Republic of the Philippines

Department of Education (Dep ED)

Region IV – A - CALABARZON

DIVISION OF CAVITE

District of General Trias

SANTIAGO NATIONAL HIGH SCHOOL

ACTION RESEARCH PROPOSAL

Project Title: “Impact of Parents’ Involvement and Academic Performance in

Science among Grade 7 Pupils in Santiago National High School in General Trias

District For School Year 2016-2017 ”.

Project Location: Santiago National High School

Proposed Date:

i. Context and Rationale

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, 1978). Therefore, it is important to examine factors

that contribute to early academic success and that are amenable to change.

Researchers have reported that parent-child interactions, specifically stimulating

and responsive parenting practices, are important influences on a child's academic

development (Christian, Morrison, & Bryant, 1998; Committee on Early Childhood

Pedagogy, 2000). By examining specific parenting practices that are amenable to

change, such as parent involvement, and the mechanisms by which these practices

influence academic performance, programs may be developed to increase a child's

academic performance. While parent involvement has been found to be related to

increased academic performance, the specific mechanisms through which parent

involvement exerts its influence on a child's academic performance are not yet fully

understood (Hill & Craft, 2003). Understanding these mechanisms would inform further

research and policy initiatives and may lead to the development of more effective

intervention programs designed to increase children's academic performance and in this

research we will try to identify the Impact Parents’ Involvement in Grade 7 students’

Academic Performance.

As per stated by Anniversario (2004) she stated that parents’ involvement

in the education of their children plays a vital role in the progress and development of

their Cognitive, Affective and Psycho-Motor Skills and such human development is a

weapon of for economic progress, political independence and revival of culture and
according to Anniversario, all those who parents who focused and ventured their
children

in the educational enterprise should be sensitive and cognizant of the various problems

that beset inside the classroom and our nation as well.

. As an elementary teacher we must inculcate learning and values to our

students and pupils by using interactive teaching-learning process, whereas, pupils are

allowed to have the opportunity to learn their lessons using their own unique strengths

and interest about the different subjects in our present K to 12 curriculum and must be

sustain according to Gregore and Ward (1997) as cited by Salboro (2007) that if an

educator wants to be successful , they need to know the needs of the individual.

Dunn (200) as acknowledged by Salboro (2007) gaining mastery and academic

performance is getting it from the individuals unique way of studying habits by applying

widespread change in the classroom teaching techniques, the teacher must have
different

approaches in using intellectual work in learning-teaching process like different social

groupings, alternative activities and more complex projects in order for students to have

an opportunity to use their inert strengths in dealing with talents and skills as stated by

Howard Gardner (1998) and as acknowledged by Salboro. (2007).

Salboro (2007) stated that teachers must provide better strategies that will be
use

to get attention and make students responsive in order for them to attain better learning

opportunities and better academic performance.

Parents as prime stakeholders are the needed people to help their children to

gain knowledge, retention of the lesson and make the classroom convenient because

they are the ones who donate their time, money and effort to improve not only physical
improvement, academic and non-academic performance inside the four corners of the

classroom.

But parents’ involvement in the academic performance of the students by helping

their children in their studies, by helping in reviewing their lessons (students/pupils), by

making follow-ups on the assignments and projects and involvement in Parent-

Teachers’ Meeting and Programs is a must in order for the students to be aware that

their parents are helping them to perform well in terms of academic and non-academic

performance inside the school.

The problem why our students have poor performance in their academic and
non-

academic only gives impact to the community due to lack of support, cooperation and

dedication to achieve the goals. Filipinos as mentioned by Salsboro (2007), needs

adequate and quality basic education , competent teachers and their capacity to adapt

new technologies in delivering instructions but, all of these will not be adequate if
teachers

are inactive in supporting their children in performing academically and non-academic.

Education is considered as a tool for life long learning for it helps the person in
the

development of his talent in he field of arts and literature, share ideas, analyze the ideas

being expressed and build students capacity to analyze systematically to attain self-

development and work habits and both of these will be achieved if parents are
cooperative

with teachers in overseeing the study habits and maintaining satisfactory academic

performance by checking or making follow ups to their children on what they

(pupils/students) have learned and re-teach or review the lessons of their children.
Parents’ Involvement has been defined and measured in multiple 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 (Epstein,

