Don Bosco Academy

Mabiga, Mabalacat City, Pampanga

S.Y. 2018- 2019

Parental Involvement to
School Activities in
Don Bosco Academy
Pampanga of the Senior
High School Department

Grade & Section: 12- Cafasso

Violet Group: Bondoc, Gian Yanko Y.
Gaza, Jack
Morales, Juan Miguel
Muñoz, Christian Dave
Vargas, Gabriel
Yambao, Joshua

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 Table of Contents
Title Page…………………………………………………………………………………….1
Chapter 1: The Problem and Its Background
Background of the Problem………………………………………………………………...3
Statement of the Problem…………………………………………………………………..4
Research Questions………………………………………………………………………...4
Significance of the Study……………………………………………………………………5
Conceptual Framework……………………………………………………………………..6
Hypothesis……………………………………………………………………………………6
Definition of Terms…………………………………………………………………………..7
Chapter 2: Methodology
Review of Related Literature……………………………………………………………….7
Research Design…………………………………………………………………………..10
Participants of the Study…………………………………………………………………..10
Research Locale…………………………………………………………………………...11
Sampling Design…………………………………………………………………………...11
Research Instrument………………………………………………………………………11
Statistical Tool……………………………………………………………………………...12
Ethical Consideration………………………………………………………………………12

Chapter 3: Data and Results

Data Gathered/Tables……………………………………………………………………..12
Data Analysis……………………………………………………………………………….15
Conclusion………………………………………………………………………………….24

Chapter 4: Appendices
Appendices…………………………………………………………………………………25
Bibliography………………………………………………………………………………...29

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Chapter 1: The Problem and Its Background

A. Background of the Problem

Parents are the primary reason a child goes to school. They are the first teachers
when they are still little until they grow up to be a young adult. Most of the time
parents know what is best for their children because when parent’s advice their
children, the advice always comes with good intention and from pure heart. They
want to see their child the best of all other children. Parents stand by their children
and support them all the time. The parents are one of the keys for the children
success because parents give love, support, encouragement and positive impact on
their children to move forward (Xmaged, 2015). As a parent, they really want the
best for their child especially when it comes to education. The parents want the best
school that will help their children grow and learn new things in life. Especially when
the school is well known like Don Bosco Academy Pampanga. Don Bosco Academy
is run by Salesian priests under the guidance of St. John Bosco. This school
provides children to live out of his/her comfort zone and also doing his/ her ordinary
duties extraordinarily well as Don Bosco said. Schools in general also provide extra
activities that require parents’ involvement to somewhat have a relationship with the
school. It also provides parents an update on how the school help their children
grow, progression of their child’s education and other activities that the school
provides to its student’s parents. Stated by Juliette Sivertsen (2015), parental
involvement is often seen as a cornerstone in a child's education. It can make a
considerable difference to your child's school life, both in academic success and in
general enjoyment at school. Parental involvement is known to be linked with
improved behavior, regular attendance and positive attitudes. In addition, being
involved shows your child you care about his or her education and schooling. That in
itself can make children appreciate the importance of education and help them to
understand that what they are doing has a purpose.

Parental involvement provides a support network for children, which is particularly

important when they face academic hurdles or other challenges with friendships or
extra-curricular activities. It also means you know where your child's education
journey is going and are able to be part of the highs and lows along the way. As a
result, children whose parents stay involved are more likely to have higher self-
esteem, be disciplined, have more self-motivation and tend to achieve better grades,
regardless of their ethnic, social or racial backgrounds. Awareness of parental

3
involvement difficulties prompted schools to educate parents on the benefits of
parental involvement on students’ academic achievement and behavior (Bailey &
Bradbury-Bailey, 2010). Schools also addressed barriers to parental involvement by
hiring translators to overcome language issues, facilitating cultural awareness, being
friendly, personal calls to advise parents of school functions, and managing time
concerns (Bailey & Bradbury-Bailey, 2010). After schools educated parents on the
merits of parental involvement, many teachers and administrators expected
improved parental contributions to students’ instruction. Still, many parents remained
distant and uninvolved (Berthelsen & Walker, 2008).

