CHAPTER I

THE PROBLEM AND ITS SCOPE

Introduction

Parental involvement is the responsibility of parents on their children in an effort

to achieve success in their chosen disciplines. However, parental involvement does not

only revolve around the idea of attending homeroom meetings and card viewing. It

involves all necessary actions that could improve students' communication skills, critical

thinking and problem-solving, creativity, leadership, and thus academic performance

through the school-family-community partnership. To create effective learning in a

learning environment, healthy communication and bridging the gap between the

classroom, school, and home (Caño, et al, 2016) should be the priority. 

Reading, writing, and counting are the building blocks of learning. Each

individual should learn these basic skills to survive, as it is the foundation of education.

Yet, these foundations of learning in most developing countries have not been met

(Herbert et. al, 2021) due to a lack of parental support for some reasons. Schools aim to

achieve academic success for their students as much as possible that’s why the Philippine

government implemented different programs such as The Pantawid Pamilyang Pilipino

Program (4Ps), which grants cash to the lower socio-economic status Filipino children to

experience education at the age 18 and below, and Alternative Learning System Law

which gives  opportunities for out-of-school youth and adult (OSYA) learners to develop

basic and functional literacy skills, and to complete the basic education (ALS Programs |

Department of Education). These will only be a success through parent/guardian, teacher,

1
and community collaboration, sharing the same goal- for students to attain academic

excellence.

Parental involvement and academic performance interconnect with each other.

However, its relationship may change over time. Students in primary education need

supervision from their parents in their cognitive, emotional, social, and educational

development, as it will allow them to explore their environment appropriately and

responsibly. Higher grade level learners, such as secondary and tertiary learners, are

expected by the schools and parents to perform independently or with less guidance to

improve their organizational and time management skills (University of Bristols, 2019).

However, each student has a different approach to education regardless of their grade

level. There are students who can perform well, those who cannot with or without

supervision, and the late bloomers students who fulfill their potential later than expected.

On the other hand, there are also parents especially in lower middle and middle-class

families who normally cannot provide the needs of their children in non-academic and

academic situations due to lack of resources including finance and knowledge to support

their children as some of them also lacking parental involvement at their teen years.

Therefore, the level of parental involvement may also depend on the parents’ profile.

Children with parents who are more interested in their schooling perform better

academically than those with parents who are less involved. Most research also shows

that children supervised by parents perform better academically than those whose parents

are less engaged. The academic success of a child has regularly been demonstrated to be

significantly related to parental involvement in their education (Llego, 2022). This study

2
aims to investigate the different types of parental involvement provided by Epstein

(2009) and their impact on student's academic performance.

Theoretical Framework

Considering the overview of parental involvement and its impact on

students' academic performance, the researcher deemed it necessary and appropriate to

use the theory of overlapping spheres of influence focuses on the interaction and

communication or partnerships, among families, schools, and the community to bring the

three closers together. The theory works in conjunction with Epstein’s (2009) typology of

parental involvement which focuses on six types of involvement that are instruments to a

child’s development and his/her school and educational success. The dissemination

behavior defines the six types of involvement. The six types of parental involvement are

as follows:

Parenting

It is where parents and extended family members are knowledgeable and

conversant about students’ maturity and resources that allow them to establish home

situations that can encourage learning.

Communicating

It is an effective, appropriate two-way communication on school activities and

student academic or personal development and progress, as well as insight inside the

home setting. This includes conferences with every parent at least once a year, language

translators to assist families as needed, and a regular schedule of notices, memos, phone

calls, newsletters, and other communications.

3
Volunteering

Organizing and engaging in activities begun by school staff, such as Parent-

Teacher and Community Associations (PTCA) or developed by school officers. School

programs may include service-learning projects and violence reduction assemblies. It

aimed to help students develop themselves physically and mentally.

Learning at Home

It provides information to families on how to help students at home with

homework and other curriculum-related activities, decisions, and planning. This includes

informing families of the skills required for the students to perform well in their field of

study.

Decision-Making

Parents from various societal backgrounds will participate in school decisions,

governance, and advocacy through PTA/PTO, school councils, and other parent

organizations.

