Chapter 1

INTRODUCTION

Children gain learning in organized and secure surroundings.

Preschoolers enjoy the recognizable and try new experiences and face

challenges as long as interaction with peers are manifested. The educational

environment is to support and encourage children’s curiosity, wish to experiment,

explore and create interactions. A suitable time and environment to study can

widen their horizons and knowledge, develop their capabilities, and help them

understand things and concepts.

Effective study cannot be undertaken without the use of these abilities and

study practices play a vital part in academic performance. Preschool students

who have better academic achievements adopt a wider utilization of these skills

than those who make poor progress. Students can improve their academic

achievement, reinforce and adjust their study habits by determining their study

practices.

However, there are several factors that tend to affect students' study

practices. Their ability to study and concentrate can be increased by finding a

quiet place where they can concentrate. Distractions such as phones, chat

rooms, messaging, TV, video games, music and computers can all decrease

students’ ability to learn. Whatever is going on around and within a student’s own

mind is going to affect his study practices.

The way a student approaches his or her studies has a significant impact

on his or her academic achievements. One of the most important metrics used to
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assess the quality of education in school is student academic achievement.

Academic success is a complicated process that is influenced by a variety

of factors, including study habits. The level of preparation and learning strategies

developed and employed consciously by students, go a long way to influence

their level of academic performance. Thus, Mark and Howard (2009) formed an

opinion that the most common challenge to the success of students in all

ramifications is a lack of effective or positive (good) study habits. They further

maintain that if students can develop a good study habit and with good discipline,

they are bound to perform remarkably well in their academic pursuit. Williams

and Worth (2015) concluded that attendance and note taking predict

performance. Grace (2013) also maintained that the process of learning is still a

little mysterious but studies do show that the most effective process for studying

involves highly active behavior over a period of time. In other words, to study

effectively, one must read, draw, compare, memorize and test him over time.

In General Santos City, the disruption of official classes started on March

16, 2020, and eventually school authorities terminated the classes in May 2020

due to the heightened COVID‐19 cases in the country. Within these months,

there were no online or remote teaching classes among schools pending the

proposal of the Department of Education concerning modular modality learning.

When classes opened utilizing the modular modality learning process, parents

were the one responsible in educating their children as well as assessing the

academic development of their children (Toquero & Talidong, 2020).

The purpose of this study was to explore the perception of parents

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towards their children’s practices and motivation achievement in Dadiangas

Heights Elementary School and their academic performance in the school year

2020-2021.

The Purpose of the Study

This study aims to explore the perception of parents towards their

children’s practices and motivation achievement in Dadiangas Heights

Elementary School and their academic performance in the school year 2020-

2021.

Statement of the Problem

The following are the guided research questions that the researcher

desired to find answers. These were used as the basis for developing interviews

and other data collection tools. The research questions are:

1. How do the parents perceive their children’s practices and

motivation?

Research Question

This study aimed to explore the perception of parents towards their

children’s practices and motivation achievement in Dadiangas Heights

Elementary School in the school year 2020-2021.

This study answered the questions:

1. How do the parents perceive their children’s practices and motivation?

Theoretical Lens

This study is based on social cognitive theory propounded by Albert

Bandura. Social cognitive theory strongly lays emphasis on one’s cognition. It

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suggests that the mind is an active force that constructs one’s reality selectively,

encodes information, performs behavior on the basis of values and expectations

and imposes structure on its own actions. It is through an understanding of the

processes involved in one’s construction of reality that enables human behavior

to be understood, predicted and changed. In view of the theory, the students’

academic performance is a product of interaction of his personality and

consequently, study behavior he develops basing on his expectations of the

outcome of his actions.

Significance of the study

The result of this study envisions of giving enlightenment to the following

group of people:

To the Teachers, this would give them insight into why preschool

students receive poor grades, as well as how to intervene and formulate a plan to

assist their pupils to improve. According to Riaz et al. (2002), the main reason

why students fail to make a good effort to learn what their teachers taught them

in school and also do not study at home is because they fail to recognize the

importance of study practices to their academic achievement.

To the Parents, this means that an effective parent-child intervention will

help them know what is the academic performance of their child and how they

can help them.

To the Future Researchers, this may contribute a great help on solving

and creating argumentation of literature that would help the future researchers

and studies.
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Delimitation and Limitation of the Study

The researcher’s concern was to explore the perception of parents

towards their children’s practices and motivation for the achievement of

Dadiangas Heights Elementary School in the school year 2020-2021.

The study was conducted at their respective homes. The participants of

the study were the five (5) parents or guardians of preschool students of

Dadiangas Heights Elementary School who are currently enrolled in the school

year 2020-2021.

Definition of Terms

For better understanding of the study, the following terms were

operationally defined:

Children Practices. This term refers to the behaviors used when

preparing for tests or learning academic material. In this study, it refers to

the test taking skills, study environment, interaction skills and time

management of preschool students of Dadiangas Heights Elementary

School in the school year 2020-2021.

Motivation achievements. This social term describes when preschool

students are driven to learn, inspired or stimulated by success or

accomplishments set by their teacher or parents.

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Organization of the Study

This study is divided into five chapters, which are included as follows:

Chapter I describes the introduction, the purpose of the study, statement

of the problem, research questions, theoretical lens, significance of the study,

delimitation and limitation of the study, and definitions of terms.

Chapter II deals with the review of related literature that supports what the

participants had stated. There is also a literature review related to the study area.

Chapter III provides the researchers methodology adopted for the study to

be carried out. It consists of research design, case study, researcher's role,

research participants, data collection, data analysis and procedures,

trustworthiness, and ethical considerations.

Chapter IV is the results of the data analyzed. Furthermore, it analyses the

perception of parents towards their children’s practices and motivation.

Chapter V presented the discussion of findings, summary, conclusions,

and recommendations.
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Chapter 2

REVIEW OF RELATED LITERATURE

This chapter includes the related legal bases and literature that supported

the study and provide relevant insights that will help in the development of the

study.

Related Literature

Preschool children learn constantly, everywhere. They learn from

experiences, either spontaneous or directed, and every experience contributes to

their development. During their daily activities children acquire intellectual and

social skills, knowledge and learning skills.

Good study practices are essential to educational success. Good study

practices are an important part of any student’s success. It probably can diminish

academic dishonesty by promoting these practices with students, and letting the

students know that having good study practices are very important when it

comes to school.

According to previous studies, good study habits include studying in a

quite place, studying daily, turning off devices that interfere with study (such as

TV and mobile phones), taking notes of important content, having regular rests

and breaks, listening to soft music, studying based on own learning style, and

prioritizing the difficult contents.

Williams and Worth (2015) concluded that attendance and note-taking

predict performance. Grace (2013) also maintained that the process of learning is

still a little mysterious but studies do show that the most effective process for
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studying involves highly active behavior over a period of time. In other words, to

study effectively, one must read, draw, compare, memorize and test himself over

time.

Bajwa et al. (n.d) introduced study practices as the method selected by

the student for private study or the technique used to dominate a topic after

classroom learning. Study habits play an important role in academic success,

and effective study cannot be conducted without using these skills. Students who

have better academic achievements adopt a wider utilization of these skills than

those who make poor progress

According to Pogeu (2016), students should make sure that he/she has a

good study environment, a good desk, a sturdy chair, good light, comfortable

room temperature and a quiet atmosphere. That means he/she should eliminate

all external and internal distractions. Second, get a good overview of the

assignment before starting the work. Know the skills, facts and ideas that are

expected to master and the ground that are expected to cover. Start with the

most difficult subject first, while the mind is freshest and most receptive.

In addition, many researchers had conducted a study and concluded that

study habits and academic performance move in the same direction. It only

means that when a student performs well, their academic performance will

appreciably be improved. Moreover, according to Reed (2016), good and

effective study habits that are practiced regularly by highly effective students

includes taking down notes during discussions, and it is very essential in studying

because through the notes taken it is easier to study and remember facts that are
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important in the previous lesson. According to the study entitled “Good study

Habits”, reading textbooks or material, performing advance reading prior to class,

listening attentively during classes and working with homework every time should

also be observed regularly. In addition, according to Conway (n.d), good study

habits also include daily practicing skills through answering problems. School

libraries are very important in shaping students’ habits regarding reading for

leisure, to pass examinations and to obtain information on different aspects of life

(George, 2011). It is an inexhaustible store house of unrestricted information

resources in diverse formats systematically organized for users.  Thus, a school

library cannot be separated from the school – parent institution and expect all

round development of the students. Library users make use of libraries for

different purposes. While some users use it for reading their notes and personal

books, others use the library to do assignments. Yet, others visit library to

prepare for examination, recreation and relaxation

Attitude towards study has a great contribution on academic achievement,

and good study pattern. Successful learners adopt a positive attitude towards

study, and do not waste time or energy over what they have to do. If the learning

experience is pleasant, the learner’s attitude and motivation is usually positive,

and if the learning experience is not pleasant he tends to avoid it. Negative

attitude towards study sometimes finds expression in comments such as “I study

but cannot remember what I study” or “the lessons are too long” (Hussain 2014).

Study habits are defined as the regular tendency and practice that one

depicts during the process of gaining information through learning. Indeed,

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establishing a proper and efficient study habit will make one’s high school life

meaningful and challenging. In addition, it is a prerequisite for attaining a

successful and prosperous life in the near future. But, if the students do not have

a good study practices, this could be a reason for them to get low grades or

failing the subject or dropping out in the school. And that is the most of the

problems of the majority of the schools and even in the entire country (Venturina,

2015).

According to Agyemang-Mensah (n.d), poor academic performance is as

a result of students’ inability to develop good study habit procedures. Many

students perform poorly academically, due to factors other than low intellectual

capacity. One such factor is poor study habits, which often result in poor

academic performance even among the naturally bright students. So, study

habits serve as the vehicle of learning which may be seen as both means and

ends of learning and they play a very important role in the life of students.

Success or failure of each student depends upon his or her own study habits.

Some students study more but they fail to achieve more while others study less

but achieve more. Success of each student definitely depends upon ability,

intelligence and effort. Study habits are intended to elicit and guide one’s

cognitive processes during learning. Study habits are influenced by attitudes,

personality traits, and levels of aspirations, teaching methods adopted and

material they are to learn. For this matter, it is the effort of teachers to develop

good study habits among junior high school students.

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The enhancement of academic success can be achieved through effective

study practices. Lack of effective study practices among students result in poor

academic performance. It is believed that better academic performance requires

hard work, a sense of commitment, dedication, sacrifice and above all effective

study practices. Therefore, serious planning and a positive attitude towards one’s

study should be encouraged among students to ensure good academic

performance.

According to the how-to-study.com (2009), students who are very

successful in their desired career have good study practices. It is stated in the

website that students apply these practices to all of their classes. The website

also recommends some tips in improving study practices. The website also

suggests that the student should try not to study all the subjects in just a period.

The website also added that if you try to do too much studying at one time, you

will tire and your studying will not be very effective. Space the work you have to

do over shorter periods of time. Taking short breaks will restore your mental

energy.

L’Hommedieu (2017) pronounced that successful students have good

study habits in all of their classes. In contrast, she also said that a person who

waits until the very last night before an examination and then stays up all night

trying to cram the information into his head is a concrete example of someone

with bad study habits. In addition, there are good and bad impacts that you can

get while playing online games. Good for those who know how to limit their time

in playing games and know how to manage their time. Bad for those students
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who are attached themselves to sitting for a long time playing online games.

They spend their free time playing online games instead of advancing their

studies that will affect their study habits (Hassan, 2011). According to Bennette

(2019), family issues—such as divorce, financial strife, and sibling bullying—have

the potential to negatively affect those directly involved as well as distant

relatives. Kids, however, are common victims left reeling from a family problem.

These young individuals do not have the tools or mental capacity to properly

manage stress, and it shows in multiple capacities: one being their performance

at school.

Achievement motivation is explained as a social form of motivation by

Coleman (2001) which involved competitive drives for meeting the standards of

excellence. Ghasemi et al. (2011) noted that it is related to ways, planning and

efforts to achieve specific goals and associated with feelings of self-worth. Eres

(2011) stated that educational institutions looked for achievement motivation

which is seen as behavior related with performance excellence. Akpan and

Umobong (2013) noted that achievement motivation is a force which encourages

and stimulates the person to do action to get success. From achievement

motivation, Wani and Masih (2015) meant a strong psychological motive by

which a person desires to excel.

Synthesis

Study practices itself affects the academic motivation of

students measured by their general points average (GPA). According to Nonis

and Hudson (2016), study practices can have either positive or negative effects
 13

with academic performance because of its direct relationship with it. There is a

positive effect of study practices if one’s General Percentage Average (GPA)

were good or high on the other hand, if their grades are below average there is a

negative impact on it. Positive or negative effect is based on grades because it

represents the academic performance of each student. According to Agyemang-

Mensah, poor academic performance is as a result of students’ inability to

develop good study practices. Development of a good study is an art

(Premalakshmi, 2017). The first step to have a good academic achievement is to

formulate a regular study practice. In order to develop healthy study habits,

children must practice at home and at school. They must be appropriately

guided. The children's ability to study and participate positively in the

components of learning would be strengthened with the support of their parents

and teachers.

This study aims to provide evidence for how preschools can be arranged

to support cultural learning through guided play. It probes into how teachers

provide interaction and arrange environments in preschools that provide children

with cultural affordances for play. This process is theoretically outlined to be a

form of cultural niche construction. The paper empirically draws on data sets

from three ethnographical projects (Ledin & Samuelsson, 2017; Samuelsson,

2018, 2020), conducted at low-socioeconomic status (SES) areas in Sweden

where a majority of children are bilingual or multilingual. It is suggested that

preschools can provide structured environments, with affordances that can

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deliberately be used to design settings that support learning for children

immersed in a new cultural and linguistic setting.

The recent K-12 program is the Philippines' response to the world’s

challenge on early childhood education. Through Republic Act 10157, known as

the “Kindergarten Education Act”, the program mandates the compulsory offering

of Kindergarten education for all 5 year-old Filipino children. Since its

implementation of mandatory kindergarten in 2011, the Philippines has obtained

great achievement in its aim to provide universal access to early childhood

education in the country (K to 12 Toolkit, 2012). The transition to kindergarten is

an important developmental milestone for young children. There is an

assumption that children’s access to ECE is best viewed as an investment for the

future and economic driver for the well-being of the nation (Parker, Atchison &

Workman, 2016; Britto, Engle & Cuper, 2013; Sims, 2013; Heckman, 2011). It

also makes learning outcomes more equitable, reduces poverty, and improves

intergenerational social mobility (OECD, 2012). Sims and Waniganayake (2015)

expressed that ECE provides a foundation upon which schooling builds in order

to create employable, compliant and responsible citizens of the nation.

A strong body of research supports the numerous potential educational

advantages of parent involvement. However, research on student motivation as

an academic result of parental participation is very new. This essay aims to

demonstrate how parental involvement and student motivation are connected.

Parental involvement is positively correlated with the following motivational

 15

constructs: school engagement, intrinsic/extrinsic motivation, perceived

competence, perceived control, self-regulation, mastery goal orientation, and

motivation to read, according to studies of students from elementary school

through high school. We provide potential explanations for their connection

based on a review of the parent engagement and motivation literature.

Additionally, directions for future study fields are provided. (Gonzalez-DeHass,

A., et.al, 2005).