That’s why the researchers want to make a study about parent’s involvement to
school activities. The researcher’s wants to know if there is a level of parental
involvement when it comes to school activities of the Senior High School Department
of Don Bosco Academy Pampanga. Parent’s involvement in school is very critical to
a child’s perspective because the child will think that their parents really care and
support them or not in school. Also, the researchers want to identify the main factor
that affect the parental involvement when it comes to school activities and to identify
how often do parents goes to school activities. The researchers purpose is to give
assistance and information to the school by identifying main factor that affect the
parental involvement when it comes to school activities and how often do parents
goes to school activities.

B. Statement of the problem

School provides events and activities that required parent’s involvement and
present. Some of the school activities are either mandatory or invited by the school.
The researchers goal is to know the level of parental involvement when it comes to
school activities and to know the main factors that affect the parental involvement.

C. Research Questions
 To identify how often do parents goes to school activities.
 To identify the main factor that affect the parental involvement when it comes
to school activities
 To identify the level of parental involvement when it comes to school activities

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D. Significance of the Study

1. Students

This research is beneficial for the students because they will know the level of
parental involvement when it comes to school activities. The students will understand
their parents more and consider to think the reason of their attendance when it
comes to school activities.

2. Teachers

This research can benefit the teacher because they will understand what is the
reason of the parents with or without the presence of the parents of their student.
The teachers can take this study as their guide to have good relationship with
parents and to understand more the side of the parents when it comes to school
activities.

3. Parents

This research can benefit the parents because they are the primary concern for
this study. In this study, the parents can explain and share what is the reason of their
attendance in the said school activities. They can give suggestions how to improve
the school activities and events. Also, to have a somewhat relationship with the
school for their parental involvement to be tight.

4. School

This research can benefit the school because they will know the reason what is
attendance of the parents in the said activities in the school. This study helps the
school to improve their activities and events in school especially when it comes to
parental involvement. The school must adjust if they want 100% participation and
attendance of the parents.

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F. Scope and Delimitations

This study will find out the main reason affect the parental involvement cease and
to identify the level of parental involvement when it comes to school activities and
events. The research will be performed inside Don Bosco Academy, Mabalacat City,
Pampanga specifically the Senior High School Department and also outside of the
school when the researchers will interview some parents. All of the Parents of the
Grade 11 and 12 will be included in this research. The researchers will be
coordinating with the Deputy Principal of the Senior High School Department. The
researchers will be randomly picking who will be given questionnaires.

G. Conceptual Framework

Input Process Output

•The the level of
parental involvement
when it comes to school
activities.
•The main factor that
affect the parental
involvement when it
comes to school
activities
•The researchers will
give the students the
questionaires that has
been made and
validated by Mrs. Mia
Bognot and ask them to
give it to thier parents.
•After the respondents
answered the questions
and give it back to thier
child , the reseachers
will gather the data's.
•Analyze the data taken
from the respondents.
•The researchers will
double check the
gathered data.
•The reseachers will
conclude and hypothesis
with the results that was
gathered from the datas.
•Concluding the level of
parental involvement
and main factor when it
comes to school
activitites

H. Hypothesis
 At the end of the research, the researcher’s hypothesis that...

Null- There is no significant level of parental involvement.

Alternative- There is a significant level of parental involvement

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I. Definition of Terms

1. Parental Involvement - is the combination of commitment and

active participation on the part of the parent to the school and to the student.
2. School Activities – is an activity that was prepared by the school on a given
date.
3. Parent – human being that takes care of their children or offspring.
4. Senior High School Department – contains the Grade 11 and Grade 12
Department.

Chapter 2 Methodology

A. Review of Related Literature

I. Getting Parents Involved in Schools

This online article shows that parental involvement in school can affect their
children’s life. According to The Center for Comprehensive School Reform and
Improvement said that parent involvement can improve students' behavior,
attendance, and achievement. Parent involvement continues to challenge
practitioners engaged in school reform despite being a required component of many
school improvement initiatives-from Title I Schoolwide Programs to federally
mandated school improvement plans. The benefits of parent involvement are clear:
A growing body of research shows that successful parent involvement improves not
only student behavior and attendance but also positively affects student
achievement. Yet many schools continue to struggle with defining and measuring
meaningful parental involvement, and many don't feel that their efforts are
successful. In this article tells also what is successful parent involvement is. It is
stated that successful parent involvement can be defined as the active, ongoing
participation of a parent or primary caregiver in the education of his or her child.
Parents can demonstrate involvement at home-by reading with their children, helping
with homework, and discussing school events-or at school, by attending functions or
volunteering in classrooms. Schools with involved parents engage those parents,
communicate with them regularly, and incorporate them into the learning process.

