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Academic Performance Trend of Students with Ofw Parents

Topics: High school, Education,Family

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Published: July 8, 2011

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In what ways does Parent Involvement affect Children’s Academic Performance?

Rebecca Deutscher, Ph.D. and Mary Ibe, M.A. Lewis Center for Educational Research, Apple Valley,
California

Abstract This project examined the role that parent involvement has on children’s academic
performance. Various types of parent involvement were assessed, including volunteering, home
involvement, attending parent classes, school political involvement, talking to staff, talking to teachers,
etc. Academic performance was measured by STAR test scores and by grades. Approximately 400
students in 7th through 11th grade were included. Overall, the results indicated that those who did the
self-report survey, went to the parent class, or were involved in more home-type involvement (such as
checking child’s planner, talking to child at home about school-related topics, or engaging in educational
activities outside of school) had children that performed better in various areas of the STAR test or had
better grades. Objectives and Perspective Parent involvement has been shown to be an important
variable that positively influences children’s education. More and more schools are observing the
importance and are encouraging families to become more involved. Because of this recent trend, it has
become essential to understand what is meant by parent involvement and in what ways it has an
influence on children’s education. A comprehensive view of involvement is presented by Epstein’s model.
Epstein (1997) discussed how children learn and grow through three overlapping spheres of influence:
family, school, and community. These three spheres must form partnerships to best meet the needs of
the child. Epstein defined six types of involvement based on the relationships between the family,
school, and community: parenting (skills), communicating, volunteering, learning at home,

decision making, and collaborating with the community. Epstein stressed the fact that all of these six
types of involvement need to be included to have successful partnerships. Much of the research that
examines the relationships between parent involvement and children’s education assesses parent
involvement by utilizing one particular measure, such as counting the number of parents that volunteer,
coming to meetings, or coming to parent-teacher conferences (Baker & Soden, 1997). Other studies
utilize measures that consist of a few closedended questions that target a particular aspect of parent
involvement and often focus on the number of times parents participate in particular events (Goldring &
Shapira, 1993; Griffith, 1996; Grolnick & Slowiaczek, 1994; Zellman & Waterman, 1998). According to
Baker & Soden (1997), this type of measure does not allow for a rich picture of parent involvement, nor
generate new ideas. In the project summarized by this paper, many of these measures were included.
Also added were home-related activities that encourage children’s education. Home-related activities
included parents working with children on their homework, parents talking to children about school-
related topics, and parents taking kids on fieldtrips. In addition, this study had open-ended questions to
give the parents an opportunity to explain more about their involvement. The various areas of parent
involvement were examined as they relate to Epstein’s six types of parent involvement. Research has
indicated that family involvement improves facets of children’s education such as daily attendance (e.g.
Cotton & Wikelund, 2001; Epstein & Sheldon, in press; Simon, 2000), student achievement (e.g. Brooks,
Bruno, & Burns, 1997; Cotton & Wikelund, 2001; Henderson, 1987; Herman & Yeh, 1980; Sheldon &
Epstein, 2001a; Simon, 2001; Van Voorhis, 2001; Zellman & Waterman, 1998), behavior (e.g. Cotton &
Wikelund, 2001; Henderson, 1987;

Sheldon & Epstein, 2001b; Simon, 2000), and motivation (e.g. Brooks, Bruno, & Burns, 1997; Cotton &
Wikelund, 2001; Grolnick & Slowiaczek, 1994). It was expected...

References: Baker, A.J.L., & Soden, L.M. (1997). Parent involvement in children’s education: A critical
assessment of the knowledge base. (Report No. PS-025357). Paper presented at the annual meeting of
the American Educational Research Association, Chicago, IL. (ERIC Document Reproduction Service No.
ED407127) Brooks, N., Bruno, E., & Burns, T. (1997). Reinforcing students’ motivation through parent
Interaction. (Report No. PS-025753). Master’s thesis, Saint Xavier University & IRI/Skylight, 1997. (ERIC
Document Reproduction Service No. ED411074) Cotton, K., & Wikelund, K.R. (2001). Parent involvement
in education. Retrieved May 3, 2002, from Northwest Regional Educational Laboratory Web site:
http://www.nwrel.org/scpd/sirs/3/cu6.html Epstein, J.L., Coates, L., Salinas, K.C., Sanders, M.G., &
Simon, B.S. (1997). School, family, and community partnerships: Your handbook for action. Thousand
Oaks, CA: Corwin Press. Epstein, J.L., & Sheldon, S.B. (in press). Present and accounted for: Improving
student attendance through family and community involvement. Journal of Educational Research.
Goldring, E., & Shapira, R. (1993). Choice, empowerment, and involvement: What satisfies parents?
Educational Evaluation and Policy Analysis, 15(4), 396-409. Griffith, J. (1996). Test of a model of the
organizational antecedents of parent involvement and satisfaction with public education. Human
Relations, 49(12), 1549-1571.

