MONKAYO NATIONAL HIGH SCHOOL –

SENIOR HIGH SCHOOL

Christine Joy Gatinao Borres

Chynn Koslich Encabo Roa
Marlouie Martinez Toroba
Ronil Castillo Aspirin

The Effect of Parental Support to Students’ Academic

Performance
among Senior High School Students of
Monkayo National High School

Practical Research Adviser:

Mariecriz Balaba-Banaez

JANUARY 2023

INTRODUCTION
 Background of the Study

Academic performance of students is a key feature in education

(Rono, 2013). It is considered to be the centre around which the whole

education system revolves. Narad and Abdullah (2016) opined that the

academic performance of students determines the success or failure of

any academic institution. Signh, Malik and Signh (2016) also argued

that academic performance of students have a direct impact on the

socio-economic development of a country. Similarly, Farooq,

Chaudhry, Shafiq and Behanu (2011), asserted that students’

academic performance serves as a bedrock for knowledge acquisition

and the development of skills. Additionally, Farooq et al., (2011)

emphasized that the top most priority of all educators is academic

performance of students. According to Narad and Abdullah (2016)

academic performance is the knowledge gained which is assessed by

marks by a teacher and/or educational goals set by students and

teachers to be achieved over a specific period of time. They added that

these goals are measured by using continuous assessment or

examinations results.

Factors contributing to improvement in students’ academic

performance have received much attention from educators and

researchers (Signh, Malik & Sign, 2016; Ali, Haider, Munir, Khan &

Ahmed, 2013; Farooq, Chaudhry, Shafiq & Behanu, 2011). These

researchers found that several factors contribute to improvement in

the academic performance of students. Ali et al. (2013) found daily

study hours, social economic status of parents/guardians and age as

factors that significantly affects academic performance. Similarly,

Narad and Addullah (2016) and Farooq et al., (2011) also found

economic status of parents, their academic background and

encouragement as factors that influence academic performance.

Proper guidance from parents and teachers, communication skills,

and learning facilities have also been found as a significant

determinant to academic performance (Signh, Malik & Signh, 2016).

As a result, this study aims to advance the examination of how

parental involvement in education affects students at Monkayo SHS's

academic performance. The purpose of the study is to examine the

effects of various parental participation profiles on children's academic

performance (based on the primary forms of parental involvement

recognized in the literature). Parental engagement can take many

different forms, but three that have been highlighted so far are

involvement in school activities, support of learning activities at home,

and communication between home and school. Parental involvement

also has a positive influence on student attitude and behavior. It has

observed that children on disengaged parents have a negative attitude

in the classroom and are more disruptive because of the lack of

consequences at home. All this is because of poor parental support,

which is also related to parental monitoring. When the student gets

monitored at home for their behavior, then they behave appropriately

in school, pay more attention in the classroom, and eventually

perform better in the studies.

Students showed higher academic performance whose parents

were more supportive and involved in academic activities as compared

to those whose parents were less supportive. Financial solvency and

positive ambition of parents seem to have a principal role in their

children's education. Many educational researchers express great

concern on the impact of the parent's involvement on a child's

educational achievement. This work attempts to highlight the impact

parental association has on children's academic outcomes. The

findings of this study may help for future improvement and develop

methods to encourage and boost parental involvement both at home

and at school.

Objective of the Study

The purpose of this study is to determine which domain of

Parental Support best predicts the Students Academic Performance of

Monkayo National High School-Senior High. Specifically, it intends to

attain the following objectives:

1. To identify the level of Parental Support in terms of:

1.1 Parental Income; and,

1.2 Parental Education.

2. To assess the level of Students Academic Performance in terms

of:
 2.1 Teacher Satisfaction;

2.2 Attendance Rates; and,

2.3 Student Achievement.

3. To determine the significant relationship between the Parental

Support and the Students’ Academic Performance.

4. To determine which domain of Parental Support best predicts

the Students’ Academic Performance.

Research Hypothesis

The following hypotheses will be tested at 0.05 level of

significance:

1. There is no significant relationship between Parental Support

and Students' Academic Performance.

2. There is no domain in the Parental support that significantly

influences the Students’ Academic Performance.

Significance of the Study

The stakeholders who will benefit from this study are the

following:

School Principals. As drivers of the school improvement, this study

can serve as their eye-opener on the status of their students’

Academic performance. Hence, this study helps them in

identifying the level Students’ proficiency in all areas among

their Senior High School Students.

Teachers. As direct contact to the students, this study can help them

create techniques and strategies to help students’ academic

performance both had a clinically significant impact on teachers’

assessments of the academic performance of their students.

Students. As the center of every teaching-learning process, their

needs for leaning must be catered by the teacher to create

positive and active learning strategies.

