Parental Involvement in Learning at Home During The New Normal and The Academic Performance of Senior High School Students

Luna National High School
Luyao, Luna, Isabela 3304
PARENTAL INVOLVEMENT IN LEARNING AT HOME DURING THE NEW
NORMAL AND THE ACADEMIC PERFORMANCE OF SENIOR HIGH SCHOOL
STUDENTS
____________________________
A Quantitative Research Study
Presented to the Faculty of
Luna National High School – Senior High School
Luna, Isabela
___________________________
In Partial Fulfillment
of the Requirements in
Practical Research 2
_________________________
Presented by:
RONNEL CADAY
JHUN ZACH MALLAVO
MICKAELA JULIA CADELIÑA
CINDY FONTANILLA
Researchers
ORLANDO ROSARIO
Research Adviser
____________________________
S.Y. 2020-2021
Practical Research 2 1 S.Y. 2020-2021

ACKNOWLEDGMENT
The researchers would like to express their deep and sincere gratitude for the
support, inspiration, and contribution of all the essential people in fulfilling this
research study and those who contributed to the completion of this manuscript and
brought this study into reality.
First, praise and thank God, the Almighty, for His showers of blessings and
wisdom throughout the researchers' work to complete the study.
Moreover, to Mrs. Felicidad R. Zacarias, Principal I of Luna National High
School, for making the school conducive to this study.
The adviser, Mr. Orlando M. Rosario, for allowing this research study and
invaluable guidance in making the project more manageable for the researchers to
deal with. For his dynamism, vision, sincerity, and motivation have deeply inspired
the researchers.
For the researchers' family, for the extreme support throughout this study,
financially and morally, and for giving their best to make this research successful.
The respondents who gave time and shared their perceptions for the
researchers to gather data and their keen interest in completing this research study.
Further, to all the people not mentioned above, who give their most full
measure of aid to the extent of their expertise. It was a great privilege and honor for
the researchers to work and study under all your help.

DEDICATION
This research study is wholeheartedly dedicated to the following:
For God Almighty, who continually provided guidance and strength to the
researchers in making this research study possible.
The researchers' parents who have been the researchers' source of need provider
in conducting this research study and supporting the researchers throughout the study.
The researcher's friends and mentors who shared their words of encouragement
and advice to finish this research study.
And lastly, to all people who became part in fulfilling this research study.

ABSTRACT
This research study titled "Parental Involvement in Learning at Home During
the New Normal and the Academic Performance of Senior High School Students"
focused on determining the relationship between parental involvement in learning at
home and the academic performance of senior high school students who are subjected
to the new normal in education. This study further aimed to determine the profiles of
the respondents, their academic performance during the First Semester School Year
2020-2021, the different parental involvement parents performed during the new
normal, the relationship between parental involvement in learning at home during the
new normal and the academic performance of senior high school students when group
according to their profile.
To answer the study's research questions, a survey was conducted with fifty
(50) senior high school students as the respondents. The data gathered are
summarized, analyzed, and interpreted using frequency, mean, standard deviation and
Pearson’s r following the objectives of the study.
According to the findings and discussions, the following conclusion are drawn
(1) the respondents fit a variety of profiles in terms of gender, grade level, track,
parent's occupation, number of siblings, and order in the family. (2) Additionally, it is
discovered that respondents' academic performance varies during the first semester of
S.Y. 2020-2021. (3) Moreover, the students generally agree that their parents wake
them up to attend online classes, monitor them frequently, particularly when they are
working on their modules, assist them in comprehending lessons they are having
difficulty comprehending on their own, provide them with resources to aid in their

comprehension, and check their answer sheet before passing. (4) Furthermore, there is
a significant relationship between parental involvement and academic performance of
Senior High School Students in terms of gender, grade level, and track, but no
relationship exists between parental involvement and academic performance of Senior
High School Students in terms of parents' occupation, number of siblings, and family
order. (5) Lastly, it is discussed that there is a significant relationship between
parental involvement in home learning during the new normal and senior high school
students' academic performance.

TABLE OF CONTENTS
Pages
Title page 1
Acknowledgement 2
Dedication 3
Abstract 4-5
Table of Contents 6-7
Chapter I. INTRODUCTION
A. Background of the Study 8-10
B. Conceptual Framework 11
C. Research Questions 11-12
D. Hypothesis 12
E. Significance of the Study 12-13
F. Scope and Delimitation 13
G. Definition of Terms 14
Chapter II. REVIEW OF REALATED LITERATURE 15-21
Chapter III. RESEARCH METHODOLOGY
A. Research Design 22
B. Sampling Procedure and Sample 22-23
C. Data Gathering Method 23-24

D. Data Analysis 24
Chapter IV. RESULTS and DISCUSSION 35-35
Chapter V. SUMMARY, CONCLUSION and RECOMMENDATIONS 36-40
Bibliography 41-42
Appendices
A. Research Plan 43
B. Questionnaire 44
C. Calculation 45-52
D. Documentation 53

CHAPTER I
THE PROBLEM AND ITS BACKGROUND
After the series of Corona Virus Disease of CoViD-19, the public health
community has become aware of the need to change their approach. The new
approach to operations is being implemented with imperatives inside of houses,
workplaces, and schools. Certain protocols in the new normal are to be followed such
as reducing vulnerability by keeping a healthy lifestyle, reducing virus transmission
by observing infection control measures, and, ensuring governance and accountability
by putting in place strong health regulations and policies.
Such as how other institutions and sectors, continued everything, the
Department of Education and the Department of Higher Education, in the middle of
the pandemic, still started the school year 2020-2021 with the help of new normal.
New Normal in school includes infection control measures in the curriculum, safe
learning environments for students, and teaching methods that can be done at home.
To accommodate the current trend, all schools will be blended or entirely online.
The new normal made a drastic change in the lives of many teachers and
students. Students will have to consider the challenges associated with learning
online. With the system as it is right now, parental supervision is highly
recommended. The roles of a parent from just taking care and looking after their child
extend to becoming their teacher for the child in today's new normal in education.
Children's learning is changing to fit with 21st-century learning. As children's

education occurs in a variety of settings, parents have the opportunity to be an
important part of helping to ensure that these settings best serve their children's needs.
Parental involvement is a key component of a child's development and
supporting further learning, it also helps extend teaching beyond the classroom and
creates a better experience for children, and helps children perform better when they
are in school. Another factor worth mentioning is that the children with involved
parents are more creative and more collaborative.
This is consistent with the author of "Thinking Like a Lawyer: A Framework
for Teaching Critical Thinking to All Students," who states objectively that there is a
need to maintain 100% contact with parents to ensure they have everything they need
for their children to learn and to provide families with whatever supports they require,
or else this will not work.
Empirical findings have demonstrated a positive association between parental
involvement in education and academic achievement (Pérez Sánchez et al., 2013;
Tárraga et al., 2017), improving children's self-esteem and their academic
performance (Garbacz et al., 2017) as well as school retention and attendance (Ross,
2016). As an addition, Cowan et al. (2012) state that family involvement has also
been associated with positive school attachment on the part of children, as well as
positive school climates. Parents generally want what they think is best for their
children. (Test, 2015). Moreover, children's learning is increasingly being influenced
by a more inclusive vision of 21st-century learning. As education for children
becomes more widespread, parents are uniquely positioned to ensure that their child's
education will give them the best chance to succeed (Jackson, 2010).

