1

Chapter 1

THE PROBLEM

Background of the Study

All people cannot escape problems even if they are of different

religions, cultures or traditions. One has a problem in different ways, in

different situations, in different styles, etc.

Problem, as defined by Webster Third New International

Dictionary, is something that presents a perplexing or vexing situation; and

that treats of or is centered about a problem of human conduct or social

relationship.

In relation, man has always been confronted with problems. His

world is highly an imperfect one; he has to cope with a gamut of harsh

conditions caused either naturally or socially (Garcia, 1994).

Generally, problems are parts of man’s everyday lives and these

occur when something does not work the way it should and disrupts the

normal flow of events in the social system causing disequilibrium and

social disorganization (Zulueta & Liwag, 2006).

Presently, people seem to have realized that in all important

areas of living, their lives are closely bound with the lives of others, the

Muslims for example. No one can claim that Muslims can live alone

without relating themselves with the people around them, or that their
 2

human relationships are of no concern with the other folks in the society

(Yangyang & Bayron, 1998).

A society consists of a family, church, government and school.

In the school, specifically in MSU-MSAT, Muslim students co-exist with the

non-Muslims especially the Christians. From pre-survey and initial

observations, these Muslim students have experienced problems as a

consequence of their co-existence with other students of other religious

affiliations.

Muslim people as students in a non-Muslim dominated school

encounter problems related to their customs and beliefs. Nowadays, the

lifestyle being adopted is all new such as wearing sexy dresses, using

actions or moods that were not customarily shown in public and the way of

living become adjusted to new condition that go along with the influences

of the environment even though these do not conform to their religion.

Sometimes, it cannot be denied that there are also people

who do not tolerate Muslim students because of the heard background or

simply religion or culture.

In this connection, the researchers decided to study the

problems met by Muslims students enrolled in Mindanao State University –

Maigo School of Arts and Trades to determine the predicament they have

in school. Relatively speaking, this would serve as awareness to the

administrators, teaching personnel and students to encourage them to

 3

come up with socialization strategies or learning experiences to help the

Muslim students develop their personalities and learn from school better as

expected.

Conceptual Framework

This research is based on the notion of Garcia (1994; 3). He

explained that man responds to problems differently; First, man takes

problems more as a challenge than as a predicament. His being able to

solve them makes him feel that he is a greater victor. Likewise, if he

cannot solve them at the moment, he is not at all disappointed for it gives

him more impetus to search for more solutions, to try out new imperatives,

and to explore untapped avenues. Second, man tends to be a loser since

he allows his problems to engulf his whole being. If ever he exerts efforts

to overcome them, he expects nothing but to end up in a dismal failure. As

a result, his problems grow in their monstrous magnitude, for looking at

them pessimistically makes them even much harder to contend with. Third,

man does not mind at all the problems whether they make his life doubly

difficult or not. His notion is why he should be bothered by something that

he can hardly lift his finger on. Instead of worrying about them, he just

leaves them to God, or maybe to the government, or even time because it

has got also its own healing power.

 4

Muslim students have problems in coping with school life and in

facing the pressure of dealing with issues that go against their beliefs and

teachings. Generations today have already grown modern in their

practices as affected by the time because of the new lifestyle adopted by

the people. There are Muslim people who adopt the practices like

marrying several wives and that is one of the problems affecting their

children. Some parents in urban areas do not want their children to

continue studying because they believe in early marriage which is one of

the practices of the Muslim people. Because of that, some students are

forced to stop from their studies. When it comes to socializing, people

tend to avoid being with persons of different religion. And also when it

comes to mixing with people of opposite sex, it is a big issue for the girls.

They would generally segregate themselves form boys

(http://www.doc.mas.edu/news/news.asp?//).

The cultural theory consists of conceptual framework and an

associated body of empirical studies that seek to explain society conflict

over risk. It asserts that structures of social organization endow individuals

with perceptions that reinforce those structures in competition against

alternative ones (http://.en.wikipedia.org/wiki/cultural/_theory_of_risk).

The independent variable of the study is the profile of the students

which includes age, gender, civil status, program/course, parents’

educational attainment and family income; and the dependent variable is

 5

the problems met by Muslim students in terms of the mental or intellectual,

health condition, personal, financial and cultural aspects.

 6

Muslim Students’ Problems Met by the

Profile Muslim Students

Age Mental/Intellectual

Gender Health

Civil Status Social

Course Personal

Parent’s Educational Financial

Attainment

Family Income Cultural

Number of Siblings in
the Family
Figure 1

Schematic Presentation of the Study

 7

Statement of the Problem

This study aimed to identify the problems met by Muslim students

enrolled in Mindanao State University-Maigo School of Arts and Trades,

Maigo, Lanao del Norte during the school year 2009-2010.

Specifically, this study sought to answer the following questions:

1. What is the profile of the respondents in terms of age, gender,

civil status, program or course, parent’s educational attainment, family

income, and the number of siblings in the family?

2. What is the degree of seriousness of problems met by the

Muslim students in terms of the mental or intellectual, health, social,

personal, financial, and cultural aspects?

3. Is there a significant relationship between the profile of the

Muslim students and their problems specifically in terms of the

mental/intellectual, health, social, personal, financial and cultural aspects?

Hypothesis

Ho: There is no significant relationship between the profile of the

Muslim students and their problems.

Significance of the Study

This study is very significant to the following beneficiaries.

 8

School Administrators. This study may serve as their

information about the problems met by Muslim students so that they can

guide those students who have encountered problems.

Teachers. By knowing about the Muslim students’ problems,

the teachers may be able to better understand the students. This may

result to harmonious relationships between themselves and the students.

They may learn to be flexible with their teaching methods and materials to

bring out the best learning in the students. They may be able to guide and

develop the students to make use of their talents and abilities to the fullest.

Parents. The result of this study may serve as a guide for

parents to encourage and follow up the situations encountered by their

children. This can help them realize that they themselves should be the

eyes and ears of their children. They should give their children full support

and time to express their emotions freely to enable them to better

understand their growing children.

Students. The outcomes of this study may help the students on

how to handle their problems.

Future Researchers. This may serve as reference when they

will conduct similar and related studies.

 9

Scope and Limitations of the Study

This study focused mainly on the problems met by Muslim students

officially enrolled in Mindanao State University-Maigo School of Arts and

Trades during the school year 2009-2010.

It covered all the Muslim students enrolled in MSU-MSAT in the high

school and college departments.

The data-gathering instrument was adopted from the thesis of Ang

entitled “Problems Encountered by the Cocofarmer’s Children” and some

of the items were revised and modified. The validity and reliability of the

results depended upon the sincerity and honesty of the respondents in

answering the questionnaire.

Definition of Terms

To make this study understandable, the following terms were defined

conceptually and /or operationally:

Problems. Conceptually, these refer to a perplexing question

demanding settlement, especially when difficult or uncertain of solution

(The New International Webster Comprehensive Dictionary, 2004).

Muslims. These refer to a people who believe and practice the

teachings of Islam (The New International Webster’s Comprehensive

Dictionary, 2004).
 10

Muslim Students. Operationally, these refer to the students

enrolled in MSU-MSAT, specifically the respondents of this study who

believe and follow Islam.

Mental/Intellectual Problems. These refer to problems in the

pursuit of things of interest to the intellect or the more complex forms and

field of knowledge, as aesthetic or philosophical matters, especially on an

abstract general level (http://dictionary_reference.com/browse/intellectual).

Health Problems. These are a serious health condition which

means an illness, injury, impairment of physical or mental condition

(http://www.stthomas.edu/hr/forms/files/ condition. pdh).

Social Problems. These mean problems in human relationships

which seriously threaten society and impede the important aspirations of

many people. It is considered destructive to society and virtually

repugnant to moral standard and good taste (Zulueta and Liwag, 2006).

Personal Problems. These refer to the anxiety, stress,

depression, and difficulties of individual

(http://chu.cam.ac.uk/collegelife/welfare/personalproblems.php).

Financial Problems. They mean a risk factor related to the

family and inability to provide sufficient financial resources to meet

minimum needs

(www.acf.hhs.gov/programs/cb/systems/ncands/ncands98/glossary/glossa

ry.htm).
 11

Cultural Problems. These imply the social and religious

structures and intellectual and artistic manifestations that characterize a

society (The New Lexicon Webster’s Encyclopedic Dictionary of the

English Language, Millennium Edition).

Chapter 2

REVIEW OF RELATED LITERATURE AND STUDIES

 12

This chapter contains related literature and studies from on-line

materials, published and unpublished books to enrich and reinforce this

study.

Related Literature

Problems are part of man’s daily life. He cannot escape them,

especially, those about cultural problem, the Muslims for instance.

Kadil (2002) expressed that Islam was adopted by many natives of

local people simply because the manner in which it was introduced to them

satisfied certain spiritual aspirations and expectations. In other words,

they were converted into Islam simply because of the beauty of its

teachings. The new religion upholds lofty ideals such as fraternity,

equality, justice, and liberty among others. In the new faith, one would

become a member of rest of mankind. Islam fulfills certain spiritual needs

and longing which other religious could not, like redemption and eternal

bliss.

At the moment, people very hard to develop a new outlook towards

their cultural brothers, especially to the Muslims; at the same time people

are trying to get Muslim people to take a fresh look at themselves at the

national government and the rest of them. The problem lies in the very

concept of majority-minority relations, the chasm that has opened between

people who fancy themselves to be closer to the seats of power, because

 13

they are majority and the people who think of themselves as deprived

neglected and exploited because they are minority. One reform that is

needed is to erase the idea that the nation is made of majority and of

minority. People are all majorities, no one minority (Majul, 1999).

Muslim minority adolescents made judgments of different types of

behaviors and different contexts. The groups of Muslim adolescents were

less in favor of Muslim minority rights. There were also cross-group

gender differences whereby parental practices that negatively affect

females where more strongly rejected by Muslim females than by Muslim

males (http://muslim_adolescents.org).

The whole pattern of society is changing as social condition

grows more and more complex. These changes that come and go make

live baffling to the youth who stand bewildered in the midst of problems of

a varied nature, which demand the youth’s constant and different

adjustment. Often times these problems are beyond the ability of the

young to solve. Since life is a complex reality, problems inevitably arise.

Sex, religion, parents’ education, occupation and income of parents are

some factors that may contribute to make life unavoidably difficult. It

becomes more and more imperative nowadays for the adolescent to know

about himself and to understand his dilemma in order to be able to solve

his problems (Balucan, 1998).

 14

Adolescents’ development and adolescents’ culture are contributing

to an understanding of adolescents’ social life, their social behavior. Also,

since Muslim adolescents’ interactions can be studied in comparison to

those female Muslim adolescents, and the settings where males and

females interact with each other can be unobtrusively observed, the issues

of sex differences and cross-sex interactions can be pursued

(http://www.muslim_adolescents_culture.org).

