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8/18/2019 Jordon SBA
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SOCIAL STUDIES
(SBA)
SINGLE PARENT
SCHOOL: Ewarton High School
Center:
CANDIDATE: Jordon Edwards
Teacher: MR. Sith
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TABLE OF
CONTENTS
ACKNOWLEDGEMENT 1
STATEMENT OF THE POBLEM
2
RATIONALE 3
METHOD OF INVESTIGATION 4
INSTRUMENT USED TO COLLECT DATA
5
QUESTIONNAIRE6
PROCEDURES USED TO COLLECT DATA
PESENTATION AND POCEDUES USED TO COLLECT O DATA !
GRAPHS AND TABLES "
FINDINGS
1#
RECOMMENDATIONS
11
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STATMEMENT OF PROBLEM
WHAT ARE THE PROBLEM ENCOUNTER BY SINGLE PARENT IN MY COMMUNITY?
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Rationale
The searher has hosen this to!i "ea#se$ I ha%e "een li%in& in the o''#nit( o)
E*arton )or a!!ro+i'atel( si+teen (ears, I ha%e notie- that there are a n#'"er o)
sin&le !arent )a'ilies in '( o''#nit( an- ha%in& to s#"'it a SBA in !artial
)#l)ill'ent o) the soial st#-ies o#rse I ha%e -ei-e- to -o an in%esti&ation into the
hallen&es )ae- "( sin&le "( sin&le !arent in '( o''#nit(,
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METHO. OF IN/ESTIGATION
In order to collect data of this survey printed questionnaire were used. This data collection
tool was used.
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INSTRUMENT USED TO COLLECT DATA
Survey on single parent in Ewarton community. This is a survey being carried out in
Ewarton to determine the effects on single parenting. This study is being conducted as an
assignment of my social studies school base assessment. You are advised to answer the
following question honestly and truthfully. Since you do not have to write you names
anywhere no one will ever know who answered in a particular way. Remember this is not a
test. Thee are no right or wrong answered by a check in a bo specific Instruction are given
where necessary.
Thanking you
You sincerely
!ordon Edwards
QUESTIONNAIRE
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1. Sex Male female
2. What is you occupation?
!. To what ethnic group do you belong"
African descent Chinese descent
Indian descent Mixed descent
". How an# children do #o$ ha%e&
1-2 5-6
3-4 Over 6
'. (hat ca$sed #o$ to )ecoe a single *arent&
Divorce Migration
Separation Death
+. How do #o$ s$**ort #o$ ,ail#&
Empo!ed "ami! s#pport
Se"-empo!ed "riends $riends
-. In what age gro$* do #o$ ,all&
1%-23 !rs. 24-35 !rs.
23-2& !rs. 35-4' !rs.
. Do #o$ get an# ,inancial hel* ,ro the other *arent&
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(es )o
/. How ,re0$entl# do #o$ get s$**ort &
The end o, the wee1
The end o, e%er# two wee1
The end o, e%er# onth
Other
*+ease speci"!,
23. How long ha%e #o$ )een a single *arent&
1-2 !rs. 5-6 !rs.
3-4 !rs. Other
*+ease speci"!,
22. How long do #o$ s*end with #o$ child4children *er da#&
nder 1 ho#r
1-2 ho#rs
3-4 ho#rs
25. Do #o$r child4children attend school reg$larl#&
1 da! per ee/ 4 da!s per ee/
2 da!s per ee/ 5 da!s per ee/
3 da!s per ee/
2!. (hat is the a%erage grade o, #o$r child&
0
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D
2". Do #o$ s$**ort #o$r child4children with school wor1s&
(es
)o
Sometimes
Other
*+ease speci"!,
2'. How long ha%e #o$ )een residing in Ewarton&
nder 1!rs. 6-1'!rs
1-5 !rs. Over 1'!rs
PROCE.URES USE. TO COLLECT .ATA
#s stated earlier$ Ewarton community has approimately %& households.Its was
calculated
That a sample of '&( was necessary in order to ensure accurate conclusion on the
level of prevalence pf single parent families in my community.
# total of )% questionnaire were prepared for distribution to the community members
I therefore decided to choose the household by a process of random selection which
will
*ater for the requirements mentioned above each slip of paper was fooled and placed
into a bo. The bo was closed and shake vigorously to ensure a through mitures of
the numbers. # total of )% slips were drawn from the bo one at a time while shaking
the bo in the process.
The )% household thus selected were then supplied with questionnaires I waited until
all questionnaire were completed and then went home to analy+e the data I collected .
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PRESENTATION AN. PRCE.URES USE. TO COLLECT OF .ATA
0 tota o" 15 #estionnaires ere distri#ted to comm#nit! memers o" these
respondents &' ere "emae and 1' ere mae.
+ie charts shoing ca#ses o" singe parent "ami!
#estion 5
$ig#re 1
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Death
Divorce
Migration
Separated
6ig 2 shows the ca$ses o, single *arenting in # co$nit#. It can )e seen that +37 ha%e
)ecoe single *arent d$e to se*aration 537 ha%e )ecoe a single *arent )eca$se o,igration whereas 2'7
(ere ca$sed )# di%orce and '7 o, the single *arent ca$sed )# death.