However, as Jaforov (2015) states, not every parent can give guidance and
support to his or her child because of their lack of knowledge about the curriculum,
and a lack of time due to other commitments.
In the Philippines, nearly half of Filipinos lost their jobs because of CoViD-19
(SWS Survey), thus, most parents today are struggling in finding ways to continue the
living of their families; due to their diverted attention, they cannot give their full time
to their children given the fact that they are also tasked in doing household chores. In
addition, the results of an industry survey found that only 23% of Filipinos could
finish college due to financial constraints. This means that not every parent around the
country is educated enough to help their children.
With today's educational situation, it is a challenge for both parents and
students.
This paper explores the relationship between parental involvement in learning
at home during the new normal and students’ academic performance. Furthermore,
the researchers also stress the bases in which does support the roles of parents in
educating their children most especially also in times of pandemic as well as this also
includes the reason behind emphasizing their roles in connection to the learning
modalities employed this school year. There was no similar research that was
published yet on this specific topic. The study aimed to determine the relationship
between parental involvement and the academic performance of their children who
are under the new normal and are currently Senior High School students at Luna
National High School in Luna, Isabela.

Conceptual Framework
Conceptual Paradigm:
Independent Variable Dependent Variable
Students’ Academic
Parental Involvement
Performance
New Normal
Learning Modality of the

School
Parents’ Profile
Mediating Variables
In this conceptual framework, there are assumed moderating variables that are
taken into consideration that somehow they would influence the relationship between
the independent and the dependent variable. They can affect the strength of the
connection of the variables.
Research Questions
This study aims to determine the relationship between Parental Involvement in
Learning at Home During the New Normal and the Academic Performance of Senior
High School Students. Furthermore, it seeks to answer the following research question:
1. What is the profile of the respondents in terms of gender, grade level, track,
occupation of parents, number of siblings, and order in the family?
2. What is the academic performance of the senior high school students during the
first semester?

3. What are the parental involvement in a learning activity at the home of the senior
high school students?
4. Is there a significant relationship between the parental involvement of parents in the
learning activities of their children and children’s academic performance when group
according to the profile of students?
5. Is there a significant relationship between the parental involvement of parents and
the academic performance of their children in the new normal?
Research Hypotheses
1. There is no significant relationship between the parental involvement of
parents in the learning activities of their children and children’s academic
performance when group according to the profile of students.
2. There is no significant relationship between parental involvement of parents
and the academic performance of their children in the new normal.
Significance of the Study
The researchers desire to study the relationship between parental involvement in
learning at home during the new normal, the academic performance of senior high
school student that will give help and benefits, mainly parents, they will be aware of
their offspring/s academic status, and how important their roles are in their offspring/s
education.
The students shall also benefit from the study in the sense that they will become
more aware to their current academic status and how critical parental involvement is
in their studies.

Furthermore, school officials/ teachers will also benefit since they will become
aware of how their students are doing and can even extend help upon knowing the
problems.
The researchers conducting the study will also benefit from the project the same
as the future researchers may make this study as the basis for further research and
may take advantage of the researchers' suggestion and recommendations if they wish
so.
Scope and Delimitation
The main objective of this study is to provide information about Parental
Involvement in Learning at Home during the New Normal and the Academic
Performance of Senior High School Students. The study also includes the student’s
personal information, parent’s profile, and academic performance for the First
Semester of the School year 2020-2021. This study is limited to a total of fifty (50)
senior high school students, twenty-five (25) from both Grades 11 and 12, under the
twenty-five (25), thirteen (13) are from the Academic Track and twelve (12) from
Technical-Vocational-Livelihood Track, enrolled in the Second Semester, the School
Year 2020-2021 of Luna National High School. Participants are identified through
Simple Random Sampling. In where every member of the population have equal
chances of being selected. This study is to be conducted through an online platform
from January 5 to June 5 2021.

Definition of Terms
* Academic Performance is defined as the extent to which a student, teacher, or
institution has attained their short or long-term educational goals.
*Learning at Home is defined as the action taken by parents inside their houses to
keep their children learning which includes being informed with their assignments or
project and also providing the resources.
*Learning Modalities refers to the sensory channels or pathways through which
individuals give, receive, and store information. It also refers to how schools or
teachers deliver lessons to their students, this includes modular, online, and blended
learning.
*New Normal as used in the study, refers to the new operation of different
establishments such as the school in delivering service amidst COVID-19
* Parental Involvement refers to the amount of participation a parent has when it
comes to schooling and her child's life.

CHAPTER II
REVIEW OF RELATED LITERATURE AND STUDIES
This chapter only focuses on the following areas: (1) new normal in education
(2) learning at home (3) roles of parents in children’s education (4) understanding
ideas related to studies on how parental involvement in learning at home during the
new normal affects students’ academic performance. Each area will consist of
information derived from foreign and local written works to give a wider perspective
on Parental Involvement in Learning at Home during the New Normal and the
Academic Performance of SHS Students. After which, analysis of works of literature
and reviews will be linked to the current scenario which will support and strengthen
this research study.
NEW NORMAL IN EDUCATION
As per the statement of the World Health Organization (2020), vaccines
against SARS-CoV2 are still in development and are under clinical trials. Due to this,
new normal or a healthier lifestyle with an invigorated sense of wellness is still in
effect.
On the other hand, in accordance to Department of Health and Inter-Agency
Task Force guidelines, and under a national Learning Continuity Plan, different types
of learning delivery modes are available to continue student’s education amidst new

normal caused by the pandemic which includes online learning, television, radio
along with guided self-learning modules (Departments of Education,2020).
There are three different teaching methods in "New Normal” as the
Department of Education introduced. First is distance learning which encompasses
modular classes, online courses, and classes delivered via televisions and radios. In
modular, parents must create a drop-off box or learning package in which the teacher
can store the modules and the parents can store the learner's activities; while in the
online class, an internet connection is a must, in here teachers and student will
communicate and move around simultaneously; and the television and radio-based
instruction, this mode of instruction is geared toward independent learners. Second,
blended learning is referred to as "diverse learning" because it assists diverse students,
this modality encapsulates the abstract and applications provided. Lastly, homeschool
is a non-verbal modality that is most effective when a qualified individual is available
at all times to assist a student in learning.
With the shift to distance learning strained by the COVID-19 pandemic,
concerns regarding parental engagement are one of the most critical pieces of what K-
12 education looks like. Methods for educators to overcome the challenging
conditions they face in their everyday work. Moreover, adding home-based training
and support to families is the only way to mitigate the negative effects of COVID-19
on future generations of students.
LEARNING AT HOME

