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Chapter I

THE PROBLEM

Introduction

Globally, there is wide recognition of the importance of education in the

socioeconomic development of the countries in general and those in

the developing world in particular.

A major concern that has emerged over the last decade has been the need

to ensure that children are given the requisite opportunity to access basic

education in their respective communities because they constitute the future

human capital of the society and therefore have potential to exert significant

impact on the growth and development of the economy. Children’s full

participation in basic education is a requirement for societal progress as economic

systems have become more global in scope and the information and skills

required to participate fully in them have become more complex, the scope of

imparting skills necessary and sufficient for the populace to participate fully in

socioeconomic development.

Unfortunately, in the latest page of Humanium.org, it was mentioned that

“Today, education remains an inaccessible right for millions of children around

the world. More than 72 million children of primary education age are not in

school and 759 million adults are illiterate and do not have the awareness

necessary to improve both their living conditions and those of their children.

Factors linked to poverty such as unemployment, illness and the illiteracy of

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parents; multiply the risk of non-schooling and the drop-out rate of children by 2.”

(http://www.humanium.org/en/world/right-to-education/)

People believe that education is an important tool for the development of

an individual, the society and the nation at large. For this reason, nations all over

the world are concerned with the provision of education to their citizens. The

importance of education is undeniable for every single person. It goes with the

saying that education has a positive effect on human life. All people need to

study. Only with the advent of education can people gain knowledge and enlarge

their view over the world. Education is regarded as the major provider to the

enhancement of living standards of disadvantaged groups. It is supposed to lead to

economic liberation but apparently not so in the Philippine context.

For a developing country like the Philippines, education is a critical engine

in powering progress. For many poor Filipinos, education is a means to a better

life; it may be the only key to survival and getting better prospects in life. It is a

fundamentally held belief among Filipinos that education is a ticket out of poverty

and a means of empowerment. Likewise, educational opportunities are conduits of

learning that can become effective channels of values orientation, consciousness,

and information that is useful and significant to a wide range of social goals.

In a reading about the nature of schools and academic performance of

pupils in primary schools in Gasabo District, it was mentioned that “Education is

the primary agent of transformation towards sustainable development. It increases

people's capacities to transform their visions for society into reality. All countries
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strive for quality education for their sustainable development.”

( http://www.memoireonline.com/03/12/5490/The-nature-of-schools-and-

academic-performance-of-pupils-in-primary-schools-in-Gasabo-district-

Kigal.html)

In the culture of many Filipinos, the lack of education is seen as a sure

way to failure. Lack of education can have serious effects on children and adults

and can affect health, living conditions and social situations. This is the reason

why responsible parents want to see their children complete their education and

every diligent student feels the pressure to succeed in school. However, Manila

Standard says the household budget needed for quality education is out of reach

for the majority. (manilastandardtoday.com/2014/02/01/the-philippine-education-

system-today).

“It takes a village to raise a child” is a popular proverb with a clear

message: the whole community has an essential role to play in the growth and

development of its young people. In addition to the vital role that parents and

family members play in a child’s education, the broader community too has a

responsibility to assure high-quality education for all students. They are teachers’

partners in giving quality education to pupils and students. They should work

closely with each other to meet their mutual goals. Schools can provide more

support for students, families and staff when they are an integral part of the

community. This signifies that education is not restricted to the classroom itself,

its function expounds to any point of the community. All members of the
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community need the school as a positive force for social betterment and economic

growth. On the other hand, school alone cannot function well without its

community. School community, as defined by the Glossary of Education reform,

encompasses the school administrators, teachers, and staff members who work in

a school; the students who attend the school and their parents and families; and

local residents and organizations that have a stake in the school’s success, such as

school-board members, city officials, and elected representatives; businesses,

organizations, and cultural institutions; and related organizations and groups such

as parent-teacher associations, “booster clubs,” charitable foundations, and

volunteer school-improvement committees (to name just a few).

(http://edglossary.org/school-community/). Hence, it is essential that all actions

and activities which the school instigates and directs should contribute to

educative process of every learner. The parents, teachers and community

members stand side by side in helping build the thoughts and life of every child

while he is in his second home, the school. Schools clearly work best if there is

the will and support from parents, the teachers, the pupils, as well as the other

stakeholders of the community. The establishment of an organization that

connects the school and the community is essentially important in the

implementation of the different programs and projects of any institution. The

victory of every school administrator in achieving its vision and mission depends

on the cooperative effort of the school officials, teachers, parents, and community

leaders.
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Among all the components of a school community, this study focuses on

the role and importance of parents in the education of the children since the

researcher believes that apart from teachers, parents play an imperative part in

child’s development. Parents and or families are by far the most domineering

impacts in a child's life. Their support can play a vibrant role at all stages of

education.

A study about “Why get parents involve?” revealed that parents who take

on a supportive role in their children’s learning make a difference in improving

achievement and behavior. The active involvement of parents can help promote a

learning community in which children and young people can engage positively

with practitioners and their peers.

(http://www.educationscotland.gov.uk/learningandteaching/partnerships/

engagingparents/whygetparentsinvolved/index.asp).

Pupils’ success in school depends on the right and effective partnership of

both parents and teachers. Therefore, active participation of parents in school is

indispensable, they play a dynamic role in a school community since they are

involved in planning and even in policy and sometimes in decision making. Aside

from taking into consideration the support of community leaders, government and

non-government officials, the school administrators are always seeking for

dedicated parents who are cooperative and supportive to the schools’ vision,

mission and objectives since they are the focal and foremost partners of the

teachers and administrators towards the achievement of pupils’ quality education.

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According to the National Dropout Prevention Center, parents and

families have the most direct and lasting impact on children's learning and

development of social competence. When parents are involved, students achieve

more, exhibit more positive attitudes and behavior, and feel more comfortable in

new settings.

Family members, particularly parents, are the chief architects in shaping

the personality of a child. The range and depth of emotions which parents display

to their children builds up the psychological interior of their children. Emotional

and social adjustment of children who are loved, accepted, nurtured, trusted and

who have close emotional ties with their parents are superior.

In the school institution where the researcher is connected, wide-ranging

family conditions and set-ups are perceptible. Parents differ from one another

with regards to their involvement in school and even in the way they discipline

their kids. Children are born intelligent, no person is born dim-witted, it will just

depend on the person how he nurture and develop his God-given potentials.

Regrettably, there are some inevitable environmental factors that influence the

growth, maturity, development and achievements of a certain person.

As a school administrator for seven (7) years in this private institution, the

researcher firmly agrees with the thought that school administrators and teachers

are continuously frustrated and upset in an age where parental involvement

increasingly seems to be declining despite the effort exerted by the school heads

and teachers, and the Department of Education (DepEd) through its Orders and
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Memoranda in the local counterparts like DepEd Order No. 54, s. 2009 “Revised

Guidelines Governing Parents - Teachers Associations (PTAs) at the school level”

and DepEd Order No. 117, s. 2009 “Pupil and Student Participation in the Parent-

Teachers Associations (PTAs)”.

Regrettably, a fraction of this disappointment rests on the fact that the

community often places sole blame on the teachers and school heads, when in

reality; there is a natural incapability if parents are not mindful of their

obligations. For the past eighteen years in the education field may it be in public

and private, college, high school and much more in the elementary level, the

author has often been observing that achievements in school of some pupils or

students is influenced by parental involvement at a certain degree. The schools

with more parental involvement are almost always the higher performing schools

both in academic and nonacademic undertakings. Consequently, the

administration and the teachers have become more motivated, more committed,

and more active to support the initiatives of the parents.

According to Asian Journal of Management Sciences & Education

“Schools’ performance is tantamount to the degree or the extent of parental

involvement, thus, it is important to identify the roadblocks that create impact on

parent’s participation and the children’s proper education.” Important obstacles

that constrain parents' ability to become actively involved in their children's

education include the teachers' attitudes and the parents’ family resources, among

others.
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This bothers the researcher much as she observed similar predicament up

to now in her own institution. Through this perspective, the researcher was

induced to conduct a study along academic performance and parent’s school

involvement.

Through this study, a better understanding of the essence of partnership

between the school and the parents in every school undertaking will be disclosed.

Likewise, this may serve as wakeup call for parents or guardians who are not

paying attention to their children’s school activities and needs. Similarly, to the

school owners, administrators and policy makers, it may be of great importance to

them as they review and modify the policies and guidelines pertaining to the

involvement of the school parents as well as its family programs and activities.

In addition, the results of this study may be beneficial to school

administrators and teachers for it may serve as a basis on how they will extend

their assistance and guidance to children who are in trouble.

This study will also be advantageous and favorable to school institutions

since the school children will be benefitted. Subsequently, the performance and

academic achievements of the pupils will certainly ascend which later increase the

performance level of the school as a whole.

The members of the community and all other stake holders may also be

profited to this research. By sharing this study to them, they will be able to realize

how significant their school involvement is to the progress of the school and most

especially towards their child’s successful education and stability.

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Statement of the Problem

This study mainly aimed to determine the parental involvement and

academic performance of pupils in the Public and Private Elementary Schools in

the Division of Ilocos Sur during the school year 2016-2017.

Specifically, it sought to answer the following questions:

1. What is the profile of the parent-respondents in terms of the following

variables:

a. age,

b. sex,

c. relation to the child,

d. parents’ occupation,

d.1 father’s occupation

d.2 mother’s occupation

e. joint monthly income,

f. other source of financial support,

g. place of residence,

h. type of family and,

i. highest educational attainment?

2. What is the level of attitude of parents towards school?

3. What is the extent of parental involvement as assessed by the

respondents themselves in terms of the following:

a. commitment to parental support, and

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b. parental activity and participation?

4. What is the level of pupils’ academic performance during the 2 nd quarter

of school year 2016-2017?

5. Is there a significant relationship between the parents’ related factors

and their involvement in school?

6. Is there a significant relationship between the parental involvement and

pupils’ academic performance?

7. Are there significant differences on the parental involvement between

and among the schools?

8. What are the problems encountered on parental involvement?

Scope and Delimitation

The study aimed to determine the extent of parental involvement and the

academic performance of pupils in the five (5) Private Elementary Schools and

five (5) Public Elementary Schools in the Division of Ilocos Sur during the 2nd

Quarter of school year 2016-2017.

The respondents included the parents and or guardians of enrolled Grade 4

to Grade 6 pupils in each respondent school.

The independent variables considered are parent-related factors which

include age, sex, relation to the child, parents’ occupation, joint monthly income,

other source of financial support, place of residence, type of family and, highest

educational attainment. The attitude of parents towards school was also

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considered and believed to have an effect to the pupils’ academic performance.

Indicators of the school involvement of parents comprise commitment to parental

support and parental activity and participation. Pupils’ academic performance was

taken from the general average of the pupils during the second quarter of school

year 2016-2017.

This study made use of the descriptive-correlational method of research. A

questionnaire was utilized as the tool for data gathering. The questionnaire on

attitudes of parents towards school was adapted from the study of Navarro (2015).

However, the questionnaire on extent of parental involvement which includes

commitment to parental support and parental activity and participation was

adapted from the study of Tierra (2011). These questionnaires were modified and

improved by the researcher to meet the current needs of the community. It was

later subjected to content validation by pool of experts. This is prepared in two (2)

languages – English which is used by private schools and translated to Iloko

dialect for the benefit of the respondents in the public schools. The validity and

reliability of the test material was evaluated by four (4) school administrators and

one (1) DepEd Supervisor.

Focused Group Discussion (FGD) was also employed to parents and

teachers to gather firsthand information, ideas, opinions, perspectives and

sentiments. Direct interaction with them enhances and supplements the data and

information gathered.
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Theoretical Framework

Related readings and studies relevant to this study were reviewed for

better understanding to this undertaking and to support this research.

On Parental Involvement

Parent involvement has been described and quantified in various ways,

including activities that parents engage in at home and at school and positive

attitudes parents have towards their child's education, school, and teacher. Parent

involvement in a child's education is crucial. When parents get involved in their

children's education, children are more likely to do better in school, be better

behaved, have more positive attitudes toward school, and grow up to be more

successful in life.

A research about Parent Involvement in Education of Cotton, et. al. (1989)

overwhelmingly demonstrates that parent involvement in children's learning is

positively related to achievement. Further, the research shows that the more

intensively parents are involved in their children's learning; the more beneficial

are the achievement effects. This holds true for all types of parent involvement in

children's learning and for all types and ages of students.

This is supported by the study of Henderson (1993) as cited by Marinas

(2014) which says the involvement of parents in school program has many

beneficial effects. These are: 1) Children whose parents are involved in their
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formal education have greater academic achievement; 2) Well planned and

comprehensive parent involvement has the most lasting effect; 3) Children from

minority and low income families benefit the most from parental involvement; 4)

Parents’ educational levels can be assets of their children through school

involvement; and 5) Students’ positive activities about self and sense of control

over the environment are greatly enhanced by parental school involvement.

Several studies found that increased frequency of activities were

associated with higher levels of child misbehavior in the classroom (Schlee,

Mullis and Schriner, 2008, Carter and Winsler, 2008; Mehrafza 2004) as cited by

Alos, et.al. 2015.

A. Commitment to Parental Support

A report of Public Agenda in January 2012

(http://www.publicagenda.org/pages/engaging-parents) says Education leaders

across the nation have advocated for parents to be more engaged in their child's

education. In a 2010 speech to parents, Secretary of Education Arne Duncan said,

“It is well-documented—and plain common sense—that parental involvement in a

child's education boosts student learning and improves both behavior and

attendance. “Parents want to be involved in children’s education yet don’t

understand key factors affecting public education quality”.

This is supported by Databank Indicator in their issue about “Parental

Involvement in Schools” clearly says “students with parents who are involved in
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their school tend to have fewer behavioral problems and better academic

performance, and are more likely to complete high school than students whose

parents are not involved in their school. Positive effects of parental involvement

have been demonstrated at both the elementary and secondary levels across

several studies, with the largest effects often occurring at the elementary level. A

recent meta-analysis showed that parental involvement in school life was more

strongly associated with high academic performance for middle scholars than

helping with homework. (http://www.childtrends.org/indicators/parental-

involvement-in-schools/)

In the study made by Topor, et. al., they made mentioned that “Parent

involvement in a child's early education is consistently found to be positively

associated with a child's academic performance (Hara & Burke, 1998; Hill &

Craft, 2003; Marcon, 1999; Stevenson & Baker, 1987). Specifically, children

whose parents are more involved in their education have higher levels of

academic performance than children whose parents are involved to a lesser

degree. The influence of parent involvement on academic success has not only

been noted among researchers, but also among policy makers who have integrated

efforts aimed at increasing parent involvement into broader educational policy

initiatives. Coupled with these findings of the importance of early academic

success, a child's academic success has been found to be relatively stable after

early elementary school (Entwisle & Hayduk, 1988; Pedersen, Faucher, & Eaton,
 15

1978). Therefore, it is important to examine factors that contribute to early

academic success and that are amenable to change.

From these findings and studies, it can be drawn that parents magnificent

commitment to their children whether at home or at school greatly affect the

school performance of their kids. Support, impulse, reinforcement and inspiration

are great factors for the kids to perform at their best.

B. Parental Activity and Participation

NEA President Roekel said “Parent, family, and community involvement

in education correlates with higher academic performance and school

improvement. When schools, parents, families, and communities work together to

support learning, students tend to earn higher grades, attend school more

regularly, stay in school longer, and enroll in higher level programs. Researchers

cite parent family community involvement as a key to addressing the school

dropout crisis and note that strong school-family-community partnerships foster

higher educational aspirations and more motivated students.”

In the study conducted by the Regional Educational Laboratory (REL

Central) at Marzano Research, they have distilled the following twelve key

findings: (1.) Parent/family involvement has a significant positive impact on

student outcomes        throughout the elementary, middle school, and

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secondary years; (2.) While in general parent/family involvement improves

student outcomes, variations have been found according to students’ family

cultures, ethnicity, and/or socioeconomic backgrounds; (3.) Parent/family

involvement at home has a more significant impact on children than parent/family

involvement in school activities; (4.) The nature of the parent/family involvement

that is most beneficial to children changes as they reach adolescence; (5.)

Parent/family involvement in early childhood programs helps children succeed in

their transition to kindergarten and elementary school. (6.) Parent/family

assistance with homework can be beneficial; however, parents may need guidance

and assistance in order to work effectively with their children. (7.) The ways

in which culturally diverse families are involved in their children’s education may

be different from those of other families. These family practices are nonetheless

valuable and should be respected and capitalized on when planning parent/family

involvement programs; (8.) Promising outcomes have been documented in both

mathematics and literacy when children’s parents/families are involved in the

educational process. (9.) The most promising opportunity for student achievement

occurs when families, schools, and community organizations work together; (10.)

To be effective, school programs must be individualized to fit the needs of the

students, parents, and community. (11.) Effective programs assist parents in

learning how to create a home environment that fosters learning and how to

provide support and encouragement for their children’s success. (12.) Teachers
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must be trained to promote effective parent/family involvement in children’s

education.

Similarly, in a study made by the Department of Education in Ohio reveals

the best practices for parent involvement in schools which are as follows:

(1.)Create a welcoming school climate; (2.) Provide families information related

to child development and creating supportive learning environments; (3.)

Establish effective school-to-home and home-to-school communication; (4.)

Strengthen families’ knowledge and skills to support and extend their children’s

learning at home and in the community; (5.) Engage families in school planning,

leadership and meaningful volunteer opportunities; (6.) Connect students and

families to community resources that strengthen and support students’ learning

and well-being.

Hence, it can be established that children with involved parents have

higher academic achievement. Not only do students score higher on tests but they

are more prepared to start school and have a greater likelihood of graduating.

Reading the topic about Parental Involvement and Children’s Academic

Success issued by the familyfacts.org.,

(http://www.familyfacts.org/briefs/28/parental-involvement-and-childrens-

academic-success) the following facts were disclosed:

School Readiness. Preschoolers whose parents are very involved

with their schools score higher than their peers in all aspects of school
readiness.
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Behavior Problems. Children who have a positive relationship with their

mothers when they are in kindergarten are less likely to have behavior
problems and more likely to excel in later years.
Academic Achievement. Children whose fathers are involved in
their education have greater academic achievement.
Math and Science Achievement. Children of parents who promote
math and science are more likely to study those subjects later on. 
High School Graduation. Youths whose parents are highly
involved in their education during elementary school are more likely to
graduate from high school, complete high-school requirements, or
complete a higher grade in high school.
Academic Enrollment. High school students whose parents are
highly involved and have high expectations for them are more likely to
enroll in an academic program and complete core courses.
Academic Achievement for Low-Income Students. Low-income
children whose parents are involved with their school activities tend to
exhibit higher levels of academic achievement. 
Academic Achievement for Minority Students. Minority students
whose parents are highly involved with their education tend to do better in
school than peers of less involved parents. 

DataBank Indicator further said that “students perform better in school if

their fathers as well as their mothers are involved, regardless of whether the father

lives with the student or not.” (http://www.childtrends.org/indicators/parental-

involvement-in-schools/).

In one of the issues published by the Center for Public Education through

the author Joyce Epstein of the Johns Hopkins University, Center on School,

Family and Community Partnerships, one of the nation’s leading experts on

parent involvement, it stated that school parent involvement programs is divided

into six broad categories: (1)Parenting, in which schools help families with their

parenting skills by providing information on children’s developmental stages and

offering advice on learning-friendly home environments; (2) Communicating, or

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working to educate families about their child’s progress and school services and

providing opportunities for parents to communicate with the school;

(3)Volunteering, which ranges from offering opportunities for parents to visit

their child’s school to finding ways to recruit and train them to work in the school

or classroom; (4) Learning at home, in which schools and educators share ideas

to promote at-home learning through high expectations and strategies so parents

can monitor and help with homework; (5) Decision-making, in which schools

include families as partners in school organizations, advisory panels, and similar

committees; (6) Community collaboration, a two-way outreach strategy in

which community or business groups are involved in education and schools

encourage family participation in the community.

(http://www.centerforpubliceducation.org/Main-Menu/Public-education/Parent-

Involvement/Parent-Involvement.html

In one of the NEA Reviews of the Research on Best Practices in

Education (http://www.nea.org/tools/17360.htm), it was reported that a synthesis

of research on parent involvement over the past decade, also found that,

regardless of family income or background, students with involved parents are

more likely to:

 Earn higher grades and test scores, and enroll in higher-level

programs
 Be promoted, pass their classes, and earn credits
 Attend school regularly
 Have better social skills, show improved behavior, and adapt well
to school
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 Graduate and go on to postsecondary education

“When schools, families, and community groups work together to support

learning, children tend to do better in school, stay in school longer, and like

school more.” That’s the conclusion of A New Wave of Evidence, a report from

Southwest Educational Development Laboratory (2002) which should be kept in

mind.

