BOYLE RESEARCH PAPER Complete

MCA MONTESSORI SCHOOL – Senior High School
March 2022
The Impact of Parents Expectations to the social behavior

of Grade 11 STEM Strand students
of MCA Montessori School
Practical Research 1
Submitted by:
Boyle
Submitted to:
DR. REYNALDO A. NAMA
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Chapter 1
THE PROBLEM AND IT’S BACKGROUND
Introduction
Many students struggled in their daily lives because of the pandemic.
Due to the pandemic, schools are compelled to close to prevent the contact and
the spread of the virus. The students have no choice but to study at home using
the new normal method of learning. Due to this, the likelihood that parents expect
from their children may increase. Since Senior Highschool Students are going to
college, the pressure is doubled. The pressure from their parent and the pressure
of getting into their dream college. These pressures will influence the massive
changes in students’ behavior making them strive harder to meet the expectation
of their parents and to get into their dream college.
This qualitative research focuses on the struggles and experiences of
the STEM students brought upon by the extreme expectations from their parents
and how they behave with their family, friends, and other close connections.
This research tackles the severe or even deadly impacts on the changes of the
social behaviors of the Grade 11 STEM Students of MCA Montessori School
According to Author John H. Spalding, “Those who believe in our abilities do
more than stimulate us”. When parents create or set an expectation, it changes
the children’s behavior, and they create an atmosphere in which students are
easier to succeed. The student whose parents with high expectations are
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pressured that’s why they obtain better grades, perform better on a standardized
test and stay in school longer compared to those students whose parents have
low expectations. These students will choose to study rather than socialize or
hang out with their peers (Davis-Kean 2005: Pearce 2006; Vartanian et al. 2007).
Furthermore, expectations limit the social life of the student and regulate the
family background and achievement. The success of the students in school,
scholastic and social resiliency and other aspirations are driven or linked to high
parental expectations (Hossler and Stage 1992; Reynold1998).
When parents set an expectation for their children, the action is
expected but when these expectations are not met, it is frequently subjected to
harsh criticism, leading to self-doubts about their abilities and intelligence, and
results in anger, dissatisfaction, and disappointments. Maintaining excellent
grades and being an achiever is challenging especially for those who have
Parents that have high expectations when it comes to education. Parents who
continue to push the children to their boundaries without considering the overall
development of their children result in stress, disappointment, anxiety, and
worse, suicides. Parents' mindsets cause the emotional peculiarity of the
children. Parental expectations are based on an evaluation of the child's
performance as well as the resources available to support a particular degree of
accomplishment. In some the countries like the Philippines where most parents
have high expectations for their children because they believe that their children
are the key to their success and the path of their desire.
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The academic achievements of students are conjectured to be
correlational by the support given by the parents (Chen, 2008). However, this
support from parents can also be a burden as this comes with high expectations
from the parents, and this becomes stressful for the students to cope with
(Saha,2017).
Eventually, this study aims to show the correlation of extreme
pressure coming from the parent changes students’ way of interaction and
behavior. Having high expectations of students can lead to mental illness if they
do not meet the expectation of their parents. Some reason why a lot of parents
set high expectations is that they want their children not to experience how hard
life is and achieve all the things that they did not achieve in their times.
Background Of The Study
High expectation plays a crucial role in student life. It affects student
positively and negatively. High expectation has exhausting effect on students.
And yet, high expectations also have benefits of encouraging the students to
develop abilities and achieve their goals. Students in senior high school,
particularly Grade 11 STEM students at MCAMS, are currently pressured by their
parent’s expectations because their parent wants them to achieve things that
they didn’t achieve and their parents regard education as the only means to
success. And because of these, parents encourage their children to concentrate
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on their studies and strive for higher and stable jobs in the future so that they
would be uplift or save from poverty. As a result, Grade 11 STEM students are
suffering mentally, emotionally, physically, and socially to meet the expectation
that had been set by their parents.
The impact of expectation on children's academic performance was
studied by psychologists and other professionals. According to findings, it has a
big impact on a student's academic success. The more expectation you put to
people, the harder they perform in school. However, there was more concerning
matter. Grade 11 STEM students suffers anxiety, stress, and depression as they
meet the expectation of their parents.
For the qualitative phase, 13 male and 12 female senior high school
students in MCA Montessori School were randomly selected. The researcher
created seven (7) item questionnaire to assess the 25 student that is randomly
selected in MCA Montessori School.
In the end view, the study aims to spread awareness about the effects of
high expectation to Grade 11 STEM students and why parents set or put
expectation on their children, and how parents affect the academic performance
of their children. The study develops or suggest parents to go easy with their
children to avoid affecting the social behaviors as well as well being of the
students negatively.
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Significance of the Study

The main purpose of this study is to acknowledge how the expectations
of every parent affects their children. This research could help the institution to
look for ways to conduct more effective ways to help the students. The result of
the study may also serve
as the way how the parents will properly nurture and understand the students'
pressure so that they can help their child improve their social behavior.
Students –This study will help them realize that it is not necessary to put too
much pressure on themselves just to meet the high expectation of their parents.
Parents - This study is to make them realize things and to help them avoid
having too much expectations of their children on social behavior that causes
their children to choose silence rather than be open to them.This would help the
parents realize that the impact of their expectations may cause the students to
experience emotional trauma.
Readers – This study might help them realize how the expectations of every
parent affects their children and causes them to have mental breakdowns.
Researchers - This research is to help them research and gather information on

how the expectations of parents affects the social behavior of their children.
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Theoretical Framework
High expectation establishes self-efficacy within students, making
students more productive and motivated to set goals and work hard to attain
them. This study is founded on the theory of Hattie, the study also includes that
expectation influences student achievement and affecting the amount and
motivation of students to learn. This study is supported by Benny and Mistry
(2007), They stated that parents’ expectations influenced the academic
performance of students in different ways.”
Expectations for success (i.e., competence-related beliefs) are more
strongly linked to performance. This study is founded on the theory of
expectancy-value theory. This expectancy-value is useful, this explains about the
influence of parents’ expectation on their children’s’ academic performance and
how parents’ expectations are developed. The study from theory of expectancy-
value is supported by the theory of Bandura, Bandura et al (1996) found that
children whose parents had high expectation on their children had an immense
academic performance than those children whose parents had less expectation.
Therefore, the more pressure the child could get, the more they will be conscious
on their grades or studies, and this could affect the social behavior of every
student. The researchers Benny and Mistry (2007) stated that a parent who has
a high expectation on their children will reduce the detrimental impact of
Teachers’ low expectations. The academic performance of students might lead to
low academic performance because it was also influenced by the perception of
parents’ expectation rather than their actual expectations. The differences
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between students’ expectation and their perception about their parents’
expectation could also be the reason of students’ poor academic performance as
this expectation influences the behavior of every student.
These theories is deemed appropriate to this study since it looks into the
perception or impression of students and discusses that expectation on students
and how the expectation from someone affects the academic performance as
well as the behavior of every students.
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Conceptual Framework
Expectations
A. Student
A. Parenting Style Presentation of
Expectation
B. Student Personality B. Emotional

