Republic of the Philippines

Department of Education
Region IV – A - CALABARZON
DIVISION OF CAVITE
District of Alfonso
BUCK ESTATE NATIONAL HIGH SCHOOL
______________________________________________________________________

ACTION RESEARCH PROPOSAL

Project Title: “Parental Involvement In Relationship with Academic Performance

among Grade 7 Students in Buck Estate National High School; A Multiple

Mediational Analysis”.

Proponent: LEOVY A. MIRABONA- Teacher III, Buck Estate NHS

Project Location: Buck Estate National High School

Proposed Date:

Context and Rationale

Chapter I
Introduction

According to Anniversario (2004) Education plays a vital role in the progress and

development of a nation. It is a weapon of for economic progress, political

independence

and revival of culture and according to Anniversario, all those who ventured in the

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

beset our nation.

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 relationship of Parent Involvement and Pupils’

Academic Performance: A Multiple Mediational Analysis.

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 K to 12 curriculum and must be sustain according to

Salboro (2007) 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 whereas, 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 Filipino 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.

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.

 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.

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).

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.

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 Parental

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

and Academic Performance among Grade 7 Students in Buck Estate National

High School;A Multiple Mediational Analysis”.

A. STATEMENT OF THE PURPOSE

The study aims to determine the degree of relationship between Parental

Involvement and Academic Performance among selected Grade 7 students at Buck

Estate National High School in the District of Alfonso for School Year 2018-2019.

Specifically it gives answers to the following questions.

1. What is the level of Parental Involvement among the selected parents of selected

Grade VII students of Buck Estate National High School in the district of Alfonso?

2. What is the level of Academic performances among the selected Grade VII

students In relationship with their parents’ involvement in their studies at Buck

Estate National High School in the district of Alfonso?

3. What is the significant relationship exists along Parental involvement and

Academic Performance between selected parents and of Grade VII students in

Bick Estate National High School in the District of Alfonso?

B. SIGNIFICANCE OF THE STUDY

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

between Parental Involvement and Academic Performance among Grade 7

students in Buck Estate National High School of Alfonso District . It is believed

that
 if 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 effects of parental involvement 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.

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

Parental Involvement and Academic Performance of grade 7 students in

correlation

with how parents involved themselves in helping their children (especially their

grade 7 pupils who are the variables of this study) to attain academic
performance

of each individual Grade 7 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 relationship of Parental

Involvement and Academic performance among Grade 7 students of Buck

Estate

Estate National High School; As Mediational Analysis and besides he could use

these in exercising the positive ones in the actual teaching field, thereby
enriching

his knowledge on his field particularly on the impact of Parental Involvement and

Academic Performance among parents and students belonging to Grade 7

students in Buck Estate National High School.

C. SCOPE AND LIMITATIONS

The study is focused on the existing relationship between Parental

Involvement and Academic Performance of selected Grade VII students and their
parents

In Buck Estate National High School in the District of Magallanes.

The independent variables include the gender and parental involvement of parents to

their grade seven students. On the other hand, the dependent variable is the
respondents’

Academic Performance in different subject areas. This will be conducted at Buck Estate

National High School in the District of Alfonso, covering Second Grading of School Year

2018-2019.

CHAPTER II

THEORETICAL FRAMEWORK

A. REVIEW TO RELATED LITERATURE

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.

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.

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.

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.

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.

 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.

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.

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.

A. CONCEPTUAL FRAMEWORK

Figure I

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

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

Academic Performance VI as our dependent variable.

Independent Variables. Dependent Variable

Academic
Gender & Performance of
Parental Grade VII
Involvement students
 B. HYPOTHESES

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

male and female pupils on Parents’ Involvement and Academic Performance

among

selected parents and their children who are students of Buck Estate National

High School. .

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

female Grade VII students in relation with their parents’ involvement in their

academic studies.

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

performance of Grade VII pupils who are studying at Buck Estate National High

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 7 students who are taking

their regular Grade VII 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
VII

pupils from their Second Grading for School Year 2018-2019.

Concentration- intense and conscious 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 is 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).

