CHAPTER 1

THE PROBLEM AND ITS BACKGROUND

This chapter discusses the background of the study, its conceptual framework,

statement of the problem, research hypothesis, scope and delimitation, significance of

the study, and definition of terms. This chapter mainly focuses on the introduction of

the research study.

Introduction

Parents are responsible for their child’s mental, emotional, social, physical and

spiritual development. The outbreak of Covid-19 that leads into pandemic, changes

the usual and normal, the everyday life, imposing unprecedented sanitary, political,

economic, social, and educational challenges. Parental Role is to provide

encouragement, support, and access to activities that enable the child to master key

developmental tasks (Child Development Institute). Parents are one in all the factors

that will contribute to the training of the students. Parental involvement is the degree

to which a parent is committed to his or her role as a parent and to the fostering of

optimal child development (Nyarko, K. 2011).

A student's education starts from home. Parents are their first teachers and that

they have a key role in shaping up their character (Champion Golf Academy, 2020).

According to Ðurišic (2017), parental involvement within the education of students

begins at home with the parents providing a secure and healthy environment,

appropriate learning experiences, support, and a positive attitude about school.

Students need a positive learning experience to succeed in school, one providing

support, motivation, and quality instruction.

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 The perception of the students on parental involvement to their studies points

out the importance of guidance in children's learning. Per Knowledge Review (2020),

a parent is the sculptor of a child's behavior, attitude, thinking, and character. They’re

those who have regular interactions with the kid and understand their ambitions,

dreams, and aspirations. Parental role plays a necessary part in gaining and

understanding new knowledge. Through the perspective of the students, the

researchers are able to provide a clear understanding on parental involvement in

student's learning.

Parental involvement can encourage children’s achievement in many ways.

The way that parents can contribute positively to their children’s education is to assist

them with their academic work home. Consistent with Garcia and Thornton (2014:1),

current research shows that the involvement of family in learning helps to boost

student performance, reduce absenteeism and restore parents' confidence in their

children's education.

In the current situation Covid-19 pandemic has introduced uncertainties unto

major aspects of national and global society, including that in schools. According to

the United Nations published research: Policy Brief: Education During Covid-19 and

Beyond (2020), Covid-19 pandemic has created the largest disruption of education

systems in history, affecting nearly 1.6 billion learners in more than 190 countries and

all continents. Closures of schools and other learning spaces have impacted 94 percent

of the world’s student population, up to 99 percent in low and lower-middle income

countries.

In addition, according to the same research, ensuring learning continuity

during the time of school closures became a priority for governments the world over,

2
many of which turned to ICT, requiring teachers to move to online delivery of

lessons. In areas with limited connectivity, governments have used more traditional

distance learning modalities, often a mix of educational television and radio

programming, and the distribution of print materials. Relatively few countries are

monitoring the effective reach and use of distance learning modalities, wherein the

students in the Philippines currently using these new modes of learning.

With schools closed, parents have had to take up the roles of being a parent

and a teacher to their child. According to Manila Times (2020), parents have always

played a crucial role in their children’s emotional and intellectual development. They

serve as their children’s first teachers, and give them the stepping stones they need to

adapt to life in school. As the coronavirus pandemic puts face-to-face learning to a

halt, parents find themselves at the frontlines of education once more. Parents now

have the important task of ensuring that their children receive quality education

without compromising their safety.

Therefore, in today’s time wherein a new learning method is currently

implemented, students are studying at home independently with the utilization of their

gadget, and few students are struggling with their studies having that lack of

motivation in learning. The shortage of parent involvement in their children’s

education decreases student’s eagerness of learning. In keeping with Jungert, Levine

& Koestner, (2020) parents and teachers play a very important role in stimulating

student motivation.

Parents have an important role with or without pandemic, but during situations

like COVID-19, they appear to have the biggest role in their child’s life not only in

3
their development but also in their study and learning. They were their child’s teacher,

motivator and their parent in order to keep up with the new normal.

Indeed, parent involvement in education is crucial. Regardless of their income

or background, students having their parents involved are more likely to possess

higher grades and test scores, attend school regularly, have better social skills, show

improved behavior, and adapt well to school (National Coalition for Parent

Involvement in Education, retrieved in 2011).

This study aims to determine students’ perspective on how parental role

contributes to their way of learning in students amid the outbreak of Covid-19

pandemic. For this reason, this study will proceed to learn the effects of pandemic and

parental intervention, and also to be able to have a better understanding in the

viewpoint of the students in regard to the involvement of their parents.

The study will focus on the Academic Track offered in Cauayan City

National High School, Grade 12 Science, Technology, Engineering and Mathematic

(STEM) students, with regard to their perception on how their parents ' involvement

contributes to their learning during COVID-19 pandemic.

Conceptual/Theoretical Framework

This research uses a conceptual framework to illustrate the things that are

expected to find through this study. Living a life without any parental support and

chances in succeeding is lesser unless the child strives hard and matures enough to

live on their own. According to Choi (2016), the cumulative effects of growing up

without parents can have lasting consequences, which sometimes can never be fully

reversed. With this COVID-19 pandemic, where students were not allowed to have
4
face to face classes, instead the Department of Education implemented the blended

learning where it consists of online or virtual, modular and Television and radio-based

kind of learning, during pandemic.

Parents play a crucial role in their children’s life, they serve as the pillars of

support, guidance and affection that shapes their children’s behaviour in socializing.

Parents are the steering wheel on a vehicle of their child’s learning along the journey

of their study so that they remain their focus on the path of success. Rendering to K-

12 Learning Liftoff (2017), parental involvement is extremely important for a child to

do well in school also children don’t start and stop learning only during the school

day, they are always attuned to learning, at home, with friends, and through other

influences. Due to the Covid-19 pandemic, and the subsequent closure of schools, it

became apparent that parents had to assume the full-time role of educating their

children and support their learning virtually.

