LEVEL OF PARENTAL INVOLVEMENT: INFLUENCES THE

ACADEMIC PERFORMANCE OF THE STUDENTS

IN SHS IN SAN NICHOLAS III, BACOOR CITY

A Research Proposal Presented to

the Faculty of SHS in San Nicholas III, Bacoor City

In Partial Fulfillment
of the Requirements for Inquires, Investigation and Immersion

Submitted by

Reyes, Jhozel Andrei D.

Domio, Mary Glen Y.
Elba, Aimie D.
Pombo, Jackelyn C.
Rendado, Archelyn G.
Rivera, Jy-Anne C.
Sumilhig, Rose Marie S.
Ubay, Steaffany C.
Proponents

Elarcie Balsomo
Adviser
 APPROVAL SHEET

This research entitled “Level of Parental Involvement: Influences the Academic

Performance of the Students in SHS in San Nicholas III, Bacoor City” prepared and
submitted by Jhozel Andrei D. Reyes, Mary Glen Y. Domio, Aimie D. Elba, Jackelyn C.
Pombo, Archelyn G. Rendado, Jy-Anne C. Rivera, Rose Marie S. Sumilhig, Steaffany
C. Ubay, in partial fulfilment of the requirements for the subject Inquiries,
Investigations, and Immersion has been examined and is recommended for
acceptance and approval for Oral Examination.

ELARCIE BALSOMO
Adviser

PANEL OF EXAMINERS
Approved by the Committee on Oral Examination with a grade of

Chairman

Member Member

Accepted and approved in partial fulfillment of the requirements for the subject
Inquiries, Investigations and Immersion.

Date: GERALDINE M. TABING, Ed. D

Research Coordinator
 ACKNOWLEDGEMENT

First, we would like to extent our deepest gratitude to Almighty God for his

Guidance, blessing and grace during the conduct of the study. This humble work may

not have been accomplished without him.

Also, we would like to acknowledge all the people with our thanks and warmest

appreciation, in one way or another, have contributed to the accomplishment of this

research.

To our family, whose from time to time gave their utmost support, understanding

and extreme affection.

To our panelists, Mr. Andrew Sebastian, Mr. Ismael Santos, Mr. Miguel Apostol,

and Mr. Glen Tee Jay Jarito for making themeselves available in evaluating our work

and answering our queries.

To the staff of SHS in San Nicholas III, Bacoor City Mr. Miguel Apostol for

guiding us in using the laboratory equipment during the conduct of experiment. To Mr.

Laurence Insigne, for helping us in analyzing our data.

Finally, to our beloved research adviser, Mr. Elarcie Balsomo, Whose dedication

for research is really unquestionable. Thank you for your continuous support,

constructive critism and your trust and confidence, believing that we deserve this

opportunity.

To all of you , we dedicated this study. Thank you for inspiration and support for

making us able to accomplised this project which we consider one of our greatest

achievements in life.

Once again, Thank You!

 Abstract

Parental Involvement refers to a situation we’re parents are directly involved in

the education of their children, they involved themselves and are involved by the school

and teacher’s in the learning process of their children, and they fulfil their duties ask

parents in making sure that the learner is assisted in the process of learning as much as

they possibly can.This study explore the parental involvement in academic performance

of the students in SHS in San Nicholas III, Bacoor City, during 2019-2020. A total of 326

respondents were selected through random sampling and in the end the following

results was sought.

Parental involvement refers to the amount of participation a parent when it comes to

the schooling of his/her children. Some schools foster healthy parent involvement, but

sometimes parent’s hesitations if they will involve themselves with their children’s

education. It has been advocated in western countries.

However, there is a body of literature that examines the significance of social and

cultural influences and the effects of parent’s involvement in and expectations of their

children’s development and learning. It is important for schools to recognize the

existence of cultural variations in parent involvement because there are differences

among parents with diverse background on when, why, and how they are involved in

their children’s education.

Researchers found out that there is no significant relationship between the

academic performances and parental involvement of the students because the R-value

was -0.03 the t-value was -0.68 and the t-crit value was 1.96.
 TABLE OF CONTENTS

APPROVAL SHEET i

ACKNOWLEDGEMENT ii

ABSTRACT iii

TABLE OF CONTENTS

I. INTRODUCTION 1

Statement of the Problem 3

Hypothesis 3

Conceptual Framework 4

Paradigm of the Study 4

Significance of the Study 5

Scope and Delimitation 6

Definition of Terms 6

II. REVIEW OF RELATED LITERATURE AND STUDIES 8

Relevant Conceptual and Research Literature 8

Synthesis 21

III. RESEARCH DESIGN AND METHODOLOGY 25

Research Design 25
 Respondents of the Study 25

Research Instrument 26

Data Gathering Procedures 26

IV. PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA 29

V. SUMMARY OF FINDINGS, CONCLUSIONS AND RECOMMENDATIONS 35

Summary of Findings 35

Conclusions 37

Recommendations 38

VI. REFERENCE LIST 39

VII. APPENDICES 40

Appendix A – Materials and Methods of the Study 40

Appendix B – Raw Data of the Study 41

Appendix C – Research Plan 44

Appendix D – Certificates and Letters 48

Appendix E – Curriculum Vitae 49

 CHAPTER 1
INTRODUCTION

Parental Involvement refers to a situation we’re parents are directly involved in

the education of their children, they involved themselves and are involved by the school

and teacher’s in the learning process of their children, and they fulfil their duties ask

parents in making sure that the learner is assisted in the process of learning as much as

they possibly can. It does not just refer to parents enquiring about the performance of a

learner in schools, but also in them taking a role in communicating with their children

with the aim of having a healthy relationship with them, so that the process of

encouraging, mentoring leading and inspiring maybe genuine (Clinton & Hattie 2013).

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 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.

Being involved also boosts the mental health of children. It encourages

communication between children and parents, which can foster higher self-esteem and

confidence. It can also help children interact better with their peers and advance their

social skill. Since parental involvement has many benefits for you, the teachers and of

course your child, help him or her succeed by thinking about what you can do to get

involved. (Sivertsen, J, 2015).

 According to Bryan (2011), children are likely to excel in academics when their

parents actively participate in their education. Education is necessary and important to

society. Education provides insight, increases knowledge and skill. It is important to the

development of human capital and individual’s ability to provide a better living. Parental

involvement has been shown to be a very important variable that positively or negatively

influences children’s education. Lack of involvement or over-involvement may have a

negative impact on student’s performance in and out of the classroom and ultimately

affects their education development and success.

Since there is a limited number of researches that deals with this problem, the

challenge is to identify the parental involvement and its Influences to the academic

performance of the students.

Given this challenge, the researchers will be opted to conduct a study to

determine the “levels of parental involvement: Influences the academic performance of

the students” in SHS in San Nicholas III, Bacoor City.

Statement of the Problem

The study will be conducted to determine the level of Parental Involvement:

Influences the academic performance of the students in SHS in San Nicholas III, Bacoor

City, Cavite.

Specifically, it will be sought to answer the following:

1. What is the academic performance of the students in SHS in San Nicholas III,

Bacoor City?

2. What is the level of parental involvement of the students in each strand of SHS

in San Nicholas III, Bacoor City?

