Chapter 3

PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

This chapter presents the analysis, and interpretation of data relative to the

questions raised to determine the effect of parental involvement in relation to academic

success of grade 6 students of Bon Jasper Angels Academy Incorporated School Year

2019 – 2020.

Problem no. 1 What is the profile of the grade 6 students in terms of age?

Table 1

Profile of the Respondents in Terms of Age

Age Frequency Percentage Rank

11 years old 5 66.7 1

12 years old 10 33.3 2

TOTAL 15 100

Table 1 represents the frequency, rank and percentage distribution of the

respondents in terms of age.

It can be seen from the table that the first in rank is 11 years old with 66. 7

percent followed by 12 years old with 33.3 percent.

The table reveals that the majority of the respondents in terms of age has an age

of 11.

Problem no. 2 What is the profile of the grade 6 students in terms of sex?
 Table 2

Profile of the Respondents in Terms of Sex

Sex Frequency Percentage

Female 11 73%

Male 4 27%

TOTAL 15 100%

Table 2 presents the profile of the respondents in terms of sex. It can be

observed from the table that majority of the respondents are female with 11 or 73

percent followed by male with 5 or 27 percent.

It reflects that majority of the respondents out of total population of 15 are female

with 11 or 73 percent in contrast with male with only 5 or 27 percent.

Problem no. 3 What is the profile of the grade 6 students in terms of parents

involvement in children academic?

Table 3
 Profile of the Respondents in terms of Parents Involvement in Children’s

Academic

Parents Involvement in Yes Percentage No Percentage Total Total

terms of: Percentage

1. Homework 13 87% 2 13% 15 100%

2. Parent Meeting 9 60% 6 40% 15 100%

3. Extra Curricular 12 80% 3 20% 15 100%

Activity
4. Reading 1 7% 14 93% 15 100%

5. Child’s

Academic 13 87% 2 13% 15 100%

Success

6. School 2 13% 13 87% 15 100%

Volunteer
7. Parent – 6 40% 9 60% 15 100%

Teacher

Communincatio

n
8. Planning and 4 27% 11 73% 15 100%

Evaluation of

School Program
9. Academic 15 100% 0 0% 15 100%

Importance
10. Positive 15 100% 0 0% 15 100%

Academic

Outcome Prior
 to Children

Survey question number 1 determines the extent of parental involvement in

terms of school homework. Out of 100 percent, 13 or 87 percent answered yes and 2

or 13 percent answered no.

Survey question number 2 determines the extent of parental involvement in

terms of school parents meeting. Out of 100 percent, 9 or 60 percent answered yes and

6 0r 40 percent answered no.

Survey question number 3 determines the extent of parental involvement in

terms of school extra-curricular activity. Out of 100 percent, 12 or 80 percent answered

yes and 3 or 20 percent answered no.

Survey question number 4 determines the extent of parental involvement in

terms of reading with their children on a regular basis. Out of 100 percent, 1 or 13

percent answered yes and 14 or 93 percent answered no.

Survey question number 5 determines the extent of parental involvement in

terms of academic success. Out of 100 percent, 13 or 87 percent answered yes and 2

or 13 percent answered no.

 Survey question number 6 determines the extent of parental involvement in

terms of school volunteer. Out of 100 percent, 2 or 13 percent answered yes and 13 or

87 percent answered no.

Survey question number 7 determines the extent of parental involvement in

terms of teacher - parent communication. Out of 100 percent 6 or 40 percent answered

yes and 9 or 60 percent answered no.

Survey question number 8 determines the extent of parental involvement in

terms of evaluating and planning of school programs. Out of 100 percent, 4 or 27

percent answered yes and 11 or 73 percent answered no.

Survey question number 9 determines the extent of parental involvement in

terms of importance in academics. Out of 100 percent, 15 or 100 percent answered yes.

Survey question number 10 determines the extent of parental involvement in

terms of positive outcome prior to child’s schooling. Out of 100 percent, 15 or 100

percent answered yes.