Through this research, researchers will define the relevant variables for the

study with regards to the perception of Grade 12-STEM students of Cauayan City

National High School on how parental roles affect their way of learning and to map

out the connections of each variable’s relationship with each other amid Covid-19

pandemic.

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Research Paradigm

INPUT

To determine the learner's perspective on how parental role contributes to the way of

learning amid COVID-19 pandemic of Grade 12 STEM students of Cauayan City National

High School (CCNHS), school year 2020-2021.

Profile of the respondents:

1. Gender 3. Parent’s Educational Attainment 5. Parents Employment

2. Section 4. Profession

PROCESS

In gathering of data, survey questionnaires through social media platforms specifically

through Google forms were used by the researchers to determine the perspective and

effectiveness of parental involvement to the way of learning of the respondents.

6
Statement of the Problem

Generally, this study aims to determine the students' perspectives on how

parental role contributes to their way of learning among the Grade 12 STEM students

of CCNHS. Specifically, this research seeks to answer the following questions:

1. What is the profile of the respondents in terms of:

a. Gender

b. Section

c. Parent’s Educational Attainment:

c.a. Elementary Completion

c.b. High School Completion

c.c. College Completion

c.d. Bachelor or Higher Degree of Completion

OUTPUT

d.Through
Profession
the gathered data from the respondents, researchers will be able to determine the

e.learners’ perspective
Parents and its effectiveness on how parental role contributes to their way of
Employment:
learning amid Covid-19 pandemic. Researchers will also be able to identify the significant
Yes or No
difference based on the demographic profile of the respondents that can be a factor on the
2. What are the perceived contributions of parents to the students learning
way they learn.
process amid Pandemic?

3. What are the student's perspectives on how parents contribute to their way of

learning?

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4. Is there a significant difference in the learners’ perspective across the

demographic profile?

Research Hypothesis

A study of students’ perceptions of parental influence on Grade 12 STEM

students’ learning amid Covid-19 in CCNHS.

● The study will be able to explain the perspective of student learners in

connection to parental role and its contribution to learning.

● Parental role is a factor in contributing to the students’ learning in the course

of a pandemic.

● Learners’ perspective on parental role will help in guiding a better hypothesis

in learning with students.

● Parents' contributions towards the learning process of students in conduct of

the pandemic are relevant and true, providing a positive influence concerning

the concept of learning.

Scope and Delimitation of the Study

The scope of the study will be narrowed down to the population of the

Academic Track in Grade 12 Science, Technology, Engineering and Mathematics

8
(STEM) students of Cauayan City National High School-Main. The study will only

revolve in the idea that a student's perspective on the contributions of parental role in

learning.

For the limits of the study it will only be conducted at CCNHS especially in

Grade 12-STEM academic strand with 35 respondents each section. Other populations

will be disregarded provided that they are not a part of the strand. Thus, it will only

focus on the importance of parental role and not on other fields of experience

affecting the learning method of students.

Significance of the Study

This study will provide vital information on how students’ perception towards

parental role may change the views of the following:

Parents. The study will help parents to think about the contribution of their guidance

towards learning of their child is a factor in building the foundation of learning in

students.

Students. It will create a perception on the important contributions of parental role

towards learning.

Teachers. The data gathered will be used to formulate better strategies in the roles of

parents toward the learning of a child.

Department of Education. The results of the study will help in their studies toward

imposing a parent teacher student communication for a better learning education.

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Researchers. The data gathered will make a clear understanding of the perspective of

the students to parental role in education during and after a pandemic.

Future Researchers. The data gathered will be a helpful tool for the future

researchers having the same study with this research.

Definition of Terms

For better and clearer understanding of this research, the following terms are

defined:

Competency. This refers to the potential of the Grade 12- STEM students of Cauayan

City National High School to do something successfully with or without parental role.

COVID-19. Coronavirus Disease 2019 is a disease that spreads like a wildfire on the

entire world affecting anyone through droplets in sneezing and coughing. This disease

also causes the students to experience a new mode of learning not requiring face-to-

face classes.

Involvement. It is an act of participating or getting involved by a parent in their

child's way of learning in being a Grade 12-STEM student.

Learning. This refers to the acquired knowledge or skill of a Grade 12-STEM student

through studying or being taught with the involvement of parents.

Pandemic. Defined as “an epidemic occurring worldwide, or over a very wide area,

crossing international boundaries and usually affecting a large number of people”.

Parental guidance. It is an upbringing and process of a parent teaching their child

towards learning.

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Parental role. A way of a parent facilitates and teaches a child towards learning. It is

also the takeaway of the study towards the perception of the students on how it

contributes to their way of learning.

Perception. This refers to the way a Grade 12-STEM student of Cauayan City

National High School views and interprets or looks on an idea on how parental role

contributes to their way of learning.

Student. This refers to the respondents from Grade 12 STEM of Cauayan City

National High School who provided information essential for the study.

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 CHAPTER 2

REVIEW OF RELATED LITERATURE AND STUDIES

This chapter indicates the related literature and studies after the thorough

search done by the researchers. This will also indicate the synthesis of the literature

and studies to have a clearer understanding of the research to be done.