On Pupils’ Academic Performance

Pupils’ performance is naturally considered a serious aspect for many

educators. Performance of pupils in any academic task has always been of special

interest to the government, educators, parents and society at large. Good academic

performance is important for elementary age children as a tool for successful life

as an adult.

The pupils’ performance plays an important role in producing best quality

graduates who will become great leaders and manpower for the country thus

responsible for the country’s economic and social development. Academic

achievement is one of the major factors considered by employers in hiring

workers especially for the fresh graduates. Thus, students have to put the greatest

effort in their study to obtain good grades and to prepare themselves for future

opportunities in their career at the same time to fulfill the employer’s demand

(Alos et.al. 2015)

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Many researchers conducted detailed studies about the factors contributing

student performance at different study levels. Graetz (1995) suggested “A student

educational success contingent heavily on social status of student’s parents/

guardians in the society. Considine and Zappala (2002) noticed the same that

parent’s income or social status positively affects the student test score in

examination. According to Minnesota (2007) “the higher education performance

is depending upon the academic performance of graduate students. Durden and

Ellis quoted Staffolani and Bratti, (2002) observed that “the measurement of

students previous educational outcomes are the most important indicators of

students future achievement, this refers that as the higher previous appearance,

better the student’s academic performance in future endeavors (Andaya 2016).

Grace, et al (2012) made mentioned in the study conducted that the

influence of parents on children school achievement is well documented in

numerous studies. This is supported by the study of Gadsden (2003) which says

greater parental involvement at early stage in children’s learning, positively

affects the child’s school performance including higher academic achievement.

Involvement allows parents to monitor school and classroom activities, and to

coordinate their efforts with teachers to encourage acceptable classroom behavior

and ensure that the child completes schoolwork.

Moreover, Harderves (1998) reviewed that family whose children are

doing well in school exhibit the following characters: (1)Establish a daily family
 22

routine by providing time and a quiet place to study with the children and

assigning responsibility for house hold chores; (2) Monitor out-of-school

activities, for example setting limits on television watching, reduce time of

playing, monitor the groups of friends the pupils walk with; (3) Encourage

children’s development and progress in school; that is maintaining a worm and

supportive home, showing interest in children’s progress at school, helping him or

her with homework, discussing the value of a good education and future career

with children. (http://www.hrmars.com/admin/pics/487.pdf)

It is good to note that in the study of Arcilla (1980), he says that sons and

daughters whose parents had time to help them in the preparation of their

homework had better achievement than those pupils receiving no help from their

parents or guardians. A prepared homework contributes to pupils’ confidence in

participating in the class. Thus, the teachers are much relieved in children’s

homework because of their parents’ assistance.

Tacuycuy (1997) as mentioned by De los Santos (1993) cited in her study

that one of the contributions of parents to the students’ performance is the

participation of the parents in the solution of behavioral problem of students

especially those related to absences, smoking, truancy and tardiness.

Moreover, Asuncion (2003) in the work of Villaruz (2007) asserted that

parents who assist children in their school work, helped discover children’s

talents, participated in meetings and home visits, improved classroom education.

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In an article published by Science Direct, it is indicated that those who did

the self-report survey, went to the parent class, or were involved in more home-

type involvement (such as checking child's programming, talking whit child at

home about classroom, lessons and friend topics, or engaging in educational

activities outside of school and etc.) had children that performed better in

different kind of areas of the parental involvement questionnaire or had better

grades. It is hoped that the results of this study will give parents and educators a

better understanding of how particular kinds of parental involvement affects

children's performance.

(http://www.sciencedirect.com/science/article/pii/S1877042811004423)

Moreover, in a topic involving Parental Involvement and Children’s

Academic Success, it was mentioned that children with involved parents have

higher academic achievement. Not only do students score higher on tests but they

are more prepared to start school and have a greater likelihood of graduating.

(http://www.familyfacts.org/briefs/28/parental-involvement-and-childrens-

academic-success).

In the study of Alos, et. al. (2015) it was mentioned that base from their

readings Graetz (1995) conducted a study on socio-economic status of the parents

of students and concluded that the socio economic background has a great impact

on student’s academic performance. It has been main source of educational

imbalance among students and students’ academic success. Considine and

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Zappala (2002) also having the same views as Graetz (1995). In their study on the

influence of social and economic disadvantage in the academic performance of

school students noticed, they have stated that parents or guardians who have

social, educational and economic advantage definitely strengthen the level of their

child’s success in future. (http://pubs.sciepub.com/education/1/8/3/)

On the difference between the academic performance of private and public

elementary pupils, Kipsoi (2015) said “It is evident that privately managed

schools achieve greater performance or academic value added than publicly

managed schools. The reason behind this argument is that decision making in

privately managed schools is less bureaucratic, more localized, and closer to the

locus of information about school processes.”

(https://www.researchgate.net/publication/265085216_Primary_school_performa

nce_within_the_public_and_private_sectors_The_Kenyan_experience).

This study is supported by Ochenje (2015) which reveals the following

observations:

Observation 1: Both boys and girls in private schools were better

in academic performance than those in public primary schools at class four
level. The private schools performance was higher than that of public
schools of the same level.
Observation 2: Boys and girls in private primary schools were at
the same level in academic performance and the same applies to those in
public primary schools. However the girls and boys in private schools
were far above those in public schools in class four levels.
Contrary to this, Finger et. al (1963) said “Public school students are

reported to obtain higher college grades than private school students. Equating on
 25

scholastic aptitude is reported to leave a difference favoring the public school

student.” (http://psycnet.apa.org/index.cfm?fa=buy.optionToBuy&id=1963-

08282-001)

From this, it can be concluded that pupils’ school standing is highly

influenced by parental involvement in school.

On Parents’ Related Factors

Parents have an enormous influence on their children’s education for

several reasons, but most importantly because they are their children’s first

teachers. Children’s brains are like sponges the first couple years of their lives and

they absorb in everything surrounding them. Therefore, what they learn from their

parents in the first couple of years of their lives will impact children for the rest of

their lives. It is important that children learn how to be excited about learning

from an early age. Parents are the ones who need to instill this excitement in their

children.

Pupils’ academic gain and learning performance is affected by various

factor including gender, age, teaching faculty, students schooling, father/guardian

social economic status, residential area of students, medium of instructions in

schools, tuition trend, and family status. Many researchers conducted detailed

studies about the factors contributing student performance at different study

levels.
 26

An article of Johnson and Descartes about parental influence on academic

achievement among the primary school students in Trinidad supports this study.

http://www.tandfonline.com/doi/abs/10.1080/03004430.2016.1163549?

journalCode=gecd20) The findings revealed that regardless of parental

educational status, all parents try to influence their children to study well. The

results showed that there was a positive influence on academic achievement in

students. 

Gratz (2006) on his research study entitled “The Impact of Parents’

Background on their Children’s Education”

(https://www.macalester.edu/educationreform/publicintellectualessay/Gratz.pdf)

even made mentioned that “It is unfortunate that less educated parents are less

likely to be involved in their children’s education process because “[r]research

repeatedly demonstrates that schools and school districts do better when parents

are engaged as equal partners in the decision making that affects their children

and their schools. Only through this richer level of engagement will parents and

the public at large better understand their vital connection to quality public

education” (Glickman 229).

Parents with less education do not participate as often in their children’s

education to some effect because they do not realize the importance of their

interaction with schools and they are probably intimidated, just like they were in

high school. Even though parents of low-income families participate less in their

children’s education, according to Neuman, “most parents – even low-income and

 27

culturally and linguistically diverse parents – possess the attitudes and at least the

sufficient early literacy skills and knowledge to help their children get on the road

to literacy” (Neuman 221).”

Most research that has been done on parental involvement in schools

shows that low-income families are less involved in their children’s education,

and because of this lack of participation, their children are less likely to be

successful in school. Considering this statement, society should focus on how to

alleviate some of the stress in the lives of these families, and how to help students

of all backgrounds thrive in school.

An article about “How Family Background Influences Student

Achievement” by Anna J. Egalite  (http://educationnext.org/how-family-

background-influences-student-achievement/) said that “Better-educated parents

are more likely to consider the quality of the local schools when selecting a

neighborhood in which to live. Once their children enter a school, educated

parents are also more likely to pay attention to the quality of their children’s

teachers and may attempt to ensure that their children are adequately served. By

participating in parent-teacher conferences and volunteering at school, they may

encourage staff to attend to their children’s individual needs.”

In addition, highly educated parents are more likely than their less-

educated counterparts to read to their children. Educated parents enhance their

children’s development and human capital by drawing on their own advanced

language skills in communicating with their children. They are more likely to
 28

pose questions instead of directives and employ a broader and more complex

vocabulary.

As with parental education, family income may have a direct impact on a

child’s academic outcomes, or variations in achievement could simply be a

function of the school the child attends: parents with greater financial resources

can identify communities with higher-quality schools and choose more-expensive

neighborhoods—the very places where good schools are likely to be. More-

affluent parents can also use their resources to ensure that their children have

access to a full range of extracurricular activities at school and in the community.

The results of the study of Dubow, et.al about “ Long-term Effects of

Parents’ Education on Children’s Educational and Occupational Success:

Mediation by Family Interactions, Child Aggression, and Teenage Aspirations”

(https://www.ncbi.nlm.nih.gov/pmc/articles/PMC2853053/) suggest that the

beneficial effects of parental educational level when the child is young are not

limited to academic achievement throughout the school years, but have long-term

implications for positive outcomes into middle adulthood.

An article about “Science says parents of successful kids have these 9

things in common” by Baer, et. al

(http://www.msn.com/en-us/lifestyle/parenting/science-says-parents-of-

successful-kids-have-these-9-things-in-common/ar-AAdE2I4#page=5) says

educational attainment is a factor. He even added “A 2014 study lead by

University of Michigan psychologist Sandra Tang found that mothers who

 29

finished high school or college were more likely to raise kids that did the same.”

Also, on the same study it shows that higher socioeconomic status is also a great

factor to have successful kids.

In the study of Barry (2005) as cited by Andaya (2016), he concluded that

a child from a well-educated family with high socio-economic status is more

likely to perform better than a child from an illiterate family. This is because the

child from an educated family has a lot of support such as decent and good living.

Parent with higher income could provide more instructional resources to their

children which eventually help them improve their grades. Hence students from

different economic strata manifest different attitudes and academic performance.

Demographic factors such as gender, parents’ educational attainment and

socio-economic status are also found to be factors in student achievement.

Parents’ educational attainment was found to be significant factor in mathematics

achievement (Mangaliman, 2004) as cited by Andaya (2016).

Parents’ personal educational backgrounds and economic backgrounds

have a significant effect on their children’s education. However, if parents are a

positive influence in their children’s everyday lives, and most importantly in their

everyday education, the future of our society will look brighter and brighter every

day.

On Attitude of Parents toward School

 30

Parents and guardians have a significant role in helping their children

value and appreciate their education and realize their potential. Children are

influenced by their parents' attitudes and beliefs, so they will benefit if their

parents have an affirmative or positive approach towards education and take a

dynamic interest in what they are learning at school. Individual differences in

academic performance have been linked to differences in intelligence and

personality too.

Parents have an imperative role in helping their children appreciate their

education and fulfill their potential. Children are influenced by their parents'

attitudes and beliefs, so they will benefit if their parents have a positive approach

towards education and take an active interest in what they are learning at school.

Maughan, in his article “Our everyday life”

(http://oureverydaylife.com/parental-attitude-make-kids-appreciate-education-

4651.html), made mention that children benefit if their parents have a positive

attitude toward learning and are involved in school life. According to the

Michigan Department of Education, when parents are involved in school work,

such as supporting school learning through activities such as reading at home,

then children will have greater academic success, higher school attendance and

higher self-esteem. On the other hand, HealthyChildren.org recommends asking

questions about what your child did at school as a good way to support learning

and show interest.

 31

This is supported by another article which can be seen in the online site of

Department of Education New Hampshire,

(http://education.nh.gov/instruction/school_health/health_coord_family.htm),

which reveals that according to research they have conducted, it shows that

students whose parents are involved in their education are more likely to:

 Adapt well to school

 Attend school more regularly
 Complete homework more consistently
 Earn higher grades and test scores
 Graduate and go on to college
 Have better social skills
 Show improved behavior
 Have better relationships with their parents
 Have higher self-esteem

The same is true to a research conducted in Nigeria entitled “Attitude of

parents towards primary education of their children in Nigeria”

(http://nairaproject.com/projects/296.html) which says negative attitude of parent

towards their children education has a negative effect on their academic progress

leading to poor academic performance and consequently the withdrawal of such

children from school. This makes such children take to street and become menace

to the society later in life.

An article about “A parent’s role in their child’s education” by the Trinity

Catholic College made mentioned that Muller (2009) states: ‘Family-school and

community partnerships are re-defining the boundaries and functions of

education. They enlarge parental and community capacity; they create conditions
 32

in which children learn more effectively. In these ways they take education

beyond the school gates’. 

Research has shown that parental engagement (of various kinds) has a

positive impact on many indicators of student achievement, including higher

grades and test scores; enrolment in higher level programs and advanced classes;

lower drop-out rates; higher graduation rates and; a greater likelihood of

commencing tertiary education.

Beyond educational achievement, parental engagement is associated with

various indicators of student development. These include: Better social skills;

improved behavior; Better adaptation to school; Increased social capital; A greater

sense of personal competence and efficacy for learning; Greater engagement in

school work; A stronger belief in the importance of education.

Samal (2012) said Parents’ positive attitude towards child’s education is

important in determining school attendance and academic achievement of the

child. Favorable attitude towards schooling and education enhances parental

involvement in children’s present and future studies. Parent’s attitude towards

their children’s education is affected adversely by low socio-economic status and

since the tribal constitute the disadvantaged population, it is expected that the

attitude of parents of tribal children will be unfavorable towards education.

All these readings and studies prove that parental involvement has

significant impact to children’s success in school.

 33

Conceptual Framework

This study revolves around the paradigm illustrated below:

INPUT PROCESS/OUTPUT OUTCOME

Parent-Related Factors

1. Age,
2. Sex,
3. Relation to the
child,
4. Parents’ Parental Involvement
Occupation,
a. Father’s a. Commitment to Academic
occupation Parental Support Performance
b. Mother’s
Occupation b. Parental Activity and
5. Joint Monthly Participation
Income,
6. Other source of
Financial Support,
7. Place of Residence,
8. Type of Family,
9. Highest Educational
Attainment
Problems
Encountered on
Parental
Involvement

Attitude of Parents
towards school
 34

Figure 1. The Research Paradigm

The paradigm presents the interplay between the profile and attitude

towards school of the respondents and their involvement. Likewise, parental

involvement may be related to the academic performance of their children. There

may also be problems encountered on parental involvement.

Operational Definition of Terms

For a better understanding of this study, the following terms are

operationally defined:

Parental Involvement. This refers to the participation, contribution and

support of parents to their children in all activities at home and in school that

produce vital total growth and development of their children. In this study, it was

measured through considering two (2) factors: commitment to parental support

and parental activity and participation.

Commitment to Parental Support. This refers to the engagements

or actions of parents which express empathetic, praise, inspiration, concern and

appreciation to their children.

Parental Activity and Participation. This pertains to the school

related activities and social responsibility and undertakings assumed by parents.

 35

School Activities. This refers to the activities initiated by

the school which includes celebrations & commemorations which also

involve competitions.

Programs and Plans of the School. This refers to other

school events and programs which requires parents’ actual attendance and

where decisions, ideas and opinions of parents are solicited.

Academic Performance. This pertains to the general average of the child

as summary of his/her learning progress per quarter which is computed by

dividing the sum of all subject grades by the total number of learning areas. This

is revealed in the Progress Report Card which is distributed to parents every

quarter during Card Day. In this study, the second quarter grade was considered

since it is the latest grade the learners have when the researcher conducted this

study.

Profile of Parents. This includes parent related factors that are considered

in this study like age, sex, relation to the child, parents’ occupation, joint monthly

income, other source of financial support, place of residence, type of family and,

highest educational attainment.

Age. This concern about the length of life or existence of the

respondent.

Sex. This refers to whether the respondent is a male or female.

 36

Relation to the child. This pertains to the relation of the parent

respondent to the child under study whether father, mother, grandparent, guardian,

aunt/uncle or nanny.

Parent’s Occupation. This refers to the parents’ means of earning a

living for the family. In this study, father’s occupation and mother’s

occupation are taken into consideration which is classified into

professional, non-professional and no father/mother. Professionals

include: Teacher, Police, Civil Engineer, Nurse, Supervisor and the like

while Non-Professionals include: carpenter, fishermen, driver, house

helper, gasoline boy, security guard, vendor, factory worker, housewife,

and the like.

Joint Monthly Income. This refers to the combined gross income

of a father and a mother in a month.

Other Source of Financial Support. This refers to other sources of

financial support or monetary aid coming from relatives aside from the

income of parents.

Place of Residence. This describes the dwelling of the respondents

whether in urban (living in a city) or rural (living outside a city).

Type of Family. This refers to the family structure or condition of

the respondent categorized into nine (9).

Only Child Family. This refers to the family where father

and mother parents are living together with only one child.
 37

Nuclear Family. This pertains to the family where parents

and children are living together with more than one child.

Single Parent Family. This applies to a family where

parents are married but the other parent is no longer living with the

family.

Single Annulled Parent Family. This refers to a family

where parents are married but legally dissolved.

Never Married Single Parent Family. This pertains to a

family where parents are unmarried & not living together.

Blended Family. This refers to a family where

either parent brings with them their children from a previous

marriage. Gay & Lesbian Parent Family. This

pertains to a family where either father or mother is a homosexual.

Adoptive Parent Family. This applies to a family whose

child under study is adopted.

Grandparent Reared Family. This pertains to a family

where grandparents are the one rearing the grandchildren.

Cross-Generational Family. This type of family is also

called multiple generations or extended family where grandparents,

great-grandparents, aunts, uncles and cousins are all living together

as one family.
 38

Attitude of Parents towards School. This refers to parents’ outlook and

viewpoint considering the school his/her child is enrolled which is subject to

his/her principles, views, opinions, feelings, values and disposition towards an

institution or in education in general.

Assumptions

This study considers the following assumptions:

1. The instruments used in data gathering are valid and reliable since it was being

evaluated by four (4) administrators and one (1) DepEd Supervisor.

2. The responses of the respondents are reflective of their truthful and genuine

feelings.

3. The data on the indicators of the parental involvement and attitude of parents

towards school considered are precise, factual, reliable and measurable.

Hypotheses

The following hypotheses were formulated:

1. The parent-related factors do not affect the parental involvement of parents in

school.

2. The academic performance of a child is not significantly related to the parental

involvement along commitment to parental support and parental activity and

participation.
 39

3. There is no significant difference on the parental involvement between and

among the schools.

Methodology

This section presents the research design used in the study, the population

and sample, data gathering instrument, data gathering procedure, and statistical

tools used.

Research Design. This study made use of the descriptive-correlational

method of research. A questionnaire was utilized as the tool for data gathering.

The questionnaire on attitude of parents towards school was adapted from the

study of Navarro (2015). However, the questionnaire on parental involvement

which includes commitment to parental support and parental activity and

participation was adapted from the study of Tierra (2011). These questionnaires

were modified and improved by the researcher to meet the current needs of the

community. It was later subjected to content validation by pool of experts. The

questionnaires were prepared in two (2) languages - English which is used for

private schools and translated to Iloko dialect for the benefit of the respondents in

the public schools. The validity and reliability of the test material was evaluated

by four (4) school administrators and one (1) DepEd Supervisor. After thorough
 40

tabulation and analysis, appropriate statistical tools were used to answer the

problems stated in this study.

Population of the Study. This study covers five (5) private elementary

schools and five (5) public elementary schools in the Division of Ilocos Sur. The

respondents of the study are Grade 4 to Grade 6 parents where total enumeration

was considered. However, parents with two or more children attending the same

school are considered single respondent. Focused Group Discussion (FGD) was

also employed to selected parents and teachers to gather firsthand information.