Table 4

Frequency, Percentage and Rank Distribution of the Respondents in terms of

Parental Involvement

Parental Frequency Percentage Rank

 Academic

Involment in

Terms of:

Homework 13 87% 2

Parent Meeting 9 60% 4

Extra Curricular 12 80% 3

Activitiy

reading 1 7% 8

Childs Academic 13 87% 2

Success

Volunteering 2 13% 7

Parent Teacher 6 40% 5

Communication

Planning and 4 27% 6

Evaluation

Academic 15 100% 1

Importance

Positive Academic 15 100 1

Outcome

It can be seen from the above table that the first in rank in terms of parental

involvement is academic importance and positive academic outcome with 15 or 100

percent level of responds, followed by homework and child academic success rank as

second with 15 or 87percent, extra-curricular activity with 12 or 80 percent positive

responds, parent meeting with 9 or 60 percent, parent teacher communication with 6 or

40 percent, planning and evaluation with 4 or 27 percent, volunteering with 2 or 13

percent and reading with 1 or 7 percent.

It implies that parental academic involvements are very common among the

respondents in terms of homework with 13 or 87 percent, parent meeting with 9 or 60

percent, extra-curricular activities with 12 or 80 percent, child’s academic success with

13 or 87 percent, academic importance with 15 or 100 percent and positive academic

outcome prior to children with 15 or 100 percent in contrast reading, volunteering,

teacher – parent communication and planning and evaluation of school program are not

very observable among the parent’s respondents with 9 or 60 percent, 1 or 7 percent, 2

or 13 percent, 6 or 40 percent and 4 or 27 percent level of positive responds

respectively.

Table 5

Composite Table on the Average Mean on the Effect of Parental Involvement in

Terms of Comprehension Skills

Class Interval f xm fxm

 4-5 15 4.5 67.5

2 -3 0 2.5 0

0 -1 0 0.5 0
Σf 15 67.5

Table 5 presents the composite table on the average mean on the effect of

parental Involvement in terms of comprehension skills.

The above table shows that all of the 15 students of grade 6 got a perfect score

in comprehension test with 15 as the highest frequency and 0 as the lowest.

Table 6

Computed Mean on the Effect of Parental Involvement in Terms of

Comprehension Skills

Σfxm Σf X Verbal
 Interpretation

67.5 15 4.5 Very High

Table 6 presents the computed mean on the effect of parental involvement in

terms of comprehension skills. It implies that the computed mean of comprehension

skills of students is very high base on a five-point scales rating mark.

Table 7

Composite Table on the Average Mean on the Effect of Parental Involvement in

Terms of Reasoning Skills

Class Interval f xm fxm

4-5 14 4.5 63

2-3 1 2.5 2.5

0 -1 0 0 o
Σf 15 65.5

Table 7 presents the composite table on the average mean on the effect of

parental Involvement in terms of reasoning skills.

Table 8

Computed Mean on the Effect of Parental Involvement in Terms of Reasoning

Skills

Σfxm Σf X Verbal
 Interpretation

65.5 15 4.4 High

Table 8 presents the computed mean on the effect of parental involvement in

terms of reasoning skills.

Table 9

Composite Table on the Average Mean Rank on the Effect of Parental

Involvement in Literacy

Class Interval f xm fxm

9 - 10 9 9.5 85.5

7-8 5 7.5 37.5

5-6 1 5.5 5.5

3-4 0 3.5 0

0-2 0 0 0
Σf 15 128.5

Table 9 presents the composite table on the average mean on the effect of

parental Involvement in terms of literacy skills.

Table 10

Computed Mean on the Effect of Parental Involvement in Terms of LiteracySkills

 Σfxm Σf X Verbal

Interpretation

128.5 15 8.6 Very high

Table 10 presents the computed mean on the effect of parental involvement in

terms of literacy skills.

TABLE 11

Obtained Mean of the Respondents in Comprehension

in Relation to the Effects of Parental Involvement to Academic Success in

Terms of Age

Age Mean Rank

11 5 1

12 4.8 2

Table 11 presents the obtained mean of the respondents in comprehension in

relation to the effects of parental involvement to academic success in terms of age.