3. Are there significant differences among the levels of parental involvement of

the students in each strand of SHS in San Nicholas III, Bacoor City?

4. Is there a significant relationship between the academic performance and level

of parental involvement of the students in SHS in San Nicholas III, Bacoor City?

Hypothesis

Based on the stated problem, the following hypotheses will be drawn:

1. There are no significant differences among the levels of parental involvement

of the students in each strand of SHS in San Nicholas III, Bacoor City.

2. There is a significant relationship between the academic performance and

level of parental involvement of the students in SHS in San Nicholas III, Bacoor

City.
Conceptual Framework

This conceptual framework shows the independent and dependent variables in

the study. The independent variable is the factor influence the academic performance of

the students it is assumed that parental involvement is not only enhances academic

performance, but it also has a positive influence on academic attitude and behavior. A

parent’s interest and encouragement in a child’s education can affect the child’s attitude

toward school, classroom conduct, self-esteem, absenteeism, and education.

On the other hand, the dependent variable is the one who affected by the levels

of parental involvement.

Conceptual Paradigm

Independent Variable Dependent Variable

Academic performance of
Level of Parental
students in SHS in San
Involvement
Nicholas III, Bacoor city
Significance of the Study

The study will be conducted to determine the level of parental involvement:

Influences the academic performance of students in SHS in San Nicholas III Bacoor

City. It will be significant to the following:

This study will help the parents. To them to know what can be effects of Parental

Involvement for their children’s Academic Performance. Parent care deeply about their

children and one the best for them.

This study will help the students. To them to know how Parental Involvement can

help to achieve a good grades Also Students can still have their good performance in

school with or without Parent’s Involvement.

This study will help the teachers. To them to know how Parental involvement

affects their student’s academic Performance. Teachers can help their students to have

a good performance in school.

This study will help the researcher. To gain additional knowledge, especially

about the level of parental involvement. They can also apply their knowledge and skills

in determining levels of parental involvement of the students.

This study will help the future researcher. For them to comprehend their studies

they chose that is related to study, especially when results in localities are needed.

Additionally, this also enables them to learn how to do processes and analyzations in

this study, as well as correcting found in this study’s recommendations.

Scope and Delimitation

The study will be focused on determining the level of parental involvement:

Influences the academic performance of the students in SHS in San Nicholas III, Bacoor

City. Levels of parental involvement will be measured.

Grades 11 and 12 students from the academic track – general academic strand,

and humanities and social sciences, and technical-vocational-livelihood track – home

economics, and information and communications technology will be used as the subject

of the study.

Definition of Terms

Academic Performance – Is the extent to which a student, teacher or institution has

achieved their short or long-term educational goals.

Education – means inculcating moral values, positive thinking, attitude helping, attitude

of giving to society and ethical values of these kind of students are only able to bring

changes in this society.

Involvement – Participation at least once during the school year: Attending a general

school meeting, attending a scheduled parent-teacher conference, attending a school or

class event, or volunteering in the school or serving on a school committee.

Parents – A parent is the caretaker of a child where “child” refers to offspring, not

necessarily age, most common types of parents are mothers, fathers, step-parents and

grandparents. A mother is, “A woman in relation to child or children to whom she has

given birth”.
Parental involvement – Refers to the amount of participation a parent has when it

comes to schooling and her child’s life. Some schools foster healthy parental

involvement through events and volunteer opportunities, but sometimes it’s up to the

parents to involve themselves whit their children education.

Relationship – refers to the unique and during bond between a caregiver and his/her

child and can be determine both biological parents, parents who share genetic material

with their kids, adoptive parents, legal agreements that form a permanent parent-child

relationship.

Respondents – are those persons who have been invited to participate in a particular

study and have actually taken part in the study.

Students – a learner who is enrolled in an educational institution.

 CHAPTER 2

REVIEW OF RELATED LITERATURE AND STUDIES

This chapter shows the literatures and studies that the researchers have

gathered to support the ideas and other information in this study. This study will be

conducted to determine the level of parental involvement and its influences to the

academic performance of the students in SHS in San Nicholas III, Bacoor City.

It includes academic performance, factors affecting academic performance,

parental involvement, types of parental involvement and factors affecting parental

involvement, which will serve as basis of the study.

Relevant Conceptual and Research Literature

Academic performance means the knowledge and skills that students have

mastered in a subject or a course. It’s basically a measure of how well students have

performed in the various assessment items set for them based on some educational

criteria determined by professions educators. (Lee, Y. 2010)

According to College of Arts and Technology (2018), there are two k-12 Grading

Systems in the Philippines that measure the academic performance of the students.

The first grading system is the KPUP grading system, and the other one is the WW-PT-

QA grading system.

The KPUP grading system uses Knowledge, Process, Understanding, and

Performance as levels of assessment. The Knowledge is the substantive content of the

curriculum, the facts, and info gained by the student, while the Process is the skill or
cognitive operations the student does on the facts and info to create meanings. The

Understandings are based on how the student endured big ideas, principles and

generalizations, and lastly, the Performances are real-life application of understanding

as evidenced by the student’s authentic performance (CIIT, 2018).

The second system, WW-PT-QA Grading system, uses Written Work (WW),

Performance Task (PT), and Quarterly Assessment (QA). The WW makes sure

students can express skills and contents in written form, while PT lets learners show

what they know and can do in diverse ways. Lastly, QA measures students learning at

the end of the quarter (CIIT, 2018).

There are several factors affecting the student’s academic performance. The

main purpose of this research paper is to understand the factors that influence the

academic performance of the students in secondary schools in India. In secondary

schools, there are numerous factors within school and outside school that influence the

academic performance of the students. The main areas that have been taken into

account include, factors influencing the academic performance of the students,

academic performance and large number of students in class parental and associated

factors relating to academic achievement, contribution of school factors towards the

academic performance of students, influence of poverty on academic achievement of

students and other causes of low academic achievement.

Many practical studies are carried out to investigate factors affecting college

student’s performance. The focus of this research is that student performance in

intermediate examination is linked with student’s outline consisted of his approach

towards communication, learning facilities, proper guidance, and family stress.

 But most of the factors affecting academic performance is the parental

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

particularly important when they face academic hurdles or other challenges with extra-

curricular activities. Parents should support and sustain the study of their children

through financial stability. In the same perception, the parent’s income or social status

can positively affect the student performance in the school. The school setting must be

accessible to the transportation and other public amenities. Other factors are school,

teacher, and student factors. When it comes to school, the relationship between the

teacher and the students and the distance of the school from home are some factors

that affect. Student’s effort and initiative is another factor being considered as well as

the age of the student. (Garcia, A, 2017)

Parental involvement refers to the amount of participation a parent when it comes to

the schooling of his/her children. Some schools foster healthy parent involvement, but

sometimes parent’s hesitations if they will involve themselves with their children’s

education. It has been advocated in western countries.

