__________________________________________________________________________________________________________________

PARENTAL INVOLVEMENT OF GRADE 10 STUDENTS OF DACANLAO G. AGONCILLO NATIONAL

HIGH SCHOOL- CALANTAS ANNEX IN MODULAR DISTANCE LEARNING IN TECHNOLOGY AND
LIVELIHOOD EDUCATION SUBJECT
Arnel B. Lopez
Batangas State University Main Campus I
0905-629-0190

Abstract
The study determined the involvement of the parents in modular distance learning of the Grade 10 Students
of Dacanlao G. Agoncillo National High School- Calantas Annex in Modular Distance Learning in
Technology and Livelihood Education Subject. It also determined the profile of the respondents in terms of
sex, employment status, number of siblings and parents’ educational attainment. It also assessed the
involvement of parents in terms of parenting, communicating, learning at home and collaborating with the
community. It also determined the significant difference on the factors of parental involvement in modular
distance learning when grouped according to profile variable. The study employed the quantitative method
of research. Slovins formula sampling was used to identify the respondents of the study. There were 75
respondents who participated in the survey. Frequency/ Percentage, weighted mean, T-test and p-value
were used to statistically treat the data. It was found that majority of the respondents were male, parents
were unemployed, and in terms of number of siblings bracket of 1-3 and parents were high school
graduate. The students agreed on the parental involvement in modular distance learning. Moreover, there
was no significant relationship difference on profile of the respondents in terms of sex, employment status,
number of siblings except parenting and parents’ educational attainment when grouped according to their
profile variables. On the other hand, there was a significant difference on number of siblings in terms of
parenting when grouped according to profile variable. Enhancement activities were proposed to
strengthen parental involvement amidst modular distance learning in parenting, communicating, learning
at home and collaborating with the community.
Keywords – parental involvement, modular distance learning, technology and livelihood education
subject
INTRODUCTION to provide learning in response to this emergency as
Introduction stated in the rationale of this policy which is to ensure
In a matter of months, COVID 19 pandemic that learning opportunities are provided to learners in a
resulted into a global outbreak that greatly affected safe manner through different learning delivery. So, the
different sectors in the Philippines. One of the sectors modular distance learning was implemented.
that drastically challenge by this pandemic is in the Quinones (2020) Modular learning is the most
field of education. Due to the spread of COVID-19, common type of distance learning. This learning
pandemic nationwide, face-to-face classes within the modality is being used by all the public schools or even
school were restricted to avoid the extensive spread of private schools at present in the Philippines. According
the virus. Several activities, programs and services to a survey conducted by the Department of Education
rendered by the Department of Education shifted into (DepEd), learning through printed and digital modules
online platforms. In order to ensure the continuity of emerged as the most preferred distance learning method
providing quality education, the Department of of parents who enrolled their children in the present
Education has made a way by means of promoting school year. It has challenged the teachers and the
modular distance learning that serves a vital response to students to adapt the various learning platform in the
this challenge. DepEd Order No. 018 s. 2020 states that midst of COVID-19 online or offline. Several ways had
“The Department of Education (DepEd) issues the been made just to ensure learning among students.
enclosed Policy Guidelines for the Provisions for the Many activities have given to students to assess and
Learning Resources in the Implementation of the Basic evaluate their progress in this new way of learning. It is
Education Learning Continuity Plan (BE-LCP). The a big challenge for the students to learn on their own
policy establishes the guidelines that will enable DepEd way since the module has been distributed to them
1
 __________________________________________________________________________________________________________________
weekly. In conducting modular distance learning, there
are students who suffered in answering and
understanding the module that needs the guidance and
help of their parents. Parents in this time of pandemic