1996; Grolnick & Slowiaczek, 1994; Kohl, Lengua, & McMahon, 2000). The distinction

between the activities parents partake in and the attitude parents have towards

education was highlighted by several recent studies. Several studies found that

increased frequency of activities was associated with higher levels of child misbehavior

in the classroom (Izzo, Weissberg, Kasprow, & Fendrich, 1999), whereas positive

attitudes towards education

and school were associated with the child's increased academic performance (Rimm-

Kaufman, Pianta, Cox, & Bradley, 2003). Specifically, Izzo et al. (1999) reported that an

increase in the parent's school activities, such as increased number of parent-teacher

contacts, was associated with worsening achievement, as increased contacts may have

occurred to help the teacher manage the child's existing behavior problems. The

significance of parent attitudes toward education and school is less well understood,

although attitudes are believed to comprise a key dimension of the relationship between

parents and school (Eccles & Harold, 1996). Parents convey attitudes about education

to their children during out-of-school hours and these attitudes are reflected in the

child's classroom behavior and in the teacher's relationship with the child and the

parents (Kellaghan, Sloane, Alvarez, & Bloom, 1993).

As a teacher we are to make ourselves a motivator and facilitator of learning,

determine children’s individual differences to achieve better outcomes. As Aquino(2005)

stated and cited by Salboro (2007)the failure of the student is the as much of a failure of

the teacher and their parents..

Hence, this research is undertaken with the desire of the researcher to make

an effective and exhaustive assessment to find the significance between Impact

of Parental Involvement and Academic Performance, so this study entitled- “Impact of

Parents’ Involvement and Academic Performance in Science among Grade 7

Students in Santiago National High School in General Trias District For School

Year 2016-2017 ”.

A. STATEMENT OF THE PURPOSE

The study aims to determine the degree of relationship between Impact of

Parents’ Involvement and Academic Performance in Science among selected Grade 7

students at Santiago National High School in General Trias District for School Year

2016-2017.

Specifically it gives answers to the following questions.

1. What is the level of Impact Parents’ Involvement among the selected parents of

selected Grade 2 Pupils of San Luis Central Elementary School in San Luis

District?

2. What is the level of Academic performances in English among the selected

Grade 2 pupils In relationship with their parents’ involvement in their studies at

San Luis Central Elementary School?

3. What is the significant relationship exists along Impact Parent’s involvement and

Academic Performance in English between selected parents of their Grade 2

 pupils in San Luis Elementary School in the Cluster I District of the City Schools’

Division of Dasmariñas City?

4. What remediation activities shall be applied to improve Parents’ Involvement in

relationship with improving Academic Performance in English of Grade Two

Pupils of San Luis Central Elementary School?

B. SIGNIFICANCE OF THE STUDY

Teachers- The purpose of the study is to find out if there is existing relationship

between Impact of Parents’ Involvement and Academic Performance in English

among Grade 2 pupils in San Luis Central Elementary School. It is believed that

if the there is parental involvement and consistent follow up on academic and

non-academic studies it would help in the increase of academic performance

which will improve and make consistency in better relationship between parents

and their children and their (pupils/students) academic performance would

definitely improved and this would of course helps teachers to select appropriate

techniques of helping students during teaching-learning process and better

rapport among parents and the school. The results of this study will therefore,

bring both qualitative and quantitative benefits to the teachers.

Students- The outcome of this study will help the students in understanding

the impact of parents’ involvement in their academic performance and how will

their parents help in improving their academic performance and it would help as

a guide in achieving positive results.

 Parents- the outcome of this study will be able to assist and get the attention of

the parents in dealing with their children who are the primary beneficiaries of this

research and the researcher will try to determine the how parents involved or

immersed themselves in improving their children’s academic performance in

English. The researcher is somehow optimistic that parents will appreciate and

give their best effort in achieving increase on academic performance and

somehow

share their best practices to other parents, so they will look upon the welfare of

their children

Future researchers-This research would also serve as resource base to

scholars and researchers in carrying out further research on this field. They would

benefit from this study, for they would glean new ideas on the relationship of

Impact of Parents’ Involvement and Academic Performance in English of grade 2

pupils in correlation with how parents involved themselves in helping their

children

(especially their grade 2 pupils who are the variables of this study) to attain

academic performance in English of each individual Grade 2 students. This new

information would enable them to conceptualize a better framework leading to

the

development of high competency level. If applied it will go on to an extent to

provide

new explanation to the topic.