Related Literature

In the midst of the COVID-19 pandemic, 191 countries have implemented

countrywide school closures, affecting 1.6 billion learners worldwide. With children
currently not able to study in classrooms, the importance of learning at home is
amplified and the task of supporting children’s learning has fallen on parents at a
much larger rate. COVID-19 is depriving many children of learning opportunities at
school. The availability of child oriented books and engagement of parents can play
an important role for continued learning at home. (Brossard; Cardoso; Kamei; Mishra;
Mizunoya; Reuge et al., 2020)

In relation to that, the only way to prevent COVID-19 from deepening

inequality for an entire generation of children is to equip families to support learning
at home. This is specially true in the pivotal early grades, in which children’s learning
requires frequent parent facilitation. (Kristin Stoller, 2020)

Furthermore, when parents and children collaborate in learning activities,

bonding between parents and children increases as they are able to spend much more
time together. Such instances allow parents to become a source of comfort in easing
pain and worry and engage in conversations with their children to help them in
alleviating their anxiety. It has been recommended that parents should be taught
interventions on how to provide emotional support to children at times of uncertainty.
(Wang, Zhang, Zhao, Zhang, & Jiang, 2020)

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 Partnering with parents, families and careers and engaging them in children’s

formal learning is a vital ingredient for 21st schooling. This joint project represents a

crucial step towards building more sustainable family-school partnerships in every

school. (Federation of Parents and Citizens’ Associations of New South Wales,

Council of Catholic Schools Parents and New South Wales Parents Council, 2010,

Original emphasis)

Each child is vulnerable and can either be molded to be successful or made to

fail in life. According to the Child and Youth Welfare Code of the Philippines, the

child is one of the most important assets of the nation, the promotion and

enhancement of the child's life and welfare is also anchored on the moral supervision

and support given by his parents or guardians (Bartolome et al., 2017).

Parents play an enormous role during a child’s life, they’re their first role

model in terms of attitude, socialization and lots of vital aspects of youngsters that

molds their character within the future. It’s not only the building of characters they’re

playing roles but also within the educational aspect of their child in which it may

result in a big impact in their children’s future.

Parallel to this, according to Enteria (2020), parents play an important role in

increasing the performance and ensuring the good manners of their children in school.

In the context of Indigenous People (IP), parental participation in educating their

children is a meaningful involvement that benefits student learning directly.

Parental involvement can have a positive effect on a student's education.

Young students whose parents read to them tend to possess better language

acquisition, literacy development, later achievement in reading comprehension and

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better overall success at school programs that involve parents in their children's

education have also been shown to enhance students’ academic performance

(Ocampo, 2015).

Furthermore, it’s proven that student’s self-esteem and parental involvement

are correlated to each other. Those parents who motivate their child can result in a

higher self-esteem. The study reveals that having a higher self-esteem and having

parental involvement helps to mold and to achieve higher academic performance by

the students in school (Moneva et al., 2020).

According to statistics conducted by the Michigan Department of Education,

86 percent of individuals who live in the United States say that they feel parental

involvement is the number one factor when it comes to making schools a better place

for students. Moreover, in line with Philippine Center for Public Education, 7 percent

attended a parent teacher conference. Parent involvement programs provide a primary

way for mothers and fathers to participate within the educational process, improve

schools and engage with their children. The extent of parental involvement varies

depending on a variety of factors, which may include family structure or cultural and

linguistic differences between parents and teachers (Ocampo, 2015).

As China continues to develop rapidly, Chinese parents are increasingly

focused on their children’s education. Previous research investigates the relationship

between parental involvement and children’s academic performance, in which home-

based involvement and parental educational expectations play an increasingly

important role in secondary school. The secondary school years coincide with key

changes in early adolescent development and are periods of rapid cognitive

development. As documented by previous research, individual cognitive ability is

14
among the strongest contributors to academic performance. However, research on the

relationship between these three variables—parental involvement, academic

performance and individual cognitive ability—is rare.

Moreover, researchers have long noted that parental involvement can

substantially influence children’s academic performance. Among Filipino parents,

indirect forms of involvement (e.g., volunteering at their children’s schools) are

associated with higher grade performance (Blair, 2014).

According  to  Garcia  and  Thornton  (2014:1)  current  research  shows  that 

the involvement  of  family  in  learning  helps  students to excel in their school

performance,  reduce absenteeism and restore parents' confidence in their children's

education. Learners with parents or caregivers who are involved in learners’

education, earn higher grades and test scores, have better social skills and show

improved behavior.

Parallel to this, according to See & Gorard (2015), there is currently a

substantial body of research suggesting that parental involvement is linked to young

people’s attainment in class. It’s also generally agreed that a variety of factors like

parental background, attention, warmth and parenting style are related to children’s

later life outcomes. There are several plausible mechanisms to demystify as to why

parental involvement might have an impact. And most crucially and unlike all other

areas linking attitudes and behavior to attainment, there is promising evidence that

intervening to improve parental involvement could be effective. 

In addition, a study of "Parental Involvement in the Philippines" conducted by

Bartolome et al., (2017), states that parenting is important in the Philippine society

because family is viewed as a center of one's social world. It is important for schools

15
to recognize the existence of cultural variations in parents' involvement because there

are differences among parents with diverse backgrounds on when, why, and how they

are involved in their children's education.

Parents in today's generation mostly depend on the capabilities of their

children, to their teachers and schools, wherein the parents thought that they can teach

everything to their child, that result in the lack of participation of parents toward their

child's way of learning. In which, according to Madrigal et al., (2014), the most

common obstacle to parental participation is the parents’ pessimistic attitude towards

supporting schools where their children are enrolled in, and the “we-don’t-care-

attitude” among parents.

Some are also the barriers of why parents are not participating in their

children's education according to Salin (2017), (1) lack of time wherein parents have

to work to maintain the financial standing of the family. (2) Illiteracy, this also the

reason that most parents use it as an excuse to neglect their children’s education. In

addition, they lack awareness of the significance of education leading them not to care

at all about it. Moreover, they also have the mindset that only teachers are responsible

for their kids’ education. If their kids don’t do well at school, they will blame the

teacher. They don’t understand their responsibility towards their children’s learning.

Lastly, lack of sensitiveness from the school system, wherein when the school does

not care about the parental involvement in education, most of the student parents just

don’t care, too.

Lack of parental involvement toward to their children’s education and to their

way of learning also to their children’s life may cause a  negative impact, as to what

Tabaeian (2016) says, lack of involvement or over-involvement may have a negative

16
impact on student's performance in and out of the classroom and ultimately affects

their educational development and success.

According to Fan and Williams (2010), when  parents  involve  themselves

effectively  in  their  child’s  education,  this  will  give  benefits  to  their  child’s 

school performance. Parental involvement helps to mold their child, it helps to

make learning for children and encourages them to work more (Ntekane, 2018).