The most crucial and dramatic development of the youth occurs

during the state where an individual reaches his initial “teen” age. During

these years of development, the youth experiences changes in his physical

appearance, emotions, personality and spiritual awareness. It is the period

when the young person becomes conscious because of the apparent

changes on his physical aspects (Balucan, 1998).

Muslim youth are challenged by a lot of things in this society,

because the way of life is different and not well supported by the

mainstream society. And sometimes they experience different social

problems, family problems, identity problems, and a variety of issues that

the Muslim community is not well prepared for, nor do they develop

sufficient prevention programs for them, nor is the mainstream social

services of the community prepared. There are some issues concerned

with when dealing with the youth. The first being that Muslim youth are

challenged by their identity issues in this society because there are many
 15

kinds of negative stereotypes in the media about Muslims. It impacts what

the Muslim youth feel about themselves; and it makes it really difficult for

them to have a confident perspective

(http://www.progressiveislam.org/muslim_women_self-esteem).

Horton and Leslie (1981) as cited by Zulueta and Liwag (2006)

enumerated problems like vested interest and various pressure groups that

purportedly seek to preserve the status quo of the political climate,

religious problems and conflict because of religious beliefs and

orientations. Communication problems also arise from suppressed and

biased media due to monopoly and arbitrary control, suppression of civil

liberties and of violation of human rights land grabbing and displacements

of cultural communities.

Muslims are not exempted from suffering mental and emotional

problems. Indeed, millions of people world wide suffer from this illness.

But, it seems that somewhere along the line it has become taboo for a

Muslim to admit it

(http://southernmuslimah.wordpress.Com/muslim_women_and_self-

esteem).

Muslim students in the state of education face many problems in

coping with school life. There’s pressure from teachers to hand in

homework and coursework; there’s pressure from friends and classmates

to get involved in the latest fads, gizmos, and gossips. Added to all these
 16

Muslim students face the pressure of dealing with issues that go against

their belief and teachings (http://www.mtecuk.org/students.php).

Muslim students struggle for self-dignity and identity because of

the images that the other people create such that they are the sharpest

and most brutal because they are the reasons behind conflict or wars that

had happened. Whenever they live in minorities, they increasingly face the

problem of discrimination from the people surround them

(http://muslim_canada.org/livingislam4.html).

Related Studies

Adelson (1980) as cited by Balucan (1998), asserted that, when

values are continually changing, people young and old must make

necessary adjustment personally, socially and psychologically in order to

withstand the onslaughts of society. From the time of his birth to adult life,

one faces tremendous problems, conflicts, stresses and anxieties

regarding home and family relationship, money, work, the future, relations

to people in general and self-centered concerns. Socio-economic factors

and many others cause the gifted, the physically handicapped, the

emotionally, the mentally retarded, the slow learners and even normal
 17

students to experience different problems which have marked effects to

their academic achievement.

White (1988) and Wilkeroon (1989) as cited by Balucan (1998)

stressed that the moment the child has social and emotional problems,

there is a great possibility that he becomes delinquent and truant which

causes the child to feel depressed, unhappy, fearful and ill when doing

school work; and behavior problems arise because the children are not

loved and are left alone.

Parado (1981) as cited by Balucan (1998) made a survey of the

high school students and the study revealed that the problems met by the

students centered on financial conditions.

On the other hand, Philip (1989) and Montalo (1981) claimed that

students who are from poor working families are affected by educational

attainment of the parents.

The study made by Fabio (1985) and Tumulak (1987) as cited

by Balucan (1998) revealed that majority of the behavior problems of the

young were temper tantrums, speech and sex problems. Some identified

temper tantrums as active carelessness in one’s work, speech and lack of

concentration. Problems along the area of adjustment to school work were

found the most prevalent among students, followed by the problems about

the future, vocation and education.

 18

Geronimo (1990) and Dela Vega (1995) as cited by Balucan

(1998) stated four causes of behavioral problems such as: (1) unsatisfied

needs due to parental neglect; (2) very difficult homework and lack of

understanding on what to do; (3) inadequate school facilities; (4) economic

instability and unhealthy conditions in the home; the atmosphere in the

home where parents always quarrel contribute negative by to the

personality to a child.

Likewise, Ponsoot (1980) as cited by Balucan (1998) claimed

that the school children dropped in school because of economic difficulties,

illness, transfer of residence, distance of home from school, teacher-pupil

relationship, intelligence and the non-preparedness of the teacher.

Villanueva (1978) as cited by Balucan (1998) in her survey of

the problems of high school students of Liberation Institute pointed out that

social, recreational activities, adjustment to school work and social-

psychological relations are the three highest ranking problems of the

students.

Sensitiveness of the child leads to his being easily provoked to

anger and his getting discouraged easily. Revira (1989).

Montalo (1981) as cited by Balucan (1998) found out that girls

and boys have similar problems along health and physical development,

school and family life. They differed in problems under the area of money,

work, vocation and education.

 19

Gowing and Mc Amis as cited by Balucan (1998) claimed that

among Muslims, there is a marked differentiation between males and

females. These differentiations are seen in their living practices. During

meals, men and women never eat together. During prayers, women do

not sit around the circle with the men. In the mosques, men are the

principal worshipers and women worship behind the men. Men and

women are not allowed hand to hand contact. These practices were

influenced by the religious belief of Muslims.

In addition, her study in the Muslim areas revealed that the girls

were more resistant to social change than the boys. They adhered more

to the traditional ways of life. Also, Maranao females were less ambitious

for job opportunities than their male counterparts. Customarily their

expected societal role is in the home.

The Muslim Filipinos have human rights with references to their

religion, customs, traditions, economic resources and education. These

rights must be recognized by all Filipinos and adequate provision must be

made in the laws of the republic to protect their culture, economy,

geographical patrimony and education.

Dr. Antonio Isidro (1974), First President of Mindanao State

University has expressed his beliefs that:

There should be a program of education that can meet the

Muslims’ peculiar needs, provide them vocational skills and cultivate

 20

in them strong national ideals. It is time to recognize that while a

national system of education must develop national identity, there

are certain phases of Muslim life that must be reflected in the

curriculum; their home life and religious practices must find

expression in their schools. Their history and their economy must be

reflected in their school activities. All of these must depict Muslim

color to emphasize the fact, that they are part and parcel of the

national movement of the entire Filipino people.

Further, the Muslims in Manila have problems at home and

about family life, emotion, sex, recreation and education. The personality

problems of students were as follows: difficulty in speaking correct English,

worrying about grades, slow mathematical ability, very little money for the

family, parents working too hard and fear of not being able to go to college.

Dalam (1983) cited by Balucan (1998) has pointed six common

problems of school children on the following areas arranged in order of

seriousness: (1) financial needs and living conditions; (2) adjustment to

school work such as difficulty on research work and forgetting things

learned in classroom; (3) health and physical development which are minor

illnesses like headache, colds, toothache, poor eyesight and sore throat;

(4) academic problems which are as follows: lack of understanding of the

teacher’s explanation, poor study habits and worrying during examinations;

(5) social and recreational needs, meaning no time to play or for leisure;
 21

(6) parents’ attitude which refer to parents who do not show affection and

love to their children.

Chapter 3
 22

RESEARCH METHODOLOGY

This chapter presents the research design, research setting,

research respondents, research instrument, validation of instrument, data-

gathering procedure, and statistical tools.

Research Design

This study utilized the descriptive type of research. This type of

research is appropriate because this study described and gathered

information on the facts on the problems met by Muslim students enrolled

in Mindanao State University – Maigo School of Arts and Trades.

Research Setting

This study was conducted among the high school and college Muslim

students enrolled in MSU-MSAT, Maigo, Lanao del Norte. The school is

offering courses such as Bachelor of Science in Hotel and Restaurant

Management (BSHRM), Bachelor of Science in Computer Science

(BSCS), Bachelor of Elementary Education (BEED), Bachelor of Science

in Industrial Technology (BSIndTech), with various majors, Bachelor of

Science in Mechanical Engineering (BSME), Bachelor of Science in

Electronics and Communication Engineering (BSECE), Two-Year Diploma

 23

in Engineering Technology with different majors, Two-Year Certificate of

Technology with different majors and Secondary Curriculum.

Research Respondents

The respondents of this study were the high school and college Muslim

students enrolled in Mindanao State University-Maigo School of Arts and

Trades during the school year 2009-2010.

This study had a total of 82 Muslim students as respondents from the

high school and college departments of MSU – MSAT. There were 37

students from first year to fourth year high school and 45 from first year to

fourth year College excluding the six students who went on-the-job

training.

Research Instrument

The researchers employed a questionnaire as instrument or tool in

gathering the data. The questionnaire was adopted from the thesis of Ang,

et al. entitled “Problems Encountered by the Coco Farmers’ Children”.

Some of the items were revised and modified particularly on

mental/intellectual problems. It contained two parts. First was the

respondents’ profile that included age, gender, civil status,

program/course, parents’ educational attainment, family income, and

 24

number of siblings in the family; and second part consisted of the

questions that related to their problems met. It provided columns for the

responses which were very serious, serious, somewhat serious, less

serious, and not serious. The data gathered were analyzed and

interpreted as follows:

Range Interval Responses Interpretation Code

4.20 – 5.00 Always Very Serious VS

3.40 – 4.19 Often Serious S

2.60 – 3.39 Sometimes Somewhat Serious SS

1.80 – 2.59 Seldom Less Serious LS

1.00 – 1.79 Never Not Serious NS

Validation of Instrument

The questionnaire was referred to the researchers’ adviser for

comments, suggestions and corrections. After every correction had been

incorporated, the instrument was submitted to the Chairman of the Thesis

Committee for the final corrections and modifications. Finally, after it had

been checked and modified, the questionnaire underwent final revisions

before they were distributed to the group of Muslim students for pre-

testing.

Data-Gathering Procedure
 25

Before the questionnaire was fielded, the researchers secured the

permission from Mrs. Analyn G. Abdulraof, the researcher’s adviser; and

Mrs. Rosy B. Sario, the head of both high school and college departments

to conduct the study.

After the approval of the adviser and the department head, the

researchers gathered the data by providing the respondents with the

questionnaire. The researchers retrieved and tallied the data. After which,

the data were analyzed and interpreted.

Statistical Tools

The statistical tools below were used in interpreting the data gathered:

Frequency and Percentage. These were used in the distribution of the

respondents’ responses and to determine their proportion. The formula is:

F
P= X 100
N

Where:

P = Percentage

F = Frequency (number of students)

N = Total number of respondents

100 = constant
 26

Average Weighted Value. This was employed to analyze every

numerical response of the respondents about their problems met. The

formula is:

_ ∑fx
x=
∑f

Where:

_
X = average weighted value
∑fx = the sum of all the products of f and x; where x f is the

frequency of each option and x is the weight of the option.

∑f = sum of all the subjects.