The Researcher- The results of the of this study will bring unique and new
 experience to the researcher himself. He would acquire self-fulfillment and joy

whatever success the conduct of this study brings. Likewise results will provide

him more knowledge and better understanding on the Impact of Parents’

Involvement and Academic performance in English among Grade 2 students of San

Luis Central Elementary School besides he could use these in exercising the positive

ones in the actual teaching field, thereby enriching her knowledge on her field

particularly on the impact of Parents’ Involvement and Academic Performance in

Englsih among parents and students belonging to Grade 2 Pupils in San Luis Central

Central School Elementary School

C. SCOPE AND LIMITATIONS

The study is focused on the existing relationship between Impact of

Parents’

Involvement and Academic Performance in English of selected Grade 2 pupils and their

parents in San Luis Central Elementary School in District of San Luis Schools’ Division

of Batangas Province. The dependent variables include the gender and parental

involvement of parents to their grade 2 pupils. On the other hand, the independent

variable is the respondents’ Academic Performance in English. This will be conducted at

San Luis Central Elementary School in the District of San Luis, Schools’ Division of

Batangas Province, covering First Grading of School Year 2016-2017.

CHAPTER II
 THEORETICAL FRAMEWORK

A. REVIEW TO RELATED LITERATURE

Francisco (1998) as recognized by Rodriguez(2003) also added that he found

out that academic performance is in relation with educational attainment of parents,

parents’ occupation and income, availability of learning resources at home, learning

activities prepared by the child and parents, and kind of media patronized that would

motivate good academic performance of pupils.

According to Portugal (1983) as cited by Samonte-Vericio (1995) stated

that

of in order to create a better formation of attitudes, is careful and honest examinations

of

students’ attitudes towards their subjects and with valid instruments, teachers can

identify where to start.

Academic performance according to Rolleda (1997) refers to the acquisition

of other desired information, understanding, skills, habits, interests and attitudes that

measure a child’s achievement in his or her academic subjects and these are

determine by his or her grades or scores.

According to Lanton’s Theory of Education as cited by Rolleda (1994) that

learning is facilitated by following factors such as sex, Intelligence Quotient Level,

interests, motivation and levels of performance. Rolleda (1997) also added that school

curriculum, facilities, teachers’ competence, home and the community are factors that

can be estimated in his or her learning lifestyle.

 Calumpitan (1985) as acknowledged by Samonte-Vericio (1995) cited that

aside from attitudes, there are factors that are related to academic performance and

all of these starts with motivation to get their interest until they attained their desired

goals, their attitudes toward the subjects and parents’ guidance over their children at

home.

Gregorio (1998), Monino (2000) as acknowledged by Bernales (2004) noted

that teachers can produce a favorable working and/or study condition , if teachers are

able to make progressive education that will facilitate and encourage learning among

students and pupils such as, nice school activities which can be a routine so that,

pupils and students will value the meaning of routine and it will become their habit,

furthermore, they would find out the reason why a habit should be develop and it will

facilitate speed, avoid wastage of time and aids to keep pupils and students to focus

on their work.

In order to attain positive academic performance according to Robertson

(1994) as cited by Rodriguez (2003).the following are being given emphasis:

1. Students and pupils’ attitude towards their teacher, interest on their subject and

study habits.

2. How pupils and students’ understand the direction in order to set upright study

conditions and get the ideas of the lesson.

3. Reading ability, to remember how to apply on what they read. If a student is a

poor reader it would lead to failure in academic performance.

4. High ability to a poor mark because students or pupils did not like the subject.

Clark and Miller (1989) as recognized by Rodriguez (2003) explained that

academic performance is intensive success attitude towards learning and the

acquisition of techniques and the factors involved according to Atkinson (1996) as

cited by Rodriguez (2003) are: comfortable classrooms, good facilities, educationally

qualified teachers that would boost better academic performance of pupils and/or

students.

Parent involvement is one factor that has been consistently related to a child's

increased academic performance (Hara & Burke, 1998; Hill & Craft, 2003; Marcon,

1999; Stevenson & Baker, 1987). While this relation between parent involvement and a

child's academic performance is well established, studies have yet to

examine how parent involvement increases a child's academic performance. The goal

of the present study was to test two variables that may mediate, or explain how, parent

involvement is related to a child's academic performance. Parent involvement was

defined as the teacher's perception of “the positive attitude parents have towards their

child's education, teacher, and school” (Webster-Stratton, 1998). Academic

performance was measured by two methods: standardized achievement test scores and

teacher report of academic performance through rating scales. Based on previous

research (Gonzalez-DeHass et al., 2005; Hughes et al., 2005), two possible

mechanisms, a child's perception of cognitive competence as measured by the child's