Parents should  have the  skills to  foster  both  cognitive  growth  and  achievement

motivation  so  that their  child  tends  to  achieve more  (Khajehpour  &  Ghazini, 

2011). As parental involvement improves, children’s achievement, parent-child

relationship, it also enhances their child’s self-esteem, parents also help in developing

positive attitude towards school and better understanding of the schooling process

(Salin, 2017).

Parental involvement is an important factor for student achievement in

traditional school settings. Parent support has demonstrated significant contributions
to the success of learners in a virtual learning environment (Borup et al., 2014; Feng
& Cavanaugh, 2011; Lee & Figueroa, 2012; Makrooni, 2019; Woofter, 2019).
However, parents must take on new and unfamiliar roles and responsibilities as their
children participate in online education while experiencing increasing instructional
responsibility for their child’s learning (Liu et al., 2010).

Related Studies

These uncertain times for humanity in general and for the young
developing minds in particular. To mitigate the physical and mental health
consequences, the government, Non- Government Organizations (NGOs), academia
and parents must provide a structure by utilizing regular routines, communication and
developing new partnerships (Shelina Bhamani 2020).

17
 In addition, involvement of parents in distance learning during the Covid-19
pandemic is categorized as good with a percentage of 83%. The results showed that
the level of education of the parents was also categorized as good because 57% of
parents were at the higher education level. This affects the provision of learning
facilities such as the use of gadgets and internet services and the understanding of
learning materials. During the Covid-19 pandemic, in general parents, because the
application of work from home parents can spend more of their time accompanying
children to study or just play. Parents can also foster motivation and interest in
children's learning well, but they have enough problems with children's boredom
when they are at home continuously which causes children to be fussy.

Parents are the most significant influence on a child’s living. Psychologists

and educationists are of the opinion that child rearing practices have the direct bearing
on the academic achievement of children (David, 2020).

The study of David (2020), explained that parenting styles on the academic

achievements of the students have really a significant influence. The result analyzed

shows that the respondents agreed on the influences of different parenting styles on

the academic achievement of students. 

Which is also stated in the thesis work made by Heinesen (2010), showing in

his study that the rank and level of students’ academic achievement or performance is

determined by the role their parents play arriving to a conclusion that parents should

pay more attention to their children and guide them to make their own decision.

According to Morgan & Carter (2013), having a parent who has a high level of

education is also an important factor. Research shows that children from highly

educated families often follow in their parent’s footsteps and are more likely to

complete high school and undertake further study. 

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 Having a parent who has a high level of education is also an important factor.

In addition, a parent’s employment may affect their children’s education. Children

with unemployed parents are less likely to complete school and less likely to do well

at school (Epstein & Sanders, 2016; Hill et al., in press).

Parental involvement in education has been demonstrated to be an important

element for children’s academic outcomes. This study by Lara and Saracostti (2019),

aimed to analyze the associations between parental involvement in school and

children’s academic achievement. Experiential findings have shown a positive

relation between parental involvement in education and academic achievement

improving children’s self-esteem and their academic performance as well as their

children's attendance in school. Results revealed that there are differences in

children’s academic achievement between the parental involvement profiles,

indicating children whose parents have a low involvement and lower academic

achievement. 

In Philippine society, parenting is important because family is viewed as a

center of one's social world. Bartolome et al., (2017) in their study says that it is

important for schools to recognize the existence of cultural variations in parents'

involvement.

Furthermore, the Philippines is a developing country with high rates of

poverty and an input deficit in basic education, there are many school dropout

students especially among the poor. This study by Garcia (2018) aimed to explore and

examine the experiences of low-income parents regarding their involvement in their

children’s education.

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 Results revealed that Filipino parents believe that helping their children with

schoolwork, motivating them and providing structure at home help their children

succeed in school.  Findings have implications for how Filipino parents and educators

can support the academic success of children. Filipinos always find ways to study

even without enough money to go to school. Having low-income parents doesn't stop

Filipinos from fulfilling their dreams.

In addition, the study of Jabar (2020), suggests that there are parental

involvement strategies unique to the Philippine context owing to the poor economic

conditions of some Filipino families. While it is not directly related to education,

making ends meet and providing food for the family’s table were seen as parental

involvement strategies. To compensate for the limited direct involvement in

education, Filipino parents looked for other means to be able to help their children

excel such as exempting the latter from doing household chores, avoiding vices, and

maintaining quality family relationships.

While in the study of Llamas and Tuazon (2016), it was found that the public

secondary schools observe parental involvement school practices. As a whole,

expected results of parental involvement are manifested and the respondents neither

agree nor disagree on the existence of barriers in schools’ initiatives to involve

parents in the school affairs. Observance of parental involvement school practices is

significantly related to the manifestation of its positive results on students, parents and

teachers. These imply that the schools are effective in eliciting the involvement of the

parents in school programs and activities. 

Moreover, the study of Gumbao (2020) shows that the influence of parenting

styles employed by the parents were democratic. Parents should choose appropriate

20
parenting styles that would contribute to the success of their children in school

because the influence of parenting styles contributes a lot to the performance and

learning of the students.

In line with this, the study of Baldo (2017), the results showed that Filipino

parents use Personal Expertise, Positive Expertise, Positive and Negative Esteem of

Others to persuade their adolescents to study, and mostly during adolescents’ pastime.

The results then showed that adolescents who elaborated the persuasive message of

their parents perform better in school.

While in the study of Bacus (2017), it shows that the attitude of students and

authoritative parenting style are strongly associated with academic performance; self-

concept and permissive parenting style also showed to have a significant effect on

achievement of seventh graders in Northern Mindanao. 

In the condition of Indigenous People (IP), parental contribution in educating

their children is a meaningful involvement that benefits student learning directly. This

study by Cuartero-Enteria and Tagyam (2020) aimed to know the parental

involvement of indigenous people in selected elementary schools in the Northern Part

of Mindanao, Philippines. Survey results revealed that regardless of race and

background, IP parents' instincts are the same with usual parents in supporting their

children in school-related matters. However, issues in financial support,

communication and learning from home provided by IP parents to their children still

need to be improved. 

