Impact of Parental Involvement on Academic Performance

Chapter I
INTRODUCTION
Situation Analysis
A person’s education is closely linked with his or her life chances, income and generally
well-being. Therefore, the success of students in any academic task has become a major concern
to educators, parents, researchers and society. Literature indicates that there is lack of specific or
universal definition of academic performance. This is because academic performance is a
multidimensional construct compose of the skills, attitudes, and behaviors of a learner that
contribute to academic success in the classroom. To other researchers, academic performance is
determined by examination grades at the end of a term, semester or programmed. Higher scores
indicate better academic performance. It is a satisfactory and superior level of performance of
students as they progress through and complete their school experience. The implication of this
definition is underscored by studies which repeatedly demonstrate that vast majority of students
who withdraw from schools do so for no reasons other than poor academic performance.
Parental ambition is what parents hope and want their children to achieve in future.
Parents’ academic ambition for their children might influence their children’s academic
achievements both directly and indirectly. Parent academic ambition for children has been
identified to have a telling effect on the children’s academic performance. The expectancy value
theory argues that people judge the instrumentality of possible options, weigh their costs and
benefits, and then select the course of action with the highest expected value. Parental
expectations, therefore, are wishes about children’s academic achievement and career ambition.
Many parents believe that their children are one way to infuse them with the confidence, self-
esteem, and personal standard of merit in value.
1
1
Although parental ambition is considered as one of cultural factors affecting academic
performance of students, some researchers in their studies have reported negative effects such as
adjustment problems, psychological distress as well as behaviors problems. They reported that
students experience low level of self-worth and adjustment when higher expectation
discrepancies are present between themselves and their parents. Their studies further revealed
that parent’s academic ambition for their children is one of the basic sources of academic stress
in middle and the high school students.
Family involvement is a multidimensional and bidirectional construct that has been
shown to have clear links with social and academic outcomes for children. Traditionally, family
involvement has been defined as engaging parents in school-based activities and events related to
their child’s education at the senior high school level is influenced by multiple contexts such as
the home, the school, and the community in a dynamic and bidirectional manner.
Family involvement includes six categories such as basic parenting, facilitating learning
at home, communicating with the school, volunteering at the school, participating in school
decision making and collaborating with the community. Family involvement is the degree to
which a parent is committed to his or her role to the fostering of optimal child development. It
typically concerns the amount of effort put into-oriented education as well as other activities. In
the educational domain for example, parental involvement has primarily focused on specific
activities such as participating in school events: helping with homework and the number of
contacts between families and schools. It has been conceptualized parental involvement in
education as the dedication of resources by parents to children within the educational domain.
The level of parental involvement has significant effects on children’s academic
performance. Social cognitive theory suggests that children absorb messages about appropriate
2
behavior and socially accepted goals by observing and talking with important people in their
lives. Based on this assumption, parents have the potential to model positive attitudes and
behaviors of their children toward the school. Several researchers in their studies in the
developed countries have found the parental involvement contributes to academic success of
their children. This is because children are more likely to apply themselves and perform better in
school when their parents show an interest in their schoolwork, are willing to assist them with
homework and are willing to hold their children accountable for competition of school
assignments. Children who are not working hard at school may begin to perceive school as
valuable when parents actively demonstrate that they value schooling through involvement.
Besides parents have the distinct advantage over anyone else in that they can provide a
more stable and continuously positive influence that could enhance and complement what the
school fosters on their children. In this regard, parental involvement is undeniably critical.
Research findings suggest that parents’ attitudes, together with their behavior and activities with
regard to their children’s education have an effect on academic. However, with regard to the
content of what children learn, many parents fall short because in general they do not possess the
necessary education and therefore find it difficult to determine and understand what was done at
school. This is a point also raised by a learner in a related study.
Several researchers and educators have recognized the important role of a strong positive
bond between homes and school in the development and education of children. Research has
also shown that successful students have strong academic support from their involved parents.
Similarly, research on effective schools where students are learning and achieving has
consistently shown that these schools, despite often working in low social and economic
neighbor hoods, have strong and positive school-home relationships. More important, these
3
effective schools have made a real effort in reaching out their students’ families in order to bring
out liaison and cooperation.
However, few studies that differentiate between home and school-based parental
involvement reported contradictory findings. For example, in some studies home-based parental
involvement has significant positive effect while in other studies, school-based school
involvement has significant negative effects related to academic outcomes. It can be argued that
the interventions promoting parental involvement occurs. The empirical literature so far has
shown that parental involvement is consistently related to a child’s increased academic
performance but the specific mechanisms through which parents exert their influence on a
child’s academic performance are yet not fully understood.
4
FRAMEWORK OF THE STUDY
Walberg’s (1981) theory of educational productivity, which is one of the few
empirically tested theories of school learning based on an extensive review and integration of
over 3,000 studies ( DiPerna, Volpe & Stephen, 2002). “Wang, Haertel, and Walberg (1997)
analyzed the content of 179 handbook chapters and reviews and 91 research synthesis and
surveyed educational researchers in an effort to achieve some consensus regarding the most
significant influence on learning” (Greenberg et al., 2003, p. 470). Using a variety of methods,
Wang, et al. (1977) identified 28 categories of learning influence. Of the 11 most influential
domains of variables, 8 involved social-emotional influence: classroom management, parental
support, student-behavioral attributes, motivational-effective attributes, the peer group, school
culture, and classroom climate (Greenberg et al., 2003). Distant background influence (e.g., state,
district, or school policies, organizational characteristics, curriculum, and instruction) were less
influential. Wang et al. (1997) concluded that “the direct intervention in the psychological
determinants of learning promise the most effective avenues for reform” (p. 210). Wang et al.’s
research review targeted students learning characteristics (i.e., social, behavioral, motivational,
affective, cognitive, and metacognitive) as the set of variables with the most potential for
modification that could, in turn, significantly and positively effect student outcomes, (DiPerna et
al., 2002)
Family system theory is a concept of looking at the family as a cohesive emotional unit.
According to the FST, family members are intensely emotionally connected. Psychiatrist Murray
Bowen developed the family systems theory. Regarding the family systems theory, Dr. Bowen
was described as “one of those rare human beings who had a genuinely new idea”. The family
systems theory states that a family functions as a system wherein each member plays a specific
5
role and must follow certain rules. Based on the roles within the systems, people are expected to
interact with and respond to one another in a certain way. Patterns develop within the system,
and each member’s behaviors impact the other members in predictable ways. Depending on the
specific system, these behavioral patterns can lead to either balance or dysfunction of the system-
or both, at various in time. According to Dr. Bowen’s theory, even when people may feel they
are disconnected from members of their family, the family still has a profound impact on their
emotions and actions- whether positive or negative. And, a change in a one person sparks a
change in how other members of the family unit act and feel as well. Though the degree of
interdependence can vary between different families, all families have some level of it among the
members.
Social Cognitive Theory the research on family structures is grounded in Bandura’s
(2002) social cognitive theory because the theory contends that human development is
influenced, in part, by environmental agents. Family structure is an environmental agent that
impacts human development and therefore student achievement. Social cognitive theory is the
view of psychologists who emphasize behavior, environment, and cognition as the key factors in
development. Family structure is an environmental factor that affects the development od
adolescents and, in turn, impacts student achievement and academic performance. Children in
intact families tend to have greater academic achievement and educational attainment and are
less likely to exhibit behavioral problems in school. Their parents tend to be more involved in
their school activities and to have higher expectations for them. Compared to children living in
intact families, peers living in single mother families, single-mother families with cohabiting
partners, and married families with stepfathers were more likely to have ever been suspended or
expelled from school; more likely to have engaged in delinquent activities in the past twelve
6
months; more likely to have problems getting along with their teachers, doing homework, and
paying attention in school; and more likely to have lower grade point averages.
INPUT PROCESS OUTPUT
1. Academic 1. Brainstorming The Role of