report, and the student-teacher relationship as measured by the teacher's report, were

examined for their ability to mediate the relation between parent involvement and

academic performance. It was predicted that parent involvement would no longer be a

significant predictor of a child's academic performance when the child's cognitive

competence and the student-teacher relationship were accounted for in the analyses.
 Several methods are used to measure child academic performance, including

standardized achievement test scores, teacher ratings of academic performance, and

report card grades. Standardized achievement tests are objective instruments that

assess skills and abilities children learn through direct instruction in a variety of subject

areas including reading, mathematics, and writing (Sattler, 2001). Teacher rating scales

allow teachers to rate the accuracy of the child's academic work compared to other

children in the class, and allow for ratings on a wider range of academic tasks than

examined on standardized achievement tests (DuPaul & Rapport, 1991). Report card

grades allow teachers to report on classroom academic performance, but are used by

few studies for early elementary school children due to, among other reasons, a lack of

a standardized grading system and uniform subject areas children are evaluated on.

Based on previous research made by Tupor Keane and Shelton (2007) as cited by

Calkins (2015), it was hypothesized that parents who have a positive attitude towards

their child's education, school, and teacher are able to positively influence their child's

academic performance by two mechanisms: (a) by being engaged with the child to

increase the child's self-perception of cognitive competence and (b) by being engaged

with the teacher and school to promote a stronger and more positive student-teacher

relationship.
 A. CONCEPTUAL FRAMEWORK

Figure I

In Figure I, we show Conceptual Framework Paradigm made by Rodriguez

(2003) that Gender and Parental Involvement as dependent variables, while the

Academic Performance in English among Grade 2 pupils as our dependent variable.

Dependent Variables. Independent Variable

Academic
Gender & Parental Performance in
Involvement English of Grade II
Pupils
B. HYPOTHESES

HO1. There is no significant differences in the assessment of respondents between

male and female pupils on the Impact Parents’ Involvement and Academic

Performance in English among selected Parents and their children who are Grade

II pupils of San Luis Central Elementary School. .

HO2. There is no significant difference in the academic performance in English between

male and female Grade 2 pupils in relation with their parents’ involvement in their

academic studies.

HO3. There is no significant relationship existing between parental involvement and

academic performance in English among Grade 2 pupils who are studying at

San Luis Central Elementary School.

 C. DEFINITION OF VARIABLES

Mercado (2005) identified the following variables that are being applied in the

teaching-learning processes that will be engaged to Grade 2 pupils who are taking

their regular Grade 2 subjects while parents shall look upon the performance of their

students by making daily follow-ups and interventions, so that students will be able to

remember and perform well in their academic subjects and designated by marks

computed by the teachers. In this study this would be taken from the grades of Grade 2

pupils from their First Grading for School Year 2017-2018.

Concentration- parents’ intense supervision and conscious guidance on the

application of mental and physical forces or both to perform a task on solving a problem,

reading and studying a lesson (Goods, 1987) as cited by Mercado (2005) explained that

concentration can be obtained by parents’ overseeing the ability of their children’s

ability

to attend to a selected stimuli to the exclusion of other stimuli. Added by Mercado

(2005) it is also referred as studying in quiet places, keeping alert, focusing on one’s

work,

keeping on studying despite distraction.

Evaluation through Test- determining students least mastered competencies

through examinations (summative and formative tests) and perform interventions to

overcome the weaknesses. This is given to students’ performance which is graded by

rubrics, determine index of mastery, pre-test, post test, achievement test and getting

the mean score, standard deviation and mean percentile score.as stated by Mercado

(2005)and here parents supervised the review in order for their children gained good
grades.

Remembering/Memorizing Data- as discussed by Mercado (2005) whereas,

it is the job of the parents to assist and guide students’ ability to remember the data in

mind after class discussion and reviewing the lesson and assignments and prepare

mentally for the upcoming periodic exams in order to review notes, recapitulation of the

concepts and recall the facts.

Speaking or Oral Recitation- assisting children in proper way on how able to

speak and express loudly in front of the class and to present reports in an interesting

manner as explained by Mercado (2005).

Writing- ability to jut down ideas and expressions in well structured paragraphs

and ideas are read legibly and/or may printed through computers as explained by

Mercado (2005) and parents’ job is to see if their children can write legibly and practice

their writing which is part of their development during their primary years in the
elementary

level.