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

it is the students’ ability to remember the data in mind during class discussion, to

review notes, recapitulation of the concepts and recall the facts.

Speaking or Oral Recitation- 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).

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 is setting aside

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).

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 Seven students, Second Grading General Percentile Average in

different subject areas among selected Grade VII students of Buck Estate National High

School in Alfonso District 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 and the Likert’s rating scale shall be used to score

each questions in the said descriptive questionnaire.

 Descriptive statistics shall be applied to interpret and analyze the data

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

for the whole Second 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 second grading in recalling facts they have learned in all subject areas for Grade Six

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

the use of descriptive statistics 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 is Parental involvement

and Grade Seven Academic Performance for School Year 2018-2019.

B. LOCALE OF THE STUDY

The study was conducted among the selected 88 Parents of Grade VII students

of Buck Estate National High School and 88 students in the said grade level in the

same school in the District Alfonso respectively from the month of August to October

(2nd Grading Period) School Year 2018-2019.

C. RESPONDENTS AND SAMPLING

The subject respondents of this study are 88 Grade VII students who are

taking all Grade VII subjects in the K to 12 Curriculum at Buck Estate National High

School in the District of Alfonso 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 Second Grading (August to October) School Year 2018-2019.

Eighty-eight (88) selected parents of Grade seven of the same school

shall answer the Parent Involvement in Education Questionnaire by Harter and Pike

(2009) as cited by Calkins (2015) and Likert Rating Scale shall be used to score each

questions in the said questionnaire.

Pre-test for 2nd Grading topics shall be given to the selected Grade VII students

who shall undergo normal classroom instructions and normal formative assessments ,

then their 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 descriptive

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

grades to identify if there is significant relationship between Parental Involvement and

Academic Performance of Grade Seven students of Buck Estate National High School.

.
D. INSTRUMENTATION TO BE APPLIED

` In order to correlate the Parental Involvement and academic performance of

students the researcher will identify the Pre-test and Post- Test of Different Subject
Areas

of Grade Seven Students for 2nd Grading Period wherein the researcher shall compare

if there is significant change in the academic performance of Grade VII students in

regards

with their the parents’ involvement to improve their performance in academics.

The researcher shall compare pre-test result and 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 the Likert’s rating scale

shall be used to score each questions in the said descriptive questionnaire and post test

for First Grading (August- October) School Year 2018-2019.

Eighty-eight (88) selected parents of Grade seven of the same

school shall answer the Parent Involvement in Education Questionnaire by Harter and

Pike (2009) as cited by Calkins (2015) and Likert Rating Scale shall be used to score

each questions in the said questionnaire.

E. PROCEDURE

After getting the samples (88 students and their parents from Buck Estate

National High School), the researcher shall give the pre-test and 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 Buck

Estate National High School in the District of Alfonso.

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

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

percentage and cumulative frequency).

The researcher will do the same procedure in getting the post test results
whereas,

he shall determine distribution of the gender from the collected answer from the Grade

VII 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 2 nd Quarter only of School Year

2018-2019 .

Students shall 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 Second Grading Period (August to October) School Year 2018-2019.

Eighty-eight (88) selected parents of Grade seven of the same school

shall answer the Parent Involvement in Education Questionnaire by Harter and Pike

(2009) as cited by Calkins (2015) and Likert Rating Scale shall be used to score each

questions in the said questionnaire.

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. Descriptive statistics like frequency counts, percentage and weighted

means were used to describe and to categorize the variables of the study. The

perception of the respondents were described by using the five point Likert Scale.

The answer categories are as follows:

5 - Always/Strongly Agree
 4 - Often/Agree

3 - Occasionally/Uncertain

2 - Seldom/Disagree

1 - Never/Strongly Disagree

F. STATISTICAL ANALYSIS OF THE DATA

Table I.1 shows the Distribution of Respondents by Gender

(Grade Seven Students)

Frequency Percentage
School By Gender
N=88 (%)
Buck Estate National High School
Male
Female
Total 88 100

Interpretation of the Data:

Table I.2 shows the Distribution of Respondents by Gender (Parents of Grade 7

Students)

Frequency Percentage
School By Gender (Parents’ Distribution)
N=88 (%)
Buck Estate NHS
Male
Female
Total 88 100

Interpretation of the Data:

Table II.1 Below are the distribution of results of pre-test in Filipino VII among
male
respondents for 2nd Grading Period School Year 2018- 2019.

