Research 2

Liceo de Cagayan University School of Graduate Studies Page 1
Chapter 1
THE PROBLEM AND ITS SCOPE
Introduction
Parental involvement has always been an essential component of every teacher-
student-school academic endeavor. Parents, who have been considered as one of the
stakeholders of the school community, play tremendous roles in the child’s educational and
environmental transformation; thus, the intensity or extent of participation that parents have
in their child’s education and school, more often, have to be realized.
Many parents, whose children are currently enrolled in a particular school, are enormously
concerned, more often being active to assist in their child’s classroom, communicating
constantly with their child’s teachers, assisting with their homework, getting involved with
school projects, and discussing their child’s individual academic strengths and weaknesses
with teachers. Regrettably, there are also some, if not many, parents who are quite passive in
their child’s education. Some of them are not directly involved. Sadly speaking, some parents
have obvious manifestations of their “I-don’t-care” attitude. Neither are they visible in the
school premises and get involved in the desired goals of the school where their children are
getting what they need most for life.

Several schools, both private and public sectors, have programs designed at intensifying
parental participation such as boys and girls scouting, school-community socio-economic
projects, school-community work brigade and Parents-Teachers Association. The Parents-
Teachers Association is a body comprising of parents and teachers of an institution of
learning who meet annually to discuss matters on the educational, moral and spiritual well-
being of the students or pupils of a particular learning institution. However, increasing
parental involvement remains a tough challenge among school administrators and their
teachers despite clear programs, concerted efforts, and strong motivations.
It is widely held that the involvement of parents in the education of their students is
paramount to their children's academic achievement and the school improvement (Halsey,
2005; Howland et al., nd; Jackson and Davis, 2000; Sheldon and Epstein, 2005; Simons-
Morton and Crump, 2003; Wherry, 2004).
According to Coleman &Schneider (1995), one of the most important factors in a child’s
success in school is the degree to which his or her parents are actively involved in the child’s
education. Family background works the way it does because of the things parents do with
and for their child, that is, their involvement in the education of their children is of ultimately
critical importance to the educational success of children.
Additionally, parental involvement, in almost any form, produces measurable gains in
student achievement" (Dixon, 1992, p. 16). The concept of parental involvement with the
student and the school is a vital one and can produce great rewards for all concerned.
However, it has been found that schools do not always know what the term parental
involvement really means (Vandergrift & Greene, 1992). Accordingly, there are two key
elements that work together to make up the concept of parental involvement. One of these is
a level of commitment to parental support. This includes such things as encouraging the
student, being sympathetic, reassuring, and understanding. The other element needed is a
level of parental activity and participation, such as doing something that is observable. "This
combination of level of commitment and active participation is what makes an involved
parent".
Joyce Epstein of Johns Hopkins University has developed a framework for defining six
different types of parent involvement. This framework assists educators in developing school
and family partnership programs. "There are many reasons for developing school, family,
and community partnerships," she writes. "The main reason to create such partnerships is to
help all youngsters succeed in school and in later life." (a.) Parenting , (b.) Communicating,
(c.) Volunteering, (d.) Learning at home, (e.) Decision Making, and (f.) Collaborating with
Community.
Aquino (1954) and Fisher (1996) identified parent involvement to include developing and
maintaining a positive attitude towards the school environment, projecting a positive image
towards learning, providing a variety of experiences or their children, and supporting the
school and the teachers.
The family is a primary regulatory agency. It provides a model of the larger society. It
teaches children the habits and society’s most basic educational institution. Parents teach
what they know. They pass on to their children their views of the world, share what they
have experienced and explain things as they understand them. These primary impressions are
lasting and very difficult to modify, a fact of immense significance to education (Webb,
1981).
The central purpose of this research is to gain insight into what level of parental involvement
do parents have and its effect on educational achievement of college students in Valencia
City, Bukidnon.
Research in this area is important because a thorough understanding of the factors that impact
academic achievement may allow government agencies and families to optimally direct their
resources and maximally impact academic achievement in college students in Valencia
City,Bukidnon
Theoretical and Conceptual Framework (with Schema).