Information Management Skills- as explained also by Mercado (2005) it is

the ability to locate or research information using standard sources (primary sources

or secondary sources) and to utilize this information effectively. It is also define as the

responsible use of the information and communications technology in order to avoid

plagiarism or violation of the intellectual property rights.

Listening- paying attention to lectures , avoiding noises and/or disruption

inside the classrooms and other naughty misbehaviors to attain better understanding

of the lesson (Mercado, 2005).

 Organizing time to review- according to Mercado (2005), it’s job of parents to

schedule regular time for studying everyday, and being organized by following definite

study-schedule, prioritizing studies and keeping up schedules to review the lessons or

tutorial lessons.

Reading skills- measured through appropriate description of ideas, can

understand the instructions being given inside the classroom, through books and

printed media and during tests as explained by Mercado (2005) and its parents’

involvement to see if their children can read and it’s a job of parents to intervene if their

children can read before and after class hours to help the students to recognize syntax

and ideas coming from the book or other media materials that are published for
reading..

CHAPTER III

RESEARCH METHODOLOGY

A. Research Design

The research made use of the Parent Involvement in Education

Questionnaire by Harter and Pike (2009) as cited by Calkins (2015) to be answered by

parents of Grade 2 students, First Grading General Percentile Average in different

subject areas among selected Grade 2 pupils of Zenaida H. Gaña Elementary School in

Cluster I District of the City Schools’ Division of Dasmariñas City and the 20 items

Attitude-Learning Inventory Questionnaires formulated by Calderon (1996) as cited by

Lubigan for Descriptive Survey Analysis using documentary records and checklist shall

be used to score each questions in the said descriptive questionnaire.

Descriptive avereages shall be applied to interpret and analyze the data

that is being gathered. Then selected pupils shall undergo teaching-learning process for

the whole First Quarter, their parents will be allowed to conduct their follow up reviews

and further remediation in order for students retention of the topics discussed for the
first

grading in recalling facts they have learned in all subject areas for Grade Two and they

will be given post test and the results of the test shall also be scrutinize through the use

of general averages so that, researcher can be able to interpret and analyze all data

gathered and shall be compared to correlate the coefficient so, it will help the
researcher

to determine the relationship between variables that relates the Impact of Parents’

involvement and Grade Two Pupils’ Academic Performance in Englis for School Year

2016-2017.

B. LOCALE OF THE STUDY

The study was conducted among the selected 50 Parents of Grade Two pupils of

San Luis Central Elementary School and 50 pupils in the said grade level in the

same elementary school in the District of San Luis respectively from the month of
June

to August (First Grading Period) School Year 2017-2018.

C. RESPONDENTS AND SAMPLING

The subject respondents of this study are 50 Grade Two pupils who are

taking all Grade Two subjects in the K to 12 Curriculum at San Luis Central Elementary

School in the District of San Luis in the Schoos’ Division of Batangas Province who will

answer the 20 items Attitude-Learning Inventory Questionnaires formulated by Calderon

(1996) as cited by Lubigan for Descriptive Survey Analysis using documentary records

and checklist and the Likert’s rating scale shall be used to score each questions in the

said descriptive questionnaire and post test for First Grading (March to August) School

Year 2016-2017.

Fifty selected parents of Grade two pupils of the same school shall

answer the Parent Involvement in Education Questionnaire by Harter and Pike (2009)
as

cited by Calkins (2015) shall be used to answer each questions in the said
questionnaire.

Post- test for First Grading topics shall be given to the selected Grade Two pupils

of they shall undergo normal classroom instructions and normal formative

assessments ,

the parents shall be allowed to be involved in helping their children in their studies

so they can recapitulate to prepare themselves in their post tests, afterwards general

averages shall be used to interpret and analyze the data. Teachers shall compute for
the

grades to identify if there is significant Impact between Parents’ Involvement and

Academic Performance in English of Grade Two students of San Luis Central

Elementary

School.

.
D. INSTRUMENTATION TO BE APPLIED

` In order to correlate the Impact of Parents’ Involvement and academic

performance of pupils the researcher will identify the Post- Test of Different in English of

Grade Two Pupils for First Grading Period wherein the researcher shall compare if there

is significant change in the academic performance in English of Grade two pupils in

regards with their the parents’ involvement to improve their performance in English.

The researcher shall compare post test results and interpret the mean scores,

mean percentile scores and the standard deviation of the tests.