Research over the last three decades has demonstrated that the home learning
environment plays an important role in shaping children's academic and social
development (e.g., Rose, Lehrl, Ebert, & Weinert, 2018; Tamis-LeMonda, Luo,
McFadden, Bandel, & Vallotton, 2019).
This method of education, which is an ancient practice, has been reintroduced
as a primary mode of instruction. As it continues to grow in popularity and attract the
attention of an increasing number of parents interested in homeschooling their
children, it has garnered the attention of child development specialists. Despite
widespread acceptance, homeschooling remains a contentious issue.
A study by Steven (2003) states that for the previous 50 years, homeschooling
was not considered formal education; however, it is now considered an "acceptable
alternative to conventional schooling". In the late 1970s, home education grew in
popularity in the United States and quickly became another form of schooling. It has
become more familiar to people throughout the United States over time.
In the Philippines, a study by Marc Adrian (2020) asserts that homeschooling
is a relatively low-interest concept as of late. People often believed that the program
was only for wealthy people. The traditional schooling system is deeply rooted in the
Filipino culture that is why homeschooling is not a common method of education for
most Filipinos.
However, the Department of Education (DepEd) considers homeschooling to
be an alternative educational model. In where the parent's role in providing this kind
of education for their children is extremely important.

Because of a massive global pandemic limiting physical interaction in society,
homeschooling has become more appealing to many individuals now than ever.
ROLES OF PARENTS IN CHILDREN’S EDUCATION
Studies have shown that parental involvement has a positive effect on student
success (Barnard, 2004; Hill & Craft, 2003; Hill & Taylor 2004). Parental
involvement also has positive effects such as increased motivation, self-esteem, and
confidence, which may lead to academic success no matter the student's economic
background.
Parental involvement is critical to a student's learning and development but
also having a positive influence on their experience within the school system. It is
helpful when they are in school. The results from a study by Rebecca Frase-Thill
shows that children with parental involvement are more inclined to behave. Evidence
suggests that parental involvement in school is a positive variable for academic and
socioemotional development. Additionally, a study by Bronfenbrenner states that the
relationship between family and school positively contributes to a child's socio-
emotional and cognitive development.
Moreover, parental involvement in school education has been found to
positively influence academic achievement and also improve children's self-esteem
and school attendance (Tarraga et al., 2017). A study by Cowan et al. (2012) assert
that familial involvement is associated with positive school attachment and positive

school climates. Furthermore, parental involvement is associated with positive
attitudes and self-efficacy in students. The toughest part was the inherent difficulties
in distinguishing the type of parental involvement. The amount of parental
involvement varies in studies, and that impacts the results (Patel & Stevens, 2010).
Parents are integral contributors to their child's education. In the many recent
studies above, the distinction between the activities in which parents engage and the
attitude of parents towards education is often highlighted, whereas the importance of
parent attitudes towards education is believed to constitute a key dimension of the
relationship between parents and school.
RELATED STUDIES
According to UNESCO, more than 188 countries had implemented nationwide
school and university closures as of April 10, 2020, to mitigate the spread of COVID-
19, affecting more than 91% of the world's student population.
All face-to-face lessons were canceled during these school closures,
compelling many institutions to immediately transition from face-to-face in-person
learning to entirely online instruction. A study by Hodges et al. (2020) states that for
many instructors and students who prefer in-person instruction, the abrupt transition
to fully online learning has been particularly stressful. Online education is frequently
stigmatized as a less viable option that provides a lower-quality education than face-
to-face instruction. A survey conducted by EDUCAUSE revealed such negative
attitudes toward fully online education (Pomerantz and Brooks 2017). Only 9% of
faculty members at 131 US institutions prefer to teach entirely online courses,

according to a survey of 11,141 faculty members. In other words, a whopping 91% of
faculty do not wish to teach entirely online. Students' perceptions of fully online
courses are not much better; according to a recent EDUCAUSE survey of more than
40,000 students at 118 American universities, up to 70% of respondents prefer face-
to-face learning environments (Gierdowski 2019).
On the other hand, according to studies, there were 1.77 million homeschooled
students in 2012, and the number of homeschooled children continues to grow each
year. Homeschooling is one of the most rapidly growing educational trends.
Historically, the majority of homeschooled children came from politically liberal or
extremely religious families. Today, all types of families home educate their children
for a variety of reasons. Some parents have lost faith in the educational system run by
the government. Others have a lifestyle that requires them to move from city to city or
country to country regularly, making homeschooling their children more convenient
than enrolling and transferring them multiple times.
With the current situation, children and their parents must remain at home
continuously. Online education was chosen as a learning alternative during the
COVID-19 emergency. Almost everywhere in the world, online education is
practiced. Online learning is a method of distance education that makes use of
internet-based digital media to support the learning process without the need for
physical contact between teachers and students, which can cause boredom and stress
in children and even parents. Parents must have a plan in place to alleviate their
children's boredom while at home. Parents must attend to their children's psychosocial
needs (Rohayani, 2020).