This study is anchored on the following theories: social cognitive theory, theory of
overlapping spheres, systems theory, deficit theory and social capital theory.
Social cognitive theory by (Bandura, 1977), states that youth absorb messages about
appropriate behavior and socially accepted goals by observing and talking with important
people in their lives. The theory assumed that parents have the potential to model positive
attitudes and behaviors toward school, and research in developed countries such as the
United States has shown that parental involvement contributes to youth academic success
(Fan & Chen, 2001;Houtenville & Conway, 2008; Jeynes, 2003, 2007).
In addition, the theory of overlapping spheres of influence by (Epstein et al., 2009), suggests
that educators provide family-like schools, families create school-like homes, and community
encourage school-like opportunities and family-like services. Educators create family-like
schools by recognizing children as individuals and making them feel valuable. Moreover,
parents create school-like families by recognizing the importance of school and school-
related activities while encouraging their child’s educational success. On the other hand,
communities provide school-like opportunities by reinforcing and recognizing the efforts and
success of students. In return, communities also provide family-like settings and events by
encouraging and assisting families.
Moreover, systеms thеоry by Dr. Murray Bowen is the study оf thе nаturе оf соmрlеx
systеms іn nаturе, sосіеty, аnd sсіеnсе. Mоrе sресіfісаlly, as а frаmеwоrk, it can apply to
grоuрs in human society thаt wоrk іn соnсеrt tо рrоduсе sоmе rеsult. Systеms thеоry when
applied may show that fаmіlіеs рlаy а mеаnіngful rоlе іn сhіldrеn's еduсаtіоnаl suссеss. Thе
іntеrfасе оf fаmіly аnd sсhооl іs аn еlеmеnt thаt must bе ассоuntеd fоr whеn еxаmіnіng
сhіldrеn's sсhооl реrfоrmаnсе. Parents and tеасhеrs аrе еduсаtоrs, but nоt аll еduсаtіоn
occurswith in the sсhооl system. Dіxоn (2007) stated, “Thе іnfоrmаl еduсаtіоn thаt tаkеs
рlасе іn thе fаmіly іs nоt mеrеly а рlеаsаnt рrеludе, but rаthеr а роwеrful рrеrеquіsіtе fоr
suссеss іn fоrmаl еduсаtіоn frоm thе рrіmаry grаdеs оnwаrd” (p. 15).
Furtheremore, deficit theory by Nieto (2004) place the blame for children’s failure in school
on their homes and families, reducing the responsibility of the school and society. Nieto
asserted that “deficit theories assume that some children, because of genetic, cultural, or
experiential differences, are inferior to other children, that is, they have a deficit” (p.3). Nieto
acknowledged that deficit theories have been perpetuated in schools since the 1960’s when
school officials viewed children of color as genetically inferior or culturally deprived. Nieto
declared that the identity of individual students is based in part on their race, ethnicity, social
class, and language. Nieto reported that while the social and economic conditions of
students‟ communities and families can be significant in contributing to the academic failure
of students; these factors alone are not the cause of student failure or success.However,
parents who are viewed by school officials as having deficits are limited in the ways in which
they are presumed to be able to support their children’s education (Lareau & Horvat, 1999).
Additionally, school officials often pre-determine the ways in which parents can serve in the
school (Gutman & McLoyd, 2000). From the view of school officials, if parents serve in the
school in the ways that help to meet the needs of the school, they are considered to be
involved. When parents don’t serve in the school in ways defined by the school, they are
labeled as “hard to reach” (Mapp, 1999). In this sense, school officials hold the power in the
relationship between school officials and parents.
Social Capital Theory by Lin (1999) states that as parents support their children’s education,
they draw upon multiple experiences and resources in order to do so (Barton, Drake, Perez,
St. Louis & George, 2004). These resources and experiences may not be fully understood or
valued by school officials (Hoover-Dempsey & Sandler, 1997). Lareau and Horvat (1999)
asserted that the deficit model of parents does not take into account the social capital that
parents use to support their children’s education. According to Lareau and Horvat, parents
rely on networks of individuals, their unique experiences and their resources in order to
support their children’s education.
The independent variables selected for the study include socio-demographic profile (marital
status, educational level, monthly income), parental involvement and its types and parents’
participation on scholastic activities.

Independent Variables Dependent Variable
Socio-
demographic
profile in terms
of:
a.Marital Status
b.Educational
Level
c.Income
Parental
Involvement
a.Parenting
b.Communicati
ng Academic Achievement
c.Volunteering
d.Learning at
home
e.Decision
Making
f.Collaborating
with
Community.
Parents’
Participation
in Scholastic
Activities
Figure 1: Schematic diagram showing the

a.PTA/PTO relationship of independent variables and
dependent variable.
b.Consultation
Statement of the Problem

General Problem
What is the level of parental involvement on academic achievement of college students in
Valencia City, Bukidnon?
Specific Problems
Problem 1
What is the socio-demographic profile of the parents of college students in Valencia
City,Bukidnon?
Problem 2
What is the level of parental involvement do parents of college students have?
Problem 3
Is there a significant relationship of socio-demographic profile and academic achievement of
college students in Valencia City, Bukidnon?
Problem 4
Is there a significant relationship between parental involvement and academic achievement
of college students in Valencia City,Bukidnon?
Problem 5
Is there a significant relationship between parents’ participation on scholastic activities on
academic achievement of college students?
Problem 6
What type of parental involvement best predict the academic achievement of college students
in Valencia City,Bukidnon?
Hypothesis/Assumption
Ho1: There is no significant relationship between the socio-demographic profile and the
academic achievement of college students.
Ho2: There is no significant relationship between the parental involvement and the academic
achievement of college students.
Ho3: There is no significant relationship between parents’ participation on scholastic
activities and the academic achievement of college students.
Ho4: There is no particular type of parental involvement that predicts the academic
achievement of college students.
Significance of the Study

The findings of this study may be significant to the school administrators, teachers, students,
parents, teachers, as well as to other researchers.
School Administrators
The findings of this study will help the school administrators in planning and implementing
programs to benefit students. Results of this study could inform them how important are the
presence of the parents in the academic performance of students.
Teachers
Result of this study could help teachers identify the significance of parental involvement to
the performance of the students. The data generated from the study could serve as basis in
encouraging parents to be more supportive of school activities to improve student’s
performance.
Parents
The results could also remind parents about their responsibilities and role as active
participants in their child’s education. The study might also help the parents promote
wholesome relationship with their child.
Students
The result of this study could help the students realize the importance of parental
involvement in their learning process.
Other Researchers
This study could be used in some other studies as a data reference and may impart useful
concepts to other researchers in expanding related studies of this field.
Scope and Delimitation of the Study
The scope of this study covers the following variables only: socio-demographic profile in
terms of marital status, educational level and income and parental involvement and its types.
Furthermore, the respondents of this study will be delimited to parents of college students
enrolled in only four out of eight schools in Valencia City, Bukidnon. These include San
Agustin Institute of Technology, Irene B. Antonio College of Mindanao, Philippine College
Foundation and Valencia Colleges Incorporated who are willing to participate in Valencia
City, Bukidnon.
The study will not include students, teachers, administrators and members of the Board of
Trustees.
Definition of Terms
For the purpose of this study, the following terms are defined below:
1. Academic Achievement: Student performance at or above the states measure of
proficiency. It also refers to a student's success in meeting short- or long-term goals in
education
2. Collaborating with Community: Identify and integrate resources and services from the
community to strengthen school programs, family practices, and student learning and
development.
3. Communicating: Design effective forms of school-to-home and home-to-school
communications about school programs and children's progress.