2nd Grading Period Pre-Test (Male) (Total No. of Items 60)- Filipino

Class Interval Frequency Percentage Cumulative

Frequency
60-55
54-50
49-45
44-40
39-35
 34-30
29-25
24-20
19-15
14-10
9-5
4-0
Total

Interpretation:

Table II.2- Below are the distribution of results of post-test in Filipino VII among
male respondents for 2nd Grading Period School Year 2018- 2019.

First Grading Period Post-Test (Male) (Total No. of Items 60)- Filipino

Class Interval Frequency Percentage Cumulative

Frequency
60-55
54-50
49-45
44-40
39-35
34-30
 29-25
24-20
19-15
14-10
9-5
4-0
Total

Interpretation:

Table II.3 Below are the distribution of results of pre-test in English VII among
male
respondents for 2nd Grading Period School Year 2018- 2019.

2nd Grading Period Pre-Test (Total No. of Items 60)- English

Class Interval Frequency Percentage Cumulative

Frequency
60-55
54-50
49-45
44-40
39-35
 34-30
29-25
24-20
19-15
14-10
9-5
4-0
Total

Interpretation:

Table II. 4 Below are the distribution of results of post-test in English VII among
male respondents for 2nd Grading Period School Year 2018- 2019.

2nd Grading Period Post-Test (Total No. of Items 60)-English

Class Interval Frequency Percentage Cumulative

Frequency
60-55
54-50
49-45
44-40
39-35
 34-30
29-25
24-20
19-15
14-10
9-5
4-0
Total

Interpretation:

Table II.5 Below are the distribution of results of pre-test in Math VII among male
respondents for 2nd Grading Period School Year 2018- 2019.

2nd Grading Period Pre-Test (Total No. of Items 60)-Math

Class Interval Frequency Percentage Cumulative

Frequency
60-55
54-50
49-45
44-40
39-35
 34-30
29-25
24-20
19-15
14-10
9-5
4-0
Total

Interpretation:

Table II.6 Below are the distribution of results of post-test in Math VII among
male
respondents for 2nd Grading Period School Year 2018- 2019.

2nd Grading Period Post-Test (Male) (Total No. of Items 60)

Class Interval Frequency Percentage Cumulative

Frequency
60-55
54-50
49-45
44-40
 39-35
34-30
29-25
24-20
19-15
14-10
9-5
4-0
Total

Interpretation:

Table II.7 Below are the distribution of results of pre-test in Science VII among
Male respondents for 2nd Grading Period School Year 2018- 2019.

2nd Grading Period Pre-Test (Male) (Total No. of Items 60)-Science

Class Interval Frequency Percentage Cumulative

Frequency
60-55
54-50
49-45
44-40
 39-35
34-30
29-25
24-20
19-15
14-10
9-5
4-0
Total

Interpretation:

Table II.8 Below are the distribution of results of post-test in Science VII among
Male respondents for 2nd Grading Period School Year 2018- 2019.

2nd Grading Period Post-Test (Male) (Total No. of Items 60)-Science

Class Interval Frequency Percentage Cumulative

Frequency
60-55
54-50
49-45
44-40
 39-35
34-30
29-25
24-20
19-15
14-10
9-5
4-0
Total

Interpretation:

Table II.9 Below are the distribution of results of pre-test in AP VII among
Male respondents for 2nd Grading Period School Year 2018- 2019.

2nd Grading Period Pre-Test (Male) (Total No. of Items 60)-AP

Class Interval Frequency Percentage Cumulative

Frequency
60-55
54-50
49-45
44-40
 39-35
34-30
29-25
24-20
19-15
14-10
9-5
4-0
Total

Interpretation:

Table II.10 Below are the distribution of results of post-test in APVII among
Male respondents for 2nd Grading Period School Year 2018- 2019.