Table 1

Distribution of Respondents

Name of Schools No. of No. of

Enrollees Respondents

A. Private Elementary Schools

Great Heights Learning Center of Ilocos Sur, Inc. 92 89

San Vicente Baptist Academy (SVBA) 13 12

Saint Williams Institute, Inc. (SWI) 58 53

Narvacan Catholic School, Inc. (NCS) 130 127

JeNeFa SCHOLASTICA, Inc. (JS) 73 68

Subtotal 366 349

B. Public Elementary Schools

Puro Elementary School (PES) 286 280

Bantay East Central School (BECS) 220 218

 41

Basug Community School (BCS) 86 80

Bayubay Sur Elementary School (BSES) 66 58

Cabuloan Elementary School (CES) 47 40

Subtotal 705 676

TOTAL 1071 1025

Data Gathering Instrument. A questionnaire was employed as the prime

tool for data gathering. The items were content-validated by Dr. Clarito Siababa,

Education Program Supervisor in Edukasyon sa Pagpapakatao (EsP) at DepEd

Vigan City Division; Mrs. Editha C. Bagcal, Principal of Burgos Memorial

School East, Vigan City; Mr. Ferdinand Ruyan, Principal of Bantay West

Central School, Bantay, Ilocos Sur; Dr. Marivic F. Realin, Principal of Benito

Soliven Academy, Sto. Domingo, Ilocos Sur and; Mrs. Anita Presto, Principal of

Vigan National High School East, Nagsangalan, Vigan City. The questionnaire

obtained a validity index of 4.55 described as “Very High”.

The questionnaire on attitude of parents towards school was adapted from

the study of Navarro (2015). However, the questionnaire on parental involvement

which includes commitment to parental support and parental activity and

participation was adapted from the study of Tierra (2011). These questionnaires

were modified and improved by the researcher to meet the current needs of the

community. The said tool has four (4) parts. Part I gathered the profile of the

parent respondents. Part II included the children’s general average in school for
 42

second quarter of the school year 2016-2017. The summary of learner progress is

shown quarterly to parents and guardians through a parent-teacher conference, in

which the report card is discussed. The grading scale used in this study, with its

corresponding descriptors, was based in Table 10 of Deped Order No. 8, s. 2015

dated April 1, 2015 entitled “Policy Guidelines on Classroom Assessment for the

K to 12 Basic Education Program. The table below was used as basis for the

academic performance of the pupils.

Descriptor Grading Scale Remarks

Outstanding 90-100 Passed

Very Satisfactory 85-89 Passed

Satisfactory 80-84 Passed

Fairly Satisfactory 75-79 Passed

Did Not Meet Expectations Below 75 Failed

Part III assessed the attitude of parents toward school where the following

norms for interpretation were used:

Range DR for Positive Items DR for Negative Items Overall DR

4.21-5.00 Strongly Agree (SA) Strongly Disagree (SD) Strongly Favorable (SF)

3.21-4.20 Mildly Agree (MA) Mildly Disagree (MD) Favorable (F)

2.61-3.20 Undecided (U) Undecided (U) Neutral (N)

1.81-2.60 Mildly Disagree (MD) Mildly Agree (MA) Unfavorable (U)

1.00-1.80 Strongly Disagree (SD) Strongly Agree (SA) Strongly Unfavorable (SU)
 43

Part IV covered parental involvement to the activities of their children at

home and in school. Indicators included are commitment to parental support and

parental activity and participation. The norms used for interpretation are as

follows:

Range DR for Positive Items DR for Negative Items Overall DR

4.21-5.00 Always (A) Never (N) Very High (VH)
3.21-4.20 Often (O) Rarely (R) High (H)
2.61-3.20 Sometimes (S) Sometimes (S) Moderate (M)
1.81-2.60 Rarely (R) Often (O) Low (L)
1.00-1.80 Never (N) Always (A) Very Low (VL)

Focused Group Discussion (FGD) was also employed to parents and

teachers to gather firsthand information, ideas, opinions, perspectives and

sentiments. Direct interaction with them enhances and supplements the data and

information gathered.

Data Gathering Procedure. The researcher requested four (4)

administrators and one (1) Supervisor to validate the questionnaire first. After

which, the researcher sought permission from the Division School Superintendent

– Mr. Jorge M. Reinante. An endorsement was given after and forwarded to the

10 school principals, five (5) from public and five (5) from private schools to

conduct the study. Afterwards, there was coordination between the principal and

Grade 4 to Grade 6 advisers. The questionnaires were then given to the

parents/guardians as the main respondents considered in this study and retrieval of

questionnaires was done after few weeks.

 44

Statistical Treatment of Data. The following statistical tools were used

in analyzing the data gathered:

1. Frequency count and percentage to describe the profile of the respondents.

2. Mean to determine the attitudes of parents toward school, extent of parental

involvement and academic performance of pupils.

3. Simple Linear Correlation Analysis to find out the influence of the profile of

the respondents on the extent of parental involvement and the influence of

parental involvement on the academic performance of the pupils.

4. Analysis of Variance (ANOVA) and Scheffe Test to determine the significant

differences on the parental involvement between and among the schools.

 45

Chapter II

PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA

This chapter presents, analyzes and interprets the data gathered in the

study to answer the problems raised in Chapter I.

Problem 1. What is the profile of the parent-respondents in terms of

the following variables:

a. age,

b. sex,

c. relation to the child,

d. parents’ occupation,

d.1 father’s occupation,

d.2 mother’s occupation

e. joint monthly income,

f. other source of financial support,

g. place of residence,

h. type of family, and

i. highest educational attainment?

 46

Profile of Respondents

Table 2 shows the profile of the respondents in terms of age, sex, relation

to the child, parents’ occupation, joint monthly income, other source of financial

support, place of residence, type of family and highest educational attainment.

Table 2

Profile of Parent–Respondents in Public and Private

Elementary Schools in the Division of Ilocos Sur

Variables f %
Age
61 years and above 30 2.9
51 – 60 51 5.0
41 – 50 256 24.9
31 – 40 527 51.4
21 – 30 161 15.7
Total 1025 100
Sex
Male 287 28.0
Female 738 72.0
Total 1025 100
Relation to the child
Father 303 29.6
Mother 584 57.0
Grandparent 98 9.6
Aunt/Uncle 36 3.4
Nanny 4 0.4
Total 1025 100
Father’s Occupation
 47

Professional 452 44.10

Non-Professional 540 52.68
No Father 33 3.22
Total 1025 100
Mother’s Occupation
Professional 353 34.44
Non-Professional 660 64.39
No Mother 12 1.2
Total 1025 100
Joint Monthly Income
Below Php 5,000 413 40.3
Php 5,001 – 10, 000 160 15.6
Php 10, 001 – 15, 000 75 7.3
Php 15, 001 – 20, 000 81 7.9
Php 20,001 – 25, 000 44 4.3
Php 25, 001 – 30, 000 49 4.8
Php 30, 001 – 35, 000 48 4.7
Php 35,001 – 40, 000 34 3.3
Php 40, 001 & above 121 11.8
Total 1025 100
Other Source of Financial Support
None 730 71.2
Father/Mother 265 25.9
Grandparents 19 1.9
Aunt 11 1.1
Total 1025 100
Place of Residence
Urban 218 21.3
Rural 807 78.7
Total 1025 100
Type of Family
Only Child Family (Parents living together with only one 61 6.0
child)
Nuclear Family (Parents and siblings living together) 632 61.7

Single Parent Family (The other parent is not living 80 7.8

with the family)
Single Annulled Parent Family (Parents are married but 29 2.8
legally dissolved)
Never Married Single Parent Family (Parents are 28 2.7
unmarried & not living together)
Blended Family (Either parent brings with them their 42 4.1
children from a previous marriage)
 48

Gay & Lesbian Parent Family (Either father or mother is 1 0.1

a homosexual)
Adoptive Parent Family (Parent whose child under study 6 0.6
is adopted)
Grandparent Reared Family (Grandparents are the one 71 6.9
rearing the grandchildren)
Cross-Generational Family (Also called Multiple 75 7.3
generations or extended family - grandparents, great-
grandparents, aunts, uncles & cousins living with the
family)
Total 1025 100
Highest Educational Attainment
Doctorate Degree 20 2.0
MA with Doctorate Units 32 3.1
Master’s Degree 158 15.4
Bachelor’s Degree with MA Units 74 7.2
Bachelor’s Degree 222 21.7
Vocational Course 121 11.8
High School Graduate 331 32.3
High School Level 45 4.4
Elementary Graduate 20 2.0
Elementary Level 1 0.1
No Schooling 1 0.1
TOTAL 1025 100

On Age. As revealed in the table the highest number of respondents (527

or 51.4%) falls within the age bracket of 31-40. This means that most of the

respondents are at their middle age. Hence, they are in their prolific age.

However, of the total parent respondents, 256 or 24.9% belong within the age

bracket of 41-50 while 30 or 2.9% of the parent - respondents belong to the

bracket 61 years and above which indicates that some of the children considered

in the study maybe grandparent reared.

On Sex. It can be seen in Table 2 that this research is predominantly

dominated by females (738 or 72.0%) than males (287 or 28%). The findings
 49

substantiate the general observation that mothers are more involve and concern on

the activities of their children in school. This is because mothers are known to be

caring, loving, patient, understanding and more sensitive to the needs of their

children. They are more hands-on with regards to children’s need compared to

fathers. These qualities enable them to be responsive in meeting the needs,

necessities and problems of the family. The small number of male respondents

implies that most of the fathers are possibly outside the country or busy with their

work to sustain and provide the needs of the family.

On Relation to the Child. As shown in the table, out of 1025, 584

(57.0%) of the respondents are mother, 303 (29.6%) of them are father, 98 (9.6%)

are grandparents and 36 (3.4%) of the pupil considered in the study are under the

care of their aunts/uncle. However, 4 (0.4%) of the respondents are nannies of the

kids. This data denote that most of the children are still under the supervision of

their parents.

On Parent’s Occupation.

On Father’s Occupation. Table 2 further shows that most of the

fathers in this study are Non-professionals (540 or 52.68%) which implies

that most of the fathers are engaged in an occupation that does not require

advanced education or training. Looking into the detailed information,

most of them are fishermen. This might due to the fact that greater number

of respondents comes from public schools and which are situated near the
 50

seaside. Furthermore, it can be seen in the table that 33(3.22%) out of

1025 claims they do not have father.

On Mother’s Occupation. Based on Table 2, great number of

mothers are non-professionals too (660 or 64.39%) and 353 (34.44%) of

them are Professionals. On the other hand, 12 (1.2%) out of 1025

respondents claimed that children considered in this study no longer have

mother.

On Joint Monthly Income. It is manifested in Table 2 that a great

number of the parents have joint monthly income of Php 5, 000 and below (413 or

40.3%) followed by a range of Php 5,001 – 10,000 (160 or 15.6%). This means

that most of the families under study belong to the bottom income stratum. This

supports the fact that majority of the parents are fishermen and housewives who

are non-rpofessionals. Nevertheless, 121 or 11.8 % of them have a joint monthly

income of Php 40,000 and above which may be classified in the middle income

class.

On Other Source of Financial Support. Further in Table 2, it can be

grasped that most of the parent-respondents, 730 out of 1025 parents or 71.2%, do

not depend on other relatives aside from their own. Nevertheless, 265 or 25.9%

still ask financial support from their parents, 19 or 1.9% of them receives

sustenance from grandparents while 11 or 1.1% from aunts. This implies that

female relatives like aunts are more financially generous to their relatives

compared to others.
 51

A recent survey conducted by Bank of America Merrill Lynch found that

women are more generous than men when it comes to charitable giving,

especially with respect to decisions about volunteer activities and smaller

financial donations. Lipka, Mitch (2015).

This is supported by Mesch (2016) who claims they have found evidence

that women give more than their male peers at virtually all income levels, even

though women in general earn less and have less money in retirement than men,

and have a greater life expectancy. In other words, even though women tend to

have fewer available resources as they age, they are giving larger portions of their

wealth to charity than men. (https://www.wsj.com/articles/the-gender-gap-in-

charitable-giving-1454295689)

On Place of Residence. Table 2 shows that majority of the parent –

respondents and pupils involved in this study are living in rural areas (807 or

78.7%) while there are 218 (21.3%) living in the urban area.

On Type of Family. It can be drawn from the table that great number of

families in this study is living together as nuclear family. Evidence of which is the

632 (61.7%) number of nuclear families out of 1025 respondents considered. 80

or 7.8% of them are single – parent family which means the other parent is not

living with the family. Furthermore, 75 or 7.3% belongs to cross-generational

family where there are multiple generations inside the house meaning

grandparents, great grandparents, aunts, uncles & cousins are living together in

the same house. This proves that the Filipino tradition of strong family ties still in
 52

effect and still observes up to this time. It is also good to note that although we are

highly influenced by Western countries and are exposed to homosexuality cases,

only one or 0.1% belongs to a gay & lesbian parent family and none of them

practice same sex marriage. This denotes that Ilocanos still stand on the ground

believing that Adam is for Eve and Eve is for Adam.

On Highest Educational Attainment. Moreover, it is revealed in the

table that the parent-respondents are dominated by high school graduate parents

(331 or 32.3%). This supports the data about parents’ occupation in which most of

the parents are non-professionals. Nonetheless, 222 or 21.7% of them are

bachelor’s degree holder and 158 (15.4%) are pursuing their post graduate studies

while there is one or 0.1% who did not attend school at all and there is one or

0.1% who did not finished his/her elementary education.

Problem 2. What is the level of attitude of parents towards school?

Attitude of Parents Towards School

Table 3 shows the level of attitude of parents towards school as assessed

by the parent-respondents.

Table 3

Item Mean Rating on the Level of Attitude of Parents Towards School

Public Private As a
Attitude of Parents/Guardians toward schools Schools Whole
School
X̅ DR X̅ DR X̅ DR
1. The school is providing worthy and 4.74 SA 4.42 SA 4.63 SA
impressive experience to my child.
 53

2. The teachers care about my son/daughter. 4.65 SA 4.60 SA 4.64 SA

3. The main purpose of education is to help
my son/daughter learn the basic foundation 4.78 SA 4.76 SA 4.77 SA
along different core subjects.
4. I appreciate the school encouraging me to
look after my son’s/daughter’s development 4.02 MA 4.57 SA 4.21 SA
in school.
5. I can see the importance of spending
more time in monitoring my 4.55 SA 4.66 SA 4.59 SA
son’s/daughter’s school progress.
6. I could discuss personal problems with 3.67 MA 3.83 MA 3.72 MA
most of my son’s/daughter’s teachers.
7. I enjoy participating in most school 4.29 SA 4.06 MA 4.21 SA
activities and programs.
8. The teachers enjoy being with their 3.87 MA 4.32 SA 4.03 MA
pupils.
9. The teachers have good influence to my 4.41 SA 4.39 SA 4.41 SA
son/daughter.
10. The school gives emphasis to my 4.47 SA 4.38 SA 4.44 SA
son’s/daughter’s holistic development.
11. I know that my son’s/daughter’s school 4.24 SA 4.57 SA 4.36 SA
is safe and secured.
12. I appreciate the teachers who encourage 4.45 SA 4.62 SA 4.50 SA
my son/daughter to aim for high grades.
13. My son’s/daughter’s school holds a 4.17 MA 4.52 SA 4.29 SA
good reputation.
14. I am supportive to the programs and 4.09 MA 4.40 SA 4.20 MA
plans of the school.
15. I feel secured of my son/daughter even 3.86 MA 4.49 SA 4.07 MA
if I will pick him/her up late.
16. I am pleased knowing that I can
communicate with my son’s/daughter’s 3.74 MA 4.37 SA 3.96 MA
teacher even after class hours.
17. I have faith that the teachers and staff 3.79 MA 4.46 SA 4.02 MA
have good impact to my son/daughter.
18. With his/her school environment, my
son/daughter will grow as a God-fearing 4.36 SA 4.48 SA 4.40 SA
individual.
 54

19. Through his/her basic foundation in

his/her school, he/she will have a good 4.59 SA 4.37 SA 4.52 SA
academic standing in the higher level of
education.
20. I am satisfied with the service of the 3.61 MA 3.95 MA 3.73 MA
school canteen.
21. I am glad that the school is ready of 4.09 MA 4.12 MA 4.10 MA
medical services.
22. My child’s class time and dismissal 3.72 MA 4.13 MA 3.86 MA
time is timing and desirable to my schedule.
23. My son’s/daughter’s school community 3.66 MA 4.04 MA 3.79 MA
provides me new friends and confidants.
24. I feel stressed with the various school 2.49 MA 2.93 U 2.71 U
activities in school.
25. My son’s/daughter’s teacher plays 2.66 U 3.12 U 2.89 U
favoritism.
26. With the several school donations, I feel 2.93 U 3.43 MD 3.18 U
upset with my son’s/daughter’s school.
27. The teachers give too much homework 2.96 U 3.60 MD 3.28 MD
to my son/daughter.
28. Getting a good education is not 4.06 MD 4.49 SD 4.28 SD
important to my son/daughter.
29. I feel unwelcome and uncomfortable in 3.48 MD 4.22 SD 3.85 MD
my child’s school.
30. I am not in favor that my
son’s/daughter’s school is strict in 2.79 U 4.07 MD 3.43 MD
disciplining the pupils.
31. I am afraid that my son/daughter will be 2.71 U 3.13 U 2.92 U
bullied in his/her school.
32. I am dissatisfied with the parking area 3.03 U 3.45 MD 3.24 MD
provided by the school.
33. I don’t feel comfortable with my co- 3.66 MD 3.93 MD 3.80 MD
parents in school.
Overall 3.84 F 4.15 F 3.97 F
Legend:

Range DR for Positive Items DR for Negative Items Overall DR

4.21-5.00 Strongly Agree (SA) Strongly Disagree (SD) Strongly Favorable (SF)
3.21-4.20 Mildly Agree (MA) Mildly Disagree (MD) Favorable (F)
2.61-3.20 Undecided (U) Undecided (U) Neutral (N)
1.81-2.60 Mildly Disagree (MD) Mildly Agree (MA) Unfavorable (U)
 55

1.00-1.80 Strongly Disagree (SD) Strongly Agree (SA) Strongly Unfavorable (SU)

As A Whole. It is revealed in Table 3 that an overall mean rating of 3.97

was achieved which is described as “Favorable”. This suggests that parents from

both public and private schools exhibit optimistic trusts, outlook, feelings,

assessments and dispositions with regards to the schooling of their children. They

may have had enjoyable and pleasurable involvements in school and felt that their

children are taken care of. Similarly, parents consider the school as a place where

their children is provided with the different disciplines and through education

their children will be equipped with knowledge, attitude and skills needed as they

go through in their lives. The favorable attitude of parents towards school

manifest that they believe education is of great importance to their children and in

order to make children’s education successful, parents are working hand in hand

with the school, specifically to the teachers who are hands on to their children.

However, the level of attitude towards school of parents in public school is

described as “Favorable” (x̅=3.84). “Favorable” level of attitude is also achieved

from the parents in private school who got an overall mean of 4.15. Comparing

the two, it is noticeable that there is a higher overall mean for private school

which means parents from private schools have higher positive outlook towards

school.

Specifically, among the 33 items about attitude of parents towards school,

Item 3 “The main purpose of education is to help my son/daughter learn the basic
 56

foundation along different core subjects” and Item 2 “The teachers care about my

son/daughter” got the highest mean rating of 4.77 and 4.64 respectively described

as “Strongly Agree”. This infers that parents believe on the importance of having

good education and likewise certain that in order to fully achieve this teachers

must have full concern to the children.

Nevertheless, it appears further in the table that in Item 24 “I feel stressed

with the various school activities in school” and Item 25 “My son’s/daughter’s

teacher plays favouritism”, parents are “Undecided” of their views and sentiments

regarding various activities in school and fairness of the teachers in the classroom.

This is evident of the low men rating of 2.71 and 2.89 respectively.

On Public Schools. It can be seen in the table that Item 3, “The main

purpose of education is to help my son/daughter learn the basic foundation along

different core subjects”, reaped the highest mean rating (x̅=4.78) interpreted as

“Strongly Agree”. This implies that parents from public schools recognize the

importance of basic education in the life of their children since it gives them the

skills and tools they need to navigate the world. Without education, people would

not be able to read, write, calculate or communicate; they would also not be able

to perform jobs competently, accurately and safely. Investing in the basic level

gives each child the baseline skills to survive as adults in the world. These skills

include basic literacy and numeracy, as well as the ability to communicate

complete tasks and work with others.

 57

Aside from Item 3, Item 1 “The school is providing worthy and impressive

experience to my child” got the second highest mean rating of 4.74. Parents in the

public schools “Strongly Agree” that the school of their children is a valued place

where children could gain distinctive and wonderful experiences. Parent-

respondents are confident of the commendable and meaningful experiences that

the school is providing to their children. They believe that through the

commendable experiences the school is providing, skills and know-hows of the

school children are being enhanced and developed.

However, Item 24 “I feel stressed with the various school activities in

school” got the lowest mean rating of 2.49 described as “Mildly Agree”. This

implies that parents from public schools are not that enthusiastic to attend school

activities instead they are pressured. In the Focused Group Discussion with the

parents, it was revealed that parents in the public schools would prefer to plough

their field and go fishing to meet the basic needs of the family rather than

attending school activities.