Collaboration with the Community

Identifying and integrating community funds, services, and other assets to give a

hand and fulfill the requirements of school workers, students, and families is necessary. It

provides information for students and families on community health, cultural,

recreational, and social support, and other programs or services. It can also provide

information on community activities that link to learning skills and talents, including

summer programs and contests for students.

4
 Parental involvement is described as a direct effort made by parents to improve

the academic performance of their children. This study seeks to advance the analysis of

the

effect of the parental involvement profile.

Communicating Volunteering

Learning at
Parenting
home

Collaboration Student
Decision-
with the Academic making
community Figure 1: Epstein’s Model for Parental Involvement
Performance

5
 Conceptual Framework of the Study

INDEPENDENT VARIABLES DEPENDENT VARIABLES OUTCOME

The support of parents in

PARENTAL
INVOLVEMENT many ways will contribute

• Collaboration with to the academic

the community
performance of their child.
• Parenting ACADEMIC
PERFORMANCE These variables highlight
• Communicating
(Final Grade First Semester the six types of parental
• Volunteering 2022 – 2023)
involvement which will
• Learning at home
influence students’
• Decision-making
education at all levels.
STUDENTS’
PROFILE

• Sex

• Parent’s Educational
Attainment

• Family Monthly
Income

6
Statement of the Problem

This study will assess the parental involvement and its impact on students'

academic performance.

Specifically, this will opt to answer the following questions:

1. What is the level of parental involvement in terms of:

1.1 parenting;

1.2 collaboration in community;

1.3 communicating; 

1.4 volunteering;

1.5 learning at home;

1.6 decision-making?

2. What is the profile of students in terms of:

2.1 sex;

2.2 parent’s educational attainment;

2.3 family monthly income?

3. What are the students’ academic performance?

4. Is there a significant relationship between the levels of parental involvement and

students’ academic performance? 

Null Hypothesis:

1. There is no significant relationship between the level of parental involvement and

students’ academic performance.

7
Significance of the Study

The study provides information regarding parental involvement and its impact on

student's academic performance. Moreover, the result of the study will be beneficial to

the following:

The Students. Students fully supported by parents would develop holistically. It

will help the students attend their classes on time regularly. They would be more

responsible with their academic lives considering that they were monitored by their

parents regularly.

The Parents. Through the result of this study, the parents would better understand

their roles as a parent and the importance of their presence in their children's academic

performance. It will also encourage parents to guide their children in their studies.

The Teachers. This study would be an instrument to empower teachers and

increase their competency in their chosen field since parental involvement will reduce

truancy.

The School. The result of the study would mold students to be globally

competitive since parental involvement can lead to increased communication and

collaboration between the parent and the school.

Higher Authorities of DepEd. Higher authorities of DepEd could use this study in

formulating plans and programs to improve the education system.

The Future Researchers. The result of this study would serve as reference material

and a guide for future researchers who wish to conduct research related to parental

involvement and its impact on students’ academic performance.

8
Scope and Delimitations of the Study

Content. The content of this study delimited to parental involvement and its

impact on students’ academic performance. This research focuses on the six types of

involvement theory by Joyce Epstein: collaboration in community, parenting,

communicating, volunteering, learning at home, and decision-making.

Subject. The study involved one hundred fifty (150) grade 12 students currently

enrolled at St. Vincent’s College Inc.

Setting. The study was conducted in St. Vincent’s College Inc., Senior High

School Department, Estaka, Dipolog City. 

Time. The study was performed during the second semester of the academic year

2022-2023. This research is a four-month study. 

Instrument. This study used standardized research instrument to survey the grade

12 students in St. Vincent’s College Inc. about the impact of parental involvement on

students' academic performance. 

Method. This study will use descriptive-correlational method of research to

identify the impact of parental involvement on students’ academic performance.

9
Definition of Terms

For a better understanding of this study, the following terms are defined in the

context of this research.

Academic Performance. This refers to students’ grades based on quizzes, class

recitation, performance tasks. In this study, the average grade for first semester of

academic year 2022-2023 is considered.

Collaboration With Community. This refers to Grade 12 students’ family and

community as partners in supporting students’ education or academic performance.

Communication.

Decision-making.

Learning at Home.