2nd Grading Period Post-Test (Male) (Total No. of Items 60)-AP

Class Interval Frequency Percentage Cumulative

Frequency
60-55
54-50
49-45
44-40
 39-35
34-30
29-25
24-20
19-15
14-10
9-5
4-0
Total

Interpretation:

Table II.11 Below are the distribution of results of pre-test in EsP VII among
Male respondents for 2nd Grading Period School Year 2018- 2019.

2nd Grading Period Pre-Test (Male) (Total No. of Items 60)-EsP

Class Interval Frequency Percentage Cumulative

Frequency
60-55
54-50
49-45
44-40
 39-35
34-30
29-25
24-20
19-15
14-10
9-5
4-0
Total

Interpretation:

Table II.12 Below are the distribution of results of post-test in EsP VII among
Male respondents for 2nd Grading Period School Year 2018- 2019.

2nd Grading Period Post-Test (Male) (Total No. of Items 60)-EsP

Class Interval Frequency Percentage Cumulative

Frequency
60-55
54-50
49-45
44-40
 39-35
34-30
29-25
24-20
19-15
14-10
9-5
4-0
Total

Interpretation:

Table II.15 Below are the distribution of results of pre-test in MAPEH VII among
Male respondents for 2ndt Grading Period School Year 2018- 2019.

2nd Grading Period Pre-Test (Male) (Total No. of Items 60)-MAPEH

Class Interval Frequency Percentage Cumulative

Frequency
60-55
54-50
49-45
44-40
 39-35
34-30
29-25
24-20
19-15
14-10
9-5
4-0
Total

Interpretation:

Table II.16 Below are the distribution of results of post-test in MAPEH VII among
Male respondents for 2nd Grading Period School Year 2018- 2019.

2nd Grading Period Post-Test (Male) (Total No. of Items 60)-MAPEH

Class Interval Frequency Percentage Cumulative

Frequency
60-55
54-50
49-45
44-40
 39-35
34-30
29-25
24-20
19-15
14-10
9-5
4-0
Total

Interpretation:

Table III.1 Below are the distribution of results of pre-test in Filipino VII

results among female respondents for 2nd Grading Period School

Year 2018-2019

2nd Grading Period Pre-Test (Total No. of Items 60)-Filipino VII

Class Interval Frequency Percentage Cumulative

Frequency
60-55
 54-50
49-45
44-40
39-35
34-30
29-25
24-20
19-15
14-10
9-5
4-0
Total

Interpretation:

Table III.2 Below are the distribution of results of post-test in Filipino VII

results among female respondents for 2nd Grading Period School

Year 2018-2019.

2nd Grading Period Post-Test (Total No. of Items 60)-Filipino

Class Interval Frequency Percentage Cumulative

Frequency
60-55
 54-50
49-45
44-40
39-35
34-30
29-25
24-20
19-15
14-10
9-5
4-0
Total

Interpretation:

Table III.3 Below are the distribution of results of pre-test in English VII results

among female respondents for 2nd Grading Period School Year 2018-

2019.

2nd Grading Period Pre-Test (Female) (Total No. of Items 60)-English VII

Class Interval Frequency Percentage Cumulative

Frequency
60-55
 54-50
49-45
44-40
39-35
34-30
29-25
24-20
19-15
14-10
9-5
4-0
Total

Interpretation:

Table III.4 Below are the distribution of results of pre-test in English VII results

among female respondents for 2nd Grading Period School Year

2018-

2019.

2nd Grading Period Post-Test (Total No. of Items 60)-English

Class Interval Frequency Percentage Cumulative

Frequency
 60-55
54-50
49-45
44-40
39-35
34-30
29-25
24-20
19-15
14-10
9-5
4-0
Total

Interpretation:

Table III.5 Below are the distribution of results of pre-test in Math VII

results among female respondents for 2nd Grading Period School

Year 2018-2019.

2nd Grading Period Pre-Test (Total No. of Items 60) Math

Class Interval Frequency Percentage Cumulative

Frequency
 60-55
54-50
49-45
44-40
39-35
34-30
29-25
24-20
19-15
14-10
9-5
4-0
Total

Interpretation:

Table III.6 Below are the distribution of results of post-test in Math VII

results among female respondents for 2nd Grading Period School

Year 2018-2019.