Type Reaction
Resolve and
Action
Family
SOCIAL INTERACTIONS Peers

AMONG:
Community
DATA COLLECTION
AND ANALYSIS CONCLUSIONS
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Figure 1: Paradigm Of The Study
Presents a visual illustration of the study about the impact that affects the
social behavior of students by their parents expectations. As presented on the
factors that influence the expectations of parents, parenting style and the
student's personality type affects on how the students interpret their parent's
expectation on them, and how they reacted emotionally that results to the action
that they took and how they dealt with it. The student's social interaction among
the family, peers and community is directly affected by the factors that influences
the parents expectations. Through data collection and analysis, the direct
relationship between the variables can be established.
The researchers believed that this study will develop awareness about how the
parental expectation impact the student's social behavior and the importance of
setting realistic expectations.
Statement of the Problem
The study aim on the awareness of parents' expectations. The researchers
found people who were parenting had an impact on their children's behavior. This
will comprise the respondents of the study. At the process level, the researchers
will conduct an interview and give follow-up questions to the respondents; as an
out of the study, the researchers believed that this study will improve the
knowledge and awareness of the people who had an impact on their children’s
behavior.
1. Do you feel under stress every semester? How?
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2. Are you concerned about your parents' reaction to your poor grades?
Why?
3. What do you feel when your parents giving you high expectations when it
comes to your academic performances?
4. How do you deal with the expectations or pressure given by your parents
as a student?
5. In your own opinion, what do you think is the possible impact of parents'
expectations on their child or as students?
6. What do you think when your parents tells you to study harder and be
more focused on study rather than having fun?
7. Do you think that your parents’ expectations are affecting your social
behavior as a student? In what way?
Scope and Delimitation
This research is about the impact of parents' expectations on the social
behavior of grade 11 stem strand students of MCA Montessori School it is stated
here in the research paper that Parental contribution enhances educational
fulfillment while also having a positive effect on student view and behavior. A
student's outlook regarding schooling, academic behavior, personality, absence,
the determination can all be guided by a parent's involvement and assistance in
their child's education.
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Definition of Terms
Absence - the state of being separated from a person or a location.
Academic Performance - the assessment of student performance in a variety of

academic subjects.
Achievement - is defined as something that is attained via significant effort,

courage, or extraordinary abilities.
Acknowledge - recognize or understand the truth or existence of.
Analysis - the act of thoroughly researching or investigating something to learn

more about it.
Appreciate - give thanks for (something)
Awareness - a person's understanding or perspective of a situation or truth.
Behavior - how one acts or behaves, particularly toward others believe active
learning has a cheap cost will choose to engage deeply in active learning
activities.
Benny and Mistry (2007) - claimed that "Parents' expectations influenced

students' academic achievement in several ways,"
Civilized - bring to a stage of social and cultural development that is deemed

advanced.
Community - a group of people who share common interests and live in the
same place.
Compelled - They make the kids accomplish something by forcing or obliging
them.
Comprise - consist of; be composed of.
Conduct - the action or method of running a business or an organization.
Contribution - a donation, payment, or collection to a shared fund or collection.
Cope - to deal with and try to solve problems and challenges.
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Correlational - Different industries might benefit from understanding and
analyzing numerous relationships.
Data collection - The process of acquiring and measuring data on variables of

interest in a systematic manner that allows one to answer research questions,
test hypotheses, and assess results.
Dissatisfaction - Unsatisfied with the work Conjectured- a judgment or
conclusion reached based on insufficient information.
Disturbed mind - is typically emotionally upset and needs special attention or

therapy.
Enhances - intensify, increase, or expand the quality, value, or scope of.
Expectations - a strong conviction that something will occur or occur in the

future.
Extracurricular - pursued in addition to a regular academic program.
Fulfillment - the accomplishment of a goal that has been set, promised or

expected.
Goals - all of the goals you desire to achieve in your life.
Hope - a sense of anticipation and longing for something to happen.
Involvement - Being involved in or engaging in anything is a fact or

circumstance.
Mental breakdown - A nervous breakdown, sometimes known as a psychotic

break, is a period of extreme emotional suffering. You are unable to function in
your daily life during this time.
Motivation - the reason or reasons one has for acting or behaving in a particular
way.
Outlook - a person's perspective on things or general attitude.
Parenting style - a set of attitudes or a pattern of parental authority toward the

child that is communicated to the child and serves to set the emotional tone for
parental behavior.
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Pressure - Something in contact with an object exerts a physical and emotional

force on or against it.
Qualitative - related to, assessing, or being measured by something's quality
rather than its quantity.
Respondents - a person who responds to something, especially one who fills

out a survey or questionnaire or responds to a commercial.
Self-efficacy - refers to a person's belief in his or her ability to carry out the
actions required to achieve specified performance goals.
Social - about society or its structure.
Social Behavior - All conduct that influences or is impacted by other members of

the group is characterized as society.
Peers - a person of the same age or social standing as you, or someone on your
level
Standardized - Any type of test that requires all test takers to answer the same
questions is referred to as a standardized test.
Tackles - a mechanism for lifting heavy objects made up of ropes, pulley blocks,
hooks, or other components.
Tension - the condition of having tense muscles, especially when they are
causing strain or discomfort.
The theory of expectancy-value Theory - Students who value active learning,