Parental Involvement. It is an active participation of grade 12 students’ parents in

their children’s studies and activities.

Parenting.

Volunteering.

10
 Chapter 2

REVIEW OF RELATED LITERATURE AND STUDIES

This chapter presents the related literature and studies it will also present the theoretical

and conceptual framework to fully understand the research to be done and lastly the

definition of terms for better comprehension of the study.

RELATED LITERATURE

DEFINITION OF PARENTAL INVOLVEMENT

Parental involvement refers to the amount of participation a parent has when it

comes to the schooling of his/her children. Some schools foster healthy parental

involvement, but sometimes parents have hesitations if they will involve themselves with

their children's education. It has been advocated in Western countries. However, there is a

body of literature that examines the significance of social and cultural influences and the

effects of parents' involvement in and expectations of their children's development and

learning. It is important for schools to recognize the existence of cultural variations in

parent involvement because there are differences among parents with diverse background

on when, why, and how they are involved in their children's education. Understanding

parental engagement is crucial for providing the best instructional strategies and

educational opportunities. Knowing what parental engagement is necessary to

comprehend the complicated dynamics of parental involvement. The definition of

parental engagement has changed throughout time. Parental engagement today differs

from that in the past. Parents can participate in their child's education in a variety of

11
ways. Parental participation comes with benefits and drawbacks. The role of a parent is

essential to a child's growth both inside and outside of the classroom. Parents may help

their children learn more at home by putting in place activities that support their

academic goals. Learning at home and in the classroom are both important. The child

displays conduct and academic success in the school while parents are present. It is

important to encourage parental involvement because it works.

PARENTAL INVOLVEMENT HISTORY

According to Lai and Vadeboncoeur (2012), the No Child Left Behind Act of

2001's (U.S. Department of Education) mandate that schools foster parental involvement

has devolved into a compliant practice rather than an active one. Education shows that

parents have a big part in helping their kids succeed academically. Parental involvement

is associated with many school-related constructs, such as engagement, which includes

taking part in extracurricular activities, attending parent-teacher conferences, monitoring

students' grades, instilling parental values, helping with homework, and providing both

intrinsic and extrinsic motivation. Young children's education has always involved their

parents historically. Before the idea of schools and before there were even schools,

parents were in charge of educating their children. Parents eventually formed the first

formal school setting through home schooling. The notion of parent involvement is not

new, and even the earliest childhood programs included this idealism about parental

involvement within their philosophies (Stanikzai et al, 2015).

According to a significant amount of data that has been gathered over the years,

parental involvement is essential for young children. The significance of parental

engagement throughout the last years of education has gotten less emphasis due to the

12
child's maturity and the changing social and educational milieu. The majority of earlier

studies on parent involvement focused on links to student achievement. Almost no

attention was paid to children's social and emotional development. This pattern could be

explained by the fact that several the behaviors categorized as parental involvement have

an academic focus, such assisting with homework. These activities boost a child's

academic progress and help them understand it better. Teachers and parents may discuss

children's conduct in the classroom since social skills and behavioral difficulties may

directly affect that environment. Also, it influences how well teachers can impart

knowledge (Nermeen, Bachman Votruba-Drzal, 2010). Understanding the connection

between parental involvement and its impact on kids' academic and emotional conditions

during elementary school is the goal of this project, which will analyze prior studies in

this area.

EFFECTS OF PARENTAL INVOLVEMENT

Parental participation is connected to parenting methods. Thus the, a parenting

style is a psychological concept that captures parents' typical child-rearing behaviors.

Quality of parenting is more essential than quantity of time spent with the child.

According to Elliott, Huizinga, and Menard (2012), delinquent acts include failure to

comply with parent involvement, alcohol, and drug abuse, thieving, property destruction,

theft, and rape. While perspectives on the reasons of delinquent behavior vary, it is

commonly recognized that delinquent behavior in adolescents is more common than in

other age categories. A systematic review by Boonk et al. (Citation, 2018) found that

several of these aspects of home-based involvement were consistently and positively

correlated with school achievement. Parent–child educational discussions, parental

13
encouragement and support for learning, and valuing school accomplishments and the

reinforcement of learning at home were all found to be positively associated with school

achievements for children in middle school and beyond.

