themes that help their everyday needs. Rye Rye helps his
parents by selling banana cue‘s, corn and mango. He also watched motorcycles
with fee barter and worked at night. He also watched motorcycles with fee barter
and worked at night. He gave his money to her mother and buys their need and
food to eat. Whereas Myn-Myn, when she do not have money for her basic
needs ask her grandmother that she will take over the store of her grandmother.
Rhe Rhe gives all of his savings to his family so they can buy food. While Alice,
every weekend, she find a part time job to have a salary and that salary, she
gave to her parents for a little contribution or help for their needs. Meanwhile,
Apple works at their neighbour as seller of banana cue and washer.

Insights of the Participants in Relation to Poverty

Understanding of the Participants Relation to Poverty

This major theme, understanding of the participant‘s relation to poverty,

signifies their very heart of understanding what poverty really is. Rye Rye stated
that belonging to poverty isn‘t so hard because he handles their situation but
there are times that they badly need help. Whereas, for Myn-Myn poverty is very
hard but she don‘t mind their condition instead she believes in hope. While Rhe
Rhe, said that poverty is very hard and some of the poor commit illegal activities
for the sake of their family. On the other hand, Alice insights in relation to poverty
are very difficult for her especially in their meals because sometimes, they ate
sweet potato to avoid costs. And also Apple mentioned that poverty is difficult.

Viewing poverty

This major theme on insight on viewing poverty signifies how they view
poverty as they experienced it. For Rye Rye it was really hard, tiring, and painful
being poor. He can‘t easily buy what he wants and needs in life. While Myn-Myn,
her views about poverty is extremely hard and sometimes she wish that one day
she wake up then they are already rich. Whereas for Rhe Rhe, it‘s tired belongs
to poverty because they always borrowing money to their neighbours.
 89

Furthermore, for Alice it is very difficult to eat because we are also studying so it
is difficult to find a way to gain a sense of belonging. However, Apple said that
poverty is very difficult and also suddenly it come up to her mind that what kind of
family she have.

Students’ Needing

This theme emphasizes on the strategies about students learning from the
experienced and problems they encountered. Rye Rye wants to lessen the
projects that the teacher will give to him. And Rye Rye also hopes that the school
fees will be lessen. On the other side, Myn-Myn hoping that may the school make
a program that can help them as a poor to continue their studies. Similarly Rhe
Rhe also hoping that the school help them to continue his study. While Alice, said
that they sell foods every night so that they have their allowance in school and
the other half is to her grandfather. And Apple state that hopefully the teacher will
lessen the project because they are poor and she also hoping that may the
schools fee will be lessen up.

Wishing assistance from governments

Informants had also shared some hopes from the government to help their
situation. Rye Rye hoped that the government will gave them permanent house
and a scholarships for him. Whereas Myn-Myn and Rhe Rhe looking forward to
government that on the next school they will give notebooks, ballpen, and paper
as well as scholarship for them. While Alice, said that they want assistance from
government is financial because according to her, it is very important especially
in buying their foods, paying their water system and for school payments.
Moreover, she wished that the school give her an allowance so she can continue
her study.

Motivating to pursue studies

 90

This theme is about the thing that motivates the informants to pursue their
studies. Rye Rye shared on us that his family motivates him to pursue his studies
and also their situation. He wants to achieve his goals in life and helps his
parents. Similarly, despite of the difficulties experienced by Myn-Myn her family
give her advice and inspiration to keep on studying. And also Rhe Rhe‘s parents
motivate him to pursue his study. And Apple motivates her to continue her study
is also her family.

Chapter XI
 91

DISCUSSION

This chapter presents the discussion, conclusions, implications for practice and
recommendation for future research supported from the themes emerged during the
data analysis. This study clearly stated its purpose that is to provide a better
understanding of how junior high school students in Tagum City deal with the poverty by
researching lived experiences and bringing attention to needed accommodations that
might give solutions to the problems and also to other people. It aims to go deeper in
bringing about the unheard voices of poor students, their insights, feelings, and coping
mechanism in experiencing poverty and to verify what concepts may be pulled together
from the findings.

Moreover, I utilize an in-depth face-to-face interview technique in collecting data

from my five informants namely: Rye Rye, Myn-Myn, Rhe Rhe, Alice, and Apple. All the
data collected were transcribed translated and analyzed using cross-case analysis
procedure to generate the major themes from the core ideas in each research question.
The major findings of this inquiry are presented and comprehensively discussed with
existing relevant theories and studies which may either support or negate their claim of
validity and conclusiveness. Research question one generates five major themes:
Experiencing Hard Situation, Considering as a Poor, Affecting Studies, Being Bullied,
and Affecting Relationship with others. For research question two, the five major themes
are: Dealing Poverty Experience, Unequally Treating, Earning Money Strategies,
Budgeting Money, and Helping Parents Financially. And for the research question three,
the five major themes are: Helping Parents Financially, Understanding of the
Participants Relation to Poverty, Viewing poverty, Strategies about Students learning,
Wishing assistance from governments, and Motivating to pursue studies.