believe they can participate successfully in active learning, and perceive a low
cost to doing active learning, they will make the choice to deeply engage in active
learning activities.
Theory of Hattie - Hattie thought that how students see themselves, as well as
what they consider to be most important in terms of their learning and desired
objectives, has a substantial impact on their motivation to study and subsequent
classroom behavior.
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ACRONYMS:
MCA – Marcy Ann C. Agdamag Montessori School
STEM – Science, Technology, Engineering, and Mathematics
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Chapter 2
REVIEW OF RELATED LITERATURE AND STUDIES
Foreign Literature
Parental expectations are positively related to their children’s higher
academic achievement. Parental expectations have a great impact on children’s
STEM academic achievement; however, parental participation in school affairs
and checking their children’s homework have little effect on their STEM academic
achievement. A common assumption is that if parents can give their children
some guidance in their homework, their children’s academic achievement in
STEM subjects will be improved. (An, Wang, Yang, Du, 2018).
There have been increasing concerns about the significant decline in
teenagers’ intentions to pursue STEM subjects or careers. parental long-term
expectations were closely linked to STEM career aspirations, whereas, perceived
parental short-term expectations were closely linked to self-efficacy. Out-of-
school STEM experiences and STEM media consumption both had positive
impacts on aspirations and shaped different aspects of students’ perceived
parental expectations. Additionally, significant gender differences were found in
STEM media consumption, self-efficacy, and aspirations. These relationships
mainly were invariant across school levels. (Chen, Chiu, Zhu and So, 2022).
Extensive research has demonstrated the positive relationship between
parental expectations and adolescents’ academic performance. However, little
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attention has been paid to the negative influence of parental expectations on
adolescents’ emotion well-being. The present study investigated the effects of
high parental expectations on both academic performance and depression of
adolescents. In addition, it also explored whether these relationships could be
mediated through adolescents’ value of academic success, self-efficacy, and
supports from parents and school. The sample consisted of 872 adolescents
from secondary schools in Hong Kong and the results revealed that high parental
expectations were positively associated with adolescents’ academic performance
and also positively associated with their depression. (Ma, Siu & Tse, 2018)
Parental expectations have the greatest impact on students’ achievement
in STEM subjects. parental expectations are positively related to their children’s
higher academic achievement. Parents who regularly engage in school affairs
and have high educational expectations for their children positively influence their
children’s academic achievement. (An, Wang, Yang & Du, 2018)
There is a strong belief in society that parental involvement has a strong
positive effect on students’ academic performance. Student learning not only
takes place in schools but also the contexts of families and communities play a
great role (Ma, Shen, Krenn, Hu & Yuan, 2016).
We examined perceived emotional support and expectations from
parents, teachers, and classmates in relation to Mexican American adolescents’
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social behavior and academic functioning. Results of regression analyses
indicated that direct associations between emotional support and expectations
differ as a function of source and domain; teacher and parent variables were
significant predictors of academic outcomes, and peer variables were significant
predictors of social behavior. Examination of moderation effects indicated that
expectations of adults and peers are related to outcomes more strongly as a
function of perceived emotional support. However, moderating effects for
academic outcomes were found for higher levels of adult emotional support,
whereas effects for behavioral outcomes were found for lower levels of peer
emotional support. The differential contribution of adult and peer emotional
support to school outcomes is discussed. (Pinquart & Ebeling, 2020)
A positive relationship was identified between parental expectations and
academic success among European American and African American high school
students. Parental high expectations lead and motivate their children to achieve
higher in academics. Students need the motivation to succeed academically and
one of the sources of motivation is the expectations of their parents. (Tatlah,
2019).
In four domains: fruit/vegetable consumption, junk food consumption,
physical activity, and nonacademic screen time, it was discovered that parents'
own health behaviors are positively and highly related with their adolescent's
health behaviors. It has discovered moderate-to-strong favorable relationships
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between parents' use of social control and their children's consumption of fruits
and vegetables and junk food, slight negative associations with screen time, and
no associations with physical activity. Social control's impacts on junk food
consumption and screen time, on the other hand, were dependent on parents'
own behavior in those areas. (Nakamura, Huelsnitz, Rothman &Simpson, 2022)
The goals of parents include their ideals, which are founded on social
customs and standards and are respected by institutions as a collective victory of
society. Parents' expectations are met, and students' personal impressions of
their studies are shaped, guiding them to achieve their academic goals. (Tatlah,
2019)
The expectations of Senior Highschool students' parents regarding
"conceptual understanding and active student participation" "positive attitude and
behavior attitude" and "authority and rule-oriented teaching '' were examined.
The university graduates had less authority and rule-oriented teaching
expectation than the remaining parents.". It was determined that parents with
very good past math achievement had higher expectations for "conceptual
understanding and active participation" and "positive attitude and behavior".
(Aytekin, Baltaci, Altunkaya, Kiymaz and Yildiz, 2018)
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Local Literature
The review of various literature on parental involvement practices and
program in the Philippines. stated that there is no framework and national
policies in early childhood education for parents. It was also cited that there is a
gap in parental involvement perspective as one reason for low level of reading
competence in children. Parents were able to define their new role as parents in
facilitating education of their child in the new normal through the needs online
learning education. (Bartolome, 2017)
In the Philippines, where there is a dearth of literature on parents’
educational beliefs, parents raise their children with authoritarian behavior. They
are keen on being involved in their children’s. education, believing that their
academic involvement has a positive relationship with scholastic performance. It
is for this reason that the level of involvement in their children’s education is one
factor that affects parents’ choice of school, apart from affordability and the
quality of human resources (Alampay, 2017).
Parents should be important considerations as a constant and principal
component of curriculum. However, schools have neglected to tap parents’
opinions and perceptions of new programs for implementation point out that
efforts to reform and improve the nation's schools have encountered serious
roadblocks often in the form of parents' opposition, which stems from parents'
belief that public schools failed to provide a safe, orderly environment, and high
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teaching standards. (Sad & Gurbuzturk, Mamat & Masnan, 2017)
Parental Pressure is the drive that parents put on their children to achieve a
goal. On one hand, student's self-efficacy is the belief of the students that they
can do successfully a task whatever it is. Furthermore, this study used likert
scale that was conducted among 245 students studying in Jagobiao National