In a literature review, Yamamoto, and Holloway (Citation, 2010) stated in a

literature review that he identified several mechanisms through which parental

expectations may exert an effect on students’ educational processes. High parental

expectations may enhance their children’s motivation and expectations, boost the

children’s academic self-efficacy, foster other dimensions of parental involvement in

schooling (e.g., the extent and quality of homework support or communication with

teachers), and increase students’ accomplishments by influencing teachers’ perceptions

and evaluations of the child. Thus, academic socialization in the home is important in

promoting children’s educational success and upper secondary graduation (Zaff et al.

Citation, 2017).

PARENTAL INVOLVEMENT AT HOME

Parent involvement at home can be categorized into parenting and learning at

home. Firstly, families have a responsibility in providing for the health of their children

and setting up a home which is acceptable for study. According to Parameswaran and

Ethoweris (2010), a mother's parenting style had a greater impact on her children's

behavior at Bronte-Tinkew School. Moore and Carrano (2006), referenced by Alsheikh et

al. (2010), suggested that there may also be a relationship between dads' emotional

awareness and their children's behavior. As a result, parental involvement at home will

encourage kids' drive for learning. Second, parents' involvement at home helps kids learn

at home. The involvement includes encouraging and supervising learning. The Qur'an is

14
recited, parents are encouraged to keep watch of their children's activities, find them

things to do, and they are assisted in making friendships, for example, as part of

managing learning. Yet, giving students access to tools like a laptop, a smart phone, and

the internet facilitates their study. Parents are then encouraged to contribute to the

learning process by having their children recite passages from the Qur'an and seek

guidance from understanding friends or neighbors. Last but not least, parents' duties at

home include assisting their kids with their academics as well as with their health and

safety. That is closely related to how they act. According to Hayes (2011), referenced by

Strickland (2015), home-based participation is one of the ways parents teach their kids at

home, which improves their academic performance.

PARENTAL INVOLVEMENT AT SCHOOL

Parents' primary duty in education is to enroll their children in school. It proves

that parents have a responsibility to support their children's future success. Yet, the

school is preparing a wide range of events and programs that might involve parents in the

learning process. Parents and teachers have a big impact on the kids' willingness to learn.

Wilder (2014) asserted that there is, overall, a favorable correlation between parents'

participation in education and their children's accomplishment. A more extensive

investigation revealed that the connection would deteriorate if parents' engagement was

restricted to encouraging and overseeing their children's extracurricular activities and

schoolwork. Yet, when parents take part, they demonstrate concern and passion for the

future of their children, strengthening the link between them. For instance, teacher-parent

contact is one sort of parent involvement at school. Parents can talk to one another about

their kids' behavior and attitude. In fact, teachers can encourage students by

15
understanding the problems they face at home. Parents must interact with one another in

order to address their children's academic challenges, grasp their children's learning

potential, and shape their behaviors. The development of their children can then be

guided by parents during the school-based educational process. Student inspiration and

confidence-building can also come from parental involvement. Kids will be inspired to

learn because of this dilemma. Ultimately, the effectiveness of a student's academic

success will be aided by the parents' achievement in terms of parental engagement.

PARENTAL INVOLVEMENT BARRIER

Rached (2015) found that while there are many advantages to parents being

involved in their children's education and activities outside the house, there are obstacles

to overcome. The main indicator of parental participation or lack thereof was parent

employment. Maternal education, parental views regarding the program, and parenting

practices were eclipsed by employment. The issue is simply the lack of parental

involvement in the educational system, which may be attributed to several factors

including social and economic hurdles. Due to the mere reality that they need the money,

impoverished parents will place a greater emphasis on their workplace than their

children's education. Poor parents are less likely to be active in their children's education,

according to Parent Involvement in Schools (2018). Parents frequently lack knowledge

about how they may participate in their children's education. Also, they might not be

aware of the necessity of being active in their child's life. Working-class parents might

not have the time necessary to be actively involved in all aspects of their child's daily life

and education. A parent's lack of literacy may prohibit them from assisting their child in

reaching developmental milestones. The parents of a kid may also claim a language

16
barrier, in which case they are unable to comprehend the necessity of being involved in

their child's educational process since they are not proficient in English. In addition,

parent involvement is one form of the external motivations that can develop intrinsic

motivation in the children's learning. Froiland, (2011a); Froiland et al., (2012) as cited

Froiland et al., (2012) claimed that school autonomy, the room where the children learn

in school, 16 and home atmospheres encourage children to get motivation from them.