This case study was able to capture the benefits of poor junior high school
students in Tagum City. Case study is ―aimed to develop an in-depth analysis of a case,
often a program, event, activity, process, or one or more individuals‖ (Cresswell, 2013).
Case study research is richly descriptive because it is grounded in deep and varied
sources of information (Hancock and Algozzine, 2015).
 92

This study was supported by the theory of general theory of poverty. In recent
years, two new theoretical perspectives on poverty in modern welfare societies have
emerged: the perspective of ‗cumulative disadvantage‘ and poverty individualization.
Both perspectives challenge traditional class-based poverty definitions. The researcher
notes that the certain limitations that pertain to the relatively few empirical tests that
have been performed to support these theories. (Clausen, J. 2014)

Experiences by the Participants in Relation to Poverty

Experiencing Hard Situation. This is the strongest theme among the entire
theme in the first research question pointed by all informants, which means that
experiencing hard situation is the most common effects of poverty. Based on this study,
it is displayed through the different acts of poor students such as: being sleepy during
classes, being bullied, hunger, and being discriminated outside and inside the
classroom. This supported by several studies that experiencing hard situation are one of
the experiences of the informants who are struggling poverty and as the children‘s ―hard
times‖ stories reflect families‘ economic struggles in their city, as confirmed by children
and parents and often centred on job loss, worries about bills, and the costs associated
with maintaining reliable transportation. (Dutro, 2014)

Considering as a Poor. Based on the experiences of my informants, it is

reflected that most of the informants considered themselves as poor. They always
experienced the catastrophic of poverty and they also suffered so us much. Specific
acts like working to earn money and not eating once a day were shared. This theme
was anchored by the study of (Umali, 2016). According to an SWS survey conducted
last December 3-6, 44% of Filipinos consider themselves as poor. This is number is 2
points higher than the reported 42% during the third quarter of 2016.

Affecting Studies. In this study, it includes the difficulty of children to learn, the
negative effects of not having so much money, and how it affects their studies in
experiencing poverty. Some of the students are not attending school if they have no
allowance or any money. These findings are primarily supported by the study of
(Bruneforth, 2013), the main sources that students affect their studies is belonging to
 93

poverty. The study showed that children in poverty are at much greater risk of never
attending school than wealthier children, and these differences are wide (for example, in
a sample of 80 countries, 12% of children in the top quintile of households never
attended school, whereas 38% of children in the poorest quintile never attended
school).

Similarly, Children raised in poverty also achieve less in school. Analyses show
strong positive relationships between socioeconomic status and student achievement
across countries, across age levels, and across academic areas of study.
(Taratukhina, Polyakova, Berezina, Notkina, Sheraizina,and Borovkov, 2014)

Being Bullied. It was found out that my participants were bullied by their
classmates and friends because of lack of money by their parents, and not having so
much money to pay their fees and making their projects. Informants also experienced
bully by their clothes because of not buying new clothes and for wearing torn clothes.
These findings are primarily supported by the study of (The Children‘s Society, 2013),
has highlighted that children who are bullied, socially isolated or do not have the clothes
to ‗fit in‘ with friends are at much higher risk than others of experiencing poor well-being.
It was also found out that most of the students who are poor are always being bullied
with high class students.
Affecting Relationship with others. This theme comes considered as the
impact of affecting relationship with others. According to the responses of my
participants, the following are considered negative effects of their relationship with
others such as arguing for not having money, degrading their self from other people and
affecting relationships with their friends. This is supported by several studies that
confirm that the effects of poverty through the relations between families and children,
incorporating both moderated and mediated processes. Just as parental characteristics
may moderate the impact of poverty on children's development, children's
characteristics may play a similar role. The negative consequences of maternal
depressive symptoms on children's development are exacerbated in the face of raising
a temperamentally difficult child, and there is likely to be a similar relationship when
families are in poverty. (Black M., Baqui, Zaman, McNary, S, Arifeen, Black, R. E., 2015)
 94

Coping Strategies of the Participants in Relation to Poverty

Dealing Poverty Experience. Based on the ideals and experiences of my

participants, they showed how to managed being poor even though they have lots of
problems as they encounter. All of them have their strategies to overcome poverty.
However, they can‘t made their projects, assignments, and activities in because of
tiredness they felt. This finding was supported by a study which showed the
circumstances surrounding poverty — tight financial challenges, instability of income
and expenses, low savings, no insurance, and several other stressors — translate into
persistent and cognitively taxing hardship for people in poverty contexts. Thoughts
about money and expenses loom large, shape mental associations, interfere with other
experiences, and are difficult to suppress. The persistent juggling of insufficient
resources affects attention, cognitive resources, and ensuing decisions. Despite the
demanding struggle with challenging circumstances, people in poverty encounter
disdain rather than admiration, and obstacles rather than support. Societal appreciation
for the power of context, along with behaviourally informed programs designed to
facilitate life under poverty, are essential for those in poverty contexts to be able to
make the most of their challenging circumstances (Shafir, 2017).