High School during September 2019. The result revealed that the parents hold
high expectations from the students in terms of academic outcomes. (Jerald
Cano-og Moneva & Krystil Aubrey Moncada, 2020)
Higher parent and math teacher expectations in 10th grade were associated
with better 12th grade math scores and higher grade point averages, math
course-taking sequence, and educational attainment two years post-high school.
High parent expectations generally magnified the particularly strong positive
effects of high math teacher expectations, and there was some evidence of
variation in links between adult expectations and outcomes by both student
race/ethnicity and socioeconomic status. (Benner, 2021)
Parenting in the Philippines, in terms of attitudes and behaviors towards
children, the nature of parent-child interactions, and the differentiated roles of
mothers and fathers, and sons and daughters. The pertinent themes that
characterize Filipino parenting include parental authority and control, and the
expectation of obedience on the part of children; family cohesion and
interdependence; and the value of meeting familial obligations. The roles of
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mothers and fathers are demarcated along traditional gender lines; however,
mothers’ work, particularly in the current context of increasing overseas
employment, has posed challenges to the customary family dynamics. (Alampay,
2018)
Parental involvement refers to the amount of participation a parent has
when it comes to the schooling of his/her children. Some schools foster healthy
parental involvement, but sometimes parents has hesitations if they will involve
themselves with their children's education. It has been advocated in Western
countries. However, there is a body of literature that examines the significance of
social and cultural influences and the effects of parents' involvement in and
expectations of their children's development and learning. (Bartolome, 2017)
Academic stress caused by adolescent self-expectations and expectations
of others is particularly prevalent in an Asian culture. Parental expectations play
a major role in explaining the Asian-white difference for all ethnic groups, and
they stand out as the only explanatory factor accounting for Southeast Asian kids'
relatively high expectations. (Calaguas, 2019)
The Filipino families place a great priority on their children’s academic
success. While the Filipino parents provide for their children’s educational
needs, the children needs to meet the obligation and parental expectation in
order for them to succeed. Filipino families are so interdependent that education-
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related decisions and actions reflect the family's well-being rather than the
individual's and many Filipino families believe that education is the only way to
achieve life success. (Alampay & Garcia, 2019)
Parental involvement in a student’s academic success can not be
underestimated. This descriptive-correlational study focused on PI and the
academic performance of children with special education needs and the
relationship between these variables. There was a significant difference in the
parents’ decision making according to age but no significant difference in other
categories. Also, there was no significant difference in academic performance in
terms of age and sex, and there was no significant relationship between parental
involvement and academic performance. (Nillos, 2019).
Synthesis of Reviewed Literature and Studies
The researchers believe that each literature and study stated in this
research are related to the present study. The researchers link and differentiate
the investigation based on the flow of their network analysis from the proposed
research.
As concluded in the works of An, Wang, Yang, Du (2018), and Tatlah
(2019), parents' expectations carry a significant impact on their child's academic
achievement by shaping the student's educational values, aspirations, and
motivations. Benner's (2021) recent investigation supports this by observing how
10th graders, with high parental and teacher expectations prompted, received
decent arithmetic grades two years later in 12th grade. However, the studies of
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Ma, Siu, Tse (2018), and Calaguas (2019) counter these affirmations by finding
how high expectations relate to mental distress in children.
Parental and community involvement also plays a role in establishing a
student's academic performance, as seen in the analyses of Ma, Shen, Krenn,
Hu, Yuan (2016) and An, Wang, Yang, and Du (2018). Although there are no
framework or national policies for adults in early childhood education in the
Philippines, the Philippine Education for All (EFA) 2015 recommends
expanding access to parental involvement programs to every barangay.
Bartolome's (2017) study agrees with this goal where one explanation for
children's low reading ability is a gap in parental involvement attitude.
The level of the parent's education in the past likewise is a factor in
determining the type of schooling the child receives given parental involvement;
adults who were proficient in academics in the past held higher expectations for
abstract knowledge, active engagement, and a positive attitude and behavior in
their children. The remaining university graduates bore a more rule-orientated
teaching expectation (as cited in the study of Aytekin, Baltaci, Altunkaya,
Kiymaz, & Yildiz, 2018). Following that, Filipino parents hold traditional and
authoritarian attitudes toward parenting, valuing obedience more than self-
direction, due to the scarcity of literature on their educational beliefs (Alampay,
2017).
Pinquart and Ebeling (2020) reinforce all the above claims, stating that
adults play as a significant predictor of academic outcomes for adolescents.
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Acknowledging how parents influence their child's scholastic performance, Sad,
Gurbuzturk, Mamat & Masnan (2017) assert that including them as a lead
feature in the curriculum must be considered. The argument is supported once
again by Bartolome (2017), who expresses that through the new normal, parents
were able to identify their new role as parents in helping their child's education.
This study is not a copy of any other previous studies conducted before
ours. This research may possess similar goals and procedures to former studies
about academic achievement but is different in the execution and other assumed
variables.
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Chapter 3
RESEARCH METHODOLOGY
This chapter covers the relevant methodological procedures of the studies.
It includes a description of the respondents, as well as the research designs, the
local population and sampling. The researchers will also go through the methods
for analyzing the data as well as the data gathering procedures.
Research Design
This study will use the descriptive survey method, In this research design
we will be analyzing people insights by giving them surveys via google forms
which will help us gather necessary information. The researchers will be giving
questionnaires, The first page of the survey is composed of respondent’s data:
name, age and gender. The second page of the survey contains four (4)
questions which can only be answered by yes or no and the last Three (3)
questions contain essay type questions for us to learn more about what they
experience and gather opinions and thoughts.
"The Filipino parents provide for their children’s educational needs, the
children needs to meet the obligation and parental expectation in order for them
to succeed." (Alampay & Garcia, 2019)
Population, Sample size and Sampling Technique
This study were focused around Grade 11 STEM students in MCA
Montessori School with the population of 297 students. The target participants
were twenty- five (25) out of 297 students from grade 11 STEM Students which
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will take part of this research as a respondents to acquire useful information and
data. The participants were selected using a non-probability sampling method.
The researchers will be using the quota sampling technique from Non-Probability
sampling, Quota sampling technique wherein the population in Grade 11 STEM
students which have an indicated count of thirteen (13) male students and twelve