However, there is a body of literature that examines the significance of social and

cultural influences and the effects of parent’s involvement in and expectations of their

children’s development and learning. It is important for schools to recognize the

existence of cultural variations in parent involvement because there are differences

among parents with diverse background on when, why, and how they are involved in

their children’s education. Parenting is important in the Philippine society because

family is viewed as a center to one’s social world. But, social contexts in which Filipino

families are embedded have changed rapidly over the past ten years (Ochoa & Torre,
n.d.) Children’s learning is increasingly moving toward a broader vision of the 21st

century learning. As children’s educations increasingly occur across a range of settings,

parents are uniquely positioned to help ensure that these settings best support their

children’s specific learning needs. Thus parental involvement researches remain

misrepresentative of parents and the involvement that they have with their children’s

education. (Jackson, 2010)

The five types of parental involvement are parenting, communicating, learning at

home, volunteering, decision making, and last is collaborating with community (Epstein,

J.2011).

Parenting helps provide families information to schools so educators and

administrators can better understand family backgrounds, cultures and goals for their

children. Sample activities are boosting family learning workshops on topic suggested

by parents, providing families with information on child development.

Communicating keeps parents informed and makes it easy for them to ask

questions or express concerns that are vital to parent involvements. The teachers want

to make sure the parents are holding parent-teacher conferences (with language

translators, if needed), sending students at home to work with explanations of their

grades, sending out regular e-mails or memos describing the works of the students in

the classroom, and making the students available to take parent calls and parent

teacher meetings (with an administrator present, if needed).

Learning at Home can be great educational resources for students. To help parents

provide at home learning, the teachers should keep them informed about homework

assignments and projects. The teachers can also provide resources designed to help
them understand the subjects matter they’ve teaching. Additionally, sending home lists

of voluntary reading and other activities can help parents ensure their children have

ways to learn outside of the classroom.

Volunteering is families are enabled to share their time and talent to support the

school, classrooms, teachers, students, and their children. Helping in the library,

computer room, resource room, playground, or launch room. Assisting with after school

programs or fieldtrips that are attending student performances, extracurricular activities,

assemblies, celebrations, and other events. Volunteers tell students, faculty and the

school and its students that gathering information about the level and frequency of

family and community members’ participation in school programs. Offering youth

service, learning opportunities for students who want to volunteer in the community and

to learn the school staff how to work with parent and offering volunteer opportunities for

single parents.

Collaborating is to encouraging and supporting the cooperation between schools,

families, community groups, organizations, agencies, and individuals. Encouraging local

civic and service groups to become involved in schools in a variety of ways such as

mentoring students, volunteering, speaking to classes, and helping with fundraising

events. Staff and students to participate in youth serviced learning opportunities and

Opening school buildings for use by the community beyond the regular school hours

and for having a program with local businesses that enhances student work skills.

There are several factors that may affect the level of parental involvement in their

child’s education. Examples of these factors may include a two irregular work schedule,

lack of transportation, limited access to technology (computers and e-mail), infrequent

interaction with school staff, or negative personal childhood experiences with school.

Some of these factors may be within the control of a school (such as the scheduling of

school events, staff attitudes towards parents, and methods of communicating with

parents). Deverall, C, (2015)

Parental involvement can be affected by several socio-political factors, such as

socio-economic condition and parents’ negative school experience. The researchers

stated that the problem for parents themselves, is that they cannot help their children

with homework or other school-related issues, because their knowledge is limited.

Interestingly when it comes to parents with a university degree, they show lack of time

as a man reason for not getting involved. Baeck (2010).

Another issue that has an influence on parental involvement is language. The

language used at schools can be very academic and most school staff do not know how

to contact parents with a different language background. On the other hand, sometimes

parent roles in getting involved are unclear, and they may need clear explanations from

teachers about what they are expected to do. LaRocque (2011).

Many students are affected by parental involvement because of their influence on

their children’s academic performance. It might either contribute to a successful

showing of a student or to his/her failure in school. Parental involvement plays a crucial

role in students’ academic performance.

According to Avvisati, F, Besbas, B., Guyon, N. (2010), Parental Involvement in

school: A Literature review. Parental time is a quantitatively important input into the
education production function; however, we know very little on the causal link between

levels of Involvement and children’s success.

The researcher use survey’s which compare countries, social classes and to

elicit trends, document the fact that even after the pre-school years, parents in the

Industrialized countries continue to spend substantial amount of time in child care

activities. Two French survey’s specifically focus on educational Involvement of families.

They show that time spent by parents doing homework assignments with children

increase between 1991 and 2002, by half an hour; in the early 2000s this particular form

of Involvement absorbs about 19 hours on average for month for elementary children,

14 hours of Parental time for middle school children and 6 hours for high school

children. Moreover,

The result of this study number of parents declaring positive hours spent doing

homework with their children also increase in this time-span.

According to Khajehpour, M., (2011) A Relationship between emotional

intelligence, parental involvement and academic performance of high school students.

This study investigated the relationship between emotional intelligence, parental

involvement and academic performance 300 high school students in Tehran, Iran. The

participants ranged in age between 15 and 18 years. In this study they used an adapted

questionnaire.

The section A of the contain a personal data the section B of the questionnaire

contains items on emotional intelligence which were adapted from 33 items emotional

intelligence with a Cronbach alpha of 0.90 for internal consistency and 0.78 test-retest
reliability after two weeks’ interval. The section C of the instrument is on parental

involvement. This also contained a 10 items statement structured on a 4 point rating

format. In this section using a split-half method, co-efficient alphas of 0.59 and 0.71

were returned for section B and C of the instrument respectively.

The results of first hypothesis that was there will be no significant relationship

between emotional intelligence, parental involvement and participants’ academic

achievement.

The inter-correlation matrix of the independent (emotional intelligence and

parental involvement) and dependent (academic achievement) variables scores are

computed. There is a positive and significant relationship of 0.318 between emotional

intelligence and academic achievement. While no positive relationship existed between

emotional intelligence and parental involvement.

The result of second hypothesis that was emotional intelligence and parental

involvement are not significant predictors of participants’ academic achievement.

A multiple regression analysis on the data obtained on independent (emotional

intelligence) and dependent (academic achievement) variables were run. It shows that

both emotional intelligence and parental involvement made 62% prediction of academic

achievement. From the analysis of variance in table performed on multiple regression, it

is seen that the calculated F value=95.19, P<0.01 when the two variables were

regressed with the academic achievement. These indicate that both emotional

intelligence and parental involvement were good predictors of academic achievement of

the participants.
 According to Lamb, S., (2016) Parental participation improves students’

academic achievement: a case of Iganga and Mayuge districts in Uganda. The data for

this paper are from a larger study carried out in two eastern Uganda districts (Iganga

and Mayuge). The larger study involved all public and private schools which serve

children residing and household located in Iganga-Mayuge health and demographic

surveillance system (IMHDSS) IMHDSS is located astride the two districts, about 120

km from Kampala city (Ugandan capital) in eastern Uganda. The site is managed by

Makerere University school of public health and covers 65 rural villages with over 80

000 households. About half of the population has completed a primary 7 educational

level, 12% have completed primary 7 out of which 4% has completed a secondary s4

education level.

The data for this paper are from a larger study carried out in two eastern Uganda

districts (Iganga and Mayuge). The larger study involves all public and private schools

which serve children residing in household located iganga-mayuge health and

demographic surveillance system (IMHDSS).