Also, there are barriers to have a successful parent involvement. For their part,
parents are sometimes hesitant to become involved in school because they don't

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have extra time or because they don't speak fluent English. But "the biggest problem
is the disconnect between the school and the families," says Salinas. "Parents
believe that they are not welcome. It comes in part from their own education history.
They often have had a less-than-satisfactory experience with their own schooling,
and so they don't feel like [being involved] is guaranteed to be a good experience.
“Despite these communication barriers, both schools and parents want the
relationship to improve, if only for the benefit of students. A 2003 analysis of more
than 25 public opinion surveys by Public Agenda, a nonpartisan public opinion
research organization, found that 65 percent of teachers say their students would do
better in school if their parents were more involved, and 72 percent of parents feel
that children whose parents are not involved sometimes "fall through the cracks" in
school (Johnson & Duffett, 2003).

This online article can help the researchers to have an idea what is parental
involvement and how can parental involvement affects a child. This can expand are
research but we are only sticking only parental involvement when it comes to school
activities. It is also stated here that schools successful in engaging parents start by
going beyond narrow definitions of involvement. They don't just count the number of
parents who attend the spaghetti dinner or volunteer at the book fair. They don't
focus on requirements such as having parents sign reports cards. Instead, they start
with a belief that student success is a shared interest of both school and family,
envision parents as partners in the learning process, and then identify concrete ways
that partnership can be activated. That’s why we are coordinating with SHS Deputy
Principal with this idea and talk about it how can we improve the parental
involvement.

II. The Importance of Parental Involvement in Your Child’s Education

Parents are the main reason why their child goes to school because they want to
have a bright future and learn new things in life. According to Sivertsen (2015) that
Parental involvement is often seen as a cornerstone in a child's education. It can
make a considerable difference to your child's school life, both in academic success
and in general enjoyment at school. It says that as a parent you should get involve
in your child’s education. Parental involvement is known to be linked with improved
behavior, regular attendance and positive attitudes. In addition, being involved
shows your child you care about his or her education and schooling. That in itself
can make children appreciate the importance of education and help them to
understand that what they are doing has a purpose. Parental involvement provides a
support network for children, which is particularly important when they face academic
hurdles or other challenges with friendships or extra-curricular activities. It also

8
means you know where your child's education journey is going and are able to be
part of the highs and lows along the way. As a result, children whose parents stay
involved are more likely to have higher self-esteem, be disciplined, have more self-
motivation and tend to achieve better grades, regardless of their ethnic, social or
racial backgrounds.

III. Activities to Promote Parent Involvement

There are different activities schools can provide the parents. According to Linda
Starr (2017) that research shows that children are more likely to succeed
academically and are less likely to engage in violent behavior if their families are
involved in their education. Many parents say, however, that they feel unwelcome or
uncomfortable in their children's schools. Teachers often feel under attack by
parents who are highly involved. Learn how to bridge the gap. Included: A dozen
activities to promote parental involvement and ten tips for involved parents. The
following quote comes from Fathers' Involvement in Their Children's Schools, a
report from the National Center for Education Statistics. "School-aged children in
both two-parent and single-parent families are more likely to get mostly A's, to enjoy
school, and to participate in extracurricular activities and are less likely to have ever
repeated a grade and to have ever been suspended or expelled if their fathers or
mothers have high as opposed to low levels of involvement in their schools."

Additional studies have found that parental involvement is more important to student
success, at every grade level, than family income or education. However, Strong
Families, Strong Schools, a report that reflects 30 years of research on family
involvement in education, stated the sad fact that "in many instances parents don't
feel as if we welcome them in school." This research can help the researchers study
to have interesting school activities in Don Bosco Academy mostly in SHS
Department. Many of these activities is more on parents and child activities. It can
help boost up and tighten the relationship of the parent and their children.