(12) female students are being selected or chosen as a respondents by
researchers. This is the expected quota of the researchers from this study to
provide datas from each perspective of respondents based on their great interest
to the study.
Description of the Respondents
The respondents for the research are the Grade 11-STEM students of
MCA Montessori School. They are the ones who are applicable to answer the
questions given in our study and agreed to informed consent to participate. They
are both female and male, The range is at least 13 male and 12 female students
to become respondents in the research. We are conducting a survey and
providing data information about analyzing the research regarding the topic.
Data Gathering Procedure
The data was acquired through an interview regarding to the influence of
parental expectations with students' social behavior as a result of their
participation in the study. The researchers will conduct the interview through
online forms. This technique aided the researchers in gathering data.
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Chapter 4
PRESENTATION, ANALYSIS, AND INTERPRETATION OF THE DATA
This chapter shows the presentation, analysis, and interpretation of data
that were relevant to our study. The data was gathered by using open-ended
questions in a survey form, It is presented as clustered column chart and was
analyzed by using Microsoft excel as our tool for getting the analysis of each
question.
The research's aim is to know the impact of parents expectations to the
social behavior of Grade 11 STEM students. The researchers wanted to know
why, what and how the parents affects their physical and mental health by asking
the students about their opinions using google forms, We will know what they
experienced or experiencing during their youth.
Table 1
Clustered column responses of SHS STEM students in question:
Do you feel under stress every semester?
How?
Question #1
20 16
15
10 5
3
5 1
0
Positive Negative Neutral None
Feedback feedback 12% 4%
64% 20%
Question #1
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According to the survey, there is a high positive feedback when you feel
under stress every semester which is 16 response and it is equivalent to 64.00%
and a moderate negative feedback which is 5 response and it is equivalent to
20.00% and a low neutral feedback which is 3 response and it is equivalent to
12.00% and a 1 response feedback of none which is equivalent to 4.00%.
“Academic stress caused by adolescent self expectations and expectations
of others is particularly prevalent in an asian culture parental expectations play a
major role in explaining the asian right different for all ethnic groups and they
stand out as the only explanation accounting for southeast asian kids relatively
high expectations.” (Calaguas,2019)
Table 2
Are you concerned about your parents' reaction to your poor grades?
Why?
Question #2
30 21
20
10 2 1 1
0
84% 8%
Question #2
Positive response from students when they knew of their parents' reaction to
their terrible grades was 21 response equivalent to 84.00%, negative feedback
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was 2 response equivalent to 8.00%, neutral feedback was 1 response
equivalent to 4.00%, and none was 1 response equivalent to 4.00%.
“Parental expectations have the greatest impact on students’ achievement
in STEM subjects. parental expectations are positively related to their children’s
higher academic achievement. Parents who regularly engage in school affairs
and have high educational expectations for their children positively influence their
children’s academic achievement.” (An, Wang, Yang & Du, 2018)
Table 3
What do you feel when your parents giving you high expectations when it
Question #3
24
30
20
10 1 0 0
0
4% 96%
Question #3
According to the survey, the positive feedback you receive is 1 response is
equivalent to 4.00 percent, and the negative feedback is 24 response is
equivalent to 96.00 percent and the neutral and none are 0.00 percent.
“In society, there is a widespread belief that parental involvement has a
significant positive impact on students' academic performance. Student learning
occurs not only in schools, but also in the contexts of families and communities.”
(Ma, Shen, Krenn, Hu & Yuan, 2016).
30
Table 4
How do you deal with the expectations or pressure given by your parents as a
student?
Question #4
20
20
15
10
2 3
5 0
0
80% 8%
Question #4
According to the survey, there is a high positive feedback is 20 response
and it is equivalent to 80.00% and a moderate negative feedback which is 2
response and it is equivalent to 8.00% and a low neutral feedback which is 3
response and it is equivalent to 12.00% and a 0 response feedback of none
which is equivalent to 0.00%.
“Moderating effects for academic outcomes were found for higher levels of
adult emotional support, whereas effects for behavioral outcomes were found for
lower levels of peer emotional support. The differential contribution of adult and
peer emotional support to school outcomes is discussed.” (Pinquart & Ebeling,
2020)
31
Table 5
What do you think when your parents tells you to study harder and be more
focused on study rather than having fun?
Question #5
12
12
10 7
8
6 4
4 2
2
0
48% 28%
Question #5
According to the survey that we received, the positive feedback received is
12 response is equivalent to 48.00 percent, and the negative feedback is 7
response is equivalent to 28.00 response percent, the neutral is 2 response and
it's equivalent to 8.00 percent, and none is 4 that equates to 16.00 percent.
“Parental high expectations lead and motivate their children to achieve
higher in academics. Students need the motivation to succeed academically and
one of the sources of motivation is the expectations of their parents.” (Tatlah,
2019)
32
Table 6
In your own opinion, what do you think is the possible impact of parents'
Question #6
18
20
15
10 3 3
5 1
0
12% 72%
Question #6
According to the survey that we received, the positive feedback received is
3 response is equivalent to 12.00 percent, and the negative feedback is 18
response is equivalent to 72.00 percent, the neutral is 3 response and it's
equivalent to 12.00 percent, and none is 1 response that equates to 4.00
percent.
“Some schools foster healthy parental involvement, but sometimes parents
has hesitations if they will involve themselves with their children's education. It
has been advocated in Western countries. However, there is a body of literature
that examines the significance of social and cultural influences and the effects of
parents' involvement in and expectations of their children's development and
learning.” (Bartolome, 2017)
33
Table 7
Do you think that your parents expectations are affecting your social behavior
as a student? In what way?
Question #7
16
20
15
10 5 3
1
5
0
64% 20%
Question #7
According to the survey that we received, the positive feedback received
is 16 response is equivalent to 64.00 percent, and the negative feedback is 5
response is equivalent to 20.00 percent, the neutral is 1 response and it's
equivalent to 4.00 percent, and none is 3 response that equates to 12.00
percent.
“Results of regression analyses indicated that direct associations between
emotional support and expectations differ as a function of source and domain;
teacher and parent variables were significant predictors of academic outcomes,
and peer variables were significant predictors of social behavior.” (Pinquart &
Ebeling, 2020)
34
Chapter 5
FINDINGS, CONCLUSION AND RECOMMENDATIONS
This chapter summarizes the research findings, conclusions drawn by the
researchers, and also the recommendations made as to the result of this study.
This study's focus is to know the impact of parents' expectations on the social
behavior of Grade 11 STEM students in MCA Montessori School. The
researchers identify the experiences of the twenty-five (25) respondents in terms
of the expectation of their parents regarding their academic performances.
The guidelines, along with details on the rationale for the development, are
presented by asking them. The guidelines support an interactive opinion and
perspective regarding the study. Google Forms and google meet can be used as
a tool for conducting a face-to-face interviews or interviews using a survey form
to gather data from our respondents. The intended audience for the guidelines is
practicing why, what, and how the parents affect their physical, and emotional,
and how it affects their mental health as students.
35