There is a correlation between parents' employment of these harmful

behaviors and their judgments that the environment poses a threat to their

children, according to earlier research on the causes of controlling parenting. The

causal effect of environmental risks on controlling techniques, however, has not

yet been determined. With the aid of an experimental design and a sample of

101 kids (Mage = 10.21 years) and their moms, this study filled this gap. We

altered mothers' perceptions of environmental hazards, then asked them to assist

their kids in completing a task in a guided learning environment. During this

interaction, we collected multi-informant observational measurements of maternal

regulating behaviors. Results first demonstrated that moms with a high (but not

low) level of controlling style were substantially more controlling in the threat

condition than in the control condition, according to an independent observer.

The findings also showed that moms, regardless of their controlling style, were

viewed by their kids as much more controlling in the threat condition as in the

control condition. The results of path analyses then demonstrated that children's

views of their mothers' controlling behaviors could be predicted, and these

 16

perceptions may be linked to children's greater levels of controlled motivation.

Examining indirect effects also showed a strong connection between perceived

maternal regulating behaviors and environmental hazards as they relate to

children's controlled motivation. These findings are discussed in relation to the

parenting literature. (Robichaud, J. M., et.al, 2020).

Young children's development of physical activity and physical literacy is

greatly influenced by their parents. Parent-focused programs to enhance young

children's physical literacy have not received much study attention. We looked at

if a practical, theory-based physical literacy training workshop (PLAYshop) for

parents could boost their confidence and understanding in the subject as well as

parenting techniques for promoting the development of their preschooler's (3-5

year) physical literacy. Examining implementation enablers and impediments was

the secondary goal. It found that a 75-minute course that was co-facilitated and

included parent resources and booster sessions helped parents gain more

knowledge and self-assurance about physical literacy. The workshop also

seemed to achieve other intervention goals, having a favorable effect on parents'

perceptions of obstacles, the perceived availability of resources, their self-

reported parenting styles, and their engagement in at-home activities. This

research makes a significant addition to an area of study that is still in its infancy

and may be utilized to guide future research, policy, and practice. Its results are

essential for preparing the PLAYshop for scale-up and future evaluation. (Lane,

C., et.al, 2022).

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All societal spheres have been devastated by the COVID-19 pandemic,

including schooling. The lives of children, instructors, and parents around the

world were influenced by home confinement, school closings, and online

learning. In this study, we looked at the effect of COVID-19-related constraints on

the academic motivation of Italian and Portuguese students as well as the

potential buffering effect of extracurricular activities. 567 parents (nItaly = 173,

nPortugal = 394) commented on their children's motivation for academics and

involvement in extracurricular activities using a retrospective pretest-posttest

design (grades 1 to 9). We compared Italian and Portuguese students' pre-

COVID mean motivation scores, rate of change in motivation, individual variance

in rate of change in motivation, and reliance of rate of change on initial motivation

using a multi-group latent change score model. Latent change score model

estimates revealed a decline in student motivation in both Italy and Portugal,

however it was more pronounced among Italian students. Results also showed a

link between changes in academic motivation and a decline in students'

involvement in extracurricular activities (i.e., students with a lower decrease in

participation in extracurricular activities had also a lower decrease in motivation).

Additionally, alterations in motivation were substantially correlated with students'

ages (i.e., older students had lower decrease). Both the gender of the students

and the educational level of the parents were not significantly associated. This

research makes a significant contribution to our understanding of how students

stay motivated academically while faced with home confinement, school

closures, and remote learning as part of the restrictive tactics used to contain a
 18

global health disaster. We argue that in order to prevent the fall in academic

motivation during extraordinary circumstances, teachers must implement

motivation-enhancing methods.

Human activity is sparked by motivation. Motivation, according to Schunk

and Pintrich (2002, p. 5), is "the process whereby goal-directed action is

prompted and sustained." This definition emphasizes how motivation is

influenced and limited by both environmental circumstances and personal traits

(Anderman and Dawson, 2011). Motivation is a complex, multidimensional

construct that includes a variety of elements, including beliefs, objectives, values,

desires, needs, and emotions. It is not a one-dimensional idea (Murphy and

Alexander, 2000; Wentzel and Wigfield, 2009; Anderman and Dawson, 2011).

For the past 40 years, experts have worked to understand how motivation

improves students' academic performance. According to Wentzel and Wigfield,

academic motivation refers to students' attitudes, objectives, and values that

influence the academic or school-related tasks they will pursue and stick with

(2009). Academic motivation is defined by Gottfried (1990, p. 525) as "enjoyment

of school learning characterized by a mastery orientation, curiosity, tenacity,

task-endogeny, and the learning of hard, complex, and unique tasks." Parents

have a significant impact on their children's academic motivation. According to

the self-determination theory, the environment parents create (i.e., the definitions

of rules, guidelines, and expectations), parent autonomy-support and respect for

children's perspectives, and (c) the degree to which parents are involved and

build loving relationships with their kids all play a role in whether or not students'
 19

psychological needs for competence, autonomy, and relatedness are met

(Grolnick et al., 2009). The motivation of students and their academic

achievement have also been evaluated by researchers using accounts from

significant adults, such as parents and instructors (e.g., Gilger, 1992; Harris et

al., 2006; Saçkes et al., 2016; Allerhand, 2018; Owens et al., 2020). Despite the

abundance of research on academic motivation, it is crucial to note that there is

little evidence regarding whether or how extreme circumstances, such as home

confinement, school closures, and distance learning as restrictive measures

implemented in response to a global health emergency, may affect students'

motivation as perceived by their parents. (Zaccoletti, S., et. al, 2020).

The development of young children depends greatly on their preschool

experience. It is probably common knowledge that parents are essential to the

success of preschool education. The attitudes of parents toward early childhood

education are particularly important for a successful, creative, and effective

program. But very little is understood about Rwanda. In this study, we can close

this gap by looking into how parents feel about the value of preschool education.

Both in Kigali city (to capture the urban context) and in eastern province

(representing the rural condition), data were collected using semi-structured

interviews, and a qualitative method was applied to provide a thorough

understanding of the respondents. The findings suggest that whereas parents in

urban areas were very concerned about their children's future, 78% of all

interviewees in rural areas were unaware of the significance of preschool. 95% of

respondents in urban areas feel that preschool is essential. The influencing

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variables of parents' perceptions were examined in order to have a deeper

understanding. The degree of perceptions was found to be strongly correlated

with parents' socioeconomic status, educational background, and living

environment (rural/urban). The report advised nationwide parent education

efforts on the value of preschool instruction. (Annonciata, A., & Nadege, M.

2020).

This study looked into how parents perceived, supported, and felt about e-

learning. It also suggested a school-parent partnership that would assign duties

to parents and schools based on the study's findings. A questionnaire survey and

focus groups with parents from 21 schools in Hong Kong's e-learning pilot

program received responses from 61 parents in total. Although parents only

showed a basic degree of knowledge, the results showed a strong association

between parental understanding and support for e-learning. Six key parental

worry areas and four different types of parental assistance were identified. These

findings highlight the importance of parents implementing a proactive e-learning

strategy at home to oversee, encourage, and support e-learning. To win support,

schools should develop a comprehensive policy to address parents' worries in a

responsive and proactive manner. Through communication between schools and

parents as well as peer support among parents, schools can improve parents'

pedagogical understanding of online learning and resolve parental concerns.

(Kong, S. C. 2018).
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The degree to which children are engaged in their education during the

primary years is influenced by parental participation. This study's goal was to

investigate how rural Turkish parents saw their involvement in the education of

their elementary school children based on Epstein's (1995) six forms of parental

involvement (parenting, communicating, volunteering, learning at home, decision-

making, and collaborating with the community). The discrepancies between

parent demographics (educational attainment, household income, marital status,

and age), and parent involvement at the elementary school level in rural Turkey,

were also examined in this study. In three rural settings in the Turkish city of

Konya, 742 parents of students in elementary schools filled out questionnaires

and assessments. Verified data is analyzed using a quantitative analysis method.

The combined factors of parent participation were found to be statistically

significantly impacted by family income. The combined components of parent

participation were impacted statistically by the interactions between education

level by age, income by age, and education level by income by age. In Turkey,

there were no discernible disparities in parental participation between parents

from different educational backgrounds, marital statuses, and age ranges.

According to this study, parental involvement in children's education is most

strongly influenced by family income for Turkish parents across all areas.

(Erdener, M. A., & Knoeppel, R. C. 2018).

In order to develop practical strategies to remove obstacles and boost

activity levels, it is important to better understand the variables that influence

children with intellectual disabilities (ID) to participate in physical activity. The

 22

purpose of this study was to systematically analyze how parents assess the

factors that encourage and hinder physical exercise for kids with ID. To find

pertinent papers, a thorough search was done in Embase, Medline, ERIC, Web

of Science, and PsycINFO (up to and including August, 2017). By creating third-

order themes and a theoretical model, a meta-ethnography technique was

employed to combine qualitative and quantitative findings. Ten studies, ranging

in quality from poor to strong, were included. Twelve quantitative findings and 71

second-order motifs were extracted. Family, child factors, inclusive programs and

facilities, social motivation, and children's experiences with physical activity were

developed as the five third-order themes. According to theory, these elements

can either encourage or discourage physical activity, depending on the

knowledge and training of those who are relevant, such as parents and coaches.

Parents play a crucial role in encouraging activity among kids with ID. A key

strategy for converting barriers into facilitators is to increase the knowledge and

education provided to pertinent others. (McGarty, A. M., & Melville, C. A. 2018).

Childhood experiences are being impacted by changes in modern

civilizations. Less time is available for outdoor recreation, which leads to more

sedentary lifestyles and a separation from the natural environment. A project

centered on the exploration of the outdoor environment was established with a

group of young children in an early childhood education setting in Portugal in

recognition of the value of outdoor play for young children's healthy development.

By switching from frequent indoor activities to frequent use of the outdoors, the

project attempted to change educational methods. In this essay, we outline the

 23

key aspects of outdoor play that emerged throughout the project (contact with the

elements of nature, the value of risk, and socialization opportunities), and we

emphasize the contribution of both professionals and families to the development

of worthwhile outdoor play opportunities. (Bento, G., & Dias, G. (2017).

Parental communication practices have evolved as a result of the growing

use of social media, which also makes it possible to seek online social support.

This study investigated how parents use various social media platforms for

parenting help and looked at potential driving forces. The Australia-wide online

poll was completed by 523 parents in total. The findings showed that Facebook,

parenting websites, and blogs were the most popular social media platforms

among parents. The top-ranked reasons parents used social media for parenting-

related purposes were to obtain particular information and guidance. Research

on social media use (Model 1) and parents' reported levels of online social

support was done using a series of multiple regression analyses (Model 2).

Analysis of Model 1 showed that, after adjusting for demographic factors, internet

self-efficacy, perceptions of social media, and online support all predicted

parents' usage of social media. Analysis of Model 2 showed that, after adjusting

for demographic factors, parents' attitudes toward and usage of social media

predicted the amount of online social support they reported receiving. In other

words, the more parents utilized social media, the more online support they

reported receiving. Social media use and online social support were not

predicted by child maladjustment or parenting efficacy. The findings show that

 24

social media is used by parents for parenting-related goals and that it can act as

a form of social support. (Haslam, D. M., et.al, 2017)

There has been little research on the efficacy of naturalistic developmental

behavioral interventions in community settings, despite findings from parent-

implemented interventions showing positive benefits on reducing core symptoms

of autism. Additionally, little research has been done on the perspectives of

parents who participate in early intervention programs run by parents. 13 families

were monitored as they received training in the Naturalistic Developmental

Behavioral Intervention, Project ImPACT, and data show that parent training by

community providers is feasible and well received, and parents find value in

participating in intervention and perceive benefit for their children. Future study

recommendations and program element adaption suggestions are discussed.

(Stahmer, A. C., et.al, 2017).

This study advances knowledge of early childhood educators' and parents'

attitudes and behaviors around children's outside dangerous play. 112 parents

and 26 early childhood educators from rural and urban areas of Australia and the

United States participated in this study. Participants responded to an online

survey on their opinions and routines regarding giving kids the chance to play

dangerously outside. Questions also looked into the barriers that participants

faced in giving kids these opportunity. Findings showed that most educators

provided suitable activities because they believed it was necessary for kids to

have opportunities for outside risky play. Opportunities for dangerous outdoor
 25

play fell into the areas of fostering big motor skills, fostering unrestricted

environmental exploration, and fostering risk assessment. When compared to

educators in the US, Australian educators gave outdoor risky play chances a

substantially higher priority. Many parents agreed that risky outdoor play was

important and offered suitable activities. The opportunities offered by parents fit

into the same categories as those offered by teachers, with the addition of

trepidation and a wish to avoid hovering. The young age of the child and safety

worries were cited by many parents as obstacles. Discussions about the study

and practical implications follow. (McFarland, L., & Laird, S. G. 2018).

This study demonstrated that the parent-child relationship, in addition to

family SES, has an indirect impact on reading ability. Even more intriguingly, we

discovered that students' learning drive attenuated the direct effect, indicating

that the impact of SES on reading ability can vary depending on students'

learning motivation. Through the parent-child bond created by parents' speech

and actions, socioeconomic position can indirectly affect how well children read.

The interaction between parents and children has a significant role in this

externalized SES process. A positive parent-child relationship is essential to

children's healthy physical, mental, and cognitive development. It is also a

significant role in fostering children's reading skills (Jeynes, 2003, 2007). Parents

with higher levels of education than parents with lower levels of education offer

more tutoring and support directly, and more crucially, they can offer support

indirectly by improving the parent-child bond. They can accomplish this by being

upbeat and letting their kids know they have high expectations for their
 26

education. In general, parents with greater levels of education are better

knowledgeable about appropriate parenting practices and have a wider range of

strategies for resolving conflicts in their relationships with their kids. This skill can

improve the parent-child bond and, as a result, help kids perform better in school.

According to Bergin's (2001) research, there is a substantial link between a

child's attitude toward reading and reading fluency and the affective nature of

their relationship with their parents. The Chinese proverb "children from a

scholarly family" highlights the value of the environment created by parents' and

other family members' educational backgrounds for children's academic success

(Wen et al., 2016). Parents with low SES frequently experience more negative

emotions, such as discontent and unhappiness, and experience greater financial

pressure, which may have an indirect impact on reading ability. In these

situations, parents are more prone to reprimand their children by physically

abusing them and taking their rage out on them. Children could experience

resentment and dissatisfaction as a result, which could have an impact on their

academic performance.

The parent-child relationship acts as a mediator, and this means that

parents shouldn't just believe that giving their kids enough material things will

boost their academic achievement. Contrarily, good living conditions and

financial commitment to education should also be used to create a happy family

environment. We discovered that the direct impact of the parent-child relationship

on reading ability was constrained by the students' motivation for studying. The

complexity of SES's impact on reading ability was shown by the moderating

 27

influence of learning motivation. While it has been established that SES has an

impact on academic ability, there are cases of children from low SES homes who

excel academically and children from high SES families who struggle

academically. This phenomenon is caused by the fact that initiative factors, such

as learning motivation, temper the impact of SES on academic performance.