2nd Grading Period Post-Test (Total No. of Items 60)-Math

Class Interval Frequency Percentage Cumulative

Frequency
 60-55
54-50
49-45
44-40
39-35
34-30
29-25
24-20
19-15
14-10
9-5
4-0
Total

Interpretation:

Table III.7 Below are the distribution of results of pre-test in Science VII results

among female respondents for First Grading Period School Year 2018-

2019.

2nd Grading Period Pre-Test (female) (Total No. of Items 60)

Class Interval Frequency Percentage Cumulative

Frequency
 60-55
54-50
49-45
44-40
39-35
34-30
29-25
24-20
19-15
14-10
9-5
4-0
Total

Interpretation:

Table III.8 Below are the distribution of results of post-test in Science VII results

among female respondents for 2nd Grading Period School Year

2018-2019.

2nd Grading Period Post-Test (Total No. of Items 60)-Science

Class Interval Frequency Percentage Cumulative

Frequency
 60-55
54-50
49-45
44-40
39-35
34-30
29-25
24-20
19-15
14-10
9-5
4-0
Total

Interpretation:

Table III.9 Below are the distribution of results of pre-test in AP VII

results among female respondents for First Grading Period School

Year 2018-2019.

2nd Grading Period Post-Test (Total No. of Items 60)-AP

Class Interval Frequency Percentage Cumulative

Frequency
 60-55
54-50
49-45
44-40
39-35
34-30
29-25
24-20
19-15
14-10
9-5
4-0
Total

Interpretation:

Table III.10 Below are the distribution of results of pre-test in AP VII

results among female respondents for 2nd Grading Period School

Year 2018-2019.

2nd Grading Period Post-Test (Total No. of Items 60)

Class Interval Frequency Percentage Cumulative

Frequency
 60-55
54-50
49-45
44-40
39-35
34-30
29-25
24-20
19-15
14-10
9-5
4-0
Total

Interpretation:

Table III.11 Below are the distribution of results of pre-test in EsP VII

results among female respondents for First Grading Period School

Year 2018-2019.

2nd Grading Period Post-Test (Total No. of Items 60)

Class Interval Frequency Percentage Cumulative

Frequency
 60-55
54-50
49-45
44-40
39-35
34-30
29-25
24-20
19-15
14-10
9-5
4-0
Total

Interpretation:

Table III.12 Below are the distribution of results of post-test in EsP VII

results among female respondents for 2nd Grading Period School

Year 2018-2019.

2nd Grading Period Post-Test (Total No. of Items 60)

Class Interval Frequency Percentage Cumulative

Frequency
 60-55
54-50
49-45
44-40
39-35
34-30
29-25
24-20
19-15
14-10
9-5
4-0
Total

Interpretation:

Table III.15 Below are the distribution of results of pre-test in MAPEH VII

results among female respondents for 2nd Grading Period School

Year 2018-2019.

2nd Grading Period Post-Test (Total No. of Items 60)-MAPEH

 Class Interval Frequency Percentage Cumulative
Frequency
60-55
54-50
49-45
44-40
39-35
34-30
29-25
24-20
19-15
14-10
9-5
4-0
Total

Interpretation:

Table III.16 Below are the distribution of results of pre-test in MAPEH VII

results among female respondents for 2nd Grading Period School

Year 2018-2019.

2nd Grading Period Post-Test (Total No. of Items 60) MAPEH

Class Interval Frequency Percentage Cumulative

Frequency
 60-55
54-50
49-45
44-40
39-35
34-30
29-25
24-20
19-15
14-10
9-5
4-0
Total

Interpretation:

Table IV. 1Below are the distribution of results of general average of grades in

different Grade VII subjects results among male respondents for

Second

Grading Period School Year 2018-2019.

Second Grading General Average

Class Interval Frequency Percentage Cumulative

 Frequency
100-95
94-90
89-85
84-80
79-75
74-70
Total

Interpretation:

Table VI.2 Below are the distribution of results of general average of grades in

different grade VII subjects results among female respondents for

Second Grading Period School Year 2018-2019.