It reflects that the respondents with ages of 11 years old got a higher mean or

average in the comprehension test with an average weighted mean of 5 than those with

ages of 12 years old with an average weighted mean of 4.8.

TABLE 12
 Obtained Mean of the Respondents in Comprehension

in Relation to the Effects of Parental Involvement to Academic Success in

Terms of Sex

Age Mean Rank

Female 5 1

Male 4.75 2

Table 11 presents the obtained mean of the respondents in comprehension in

relation to the effects of parental involvement to academic success in terms of sex.

It reflects that female respondents got a higher mean or average in the

comprehension test with an average weighted mean of 5 in contrast with males with

average weighted mean of 4.75.

TABLE 13

Obtained Mean of the Respondents in Reasoning

in Relation to the Effects of Parental Involvement to Academic Success in

Terms of Age

Age Mean Rank

 11 4.7 2

12 5 1

Table 11 presents the obtained mean of the respondents in reasoning in relation

to the effects of parental involvement to academic success in terms of age.

It reflects that the respondents with ages of 12 years old got a higher mean or

average in the reasoning test with an average weighted mean of 5 than those with ages

of 11 years old with average weighted mean of 4.7.

TABLE 14

Obtained Mean of the Respondents in Reasoning

in Relation to the Effects of Parental Involvement to Academic Success in

Terms of Sex

Age Mean Rank

Female 4.72 2

Male 5 1

Table 11 presents the obtained mean of the respondents in reasoning in relation

to the effects of parental involvement to academic success in terms of sex.

It reflects that male respondents got a higher mean or average in the

comprehension test with an average weighted mean of 5 than the females with 4.72

weighted average mean.

 TABLE 15

Obtained Mean of the Respondents in LIteracy

in Relation to the Effects of Parental Involvement to Academic Success in

Terms of Age

Age Mean Rank

11 8.3 2

12 9.4 1

Table 15 presents the obtained mean of the respondents in literacy in relation to

the effects of parental involvement to academic success in terms of age.

It reflects that the respondents with ages of 12 years old got a higher mean or

average in literacy test with an average weighted mean of 9.4 than those with ages of

11 years old with average weighted mean of 8.3.

TABLE 16

Obtained Mean of the Respondents in Literacy

in Relation to the Effects of Parental Involvement to Academic Success in

Terms of Sex

Age Mean Rank

 Female 8.72 1

Male 8.5 2

Table 16 presents the obtained mean of the respondents in literacy in relation to

the effects of parental involvement to academic success in terms of sex.

It reflects that female respondents got a higher mean or average in literacy test

with an average weighted mean of 8.72 in contrast with males with average weighted

mean of 8.5.

TABLE 17

Computed T – Ratio of on the Effects of Parental Involvement to Academic

Success of Grade 6 Students of Bon Jasper Angels Academy Incorporated in

Terms of Age with respect to Comprehension Skills.

 Df S2¹ S2² Tc Tt Ho VI
13 0 0.380 1.771 3.174 R S

α = 0.05

R = Rejected
FR = Failed to Reject
S = Significcant
NS = Not Significant

Table 17 shows the computed T- ratio on the effect of parental involvement in

relation to academic success of grade 6 students of Bon Jasper Angels Academy in

terms of age with respect to comprehension skills.

As presented in the table, comprehension has corresponding T– ratio of 3.174

and tabulated T-value of 1.771 at 0.05 level of significance in 13 degrees of freedom. It

could be noted that the computed T – ratio is greater than the tabulated T-value, thus

the null hypothesis is rejected with verbal interpretation of significant.

TABLE 18

Computed T – Ratio of on the Effects of Parental Involvement to Academic

Success of Grade 6 Students of Bon Jasper Angels Academy Incorporated in

Terms of Sex with respect to Comprehension Skills.