performance of of the research Family in
Senior High School topic Academic
in DEGMNHS S.Y
2. Determine the Performances
2019-2020
Role of Family in of Senior High
2. The Role of Academic School Students
Family in their Performance of in DEGMNHS
children in school Senior High S.Y 2019-2020.
School Students
in DEGMNHS
S.Y 2019-2020
3. Analyzing the
Research Topic
4. Making of A Brochure
Questionnaire that shows on
how the
5. Distribution the
Family
Questionnaire
involve in
6. Analyzing the Academic
gathered data Performances
of a students.
Feedback
7
Figure 1. Research Paradigm
Statement of the Problem

The purpose of this study was to examine The Role of Family in Academic Performances
of Senior High School in Don Eulogio De Guzman Memorial National High School.
Specifically, this study aims to answer to the following problem.
1. What is the level of academic performance of SHS students in DEGMNHS S.Y 2018-
2019?
2. What is the role of the family as perceived by the students of DEGMNHS in S.Y
2018-2019?
3. Is there a significant relationship in the academic performance and role of family of
the students in DEGMNHS in S.Y 2018-2019?
4. What IEC material can be formulated to show how the family involve in academic
performances of a student’s?
Definition of Terms
For better understanding of the study, the following terms are operationally defined.
Academic Performances. It refers the fulfillment of the students with regards on how
they interpret what they learned.
Classroom Performance. Assessment and evaluation of children academic ratings based
on their various discipline.
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Family. Family is the single most important influence in a child life. From their first
moments of life, children depend on parents and family to protect them and provide for their
needs. Every parent knows that it is sometimes difficult to do this important work without help,
support, and additional resources. Family involvement improves student success, regardless of
race or ethnicity, class or parents’ level of education. For involvement to happen, Parents
themselves must believe that all parents can contribute to their children’s success in School.
Parents can promote their children’s academic success.
Parental Involvement. Implies that parents participate in one or more schoolteacher
activities such as attending parent-teacher, conference, parent-teacher associations meetings,
volunteering at school, assisting children with homework and encouraging to perform better in
academic activities in school.
Parenting. It is the process of promoting and supporting the physical, emotional, social,
and intellectual development of a child. The most significant type of involvement is what parents
do at home. By monitoring, supporting and advocating, parents can be engaged in ways that
ensure that their children have every opportunity for success. The impact of family engagement
on students is success and school improvement.
Parents. Refers to both biological and guardians who play a role in a providing physical
and moral support to children.
Pre-school. Learning institution in Kenya which caters for children age between 3 and 6
years.
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Senior High School. The last two years of being high school student. This will help
students to be ready to their career path. It helps to enhance their skills that may help them in
college. Also, to the students that no longer planning to enter college because of SHS curriculum.
Chapter II
METHODOLOGY
The purpose of this study is to know the benefit of the parents to the children’s in case to
the academic performances, especially in Senior High School students.
Research Design
The study utilized the quantitative research design approach. Specifically, a descriptive
correlational research design was employed to examine the relationship between the role of
family and Academic Performance of Senior High School students. It is noted that, correlational
research describes an existing relationship between variables. Correlational research design, was
therefore, used for this study since the objective of the study was to assess how the role of family
relate to the students’ academic performance. In selecting a method to conduct the descriptive
correlational study, a survey method was chosen to collect data from the respondents.
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Source of Data
Table 1 shows the total population of Senior High School students in DEGMNHS.
There are 1,197 Senior High School students in School Year 2018-2019 who belong in different
strand.
Table 1:
Population of Senior High School Students of DEGMNHS S.Y.2018-2019
SECTION GRADE 11 GRADE 12 TOTAL

STEM-A 51 50 101
STEM-B 56 49 105
ABM-A 44 29 73
ABM-B 41 34 75
GAS 59 23 82
HUMSS-A 51 53 104
HUMSS-B 50 48 98
HUMSS-C 43 40 83
TVL HE-A 26 41 67
TVL HE-B 47 33 80
TVL ICT-A 37 55 92
TVL ICT-B 57 28 85
TVL BC 24 43 67
TVL CG 51 34 85
TOTAL 637 560 1,197
Table 1. Population of Senior High School Students in DEGMNHS S.Y 2018-2019
To get the sample population of Senior High School students in DEGMNHS, the researchers
used Solvin’s formula and computation is shown below:
N= population
11
e= margin of error
n= sample population
N
n=
1+ N ( e )2
1197
n= 2
1+ 1197 ( 0.05 )
1197
n=
1+ 2.993
n=299.77
n=300
The computed size was 300. To get the respondents from SHS students, the research will
be use of simple random sampling. This is the way or a process to get the result from the sample
population. Using a pure-chance selection, the researchers assure every member the same
opportunity to be in the sample. The basis of this is to know the cause and effect of the family in
academic performance. The research will be the sample population in all strand. To properly
distribute the sample population of all the following formula was used.
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Table 2:
Distribution of sample respondents of Senior High School Students of DEGMNHS
S.Y.2018-2019
SECTION GRADE 11 N GRADE 12 n
STEM-A 51 14 50 15
STEM-B 56 15 49 14
ABM-A 44 11 29 7
ABM-B 41 10 34 9
GAS 59 15 23 6
HUMSS-A 51 15 53 15
HUMSS-B 50 13 48 12
HUMSS-C 43 11 40 10
TVL HE-A 26 7 41 10
TVL HE-B 47 12 33 8
TVL ICT-A 37 9 55 14
TVL ICT-B 57 6 28 7
TVL BC 24 6 43 11
TVL CG 51 14 34 9
TOTAL 637 158 560 142
Table 2. Shows the distribution of sample respondents from different sections in SHS
students in DEGMNHS
Instrumentation and Data Collection