They will be motivated to do better in school when parents are involved in the schooling

process. Parents and teachers are aware of the link between a child’s will to learn and

becoming a knowledgeable person. Froiland (2011a); Reeve and Jang, 2006, as cited

Froiland et al., (2012) said that even though there some awareness comes from parents,

the influence of teachers has an impact in building children’s consciousness. The school

counselor can suggest to both parents and teachers that they raise their relationship

through communication each other. Moreover, parents can help their children to make

appropriate choices based on their perceptions.

RELATED STUDIES

According to Zakaria (2013), the elements that predicted parental engagement

were contact and communication, parenting, practices, leisure, openness, and acceptance,

and the academic success of the children were positively correlated. Katz et al. (2011)

found that parents' behavior, such as competence, beliefs, and a positive attitude toward

the task of homework, support the children's psychological needs, and these needs are

positively related to children's autonomous motivation for doing their homework. They

made this conclusion after using the self-determination theory as a theoretical framework

17
to investigate the role of parents in the quality of motivation that students adopt toward

homework.

Marlly Bondoc stated, "Taking a positive discipline approach respects children’s

dignity and their right to development, participation, and protection,” she explained. “It

helps to guide their behavior and can offer long term solutions to children’s self-

discipline and own life skills.” The effects of positive parenting, among others, are: Clear

and consistent communication between parents and child, a mutual respectful

relationship, life-long skills, and love for learning, and increase in children’s confidence

and competence.

SYNTHESIS

Parental involvement is the amount of participation a parent has when it comes to

the schooling of their children. It has been advocated in Western countries, but there is a

body of literature that examines the significance of social and cultural influences and the

effects of parents' involvement in and expectations of their children's development and

learning. The No Child Left Behind Act of 2001's mandate that schools foster parental

involvement has devolved into a compliant practice rather than an active one. Parents can

participate in their child's education in a variety of ways, such as taking part in

extracurricular activities, attending parent-teacher conferences, monitoring students'

grades, instilling parental values, helping with homework, and providing both intrinsic

and extrinsic motivation. Education shows that parents have a big part in helping their

kids succeed academically.

The notion of parent involvement is not new, and even the earliest childhood

programs included this idealism. However, the significance of parental engagement has

18
gotten less emphasis due to the child's maturity and the changing social and educational

milieu. This project will analyze prior studies in this area to understand the connection

between parental involvement and its impact on kids' academic and emotional conditions

during elementary school. Parental participation is connected to parenting methods and

quality of parenting is more essential than quantity of time spent with the child.

Delinquent acts include failure to comply with parent involvement, alcohol, and drug

abuse, thieving, property destruction, theft, and rape.

A systematic review by Boonk et al. (2018) found that several aspects of home-

based involvement were consistently and positively correlated with school achievement.

High parental expectations can enhance children's motivation and expectations, boost

their academic self-efficacy, foster other dimensions of parental involvement in

schooling, and increase students' accomplishments. Parental involvement at home can be

categorized into parenting and learning at home, which involves encouraging and

supervising learning, reciting passages from the Qur'an, and assisting with academics and

health and safety. Home-based participation is one of the ways parents teach their kids at

home and improves their academic performance.

Parents' primary duty in education is to enroll their children in school, but there

are also events and programs that involve parents in the learning process. Wilder (2014)

found that there is a favorable correlation between parents' participation in education and

their children's accomplishment. Rached (2015) found that the main indicator of parental

participation or lack thereof was parent employment. Poor parents are less likely to be

active in their children's education due to social and economic hurdles. Parents must

19
interact with one another in order to address their children's academic challenges, grasp

their children's learning potential, and shape their behaviors.