 Df S2¹ S2² Tc Tt Ho VI
13 0 0.432 1.771 0.453 FR NS

α = 0.05

R = Rejected
FR = Failed to Reject
S = Significcant
NS = Not Significant

Table 18 shows the computed T- ratio on the effect of parental involvement in

relation to academic success of grade 6 students of Bon Jasper Angels Academy

Incorporated in terms of sex with respect to comprehension skills.

As presented in the table, comprehension has corresponding T– ratio of 0.453

and tabulated T-value of 1.771 at 0.05 level of significance in 13 degrees of freedom. It

could be noted that the computed T – ratio is less than the tabulated T-value, thus the

null hypothesis is failed rejected with verbal interpretation of no significant.

TABLE 19

Computed T – Ratio of on the Effects of Parental Involvement to Academic

Success of Grade 6 Students of Bon Jasper Angels Academy Incorporated in

Terms of Age with respect to Reasoning Skills.

 Df S2¹ S2² Tc Tt Ho VI
13 0.640 0 1.771 0.824 FR NS

α = 0.05

R = Rejected
FR = Failed to Reject
S = Significcant
NS = Not Significant

Table 19 shows the computed T- ratio on the effect of parental involvement in

relation to academic success of grade 6 students of Bon Jasper Angels Academy

Incorporated in terms of age with respect to reasoning skills.

As presented in the table, reasoning has corresponding T– ratio of 0.824 and

tabulated T-value of 1.771 at 0.05 level of significance in 13 degrees of freedom. It

could be noted that the computed T – ratio is less than the tabulated T-value, thus the

null hypothesis is failed rejected with verbal interpretation of no significant.

TABLE 20

Computed T – Ratio of on the Effects of Parental Involvement to Academic

Success of Grade 6 Students of Bon Jasper Angels Academy Incorporated in

Terms of Sex with respect to Reasoning Skills.

 Df S2¹ S2² Tc Tt Ho VI
13 0.615 0 1.771 0.698 FR NS

α = 0.05

R = Rejected
FR = Failed to Reject
S = Significcant
NS = Not Significant

Table 20 shows the computed T- ratio on the effect of parental involvement in

relation to academic success of grade 6 students of Bon Jasper Angels Academy

Incorporated in terms of sex with respect to reasoning skills.

As presented in the table, reasoning has corresponding T– ratio of 0.698 and

tabulated T-value of 1.771 at 0.05 level of significance in 13 degrees of freedom. It

could be noted that the computed T – ratio is less than the tabulated T-value, thus the

null hypothesis is failed rejected with verbal interpretation of no significant.

TABLE 21

Computed T – Ratio of on the Effects of Parental Involvement to Academic

Success of Grade 6 Students of Bon Jasper Angels Academy Incorporated in

Terms of Age with respect to Literacy Skills.

 Df S2¹ S2² Tc Tt Ho VI
13 0.9 0.8 1.771 2.156 R S

α = 0.05

R = Rejected
FR = Failed to Reject
S = Significcant
NS = Not Significant

Table 21 shows the computed T- ratio on the effect of parental involvement in

relation to academic success of grade 6 students of Bon Jasper Angels Academy

Incorporated in terms of age with respect to literacy skills.

As presented in the table, reasoning has corresponding T– ratio of 2.156 and

tabulated T-value of 1.771 at 0.05 level of significance in 13 degrees of freedom. It

could be noted that the computed T – ratio is greater than the tabulated T-value, thus

the null hypothesis is rejected with verbal interpretation of significant.

TABLE 22

Computed T – Ratio of on the Effects of Parental Involvement to Academic

Success of Grade 6 Students of Bon Jasper Angels Academy Incorporated in

Terms of Sex with respect to Literacy Skills.

 Df S2¹ S2² Tc Tt Ho VI
13 1.189 0.5 1.771 0.372 FR NS

α = 0.05

R = Rejected
FR = Failed to Reject
S = Significcant
NS = Not Significant

Table 22 shows the computed T- ratio on the effect of parental involvement in

relation to academic success of grade 6 students of Bon Jasper Angels Academy

Incorporated in terms of age with respect to reasoning skills.