In addition, parents' participation influences the academic endeavor of the

students because they are given chances to enjoy the opportunity of free and

supportive education. Parents should constantly monitor the performance of their

21
children at school to help them improve in their studies and build confidence to do

better.

According to Sapungan and Sapunga (2014), if we involve the parents in

educating their children, it is tantamount to saying that the school is proactive in

implementing changes or development among the students. A society needs to

increase its level of educational involvement and that starts with the support by the

parents, Kimu (2012)

In Sorensen’s (2012) research involving 92 online learning parents found that

they sometimes struggled to keep their students on pace to complete work by the

teacher- set deadlines. The issues that led to these struggles included parents not

knowing what assignments were expected, students failing to follow a work schedule,

and students failing to complete assignments. 

Moreover, Congbin et al., (2011) believed that parents’ family backgrounds,

such as income, education, and social status are key factors to their children’s

academic attainment. Some believed that what family one is born in weighs more than

what it used to be.

In Borup et al., (2014) , Beck et al. (2013) study, the satisfaction levels of 232

parents and 269 special education students in a grade 7-12 cyber school and found a

positive relationship between levels of parent engagement and student satisfaction and

performance. This may indicate that special education students react differently to

parental engagement and additional research is needed exploring varying

subpopulations of students.

22
 Parental involvement in education is a key focus of present policies and

programs aimed at enhancing the academic outcomes of underachiever students at

risk. This study by Altschul (2011) aimed to study the six forms of parental

involvement in education to know which forms of involvement have the strongest

relationships with youths' academic outcomes. This study focuses specifically on

Mexican American families and youths, a population at high risk for academic failure.

Survey results revealed that the positive effects of parental involvement

among Mexican American parents occur through involvement at home, whereas

parental involvement in school organizations is not associated with youths' academic

performance. The parents' fund for financial resources in their children's education

was found to have a somewhat higher contribution on achievement than forms of

involvement that require parents' investment of time.

As stated by Wilder (2014) Teachers, educators, and politicians who perceive

parental involvement to be an important aspect of modern educational policies and

programs have acknowledged the effect of parental involvement on student academic

achievement. The findings of the study showed that, irrespective of the concept of

parental intervention or measure of achievement, the association between parent

involvement and academic achievement was positive.

In addition, the results showed that this relationship was strongest if parental

engagement was described as parental expectations for their children's academic

achievement. However, the effect of parental involvement on student academic

achievement was weakest if parental involvement was identified as homework

assistance. Eventually, through various grade levels and ethnic groups, the association

between parental participation and academic achievement was shown to be consistent.

23
However, depending on the type of test used to assess student performance, the

frequency of the relationship varies.

Synthesis

To increase the academic performance of students studies and researches show

that a student-parent relationship plays a vital role in terms to the well-being of a

student, as it not just that they help in their child’s studies but also in building their

characteristics. Parent’s involvement in their children’s life brings an effect on their

future as a person and to their career also, parents' lack of involvement toward their

child’s life results negatively on their performance at school. As to parent’s lack of

engagement studies show that there are barriers that create gaps between student-

parent relationships in terms of their academic performance one of these is parents are

depending on teachers and school’s responsibility on teaching their children.

Results of the studies revealed that parental involvement in education has been

demonstrated to be an important element for children’s academic outcomes. Parents

should choose appropriate parenting styles that would contribute to the success of

their children in school. Also, parents who actively participate in school activities tend

to have children that have a high level of academic performance. Hence, there is a

positive relationship between parents' engagement in education with the academic

performance of students. 

The widespread occurrence of the COVID-19 pandemic has had an influence

on both academics and parents. Students are losing out on social interaction, which is

important for better learning and grooming, as a result of the abrupt closing of

schools, although most schools have begun providing online courses. This has

become a daunting routine for parents who work from home and must ensure their

24
children's education. Parents can build on this momentum by contemplating what

matters to children and what they, as parents, can do to assist their children with their

learning despite the pandemic that everyone is facing. The advantages of parental

involvement in their children's education have long been known. It has been proven

that children who receive emotional support from their parents are more likely to be

academically resilient.

Parents are the potter and their children are their crafts, they need guidance in

order to achieve their goals in life with proper care and attention. As their child grows

they will have the capability to view and have different perspectives as they engage a

larger crowd. Students are capable of having opinions toward the engagement of their

parents in their studies or in their way of learning. The participation of parents leaves

a significant part on their children’s life all throughout their journey as a person and

as a student.

CHAPTER 3

RESEARCH METHODOLOGY

This section discusses the plan that will be used for this study, which includes

the research design, respondents and locale of the study, also the sampling technique,

data gathering instruments and procedure, and the statistical tools.

Research Design

This study is a Quantitative Research design that aimed to determine the

learner’s perspective on how parental role contributes to the way of learning of Grade

12 STEM students of Cauayan City National High School, the School Year 2020-

2021. The researcher used descriptive-normative in this study in which, according to

25
Calderon (2012), descriptive research involves the description, recording, analysis and

interpretation of the present nature, composition or processes of phenomena which

focuses on prevailing conditions, or how a person, group or thing behaves or

functions in the present. It often involves some type of comparison or contrast. In

other words, descriptive research may be defined as a purposive process of gathering,

analyzing, classifying and tabulating data about prevailing conditions, practices,

beliefs, processes, trends and cause effect relationships and then making adequate and

accurate interpretation about such data with or without the aid of statistical methods.

This study will use a cross-sectional type of data, which consist of close-ended

questionnaires and it will be conducted through a Google Form.