In addition, Item 25 “My son’s/daughter’s teacher plays favouritism” got

a mean rating of 2.66 described as “Undecided”. This indicates that at the back of

the mind of the parents, there is uncertainty regarding the treatment of the

teachers to the school children. Aydogan (nd) said favoritism is among the most

popular topics in educational institutions. The students were found to believe that

those, whose parents were friends or relatives with the teacher, occupied powerful

positions or were economically privileged, and those who held similar political
 58

views to the teacher or were physically attractive, were favored by the teachers.

(https://www.questia.com/library/journal/1G1-181365763/favoritism-in-the-

classroom-a-study-on-turkish-schools). This feeling of the parents must be treated

well by the teachers and the school as well because favoritism is not only bad for

classroom management, it is worse for pupils too. Linsin (2011) believed that

favoritism creates a class system, it causes resentment, it weakens self-

confidence, it further alienates difficult pupils, it creates an unhappy classroom

and it undermines one’s influence.

(https://www.smartclassroommanagement.com/2011/10/29/teacher-favoritism-is-

bad-for-classroom-management/).

On Private Schools. Table 3 reveals that similar to the public schools,

̅ 4.76) to item 3 “The main

parents in the private schools also “Strongly Agree” (x̅=

purpose of education is to help my son/daughter learn the basic foundation along

different core subjects.” This signifies that basic education is recognized by the

parents to be imperative and of great importance to their children in order to be

well equipped with knowledge, skills and self-reliance. Furthermore, item 5 “I

can see the importance of spending more time in monitoring my son’s/daughter’s

school progress” also got a high mean rating of 4.66 described as “Strongly

Agree”. This denotes that parents settle to the idea that constant checking to the

school development of the children will be of great help to them.

Moreover, Item 24 “I feel stressed with the various school activities in

school” and Item 25 “My son’s/daughter’s teacher plays favouritism” both got
 59

the lowest mean rating of 2.71 and 2.89 respectively described as “Undecided”.

This is similar to the perception of the parents in public schools where both items

got the lowest mean rating too. Hence, a manifestation that at times, parents from

all walks of life, feels a little bit stressed with the school activities and even

believes that favoritism still happening in school.

Problem 3. What is the extent of parental involvement as assessed by

the respondents themselves in terms of the following:

a. commitment to parental support, and

b. parental activity and participation?

Extent of Parental Involvement as Assessed by Parents

On Commitment to Parental Support

Table 4 shows the extent of parental involvement as assessed by

parents/guardians in terms of commitment to parental support.

Table 4

Item Mean Rating on Extent of Parental Involvement as Assessed by

Parents Along Commitment to Parental Support

Public Private
As a Whole
Extent of Parental Involvement Schools Schools
X̅ DR X̅ DR X̅ DR
A. Commitment to Parental Support
1. I praise my son/daughter for having A 4.52
4.48 A 4.60 A
good grades.
2. I give positive commendation to my
son/daughter for helping in the A 4.30 A
household chores. 4.21 A 4.50
 60

3. I admire my son/daughter for having A 4.31

4.24 A 4.46 A
made a beautiful project.
4. I applaud my son/daughter for doing A 4.36
4.29 A 4.49 A
his/her homework.
5. I inspire my son/daughter to do A 4.43
4.33 A 4.63 A
his/her best in his/her studies.
6. I motivate my son/daughter to A 4.09
3.81 O 4.64 O
participate in class discussions.
7. I stimulate my son/daughter to show
his/her talents and develop his/her
abilities. 3.96 O 4.50 A 4.14 O
8. I convince my son/daughter to join A 4.19
4.04 O 4.47 O
and partake in school activities.
9. I persuade my son/daughter to A 4.14
3.94 O 4.53 O
explore his/her interests.
10. I show interest in my A 4.45
4.39 A 4.58 A
son’s/daughter’s hobbies.
11. I ask my son/daughter how he/she A 4.19
4.02 O 4.52 O
did in school.
12. I talk to my son/daughter if he/she A 4.16 O
understands his/her lessons for the day. 4.01 O 4.45
13. I comfort my son/daughter when A 4.24
4.09 O 4.52 A
he/she is lonely.
14. I exhibit the value of “I am here
when you need me” attitude to my
son/daughter. 4.30 A 4.63 A 4.41 A
15. I give attention to my son/daughter A 4.27
4.11 O 4.57 A
when in need of someone to talk to.
16. I understand that my son/daughter A 3.68
3.39 O 4.23 O
need some time to be alone.
17. I recognize how my son/daughter A 4.05
3.90 O 4.35 O
feels especially when he/she is sad.
18. I realize that my son/daughter can
make decisions on his/her own without
telling him/her what to do. 3.49 O 3.82 O 3.60 O
19. I apprehend that my son/daughter
needs to be heard on family concerns,
too. 3.61 O 4.20 O 3.81 O
 61

20. I support my son/daughter every

time he/she got a competition to
participate to. 4.05 O 4.44 A 4.18 O
21. I treat my son/daughter whenever
he/she got an achievement from school. 3.28 O 4.03 O 3.54 O
22. I let my son’s/daughter’s nanny to R 3.49
3.44 R 3.54 R
drop and pick him/her up in school.
23. I let my son’s/daughter’s nanny to R 3.73
3.65 R 3.81 R
prepare his/her school needs.
24. My son’s/daughter’s nanny takes the R 3.89
3.65 R 4.13 R
privilege to decide in my absence.
25. I find time to hang out with my
son/daughter during holidays & A 4.09 O
weekends. 3.96 O 4.35
Overall 3.95 H 4.36 VH 4.09 H
Legend:

Range DR for Positive Items DR for Negative Items Overall DR

4.21-5.00 Always (A) Never (N) Very High (VH)
3.21-4.20 Often (O) Rarely (R) High (H)
2.61-3.20 Sometimes (S) Sometimes (S) Moderate (M)
1.81-2.60 Rarely (R) Often (O) Low (L)
1.00-1.80 Never (N) Always (A) Very Low (VL)

As a Whole. It can be seen in Table 4 that, as a whole, there is a “High”

(x̅=4.09) degree of parental involvement along commitment to parental support as

assessed by the parents themselves. This means that parent-respondents from both

public and private schools involve and compromise themselves in their children’s

education. They show their support, empathy, concern and appreciation to the

school activities and achievements of their children. They also inspire, encourage

and give attention to their hobbies, stimulate, hone and help them develop their

talents and abilities. This strongly supports the group discussion of the researcher

with them as they claim that they give their best for their children because of love
 62

and because they know that it is their responsibility as parents to provide the

needs of their children.

A reading about “Supporting your child at school” by Family Lives ( nd)

mentioned that parents should give encouragement and show appreciation to

children’s achievements, whether great or small, as this can help boost their

confidence. It says further that parents should teach them basic organization and

time management skills so they are not overwhelmed with projects or homework,

parents should be realistic and avoid putting the child under pressure by having

over-high expectations. Likewise, it says parents should let the child develop at

their own pace, but if there are some concerns, parents should speak to their

teacher.

It can be seen further from the table that along commitment to parental

support, public schools got an overall mean rating of 3.95 described as “High” as

compared to the “Very High” (x̅=4.36) level of parental involvement from the

private schools. This implies that private school parents give more time and effort

in appreciating and encouraging their children. This is supported by an interview

with the parents in public schools in which they claim that they do not have extra

money to treat their children whenever they have achievements nor to persuade

their children to explore their interest because of financial limitations. Much of

their time is spent in working to find resources in order to meet the basic needs of

the family while their children are doing some household chores after school.
 63

Among the 25 determining items on parental involvement along

commitment to parental support, Item 1 “I praise my son/daughter for having

good grades” and Item 10 “I show interest in my son’s/daughter’s hobbies”

seems to have the highest mean rating of 4.52 and 4.45 respectively described as

“Always”. It is good to note that parents give commendation to the achievements

of their children. The Toolkit for Managers (2014) mentioned that being praised

often makes people feel good. Pride, pleasure and increased feelings of self-

esteem are all common reactions to being paid a compliment or receiving positive

feedback. This is because being praised triggers the release of dopamine, a

neurotransmitter that helps control the reward and pleasure centers of the brain.

As well as making us feel good, dopamine can also contribute to innovative

thinking and creative problem-solving at work.

(https://www.trainingjournal.com/articles/feature/power-praise-and-recognition)

On the same table, it can be seen that parents from both public and private

schools find Item 22 “I let my son’s/daughter’s nanny to drop and pick him/her

up in school”, Item 23 “I let my son’s/daughter’s nanny to prepare his/her school

needs” and Item 24 “My son’s/daughter’s nanny takes the privilege to decide in

my absence” “Rarely” accomplished by them. As observed clearly, the three

items tackles about giving the responsibility to guardians or nannies to do their

obligations instead of them. This is a manifestation that even how busy the

parents are, they still want to be hands on to their children. This may also be due
 64

to the fact that most of the children considered in this study do not have nannies

taking care of them since they are already in their early adolescence period.

On Public Schools. Table 4 reveals a “high” (x̅=3.95) degree of parental

involvement along commitment to parental support of the parents in public

schools. In detail, Item 1 “I praise my son/daughter for having good grades” got

the highest mean rating (x̅=4.48) and described as “Always”. This implies that

parent-respondents from public schools are joyful for every achievement of their

children. Praising them verbally for their good performance is their simplest way

to acknowledge the children’s effort. Admiring children or expressing a favorable

judgment for their good grades, good works, and remarkable achievements is the

simplest and cheapest form of praising. This supports the idea again that parents

find education as a very significant factor to one’s life. Morin (2014), on her

published reading about the power of praise, mentioned that praise can have a

powerful effect on children. Acknowledging their efforts and achievements can

boost their self-confidence and help motivate to keep trying hard and looking for

effective strategies to overcome their challenges.

(https://www.understood.org/en/friends-feelings/empowering-your-child/

celebrating-successes/ways-praise-can-empower-kids-learning-issues) However,

Jain (2014) said parents must be careful in giving praises. “Praise often motivates

children to receive more praise. And when praise labels a child (e.g., “I am

smart”), it’s easy to focus on looking good instead of learning.” She further

mentioned three research based strategies in praising kids: (1) Praise the process,
 65

not the person; (2) Keep it real: don’t say, “Good Job!” when it is not – be

sincere; (3) Stop praising altogether instead observe and comment.

(http://www.huffingtonpost.com/renee-jain/praising-kids_b_5272483.html)

Aside from this, Item 10 “I show interest in my son’s/daughter’s hobbies”

got also a high rating of 4.39 described as “Always”. This denotes that aside from

education, parents also value the importance of engaging the children to their

interest. Showing interest to their children’s hobbies means they appreciate that it

is very important for personal growth and progression. It can help children to

develop social, academic and moral skills. It actually acts like catalysts that can

fuel mental and physical growth. This supports the observation that school

children are active in their extra-curricular activities and even enroll during

weekends or summer to music, karate, swimming and the like. Loh (2002) said

“Academic experts believe that developing hobbies can help children with a series

of benefits like: (1) developing the value of patience; (2) learning how to manage

life, both personal and professional; (3) develop the quality of will power,

dedication, concentration and determination and; (4) accomplishment or

achievement of different feats. (http://www.brainy-child.com/articles/children-

hobbies.shtml)

Nevertheless, Item 21”I treat my son/daughter whenever he/she got an

achievement from school” and Item 16 “I understand that my son/daughter need

some time to be alone” seems to have the lowest mean rating of 3.28 and 3.39
 66

respectively described as “Often”. In an interview with the parents, they

mentioned that they seldom treat their children to a neither park nor food chain

because of financial constraints. The basic needs of the family are given priority

first although their achievements are praised. Moreover, Item 16 “I understand

that my son/daughter need some time to be alone”, seems to not to be appreciated

by parents in public schools. Duncan (2017) says when children play alone,

they are learning many valuable lessons they will carry with them throughout

their lives. It help the kids become well-rounded individuals who are happy

whether they are in small groups, large crowds or alone. Being alone teaches

children to have fun independently, brings out their imagination, develop

their social independence, encourages calmness and shows children how to

soothe themselves (https://www.thespruce.com/why-playing-alone-is-

important-3129415).

On Private Schools. As perceived by the parent-respondents from the

private schools, they claimed a “Very High” (x̅=4.36) parental involvement

along commitment to parental support. Specifically, Item 6 “I motivate my

son/daughter to participate in class discussions” is described as “Always” done

by the parent-respondents. This is followed by Item 5 “I inspire my son/daughter

to do his/her best in his/her studies” and Item 14 “I exhibit the value of ‘I am

here when you need me’ attitude to my son/daughter” with a similar mean rating

of 4.63 described as “Always”. This means that parents from private schools
 67

displays all out support to the education of their children. They involve

themselves to their children’s education by motivating them, inspiring them and

assuring them that somebody is at their back at times they need some support.

Nevertheless, Item 22 “I let my son’s/daughter’s nanny to drop and pick

him/her up in school” and Item 23 “I let my son’s/daughter’s nanny to prepare

his/her school needs” got the lowest mean rating of 3.54 and 3.81 respectively

both described as “Rarely”. Though most of these parents are in the mid-

level of economic status who can afford to hire nanny for their children, it is

surprising to note that these items got the lowest mean rating and rarely done

by the parents. This implies that parents seldom asked nannies or other people

to drop or pick their children from school; they are still hands on as much as

possible. In the discussion with the parents, it appears that most of the children

under study do not have nanny with them.

On Parental Activity and Participation

Table 5 shows the extent of parental involvement as assessed by

parents/guardians in terms of parental activity and participation.

Table 5

Item Mean Rating on Extent of Parental Involvement as Assessed by

Parents Along Parental Activity and Participation

Public Private As a Whole

Parental Activity and Participation X̅ DR X̅ DR X̅ DR
 68

1. I attend to school activities of my

son/daughter like:
a. Nutrition Month 3.44 O 3.88 O 3.59 O
b. Buwan ng Wika 3.42 O 3.81 O 3.55 O
c. MTAP Saturday Mathematics 3.17 S 2.54 R 2.96 S
Program
d. Science Festival 2.75 S 2.87 S 2.79 S
e. YES-O Festival 2.63 S 2.60 R 2.62 S
f. Math Festival 2.65 S 2.36 R 2.55 R
g. AP Festival 2.31 R 2.17 R 2.26 R
h. Technolympics 2.28 R 1.92 R 2.15 R
i. BSP/GSP 3.40 O 3.05 S 3.28 O
j. UN Celebration 2.82 S 3.61 S 3.09 S
k. School Retreat/Recollection 2.70 S 3.00 S 2.80 O
l. School Tour 2.29 R 2.29 R 2.29 R
m. Gender and Development Program 2.25 R 1.98 R 2.16 R

Overall 2.78 S 2.78 S 2.78 S

2. I join programs and plans of the school
like:
a. Parents’ Orientation 3.78 O 4.25 A 3.94 O
b. Quarterly PTA Assembly/Meeting 4.16 O 4.22 A 4.18 O
c. Card Day 4.18 O 4.34 A 4.23 A
d. Christmas Gift Giving 2.95 S 3.37 O 3.09 S
e. Adopt a Community/school 2.40 R 2.42 R 2.41 R
program
 69

f. Feeding Program 2.48 R 2.26 R 2.40 R

g. Fund Raising Activity 2.68 S 2.71 S 2.69 S
h. Teachers’ Day 3.06 S 3.44 O 3.19 S
i. Children’s’ Day 3.22 O 3.38 O 3.28 O
j. Family Day 3.51 O 4.08 O 3.70 O
k. Foundation Anniversary 2.59 S 3.60 O 2.93 O
l. Fund Raising Activity 2.72 S 2.83 S 2.76 O
m. PTA Project 3.74 O 3.62 O 3.70 O
n. National Safe Kids Week 2.49 R 2.48 S 2.49 R
o. Mission for typhoon/flood victims 2.47 R 2.91 S 2.62 S
p. School Report Card (twice a year – 3.29 O 3.15 S 3.25 O
October & March)
q. Quarterly Earthquake & Fire Drill 3.01 S 2.58 R 2.87 S

Overall 3.10 S 3.27 O 3.16 S

3. I consult with my son’s/daughter’s
4.45 A 4.10 O 4.33
adviser regarding his/her progress in A
school.
4. I coordinate with my son’s/daughter’s
4.45 A 4.23 A 4.37
adviser whenever he/she cannot attend A
his/her class(es).
5. I look after my son/daughter when 4.43 A 4.43 A 4.43 A
he/she is sick.
6. I help my son/daughter prepare his/her 4.10 O 4.33 A 4.18 O
things before he/she goes to school.
7. I guide my son/daughter with his/her 3.80 O 4.33 A 3.98 O
homework and projects.
8. I assist my son/daughter in lessons 3.93 O 4.35 A 4.07 O
he/she is hard up with.
9. I remind my son/daughter to read his/her 4.34 A 4.44 A 4.38 A
notes and books.
 70

10. I accompany my son/daughter in 3.94 O 4.51 A 4.13 O

buying things that he/she needs.
11. I provide the daily allowance of my 4.05 O 4.64 A 4.25 A
son/daughter.
12. I make sure that the finances my
son/daughter needs are available for 3.86 O 4.68 A 4.14 O
his/her projects, researches, and school
events.
13. I teach my son/daughter what is right 4.07 O 4.70 A 4.28 A
from wrong.
14. I ask my son/daughter who his/her 3.56 O 4.48 A 3.88 O
friends are.
15. I ask my son/daughter about his/her 3.63 O 4.26 A 3.85 O
activities with his/her friends.
16. I entertain my son’s/daughter’s friends 3.88 O 4.14 O 3.97 O
at home.
17. I encourage my son/daughter to
cooperate, basically, by assigning 4.26 A 4.35 A 4.29 A
household chores to every member of the
family.
18. I allocate time for the family to bond 4.21 A 4.47 A 4.30 A
(going to church, a walk at the park).
19. I discuss with my son/daughter about 3.99 O 4.44 A 4.14 O
his/her goals and ambitions in life.
20. I let my son’s/daughter’s nanny attends 3.19 S 3.68 R 3.44 R
to school activities in my behalf.
21. I cooperate with the schools’ Parents
Teachers Association by abiding its 3.50 O 4.19 O 3.73 O
Constitution and By-Laws.
22. I faithfully give donations to my
3.60 O 4.12 O 3.78
son’s/daughter’s school to manifest my O
cooperation and support.
3.96 O 4.34 A 4.10
Overall O
3.28 H 3.46 H 3.35
Grand Mean H

Legend:
Range DR for Positive Items DR for Negative Items Overall DR
4.21-5.00 Always (A) Never (N) Very High (VH)
3.21-4.20 Often (O) Rarely (R) High (H)
 71

2.61-3.20 Sometimes (S) Sometimes (S) Moderate (M)

1.81-2.60 Rarely (R) Often (O) Low (L)
1.00-1.80 Never (N) Always (A) Very Low (VL)

As a Whole. It is manifested in Table 5 that the extent of parental

involvement in terms of parental activity and participation as assessed by the

parents is “High” with a mean rating of 3.35. The findings imply that parent-

respondents participate actively to school activities, programs and plans of the

school and that they are also concern to their children’s activities with their

friends. This further means that parents are supportive to their children’s school

and they are doing their duties and responsibilities at home and in school. In a

group discussion with the parents, they made mentioned that through this, parents

could build a better relationship with the kids, they get closer with their kids and

likewise they consider it as their bonding time. With the parents’ participation in

school, the child will be motivated to study more, thus, shows more interest in

studying. Similarly, when they participate in school, they will be able to witness

personally the milestones of their children like receiving awards, recognitions and

achievements of the child. Subsequently, this will give the children the feeling

that they are loved and cared of. It is stated in a reading about Parental

Involvement in Schools of Data Bank Indicator (2013) that “Involvement allows

parents to monitor school and classroom activities, and to coordinate their efforts

with teachers to encourage acceptable classroom behavior and ensure that the

child completes schoolwork. Teachers of pupils with highly involved parents

tend to give greater attention to those pupils, and they are more likely to
 72

identify at earlier stages problems that might inhibit student learning. Parental

involvement in school, and positive parent-teacher interactions, has also been

found to positively affect teachers’ self-perception and job satisfaction.”

(http://www.childtrends.org/indicators/parental-involvement-in-schools/)

Looking further into the table, it can be seen that, as a whole, the parent-

respondents from both public and private schools “Always” look into their

children whenever they are sick. This is manifested by the mean rating of 4.43 of

Item 5 “I look after my son/daughter when he/she is sick”. Item 9 “I remind my

son/daughter to read his/her notes and books” got the next highest mean rating of

4.38 described also as “Always” which means they constantly remind their

children to study their lessons in school. These are part of the parental activity of

the parents at home to support the schooling of their children.