Children from low SES backgrounds or those with unfavorable parent-child

connections may lack access to material resources, be subjected to traumatic life

events, and live in passive homes. If they are highly motivated to learn, they may

be able to combat these negative outcomes through proactive study attitudes

and effective learning practices. Thus, learning motivation can improve kids'

capacity to deal with the challenges brought on by low SES. Children from

families with high SES may have superior study materials or academic support,

but if their willingness to learn is insufficient, they risk academic failure. The

findings of this study and those of Kim et al. (2018) are mutually corroborated

and complementary. Children from poorer homes did better academically than

those from wealthier families, according to research by Kim et al. (2018) that

drew on a survey of 503 respondents. Children who were wealthy were more

likely than those who were poor to lack motivation. (Chen, Q., et.al, 2018)
 28

Chapter 3

METHODOLOGY

Research Design

The researcher used qualitative research design. According to Stake

(1995), a qualitative study capitalizes on standard ways of getting familiar with

things. In this study, the researcher will have an advantage and a commitment to

pay attention to what they think is important about the common study practices

and academic motivation of preschool students of Dadiangas Heights

Elementary School in the school year 2020-2021. One of the central capabilities

of qualitative researchers is experience.

Case Study

According to Stake (2005) as cited by Marrelli (2007), a case study

methodology necessitates a high level of cooperation between subjects, the

researcher and the researcher audience. The researcher works closely with the

subject to gather evidence, then chooses and structures the concepts that were

used in the study, forming patterns, and emphasizing certain ideas, subordinating

or deleting others, and eventually connecting and embedding the ideas in a

narrative context. During this method, the researcher shares both the

participant’s and the researchers’ interpretations of events and relationships.

When the listener reads the case report, they mentally incorporate and remove

material from it, shaping what they learn based on their previous experience and

personal understanding. 
 29

Role of the Researcher

The researcher wants to describe the perception of parents towards their

children’s practices and motivation achievements and to gain more

understanding and have a bigger picture of it. The research focused on the

parents of preschool students. First, the researcher identified the parents of

preschool students in Dadiangas Heights Elementary School. She submitted a

letter of invitation and a consent from the potential participants of her research

after recognizing them. The researcher completed a one-on-one depth interview

using either messenger app, google meet or zoom. She was the interviewer and

prepared all the requisite resources for an interview. Before the interview, all the

participants were given a one-on-one orientation to the nature of the activity. The

interview questions were validated by professional validators so that participants

could clearly understand and respond to them. Lastly, she transcribed the details

from the interview.

Research Participants

The researcher interviewed the five (5) participants and used the video

messaging apps that suited them best. The researcher advised the participants

that the interview was recorded. The participants were five selected parents of

preschool students who were enrolled at Dadiangas Heights Elementary School

School Year 2020-2021.

 30

Data Collection

The researcher used a semi-structured interview consisting of a mixture

of formal and unstructured questions. The highly organized portion of the

interview usually requires detailed input from all the participants. The interview is

largely driven by a list of questions or a subject to be discussed. Furthermore,

according to Gill, Stewart, Treasure and Chadwick (2008), the object of a

research interview was to learn about people’s viewpoints, perceptions, beliefs

and/or motivations on specific topics. Interviews are considered to have a deeper

understanding of social phenomena than purely quantitative methods such as

questionnaires.

To consider the restrictions brought by COVID 19 pandemic, the

researcher conducted data gathering through chat messages, video calls and

voice messages in different messaging apps like google meet, zoom and

messenger.

Data Analysis

In data analysis, the researcher used the thematic analysis of Braun and

Clarke (2006).

In phase 1 of analyzing the data, the researcher familiarized the data,

repeated reading the data, and read the data actively- searching for meanings,

patterns and so on.

In phase 2, the researcher generated an initial list of ideas about what is

in data and what is interesting about them. And have a long list of the different

codes that the researcher has identified across the data set.
 31

In phase 3, the researcher searched for themes. The researcher set out

to analyze the codes and considered how different codes may combine to form

an overarching theme.

In phase 4, the researcher reviewed the themes. She made sure that the

themes are a useful and accurate representation of the data and the researcher

returned to the data and compared the themes against it.

In phase 5 involved the researcher defining and refining the topics that

were presented for review, as well as analyzing the evidence inside them.

In phase 6, the researcher set a fully worked-out theme and involved the

final analysis and write-up of the report. The researcher described what the

themes mean and included examples from the data evidence.

Trustworthiness

In the study of Shenton (2004), Guba’s constructs have been accepted

by many when it comes to the trustworthiness of qualitative research and it

consists of credibility, transferability, dependability and confirmability. In

addressing credibility, she built her trustworthiness as a researcher in her pursuit

of the reality of the research study’s result.

As a qualitative researcher, she addressed transferability by describing

all the steps in her study, coding and analysis techniques to use. She also

considered the demographics and geographic borders. Furthermore, she related

her study results to the findings of other studies that apply what was discovered

to the broader research context.

 32

Ethical Considerations

The participants were given enough time to ask questions and express

their thoughts. They have the right to deny or withdraw from the study at any

time. Each interview was conducted one at a time, depending on participant’s

schedule and freewill (Arifin, 2018). They were informed that the interview was

recorded. During data collection, presentation, and dissemination of the study

findings, the participants’ anonymity and confidentiality were secured by not

sharing their names or identities. The privacy and confidentiality of the interview

were tightly monitored during online communication, interview session, data

analysis and dissemination of the findings. Data transcription was performed in a

private room with headphones to avoid the possibility of being heard by others.

The participant’s identities were referred to by their code names.

 33

Chapter 4

RESULTS

This chapter depicted the presentation, analysis, and interpretation of the

data. Discussions are arranged based on the tabulated data.

Profile of the Participants

There were five (5) participants taken in the study, which will be coded

Participant 1 (P1) to Participant 5 (P5). Participant 1 is 26 years old and reaches

the level of college, participant 2 is 26 years old and also reaches the level of

college or college graduate. Participant 3 is 32 years old, participant 4 is 46 years

old, and participant 5 27 years old; all of them are either college level or college

graduates.

Table 1. Profile of the Participants

Participants Age Educational Attainment

Participant 1 (P1) 26 College
Participant 2 (P2) 28 College
Participant 3 (P3) 32 College
Participant 4 (P4) 46 College
Participant 5 (P5) 27 College

Practices and Motivation

Out of five cluster themes, a major theme was formulated, namely

practices and motivation. The five cluster themes are recreation practices: Work

practice at home, academic practices, non-academic motivation achievements,

and academic motivation achievements. Each of the cluster themes were culled

from the core ideas deriving from the answers of the participants.
 34

Recreation Practices

When the participants were asked individually concerning the practices of

their children’s in terms of recreations, they answered diligently as follows:

P1- She plays with her toys and after she practices her reading and exercises
her writing.
 
P2- My daughter loves to read books, play with her favorite toys, and watch
Disney movies.
 
P3- She usually loves to draw and watch tv. And during the weekend, I allow her
to use gadgets and she plays roblox.

P4- They learn to be contented of what they have, they love writing

P5- My daughter likes to draw, artistic. She also loves to sing and dance.
Work Practice at Home

This shows that recreation practices of the children vary, where Participant

1 mentioned about her child’s reading and writing exercises, while participant 2

stated that her child read books and played with toys. Both participants 3 and 5

revealed that their children are fond of drawing and watching television. While

participant 4 proudly declared that her children love writing. Their reactions

disclosed that their children included academic practices as part of their

recreation.

Children are children, their tendency is always to play, which means that

even if they are engaged in their study, having their mother as their teacher

because of the pandemic, they still needed to play, which is their main recreation

to keep them enthusiastic in their life. Giving them enough time to play and time

to study would give them a balance and enjoyable life.

 35

Table 2. Practices and Motivation

Core Ideas Cluster Themes Major Theme

Practice her reading and exercise her writing. (P1)
Read books and play with her favourite toys (P2) Recreation
Draw and watch tv (P3, P5) Practices
They love writing (P4)
She fixed her room before leaving. (P1)
Do some of household chores like, folding the linens.
(P2) Work Practice at
Same routine, play, draw, watch tv, and use gadgets Home
sometimes. (P3)
They are willing to work. (P4)
Loves to water the plant. She also helps folding
clothes and arranging shoes. (P5)
Familiarize colors and exercise her writing. (P1)
Every day, she reads her books. (P2) Practices
She loves to join dance competition. (P3) Academic And
They are active with their school activities. (P4) Practices Motivation
Active in oral recitation (P5)
Family is always there and guide her (P1)
The love of completeness of the family (P2) Non-Academic
She loves what she is doing (P3) Motivation
Surrounded by people who loved to study (P4) Achievements
Family support system that she gets (P5)
Do all school works (P1)
I used the reward system, every time she does her Academic
task very well (P2) Motivation
She loves what she’s doing and she have our whole Achievements
support (P3)
Finish study to achieve their goals in life (P4)
Her studies as her top priority (P5)

Work Practice at Home

When inquired upon the practices of their children in terms of work at home,

they retorted about the activities of their children at home in terms of house

chores.

P1- She always makes sure that she fixes her room before leaving.
 
P2- My daughter is 7 years old but she knows how to do some of household
chores like, folding the linens every morning when she wakes up, packing her
things after online school, throwing garbage in the trash bin and sometimes
washing her own plates and utensils.
 
P3- It is the same routine, play, draw, watch TV and use gadgets sometimes.
 
 36

P4- They have their own house chores, they are willing to work
 
P5- She loves to help when it comes to house chores. She loves to water the
plants. She also helps with folding clothes and arranging shoes.
The participants narrated the role of their children at home helping in the

house chores. Participant 1 stated that her child fixes her room before leaving,

while participant 2 gladly mentioned that her child knows how to fold linen.

Participant 3 however, mentioned that her child does the recreation and studying

activities without mentioning her child helping house chores. Participant 4 stated

that her child is willing to work inside the house and participant 5 stated in detail

that her child loves watering the plants, folding clothes and even arranging

shoes.

Their responses just show that training a child to help in the house chores

is indeed necessary to instill to them a sense of responsibility and cleanliness,

regardless of their hectic schedule for the day, parents should take time training

them to do house chores.

Academic Practices

Concerning their academic practices of their children, parents eagerly

responded by narrating the academic practices of their children as follows:

P1- She colored coloring books to familiarize colors and exercise her
writing.

P2- She is consistent in doing her study habit, every day she reads her
book, answers all the assignments and performs all the tasks given by
their teachers with my minimum supervision.

P3- She loves to join dance competition

P4- They easily learn and they are active with their school activities
 37

P5- She loves to socialize. She is active in oral recitation. She has a lot of
confidence and she listens to her teachers very well. She is a good
listener.

Participant 1 emphasized the academic practices of her child, such as

familiarizing with colors, and practice writing, while participant 2 declared that her

child reads a book daily and participant 3 proudly declared that her child loves to

join dancing competitions. Participant 4 stated that her children are active with

school activities and participant 5 mentioned about her child being active in oral

recitation.

Parent’s answers disclosed one undeniable truth, children vary on their

academic prowess, which means that they will have their respective career path

when they grow up. Each of them has different inclinations and talents, which

parents must nurture and never assert their dream for their child but allow the

child to choose her own dream.

Non-Academic Motivation Achievements

At that moment when the participants were asked about the motivation

achievements of their children outside academics, they answered eagerly as

follows:

P1-Her family is always there and guides her.

P2- The love and completeness of family, giving her needs, the best care
and spiritual guidance.

P3- Her motivation I think is that she loves what she is doing and just
supports her along the way.

P4- They are surrounded by people who loved to study, they learn anything
that can be a source of inspiration

P5- She makes the family support system that she gets from our family as
motivation
 38

Participant 1 pointed out that in terms of the motivational achievements of

their children outside academics, they as a family are always there to support

their child, while participant 2 mentioned about love and completeness of the

family. Participant 3 stated that her child loves what she’s doing, while participant

4 answered similarly with participant 1 and 2, wherein her children are

surrounded by people who love to study; and, lastly, participant 5 mentioned as

well the support of the family to the activity of the child.

This shows that parents and the rest of the family must all contribute their

concerted effort to support the child while growing and studying to be able to stay

in the right track, utilizing a support system that upholds good moral values inside

home.

Academic Motivation Achievements

When asked concerning the academic motivation achievement of the

children, parents responded as follows:

5. What are the academic motivation achievements of your children?

P1- I always tell her that she should do all school work in order to have a
better future so that she can buy all the things she wants.

P2- I used the reward system. Every time she does her task very well,
getting high grades I reward her with the things that she wants, especially
giving her the 100 percent love and attention in keeping her motivated.

P3- She loves what she's doing and she has our whole support. For me,
that’s the best way to motivate her.

P4- I will always teach them to motivate themselves to finish study for
them to achieve their goals in life

P5- Family and herself. She wants to be successful one day and that
includes her studies as her top priority. She wants to soar high so her
future life will be good
 39

In terms of academic motivation achievement, participant 1

revealed that her child does all the school work, while participant 2 uses a

reward system for her child. Participant 3 declared that her child loves

studying and the family supports the child all the way. Participant 4

reiterated that their children must finish their study in order for them to

achieve their goals in life, while participant 5 stressed that the child makes

the study priority.

This means that parents who support their children in their desire

to study and the academic aspects the child wants to do would bear fruit

through the child’s academic achievements. Support system within the

family is a strong force that motivates children to pursue their dream and

excel in their endeavors, particularly in academic aspect.

Benefit and Development

Benefit and development as the major theme were formulated out of the

five cluster themes deriving from the core ideas culled from the answers of the

participants. The five cluster themes formulated are as follows: Benefit of

recreational practices, parents’ benefit from children’s work practices, cognitive

development through academic practices, non-academic competitive of children,

and academic competitive attitude of children.

 40

Table 3. Benefits and Development

Core Ideas Cluster Themes Emergent Themes

It helps her to not be pressure in school
(P1) Benefit of Recreational
It enhances her knowledge (P2) Practices
In a way that she can express herself (P3)
I taught them how to be good learner (P4)
It diverts her attention in a good way (P5)
It gives me more time to guide my child
(P1)
Teaches her to be independent (P2) Parents’ Benefit
It helps her to be a good person boosts her from Children’s
confidence (P3) Work Practices
It’s a success for us parents (P4)
It makes me the happiest mom on earth
(P5)
It helps her to communicate and mingle to
others (P1)
Benefits
It develops her critical thinking skills (P2) Cognitive
And
It helps them to be curious (P3) Development
Development
Parents assist their children in their studies through
(P4) Academic
It helps her to learn new things, discover Practices
new things (P5)
None (P1)
My daughter is very competitive and loves
to learn new skills (P2) Non-Academic
She is competitive in a positive way (P3) Competitive of
They got used being given time frame for Children
using their gadgets (P4)
She can do so much more (P5)
She doesn’t want to sleep if works are not
finished (P1) Academic
She makes sure that she gave her 101 Competitive Attitude
percent best (P2) of
She’s good in a way and she also accept Children
her weaknesses (P3)
They are intelligent children (P4)
She gives extra effort when it comes to
academic (P5)
 41

Benefit of Recreational Practices

Asking the participants what way the recreational practices of their

children benefited them, they have provided answers enthusiastically as follows:

P1- It helps her to not be pressured in school.

P2- It enhances her knowledge and getting aware of the issues

surrounding the environment.

P3- In a way that she can express herself

P4- Study well has good benefit, like reaching your ambition in life, I
taught them how to be good learner so that they won’t encounter
difficulties in the future

P5- It diverts her attention in a good way. Makes her able to do things she
loves

Participant 1 in response to the benefits of recreational practices of her

child, she retorted that it helps her child not to get pressured at school;

participant 2 claimed that it enhances the knowledge of her child, while

participant 3 mentioned about her child being able to express herself. Participant

4 claimed she taught her children how to be good learners and participant 5

stated that recreational activities divert the attention of her child in a good way.