Future Researchers. As investigators of knowledge, this study can

form either basis on their idea for future research. They would

do this same form action research project again. Using the facts

that the researchers have now.

Scope and Delimitation of the Study

The coverage of the study will be the students in Monkayo

National High School but was delimited only to Senior High School

Students who were enrolled in the school year 2022-2023. Parental

Support has been described many authors, but this study uses only

the indicators identified by Hubler (2022) which are parental Income

and Parental Education. Moreover, Students Academic Performance

may be understood in different ways, but in this study, it is delimited

to the four indicators according to (Gonzalez-Gonzelez et al, 2022)

namely Teacher Satisfaction, Attendance rates, and Students

Achievement.
 Time and Place of the Study

This study will be conducted in the school year 2022-2023 in

Monkayo National High School Senior-High, located at Monkayo,

Davao de Oro. It has an old and new building that occupies the space.

More than 31 classrooms, A Library, computer laboratory, science

laboratory, and many others. It has two Grade levels compose of

Grades 11 and 12. The Students are coming from different tribes,

such as Mandaya, Muslim and Bisaya. Among these tribes, Bisaya is

the most dominant. The students are coming from a middle-class

family from the different Barangays in Monkayo Davao de Oro. There

are some other coming from nearby localities such as Montevista and

Trento.

Operational Definition of Terms

To facilitate a better understanding of this study, the following

terms at this moment defined operationally.

Parental Support refers to parents keep check and balance on their

children and provide a guiding mechanism for their academic

matters.

Academic Performance refers to students’ intellectual level,

personality motivation, skills, interests, study habits, self-

esteem, and other academic related factors.

 Conceptual Framework

Independent Variable Dependent Variable

Parental Support Academic Performance

 Parental Income  Teacher Satisfaction

 Parental Education  Attendance Rates

 Student Achievement

Figure 1. Conceptual Framework of the Study

Figure 1 shows the research paradigm of the study. It consists

of two variables, the independent and dependent variables. The

independent variable of this study is the Parental Support that is

patterned after the work of Hubler (2022). This variable has two

indicators, namely Parental Income and Parental Education. Parental

Income refers to parents who help fund their kids' high-quality

enrichment activities and book purchases, which is a major enabler of

educational opportunities. According to research on parental

education, both male and female students with educated parents

receive more support from them and perform better on examinations

than students without educated parents.

The academic performance, on the other hand, is the study's

dependent variable and is based on Hubler's research (2022). The

following metrics can be used to determine whether teacher

satisfaction increases student achievement or whether these benefits

depend on the whole school culture. And finally, attendance rates. It

has been demonstrated that frequent school attendees perform better

academically than irregular attendees. Student Success is last.

Student achievement is a metric used to determine how much

academic material a student learns in a specific length of time.

Teacher Satisfaction

Attendance Rates Several previous studies have shown that

class attendance is a crucial indicator of academic performance

(McKinney, 2019). Hence, the higher the attendance the higher the

final grades achieved by the students. According to Purcell (2017), the

class attendance and engagement of students plays a vital role in the

education's system. Several previous studies have shown that class

attendance is a crucial indicator of academic performance. Hence the

higher the attendance the higher the final grades achieved by the

students. However, Eisen et al., (2015) found different results where

the study indicated that there is no statistically significant

relationship between class attendance and academic performance by

adjusting the control variables which includes gender and ages.

Cortright et al., (2016) regular attendance has influence on the

examination performance. One interesting findings of this study is

that regular attendance is more important for dealmaker students

than male students, since female students who is earning above

average grade has attended more classes than female students who is
earning below average grade. But for male students no such difference

was found.