Chi-square. This was employed to determine the significance of the

relationship between the profile of the Muslim students and their problems

met. The formula is:

(0 - e)2
X =∑
2

Where:

X2 = chi-square value

o = observed frequency

e = expected frequency
 27

Chapter 4

PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

This chapter includes the presentation, analysis and

interpretation of data based on the following order:

1. Muslim Students’ Profile;

2. Problems Met by Muslim Students; and

3. Significance of the Relationship Between the Profile of the

Muslim Students and their Problems Met.

Profile of Muslim Students

Age. Table 1 presents data about the profile of the Muslim

students in terms of age.

Out of 76 respondents, 44.74 percent or 34 belonged to age

group of 16-18 years old; 30.26 percent or 23 belonged to 13-15 years old;

18.42 percent or 14 belonged to 19-21 years old; and 6.58 percent or five
 28

belonged to 22 years old and above. This implies that majority of the

respondents belonged to age group of 16-18 years old. They are of typical

age.

Table 1

Profile of the Muslim Students in terms of Age

Age F %
13 – 15 23 30.26
16 – 18 34 44.74
19 – 21 14 18.42
22 years old and above 5 6.58
Total 76 100

Gender. Table 2 shows data about the profile of the Muslim

students in terms of gender. It reveals that 61. 84 percent or 47 were

females; while 38.15 percent or 29 were males. This means that most of

the Muslim respondents were females.

Table 2

Profile of the Muslim Students in terms of Gender

Gender F %
Male 29 38.15
Female 47 61.84
Total 76 100
 29

Civil Status. Table 3 reveals data about the profile of the Muslim

students in terms of civil status. It shows that 94.74 percent or 72 were

single; 5.26 percent or four were married, and none was separated and

widow. This shows that most of the Muslim students are single.

Table 3

Profile of the Muslim Students in terms of Civil Status

Civil Status F %
Single 72 94.74
Married 4 5.26
Separated 0 0
Widow 0 0
Total 76 100

Program/Course. Table 4 discloses data about the profile of the

Muslim students in terms of program or course. It reveals that 48.68

percent or 37 were high school students, 15.79 percent or 12 were CET

students, 14.47 percent or 11 were DET students, 10.53 percent or eight

were BEEd students, 7.89 percent or six were BSIndTech students, 1.32

percent or one was BSCS student and 1.32 percent or one was BSME

student. No one was a BSHRM student. It suggested that majority of the

Muslim students are enrolled in the secondary level.

 30

Table 4

Profile of the Muslim Students in terms of Course/Program

Course/Program F %
High School 37 48.68
CET 12 15.79
DET 11 14.47
BEEd 8 10.53
BSIndTech 6 7.89
BSCS 1 1.32
BSME 1 1.32
BSHRM 0 0
Total 76 100

Parents’ Educational Attainment. Table 5 presents data about

the profile of the Muslim students in terms of parents’ educational

attainment. The table shows that 48.68 percent or 37 were college

level/graduate, 32.89 percent or 25, high shool level/graduate, 17.11

percent or 13 were elementary level/graduate, and 1.32 percent or one

finished master’s degree or doctorate degree. It is implied that mist of the

respondents parents’ were college level/graduates.

Table 5

Profile of the Muslim Students in terms of Parents’ Educational Attainment

 31

Parents’ Educational Attainment F %

Elementary Level/Graduate 13 17.11
High School Level/Graduate 25 32.89
College Level/Graduate 37 48.68
Post Graduate 1 1.32
Total 76 100

Family Income. Table 6 shows data about the profile of the

Muslim students in terms of family income every month. It reveals that 75

percent or 57 of the Muslim students have a monthly family income of

Php12,000-Php14,999; 15.79 percent or 12 ranging from Php15,000-

Php22,499; 5.26 percent or four ranging from Php30,000 and above and

3.95 percent or three ranging from Php22,500-Php29,990. It implies that

most of the respondents have enough earnings of money.

Table 6

Profile of the Muslim Students in terms of Family Income

Family Income F %
Php12,500 – Php14,999 57 75
Php15,000 – Php22,499 12 15.79
Php22,500 – Php29,999 3 3.95
Php30,000 above 4 5.26
Total 76 100
 32

Number of Siblings in the Family. Table 7 shows data about the

profile of the Muslim students in terms of the number of siblings in the

family. Out of 82 respondents, 34.21 percent or 26 had four to nine

siblings; 19.74 percent or 15 had one to three siblings; and 11.84 or nine

percent had 10 siblings. This means that most parents of the Muslim

students have many children, specifically from four to nine. Considering

their family income, four to nine siblings mean a big family. Thus, the

monthly family income may not suffice the needs of their children.

Table 7

Profile of the Muslim Students in terms of Number of Siblings in the Family

Number of Siblings in the F %

Family
1–3 15 19.74
4–6 26 34.21
7–9 26 34.21
10 above 9 11.84
Total 76 100

Problems Met by Muslim Students

Mental/Intellectual Problem. Table 8 presents data about the

problems met by Muslim students in terms of mental/intellectual.

 33

Out of 76 Muslim students as respondents, 42.11 percent or 32 of

the students answered “Sometimes” in the statement “I get low scores in

quizzes” and 2.63 percent or two answered “Always” in the same

statement. There were 31.58 percent or 24 of the students who answered

“Seldom” in the statement “I have less comprehension of what I read” and

3.95 percent or three answered “Always” in the said statement. There

were 27.63 percent or 21 of the students who answered “Never” in the

statement “I cannot relate my ideas with my classmate”; and 3.95 percent

or three answered “Always” in the same statement. There were 31.58

percent or 24 of the students who answered “Sometimes” in the statement

“I have a hard time making my assignments”; and 11.84 percent or nine

answered “Always” in the same statement. There were 35.53 percent or

27 of the students who answered “Seldom” in the statement “I have

difficulty in understanding my teacher’s discussion; and 3.95 percent or

three answered “Always” in the said statement.

It is also presented in table 8 that the statement “I have a hard

time making my assignments” had an average weighted mean of 2.9 which

was interpreted as “Somewhat Serious”; and :I get low scores in quizzes”

had an average weighted mean of 2.5 which was interpreted as “Less

Serious”; and “I have less comprehension on what I read” had an average

weighted mean of 2.5 which was interpreted as “Less Serious”; and “I

cannot relate my ideas with my classmates” had an average weighted

 34

mean of 2.5 which was interpreted as “Less Serious; and “I have difficulty

in understanding my teacher’s discussion” had an average weighted mean

of 2.2 which was interpreted as “Less Serious”. In addition, the table

discloses a weighted mean of 2.52 which was interpreted as “Less

Serious”. It suggests that the Muslim students should spend more time to

study for more improvement in their intellectual performances.

Table 8

Problems Met by Muslim Students in terms of Mental/Intellectual

Response AMW I
Mental/Intellectual Problem
5 4 3 2 1
a. I get low score in quizzes. 2 7 32 19 16 2.5 LS
b. I have less comprehension in what 3 10 23 24 16 2.5 LS
I read.
c. I have less comprehension in what 3 16 16 20 21 2.5 LS
I read.
d. I have a hard time making my 9 15 24 12 16 2.9 SS
assignments.
e. I have difficulty in understanding 3 8 19 27 9 2.2 LS
my teachers’ discussion.
Weighted Mean 2.52 LS

Table 8-A

Summary Assessment on Problems Met by Muslim Students in terms of

Mental/Intellectual
 35

Responses Interpretations f %
Very Serious Very Serious 0 0
Serious Serious 17 22.37
Somewhat Serious Somewhat Serious 23 30.26
Less Serious Less Serious 17 22.37
Not Serious Not Serious 19 25
Total 76 100

Health Problems. Table 9 shows data about the problems met by

Muslim students in terms of health.

Out of 76 Muslim students as respondents, 39.47 percent or 30

students answered “Sometimes” in the statement “I easily get allergy”; and

6.58 percent or five answered “Always” and “Often” in the said statement.

There were 55.26 percent or 42 of the students who answered “Never” in

the statement “I have poor eyesight” and 3.95 percent or three answered

“Always” in the same statement. There were 50 percent or 38 of the

students who answered “Never” in the statement “I easily got sick” and

3.95 percent or three answered “Often” in the said statement. There were

34.21 percent or 26 of the students who answered “Seldom” in the

statement “I feel weak and tired” and 1.32 percent or one answered

“Always” in the same statement. There were 30.26 percent or 23 of the

students who answered “Seldom” in the statement “I have less appetite for

food” and 2.63 percent or two answered “Always” in the same statement.

It is also revealed in table 9 that the average weighted mean in

the statement, was “I easily get allergy” was 2.6 which was interpreted as
 36

“Somewhat Serious”; in the statement “I have less appetite for food” had

an average weighted mean of 2.3 which was interpreted as “Less Serious”;

“I easily got sick” had a weighted mean of 1.9 which was interpreted as

“Less Serious”; and the statement “I have poor eyesight” had an average

weighted mean of 1.8 which was interpreted as “Less Serious”. The table

discloses a weighted mean of 2.16 which was interpreted as “Less

Serious”. It suggests that Muslim students should maintain their good

health in order for them to perform effectively in their everyday activities.

Table 9

Problems Met by Muslim Students in terms of Health

Response AMW I
Health Problem
5 4 3 2 1
a. I easily get allergy. 5 5 30 23 13 2.6 SS
b. I have poor eyesight. 3 4 8 19 42 1.8 LS
c. I easily got sick. 5 3 11 19 38 1.9 LS
d. I feel weak and tired. 1 7 20 26 22 2.2 LS
e. I have less appetite for food. 2 10 19 23 22 2.3 LS
Weighted Mean LS

Table 9-A

Summary Assessment on Problems Met by Muslim Students in terms of

Health

Responses Interpretations f %
Very Serious Very Serious 2 2.63
 37

Serious Serious 2 2.63

Somewhat Serious Somewhat Serious 18 23.68
Less Serious Less Serious 28 36.84
Not Serious Not Serious 26 34.21
Total 76 100

Social Problems. Table 10 reveals data about the problems met

by Muslim students in terms of social aspect.

Out of 76 Muslim students as respondents, 30.26 percent or 23 of

the students answered “Sometimes” and “Never” in the statement “I am not

at ease with friends” and 6.58 percent or five of the students answered

“Always” in the said statement. There were.58 percent or 24 of the

students who answered “Sometimes” in the statement “I keep all my ideas

and feelings to myself” and 13.16 percent or 10 answered “Never” in the

said statement. There were 34.21 percent or 26 of the students who

answered “Seldom” in the statement “I prefer to be alone than to be with

others” and 6.58 percent or five of the students who answered “Always” in

the same statement. There were 28.95 percent or 22 of the students who

answered “Seldom” ad “Never” in the statement “I lose self-confidence

especially in front of my teachers” and 9.21 percent or seven of the

students answered “Always” in the said statement. There were 35.53

percent or 27 of the students who answered “Never” in the statement “I am

shy to mingle with the group and other non-Muslims” and 3.95 percent or

three answered “Always” in the same statement.