This shows that parents are convinced that recreational activities are part

of the growth of the child cognitively, which actually balances their academic

learning giving them development that would prepare them for the future.

Parents’ Benefit from Children’s Work Practices

When the parents were asked about what they think the work practices of

their children at home benefitted them, the eagerly responded as follows:

P1- It gives me more time to guide my child in her daily work practices.
 42

P2- Teaches her to be independent and care for the home and
environment.

P3- It helps her to be a good person boosts her confidence and to be

entitled in a good way

P4- It’s a success for us parents, if our children finish their studies, a big
benefit for us indeed

P5- It makes me the happiest mom on earth. I forget my problems just

looking what she does and seeing her becoming the kid I wanted to be

In terms of parents; benefit from their children’s work practices.

Participant 1 stated that it gives her more time to guide her child while

working inside their home, while participant 2 mentioned that she’s teaching her

child to become independent and participant 3 mentioned that it will help her

child to be a good person and boosts her confidence. Participant 4 declared that

it is a success for her as a parent, while participant 5 mentioned that it makes her

the happiest mom on earth.

This shows that parents are proud of their children doing their work

practices inside their homes, which is an indication that they are having a sense

of responsibility and accountability. Children trained to do so at a young age is

the track for parents to have responsible and sensible children.

Cognitive Development through Academic Practices

Parents were also inquired concerning the academic practices of their

children augmenting their cognitive development, their responses are as follows:

P1- It helps her to communicate and mingle with others.

P2- It develops her critical thinking skills and ability to solve problems.

P3- It helps them to be curious and once the child Is curious, they seek
answers and it’s a big impact on their cognitive thinking.
 43

P4- There is what we called process of learning, it is good that parents

can assist their children in their studies, by updating them of their daily
lessons

P5- It helps her to learn new things, discover new things

Participant 1 stated that academic practices of her child helps her to

communicate and mingle to others, while participant 2 said that it helps her

child’s critical thinking skills and participant 3 mentioned that it helps the child to

be curious. Participant 4 stated that they assist their children in their studies, and

participant 5 emphasized that academic practices of the children helps them to

learn new things and discover new things.

This means that parents believe that academic practices of the children

will aid them cognitively and help them develop their critical thinking skills and be

able to mingle and communicate with others. It will aid them to explore new

things and grow maturely in their mental aspect.

Non-Academic Competitive of Children

Parents were asked concerning the competitiveness of their children

outside their academic studies, they retorted as follows:

P1- none
 
P2- My daughter is very competitive and loves to learn new skills that is why we
enrolled her in a summer class for example in ballet, singing, piano lessons and
swimming.
 
P3-. She is competitive in a positive way. I don’t pressure her anyway as long as
she is doing her best and she’s happy and loves what she's doing.
 
P4- They got used being given time frame for using their gadgets, I taught them
how to wake up early to help in the house chores, then go to school without
hesitation
 
P5- She is brave and unstoppable. Aside from her studies, maintaining good
grades, I saw that she can do so much more
 44

In terms of competitiveness of the children non-academically, participant 1

said there’s none while participant 2 mentioned that her daughter is very

competitive and loves to learn new skills; also participant 3 on the same note

mentioned that her child is competitive in a positive way, while participant 4

emphasized that her children got used being given time frame for using their

gadgets. Participant 5 stated that her child can do so much more.

Most parents believe in the competitiveness of their children outside

academics, particularly learning new skills and in using gadgets. Children who

are also competitive outside academic learning is developing their other aspect

of intelligence developing certain skills that often involve hand eyes coordination.

Academic Competitive Attitude of Children

When they were asked to describe the competitive attitude of their

children academically, they eagerly answered as follows:

P1- She doesn't want to sleep if she knows that all her school work is not
finished already.

P2- Since my daughter is competitive, every time she does her

assignments and performance, she makes sure that she gives her 101
percent best. She is optimistic and loves to contribute her ideas to every
class.

P3- She’s good in a way and she also accept her weaknesses

P4- They are active in school, sometimes, they return home with
academic achievements because they are intelligent children

P5- She gives extra effort when it comes to academics. She want to be
on top by doing and giving her best as much as she could
 45

Parents described the competitive attitude of their children academically

as follows: Participant 1 mentioned that her child does not want to sleep if works

are not finished and participant 2 stated that she made sure that her child gave

her 101 percent best, while participant 3 stressed that her child is good in a way

and she also accept her weaknesses. Participant 4 described her children as

intelligent, while participant 5 described her children to give her extra effort when

it comes to academics.

When parents support the endeavor of their children academically, their

children will acquire a habit of concentrating on academics and excel in many

aspects of that realm. Without guidance, they might be swayed to non-academic

habit and will neglect to develop their intellect and lost their appetite for learning

new things academically.

Reasons behind Practices and Motivations

As the major theme formulated out of the cluster themes, the reasons

behind practices and motivations got five cluster themes, namely recreational

practices’ influencing factors, reason behind home working practices,

succumbing to academic practices, motivation achievement’s driving force, and

motivation to gain academic achievement. Cluster themes culled from the core

ideas deriving from the answers of the participants will be disclosed below.

Recreational Practices’ Influencing Factors

When the participants were asked about the influencing factors behind the

recreational practices of their children, they reported as follows:

P1- The online educational tools are one that influences her. It helps her
to enjoy learning.
 46

P2- Environmental factor; giving her the resources and comfortable space
for recreation

TABLE 4. Reasons Behind Practices and Motivation

Major Theme Cluster Themes Core Ideas
Recreational Online educational tools is one that influences her (P1)
Practices’ Giving her the resources and comfortable space for
Influencing recreation (P2)
Factors She has confidence (P3)
Reasons behind They learn so many things from the Internet (P4)
Practices and She saw me doing the things I love (P5)
Motivations Reason behind Encourage her to do good things (P1)
Home Working House rules that we implement inside our home (P2)
Practices Her passion (P3)
They wanted to learn more until (P4)
When it comes to household chores, we teach her (P5)
Succumbing to Studying is one that will help her in the future (P1)
Academic It’s the motivation that drives her (P2)
Practices The upbringing is the big impact of the child character.
(P3)
They can finish their studies and reach their goal (P4)
She wants to have a good life (P5)
Motivation Those advices that we always told her (P1)
Achievement’s The love of family, security and emotional support (P2)
Driving Force I think the support that she have (P3)
I have taught them how to study well (P4)
She study well and pursue her dreams (P5)
Motivation to She know that it helps her in the future (P1)
Gain Academic The love of family, security and emotional support (P2)
Achievement Let her do what she wanted to do (P3)
Pursuing their studies so that they would grow
economically (P4)
She wanted to give her best shot (P5)

.
P3- She has confidence that I didn't have when I was her age.
 
P4- They learn so many things from the Internet, particularly from different sites,
their hobby is using the social media
 
P5- My passion. She saw me doing the things I love. Got it from her momma

The participants described the factors that influence their children in their

recreational practices, wherein participant 1 mentioned that online educational

tools are one that influences her, while participant 2 mentioned that as a parent

she is giving her child the resources and comfortable space for recreation.
 47

Participant 3 mentioned that her child has confidence and participant 4 stated

that her child learns so many things from the Internet, while participant 5 gave a

good example because her child saw her doing things as a parent she loves.

Recreation is good for children to give them a balance growth as human

beings; educational institution is finding ways how to combine academic learning

and recreation to entice the students to learn with enthusiasm.

Reason behind Home Working Practices

When they were asked concerning the reason behind the working

practices of their children inside their homes, the participants answered as

follows:

P1- I always encourage her to do good things.

P2- It’s the house rules that we implement inside our home and teach her
the right way to care for the environment.

P3- Her passion

P4- One of the reasons why they study hard is because they wanted to
learn more until such time they achieve their ambition

P5- Family oriented. And when it comes to household chores, we teach

her it is not a gender role. It is an obligation that is necessary to apply in
everyday life.

Participant 1 stated that she encourages her child to do good things, while

participant 2 stated that there are house rules that must be followed and

implemented inside homes and participant 3, mentioned that it is the passion of

her child. Participant 4 emphasized that her children wanted to learn more, while

participant 5 stated that they are teaching their children when it comes to

household chores.
 48

Parents are always the model of their children, which means that parents’

example and instruction will always be the reason why children are engage in

working practices inside their respective homes.

Succumbing to Academic Practices

When the participants were inquired concerning their children succumbing

to academic practices, hey eagerly respondent as follows:

P1- Because I told her, studying is one that will help her in the future.

P2- It’s the motivation that drives her to always do good in her academic school.

P3- The upbringing is the big impact of the child character.

P4- For the obvious reason, they can finish their studies and reach their goal

P5- She wants to have a good life. A degree holder. A good future. Meaning,
getting that diploma

Participant 1 mentioned that studying is one that will help her child in the

future, while participant 2 stated that motivation is the one that drives her child

and participant 3 reiterated that her child’s upbringing is the big impact of the

child’s character. Participant 4 stressed that children can finish their studies and

reach their goal and participant 5 stated that her child wants to have a good life.

Academic practices almost always are rooted to the motivation and

ambition of the child. If they have a goal they want to reach, they would strive

hard to reach that goal by becoming better academically. Parents almost always

plays vital role in the enthusiasm of the children to excel academically by

motivating and praising them whenever they have accomplished something

academically.
 49

Motivation Achievement’s Driving Force

When questioned concerning the driving force behind the motivation

achievement of their children outside their academics, participants immediately

answered the question as follows:

P1- The advice that we always told her.

P2- The love of family, security and emotional support.

P3- I think of the support that she has. Once you are being supported
every step of your way, you are motivated in doing your best.

P4- I have taught them how to study well, to be able to obtain later on
what they wanted, and be able to help others

P5- Seeing other kids who have a better life. She wants to prove to
anybody that she can do so much more and also she can have what they
have soon if she studies well and pursues her dreams.

Participant 1 stated that their advice as parents that they always told their

children, while participant 2 stated that it is the love of family, security and

emotional support and participant 3 emphasized that it was the support that she

gave her child. Participant 4 pointed out that it was what he taught her child on

how to study well and participant 5 mentioned that her child should study well to

pursue her dreams.

The child’s desire to become when he or she grows up is almost the

driving force behind his/her actions and practices. Parents are there to guide and

encourage them and celebrate together with him/her when he/she achieved

something until such time that he/she is inspire to pursue her dreams.
 50

Motivation to Gain Academic Achievement

When the participants were asked about the reason why their children are

motivated to gain academic achievement, they enthusiastically answered as

follows:

P1- She knows that it will help her in the future.

P2- The love of family, security and emotional support. And we set goals.
For her to become successful one day, she must continue learning.

P3- I let her do what she wants to do as long as it will benefit her well-
being.

P4- It’s good to see as parents, when your children are pursuing their
studies so that they would grow economically, get the things they wanted
in life, this is what my dream for my children

P5- Like other children and student want, she wanted to give her best
shot and not just to finish studies but to fly with high colors

Participant 1 answered the question regarding the reason why their children

are motivated to gain academic achievement stating that her child knows that it

will help her in the future, participant 2 retorted that it is the love of family,

security and emotional support and participant 3 insisted that they just let their

child do what she wanted to do. Participant 4 emphasized that their children must

pursue their studies so that they would grow economically, while participant 5

mentioned that her child wanted to give her best shot.

Family support will always be top in motivating children to gain academic

achievement and engage the child in a reward system to make her strive and

achieve academic excellence balance with praise and teaching him/her humility

at the same time to take haughtiness while he/she is growing.

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Chapter 5

CASE 1

Presented in this chapter is the case of participant 1 (P1), a 26 years old

college graduate mother of a kindergarten pupil residing in General Santos City

responding to the inquiry concerning a case study on the perception of parents

towards their children’s practices and motivation.

Practices and Motivation

Participant 1 was asked five (5) questions concerning her child’s practices

and motivation. The first question inquired about her description of her child’s

practices in terms of recreation; she responded as follows:

She plays with her toys and after she practices her reading, and exercises her writing.

She first mentioned playing on the part of the child before indulging in the

learning process, which is reading and writing. This means that she included the

learning process as part of the child’s recreation practices.

Secondly, she was inquired to describe the practices of her child in terms

of work at home; of which she retorted as follows:

She always makes sure that her child fixes her room before leaving.

This shows that as a mother, she is training her child to learn how to fix

her own bed, which could also mean, it includes other house chores that the child

can manage to do.

The third question asked concerns about describing the child’s academic

practices, which she diligently answered as follows:

 52

She colors coloring books to familiarize colors and exercise her writing.

She is convinced that her child’s academic practices include color

recognition and legitimately writing is included. This means that aesthetic

learning is a big part of academic practices.

Fourth query is concerning the motivation achievements of the child

outside academics, which she retorted as follows:

Her family are always there and guide her.

This disclosed the all-out support of the family in the development of the

child to recognize cognitively the importance of motivation achievement. This

means that the family of participant1 adhered to the principle of support system,

a concerted effort of the whole family to assist the growth and development of the

child.

Fifth question concerns about the academic motivation achievements of

the child, which the mother answered with conviction as follow:

I always tell her that she should do all school work in order to have a better future so that
she can buy all the things she wants.

The mother’s role is to prepare her child for the future, which she practiced

by instilling in the mind of the child the importance of learning, which is important

in a person’s life. This means that teaching the child the correct value system will

be the guide the child will use while growing up.

The child’s practices and motivation as narrated by participant 1 disclosed

the child’s practices that includes reading and writing, fixing her own bed, color

recognition and writing, all-out support of the family for motivational achievement,

and instill the importance of learning. The result supports the statement of
 53

Vallerand et al. (2008) who elucidated that academic motivation is an important

concept in education because it produces motivational outputs.

Benefits and Development

When it comes to the benefits and development of the pupils, there were

five (5) questions asked from participant 1. The first question concerns about the

recreational practices of her child that benefitted her, which she responded as

follows:

It helps her to not be pressured in school.

Her answer refers to the time when face-to-face instruction resumed and

her recreational practices learned from home will manifest in her classroom

performance and behavior. Anticipation of future events for the child is helpful in

her development physically and cognitively.

In terms of the second question concerning the work practices of the child

at home that benefitted her, the mother retorted as follows:

It gives me more time to guide my child in her daily work practices.

Her desire to hone and teach her child good work practices at home will

be an opportunity to teach her good moral character and normative ethics

prevailing ion the society. It would prefer her child to be strong enough to face

the world when she’s ready to interact with other children and people.

Thirdly, participant 1 was asked about the way their child’s academic

practices help the latter’s cognitive development; she answered as follows:

It helps her to communicate and mingle with others.

Academic learning will result in academic practices, in which the mother

can guide her how to convey her ideas to others and absorb ideas at the same
 54

time by interaction. This would develop the child cognitively and intellectually,

ready to absorb as much as information they can learn and apply it in their lives.

The fourth question was all about the competitiveness of the child outside

her academic studies, to which, the mother answered none.

The fifth questions concerned about the competitive attitude of the child

academically, which was answered by participant 1 as follows:

She does not want to sleep if she knows that all her school work is not finished already.

Teaching the child not to procrastinate will teach her to become

competitive and finish as soon as possible any task at hand, whether assigned to

her or her own volition to do it. Her mother can assist her in difficult tasks but at

the end she must learn how to be independent.