Student inspiration and confidence-building can also come from parental

involvement. Working-class parents may not have the time to be actively involved in

their child's daily life and education, and lack of literacy may prevent them from assisting

their child in reaching developmental milestones. However, parent involvement is one

form of external motivation that can develop intrinsic motivation in the children's

learning. Parents and teachers are aware of the link between a child's will to learn and

becoming a knowledgeable person, and the influence of teachers has an impact in

building children's consciousness. Parents can help their children to make appropriate

choices based on their perceptions.

Zakaria (2013) found that contact and communication, parenting, practices,

leisure, openness, and acceptance were positively correlated with academic success. Katz

et al. (2011) found that parents' behavior, such as competence, beliefs, and a positive

attitude toward homework, support the children's psychological needs, and these needs

are positively related to children's autonomous motivation for doing their homework.

Marlly Bondoc stated that taking a positive discipline approach respects children's dignity

and their right to development, participation, and protection. The effects of positive

parenting include clear and consistent communication between parents and child, a

mutual respectful relationship, life-long skills, and love for learning.

20
 CHAPTER III

RESEARCH METHODOLOGY

This chapter addresses the research method, research environment, research

respondents and sampling, research instruments and validity, the research procedure

which includes the gathering and treatment of data, and its ethical considerations.

Research Design

This study will employ the quantitative method and use a descriptive-correlational

design of research. This study aims to identify the relationship between parental

involvement and the academic performance of Grade 12 students in Saint Vincent’s

College Incorporated using Epstein's 2009 Theory of Parental Involvement. This method

is used to collect, analyze, and interpret data about the levels of parental involvement,

parents’ profile, and learners’ academic performance. Thus, the purpose of descriptive-

correlational quantitative research design, which is a quantitative research method is to

collect quantifiable information accurately and systematically to investigate the

connection of variables in the population sample (Blog, 2020).

21
Research Environment

The study was conducted at St. Vincent’s College Inc., Main Campus, Estaka,

Dipolog City. The school has a population of 807 Senior High School students ages 16-

19. It includes 432 Grade 11 students and 370 grade 12 students of different strands. The

school is under the supervision of its school principal, Rev. Fr. Dembert Castillon. The

school has seen a wide range of parental involvement. Some parents applied the six types

of parental involvement, there are a few who only apply some of them, and there are

those who do not. Most parents were too busy to engage in school activities. Despite this,

parents in this school are mostly the parents of students who performed well in their

chosen academic field.

22
Research Respondents and Sampling

The respondents of this study were the Grade 12 students at Saint Vincent’s

College Incorporated Academic Year 2022-2023. The student participants’ age ranges

from 17-19 years of age. The population has 370 Grade 12 students consisting of 167

males and 206 females in the Academic Year 2022-2023. A sample of 150 students was

used.

Grade 12 has four strands: STEM has six sections consisting of 209 total learners;

HUMSS has two sections consisting of 95 learners, ABM has one section consisting of

49 learners and GAS has one section with 20 learners.

The researchers used simple random sampling to get the 150 Grade 12 students in

the study using the computer-aided simple random sampling method, a random number

generator in Calculator.net. The student-respondents will be selected randomly as the

researchers believe that parental involvement has an impact on students’ academic

performance regardless of their chosen strand and profile.

Research Instruments and Validity

The instrument used to collect the data was adapted and modified from the Parent

and School Survey (PASS) (Ringenberg, Funk, Mullen, Wilford, & Kramer, 2005). It

was modified so that the questions are relevant to the study and will align with the

23
Statement of the Problem. Then, the researcher submitted the questionnaire to the adviser

for corrections after it was finalized.

            For validation purposes, copies of the survey were given to 22 Grade 11 students. 

After they answered the survey, the researchers will tally the answers to get the

coefficient of reliability and validity. Then, the researchers asked them if all the items

were clear, if the number of items was adequate, if the questions were objective, and if

the questions were relevant to the Statement of the Problem. The researchers will then

revise the questionnaires for more clarity and definiteness. After the validation, the

researchers then transferred the questions to an online web-based app, Google Forms.