The result of this study was the district as unit of analysis would not yield

plausible results because 76% (62 out of 82) of the schools in the sample were from

Iganga district. The overall sample comprised of 56% girls with Iganga and Mayuge

having 57 and 54% female participants, respectively, and the difference was not

significant. The figure 1 indicates the comparison of school characteristics in terms of

type and its location by student’s sex. There is no significant difference observed in the

type of school (public vs. private) they attended and neither by the location (rural, peri
urban and urban) of the school. This is an implication that students had similar

distribution with respect to location and type of school hey attended.

According to Topor, D, Keane, S., Calkins, S., (2010) Parent involvement and

student academic performance a multiple mediational analysis. This Study conducted

by examining specific parenting practices that are amenable to change, such as parent

involvement and the mechanisms by which these practices influence academic

performance, programs may be developed to increase a child’s academic performance.

While parent involvement has been found to be related to increased academic

performance, the specific mechanisms through which parent involvement exerts its

influence on a child’s academic performance are not very well understood.

The Methodology used on the study the Consistent with the original longitudinal

sample were 158 children who at age seven, participated in the laboratory and school

visits. Participants were obtained from three different cohorts participating in a larger

ongoing longitudinal study and 447 participants were initially recruited at two years of

age through child care centers, The County Health Department and the local Women’s,

Infants, and children program.

The result of the study the reliability of the 28 items on Student-Teacher

Relationship-Teacher Relationship Scale and the six items on the Pictorial Scale of

Perceived Competence and Social Acceptance for Young Children cognitive

competence subscale was adequate Cronbach’s alpha a= .86 and .80, respectively.

According to Lara, L., Saracostti, M., (2019) Effect of Parental involvement on

children’s academic achievement in Chile. The study aims to analyze how different
parental involvement profiles based on the main forms of Parental Involvement

identified in literature influence children’s academic achieved. Parental Involvement can

take a wide variety of forms among them. Communication between family and school,

supporting learning activities at home and involvement in school activities.

These are included in this study using the scales proposed by Hoover-Dempsey and

Sandler. This Study included 498 parents or guardians whose children attended second

and third grade in 16 public schools with high levels of socioeconomically vulnerability

over 85% according to official records of the schools within three different regions in

Chile.

The Result of the Study is Hierarchical cluster analysis was to identify parental

involvement profiles based on the five subscales of parental involvement scale, applying

the standardized Euclidian Distance method and using Ward’s algorithm. Cluster

analyses results showed that the optimal solution was the grouping of the Participants

into three groups.

According to Otani, M., (2017) Relationship between Parental involvement and

academic achievement among elementary and middle school students. This Study

investigates how Parental Involvement across three criteria it is also examines whether

student’s attitudes towards the subjects and academic aspiration mediate the

relationship.

The Methodology of this study uses the Japanese sub-sample from trends

international mathematics and science study. The survey was conducted by the

international association for the evaluation of the educational achievement. TIMSS is an

International assessment of student achievement in mathematics and science in the

fourth and eighth grades. It also collects a wide range of Information from students,

teachers and school principals. This study uses the student and the school

questionnaires.

The results for mathematics achievement are for male’s students and for

females. The results for science achievements are illustrated for males. Results shows

that parental involvement is associated with mathematics and science achievement

directly and also indirectly through attitude for both males and females.

According to Porumbu, D., Necsoi, D., (2013), In this study family and parental

involvement are the main factors responsible for many successes but also for many ills

in education today. The purpose of this study was to review the research literature on

the relationship between parental involvement or attitude and children’s academic

achievement.

In this study consisted of gathering and reviewing articles, meta-analysis, and

reviews relating to the parental involvement and its influence on children’s school

achievement at the middle and high school levels. Findings from the review revealed

several variables that are consistently associated with high levels of academic

achievement: an authoritative parenting style, parental high and clear expectations and

aspirations for their children’s school result, communication between parents and

children about their school activities and plans for the future, parents’ communication

with teachers regarding their child’s progress or difficulties.

 The result of this study discuss some of the main limitations of the studies that

include the following: the use of non-experimental research designs, consistency and

defining the concept of parental involvement in different studies, in consistency of the

result across cultures, neglecting the moderating role of some socio-demographic

factors has family structure or socio-economic status, number of children in family.

Therefore, in designing educational policies and different educational interventions we

should be more aware of the interventions of this major factor in children’s success.

According to Chavez, Arelie, D., (2017). In this study Connections between

Parental Involvement and Academic Achievement among Hispanic and Non-Hispanic

Students. This study used a correlational design to investigate how parental

involvement and ethnicity (Hispanic vs. non-Hispanic) is related to the academic

achievement (measured by grade point average) of college students. Participants

included 48 Hispanic and 40 non-Hispanic college students who were asked about

parental involvement received during their primary education. A 2 x ANOVA indicated a

significant main effect of ethnicity on academic achievement (f=.00; p=.996) and no

significant interaction between parental involvement and ethnicity (f=.69; p=. 41).

Synthesis
 Parental involvement refers to the amount of participation a parent when it

comes to the schooling of his/her children. Parental homework help may have a

compensatory role for low-income minority children who are more likely to attend

schools that disproportionately face resource, staffing, and other organizational

pressures. By helping with homework, parents may model effective study habits,

cultivate positive attitudes toward learning and reinforce material covered during the

school day when children are struggling in school. Parental help with homework may

not only provide direct academic support, but it may also offer children reassurance that

they have a caring system at home. Parent involvement is lowest in families below the

poverty line or with older children, as well as parents who do not speak the area’s

primary language or did not graduate high school.

The more parents involved in their children’s education, the better their entire

class’s motivation, behavior, and grades become. When parents are engaged in their

children’s school lives, students have the home support and knowledge they need to not

only finish their assignments, but also develop a lifelong love of learning. for every

student. Parental Involvement can take a wide variety of forms among them.

Communication between family and school, supporting learning activities at home and

involvement in school activities. These are included in this study using the scales

proposed by Hoover-Dempsey and Sandler. This Study included 498 parents or

guardians whose children attended second and third grade in 16 public schools with

high levels of socioeconomically vulnerability over 85% according to official records of

the schools within three different regions in Chile.

 Parental involvement in schools is the first step to parent engagement and

ultimately, parent partnership. Students with engaged parents don’t just have high test

scores: their attendance, self-esteem, and graduation rate rise, too. When parents and

teachers work together to establish a thriving classroom, the effect on their students is

profound. Parent engagement in schools is different from parent involvement, though

both are useful.

Parent involvement is when parents participate in school events or activities, and

teachers provide learning resources or information about their student’s grades. Unlike

in parent engagement, teachers hold the primary responsibility to set educational goals.

They relate to parents not as a partner but an advisor who guides them through

academic support for their child. Parental involvement and engagement in education

matters now more than ever because it’s in decline.

Parents who believe that intimate parent-teacher communication is effective.

Parents now prefer remote methods of communication, like online student portals and

they are less likely to attend parent-teacher conferences or school activities.

