Chapter II : Review of the Related Literature and Studies

A .Related Literature

Parents serve as the first and foremost teachers and family serves as the first and

foremost school. The family is therefore the primary informal education institution (Palispis

2007).

In accordance to the Article II Section 12 of the 1987 Philippine Constitution which

states that: The state recognizes the sanctity of family life and shall protect and strengthen

the family as a basic autonomous social institution. The natural and primary right and duty

of parents in the rearing of the youth for civic efficiency and the development of moral

character shall receive the support of the government.

Parental guidance is defined as the direct effort provided by the parents in order to

increase educational outcomes of their school age ( Bouffard and Weiss 2008).

Traditionally, however, sociologists and practitioners in education have defined family

involvement from the school's perspective. Traditional definitions are limited to school-

related activities (e.g. helping children with home works, discussing their children’s

experience s at school) and school-based activities (e.g. communication with the school and

participation in school-based activities) (Deslandes and Bertrand 2004).

 Seeing parents involved in the education of their children is a good thing because it

improves academic performance. Learners become more focused in their school work

(Kwatubana and Markhalemde 2015). This motivates learners not to give up easily when

they do not understand a particular topic and will not bunk classes because they know that

their parents are always monitoring their school attendance (Lemmer 2007).

However, some parents take their involvement too far. They are at school so much that

they become a source of distraction for their child. Being overly involved can lead to

stepping in too frequently to deal with issues the child should handle. Also, not all teachers

are comfortable with a parent volunteer in class. Some students are too distracted by the

presence of their parents, which can cause a lack of focus or behavior problems. A parent

can help the school without necessarily being in the classroom (Gaunt 2019).

Parental guidance is associated with a wide range of positive child outcomes in primary

and high school, such as good academic skills, positive attitudes and social competence

(Lau ,Li & Rao 2011). Nevertheless, parenting should be managed and handled properly so

the child can feel support not suffocation.

B .Related Studies

The pivotal role of parents still continues as it has been recognized by the teachers and

parents themselves that they are essential for complete development of the personality and

career of their children. Gonzalez – Pienda, et al., (2002) indicated that “without the
children’s parental support, it is hard for teachers to devise academic experience s to help

students learn meaningful content”(p.281).

In home settings, the learning processes occur explicitly or consciously, often in an

informal way. Parents teach and train children early in their lives the fundamental skills,

attitudes and values necessary for their day-to-day living (UNESCO, 1992).

The unwritten knowledge being conveyed by parents to their children is specific and to

a certain degree, specialized, i.e. that which would enable the children to cope successfully

with the requirements of the immediate confines of home and the community.

Parental support and academic achievement fan (2001) demonstrated that parent’s

educational aspiration for their children proved to be strongly related to students academic

growth. Research studies have found that parental educational level has a significant impact

on child’s learning (Khan and Malik, 1999). Similarly, Schneider and Lee (1990) linked the

academic success of the East Asian students to the values and aspirations they share with

their parents and also to the home learning activities in which their parents involve with

them. In fact, all parents have desired to do the something better for their children

according to their available resources. But the extent and effectiveness of parental support

depends on a variety of reasons, such as, ethnicity, family income, and home environment)

and their awareness about the importance of education.

Research studies indicated that socio economic status is correlated strongly with

parent’s educational ambition for their children. Khan and Zubaire (1999) stated that

“interacting with and sharing their child's activities is affected by level of parent’s education
and income”(p.92). In the families with low socioeconomic status, majority of the illiterate

parents do not have understanding of the requirements of their children's education. Some

poor parents make some arrangements for helping their children in studies and to do their

home assignments, while others rely on school for the education of their children, as they

do not have enough resources to spend extra money on home tuitions etc. This results poor

performance in academic achievement of their children.