4. Decision Making: Include parents in school decisions, developing parent leaders and
representatives.
5. Learning at home: Provide information and ideas to families about how to help students at
home with homework and other curriculum-related activities, decisions, and planning.
6. Parent: Natural parent, legal guardian, or other person/caregiver including grandparent,
step-parent, or person legally responsible for the child’s welfare.
7. Parent Involvement: Commitment from the parents to actively participate in, both, the
school and their children’s education.
8. Parenting: Help all families establish home environments to support children as students
9. Volunteering: Recruit and organize parent help and support.

Chapter 2
REVIEW OF RELATED LITERATURE AND STUDIES
There are studies on parental involvement stating that parents’ engagement in their children’s
education varies by sociodemographic factors (e.g., marital status and educational level) and
economic circumstances (Georgiou, 2007; Schimpl-Neimanns, 2000; Schmitt & Kleine,
2010).
However, not all students respond in the same way to the academic expectations related to
the school curricula. Numerous factors, both inside and outside the school, affect student
academic achievement.
Hoff (2003) in his study found that the family socioeconomic status (SES) is considered to be
one of the most powerful predictors of many aspects of a child’s development .An additional
variable that may affect a students’ academic achievement is parental marital status (Allison
& Furstenberg, 1989; Amato, 2001; Fowler & Richards, 1978; Milne, Myers, Rosenthal &
Ginsburg, 1986). Moreover, parental interactions with children, specifically parenting styles
(Baumrind, 1991a; Brody, Flor, & Gibson, 1999; Conger et al., 1992; Darling & Steinberg,
1993; Dornbusch, Ritter, Leiderman, Roberts, & Fraleigh, 1987; Steinberg, Elmen, &
Mounts, 1989) and parental involvement (Grolnick & Slowiaczek, 1994; Hara &Burke,
1998) also affect a students’ academic achievement.
There are also recent studies that concluded that the relationship between family
socioeconomic status and student academic achievement may not be as strong as believed
(Ryan & Adams, 1998; Seifert & Schulz, 2003). While researchers disagreed about the
impact of family socioeconomic status on student academic achievement, some scholars
argued that parental marital status may be an additional variable related to student academic
achievement (Allison & Furstenberg, 1989; Amato, 2001; Fowler & Richards, 1978; Milne et
al., 1986), and this relationship becomes stronger when associated to family income (Milne et
al., 1986).
According to Amato (1993), a family with both parents living in the same household
provides a better environment for the child’s developmental process, as both mother and
father are important to this process. However, during the last few decades, a large number of
children experienced changes in their parents’ marital status, according to the high rates of
divorce, remarriage, and single parenting (Bray & Hetherington, 1993). As far as the effect
these changes have on children, a significant number of researchers concluded that children
whose parents are divorced may have problems in performing well in school, compared to
children living with both their parents (Amato, 2001; Flewelling & Bauman, 1990;
Hetherington, Bridges & Insabella, 1998; Hetherington & Stanley-Hagan, 1999; Zill,
Morrison & Coiro, 1993).
Studies found that the father’s absence from the home was related to negative academic
performance in school at the elementary level (Allison & Furstenberg, 1989; Fowler &
Richards, 1978; Milne et al., 1986). More specifically, students “who experienced a marital
dissolution were significantly worse off than those who did not, with respect to several
measures of problematic behavior, academic performance and psychological distress”
(Allison & Furstenberg, p. 546). According to Milne et al. (1986), elementary school students
benefit more at school when having both their parents at home, than high school students.
However, not all researchers who investigated the effects that divorce may have on student
academic achievement reached the same conclusion. There are conflicting opinions with
regards to whether children living in single-parent families perform worse at school than
children living with both their parents. According to Emery (1999), most of the children who
experienced divorce in their family do not exhibit problems in relation to their academic
performance. It may be therefore more accurate to relate the single-parent home with family
income, as “family income stands out as the most important of the intervening variables”
(Milne et al., 1986, p.137). As far as whether mother’s employment in single-parent families
relates to academic achievement, Milne et al., (1986) found that the effect of a mothers’
employment on academic achievement are negative but vary by student’s age, race, family
structure, and working hours.
Considine and Zappala (2002) also concluded that parental education is positively correlated
to student academic achievement, whilst family income is not as strong a predictor of such
achievements. On the contrary, Mercy and Steelman (1982) found that both father’s and
mother’s education, as well as the family income, affect children’s intelligence test scores,
and the mother’s education appears to be the strongest predictor. According to this body of
literature, nearly all researchers reached the conclusion that parental educational level is
highly correlated to student academic achievement, in combination with family income.
Since parental educational level and family income may be related to parental occupation, the
following subsection presents literature on the relationship between parental occupation and
student academic achievement.
As Mueller and Parcel (1981) stated, “the traditional method of measuring family
(household) social status is to assume that the work status of the household head, who is
assumed to be male, provides the source of social status for the family” (p. 22). Traditionally,
the father of the family was the one working and providing his family with the necessary
goods. However, due to social and economic changes that occurred during the last decades, a
significant number of women also work and contribute to the family’s income (Mueller &
Parcel, 1981). Moreover, there are an increased number of mother-headed single-parent
families, and in such families the mothers are obliged to work, in order to support their
children (Beyer, 1995).
Research conducted on family income and parental occupation found that low family
incomes and low parental occupations are related to low academic achievement and low
intelligence (Alexander et al., 1993; DeGarmo et al., 1999; Duncan et al., 1994; McLoyd,
1998; Mercy & Steelman, 1982; Tudge, Odero, Hogan, & Etz, 1996).
Different studies reported different results as far as the relationship between maternal
occupation and student academic achievement. Sewell and Shah (1968) suggested that
middle-class children, whose mothers work, perform better in school than children whose
mothers do not work. Additionally, Sullivan and McGrath (1999) found that maternal
education and occupation were positively associated to children’s autonomy, which leads to
the desired outcomes in school.
Emphasis is most often given to family income, as a great number of researchers concluded
that low family income (together with low parental education) is related to low student
academic achievement (Alexander et al., 1993; DeGarmo et al., 1999; Duncan et al., 1994;
Mercy & Steelman, 1982; Scarr & Weinberg, 1978; Sirin, 2005; Walberg & Marjoribanks,
1976; Zill et al., 1995).