However, parent-respondents claimed they “sometimes” attend to school

activities as manifested by the low mean rating of 2.78 compared to other factors.

This is followed by parents’ attendance to school programs and plans which is

also low at a mean rating of 3.06 described also as “Sometimes”. Among all the

school activities mentioned, it appears that Technolympics (x=2.15) and Gender

and Development Program (x=2.06) are the school activities least attended by

parents. Among the programs and plans of the school, Feeding Program (x=2.40)

and Adopt a Community/School Program (x=2.41) are the least attended.

 73

On Public Schools. It can be seen on the table that there is a “High”

(x̅=3.28) degree of parental involvement of parents in public schools along

parental activity and participation. Among the twenty-two items along parental

activity and participation, it appears that Item 3 “I consult with my

son’s/daughter’s adviser regarding his/her progress in school” and Item 4 “I

coordinate with my son’s/daughter’s adviser whenever he/she cannot attend

his/her class(es)” got the highest mean rating of 4.45 and claimed to be “Always”

observed by parents in public schools. This means that the parents maintain good

and productive communication with the teachers of their children regarding their

progress and attendance in school. However, Item 1 “I attend to school activities

of my son/daughter” got the lowest mean rating of 2.78 which means that parents

from public schools are not that particular in attending school activities. This may

be due to their works or occupations or other responsibilities in the family. In an

interview with the parents from the public schools, it was mentioned that aside

from the family responsibility, financial constraints hinders them in attending

school activities.

Looking closely on the table, it can be seen that they just “Sometimes”

attend school activities (x=2.78) and “Sometimes” join programs and plans of the

school (x=3.10). Specifically, Nutrition Month Celebration (x=3.44) and Buwan

ng Wika Celebration (x=3.42) appears to be the school activities most attended by

parents in public schools while Gender and Development Program is the least

attended. Along programs and plans of the school, it appears that they “Often”
 74

attend Card Day (x=4.18) and Quarterly PTA Assembly/Meeting (x=4.16) while

Adopt a School Community/School Program is “Rarely” attended by them.

On Private Schools. Table 5 further reveals that there is a “High” degree

of parental involvement of parents in private schools along parental activity and

participation as manifested by the mean rating of 3.46. This is higher compared to

the mean rating from public schools.

Specifically, Item 13 “I teach my son/daughter what is right from wrong”

(x=4.70) and Item 12 “I make sure that the finances my son/daughter needs are

available for his/her projects, researches, and school events” (x=4.68) appears to

have the highest mean rating among all the factors considered in determining the

parental activity and participation of parents. This means that parents in private

schools give emphasis on teaching their children on what is proper or not while

giving their best to support them financially especially along the school needs.

However, attendance to school activities appears to be low as manifested by the

mean rating of 2.78 described as “Sometimes”. This implies that their

participation to the school activities is neither that high nor low; they attend to

school activities occasionally. As revealed in an interview with some of the

parents, work responsibility hinders them in attending school activities.

Looking further on the table, it can be observed that Nutrition Month

Celebration (x=3.88) and Buwan ng Wika Celebration (x=3.81), both described as

“Oftentimes”, are the school activities most attended by parents in private schools

just like in public schools. Nevertheless, Technolympics (x=1.98) is “Sometimes”

 75

attended by parents in private schools. This maybe because the two school

activities (Nutrition Month and Buwan ng Wika) are oftentimes attended by

parents are well-known and are celebrated every year while the latter activities are

not that common and it is not always been celebrated in all schools.

Furthermore, along the mentioned school programs and plans, it can be

seen in the table that parent-respondents from private schools “Always” attends

Card Day (x=4.34) and Parents Orientation (x=4.25) which are done every

quarter. This implies that parents are very much concern with how their children

are doing in school through their performance rating revealed in the progress

report card. Likewise, attending parents’ orientation will guide both the parents

and the school children about the policies, rules and regulations in school. This

denotes further that parents would like to be updated with the school calendar,

school plans, programs and activities and they give importance to the conference

with the teacher to check the progress of their children in school. Moreover, they

perhaps recognize that such orientation programs are fantastic opportunities for

them to know what to expect in the current school year and also inform them with

all the policies in school. They also get to know the teachers in the different

classes. The school explains the pattern for conducting examinations, the

extracurricular activities and the support required from parents.

 76

Problem 4. What is the level of pupils’ academic performance during

the 2nd quarter of school year 2016-2017?

Table 6 presents pupils’ academic performance particularly their 2 nd

quarter grade for school year 2016-2017.

Table 6A

Level of Pupils’ Academic Performance

during the 2nd Quarter of SY 2016-2017

Type of School 2nd Quarter Gen. DR

Average
Public 82.00 S
Private 86.72 VS
As a Whole 84.36 S
Legend/Reference: Table 10 “Descriptors, Grading Scale, and Remarks” of
DepEd Order No. 8, s. 2015 dated April 1, 2015 entitled “Policy Guidelines on
Classroom Assessment for the K to 12 Basic Education Program”

Average Descriptive Rating

90-100 Outstanding (O)
85-89 Very Satisfactory (VS)
80-84 Satisfactory (S)
75-79 Fairly Satisfactory (FS)
Below 75 Did not Meet Expectation

On Pupils Academic Performance. Table 6A displays the over-all

academic performance of the pupils considered in this study which are under

“Satisfactory” performance with a general average of 84.36. Looking further on

the table, it can be observed that private elementary pupils have higher academic

performance during the 2nd quarter of school year 2016-2017 with a general
 77

average of 86.72 described as “Very Satisfactory” compared to the “Satisfactory”

performance of elementary pupils in the public school with a general average of

82.00.

In addition. Table 6B presents the detailed academic performance of the

children by grading scale.

Table 6B

Pupils’ Academic Performance

By Grading Scale

Grading Scale f % Descriptor

90- 100 195 19.0 Outstanding (O)
85 – 89 301 29.4 Very Satisfactory (VS)
80 – 84 386 37.7 Satisfactory (S)
75 – 79 143 14.0 Fairly Satisfactory (FS)
Below 75 0 0 Did not Meet Expectation (DME)

On Pupils Academic Performance by Grading Scale. Table 6B displays

the academic performance of the pupils by grading scale. It is good to note that a

great number (386 or 37.7%) of the pupils has a “Satisfactory” performance

during the second quarter as evident of their second quarter average belonging to

the bracket 80 – 84. This is followed by a “Very Satisfactory” performance along

the grade range of 85 – 89 in which 301 or 29.4% out of 1025 have this average

grade. It is good to note too that out of 1025 respondents, 195 or 19.0% of them

are honor pupils who have an average of 90 – 100 while there are only few (143

or 14%) who have a “Fairly Satisfactory” performance with an average of 75 –

 78

79. This denotes that most of the pupils considered in this study are fairly doing

well in school.

Looking through the specific data gathered, it can be observed that most of

the children of the parent-respondents are non-honors during the 2nd quarter. Some

of them have children who received the award “With Honors” and “With High

Honors”. However, nobody received the award With Highest Honors which

requires a very high average of 98-100. The bracket of general average is based

on DepEd Order No. 8, s. 2015 dated April 1, 2015 entitled “Policy Guidelines on

Classroom Assessment for the K to 12 Basic Education Program”

Furthermore, when asked about their children’s most preferred or favorite

subject, they made mentioned about the subject Mathematics. When asked about

their children’s least preferred subject, Mathematics seems to appear also. This

manifests that though some consider Mathematics as a challenging and exciting

subject more are still claiming they dislike it.

In relation to this, it can be said that in order to improve the level of

academic performance of the pupils’, parents and teachers need to motivate the

children to get interested to Mathematics. Parents must assist the children in terms

of their assignments and activities along Mathematics subject while teachers need

to improve their methods and strategies in teaching the subject.

 79

Problem 5. Is there a significant relationship between the parent-

related factors and their involvement in school?

Table 7 shows the correlation coefficient between the parental

involvement measured along commitment to parental support and parental

activity and participation and the parent-related factors considered in this study.

Table 7

Correlation Coefficient between Parent-Related Factors

and their Parental Involvement

Components CPS PAP As a whole

Age .175** .142** .066*
Sex .011 .051 .019
Relation to the Child .032 .038 .043
Father's occupation -.138** -.159** -.131**
Mother's occupation .050 .028 .015
Joint Monthly Income .249** .222** .183**
Source of Living Support .103** .080* .108**
Place of Residence -.153** -.072* -.088**
Type of Family -.103** -.071* -.056
Highest Educational Attainment .260** .290** .279**

**. Correlation is significant at the 0.01 level.

*. Correlation is significant at the 0.05 level.

Legend: CPS – Commitment to Parental Support

PAP – Parental Activity and Participation

As a Whole. Table 7 reveals that as a whole, there is a significant

relationship at.05 level of significance between parental involvement in school

and parents’ age (r=.066), highest educational attainment (r=.279), joint monthly

income (r=.183) and other source of financial support (r=.108). This implies that
 80

as the parent gets older with higher financial capacity and higher educational

attainment the higher also is his parental involvement in school. This is because

some of them are already retirees and are already stable financially hence they can

allot most of their time in attending school activities and attend to the needs of the

children. Families belonging to the upper economic status seem to be more

cooperative and involve in school. Likewise, parent-respondents are in their

nurture role, greater number of parents still opt to assume responsibility and take

control of their own family needs beside the fact that the family is hard up in

meeting both ends meet. Most of them are independent and living in their own

standing at their own feet.

On the other hand, father’s occupation (r=-.131) and place of residence

(r=-.088) are inversely related to the parental involvement of the parents in

school. This means that professionals have higher parental involvement than non-

professionals. It can be recalled that in the group discussion with the parents, non-

professionals like farmers and fishermen confessed they do not usually attend to

school activities because they opt to plough their field or cast their nets in order to

support the needs of the family.

On Commitment to Parental Support. It can be seen in the table that

parents’ commitment to parental support is significantly related to age (r=.175),

joint monthly income (r=.249), other source of financial support (r=.103) and

highest educational attainment (r=.260). This implies that as these parent related

factors increases, there is also a higher degree of commitment to parental support.

 81

As parent grows older, they become more dynamic in encouraging and motivating

their children, as the parent gets older the higher is his commitment in supporting

his children. Parents who are 40 and above are already mature and stable in their

job so they can provide ample time to their children unlike younger parents who

are more caught up with themselves and their own goals. This is supported by a

reading of New York Times authored by Yarrow (1987) which says while

younger fathers and mothers are thinking about promotions, mortgages and their

own identities, older parents are having more time spent with their children who

are more likely to take center stage because they are already established in their

job.

Also as their financial stability increases, considering joint monthly

income and other source of financial support, the more that they are inspiring their

children to do good in school. And since there is a higher educational attainment,

the more they are inspiring their children to do well in school because they can be

models to the children.

Nevertheless, father’s occupation (r=-.138), place of residence (r=-.153)

and type of family (r=-.103) are inversely related to the parents’ commitment to

parental support. This indicates that professional fathers living in the city and

belonging to an only-child family have higher extent of parental involvement

along commitment to parental support. Allen, et al (May 2007) said “Children

who have involved fathers are more likely to grow up to be tolerant and

understanding, be well socialized and successful adults, have supportive social

 82

networks consisting of long-term close friendships and adjust well to college both

personally and socially . In addition, children who felt close to their involved

fathers are also more likely to have long term, successful marriages, be satisfied

with their romantic partners in midlife, have more successful intimate

relationships and be less likely to divorce

Place of residence is likewise inversely related to the commitment of

parents which implies that parents in the urban area tends to have higher

commitment to their children rather than those parents living in rural areas.

During the focused group discussion, it can be remembered that parents in the

coastal area mentioned about the independency of their children to perform their

duties and responsibilities as pupils in the school and as sons and daughters in the

family. They believe that with their age, they are already capable to perform such

duties while their parents are busy looking for means of living.

Type of family is similarly inversely related to the commitment of parents

which denotes that there is higher commitment to parental support for the children

under only-child family. Parents who have only 1 child is expected to often give

gobs of attention to the one child, which means that the only child will feel

extremely loved and attended to. Having only one child also allows the parent to

be more attuned to the individual’s emotional needs of the single child.

Nonetheless, Meyers (2012) said “The fact that the parents of only children have

more time and energy to become and stay attuned to the child shouldn’t be

overlooked, because attunement to the emotional needs of a child is crucial for

 83

positive emotional and cognitive development in children.”

(https://www.psychologytoday.com/blog/insight-is-2020/201209/having-only-

one-child-easier-parents-better-kids)

On Parental Activity and Participation. It can be seen further on the

table that age (r=.142), joint monthly income (r=.222), other source of financial

support (r=.080) and highest educational attainment (r=.290) are significantly

related to the parental involvement along parental activity and participation. This

means that as these parent-related factors increases, the attendance of parents to

school activities and programs also rises. Likewise, the higher the family income,

the higher is the involvement of the parents in school activities. In most of the

group discussion, the parents admitted that their support to the school and

involvement in school is due to their financial limitations. Other source of

financial support and highest educational attainment, which also denotes financial

matters, similarly follows. Higher earnings and financial capability are great

factors in order for the parents to be involving more in school and to support the

school needs of their children. It cannot be denied that school activities requires

monetary budget because of costumes of children during school programs, fare

and food allowances during review and practice for contested activities.

Since there is higher compensation and better financial stability, the higher

is the chance for them to support their children in school since they have enough

funds. This supports the discussion of the researcher with some parents especially

in public schools where they revealed that they are willing to give full support to
 84

their children’s education nonetheless their status of life forbid them. Financial

conditions in life are great barriers to their school involvement since monetary

support is needed and is essential in most of the activities and programs of the

school.

Nonetheless, father’s occupation (r=-.159), place of residence (r=-.072)

and type of family (r=-.071) are inversely related to the parental involvement of

the parents along parental activity and participation. This indicates that parent-

respondents who are professionals, living in urban area and belonging to only-

child family got a higher level of involvement along parental activity and

participation.

6. Is there a significant relationship between the parental involvement and

the academic performance of the pupils?

Table 8 shows the relationship between the parental involvement along

commitment to parental support and parental activity and participation with the

academic performance of the pupils in the 2nd quarter of school year 2016-2017.

Table 8

Correlation Coefficient between the Parental Involvement

and Pupils’ Academic Performance

Components CPS PAP As a whole

Pupils’ Academic Performance .116 **
.119 **
.181**
**. Correlation is significant at the 0.01 level
*. Correlation is significant at the 0.05 level
Legend: CPS – Commitment to Parental Support
PAP – Parental Activity and Participation
 85

It can be observed from the table that as a whole parental involvement

affects significantly the academic performance of the pupils (r=.181). This means

that the participation, contribution and support of parents to their children in all

activities at home and in school affects the performance of the children in school.

The parental support needed during the primary school years is

characterized by greater direct support to their child’s education including

assistance with their homework and volunteering in classrooms and with school

functions. Many parents feel they are able to assist their child with school-related

work during the primary years. However, some parents—especially those with

lower education levels themselves—may need help understanding the importance

of their support and learning how to assist their children.

(http://learningportal.iiep.unesco.org/en/improve-learning/learners-support-

structures/parental-support-to-education)

Furthermore, it can be said that children boost self-confidence and

subsequently perform better in class if the child and the parent are both

participative and cooperative in school activities. This gives assurance to the child

that he is well supported and backed up by his parents leading to bringing out and

demonstration of his potentials and the abilities which may be restricted and

concealed if not well supported and guided by parents.

 86

7. Are there significant differences on the parental involvement

between and among the schools?

Table 9 presents the correlation coefficient between parental involvement

in public and private schools along commitment to parental support.

Table 9

Summary of ANOVA on the Parental Involvement

Between and Among the Schools

Components F-ratio F-prob Decision

commitment to parental 31.241** .000 Reject Ho
support
parental activity and 25.772** .000 Reject Ho
participation
As a whole 23.924** .000 Reject Ho
**. Correlation is significant at the 0.01 level.
*. Correlation is significant at the 0.05 level.

It could be seen in the table that there are significant difference between

the parental involvement of parent-respondents along commitment to parental

support and along parental activity and participation between and among the

schools.

This implies that though they have one common and ultimate goal to

support and give the needs of their children, some of the parents are more active,

more involve and participative in school activities, programs and plans. Some of

them tend to offer more time in encouraging and motivating their children and are

offering assistance and guidance while some are not. However, some children are

trained at an early development to be more independent and self-reliant in basic

areas of living which prepares children for the demands of adulthood.

 87

Nevertheless, supervision, direction and assistance from parents are still needed to

guide them in the right path of life.

Child Trends (2013) in one of their study mentioned that parental

involvement with children from an early age has been found to equate with better

outcomes (particularly in terms of cognitive development). What parents do is

more important than who they are for children’s early development – i.e. home

learning activities undertaken by parents is more important for children’s

intellectual and social development than parental occupation, education or

income.

On Commitment to Parental Support

Table 10 presents the Scheffe Test on commitment to parental support

between and among the schools.

Table 10

Scheffe Test on Parental Involvement Along Commitment

to Parental Support Between and Among the Schools

Schools BSES JS PES CES BECS NCS BES SWI SVBA

BSES -
JS -0.180 -
PES .688* .868* -
CES 0.355 .536* -0.332 -
BECS 0.064 0.244 -.624* -0.292 -
NCS 0.007 0.188 -.680* -0.348 -0.057 -
BES -0.150 0.030 -.838* -.506* -0.214 -0.157 -
SWI 0.222 0.402 -.466* -0.134 0.158 0.214 0.372 -
SVBA 0.011 0.191 -0.677 -0.344 -0.053 0.004 0.161 -0.211 -
GHLC -0.191 -0.010 -.878* -.546* -0.255 -0.198 -0.041 -0.412 -0.202
*. The mean difference is significant at the 0.05 level.
Legend:
 88

BSES – Bayubay Sur Elementary School

JS – JeNeFa Scholastica
PES – Puro Elementary School
CES – Cabuloan Elementary School
BECS – Bantay East Central School
NCS – Narvaca Catholic School
BES – Basug Elementary School
SWI – St. Williams Institute
SVBA – San Vicente Baptist Academy
GHLC – Great heights Learning Center

It can be seen in the table that along commitment to parental support there

exist a significant difference at .05 level of significance between Bayubay Sur

Elementary School and Puro Elementary School; JeNeFa Scholastica and Puro

Elementary School and; JeNeFa Scholastica and Cabuloan Elementary School.

This implies that there is a higher parental involvement of parents in Bayubay

Elementary School and JeNeFa Scholastica compared to the parental involvement

in Puro Elementary School and Cabuloan Elementary School.

It can be recalled that Puro Elementary School at Magsingal. Ilocos Sur is

near a coastal area where fishing is the major source of livelihood. They claimed,

in a focused group discussion with them, that work related and financial

constraints are the factors that hinder them to be much involve in school. For a

fisherman, the simple goal is to provide the basic needs of the family. Income is

an important matter because it will also indicate if they could proceed to higher

level of education or not. Hence, the level of parental involvement along

commitment to parental support is lower compared to other schools that have

higher level of participation, support and involvement. Much of their time is

 89

allotted to the means of living in order to survive rather than giving support to the

children. Miller (2015) said “Poorer parents have less time and fewer

resources to invest in their children, who can leave children less prepared for

school and work, which leads to lower earnings.”

(https://www.nytimes.com/2015/12/18/upshot/rich-children-and-poor-ones-are-

raised-very-differently.html?_r=0)

Moreover, a significant difference appears between Puro Elementary

School and five (5) other schools namely: Bantay East Central School, Narvacan

Catholic Schools, Basug Elementary Schools, St. Williams Institute and Great

Heights Learning Center. This means that the five schools mentioned have higher

parental involvement along commitment to parental support compared to the

parental involvement of parents in Puro Elementary School.

Likewise, a significant difference appears between Cabuloan Elementary

School and two (2) other schools namely: Basug Elementary School and Great

Heights Learning Center. This means that there is parents in Cabuloan Elementary

School have lower parental involvement along commitment to parental support as

compared to the other two schools.

It can be remembered that Cabuloan Elementary School is located at

Cabuloan, Sta. Catalina, Ilocos Sur. It is mainly an agricultural zone hence, most

of parents are farmers. They apportion more of their time plowing the fields rather

than involving themselves too much in school as compared to other schools.

 90

Nonetheless, no other significant differences along commitment to

parental support transpire between and among the considered schools aside from

the schools mentioned above.

On Commitment to Parental Activity and Participation

Table 11 presents the Scheffe Test on the parental involvement along

parental activity and participation between and among the schools.