Earning Money Strategies. The participants reveal that they are using
strategies to earn money. They help their parents by working during weekends and also
some of them are working at night. However, not all the time they can earn money
because their job is not always open for them to work and earn money. Based on the
finding of Mas, (2015), for poor people, financial management is as much, if not more,
about planning how to get money as it is about planning how to spend it. They don´t
manage liquidity as much as scramble for it. Poor people do not do is turn every money
question into an explicit, rational decision. Instead, they seem to rely quite extensively
on rules of thumb, conventional wisdoms, and habitual practices that feel more like
automated than deliberate decision-making. It might seem surprising that poor people,
for whom making good money decisions with what little they have can be so critical to
their future, often appear to be less deliberate about financial decisions than richer
 95

people. The poor people face uncertainty over when and where the next dollar will
come from, and they face a broader range of unpredictable shocks. For them, every
dollar earned and every day lived without incurring a shock constitutes new information,
and as a result they must decide what to do with their money as and when they earn it.

Budgeting Money. This theme is based from my participants‘ experiences of

coping as they managed their money or how they managed it. They also worked just to
sustain their needs in school. This theme was supported by Loibl, Snyder, & Mountain
(2017). A common image of the extremely poor is that they have few real choices to
make. Indeed, some people surely work as hard as they can—which may not be
particularly hard, because they are underfed and weak and earn barely enough to cover
their basic needs, which they always try to fulfill in the least expensive way. Historically,
poverty lines in many countries were originally set to capture this definition of poverty—
the budget needed to buy a certain amount of calories, plus some other indispensable
purchases (such as housing). A ―poor‖ person was essentially defined as someone
without enough to eat. Yet the average person living at under $1 per day does not seem
to put every available penny into buying more calories. Among our 13 countries, food
typically represents from 56 to 78 percent of consumption among rural households, and
56 to 74 percent in urban areas. For the rural poor in Mexico, slightly less than half the
budget (49.6 percent) is allocated to food.

Similarly, the fact that the share spent on food, which is often seen as a
physiological necessity, varies so much across countries is itself interesting. One
possibility is that this represents the fact that the poor have more choice in some
countries than in others, because consumption goods are cheap relative to food in
some countries. For example, India, a large economy with a long history of being
relatively closed, has evolved a large menu of low-cost and lower-quality consumer
goods that are produced almost exclusively for the domestic market, examples include
tooth-paste, cigarettes, and clothing. Other countries must buy these goods at higher
prices on the global market. If the manufactured consumer goods that the average
person buys in India tend to be inexpensive relative to their traded counterparts, the
ratio between the consumption exchange rate at purchasing power parity and the official
 96

exchange rate ought to be relatively low in India. More generally: the lower this ratio, the
lower is the share of the consumption that should be made up of food. In our data, it
turns out that the correlation between the ratio of the PPP exchange rate for
consumption to the official exchange rate in 1993 and the share of expenditure spent on
food is 0.33 among these 12 countries, although this sample is of course too small to
support a definite conclusion (Banerjee,& Duflo, 2016).

Helping Parents Financially. These theme as a coping approach is displayed

by my informants‘ experiences and how they help their parents financially. They also
worked just to sustain their needs at home and pay their debts. Based on the findings of
this study the following conclusions are made the poor children are often engaged in
begging for money or food in market, the church and fast food chains. Most of the poor
children reside in barangay San Vicente ang Carangian. Most of the frequent reasons
why poor children engage themselves in that situation are to earn money to buy food, to
help their parents to earn money, and to finance their education. (Mohammed, 2017)

Insights of the Participants in Relation to Poverty

Understanding of the Participants Relation to Poverty. Based on the

understanding of our participants in the situation that they encountered, they stated that
it is very difficult but they have no choice, they need to face it until they become
successful and according to the study of Dickerson and Popli about the Troubling
Families in Thatcher‘s Grandchildren it is widely acknowledged that experiencing
poverty over a number of years is more detrimental for the individual than a brief period
in poverty. A household can use a variety of strategies to deal with short-term drops in
income which do not apply in the long term, such as reducing expenditure or making
use of savings or loans. These strategies reduce the risk of social exclusion for those
who briefly fall into poverty. In addition studies have shown that the impact of persistent
poverty on children in particular can be especially detrimental, adversely affecting their
cognitive development, particularly in the first years of life, and increasing the likelihood
that they will experience poverty as adults (Dickerson & Popli, 2014).
 97

Poverty in Secular and Islamic Economics: Conceptualization and Poverty

Alleviation Policy, with Reference to Egypt. The study shows that the destitute (miskin)
is in misery, dependent on others, he is unable to work or not earning enough to
maintain himself and his family. As compared to the poor (fakir), he is much below the
poverty level. Similarly was developed by psychologist Abraham Maslow in 1940, to him
this pyramid allows understanding the hierarchy human needs, and with regard to the
poor they don't exceed the first levels, with the few that they have they try to ensure the
survival needs. (Korayem & Mashhour, 2014).