IV. Characteristics of Parent Involvement

According to Howard and Reynolds (2008) schools are asking: What is parental
involvement? Brock and Edmunds (2010) asserted that the definition may differ
depending on who is asked. There are several definitions of parental involvement;
however, most definitions focus on two key areas: communication and learning at
home. Communication between home and school fosters positive relationships that
benefit the student (Bempechat, Li, Neir, Gillist, & Holloway, 2011; DePlanty et al.,

9
2007; Epstein, 2011; Epstein et al., 2009). Both parents and teachers are familiar
with and understand expectations of the students and issues facing the students at
school and home. Learning at home, and not just during school hours, is essential
for student achievement (Bempechat et al., 2011; DePlanty et al., 2007; Epstein,
2011; Epstein et al., 2009). Through homework, academic concepts are practiced,
which helps with retention. Although homework is vital, there are other areas of
home-based learning that are equally important such as using math skills in the
kitchen for cooking and discussing science in areas such as weather and nature
(Bempechat et al., 2011; DePlanty et al., 2007; Epstein, 2011; Epstein et al., 2009).
This study will focus more on the parental involvement when it comes to school
activities. Either attending and not attending school activities can affect the parental
involvement.

B. Methodology
I. Research Design

The researchers chose a descriptive and survey research design in their study
because it best served to answer the questions and the purposes of the study.
Survey research studies the sampling of individual units from a population and the
associated survey data collection techniques, such as questionnaire construction
and methods for improving the number and accuracy of responses to surveys.
McBurney (1994) defines the survey assessing public opinion or individual
characteristics by the use of questionnaire and sampling methods. Descriptive
Research describes what exists and may help to uncover new facts like the factors
that affect the parental involvement. The purpose of this research design is to
describe, observe and document as the researchers did.

II. Participants of the study

The participants of the study are the parents of Senior High School students of
Don Bosco Academy. The needed respondents of this research are 100. As Bullen
(2014) said, “most statisticians agree that the minimum sample size to get any kind
of meaningful result is 100. If your population is less than 100 then you really need to
survey all of them. “Each section of Senior High School Department was given 10
survey questionnaires to be randomly given to 10 students and the researchers
requested them to give to their parents to answer it.

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III. Research Locale

The study was conducted at Don Bosco Academy, Mabiga, Mabalacat City,
Pampanga. The gathering of data in Don Bosco Academy started on October 15
2018 and ended October 19 2018. The researchers gave ample of time to the
parents to answer the questionnaires because of their busy schedule and
unpredictable time to answer the questionnaires. The academy has many activities
that included the presents of their student parents. The surveys were given to the
random students of each class and the researchers instruct them to give it to their
parents to answer it at their home.

IV. Sampling Design

The study used the simple random sampling because to have a sampling plan to
be statistically valid, the sample must be randomly selected from the population.
Also, simple random sampling is to remove the biases of choosing the respondents
of a population. When conducting research survey, it is important that the people
questioned are sampled and random.

V. Research Instrument

The research instrument is the set of questionnaires. The questionnaires are

prepared well and was validated by a Guidance Counselor Mrs. Mia Bognot. 100
questionnaires were prepared and distributed to each section of the Senior High
school. The questionnaires are consisting of different school activities that was
prepared by the school. The researchers use Likert scale for the questionnaires.
McLeod (2008) said that Likert developed the principle of measuring attitudes by
asking people to respond to a series of statements about a topic, in terms of the
extent to which they agree with them, and so tapping into the cognitive and affective
components of attitudes. Then, the respondents will encircle how often they attend
this said activities from the scale of 1 to 5 (1-Never, 2-Rarely, 3-Sometimes, 4-Often
and 5- Always). Also, there is a follow up question saying to what reason do the
respondents answer in the first question. For the follow up question of each item, the
respondents encircle the letter of their choice or reason based on their answer in the
first question. The choices were based on Lopez (2012) that the reasons of the
parents why do they attend and do not attend the school activities that was prepared
by the school. The researchers only pick a few because of many reasons and the
researchers added in the choices others maybe because the respondents have

11
different reason. The researchers are asking for the full commitment of the
respondents and truthfulness in answering the research questions that the
researchers prepared.

VI. Statistical Tool

The researchers used descriptive statistical tool for the study. According to
Trochim (2006) that descriptive statistics used to describe the basic features of the
data in the study. They provide simple summaries about sample and measures.
Together with simple graphics analysis, they form the basis of virtually every
quantitative analysis of data. The researchers use table and pie charts as their main
tool getting the percentage, total and representation of the answers and data.

VII. Ethical Consideration

This researcher conducted this study with proper permission of the Senior High
School Deputy Principal to give questionnaires to the parents by the means of giving
the questionnaires to their son or daughter. All information and gathered data were
acquired through proper and legal means. In the questionnaires, the researchers
kept the name of the respondents optional because to keep their name anonymity
and for their sake of privacy. Also, all of the information is for educational purposes
only.