According to Wilson (1991), “poverty, like other aspects of class inequality, is a consequence
not only of differential distribution of economic and political privileges and recourses, but of
differential access to culture as well” (p. 1). Family income appears to be a powerful
determinant for differences in cognitive development and academic achievement (Conger et
al., 1992; Duncan et al., 1994; McLoyd, 1998), especially as far as composite
reading/math/language achievement is concerned (Patterson, Kupersmidt & Vaden, 1990). In
fact, “educational achievement correlates more strongly (although not perfectly) with
economic status than with other single variables” (Singham, 1998, p. 11).
Parental involvement is a variable that theorists (Epstein, 1990; Keith, 1991;Seginer, 1983)
have argued may increase student academic achievement (Christenson, 1990; Keith. Keith,
Troutman, Bickley, Trivette, & Singh, 1993).
There are evidences that suggest that parents that spend time at school, participating in
school-related activities, tend to have high achieving children (Epstein, 1984; Walberg,1984)
and that home-school connections lead to greater success in learning (Kelly &Carper, 1988;
Reddings, 1991).
In the study of Gelfer (2006), раrеnt іnvоlvеmеnt іn сhіldrеn's lеаrnіng is роsіtіvеly rеlаtеd
tо асhіеvеmеnt. There are aсtіvе fоrms оf раrеnt іnvоlvеmеnt рrоduсе grеаtеr асhіеvеmеnt
bеnеfіts thаn thе раssіvе оnеs. All parent involvement is important. However, асhіеvеmеnt
bеnеfіts аrе nоtеd whеn раrеnt іnvоlvеmеnt іs асtіvе, such as раrеnts wоrking wіth thеіr
сhіldrеn аt hоmе and parents who аttеnd sсhооl асtіvіtіеs