Moreover, poverty is not just about income: the levels and trends in income-
based poverty are imperfectly correlated with other basic variables such as under-five
mortality, primary education, and undernourishment. It is possible that even if the first
goal of eradicating extreme poverty were achieved in income-based terms, acute
multidimensional poverty could still be prevalent. (Cruz, Foster, Quillin, & Schellekens,
2015).

A new variety of poverty measures—person-equivalent headcounts—is

presented that count the poor while controlling for depth. The new measures are closely
related to poverty gap measures, but their numerical values have intuitive meanings as
headcounts that control for the condition of the poor. Traditional headcounts can
mislead when conditions of the poor change significantly. Person-equivalent
headcounts benchmark the initial conditions of the poor; this benchmark is then used as
a measuring rod to count the number of standardized poor or person-equivalents. A
person who is twice as deeply poor as the standardized poor person is counted as two
person-equivalents. Conversely, a person who is half as deeply poor would be counted
as half a person-equivalent. The poverty headcount is then simply the sum of all
person-equivalents. (Castleman, Foster, and Smith, 2015)

Viewing Poverty. Many development agencies seek to work on behalf of the

'poor' and the 'poorest of the poor', often creating external definitions of poverty and of
people living in poverty that are based on a complex list of things that the poor do not
have. There are others who have spearheaded efforts to define poverty based on
criteria derived from members of (largely) rural communities, many of whom would be
 98

considered poor and according to Mina and Reyes, (2013), earlier studies on poverty
argued that a large component of the Philippine poverty is transient poverty, which is
characterized by high vulnerability to shocks (Reyes, 2013). Among the key reasons
why many Filipino households do not have the capacity to autonomously mitigate the
adverse impacts of shocks include the lack of gainful employment, less access to credit
and good-quality health facilities, and lack of institutional support, among others.

Although the choice of a relative poverty line (anchored vs contemporary) can

make a large difference to the estimates of aggregate child poverty rates, individual-
level risks associated with key household-level predictors of poverty tend to be similar
for the two poverty thresholds (Chzhen, 2016).

The in-work poverty rate is considerably lower than the total poverty rate for
households with children in every country in the comparison, suggesting that work is an
effective pathway out of poverty. However, in-work poverty is still prevalent and
sometimes rising. Between 2008 and 2014, the rates of in-work poverty increased by 3
percentage points or more in Bulgaria, Estonia, Luxembourg, and Romania. Among the
case study countries, Italy, Hungary, Germany, Sweden, and the UK saw increases of
around 1 ppt, Belgium observed no change, while Greece, Ireland, and Spain saw
decreases of 1–3 ppt. Meanwhile, evidence for the US also suggests that low wages
are aserious problem, as one-third of families of frontline manufacturing production
workers were relying on one or more social assistance programs each year between
2011 and 2014 (Jacobs, 2016).

The global financial crisis spilled over into the real economy by reducing demand
for labor and driving unemployment up, especially among 15 to 24-year-olds. Record
numbers of young people were out of work, education, or training during the crisis
(OECD, 2013, 2014; Chzhen and Richardson, 2014).

Although the share of children in materially deprived households is a useful

indicator of living standards of households with children, on which the EU collects
comparable data annually, it does not measure deprivation at the level of the child. All
nine standard deprivation items are measured at the household level and refer to
 99

households as a whole. Yet children do not necessarily get a fair share of household
resources and they usually do not have an equal say in consumption decisions (Chzhen
and Ferrone, 2016).

Strategies About Students Learning. Current cognitive theories of learning

point to the important role students' thought processes play in learning. Students need
to be mentally active processors of information if learning is to occur and according to
Pintelon, (2013), in the study of ―The Social Stratification of Social Risks: The
Relevance of Class for Social Investment Strategies‖ child poverty in Belgium is
concentrated in single-parent families on the one hand and in non-EU families on the
other. These families are more often low-skilled than other families: the prevalence of
lone parenthood is related to social class and educational attainment.

In addition, the lower educational levels, larger families, and the region they live
in explain, at least in part, the low labor market attachment of non-EU-born immigrants.
Corluy (2014) has documented extensively how Belgium has the worst track record of
the EU-15 countries when it comes to the labour market integration of non-EU migrants.
This means that policies must focus on enabling non-working single parents and non-
EU migrants to get a foothold in the labour market. (Corluy and Verbist, 2014)