plays a vital role in their child’s progress. The
supervision given by the parents is a great help for their
children manifest learning in this new normal
education. Hence, parental involvement is needed.
According to Lebaste (2020), parents have an
active role in the learning process. They would be the
one to facilitate and guide their children through the
modular lessons that would be sent to learners while
doing modular distance learning. DepEd calls the
parents and guardians guides, mentors, and facilitators.
There is no better time to emphasize these roles than
today's time. The teachers are literally not around when
learners are doing their modules.
Parental involvement is a combination of
commitment and active participation on the part of the
parent to the school and to the student. It helps to fulfill
their duties as teacher in the learning process of their
children at present as much as they possibly can.
Parents can be involved in their children’s learning
through becoming part of the school boards, being
concerned about their children’s academic performance,
showing dedication in their children’s learning through
availing themselves during parents’ meetings in order to
gain a better understanding of the performance of their
children.
According to Hornby and Lafaele (2011),
parental involvement is a significant element in
education and can also be achieved through home-based
parental involvement like listening to the child as they
read, helping them in completing their homework as
well as school-based activities which include attending
parents meeting and education workshops. At present,
the government is still in the process of running the new
normal form of education. Educators, stakeholders,
communities are open-minded and actively support the
education sector for the continuous enhancements of the
children’s success.
With all these in mind, the researcher
conducted a study about “Parental Involvement of
Grade 10 Students of Dacanlao Gregorio Agoncillo
National High School-Calantas Annex in Modular
Distance Learning in Technology and Livelihood
Education Subject”. This study designed to develop an
enhancement activities and programs on how the
parents involved during the modular distance learning.
Through this study, the researcher can also assess and
determine the role of the parents in the new way of
learning platform and inform the people specially the
2
parents about the effects of having a good involvement
in the children’s education.
OBJECTIVES OF THE STUDY
Modular distance learning was used to
continuously provide quality education amidst
pandemic.
This study determined the parental involvement
of the Grade 10 students of Dacanlao G. Agoncillo
National High School- Calantas Annex in Modular
Distance Learning in Technology and Livelihood
Education Subject.
Specifically, it determined the profile of the
respondents in terms of sex, employment status, number
of siblings and parents’ educational attainment.
Likewise, this study assessed the involvement
of parents of Grade 10 students of Dacanlao G.
Agoncillo National High School- Calantas Annex in
Modular Distance Learning in Technology and
Livelihood Education Subject in terms of parenting,
communicating, learning at home and collaborating
with the community. Lastly, the significant difference
on the factors of parental involvement in modular
distance learning when grouped according to profile
variable.
MATERIALS AND METHODS
The study used the quantitative method of
research as it aimed to determine the parental
involvement of the Grade 10 students of Dacanlao G.
Agoncillo National High School- Calantas Annex in
Modular Distance learning in Technology and
Livelihood Education Subject. This method was used to
gather the needed and relevant data information about
the involvement of parents in modular distance
learning. The quantitative method was used as it was
deemed important to treat information about the
research variables. Moreover, specifically, the
researcher involved collecting of data through
questionnaire.
This study involved seventy-five (75) Grade 10
students of Dacanlao G. Agoncillo National High
School- Calantas Annex who served as the respondents
of this study. The data gathering instrument used in the
study was the self-made survey questionnaire. The
questionnaire was evaluated, validated, administered,
tallied and scored according to the accepted practices in
research.
The researcher searched for books and other
related sources such as internet to construct an ideal
questionnaire utilized for the collection of information.
After reading various materials, the researcher made the
 __________________________________________________________________________________________________________________