Respondents of the Study 

The respondents for this study includes the four(4) sections of the Senior High

School Department, specifically the Grade 12 students of Science, Technology,

Engineering and Mathematics (STEM) strand from Cauayan City National High

School-Main. The survey questionnaires were distributed depending on the sample

size of the total number of students in Grade 12-STEM.  In order to get the sample

size of the respondents, researchers used Slovin’s formula to the group of students,

which resulted in a total of 140 respondents that will represent the four sections of

Grade 12-STEM. 

n =+

n - no. of samples

N - total population

e - margin of error

26
 Population Distribution and Sample Distribution of Grade 12 Science,

Technology Engineering and Mathematics Students

Population Sample
Section Students Section Students
STEM A Boys 25 52 STEM A Boys 17 35
Girls 27 Girls 18
STEM B Boys 20 53 STEM B Boys 13 35
Girls 33 Girls 22
STEM C Boys 23 55 STEM C Boys 15 35
Girls 32 Girls 20
STEM D Boys 25 54 STEM D Boys 16 35
Girls 29 Girls 19
Total 214 Total 140

Locale of the Study

The study is being carried out in the City of Cauayan. As the researchers will

perform an online survey for the study, respondents will respond in their respective

homes. Survey questionnaires are to be conducted and distributed through Messenger.

Listed participants are primarily from Grade 12 Science Technology Engineering and

Mathematics students from Cauayan City National High School-Main. 

Sampling Technique

This study will be having a stratified random sampling technique wherein the

researchers will be classifying girls and boys in answering the survey questionnaire.

27
This technique was chosen as it provides greater precision, and a stratified sample

often requires a smaller sample which saves time. With a total of 214 Grade 12 STEM

students the researchers will be having a sample of 35 students each section. Based on

the number of students in each section of Grade 12-STEM, researchers found out that

57% of the students are females and 43% are males. Given that the sample size is 140

students, through Stratified Random Sampling there will be 80 female respondents

and 60 male respondents or 20 females and 15 males each section that will represent

the Grade 12-STEM students.

Data Gathering Instrument

The researchers made an instrument utilized to determine the students’

perspectives on how parental role contributes to their way of learning among the

Grade 12 STEM students of CCNHS. The researcher used a questionnaire that was

devised by the researchers. To gather and perform the needed data to be used in the

analyzing of students’ perspectives towards the parental role and its contributions.

This study used a survey questionnaire as a form of gathering data from the

respondents. The researchers made an instrument that was utilized to determine the

students’ perspectives on how parental role contributes to their way of learning among

the Grade 12 Science Technology Engineering and Mathematics students of Cauayan

City National High School-Main. The questionnaire was made-produced by the

researchers and put together to construct defined questions to answer, wherein it

contained two (2) different parts, such as: Part I was used to determine and verify the

respondent’s name, section, and parent profile regarding its educational attainment

and occupation, and; Part II survey using a Yes or No type of questionnaire wherein

they will put a check on each box to assess students' perspectives on the contribution

28
of parents to their way of learning, the effect of parental role on the way of learning

from the learners perspective and the significant relationship between parental role to

the students way of learning.

The researchers’ adviser and many others will validate each component of the

questionnaire to make sure that it contains the following characteristics: validity and

simplicity, reliability and precision towards the concept of the study.

Before undergoing validation, the student researchers performed pilot testing

to provide more reliable data which will result in accurate test results. By doing this,

test logistics and gathering information prior to a larger group will improve the

quality and efficiency of the study. Having the evaluation done and some adjustments

to the questionnaire the leader of the group following the researchers’ adviser will

validate each component of the questionnaire to make sure that it contains the

following characteristics: feasibility, validity and simplicity, reliability, and precision

towards the concept of the study.

Data Gathering Procedure

In gathering the data needed in the study, the researchers will be doing the

following in order to conduct the research:

1. Researchers will ask first for permission from school authorities, to conduct a

study regarding the perception of the Grade 12-STEM students of CCNHS-

Main Campus in the contribution of their parents in their way of learning. 

2. Researchers will be identifying the respondents from the total population of

CCNHS-Main through the scope of the study.

29
 3. Researchers will be asking another permission and approval to the school

principal and to the assistant school principal of the Senior High School

Department to conduct the study in Grade 12, Academic Track-STEM strand.

4. Researchers then will construct survey questionnaires to be distributed to the

respondents. Survey questionnaires will be presented through Google Form

that will be distributed to respondents through online group chats per section.

Researchers will be able to monitor the respondents' answers since the

platform that has been used in data gathering will automatically tally the data

since the questions were close-ended. Through the gathered data, researchers

will be able to analyze, interpret and present the result of the respondents’

answers regarding the study.

Statistical Tool

In order for the researchers to analyze and interpret the data gathered for this

study, the following statistical tools are used.

1. Frequency and Percentage Distribution. This will be used for the profile of

the respondents in terms of their Gender, Parent's Educational Attainment, and

Parents Occupation.

P=

2. Weighted Mean. This will be utilized to determine the level of parental role

contribution to the way of learning of the respondents’ amid Covid-19

pandemic.

- summation

30
 w - the weights

x - the value

3. Likert Scale. This was used by the researchers for them to determine the

respondents’ perspective on how parental role contributes to their way of

learning amid Covid-19 pandemic.

Options Range Interpretation

4 3.26-4.00 Always

3 2.51-3.25 Often

2 1.76-2.50 Sometimes

1 1.00-1.75 Rarely

31
 CHAPTER 4

PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA

This chapter includes the presentation, analysis, interpretation of data, and

presents the answers to the statement of the problem in Chapter 1 as gathered from

responses of the respondents which are Grade 12 STEM students of Cauayan City

Nation High School-Main.

I. PROFILE OF THE RESPONDENTS

Presentation of Data

Presentation of data refers to putting up data in an attractive and useful manner

in order to be easily interpreted. The data were presented through tabular.

Table 1.1.