Second Grading General Average

Class Interval Frequency Percentage Cumulative

Frequency
100-95
94-90
89-85
84-80
79-75
74-70
Total

Interpretation:

Table V. Assessment of Respondents on their Learning Attitude Inventory

LEARNING ATTITUDES Male Female

INVENTORY
 Weighted Descriptio Weighted Description

Mean n Mean

10

11

12

13

14

15

16

17

18

19

20
Overall Mean

Interpretation:

Table VI. Assessment of Respondents on their Parental Involvement Inventory

PARENTAL INVOLVEMENT Male Female

INVENTORY

Weighted Descriptio Weighted Description

Mean n Mean

10

11

12

13
14

15

16

17

18

19

20

Overall Mean

Interpretation

Table VI.1 Difference of assessment of respondents on the 2nd Grading Pre-Test

when grouped according to gender.

Pre-Test Weighted Computed Statistical

Performance Mean T- value Inference
_________________________________________________________________
_

Male

Female

Table VI.2 Difference of assessment of respondents on the 2nd Grading Post-

Test when grouped according to gender.

Post-Test Weighted Computed Statistical

Performance Mean T- value Inference
_________________________________________________________________
_

Male

Female

Table VII.1 Difference of assessment of respondents on their Learning Attitude

inventory when grouped according to gender.
Post-Test Weighted Computed Statistical
Performance Mean T- value Inference
_________________________________________________________________
_

Male

Female

Table VII.2 Difference of assessment of respondents on their Parental

Involvement Inventory when grouped according to gender.

Post-Test Weighted Computed Statistical

Performance Mean T- value Inference
_________________________________________________________________
_

Male

Female

Table XVIII. Relationship between Parents’ Involvement, Students’ Learning

Inventory and Academic Performance

 Overall r - computed Statistical
Mean value Inference
________________________________________________________________
_

Parental Involvement Inventory

Students’ Academic Performance

Students’ Learning Inventory

20 Items Learning Attitude Inventory Questionnaires by Calderon (1996) as cited by

Lubigan.
 The following are ways in order for the researcher to know on how you as

student perceive your subjects in Grade 7 . Rank them from 1-5 depending upon your

experience.

Write in the blank the corresponding numbers you have chosen, whereas 5 is

Always, 4 is Often, 3 is Occasionally, 2 is seldom and 1 is Never.

Remember, This is not a test.

1._________I like every topic in my Grade VII subjects

2._________I like all and find interesting my Grade VII subjects.

3._________All my subjects in Grade VII are important in everyday life.

4._________I easily understand concepts in all grade VII subjects

5._________I find it hard to understand what we are doing in our Grade VII class.

6._________I like solving problems and situations in my Grade VII subjects.

7.________For me all my subjects in Grade VII are less important in everyday life.

8.________I am afraid and insecure of all my Grade VII subjects.

9.________I am always getting high grades in different subjects in Grade VII.

10._______I always attend all my subjects in my Grade VII class.

11._______I am not willing to study my Grade VII subjects.

12._______My Grade subjects teach me to analyze, solve and discover problems and

answers.

13._______I got lower grades in all my Grade VII subjects.

14._______I enjoy working in all my activities and assignments in the different subjects

in Grade VII.

15.________I got good grades in all my Grade VII subjects

16.________I am worried , nervous and confused whenever I attend all my academic

subjects in Grade VII

17.________I hate all my Grade VII subjects because it is boring and I get bored with

my

teachers.

18.________I try to solve and participate in all activities no matter how hard it is.

19.________All my Grade VII plays a major role in promoting me to junior high school

and what track to enroll in my senior high school.

20.________I am not tense nor tight when doing my recitation and participation in all

Grade VII subjects.

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 7. 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.

Rank them from 1-5 depending upon your experience.

Write in the blank the corresponding numbers you have chosen, whereas 5 is Always, 4

is Often, 3 is Occasionally, 2 is seldom and 1 is Never.

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 not my responsibility as a parent
4.__________ As a parent I should not 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

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

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Students in Selected National High Schools in East Cavite and

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