The researcher shall also use the 20 items Attitude-Learning Inventory

Questionnaires formulated by Calderon (1996) as cited by Lubigan for Descriptive

Survey Analysis using documentary records and checklist and shall be used to score

each questions in the said descriptive questionnaire and post test for First Grading

(June to August) School Year 2016-2017.

E. PROCEDURE

After getting the samples (50 pupils and their parents from Sn Luis Central

Elementary School), the researcher shall give the post test for first grading

period after parents get involved in the learning and review process and will determine

the results of the test through gender distribution (between male and female of the

San Luis CentralElementary School

Afterwards researcher will determine the distribution of the results of the post-

test performance, males and then females (getting the class interval, frequency and

percentage.

The researcher shall determine distribution of the gender from the collected answer
from

the Grade Two respondents (males and females). The pupils shall undergo normal

classroom discussion and their parents shall helped in their review and learning process

before they will take their exams and parents shall helped their students in reviewing
their

lessons according to their preferred learning styles in preparation for their post test.
 Results of the post test shall be treated like the same applied during the pre-

tests. The research shall be undertaken for the whole School Year 2017-2018 (First

Grading Period only).

The procedure of the analysis of data was guided by the objectives set

forth in the statement of the problems with the end in view of arriving at answers the

hypothesis set up.

F. STATISTICAL ANALYSIS OF THE DATA

Table I.1 shows the Distribution of Respondents by Gender (Grade Two

Students)

Frequency Percentage
School By Gender
N=50 (%)
San Luis Central Elementary School
Male 22 44
Female 28 56
Total 50 100

Interpretation of the Data:

There are 22 males out of total 50 grade two students or 44% who are the
sample

of the study, while there are 28 out of 50 or 56% of the total female respondents
in

the study.

Table I.2 shows the Distribution of Respondents by Gender (Parents of Grade 2

pupils)

Frequency Percentage
School By Gender (Parents’ Distribution)
N=50 (%)
San Luis Central Elementary School
Male 23 43
 Female 27 57
Total 50 100

Interpretation of the Data:

There are 23 out of 50 male parent-respondents which is 43% and there are 27

female parent respondents which is 57 % with a total of 100%

Table II Below are the distribution of results of post-test in English Two among

male respondents for First Grading Period School Year 2017- 2018.

First Grading Period Post-Test (Male) (Total No. of Items 100)

Class Interval Frequency Percentage

100-95 0 0
94-90 2 9
89-85 7 32
84-80 12 55
79-75 1 4
74-70 0 0
69-65 0 0
64-60 0 0
59-55 0 0
54-50 0 0
49-45 0 0
44-40 0 0
39-35 0 0
34-30 0 0
29-25 0 0
24-20 0 0
19-15 0 0
14-10 0 0
9-5 0 0
4-0 0 0
 Total 22 100

Interpretation:

From the post test given after the parents involve themselves in the remediation

and reviewing their children, wherein 2 out of 22 or 9% got an average score of

90-94 in the post-test results, while 7 out of 22 males or 32 % got average scores

from 85-89, while 12 out of 22 grade two male respondents or 5% got average

80-84 and only 1 out of 22 or 4% got an average of 75-79.

The Mean score is 82 whereas more than 12 respondents were able to get the

score of 80-84 in the test while the mean percentile score is 55% in the test.

Table III Below are the distribution of results of post-test in English Two among
female respondents for First Grading Period School Year 2016- 2017.

Class Interval Frequency Percentage

100-95 0 0
94-90 8 29
89-85 11 39
84-80 6 21
79-75 3 11
74-70 0 0
69-65 0 0
64-60 0 0
59-55 0 0
54-50 0 0
49-45 0 0
44-40 0 0
39-35 0 0
34-30 0 0
29-25 0 0
24-20 0 0
19-15 0 0
14-10 0 0
9-5 0 0
4-0 0 0
Total 0 0