8ie charts showing weather or not single *arent get hel* ,ro the other *arent.
9$estion
6ig$re 5
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(ES
)O
$ig#re to *2, shos that sevent!-7ve percent 85 o" the respondents
does not get an! 7nancia s#pport "rom the other parent. 9hie tent!-
7ve 25 o" the respondents get 7nancia hep "rom
:he other parent.
ar gra*h showing ,re0$enc# o, st$dents attendance at school
9$estion 25
6ig$re !
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4'
35
3'
25
2'
15
1'
5
'
1 da! per 2 da! per 3 da! per 4 da! per 5 da! per 9ee/ ee/ ee/ ee/ ee/
6ig$re ! shows how ,re0$entl# the child 4children attend school.
"37 o, the res*ondents child4children attend school 2 da# *er wee1 ; !'7 res*ondents
child4children attend school 5 da#s 5'7 attends school " da#s *er wee1 and '7 attendschool ' da#s *er wee1.
Ta)le showing a%erage grade o, child
9$estion 2!
Ta)le !
:ae )o.o" person :a! +ercentage
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0 3 15
2 1'
6 3'
D % 4'
Ta)le ! shows the a%erage grade o, the child4children ha%e a a%erage where as !37 o, the
res*ondents child4children ha%e C a%erage and where as !37 o, the res*ondents
child4children ha%e C a%erage and "37 o, the res*ondents child4children ha%e D a%erage.
Ta)le showing the n$)er o, children single *arent ha%e.
9$estionnaire "
Ta)le "
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O*tions No.O, 8erson Tall# 8ercentage 7
2
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6ig$re "
=E> A?ES O6 RES8ONDENTS
5'
"37
!37
537
237
37
2
5! #ears old '37 o, the res*ondents are single *arent; !'7 o, the res*ondents are )etween
the ages o, 2
ar gra*h showing how single *arent s$**ort their ,ail#
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9$estion +
6ig$re '
"'7
"37
!'7
!37
5'7
537
2'7
237
'7
37
E*lo#ed Sel, 6ail# 6riends
E*lo#ed S$**ort
6ig$re ' shows how these res*ondents s$**ort their ,ail#. 237 o, the res*ondents are
e*lo#ed "'7 o, the res*ondents are sel,< e*lo#ed while !'7 get ,ail# s$**ort and 537
o, the res*ondents s$**ort their ,ailies )# ,riends.
8ie chart showing whether or not *arent s$**ort children with school wor1
9$estion 2"
6ig$re +
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henever the! have time
Sometimes
(es
)o
6ig$re + shows how the *arent s$**orts their child4children with school wor1; +'7 o, the
res*ondents hel* their child4children with school wor1 whene%er the# ha%e tie 537 o, the
res*ondents *ro%ision with the school with assignent '7 o, the res*ondents does not assists
their child4children with assignents.
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FINDINGS
• Their e@
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RECOMMEN.ATIONS
• The i*ortance o, 1nowing the conse0$ences o, )eing a single *arent can )ecoe
e,,ecti%e. The *arenting association within the co$nit# can in%ite the national
,ail# *lanning )oard to ed$cate the #o$nger residents on how to *lan ,or a child;
alwa#s tr# to $se contrace*ti%e along with ,$rther disc$ssion and sol$tions.
• Social wor1ers sho$ld %isit the co$nit# at the end o, e%er# onth; to ens$re that
children are attending school; n$tritio$s and also )eing well cared ,or. (hereas *erson
who canBt eet the ,inancial stat$s; the wor1ers will assigned the $nde%elo*ed hoes
to the *ath *rogra; which will assist *arent with ,inancial and acadeic needs.
• The child de%elo*ent agenc# in en,orcing the child care and *rotection act can ta1e
greater actions towards the *arents not s$**orting child; )# *lacing the *arent in co$rt
or i*risonent i, she4he re,$ses to s$**ort the child.
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AC0NOWLE.GEMENT
It is in '( &reat -esire to than1 those *ho hel! 'a-e it !ossi"le )or the o'!letion o) this
assi&n'ent, First an- )ore'ost let 'e than1 the resi-ents o) E*arton )or their 'assi%e s#!!ort
an- oo!eration$ also )or )in-in& the ti'e to ans*er the 2#estion &i%en,
Me'"ers o) '( )a'il( ha%e "een onstant s#!!ort o) eno#ra&e'ent an- s#!!ort, I *o#l- li1e
to than1 '( -ear$ 'o' Elaine Whitle( *ho has )o#n- !reio#s ti'e to &i%e her assistane, I*o#l- also li1e to than1 Mr, S'ith$ )or &i%in& a "asis o#tline in *hat is to "e -one, Finall( I &i%e
than1s to &o- in &i%in& 'e the stren&th an- o#ra&e to !ress on 1ee!in& 'e thro#&h the late
ni&hts an- )in-in& that -eter'ination *ithin 'e thro#&h this e+erise,