Table 11

Scheffe Test on Parental Involvement Along Parental Activity

and Participation Between and Among the Schools

Schools BSES JS PES CES BECS NCS BES SWI SVBA

BSES -
JS -0.132 -
PES .786* .918* -
CES -0.073 0.058 -.860* -
BECS 0.096 0.228 -.690* 0.169 -
NCS 0.110 0.242 -.676* 0.184 0.014 -
BES - - -
-0.177 -0.045 -.963* -0.273
0.104 0.287
SWI 0.180 0.312 -.606* 0.253 0.084 0.069 0.357 -
SVBA - - -
0.007 0.139 -0.779 0.081 -0.088 0.185
0.103 0.172
GHLC - - - -0.178
-0.170 -0.038 -.957* -0.266 0.007
0.097 0.281 0.350
*. The mean difference is significant at the 0.05 level.
Legend:
BSES Bayubay Sur Elementary School
JS – JeNeFa Scholastica
PES – Puro Elementary School
CES – Cabuloan Elementary School
BECS –Bantay East Central School
NCS – Narvaca Catholic School
BES – Basug Elementary School
SWI – St. Williams Institute
 91

SVBA – San Vicente Baptist Academy

GHLC – Great heights Learning Center

It can be drawn from the table that a significant difference exists between

Bayubay Sur Elemetary School and Puro Elementary School and between JeNeFa

Scholastica and Puro Elementary School. This means that parents from Bayubay

Sur Elementary School and JeNeFa Scholastica have higher parental involvement

along commitment to parental support compared to parents in Puro Elementary

School.

In addition, parental involvement along parental activity and participation

of parents from Puro Elementary School is evidently lower than extent of parental

involvement from all other schools except at San Vicente Baptist Academy where

there is no significant difference seen. This manifest that there is a lower level of

involvement, attendance, contribution, membership, parental assistance and

guidance undertaken by parents in Puro Elementary School compared to other

schools. Yet again, the nature of work and main source of livelihood is one of the

main factors that affect the fulfillment of duties and responsibilities of these

parents to their children. This is supported by the study made by Child Trends

(2013) which states that parents of students living in a household with income

above the poverty level are more likely to be involved in school activities

than parents of children living in a household at or below the poverty line

(https://www.childtrends.org/indicators/parental-education/)
 92

In addition, since parents are mainly fishermen, parents might have low

educational attainment too, hence, parents may have very limited knowledge of

supporting their children in school making it less participative on their part.

Ermisch, et. al (2001) said “Parents play an important role in shaping the

adult lives of their children. They invest their time and money in activities that

affect their offspring's well-being. In particular, fathers' and mothers' employment

affects both the income coming into the family and the time devoted to children's

development.” Although, parents are doing their best to provide the basic needs of

the family, the children’s parental support must not also be taken for granted for

this will be of great help for them to succeed in life.

(https://www.researchgate.net/publication/4989786_Family_Matters_Impacts_of_

Family_Background_on_Educational_Attainments)

As a Whole

Table 11 below shows the overall Scheffe Test on parental involvement of

parents between and among the schools.

Table 12

Scheffe Test on Parental Involvement

Between And Among the Schools
As a Whole

Schools BSES JS PES CES BECS NCS BES SWI SVBA

BSES -
JS -0.185 -
PES .718* .903* -
CES 0.112 0.297 -.606* -
BECS 0.001 0.186 -.717* -0.111 -
 93

NCS -0.039 0.146 -.757* -0.151 -0.040 -

BES -0.148 0.037 -.866* -0.260 -0.149 -0.109 -
SWI 0.523 .708* -0.195 0.411 .522* .562* .671* -
SVBA 0.229 0.414 -0.489 0.118 0.228 0.268 0.377 -0.293 -
GHLC 0.138 0.323 -.580* 0.026 0.137 0.177 0.286 -0.385 -0.092
*. The mean difference is significant at the 0.05 level.
Legend:
BSES -Bayubay Sur Elementary School
JS – JeNeFa Scholastica
PES – Puro Elementary School
CES – Cabuloan Elementary School
BECS –Bantay East Central School
NCS – Narvaca Catholic School
BES – Basug Elementary School
SWI – St. Williams Institute
SVBA – San Vicente Baptist Academy
GHLC – Great heights Learning Center

It can be drawn from the table that as a whole, there are significant

differences on the parental involvement of the parent-respondents which is

measured along commitment to parental support and parental activity and

participation between and among the schools. Specifically, there are differences

between the following schools; Bayubay Sur Elementary School and Puro

Elementary School; JeNeFa Scholastica and Puro Elementary School; JeNeFa

Scholastica and St. Williams Institute; Bantay East Central School and St.

Williams Institute; Narvacan Catholic Schools and St. Williams Institute and;

Basug Elementary School and St. Williams Institute. This implies that a higher

parental involvement is noticeable to the school’s first mentioned while there is

lower involvement at home and in school for the schools mentioned later.

Further, significant difference is evident between Puro Elementary School

and five (5) other schools namely: Cabuloan Elementary School, Bantay East
 94

Central School, Narvacan Catholic Schools, Basug Elementary School and Great

Heights Learning Center. This means that parents from Puro Elementary School

has lower degree of parental involvement compared to the above-mentioned

schools.

8. What are the problems encountered on parental involvement?

A. On Parents Perspective

Parental engagement can be a very powerful tool in raising achievement.

By working together with the school, parents can create a fantastic home learning

environment and help to reinforce lessons learned in school. Unfortunately, all too

often, parents become disengaged with the school and may even appear

disinterested in their child’s education. This often isn’t the case; instead parents

are often falling foul of common barriers which prevent them from engaging fully

with the school.

On parents’ perspective, the following are the problems encountered by

the parents based on the conducted Focused Group Discussion (FGD):

 Poverty. Living in poverty can be difficult and challenging not

only for children, but also for parents. There appear to be many

benefits of parents staying involved with their children's education,

but parents living in poverty are less likely to participate with

school events or with their children's education. Some parents may

 95

willingly not participate, or have no wish to be involved, while

others may want to be involved, but unable because they need to

attend to work first to support the basic needs of the family.

 Occupation/tight work schedule/work stress and pressure. In the

work station, sometimes there are unpredictable work hours that

prevent the parents from being involved as much as they would

like. In many cases, school activities or events are held at times

that are convenient for the school and not always convenient for

the families. When school programs or recitals are held during the

school day, parents may be at work and unable to attend all events.

If parents are needed to supervise fieldtrips, some workers may

find that they lose money in hourly wages that keep the family

afloat.

 Multiple responsibilities at home. Due to several household chores

and responsibility like taking care of smaller children, parents are

unable to attend to other family or school concern.

 Poor communication. Some parents claimed they don’t received

any announcement or notice regarding the conduct of some

activities and programs of the school.

 Educational barrier. Some parents are less involved because they

feel like they know less about the curriculum and do not know how

to help their children. Parents may be unsure how to help with

 96

homework and may not engage in helping their children or become

involved with the school because they feel they lack the

communication, confidence, knowledge, and skills.

Nevertheless, during the focused group discussion with the parent-

respondents, it was mentioned that what causes them for being involved to their

children is because of their unceasing love to their children, they want their

children to study well so they can finish schooling, and they want their kids to

become successful and will be able to fulfill their dreams. They don’t want that

their kids will remain as slave of ignorance instead they want the children to

become responsible. Some mention that they guide their children since they have

enough time to offer and for them to feel they are secured.

Nevertheless, some say they don’t involve themselves when they know

their children are capable of doing it which is a good training for self-

independence. A certain parent also claims he is not involve to school and at

home since the child is not concentrating in school.

Parent-respondents, on the other hand, suggest that apart from their

parental involvement in school and at home, they look at the school as their

immediate partner in developing productive children of the society. Despite of the

problems they encounter to being involve in their children they still aim to give

their best as parents and for their children to succeed in life. They view the school

as one great partner in attaining this. Therefore, parents are looking forward for

more exposure to school activities and outreach programs especially those that
 97

involve both the child and the parents. Parents aim to be always updated with the

school activities and programs of the school and constant parent-teacher dialogue.

Assignments for them are helpful as well as providing them books as references

in studying. In addition, teacher as the second parent of the children should be

more dedicated and responsible in their teaching, select the appropriate method of

teaching suited to the learner and proper communication between the teacher and

parent is very essential.

Moreover, parents recognize the benefits they could get from being

involved with their children. They can discern that through this the children

would be able to have higher grades and standing in the class, the children will be

more interested in school and through it they will be able to supervise well the

progress of their sons and daughters. Through some of the activities also, parents

understand that it is part of their self-fulfillment, personality development and

they get closer to their child since activities serve as their bonding time.

When parents were asked about how they rate themselves as parents 1

being the lowest and 10 being the highest, majority of the parent-respondents

from public schools gave a rate of 10 while majority of the parent-respondents

from the private schools rate themselves 8. This is ironic since most of the parent-

respondents from the public schools claim they don’t involve much on their

children because of time, financial matters and family problems. This implies that

on their own perspective, their present involvement is already enough.

 98

B. On Teachers Perspective

As observed by majority of the teachers in the public school, parents can

be referred to as the typical kind of parent who attends special occasions only like

graduation and quarterly recognition where physical presence of parents are

certainly required.

However, as observed by teachers in the private schools, they can say that

there is a high involvement on school activities and programs. This is due to the

observation that private schools conduct more school activities and programs

where children are encouraged joining as part of their extracurricular activities. In

this case, parents of the children as well as their siblings and other relatives

witness special moments of the child. Parents in private schools are more sociable

and outgoing compared to parents in public schools who opt to stay at home and

finish household chores or instead go to work.

Some of the problems encountered in parental involvement as perceived

by the teachers are as follows:

 Health condition. If parents are asked about their absence in a

certain activity, most of their reasons would be due to their health

condition.

 Family problem. Conflict inside the family hinders the parents or

guardians attend to the needs of the children.

 Business/Work. Some of the parent-respondents are

owners/managers of their own business and so leaving their stores

 99

or business would be difficult for them. Aside from this, some of

the parents are working abroad far from their children.

 Language barrier. Some parents or guardians are hard up in

speaking and understanding English so they are unable to

understand communications from the school, especially from

private schools and even hesitate to communicate with the teacher

and the administrators.

 100

CHAPTER III

SUMMARY OF FINDINGS, CONCLUSIONS AND

RECOMMENDATIONS

Summary

This chapter presents the summary of findings, conclusions and

recommendations forwarded by the researcher.

This research work studied the extent of parental involvement in the

academic performance of pupils in 10 selected elementary schools for school year

2016-2017. The extent of parental involvement was measured along two

indicators: commitment to parental support and parental activity and participation.

Moreover, the academic performance was measured by the general average of the

pupils during the second quarter of school year 2016-2017. Parent-related factors

like age, sex, relation to the child, parents’ occupation, joint monthly income,

source of living support, place of residence, type of family, highest educational

attainment and attitudes of parents towards school were all considered in this

study.

This study involved 1025 parents (father, mother or guardian) in five

public and five private schools in the Division of Ilocos Sur. The questionnaire

that was used in the study consisted of four parts: Part I gathered the profile of the

parent-respondents; Part II included the pupils academic performance in which

second quarter grade was considered; Part III assessed the attitude of parents
 101

towards school and Part IV determined the extent of parental involvement along

commitment to parental support and parental activity and participation.

The data collected were statistically treated with the use of frequency and

percentage, mean, simple linear correlation analysis, ANOVA and Scheffe test.

Findings

From the data gathered, the following are the central findings of the study.

1. Profile of the Respondents

A great number (527 or 51.4%) of the parents belong to the age bracket

31-40 years old, while the least (30 or 2.9%) belong to the age bracket 61

years and above. Majority (738 or 72%) of the respondents are females, while

287 or 28.0% are males. Out of 1025 respondents, 584 or 57.0% of them are

mothers of the pupils while 303 or 29.6% of them are fathers. Most (540 or

52.68%) of the father respondents are non-professionals and 452 or 44.10 %

of 1025 respondents are professionals. Moreover, majority of the mothers are

non-professionals too (660 or 64.39%). Great majority (413 or 40.3%) of the

parents are earning below Php5,000 while 34 or 3.3% of the parents are

earning Php35,001 – Php40, 000 a month. A lot of the respondents (730 or

71.2%) claimed that they are not getting or asking any financial support from

other members of their family while 11 (1.1%) of them are asking support

from the Aunt of the parents. Great majority (807 or 78.7%) of the parents are

living in the rural area while 218 (21.3%) of them are residing in the urban

area. Out of 1025 respondents, 632 (61.7%) belongs to a Nuclear family while
 102

1 (0.1%) belongs to a gay and lesbian reared family. A great percentage (331

or 32.3%) of the parents are high school graduate, 1 (0.1%) of them had gone

through elementary level and 1 (0.1%) had no schooling at all.

2. Attitude of Parents Towards School

The attitude of parent-respondents towards school is described as

“Favorable” with the mean rating of 3.97. Though parents from both public and

private schools manifest a “Favorable” attitude towards school, there is a higher

mean rating for private schools which means a better outlook and viewpoint

considering the school of their children.

3. Extent of Parental Involvement as Assessed by Parents

a. Commitment to Parental Support

The extent of parental involvement along commitment to parental support

as assessed by the parents themselves is “High” (x=4.09). Public school

parents have a “High” (x=3.95) level of parental involvement along

commitment to parental support while parents from private schools have a

“Very High” (x=4.36) degree of commitment.

b. Parental Activity and Participation

The extent of parental involvement in terms of parental activity and

participation as assessed by the parents is “High” with a mean rating of 3.35.

Public school parents have “High” (x=3.28) level of parental activity and

participation and similarly to the parents from private schools (x=3.46)

 103

4. Level of Pupils’ Academic Performance

The overall academic performance of the pupils under study is at

“Satisfactory” (84.36) level. Pupils from private schools have higher academic

performance with a general average of 86.72 described as “Very Satisfactory”.

Pupils from public schools have a “Satisfactory” level of performance base from

the general average of 82.0. Majority (386 or 37.7%) of the pupils have a

“Satisfactory” grade along the bracket 80-84 while there are 143 or 14% who

have a “Fairly Satisfactory” performance belonging to the bracket 75-79.

5. Significant Relationship between Parents-Related Factors and Extent of

Parental Involvement of the Respondents

As a whole, age (r=.066), joint monthly income (r=.183), other source of

financial support (r=.108), and highest educational attainment (r=.279) are

significantly related to the parental involvement.

6. Significant Relationship between parental involvement and academic

performance of the pupils

As a whole, there is a significant relationship between the pupils’

academic performance and the parental involvement of parents (r=.181).

7. Significant Differences on Parental Involvement Between and Among the

Schools

There are significant differences between the parents’ commitment of

parental support and parental activity and participation between and among the

schools.
 104

Along commitment to parental support, significant difference exists

between Bayubay Sur Elementary School and Puro Elementary School (.688);

JeNeFa Scholastica and Puro Elementary School (.868) and; JeNeFa Scholastica

and Cabuloan Elementary School (.536).

Moreover, Puro Elementary School is inversely related to five (5) other

schools namely: Bantay East Central School (-.717), Narvacan Catholic Schools

(-.757), Basug Elementary Schools (-.866), Cabuloan Elementary School (-.606)

and Great Heights Learning Center (-.580)

Likewise, significant difference appears between Cabuloan Elementary

School and two (2) other schools namely: Basug Elementary School and Great

Heights Learning Center.

There is a significant difference between Puro Elementary School and 2

other schools: JeNeFa Scholastica and Bayubay Sur Elementary School.

Parental involvement along parental activity and participation of parents

from Puro Elementary School is evidently lower than extent of parental

involvement from all other schools except at San Vicente Baptist Academy where

there is no significant difference seen.

8. Problems Encountered on Parental Involvement

a. On Parents’ Perspective. The problems encountered by parents that hinder

them to be involved with their kids at home and in school include the

following: poverty, occupation/tight work schedule/work stress and pressure,

multiple responsibilities at home, poor communication and, education barrier.

 105

b. On Teachers Perspective. As observed by majority of the teachers, health

condition, family problem and language barrier are some of the problems

encountered that hinder the parents in joining school activities and programs.

Conclusions

Based on the findings, the following conclusions are drawn.

1. Majority of the parent-respondents belong to the age bracket 31-

40, female, mostly are mothers who are non-professionals like

fathers with a joint family income of Php5,000 and below and are

not getting or asking any financial support from other members of

their family. Great majority of the parents are living in the rural

area that belong to a nuclear family and are high school graduates.

2. The parent-respondents display a “Favorable” attitude towards

school. This indicates that parents display positive opinions, views,

outlooks, values and dispositions with regards to the chosen school

and education of their children. Parents from both public and

private schools displays “Favorable” attitude towards school but

higher mean rating was taken for private schools.

3. As a whole, the extent of parental involvement of parents as

assessed by them is “High”. On public schools, there is a “High”

extent of parental involvement along commitment to parental

support and along parental activity and participation. However,

private schools display a “Very High” degree of parental

 106

involvement along commitment to parental support but only

“High” to their parental involvement along parental activity and

participation.

4. The overall academic performance of the pupils considered in this

study is 84.38 described as “Satisfactory”. Children from public

schools have a “Satisfactory” level of performance while children

from private schools have a “Very Satisfactory” academic

performance.

5. As a whole, age, joint monthly income, other source of financial

support, and highest educational attainment are significantly

related to the parental involvement.

6. The pupils’ academic performance considered in this study is

significantly related to the parental involvement of the parents

taken singly and as a whole.

7. Significant differences exist between the parental involvement of

parent-respondents along commitment to parental support and

parental activity and participation. As a whole, there exists

significant differences on parental involvement of parents between

and among the schools particularly on Bayubay Sur Elementary

School, Puro Elementary School, JeNeFa Scholastica, St. Williams

Institute, Bantay East Central School, Narvacan Catholic Schools

and, Basug Elementary School. Moreover, some schools are also

 107

inversely related like Puro Elementary School, Bantay East Central

School, Narvacan Catholic Schools, Basug Elementary School,

Cabuloan Elementary School and Great Heights Learning Center.

8. The unceasing love to their children makes the parent-respondents

involve to their children at home and in school. Parents want their

kids to study well and can finish schooling so that at the end the

children will become successful and will be able to fulfill their

dreams. However, parent-respondents recognize the problems for

not being involved to their children. This includes the following:

poverty, occupation/tight work schedule/work stress and pressure,

multiple responsibilities at home, poor communication and,

education barrier. However, as observed by majority of the

teachers, health condition, family problem and language barrier are

some of the problems encountered that hinder the parents in

joining school activities and programs

Recommendations

In line with the aforementioned findings and conclusions, the following

recommendations are proposed:

1. Since majority of the respondents have a low family income which had seen

important factor to be involved with their kids in school and at home, parents

should pursue higher educational attainment in order to land a better job. They
 108

can grab the free training of the government giving afterwards TESDA

certificates. If not possible, moonlighting or holding a second regular job, in

addition to their main job, can also help them get the extra cash they need. 

2. Though there is a favorable attitude of parents towards school, it is much

better if it will be a strongly favorable in order to have a stronger force and

dynamism to make every child successful. Teachers and school administrators

must show remarkable positive approach to parents in order to eliminate fears,

reservations and uncertainties that hinder them to visit the school. Parents

must feel they are welcomed in school and their opinions, ideas and outlook

must be heard. School personnel must demonstrate upright attitude and

manifest as role models in the school community. Problems and issues

observed in the school premises must be addressed promptly through

conferences, dialogues and meetings to avoid long term conflicts among

parents.

3. Though there is a high level of parental involvement along commitment to

parental support and parental activity and participation, parents must still be

encouraged to pursue and even make it higher for the benefit of the school

children. Teachers and the school in general must create a school climate and

structures that support family involvement. This may include establishing

regular, meaningful communication between home and school, promote and

enhance parenting skills or conduct annually a parenting seminar, encourage

active parent participation in pupils’ academic life, welcome parents as

 109

volunteer partners and invite them as full partners in making decisions that

may affect children’s growth and development.

4. To improve the satisfactory performance of the pupils, the school must have a

clear vision, mission and objectives. These must cascade to the teaching-

learning processes that may enhance the acquisition of knowledge, skills and

values of the pupils. Without a clear vision, one will be at lost. Focusing on

the target will make it easier to hit the mark combined with support, belief and

prayer to the children.

5. Since financial matters are significantly related to the parental involvement of

parents, the school might consider a financial literacy seminar to parents. This

aims to economically look into some ways and means to finance other needs

of the family. This financial literacy aims to educate parents on how to

overcome financial problems and difficulties. They will be able to determine

financial priorities and identify some small steps to overcome and address the

problem.