The benefits for mothers and the child, particularly the latter’s

development is essential in her growth as a human being, wherein she needed

recreation for entertainment and at the same time competitive seeking excellence

to gain not only confidence and independence but leadership as well. The finding

is in accordance with the concept of Grace (2013) who maintains that the

process of learning is still a little mysterious but studies do show that the most

effective process for studying involves highly active behavior over a period of

time.

Reasons behind Practices and Motivations

Knowing the reasons why practices and motivation is relevant are

disclosed in this portion with five (5) questions asked to participant 1. The first

questions concerned the influencing factors behind the recreational practices of

the child. She answered diligently as follows:

 55

The online educational tools are one that influences her. It helps her to enjoy learning.

It could not be denied that the Internet is a source of relevant information

but also a source of bad influences, wherein parents must take into

consideration. A mother is needed to guide their child when browsing the Internet

to make sure they would be exposed to harmless information that would boost

their academic learning.

When asked concerning the reason behind the working practices of her

child inside their home, she immediately retorted as follows:

I always encourage her to do good things

Participant 1 uses encouragement as a motivation to inspire her child to

do working practices inside their home. Of course, praising the child for her

accomplishments and commend the effort she exerted will encourage her to do

her tasks better than before.

In terms of the question concerning her child succumbing to academic

practices, she answered as follows:

Because I told her, studying is one that will help her in the future.

Participant 1 made her child understand the value of education, and

taught her to spend time learning and loving it. Making a child understand the

importance of education in her life, particularly when she grows up will inspire her

to learn more and spend more time studying.

In terms of the question about the driving force behind the motivation

achievement of the child outside her academics, her response was as follows:

The advice that we always told her.

 56

Participant 1 claimed that what she and her husband gave to their child

served as the motivation achievement of the child in other aspects of her life.

Indeed, parents must teach their child while they are still young, so that when

they grow old, they will remember that advice.

When asked concerning the reason why her child is motivated to gain

academic achievement, she responded as follows:

She knows that it will help her in the future.

Participant 1 manifested the fact that her child already understood the

importance of academic achievement for her future. Parents indeed must explain

the relevance and importance of education to their children, so that they will

value it and spend more time studying.

Overall, the reason behind the practices and motivations of children are

the advice and principles taught by their parents to them, particularly concerning

the importance of education, and if possible, excel in the said learning process.

The result confirmed the statement of Williams and Worth (2015) who mentioned

that academic success is a complicated process that is influenced by a variety of

factors, including study habits and parents’ motivation.

 57

Chapter 6

CASE 2

Presented in this chapter is the case of Participant 2, a 28-year-old mother

of a kindergarten pupil residing in General Santos City, and a college graduate

as well. She is one of the participants of the study and was interviewed

concerning the perception of parents towards their children’s practices and

motivation.

Practices and Motivation

Under this subtitle are five questions asked, which were all answered by

Participant 1. The first question asked was all about describing the practices of

the child in terms of recreations, in which Participant 2 answered as follows:

My daughter loves to read books, play with her favorite toys, and watch Disney
Movies.

To describe in detail, the practices of a child in terms of recreation,

Participant 2 combined play, entertainment and learning at the same time, will be

acquired later on by the child as a habit. Teaching the child to consider reading

as recreation would widen her knowledge and enjoy at the same time.

The second questions concerned about describing the practices of the

child in terms of work at home, which the mother answered as follows:

My daughter is 7 years old but she knows how to do some household chores
like folding the linens every morning when she wakes up, packing her things
after online school, throwing garbage in the trash bin and sometimes washing
her own plates and utensils.

Participant 2 described the details of house chores her child is practicing

inside their home, which is a good upbringing of children to become responsible.

 58

Parents should train their children to do house chores and instil cleanliness in

their character and the desire to be responsible.

Thirdly, in terms of describing the academic practices of the child,

Participant 2 retorted as follows:

She is consistent in her study habits, every day she reads her book, answers all
the assignments and performs all the tasks given by their teachers with my
minimum supervision.

She described the interest and enthusiasm of her child to learn by

consistently studying and doing the tasks assigned to the child with her

assistance. When children are guided properly, they have acquired good learning

habit that would rouse their interest in learning.

In terms of the fourth question that concerned about the motivation

achievements of the child outside academics, Participant 2 answered as follows:

The love and completeness of family, giving her needs, the best care and
spiritual guidance.

When the child is showered with love and support from the family, she will

learn to do things right and unafraid to commit mistakes because many people

who loved her would correct her. Support system is necessary in the

development of a child in all aspect.

Fifth, participant 2 was asked about the academic motivation

achievements of her child; she answered hurriedly as follows:

I used the reward system. Every time she does her task very well, getting high
grades I reward her with the things that she wants, especially giving her the
100 percent love and attention in keeping her motivated.

Participant 2 admitted that she uses a reward system to inspire and

motivate her child to study and do her task well, which is good but not good in the
 59

long run. There should be an alternative way of motivating the child other than a

reward system to avoid frustration on the child’s part if she could not deliver.

Practices and motivation of the children is necessary to be taught at an

early age to provide them with inspiration and enthusiasm to learn with the

expectation of using such learning when they grow old as adults. The result

support the statement of Pogeu (2016) who emphasized that good study

practices are an important part of any student’s success.

Benefits and Development

The benefits and development that can be gained from the recreational

practices and competitiveness of the child will be asked from Participant 2

comprising five (5) questions. She was asked about the way the recreational

practices of her child benefitted her, she reported as follows:

Her knowledge and getting aware of the issues surrounding the environment.

Participant 2 mentioned about the child’s awareness of her surroundings

as well as issues that her mental capacity can comprehend. Indeed, recreational

practices would provide children awareness of how to enjoy certain practices,

which is part of the learning process.

When asked about the work practices of her child at home that benefitted

her, she answered as follows:

Teaches her to be independent and care for the home and environment.

Participant 2 is teaching her child to take care of home in terms of work

practices as well as of the environment, which is a good foundation for children to

 60

learn. Teaching the child to be independent will boost her confidence and

develop her leadership.

Participant 2 answered diligently when inquired concerning her child’s

academic practices that help her cognitive development as follows:

It develops her critical thinking skills and is able to solve problems.

Participant 2 claimed that her child’s critical thinking skill will develop

because of academic practices, which is true even when solving problems.

Whenever a child is able to reason out when argued, it shows that her critical

thinking skill is developing.

Concerning the competitiveness of her child outside her academic studies,

Participant 2 answered immediately when she was asked as follows:

My daughter is very competitive and loves to learn new skills. That is why we
enrolled her in a summer class for example in ballet, singing, piano lessons
and swimming.

Participant 2 enrolled her child to acquire various skills, which is a little bit

expensive for the average family but for those who can afford, the child will grow

with various extraordinary skills. Indeed, competitiveness would be very high

among children with extra skills.

When asked about describing the competitive attitude of her child

academically, she responded as follows:

Since my daughter is competitive, every time she does her assignments and
performance, she makes sure that she gives her 101 percent best. She is
optimistic and loves to contribute her ideas to every class.

Participant 2 clearly conveyed her answer that her child is very

competitive and positive thinking and not shy in expressing her ideas. When

children are guided properly, they would grow intelligent and competitive.
 61

When parents are providing appropriate recreational practices and utilize

proper motivation to their children, their children will grow with a competitive

attitude. The finding is in accordance with the statement of Grace (2013) who

mentioned that the most effective process for studying involves highly active

behavior over a period of time.

Reasons behind Practices and Motivations

What influences the practices and motivation of the students will be the

focal point of this portion, wherein participant 2 was asked with five (5) different

questions. The first question asked was all about describing the influencing

factors behind the recreational practices of the child, which she answered calmly

as follows:

Environmental factor; giving her the resources and comfortable space for
recreation.

For participant 2, giving her child a space and all the things she needed

for recreation would be enough for her to spend her recreational practices.

Recreation often involves playing, which means a space is needed for her to play

and enjoy herself.

When asked about the reason behind the working practices of her child

inside her home, Participant 2 retorted as follows:

It’s the house rules that we implement inside our home and teaching her the
right way to care for the environment.

The child is being taught the right way about house chores and caring for

the environment as mentioned by participant 2. This shows that early training of

the child will be carried by her when she grows.

 62

In terms of the child succumbing to academic practices, in answer to the

question, Participant 2 blurted out as follows:

It’s the motivation that drives her to do good always in her academic school.

The mother reasoned out that the motivation of the child is the key why

she performed well in her academics. Obviously, the motivation of the child is her

parents’ encouragement and praise whenever she accomplished something

academically.

When asked concerning the driving force behind the motivation

achievement of her child outside academics, she answered as follows:

The love of family, security and emotional support.

The child is highly motivated to do things outside her academics because

of the love of the family, the sense of security given to her as well as the support

provided by the whole family. Indeed, the child will be fully motivated knowing

that the whole family is backing her up.

When it comes to the reason why the child is motivated to gain academic

achievement, the mother immediately responded as follows:

The love of family, security and emotional support. And we set goals. For her to
become successful one day, she must continue learning.

The same support is given from the previous answer of Participant 2 with

the addition of setting goals for the child; for her to become successful someday,

learning should be a continuous process. Helping the child to envision her future

and the process of achieving the set goal would indeed motivate her to excel

academically.
 63

It is always the encouragement, love and support of parents and other

members of the family that motivate children to practice what has been taught to

them academically and outside academics. The finding is in accordance with the

statement of Reed (2016) who stressed that students who have better academic

achievements adopt a wider utilization of these skills usually inspired from the

support coming from their love ones.

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Chapter 7

CASE 3

This chapter presented the disclosure of Participant 3 concerning her

perception of her child’s practices and motivation. Participant 3 is a 32 years old

mother, a college graduate and a resident of General Santos City.

Practices and Motivation

The child’s practices and motivation will be tackled in this portion, wherein

5 questions will be asked from Participant 3. The first question asked concerns

about describing the practices of Participant 3 child in terms of recreations, she

answered as follows:

She usually loves to draw and watch tv. And during weekend, I allow her to use
gadget and she plays roblox.

Participant 3 allowed her child to watch TV and use gadgets to play an

online game. She introduces technology to her child as means of her recreation,

which usually would work; adding her guidance and assistance is necessary

though.

Secondly, she was asked about describing the practices of the child in

terms of work at home, she responded as follows:

It is the same routine, play, draw, watch tv and use gadgets sometimes.

In terms of work at home, she narrated that her child is doing the same

routine of playing, drawing, watching TV, and using gadgets. Those are not work

at home actually, those are recreation and enjoyment for the child, which shows

that if parents can afford to hire somebody to clean the house, there’s nothing left

to do, which might be the case with Participant 3.

 65

Thirdly, when asked about describing the academic practices of her child,

Participant 3 retorted as follows:

She loves to join dance competition.

She might have missed the question but joining a dance competition is

about competitiveness and skill.

The fourth question tackles the motivation achievements of the child

outside academics, she answered as follows:

Her motivation I think is that she loves what she is doing and just support her
along the way.

The child as declared by Participant 3 loved what she is doing and her

parents just support her with every endeavour she takes. Loving the things that

one does is a good thing and achieving something because of that is a plus.

Fifth, Participant 3 was asked about the academic motivation

achievements of her child, she answered as follows:

She loves what she's doing and she have our whole support. for me, that’s the
best way of her motivation.

The same answer she gave about her child loving what she is doing with

the whole family supporting her, claiming it’s the motivation she needed.

The child’s practices and motivation emanate from her love of what she is

doing and her family is always backing her up and fully supporting her. The

outcome confirmed the statement of Lin (2012) who describes motivation as

intrinsic desires which are already present in the individual or which are reflected

in the individual while acquiring new information and learning.

 66

Benefits and Development

Under this section are five questions that tackle the benefits and

development of the child while confined inside their home studying. The first

question is all about the way the recreational practices of the child benefitted her,

which Participant 3 immediately answered as follows:

In a way that she can express herself.

Participant 3 allows her child to express herself, which means whatever

the child wants to express if it's beneficial will be her recreational practices. This

shows that the child was already taught how to be independent.

The second question refers to the work practices of the child at home that

benefitted the parents, of which she answered immediately as follows:

It helps her to be a good person boosts her confidence and to be entitled in a

good way.

Participant 3 claimed that her child’s practices at home would boost her

confidence and would make her a good person. Teaching a child to do home

chores would give them a sense of responsibility and become independent at the

same time.

The third question is all about the way the child’s academic practices help

her cognitive development, which Participant 3 immediately responded as

follows:

It helps them to be curious and once the child Is curious, they seek answers and
it’s a big impact to their cognitive thinking.

Participant 3 declared that her child’s academic practices rouse curiosity

on the child’s part and it influences her cognitive thinking. Indeed, academic
 67

practices will raise questions in the mind of the child and she will want answers to

those questions.

The fourth question is concerned about the competitiveness of the child

outside her academic studies, which Participant 3 immediately responded as

follows:

She is competitive in a positive way. I don’t pressure her anyway as long as she
is doing her best and she’s happy and love what she's doing.

Participant 3 described her child’s competitive attitude and never

pressures her child into thinking that she’s happy with what she’s doing and loves

it. Indeed, her child is enjoying her academic studies and doing it well because

she’s loving it.

Fifth, when asked about describing the competitive attitude of the child

academically, she retorted as follows:

She’s good in a way and she also accept her weaknesses.

Participant 3 acknowledged that her child got a competitive attitude and

knew how to accept her weaknesses. This means that the child also knows her

limitations and strong points, which is good because she can explore the areas

where she is good at.

The child’s benefit and development lie in her being competitive and

enjoys the things she is doing with the guidance and assistance of her parents.

The result coincides with the statement of Umobong (2013) who noted that

competitiveness is a that force which encourages and stimulates the person for

doing action to get success.

 68

Reasons behind Practices and Motivations

Under this subheading are five (5) questions asked from Participant 3

tackling the reasons behind practices and motivations. The first question tackles

the influencing factors behind the recreational practices of the child, which

Participant 3 immediately retorted as follows:

She has confidence that I don’t have when I was in her age.

Participant 3 compared herself with her daughter and noted that her

daughter got the confidence that she lacks when she was her age.

The second question concerns about the reason behind the working

practices of her child inside her home, which she answered abruptly in two words

as follows:

Her passion.

Participant 3 pointed out that the reason behind the working practices of

her child is her child’s passion. In short, she enjoys and loves what she’s doing.

The third question is all about the child succumbing to academic

practices, which Participant 3 answered as follows:

The upbringing is the big impact of the child character.

Participant 3 emphasized the importance of guiding the child while

growing up and teaching her good manners, which will reflect in her character

when she grows up. Indeed, parents should teach their children good moral

values, which will later on manifest in the character of the child.

 69

The fourth question tackles the driving force behind the motivation

achievement of the child outside their academics, which she answered as

follows:

I think the support that she has. Once you are being supported every step of your
way, you are motivated in doing your best.

Participant 3 pointed out the reason behind the motivation achievement of

the child, which is the support she received from the family. Indeed, supporting

the child will give her the confidence to strive hard on what she endeavors

knowing that there are people behind her supporting her.

The fifth question concerns about the reason why the child is motivated to

gain academic achievement, which was answered diligently by Participant 3 as

follows:

I let her do what she wanted to do as long as it will benefit her well-being.

Participant 3 allowed her child to be independent and decide for herself

what she enjoys that benefits her the most. Parents who let their child do their

thing for as long as it is beneficial and not harmless would make a child grow with

independent thinking and attitude.