 38

It is presented in the table 10 that the statement “I keep all my

ideas and feelings to myself” had an average weighted mean of 3.0 which

was interpreted as “Somewhat Serious”; “I lose self-confidence especially

in front of my teachers” had an average weighted mean of 2.7 which was

interpreted as “Somewhat Serious”; “I am not at ease with friends” had an

average weighted mean of 2.4 which was interpreted as “Less Serious”; “I

prefer to be alone than to be with others” had an average weighted mean

of 2.4 which was interpreted as “Less Serious”; and “I am shy to mingle

with the group and other non-Muslims” had an average weighted mean of

2.3 which was interpreted as “Less Serious”.

Table 10 discloses a weighted mean of 2.56 which was

interpreted as “Less Serious”. It shows that the respondents are confident

to mingle with the group and other non-Muslim friends.

Table 10
 39

Problems Met by Muslim Students in terms of Social Aspect

Response AMW I
Social Problem
5 4 3 2 1
a. I am not at ease with friends. 5 7 23 18 23 2.4 LS
b. I keep all my ideas and feelings to 13 13 24 16 10 3.0 SS
myself.
c. I prefer to be alone than to be with 5 7 20 26 18 2.4 LS
others.
d. I lose self-confidence especially in 7 11 22 22 14 2.7 SS
front of my teachers.
e. I am shy to mingle with the group 3 10 19 17 27 2.3 LS
and other non-Muslims.
Weighted Mean 2.56 LS

Table 10-A

Summary Assessment on Problems Met by Muslim Students in terms of

Social Aspect

Responses Interpretations f %
Very Serious Very Serious 4 5.26
Serious Serious 13 17.11
Somewhat Serious Somewhat Serious 21 27.63
Less Serious Less Serious 25 32.89
Not Serious Not Serious 13 17.11
Total 76 100

Personal Problems. Table 11 presents data about problems met

by Muslim students in terms of personal aspect.

Out of 76 respondents, 48.68 percent or 37 answered “Never” in

the statement “I have problems with regards to my love life” and 7.89
 40

percent or six answered “Often” in the said statement. 34.21 percent or 26

answered “Seldom” in the statement “I have difficulty in coping with the

changes due to my adolescence” and 3.95 percent or three answered

“Always” in the said statement. 35.53 percent or 27 answered “Never” in

the statement “I have less self-esteem or self-love and 2.63 percent or two

answered “Always” in the said statement. 28.95 percent or 22 answered

“Never” in the statement “I have family problems” and 10.53 percent or

eight answered “Always” in the same statement. 35.53 percent or 27

answered “Seldom” in the statement “I have problems in my physical

outlook” and 9.21 percent or seven answered “Always” in the said

statement.

It is also revealed in Table 11 that the statement “I have family

problems” had an average weighted mean of 2.6 which was interpreted as

“Somewhat Serious” and “I have problems in my physical outlook” had an

average weighted mean of 2.3 which was interpreted as “Less Serious”. “I

have difficulty in coping with the changes due to my adolescence” had an

average weighted mean of 2.25 which was interpreted as “Less Serious”

and “I have problems with regards to my love life” had an average

weighted mean of 2.2 which was interpreted as “Less Serious” and “I have

less self-esteem or self-love” had an average weighted mean of 2.2 which

was interpreted as “Less Serious”. In addition, the table discloses a

weighted mean of 2.31 which was interpreted as “Less Serious”. This

 41

implies that the Muslim students do not have problems with regard to their

personal lives.

Table 11

Problems Met by Muslim Students in terms of Personal Aspect

Response AMW I
Personal Problem
5 4 3 2 1
a. I have problem with regards to my 9 6 10 14 37 2.2 LS
love life.
b. I have difficulty in coping up with 3 7 18 26 22 2.25 LS
the changes due to my adolescence.
c. I have less self-esteem or self- 2 10 19 18 27 2.2 LS
love.
d. I have family problems. 8 12 16 18 22 2.6 SS
e. I have problems in my physical 7 9 10 27 23 2.3 LS
outlook.
Weighted Mean 2.31 LS

Table 11-A

Summary Assessment on Problems Met by Muslim Students in terms of

Personal Aspect
 42

Responses Interpretations f %
Very Serious Very Serious 1 1.32
Serious Serious 11 14.47
Somewhat Serious Somewhat Serious 21 27.63
Less Serious Less Serious 16 21.05
Not Serious Not Serious 27 35.53
Total 76 100

Financial Problems. Table 12 shows data about the problems by

Muslim students in terms of financial aspect.

Out of 76 respondents, 30.26 percent or 23 students answered

“Sometimes” in the statement “I avoid taking snacks because of my

meager allowance”; and 6.58 percent or five students answered “Always”

and “Often” in the same statement. There were 31.58 percent or 24

students who answered “Seldom” in the statement “My parents have

difficulty in paying my tuition fees on time”, and 6.58 percent or five

students answered “Always” in the said statement. There were 32.89

percent or 25 students who answered “Sometimes” in the statement “I am

late in the submission of assignments especially those that require

money”; and 3.95 percent or three students answered “Always” in the

same statement. There were 31.58 percent or 24 students who answered

“Sometimes” in the statement “My parents find it difficult in providing my

basic need” and 5.26 percent or four students answered “Always” in the

said statement. There were 28.95 percent or 22 students who answered

“Sometimes” and “Seldom” in the statement “It is hard for me to pay the
 43

classroom’s funds” and 6.58 percent or five students answered “Always” in

the statement.

It is also revealed in the table that the average weighted mean of

the statement “My parents have difficulty in paying my tuition fees on time”

was 2.6 which was interpreted as “Somewhat Serious” and “My parents

find it difficult in providing my basic needs” had an average weighted mean

of 2.4 which was interpreted as “Less Serious” and “It is hard for me to pay

the classroom’s funds” had an average weighted mean of 2.4 which was

interpreted as “Less Serious” and “I avoid taking snacks because of my

meager allowance” had an average weighted mean of 2.3 which was

interpreted as “Less Serious” and “I am late in the submission of my

assignments especially those that require money” had an average

weighted mean of 2.3 which was interpreted as “Less Serious”. The table

disclosed a weighted mean of 2.3 which was interpreted as “Less Serious”.

It signifies that sometimes Muslim students experience difficulty

in submission their project because of meager allowance.

Table 12

Problems Met by Muslim Students in terms of Financial Aspect

Financial Problem Response AMW I

 44

5 4 3 2 1
a. I avoid taking snacks because of 5 5 23 21 22 2.3 LS
my meager allowance.
b. My parents have difficulty in 5 14 16 24 17 2.6 SS
paying my tuition fees on time.
c. I am late in the submission of my 3 6 25 19 23 2.3 LS
assignments especially those that
require money.
d. My parents find it difficult in 4 6 24 24 18 2.4 LS
providing my basic needs.
e. It is hard for me to pay the 5 7 22 22 20 2.4 LS
classroom’s funds.
Weighted Mean 2.4 LS

Table 12-A

Summary Assessment on Problems Met by Muslim Students in terms of

Financial Aspect

Responses Interpretations f %
Very Serious Very Serious 2 2.63
Serious Serious 11 14.47
Somewhat Serious Somewhat Serious 20 26.32
Less Serious Less Serious 19 25
Not Serious Not Serious 24 31.58
Total 76 100

Cultural Problems. Table 13 shows data about problems met by

Muslim students in terms of cultural aspect.

Out of 76 respondents, 34.21 percent or 26 of the students

answered “Never” in the statement “ I feel discriminated in the class and in

the campus” and 7.89 percent or six of the students answered “Always”
 45

and “Often” in the same statement. 4.11 percent or 32 of the students

answered “Never” in the statement “I experience prejudices and biases

from my classmates and friends who are non-Muslim”, and 34.21 percent

or 26 of the students answered “Never” in the statement “I feel the

indifference of my friends in my way of living and the kind of food I eat”;

and 5.26 percent or four of the students answered “Always” in the same

statement. 39.47 percent or 30 of the students answered “Never in the

statement “I find difficulty relating myself with non-Muslim friends” and 6.58

percent or five of the students answered “Always” in the said statement,

28.95 percent or 22 answered “Never” in the statement “ I have no time in

doing my prayer everyday especially every Friday” and 11.84 percent or

nine students answered in the same statement.

It is also noted from Table 13 that the average weighted mean of

the statement “I have no time in doing my prayer everyday especially every

Friday” was 2.6 which was interpreted as “Somewhat Serious” and “I feel

discriminated in the class and in the campus” had a weighted mean of 23

which was interpreted as “Less Serious” and “I feel the indifference of my

friends in my way of living and the kind of food I eat” had a weighted mean

of 2.3 which was interpreted as “Less Serious” and “I find difficulty relating

myself with my non-Muslim friends” had a weighted mean of 2.3 which was

interpreted as “Less Serious” and “I experience prejudices and biases from

my classmates and friends who are non-Muslims” had a weighted mean of

 46

2.2 which was interpreted as “Less Serious”. The table discloses a

weighted mean of 2.34 which was interpreted as “Less Serious”.

It shows that most of the respondents find that coping with

conversations with others is easy.

Table 13

Problems Met by Muslim Students in terms of Cultural Aspect

Response AMW I
Cultural Problem
5 4 3 2 1
a. I feel discriminated in the class 6 6 16 22 26 2.3 LS
and in the campus.
b. I experience prejudices and 6 6 17 15 32 2.2 LS
biases from my classmates and
friends who are non-Muslim.
c. I feel the indifference of my friends 4 11 17 18 26 2.3 LS
in my way of living and the kind of
food I eat.
d. I find difficulty relating myself with 5 9 17 15 30 2.3 LS
my non-Muslim friends.
e. I have no time in doing my prayer 9 13 15 17 22 2.6 SS
everyday especially every Friday.
Weighted Mean 2.34 LS

Table 13-A

Summary Assessment on Problems Met by Muslim Students in terms of

Cultural Aspect

Responses Interpretations f %
Very Serious Very Serious 6 7.89
Serious Serious 9 11.84
 47

Somewhat Serious Somewhat Serious 16 21.05

Less Serious Less Serious 15 19.74
Not Serious Not Serious 30 39.47
Total 76 100
Significance of the Relationship between the Profile of the Muslim

Students and their Problems Met

Significance of the relationship between the profile of Muslim

students in terms of age and their problems. Disclosed in Table 14 is the

summary data used to measure the significance of the relationship

between the profile of Muslim students in terms of age and their problems.

As viewed in the table, the computed chi-square values are all

lesser than the critical value of 3.84 at 0.05 levels of probability and one

degree of freedom. This implies that there is no significant relationship

between the profile of Muslim students in terms of age and their problems.

Thus, the null hypothesis is accepted.