This shift is sudden and concerning due to what it means for parent

engagement. While digital tools can help families stay informed, students are missing

out when parents don’t offer their time and support. The factors behind this change in

parent involvement at school are multi-faceted. Some parents have scheduling or

transportation issues that make volunteering or attending parent-teacher conferences

tough. Others, like low-income or minority families, feel that staff makes them

uncomfortable or shows a lack of cultural awareness. If a parent-teacher relationship

wasn’t established early in the year, parents also may not know whether they’re

welcome at school.

Some groups, however, are more at-risk for low parent engagement. Parent-

teacher relationships are more than an optional classroom benefit. They are key for

helping students on a personal and classroom level reach their academic potential.

Children with engaged parents are more likely to Earn higher grades or test scores,

develop self-confidence and motivation in the classroom, Have better social skills and

classroom behavior. They are also less likely to Have low self-esteem, develop

behavioral issues. It helps to think of parent involvement as the first step to parent

engagement. While teachers can advise parents on some things, parents also have

important information about their child that teachers might not know. Both can bring

perspectives to the table that enrich a student’s learning experience. Neither is

complete without the other. We begin by giving parents resources, inviting them to

activities, and helping them monitor their children’s progress. Then, we partner with

them to set goals for their students and find ways to strengthen our classrooms. When

we engage parents in the learning process, our school communities are all the more

enriched for it.

Parental involvement and engagement in education matters now more than ever

because it’s in decline. Parents who believe that intimate parent-teacher communication

is effective. Parents now prefer remote methods of communication, like online student

portals, and they are less likely to attend parent-teacher conferences or school

activities. This shift is sudden and concerning due to what it means for parent
engagement. While digital tools can help families stay informed, students are missing

out when parents don’t offer their time and support.

The factors behind this change in parents have scheduling or transportation

issues that make volunteering or attending parent-teacher conferences tough. Others,

like low-income or minority families, feel that staff makes them uncomfortable or shows

a lack of cultural awareness. If a parent-teacher relationship wasn’t established early in

the year, parents also may not know whether they’re welcome at school. Some groups,

however, are more at-risk for low parent engagement.

Parent-teacher relationships are more than an optional classroom benefit they

are key for helping students on a personal and classroom level reach their academic

potential. Given this challenge this study will conduct a survey questionnaire in SHS in

San Nicholas III, Bacoor City to determine the Levels of Parental Involvement and its

Implication to the academic performance of students.

 CHAPTER 3

RESEARCH DESIGN AND METHODOLOGY

This chapter presents the research design, respondents of the study, research

instrument, data gathering procedures and statistical treatment of data that will be used

in the study of the level of parental involvement: Influences the academic performance

of the students in SHS in San Nicholas III, Bacoor City.

Research Design

This study utilized the descriptive design which specifically, the descriptive

comparative method to get the difference of the level of influence of parental

involvement in terms of their sex, age, and their curriculum. (Ntekane, A, 2015)

Survey will be conducted in the study. Survey questionnaire will be used as the

main tool in data collection.

Respondents of the study

Fifty-two students from general academic strand, 116 students from home

economics, 77 students from humanities and social sciences, and 81 students from

information and communications technology will be used as the respondents of the

study. The total number of respondents is determined through Slovin’s Formula.

Slovin’s formula is computed according to the formula adapted from Ibanez, D. (2019).
 Equation 3.1 Slovin’s Formula

N
n=
1+(Ne 2)

The Slovin’s Formula will be used to calculate the sample size (n) given

population (N) and a margin of error (e).

Probability sampling, specifically random sampling will be used to determine the

respondents of the study. The subjects will be divided according to their strand and

respondents will be randomly selected.

Research Instrument

One-page survey questionnaire will be utilizing as the main tool in data collection.

It will be adapted from Chavez, A, D., (2017)

The survey questionnaire will be divided into two parts. It includes the socio-

demographic profile such as sex, age, strand and parental Involvement of the

respondents. The parental involvement of the students will determine by the standardize

questionnaire, which is a five-point Likert scale with indicators from (1) Strongly

Disagree, (2) Disagree, (3) Neutral, (4) Agree, (5) Strongly Agree. Furthermore,

permission letter will be attached to the survey questionnaire to secure the

confidentiality of all the data to be collected in this study.

Data Gathering Procedures

Survey will be conducted to determine the level of parental involvement:

Influences the academic performance of the students in SHS in San Nicholas III, Bacoor
City. Each respondent from general academic strand, home economics, humanities and

social sciences, and Information and communication technology will be given a survey

questionnaire.

Statistical Treatment of Data

The gathered data of the researcher were treated using the following statistical

tools.

The formula is:

N
P=
P

Where P = Percentage

N = Total no. of students

 Chi-Square Formula

A Chi-Square test is designed to analyze categorical data. That means that the

data has been counted and divided into categories. It will not work with parametric or

continues data (such as height in inches). For example, if you want to test whether

attending class influences how students perform on an exam, using test scores

(from 0 to 100) as data would not be appropriate for a Chi-Square test. However,
arranging student into the categories’ “Pass” and “Fail” would additionally, the data

in a Chi-Square grid should not be in the form of percentages, or anything other than

frequency (count) data.

Formula:

(Oi−Oi) ²
x 2=Σⁿ
E

Whereas:

x² = The Test Statistics

Σn = The sum of

O = Observe frequency

E = Expected frequency
 CHAPTER 4

PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA

This chapter includes all the data gathered from the experiment. The data

obtained were interpreted and furthered discussed through statistical analysis.

The study was conducted to determine the Level of Parental Involvement and Its

influences to the academic performance of the students in SHS in San Nicholas III,

Bacoor City.

Sub-problem 1: What is the academic performance of the students in SHS in San

Nicholas III, Bacoor city?

Table 4.1

Academic Performance of Students in SHS in San Nicholas III, Bacoor City.

Rating GAS HE HUMSS ICT

Scale F % F % f % f %
95 -100 1 1 - - - - 3 4 = 4
90 - 94 9 17 13 11 19 25 6 7 = 47
85 - 89 19 37 47 40 16 21 13 16 = 95
80 - 84 19 37 32 28 25 32 56 69 = 132
75 -79 4 8 24 21 17 22 3 4 = 48
Total: 52 100 116 100 77 100 81 100 326
***’’- ‘’ means no obtained mean. (CIIT, 2018)

Table 4.1 shows the academic performance of the students in SHS in San

Nicholas III, Bacoor City based from their general weighted average during first

semester, School Year 2019-2020. In general academic strand, 37% of the respondents

obtained general weighted average of 80-84, and 85-89. Then, it was followed by 17%

of the respondents who obtained 90-94 and 8% of the respondents obtained 75-79.
 In home economics strand, 40% of the respondents obtained general weighted

average of 85-89 and 28% of the respondents obtained general weighted average of

80-84. Then, it was followed by 21% of the respondents who obtained 75-79 and 11%

of the respondents obtained 90-94.

In humanities and social sciences strand, 32% of the respondents obtained

general weighted average of 80-84 and 25% of the respondents obtained general

weighted average of 90-94. Then it was followed by 22% of the respondents who

obtained 75-79 and 21% of the respondents obtained 85-89.