As presented in the table, reasoning has corresponding T– ratio of 0.372 and

tabulated T-value of 1.771 at 0.05 level of significance in 13 degrees of freedom. It

could be noted that the computed T – ratio is less than the tabulated T-value, thus the

null hypothesis is failed rejected with verbal interpretation of no significant.

It implies that in terms of the effects of parental involvement to academic success

of grade 6 students of bon jasper angels academy incorporated in terms of age with

respect to literacy and comprehension there is a significant differences between the

respondents and there is no significant difference in reasoning, comprehension and

literacy in terms of sex between the respondents.

 Chapter 4

SUMMARY OF FINDINGS, CONCLUSION AND RECOMMENDATIONS

This chapter presents the summary of findings, conclusion and recommendations

of the study.

Summary of Findings

From the analysis of the data obtained, findings of the study were as follows:
 1. The profile of the respondents

1.1 In terms of age, 10 or 66.7 percent were 11 years old and 5 or 33.3

percent were 12 years old.

1.2 In terms of sex, 11 or 73.3 percent were female and 4 or 26.6 percent

were male.

1.3 In terms of parents involvement in childrens academic the following were

as follows:

Academic importance and positive academic outcome rank first with 15 or 100

percent, homework and children’s academic success rank second with 13 or 87

percent, extra curricular activity rank third with 12 or 80 percent, parent meeting rank

fourth with 9 or 60 percent, parent teacher communication rank five with 6 or 40

percent, planning and evaluation of school program rank sixth with 4 or 27 percent and

volunteering in the seventh rank with 2 or 13 percent.

2. With regard to the effects of the involvements of the parents in the academic

success in terms of literacy, comprehension and reasoning skills.

2.1 With respect to literacy skills, the obtain average weighted mean was 8.6

verbally interpreted as high.

2.2 With respect to comprehension skills, the obtain average weighted mean

was 4.5 verbally interpreted as very high.

2.3 With respect to reasoning skills, the obtain average weighted mean was

4.4 verbally interpreted as high.

3. The significant difference on the The Effects of Parental Involvement

a. In terms of age

1. With respect to comprehension skills, there was a significant difference

since the computed T-ratio of 3.174 is greater than the tabulated T-value of

1.771 at 0.05 level of significant at 13 degrees of freedom, and therefore the

null hypothesis was rejected.

2. With respect to reasoning skills, there was no significant difference since

the computed T-ratio of 0.824 is less than the tabulated T-value of 1.771 at

0.05 level of significant at 13 degrees of freedom, and therefore the null

hypothesis was failed rejected.

3. With respect to literacy skills, there was a significant difference since the

computed T-ratio of 2.156 is greater than the tabulated T-value of 1.771 at

0.05 level of significant at 13 degrees of freedom, and therefore the null

hypothesis was rejected.

b. In terms of sex

1. With respect to comprehension skills, there was no significant difference

since the computed T-ratio of 0.432 is less than the tabulated T-value of

1.771 at 0.05 level of significant at 13 degrees of freedom, and therefore the

null hypothesis was failed rejected.

2. With respect to reasoning skills, there was no significant difference since

the computed T-ratio of 0.689 is less than the tabulated T-value of 1.771 at

0.05 level of significant at 13 degrees of freedom, and therefore the null

hypothesis was failed rejected.

 3. With respect to literacy skills, there was no significant difference since the

computed T-ratio of 0.372 is less than the tabulated T-value of 1.771 at 0.05

level of significant at 13 degrees of freedom, and therefore the null hypothesis

was failed rejected.

Conclusions

Based on the findings of the study the following conclusions are drawn:

1. Majority of the respondents were 11 years old who struggles in

comprehension and literacy.

2. There is a significant difference on the effect of parental involvement in

relation to academic success of grade 6 students in terms of

comprehension and literacy skills with relation to age,

Recommendations

Based on the findings of the study the following recommendations are offered:

a. School administration must encourage the parents to get involve to the

academics of their children.

b. The teachers, school and parents should provide a way to enhanced the

comprehension and literacy skills of children by providing enhancement activities in

school or home setting.

c. Conduct other similar study using other variables and areas.