Table 14
 48

Significance of the relationship between the profile of Muslim students in

terms of age and their problems

Problems Met By Muslim X2 df P CV Decision

Students
Mental/Intellectual 0.22 1 0.05 3.84 accepted
Health 0.78 1 0.05 3.84 accepted
Social 0.64 1 0.05 3.84 accepted
Personal 0.16 1 0.05 3.84 accepted
Financial 2.16 1 0.05 3.84 accepted
Cultural 1.47 1 0.05 3.84 accepted
Ho: There is no significant relationship between the profile of Muslim
students in terms of age and their problems met in terms of
mental/intellectual, health, social, personal, financial and cultural problems.

Significance of the relationship between the profile of Muslim

students in terms of gender and their problems. Table 15 displays the

summary data used to measure the significance of the relationship

between the profile of Muslim students in terms of gender and their

problems.

As revealed in the table, the computed chi-square values are all

less than the critical value of 5.99 and 7.82 at 0.05 levels of probability and

a degree of freedom of two and three, respectively. This means that there

is no significant relationship between the profile of Muslim students in

terms of gender and their problems. Therefore, the null hypothesis is

accepted.
 49

Table 15

Significance of the relationship between the profile of Muslim students in

terms of Gender and their problems

Problems Met By Muslim X2 df P CV Decision

Students
Mental/Intellectual 4.01 2 0.05 5.99 accepted
Health 1.56 2 0.05 5.99 accepted
Social 0.09 2 0.05 5.99 accepted
Personal 2.92 3 0.05 7.82 accepted
Financial 1.53 2 0.05 5.99 accepted
Cultural 0.76 2 0.05 5.99 accepted
Ho: There is no significant relationship between the profile of Muslim
students in terms of gender and their problems met in terms of
mental/intellectual, health, social, personal, financial and cultural problems.

Significance of the relationship between the profile of Muslim

students in terms of civil status and their problems. Table 16 shows the

data used to measure the significance of the relationship between the

profile of Muslim students in terms of civil status and their problems.

As shown in the table, the computed chi-square values are all

less than the critical value of 3.84 at 0.05 levels of probability and a degree

of freedom of one. Hence, there is no significant relationship between the

profile of Muslim students in terms of civil status and their problems. Thus,

the null hypothesis is accepted.

 50

Table 16

Significance of the relationship between the profile of Muslim students in

terms of Civil Status and their Problems

Problems Met By Muslim X2 df P CV Decision

Students
Mental/Intellectual 0.01 1 0.05 3.84 accepted
Health 0.9 1 0.05 3.84 accepted
Social 1.06 1 0.05 3.84 accepted
Personal 0.59 1 0.05 3.84 accepted
Financial 0.07 1 0.05 3.84 accepted
Cultural 2.23 1 0.05 3.84 accepted
Ho: There is no significant relationship between the profile of Muslim
students in terms of civil status and their problems met in terms of
mental/intellectual, health, social, personal, financial and cultural problems.

Significance of the relationship between the profile of Muslim

students in terms of program/course and their problems. Table 17

presents the summary data used to measure the significance of the

relationship between the profile of Muslim students in terms of

program/course and their problems.

As viewed in the table, the computed chi-square values are all

less than the critical value of 5.99 and 7.82 at 0.05 levels of probability and

a degree of freedom of two and three, respectively. This implies that there

is no significant relationship between the profile of Muslim students in

terms of program/course and their problems. Therefore, the null

hypothesis is accepted.
 51

Table 17

Significance of the relationship between the profile of Muslim students in

terms of Program/Course and their Problems

Problems Met By Muslim X2 df P CV Decision

Students
Mental/Intellectual 0.01 2 0.05 5.99 accepted
Health 0.13 2 0.05 5.99 accepted
Social 0.55 3 0.05 7.82 accepted
Personal 1.47 3 0.05 7.82 accepted
Financial 3.05 3 0.05 7.82 accepted
Cultural 0.71 2 0.05 5.99 accepted
Ho: There is no significant relationship between the profile of Muslim
students in terms of program/course and their problems met in terms of
mental/intellectual, health, social, personal, financial and cultural problems.

Significance of the relationship between the profile of Muslim

students in terms of parents’ educational attainment and their problems.

Disclosed in Table 18 are summary data used to measure the significance

 52

of the relationship between the profile of Muslim students in terms of

parents’ educational attainment and their problems.

As revealed in the table, the computed chi-square value of 1.93

between parents’ educational attainment and their problems in

mental/intellectual was lesser than the chi-square critical value of 5.99 at

0.05 levels of probability and a degree of freedom of two. This reveals that

there is no significant relationship between the profile of Muslim students in

terms of parents’ educational attainment and their mental/intellectual

problems. Thus, the null hypothesis is accepted. This means that the

profile of Muslim students in terms of parents’ educational attainment does

not affect their problems in terms of mental/intellectual aspect.

The computed chi-square of 4.74 between the profile of Muslim

students in terms of parents’ educational attainment and their problems in

terms of health was greater than the critical value of 3.84 at 0.05 levels of

probability and a degree of freedom of one. This reveals that there is no

significant relationship between the profiles of Muslim students in terms of

parents’ educational attainment and their problems in terms of health.

Thus the null hypothesis is rejected. This means that the profile of Muslim

students in terms of parents’ educational attainment affect their problems

in terms of health.

The computed chi-square of 0.07 between the profile of the

Muslim students in terms of parents’ educational attainment and their

 53

problems in terms of social aspect was lesser than the critical value of 3.84

at 0.05 levels of probability and a degree of freedom of one. It means that

there is no significant relationship between the profile of Muslim students in

terms of parents’ educational attainment and their problems in terms of

social aspect. Thus, the null hypothesis is accepted. This means that the

Muslim students’ parents’ educational attainment does not affect their

social problems.

The computed chi-square of 1.34 between the profile of Muslim

students in terms of parents’ educational attainment and their problems in

terms of personal concerns was lesser than the critical value of 3.84 at

0.05 levels of probability and a degree of freedom of one. It reveals that

there is no significant relationship between the profile of Muslim students in

terms of parents’ educational attainment and their problems in terms of

personal lives. Therefore, the null hypothesis is accepted. This means

that the Muslim students’ parents’ educational attainment does not affect

their personal problems.

The computed chi-square of 0.48 between the profile of Muslim

students in terms of parents’ educational attainment and their problems in

terms of finances was lesser than the critical value of 3.84 at 0.05 levels of

probability and a degree of freedom of one. It means that there is no

significant relationship between the profiles of Muslim students in terms of

parents’ educational attainment and their problems in terms of financial

 54

concerns. Thus, the null hypothesis is accepted. This reveals that the

Muslim students’ parents’ educational attainment does not affect their

financial problems.

The computed chi-square of 0.05 between the profile of Muslim

students’ in terms of parents’ educational attainment and their problems in

terms of culture was lesser than the critical value of 3.84 at 0.05 levels of

probability and a degree of freedom of one. It means that there is no

significant relationship between the profiles of Muslim students in terms of

parents’ educational attainment and their cultural problems. Hence, the

null hypothesis is accepted. This means that the profile of the Muslim

students in terms of parents’ educational attainment does not affect their

problems in terms of culture. In general, there is no significant relationship

between the profile of Muslim students in terms of parents’ educational

attainment and their problems in terms of all aspects.

Table 18

Significance of the relationship between the profile of Muslim students in

terms of Parents’ Educational Attainment and their Problems

Problems Met By Muslim X2 df P CV Decision

Students
Mental/Intellectual 1.93 2 0.05 5.99 accepted
Health 4.74 1 0.05 3.84 rejected
Social 0.07 1 0.05 3.84 accepted
Personal 1.34 1 0.05 3.84 accepted
Financial 0.48 1 0.05 3.84 accepted
 55

Cultural 0.05 1 0.05 3.84 accepted

Ho: There is no significant relationship between the profile of Muslim
students in terms of parents’ educational attainment and their problems
met in terms of mental/intellectual, health, social, personal, financial and
cultural problems.

Significance of the relationship between the profile of Muslim

students in terms of family income and their problems. Table 19 presents

the summary data used to measure the significance of the relationship

between the profile of Muslim students in terms of family income and their

problems.

As contemplated from the table, the computed chi-square values

are all less than the critical value of 3.84 at 0.05 levels of probability and a

degree of freedom of one. This implies that there is no significant

relationship between the profile of Muslim students in terms of family

income and their problems. Thus, the null hypothesis is accepted.

 56

Table 19

Significance of the relationship between the profile of Muslim students in

terms of Family Income and their Problems

Problems Met By Muslim X2 df P CV Decision

Students
Mental/Intellectual 0.21 1 0.05 3.84 accepted
Health 0.71 1 0.05 3.84 accepted
Social 1.76 1 0.05 3.84 accepted
Personal 0.45 1 0.05 3.84 accepted
Financial 0.02 1 0.05 3.84 accepted
Cultural 0.16 1 0.05 3.84 accepted
Ho: There is no significant relationship between the profile of Muslim
students in terms of family income and their problems met in terms of
mental/intellectual, health, social, personal, financial and cultural problems.

Significance of the relationship between the profile of Muslim

students in terms of number of siblings in the family and their problems.

Table 20 presents the summary data used to measure the significance of

the relationship between the profile of Muslim students in terms of number

of siblings in the family and their problems.

Based on the table, the computed chi-square values are all less

than the critical value of 3.84 and 5.99 at 0.05 levels of probability and a

degree of freedom of two and one, respectively. This implies that there is

no significant relationship between the profile of Muslim students in terms

 57

of number of siblings in the family and their problems. Thus, the null

hypothesis is accepted.

Table 20

Significance of the relationship between the profile of Muslim students in

terms of Number of Siblings in the Family and their Problems

Problems Met By Muslim X2 df P CV Decision

Students
Mental/Intellectual 0.04 2 0.05 5.99 accepted
Health 0.9 1 0.05 3.84 accepted
Social 0.05 1 0.05 3.84 accepted
Personal 0.4 2 0.05 5.99 accepted
Financial 0.09 2 0.05 5.99 accepted
Cultural 1.65 2 0.05 5.99 accepted
Ho: There is no significant relationship between the profile of Muslim
students in terms of number of siblings in the family and their problems
met in terms of mental/intellectual, health, social, personal, financial and
cultural problems.

Chapter 5

SUMMARY, FINDINGS, CONCLUSIONS AND RECOMMENDATIONS

 58

This chapter discusses the summary, findings, conclusions and

recommendations.

Summary

This study sought to find out the degree of the relationship

between the profile of the Muslim students in the Mindanao State

University – Maigo School of Arts and Trades and the problems they met.

It specifically sought answers to the following questions: (1) What

is the profile of the Muslim students in terms of age, gender, civil status,

course/program, parent’s educational attainment, family income and

number of siblings in the family? (2) What is the degree of seriousness of

the existing problems of Muslim students in terms of mental/intellectual,

health, social, personal, financial and cultural? (3) Is there a significant

relationship between the profile of the Muslim students and their

problems?

This endeavored mainly on the problems met by Muslim students

enrolled in Mindanao State University – Maigo School of Arts and Trades.