In information and communication technology strand, 69% of the respondents

obtained general weighted average of 80-84, and 16% of the respondents obtained

general weighted average of 85-89. Then it was followed by 7% of the respondents who

obtained general weighted average of 90-94 and 4% of the respondents obtained 75-79

and 95-100.
Sub-problem 2: What is the level of parental involvement of the students in each strand

of SHS in San Nicholas III, Bacoor City?

Table 4.2

Level of Parental Involvement of SHS in San Nicholas III, Bacoor City.

Strand Mean SD Interpretation

GAS 3.56 0.34 High

HE 3.42 0.47 Moderately High

HUMSS 3.30 0.34 Average

ICT 3.44 0.42 Moderately High

TOTAL MEAN: 3.43 Moderately High

Legend:

3.51 – 3.60 ─ High Parental Involvement

3.41 – 3.50 ─ Moderately High Parental Involvement

3.26 – 3.40 ─ Average Parental Involvement

3.21 – 3.25 ─ Moderately Low Parental Involvement

3.15 – 3.20 ─ Low Parental Involvement

 LEVEL OF PARENTAL INVOLVEMENT
3.6
3.56
3.55
3.5
3.45 3.44
3.42
3.4
3.35
3.3
3.3
3.25
3.2
3.15
1 2 3 4

Table 4.2 shows the level of parental involvement of the students in each strand

in SHS in San Nicholas III, Bacoor City. It was found out that general academic strand

had the highest parental involvement with a mean of 3.56. High level of parental

involvement was identified to GAS based from the obtained mean. Then, it was followed

by information and communications technology and home economics with means of

3.44 and 3.42, respectively. HE and ICT had moderately high level of parental of

involvement based from the obtained mean. Meanwhile, humanities and social sciences

was identified as the lowest level of parental involvement with a mean of 3.30. Average

level of parental involvement was identified to HUMSS based from the obtained mean.

Sub-problem 3: Are there significant differences among the levels of parental

involvement of students in each strand of SHS in San Nicholas III, Bacoor City?

Table 4.3
Differences among the Level of Parental Involvement and its influences to the academic

performance of the students in SHS in San Nicholas III, Bacoor City.

Source SS Df MS F P-Value F-crit Interpretaion

of
Variation
Between 2.02328 3 0.67443 1.8692 0.13462 2.63265 No
Groups 4 Significant
Within 116.179 322 0.3608
Groups
Chavez, Arelie, D., (2017).

Levels of parental involvement of the students in each strand of SHS in San

Nicholas III, Bacoor City were analyzed using One-way Analysis of Variance to

determine the statistical differences among the strands.

In comparison among the strands, the computed F value was 1.86, which was

lesser than the obtained F value, 2.63. Thus, there are no significant differences among

the levels of parental involvement of the students in each strand of SHS in San Nicholas

III, Bacoor City.

Sub-problem 4: Is there a significant relationship between the academic performances

and Level of Parental Involvement of the students in SHS in San Nicholas III, Bacoor

City.
 Table 4.4

Relationship between the Academic Performance and Level of Parental Involvement of

the students in SHS in San Nicholas III, Bacoor city.

Regression Analysis

Df 326
R -0.03
t-value -0.68
t-crit 196
Khajehpour, M., (2011)
Legend:

Degree of Freedom (df) – Total number of respondents

R – Value – Correlation Coefficient Value (Strongly Positive)

t- Value – Inside the range of t-critical value

t- Crit – Acceptance value

Table 4.4 showed the df was 326 which is the total respondents. The r value was

-0.03. The t-value was -0.68 and the t-crit value was 1.96. Thus, there is no relationship

between the academic performances and Level of Parental Involvement of the students

in SHS in San Nicholas III, Bacoor City.

CHAPTER 5

SUMMARY OF FINDINGS, CONCLUSIONS AND RECOMMENDATIONS

 This chapter presents the summary of findings, and conclusions based on the

gathered data and results. In addition, recommendations for the future development and

improvement of results in this research were also included in this chapter.

SUMMARY OF FINDINGS

This study was conducted to identify the level of Parental Involvement: Influences

the Academic Performance of students in SHS in San Nicholas III, Bacoor City

assessed by the researchers. There are 326 respondents who participated for this

research which is composed of Seventy-seven humanities and social sciences

students, Eighty-one information and communication technology students, fifty-two

general academic strand students, one hundred sixteen home economics students here

in SHS in San Nicholas III, Bacoor City.

Data were analyze using descriptive tools such as percentage, average,

weighted mean, standard deviation and Likert’s scale. F-chit and f value was also

utilized to determine the significance differences among the levels of parental

involvement of the students.

The study revealed the following:

1. In terms of the academic performance of the students in SHS in San Nicholas

III, Bacoor City. Showed the interpretation that there are 8% of the general academic

strand students, 21% for home economics students, 22% for the humanities and social

sciences students, and 4% for the information and communication technology students.

Having the general average of 75-79. For the general average of 80-84, general

academic strand students got 37%, humanities and social sciences students got 32%,

home economics students got 28%, and information and communication technology
students got 69%. For the general average of 85-89, general academic strand students

got 37%, humanities and social sciences students got 21%, home economics students

got 40% and the information and communication technology students got 16%. For the

general average of 90-94, general academic strand students got 17%, humanities and

social sciences got 25%, home economics students got 11% and information and

communication technology students got 7%, for the general average of 95-100, general

academic strand got 1%, for information and communication technology got 4% while

the humanities and social sciences students and home economics students got 0%

2. In terms of the Level of Parental Involvement of the students in SHS in San

Nicholas III, Bacoor City. Showed that the interpretation of the mean of the gathered

data consists of gas students that leveled as the highest parental involvement with

obtained mean of 3.56 and the information and communication technology students

leveled as moderately high level of parental involvement having an obtained mean of

3.44, then followed by home economics students that leveled as moderately high

parental involvement, meanwhile humanities and social sciences students leveled as

average parental involvement having an obtained mean of 3.30

3. In terms of the significant differences among Level of Parental Involvement and

Its Influences to the student of SHS in San Nicholas III, Bacoor City.

The data showed that there’s no significance differences among the levels of parental

involvement of students in each strand based on the total mean and standard deviation

and also it was proven in the difference between the computed f-crit and f value. The

total f-crit is 2.6 and the f value is 0.13. Thus, there are no significant differences among
the Level of Parental Involvement of students in each strand of SHS in San Nicholas III,

Bacoor City.

4. in terms of the significant relationship between the academic performances

and level of parental involvement of the students in SHS in San Nicholas III, Bacoor

City. Researchers found out that there is no significant relationship between the

academic performances and parental involvement of the students because the R-value

was -0.03 the t-value was -0.68 and the t-crit value was 1.96.

Conclusions

Based on the results, the following conclusions were drawn:

1. The researchers found out that there are no significant differences among

Level of Parental Involvement and Its influences to the academic performance

of the students in SHS in San Nicholas III, Bacoor, City based on the results

of the computed data.

2. The researchers found out that there is no significant relationship between the

academic performance and level of parental involvement of the students in

SHS in San Nicholas III Bacoor City. Based on the computed data.

Recommendations
 Based on the findings and conclusions that were gathered, the following

recommendations were shown:

1. Based on the findings of the study, predicting student academic success at an

early stage would be effective to enhance targeted students’ academic

performance.