The main reasons behind practices and motivations of the child is the

support and love of parents towards their child and giving the child space to do

her own chores and intervene only when it would harm her. The outcome

supports the statement of Bennette (2019) who accentuated that serious

planning and a positive attitude towards one’s study should be encouraged by

parents among students to ensure good academic performance.

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Chapter 8

CASE 4

Presented in chapter 7 are the results of the interview of Participant 4,

who is a 46 years old mother and a college graduate residing at General Santos

City. The questions were categorized into three (3) subheadings, namely,

practices and motivation, benefits and development, and reasons behind

practices and motivations.

Practices and Motivation

There are five questions under this subheading and the responses of

Participant 4 will be disclosed and discussed. Question number 1 tackles the

practices of her children in terms of recreations, which was answered by

participant 4 as follows:

They learn to be contented of what they have, they love writing

Participant 4 refers to all her children and she disclosed that they all love

writing as their recreation. Their recreation will complement their academics as

well, because writing is essential in the learning process.

The second question refers to the practices of her children in terms of

work at home, which she retorted as follows:

They have their own house chores; they are willing to work.
 71

Participant 4 pointed out that her children have their own assigned house

chores and they are all willing to do it. This means that they were trained properly

in doing house chores and enjoy doing it at the same time.

The third question concerns about the academic practices of her children,

which she answered immediately as follows:

They easily learn and they are active with their school activities.

Participant 4 declares that her children are active in their learning

activities and easily understand their academics. This shows that her children

loved studying and showed interest in their academics.

The fourth question tackled the motivation achievements of her children

outside academics, which she responded as follows:

They are surrounded by people who loved to study, they learn anything that can
be a source of inspiration.

Participant 4 proudly declared that her children are motivated to learn

because they are surrounded by people who love to study, referring to herself

and her husband. Obviously, she admitted that they are educated people and

they are interested in studying, which their children are inspired to do.

Fifth, she was asked concerning the academic motivation achievements of

her children, she enthusiastically answered as follows:

I will always teach them to motivate themselves to finish study for them to
achieve their goals in life

Participant 4 promised to teach her children to become motivated in

finishing their studies and reach the goal they have set for their lives.

Independence is the key word coupled with the desire to learn would lead to the

success of the student.

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Practices and motivation of children lie on the support and guidance of

parents whose teachings adheres to a good moral value system; seeking

learning as one of the most important aspects of a human life. The result is in

congruent with the statement of Reed (2016) who emphasized that when a

student performs well, their academic performance will appreciably be improved,

which in most cases starts at home.

Benefits and Development

Under this subheading are the five (5) questions asked from Participant 4

tackling the benefits and development of her children. The first questions

concerned about the way the recreational practices of her children benefited

them, which she immediately answered as follows:

Study well has good benefit, like reaching your ambition in life, I taught them

how to be good learner so that they won’t encounter difficulties in the future.

Participant 4 disclosed that studying well is the key to reaching their

ambition in life, manifesting that she taught them to be good learners to avoid

hardship in life. Indeed, inculcating in the young mind of the children the

importance of studying would make them love it and embrace it as part of their

lives.

The second question is all about the work practices of her children at

home that benefitted her as a mother; she answered enthusiastically as follows:

It’s a success for us parents, if our children finish their studies, a big benefit for

us indeed.

The benefit she referred to is the future of her child, when she eventually

reached her goal after graduating in college, that she would consider a benefit.
 73

The fruit of parents’ labor would reach its first milestone when their children

graduated in college.

The third question asked from Participant 4 was all about the way the

academic practices of her children help their cognitive development, which she

answered immediately as follows:

There is what we called process of learning, it’s good that parents can assist their
children in their studies, by updating them of their daily lessons.

Participant 4 claimed that it is the process of learning, wherein parents

help their students in their learning process and assist them in their daily lessons.

There are many aspects that contribute to cognitive development and one of

them is academic learning and most of them are parents’ teachings and

guidance.

The fourth question asked concerned about how competitive her children

are outside their academic studies, which she diligently answered as follows:

They got used being given time frame for using their gadgets, I taught them how
to wake up early to help in the house chores, then go to school without
hesitation.

The point Participant 4 is explaining concerns about their competitiveness

in using gadgets, probably browsing online and doing house chores, which they

probably are doing well. Teaching children to be competitive in other aspects of

their lives is relevant for their growth.

The fifth questions asked from Participant 4 is all about the competitive

attitude of her children academically, which she answered enthusiastically as

follows:

They are active in school, sometimes, they return home with academic
achievements because they are intelligent children.
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Participant 4 was confident about her children’s academic competitiveness

because they are intelligent children and even bringing home academic

achievements. Intelligence is not distributed equally among children and having

intelligent children means a gift from above.

The benefits and development of children from their academic and other

aspects of life is the assurance that if they stick to their studies, they will reap the

reward someday. The finding is in accordance with the concept of Ghasemi et al.

(2011) who stated that parents’ guidance and support is related to ways,

planning and efforts to achieve specific goals and associated with students’

feelings of self-worth.

Reasons behind Practices and Motivations

Tackling the reasons behind practices and motivations of the child will be

the focus of this portion, wherein Participant 4 answered the five questions asked

from her. The first question asked was all about the influencing factors behind the

recreational practices of her children, which she immediately responded as

follows:

They learn so many things from the Internet, particularly from different sites, their
hobby is using the social media.

The recreational practices of participant 4 children is using social media

and the Internet, which is prevalent among children today. Parents need to guide

their children in browsing the Internet because there are harmful sites that would

corrupt children’s minds.

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The second questions asked from Participant 4 is all about the reason

behind the working practices of her children inside their home, wherein her

response is as follows:

One of the reasons why they study hard is because they wanted to learn more

until such time, they achieve their ambition.

Participant 4 missed the question but then, she still emphasized the

reasons why her children are studying hard, they quest for more learning to

reach their ambitions. It could be assumed that with intelligent children they work

inside their home to help their parents and gain wisdom concerning doing house

chores properly.

The third question concerns about Participant 4’s children succumbing to

academic practices, which she answered as follows:

For the obvious reason, they can finish their studies and reach their goal.

Her response is that the obvious reason is because her children wanted to

reach their goals in life and the best way is through education. Indeed, education

will equip and prepare them to face the world in the future.

The fourth question concerns about the driving force behind the motivation

achievement of her children outside their academics, of which she retorted as

follows:

I have taught them how to study well, to be able to obtain later on what they

wanted, and be able to help others.

Participant 4 admitted that the reason behind the motivation of their

children outside academics is because she taught them well in other aspects of

their lives and learned to help others.

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The fifth question is all about the reason why her children are motivated to

gain academic achievement, which she diligently answered as follows:

It’s good to see as parents, when your children are pursuing their studies so that they

would grow economically, get the things they wanted in life, this is what my dream for

my children.

Obviously, she indirectly emphasized that her teachings and guidance are

the main motivation of her children to gain academic achievement and her

reaction as a parent said it all; to succeed in life is her dream for her children.

The practices and motivation, benefits and development, and main

reasons behind practices and motivations of the children is the guidance and

assistance of the parents including the things they have taught to their children to

hone their character. The result supports the statement of Hussain (2014) who

stated that attitude towards study has great contribution on academic

achievement, and good study pattern, which mostly were instilled by the

students’ parents.
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Chapter 9

CASE 5

Exhibited in this chapter is the presentation, analysis and interpretation of

the case of Participant 5. She is a 27-year old mother with a college degree and

residing in General Santos City.

Practices and Motivation

Under this subheading are the five (5) questions asked from Participant 5

that tackled the practices and motivation of her child. The first question asked

from her is all about the practices of her child in terms of recreations, which she

answered as follows:

My daughter likes to draw, artistic. She also loves to sing and dance.

Participant 5 just declared her child to be talented, considering the fact

that she can sing, dance and even draw. This shows that children with talents

needed to be guided and supported to enhance what they already possessed.

The second question tackles the practices of her child in terms of work at

home, which she answered as follows:

She loves to help when it comes to house chores. Loves to water the plants.
She also helps folding clothes and arranging shoes.

Participant 5 was happy because her child was helping her in the house

chores and her child was enjoying what she was doing. A child trained to do

house chores and willing to do it is a good child.

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The third question asked from Participant 5 concerns about the academic

practices of her child, which she retorted as follows:

She loves to socialize. Active in oral recitation. She has a lot of confidence and
she listens to her teachers very well. She is a good listener.

She manifested that her child is a good listener and loves recitation. This

is an indication of an intelligent child and not shy from the limelight.

The fourth question asked from her concerns about the motivation

achievements of the child outside academics, which she responded as follows:

She makes the family support system that she gets from our family as

motivation.

Participant 5 mentioned that the family support given to her child is

enough for her to get motivated in other endeavors. Aside from academics, she

is being supported as well in other aspects of her life as a young learner.

The fifth question concerns about the academic motivation achievements

of her child, which she answered enthusiastically as follows:

Family and herself. She wants to be successful one day and that includes her
studies as her top priority. Want to soar high so her future life will be good.

Participant 5 declared that her child wanted to be successful someday

and made her study her priority at this point of time. This is good, whenever a

child at a young age already dreams of becoming successful, all her endeavor

points to that dream and goal.

Practices and motivation can be taught by parents to their children but

there are children who, at a young age, already knew what they wanted when

they grow up, these are the children that are already motivated. /the result

coincides with the statement of Turan (2015) revealing that the concept of
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motivation is considered as a crucial factor that affects human behavior and

performance, especially among students.

Benefits and Development

There were five (5) questions asked from Participant 5 concerning benefits

and developments of her child. The first question tackled the way the recreational

practices of her child that benefitted her, she retorted as follows:

It diverts her attention in a good way. Makes her able to do things she loves.

Participant 5 mentioned that her child’s attention will be diverted to

recreation in a good way and she can do the things she loves. Allowing the child

to choose the kind of recreation she wants will give her an independent decision-

making skill.

The second question is all about the work practices of her child at home

that benefitted her as a mother, which she immediately answered as follows:

It makes me the happiest mom on earth. I forget my problems just looking what

she does and seeing her becoming the kid I wanted to be.

The benefit that Participant 5 enjoys is the fact that her child is growing,

meeting her expectations and becoming the person she wanted her to be.

There’s nothing more fulfilling than having a good, intelligent and obedient child.

The third question refers to the way the child’s academic practices help

her cognitive development, which Participant 5 answered immediately as follows:

It helps her to learn new things, discover new things.

She declared that academic practices did wonders to her child by learning

and discovering new things. Indeed, academic practices augment the brain of the
 80

child and provide her new knowledge and information that would develop her

mind.

The fourth question tackled the competitiveness of her child outside the

child’s academic studies, which she retorted immediately as follows:

She is brave and unstoppable. Aside from her studies, maintaining good grades,
I saw that she can do so much more!

The child is brave according to her mother and she can do so much aside

from her good academic performance. This means that the child is competitive in

other aspects or fields aside from her academics.

The fifth question is all about the competitive attitude of the child academically,

which she retorted as follows:

She gives extra effort when it comes to academic. She wants to be on top by

doing and giving her best as much as she could.

Participant 5 confirmed that her child is indeed competitive when it comes

to her academics. This means that the child is smart and intelligent and capable

of excelling in academics.

The child’s benefits and development always depend on the way parents

raise them up and how they are taught good moral values with appropriate

assistance and guidance. The result coincides with the statement of

Premalakshmi (2017) who stressed that the first step to have a good academic

achievement is to formulate a regular study practice at home guided by parents.

Reasons behind Practices and Motivations

Under this subheading are the five questions asked from Participant 5

concerning the reasons behind practices and motivations. The first questions
 81

concern about the influencing factors behind the recreational practices of her

child, which Participant 5 answered as follows:

My passion. She saw me doing the things I love. Got it from her momma

Participant 5 admitted that the recreational practices of her child came

from her own passion, her child saw her doing things she loved as her recreation

and her child learned to love them. Like mother, like daughter, that’s the case of

participant 5.

When asked about the reason behind the working practices of her child

inside her home, she answered immediately as follows:

Family oriented. And when it comes to household chores, we teach her it is not
a gender role. It is an obligation that is necessary to apply in everyday life.

Participant 5 disclosed that she taught her child how to do house chores

and instilled in her that it's an obligation every person should learn. Bringing up a

child in a proper way will become part of her character and learn to teach her

children the same way also.

The third question tackled her child succumbing to academic practices,

which she answered as follows:

She wants to have a good life. A degree holder. A good future. Meaning, getting
that diploma!

The child as declared by Participant 5 wanted to be a degree holder

and experience a comfortable life in the future, which means that the

immediate goal is to get the diploma. A child taught how to value

education and its importance in one’s life will indeed pursue to have a

degree.
 82

The fourth question concerns about the driving force behind the

motivation achievement of her child outside her academics, which she

enthusiastically answered as follows:

Seeing other kids who has a better life. She wants to prove to anybody that she
can do so much more and also, she can have what they have soon if she
studies well and pursue her dreams.

Participant 5 declared that she will be able to observe the kind of life other

well-to-do kids have and would serve as her motivation to live that kind of life

someday by pursuing her dreams and prove to herself that she can do it.

Motivating a child to have a good life someday would give her that drive to

become successful in the future.

The fifth question concerns about the reason why the child is motivated to

gain academic achievement, which Participant 5 hurriedly answered as follows:

Like other children and student want, she wanted to give her best shot and not just to
finish studies but to fly in high colors.

Dreaming is one thing as explained by Participant 5 but achieving

something is another thing, which means striving to excel and be at the top in

terms of academics. This kind of motivation can only come from loving parents.

The result supports the statement of Premalakshmi (2017) who declared that in

order to develop healthy study habits, children must practice at home and at

school. They must be appropriately guided.

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CHAPTER 10

DISCUSSION

This chapter depicted the summary, conclusions, and recommendations of

the study.

Summary

This primary purpose of the study was to explore the perception of

parents towards their children’s practices and motivation achievement in

Dadiangas Heights Elementary School in the school year 2020-2021.

The findings of the study are summarized as follows:

Practices and Motivation. Children are children, their tendency is

always to play, which means that even if they are engaged in their study, having

their mother as their teacher because of the pandemic, they still need to play,

which is their main recreation to keep them enthusiastic in their life. Giving them

enough time to play and time to study would give them a balanced and enjoyable

life.

In terms of work practice at home, training a child to help in the house

chores is indeed necessary to instill to them a sense of responsibility and

cleanliness, regardless of their hectic schedule for the day, parents should take

time training them to do house chores.

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Based on academic practices, parents disclosed one undeniable truth,

children vary on their academic prowess, which means that they will have their

respective career path when they grow up. Each of them has different

inclinations and talents, which parents must nurture and never assert their dream

for their child but allow the child to choose her own dream.

In terms of non-academic motivation achievements, parents and the rest

of the family must all contribute their concerted effort to support the child while

growing and studying to be able to stay on the right track, utilizing a support

system that upholds good moral values inside home.

In terms of academic motivation achievements, parents who support their

children in their desire to study and the academic aspects the child wants to do

would bear fruit through the child’s academic achievements. Support system

within the family is a strong force that motivates children to pursue their dream

and excel in their endeavors, particularly in academic aspect.

Benefit and Development. Parents are convinced that recreational

activities are part of the growth of the child cognitively, which actually balances

their academic learning giving them development that would prepare them for the

future.