Moreover, according to Lilawati's (2020) research on the role of parents in
supporting learning at home during the pandemic, parents assist and guide students in
completing assigned work, and that learning facility at home are not more profitable
for students than facilities.
Suarez et al. study’s aimed to gain a better understanding of the relationship
between perceived parental homework involvement (i.e., parental homework control
and parental homework support), student homework behaviors (i.e., time spent on
homework completion, time management, and amount of homework completed), and
student academic achievement, discovered that student homework behaviors, per se,
were positively associated with student academic achievement. However, the findings
vary by grade level: (a) perceived parental homework involvement is associated with
students' homework behaviors in junior high and high school, but not in elementary
school; and (b) while students' homework behaviors are associated with academic
achievement at each grade level, the direction and magnitude of the relationships
vary.
After reviewing the works of literature, one can understand the new operations
in different areas especially in school such as the different learning modalities which
include online, modular, and blended learning. Moreover, how learning at home
works was further discussed by different researchers such as Steven and Marc Adrian.
On the other hand, researchers such as Fraser-Thill elaborated how parental
involvement plays a vital part in students’ academic. Further investigations from
different other researchers such as Lilawati and Suarez et. al, may help to fully

determine and understand how parental involvement under the new normal affects the
academic performance of students.
This research paper reviewed pieces of literature associated with parental
involvement in learning at home and how it is related to their child's academic
performance. The paper looked at different learning modalities in schools and studied
the role of parents and other factors.
CHAPTER III
RESEARCH METHODOLOGY
This chapter contains research design, research participants, data collection,
and data analysis. These texts support and strengthen the research paper`s preparation
and in conducting the study.
Research Design
This is a quantitative study, which made use descriptive analysis with
questionnaires to gather relevant data from the study. This approach used, concerned
itself with understanding and interpreting the given responses of the respondents. The
aim of such method is not to generalize but to understand and interpret the meanings
of the relationship between Parental Involvement in Learning at Home during the
New Normal and the Academic Performance of SHS Students.
Sampling Procedure and Sample
The sample consisted fifty (50) senior high school students, twenty-five (25) from
both Grades 11 and 12, {under the twenty-five (25), thirteen (13) are from the

Academic Track and twelve (12) from Technical-Vocational-Livelihood Track}
enrolled in the Second Semester, the School Year 2020-2021 of Luna National High
School. Participants are identified through Simple Random Sampling. In where every
member of the population have equal chances of being selected. They were presented
with the information sheet and were further informed about their rights to refuse
participation and that participation was voluntary. When they agreed to participate,
they were also made aware of their rights to withdraw from partaking in their answers
on the survey questionnaire. They were further informed that the information they
provided in the survey questionnaire would also be treated with confidentiality; they
were not required to disclose their identifying details. Finally, they were presented
with consent forms.
Data Gathering Methods
This study shall make use of a research instrument that is to provide data on
the variable being studied. It will consist of a series of questions for the purpose of
gathering information from respondents.
Parental Involvement in Learning at Home during the New Normal and the
Academic Performance of SHS Students Questionnaire. The purpose of the
questionnaire is to assess the respondents’ academic performance in the new normal
and how it is associated with parental involvement in learning at home.
Specifically, this questionnaire shall seek answers to the following questions:
1. What is the profile of the respondents in terms of gender, grade level, track,
occupation of parents, number of siblings, order in the family, average grade for the

1st quarter?
2. What is the academic performance of the senior high school students during the
first quarter?
3. What are the parental involvement in learning activity at home of the senior high
school students?
the academic performance of their children in the new normal when group according
to their profiles?
the academic performance of their children in the new normal.
The researcher will have questionnaires with four (4) sections to get the necessary
data needed. Part I will be for student profiles that include gender, grade level, track,
parental occupation, number of siblings, family order, and their average grade for the
first quarter. Part II will address the questionnaire guidelines. Part III will be for the
Likert Scale (with Strongly Agree, Agree, Disagree, Strongly Disagree rating scale)
which contains questions related to the research title. Lastly, Part IV contains open-
ended question. Since the current situation is to risky for the data collection to happen
face-to-face, online method will be used.
Data Analysis
The research study adopted the fundamental approaches in analyzing the output
from the respondents. This includes data transcription, data display and conclusion

drawing. The approach involves arranging the data in order to create explanation and
create new finding.
The data gathered from the questionnaire are arranged and summarized. The
researchers then analyzed and interpreted the information provided by the respondents
in accordance with the objectives of the study with the use frequency, mean, standard
deviation and Pearson’s r.
CHAPTER IV
RESULTS AND DISCUSSION
RESULTS
This section presents the actual responses of the participants during the gathering
of data through survey questionnaires. The parental involvement in learning at home
during the new normal and the academic performance of senior high school student
will be discussed in this chapter.
RESULTS OF SURVEY ON THE 50 SENIOR HIGH SCHOOL STUDENTS
1. Profiles of the respondents
Demographic Categories Frequency Percentage

Variables (%)
Gender Male 25 50%
Female 25 50%
Grade level Grade 11 25 50%
Grade 12 25 50%

Track Academic 26 52%

Technical- 24 48%
Vocational-
Livelihood
Occupation of Profession (such as 8 16%
Parents Doctors, Lawyers,
etc..)
Employment (such 26 52%
as Company
executives, Bank
Officials, Factory
Workers, etc.)
Self-Employment 16 32%
(such as Drivers,
Farmer, etc.)
None 0 0%
No. of Siblings None 10 20%
(1-3) 28 56%
(4-6) 12 24%
Order in the Family 1st 13 26%
2nd 12 24%
3rd 14 28%
4th 7 14%
5th 3 6%
6th 1 2%
Table 1. Profiles of Respondents
Under the result gathered, it is found out that 50% or 25 out of 50 of the
respondents are male and there is also 50% or 25 out of 50 who are female. In
addition, 25 out of 50 or 50% are from grade 11and as well as grade 12. It is also
identified that 26 out of the 50 respondents or 52% are from the Academic Track
meanwhile there are 24 from Technical-Vocational-Livelihood or simply 48%.
Moreover, there are 16% or 8 out of 50 respondents whose parents are professionals
(such as Doctors, Lawyers, etc.), 22 out of 50 or 52% from them are child of

employed parents (such as Company executives, Bank Officials, Factory Workers,
etc.) and 32% or 16 out of 50 respondents have parents who are self-employed (such
as Drivers, Farmer, etc.). Apart from it, the number of siblings are also indicated, 10
out of 50 of them or 20% are only child, 28 out of 50 or 56% have siblings ranging
from 1-3 and 12 out of 50 or 24% of the respondents has 4-6 siblings. Their order in
the family is also stated, 13 out of 50 or 26% are 1 st in the family, 12 out of 50 or 24%
are 2nd, 28% or 14 out of 50 of the respondents are 3rd, 7 out of 50 or 14% are 4 th, 6%
or 3 out 50 of them are 5th, and 1 out 50 or 2% is 6th.
2. Academic Performance of the Senior High School Students During the
First Semester
Variable Categories Frequency Percentage

First Semester Grade 75-85 2 4%
81-85 9 18%
86-90 28 56%
91-95 11 22%
96-100 0 0%
Based on the result gathered from the questionnaires, it is found out that an
average of 4% or 2 out of 50 respondents got an average of 75-80 during the first
Table 2. Academic Performance of the SHS Students during the 1st Semester
semester, while 18% or 9 out of 50 respondents got an average of 81-85, 56% or 28
out of 50 respondents got an average of 86-90 , 22% or 11 out of 50 respondents got
an average of 91-95 during the first semester and none had a grade ranging from 96-
100.