Frequency and Percentage of the Respondents According to Gender

Gender Frequency Percentage

Female 47 52.2%

Male 43 47.8%

Total 90 100%

As shown in Table 1.1, the respondents from Grade 12 Senior High School

STEM strand from the survey conducted, 47 or 52.2% were female while 43 or 47.8%

were male. In general there are more females than males as the population of females

are larger than the latter from the total number of respondents.
32
 Table 1.2.

Frequency and Percentage of the Respondents According to their Section

Section Frequency Percentage

STEM A 27 30%

STEM B 25 27.8%

STEM C 22 24.4%

STEM D 16 17.8%

Total 90 100%

In Table 1.2., they are the total number of respondents from all sections of the

Grade 12 STEM strand of CCNHS-Main. There are 27 or 30% respondents from

STEM A, 25 or 27.8% from STEM B, 22 or 24.4% from STEM C and 16 or 17.8%

from STEM D. This concludes that the highest percentage of respondents from Grade

12 STEM came from STEM A.

Table 1.3.

Frequency and Percentage of the Respondents According to their Parent’s

Educational Attainment

Parent’s educational Frequency Percentage

attainment

33
 Elementary Completion 0 0

High School Completion 36 40%

College Completion 33 36.7%

Bachelor Completion 21 23.3%

Total 90 100%

Table 1.3. shows that, none of the parents of the respondents has an

educational attainment who only completed elementary. Most of the parents have a

High School Completion and have a percentage of 40% or in individual there are 36

parents while 33 or 36.7% have a College Completion and 21 or 36.7% reached and

completed a Bachelor Degree.

Table 1.4.

Frequency and Percentage of the Respondents According to their Parent’s

Profession

Employment status Frequency Percentage

With Employer 86 78.90%

(E.g., Teacher, OFW & Government Employee)

Self-Employed 23 21.10%

34
 (E.g., Businessman, Farmer & Online Seller)

Total 109 100%

As shown from Table 1.4., the researchers classified the profession of the

respondents’ parents into With Employer and Self-employed jobs. With-Employers or

the Employers can be a person or a company, government entity, organization,

institution, professional services firm that provides a job and pays the employee with

their salary or wage. Self-employed or a job that does not work for a specific

employer who pays them a consistent salary or wage.

In conclusion, 86 of respondents’ parents or 78.90% are working with an

employer while 23 or 21.10% are self-employed workers. In general there are more

parents who are working with an employer than self-employed workers.

Table 1.5.

Frequency and Percentage of the Respondents According to their Parent’s

Employment

Parent’s employment Frequency Percentage

Employed 65 72.2%

Unemployed 25 27.8%

Total 90 100%

In Table 1.5., it contains about the parent’s employment of the respondents,

where 72.2% or 65 of the respondents’ parents were employed while 27.8% or 25

35
were unemployed. This concludes that there are more parents of the respondents that

are employed than unemployed.

II. PARENTS CONTRIBUTION TO THE STUDENTS LEARNING

PROCESS AMID PANDEMIC

Table 2.

Mean Distribution of the Perceived Contribution of Parents to the Students

Learning Process amid Pandemic.

Statement Weighted Verbal

Mean Description

1. How often do your parent's guide you in

studying these past few months (since the start 1.59 Rarely

of the school year 2020-2021)

2. Do you ask for your parents' help in doing

1.53 Rarely
your requirements/projects?

3. Does your parents help you in understanding

your lesson, when the teacher is not present to 1.53 Rarely

help you?

4.     Does your parent guide you in answering

1.43 Rarely
your modules?

5. Do your parents motivate or encourage you

3.21 Always
in studying?

36
 Average Weighted Mean 1.86 Sometimes

Table 1. presents the mean distribution of the perceived contribution of parents to the

students learning process amid pandemic.

Item number five (5) “Do your parents motivate or encourage you in studying”

got the highest mean distribution of 3.21 and interpreted as always, followed by item

number one (1) “How often do your parent's guide you in studying these past few

months (since the start of the school year 2020-2021)” that has a mean distribution of

1.58 and interpreted as often. Item number two and three (2 & 3) “Do you ask for

your parents' help in doing your requirements/projects? “, “Does your parents help

you in understanding your lesson, when the teacher is not present to help you?” both

had a mean distribution of 1.53 and its verbal description is rarely. Lastly, item

number four (4) “Does your parent guide you in answering your modules” has a mean

distribution of 1.43 with the verbal description rarely. As shown in the table, parents

sometimes contribute to the students learning process amid pandemic as reflected

with an average weighted mean of 1.86.

III. STUDENT’S PERSPECTIVES ON HOW PARENTS CONTRIBUTES

TO THEIR WAY OF LEARNING

Table 3.

Mean Distribution of the Contribution of Parents in the Learning of Students

Statement Weighted Verbal

Mean Description

1. Does parental involvement make school easier? 2.3 Sometimes

2. Do your parents' involvement in your studies help in a 2.03 Sometimes

37
deeper understanding toward the lessons?

3. Do you prefer studying with the help of your parents? 1.64 Rarely

4. Do your parents help you with your academic stuff, 1.82 Sometimes

such as: homework, requirements or projects?

5. Do parental roles play an important role in students' 2.79 Often

learning?

Average Weighted Mean 2.12 Sometimes

The table 3 presents the mean distribution of the contribution of parents in the

learning of students.

Item number five (5) “Do parental roles play an important role in students'

learning” got the highest mean distribution of 2.79 and interpreted as often, followed

by item number one (1) “Does parental involvement make school easier” that has a

mean distribution of 2.3 and interpreted as sometimes, item number (2) “Do your

parents' involvement in your studies help in a deeper understanding toward the

lessons” has a mean distribution of 2.03 and its verbal description is sometimes, item

number four (4) “Do your parents help you with your academic stuff, such as:

homework, requirements or projects” has a mean distribution of 1.82 and interpreted

as sometimes, and lastly item number three (3) “Do you prefer studying with the help

of your parents” got the lowest mean distribution of 1.64 and its verbal description is

rarely. It is implied that parents sometimes contribute in the learning of the students as

reflected with an average weighted mean of 2.12.