In terms of benefit from children’s work practices, parents are proud of

their children doing their work practices inside their homes, which is an indication

that they are having a sense of responsibility and accountability.

In terms of cognitive development through academic practices, parents

believe that academic practices of their children will aid them cognitively and help
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them develop their critical thinking skills and be able to mingle and communicate

with others. It will aid them to explore new things and grow maturely in their

mental aspect.

In terms of non-academic competitiveness of children, parents believe in

the competitiveness of their children outside academics, particularly learning new

skills and in using gadgets. Children who are also competitive outside academic

learning are developing their other aspect of intelligence developing certain skills

that often involve hand eye coordination.

In terms of the academic competitive attitude of children, parents support

the endeavor of their children academically, their children will acquire a habit of

concentrating on academics and excel in many aspects of that realm. Without

guidance, they might be swayed to non-academic habit and will neglect to

develop their intellect and lost their appetite for learning new things academically.

Reasons behind Practices and Motivations. Recreation is good for

children to give them a balanced growth as human beings; educational

institutions are finding ways to combine academic learning and recreation to

entice the students to learn with enthusiasm.

In terms of the reason behind home working practices, parents are always

the model of their children, which means that parents’ example and instruction

will always be the reason why children are engaged in working practices inside

their respective homes.

In terms of succumbing to academic practices, it is rooted to the

motivation and ambition of the child. If they have a goal they want to reach, they
 86

would strive hard to reach that goal by becoming better academically. Parents

almost always play a vital role in the enthusiasm of the children to excel

academically by motivating and praising them whenever they have accomplished

something academically.

In terms of motivation achievement’s driving force, the child’s desire to

become when he or she grows up is the driving force behind his/her actions and

practices. Parents are there to guide and encourage them and celebrate together

with him/her when he/she achieved something until such time that he/she is

inspired to pursue her dreams.

In terms of motivation to gain academic achievement, family support will

always be top in motivating children to gain academic achievement and engage

the child in a reward system to make her strive and achieve academic excellence

balance with praise and teaching him/her humility at the same time ti tale

haughtiness while he/she is growing.

Conclusions

Based on the findings of the study, the following conclusions are drawn:

1. Giving the children enough time to play and time to study would give

them a balanced and enjoyable life.

2. Parents are convinced that recreational activities are part of the growth

of the child cognitively, which actually balances their academic learning giving

them development that would prepare them for the future.

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3. Recreation is good for children to give them a balanced growth as

human beings; educational institutions are finding ways to combine academic

learning and recreation to entice the students to learn with enthusiasm.

Recommendations

Based on the conclusions of the study, the following recommendations are

offered.

1. Teachers should work hand-in-hand with the parents and suggest

activities that parents should do in order to properly guide the students in their

studies and other activities.

2. Parents should monitor the growth of their children physically and

mentally and apply intervention on areas where they show weakness

3. Future researchers may conduct research studies on why preschool

students receive poor grades, as well as how to formulate a solution and

intervene and formulate a plan to assist their pupils to improve.

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CHAPTER 11

CROSS-CASE ANALYSIS

Presented in this chapter are the comparison and contrast of the

respondents’ cases presented by themes.

Practices and Motivation

In terms of recreational practices, participants disclosed the respective

recreational practices of their children, wherein similar answers came from

participant 1 and participant 4, in the area of writing as their children’s

recreational practices; furthermore, participant 1 mentioned about toys played by

her children, which is similar to the reaction of participant 2. Participant 2

mentioned about her children watching Disney movies while participant 3 said

about her children watching tv and then, stated about her children who loves to

draw similar to participant 5. On the other hand, participant 2 mentioned also

about reading books, which nobody among the participants mentioned; the same

with participant 3 mentioning about playing gadgets and Roblox. Moreover,

participant 5 is the only one who stated about her child being artistic and loves to

dance and sing, while participant 4 stated that her children are contented of what

they have, which nobody among the participants mentioned.

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When it comes to work at home practices, Participants 2, 4, and 5

mentioned about house chores indicating similarity while only participant 1

mentioned about her child fixing the room and participant 2 also mentioned alone

concerning her child folding the linens, throws the garbage and washing plates

and utensils. Participant 3 is also the only one who reacted that her child

practices same routine, play, draw, watch tv and use gadgets while participant 5

is also the only one who said that her child water plants, folding clothes and

arranging shoes. All of them have one thing in common, their children are all

willing to work and help their mother.

In terms of academic practices, only participant 1 and participant 2

have similar answers such as writing and answering assignments; aside from

that all the answers of the participants differs with each other. participant 1 talks

about coloring a book while participant 2 mentioned about her child reading a

book. Participant 3 talks about dance competition, which is not part of academic

practices and participant 4 mentioned about school activities, which is too

general. Lastly, participant 5 shared her child’s socialization, oral recitation and

her child being a good listener.

The similar responses of the participants in the question about

motivation achievement outside academics came from participant 1, 2 and 5;

they all agree that the achievement motivation of the children emanate from the

support of their respective families. On the other hand, participant 3 emphasized

the love of her child on what she’s doing, while participant 4 reiterated that her
 90

child is surrounded by people who loved to study, meaning the family members

loved to learn.

Finally, as part of practices and motivation, similar answers of the

participants when asked concerning academic motivation achievement were

stated by participant 1, 2 and 5 who pointed out that one of their academic

motivation achievements is to prepare for their future, which is their ultimate goal

in life. Answers that are unique includes participant 3 who mentioned about the

family’s support still that would serve as the academic motivation achievement of

her child, while participant 4 emphasized finishing school and reaching their set

goal in life as the foundation of their academic motivation achievement.

Benefits and Development

In terms of the benefit of recreational practices, there are no

participants with similar answers, they have their respective perspectives and

they expressed their opinions differently. Participant 1 emphasized that

recreational practices helped her child to get pressured at school, participant 2

mentioned that recreational practices made her child aware of the issues

surrounding her, while participant 3 emphasized that recreational practices

helped her child to express herself. Participant 4 stressed that recreational

activities have good benefits to her child such as striving to reach their ambition

in life to avoid encountering difficulties in life. Participant 5 stated that

recreational activities diverts the child’s attention in good ways and focuses on

the things she loves.

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Concerning work practices at home, there are no similar answers

among the participants, they have their various concerns and they differ on their

opinion about work practices at home of their children. Participant 1 stated that

work practices at home by her child gave her the opportunity to guide the child

and participant 2 stressed that she teaches her child to become independent and

care for their home and environment. Participant 3 mentioned that work practices

at home boost her child’s confidence while participant 4 emphasized that once

the child reaches the goal of finishing studies, it would be a great success not

only on their part but of the parents as well. Participant 5 enjoyed the moment

when the child is actually working at home; it makes her very happy and

beneficial at the same time because the child is doing house chores.

In terms of academic practices that help the cognitive development

of the children, only participant 4 and 5 somewhat got similar answers

emphasizing that learning process is learning new things that augment their

cognitive aspect. The rest of the participant showed varying answers; participant

1 stated that academic practices help her child communicate and interact with

others while participant 2 mentioned about critical thinking skills getting

developed, particularly in the area of solving problems. Participant 3 mentioned

the word ‘curious’, emphasizing that the child, through academic practices will

become curious and will strive to find answers to every question she

encountered.

When it comes to competence outside their academic studies, two

participants mentioned the same answer but with different reasons; they both
 92

agree that their children are both competitive, however, participant 2 mentioned

that her child loves to learn new skills in the area of ballet, singing, piano lessons

and swimming while participant 3 mentioned about positive things. Participant 4

stated a unique statement, she said that her child is allowed to use gadgets

within a timeframe daily then help with the house chores and immediately go to

school to learn and participant 5 also gave a different statement emphasizing that

her child is brave and unstoppable with the capability to do more, which is

somewhat vague.

In terms of competitive attitude academically, participant 2 and 5

are similar in the area where their children are doing their best academically by

doing extra effort such as doing their assignments. However, participant 1, 3 and

4 differs with their answers as follows: Participant 1 mentioned about her child

not sleeping if school works are not yet finished while participant 3 stated that her

child is good in a way, whatever that means, and knows how to accept her

weaknesses. Participant 4 elaborated that her child is active in the school or

academically active and there are instances that they have achievements

academically, emphasizing that her children are intelligent students.

Reasons behind Practices and Motivations

In terms of the influencing factors behind the recreational practices

of the children, two participants, namely participant 1 and participant 4 showed

similar answers disclosing that the Internet or online educational tools influence

their children in the area of recreational practices. The rest of the participant

manifested varying influencing factors behind the recreational practices of their

 93

children. Participant 2 emphasized the environmental factor such as the available

resources and space for recreation, while participant 3 pinpointed her child’s

confidence. Participant 5 admitted that it was her passion that served as

influencing factor to her child’s recreational practices, she served as the model

for her child.

Concerning the reason behind the working practices of their

children, the participants disclosed similarity to certain extent and dissimilarities

as well. Participant 2 mentioned about house roles implemented inside homes

caring for the environment while participant 5 mentioned an almost the same

concept mentioning about household chores, emphasizing that it is an obligation

needed to be applied in everyday life. Participant 1 stated her unique reason,

which is encouraging her child to do good things, while participant 3 mentioned

about her child’s passion without elaborating about it; and, participant 4 stated

that one of the reasons her children are so engrossed with their studies is

because they wanted to achieve their ambition in life.

When it comes to adherence to academic practices, three

participants disclosed similar answers, namely participant 1, participant 4, and

participant 5. They all mentioned about studying hard, finish their studies and

reach their goal to assure their future. Participant 2 and 3 differ with their

answers; participant 2 stressed concerning motivation to do good or be better

with her child’s performance academically, while participant 3 emphasized that

the way the child was raised will have a big impact on the child’s character, which

means they will give priority to their academic studies.

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When it comes to the driving force behind the motivation

achievement of the children, participant 2 and participant 3 gave similar answers,

they emphasize the support and love provided by the family, which served as the

driving force behind the children’s motivation achievement. Also, participant 4

and participant 5 gave similar answers, wherein they emphasized the importance

of studying well in order to achieve their dreams and be able to help other people

in need as well. Participant 1 deviate with the rest answering that the driving

force behind her child’s motivation achievement are the advices they told their

child.

In terms of being motivated to gain academic achievement, all four

participants, namely participant 1, participant 2, participant 4 and participant 5,

have similar answers; it’s all about their children striving to study hard in order to

achieve their goals and dreams and secure their future, those are the main

factors the motivated children to gain academic achievements. Participant 3

differs with the rest and she mentioned that giving her child autonomy and the

freedom to decide would make her realized her priority and be motivated to gain

academic achievements.
 95

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APPENDIX A
LETTER OF REQUEST FOR VALIDATION
RAMON MAGSAYSAY MEMORIAL COLLEGES
TEACHER EDUCATION PROGRAM
Pioneer Avenue, 9500, General Santos City
Tel No.[085] 552-3348 Fax No: (083)301-1927
www.rmmc.edu.com

April 11, 2022

Noe P. Garcia, PhD

Ramon Magsaysay Memorial Colleges

Greetings of Peace!

The undersigned is a third year Bachelor of Early Childhood Education presently

conducting a research entitled “EXPLORING THE PERCEPTION OF PARENTS
TOWARDS THEIR CHILDREN’S PRACTICES AND MOTIVATION: A CASE
STUDY” as an academic requirement for the degree of Bachelor of Early
Childhood Education at Ramon Magsaysay Memorial Colleges-General Santos
City school year 2021-2022.

In this connection, I would like to request your expertise to validate my instrument

to be used in this study. I would be very grateful for your positive response.

Thank you and God bless.

Very truly yours,

 100

Noted by:

TRICIA MAE FERNANDEZ ANALISA T. AMADA, EdD.

Researcher Program Director

Checked by:

ANALISA T. AMADA, EdD. CONSES DIANNE P. FAJARTIN,

MAED
Instructor Thesis Adviser

RAMON MAGSAYSAY MEMORIAL COLLEGES

TEACHER EDUCATION PROGRAM
PIONEER AVE.,9500, GENERAL SANTOS CITY
TEL #: (083) 552-3348 TELEFAX: (083) 301-1927
www.rmmcmain.edu.ph

LETTER OF REQUEST FOR VALIDATION

April 11, 2022

Michael A. Amada, PhD

Ramon Magsaysay Memorial Colleges

Greetings of Peace!

The undersigned is a third year Bachelor of Early Childhood Education presently

conducting a research entitled “EXPLORING THE PERCEPTION OF PARENTS
TOWARDS THEIR CHILDREN’S PRACTICES AND MOTIVATION: A CASE
STUDY” as an academic requirement for the degree of Bachelor of Early
Childhood Education at Ramon Magsaysay Memorial Colleges-General Santos
City school year 2021-2022.

In this connection, I would like to request your expertise to validate my instrument

to be used in this study. I would be very grateful for your positive response.

Thank you and God bless.

Very truly yours,

Noted by:

TRICIA MAE FERNANDEZ ANALISA T. AMADA, EdD.

 101

Researcher Program Director

Checked by:

ANALISA T. AMADA, EdD. CONSES DIANNE P. FAJARTIN,

MAED
Instructor Thesis Adviser

RAMON MAGSAYSAY MEMORIAL COLLEGES

TEACHER EDUCATION PROGRAM
PIONEER AVE.,9500, GENERAL SANTOS CITY
TEL #: (083) 552-3348 TELEFAX: (083) 301-1927
www.rmmcmain.edu.ph

LETTER OF REQUEST FOR VALIDATION

April 11, 2022

Engr. Araceli Naval, MA

Ramon Magsaysay Memorial Colleges

Greetings of Peace!

The undersigned is a third year Bachelor of Early Childhood Education presently

conducting a research entitled “EXPLORING THE PERCEPTION OF PARENTS
TOWARDS THEIR CHILDREN’S PRACTICES AND MOTIVATION: A CASE
STUDY” as an academic requirement for the degree of Bachelor of Early
Childhood Education at Ramon Magsaysay Memorial Colleges-General Santos
City school year 2021-2022.

In this connection, I would like to request your expertise to validate my instrument

to be used in this study. I would be very grateful for your positive response.

Thank you and God bless.

Very truly yours,

Noted by:

TRICIA MAE FERNANDEZ ANALISA T. AMADA, EdD.

 102

Researcher Program Director

Checked by:

ANALISA T. AMADA, EdD. CONSES DIANNE P. FAJARTIN,

MAED
Instructor Thesis Adviser

APPENDIX B
VALIDATION SHEET OF EXPERTS
RAMON MAGSAYSAY MEMORIAL COLLEGES
TEACHER EDUCATION PROGRAM
Pioneer Avenue, 9500, General Santos City
Tel No. [085] 552-3348 Fax No: (083)301-1927
www.rmmc.edu.ph

VALIDATION RATING SHEET OF EXPERT VALIDATORS

Name of Researcher: Tricia Mae A. Fernandez Degree Enrolled: BECED
Title of Research: EXPLORING THE PERCEPTION OF PARENTS TOWARDS
THEIR CHILDREN’S PRACTICES AND MOTIVATION: A CASE STUDY
Rating: Number of Yes marks
( ) 12-13 Very Good ( ) 6-8 Fair
( ) 9-11 Good ( ) 0-5 For revalidation
Kindly check the column which fits your evaluation for the item.