Wishing Assistance from Government. The poor in the Philippines have

families of six or more members, with greater numbers of younger and older
dependents. In the majority of poor families, the head of household has only an
elementary education or below. These families have few or no assets and minimal
access to electricity, water sources and toilet facilities. They also have limited access to
health and education services and according to Sierra (2013), Tlapa is the political-
administrative center of La Montana, one of the most marginalized ˜regions of the
country, and one in which families of three of the disappeared students live. Thirty years
of neoliberal development policies have intensified conditions of poverty in these rural
communities, resulting in rampant migration as day labourers to the agro-industrial
fields of Mexico‘s northern states or as semi-permanent undocumented workers in the
United States. Others opt to ensure subsistence by growing poppy, the primary
ingredient for an expanding heroine market. Since the counterinsurgency tactics of the
 100

1960s and 1970s, it is a region that is not only continually militarized but also is under
constant surveillance by police institutions. The presence of security forces in La
Montana reflects the state ˜response to political mobilizations, primarily through the
dissident teacher´s union and the indigenous organization, the Coordinadora Regional
de Autoridades Comunitarias (Regional Coordinator of Community Authorities) along
with its community police, that since 1995, has implemented justice based on
indigenous practices and normative systems.

The analyses of child poverty presented in this chapter have demonstrated that a
policy paradigm focusing on human capital investment, including expansion of childcare
and higher education, and labour market activation falls short of reducing child poverty.
Four reasons can be discerned. First, employment growth has benefited VLWI
households much less than it has benefited households with higher levels of work
intensity (Corluy and Vandenbroucke, 2014). Second, as a consequence, government
investment in policies that are grafted onto labour market participation (such as
childcare services) have also mainly benefited work-rich households (Van Lancker,
2013). Third, access to higher education remains socially stratified (OECD, 2014).
Fourth, despite continuous upwards adjustments of social benefits in the period before
the crisis, cash benefits for the activeaged (minimum unemployment benefits, social
assistance, and child benefits) became less adequate in protecting these families from
poverty.

Recent scholarship points to how such racialized assemblages in Latin America

are linked to spatially constructed belongings. For example, in the case of Mexico,
commonsense understandings associate the rural areas of the country‘s south and
southeast with indigenous populations, poverty, and overall cultural backward-ness (or
folkloric romanticism), and the north with being industrialized, modern, and less rural,
and populated by light-skinned mestizos. (Perry 2013; Vargas and Alves 2009).

Motivating to Pursue Studies. The challenge of attending classes every day

seemed difficult to overcome for most part-time students. They cited the need to
properly manage their time schedule from work to school aside from attending to other
concerns that are not school-related. For the financial requirement of the program, it is
 101

not so much of a burden since they can avail of scholarships. Most of the students have
strong mathematical skills and able to cope with the math requirements of the program.
However, some mentioned that they needed some refresher or review of past courses
like calculus and algebra. They find the curriculum not merely theoretical but also
practical and applicable to everyday situations. The respondents valued the interactions
with competent teachers who share their ideas and knowledge in tackling requirements
of the graduate program. They mentioned that such experiences make them understand
their assigned tasks better and inspire them to excel in their studies. The school has
been said to be conducive to learning, with involvement of students focusing mostly on
classroom activities and discussions that they find healthy and fulfilling. The
environment facilitates enjoyable learning in students. Even for those enrolled as part-
time students, the distance from work to school is not so demanding as they are given
some consideration by faculty members.

Most of the respondents are not very much involved in research, publications, or
any related scholarly activity, except during school related seminars, conferences and
meetings where research papers are presented. In terms of academic and professional
development, the respondents mentioned that classmates and peers played major
inputs to enhancing these two. Many students did not suggest any major improvements
in the way the graduate program is being conducted. However, they did mention the
need for more reference materials or books in the library, accessibility to software, more
electives or basic courses on major statistical subjects, and teachers that will guide the
students.A lot of research focuses on motivation, beginning with Maslow‘s Hierarchy of
Needs (1954). According to Maslow‘s theory, after meeting basic physiological and
safety needs, individuals may focus on meeting social, esteem, and ultimately self-
actualization needs (Petty, 2014). One may argue seeking higher education may be an
attempt to meet these more advanced needs, because a sense of belonging,
achievement, and fulfillment can result from successful educational pursuits (Petty,
2014).

An additional theory was developed in 1964 by Vroom, who identified two types of
motivation: intrinsic and extrinsic. Individuals with intrinsic motivation experience
 102

satisfaction when involved in an activity they find interesting, whereas, those who are
extrinsically motivated derive satisfaction as a result of an external reward or avoidance
of punishment when completing the task (Leal, Miranda & Carmo, 2013).

Dig deep to discover your motivation(s) for seeking an education. Is it enough to

carry you through to the finish? Do you want to learn for the sake of learning (intrinsic
motivation)? Will you reap rewards or benefits from your course of study (extrinsic
motivation)? Evaluate your ―non-academic‖ factors that affect your ability to achieve.
Are your basic needs met? Do you have support from family, friends, and co-
workers/supervisors? Perhaps most importantly, do you have ―grit?‖ Described as
―perseverance and passion for long-term goals‖ and possessing ―the energy and
determination to stay focused in the pursuit of goals over a period of time, and the
fortitude to persevere despite challenges, adversity and failure,‖ grit may be more
important than intelligence in predicting success (Taylor-Massey, 2015).