3. Parental Involvement in Learning Activity at Home of the Senior High
School Students
Parental Involvement in Learning at Mean Standard Verbal

Home Deviation Interpretation
1. My parents wake me up to attend 2.72 2.31 Agree
my online classes.
2. My parents check on me every time 2.52 2.15 Agree
(as I do my module).
3. My parents help me understand the 2.46 2.06 Agree
lessons I can’t understand on my own.
4. My parents provide me resources 2.88 2.49 Agree
that give help upon understanding my
lessons more.
5. My parents check my answer 2.4 2.02 Agree
sheets before passing them.
Table 3. Parental Involvement in Learning Activity at Home of
the Senior High School Students
Using Mean and Standard Deviation, the respondents generally agree that their
parents, wake them up to attend online classes, check on them every time (as they do
my module), help them understand the lessons they can’t understand on their own
own, provide resources that give help upon understanding lessons more, and check
answer sheets before passing them.
Furthermore, on the question "How does your parents help you in today’s
education set-up?” the answers are as follows:
“Sinasabi ko kase na may klase ako sa ganitong araw at oras, before my class
starts, ginigising ako ni mama.”
“My parents ask me if I am doing just fine while answering my modules.”

“While I am doing my modules, my parents prepare snacks for me and make sure
I am still eating at right time.”
“There is a moment when I am really confused with lessons we have, I tried to
understand it on my own, but it is hard, luckily my father somehow is knowledgeable
with that certain topic, thus, I got to understand the lesson.”
“Binilhan ako ni mama at papa ng laptop na ginagamit ko sa online classes.”
“Noong nalaman nina papa na pwedeng ipalaba tv yung mga lessons, nagpakabit
kami ng cable.”
“My parents give me money which I use to have internet connection.”
“Tinatanong nila kung kumpleto ba yung answer sheets ko bago ipasa.”
“They ask me every Friday if there’ll be collection of modules, or if I’ll pass my
answer sheet”
4. The Relationship on the Parental Involvement of Parents on the Learning
Activities When Group According to Profile of Students
In terms of Gender
Parental Involvement in Learning at Home During the New Normal and the
Academic Performance of Senior High School Students- Gender
A. Female
Value Interpretation
R Score 0.5919 Moderately Positive
Correlation
P-value 0.001828 Significant
B. Male
Correlation


Table 4.1 Gender
In
these results, the p-values for the correlation between Parental Involvement in
Learning at Home During the New Normal and the Academic Performance of SHS
Students in both female and male are less than the significance level of 0.05, which
In terms of Grade Level:
Academic Performance of Senior High School Students- Grade Level
A. Grade 11
Correlation
B. Grade 12
R Score 0.4518 Weak Positive
Correlation
In these results, the p-values for the correlation between Parental Involvement
in Learning at Home During the New Normal and the Academic Performance of SHS
Table 4.2 Grade Level
Students in both Grade 11 and 12 are less than the significance level of 0.05, which
indicates that the correlation coefficients are significant.
In Terms of Track

Academic Performance of Senior High School Students- Track

A. Academic
Correlation
B. Grade 12
Correlation
Table 4.3 Track
In
Learning at Home During the New Normal and the Academic Performance of SHS
Students in both Academic and TVL are less than the significance level of 0.05,
which indicates that the correlation coefficients are significant.
In Terms of Occupation of Parents:
Academic Performance of Senior High School Students- Occupation of Parents
A. Professional
R Score -0.3315 Weak Negative
Correlation
P-value 0.422473 Not Significant
B. Employment
Correlation
C. Self-Employment
Correlation
Table 4.4 Occupation of Parents
In these
results, the p-values for the correlation between Parental Involvement in Learning at

Home During the New Normal and the Academic Achievement of SHS Students in
both Employment and Self-Employment are less than the significance level of 0.05,
which indicates that the correlation coefficients are significant. Meanwhile, under
Professional, the p-value is greater than the significance level of 0.05, which indicates
that the correlation coefficient is not significant.
In Terms of number of siblings
Academic Performance of Senior High School Students- Number of Siblings
A. None
Correlation
B. 1-3
Correlation
C. 4-6
Correlation
Table 4.5 Number of Siblings
In
Learning at Home During the New Normal and the Academic Achievement of SHS
Students in 1-3, and 4-6 are all less than the significance level of 0.05, which indicates
that the correlation coefficients are significant. Meanwhile, under none, the p-value is
greater than the significance level of 0.05, which indicates that the correlation
coefficients are not significant.
In Terms of Order in the Family:

Academic Performance of Senior High School Students- Number of Siblings
A. 1st
Correlation
B. 2nd
Correlation
C. 3rd
Correlation
th
D. 4
Correlation
th
E. 5
Correlation
th
F. 6
R Score Nan Strong Negative
Correlation
Table 4.6 Order in the Family
In
Learning at Home During the New Normal and the Academic Achievement of SHS
Students in 2nd and 3rd are less than the significance level of 0.05, which indicates
that the correlation coefficients are significant. On the other hand, under 1st, 4th, and
5th the p-values are greater than the significance level of 0.05, which indicates that
the correlation coefficients are not significant. Meanwhile, since the p-value of 6th,
cannot be determined, thus, there is inconclusive evidence about the significance of
the association between the variable.

5. Relationship Between the Parental Involvement of Parents and the
Academic Performance of their Children in the New Normal
Academic Performance of Senior High School Students
Correlation
The p-value for the correlation between parental involvement and academic
performance is less than the 0.05 significance level, indicating that the correlation
Table 5. Relationship Between the Parental Involvement of Parents and the Academic Performance
of their Children in the New Normal
coefficients are significant. Parental involvement and academic achievement have a p-
value of 0.000026. The result is statistically significant at 0.05 level of significance.