Roberta Furger (2006) cited Anne T. Henderson and Karen Mapp (2002), stated: "When
parents are involved in a school, students of all backgrounds and income levels do better.
When parents are involved, kids are more likely to earn higher grades and score better on
standardized tests; they attend school more regularly, have improved social skills, and are
better behaved in school; and they are more likely to continue their education past high
school. Benson and Martin (2003) stated that parental involvement in urban schools is very
important because the home commitment and the school world are often different.
In the report of Gallagher, Bagin and Moore (2005),"The bottom line of any school-
community relations program is to help the children learn better. And they learn better if
parents are involved" (p. 127). Parental involvement is one of the most important
contributors to and predictor of school completion and success. When parents are involved,
middle school students: (a) make better transitions, (b) maintain the quality of their work, (c)
develop realistic plans for their future, (d) have higher graduation rates, and (e) advance to
postsecondary education (Clark, 1993; Henderson & Mapp, 2002; Leuchovius, 2006; Mapp,
2004; Schargel & Smink, 2001; Williams Bost, 2004).
Majority of parents, according to Casiple as cited by Balboa (1994), participated in school
program by attending P.T.A meetings and contributing money and materials for the
projects. The percentage or extent of participation increased as the income , educational
attainment and occupation got higher. The parents’ coached and assisted their child in their
education.
Article 76 of the Child and Youth Welfare Code states that the home shall fully support in
the implementation of the total school program-curricular toward the proper physical, social,
and moral development of the child. (Nolledo,1993),
"Overwhelming evidence shows that family involvement-both in school and at home-has a
positive impact on student achievement" (Tonn, 2005).
Rich(2003) found that children whose parents and/or other significant adults shared in their
formal education tend to do better in school. Some benefits identified measure parental
involvement in education included higher grades and scores, long term academic
achievement, more successful programs and more effective schools. According to Rich,
schools should create an environment where teacher input on implementation of parental
involvement strategies was sought and encouraged.
In addition, Hill(2003) found that parental involvement did not affect all academic areas
equally. His study further revealed that parental characteristics such as age, sex, educational
attainment, occupation, and family income were significant predictors of parental
involvement.
Fan and Chen (2001) performed one of the early studies on the relationship between parental
involvement and academic achievement. In their paper, the authors found a small-to-
moderate relationship between parental involvement and academic achievement.
Jeynes (2007) performed another meta-analysis to help determine the influence of parental
involvement on the educational outcomes of urban secondary students. Jeynes found that
parental involvement had a positive impact on academic achievement in the urban secondary
students studied.
There is increasing research that supports the involvement of families in their children's
education. The research supports the conjecture that there is a positive relationship between
parental involvement and academic achievement of students and schools (Baker & Soden,
1997; Catcambis, 1998; Epstien, Clark, Salinas, & Sanders, 1997; Epstein & Sanders, 2000;
Fan & Chen, 1999; Gutman & Midgley, 2000; Henderson, 1987; Izzo, Weissberg, Kasprow,
& Fenrich, 1999; Jeynes, 2005; Shaver & Walls, 1998; Starkey & Klein, 2000; VanVoorhis,
2001; Westat, 2001).
Locally, Espolong(1990) found out that relationship of parents’ participation in pupils’
learning activities on an academic performance, considering other characteristics of pupils
such as their intelligence, household income, educational attainment of the father, and
educational attainment of the mother among the Grade 6 pupils in the district of Jaro,
Division of Iloilo city for the school year 1988-1989.
In addition, Baterna (1989) stated that constant monitoring by school and parents on child’s
performance are coordinated through regular meeting or ‘tutorial chats’. This provide the
venue for both parties to work, capably discuss the children’s behavior, his work,
capabilities, in school, overall responsibility, his academic performance and other topics
seemed necessary.
(Henderson and Berla ,1994, Eccles& Harold, 1993, Olsen 2010), stated that "the most
accurate predictor of a student's achievement in school is not income or social status, but the
extent to which that student's family is able to: (1) Create a home environment that
encourages learning; (2) Express high (but not unrealistic) expectations for their children's
achievement and future careers; and (3) Become involved in their children's education at
school and in the community.”
There are six types of school-family-community involvement according to Epstein ,et
al.,(2009). The first type of involvement is parenting and includes helping families with basic
parenting skills, encouraging home conditions to support children in the educational process,
and assisting schools to understand families. Schools can assist families in meeting their
responsibilities as parents of children at every age level by providing activities that increase
their knowledge and strengthen their skills in an effort to influence their child’s growth and
development. Activities that may strengthen parents’ understanding of development, assist
with parenting skills, and improve home conditions that may support learning may include
but are not limited to family support programs, parent education workshops, and home visits.
The second type is communicating. It refers to parent-initiated and school-initiated contact
regarding school programs and student progress. Communication is defined as the ability to
design effective forms of school-to-home and home-to-school communications about school
programs and student progress. Useful and clear two-way communication encourages
cooperation between the home and school and reveals to students that contact is being made
between the home and school in an effort to monitor student success .There are multiple
ways including conferences, PTA meetings, weekly or monthly folders of student work,
handbooks, parent pick up of report cards, notes, emails, newsletters, phone calls, and
websites to produce effective communication between the home and the school.
Effective communication between the home and school yields numerous positive results.
Students can benefit from an awareness of their progress in specific subjects and skills. When
students are involved in the communication process, they are more knowledgeable of the
actions required to maintain or improve their grades.
Parents can benefit from effective communication with the school by having increased
knowledge of policies, procedures, and programs within the school, allowing the parents to
provide additional support in the educational experience . Communication, whether written
or oral, gives parents a better understanding of policies, procedures, and programs within the
school, which allows for additional support of the school .Clear communication between
families and schools encourages the use of parents’ networks to communicate with all
families within the community.
The third type of involvement is volunteering and is defined as recruiting and organizing
people to assist and support the school and the students .Volunteering is more than be present
at the school and offering assistance during the day, but consists of supporting the goals of
the school and the learning process in any way, in any place, and at any time.Volunteers can
serve in many areas to support the school program and the student’s work and activities,
allowing educators and families to work together in the child’s education.