first draft of the questionnaire comprised of two parts. Sex Frequency Percentage
Male 42 56.0
Part I focused on the profile the respondents in terms of Female 33 44.0
sex, employment status, number of siblings and parents’ Total 75 100
educational attainment. Part II presented the factors of Table 4 manifests the frequency distribution of the
parental involvement in terms of four variables, which respondents in terms of sex with 42 or 56.0 percent
are parenting, communicating, learning at home and male and 33 or 44.0 female. These findings showed that
collaborating with the community. there were more male respondents in the study than
female.
Self-made questionnaire was validated by three
(3) experts in the field of research. To formally B. Employment Status
administer the research tool, the researcher sent a letter
containing the purpose and intention of the study to the Table 2 showed that 38.7% of the respondents
school principal for the approval. With permission were unemployed, with a frequency of 29. 26.7% of
granted, the researcher produced the final copy of the the respondents were temporary/contractual with a
questionnaire. The researcher discussed the needed frequency of 20. 25.3% of the respondents were
information and the direction of the research tool. The permanent with a frequency of 19 and 9.3% of the
researcher distributed the survey questionnaire through respondents were job order worker with a frequency of
hard copies to the target respondents and gave enough 7.
time to answer the research tool. After which, research
tool was collected and encoded using data analysis plan. Table 2
Profile of the Respondents According to Employment
To achieve the objectives of the study, the Status
researcher used the following data analysis plan. The Employment Status Frequency Percentage
following analysis plan was used to answer the Permanent 19 25.3
problems in this study. Frequency and percentage were Temporary/Contractual 20 26.7
used to determine the sex, employment status, number Unemployed 29 38.7
of siblings and parents’ educational attainment while Job Order Worker 7 9.3
weighted mean average and t-test were used to Total 75 100
determine the involvement of the parents in modular
C. Number of Siblings
distance learning. It was also used to determine the
Table 4.3 revealed that majority of the
involvement of parents in modular distance learning in
respondents have a sibling of 1-3, which is 56.0 with a
terms of parenting, communicating, learning at home
frequency of 42. Also, the respondents have a 36.0 in
and communicating with the community.
the 4-6 number of siblings with a frequency of 27. In 7-
RESULTS AND DISCUSSION 9 number of siblings, it has 5.3 with a frequency of 4.
1. Profile of the Respondents Lastly, for the 10 and above number of siblings got 2.7
A. Sex with a frequency of 2. It can be inferred from the data
The researcher described the profile of the that more of the respondents were given priority since
respondents in terms of the following: sex, employment the parents can manage their child once need.
Table 3
status, number of siblings and parents’ educational Profile of the Respondents According to Number of
status. Siblings
Table 1 shows the distribution of respondents in Number of Siblings Frequency Percentage
terms of age. It can be gleaned from the table that most
of the respondents belongs to age range of 26-33 or 1-3 42 56.0
4-6 27 36.0
44.44 percent. Immediately followed by 34-41 with 28
7-9 4 5.3
or 34.6 percent then followed by 18-25 years old with 8 10 and above 2 2.7
or 9.9 percent. Next to it is 50 years old and above with Total 75 100
7 or 8.6 percent and lastly 42-49 years old with 2 or 2.5
percent of the respondents. Results tend to show that D. Parents’ Educational Attainment
most of the teachers of District 9 are relatively young Table 4 revealed that most of the parent-
because most of them are newly hired teachers. respondent were high school graduate with 61.3% and a
Table 1 frequency of 46. While, 29.3% with a frequency of 22-
Profile of the Respondents According to Sex finished elementary level. Among the 75 respondents,