CHAPTER V
SUMMARY, CONCLUSION, AND RECOMMENDATION
This chapter presents the summary of findings, conclusion, and
recommendations of this study.
SUMMARY
This study aimed to determine the effect of parental involvement in learning at
home during the new normal on the academic performance of senior high school
students. The questionnaires answered by fifty (50) senior high school students were
only determined and approved as their own opinion regarding the said matter. The
data were gathered through the survey with the use of questionnaires. Data were
organized using tables.
Summary of Findings:
1. Male and female respondents are equally represented (both 50%), as are Grade 11
and 12 students (both 50 percent). In terms of track, 52% are Academic and 48% are
TVL. Additionally, 16% of respondents are children of professionals (such as doctors
or lawyers), 52% are children of employed parents (such as company executives,
bank officials, or factory workers), and 32% are self-employed. Additionally, the
number of siblings is indicated; 20% of respondents are single, 56% have siblings
ranging from 1-3, and 24% have 4-6 siblings. Their position within the family is also

stated; 26% are first, 24% are second, 28% are third, 14% are fourth, 6% are fifth,
and 2% are sixth.
2. It is also identified that 4% of respondents had an average between 75 and 58,
18% had an average between 81 and 85, 56% had an average between 86 and 90,
22% had an average between 91 and 95, and none had an average between 96 and
100.
3 Using the mean and standard deviation, it is determined that the majority of
respondents agree that their parents wake them up to attend online classes, check on
them frequently, especially when they are working on their modules, assist them in
understanding lessons they are having difficulty understanding on their own, provide
them with resources to aid in their understanding, and check their answer sheet
before passing.
4.
a. Using the same statistical technique, the null hypothesis, there is no significant
relationship between parental involvement and their children's academic
performance in the new normal when group by their profile (Gender) was rejected at
the 0.05 level of significance. The p-values calculated (0.001828 and 0.005707) are
less than the threshold for significance (0.05).
b. In terms of Grade Level, the p-values (0.001075 and 0.023375) are also less than
the 0.05 level of significance, indicating that the null hypothesis, there is no
significant relationship between parental involvement and academic performance of

their children in the new normal when classified by their profile (Grade Level), was
rejected at the 0.05 level of significance.
c. Using the same statistical technique, the null hypothesis, here is no significant
relationship between parental involvement and academic performance of their
children in the new normal was rejected at the 0.05 level of significance. The p-values
computed (0.00589 and 0.00118) are less than the threshold for significance (0.05).
d. In terms of Occupation of Parents, the computed p-values (0.422473, 0.00715, and
0.003194) are greater than the significance level (0.005), indicating that the null
hypothesis, there is no significant relationship between parental involvement and
academic performance of their children in the new normal when group according to
their profiles (Occupation of Parents) was accepted at 0.05 level of significance.
e. Using the same statistical method, the null hypothesis, there is no significant
relationship between parental involvement and their children's academic
performance in the new normal when grouping them according to their profile
(Number of Siblings) was accepted at the 0.05 level of significance. The p-values
calculated (0.251683, 0.000116, and 0.039163) are all greater than the level of
significance (0.05).
f. In terms of order in the family, the computed p-values (0.132625, 0.005055,
0.035902, 0.115427, 0.49739, and Nan) are greater than the significance level
(0.005), indicating that the null hypothesis, there is no significant relationship
between parental involvement and academic performance of their children in the new
normal when classified according to their profiles (Order in the Family), is true.

5. Using Pearson’s r Correlation, the null hypothesis, there is no significant
relationship between the parental involvement of parents and the academic
performance of their children in the new normal was rejected at 0.05 level of
significance. The computed p-value (0.000026) is lesser than the level of significance
(0.05).
CONCLUSION
Based on the results and discussions, the respondents comprises of different
profiles in terms of gender, grade level, track, occupation of parents, number of
siblings and order in the family. In addition, it is also found out that the respondents’
academic performance during the first semester S.Y. 2020-2021 varies. Furthermore,
the students agree that their parents wake them up to attend online classes, check on
them frequently, especially when they are working on their modules, assist them in
understanding lessons they are having difficulty understanding on their own, provide
them with resources to aid in their understanding, and check their answer sheet before
passing. Additionally, there is a significant relationship between parental involvement
and academic performance of Senior High School Students in terms of gender, grade
level, track, and there is no significant relationship between parental involvement and
academic performance of senior high school in terms of occupation of parents,
number of siblings, and order in the family. It is also further discussed that there is a
significant relationship between parental involvement in learning at home during the
new normal and the academic performance of senior high school students.
RECOMMENDATIONS

Based on the results and discussion, the following recommendations was made:
1. Parents are encouraged to participate in their children's education, whether
online or in a face-to-face setting.
2. Students should be more candid about their learning experiences and struggles
with their family, particularly their parents.
3. Parents and students are urged to maintain a strong bond.
4. More profound research must be conducted to investigate the relationship of
parental involvement and academic performance of senior high school
students.
5. For future researchers, this study should be conducted with more respondents
from grades 7 to 12 to determine a broader and consider more perceptions.

BIBLIOGRAPHY
Saracostti, L. L. (2019, June 27). Effect of Parental Involvement on Children’s
Academic Achievement in Chile. Retrieved from fontiers in Psychology:
https://www.frontiersin.org/articles/10.3389/fpsyg.2019.01464/full
Education, D. o. (2020, July 3). DepEd SulongEdukalidad. Retrieved from Leaning
Opportunities Shall be Available: The Basic Education Continuity Plan in the
Time of COVID-19: https://www.deped.gov.ph/wp-
content/uploads/2020/07/DepEd_LCP_July3.pdf
Adrian, M. (2020, July 15). money Learning Centre. Retrieved from What Are Your
Homeschooling Options In The Philippines?:
https://www.imoney.ph/articles/homeschooling-philppines/

Simone L. et. al. (2020, January 31). Taylor & Francis Online. Retrieved from The
home learning environment and its role in shaping children’s educational
development:
https://www.tandfonline.com/doi/full/10.1080/09243453.2020.1693487
Martinez, A. (2015, May ). Retrieved from PARENT INVOLVEMENT AND ITS
AFFECTS ON STUDENT: https://core.ac.uk/download/pdf/48504579.pdf
Spreeuwenberg, R. (2019, January 10 ). Early Education Blog. Retrieved from Why
Parent Involvement is So Important in Early Childhood Education:
https://blog.himama.com/why-parent-involvement-is-important-in-preschool/
Garcia, A. S. (2018, May). University of Nebraska - Lincoln. Retrieved from Parental
Involvement Among Low-income:
https://digitalcommons.unl.edu/cgi/viewcontent.cgi?
article=1310&context=cehsdiss