2. The researchers recommended that it would be better that the students must
seek attention with their academic performance even without the support of their
parents.

3. Future researcher must conduct a broad research with regards to Level of

Parental Involvement and It’s influences to the academic performance of the

students in SHS in San Nicholas III, Bacoor, City and especially on the other

department. Future researchers might use the gathered data for further study

and for the benefit of their studies as well.

REFERENCES
Avvisati, F., Besbas, B., Guyon, N. 2010. “Parental Involvement in School:
A Literature Review, vol.120(5), pages 750-778.

Bartolome, M, T., Mamat, N., Masnan, A H., 2017, Parental Involvement in

the Philippines: A Review of Literatures. International Journal of Early
Childhood. vol.6 Pages 41-50.

Chavez, A, D., 2017, Study Connections between Parental Involvement

and Academic Achievement among Hispanic and Non-Hispanic
Students.

Khajepour, M., 2011, A Relationship between Emotional intelligence,

Parental involvement and Academic Performance of high school
students. https://www.researchgate net/-publication/251713638.

Lamb, S., 2016, Parental Participation improves student’s Academic

achievement: A case of Iganga and Mayuge districts in
Uganda.https://www.ncbi. nih.gov/pmv/articles/-PMC6610476/.

Lara, L., Saracosti, M., 2019, Effects of Parental involvement on children’s

academic Achievement in chile. https://www.ncbi.nih.gov/pmv/
articles/-PMC6610476/

Otani, M., 2017 “Relationship between parental involvement and academic

achievement among elementary and middle school students.” OSI
PP Discussion Paper 17E003 Osaka School of international Public
Policy, Osaka University.

Porumbu, D., Necsoi, D., 2013, family and parental involvement is the
main factors responsible for many successes but also, for many ills in
education today.

Topor, D., Keanne, S., Calkins, S., 2010, Parental involvement and student
academic performance multiple meditation analysis. https//www.ncbi.
nlm.nih.gov/pmc/article.

APPENDICES
 Appendix A

Materials and Methods of the study

Appendix B
 Raw Data of the Study

Table 4.1

Academic Performance of Students in SHS in San Nicholas III, Bacoor City.

Rating GAS HE HUMSS ICT

Scale F % F % f % f %
95 -100 1 1 - - - - 3 4= 4
90 - 94 9 17 13 11 19 25 6 7 = 47
85 - 89 19 37 47 40 16 21 13 16= 95
80 - 84 19 37 32 28 25 32 56 69= 132
75 -79 4 8 24 21 17 22 3 4 = 48
Total: 52 100 116 100 77 100 81 100=326
***’’- ‘’ means no obtained mean. (CIIT, 2018)

Table 4.2

Level of Parental Involvement of SHS in San Nicholas III, Bacoor City.

Strand Mean SD Interpretation

GAS 3.56 0.34 High

HE 3.42 0.47 Moderately High

HUMSS 3.30 0.34 Average

ICT 3.44 0.42 Moderately High

TOTAL MEAN: 3.43 Moderately High
 LEVEL OF PARENTAL INVOLVEMENT
3.6
3.56
3.55
3.5
3.45 3.44
3.42
3.4
3.35
3.3
3.3
3.25
3.2
3.15
1 2 3 4

Table 4.3

Differences among the Level of Parental Involvement and its influences to the academic

performance of the students in SHS in San Nicholas III, Bacoor City.

Source SS Df MS F P-Value F-crit Interpretaion

of
Variation
Between 2.02328 3 0.67443 1.8692 0.13462 2.63265 No
Groups 4 Significant
Within 116.179 322 0.3608
Groups
Chavez, Arelie, D., (2017).

Table 4.4
Relationship between the Academic Performance and Level of Parental Involvement of

the students in SHS in San Nicholas III, Bacoor city.

Regression Analysis

Df 326
R -0.03
t-value -0.68
t-crit 196
Khajehpour, M., (2011)

Appendix C
 Research Plan

CHAPTER 1

INTRODUCTION

Parental Involvement refers to a situation we’re parents are directly involved in

the education of their children, they involved themselves and are involved by the school

and teacher’s in the learning process of their children, and they fulfil their duties ask

parents in making sure that the learner is assisted in the process of learning as much as

they possibly can. It does not just refer to parents enquiring about the performance of a

learner in schools, but also in them taking a role in communicating with their children

with the aim of having a healthy relationship with them, so that the process of

encouraging, mentoring leading and inspiring maybe genuine (Clinton & Hattie 2013).

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 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.

Being involved also boosts the mental health of children. It encourages

communication between children and parents, which can foster higher self-esteem and

confidence. It can also help children interact better with their peers and advance their

social skill. Since parental involvement has many benefits for you, the teachers and of
course your child, help him or her succeed by thinking about what you can do to get

involved. (Sivertsen, J, 2015).

According to Bryan (2011), children are likely to excel in academics when their

parents actively participate in their education. Education is necessary and important to

society. Education provides insight, increases knowledge and skill. It is important to the

development of human capital and individual’s ability to provide a better living. Parental

involvement has been shown to be a very important variable that positively or negatively

influences children’s education. Lack of involvement or over-involvement may have a

negative impact on student’s performance in and out of the classroom and ultimately

affects their education development and success.

Since there is a limited number of researches that deals with this problem, the

challenge is to identify the parental involvement and its Influence to the academic

performance of the students.

Given this challenge, the researchers will be opted to conduct a study to

determine the “levels of parental involvement: Influences the academic performance of

the students” in SHS in San Nicholas III, Bacoor City.

Statement of the Problem

The study will be conducted to determine the levels of parental involvement:

Influences the academic performance of the students in SHS in San Nicholas III, Bacoor

City, Cavite.

Specifically, it will be sought to answer the following:

1. What is the academic performance of the students in SHS in San Nicholas III,

Bacoor City?

2. What is the level of parental involvement of the students in each strand of SHS

in San Nicholas III, Bacoor City?

3. Are there significant differences among the levels of parental involvement of

the students in each strand of SHS in San Nicholas III, Bacoor City?

4. Is there a significant relationship between the academic performance and level

of parental involvement of the students in SHS in San Nicholas III, Bacoor City?

Hypothesis

Based on the stated problem, the following hypotheses will be drawn:

1. There are no significant differences among the levels of parental involvement

of the students in each strand of SHS in San Nicholas III, Bacoor City.

2. There is a significant relationship between the academic performance and

level of parental involvement of the students in SHS in San Nicholas III, Bacoor

City.
 METHODOLOGY

This chapter presents the kind of research, research design, flow chart, which will

be used in the study of the Levels of parental involvement: Influences the academic

performance of the students in SHS in San Nicholas III, Bacoor City, Cavite.
 Appendix D

Certificates and Letters

 Appendix E

Curriculum Vitae

Jhozel Andrei D. Reyes

Blk 27 lot 27 Queensville st. Queens row S east subd.
Bacoor City, Cavite
HUMSS
Mobile No.: (+63) 916-342-2127
Email Address: Janginelo_estomo@yahoo.com

EDUCATION

2018-2020 Senior High School Diploma

SHS in San Nicholas III, Bacoor City

2014-2018 Junior High School Completer

Graduated _________
Eastern Bacoor National High School, Bacoor City.