Volunteer activities include recruiting and training volunteers; arranging schedules,
locations, and activities for volunteers; and recognizing parents who serve as an audience for
student events and performances. Volunteers can serve in schools or classrooms by assisting
students, teachers, or administrators as aides, tutors, coaches, lecturers, chaperones, boosters,
mentors, and in many other ways. As a result of having volunteers in classrooms and in
schools, the role of the teacher may become evident and appreciated by parents and other
volunteers.
Volunteer opportunities may give parents and community members increased self-confidence
in their ability to work with children and the school setting. Enrollment in programs to
improve their own education and to prepare for jobs in the field of education may be
prompted through volunteer experiences with the school. When volunteers assist educators,
adult-child ratios increase in the school, which allows educators to provide more individual
attention to students. As parents become more involved, educators and parents may become
more confident and comfortable with each other, which may encourage educators to involve
families in many new ways, not just as volunteers .
Learning at home is the fourth type of involvement described by Epstein and refers to
providing ideas to families on ways to assist their children in learning activities at home
including homework and other curriculum related activities, decision-making, and planning.
Learning at home activities that encourage children to share and discuss assignments and
ideas with family members support two-way connections between the home and the school
regarding the curriculum and other school related activities When families provide
encouragement to their children, children are more likely to be actively involved in setting
goals for educational success and in planning postsecondary educational experiences.
When learning at home activities are effectively designed and implemented, results can be
expected among students, parents, and educators. With the encouragement of families at
home, students’ skills, abilities, and test scores can be expected to rise. When parents are
involved in academic activities, there may be an increased appreciation for the teaching
profession and the role of the teacher. Parents may benefit from involvement in learning at
home activities by having a better understanding of the curriculum and skills the children are
learning, making it easier to assist children with curriculum related activities throughout the
year.
Epstein has identified decision making as including families in school decision making and
developing parent leaders and representatives within the school. This is the fifth type of
parental involvement. By allowing parents to represent the school in leadership roles, parent
leaders can assist families and the community in understanding and contributing ideas to
support school programs. Parents and educators have a shared interest in the educational
experience of students, and collaboration between parents and educators regarding school
issues can enhance the experiences of the children.
Decision-making activities allow parents to contribute ideas regarding school plans and
policies. Parents can serve as representatives on the school council, school improvement
teams, PTA, PTO, advisory groups, and other committees. Many families want their opinions
and ideas to be represented in the schools, but most families do not want to serve on
committees or in leadership roles.
As schools involve parents in decision making activities, it is important to include parents
from all racial, ethnic, socioeconomic, and other groups from within the school
population.Schools need to offer appropriate training for the parent leaders to assist in
developing their leadership skills and properly represent other families.With the involvement
of families in the school decision making process, students become aware that families’
views are valued and represented in the school. Students can benefit in multiple ways from
the direct family influences of parents serving on committees and in organizations). Families
become more aware of policies, programs, and activities and gain a sense of respect within
the school when involved in the decision-making process which can increase a parents’ self-
confidence, encouraging their ability to support their child’s education .
The last type is collaborating with the community and it refers to coordinating resources and
services from the community for families, students, and the school to support learning
.Effectively collaborating with the community supports the school and also reinforces
relations with businesses in the local community.
Community is defined by Epstein as those interested in or influenced by the quality of
education not just those families with children in the school. The community is comprised of
everyone influencing the educational experiences of students not just those living in
neighborhoods near or around the school. Community activities integrate additional
resources, programs, and services with school programs to support learning. The community
can contribute to students, schools, and families by offering services through business
partnerships, cultural organizations, health services, recreational centers, senior citizen
programs, faith-based programs, governmental agencies, and other groups .These community
organizations and groups can provide mentoring, tutoring, after school care, and volunteer
services to support schools and the development of children. Schools, students, and families
can contribute to the community through service learning projects and other special projects
while sharing their talents and working together on local issues. A challenge for schools may
be ensuring equal opportunities for everyone and informing all families of services offered
within the community.
When schools collaborate with the community, students can enrich their knowledge, skills,
and talents from curricular and extracurricular experiences or explorations. Often, students
gain self-confidence and ownership of the community in which they live from collaborating
in activities within the community.
Families may benefit from schools collaborating with the community by experiencing
increased knowledge and gaining the use of resources within the community to develop skills
and obtain services for their family.
Lastly, parental involvement also has been defined in terms of parental participation in
school activities. Evidence suggests that parents that spend time at school, participating in
school-related activities, tend to have high achieving children (Epstein, 1984; Walberg, 1984)
and that home-school connections lead to greater success in learning (Kelly & Carper, 1988;
Reddings, 1991). Active involvement in parent-teacher organizations may also result in

higher levels of academic achievement. However, Muller (1993) reported significant
negative effects associated with parents’ frequent contacts with the school or participation in
parent-teacher conferences. Stevenson and Baker (1987) found positive effects for parents’
attendance at meetings of parent-teacher organizations (PTAs) and parent-teacher
conferences, but their data included only the mother’s education as a control for SES (Social
Economic Status).
Chapter 3
METHODS
This study attempts to determine the level that parental involvement has on student
achievement. This chapter outlines the research setting, research design,participants and
sampling procedure, instrumentation, research protocol, data collection, data analysis and
statistical techniques.
Research Setting
This study will be conducted across eight tertiary schools in Valencia City, Bukidnon.
The City of Valencia is a second class component city in the province of Bukidnon,
Philippines. It is the most populous among all cities and municipalities,and the 6th largest in
terms of area, in the whole province of Bukidnon.
There are eight schools offering college education. These are San Agustin Institute of
Technology (SAIT), Irene B. Antonio College of Mindanao (IBACM),Philippine College
Foundation (PCF) and Valencia Colleges Incorporated (VCI) Alemarz School of Science and
Technology Foundation, ACLC College of Bukidnon, Central Bukidnon Institute and
Mountain View College (MVC).
Research Design
This study will adopt a quantitative research approach. Quantitatively, it employs
descriptive –inferential design.

To address the research questions, a survey created by Epstein, et.al (2002) will be adapted.
This survey rates the types of parent and their involvement.
Respondents and Sampling Procedure
Participants in this study will be students and their parents from San Agustin Institute
of Technology (SAIT) and Irene B. Antonio College of Mindanao (IBACM) for whom data
on each of the variables will be collected during the 2016-2017 school year.
There are 865 college students of San Agustin Institute of Technolog and 620 from Irene B.
Antonio College of Mindanao.The researcher will use non-probability purposive sampling
which is selecting units to be observed on the basis of judgment about which one be useful or
representative.
The number of respondents will be computed using Slovin’s formula with 5% margin of
sampling error.
Research Instruments
In this research, the survey method will be utilized to collect data about the level of
Parental Involvement on Academic Achievement of college students. For this purpose, an
instrument Parental Involvement Questionnaire (PIP) will be used and administered to the
parents of college students.