RESEARCH RESEARCH RESEARCH DATA NEEDED

QUESTION INSTRUMENT PROCEDURE
1. What is the profile of Structured Survey The profiles of the
the respondents in terms Questionnaire respondents in terms of
of gender, grade level, gender, track, grade level,
track, occupation of occupation of parents,
parents, number of number of siblings, order in
siblings, order in the the family average for the 1st
family, average grade quarter.
for the 1st quarter?
2. What is the academic Structured Survey The academic performance

performance of the Questionnaire of the senior high school
senior high school students during the first
students during the first quarter in the new normal of
quarter? education.
3. What are the parental Structured Survey Parental involvement in
involvement in learning Questionnaire learning activity at home of
activity at home of the the senior high school

senior high school students

students?
4. Is there a significant Structured Survey The relationship between the
relationship between the Questionnaire parental involvement of
parental involvement of parents and the academic
parents and the performance of their
academic performance children in the new normal
of their children in the when group according to
new normal when group their profiles?
according to their
profiles?
5. Is there a significant Structured Survey The relationship between the
relationship between the Questionnaire parental involvement of
parental involvement of parents and the academic
parents and the performance of their
academic performance children in the new normal?
of their children in the
new normal?
APPENDICES
A. RESEARCH PLAN
B. QUESTIONNAIRE
PARENTAL INVOLVEMENT IN LEARNING AT HOME DURING THE NEW NORMAL AND

THE ACADEMIC PERFORMANCE OF SENIOR HIGH SCHOOL STUDENTS
These questions will be answered by the participants in our research study entitled, Parental
Involvement in the learning at home during the new normal and the academic performance of senior
high school students.
Part I:
Name (Optional): __________ Grade Level: __________
Number of Siblings: __________ Gender: __________
Track and Strand: __________ Parent’s Occupation:
Order in the Family:
Part II:
Put a check in the box (Blank) of your desired answer.

Strongly Agree Disagree Strongly
Agree Disagree
1. My parents wake me up to attend my online
classes
2. My parents check on me every time (as I do
my modules)
3. My parents help me understand the lesson I
can't understand on my own

4.My parents check my answer sheet before

passing them
5. My parents provide me resources that give
help upon understanding my lessons more
Part IV:
How does your parents help you in today’s education set-up?
___________________________________________________________________________________
___________________________________________________________________________________
_________________________________________
C. COMPUTATION
Descriptive Information Parental Involvement Academic Performance Combined X and Y

in Learning at Home of SHS Students (y) Values
(x)
N 50 50 50
∑ 653 148
Mean 13.06 2.96
∑(X - Mx)2 = SSx 430.82

∑(Y - My)2 = SSy 27.92
∑(X - Mx)(Y - My) 61.12
R Calculation
r = ∑((X - My)(Y - Mx)) / √((SSx)(SSy))
r = 61.12 / √((430.82)(27.92)) = 0.5573
Female:


(x)
N 25 25 25
∑ 317 73
Mean 12.68 2.92
∑(X - Mx)2 = SSx 303.44

∑(Y - My)2 = SSy 13.84
∑(X - Mx)(Y - My) 38.36
R Calculation
r = ∑((X - My)(Y - Mx)) / √((SSx)(SSy))
r = 38.36 / √((303.44)(13.84)) = 0.5919
Male:

(x)
N 25 25 25
∑ 336 75
Mean 13.44 3
∑(X - Mx)2 = SSx 120.16

∑(Y - My)2 = SSy 14
∑(X - Mx)(Y - My) 22
R Calculation
r = ∑((X - My)(Y - Mx)) / √((SSx)(SSy))
r = 22 / √((120.16)(14)) = 0.5364
Grade 11:

(x)
N 25 25 25
∑ 314 70
Mean 12.56 2.8
∑(X - Mx)2 = SSx 242.16

∑(Y - My)2 = SSy 14
∑(X - Mx)(Y - My) 35.8
R Calculation
r = ∑((X - My)(Y - Mx)) / √((SSx)(SSy))
r = 35.8 / √((242.16)(14)) = 0.6148

Grade 12:

(x)
N 25 25 25
∑ 339 78
Mean 13.56 3.12
∑(X - Mx)2 = SSx 176.16

∑(Y - My)2 = SSy 12.64
∑(X - Mx)(Y - My) 21.34
R Calculation
r = ∑((X - My)(Y - Mx)) / √((SSx)(SSy))
r = 21.32 / √((176.16)(12.64)) = 0.4518
Academic:

(x)
N 26 26 26
∑ 344 79
Mean 13.321 3.038
∑(X - Mx)2 = SSx 304.615

∑(Y - My)2 = SSy 16.962
∑(X - Mx)(Y - My) 37.769
RCalculation
r=∑((X-My)(Y-Mx))/√((SSx)(SSy))
r = 37.769 / √((304.615)(16.962)) = 0.5254
Technical-vocational-livelihood:

(x)
N 24 24 24
∑ 309 69
Mean 12.875 2.875
∑(X - Mx)2 = SSx 124.625

∑(Y - My)2 = SSy 10.625
∑(X - Mx)(Y - My) 22.625
RCalculation
r=∑((X-My)(Y-Mx))/√((SSx)(SSy))
r = 22.625 / √((124.625)(10.625)) = 0.6218

Profession:

(x)
N 8
∑ 115 28
Mean 14.375 3.5
∑(X - Mx)2 = SSx 27.875

∑(Y - My)2 = SSy 4
∑(X - Mx)(Y - My) 4
R Calculation
r = ∑((X - My)(Y - Mx)) / √((SSx)(SSy))
r = 3.5/ √((27.875)(4)) = -0.3315
Employment

(x)
N 26
∑ 349 82
Mean 13.423 3.154
∑(X - Mx)2 = SSx 164.346

∑(Y - My)2 = SSy 5.385
∑(X - Mx)(Y - My) 15.308
R Calculation
r = ∑((X - My)(Y - Mx)) / √((SSx)(SSy))
r = 15.308 / √((164.346)(5.385)) = 0.5146
Self-Employment

(x)
N 16
∑ 189 38
Mean 11.812 2.375
∑(X - Mx)2 = SSx 196.438

∑(Y - My)2 = SSy 9.75
∑(X - Mx)(Y - My) 30.125

R Calculation
r = ∑((X - My)(Y - Mx)) / √((SSx)(SSy))
r = 30.125 / √((196.438)(9.75)) = 0.6884
None:

(x)
N 10 10 10
∑ 136 30
Mean 13.6 3
∑(X - Mx)2 = SSx 62.4

∑(Y - My)2 = SSy 10
∑(X - Mx)(Y - My) 10
R Calculation
r = ∑((X - My)(Y - Mx)) / √((SSx)(SSy))
r = 10/ √((62.4)( 10)) = 0.4003
1-3