Student Achievement

Students achievement was once thought to be the most

important outcome of formal educational experiences and while there

is little doubt as to the vital role such achievements play in student

life and later (Kell, Lubinski, & Benbow, 2016). There are major policy

debates in many countries about the nature of education and about

student achievement. Student achievement has been one of the most

important evaluation criterion used by schools at every level for as

long as schools have existed (see e.g. Hattie & Anderman, 2018). The

importance of student achievement seems to have increased in recent

decades as the number of students enrolling in higher education has

increased significantly (Altbach. Reisberg & Rumbley, 2019), However

According to this definition, student achievement is related to the

student's ability to reproduce knowledge and tasks, most research on

student achievement adopts this narrow definition and therefore uses

grades as a standardized measurement of student achievement

(Mueller, 2016).
 REVIEW OF RELATED LITERATURE

Parental Support

Parents are the first teachers of their children, and their

performance in school and overall wellbeing is influenced by them

(Cunsolo, 2017; Maina, 2016). Positive parents support student

learning by providing a comfortable learning environment at

home, encouraging students to do schoolwork or engaging in home-

based learning activities positively affecting student academic and

personal wellbeing (Abouchaar,2015). Therefore, parental support,

encouragement and motivation can enhance student academic

achievement (Ahmad & Noor. 2017). Both parents are directors of

their children's lives by guiding and helping them choose their

academic careers, children can be succeeded in choosing any career

with the help of their parents, academic career of children is linked to

parental support (Kaspi-Baruch, 2015). Educators, researchers, and

policymakers have paid increasing attention to parent support for

children's education and learning. (Desforges 2015).These broad

conceptualizations include the numerous ways and procedures by

which parents can assist their children's education. Without a doubt,

research has shown that parental educational support for student

learning is associated with student involvement in learning in terms of

behavioral, cognitive, and socio- affective involvement. (Carter2017).

There is a strong relationship between parental support (students'

personal development, school development, behavioral support and

assistance for their studies) and student involvement in learning in

terms of behavioral, cognitive and socio-affective involvement (Godall,

2016). Parental educational support and involvement has a significant

relationship with academic self-esteem and self-efficacy (D’ Addio,

2019).

Parental Income

Money is a significant enabler of educational opportunities to

support the purchase of books and high-quality enrichment activities

for their children, and, if necessary, private tutoring. (Lekhi,2017).

Low income adversely affects parents' ability to nurture and provide

for their children's needs, and as a result of this poverty during

childhood and adolescence is often associated with slower cognitive

development and poorer health (Goulden 2015). Wealth and social

status can affect the wellbeing at school because the family

background is often related to the type of school children attend and

how students evaluate themselves compared to their peers (Urdan &

Pajares, 2006). 40% of students did not receive parental support for

academic activities because parents believe that school is solely

responsible for teaching their children and that their limited financial

resources prevent them from supporting their children's learning

(Chohan & Khan, 2010) Yamamoto (2013) examined Japanese

mothers' academic support for young children and their

socioeconomic status. He found that while both middle-class and

working-class mothers desired academic success for their children,

their beliefs about parenting roles and learning interests varied

significantly between the two groups. He demonstrated that middle-

class mothers in Japan believed that their young children's human

capital should be promoted and nurtured at an early age, whereas

working-class mothers believed that their young children's human

capital developed naturally. Furthermore, (Okoh, 2010) asserted that

parents can take total responsibilities of their children's education

when they earn high salary. They further emphasized that when

parents support their children financially and morally such children

can perform better than their age groups. Therefore, aspects of

parental income toward learners' achievement in school cannot be

ignored.

Parental Education

Education could be described as a light that is used in a dark

situation. (Leatherman, 2020). It is also used as a tool for developing

any society, community or nation. (Godfrey, 2016). Undoubtedly,

education contributes to the improvement of children through

collaborative efforts of parents and schools. (Ayush, 2017). The level of

education obtained by parents is divided into three categories: namely

primary, secondary and tertiary (Kainuwa & Yusuf, 2013). Parent's

education serves as the best tool in their children's education. (Erola,

2016) Several studies have highlighted that level of parental

educational support is differs based on their educational

qualifications. For instance, (Krashin 2015) found that both male and

female students whose father or mother are well-educated get more

support from them and achieve better results in examination than

those whose parents are not as well-educated. Moreover, (Darwish,

2016) found that students whose parents who are highly qualified

make significant contributions to their children's careers and support

them in all aspects of their lives. His study also found that the degree

to which a student is endowed with skill and perfect wisdom, which

enables him or her to perform better in their careers, is highly

dependent on their parental background, including their educational

qualifications. Furthermore, Bukodi and (Goldthorpe 2017) revealed

that educational background of parents is the strongest predictor of

learners' education in the United Kingdom.

 METHODOLOGY

Research Design

This study used a predictive correlation research design,

Predictive correlation is use to determine the degree to which two

variables are related and to test whether there is a linear relationship

between the variables in the population as a whole (Bewick, Cheek, &

Ball, 2011). This technique is useful in this study to test the domain

of Productive Parental Support of Senior High Students in Monkayo

National High School Senior High, Monkayo, Davao De Oro that best

predict their Academic Performance.

Research Respondents

The respondents of this study were the Senior High Students of

Monkayo National High School Senior High of Monkayo, Davao De

Oro. Slovin's formula was used on determining the sample size. It is

N
n= where n as the sample size, N as the population and e as the
1+ N e2

margin of error, which is 0.05. Moreover, stratified random sampling

was used in determining the sample size per section. Furthermore, the

lottery/fishbowl method was used in identifying the names of the

respondents of this study. The following table shows the distribution

of samples per section.