A. Summary Of Findings
This study shows a high positive feedback which is 64% of respondent’s
answer, and with that expectations are frequently subjected to harsh criticism,
leading to self-doubts about their abilities and intelligence. Students are
continually pushed to the edge by their parents to establish a bright future and
achieve in life in today's ruthless competitive society.
2. Are you concerned about your parents’ reaction to your poor grades? Why?
This Study, shown high positive feedback which is 84% of respondent’s
answer, it also indicates Their Expectations constitute intense convictions
something might occur or happen. Their expectations, more than anything else,
shape our realities. These expectations have had an impact on everyone else
around us. Somebody may rise or fall as an outcome of our expectations in inner
prophecies.
36
This study shows high negative feedback which is 96% of respondent’s
answer, shows about not being able to meet a personal expectation, which is
more within our control, many of us set unbelievable expectations of others. This
is equivalent to risking someone else reality to match our own.
4. How do you deal with expectations or pressure given by your parents as a
student?
This study shows high positive feedback of 80% of respondent’s answer
and proclaim that it isn't a big thing that you and your parents have opposing
viewpoints. Whatever counts is just how you handle the circumstance. Their
objectives are decent; what they want is for you all to achieve or even be happy.
It's conceivable that their definition of something changes greatly as yours. This
could also be connected to their own identity.
5. What do you think when your parents tell you to study harder and be more
focused on study rather than having fun?
This Study shows high positive feedback which is 48% of respondent’s
answer, when it comes to academics, one must not compel anyone to
accomplish anything. No one really understands anything who learns under
pressure and Learning should be captivating and never be forced upon anyone.
37
6. In your own opinion, what do you think is the possible impact of parents’
expectations on their child or as a student’s?
This Study show high negative feedback which is 72% of respondent’s
answer. and appears that the impact of parental involvement standards obtain
higher grades, accomplish to perform more better on tests, and put too much
pressure on their child when it comes to their academic performances.
7. Do you think that your parent’s expectations are affecting your social behavior
as a student? in what way?
This Study shows high positive feedback which is 64% of respondent’s
answer. It Shows that the students have different perspectives when it comes to
parents' expectations and its somehow a burden by their parents. Unfortunately,
some people believe that expectations from parents serve as a motivation but
there are some students who consider their parents' ambitions to be a burden
and by that some of them are under a lot of stress and more emotionally unstable
that may affect on how they communicate or socialize in public. The students
who think about their parents expectations as a form of inspiration might improve
their school achievements be more active in school but after all students have
different perspectives when it comes to this matter and each individual has the
freedom to express their opinions.
38
B. Conclusions
Based on the indicated findings, the following conclusion were drawn
1. Students are constantly pushed to their boundaries to establish bright
future and to succeed in life. However, intense expectations to the
students leads to stress, anxiety, and depression.
2. Most of the students are concerned about the reaction of their parents to
poor grade. They are afraid if they didn’t meet the expectations of their
parents, their parents will be disappointed and afraid of they might get
compared with anyone who’s performing well in their studies and get
scolded with unpleasant words. When the expectation of the parents did
not meet by the students, The student experiences self-doubt,
depression, and anxiety.
3. Some of the students are okay with their parents giving them high
expectations because they provide their needs when it comes to
education, and it encourage or motivate them to study hard. They
somehow understand why their parent setting high expectations to them
while other students are scared and pressured at the same time
because of the thing that they might not meet or reach the expectations
of their parents which causes anxiety and depression to the students.
4. Most of the student’s way of coping or dealing with high expectations is
they just focus on learning, and they work harder until they meet those
expectations. Some students are unbothered, whatever happens if they
39
know that they’re doing their best, they will not think about the
acknowledgement of their parents.
5. Students somehow understand why their parents wants them to spend
most of their time studying than hanging out with their peers and it is to
establish good grades and bright future. Other students feel sad and
angry at the same time because they don’t have time to spend with their
friends and they think, they don’t have freedom at all.
6. Students put pressure on themselves to provide their parents
satisfactory scores and to avoid being a source of pity or
disappointment. Fearful of becoming a burden, many students attempted
to improve their academic skills.
The researchers concluded that high expectation affects the social
behavior, mental health, and academic performance of most student in MCA
Montessori School. High expectations have a positive and negative impact on
students. It is quite important in the lives of students. It has an impact on
students' mental health, but it also motivates them to grow, strive harder, and
achieve their objectives. According to findings, the higher the expectation you set
to the students, the better they will perform in school but the higher the
expectation, the more pressure the students get. They suffer stress, anxiety as
they meet this expectation that has been set to them.
40
C. Recommendations
The following recommendations are suggested based on the findings and
conclusions presented.
1. Add self-care to their daily routine to make time for things other than
schoolwork and studying. To avoid negative thoughts, practice
mindfulness and repeating positive affirmations to themselves.
2. Parents should understand the situation of their children so as not to put
pressure on their education and also not to affect their mental health.
3. Parents should provide motivation on their child to have faith in their
ability by accepting that they will make mistakes and aim to fix it in the
future, on their own and set a clear, reasonable, and realistic expectations.
4. Parents should encourage their children to have a growth mindset by
emphasizing the importance of hard work, both as a means to excellent
grades and as something valuable in and of itself.
5. Not putting too much pressure on themselves will help them to
approach their schoolwork with a positive attitude, and if they have
enough time, complete it right away to avoid tension and rushing.
41
6. Students should learn to tell their parents to become aware that
sometimes they can't achieve their expectations on them because they all
have limits.
7. The researchers recommended that is having expectations on students
is important for them to strive for success. But parents should understand
the impact of their expectations for the student’s attitude and self-worth. It
is allowed to have a high expectation because it help them to reach their
full potential but do not put high pressure on them, because it will only
lead to avoidance, anxiety, and reduced self-esteem. Parents having
expectations are one of the most effective methods to assist the students,
improve their confidence, and motivate them.
42
BIBLIOGRAPHY
References
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Education in Turkey
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bclid=IwAR0g2e4xmS5QptSwznf-1W8lruPJjoh_92AzubnFYvJR_sX1-dyjgVt4fHI
Aprile B., (2021). Parent and teacher educational expectations and adolescents'
academic performance: Mechanisms of influence
https://onlinelibrary.wiley.com/doi/abs/10.1002/jcop.22644?fbclid=IwAR3Prnk_Zx
4pXfAZc0yuTCPUVnA0kr5pUkZH_3L2XLtd4ssVfT2-aY9lsq8
Cahit E., (2019). A Meta-Analysis of the Effect of Parental Involvement on