38
IV. LEARNER’S PERSPECTIVE ACROSS THE DEMOGRAPHIC

PROFILE

Table 4.

Significant Difference in the Respondent’s Perspective across the Demographic

Profile

Grade Gender Parents Perspective Yes (Parents Perspective No

12 Employmen being Employed) (Parents being

STEM t Unemployed

Section Yes No + - + -

A-27 M-16 12 4 5 (41.67%) 7 (58.33%) 2 (50%) 2(50%)

F-11 10 1 5 (50%) 5 (50%) 0 (0%) 1(100%)

B-25 M-14 12 2 8 (66.67%) 4 (33.33%) 2(100%) 0 (0%)
F-11 8 3 5 (62.5%) 3 (37.5%) 1(100%) 0 (0%)
C-22 M-7 5 2 0 (0%) 5 (100%) 1 (50%) 1 (50%)
F-15 9 6 5 (56%) 4 (44%) 3 (50%) 3 (50%)
D-16 M-6 4 2 2 (50%) 2 (50%) 0 (0%) 2 (100%)
F-10 5 5 4 (80%) 1 (20%) 4 (80%) 1 (20%)
65 25 34(52.3%) 31 (47.69%) 15(60%) 10(40%)

Legend:

+ respondents that believe that parental involvement has a contribution to

their way of learning

39
 - respondents that believe that parental involvement does not have a

contribution to their way of learning

The table 4 shows that, there is indeed a significant difference in the learner’s

perspective across the Demographic Profile wherein those that have parents that are

employed have 52.31% believing that parental role contributes to a learner’s way of

learning while the other 47.69% doesn’t. On the other hand, learners that have parents

that are not employed have 60% believing it contributes while the other 40% doesn’t.

It also shows that female respondents have a higher percentage of believing that

parental role contributes to one’s way of learning than the male respondents.

40
41
 CHAPTER 5

SUMMARY OF FINDINGS, CONCLUSION AND RECOMMENDATION

This research was conducted to determine the perspective of Grade 12 STEM

of CCNHS-Main students on how parental role contributes to their way of learning

amid Covid-19 pandemic. This study utilized descriptive-normative under non-

experimental research and was conducted during the school year 2020-2021. The

research instrument used in this study was a survey questionnaire through Google

Form.

Summary of Findings

This study was conducted to the Grade - 12 STEM students of Cauayan City

National High School for School Year 2020-2021 to know their perspective on the

contributions of Parental Role to their education. The researchers found out that there

is a significant relationship between Parental Role and Students' Learning.

1. What is the profile of the respondents?

As shown from the results of the demographic profile in the previous chapter,

most of the respondents came from STEM A with a total number of 30 respondents

and the least number of respondents came from STEM D with a total number of 16

respondents. Female respondents were greater than male respondents with a total

number of 47 and 43. Results showed that most of the respondent’s parents had

reached a high level of attainment in education in which among the four, High School

Completion is the highest, with a count of 36. In contrast, none of the respondents

answered elementary completion as their parents' highest level of education.

42
 The results also showed that most of the respondents' parents were working

with an employer with a total of 86 respondents and 23 of the respondents had parents

who are self-employed workers. In addition, the rate of their parent’s employment

were 72% for employed and 28% for unemployed.

2. What are the perceived contributions of parents to the students' learning

process amid pandemic?

The analysis showed that Parents’ encouragement greatly contributes to the

learning process of the students. It had a weighted mean of 3.21 and interpreted as

always. In addition, the findings revealed that Parents rarely guide and help their

children on their requirements/projects, in understanding the lesson and in answering

modules. These contributions are interpreted as rarely and had a weighted mean

ranging from 1.40 to 1.60. Overall, the contribution of parents to the students' learning

process amid pandemic are experienced by the students sometimes and had a

weighted mean of 1.86.

3. What are the student’s perspectives on how parents contribute to their

way of learning?

43
 The analysis showed that parental involvement sometimes makes school easier

having a weighted mean of 2.3 while helping the students to have a deeper

understanding of the lessons had a weighted mean of 2.03. Moreover, parents of the

students sometimes help their children with their academic stuff (e.g., homework,

requirements, or projects) as reflected with a weighted mean of 1.82. However,

students rarely prefer to study with the help of their parents as shown with a weighted

mean of 1.64. In the final analysis, parents of the students from the Grade 12 Senior

High School STEM strand sometimes contribute to their way of learning gaining an

average weighted mean of 2.12.

4. Is there a significant difference in the learners’ perspective across the

demographic profile?

All things considered, there is a significant difference in the learners'

perspective across the Demographic Profile. In addition, female respondents had a

higher percentage of 59.2% believing that parental role contributes to one's way of

learning than the 40.8% of male respondents.

Conclusions

The researchers analyzed the data by evaluating the findings of the survey

conducted with 90 respondents from the Grade 12 Senior High School STEM Strand

using the assigned statistical tools.

44
 According to the result of data gathered from the Grade 12 STEM students,

the researchers concluded that the perspective of the students in parental roles

sometimes contributes to their way of learning. In addition, due to Covid-19 pandemic

parents greatly contributed in encouraging their children that helped them in their

learning process. On the contrary, students seldom prefer studying with the help of

their parents.

Recommendations

Based from the findings of the study, the following are the recommendations

of the researchers:

1. The findings of this study will enlighten parents on the perspectives of

their children towards parental role in learning.

2. The results of this study can be utilized and adapted for future practice

in times of a pandemic and natural disasters needing a distance

learning.

3. For the future studies it is recommended to apply a broadened scope of

general audience to participate in answering the questionnaires,

researchers must consider the number of participants in the evaluation

for a better yield in results.

4. Future researchers and studies can use this study as a ground for the

conduct of other studies pertaining to parental involvement towards

learning.

45
5. For more profound results future researchers may opt to include the

effectiveness of parental guidance and assistance towards the learning

of students in drawing insights about the subject matter.

46