3
 __________________________________________________________________________________________________________________

there were only 9.3% college graduate with a frequency
of 7.
The results shown above was parallel with the
study of Lara et. al (2019) that majority of the
respondents were high school graduate followed by
elementary graduate.
The views of the respondents about the assessment
of parental involvement in communicating got a composite
mean of 2.8483 verbally interpreted as “Agree”. It means that
through communication, this type of factor will help the
parents to involve in modular distance learning.

Table 6
Table 4 Assessment on the Parents’ Involvement in Modular Distance Learning
Profile of the Respondents According to Parents’ Educational in terms of Communicating
Attainment
Items WM VI
Parents’ Frequency Percentage
Educational 1. Asked my teacher on how to compute my 2.640 A
Attainment grades Give me their academic support
2. Know the different programs and activities in 3.027 A
Elementary 22 29.3
school even in this time of pandemic
Graduate
3. Attend meeting when the school called for it
High School 46 61.3 3.200 A
4. Inform the teacher for my absence
Graduate 2.853 A
5. Inform the teacher when I cannot be able to
College Graduate 3.013 A
7 9.3 submit my module
Total 75 100.0 6. Know the different school policies and
regulations about the distribution of module 3.520 SA
7. Is included in the group chat of my section
2. Assessment on the Factors of Parental 8. Receive my card formally during the
1.627 D
distribution
Involvement in Modular Distance Learning in terms 2.907 A
of; Composite Mean 2.8483 A

A. Parenting It also supported by the study of Paulynice

(2020) which found out that communication can be an
The views of the respondents about the effective way of increasing parental involvement.
assessment of parental involvement in parenting got a
composite mean of 3.3167 verbally interpreted as C. Learning at Home
“Agree”. It means that the parents involved in modular The assessment of the respondents about
distance learning in terms of parenting. the Parents’ Involvement in Modular Distance
It was supported by the study of Mahuro (2016) Learning in terms of Learning at Home got a
viewed that parental participation through parenting and composite mean of 2.6317 verbally interpreted as
communication types of involvement will give children “Agree”. Based on the assessment, it means that
an advantage towards academic achievement. parents were still involved in modular distance
Table 5 learning as they guide their child in learning at
Assessment on the Parents’ Involvement in Modular Distance Learning home. Students were supported by their parents to
in terms of Parenting
achieve good academic achievement.
Items WM VI Table 7
1. Help me to take the challenges and 3.347 A Assessment on the Parents’ Involvement in Modular Distance Learning
problems that I encounter in this time of in terms of Learning at Home
pandemic
2. Give me their academic support Items WM VI
3. Offers quality time to show their concern 3.760 SA 1. Help me to finish my module 2.427 D
in my module 3.213 A 2. Encourage me to do my activities 3.547 SA
4. Ensure that I still excel in my schooling rather than surfing internet
even modular distance learning 3.333 A 3. Stands as my tutor 2.267 D
5. Give time to discuss the real world after 4. Help me to fulfill my actual school 2.640 A
the education process projects at home
3.187 A
6. Give more motivation to fulfill my 5. Secure a space in our home that will
responsibilities as student serve as my study room 2.827 A
7. Asked me to share my learnings every 3.213 A 6. Give me a reward once I finished my
module given to me module 2.280 D
8. Maintain consistency asking if I already 2.893 A 7. Give time to review my answer in my
finished my module module activities
2.507 A
8. Reminds me the allotted time in
3.587 SA answering the module each subject
Composite Mean 3.3167 A 2.560 A

B. Communicating Composite Mean 2.6317 A

4
 __________________________________________________________________________________________________________________

It is supported by the study of Gijselaers (2018) 3. Significant Difference of Parental Involvement

