Republic of the Philippines

DON HONORIO VENTURA STATE UNIVERSITY

Bacolor, Pampanga
Graduate School

A RESEARCH PROPOSAL
entitled:

PARENTS’ PERSONAL FACTORS AND ITS IMPACT TO

CHILDREN’S LEARNING IN THE BLENDED DISTANCE
LEARNING MODALITY

Submitted by:

JOBBELE C. SAGCAL
MAEd-EM

Submitted to:

Adonis David Ph.D.

Professor
 Chapter I

INTRODUCTION

Background of the Study

“Parents have become so convinced that educators know what is best for their children
that they forget that they themselves are really the experts” (Marian Wright Edelman). It is indeed
that parents have a significant role in molding the children’s education, especially in our present
situation where learning takes place in a different scenario. Due to the COVID-19 pandemic, the
Department of Education (DepEd) suggested different modalities and one of those is the blended
learning modality that the schools may adopt for the continuity of education therefore, parents
should also adopt this kind of modality to assist and guide the academic achievement of their
children, since the training and development of a child is naturally placed in the hands of the
parents. (Oladele K. Ogunsula, et.al) Aside from teachers’ efforts in preparing instructional
materials and self-learning modules, parents’ support to the learners is much needed to make the
academic year a successful one and make the continuity of education possible. Parents serve as
the bridge that connects teachers and pupils to learn (Joana Marie B. Digo) for that reason they
should supervise their children on what they are doing during online or modular distance learning.
They can help their children to set up schedule to make sure that the activities get done and to
achieve a healthy balance between work and playtime.

But how could parents consistently guide their children’s learning if there are parents’
personal or related factors to be considered in attaining good performance in school? Factors
such as parents’ educational background, parental income or economic background, family
structure, parental employment, and parental attitude are parents' personal factors that have a
greater impact on the children’s learning under the blended learning modality.

Parents’ Educational Background

Parents who have succeeded in the academic arena have achieved an important personal
goal. Success tends to reinforce positive behaviors", as shown by B.F. Skinner’s (1971) work in
behaviorism. Parents’ important goal is to educate their children through guiding and supporting
them during the blended learning modality. But most parents are untrained and confused about
how to respond towards using technology for teaching, especially because this learning model
and schooling process bear no resemblance to their school experience or educational
background.
 Parents’ education is such a motivating factor for a child, which paves a way for attaining
his/her future. It is a fact that the children of educated parents are more confident, resourceful,
and experienced than the children whose parents lack education.
Parents with more years of education have high expectations for success for their children,
actively encourage their children to develop their own high expectations for success (Davis-Kean,
2005), and are better at aligning expectations with their children’s abilities than low-income or less
educated parents (Alexander, Entwisle, & Bedinger, 1994).

Parents who did not find as much success and positive reinforcement in their own
schooling would naturally be having difficulties in educating their children. On the other hand,
parents who have achieved higher education would most likely have fostered persistence and
skills in their children to direct pathways to success. (Julie K. Nelson, 2009) Therefore, parents’
educational background influences the children’s performance in school. A good example of this is
when both parents cannot be able to read or understand what is being asked in the printed
modules and are more likely on how to manage the online class of their children. But there are
some parents assigned their family members to meet the needs of their children, but then it is not
guaranteed that it is convenient or helpful to other families. Still, parental education is a major
factor to improve the academic skills of the learners.

Parental Income

Our children’s education is influenced not only by the educational background of the
parents but also, the parental income or economic status. The economic status of parents plays
a vital role in their children’s learning. Parents with lower incomes often must work longer hours
to earn their small salaries. This may result in having less time to spend guiding or assisting their
children and getting more involved in their children’s learning process.
Family income has been identified as having a positive effect on student persistence and
academic achievement (R. Bozick,2007). There’s also struggle in homes of lower incomes
because there are more conflicts caused by stress within the family. According to Sclafani, he
argues, “Parents who expressed more conflict at home over child-rearing and family rules failed
to provide a consistent message to their children, resulting in poorer school performance.”
Several families who also earned lower income has limited participation or involvement in
communicating the teachers such as attending regular online meetings or personal consultation
with the teacher regarding academic performance of their children.
Family Structure

Most parents want their children to be successful in school but are often unaware that
family life itself has a considerable impact on their child’s academic competence.
Family structure means whether a family is intact or broken. "A broken family includes unhealthy
or severed relationships within the family unit," explains Anderson. Broken families refer to families that
have separated for various reasons such as the death of a parent, separation, divorce, or abandonment that
may lead to children being raised by single parents, stepparents, or relatives. On the other hand, an intact
family refers to a family in which both biological parents are present and living in the home. The intactness
of a family may not necessarily mean that it functions well. It is also possible to have normal conflicts and
problems as well as life-threatening issues in intact families. Family structure plays important role in
strengthening or upsetting children’s academic performance. The purpose of this study is to
examine the probable impact of family structure to the learning of children.