Implications for Practice

The qualitative case study research approach of this study served to explore the
experiences for poor junior high school students in Tagum City in their mainstream
classroom setting. On the experiences of junior high school students in Tagum City
there are five major themes generated: Experiencing Hard Situation, Considering as a
Poor, Affecting Studies, Being Bullied and Affecting Relationship with others. Based on
the findings of these experiences, it implies, that poor students experiences is not only
caused by school related experiences but also personal or life‘s experiences. Sources
of students‘ stigma experiences are varied such as: caused by not having money,
lacking of supplies in school, having empty stomach and not having enough money to
pay fees in school.

As to how the poor junior high school students face their tragical experiences,
another four different themes was produced such as: Dealing Poverty Experience,
Earning Money Strategies, Budgeting, and Helping Parents Financially. These major
themes imply the ways of poor students as they encounter poverty.
 103

In line with the insights and views of the poor students, we created the last five
themes that we named as: Understanding of the Participants Relation to Poverty,
Viewing Poverty, Strategies about Students Learning, Wishing Assistance from
Government, and Motivating to Pursue Studies. The partipants show to us what they
really felt of being poor. Thus, it makes other people know what they‘re perceptions and
hard experiences.

Implication for Future Research

The studyb poses implication for future research. This will be a way to help the
poor students to continue their studies thgough they have a difficulties in their life and
shortage of maoney. Since the findings cannot be generalized, so we conducted
another student to be one of our participants in order to determine the similarities and
differences, where strengthen the vailidity or come up another point of view.

The identity of the participants are very confidential, the participant ashamed to
show their status in life so their data that we collected are secured. Although there are
many reserachers already conducted this kind of case from the other country, but few of
them helped the poor students. Still the students are suffered with their needs in school.

Lastly, it is inevitable that the reseachers will conduct a study on inspiration-

based coping, since we observed that the informants have their own inspirations which
is one of their reasons to successfully and effectively cover-up their problems. We
belived that the inspirations such as your dreams and family bhelps you to pursue your
study for them and also for your self even though you feel with pain.

Concluding Remarks

It is very clear in this study, that students are confronted with different challenges
in school and personal life, which affect their psychological and physical health, as well
 104

as their studies and their performances in school. Relatively, they should do something
to solve these problems.

One thing we found disheartening is that all the student participants in the study
mentioned anything about being bullied by their fellow classmates because of not
having enough money to pay their fees in school. This means that lack of financial or
experiencing poverty is one of the causes why students are no courage sometimes to
go to school. With this knowledge, we must make strategies to stop these experiencing
hardships of students.

Based on the findings of the study, poverty affects the relationship between the
participants and the parents. It was also stated that their parents kept arguing because
of their debts to be paid and how they will eat. Moreover, from among the school related
factors‘, being poor is the most common cause of affecting their studies.

Furthermore, on coping approaches, the students-participants used combined or

paired coping strategies depending on the nature of the problem. Significantly,
controlling the emotion is the most utilized coping strategy. In addition, on insights,
students-participants have very rich insights which they learned from their stigma
experiences in school and personal life.

On the other hand, as a researcher, I can say with all honestly and sincerity that
these results are conclusive. Yet, I compare and validate the truth of the existing
theories to the findings of my investigation. I have exhausted all the means and efforts
just to come up with realistic and informants-based findings, and processed through
analytical procedures in qualitative research. This means that we must make a program
for those students who are experiencing poverty, and by that all poor students can
continue their studies with no doubts and no students going to school without breakfast.

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Appendix A

LETTER TO CONDUCT STUDY

Republic of the Philippines

Tagum City National High School
Mangga, Visayan Village
Tagum City
Humanities and Social Sciences

Date:

Dear Participants,

Greetings!

We are Grade 11 students from Tagum City National High School. We are
conducting a research entitled EXPLORING POVERTY CASES OF JUNIOR
HIGH SCHOOL STUDENTS IN TAGUM CITY: A BASIS FOR ACTION PLAN
as a requirement in practical research.

In connection with this, we would like to ask your help to provide the
necessary data for our study. Please feel free to answer the questions.

We would like to appreciate your assistance and support in this

particular endeavor.

Thank you very much for your cooperation.

Very truly yours,

Barruela, Angelica

Bengil, Jay-ar

Hipos, Princess Anne

Caballero, Marie Rose Neil

Noted by: Lumangtad, Ria

Mrs. Madilyn Ondoy Paa, Robert

Research Adviser
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Appendix B
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Appendix C
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126
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1
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Appendix D

INTERVIEW GUIDE

Dear Ma‘am / Sir,

Good day!

We are from Tagum City National High School, the researchers of the study
entitled ―Exploring Poverty Cases of Junior High School Students in Tagum City: A
Basis for an Action‖. The following researchers are: Angelica Barruela, Jay-ar Bengil,
Princess Anne Hipos, Ria Lumangtad, and Marie Rose Nhel Caballero.