which found out that parental involvement showed when Grouped according to Profile Variable
promises according to their correlations with academic
achievement are reading at home, parents that are Significant Difference on the Assessment on the Parents’ Involvement in
Modular Distance Leaning when Grouped According to Sex
holding high expectations/aspirations for their
children’s academic achievement and schooling, Table 9 revealed that since all p-values under
communication between parents and children regarding lavene’s test for equality of variances are all greater
school and parental encouragement and support for than 0.05 (p>0.05), we will consider equal variances
learning. assumed. Under equal variances assumed, we will
consider all p-values. Since all values are greater than
0.05, this means that there is no significant difference
D. Collaborating with the Community on the assessment of parents’ involvement when
grouped according to sex.
The assessment of the respondents about the
This means that regardless of students’ gender
Parents’ Involvement in Modular Distance Learning in
the parental involvement among parents was still
terms of Collaborating with the Community got a observable. It was very evident that parents nowadays
composite mean of 2.6419 verbally interpreted as were supporting their children in this modular distance
“Agree”. Based on the assessment, it was revealed that learning modality without considering their child’s
parents were still involved in collaborating with the sexual category.
community. It was supported by the concept of
Bunijevac (2017) which pertains to identifying and
integrating communities’ services and resources to Table 9
Significant Difference on the Assessment on the Parents’ Involvement in
support and strengthen schools, students and their Modular Distance Leaning when Grouped According to Sex
families. Parents Lavene’ T df p- Interpre
Involvem s Test valu tation
ent for e
Furthermore, it was paralleled with the Equality
of
recommendation of Bartolome (2017) which said that Varianc
for the sake of a holistic education, parents need to play es
f sig
a supportive role in education and Philippine
Parenting Equal .3 .56 -.486 73 .628 Not
government must take into account the enactment of a Varianc 3 3 Significant
es
council or policy for family affairs. assumed
7
Equal -.488 69.88 .627
Table 8 Varianc
es not
8
Assessment on the Parents’ Involvement in Modular Distance Learning assumed
in terms of Collaborating with the Community
Communi Equal .5 .46 - 73 .098 Not
Items WM VI Varianc
cating 4 2 1.676 Significant
1. Join in the distribution of the module house 1.880 D es 7
to house assumed
Equal
2. Donate an instructional material to be used 1.547 D Varianc
in the modular distance learning such as es not
- 71.55 .094
bond paper, ink and so on. assumed 1.676 8
3. Join in the retrieval of the module in the Learning Equal .8 .35 1.285 73 .203 Not
assigned date 2.747 A at Home Varianc 8 1 Significant
4. Access up-to-date information about the es 2
new trends in education assumed
2.973 A Equal
5. Join in the different activities implemented 1.300 71.34 .198
Varianc
by the school 2
es not
6. Attend PTA meeting regularly 2.467 D
assumed
7. Recognize and accept the clear need for Collaborat Equal .0 .82 -.594 72 .554 Not
partnership with the school 3.040 A ing with Varianc 5 1 Significant
8. Know the vision and mission of the school 3.320 A the es 2
assumed
Communi Equal
ty -.596 69.59 .553
3.081 A Varianc
es not
4
Composite Mean 2.6419 A
assumed
*** p < 0.05 Significant

5
 __________________________________________________________________________________________________________________

alternative times and Saturday for them to attend the

It is supported by the study of Ribeiro (2021)
that several variables appear to significantly determine
parental involvement time which is higher when
students attend public schools, when they are less
autonomous and younger, when parents’ level of
education is lower, when the child is a boy (except in
secondary education where gender is not relevant), and
when the online school time is higher.
meeting and consultation for the parents to know and
understand their child’s situation, problems, and need.
Moreover, using the paraprofessional educators during
the meeting to communicate and to translate the
information for them.
Significant Difference on the Assessment on the Parents’ Involvement in
Modular Distance Leaning when Grouped According to Number of
Siblings