Students’ Academic Achievement
https://files.eric.ed.gov/fulltext/EJ1280652.pdf?fbclid=IwAR0ZM0whVFImZy3Px_
Fhfr4mtoP77Yx9p-WTNmy_0zxwM4g8aYoVRZMGWcU
Glenn C., (2013). Parents/teachers and self-expectations as sources of

academic stress
https://www.researchgate.net/publication/271258214_Parentsteachers_and_self-
expectations_as_sources_of_academic_stress
Guiqing A., (2018). A Study on the Effects to Students’ STEM Academic

Achievement with Chinese Parents’ Participative Styles in School Education
https://files.eric.ed.gov/fulltext/EJ1215165.pdf?fbclid=IwAR26-
3U3i4exHgQl0SinaMrh8FX1FWZUWkaVhQFQWWADfIMnaWeDSeEkMGw
Ijaz T. (2019). PARENTAL EXPECTATIONS AND ITS IMPACT ON ACADEMIC

ACHIEVEMENT OF STUDENTS MEDIATED BY ACADEMIC SELF-CONCEPT
AT SECONDARY LEVEL
https://www.researchgate.net/publication/332285430_PARENTAL_EXPECTATI
ONS_AND_ITS_IMPACT_ON_ACADEMIC_ACHIEVEMENT_OF_STUDENTS_
MEDIATED_BY_ACADEMIC_SELF-CONCEPT_AT_SECONDARY_LEVEL
Irene N., (2019). Parental Involvement and Academic Performance of Children

with Special Education Needs
https://philssj.org/index.php/main/article/view/96?fbclid=IwAR1HpaExN8WedHvl6
LKB0e98Pv_pdPpKQInF6VFPsQ5XaADyYEHP5cHLUbU
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Jerald M., (2020). Parental Pressure and Students Self-Efficacy 1

https://www.researchgate.net/publication/339096621_Parental_Pressure_and_St
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Liane A., (2013). Parenting in the Philippines

https://link.springer.com/chapter/10.1007/978-94-007-7503-
9_9?fbclid=IwAR1Ao8nYnkYmQ_YXnWebfFbiLJNgZsQKSttRVjD_8tWvLGti2Glo
xmAsNIY
Liane A., (2019). Education and Parenting in the Philippines

https://link.springer.com/chapter/10.1007/978-3-030-28277-
6_7?fbclid=IwAR1l9glttS5lZtklMAwOUF_RDeSR2z2SfTTZP-
SfFarSvAkKOjQ_qG6mf0U
Martin P., (2019). Parental Educational Expectations and Academic Achievement

in Children and Adolescents—a Meta-analysis
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Melissa B., (2017). Parental involvement in the Philippines: A review of literatures

https://www.researchgate.net/publication/325348961_Parental_involvement_in_t
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Monique N., (2022). Associations Between Parents’ Health and Social Control
Behaviors and Their Adolescent’s Self-Efficacy and Health Behaviors: Insights
From the Family Life, Activity, Sun, Health, and Eating
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abstract/doi/10.1093/abm/kaab113/6503611?fbclid=IwAR1Ao8nYnkYmQ_YXnW
ebfFbiLJNgZsQKSttRVjD_8tWvLGti2GloxmAsNIY&login=false
National Child Development Research Centre. (2017). Parental Involvement in

the Philippines: A Review of Literatures
https://eric.ed.gov/?id=EJ1207994&fbclid=IwAR0cwciIZ51IdqacBPvZMbCrkX7FT
1WHndM2dTbaj2NtYUzeJjDppimjXyg
Romina B., (2020). Parents’ Beliefs on Philippine Educational and Curriculum
Practices: What Educators Can Learn from Them

https://magis-projects.sfo3.digitaloceanspaces.com/APJCS/issues/vol-3-issue-
1/articles/10/vTXpAsai7aX1hdoq2BXvHVocIQBChAcSyfbrxn0m.pdf?fbclid=IwAR
3q_n7cqQRgcEblr_o7vZrWsxUafPykddsW2XImpOX0GcTCGn5GDgdy1go
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Ying M., (2018). The Role of High Parental Expectations in Adolescents’

Academic Performance and Depression in Hong Kong
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Hong_Kong
Yu C., (2022). Maintaining secondary school students’ STEM career aspirations:

the role of perceived parental expectations, self-efficacy, and cultural capital
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ode=tsed20&fbclid=IwAR3O5-
pShxq8SMtnKAporUehdXvMgMvJbJ3YQNxoMP8uABZw-xbTOF5ozys
45
APPENDIX A
Letter to Conduct Study with the Approval of the MCA Montessori
School Principal
MCA Montessori School

