CHAPTER V

SUMMARY, CONCLUSIONS AND RECOMMENDATIONS

This study was conducted for the purpose of determining the relationship of
the parental pressure and the academic performance of the selected JH students
of Our Lady of Perpetual Succor College, school year 2019-2020. The descriptive
method of research was utilized and survey questionnaires were used in order to
gather data. The respondents were the thirty (30) selected JH students using the
stratified random sampling technique.
Summary of Findings
Based on the data gathered, the following findings were drawn:
1. In terms of how often their parents pressure them with their grades,
there were ten (10) respondents or 33.33% who often get pressured
once a year, nine (9) or 30.00% considered getting pressured once
a month, six (6) or 20 percent viewed that they get pressured by
their parents once a week and, five (5) respondents or 16.67%
answered everyday. The respondents therefore considered getting
pressured by their parents once a year.
2. For the effects of pressure on the students, twenty-three (23)
respondents or 76.67% said that the effects of pressure doesn’t
affect them negatively while seven (7) respondents or 23.33% said
they are affected negatively by the pressure. This is followed by the
question who answered yes, to what extent the pressure affects them
and three (3) respondents or 10 percent said they excluded
themselves to others, while two options received two (2) respondents
or 6.66% that their grades fail or they don’t do homeworks. The
results implied that many of the respondents isn’t affected negatively
by the pressure.
3. In terms of how they often talk to their friends about parental
pressure, thirteen (13) respondents or 43.33% said they talk to their
friends once a year about parental pressure, seven (7) respondents
or 23.33% said once a month and while the last two options received
 equal respondents of five (5) or 16.66% said they talk to them once
a week or everyday. This implies that majority of respondents talks
to their friends about parental pressure once a year only.
4. For the different coping of pressure, eighteen (18) respondents or 60
percent said they try to achieve good grades all the time, six (6)
respondents or 20% said they do nothing, four (4) of respondents or
13.33% said that what they do is not in the option and, two (2)
respondents answered they disregard their grades. The respondents
therefore try to achieve high grades at all times to please their
parents.
5. In terms of how students often talk to their parents about the pressure
they experience, sixteen (16) respondents or 53.33% don’t talk to
their parents at all, four (4) respondents or 13.33 percent said they
talk to them at least once a month, three (3) respondents or 10% said
they talk to them everyday and, two (2) respondents or 6.67% of
them answered everyday. The results implied most of the
respondents don’t talk to their parents regarding pressure at all.
6. In terms of how students often get nag by their parents for low
grades, sixteen (16) respondents or 53.33% they get nagged at least
once a year, seven (7) respondents or 23.33% answered once a
month, six (6) respondents or 20 percent said once a week and only
one (1) respondent or said he get nagged everyday. The
respondents therefore get nagged at least once a year.
7. In terms of students’ opinion if parental pressure should still be done,
twenty-two (22) respondents or 73.33% said NO while eight (8)
respondents or 26.67% said YES. The results therefore implies that
most of the respondents said parental pressure should not be done.
8. In terms of parents actually pressuring them to maintain good
grades, twelve (12) respondents or 40 percent said they are not
being pressured to maintain good grades, the last two options shared
equal respondents of nine (9) or 30% answering YES or
 SOMETIMES. The respondents therefore isn’t being pressured to
maintain good grades by their parents.
9. In terms of the extent they get reprimand if they fail to meet their
parents expectations, eleven (11) respondents or 36.67% answered
SOMETIMES, three options shared the same amount of
respondents of (5) or 16.67% for NEVER, RARELY and, USUALLY.
The last two options shared equal amount of respondents of (2) or
6.67% on options ALWAYS and OFTEN. The respondents therefore
sometimes get reprimand by their parents if they fail to meet their
expectations.
Conclusions
1. The JHS students of OLOPSC often get academic pressured by their
parents once a year and sometimes get nagged for low grades. They
also get reprimand sometimes for failing to meet their expectations.
2. The respondents doesn’t talk to their parents regarding the pressure
and their performance in school.
3. The respondents often cope with the pressure by trying to get good
grades all the time to please their parents.
4. Out of 100% or 30 respondents, 16.67% of the JHS in OLOPSC
experience parental pressure on a daily basis, 6.67% always get
reprimand for not meeting their parents expectations and, 3.33% of
them get nagged for failed grades everyday.
Recommendations
Based on the findings and conclusions, the following are the researcher’s
recommendations:
1. Since the study shown that majority of the JHS students in OLOPSC
at least experienced parental pressure in their life and majority of
them doesn’t talk to their parents regarding the parental pressure
they give to their child, we, as students and teenagers who cope up
with a lot of stress not only from the school works but almost
everything around us must be able to approach or talk to our parents
 regarding our situations. By letting them know the stress they put us
through, not only we could lessen the total amount of stress we
experience but it could also create a healthy parent-child relationship
and they could understand our situations better. We must prepare
ourselves when we approach them. We must prepare the things we
have to say and must approach them with respect. We must also
stop the rational way of thinking and actions to prevent
misunderstandings.
2. Teachers are encouraged to be concerned to their students’
personal situations since they are the ones who are with them
everyday. By kindly asking but not pushing themselves on the
teenager, they could at least better understand the side of the
student and could give an advice and help. They could also be the
way to let the parents know the student situation if the child have a
hard time telling it to their parents. Teachers can also give the lesson
in a different but enough to be understand and enjoyed by the
students. They could also lessen the amount of work loads on a
student and both could benefit from it.
3. Parents could be a child’s best friend in achieving good grades. They
are encouraged to support their child and not to pressure them.
Giving enough parental support instead of parental pressure powers
up a child to better achieve good grades in a healthy way. Parents
should help them on their studies, congratulate them on their
success and, advise them when they are down. They should stop
giving stress or scold them when a student is on a study mode or
trying to achieve good grades.
4. The school is encouraged to support and keep in track of the student
situation. They should lessen the amount of activities that may give
more stress to the student. They should also create new rules and
give activities where students could enjoy and open up to. It is also
 a school’s job to keep an update to the child’s parents regarding their
performance in school.
5. The future researchers can have a follow-up study on the relationship
of parental pressure and JHS students academic performance and
find out if there are other factors that can influence the relationship
of the two variables in regards to the time and day it will be study.
Different time and day can affect, influence and add up new factors
regarding the relationship of two variables so a follow-up study is a
must.