Specifically, the independent variable of the study is the profile of Muslim

students which includes: age, gender, civil status, course/program,

parent’s educational attainment, family income, and number of siblings in

the family. On the other hand, the dependent variable is the problems met
 59

by Muslim students which include mental/intellectual, health, social,

personal, financial and cultural.

The study used descriptive research design, it had 82

respondents. The instrument used was questionnaire which sought to

determine the degree of the seriousness of the existing problems that

Muslim students perceived. Data were analyzed and interpreted using

percentage, average-weighted mean and chi-square.

Findings

This study disclosed the following as its findings:

1. Out of 82 Muslim students as respondents of the study, 45

percent or 34 belonged to age group of 16-18 years old; 62 percent or 47

were females; 95 percent or 72 were single; 48.68 percent or 37 were high

school students and 51.32 percent or 39 were college students; 32.89

percent or 25 had parents whose educational attainment is college

level/graduate; 49 percent or 37 belonged to families whose family income

ranges from Php 12,000-Php14,999 monthly; and 34.21 percent or 26

belonged to a family of four to nine siblings.

2. The problems met by Muslim students in terms of

mental/intellectual aspect had a weighted mean of 2.52 which was

interpreted as “Less Serious”; health problems had a weighted mean of

2.16 which was interpreted as “Less Serious”; social problems had a

 60

weighted mean of 2.56 which was interpreted as “Less Serious”; personal

problems had a weighted mean of 2.27 and this was interpreted as “Less

Serious”; financial problems had a weighted mean of 2.4 which was

interpreted as “Less Serious”; and cultural problems had a weighted mean

of 2.34 which was interpreted as “Less Serious”.

3. There is no significant relationship between the profile of the

Muslim students in terms of age, gender, civil status, course/program,

family income and number of siblings in the family and their problems in

terms of the mental/intellectual, social, personal, financial and cultural

aspects. However, there is a significant relationship between the profile of

the Muslim students in terms of parent’s educational attainment and their

problems in terms of health aspect.

Conclusions

Based in the findings of the study, the following conclusions were

drawn:

1. Majority of the Muslim students are of ideal age, females,

single, college students, have educated parents, have enough earnings of

money, and also have many brothers and sisters.

2. The Muslim students have less serious problem in terms the

mental/intellectual, social, personal, financial and cultural aspects.

 61

3. The profile of the Muslim students in terms of age, gender,

civil status, course/program, family income and number of siblings in the

family have no significant relationship or do not affect their problems in

terms of the mental/intellectual, social, personal, financial and cultural

aspects. However, the parent’s educational attainment has a significant

relationship to their problems in terms of health.

7.4 Recommendations. The following are the recommendations

based on the findings and conclusions of the study:

1. Muslim students should learn to be at ease within the campus

for they are part of it regardless of culture and religion.

2. Muslim students should also participate in classroom or

campus activities in order to develop their good relationship especially to

Christian students.

3. The teachers should be considerate and tolerant to matters

that can be associated with individual differences specifically cultures

and/or religion.

4. The community should care and accept the lifestyle of the

Muslims and the customs and teachings that they uphold.

5. The parents should be role models to their children and should

maintain peace, love and harmony in their homes because good behavior

and relationship of the children with the community start from the home.
 62

BIBLIOGRAPHY

Books

Downie, N. M. and Heath Robert W. 1984. Basic Statistical Method 5th

edition. Harper International Edition. Harper and Row Publishers, Inc.

Garcia, Manuel B. 1994. Social Problems in the Philippine Context.

Philippines. National Book Store.

Good, Carter. 1989. Dictionary of Education. Mc Graw-Hill Book Company.

New York.

Kadil, Ben J. 2002. History of the Moro and Indigenous People in Minsupala.
Marawi City.

Majul, Cesar A. 1999. Muslim in the Philippines. Diliman, Quezon City.

University of the Philippines, Press.
 63

The New International Websters Comprehensive Dictionary of the English

Language. 2004. De Luxe Encyclopedic Edition. Typhoon
International Corp.

The New Lexicon Webster’s Encyclopedia Dictionary of the English Language.

2000. Millenium Edition. United States of America.

Zulueta, Francisco M. and Liwag, Dolores B. 2006. Social Problems and

Issues in the Philippines. Revised Edition. Quad Alpha Centrum Bldg.,
125 Pioneer Street, Mandaluyong City. National Book Store.

Publication

Rivera, Fernunia T. “The Child Emotional Needs”. Philippine Journal of

Education. Vol. XIV, October 1989.

Unpublished Materials

Ang, Cristina A. and Antiga, June Antonette R. 2008. “Problems Encountered

by the Cocofarmer’s Children Enrolled in Mindanao State University-
Maigo School of Arts and Trades”. Undergraduate Thesis, Mindanao
State University-Maigo School of Arts and Trades, Maigo, Lanao del
Norte. November 2008.

Balucan, Cleofas L. 1998. “Public Secondary Students’ Problems in

Christian-Muslim Areas”. Masteral Thesis, Immaculate Conception
College-La Salle. Ozamiz City. February 1998.

Chaviz, Judith F. and Ligarte, Marilou B. 2003, “Reconciliation of the Mindanao

Conflict as Perceived by the Muslim and Christian Students of
Mindanao State University-Maigo School of Arts and Trades”.
Undergraduate Thesis. Mindanao State University-Maigo School of
Arts and Trades. March 2003.

Yangyang, Antonio P. Jr and Bayron, Marissa U. 1998. “Problems

Encountered by the Freshman Students of Maigo School of Arts and
 64

Trades”. Undergraduate Thesis. Mindanao State University-Maigo

School of Arts and Trades. March 1998.

Webliography

Satalkar, B. (2010, July 15). Water aerobics. Retrieved from http://www.buzzle.com

Cain, K. (2012, June 29). The Negative effects of Facebook on

communication. Social Media Today RSS. Retrieved from

http://socialmediatoday.com

Appendix “A”

Republic of the Philippines

Mindanao State University-
Maigo School of Arts and Trades
Maigo, Lanao Del Norte

__________________

The Dean
North Central Mindanao Colleges
Maranding, Lala, Lanao del Norte

Sir/Madame:
 65

We are senior BEED students in the College of Education of Mindanao

State University-Maigo School of Arts and Trades. Presently, we are writing our
thesis entitled “PROBLEMS MET BY MISLIM STUDENTS ENROLLED IN
MINDANAO STATE UNIVERSITY-MAIGO SCHOOL OF ARTS AND TRADES”,
as one of the requirements for the course Ed 199.
In this connection, we would like to ask permission from your good office
to allow us to have a pre-testing or dry run of our questionnaire to the high school
Muslim students in your prestigious school.
We are looking forward to your favorable action on this request.
Thank you very much!

Very truly yours,

(Sgd) AMOR R. CABIGON

Researcher

(Sgd)NORJANA A. COSAIN
Researcher

Noted by

(Sgd) ANALYN GURO ABDUL RA-OF, MA. Ed.

Thesis Adviser
 60

Republic of the Philippines

Mindanao State University-
Maigo School of Arts and Trades
Maigo, Lanao Del Norte

__________________

The Principal
Geronima Cabrera National High School
Riverside, Kolambogan, Lanao del Norte

Sir/Madame:
We are senior BEED students in the College of Education of Mindanao
State University-Maigo School of Arts and Trades. Presently, we are writing our
thesis entitled “PROBLEMS MET BY MISLIM STUDENTS ENROLLED IN
MINDANAO STATE UNIVERSITY-MAIGO SCHOOL OF ARTS AND TRADES”,
as one of the requirements for the course Ed 199.
In this connection, we would like to ask permission from your good office
to allow us to have a pre-testing or dry run of our questionnaire to the high school
Muslim students in your prestigious school.
We are looking forward to your favorable action on this request.
Thank you very much!

Very truly yours,

(Sgd) AMOR R. CABIGON

Researcher

(Sgd)NORJANA A. COSAIN
Researcher

Noted by

(Sgd) ANALYN GURO ABDUL RA-OF, MA. Ed.

Thesis Adviser
 61

Appendix B

Republic of the Philippines

Mindanao State University-
Maigo School of Arts and Trades
Maigo, Lanao Del Norte

_____________
Date
Rosy B. Sario
Associate Professor II
Department Head

Madame:
Greetings!
We would like to inform your office that we are conducting a research
study entitled, “PROBLEMS MET BY MISLIM STUDENTS ENROLLED IN
MINDANAO STATE UNIVERSITY-MAIGO SCHOOL OF ARTS AND TRADES”,
as one of the requirements for the subject Ed 199.
In this connection, we would like to ask permission from your good office
to allow us to conduct a study among secondary students in Mindanao State
University-Maigo, Lanao del Norte. Rest assured that responses of the
respondents would be kept confidential.
We would be grateful for your approval to this request. Thank you and
God bless you.

Very truly yours,

AMOR R. CABIGON
Researcher

NORJANA A. COSAIN
Researcher

Noted by

ANALYN GURO ABDULRAOF, MA. Ed.

Thesis Adviser
Approved by

ROSY B. SARIO
Associate Professor II
Department Head
 61

Appendix C

Republic of the Philippines

Mindanao State University
Maigo School of Arts and Trades
Maigo, Lanao del Norte

___________
Date

Dear Respondent,

We are conducting a study on the “Problems Met by Muslim

Students Enrolled in Mindanao State University–Maigo School of Arts and
Trades” as partial fulfillment of the requirements in Ed 199.

In this connection, may we request you to please fill-up the enclosed

questionnaire as accurately as possible.

Your answers and suggestions will be kept confidential. It will help a

lot in forming a basis for possible recommendation relative to the aforesaid
study.

Your cooperation on this matter is very much appreciated.

Thank you.

Sincerely yours,

Amor R. Cabigon
Researcher

Norjana A. Cosain
Researcher
Appendix D

Republic of the Philippines

 61

Mindanao State University-

Maigo School of Arts and Trades
Maigo, Lanao Del Norte

November 13, 2009

The Librarian
Mizamiz University
Ozamiz City

Sir/Madam:

In behalf of the Mindanao State University - Maigo School of Arts and

Trades, the undersigned would like to ask for your permission to allow these
Fourth Year BEED students to use your library to gather data from references
suited to the subject of their thesis required by the school for their graduation.

Here are the names of our students who will do their research work:

1. Bolay-og, Reynalyn
2. Caangay, Jennylou
3. Cabigon, Amor
4. Cosain, Norjana

Thank you for extending your help to them.

Very truly yours,

SALVACION G. ERISPE
School Librarian

Noted by

ANALYN G. ABDULRAOF MA Ed.

Thesis Adviser

Appendix “E”

MINDANAO STATE UNIVERSITY-

MAIGO SCHOOL OF ARTS AND TRADES
 61

MAIGO, LANAO DEL NORTE

QUESTIONNAIRE
on
PROBLEMS MET BY MUSLIM STUDENTS ENROLLED
IN MINDANAO STATE UNIVERSITY-MAIGO
SCHOOL OF ARTS AND TRADES

Name:
School:

Part I.