Distribution of Sample per Section
Strand Total Percentage Number of
Population Samples

STEM 116 7.0% 23

HUMSS 463 28.0% 90
ABM 243 14.7% 47
TVL 573 34.6% 112
GAS 257 15% 50

N = 1652 100% n = 322

Research Instrument

The researchers used the survey questionnaire adapted from

Watson (2015). It is composed of item number 1 to 10 for The Parental

Income, 11 to 18 for The Parental Education to determine students'

Academic Performance.

Meanwhile, in determining the students' Parental Support, the

researchers use the Van Hiele Parental Test (VHGT) (1982), a multiple-

choice questionnaire with five options from which the students were

expected to choose the best answer. The questions were structured

sequentially into five (5) subgroups from the very easy to difficult.

Each subgroup covered the Van Hiele Parents thinking levels. This

study used the entire VHGT 25-item multiple-choice test developed by

Usiskin (1982) under the Cognitive Development and Achievement

Students Academic Performance (CDASSG) special program. The

VHGT has been used by most masters' and Ph.D. Dissertation

candidates notably by Hoffer, 1983; Usiskin, 1982; Mayberry, 1983; &

Fuys et al., 1988 used it to assess their students Van Hiele parents

thinking levels. The following researchers such as Abdullah & Zakaria,

2013; Halat, 2008; Armah et al., 2017; & Asemani et al., 2017 also

used it in their publications.

VHGT is composed of item number 1 to 5 for Teacher

Satisfaction, item number 6 to 13 for Attendance Rates, item number

14 to 20 for Students Achievement.

To know the level of Academic Performance among Senior High

Students in Monkayo National High School Senior High, the following

interpretation scale will be followed:

Scale Range Descriptive Descriptive

Meaning Interpretation

5 4.20-5.00 Very High This means that the

parental support
component is

extremely
productive.

4 3.40-4.19 High This means that

the
parental
support
component is
highly
productive.

3 2.60-3.39 Moderate This means that

the
parental
support
component is
moderately
 productive.

2 1.80-2.59 Law This means that

the
parental
support
component is
less
productive.

1 1.00-1.79 Very Low This means that

the
parental
support
component is
unproductive.

To know the level of Academic Performance among Senior High

Students in Monkayo National High School Senior High, Monkayo,

Davao De Oro, the following interpretation scale was used (Cordova &

Tan, 2018):

Percentage Descriptive
Interpretation
Score Rating

93%-100% Mastered This means that the

competency
in academic
performance is in
the advanced stage.

85%-92% Closely This means that the

competency
Approximating in academic
performance is in
Mastery the proficient stage.

65%-84% Moving This means that the

competency
 Towards in academic
performance is in
Mastery the approaching
proficiency
stage.

33%-64% Average This means that the

competency
in academic
performance is in
the average stage.

13%-32% Low This means that the

competency
in academic
performance is in
the developing stage.

5%-12% Very Low This means that the

competency
in academic
performance is in
the beginning stage.

0%-4% Absolutely This means that the

competency
No Mastery in academic
performance is in
the absolutely no

mastery stage.

Statistical Treatment

The statistical was analyzed with the help of the following tools:

Mean. Mean is the preferred method with the very purpose of

calculating the center of the data set. This tool was used to

assess objectives 1.

Percentage. To address the second objective, which was to assess the

level of Academic Performance among Senior High Students, the

 researchers convert the score of the respondents into a

percentage score.

The descriptive interpretation in inferring the degree of its significant

relationship is provided below (Medina, 2013).

Correlation Coefficient Descriptive Interpretation

0.00=|r| Almost negligible

0.00<|r|<0.20 Very weak correlation
0.20<|r|<0.40 Weak correlation
0.40<|r|<0.60 Moderately strong
correlation
0.60<|r|<0.80 Strong correlation
0.80<|r|<1.00 Very strong correlation
|r|=1.00 Perfect correlation

Data Gathering Procedures

Before the survey questionnaires were distributed to the

respondents of the study, the researchers write a letter to the

Principal Administrator of MNHSH, Monkayo requesting a

recommendation letter that would be used as a form of formal

permission to the principal of Monkayo National High School Senior

High to allow the researchers to conduct a survey to the Senior High

Students of their respective school. Then, the researchers asks from

the office of the registrar of Monkayo National High School Senior

High, Monkayo, Davao De Oro the complete list of Senior High

Students who were enrolled in the school year 2022-2023 to

determine the number of respondents which are going to survey. Then

the researchers ask an assistance from the teacher in each section for

the distribution of the survey questionnaires to the students to

determine the Parental Support and Academic Performance. Moreover,

the researchers personally collected the completed questionnaires.

The data was collected and recorded in coordination with the data

processor.