6. To increase the parental involvement of parents that affects the academic

performance of the children, the school must have a clear policy and

guidelines to follow. The PTA/SHA must be strengthened and reinforced.

Activities of the association must be intensified that may geared towards the

betterment of the children in general. This must be known by the parents by

informing them through conducting an Orientation Program before the start of

school year. Teachers must keep with them updated contact numbers of
 110

parents for the announcements, reports and commendations. Good and proper

communication between the parents and the teachers must be maintained.

7. One of the public schools appears to have a very different level of parental

involvement compared to other schools, hence, it would be a good action or

move if the result of this study would be shared to them particularly to the

administrator. With all humility and modesty, the result of this study will be

presented and explained. Subsequently, proposals will follow like promoting

a family friendly school, providing training to broaden knowledge and

awareness of the diversity of the school, communicate effectively by

informing school expectations and getting parents’ expectations and the

school may survey parents to determine their needs and how they want to be

involved.

8. Parental involvement not only focuses on parents’ involvement on school

activities and programs but also the responsibility of parents to the children at

home. Since it appears that occupation and financial constraints are some

problems encountered by parents to perform well their responsibilities, I

believe parents must be informed and educated about parenting. Sponsoring or

conducting a community family event might be of help, and use part of the

time to hold a meeting to share information with families and discuss

important issues. They must also be informed and taught how to carry over the

learning at home. Perhaps, the school could also be an avenue to provide job

or occupation to non-working parents by using its linkages.

 111

9. Parent, though busy with their work to support family needs, must see to it

that they are well informed about the need to spend quality time with their

kids and to perform their duties and responsibilities consequently.

10. Interested and concerned future researchers may replicate this study and

explore other possible factors or variables that can possibly affect to the

academic performance of the pupils.

 112

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 120

APPENDICES
 121

QUESTIONNAIRE/CHECKLIST

Part I: PROFILE OF THE PARENTS

Direction: Please fill in and/or put a check mark on the information that is being asked

for.

Name (Optional): _______________________________________________________

Age: ___________________ Sex: _____Male _____Female

Relation to the child: Father__ Mother __ Grandparent: __ Aunt/Uncle __ Nanny___

Father’s Occupation: ___________________Mother’s Occupation: _______________

Joint Monthly Income: ____________________________________________________

Other source of financial support: ___________________________________________

Place of Residence: _____ Urban (Living in a City) _____ Rural (Living outside a city)

Type of family:

_______ Only Child Family (Parents living together with only one child)
_______ Nuclear Family (Parents and siblings living together)
_______ Single Parent Family (The other parent is not living with the family)
_______ Single Annulled Parent Family (Parents are married but legally
dissolved)
_______ Never Married Single Parent Family (Parents are unmarried & not living
together)
_______ Blended Family (Either parent brings with them their children from a
previous marriage)
_______ Gay & Lesbian Parent Family (Either father or mother is a homosexual)

_______ Adoptive Parent Family (Parent whose child under study is adopted)
_______ Grandparent Reared Family (Grandparents are the one rearing the
grandchildren)
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_______ Cross-Generational Family (Also called Multiple generations -

grandparents, great-grandparents, aunts, uncles & cousins living with the family)

Highest Educational Attainment:

____________ Doctorate Degree

____________ MA with Doctorate Units
____________ Master’s Degree
____________ Bachelor’s Degree with MA Units
____________ Bachelor’s Degree
____________ Vocational Course
____________ High School Graduate
____________ High School Level
____________ Elementary Graduate
____________ Elementary Level
____________ No Schooling

Part II: Pupil’s Academic Performance

Directions: The general average of the child is the summary of his/her learner
progress per quarter which is computed by dividing the sum of all subject grades
by the total number of learning areas. This is revealed in the Progress Report Card
distributed to parents/guardians every quarter during Card Day.
Please fill in needed information below.

Your Child’s 2nd Quarter Gen. Average: ______________________________________

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Part III: Attitude of Parents/Guardians toward School

Directions: Parents and guardians have different outlook on how they perceive
their child’s school. On a 5-point scale, indicate the degree to which you agree or
disagree with each of the following statements.

5 – Strongly Agree 2 – Mildly Disagree

4 – Mildly Agree 1 – Strongly Disagree
3 – Undecided

ITEMS 5 4 3 2 1
1. The school is providing worthy and impressive
experience to my child.
2. The teachers care about my son/daughter.
3. The main purpose of education is to help my
son/daughter learn the basic foundation along
different core subjects.
4. I appreciate the school encouraging me to look
after my son’s/daughter’s development in school.
5. I can see the importance of spending more
time in monitoring my son’s/daughter’s school
progress.
6. I could discuss personal problems with most of
my son’s/daughter’s teachers.
7. I enjoy participating in most school activities
and programs.
8. The teachers enjoy being with their pupils.
9. The teachers have good influence to my
son/daughter.
10. The school gives emphasis to my
son’s/daughter’s holistic development.
11. I know that my son’s/daughter’s school is
safe and secured.
12. I appreciate the teachers who encourage my
son/daughter to aim for high grades.
13. My son’s/daughter’s school holds a good
reputation.
14. I am supportive to the programs and plans of
the school.
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15. I feel secured of my son/daughter even if I

will pick him/her up late.
16. I am pleased knowing that I can
communicate with my son’s/daughter’s teacher
even after class hours.
17. I have faith that the teachers and staff have
good impact to my son/daughter.
18. With his/her school environment, my
son/daughter will grow as a God-fearing
individual.
19. Through his/her basic foundation in his/her
school, he/she will have a good academic
standing in the higher level of education.
20. I am satisfied with the service of the school
canteen.
21. I am glad that the school is ready of medical
services.
22. My child’s class time and dismissal time is
timing and desirable to my schedule.
23. My son’s/daughter’s school community
provides me new friends and confidants.
24. I feel stressed with the various school
activities in school.
25. My son’s/daughter’s teacher plays favoritism.
26. With the several school donations, I feel
upset with my son’s/daughter’s school.
27. The teachers give too much homework to my
son/daughter.
28. Getting a good education is not important to
my son/daughter.
29. I feel unwelcome and uncomfortable in my
child’s school.
30. I am not in favor that my son’s/daughter’s
school is strict in disciplining the pupils.
31. I am afraid that my son/daughter will be
bullied in his/her school.
32. I am dissatisfied with that parking area
provided by the school.
33. I don’t feel comfortable with my co-parents
in school.
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Part IV: Extent of Parental Involvement

Directions: Below are statements about the extent of your involvement as parents
and or guardians to the activities of your children at home and in school. Please
check the appropriate box as to the degree of your involvement, using the
following scale:

5 – Always 2 - Rarely
4 – Often 1 - Never
3 – Sometimes

Items 5 4 3 2 1

A. Commitment to Parental Support

1. I praise my son/daughter for having good grades.

2. I give positive commendation to my son/daughter for

helping in the household chores.
3. I admire my son/daughter for having made a beautiful
project.
4. I applaud my son/daughter for doing his/her homework.

5. I inspire my son/daughter to do his/her best in his/her

studies.
6. I motivate my son/daughter to participate in class
discussions.
7. I stimulate my son/daughter to show his/her talents and
develop his/her abilities.
8. I convince my son/daughter to join and partake in school
activities.
9. I persuade my son/daughter to explore his/her interests.

10. I show interest in my son’s/daughter’s hobbies.

11. I ask my son/daughter how he/she did in school.

12. I talk to my son/daughter if he/she understands his/her

lessons for the day.
 126

13. I comfort my son/daughter when he/she is lonely.

14. I exhibit the value of “I am here when you need me”

attitude to my son/daughter.
15. I give attention to my son/daughter when in need of
someone to talk to.
16. I understand that my son/daughter need some time to be
alone.
17. I recognize how my son/daughter feels especially when
he/she is sad.
18. I realize that my son/daughter can make decisions on
his/her own without telling him/her what to do.
19. I apprehend that my son/daughter needs to be heard on
family concerns, too.
20. I support my son/daughter every time he/she got a
competition to participate to.
21. I treat my son/daughter whenever he/she got an
achievement from school.
22. I let my son’s/daughter’s nanny to drop and pick him/her
up in school.
23. I let my son’s/daughter’s nanny to prepare his/her school
needs.
24. My son’s/daughter’s nanny takes the privilege to decide in
my absence.
25. I find time to hang out with my son/daughter during
holidays & weekends.
B. Parental Activity and Participation 5 4 3 2 1

1. I attend to school activities of my son/daughter like:

Nutrition Month
Buwan ng Wika
MTAP Saturday Mathematics Program
Science Festival
YES-O Festival
Math Festival
AP Festival
Technolympics
BSP/GSP
UN Celebration
 127

School Retreat/Recollection
School Tour
Gender and Development Program
Others, pls specify _____________________________
__________________________________________________

2. I join programs and plans of the school like:

Parents’ Orientation
Quarterly PTA Assembly/Meeting
Card Day
Christmas Gift Giving
Adopt a Community/school program
Feeding Program
Fund Raising Activity
Teachers’ Day
Children’s’ Day
Family Day
Foundation Anniversary
Fund Raising Activity
PTA Project
National Safe Kids Week
Mission for typhoon/flood victims
School Report Card (twice a year – October & March)
Quarterly Earthquake & Fire Drill
Others, pls specify ______________________
_____________________________________

3. I consult with my son’s/daughter’s adviser regarding his/her

progress in school.
4. I coordinate with my son’s/daughter’s adviser whenever
he/she cannot attend his/her class(es).
5. I look after my son/daughter when he/she is sick and be able to
remind it to his/her teacher.
6. I help my son/daughter prepare his/her things before he/she
goes to school.
7. I guide my son/daughter with his/her homework and
projects.
8. I assist my son/daughter in lessons he/she is hard up with.
 128

9. I remind my son/daughter to read his/her notes and books.

10. I accompany my son/daughter in buying things that he/she
needs.
11. I provide the daily allowance of my son/daughter in going
to school.
12. I make sure that the finances my son/daughter needs are
available for his/her projects, researches, and school events.
13. I teach my son/daughter what is right from wrong for
him/her not to bully in school.
14. I ask my son/daughter who his/her friends are.
15. I ask my son/daughter about his/her activities with his/her
friends.
16. I entertain my son’s/daughter’s friends at home.
17. I encourage my son/daughter to cooperate, basically, by
assigning household chores to every member of the family.
18. I allocate time for the family to bond (attend Sunday
mass, a walk at the park; watch a movie, breakfast in the
seashore, etc.)
19. I discuss with my son/daughter about his/her goals and
ambitions in life.
20. I let my son’s/daughter’s nanny attends to school activities
in my behalf.
21. I cooperate with the schools’ Parents Teachers Association
by abiding its Constitution and By-Laws.
22. I faithfully give donations to my son’s/daughter’s school to
manifest my cooperation and support.

TRANSLATION IN ILOKO DIALECT

Part I: KASASAAD DAGITI NAGANNAK

Aramiden: Sungbatan ken/wenno ikkan iti tsek (/) dagiti impormasyon nga damdamagen.
 129

Nagan (Saan nga nasisita): _________________________________________________

Taw-en: _____________________ Kinatao: _____Lalaki _____Babai

Relasyon iti ubing: Ama___ Ina ____ Lolo/Lola: ____ Ikit/Uliteg ___ Taga-aywan____

Trabaho iti ama:______________________Trabaho iti ina: _____________________

Sueldo yo nga agassawa iti makabulan: _______________________________________

Kakabagyan a paggapwan iti pinansyal a suporta:________________________________

Lugar a pagnanaedan:

_________Urban (Agnanaed iti uneg iti siudad – Vigan City/Candon City)

________ Rural (Agnanaed iti ruar iti siudad kas koma iti away)

Kasasaad ti Pamilya:

_______ Agdindinna ti nagannak nga addaan maysa laeng nga anak

_______ Agdidinna iti nagannak ken dagiti annak
_______ Maysa kadagiti nagannak ket awan iti uneg iti pamilya wenno
pagtaengan
________Nagkasar dagiti nagannak ngem nawaswas babaen iti linteg

_______ Saan nga nagkasangar nga nagannak ken saan nga agdindinna
________Kadwa iti uneg iti pagtaengan dagiti annak manipud naglabas nga
asawa
_______ Maysa kadagiti nagannak ket homosexual (bakla wenno tomboy)

_______ Nagannak nga nagampon wenno nangadaptar iti ubing

_______ Ni Apong baket ken lakay ti nagpadakkel kadagiti appo/ubbing
_______ Pamilya nga addaan ub-ubbing, agtutubo, lallakay ken babbaket (kadwa
ti pagtaengan ni apong baket, apong lakay, ikit, uliteg ken kakasinsin)

Kangatwan a Nagun-od nga Adal:

 130

____________ Nagturpos iti kina Doktor wenno Doktoral a kurso

____________ Addan yunit iti doctoral a kurso
____________ Nagturpos iti Masteral a kurso

____________ Addaan yunit iti Masteral a kurso

____________ Nagturpos iti kolehiyo
____________ Nagturpos iti kurso a Vocational

____________ Nagturpos iti Sekondarya

____________ Saan a nagturpos iti sekondarya

____________ Nagturpos iti Elementarya

____________ Saan a nagturpos iti elementarya

____________ Saan a nagbasa

Part II: Sasaaden ti Ubing iti Uneg Pagadalan

Aramiden: Iti general average ti maysa nga ubing nga agad-adal iti elementarya
ket isu iti pakabuklan iti nasursuro na iti unos iti maysa a quarter. Maala daytoy
babaen iti panang-sumar iti grado na iti amin nga asignatura na sananto mai-divide
iti bilang iti asignatura na. Daytoy ket makita ken maammuan iti Card nga mait-
iteg tunggal agturpos iti maysa a quarter. Ikabil ngarud dagiti impormasyon a
masapul.

Grado ti Ubing iti maikadua a Quarter: ________________________________________

 131

Part III: Attitude of Parents toward School

Annuroten: Dagiti nagannak ket addaan nadumaduma a panagawat, kapanunotan

ken karirikna maipanggep iti pageskwelaan ti annak da. Iti ngarud bilang a lima,
pakibaga nu anya ti bukod mo a karirikna kadagiti sumaganad a bambanag. Usaren
ti pagrukudan nga Makita ditoy baba.

5 – Kanunongak unay
4 – Kanunongak bassit
3 – Saan ko a maibaga
2 – Diak bassit a kanunongan
1 – Diak pulos kanunongan

BAMBANAG 5 4 3 2 1
1. Ti pagadalan ti anak ko ket mangted kanyana
iti napateg ken naka-ay-ayo a kapadasan.
2. Isakit ken ipatpateg dagiti mangisursuro iti
anak ko.
3. Ti panggep ti adal ket tapno maaddaan ti anak
ko iti napintas a pundasyon iti biag babaen
kadagiti ad-adalen.
4. Apresiarek ti eskuela a mangallukoy kaniak a
mangkita ti panagdur-as iti anak ko iti
panagaldana.
5. Makitak ti kinapateg ti panangted iti umiso nga
oras a mangkita no kasano ti panagdur-as iti anak
ko iti panagalda na.
6. Maragsakannak nga makaammo a mabalinko
nga ipatang kadagiti mangisursuro dagit
problema, uray pay personal, iti anak ko.
7. Maragsakannak a makipaset kadagiti
aktibidades ken programa iti eskuela
8. Naragsak dagiti mangisursuro a makilangen
kadagiti adalanda.
9. Mamatiak a napintas a pagwadan iti anak ko
dagiti mangisursuro.
10. Ti pagadalan ket mangted iti nabukel a
pannakatubay iti anak ko
11. Natalgedak nga haan a madangran ken
mairubo iti anak ko sadiay pagadalan na.
 132

12. Apresiarek dagiti mangisursuro nga

mangguyugoy kadagiti annak tapno maaddaan
nangato a grado.
13. Ti pagadalan ti anak ko ket naaddaan
napintas a reputasyon.
14. Dakkel ti suporta nga ipapaay ko kadagiti
programa ken plano it pagadalan ti anak ko
15. Natalged ti riknak uray pay nu maladaw ko
nga maala/maiyawid iti anak ko aggapu iti
pagadalan.
16. Maragsakan nak nga makaamo nga uray pay
nalpasen iti oras dagiti mangisursuro iti
pagadalan, nawayak latta ida nga makapatang
maipanggep iti pakaseknan ti anak ko.
17. Ammok nga dagiti mangisursuro ken
dadduma pay a kakadwa iti pagadalan ket
naaddaan napintas a galad nga mabalin a
pagwadan iti anak ko
18. Patiek nga dumakkel iti anak ko nga addaan
buteng iti Dios gapu met laeng iti napintas a
pannakatubay da iti eskuela ken iti arubayan na.
19. Babaen iti napintas a pundasyon iti
pagadalan, makagun-od to ti anak ko iti
namaymayat nga pagtaktakderan iti sumaruno a
tukad iti panagadal na
20. Kuntentoak iti serbisyo nga ipapaay iti
kantina ti pagadalan.
21. Maragsakannak nga adda umdas nga serbisyo
medikal iti pagadalan uray anya nga oras.
22. Maragsakannak nga iti oras ti panagawid iti
anak ko ket maikannatup met ken tay oras ko.
23. Gapu iti pagadalan ti anak ko, naaddaanak iti
baro nga gagayyem.
24. Mariknak iti bannog kadagiti nadumaduma a
aktibidades iti pagadalan.
25. Mamatiak nga dagiti mangisursuro iti
pageskwelaan iti anak ko ket addaan kaykayat
ken pabpaburan a managadal.
26. Mariknak iti rurod ken gura kadagiti nagadu a
donasyon iti eskuela.
 133

27. Adu unay ti it-ited nga maiyawid a ipaubra

dagiti mangisursuro iti anak ko.
28. Saan a napateg iti maaddaan iti napintas nga
adal a maipasagepsep iti anak ko.
29. Diak marikna iti nabara a panangpasangbay
iti eskuela kanyak.
30. Saanak nga umanamong iti panag-istrikto iti
pagadalan maipanggep iti panangdisiplina iti
annak .
31. Adda buteng ko nga makantyawan ken
makiriri iti anak ko iti uneg ti pagadalan.
32. Saannak a maragsakan ken kuntento iti
panagparkingan iti eskwelaan.
33. Saanak nga naragsak nga makidanggay
kadagiti kadwak a nagannak iti pagadalan ti anak
ko,

Part IV: Pannakipaset dagiti Nagannak

Aramiden: Dagiti sumaganad iparangarangda ti pannakipasetyo iti aramid ti

anakyo iti balay ken pagadalan. Kur-itan ti uneg ti kahon no ania ti pannirigam.
Usarem dagitoy a pagrukodan:

5 – Kanayon
4 – Manmano
3 – Sagpaminsan
2 – Nakirang
1 - Pulos

Bambanag 5 4 3 2 1

A. Pagtaktakderan nga Suporta dagiti Nagannak

1. Daydayawek ti anak ko no makagun-od iti nangato a grado.

2. Daydauawek ti anak ko iti pannakitinnulongna kadagiti obra

iti pagtaengan.
3. Daydayawek ti anak ko no makaaramid iti napintas a
proyekto.
 134

4. Daydayawek ti anak ko no maaramid na a bukod iti naited

nga “homework” na.
5. Guyugoyek ti anak ko tapno aramidenna ti amin a
kabaelanna iti eskuela.
6. Guyugoyek ti anak ko a makipaset kadagiti patangan iti
uneg ti pagadalan.
7. Guyugoyek ti anak ko a mangipakita iti talento na ken
magpadur-as dagiti abilidad na.
8. Guyugoyek nga makipaset iti anak ko kadagiti aktibidades
iti eskuelada.
9. Guyugoyek ti anak ko a mangpadas kadagiti banbanag a
pagesmanna.
10. Ipakitak ti suportak ti anakko a mangaramid kadagiti
napintas a kalikaguman na.
11. Saludsudek ti anak ko ti pagdurdur-asan na iti eskuela.

12. Kapatpatang ko iti anak ko nu naawatan na met laeng ti

inadal na iti dayta nga aldaw.
13. Pabang-arek ti marikrikna ti anak ko nu naliday.