Directions: Please check the appropriate space which corresponds to your

answer.

Age:
( ) 13 – 15 years old
( ) 16 – 18 years old
( ) 19 – 21 years old
( ) 22 – 24 years old
( ) more than 25 years old

Sex:
( ) Male
( ) Female

Civil Status:
( ) Single
( ) Married
( ) Separated
( ) Widow

Program:
( ) High School
( ) BEED
 61

( ) BSCS
( ) BSHRM
( ) BSIndTech
( ) BSME
( ) Diploma in Engineering Technology
( ) Certificate of Technology

Parent’s Educational Attainment:

( ) Elementary Level/Graduate
( ) High School Level/Graduate
( ) College Level/Graduate

Family Income:
( ) Php12,500-Php4,999 monthly
( ) Php15,000-Php22,499 monthly
( ) Php22,500-Php29,999 monthly
( ) Php30,000 and above monthly

Part II. Problems Met by Muslim Students.

Directions: Please accomplish the following as accurately as you can by

checking the appropriate space which corresponds to your answer.

Legend:
5 = Always
4 = Often
3 = Sometimes
2 = Seldom
1 = Never

Mental or Intellectual Problems 5 4 3 2 1

a. I get low score in quizzes.

b. I have less comprehension in what I read.

c. I cannot relate my ideas with my classmates.

d. I have a hard time making my assignments.

 61

e. I have difficulty in understanding my teachers’

discussion.
Health Condition

a. I easily get allergy.

b. I have poor eyesight.

c. I easily got sick.

d. I feel weak and tired.

e. I have less appetite for food.

Social Problems

a. I am not at ease with friends.

b. I keep all my ideas and feelings to myself.

c. I prefer to be alone than to be with others.

d. I lose self-confidence especially in front of my

teachers.
e. I am shy to mingle with the group and other non-
Muslims.
Personal Problems

a. I have problem with regards to my love life.

b. I have difficulty in coping up with the changes

due to my adolescence.
c. I have less self-esteem or self-love.

d. I have family problems.

e. I have problems in my physical outlook.

Financial Problems
 61

a. I avoid taking snacks because of my meager

allowance.
b. My parents have difficulty in paying my tuition
fees on time.
c. I am late in the submission of my assignments
especially assignments that incurs money.
d. It is hard for me to pay the classroom’s funds.

e. My parents find it difficult in providing my basic

needs.
Cultural Problems

a. I feel discriminated in the class and in the

campus.
b. I experience prejudices and biases from my
classmates and friends who are non-Muslim.
c. I feel the indifference of my friends in my way of
living and the kind of food.
d. I find difficulty relating myself with my non-Muslim
friends.
e. I have no time in doing my prayer everyday
especially every Friday.

Appendix F

CONTINGENCY TABLES FOR CHI-SQUARE TESTS

Test on Significance of the Relationship between the Profile of the Muslim

Students in Terms of Age and their Problems in terms of
Mental/Intellectual Aspect

Mental/Intellectual Aspect
Age 5/4 3/2/1 MTr
 61

13-15/16-18 12 45 57
19-21/22 above 5 14 19
MTc 17 59 76

Result:

X2 = 0.22 df = 1
α = 0.05 cv = 3.84
Ho: Accepted

Test on Significance of the Relationship between the Profile of the Muslim

Students in Terms of Age and their Problems in terms of Health Aspect

Health Aspect
Age 5/4/3 /2/1 MTr
13-15/16-18 17 42 57
19-21/22 above 7 12 19
MTc 22 54 76

Result:

X2 = 0.78 df = 1
α = 0.05 cv = 3.84
Ho: Accepted

Test on Significance of the Relationship between the Profile of the Muslim

Students in Terms of Age and their Problems in terms of Social Aspect

Social Aspect
Age 5/4/3 /2/1 MTr
13-15/16-18 27 30 57
19-21/22 above 11 8 19
MTc 38 38 76

Result:
 61

X2 = 0.64 df = 1
α = 0.05 cv = 3.84
Ho: Accepted

Test on Significance of the Relationship between the Profile of the Muslim

Students in Terms of Age and their Problems in terms of Personal Aspect

Personal Aspect
Age 5/4/3 2/1 MTr
13-15/16-18 24 33 57
19-21/22 above 9 10 19
MTc 33 43 76

Result:

X2 = 0.78 df = 1
α = 0.05 cv = 3.84
Ho: Accepted

Test on Significance of the Relationship between the Profile of the Muslim

Students in Terms of Age and their Problems in terms of Financial Aspect

Personal Aspect
Age 5/4/3 2/1 MTr
13-15/16-18 22 35 57
19-21/22 above 11 8 19
MTc 33 43 76

Result:

X2 = 2.16 df = 1
α = 0.05 cv = 3.84
Ho: Accepted
 61

Test on Significance of the Relationship between the Profile of the Muslim

Students in Terms of Age and their Problems in terms of Cultral Aspect

Personal Aspect
Age 5/4/3 2/1 MTr
13-15/16-18 21 36 57
19-21/22 above 10 9 19
MTc 31 45 76

Result:

X2 = 1.47 df = 1
α = 0.05 cv = 3.84
Ho: Accepted

Test on Significance of the Relationship between the Profile of the Muslim

Students in Terms of Gender and their Problems in terms of
Mental/Intellectual Aspect

Mental/Intellectual Aspect
Gender 5/4 3 2/1 MTr
Male 10 7 12 29
Female 7 16 24 47
MTc 17 23 36 76

Result:

X2 = 4.01 df = 2
α = 0.05 cv = 5.99
Ho: Accepted
 61

Test on Significance of the Relationship between the Profile of the Muslim

Students in Terms of Gender and their Problems in terms of Health Aspect

Health Aspect
Gender 5/4/3 2 1 MTr
Male 6 12 11 29
Female 16 16 15 47
MTc 22 28 26 76

Result:

X2 = 1.56 df = 2
α = 0.05 cv = 5.99
Ho: Accepted

Test on Significance of the Relationship between the Profile of the Muslim

Students in Terms of Gender and their Problems in terms of Social Aspect

Social Aspect
Gender 5/4 3 2/1 MTr
Male 6 8 15 29
Female 11 13 23 47
MTc 17 21 38 76

Result:

X2 = 0.09 df = 2
α = 0.05 cv = 5.99
Ho: Accepted
 61

Test on Significance of the Relationship between the Profile of the Muslim

Students in Terms of Gender and their Problems in terms of Personal
Aspect

Personal Aspect
Gender 5/4 3 2 1 MTr
Male 5 5 8 7 29
Female 7 7 8 2420 47
MTc 12 12 16 3627 76

Result:

X2 = 6.43q df = 3
α = 0.05 cv = 7.82
Ho: Accepted

Test on Significance of the Relationship between the Profile of the Muslim

Students in Terms of Gender and their Problems in terms of Financial
Aspect

Financial Aspect
Gender 5/4/3 2 1 MTr
Male 13 9 7 29
Female 20 10 17 47
MTc 33 19 24 76

Result:

X2 = 1.53 df = 2
α = 0.05 cv = 5.99
Ho: Accepted
 61

Test on Significance of the Relationship between the Profile of the Muslim

Students in Terms of Gender and their Problems in terms of Cultural
Aspect

Cultural Aspect
Gender 5/4/3 2 1 MTr
Male 12 7 10 29
Female 19 8 20 47
MTc 31 15 30 76

Result:

X2 = 0.76 df = 2
α = 0.05 cv = 5.99
Ho: Accepted

Test on Significance of the Relationship between the Profile of the Muslim

Students in Terms of Civil Status and their Problems in terms of
Mental/Intellectual Aspect

Mental/Intellectual Aspect
Civil Status 5/4/3 2/1 MTr
Single 38 34 72
Married 2 2 4
MTc 40 36 76

Result:

X2 = 0.01 df = 1
α = 0.05 cv = 3.84
Ho: Accepted
 61

Test on Significance of the Relationship between the Profile of the Muslim

Students in Terms of Civil Status and their Problems in terms of Health
Aspect

Health Aspect
Civil Status 5/4/3 2/1 MTr
Single 20 52 72
Married 2 2 4
MTc 22 54 76

Result:

X2 = 0.9 df = 1
α = 0.05 cv = 3.84
Ho: Accepted

Test on Significance of the Relationship between the Profile of the Muslim

Students in Terms of Civil Status and their Problems in terms of Social
Aspect

Social Aspect
Civil Status 5/4/3 2/1 MTr
Single 37 35 72
Married 1 3 4
MTc 38 38 76

Result:

X2 = 1.06 df = 1
α = 0.05 cv = 3.84
Ho: Accepted
 61

Test on Significance of the Relationship between the Profile of the Muslim

Students in Terms of Civil Status and their Problems in terms of Personal
Aspect

Personal Aspect
Civil Status 5/4/3 2/1 MTr
Single 32 40 72
Married 1 3 4
MTc 33 43 76

Result:

X2 = 0.59 df = 1
α = 0.05 cv = 3.84
Ho: Accepted

Test on Significance of the Relationship between the Profile of the Muslim

Students in Terms of Civil Status and their Problems in terms of Financial
Aspect

Financial Aspect
Civil Status 5/4/3 2/1 MTr
Single 31 41 72
Married 2 2 4
MTc 33 13 76

Result:

X2 = 0.07 df = 1
α = 0.05 cv = 3.84
Ho: Accepted
 61

Test on Significance of the Relationship between the Profile of the Muslim

Students in Terms of Civil Status and their Problems in terms of Cultural
Aspect

Cultural Aspect
Civil Status 5/4/3 2/1 MTr
Single 45 27 72
Married 1 3 4
MTc 46 30 76

Result:

X2 = 2.23 df = 1
α = 0.05 cv = 3.84
Ho: Accepted

Test on Significance of the Relationship between the Profile of the Muslim

Students in Terms of Program/Course and their Problems in terms of
Mental/Intellectual Aspect

Mental/Intellectual Aspect
Program/Course 5/4/3 2/1 MTr
High School 20 17 37
BEED 8 7 15
BSCS
BSIT
DET 12 12 24
CET
BSME
MTc 40 36 76

Result:
 61

X2 = 0.1 df = 2
α = 0.05 cv = 5.99
Ho: Accepted

Test on Significance of the Relationship between the Profile of the Muslim

Students in Terms of Program/Course and their Problems in terms of
Health Aspect

Health Aspect
Program/Course 5/4/3 2 1 MTr
High School 10 14 13 37
BEED 12 14 13 39
BSCS
BSIT
DET
CET
BSME
MTc 22 28 26 76

Result:

X2 = 0.13 df = 2
α = 0.05 cv = 5.99
Ho: Accepted
Test on Significance of the Relationship between the Profile of the Muslim
Students in Terms of Program/Course and their Problems in terms of
Social Aspect