(x)
N 28 28 28
∑ 367 85
Mean 13.107 3.036
∑(X - Mx)2 = SSx 312.679

∑(Y - My)2 = SSy 10.964
∑(X - Mx)(Y - My) 38.893
R Calculation
r = ∑((X - My)(Y - Mx)) / √((SSx)(SSy))
r = 38.893/ √((312.679)(10.964)) = 0.6642
4-6

(x)
N 12 12 12
∑ 150 33
Mean 12.5 2.75
∑(X - Mx)2 = SSx 49

∑(Y - My)2 = SSy 6.25

∑(X - Mx)(Y - My) 10.5
R Calculation
r = ∑((X - My)(Y - Mx)) / √((SSx)(SSy))
r = 10.5/ √((49)(6.25)) = 0.6
1st

(x)
N 13
∑ 161 38
Mean 12.385 2.9223
∑(X - Mx)2 = SSx 143.077

∑(Y - My)2 = SSy 10.923
∑(X - Mx)(Y - My) 17.385
R Calculation
r = ∑((X - My)(Y - Mx)) / √((SSx)(SSy))
r = 17.385/ √((143.077)(10.923)) = 0.4398
2nd
Descriptive Information Parental Involvement Academic Performance Combined X and

in Learning at Home of SHS Students (y) Y Values
(x)
N 12
∑ 166 37
Mean 13.833 3.083
∑(X - Mx)2 = SSx 119.667
∑(Y - My)2 = SSy 4.917
∑(X - Mx)(Y - My) 18.167
R Calculation
r = ∑((X - My)(Y - Mx)) / √((SSx)(SSy))
r = 18.167 / √((119.667)(4.917)) = 0.749
3rd


(x)
N 14
∑ 188 42
Mean 13.429 3
∑(X - Mx)2 = SSx 113.429

∑(Y - My)2 = SSy 4
∑(X - Mx)(Y - My) 12
R Calculation
r = ∑((X - My)(Y - Mx)) / √((SSx)(SSy))
r = 12/ √((113.429)(4)) = 0.5634
4th

(x)
N 7
∑ 89 21
Mean 12.714 3
2∑(X - Mx)2 = SSx 21.429

∑(Y - My)2 = SSy 4
∑(X - Mx)(Y - My) 6
R Calculation
r = ∑((X - My)(Y - Mx)) / √((SSx)(SSy))
r = 6 / √((21.429)(4)) = 0.6481
5th

(x)
N 3 3 3
∑ 36 7
Mean 12 2.33
∑(X - Mx)2 = SSx 14

∑(Y - My)2 = SSy 2.67
∑(X - Mx)(Y - My) 4
R Calculation
r = ∑((X - My)(Y - Mx)) / √((SSx)(SSy))
r = (4) / √(14)(2.67)= 0.71

6th

(x)
N 1 1 1
∑ 13 3
Mean 13 3
∑(X - Mx)2 = SSx 0

∑(Y - My)2 = SSy 0
∑(X - Mx)(Y - My) 0
R Calculation
r = ∑((X - My)(Y - Mx)) / √((SSx)(SSy))
r= 0/ √ (0)(0)= Nan
D. DOCUMENTATION


Parental Involvement in Learning at Home During The New Normal and The Academic Performance of Senior High School Students

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Parental Involvement in Learning at Home During The New Normal and The Academic Performance of Senior High School Students

Uploaded by

Copyright:

Available Formats

Luna National High School

Luyao, Luna, Isabela 3304

PARENTAL INVOLVEMENT IN LEARNING AT HOME DURING THE NEW

NORMAL AND THE ACADEMIC PERFORMANCE OF SENIOR HIGH SCHOOL

A Quantitative Research Study

Presented to the Faculty of

Luna National High School – Senior High School

JHUN ZACH MALLAVO

MICKAELA JULIA CADELIÑA

Practical Research 2 1 S.Y. 2020-2021

brought this study into reality.

wisdom throughout the researchers' work to complete the study.

Moreover, to Mrs. Felicidad R. Zacarias, Principal I of Luna National High

School, for making the school conducive to this study.

the researchers to work and study under all your help.

Practical Research 2 2 S.Y. 2020-2021

This research study is wholeheartedly dedicated to the following:

researchers in making this research study possible.

and advice to finish this research study.

Practical Research 2 3 S.Y. 2020-2021

This research study titled "Parental Involvement in Learning at Home During

focused on determining the relationship between parental involvement in learning at

according to their profile.

Pearson’s r following the objectives of the study.

Practical Research 2 4 S.Y. 2020-2021

a significant relationship between parental involvement and academic performance of

relationship exists between parental involvement and academic performance of Senior

order. (5) Lastly, it is discussed that there is a significant relationship between

students' academic performance.

Practical Research 2 5 S.Y. 2020-2021

Table of Contents 6-7

A. Background of the Study 8-10

C. Research Questions 11-12

E. Significance of the Study 12-13

F. Scope and Delimitation 13

Chapter II. REVIEW OF REALATED LITERATURE 15-21

Chapter III. RESEARCH METHODOLOGY

B. Sampling Procedure and Sample 22-23

C. Data Gathering Method 23-24

Practical Research 2 6 S.Y. 2020-2021

Chapter IV. RESULTS and DISCUSSION 35-35

Chapter V. SUMMARY, CONCLUSION and RECOMMENDATIONS 36-40

Practical Research 2 7 S.Y. 2020-2021

THE PROBLEM AND ITS BACKGROUND

approach to operations is being implemented with imperatives inside of houses,

as reducing vulnerability by keeping a healthy lifestyle, reducing virus transmission

by observing infection control measures, and, ensuring governance and accountability

by putting in place strong health regulations and policies.

Such as how other institutions and sectors, continued everything, the

Department of Education and the Department of Higher Education, in the middle of

online. With the system as it is right now, parental supervision is highly

Children's learning is changing to fit with 21st-century learning. As children's

Practical Research 2 8 S.Y. 2020-2021

education occurs in a variety of settings, parents have the opportunity to be an

Parental involvement is a key component of a child's development and

parents are more creative and more collaborative.

This is consistent with the author of "Thinking Like a Lawyer: A Framework

or else this will not work.

Empirical findings have demonstrated a positive association between parental

involvement in education and academic achievement (Pérez Sánchez et al., 2013;

Tárraga et al., 2017), improving children's self-esteem and their academic

children. (Test, 2015). Moreover, children's learning is increasingly being influenced

by a more inclusive vision of 21st-century learning. As education for children