Significant Difference on the Assessment on the Parents’ Involvement in Table 11

Modular Distance Leaning when Grouped According to Employment Significant Difference on the Assessment on the Parents’ Involvement in
Status Modular Distance Leaning when Grouped According to Number of
Siblings
Table 10 showed that based from the table, the Parents Lavene’s Test T df p- Interpre
Involvem for Equality val tation
computed p-values were all greater than 0.05 (p > 0.05) ent of Variances ue
This means that there is no significant difference on the f sig
assessment on the parents’ involvement in Modular Parenting Between 2.019 3 .673 5.4 .00 Significant
Groups
Distance Learning when grouped according to Within
87 1
employment status. This means that parents were still Groups 8.710 71 .123
Total 10.72 74
focused on their child even if they their work either 9
permanent, temporary/contractual, unemployed and job Communi Between .658 3 .219 .90 .44 Not
cating Groups 0 6 Significant
order worker. Parents gave their time and guidance to Within
their child during modular distance learning. Groups 17.28 71 .244
Table 10 Total 9 74
Difference on the Respondents’ Assessment on their Attitude and Views 17.94
on Modular Distance Modality When Grouped According to Civil Status 7
Learning Between .173 3 .058 .17 .91 Not
at Home Groups 6 2 Significant
Parents Lavene’s T df p- Interpretatio Within
Involve Test for valu n Groups 23.26 71 .328
ment Equality of e Total 1 74
Variances 23.43
f sig 4
Collaborat Between .105 3 .035 .15 .92 Not
Parenting Betwee .055 3 .018 .12 .948 Not Groups
n ing with 5 6 Significant
1 Significant Within
Groups the 15.84 70 .226
Groups
Within 10.67 71 .150 Communi Total 2 73
Groups 5 ty 15.94
Total 10.72 74 8
9
*** p < 0.05 Significant
Commun Betwee .391 3 .130 .52 .665 Not
icating n 7 Significant
Groups
17.55 71 .247
Based from Table 11, the results revealed that
Within
Groups 6 the computed p-values were all greater than 0.05 (p >
Total 17.94 74 0.05) except for parenting. This means that there was
7
Learning Betwee .411 3 .137 .42 .737 Not
significant difference on the assessment on the parents’
at Home n 3 Significant involvement in modular distance learning in terms of
Groups
Within 23.02 71 .324 parenting when grouped according to number of
Groups 3 siblings. It was observed nowadays that parents still
Total 23.43
4
74 manage their child in modular distance learning even if
Collabor Betwee .365 3 .122 .54 .652 Not they have many children. It was parallel and opposite in
ating n 7 Significant
Groups the result of the two studies:
with the 15.58 70 .223
Commun
Within Lara (2019) results show that there were
Groups 2
ity Total 15.94 differences in children’s academic achievement
73
8 between the parental involvement profiles, indicating
It was opposite with the result of the study of children whose parents have a low involvement have
Paulynice (2020). His study revealed that there was a lower academic achievement. Findings were in line
significant difference when opening a new kind of with international research evidence, suggesting the
schedule for the working parents which include

6
 __________________________________________________________________________________________________________________

need to focus on this variable too in Latin American Collabor Betwee

n
.493 2 .247 1. .3 Not
ating 13 28 Significant
contexts. with the Groups 3
Within 15.45 71 .218
Also, Ranka (2021) the data obtained indicate Commun Groups 5 73
that there was a statistically significant difference in ity Total 15.94
learning goal orientations and approaches to learning 8
*** p < 0.05 Significant
among students depending on the level of parental
demands and the level of parental involvement.

CONCLUSION AND RECOMMENDATION

Significant Difference on the Assessment on the Parents’ Involvement in
Modular Distance Leaning when Grouped According to Parents’ It was evident that parental involvement is
Educational Attainment relevant in modular distance learning as it helps the
learner to do their module. Meanwhile, there were
Table 12 revealed that the computed p-values
parents who need an assistance to improve their
were all greater than 0.05 (p > 0.05) This means that
capability to involve themselves in the modular distance
there was no significant difference on the assessment on
learning for they served as facilitators of learning to
the parents’ involvement in Modular Distance Learning
their children. The proposed enhancement activities
when grouped according to parents’ educational
were provided in terms of parenting, communicating,
attainment. Parents’ Educational Attainment is a big
learning at home and collaborating with the community.
factor for the study to completely support the student in
modular distance learning. It can be concluded that majority of the
respondents were female with 1-3 number of siblings
Educational attainment of the parents was
whose parents were high school graduate and most of
relevant to help students in answering their modules. It
them were unemployed.
was paralleled in the study result of Ribeiro (2021). His
study shown that several variables appear to Assessment on the Factors of Parental Involvement
significantly determine parental involvement time, in Modular Distance Learning
which is higher when students attend public schools,
when they are less autonomous and younger, when Parenting
parents’ level of education is lower, when the child is a
boy (except in secondary education where gender is not The respondents agreed that their parents
relevant), and when the online school time is higher. involved in modular distance learning as they provided
support and guidance in answering their modules.
Table 12 Parents extended their academic support amidst
Significant Difference on the Assessment on the Parents’ Involvement in
Modular Distance Leaning when Grouped According to Parents’ pandemic. On the contrary, there were parents who
Educational Attainment need to strengthen their parenting skills to properly
guide their child in the conduct of modular distance
Parents Lavene’s T df p- Interpre learning.
Involve Test for va tation
ment Equality of lu Communicating
Variances e
f sig
Based on the result of the study, the respondents agreed
Parentin Betwee .515 2 .257 1. .1 Not
g n 81 70 Significant
that their parents were involved in modular distance
Groups
10.21 72 4 learning in terms of communicating. Parents were still
Within
Groups 5 74 updated in the different policies and regulations issued
Total 10.72 by the school in the distribution of modules. On the
9
Commun Betwee .502 2 .251 1. .3 Not other hand, most of the parents were not included in the
icating n 03 60 Significant group chat of the section where their child belongs.
Groups 6
Within 17.44 72 .242
Groups 5 74 Learning at Home
Total 17.94
7
Learning Betwee .495 2 .247 .7 .4 Not
The respondents agreed that their parents
at Home n 76 64 Significant involved in modular distance learning in terms of
Groups
Within 22.93 72 .319 learning at home. Parents give their time to include in
Groups 9 74 doing homework, goal setting and other curriculum
Total 23.43
4
related activities of their child. The result of the study
7
 __________________________________________________________________________________________________________________