Chapter 3 Results and Discussion

I. Data Gathered/ Tables

The questionnaires were distributed to the Grades 11 and 12 requesting them
to give it to their parents. The gathering of data went according to plan. All the
respondents answered the questionnaires completely from the given amount of time
of one week. At the end of the week, the 100 questionnaires were given back to the
researchers. Here are the gathered data:

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Table.1 The summarize gathered data from Question 1 – 7 without the follow
up questions

Table.1 shows the complete data that was gathered by the researchers. As you
can see, the researchers used excel to be more precise and organized from getting
the total answers of the respondents from the questionnaires. The researchers
compute for the percentage of the response of the respondents from each question.

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Table.2 Follow up question data

Follow a. Not b. c. Busy d. e. To be f. Total

up intereste Distanc schedul Mandatory updated Other Respons
question d e of e attendanc in the s e
each school e activitie
item s
Questio 11 18 26 15 28 2 100
n1
% 11% 18% 26% 15% 28% 2% 100%
Questio 15 16 30 13 23 3 100
n2
% 15% 16% 30% 13% 23% 3% 100%
Questio 9 9 13 25 42 2 100
n3
% 9% 9% 13% 25% 42% 2% 100%
Questio 21 15 32 12 12 8 100
n4
% 21% 15% 32% 12% 12% 8% 100%
Questio 23 22 32 5 13 5 100
n5
% 23% 22% 32% 5% 13% 5% 100%
Questio 19 13 29 9 27 3 100
n6
% 19% 13% 29% 9% 27% 3% 100%

Table.2 shows the gathered data from the follow up questions of each item. This
follow up questions are what factor or reasons that affect the parental involvement
when it comes to school activities. The researchers also compute for the percentage
of the response of the respondents from each follow up question.

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 II. Data Analysis

The researchers based all the analysis from the gathered data. That’s why
the results are unbiased. All of the questions are based on the parental
involvement when it comes to school activities.

Figure 1. Question 1. How often

do you attend parent's assembly?

11% Always(%)
27%
Often(%)
21%
Sometimes(%)
Rarely(%)
19% 22%
Never(%)

Figure 1 shows how often do parents attend the parent’s assembly. Fortunately,
27% of the respondents answered that they always attending the parent’s assembly.
22% answered that they often attending the parent’s assembly. 19% answered that
they sometimes attend the parent’s assembly. 21% answered that they rarely
attended the parent’s assembly.11% said that they never attended the parent’s
assembly. When it comes to parent’s assembly, the level of parental involvement is
high as 27% of the parents attends the parent’s assembly always.

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 Figure 1.1 What reason?
a. Not interested
11%
b. Distance of school
2%
28% c. Busy schedule
18%

d. Mandatory attendance

15%
26% e. To be updated in the
activities
f. Others

Figure1.1 shows the factors affecting the attendance of the parents when it
comes to parent’s assembly. 28% of the respondents said that the factor affecting
their attendance when it comes to parent’s assembly is to be updated in the
activities. 26% of the respondents said that having a busy schedule affected their
attendance and 18% said that the distance of school affected their attendance when
it comes to parent’s assembly. Also, 2% answered others because of medical issues
and the parents is not informed. When it comes to parent’s assembly, the main factor
that affects the parents when it comes to their attendance is to be updated in the
activities and happenings at school.

Figure 2. Question 2. How often

do you attend parent's formation
talk?

1
16% 19%
2
3
23% 22%
4
20% 5

Figure 2 shows how often do parents attend the parent’s formation talk. Majority
of the parents answered that they rarely attend the parent’s formation talk as 23% of

16
them answered. 22% of the respondents answered that they often attend the
parent’s formation talk and 20% answered that they sometimes attend the parent’s
formation talk. 19% answered that they always attend the parent’s formation talk.
16% said that they never attended the parent’s formation talk. When it comes to
parent’s formation talk, the level of parental involvement is below average as 23% of
the parents attends the parent’s assembly rarely.