2008-2014 Elementary Diploma

Norquin Living Legacy Academy, Bacoor City.

SKILLS AND OTHER INTERESTS

I like singing and dancing and I also play basketball.

PERSONAL INFORMATION

Date of Birth: July, 13 2000

Place of Birth: Las Pinas
Mary Glen Y. Domio
0679 Chromium St. Platinum ville San Nicolas III
Bacoor City, Cavite
HUMSS
Mobile No.: 09507254080
Email Address: maryglen023@gmail.com

EDUCATION

2018-2020 Senior High School Diploma

SHS in San Nicholas III, Bacoor City

2014-2018 Junior High School Completer

Graduated _________
City of Bacoor National High School Green Valley

2008-2014 Elementary Diploma

Queensrow Elementary School Bacoor City

SKILLS AND OTHER INTERESTS

I like photography, able to do different kinds of Art, I like singing, Playing Badminton
and has a good communication to others.

PERSONAL INFORMATION

Date of Birth: November 23, 1999

Place of Birth: Platinum ville San Nicolas III Bacoor City, Cavite.
Rose Marie S. Sumilhig
Villa Esperanza ramblers street. Molino II Bacoor City, Cavite
HUMSS
Mobile No.: 0966-406-2765
Email Address: chunyoon.sumilhig@yahoo.com

EDUCATION

2018-2020 Senior High School Diploma

SHS in San Nicholas III, Bacoor City

2014-2018 Junior High School Completer

Graduated _________
City of Bacoor National High School Green Valley

2008-2014 Elementary Diploma

Queensrow Elementary School, Bacoor City

SKILLS AND OTHER INTERESTS

I like to sing and play volleyball and good communication to people

PERSONAL INFORMATION

Date of Birth: January 31 2002

Place of Birth: Ilaya, Alabang
Steaffany C. Ubay
295 Progressive 14 Molino IIIBacoor City, Cavite
HUMSS
Mobile No.: 09458056011
Email Address:Steaffanyubs@yahoo.com

EDUCATION

2018-2020 Senior High School Diploma

SHS in San Nicholas III, Bacoor City

2014-2018 Junior High School Completer

Graduated _________
Bacoor National Highschool Villa Maria Annex

2008-2014 Elementary Diploma

Molino Elementary School

SKILLS AND OTHER INTERESTS

I like Singing, Playing Badminton, and also love taking a photo

PERSONAL INFORMATION

Date of Birth: December 31, 2000

Place of Birth: Cuyo, Palawan

Jackelyn C. Pombo
Blk 3 Lot 40 Purple st. camella north Springville Molino III bacoor City,
Cavite.
HUMSS
Mobile No.: 09458056011
Email Address:Jackiepombo07@gmail.com

EDUCATION

2018-2020 Senior High School Diploma

SHS in San Nicholas III, Bacoor City

2014-2018 Junior High School Completer

Graduated _________
Eastern Bacoor National Highschool, Bacoor City.

2008-2014 Elementary Diploma

Queensrow Elementary School, Bacoor City

SKILLS AND OTHER INTERESTS

I like to sing to cook, dancing, reading mystery horror books, acting, playing games
specifically plants vs. zombies

PERSONAL INFORMATION

Date of Birth: April, 7 2001

Place of Birth: Agusan Del sur

Aimie D. Elba
Camia st. Green Valley Molino 2 Bacoor Cavite,
HUMSS
Mobile No.: (+63) 9502256144
Email Address:aimieelba2001@gmail.com

EDUCATION

2018-2020 Senior High School Diploma

SHS in San Nicholas III, Bacoor City

2014-2018 Junior High School Completer

Graduated _________
Las Pinas East National High Equitable Village Annex.

2008-2014 Elementary Diploma

Moonwalk Elementary School Las Pinas City.

SKILLS AND OTHER INTERESTS

I like to sing and to cook and reading books especially fantasy, romance and other
genre. And the skill in computer and Time Management

PERSONAL INFORMATION

Date of Birth: November, 10 2001

Place of Birth: Goyabano St. Golden Acres Las Pinas City.

Archelyn G. Rendado
Magdiwang Subd. Molino III, Bacoor City Cavite.
HUMSS
Mobile No.: (+63) 926-806-1544
Email Address:archeee27rendado@gmail.com

EDUCATION

2018-2020 Senior High School Diploma

SHS in San Nicholas III, Bacoor City.

2014-2018 Junior High School Completer

Graduated _________
Eastern Bacoor National Highschool, Bacoor City.

2008-2014 Elementary Diploma

Golden acres Elementary School.

SKILLS AND OTHER INTERESTS

Knows how to sing and dance, likes reading horror and fantasy, likes writing poems and
browsing in social media.

PERSONAL INFORMATION

Date of Birth: January, 27 2001

Place of Birth: Fabella Hospital Manila.

Jy-anne C. Rivera
#4 Strikeville Vizcarra Molino III, Bacoor Cavite City.
HUMSS
Mobile No.: (+63) 955-043-2918
Email Address:jyannecalundingrivera@gmail.com
EDUCATION

2019-2020 Senior High School Diploma

SHS in San Nicholas III, Bacoor City

2014-2018 Junior High School Completer

Graduated _________
New Labangan National High School, Tapodoc, Labangan
Zamboanga del Sur.

2008-2014 Elementary Diploma

Queensrow Elementary School, Bacoor City

SKILLS AND OTHER INTERESTS

Know how to sing, draw a sketch and reading horror books.

PERSONAL INFORMATION

Date of Birth: January, 18 2002

Place of Birth: Zamboanga del Sur

Bibliography

Avvisati, F., Besbas, B., Guyon, N. 2010. “Parental Involvement in School:

A Literature Review, vol.120(5), pages 750-778.

Bartolome, M, T., Mamat, N., Masnan, A H., 2017, Parental Involvement in

the Philippines: A Review of Literatures. International Journal of Early
Childhood. vol.6 Pages 41-50.
Chavez, A, D., 2017, Study Connections between Parental Involvement
and Academic Achievement among Hispanic and Non-Hispanic
Students.

Khajepour, M., 2011, A Relationship between Emotional intelligence,

Parental involvement and Academic Performance of high school
students. https://www.researchgate net/-publication/251713638.

Lamb, S., 2016, Parental Participation improves student’s Academic

achievement: A case of Iganga and Mayuge districts in
Uganda.https://www.ncbi. nih.gov/pmv/articles/-PMC6610476/.

Lara, L., Saracosti, M., 2019, Effects of Parental involvement on children’s

academic Achievement in chile. https://www.ncbi.nih.gov/pmv/
articles/-PMC6610476/

Otani, M., 2017 “Relationship between parental involvement and academic

achievement among elementary and middle school students.” OSI
PP Discussion Paper 17E003 Osaka School of international Public
Policy, Osaka University.

Porumbu, D., Necsoi, D., 2013, family and parental involvement is the
main factors responsible for many successes but also, for many ills in
education today.

Topor, D., Keanne, S., Calkins, S., 2010, Parental involvement and student
academic performance multiple meditation analysis. https//www.ncbi.
nlm.nih.gov/pmc/article.