Interpretation:
 In The data above shown, 8 out of 28 or 29% of the female grade two

respondents attained the average score from 90-94, while 11 out of 28 or 39%

attained the score of 85-89, while 6 out of 28 or 21% attained the scores of 80-84

and 3 out of 28 or 11% got the average scores of 75 to 79. Means score is 87

whereas middle score ranged from 85-89 while the MPS is 38.7%

Table IV. Assessment of Parent- Respondents on their Involvement in the

learning of their children

LEARNING ATTITUDES Frequency Percentage

INVENTORY

M F M F

1 15 17 65 63

2 20 22 87 85

3 23 20 100 74

4 21 21 91 78

5 20 19 87 70

6 15 13 65 48

7 12 18 52 67
8 12 19 52 70

9 17 16 74 59

10 15 12 65 44

11 12 12 52 44

12 23 24 100 89

13 15 14 65 52

14 16 11 70 41

15 18 19 78 70

16 18 18 78 67

17 17 17 74 63

18 15 15 65 56

19 11 19 48 70

20 12 20 52 74

Overall Total 309 342 1455 1269

Interpretation

1. 15 out 23 male parent respondents or 65% stated that they have frequent

contacts with teachers to check their child’s progress, while 17 out of 27 or

63% female parent respondents also stated the same in the 1 st questionnaire.

2. 20 out 23 male parents or 87% stated that they volunteer when there is

annual school improvement program, while 22 out of 27 female parents or

85% also joins in the school improvement plan

3. 23 out 23 male parents or 100% agrees that it is their responsibility to help

the needs of the school while 20 out of 27 or 74% of female parents agree

also on the said questionnaire

4. 21 out of 23 or 91% of male parents agrees that they should help teachers in

the academic performance of their child, while 21 out of 27 or 78% of female

parents agrees on the same view.

5. 20 out of 23 of male parents or 87% agrees that they need to seek teachers’

suggestion to increase the academic performance of the child while 19 out 27

female parents or 70% agrees also on the said questionnaire.

6. 15 out of 23 male parents or 65% track their child’s behavior and

performance in school while 13 out of 27 of female parents or 48% agrees on

the same issue.

7. 12 out of 23 male parents or 52% track their child’s performance in school or

visiting their child’ subject teachers and there are about18 out 27 female

parents or 67% do the same to track their child’s academic performance.

8. 12 out of 23 or 52% of male parents review and read the lessons that their

child learned in school while 19 out of 27 female parents or 70% do also the

same with their child after classes.

9. 17 out of 23 male parents or 74% play and communicate with their child and

have bonding while 16 out of 27 or 59% of female parents do the same at

their homes.
 10. 15 out of 23 male parents or 65% are always present in every school events

while 12 out of 23 or 44% of female parents are active and present during

school events and affairs.

11. 12 out of 23 or 52% of male parents do have active and enjoyable with their

child while 12 out of 27 female parents or 44% of female parents do the same

with their child at home.

12. 23 out 23 or 100 male parents enjoy eating with the whole family and about

24 out 27 female parents or 89% enjoys eating with the family every time they

are inside the house.

13. 15 out of 23 or 65% of male parents enjoy doing household chores with their

children while 14 out of 27 or 52% female parents enjoy doing chores with

their child.

14. 16 out of 23 male parents or 70% of male parents enjoy watching tv and movies

with their child, while 11 out of 27 female parents or 41% enjoys the same with

their child.

15. 18 out of 23 or 78% of male parents enjoy doing school projects of their child

while 19 out 27 female parents or 70% do the same with their child.

16. 18 out of 23 male parents or 78% responsibly attends the PTA conference to

look the progress of their child as same as with 18 out of 27 female parents or

67% who always participate in the PTA conference in school.

17. 17 out of 23 or 74% male parents encourage their children to read and review

books and other literary materials while 17 out of 27 female parents or 63

encourages their children to read books.

 18. 15 out of 23 male parents or 65% and 15 out of 27 female parents or 56% tell

their children not to watch too much tv, go to bed early and review their lessons.

19. 11 out 23 or 70 % of male parent respondents wanted to get involved and be

part of all school program and activities while 19 out of 27 or 70% female parents

wanted to do the same.

20. 12 out of 23 male parents or 52% wanted to kiss and hugged their children to

show that they loved their children while 20 out 27 or 74% of female parents

stated that they do the same because they loved their children.

20 Items Parental Involvement Inventory Questionnaires by Harter and Pike (2009)

as cited by Calkins (2015) The following are ways in order for the researcher to know on

how you as Parent involve yourself in Educating, Making follow-ups for knowledge

retention and Reviewing your child as a student in Grade 2. This is to determine how

concern you are on the academic performance of your child and how you make rapport

between school officials in achieving harmonious relationship between teachers and

your

child in the different subjects in school. Please put a check (√) if you do the following

questionnaires to check your child’s progress in school and (x) if not..

Remember, This is not a test.