10 Adevoso St., AFPOVAI Village Phase IV,
Ft. Bonifacio, Taguig City
May 19, 2022
Ms. Joanne G. Valdez
Greetings!
We are students in MCA Montessori School's Grade 11 Science,
Technology, Engineering, and Mathematics Section Boyle, and we are
now working on our research paper, "The Impact of Parents Expectations
to the Social Behavior of Grade 11 STEM Strand Students of MCA
Montessori School".
We're writing to ask for your permission and support for the research
described above. Ms. Joanne G. Valdez to approve this study. We would
be grateful if you could look at this and approve our request.
Thank you and God bless!
Sincerely,
Grade 11 Boyle
Noted by:
DR. Reynaldo A. Nama
46
APPENDIX B
QUESTIONNAIRES
The Impact of Parents Expectations to the social behavior Of

Grade 11 STEM Strand students of MCA Montessori School
2. Are you concerned about your parents’ reaction to your poor grades?
Why?
4. How do you deal with the expectations or pressure given by your parents
as a student?
5. In your own opinion, what do you think is the possible impact of parents'
6. What do you think when your parents tells you to study harder and be
more focused on study rather than having fun?
7. Do you think that your parents’ expectations are affecting your social
behavior as a student? In what way?
47
APPENDIX C
NARRATIVE REPORT
In Practical Research 1, Under Dr. Reynaldo Nama. The STEM students

from grade 11 boyle given a task from their educator to conduct a research
paper. Dr. Reynaldo Nama taught them the first chapter, he then told them to
think of a topic and title for their research, and that’s how their section started to
form groups that are assigned in each part of the chapter 1 to gather datas and
informations. After their leader assigned them, they thought about the topic and
propose their title as “The Impact of Parents Expectations to the social
behavior Of Grade 11 STEM Strand students of MCA Montessori School”.
This is where the students started to gather datas and information for the first
chapter.
For the second chapter, they are asked to find Review Related Literature
that is consists of Local and Foreign Literature. Dr. Reynaldo Nama mentioned
that the RRL should be in a year 2016 to the present year. After they finished the
chapter 2, they proceed to work on the third chapter which consist of research
design and how they will conduct an interview. In this chapter they used a quota
sampling technique since the respondents are restricted for only twenty-five (25)
students of MCA Montessori School STEM strand that are asked to tell their
opinions about the impact of parent’s expectations on their social behavior.
The researchers conducted an interview using google meet, however only
10 out of 25 respondents showed up in the researchers’ interview cause of the
hectic schedule of the other respondents.
48
Regardless of the google meet interview, the researchers also conduct an

open-ended survey interview in google forms to meet their quota of the
respondents and also to attain the insufficient datas and informations needed in
this chapter.
After the researchers’ gather the datas from the interview and also the datas
from google forms. They analyzed the gathered datas by using Microsoft excel,
then the researchers constructed a clustered column chart to determine the
range of the results by using percentage to complete the fourth chapter.
Lastly, Dr. Reynaldo Nama taught us and carefully explain the Chapter 5
including the following: summary of findings, the conclusions in this study, and
the recommendations. It is the same procedure in the chapter 1 but here in the
last chapter explains the summary of the entire chapter 4 including the
conclusions drawn by the researchers and finally the recommendation, this is
where we grasp how to resolve and learn how to address the issue or problems
in this study.
49
APPENDIX D
REFLECTIONS
50
51
52
53
54
55
56
57
58
59
60
61
62
63
64
Curriculum Vitae
65
66
67
68
69
70
71
72
73
74
75
76
77

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MCA MONTESSORI SCHOOL – Senior High School

The Impact of Parents Expectations to the social behavior

DR. REYNALDO A. NAMA

THE PROBLEM AND IT’S BACKGROUND

Many students struggled in their daily lives because of the pandemic.

of their parents and to get into their dream college.

This qualitative research focuses on the struggles and experiences of

social behaviors of the Grade 11 STEM Students of MCA Montessori School

According to Author John H. Spalding, “Those who believe in our abilities do

family background and achievement. The success of the students in school,

parental expectations (Hossler and Stage 1992; Reynold1998).

When parents set an expectation for their children, the action is

results in anger, dissatisfaction, and disappointments. Maintaining excellent

development of their children result in stress, disappointment, anxiety, and

worse, suicides. Parents' mindsets cause the emotional peculiarity of the

children. Parental expectations are based on an evaluation of the child's

performance as well as the resources available to support a particular degree of

The academic achievements of students are conjectured to be

Eventually, this study aims to show the correlation of extreme

Background Of The Study

High expectation plays a crucial role in student life. It affects student

positively and negatively. High expectation has exhausting effect on students.

particularly Grade 11 STEM students at MCAMS, are currently pressured by their

success. And because of these, parents encourage their children to concentrate

suffering mentally, emotionally, physically, and socially to meet the expectation

that had been set by their parents.

The impact of expectation on children's academic performance was

studied by psychologists and other professionals. According to findings, it has a

meet the expectation of their parents.

students in MCA Montessori School were randomly selected. The researcher

selected in MCA Montessori School.

Significance of the Study

the study may also serve

experience emotional trauma.

Researchers - This research is to help them research and gather information on

expectation influences student achievement and affecting the amount and

motivation of students to learn. This study is supported by Benny and Mistry

(2007), They stated that parents’ expectations influenced the academic

performance of students in different ways.”

Expectations for success (i.e., competence-related beliefs) are more

strongly linked to performance. This study is founded on the theory of

expectancy-value theory. This expectancy-value is useful, this explains about the

influence of parents’ expectation on their children’s’ academic performance and

value is supported by the theory of Bandura, Bandura et al (1996) found that

a high expectation on their children will reduce the detrimental impact of

Teachers’ low expectations. The academic performance of students might lead to

low academic performance because it was also influenced by the perception of

parents’ expectation rather than their actual expectations. The differences

between students’ expectation and their perception about their parents’

expectation could also be the reason of students’ poor academic performance as

this expectation influences the behavior of every student.

perception or impression of students and discusses that expectation on students

well as the behavior of every students.

B. Student Personality B. Emotional

SOCIAL INTERACTIONS Peers

Figure 1: Paradigm Of The Study

social behavior of students by their parents expectations. As presented on the

relationship between the variables can be established.

setting realistic expectations.

Statement of the Problem

The study aim on the awareness of parents' expectations. The researchers

will conduct an interview and give follow-up questions to the respondents; as an

1. Do you feel under stress every semester? How?