The surveys will identify the effectiveness of parental involvement and its effect on student
achievement. The survey instruments designed are an adaptation of the “six typology of
parental involvement” survey instrument designed by Joyce Epstein. Each subsection
contains five to six questions that are rated on a four-point Likert-scale response. The Likert
Scale options are (1) Never: strategy does not happen in our school; (2) Seldom: clearly not
emphasized in this school’s parental involvement plan; (3) Occasionally: Not a prevalent
component of this school’s parental involvement plan; (4) Regularly : A prevalent
component of this school’s parental involvement plan; and a questionnaire to determi
Research Protocol
Before the study will begin the researcher will consider several ethical principles
(McMillan & Schumacher, 2006). Authorization will be obtained from the
President/Director/Directress of the schools before any contact will be made with the
teachers, registrars and parents.
The researcher will assure the President/Director/Directress of schools and the participants
that the name of the system, the names of the schools, and names of the participants would be
confidential and anonymous. The surveys completed and returned by the parents will served
as evidence of informed consent (Fink, 2003). The participants will be informed that their
participation will be voluntary.
The privacy, confidentiality, safety of the research participants, and data storage will be the
primary concerns in this investigation. This study needed information that will reveal
vulnerabilities of the students and parents. In an attempt to reassure the research participants
and follow ethical procedures in research, discussions about the safeguards to be used in this
investigation will be discussed, documented and consistently restated.
There will be minimal risks involved in this study. Participants will not be exposed to any
physical risks, but may experience some psychological discomfort from exposing personal
information about their involvement in the education of their children. The safeguards that
will be taken will include (a) Participants will be given the mobile number of the researcher
and instructed to call at any time they feel uncomfortable or want to talk about the study, (b)
The questionnaire will completed in a regularly scheduled PTA meeting or in the safety and
comforts of the participants’ home.
Data Gathering Procedure
After appropriate approval will be obtained from the President/Directress/Director,
contact will be made with all students, teachers, registrars and parents at the school. All
parents and teachers at the targeted schools will be introduced to the project during Parent
Teacher Association (PTA) meetings and personal meet up. Every parent whose child/ren
is/are in college will be given an opportunity to participate in the investigation.
Parents who agreed to participate will be asked to sign the consent form and complete the
Parental Involvement Questionnaire. Consent forms will be distributed and collected in the
PTA meetings.
The researcher will likewise appear in four schools to personally ask the registrar for the
grades of the students whose parents are involved in the study. Archival data will be
collected from the schools’ records. These data will include the grades of the students in the
four schools.
Data will be collected during the afternoon hours after school so that no disruptions in the
school’s routine would occur and at the regular scheduled PTA meetings held in the school.
Information will be collected from those college students’ grades who agreed to participate in
the study.
Methods of Data Analysis
In data analysis, the researcher seeks to engage the service of a statistician.
A computer software program, the Statistical Package for the Social Sciences (SPSS), will be
used to store, manage, and analyze the data. There are four research questions that will guide
this investigation. The research questions for the investigation are: (a.)Is there a significant
relationship of socio-demographic profile and academic achievement of college students in
Valencia City, Bukidnon? (b.) Is there a significant relationship between parental
involvement and academic achievement of college students in Valencia City,Bukidnon?
(c.)Is there a significant relationship between parents’ participation on scholastic activities on
academic achievement of college students? (d.) What type of parental involvement best
predict the academic achievement of college students in Valencia City,Bukidnon?

In order to assess parent’s perceptions about parental involvement, parents will be asked to
rate parental involvement activities through the use of a five-point Likert scale. Analysis for
the first , second and third research question will be performed through the use of
correlational analysis (i.e., Pearson Product Moment correlational coefficient). The focus
would be the relationship (i.e., positive, negative, or nonexistent) between the parents’
ratings of parental involvement and their children’s grades and performance level (i.e., did
not meet, met, or exceeded standards). The third research question will be analyzed using
Multiple Regression. It is used to predict the value of two or more variables.
Validity and Reliability of the Instruments
The researcher will distribute 30 questionnaires to 30 parents for reliability test.
Reliability test will be conducted by a statistician.
The survey instrument is based on Epstein’s parent involvement model that consisted of six
major types of parent involvement, strengthening content validity. Internal consistency
reliability is frequently used in educational research (Litwin, 2003). The Chronbach alpha is
often the most appropriate test in measuring internal consistency of surveys and
questionnaires in educational research (McMillian & Shumacher, 2006). The engaged
statistician will use Chronbach’s alpha to measure the internal consistency of the survey.
Statistical Techniques
For Question No. 1 and 2, Frequency count and mean will be used. For Question No. 3, 4 and
5, Pearson r moment correlation will be used .For Question No.5, Multiple Regression will
be used.
REFERENCES
Chowa,G,et.al (2013). The effects of parental involvement on academic performance of

Ghanaian youth: Testing measurement and relationship using structural equation
modeling.Children and Youth Services Review, 35(12),2020-2030.
Hadjineophytou, S. (2012). The relationship between family socioeconomic status, parental

marital status, parenting styles, parental involvement, bidialectalism, and
understanding poetry (Order No. 3494250). Available from ProQuest Dissertations
& Theses Global. (921649186). Retrieved from
https://search.proquest.com/docview/921649186?accountid=139409
Jackson, M. E. (2010). Where are the parents: The parent's perspective of parental
involvement in education (Order No. 3397643). Available from ProQuest
Dissertations & Theses Global. (205417174). Retrieved from
Kim, E. (2001). The relationship between parental involvement and children's educational
achievement in the korean american family (Order No. 3025811). Available from
ProQuest Dissertations & Theses Global. (276341552). Retrieved from
Klepper, D. S. (2007). Parents' perceptions on the effects of parental involvement on student

achievement at the fifth-grade level (Order No. 10663017). Available from ProQuest
Lyman, J. (2014). Impact of parental involvement and poverty on academic achievement