1._________ Contacts teachers to check child’s progress in school

2._________ Volunteers in school when there is annual school improvement program
3.__________ Helping the needs of the school is my responsibility as a parent
4.__________ As a parent I should help teachers in looking after the academic
performance of my child for it is their job to instill knowledge to their
students to perform well in school.
5._________ I ask teacher’s suggestions to help me to increase the academic
performance of my child
6._________ I track how my child behaves in school by visiting his/her class adviser
 and school’s guidance counselor
7.___________I track what my child doing in school regarding his/ her academic
performance by visiting and consulting his class adviser and subject
teachers
8.__________I read and review the lessons of the day discussed in school with my
child
9.__________I play, communicate and have bonding to have quality time with my child.
10._________I am always present school events and activities to have fun with my
child.
11._________ I have an enjoyable conversation with my child talk about activities and
programs in school
12. _________We eat together as family
13.__________Me and my children work chores together
14.__________Me and my children watch movie and tv shows together
15.__________ Me and my child do together the school projects at home
16.__________ As a parent I attend parents-teachers’ conferences every quarter to
determine the progress of my child.
17.__________ As parent I encourage my child to read books to review his/her lessons
and assignments.
18.__________I tell my children not to watch too much television and staying late at
night so they can review , retire early in bed and go to school early .
19.__________I am interested in patronizing and participating in school activities so my
child and I have quality time in school together.
20.__________I hug and kiss my child to let him/her know that as parent that I loved
them
 References of the Study

Anniversario, Luzviminda (2004) “Classroom Management and Academic Performance

of Junior and Senior High School in Science in Dasmarinas City National
High School” (Unpublished Master’s Thesis, Dela Salle University-
Dasmarinas City Campus, Cavite)

Barnales, Felipa (2004) “Teachers’ Classroom Management Skills and Teaching

Strategies; Their Influences On Pupils Academic Achievements” (Unpublished
Master’s Thesis, Philippine Christian University-Dasmariñas City Campus,
Cavite).

Bayan, Elena Paragas- (2005) “ Teachers’ Attitude And Perception Towards The Use
Of
Portfolios And Their Influence On Pupils’ Academic Performance” (Unpublished
Master’s Thesis, Philippine Christian University-Dasmariñas City Campus-Cavite).

Ercia, Corazon (1998) Academic Achievement of Among Junior and Senior High School
Students And Teaching Effectiveness Of Secondary School Teachers”
(Unpublished
Master’s Thesis, Philippine Christian University-Dasmariñas City Campus, Cavite)

Espejo, Zenaida (1997) “Learning Styles and Academic Performance Of Computer

Students In Integral Calculus” (Unpublished Master’s Thesis, Philippine Christian
University-Dasmariñas City Campus, Cavite)

Mercado, Isidro (2005) “ Influence of Study Skills On Students’ Academic Performance

 In Language Subjects In The Tertiary Level” (Unpublished Master’s Thesis,
Philippine Christian University, Dasmariñas City Campus, Cavite)

Paiton, Emelyn (1996) “Academic Achievement Of Grade VI Pupils And Some Personal
Factors In The Urban Community” (Unpublished Master’s Thesis, Philippine
Christian University, Dasmariñas City Campus, Cavite)

Rodriguez, Elsie (1997) “Correlates Of Performance In English Among Grade IV

Pupils in Indang, Cavite” (Unpublished Master’s Thesis, Philippine Christian
University, Dasmarinas City Campus, Cavite)

Rolleda, Luzviminda (1997) “Achievement Level In Science And Health Of Grade VI

Pupils In Silang II And Some Non-Intellective Variables” (Unpublished Master’s
Thesis, Philippine Christian University, Dasmariñas City Campus, Cavite)

Mercado, Isidro (2005) “ Influence on the Study Skills on Academic Performance in

Language Subjects in the Tertiary Level” (Unpublished

Master’s Thesis, PCU-Dasmarinas Campus, Cavite)

Rodil, Laarni (1996) “Mathematical Ability , Reading Comprehension and Problem

Solving Skills of Fourth Year Students of Bucal National High

School” (Unpublished Master’s Thesis, PCU-Dasmarinas,

Cavite)

Lubigan Jocelyn (2006) “Attitudes of Fourth Year High School Students Towards

Science and Mathematics and Its Influence on their

Academic Achievement in Physics” (Unpublished Master’s

Thesis, PCU-Dasmarinas, Cavite)

Viniegas, Luis (1993) “Academic Performance Among Third Year High School

Students in Selected National High Schools in East Cavite and

Some Psycho-Social Factors for SY 1992-1993)

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