We are conducting this research study about the characteristics and experiences
of students in poverty to provide a better understanding on how junior high school
student‘s deal with poverty by researching actual experiences and bringing attention to
needed accommodations that might give solutions to the problems and also to other
people. In general, this study aims to inform action and information on how poverty
affects people and the nation.

Five to ten students are chosen to be our participants. Each student had studied
the school for almost a year and had experienced the stigma of poverty. Their ages
range from 13-17 years old. We assure you that all the questions are based on our
study and are not using any jargon and capable to understand. Your answers will be
clear and sincere. If you cannot give any answers to the questions we will repeat the
questions and wait until you have.
These types of interviews are conducted once only, to an individual or to a group
and generally cover the duration of 30 min to more than an hour. These are the
questions that you will answer:
2. What are the experiences by the participants in relation to poverty?
1.1 Do you consider yourself poor? Why?
1. 2 Does poverty affect your studies? If yes, how? If no, why?
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1.3. How does poverty affect your relationship with others (friends, classmates,
family)?
2. How do participants deal with the poverty they have experienced?
2.1 What do you do when you need money for your projects in school?
2.2 What do you do when you do not have money for your basic needs in school
(like baon for meals, transportation, class activities, supplies like notebooks,
papers and ballpen)?
2.3 How do you help your parents financially?
4. What are the insights of the participant‘s relation to poverty?
3.1. What are your views about poverty?
3.2. What can the school do to help you?
3.3. What assistance do you need from the government?
3.4. What motivates you to pursue your studies in spite of poverty?
As a researcher, we are asking for your support through participating in our
study. Your participation will involve answering three main questions with some follow-
up and participating in a recorded interview. Some of the questions are required to
describe your experiences and the meaning of it. Your participation in this study is
voluntary. Whether or not you take part in this study is your choice.

The results of the research study may be published but your identity will remain
confidential. In this research, there are no foreseeable risks. Although there may be no
direct benefit to you as our participant, a possible benefit of your participation is helpful
in creating a stronger effective solution to the problems about poverty within Tagum
City.

Thank you very much for participating in our study. Your action helped us in
fulfilling our requirement. Any concern and suggestion is highly appreciated. Do not
hesitate on calling us at (0946-008-3562) / (0997-331-2828) / (0997-256-1346) / (0910-
588-1084) / (0995-488-8637) or email us at ([email protected]|) /
([email protected]) / ([email protected]) /
([email protected]) / ([email protected]) if you have any
clarification regarding with our study.
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RESEARCH GUIDE QUESTIONAIRE

1. What are the experiences by the participants in relation to poverty? (Unsa ang
mga kasinatian sa mga partisipante nga may kalambigitan sa kapobrehon?

1.1 Do you consider yourself poor? Why? (Ginakonsidera ba nimo ang imong
sarili nga pobre? Ngano?)

1. 2 Does poverty affect your studies? If yes, how? If no, why? (Ang kapobrehon
ba kay nakaapekto sa imong pag eskwela? Kung O, sa unsa nga pamaagi,kung DI,
ngano?)

1.3. How does poverty affect your relationship with others (friends, classmates,
family)? (Sa unsa nga pamaagi nakaapekto ang kapobrehon sa relasyon sa imuhang
mga (barkada,amigo ug pamilya)?

2. How do participants deal with the poverty they have experienced? (Unsa imong
ginahimo kung nagakinahanglan ka ug kwarta para sa imuhang proyekto?)

2.1 What do you do when you need money for your projects in school? (Unsa
imong ginabuhat kung wala kay wastong kwarta para sa imuhang primaryang
gikinahanglan sa pag eskwela?)

2.2 What do you do when you do not have money for your basic needs in school
(like baon for meals, transportation, class activities, supplies like notebooks, papers and
ballpen)? (Unsa ang imung buhaton kung wala kay kwarta alang sa imung mga
panginahanglan sa eskwelahan sama sa baon, transportasyon, mga gikinahanglan sa
klase, suplay sama sa notebook, papel, ug ballpen?)
2.2 How do you help your parents financially? (Unsaon nimo pagtabang ang
imong ginikanan sa mga gikinahanglanon?)

3. What are the insights of the participant‘s relation to poverty? (Unsa ang
paglantaw sa partisipante relasyon sa kapobrehon?)

3.1. What are your views about poverty? (Unsa imong pagtan-aw mahitungod sa
kapobrehon?)
3.2. What can the school do to help you? (Unsa ang mabuhat sa skwelahan para
tabangan ka?)
 131

3.3. What assistance do you need from the government? (Unsa na tabang ang
imong gikinahanglan sa gobyerno?)

3.4. What motivates you to pursue your studies in spite of poverty? (Unsa nga butang
nga nagadasig sa imoha nga para ipadayon ang imong pag eskwela bisan sa
kapobrehon?)