Social Aspect
Program/Course 5/4 3 2 1 MTr
High School 6 8 8 15 37
BEED 6 13 8 12 39
BSCS
BSIT
DET
CET
BSME
MTc 12 21 16 27 76

Result:

X2 = 1.47 df = 3
 61

α = 0.05 cv = 7.82
Ho: Accepted

Test on Significance of the Relationship between the Profile of the Muslim

Students in Terms of Program/Course and their Problems in terms of
Financial Aspect

Social Aspect
Program/Course 5/4 3 2 1 MTr
High School 6 9 7 15 37
BEED 7 11 12 9 39
BSCS
BSIT
DET
CET
BSME
MTc 13 20 19 24 76

Result:

X2 = 3.05 df = 3
α = 0.05 cv = 7.82
Ho: Accepted

Test on Significance of the Relationship between the Profile of the Muslim

Students in Terms of Program/Course and their Problems in terms of
Cultural Aspect

Health Aspect
Program/Course 5/4/3 2 1 MTr
High School 15 6 16 37
BEED 16 9 14 39
BSCS
BSIT
DET
CET
BSME
MTc 31 15 30 76
 61

Result:

X2 = 0.71 df = 2
α = 0.05 cv = 5.99
Ho: Accepted

Test on Significance of the Relationship between the Profile of the Muslim

Students in Terms of Parents’ educational Attainment and their Problems
in terms of Mental/Intellectual Aspect

Mental/Intellectual Aspect
Parents’ Educational Attainment 5/4/3 2/1 MTr
Elementary Level/Graduate 6 7 13
High School Level/Graduate 16 9 25
College Level/Graduate and Post 18 20 38
Graduate
MTc 40 36 76

Result:

X2 = 1.93 df = 2
α = 0.05 cv = 5.99
Ho: Accepted

Test on Significance of the Relationship between the Profile of the Muslim

Students in Terms of Parents’ educational Attainment and their Problems
in terms of Health Aspect

Health Aspect
 61

Parents’ Educational Attainment 5/4/3 2/1 MTr

Elementary Level/Graduate 7 6 13
High School Level/Graduate 15 48 63
College Level/Graduate and Post
Graduate
MTc 22 54 76

Result:

X2 = 4.74 df = 1
α = 0.05 cv = 3.84
Ho: Accepted
Test on Significance of the Relationship between the Profile of the Muslim
Students in Terms of Parents’ educational Attainment and their Problems
in terms of Social Aspect

Social Aspect
Parents’ Educational Attainment 5/4 3/2/1 MTr
Elementary Level/Graduate 9 29 38
High School Level/Graduate
College Level/Graduate and Post 8 30 38
Graduate
MTc 17 59 76

Result:

X2 = 0.07 df = 1
α = 0.05 cv = 3.84
Ho: Accepted

Test on Significance of the Relationship between the Profile of the Muslim

Students in Terms of Parents’ educational Attainment and their Problems
in terms of Personal Aspect

Personal Aspect
Parents’ Educational Attainment 5/4/3 2/1 MTr
Elementary Level/Graduate 14 24 38
High School Level/Graduate
College Level/Graduate and Post 19 19 38
Graduate
MTc 33 43 76
 61

Result:

X2 = 1.34 df = 1
α = 0.05 cv = 3.84
Ho: Accepted
Test on Significance of the Relationship between the Profile of the Muslim
Students in Terms of Parents’ educational Attainment and their Problems
in terms of Financial Aspect

Social Aspect
Parents’ Educational Attainment 5/4/3 2/1 MTr
Elementary Level/Graduate 15 23 38
High School Level/Graduate
College Level/Graduate and Post 18 20 38
Graduate
MTc 33 43 76

Result:

X2 = 0.48 df = 1
α = 0.05 cv = 3.84
Ho: Accepted

Test on Significance of the Relationship between the Profile of the Muslim

Students in Terms of Parents’ educational Attainment and their Problems
in terms of Cultural Aspect

Social Aspect
Parents’ Educational Attainment 5/4/3 2/1 MTr
Elementary Level/Graduate 16 22 38
High School Level/Graduate
College Level/Graduate and Post 15 23 38
Graduate
MTc 31 45 76

Result:

X2 = 0.075 df = 1
α = 0.05 cv = 3.84
Ho: Accepted
 61

Test on Significance of the Relationship between the Profile of the Muslim

Students in Terms of Family Income and their Problems in terms of
Mental/Intellectual Aspect

Mental/Intellectual Aspect
Family Income 5/4/3/2 1 MTr
Php12,500-Php14,999 42 15 57
Php15,000-Php22,499 15 4 19
Php22,500-Php29,499
Php30,000 above
MTc 57 19 76

Result:

X2 = 0.21 df = 1
α = 0.05 cv = 3.84
Ho: Accepted

Test on Significance of the Relationship between the Profile of the Muslim

Students in Terms of Family Income and their Problems in terms of Health
Aspect

Health Aspect
Family Income 5/4/3/2 1 MTr
Php12,500-Php14,999 39 18 57
Php15,000-Php22,499 11 8 19
Php22,500-Php29,499
Php30,000 above
MTc 50 26 76

Result:

X2 = 0.71 df = 1
α = 0.05 cv = 3.84
Ho: Accepted
 61

Test on Significance of the Relationship between the Profile of the Muslim

Students in Terms of Family Income and their Problems in terms of Social
Aspect

Social Aspect
Family Income 5/4/3 2/1 MTr
Php12,500-Php14,999 31 26 57
Php15,000-Php22,499 7 12 19
Php22,500-Php29,499
Php30,000 above
MTc 38 38 76

Result:

X2 = 1.76 df = 1
α = 0.05 cv = 3.84
Ho: Accepted

Test on Significance of the Relationship between the Profile of the Muslim

Students in Terms of Family Income and their Problems in terms of
Personal Aspect

Health Aspect
Family Income 5/4/3 2/1 MTr
Php12,500-Php14,999 26 31 57
Php15,000-Php22,499 7 12 19
Php22,500-Php29,499
Php30,000 above
MTc 33 43 76

Result:

X2 = 0.45 df = 1
α = 0.05 cv = 3.84
Ho: Accepted
 61

Test on Significance of the Relationship between the Profile of the Muslim

Students in Terms of Family Income and their Problems in terms of
Financial Aspect

Financial Aspect
Family Income 5/4/3/2 1 MTr
Php12,500-Php14,999 25 32 57
Php15,000-Php22,499 8 11 19
Php22,500-Php29,499
Php30,000 above
MTc 33 43 76

Result:

X2 = 0.02 df = 1
α = 0.05 cv = 3.84
Ho: Accepted

Test on Significance of the Relationship between the Profile of the Muslim

Students in Terms of Family Income and their Problems in terms of Cultral
Aspect

Cultural Aspect
Family Income 5/4/3 2/1 MTr
Php12,500-Php14,999 24 33 57
Php15,000-Php22,499 7 12 19
Php22,500-Php29,499
Php30,000 above
MTc 31 45 76

Result:

X2 = 0.16 df = 1
α = 0.05 cv = 3.84
Ho: Accepted
 61

Test on Significance of the Relationship between the Profile of the Muslim

Students in Terms of Number of Siblings and their Problems in terms of
Mental/Intellectual Aspect

Mental/Intellectual Aspect
Number of Siblings 5/4/3 2/1 MTr
1-3 8 7 15
4-6 14 12 26
7-9/10 above 18 17 35
MTc 40 36 76

Result:

X2 = 0.04 df = 2
α = 0.05 cv = 5.99
Ho: Accepted

Test on Significance of the Relationship between the Profile of the Muslim

Students in Terms of Number of Siblings and their Problems in terms of
Health Aspect

Health Aspect
Number of Siblings 5/4/3 2/1 MTr
1-3/4-6 10 31 41
7-9/10 above 12 23 35
MTc 22 54 76

Result:

X2 = 0.9 df = 1
α = 0.05 cv = 3.84
Ho: Accepted
 61

Test on Significance of the Relationship between the Profile of the Muslim

Students in Terms of Number of Siblings and their Problems in terms of
Social Aspect

Social Aspect
Number of Siblings 5/4/3 2/1 MTr
1-3/4-6 21 20 41
7-9/10 above 17 18 35
MTc 38 38 76

Result:

X2 = 0.05 df = 1
α = 0.05 cv = 3.84
Ho: Accepted

Test on Significance of the Relationship between the Profile of the Muslim

Students in Terms of Number of Siblings and their Problems in terms of
Personal Aspect

Personal Aspect
Number of Siblings 5/4/3 2/1 MTr
1-3 7 8 15
4-6 10 16 26
7-9/10 above 16 19 35
MTc 33 43 76

Result:

X2 = 0.4 df = 2
α = 0.05 cv = 5.99
Ho: Accepted
 61

Test on Significance of the Relationship between the Profile of the Muslim

Students in Terms of Number of Siblings and their Problems in terms of
Financial Aspect

Financial Aspect
Number of Siblings 5/4/3 2/1 MTr
1-3 7 8 15
4-6 11 15 26
7-9/10 above 15 20 35
MTc 33 43 76

Result:

X2 = 0.09 df = 2
α = 0.05 cv = 5.99
Ho: Accepted
Test on Significance of the Relationship between the Profile of the Muslim
Students in Terms of Number of Siblings and their Problems in terms of
Cultural Aspect

Cultural Aspect
Number of Siblings 5/4/3 2/1 MTr
1-3 7 8 15
4-6 8 18 26
7-9/10 above 16 19 35
MTc 31 45 76

Result:

X2 = 1.65 df = 2
α = 0.05 cv = 5.99
Ho: Accepted
 61

CURRICULUM VITAE

I. Personal Data

Name : Amor R. Cabigon

Birth date : October 7,1986

Birthplace : Simpak, Lala, Lanao del Norte

Home Address : Simpak, Lala, Lanao del Norte

Civil Status : Single

Sex : Female

Religion : Roman Catholic

Father : Arturo T. Cabigon

Mother : Flordeliza R. Cabigon

II. Educational Background

Elementary : Maranding Central Elementary School

(1999 - 2000)

Secondary : Lala National High School

(2003 – 2004)

College : Mindanao State University-MSAT

Maigo, Lanao del Norte
(2009 – 2010)

Course : Bachelor in Elementary Education

 61

CURRICULUM VITAE

I. Personal Data

Name : Norjana A. Cosain

Birth date : December 8,1989

Birthplace : Bauyan,SND, Lanao del Norte

Home Address : Sapad, Lanao del Norte

Civil Status : Single

Sex : Female

Religion : Islam

Father : Radia Cosain

Mother : Jacquelyn Alawi

II. Educational Background

Elementary : Sapad Central School

(2001 - 2002)

Secondary : Saint Joseph’s Community High School

(2005 – 2006)

College : Mindanao State University-MSAT

Maigo, Lanao del Norte
(2009 – 2010)

Course : Bachelor in Elementary Education

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