13
The researchers prepared a questionnaire to identify the role of family in the academic
performances of SHS students in DEGMNHS.
A questionnaire is a paper containing a list of questions including the specific place and
space in the paper respondents. This prepared paper set of questions elicits factual or opinionated
answer (Babbie,2013).
The questionnaire was adapted by the study of Vincent S. Monterbon, Elton John B.
Embodo and Jackie Lou L. Abiso. Part I of the questionnaire is the profile of the respondents and
the part 2 are the questionnaire pertaining to the role of family in the academic performances of
SHS in DEGMNHS. The questions about how the family affects the academic performances of
students in school was asked to the SHS students of DEGMNHS.
The questionnaire will be collected by the researchers, from the different strand (STEM,
ABM, HUMSS, GAS, & TVL).
Analysis of Data
To determine the Academic Performances of the SHS students in DEGMNHS S.Y 2018-
2019 frequency count and mean will be used.
To determine the role of the family as perceived by the students of DEGMNHS S.Y
2018-2019, frequency count, weighted mean, and rank will be used.
To determine the significant relationship in the Academic Performance and role of family
of the students of DEGMNHS S.Y 2018-2019, correlation will be used.
Categorization of Data
14
Numerical Value Statistical Range Descriptive Equivalent Rating
5 4.21-5.00 Always
4 3.40-4.20 Frequently
3 2.61-3.40 Occasional
2 1.81-2.60 Seldom
1 1.00-1.80 Never
Strength of Correlation
range Descriptive equivalent rating
0.00-0.19 Very weak
0.20-0.39 Weak
0.40-0.59 Moderate
0.60-0.79 Strong
0.80-1.0 Very strong
Chapter III
RESULTS AND DISCUSSIONS
15
This chapter presents the results and discussions on the role of the family in academic
performances of senior high school students in Don Eulogio de Guzman Memorial National
High School SY 2018-2019.
I. The level of Academic Performance of Senior High School students in DEGMNHS in S.Y
2018-2019
The following table shows the average of their academic performances of Senior High
School students in DEGMNHS in S.Y 2018-2019
Table 3
Academic Performances-S. Y 2018-2019
16
RESPONDENT GRADE 11 DER GRADE 12 DER
S
STEM 93 OUTSTANDING 92 OUTSTANDING
ABM 91 OUTSTANDING 91 OUTSTANDING
GAS 85 VERY 90 OUTSTANDING
SATISFACTORY
HUMSS 90 OUTSTANDING 89 VERY
SATISFACTORY
TVL-HE 86 VERY 89 VERY
SATISFACTORY SATISFACTORY
TVL- ICT 89 VERY 90 OUTSTANDING
SATISFACTORY
TVL- CG 85 VERY 90 OUTSTANDING
SATISFACTORY
TVL- BC 85 VERY 86 VERY
SATISFACTORY SATISFACTORY
Total average 88 VERY 90 OUTSTANDING
SATISFACTORY
Legend:
Outstanding 90-100
Very Satisfactory 85-89
Satisfactory 80-84
Fairly Satisfactory 75-79
Did Not Meet Expectation Below 75
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Table 3 showed the Academic Performances of Senior High School student in
DEGMNHS S.Y 2018-2019.
Data showed the SHS students’ Academic Performance for the last quarter of Academic
Year 2018-2019 that STEM 11 (93) and 12 (92) were both outstanding; ABM 11 (91) and 12
(91) were both outstanding; GAS 11 (85) was very satisfactory and 12 (89) was very
satisfactory; HUMSS 11 (90) was outstanding and 12 (89) was very satisfactory; TVL-H.E. 11
(86) and 12 (89) were both very satisfactory; TVL-ICT 11 (89) was very satisfactory and 12 (90)
was outstanding; TVL-CG 11 (85) was very satisfactory and 12 (90) outstanding; and lastly
TVL-BC 11 (85) and 12 (85) were both very satisfactory.
Studies on parental behavior showed that Academic Achievement is influenced by the
quality of adolescent’s relationship with his parents and other family member (Dorn Busch
et.al,1987; Stevenson and Baker,1987; Taj, 1999). Parent involvement fuels academic
performances (Grolnick & Slowidczek, 1994). Achievement is higher in children who perceive
their parents as loving and demanding (Suman & Umapathy, 1992).
The current study affirms the findings of (Dorn Busch et.al,1987; Stevenson and
Baker,1987;Taj, 1999) ; (Grolnick & Slowidczek, 1994) and (Suman & Umapathy, 1992) that
there was a significant positive relationship.
The overall weighted mean for the academic performances perceives by the Grade 11
(88) got a very satisfactory result while in Grade 12 (90) got outstanding result.
II. The Role of The Family as perceived by the Senior High School students of DEGMNHS S.Y
2018-2019
18
Table 4. The Role of The Family as perceived by the Senior High School students of
DEGMNHS in S.Y 2018-2019
4.1 role of the family as perceived by the STEM students
STATEMENTS WM DER RANK
1.My family monitor my studies at home 3.26 OCCASIONAL 10
2.My family monitor my school performance 3.47 FREQUENTLY 8
3.My family encourage me to make my studies 4.23 ALWAYS 2
seriously
4.My family provide me with material supports 4.13 FREQUENTLY 3
5.My family allot time for me to do my homework 3.74 FREQUENTLY 6.5
6.My family provide me with emotional support 3.79 FREQUENTLY 5
7.My family checking-up constantly on my 3.02 OCCASIONAL 12

homework, activities and my events in our school
8.My family monitoring the value of my learning, 3.74 FREQUENTLY 6.5
self-discipline, and my homework
9.My family encouraging me in school development 4.29 ALWAYS 1
10.My family expressing high realistic expectation for 3.98 FREQUENTLY 4
my achievement
11.The school schedule parent-teacher meetings at 3.32 OCCASIONAL 9
convenient times
12.The school informs my family regularly about my 3.09 OCCASIONAL 11
academic progress.
13.The school contacts my family if I’m not progress 2.49 SELDOM 15
academically.
14.The school contacts my family if I achieve 2.56 SELDOM 14
academic success
15.The school contacts my family if I experience 2.67 OCCASIONAL 13
emotional or social problems
TOTAL: 3.46 FREQUENTLY
Table 4.1 showed the role of family perceive by the Science Technology Engineering and
Mathematics (STEM) students.
The table revealed that rank 1 was the family should encourage their children in school
development with mean of 4.29 with descriptive equivalent rating of Always; rank 2 was the
family should encourage their children to make their study seriously with mean of 4.23 with
descriptive equivalent rating of Always; rank 3 was the family should provide their children in
material supports with mean of 4.13 with descriptive equivalent rating of Frequently; rank 4 was
19
the family expecting their children in high realistic expectations for achievement with mean of
3.98 with descriptive equivalent rating of Frequently; rank 5 was the family should provide their
children with emotional support with mean of 3.79 with descriptive equivalent rating of
Frequency.
Data revealed that among the STEM students, rank 1 was the family encouraging their
children in school development. Parents of low achievers were found to be less accepting, less
encouraging and less democratic (Kang & Sibia, 1997). Achievement is better where there is
consistent discipline, non-enforcement and lack of discipline (Ahmed and Saluja 1988).
Academic Achievement is influenced by family’s general levels of academic aspirations (Dorn
Busch et. al 1987; Stevenson and Baker, 1987).
The current study affirms the findings of (Kang & Sibia 1997), (Ahmed & Saluja 1998)
and (Dorn Busch et. al 1987; Stevenson and Baker, 1987) therefore, the families of these
students from STEM help them in school development.
The overall weighted mean perceive by the STEM students was 3.46 which mean that the
role of family towards STEM students was have descriptive equivalent rating of Frequently.
4.2 role of the family as perceived by the ABM students