ITEMS YES NO
ETHICS
1. Introduce (purpose, confidentiality, duration and a way to conduct ) /
and closing components .
2. Informed consent is provided. /
3. Interview protocol for participant is available. /
4. Interview Consent Form is available. /
5. Participant’s Verification Form is included. /
ARTISTRY
1. Questions are heading towards description of the phenomena. /
 103

2. Script is included, so interview can introduce, guide and conclude the /

interview in a consistent manner.
RIGOR
1. Questions are open-ended to encourage in-depth responses avoiding /
close-ended questions which answered by “yes” or “no”.
2. Coherence of the research question with the research paradigm is /
evident.
3. Questions are stated in the affirmative. /
4. Research question is semi-structured. /
5. Questions are sequenced in logical order. /
6. Questions are focused and expressed in a concise manner as to be /
workable and researchable.

Michael A. Amada, PhD

Name and Signature of the Evaluator

VALIDATION SHEET OF EXPERTS

RAMON MAGSAYSAY MEMORIAL COLLEGES
TEACHER EDUCATION PROGRAM
Pioneer Avenue, 9500, General Santos City
Tel No. [085] 552-3348 Fax No: (083)301-1927
www.rmmc.edu.ph

VALIDATION RATING SHEET OF EXPERT VALIDATORS

Name of Researcher: Tricia Mae A. Fernandez Degree Enrolled: BECED
Title of Research: EXPLORING THE PERCEPTION OF PARENTS TOWARDS
THEIR CHILDREN’S PRACTICES AND MOTIVATION: A CASE STUDY
Rating: Number of Yes marks
( ) 12-13 Very Good ( ) 6-8 Fair
( ) 9-11 Good ( ) 0-5 For revalidation
Kindly check the column which fits your evaluation for the item.

ITEMS YES NO
ETHICS
Introduce (purpose, confidentiality, duration and a way to conduct ) and /
closing components .
Informed consent is provided. /
 104

Interview protocol for participant is available. /

Interview Consent Form is available. /
Participant’s Verification Form is included. /
ARTISTRY
Questions are heading towards description of the phenomena. /
Script is included, so interview can introduce, guide and conclude the /
interview in a consistent manner.
RIGOR
Questions are open-ended to encourage in-depth responses avoiding /
close-ended questions which answered by “yes” or “no”.
Coherence of the research question with the research paradigm is /
evident.
Questions are stated in the affirmative. /
Research question is semi-structured. /
Questions are sequenced in logical order. /
Questions are focused and expressed in a concise manner as to be /
workable and researchable.

ENGR. ARACELI NAVAL

Name and Signature of the Evaluator

RAMON MAGSAYSAY MEMORIAL COLLEGES

TEACHER EDUCATION PROGRAM
Pioneer Avenue, 9500, General Santos City
Tel No. [085] 552-3348 Fax No: (083)301-1927
www.rmmc.edu.ph

VALIDATION RATING SHEET OF EXPERT VALIDATORS

Name of Researcher: Tricia Mae A. Fernandez Degree Enrolled: BECED
Title of Research: EXPLORING THE PERCEPTION OF PARENTS TOWARDS
THEIR CHILDREN’S PRACTICES AND MOTIVATION: A CASE STUDY
Rating: Number of Yes marks
( ) 12-13 Very Good ( ) 6-8 Fair
( ) 9-11 Good ( ) 0-5 For revalidation
Kindly check the column which fits your evaluation for the item.

ITEMS YES NO
 105

ETHICS
Introduce (purpose, confidentiality, duration and a way to conduct ) and /
closing components .
Informed consent is provided. /
Interview protocol for participant is available. /
Interview Consent Form is available. /
Participant’s Verification Form is included. /
ARTISTRY
Questions are heading towards description of the phenomena. /
Script is included, so interview can introduce, guide and conclude the /
interview in a consistent manner.
RIGOR
Questions are open-ended to encourage in-depth responses avoiding close- /
ended questions which answered by “yes” or “no”.
Coherence of the research question with the research paradigm is evident. /
Questions are stated in the affirmative. /
Research question is semi-structured. /
Questions are sequenced in logical order. /
Questions are focused and expressed in a concise manner as to be workable /
and researchable.

REV. NOE P. GARCIA, PhD, RGC

Name and Signature of the Evaluator

APPENDIX C
LETTER OF PERMISSION TO CONDUCT THE STUDY
RAMON MAGSAYSAY MEMORIAL COLLEGES
TEACHER EDUCATION PROGRAM
Pioneer Avenue, 9500, General Santos City
Tel No.[085] 552-3348 Fax No: (083)301-1927
www.rmmc.edu.com
 106

ROSSANA U. GENOSO
Principal
Dadiangas Heights Elementary School
General Santos City

Dear Maam:

Greetings of Peace!

In view of undergraduate thesis proposal entitled, “EXPLORING THE

PERCEPTION OF PARENTS TOWARDS THEIR CHILDREN’S PRACTICES
AND MOTIVATION: A CASE STUDY”, as a partial fulfillment of the
requirements for the degree of Bachelor of Science in Early Childhood Education
at Ramon Magsaysay Memorial Colleges.
In this regard, she is humbly requesting from your good office to grant
permission to conduct survey among the parents or guardian of preschool
students of Dadiangas Heights Elem. School, Academic Year 2020-2021 as
respondents of the study.
Thank you and your favorable approval is highly anticipated.

Respectfully yours,
TRICIA MAE FERNANDEZ
Researcher

Noted by:
CONSES DIANNE FAJARTIN, MA
Adviser

APPENDIX D
RAMON MAGSAYSAY MEMORIAL COLLEGES
TEACHER EDUCATION PROGRAM
Pioneer Avenue, 9500, General Santos City
Tel No.[085] 552-3348 Fax No: (083)301-1927
www.rmmc.edu.com

INFORMED CONSENT
 107

Title: “EXPLORING THE PERCEPTION OF PARENTS TOWARDS THEIR

CHILDREN’S PRACTICES AND MOTIVATION: A CASE STUDY”

I am Tricia Mae Fernandez, a former student of Ramon Magsaysay

Memorial Colleges, General Santos City. I intended to do a research entitled
EXPLORING THE PERCEPTION OF PARENTS TOWARDS THEIR
CHILDREN’S PRACTICES AND MOTIVATION: A CASE STUDY. I will share
information with you and invite you to be part of my research study. The research
will involve your participation in a structured interview that will take unidentified
minutes as long as the researcher arrive to the point of saturation of the
participants answers.
I am inviting you take a part in this research through your wholehearted
participation because I know that your perception would be a big help that will
contribute much in understanding my research study. Your participation in this
study is voluntary and you will be given a chance to express your thoughts and
opinions, you may also have the right to change your response and modify or
remove portions of your answers in case you do not agree with what I have
recorded.
Any information about you will have a code name assigned instead of your
real name. The researcher will also ask you not to share any information we have
discussed and keep all the information confidentially to anyone.

TRICIA MAE FERNANDEZ

Researcher

APPENDIX E
RESEARCH QUESTIONNAIRE
RAMON MAGSAYSAY MEMORIAL COLLEGES
TEACHER EDUCATION PROGRAM
Pioneer Avenue, 9500, General Santos City
Tel No. [085] 552-3348 Fax No: (083)301-1927
www.rmmc.edu.com
 108

EXPLORING THE PERCEPTION OF PARENTS TOWARDS THEIR

CHILDREN’S PRACTICES AND MOTIVATION: A CASE STUDY

Part 1: Common Study Practices of Preschool Students as Perceived by Parents

The following items are indicators that can describe the common study practices
of preschool students as perceived by parents. Rate every item of your
agreement to the indicators manifested on your personal behavior. Please put a
check (✓) mark on the given option using the Likert Scale below:
Legend:
Five-Point Likert
Scale
Scale Range Description Interpretation of
Scale
5 4.21 – 5.00 Much Agree Practiced all of the
time
4 3.41 – 4.20 Agree Practiced most of
the time
3 2.61 – 3.40 Moderately Practiced less than
Agree most of the time
2 1.81 – 2.60 Disagree A bit practiced
1 1.00 – 1.80 Much Not at all practiced
Disagree
A. Test Taking Skills 5 4 3 2 1
1. My son/daughter studies for
about an hour to two times in a day.
2. He/She loves to read other
books/references.
3. He/She is reviewing her/his
previous quizzes.
4. He/She ask schedule before
quarterly exam
5. He/she is particular in the
pointers given by teacher.
B. Test Taking Skills
1. He/She jot down any important
topics from the lesson.
2. He/she highlight some clues
from book/class materials.
 109

3. He/She write down the

examples given by instructor.
4. He/She paraphrase
instructor's words.
5. He/she review notes.
C. Study Environment 5 4 3 2 1
1.He/she find it easy to stick to a
study schedule.
2. He/she has an area where
always go to study.
3. Her/his study area is free
from noise and distraction.
4. He/she make all resources
needed ready when study.
5. He/she do not entertain
someone when he/she is studying.
D. Time Management
1. He/she decide what task to do
first.
2. He/sheset time to fix
everything before attending the
online class.
3. He/she wake up early to get
things in order.
4. He/she set hours in a day.
5. He/she loves to reward
herself/himself when tasks are
completed.
Part 2: Level of Achievement Motivation of Preschool Pupils as Perceived by
Parents

The following items are indicators that can describe the achievement motivation
of preschool pupils as perceived by parents. Rate every item of your agreement
to the indicators manifested on your personal behavior. Please put a check ( ✓)
mark on the given option using the Likert Scale below:

Five-Point Likert Scale

Scale Range Description
 110

5 4.21 – 5.00 Strongly Agree

4 3.41 – 4.20 Agree
3 2.61 – 3.40 Neither Agree nor
Disagree
2 1.81 – 2.60 Disagree
1 1.00 – 1.80 Strongly Disagree
Indicator 1 2 3 4 5
Mastery Goal
1. My child is most
motivated when he/she see
his/her work improve
2. My child is most
motivated when he/she good at
analyzing concept
3. My child is most
motivated when he/she solve
problem
4. My child is most
motivated when he/she
become better at his/her work
5. My child is most
confident when he/she is
confident that he/she can do
her/hisschool work
Performance Goal
1. My child is most
motivated when he/she gets a
reward in class
2. My child is most
motivated when he/she get
good marks in class
3. My child is most
motivated when he/she is
noticed doing well by others
4. My child is most
motivated when he/she is
competing with others
 111

5. My child is most
motivated when he/she is in
charge oftheir group
6. My child is most
motivated when he/she is
praised
7. My child is most
motivated when he/she is doing
better than others
8. My child is most
motivated when he/she
become a leader
Social Goal
1. My child is most
motivated when he/she work
with others
2. My child is most
motivated when he/she is in a
group
3. My child is most
motivated when he/she work
with friends
4. My child is most
motivated when he/she is
helping others
5. My child is most
motivated when he/she is
showing concern for others
 112

APPENDIX F
IN-DEPTH INTERVIEW GUIDE QUESTIONS
RAMON MAGSAYSAY MEMORIAL COLLEGES
TEACHER EDUCATION PROGRAM
Pioneer Avenue, 9500, General Santos City
Tel No. [085] 552-3348 Fax No: (083)301-1927
www.rmmc.edu.com

IN-DEPTH INTERVIEW GUIDE QUESTIONS

EXPLORING THE PERCEPTION OF PARENTS TOWARDS THEIR

CHILDREN’S PRACTICES AND MOTIVATION ACHIEVEMENT

A. Profile of the Respondents

Name: ___________________________________
(  ) 21 to 31   (  ) 32 to 41
Educational Attainment:  
(  ) Elementary   (  ) High School    (  ) College    (  ) Post Graduate
Semi Structured Questions
Grand Tour Question Probing Question
1. How do the parents’ Beginning Questions of the Case
perceptions towards their 1. Describe the practices of your children’s in terms of
children’s practices and recreations?
motivation achievement be
described? (Isalarawan ang nakagawiang Gawain ng inyong mga
anak sa kanilang mga libangan?)
(Paano isasalarawan ng
mga magulang ang 2. Describe the practices of your children in terms of work
kanilang pananaw sa mga at home?
nakagawiang Gawain at
motibasyon sa pag-angat (Isalarawan ang mga nakagawiang Gawain ng inyong
 113

ng kanilang mga anak?) mga anak sa mga gawaing bahay?)

3. Describe the academic practices of your children?

(Isalarawan ang mga nakagawiang Gawain ng inyong

mga anak sa akademya o pag-aaral?)

4. What are the motivation achievements of your children

outside academics?

(Anu-ano ang mga motibasyon ng inyong mga anak sa

pag-angat maliban sa akademya o pag-aaral?)

5. What are the academic motivation achievements of

your children?

(Anu-ano ang mga motibasyon ng inyong mga anak sa

pag-angat sa akademya o pag-aaral?)
Middle Question of the Case
 114

1. In what way the recreational practices of your children

benefitted them?

(Sa anong paraan nakakapagbigay ng benepisyo ang

libangan ng inyong mga anak?)

2. How do you think the work practices of your children at

home benefitted you?

(Papaano sa palagay ninyo ang nakagawiang Gawain ng

inyong anak nakakapagbigay ng benepisyo sa iya?)

3. In what way their academic practices help their

cognitive development?

(Sa anong paraan nakakatulong sa paglago ng kanilang

isip ang nakagawiang gawain sa pag-aaral?)

4. Describe how competitive your children are outside

their academic studies?

(Isalarawan kung gaano kapursigido ang inyong mga

anak hindi maliban sa kanilang pag-aaral?)

5. Describe the competitive attitude of your children

academically?

(Isalarawan pursigiding saloobing ng inyong mga anak sa

pag-aaral?)
Concluding Question of the Case
1. Describe the influencing factors behind the recreational
practices of your children?

(Isalarawan ang mga bagay na nag-iimpluensya sa mga

nakagawiang libangan ng inyoing mga anak?

*The online educational tools is one that ifluences her.It

helps her to enjoy while learning.

2. What is the reason behind the working practices of your

children inside your home?

(Ano ang mga dahilan sa likod ng nakagawiang Gawain

ng inyong mga anak sa loob ng inyong tahanan?)

3. Why are your children succumbing to academic

practices?
 115

(Bakit ang inyong mga anak ay nahilig sa nakagawiang

pag-aaral?)

4. What is the driving force behind the motivation

achievement of your children outside their academics?

(Ano ang nagtutulak sa likod ng motibasyong umangat ng

inyong mga anak sa kanilang pag-aaral?)

5. Describe the reason why your children are motivated to

gain academic achievement?

(Isalarawan ang mga dahilan bakit ang inyong mga anak

ay gusting umangat sa kanilang pag-aaral?)

CURRICULUM VITAE
 116

PERSONAL DATA

Name : TRICIA MAE A. FERNANDEZ

Email : tring.fernandez1999@gmail.com

Address : Zone 4, Soledad Estate Barangay City Heights

General Santos City

Age : 22

Gender : Female

Civil Status : Single

Birthday : November 20, 1999

Birthplace : J. Catolico, PuriCulture, G.S.C

Father’s name : FRANCISCO FERNANDEZ

Mother’s name : LEONILA FERNANDEZ

EDUCATIONAL BACKGROUND

Elementary : Dadiangas North Elementary School

Barangay North General Santos City

2010-2011

Secondary : Lagao National Highschool

Prk. San Isidro Malakas General Santos City

2015-2016

Tertiary : Ramon Magsaysay Memorial Colleges

General Santos City

Course : Bachelor of Early Childhood Education