FIgure 2.1 What reason?

a. Not interested

b. Distance of school
3% 15%
23%
c. Busy schedule
16%
d. Mandatory attendance
13%
e. To be updated in the
30%
activities
f. Others

Figure2.1 shows the factors affecting the attendance of the parents when it
comes to parent’s formation talk. 30% of the respondents said that the factor
affecting their attendance when it comes to parent’s formation talk is because of
busy schedule. 23% of the respondents said that to be updated in the activities
affected their attendance and 16% said that the distance of school affected their
attendance when it comes to parent’s formation talk. Also, 3% answered others
because of medical issues and the parents are not informed. When it comes to
parent’s assembly, the main factor that affects the parents when it comes to their
attendance is because of their busy schedule.

17
 FIgure 3. Question 3. How often
do you attend cards out?

10% 1
10% 2
10% 3
58%
4
12%
5

Figure 3 shows how often do parents attend the cards out. 58% of the parents
answered that they always attend the cards out. 12% answered that they often
attend the cards out. 10% answered that they sometimes attend the cards out. 10%
answered that they rarely attended the cards out. 10% said that they never attend
the cards out. When it comes to parent’s assembly, the level of parental involvement
is high as 58% of the parents attends the cards out always.

Figure 3.1 What reason?

a. Not interested
9%
b. Distance of school
2%
9%
c. Busy schedule
42% 13%
d. Mandatory attendance

25% e. To be updated in the

activities
f. Others

Figure3.1 shows the factors affecting the attendance of the parents when it
comes to cards out. 42% of the respondents said that the factor affecting their
attendance when it comes to cards out is to be updated in the activities and grades.
25% of the respondents said that having mandatory attendance affected their
attendance and 13% said that having a busy schedule affected their attendance

18
when it comes to cards out. Also, 2% answered others because of medical issues
and the parents is not informed. When it comes to cards out, the main factor that
affects the parents when it comes to their attendance is to be updated in the
activities and grades of their child.

Figure 4. Question 4.How often do

you attend parent's recollection?

8% 1
30% 15% 2
3
19% 4
28% 5

Figure 4 shows how often do parents attend the parent’s recollection. Fortunately,
30% of the respondents answered that they never attend the parent’s recollection.
28% answered that they rarely attend the parent’s recollection.19% answered that
they sometimes attend the parent’s recollection. 15% answered that they often
attend the parent’s recollection. 8% said that they always attended the parent’s
recollection. When it comes to parent’s recollection, the level of parental involvement
is low as 30% of the parents never attend the parent’s recollection.

19
 FIgure 4.1 What reason?
a. Not interested

b. Distance of school
8%
21%
12%
c. Busy schedule

12% d. Mandatory attendance

15%

e. To be updated in the
32% activities
f. Others

Figure4.1 shows the factors affecting the attendance of the parents when it
comes to parent’s recollection. 32% of the respondents said that the factor affecting
their attendance when it comes to parent’s formation talk is because of busy
schedule. 21% of the respondents said that they are not interested that’s why it
affected their attendance and 15% said that the distance of school affected their
attendance when it comes to parent’s formation talk. Also, 8% answered others
because of medical issues and the parents are not informed. When it comes to
parent’s recollection, the main factor that affects the parents when it comes to their
attendance is because of their busy schedule.

Figure 5. Question 5. How often

do you attend school activities
that are not compulsory?

6%
1
22% 15% 2
3

27% 30% 4
5

Figure 5 shows how often do parents attend non-compulsory school activities.

Fortunately, 30% of the respondents answered that they sometimes attend non-

20
compulsory school activities. 27% answered that they rarely attend non-compulsory
school activities. 22% answered that they never attend non-compulsory school
activities. 15% answered that they often attend non-compulsory school activities. 6%
said that they always attend non-compulsory school activities. When it comes to non-
compulsory school activities, the level of parental involvement is average as 30% of
the parents sometimes attends non-compulsory school activities.

Figure 5.1 What reason?

a. Not interested

b. Distance of school
5%
13% 23%
c. Busy schedule
5%
d. Mandatory attendance
22%
32% e. To be updated in the
activities
f. Others

Figure5.1 shows the factors affecting the attendance of the parents when it
comes to non-compulsory school activities. 32% of the respondents said that the
factor affecting their attendance when it comes to non-compulsory school activities is
because of busy schedule. 23% of the respondents said that they are not interested
affected their attendance and 22% said that the distance of school affected their
attendance when it comes to non-compulsory school activities. Also, 5% answered
others because of medical issues and the parents are not informed. When it comes
to non-compulsory school activities, the main factor that affects the parents when it
comes to their attendance is because of busy schedule.