(Order No. 3670827). Available from ProQuest Dissertations & Theses Global.
(1646483886).Retrieved from
Smalls, S. (2010). The impact of parental involvement on academic achievement and

behavior of urban middle school students (Order No. 3489191). Available from
Education Database; ProQuest Dissertations & Theses Global. (912200325).
Retrieved from https://search.proquest.com/docview/912200325?accountid=139409
Smith, K. Y. (2011). The impact of parental involvement on student achievement (Order No.
3466106). Available from Education Database; ProQuest Dissertations & Theses
Global. (884310336). Retrieved from

Stephens, Y. P. (2010). The impact of parental involvement on achievement at the third grade
level (Order No. 3390689). Available from ProQuest Dissertations & Theses Global.
(305262407). Retrieved from
White-Stephens, M. (2010). The impact of parental involvement on the literacy success of

students (Order No. 3426705). Available from Education Database; ProQuest
https://www.academia.edu/5922920/Parents_Involvement_in_the_Academic_Performance_o
f_BEED_Students?auto=download.Retrieved on February 28,2017.
http://dc.etsu.edu/cgi/viewcontent.cgi?article=2439&context=etd Retrieved on February

28,2017.
Chapter 4
PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA

(Introductory Paragraph)
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PROBLEM NO. 1:
- Present the results in table form.

- Interpret the data
- Implications
- Support your discussion (author/s)
PROBLEM NO. 2:
Chapter 5
SUMMARY, CONCLUSIONS, AND RECOMMENDATIONS

(Introductory Paragraph)
Summary
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Conclusions
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Recommendations
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REFERENCES
APA format (Social Science Research)

CSE format (Experimental Research)
(Alphabetical order)
APPENDICES
APPENDIX A
LETTER OF CONSENT
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APPENDIX B
LETTER OF APPROVAL
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APPENDIX C
SURVEY QUESTIONNAIRES OR LABORATORY RESULTS

OR DIAGNOSTIC RESULTS
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APPENDIX D
CURRICULUM VITAE
2x2
Formal picture with
white background
Name:
Address:
Email Address:
ORCID Number:
Name of Father:
Name of Mother:
School Graduated and Honors

Elementary
High School
College
Membership:

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Liceo de Cagayan University School of Graduate Studies Page 1

THE PROBLEM AND ITS SCOPE

Parental involvement has always been an essential component of every teacher-

in their child’s education and school, more often, have to be realized.

getting what they need most for life.

parental participation such as boys and girls scouting, school-community socio-economic

projects, school-community work brigade and Parents-Teachers Association. The Parents-

Teachers Association is a body comprising of parents and teachers of an institution of

being of the students or pupils of a particular learning institution. However, increasing

teachers despite clear programs, concerted efforts, and strong motivations.

Morton and Crump, 2003; Wherry, 2004).

critical importance to the educational success of children.

Additionally, parental involvement, in almost any form, produces measurable gains in

combination of level of commitment and active participation is what makes an involved

school and the teachers.

resources and maximally impact academic achievement in college students in Valencia

Theoretical and Conceptual Framework (with Schema).

encourage school-like opportunities and family-like services. Educators create family-like

encouraging and assisting families.

relationship between school officials and parents.

support their children’s education.

participation on scholastic activities.

Independent Variables Dependent Variable

Figure 1: Schematic diagram showing the

Statement of the Problem

What is the level of parental involvement on academic achievement of college students in

Valencia City, Bukidnon?

What is the socio-demographic profile of the parents of college students in Valencia

What is the level of parental involvement do parents of college students have?

Is there a significant relationship of socio-demographic profile and academic achievement of

college students in Valencia City, Bukidnon?

Is there a significant relationship between parental involvement and academic achievement

of college students in Valencia City,Bukidnon?

Is there a significant relationship between parents’ participation on scholastic activities on

academic achievement of college students?

academic achievement of college students.

achievement of college students.

Ho3: There is no significant relationship between parents’ participation on scholastic

activities and the academic achievement of college students.

achievement of college students.

Significance of the Study

parents, teachers, as well as to other researchers.

presence of the parents in the academic performance of students.

encouraging parents to be more supportive of school activities to improve student’s

wholesome relationship with their child.

involvement in their learning process.

concepts to other researchers in expanding related studies of this field.

Scope and Delimitation of the Study

Agustin Institute of Technology, Irene B. Antonio College of Mindanao, Philippine College

1. Academic Achievement: Student performance at or above the states measure of

proficiency. It also refers to a student's success in meeting short- or long-term goals in

3. Communicating: Design effective forms of school-to-home and home-to-school

communications about school programs and children's progress.

6. Parent: Natural parent, legal guardian, or other person/caregiver including grandparent,

step-parent, or person legally responsible for the child’s welfare.

school and their children’s education.

9. Volunteering: Recruit and organize parent help and support.

REVIEW OF RELATED LITERATURE AND STUDIES

economic circumstances (Georgiou, 2007; Schimpl-Neimanns, 2000; Schmitt & Kleine,

1998) also affect a students’ academic achievement.

impact of family socioeconomic status on student academic achievement, some scholars

Morrison & Coiro, 1993).

measures of problematic behavior, academic performance and psychological distress”