2.My family monitor my school performance 3.35 OCCASIONAL 6
seriously
4.My family provide me with material supports 4.32 ALWAYS 2
20
5.My family allot time for me to do my homework 3.32 OCCASIONAL 8
6.My family provide me with emotional support 3.37 OCCASIONAL 7
8.My family monitoring the value of my learning, 3.43 FREQUENTLY 5
9.My family encouraging me in school development 4.08 FREQUENTLY 3
my achievement
convenient times
academic progress.
academically.
academic success
15.The school contacts my family if I experience 2.35 SELDOM 15
3.33 OCCASIONAL
TOTAL:
Tale 4.2 should the role of the family perceive by the Accountancy and Business
Management (ABM) students.
Table revealed that rank 1 was the family should encourage their children to make their
study seriously with mean of 4.51 with descriptive equivalent raring of Always; rank 2 was the
family should provide their children in material supports with mean of 4.32 with descriptive
equivalent rating of Always; rank 3 was the family should encourage their children in school
development with mean of 4.08 with descriptive equivalent rating of Frequently; rank 4 was the
family expecting their children in high realistic expectations for achievement with mean of 3.56
with descriptive equivalent rating of Frequently; rank 5 was the family should monitoring the
21
value of my learning , self-discipline and my homework to their children with mean of 3.43 with
descriptive equivalent rating of Frequently.
Data revealed that among the ABM students, rank 1 was the family should encourage
their children to make their study seriously. Epstein (1992) has researched the many ways in
which schools are able to influence home process variables that promote school learning.
Because schools and parents share responsibility for developing a positive
home academic culture (Epstein, 1992).
The current study affirms the findings of Epstein (1992) therefore, the families of these
students from ABM should encouraging their children to study more seriously.
The overall weighted mean was 3.33 which means that the role of family towards ABM
student was have descriptive equivalent rating of Occasional.
4.3 role of the family as perceived by the GAS students
22
1.My family monitor my studies at home 3.76 FREQUENTLY 4
2.My family monitor my school performance 3.66 FREQUENTLY 5.5
3.My family encourage me to make my studies 4 FREQUENTLY 1
seriously
6.My family provide me with emotional support 3.66 FREQUENTLY 5.5
7.My family checking-up constantly on my 3.64 FREQUENTLY 7
8.My family monitoring the value of my learning, 3.33 OCCASIONAL 12
10.My family expressing high realistic expectation for 3.61 FREQUENTLY 8.5
my achievement
11.The school schedule parent-teacher meetings at 3.61 FREQUENTLY 8.5
convenient times
academic progress.
13.The school contacts my family if I’m not progress 3.33 OCCASIONAL 13
academically.
14.The school contacts my family if I achieve 3.52 FREQUENTLY 10
academic success
TOTAL: 3.57 FREQUENTLY
Table 4.3 showed the role of the family perceive by the General Academic Strand (GAS)
students.
The table revealed that rank 1 was the family should encourage their children to make
their study seriously with mean of 4 with descriptive equivalent rating of Frequently; rank 2
was the family should encourage their children in school development with mean of 3.90 with
descriptive equivalent raring of Frequently; rank 3 was the family should provide their children
in material supports with mean of 3.80 with descriptive equivalent rating of Frequently; rank 4
was the family should monitor their children in home with mean of 3.76 with descriptive
equivalent rating of. Frequently; rank 5 was the family should provide their children with
emotional support with mean of 3.66 with descriptive equivalent rating of Frequently.
23
Data revealed that among the GAS students rank 1 was the family should encourage their
children to make their studies seriously. Epstein (1992) has researched the many ways in which
schools are able to influence home process variables that promote school learning. Because
schools and parents share responsibility for developing a positive home academic culture
(Epstein, 1992).
The current study affirms the findings of Epstein (1992) as well as the ABM. Therefore,
the families of these students from GAS help to encourage them to make seriously in their
studies. Thus, improving their performance in school.
The overall weighted mean perceive by the GAS students was 4 with descriptive
equivalent rating of Frequently.
4.4 role of the family as perceived by the HUMSS students
24
seriously
6.My family provide me with emotional support 3.35 OCCASIONAL 9.5
my achievement
11.The school schedule parent-teacher meetings at 3.35 OCCASIONAL 9.5
convenient times
academic progress.
academically.
academic success
TOTAL: 3.13 OCCASIONAL
Table 4.4 showed the role of family perceive by the Humanities and Social Sciences
(HUMSS) students.
their studies seriously with mean of 4.26 with equivalent rating of Always; rank 2 was the family
should provide their children with material support with mean of 3.98 with descriptive
equivalent rating of Frequently; rank 3 was the family should expressing high realistic
expectation for my achievement with mean of 3.96 with descriptive equivalent rating of
Frequently; rank 4 was the family should encourage their children in school development with
mean of 3.84 with descriptive equivalent rating of Frequently; rank 5 was the family shoud
25
monitoring the value of learning, self-discipline and homework of their children with mean of
3.77 with descriptive equivalent of Frequency.
Data revealed that among the HUMSS students rank 1 was the family should encourage
their children to make their studies seriously. Epstein (1992) has researched the many ways in
The current study affirms the findings of Epstein (1992) as well as the ABM, GAS.
Therefore, the families of these students from HUMSS help to encourage them to make seriously
in their studies. Thus, improving their performance in school.
The overall weighted mean perceive by the HUMSS students was 3.13 with descriptive
equivalent rating of Occasional.
26
4.5 role of the family as perceived by the TVL H-E students
seriously
5.My family allot time for me to do my homework 3.02 OCCASIONAL 10.5
6.My family provide me with emotional support 3.02 OCCASIONAL 10.5
my achievement
convenient times
academic progress.
13.The school contacts my family if I’m not progress 3.10 OCCASIONAL 9
academically.
academic success
TOTAL: 3 OCCASIONAL
Tale 4.5 showed the role of the family perceive by the TVL-Home Economics (HE)
students.
Table revealed that rank 1 was the family should encourage their children to make their
studies seriously with mean of 4.24 with descriptive equivalent raring of Always; rank 2 was the
family should provide their children with material support with mean of 3.89 with descriptive
equivalent rating of Frequently; rank 3 was the family should expressing high realistic
expectation for their children achievement with mean of 3.72 with descriptive equivalent rating
of Frequently; rank 4 was the family should monitoring the value of learning, self-discipline,