also revealed that parents still have their time to review

the answer of their child in the module.
Collaborating with the Community
Results of the study showed that parents were
involved in collaborating with the community in
modular distance learning. They participated in the
different programs and services being rendered by the
school. Amidst pandemic parents, are aware and they
recognize the importance of the partnership of the
school and the community.
REFERENCES
Mahuro, G. M. (2016). Parental Participation Improves
Student Academic Achievements: A Case of Iganga and
Mayuge Districts in Uganda. Cogent Education, 3:1,
1264170. Retrieved from
https://www.tandfonline.com/doi/pdf/10.1080/2331186
X.2016.1264170
Hallstrom, L. V. (2011). Parental Involvement in
Middle School Mathematics. Theses and Dissertations.
125. Retrieved from
https://digitalcommons.pepperdine.edu/cgi/viewcontent.
cgi?article=1124&context=etd.

Wheeler. D. (2019). Promoting Parental Involvement in

Lara, L. (2019). Effect of Parental Involvement on Urban Elementary Schools: Perceptions and
Children’s Academic Achievement in Chile. Retrieved Experiences of Principals, Parents, and District Office.
from https://pubmed.ncbi.nlm.nih.gov/31316429/ Retrieved from https://mdsoar.org/handle/11603/17935
Ribeiro, L. M. (2021). Parental Involvement during
Pandemic Times: Challenges and Opportunities.
Retrieved from: https://www.mdpi.com/2227-
7102/11/6/302

Paulynice. R. (2020). A Comparative Study on Parental

Involvement. Retrieved from
https://www.researchgate.net/publication/341930201_A
_Comparative_Study_on_Parental_Involvement

Ranka, P. (2021). The Impact of the Level of Parental

Involvement and Parental Demands on Students’
Attitudes to Learning. Retrieved from
https://www.researchgate.net/publication/352352105_T
he_impact_of_the_level_of_parental_involvement_and
_parental_demands_on_students
%27_attitudes_to_learning

Magouirk, T. A. (2015). A Correlational Study of

Parental Involvement at the Elementary School, Middle
School, and High School Level. Retrieved from
https://digitalcommons.liberty.edu/cgi/viewcontent.cgi?
article=2072&context=doctoral

Topor, D. R. (2011). Parent Involvement and Student

Academic Performance: A Multiple Mediational
Analysis. Retrieved from
https://www.ncbi.nlm.nih.gov/pmc/articles/PMC302009
9/

Nyembeke, I. V. (2016). Parental Involvement on

Students’ Academic Activities in Community
Secondary Schools in Tanzania. Retrieved from
http://repository.out.ac.tz/1760/1/NYEMBEKE_THESI
S_REPORT_-24-10-2016.pdf
8