Appendix E

CERTIFICATION OF MEMBER CHECK

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Appendix F

CERTIFICATION FROM THE GRAMMARIAN

Date: March ,2018

CERTIFICATE OF GRAMMARIAN

This is to testify that the undersigned has reviewed and went through all the
pages of the research paper entitled ―Exploring Poverty Cases of Junior High School
Students in Tagum City:A Basis for An Action Plan; A Qualitative Study‖ by Angelica
Barruela, Princess Anne Hipos, Marie Rose Nhel Caballero, Ria Lumangtad, Jay-ar
Bengil, and Robert Paa aligned with set of structural rules that preside the composition
of sentences, phrases and words in the English language.

Signed this __________ Day of __________2018 at Tagum City National High

School, Mangga District, Visayan Village, Tagum City

Signed:

___________________________________

Editor

(Signature over printed name)

___________________________________

Contact number and email address

 137

SUMMARY OF QUALIFICATION FOR GRAMMARIAN

Name: _______________________________________________________________

Position: ______________________________________________________________

Work Address: _________________________________________________________

Post-Graduate Degree

Doctorate Degree (or unites earned): _______________________________________

Institution Graduated: _______________________________________________

Academic Year Graduated: __________________________________________

Masteral Degree: _______________________________________________________

Institution Graduated: ______________________________________________

Academic Year Graduated: __________________________________________

Affiliation/s: ____________________________________________________________

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

_____________________________________________________________________.

Signed:

________________________

Editor

(Signature over Printed Name)

 138

CURRICULUM VITAE

Personal Data:

Name : Angelica C. Barruela

Age : 17

Sex : Female

Date of Birth : August 26, 2000

Place of Birth : Tagum City

Civil Status : Single

Religion : Roman Catholic

Father : Jerry M. Barruela

Mother : Ana Barruela

Residence : Prk.3-F Relocation Phase 2 Apokon, Tagum City

Educational Background:

Secondary: Tagum City National High School

Mangga Visayan Village, Tagum City

Primary: Magugpo Pilot Central Elementary School

Corner Sobrecary Mabini St., Tagum City

 139

CURRICULUM VITAE

Personal Data:

Name : Princess Anne A. Hipos

Age : 18

Sex : Female

Date of Birth : February 3, 2000

Place of Birth : Tagum City

Civil Status : Single

Religion : Roman Catholic

Father : Anselmo L. Hipos

Mother : Rosalinda A. Hipos

Residence : Prk. Sto. Niño Mangga Visayan Village, Tagum City

Educational Background:

Secondary: Tagum City National High School

Mangga Visayan Village, Tagum City

Primary: Magugpo Pilot Imelda Elementary School

Sobrecary St., Tagum City

 140

CURRICULUM VITAE

Personal Data:

Name : Marie Rose Nhel C. Caballero

Age : 17

Sex : Female

Date of Birth : August 22, 2000

Place of Birth : Tagum City

Civil Status : Single

Religion : Roman Catholic

Father : Aladin R. Diana

Mother : Rodelma C. Diana

Residence : Prk. 6 Antipolo, Cabayangan Braulio E. Dujali

Educational Background:

Secondary: Tagum City National High School

Mangga Visayan Village, Tagum City

Primary: Cabayangan Elementary School

Cabayangan Braulio E. Dujali

 141

CURRICULUM VITAE

Personal Data:

Name : Ria S. Lumangtad

Age : 18

Sex : Female

Date of Birth : September 29, 1999

Place of Birth : Mamangan San Isidro Davao Del Norte

Civil Status : Single

Religion : Roman Catholic

Father : Danilo M. Lumangtad

Mother : Mercedes S. Lumangtad

Residence : Prk. Cebule Visayan Village, Tagum City

Educational Background:

Secondary: Tagum City National High School

Mangga Visayan Village, Tagum City

Primary: Mamangan Elementary School

Mamangan San Isidro Davao Del Norte

 142

CURRICULUM VITAE

Personal Data:

Name : Robert D. Paa

Age : 18

Sex : Male

Date of Birth : April 21 1999

Place of Birth : Tagum City

Civil Status : Single

Religion : Roman Catholic

Father : Beteliano A. Paa

Mother : Rowena D. Paa

Residence : Prk lemonsito Aguilar Mankilam, Tagum City

Educational Background:

Secondary: Tagum City National High School

Mangga Visayan Village, Tagum City

Primary: Rizal Elementary School I

Sobrecary St., Tagum City

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CURRICULUM VITAE

Personal Data:

Name : Jay-ar C. Bengil

Age : 17

Sex : Male

Date of Birth : February 13, 2001

Place of Birth : Tagum City

Civil Status : Single

Religion : Roman Catholic

Father : Armando B. Bengil

Mother : Maribel C. Bengil

Residence : Prk.Caimeto Visayan Village, Tagum City

Educational Background:

Secondary: Tagum City National High School

Mangga Visayan Village, Tagum City

Primary: Magugpo Pilot Central Elementary School

Sobrecary Mabini St., Tagum City