and homework of their children with mean of 3.51 with descriptive equivalent rating of
27
Frequently; rank 5 was the family should monitor school performance of their children with
mean of 3.43 with descriptive equivalent rating of Frequently.
Data revealed that among the TVL-HE students, rank 1 was the family should encourage
The current study affirms the findings of Epstein (1992), as well as the ABM, GAS and
HUMSS students. Therefore, the families of these students from TVL-HE help to encourage
them to make seriously in their studies. Thus, improving their performance in school.
The overall weighted mean perceive by the TVL-HE students was 3 with descriptive
28
4.6 role of the family as perceived by the TVL- ICT students
seriously
4.My family provide me with material supports 4.21 ALWAYS 3
5.My family allot time for me to do my homework 3.70 FREQUENTLY 10.5
9.My family encouraging me in school development 4.29 ALWAYS 2
10.My family expressing high realistic expectation for 3.70 FREQUENTLY 10.5
my achievement
11.The school schedule parent-teacher meetings at 3.75 FREQUENTLY 9
convenient times
12.The school informs my family regularly about my 3.62 FREQUENTLY 11
academic progress.
academically.
academic success
15.The school contacts my family if I experience 4 FREQUENTLY 4
TOTAL: 3.45 FREQENTLY
Table 4.6 showed the role of family perceive by the TVL-Information Communication
Technology (ICT) students.
their studies seriously with mean of 4.37 with equivalent rating of Always; rank 2 was the family
encourage their children in school development with mean of 4.29 with descriptive equivalent
rating of Always; rank 3 was the family should provide their children with material supports with
mean of 4.21 with descriptive equivalent rating of Always; rank 4 was the school contacts of
their children with family if they experiencing emotional or social problems with mean of 4 with
29
descriptive equivalent rating of Frequently; rank 5 was the family should monitor their children
in school performance with mean of 3.97 with descriptive equivalent of Frequently.
Data revealed that among the TVL-ICT students rank 1 was the family should encourage
The current study affirms the findings of Epstein (1992) as well as the ABM, GAS,
HUMSS and TVL-HE students. Therefore, the families of these students from HUMSS help to
encourage them to make seriously in their studies. Thus, improving their performance in school.
The overall weighted mean perceive by the TVL-ICT students was 3.45 with descriptive
equivalent rating of Frequently.
30
4.7 role of the family as perceived by the BC students
1.My family monitor my studies at home 3.35 OCCASIONAL 9.5
2.My family monitor my school performance 3.82 FREQUENTLY 3.5
3.My family encourage me to make my studies 3.94 FREQUENTLY 1
seriously
4.My family provide me with material supports 3.82 FREQUENTLY 3.5
5.My family allot time for me to do my homework 3.52 FREQUENTLY 7
7.My family checking-up constantly on my 2.41 SELDOM 13.5
9.My family encouraging me in school development 3.35 OCCASIONAL 9.5
my achievement
11.The school schedule parent-teacher meetings at 3.53 FREQUENTLY 6
convenient times
academic progress.
13.The school contacts my family if I’m not progress 2.41 SELDOM 13.5
academically.
academic success
Table 4.7 showed the role of family perceive by the TVL- Beauty Care (BC) students.
their studies seriously with mean of 3.94 with equivalent rating of Frequently; rank 2 was the
family monitoring the value of the children in learning, self-discipline, and their homework with
mean of 3.88 with descriptive equivalent rating of Frequently; rank 3.5 was the family should
provide their children with material supports with mean of 3.82 with descriptive equivalent
rating of Frequently; rank 3.5 was the family should provide their children with material supports
with mean of 3.5 with descriptive equivalent rating of Frequently; rank 5 was the family should
31
provide with their children with emotional support with mean of 3.65 with descriptive equivalent
of Frequently.
Data revealed that among the TVL-BC students rank 1 was the family should encourage
The current study affirms the findings of Epstein (1992) as well as the ABM, GAS,
HUMSS, TVL-HE and TVL-ICT students. Therefore, the families of these students from TVL-
BC help to encourage them to make seriously in their studies. Thus, improving their performance
in school.
The overall weighted mean perceive by the TVL-BC students was 3.08 with descriptive
32
4.8 role of the family as perceived by the TVL CG students
1.My family monitor my studies at home 4.28 ALWAYS 1
3.My family encourage me to make my studies 4.07 FREQUENTLY 2
seriously
4.My family provide me with material supports 3.21 OCCASIONAL 6.5
5.My family allot time for me to do my homework 3.21 OCCASIONAL 6.5
6.My family provide me with emotional support 2.78 OCCASIONAL 12
7.My family checking-up constantly on my 3.07 OCCASIONAL 10.5
8.My family monitoring the value of my learning, 3.21 OCCASIONAL 6.5
9.My family encouraging me in school development 3.37 OCCASIONAL 4
10.My family expressing high realistic expectation for 3.28 OCCASIONAL 5
my achievement
11.The school schedule parent-teacher meetings at 3.07 OCCASIONAL 10.5
convenient times
12.The school informs my family regularly about my 2.64 OCCASIONAL 13.5
academic progress.
academically.
14.The school contacts my family if I achieve 2.21 SELDOM 6.5
academic success
15.The school contacts my family if I experience 2.64 OCCASIONAL 13.5
Table 4.8 showed the role of family perceive by the TVL-Caregiving (CG) students.
The table revealed that rank 1 was the family should monitor their children in studies at
home with mean of 4.28 with equivalent rating of Always; rank 2 was the family should
encourage their children to make their studies seriously with mean of 4.07 with descriptive
equivalent rating of Frequently; rank 3 was the family monitor their children in school
performance with mean of 3.85 with descriptive equivalent rating of Frequently; rank 4 was the
33
family should encourage their children in school development with mean of 3.37 with descriptive
equivalent rating of Occasional; rank 5 was the family should expressing high realistic
expectation for their children in achievement with mean of 3.15 with descriptive equivalent of
Occasional.
Data revealed that among the TVL-CG students rank 1 was the family should encourage
The current study affirms the findings of Epstein (1992), as well as the ABM, GAS,
HUMSS, TVL-HE, TVL-ICT, and TVL-BC students. Therefore, the families of these students
from TVL-CG help to encourage them to make seriously in their studies. Thus, improving their
performance in school.
The overall weighted mean perceive by the TVL-CG students was 3.15with descriptive
Table III. Is there a significant relationship in the academic performance and role of family of the
students in DEGMNHS in S.Y 2018-2019?
The following table shows the correlation between the role of family and the academic
performances of the SHS students.
34
TABLE 5. The significant relationship in the academic performance and role of family of
the students in DEGMNHS in S.Y 2018-2019
r ACADEMIC Weighted mean