21
 Figure 6. Question 6. How often
do you attend parent-teacher
conference?

1
22% 20%
2
3
17%
20% 4
21% 5

Figure 6 shows how often do parents attend the parent-teacher conference. 22%
of the respondents answered that they never attend the parent-teacher conference.
21% answered that they sometimes attend the parents-teacher conference. 20%
answered that they always attend the parent-teacher conference. 20% answered
that they rarely attended the parents-teacher conference. 17% said that they often
attended the parent-teacher conference. When it comes to parent-teacher
conference, the level of parental involvement is low as 22% of the parents never
attend the parent-teacher conference.

Fugure 6.1 What reason?

a. Not interested

b. Distance of school
3%
19%
27% c. Busy schedule

13%
d. Mandatory attendance
9%
e. To be updated in the
29% activities
f. Others

Figure6.1 shows the factors affecting the attendance of the parents when it
comes to parent-teacher conference. 29% of the respondents said that the factor
affecting their attendance when it comes to parent-teacher conference is because of

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busy schedule. 27% of the respondents said that to be updated in the activities
affected their attendance and 19% said that they are not interested affected their
attendance when it comes to parent-teacher conference. Also, 3% answered others
because of medical issues and the parents are not informed. When it comes to
parent-teacher conference, the main factor that affects the parents when it comes to
their attendance is because of busy schedule.

Figure 7. Question 7. Overall, how

often do you attend school
activities in school?

12% 1
17%0%
2
3
33%
38% 4
5

Figure 7 shows the overall how often do parents attend school activities in
general. 38% of the respondents answered that they sometimes attend school
activities. 33% answered that they often attend school activities. 17% answered that
they rarely attend school activities. 12% answered that they always attended the
school activities. When it comes to the overall attendance in school activities, the
level of parental involvement is average as 38% of the parents sometimes attend
school activities.

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 Figure 8. Overall answers from
questions 1 to 6.

19% Always%
23%
Often%
Sometimes%
21% 17% Rarely%

20% Never%

Figure 8 shows the overall answers from question 1 to 6 without the follow up
questions. Question 1 to 6 are all about how often do parents attend school
activities. 23% of the respondents answered that they always attend the school
activities. 21% answered that they rarely attend school activities. 20% answered that
they sometimes attend school activities. 19% answered that they never attend
school activities.17% said that they often attend school activities. When it comes to
overall school activities, the level of parental involvement is high as 23% of the
parents attends school activities always.

III. Conclusion

The goal of the researchers is to identify how often do parents goes to

school activities, to identify the main factor that affect the parental involvement
when it comes to school activities and to identify the level of parental
involvement when it comes to school activities. Based on the findings of the
researchers, the following conclusions where been made: The level of
parental involvement is average as shown in the Figure 7 but in Figure 8 it
shows that the level of parental involvement is high because the researchers
did not include the question 7 to be more precise when getting the overall
percentage of response. The main factor that affect the parental involvement
when it comes to school activities it is because of parents having a busy
schedule. The parents can’t push their being presence all time in school
activities because of busy schedule. Lastly, parents sometimes attend school

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 activities based on Figure 7 and parents always attend school activities based
in Figure 8.

The null hypothesis is rejected because of results of data that there is a

significant level of parental involvement when it comes to school activities.
The data shows that each school activities prepared by the school has
different reason and different have different parental involvement.

The researchers recommend the school to do more survey about parental

involvement not just on school activities but in different areas.

Chapter 4: Appendices

A. Appendices:

I. Letter

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II. Sample Questionnaires

26
27
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B.Bibliography

http://www.ablongman.com/edwardsliteracy1e/appO_ForWeb.pdf

http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.837.6707&rep=rep1&type
=pdf

https://viurrspace.ca/bitstream/handle/10613/2574/NickZubackFinalThesis.pdf?sequ
ence=1&isAllowed=y

https://cornerstone.lib.mnsu.edu/cgi/viewcontent.cgi?referer=https://www.google.co
m/&httpsredir=1&article=1405&context=etds

http://www.ascd.org/publications/educational-leadership/may94/vol51/num08/Why-
Some-Parents-Don%27t-Come-to-School.aspx

http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.628.5781&rep=rep1&type
=pdf

https://education.gov.scot/improvement/research/What%20is%20Parental%20Involv
ement%20and%20Parental%20Engagement

https://www.childtrends.org/indicators/parental-involvement-in-schools

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