Grolnick, W.S., & Slowiaczek, M.L. (1994). Parents’ involvement in children’s schooling: A
multidimensional conceptualization and motivational model. Child Development, 65, 237-252.
Henderson, A. T. (1987). The evidence continues to grow: Parent involvement improves student
Achievement. (Report No. ISBN-0-934460-28-0). Columbia, MD: National Committee for Citizens in
Education. (ERIC Document Reproduction Service No. ED315199) Herman, J.L., & Yeh, J.P. (1980). Some
effects of parent involvement in schools. (Report No. CSE-R-138). Paper presented at the annual meeting
of the American Educational Research Association, Boston, MA. (ERIC Document Reproduction Service
No. ED206963) Sheldon, S.B., & Epstein, J.L. (2001a, August). Focus on math achievement: Effects of
family and community involvement. Paper presented at the annual meeting of the American Sociological
Association, Anaheim, CA. Retrieved July 5, 2002, from National Network of Partnership Schools Web
site: http://www.csos.jhu.edu/p2000/type2/issue11/ttype2k4.htm Sheldon, S.B., & Epstein, J.L. (2001b).
Improving student behavior and discipline with family and community involvement. Retrieved July 5,
2002, from Johns Hopkins University, National Network of Partnership Schools Web site:
http://www.csos.jhu.edu/p2000/type2/issue12/ttype215.htm Simon, B.S. (2000). Predictors of high
school and family partnerships and the influence of partnerships on student success. Doctoral
dissertation, Johns Hopkins University, 2000. Retrieved July 5, 2002, from National Network of
Partnership Schools Web site: http://www.csos.jhu.edu/p2000/type2/issue10/ttype2j4.htm
Van Voorhis, F.L. (2001). Interactive science homework: An experiment in home and school connections.
National Association of Secondary School Principals Bulletin, 85(627), 20-32. Zellman, G.L., & Waterman,
J.M. (1998). Understanding the impact of parent school involvement on children’s educational outcomes.
The Journal of Educational Research, 91(6), 370-380.

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This study is made to understand the performance, specifically the academic performance, of students
without the guidance of their parents or having absentee parents. In studying, parents are important to
help guide, teach and lead their children because a child need supports from their loved ones and also
discipline to be motivated. It is a parent’s responsibility to take care of their children, it is hard for a
student to have no one to guide them especially in their studies because as a student you still need
someone to teach you and it is best to learn from you parent
According to the study of Arguillas and Williams entitled “The Impact of Parent’sOverseas Employment
on Educational Outcomes of Filipino Children” Stated thatabsence of parents due to work affects the
educational outcomes of their siblings. Thereare some factors that are considered important in
influencing children’s success inschooling: Family structure, household resources, number of siblings
competing forthose resources, and parents own educational attainment is argued to be
particularlyimportant. They assess the extent to which these factors affect children’s
educationaloutcomes on parent out-migrant in the families in the Philippines. They focus onknowing if
the absence of these factors really affect or change the educationaloutcomes of OFW siblings.

They find that separations caused by overseas often are either neutral or canhave positive effects on
schooling outcomes among their older siblings while negativeeffect on the young ones.The study of
Arguillas and Williams has similarities with the researchers’ study.They both claim that the absence of
OFW parents affect the educational outcomes ofthe student. But the researchers study in titled “OFW
Parents affect student’s life” notonly focuses on the changes of students educational outcome but also
changes inhis/her attitude, spending habit, way of living, and how he/she interact with their
OFWparent(s). Student’s attitude change because of the absence of their parents which isexpected to be
always by their side, whenever they are down and lonely, whenever theyneed help because they feel so
helpless and insecure. They are careless in spendingtheir money, not knowing how to spend it wisely and
correctly. They felt awkward whentalking to their OFW parents, sharing those stories and telling them
how they feel.

ACCOUNTANCY DEPARTMENTCollege of Business AdministrationNotre Dame of Marbel

UniversityConceptual FrameworkTo determine the extent to which the OFW Parents affect student’s life
and whataspects are being affected. As basis in the designing of an Intervention Program for thestudents
who have OFW parents among the 1styear students in the Notre Dame ofMarbel University. The diagram
of conceptual framework is shown. Figure 1. Conceptual Framework Showing the Relationship of
Students with OFWParent(s) and the Effects of Having OFW Parent(s)OFW Parents Affect Students’
LifeStudents with OFW Parent(s)Changes on their AttitudeEffects on their AcademicPerformanceEffects
on FinancialAspect

ACCOUNTANCY DEPARTMENTCollege of Business AdministrationNotre Dame of Marbel

UniversityResearch DesignFigure 2. Research DesignOFW Parents Affect Students’ LifeEffects on Students
HavingOFW Parent(s)On AttitudeOn Financial AspectOn AcademicPerformanceIntervention Program for
theStudentsLocale of the Study-Notre Dame of Marbel University, Koronadal CityRespondents of the
Study-
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