1 83 4.1
2 85 4.05
3 83 4.05
4 90 4.05
5 86 3.5
6 86 3.4
7 89 2.95
8 87 3.5
9 83 3.8
10 82 3.5
11 92 4.35
12 95 3.8
13 94 4.3
14 94 3.7
15 94 3.3
16 93 3
17 94 2.9
18 97 3.3
19 95 2.4
20 94 2.8
21 95 3.8
22 93 3.6
23 95 3.6
24 93 3.65
25 95 2.3
26 92 3.25
27 83 3.55
28 85 3.1
29 86 4
30 84 2.85
31 84 3.65
32 90 2.25
33 87 3.15
34 87 3.25
35 84 3.15
35
36 83 2.8
37 84 3.1
38 85 3.15
39 86 2.7
40 88 3.4
41 87 4.4
42 90 3.8
43 93 3.3
44 90 4.8
45 94 3.4
46 88 5
47 85 3.1
48 84 3.8
49 86 2.85
50 80 3.75
51 82 2.55
52 86 4.15
53 87 3.9
54 89 2.85
55 88 3.5
56 83 3.05
57 85 3.75
58 81 2.85
59 86 2.75
60 90 2.2
61 92 3
62 89 3.05
63 92 3.95
64 90 3.3
65 90 3.5
66 80 2.9
67 90 2.45
68 89 2.85
69 89 3.9
70 92 4.5
71 90 2.25
72 83 3.65
73 88 3.3
74 95 3.95
75 96 2.75
76 90 3.05
77 90 3.45
78 90 2.85
79 93 3.4
80 93 3
81 91 3.75
82 91 2.45
83 96 3.1
84 93 2.25
36
85 88 3.9
86 90 3.75
87 93 3.1
88 90 2.8
89 90 2.85
90 86 2.45
91 88 2.15
92 87 4.2
93 91 2.5
94 89 2.05
95 89 2.95
96 89 2.9
97 90 3.2
98 86 2.65
99 85 3.65
100 89 3.5
101 89 1.3
102 92 3.4
103 84 3.25
104 85 3.95
105 84 2.85
106 86 4.2
107 87 3.05
108 82 4.7
109 80 2.35
110 87 3.15
111 96 3.2
112 95 3.51
113 91 1.55
114 93 3.2
115 89 3.75
116 92 3.05
117 90 2.6
118 91 2.65
119 91 3.45
120 87 2.5
121 87 3.9
122 84 3.85
123 89 4.65
124 93 2.4
125 84 3.4
126 91 2.75
127 90 3.9
128 94 2.85
129 94 4.45
130 93 3.15
131 93 3.6
37
132 92 3.7
133 90 3.45
134 87 2.95
135 89 3.45
136 92 3.9
137 89 3.15
138 92 3.3
139 90 3.85
140 94 4.8
141 94 3.2
142 93 3.15
143 81 2.55
144 88 4.1
145 93 5
146 93 4
147 84 3.3
148 85 3.95
149 92 3.95
150 92 3.4
151 90 3.7
152 90 2.9
153 94 2.95
154 92 4.05
155 90 4.2
156 92 3.55
157 92 3.65
158 92 2.5
159 91 2.95
160 91 2.15
161 92 2.45
162 90 3.85
163 90 3.8
164 89 2.5
165 93 3.7
166 80 2.55
167 83 4.4
168 80 2.6
169 87 1.95
170 92 1.7
171 88 3.9
172 80 2.2
173 87 3.95
174 85 3.95
175 88 3.75
176 80 4.65
38
177 87 4
178 82 4.65
179 95 4.9
180 93 3.4
181 95 3.45
182 95 2.65
183 95 2.6
184 96 3.4
185 95 3.9
186 93 2.35
187 93 2.35
188 94 3.1
189 93 3.8
190 94 3.6
191 95 3.6
192 94 1.75
193 93 2.7
194 95 4.35
195 88 3.25
196 91 3.2
197 90 3.45
198 91 3.7
199 91 4.2
200 91 4.4
201 89 3.55
202 90 3.05
203 88 3.05
204 90 3.1
205 90 3.4
206 90 3.1
207 92 3.45
208 90 4.4
209 84 1.12
210 91 3.2
211 90 3.45
212 92 4.8
213 95 4.7
214 94 3.75
215 92 3.55
216 90 4.8
217 86 4.05
218 87 4.4
219 93 3.45
220 89 3.1
221 93 3.2
39
222 86 2.9
223 87 3.5
224 93 3.7
225 89 3.25
226 86 2.9
227 85 4.05
228 90 4.6
229 89 2.65
230 89 3.75
231 85 3.2
232 92 3.6
233 92 3.3
234 89 2.55
235 91 2.5
236 90 3.8
237 93 2.25
238 86 3.15
239 89 3.8
240 86 3.2
241 84 3.95
242 90 2.45
243 90 3.75
244 80 3.8
245 80 4.05
246 87 3.3
247 84 1.2
248 81 2.95
249 83 4.25
250 86 3.65
251 82 3.8
252 85 4.1
253 92 3.45
254 96 2.45
255 94 4.1
256 90 2.8
257 88 2.95
258 90 4
259 91 3.7
260 94 4.95
261 91 2.4
262 92 3.45
263 91 2.35
264 91 2.2
265 92 4.3
266 89 2.8
40
267 87 2.6
268 90 3.1
269 92 3.2
270 94 3.55
271 90 4.55
272 94 2.8
273 90 3.25
274 88 2.85
275 90 2.55
276 92 2
277 92 2.55
278 90 3.65
279 88 2.35
280 93 2.65
281 92 3.5
282 92 3.35
283 94 3.6
284 92 3.5
285 87 4.1
286 89 2.2
287 93 3.8
288 88 4.65
289 86 3.4
290 83 3.25
291 91 3.1
292 89 2.8
293 89 3.35
294 89 3.25
295 92 2.9
296 92 2.6
297 86 2.4
298 91 2.35
299 88 2.4
300 85 2.6
Respondent 89.31 3.24
Table 5 showed the relationship between the Academic Performance and Role of Family
of the students. The results statistic confirmed that there was a very weak relationship among
variables of study therefore, researchers conclude that the academic performance of the student
has nothing to do whether if it is with or without the support of the family.
41
The computed pearson= -0.04 between the role of family and academic performance had
a descriptive equivalent rating of very weak negative relationship. Therefore, the hypothesis of
the study was confirmed that there was no significant relationship between the role of family and
academic performance.
Data revealed that the family has no connection in children’s academic performance.
Therefore, the researchers concluded that even if they do not support and guide their children,
their academic performance is not affected.
Information Education Campaign (IEC) Material on the Role of Family in the
Academic Performances of SHS students in DEGMNHS.
Rationale
Family is loving and supporting one another even when it’s not easy to do so and it is
important because it is the basic unit of social structure and an important agent of socialization.
The family is very important in the social development of a child, and it contributes to the
stability of the entire society. Children get informal education through their family. Some
learners are weak in their academic performance that is why family can help them to improve
their studies through supervision. In that case learners become active and responsible to do their
task in school.
The main goal of this study is to know how the role of family affect/influence the
academic performance of Senior High School students in Don Eulogio De Guzman Memorial
National High School in S.Y. 2018-2019.
42
Objectives
The Information Education Campaign (IEC) Material aims to inform every student,
parents as well. This highlights the importance of a family in every students of Senior High
School in Don Eulogio De Guzman Memorial National High School, the effect of lack of family
or parents’ guidance. And what is the best thing to do to motivate their children.
Scheme of Implementation
1. The Information Education Campaign (IEC) Material will be disseminated in the school of
Don Eulogio De Guzman Memorial National High School for the school’s staff to know the
importance of role of family every student and to motivate them in doing their paper works.
2. The Information Education Campaign (IEC) Material will be distributed to the students of
Don Eulogio De Guzman Memorial National High School for them to be well-informed that
family is the only one who could help to resolve the struggle that they are facing physically or
even in emotionally.
43
Content of the Information Education Campaign (IEC) Brochure on the Role of Family in
Senior High Students.
1.What is family? Family is a single word, with many different