14. Ipakitak ti galad nga “adidtoyak laeng abay mo nu masapul

nak”.
15. Ikkak ti atensyon ti anak ko nu kasapulan na iti kapatang.
16. Maawatak nga iti sagpaminsan masapul ti anak ko iti
agmaymaysa.
17. Ammok ti marikrikna iti anak ko aglalo no isu ket maliday.
18. Maawatak nga kaya ti anak ko iti agdesosyon nga
maymaysa uray pay nu haan ko nga ibaga.
19. Maawatak nga rumbeng nga mangngeg iti kapanunotan ti
anak ko aglalo nu ti banag ket maipanggep iti pamilya.
20. Suportarak ti anak ko tunggal adda pakisalisalan na.
21. Iti tunggal salit a pangabakan ti anak ko, ikkak iti umno
nga regalo.
22. Ipalubos ko nga ti agay-aywan ti anak ko ti mangitulod ken
mangala kanyana iti pagadalan.
23. Ipalubos ko nga iti agay-aywan ti anak ko iti mangisagana
kadagiti masapul na.
 135

24. Ipalubos ko nga ti agay-aywan ti anak ko ti mangdesisyon

kadagiti kayat na bayat ti kaawan ko.
25. Siguradwek nga adda oras a maipaay ko ti anak ko tunggal
awan ti serrek ti opisina wenno pagtrabahuan.
B. Aramiden ken Pannakiparte dagiti Nagannak 5 4 3 2 1

1. Makipaset nak ti aktibidades ti pageskwelaan ti anak ko kas

koma:
a. Nutrition Month
b. Buwan ng Wika
c. MTAP Saturday Mathematics Program
d. Science Festival
e. YES-O Festival
f. Math Festival
g. AP Festival
h. Technolympics
i. BSP/GSP
j. UN Celebration
k. School Retreat/Recollection
l. School Tour
m. Gender and Development Program
n. Others, pls specify
____________________________
__________________________________________________

2. Makikaysaak kadagiti programa ken plano iti pageskwelaan

ti anak ko kas koma iti:
a. Parents’ Orientation
b. Quarterly PTA Assembly/Meeting
c. Card Day
d. Christmas Gift Giving
e. Adopt a Community/school program
f. Feeding Program
g. Fund Raising Activity
h. Teachers’ Day
i. Children’s’ Day
j. Family Day
k. Foundation Anniversary
l. Fund Raising Activity
 136

m. PTA Project
n. National Safe Kids Week
o. Mission for typhoon/flood victims
p. School Report Card (twice a year – October &
March)
q. Quarterly Earthquake & Fire Drill
r. Others, pls specify
___________________________
_____________________________________

3. Agdamagak iti mangisursuro iti anak ko maipanggep iti

pagsasaadan na iti pageskwelaan.
4. Ipakaammok iti mangisursuro iti anak ko tunggal aglangan
iti eskwela.
5. Tamingek ti anak ko tunggal agsakit ket pakaammuak ti
maestro na tunggal lumangan.
6. Tulungak ti anak ko a mangsagana ti masapul na sakbay ti
iseserrek na ti pagadalan.
7. Bayabayek ti anak ko kadagiti “homework” ken proyekto
na.
8. Bayabayek ti anak ko kadagiti “subjects” a pagrigatan na.
9. Ipalagip ko ti anak ko ti inna panagbasa ti libro na.
10. Kadwaek ti anak ko nga mapan aggatang ti kasapulan na ti
pageskwelaan.
11. Ited ko ti inaldaw-aldaw a masapul ti anak ko nu sumrek iti
eskwela.
12. Ipaay ko ti pinansyal a kasapulan ti anak ko aglalo kadagiti
kasapulan na para iti proyekto ken dadduma pay a kasapulan ti
pageskwelaan.
13. Isurok ti anak ko ti nasayaat ken dakes tapno maliklikan
na ti inna pannakiriri.
14. Damagek ti anak ko nu siasino dagiti gagayyem na.
15. Agdamagak ti anak ko dagiti aktibidades nga ar-
aramidenna kadwa dagiti gagayyem na.
16. Palubusak dagiti gagayyem ti anak ko nga umay ti
pagtaengan mi.
17. Guyugoyek ti anak ko a makipaset ti tunggal ubra ti balay.
 137

18. Ikkak ti oras ti pamilyak a sangsangkamaysa kami a

agaandingay kas koma iti papan iti simbaan, panagpasyar iti
parke, panagbuya iti sine, panagpasyar iti igid baybay ken
dadduma pay.
19. Kapatang ko ti anak ko maipanggep ti masakbayan na.
20. Palubusak nga ti agay-aywan iti anak ko ti agatendar
kadagiti aktibidades ti eskwela bayat iti kaawan ko.
21. Makikaysaak ti organisayon dagiti nagannak babaen ti
panangtungpal ko ti nakasaad iti “Constitution & By-Laws”.
22. Naragsakak a mangted ti donasyon iti pageskwelaan kas
pakakitaan ti ayat ken suportak ti pagadalan ti anak ko.

Focused Group Discussion - Parents

(English Version)
 138

Questions for parents:

1. What causes you to be involved in your child’s education?______________________

______________________________________________________________________

What causes you not to be involved in your child’s education? ___________________

______________________________________________________________________

2. How do you and your child benefit from your being involved in your child’s

education? ____________________________________________________________

3. What could the school do to help you get more involved in your child’s education?

____________________________________________________________

4. When is a time when your child was very successful? What part did you play in that

success? ______________________________________________________________

5. What hinders you not to be involved in school activities, programs and plans of the

school? ________________________________________________________________

_______________________________________________________________________

6. Scaling question—On a scale of 1-10, 1 being the lowest and 10 being the highest,

how would you rate yourself as a parent to your son/daughter? _________

Focused Group Discussion - Parents

(Iloko Version)
 139

Saludsod para kadagiti nagannak:

1. Anya ti pakaigapwan ti pannakipaset mo iti panagadal ti anak mo?__________

__________________________________________________________________

No saan nga taribabayen wenno makipaspaset, anya ti makaigapu? __________

__________________________________________________________________

2. Kasanu nga makatulong kenka ken iti anak mo iti pannakipaset mo iti

panagadal na? ______________________________________________________

3. Kasanu a makatulong iti eskwela tapno nalallalo ka pay a makipaset iti

panagadal iti anak mo? _____________________________________________

4. Kaanu nga naaddaan ti nakaidumduma a nagun-od ti anak mo? Anya ti

naaramid mo tapno magun-od na daytoy? ______________________________

5. Anya dagiti makaigapu wenno makalapped kenka iti haan mo a pannakipaset kadagiti

aktibidades ken programa iti pagadalan? _______________________________________

_______________________________________________________________________

6. Iti numero manipud 1 aginggat 10, nu sadino 1 iti kababaan ken 10 iti
kangatwan, kasanum nga gradwan iti bagim kas napudno ken nasayaat nga
ama/ina? ____________

Focused Group Discussion - Teachers

(English Version)
 140

Questions for Teachers:

1. How do you describe the involvement of school parents to the school

activities, programs and plans?________________________________

___________________________________________________________

2. In your own observation and perception, do the parents give full or

enough parental support to their children? ________________________

_____________________________________________________________

3. What causes the parents not to be involved in their child’s education?

_____________________________________________________________

___________________________________________________

4. Do you think the parental involvement of the parents affect the academic

performance of the children? Why? Why not?______________________

_________________________________________________________

5. Scaling question—On a scale of 1-10, 1 being the lowest and 10 being the

highest, how would you rate the parental involvement of parents in your

school? _______

Republic of the Philippines

UNIVERSITY OF NORTHERN PHILIPPINES
Tamag, Vigan City
 141

COLLEGE OF TEACHER EDUCATION

GRADUATE STUDIES

Name:
________________________________________________________________________
Position:__________________________________ Institution:
___________________________
Directions: On a 5-point scale, indicate your finding about each of the statements
below by checking (/) its appropriate number.
Legend:
5 - Very Much
4 – Much
3 – Fair
2 – Little
1 – Not at all

CRITERIA 5 4 3 2 1
1. The items represent the content coverage on the extent of
parental involvement and participation along commitment
and support to parental activities.
2. The items are stated clearly.

3. The items are relevant.

4. The vocabularies used are appropriate.

5. The items are constructed to measure what they intend to

assess.

____________________________
Evaluator’s Signature

Republic of the Philippines

UNIVERSITY OF NORTHERN PHILIPPINES
Tamag, Vigan City
 142

COLLEGE OF TEACHER EDUCATION

GRADUATE STUDIES

December 2, 2016

DR. CLARITO SIABABA

EPS, Edukasyon sa Pagpapahalaga
DepEd Vigan City Division
Vigan City

Sir:

Greetings in Jesus name!

I am a Doctor of Education (Ed.D.) student of the University of Northern Philippines- College of

Teacher Education-Graduate Studies. I am currently conducting a research entitled “Parents’
Involvement and Pupils’ Academic Performance”. The study intends to determine the attitude of
parents towards school and the extent of the parents’ involvement to the activities of their
children be at school and at home. Eventually, these factors are believed to be of great impact to
the pupils’ academic performance in school.

In line with this, may I request your kind assistance in evaluating my questionnaire?

The kind, munificent and cooperative assistance you extend to me is greatly appreciated. Thank
you very much and God bless you abundantly!

Very truly yours,

(Sgd) MACRINA REALINA-FONTEJON, MAME

Researcher

Noted:

(Sgd) ROLANDO B. NAVARRO, Ed. D.

Adviser

(Sgd) CHRISTOPHER BUENO, ED. D.

Dean, College of Teacher Education

Republic of the Philippines

UNIVERSITY OF NORTHERN PHILIPPINES
 143

Tamag, Vigan City

COLLEGE OF TEACHER EDUCATION

GRADUATE STUDIES

December 2, 2016

MR. FERDINAND RUYAN

Principal, Bantay West Central School
Bantay, Ilocos Sur

Sir:

Greetings in Jesus name!

I am a Doctor of Education (Ed.D.) student of the University of Northern Philippines-

College of Teacher Education-Graduate Studies. I am currently conducting a research
entitled “Parents’ Involvement and Pupils’ Academic Performance”. The study intends to
determine the attitude of parents towards school and the extent of the parents’
involvement to the activities of their children be at school and at home. Eventually, these
factors are believed to be of great impact to the pupils’ academic performance in school.

In line with this, may I request your kind assistance in evaluating my questionnaire?

The kind, munificent and cooperative assistance you extend to me is greatly appreciated.
Thank you very much and God bless you abundantly!

Very truly yours,

(Sgd) MACRINA REALINA-FONTEJON, MAME

Researcher

Noted:

(Sgd) ROLANDO B. NAVARRO, Ed. D.

Adviser

(Sgd) CHRISTOPHER BUENO, ED. D.

Dean, College of Teacher Education
Republic of the Philippines
UNIVERSITY OF NORTHERN PHILIPPINES
 144

Tamag, Vigan City

COLLEGE OF TEACHER EDUCATION

GRADUATE STUDIES

December 2, 2016

Mrs. EDITHA CHICOTE BAGCAL

Principal, Burgos Memorial School East
Vigan City

Madam:

Greetings in Jesus name!

I am a Doctor of Education (Ed.D.) student of the University of Northern Philippines- College of

Teacher Education-Graduate Studies. I am currently conducting a research entitled “Parents’
Involvement and Pupils’ Academic Performance”. The study intends to determine the attitude of
parents towards school and the extent of the parents’ involvement to the activities of their
children be at school and at home. Eventually, these factors are believed to be of great impact to
the pupils’ academic performance in school.

In line with this, may I request your kind assistance in evaluating my questionnaire?

The kind, munificent and cooperative assistance you extend to me is greatly appreciated. Thank
you very much and God bless you abundantly!

Very truly yours,

(Sgd) MACRINA REALINA-FONTEJON, MAME

Researcher

Noted:

(Sgd) ROLANDO B. NAVARRO, Ed. D.

Adviser

(Sgd) CHRISTOPHER BUENO, ED. D.

Dean, College of Teacher Education

Republic of the Philippines

UNIVERSITY OF NORTHERN PHILIPPINES
 145

Tamag, Vigan City

COLLEGE OF TEACHER EDUCATION

GRADUATE STUDIES

December 2, 2016

Mrs. ANITA PRESTO

Principal, Vigan National High School East
Nagsangalan, Vigan City

Madam:

Greetings in Jesus name!

I am a Doctor of Education (Ed.D.) student of the University of Northern Philippines- College of

Teacher Education-Graduate Studies. I am currently conducting a research entitled “Parents’
Involvement and Pupils’ Academic Performance”. The study intends to determine the attitude of
parents towards school and the extent of the parents’ involvement to the activities of their
children be at school and at home. Eventually, these factors are believed to be of great impact to
the pupils’ academic performance in school.

In line with this, may I request your kind assistance in evaluating my questionnaire?

The kind, munificent and cooperative assistance you extend to me is greatly appreciated. Thank
you very much and God bless you abundantly!

Very truly yours,

(Sgd) MACRINA REALINA-FONTEJON, MAME

Researcher

Noted:

(Sgd) ROLANDO B. NAVARRO, Ed. D.

Adviser

(Sgd) CHRISTOPHER BUENO, ED. D.

Dean, College of Teacher Education

Republic of the Philippines

UNIVERSITY OF NORTHERN PHILIPPINES
 146

Tamag, Vigan City

COLLEGE OF TEACHER EDUCATION

GRADUATE STUDIES

December 2, 2016

DR. MARIVIC REALIN

Principal, Benito Soliven Academy
Sto. Domingo, Ilocos Sur

Madam:

Greetings in Jesus name!

I am a Doctor of Education (Ed.D.) student of the University of Northern Philippines- College of

Teacher Education-Graduate Studies. I am currently conducting a research entitled “Parents’
Involvement and Pupils’ Academic Performance”. The study intends to determine the attitude of
parents towards school and the extent of the parents’ involvement to the activities of their
children be at school and at home. Eventually, these factors are believed to be of great impact to
the pupils’ academic performance in school.

In line with this, may I request your kind assistance in evaluating my questionnaire?

The kind, munificent and cooperative assistance you extend to me is greatly appreciated. Thank
you very much and God bless you abundantly!

Very truly yours,

(Sgd) MACRINA REALINA-FONTEJON, MAME

Researcher

Noted:

(Sgd) ROLANDO B. NAVARRO, Ed. D.

Adviser

(Sgd) CHRISTOPHER BUENO, ED. D.

Dean, College of Teacher Education

Republic of the Philippines

UNIVERSITY OF NORTHERN PHILIPPINES
 147

Tamag, Vigan City

COLLEGE OF TEACHER EDUCATION

GRADUATE STUDIES

January 11, 2017

Mr. JORGE M. REINANTE, CSEE, CEO VI, CESO V

Schools Division Superintendent
DepEd, Region I
Division of Ilocos Sur
Bantay, Ilocos Sur

Sir:

Greetings in Jesus name!

I am a Doctor of Education (Ed.D.) student of the University of Northern Philippines- College of Teacher
Education-Graduate Studies. I am currently conducting a research entitled “Parents’ Involvement and
Pupils’ Academic Performance”. The study intends to determine the profile of parents, their attitude
towards school and the extent of their parental involvement which is determined through commitment to
parental support as well as their parental activity and participation. These factors are believed to be of great
impact to the pupils’ academic performance in school.

At this juncture, I would like to ask permission from your good office to please allow me to float the
questionnaire in your division. Rest assured that all their answers will be treated with respect and utmost
confidentiality.

The kind, munificent and cooperative assistance you extend to me is greatly appreciated. Thank you very
much and may God bless you abundantly.

Very truly yours,

MACRINA REALINA-FONTEJON, MAME

Researcher

Noted:

ROLANDO B. NAVARRO, Ed. D.

Adviser

CHRISTOPHER BUENO, Ed. D.

Dean, College of Teacher Education
Approved by:

JORGE M. REINANTE, CSEE, CEO VI, CESO V

Schools Division Superintendent
Republic of the Philippines
 148

UNIVERSITY OF NORTHERN PHILIPPINES

Tamag, Vigan City
COLLEGE OF TEACHER EDUCATION
GRADUATE STUDIES

January 13, 2017

Dear Respondents,

Greetings in Jesus name!

I am a Doctor of Education (Ed.D.) student of the University of Northern Philippines-

College of Teacher Education-Graduate Studies. I am currently conducting a research
study entitled “Parents’ Involvement and Pupils’ Academic Performance”. The study
intends to determine the attitude of parents towards school and the extent of the parents’
involvement to the activities of their children be at school and at home. Eventually, these
factors are believed to be of great impact to the pupils’ academic performance in school.

In line with this, may I request you to share with me some of your most valuable time by
answering objectively the attached questionnaire. Your wholehearted cooperation will
pave way to the success of this endeavor.

The kind, munificent and cooperative assistance you extend to me is greatly appreciated.
Thank you very much and God bless you abundantly!

Very truly yours,

MACRINA REALINA-FONTEJON, MAME

Researcher

Noted:

ROLANDO B. NAVARRO, Ed. D.

Adviser

CHRISTOPHER BUENO, Ed. D.

Dean, College of Teacher Education
 149

Curriculum Vitae

PERSONAL DATA
Name MACRINA REALINA
FONTEJON
Date of Birth January 14, 1977
Place of Birth Cabuloan, Sta. Catalina, Ilocos Sur
Address Cabuloan, Sta. Catalina, Ilocos Sur
ParentsFather Mr. Santos Real Realina (+)
Mother Mrs. Conchita Raguindin Realina (+)
Siblings -Mrs. Gina Realina Sison
DZSO, Bombo Radyo,
San Fernando City
-Mrs. Lorena Realina Donato
Cabuloan Elementary School
Cabuloan, Sta.Catalina, I. Sur
-PO3 Victoriano Realina
SWAT Team - PNP Pateros
Metro Manilla
-Mr. Santos Realina Jr.
Templestowe, Victoria, Australia

Husband Dr. Dave Bellon Fontejon

Teacher III
Ilocos Sur National High School
Vigan City
Children Marc David R. Fontejon, 8 yrs old
Matt Daniel R. Fontejon, 2 yrs old

EDUCATIONAL ATTAINMENT
GRADUATE Doctor of Education (Ed.D.)
University of Northern Philippines
2017

Master of Arts in Mathematics Education

 150

University of Northern Philippines

2003

TERTIARY Bachelor of Science in Secondary Educ

University of Northern Philippines
1997

SECONDARY Cabittaogan High School

Cabittaogan, Sta. Catalina, Ilocos Sur
1993

ELEMENTARY Cabittaogan Elementary School

Cabittaogan, Sta. Catalina, Ilocos Sur
1989

HONORS AND AWARDS

Excellent Human Rights Educator

Commission on Human Rights-Region I,
San Fernando City, La Union December 2003

Best in MIS
Ilocos Sur Polytechnic State College
College of Agriculture
July 2003

With Distinction
College of Teacher Education
University of Northern Philippines
BSE, 1997

Ulirang Mag-aaral Award

College of Teacher Education
University of Northern Philippines
BSE, 1997

Academic Scholar
College of Teacher Education
University of Northern Philippines
BSE, 1994-1997
 151

Leadership Award (Bronze)

College of Teacher Education
University of Northern Philippines
BSE, 1997

2nd Honorable Mention

Cabittaogan High School
Cabittaogan, Sta. Catalina, Ilocos Sur
1993

With Honors
Cabittaogan Elementary School
Cabittaogan, Sta. Catalina, Ilocos Sur
1989

SPEAKING ENGAGEMENTS

Resource Speaker DepEd Ilocos Sur Division

“Human Rights Education Training
for Teachers”
October 2004

Commencement Speaker Cabittaogan National High School

Cabittaogan, Sta. Catalina,
Ilocos Sur
April 2004

Thesis Presenter University of Northern Philippines

“Research Utilization Seminar”
UNP Auditorium
August 2003

Resource Speaker Local Gov’t Units (LGUs) in I. Sur

High School & College Institutions
“Human Rights Awareness Seminar”
2002 – 2003

ELIGIBILITY
 152

PRC Licensure Examination for Teachers (LET)

Baguio City, Philippines
January 1998

CSC Career Service Examination - Sub-Prof Level

Vigan City, Philippines
December 6, 1996

VOLUNTEERISM Human Rights Education Educator

Commission on Human Rights
Regional Office No. I
San Fernando City, La Union
2002-2003

Medical Mission at Quirino, Ilocos Sur

Archdiocese of Nueva Segovia
January 2011

WORK EXPERIENCE Elementary School Principal

JeNeFa SCHOLASTICA, Inc.
Bayubay Sur, San Vicente, Ilocos Sur
May 2010 – present

Head Teacher
Living One Kids Developmental Center
Agdamag, Building, Vigan City
June 2009 – April 2010

English & Math Teacher

Al Naghi Palace
Jeddah, Kingdom of Saudi Arabia
September 2006 – March 2008

College Instructor
Ilocos Sur Polytechnic State College
College of Commercial and Social Services
Candon City
February 1999 – March 2007
 153

Clerk / Administrative Aide

Civil Service Commission – I. Sur Field Office
Vigan City
September 1998 – February 1999

Secondary School Teacher I

Immaculate Conception Minor Seminary
Ayusan Sur, Vigan City