           In this study, the Likert scale will be used as a rating scale to express the

respondents' responses to the given questions. The Likert scale will show the level of

agreement (from always to never) of participants with the given statement (items) on a

metric scale. The demographic profile of the students is included on the survey form and

questionnaire: name (optional), sex, parent’s educational attainment, and family monthly

income. In determining the student’s academic performance, the general average for the

first semester of the academic year 2022-2023 of each student of the sample was

extracted and tallied. The 150 respondents will spend approximately 15-30 minutes

answering the survey form and questionnaire. 

Research Procedure

Gathering of Data

A permission letter to conduct the study was sent to the school principal. The

content of the letter was to asked permission to conduct a study regarding the parental

involvement and its impact on students’ academic performance of Grade 12 students.

24
Upon the approval of the school principal, 20 students answered the questionnaire for

validation.

After the adapted and modified questionnaire was validated, the survey was then

distributed personally by the researchers to the respondents. The researchers gave the

respondents enough time to answer the research questionnaire for them to actually think

of them through insights regarding parental involvement and its impact on students’

academic performance.

The results of the questionnaire were then tabulated. The data were analyzed and

interpreted through the use of appropriate statistical procedures. Jamovi is found to be a

simple, flexible, and convenient statistical program and is ideal for analyzing data

sporadically (Ahmed et. al., 2021).

Treatment of Data

The following statistical procedures were used to interpret the data gathered from

the respondents of the study.

The data in Problem number 1 - What is the level of Parental Involvement in terms of

parenting, collaboration in community, communicating, volunteering, learning at home,

and decision making? The data was treated using weighted mean.

To determine the answer in Problem number 2: “What is the profile of students in

terms of sex, parent’s educational attainment, family monthly income?” This was treated

with the use of Frequency distribution and percentage of the respondents.

The data in Problem number 3 - What are the students’ academic performance?

The data was treated with the use of Percentage, Mean and Standard Deviation.

25
 For Problem Number 4 - Is there a significant relationship between the level of

parental involvement and students’ academic performance of the students? The

researchers made use of Chi square test.

Ethical Considerations

Upon conducting the study, the researchers assure that appropriate research

guidelines were followed, and certain research ethics were considered. Students’

participation of the study was voluntary, in which they could withdraw it any time

without penalty. Any physical or emotional distress towards certain topics were also

considered.

All information was made confidential to ensure the privacy of the data in line

with the Data Privacy Act of 2012. The personal information of the participants was not

revealed to keep their anonymity.

References:

ALS Programs | Department of Education. (n.d.). https://www.deped.gov.ph/als-

programs/

Caño, et al (2016), PARENTAL INVOLVEMENT ON PUPILS’ PERFORMANCE:

EPSTEIN’S FRAMEWORK, The Online Journal of New Horizons in Education,

https://www.tojned.net/journals/tojned/articles/v06i04/v06i04-16.pdf

Garland, C. (2015). Epstein's Six Types of Parent Involvement. Community Engagement

Initiative. https://californiaengage.org/wp-content/uploads/2021/09/Reference-

Chino-Valley-USD-Epstein-Six-Types-of-Parent-Involvement.pdf

26
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w_of_Jamovi_Statistical_Software_for_Economic_Research

APPENDIX A

Padre Ramon St. Estaka, Dipolog City

ST. VINCENT’S COLLEGE INCORPORATED
BASIC EDUCATION CAMPUS

March 20, 2023

Dear Rev. Fr. Dembert O. Castillon,
Deo Gratias!
We are informing you about the data collection process involving the
participation of Senior High School Students at Saint Vincent's College Incorporated, as
our research study focuses on Parental Involvement and its Impact on Students'
Academic Performance and requires us to survey students to gather their thoughts.
As a result, we are requesting your permission to collect survey questionnaires on
Senior High Students on March 20-23, 2023. Your approval will be greatly appreciated.
Take comfort in knowing that any information shared between students and researchers
will be kept confidential and managed respectfully.
Thank you, and may God bless us all.
Best Regards,
Grade 12 STEM- PEACE Researchers

Noted by:

31
JOSE CALANSANZ JULYSSES D. TABIA, EMD
Adviser

Action Taken:
Approved ______________________________

Disapproved ___________________________
APPENDIX B
INFORMED CONSENT FORM

32
APPENDUX C

ASSENT FORM

33
 APPENDIX D

SURVERY FORM

34