meanings. People have many ways of defining a
family and what a being a part of a family means
to them
2. The important influenced of family in Family is the single most important influence
in a child’s life. From their first moments of
every student.
life, children depend on parents and family to
protect them and provide for their needs.
3. Good effect of having a supportive family. Family dynamics significantly impact health
in both positive and negative ways. Having a
close-knit and supportive family provides
emotional support, economic well-being, and
increase overall health.
4.Academic Performance It is the extent to which a student, teacher or
institution has achieved their short or long-
term educational goals.
5.How could the role of family affect the The family background plays have a big on
the academic performance of children at all
academic performance of students.
levels of education in the school system.
44
CHAPTER IV
Summary, Conclusion, Recommendation
Summary
This chapter outlines the summary of findings and the discussions of the research
findings. The chapter also presents the conclusions of the study based on the findings and
recommendations. The study’s objectives were; to establish relationship between; role of family
and academic performances of Senior High School.
The study investigating the relationship between the role of family and the academic
performances of students. The findings showed the learner’s academic performance for the S.Y.
2018-2019 was 89.31 with descriptive equivalent rating of Very Satisfactory. Data confirmed
that the average weighted mean per strands did not achieve
The overall average weighted mean for the role of family was 3.24 with descriptive
equivalent rating of occasional which means family should always ask their children about their
academic performance to give some help to motivate their children to their best and to achieve
their goals.
The results statistic confirmed that there was a very weak relationship among variables of
study therefore, researchers conclude that the academic performance of the student has nothing
to do whether if it is with or without the support of the family.
45
Data revealed that the most influential factor to academic performances of learners turned
out to be the role of family which contributes to the holistic development of learners. Therefore,
sustain the school goals and objectives.
Conclusion
After studying and analyzing the gathered data, the researchers found out that the role of
family in the academic performances of Senior High School students in Don Eulogio de Guzman
Memorial National High School has a significant relationship.
The Academic Performance of Senior High School, STEM strand got the highest grade,
TVL-BC got the lowest grade. Since, the result of the academic performance for the Quarter did
not achieve the outstanding rating by the student it means that some reason is lack of support and
motivation by their parents or a family.
On the issue of the role family was concluded that the highest calculated weighted mean,
My family monitor my studies at home, My family encourage me to make my studies seriously
and My family monitor my school performance and the lowest calculated weighted mean The
school contacts my family if I’m not progress academically, The schools informs my family
regularly about my academic progress, The school contacts my family if I experience emotional
or social problem.
The results statistic confirmed that there was a very weak relationship among variables of
study therefore, researchers conclude that the academic performance of the student has nothing
to do whether if it is with or without the support of the family.
46
Recommendations
This research was conducted to determine the role of family in the academic
performances of SHS students in DEGMNHS. The researchers would like to address their
recommendation to the following:
1. The students shall keep on listening and obeying to their parents, give much time and
value the involvement of their family in the studies.
2. The parents shall always be attached with their children and they must be positive
thinkers that the development of their children in school may not be only depend on the
quality of the school and of the teacher, rather on the extent of their role in the lives of
their children.
3. The school shall create and subscribe to an individualized mission statement regarding
their approach to fostering and maintaining the role of family in the academic
performances of their school.
4. The future researcher study can be a great help to those students who will be interested
and will be willing to establish the connection of the role of family in the academic
performances.
47
REFERENCES
48
References
https://hbculfestyle.com/research-paper-topics
https://www.researchgate.net/publication/25581992PersonalFamilyandacademicfactorsaffc
ting/achievementinsecondaryschool
https://www.slideshare.net/moblie/09108614963/level-of-influence-ohttpsf-paretal-
invironment-onthe-selected-tangub-city-national-high-school-students-54247037
https://www.childrens-.org/indicators/parental-invironment-in-schools
https://www:researchgate.net/publication/265632472_Parental_invironment_in_children’s
_education_A_review_study_about_the_effect_of_parental_invironment_on_childrens_sch
ool_education_with_a_focus_on_the_positon_of_illitevateparents
https://goo.gl/images/spuyzU
https://www.sciencedaily.com
https://images.app.goo.gl/WEN3njYvBZRTcd046
https://m.grin.com/document/384998
49
https://www.researchgate.net/publication/318494693_SeniorHigh_school_Cirriculum_in_t
he_
BIBLIOGRAPHY
50
Farooq M.S. Chaudry, A.t.l Sharia, M. Berhanu G.1 (2011). “Factors Affecting student Quality
of Academic Performance Journal of Quality and Technology Management 7(2), 01-14
Mushtaq , I., and Khan, S. (2012) Factors Affecting Students Academic Performance Global
Journals Inc. (12) 9.17-22
Erum Shahzadi and Zahoor Ahmad- February 8-9, 2011 “A Study on Academic Performance of
University Students” (255-268)
Danilo N. Sarmiento and Ronald L. Orale 2016 “Senior High School Curriculim in the
Philippines, USA, and Japan.
Di Perna and Elliot (999 “Academic Competence Model”) F (2.1)
Veer and Valsiner 1991 “Student’s attitudes towards study”
Muhyaradzi Nyon Thabani and Wellington G Bonga (March 2017) “Factors Affecting Student’s
Academic Achievement in Zimbabwe’s Rural Secondary Schools” pg. (01-15)
51
APPENDICES
52
APPENDIX A
COMMUNICATION LETTER
VALIDATION
June 18, 2019
Mr. Ricky D. Retuerne

SHS Guidance Counselor / HUMSS-Thales Adviser
Don Eulogio De Guzman Memorial National High School (DEGMNHS)
Sir;
Greetings in the name of the Lord!
We, the students of Humanities and Social Sciences (HUMSS) of Don Eulogio de
Guzman Memorial National High School (DEGMNHS) are conducting a research entitled The
Role of Family in the Academic Performances of Senior High School Students in Don
Eulogio de Guzman Memorial National High School (DEGMNHS).
In connection to this, may we request you to modify and validate the questionnaire that
will be used in conducting our research for our respondents. It would also be a better help for the
researchers if you can write your comments, suggestions, and recommendations that will help
improve the above- mentioned questionnaire.
The result of this will be a great help to know the effect of family in the academic
performances of the students. We believe that your valuable observation and experience will help
along the way in the improvement of knowledge in the academe.
Thank you very much for your kind consideration and valuable contribution in this
respect.
53
Sincerely yours,
JENNY CLAIRE B. HIDALGO
Researcher, Group Leader
Noted by:
MS. MERYL MAE R. NELMIDA
Practical Research II Teacher
APPENDIX B
VALIDATION
June 18, 2019
Mrs. Lina Casana

Guidance Counselor Junior High School
Ma’am;
We, the students of Humanities and Social Sciences (HUMSS) of Don Eulogio de
Guzman Memorial National High School (DEGMNHS) are conducting a research entitled The
Role of Family in the Academic Performances of Senior High School Students in Don
Eulogio de Guzman Memorial National High School (DEGMNHS).
In connection to this, may we request you to modify and validate the questionnaire that
will be used in conducting our research for our respondents. It would also be a better help for the
researchers if you can write your comments, suggestion, and recommendations that will help
improve the above- mentioned questionnaire.
The result of this will be a great help to know the effect of family in the academic
performances of the students. We believe that your valuable observation and experience will help
along the way in the improvement of knowledge in the academe.
Thank you very much for your kind consideration and valuable contribution in this
respect.
54
Sincerely yours,
Noted by:
APPENDIX C
VALIDATION
June 18, 2019
Mrs. Nancy Macusi Bacurnay

Parent-Teacher Association (PTA) President
Ma’am;
We, the students of Humanities and Social Sciences (HUMSS) of Don Eulogio de Guzman
Memorial National High School (DEGMNHS) are conducting a research entitled The Role of Family in the
Academic Performances of Senior High School Students in Don Eulogio de Guzman Memorial National
High School (DEGMNHS).
In connection to this, may we request you to modify and validate the questionnaire that will be
used in conducting our research for our respondents. It would also be a better help for the researchers if
you can write your comments, suggestion, and recommendations that will help improve the above-
mentioned questionnaire.
The result of this will be a great help to know the effect of family in the academic performances
of the students. We believe that your valuable observation and experience will help along the way in the
improvement of knowledge in the academe.
Thank you very much for your kind consideration and valuable contribution in this respect.
55
Sincerely yours,
Noted by:
APPENDIX D
QUESTIONNAIRE
Name:_________________________________ GPA:_____________ Grade &
Section:________________________
Instruction:
Please check (√ ) the appropriate box that we will provide:
THE ROLE OF FAMILY IN THE ACADEMIC (Never (Seldom) (Occasional) (Frequently (Always)
PERFORMANCE OF SENIOR HIGH SCHOOL ) 2 3 ) 5
1 4
STUDENTS
I.
1.My family monitor my studies at home
2.My family monitor my school performance
3.My family encourage me to make my studies seriously
4.My family provide me with material supports
5.My family allot time for me to do my homework
6.My family provide me with emotional support
7.My family checking-up constantly on my homework,
activities and my events in our school
8.My family monitoring the value of my learning, self-
discipline, and my homework
56
9.My family encouraging me in school development
10.My family expressing high realistic expectation for
my achievement
II.
1.How often do your family limit you to do work or
chores
2.How often do your family limit the amount of TV/
play video games
3.How often do your family limit the amount of time
going with friends on school nights
4.How often do your family phone or speak to a teacher
or a counselor
5.How often do your family attend meetings at the
school
57

Impact of Parental Involvement on Academic Performance

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Chapter I

universal definition of academic performance. This is because academic performance is a

contribute to academic success in the classroom. To other researchers, academic performance is

indicate better academic performance. It is a satisfactory and superior level of performance of

esteem, and personal standard of merit in value.

in middle and the high school students.

Family involvement is a multidimensional and bidirectional construct that has been

The level of parental involvement has significant effects on children’s academic

school. This is a point also raised by a learner in a related study.

out liaison and cooperation.

shown that parental involvement is consistently related to a child’s increased academic

child’s academic performance are yet not fully understood.

Walberg’s (1981) theory of educational productivity, which is one of the few

domains of variables, 8 involved social-emotional influence: classroom management, parental

support, student-behavioral attributes, motivational-effective attributes, the peer group, school

Social Cognitive Theory the research on family structures is grounded in Bandura’s

influenced, in part, by environmental agents. Family structure is an environmental agent that

development. Family structure is an environmental factor that affects the development od

INPUT PROCESS OUTPUT

1. Academic 1. Brainstorming The Role of

Statement of the Problem

Specifically, this study aims to answer to the following problem.

3. Is there a significant relationship in the academic performance and role of family of

the students in DEGMNHS in S.Y 2018-2019?

they interpret what they learned.

Classroom Performance. Assessment and evaluation of children academic ratings based

on their various discipline.

Parents can promote their children’s academic success.

Parental Involvement. Implies that parents participate in one or more schoolteacher

activities such as attending parent-teacher, conference, parent-teacher associations meetings,

academic activities in school.

on students is success and school improvement.

and moral support to children.

the academic performances, especially in Senior High School students.

Population of Senior High School Students of DEGMNHS S.Y.2018-2019

SECTION GRADE 11 GRADE 12 TOTAL

Table 1. Population of Senior High School Students in DEGMNHS S.Y 2018-2019

used Solvin’s formula and computation is shown below:

Distribution of sample respondents of Senior High School Students of DEGMNHS

SECTION GRADE 11 N GRADE 12 n

Instrumentation and Data Collection

performances of SHS students in DEGMNHS.

students in school was asked to the SHS students of DEGMNHS.

0.00-0.19 Very weak

0.80-1.0 Very strong

School students in DEGMNHS in S.Y 2018-2019

Academic Performances-S. Y 2018-2019

DEGMNHS S.Y 2018-2019.

TVL-BC 11 (85) and 12 (85) were both very satisfactory.

Studies on parental behavior showed that Academic Achievement is influenced by the

their parents as loving and demanding (Suman & Umapathy, 1992).

there was a significant positive relationship.

7.My family checking-up constantly on my 3.02 OCCASIONAL 12

Mathematics (STEM) students.

Academic Achievement is influenced by family’s general levels of academic aspirations (Dorn

Busch et. al 1987; Stevenson and Baker, 1987).

students from STEM help them in school development.

4.2 role of the family as perceived by the ABM students

Management (ABM) students.

descriptive equivalent rating of Frequently.

Because schools and parents share responsibility for developing a positive

home academic culture (Epstein, 1992).

Name:_____________________ GPA:_ Grade &