Parental Employment

Increasing labor market participation by the parents especially a maternal parent with
young children is detrimental to children’s short-term cognitive skills or long-term educational
attainment. There are indications that parental employment in the first year, and especially the first
three months of a child’s life may have adverse outcomes for a child’s cognitive development.
Instead of focusing on parental employment, policy choices should promote high-quality childcare
and encourage parents to spend more high-quality time with their children to improve high-quality
learning.
Overseas migration of parents from the Philippines has resulted in increasing numbers of
long-term separations of parents from each other and from their children. Western-based
analyses might predict negative education outcomes for children because of parental
absence. (Arguillas, et.al, 2018)
Children are more likely to have difficulties in attending online classes and answering
modules or learning activity sheets If parents are full-time employed within and outside the
country. OFW parents could not guide them in their learning, so other members are forced to
educate them. But not all members of the family are capable to do so. This study will examine if
parental employment significantly affects children’s education.
Parental Attitude

Parents’ attitudes towards education play an essential role on learning and academic
success of their children. Attitude refers to “a favorable or unfavorable evaluative reaction towards
something or someone exhibited in one’s beliefs, feelings or intended behavior.”( 
Oundo,et.al.,2014)  Furthermore, attitudes are a social structure on how parents positively or
negatively respond to a situation.  Parents’ attitudes towards education directly correlate with the
involvement of parents. 
 Parents with positive attitudes towards learning also partake in various levels of parental
involvement in their children’s education. Parents’ attitudes towards education can be rated on
how they find parental involvement and participation in the education of their children.  Some
factors that can be used to measure a positive attitude and parental involvement towards
education include checking homework, attending school academic programs, advising their
children regarding matters of education, advising on study habits, monitoring study habits,
discussing academic progress, monitoring out of school activities, and showing appreciation for
their teachers’ hard work. Studies show that students whose parents have a positive attitude towards
learning and education perform better in school than students whose parents have a negative attitude
towards learning and education. This study will inform parents on how they can demonstrate positive
attitudes towards education so that their children can learn to love learning and education.
According to Coleman parental factors such as household composition, socioeconomic status, and
parents’ level of education were stronger predictors of children’s educational attainment than direct school-
related factors. In broadening the work of Coleman, the results of research carried out in Turkey (T. M.
Durand.2010) pointed out that graduates’ academic success was influenced by the interrelationships among
parental educational attainment and employment status. Also, an intellectually stimulating home setting in
which parents provide opportunities for children and encourage them to become involved in working
discipline; and parent-child interactions that support the pursuit of excellence in academic and cultural
experiences enable children to be more successful, (F. D. Kentli,2012) observed.
In view of the above discussion, this present study focuses on parents’ personal factors and their
impact on children’s learning under the blended distance learning modality. It will examine how these
factors contribute to the learning and development of children in terms of their academic achievement in
school especially during this pandemic situation where learning is acquired in a different manner.
OBJECTIVES OF STUDY

This study has been formulated to determine the relationship between parents’ personal

and its impact to children’s learning in the blended distance learning modality of selected grade 3

Elementary pupils in Cluster 3 schools of Angeles City.

Particularly, this study aims to:

1. determine the demographic profile of the parents of selected grade 3 pupils.

2. identify the level of parents’ attitude in teaching the blended distance learning modality to

children.

3. distinguish the relationship between parents’ personal factors and children’s learning

4. distinguish the significant impact of parents’ personal factors and children’s learning in the

blended distance learning modality.

STATEMENT OF THE PROBLEM

The purpose of the study is to determine the significant relationship of parents’ personal
factors and its impact to the children’s learning in the blended distance learning modality.
Specifically, it sought to find answers to the following questions:
1. What are the parents’ demographic profile in terms of their:
a. Marital Status
b. Highest educational attainment
c. Occupation
d. Family income
2. What is the level of parents’ attitude in teaching blended learning modality in terms of:
a. Online class supervision
b. Assisting children’s in answering modules/learning activity sheets
c. Attending school academic programs
d. Communicating to teacher regarding children’s academic performance
e. Showing appreciation for their teachers’ hard work
HYPOTHESIS
H1: There is a significant relationship between parents’ educational background and
children’s learning in the blended distance learning modality
H2: There is significant relationship between parental employment and children’s learning
in the blended distance learning modality.
H3: There is a significant relationship between parental income and children’s learning in
the blended distance learning modality
H4: There is a significant relationship between family structure and children’s learning in
the blended distance learning modality
H0: There is no significant relationship between parental attitude and children’s learning. in
the blended distance learning modality
H0: There is no significant impact between the parents’ personal factors and children’s
learning in the blended distance learning modality.

CONCEPTUAL FRAMEWORK

Independent Variables Dependent Variables

Parents’ Personal Factors Positive
Parental Impact on
Educational Academic
Background Performance
Parental Income Children’s Learning
Family Structure
Parental
Employment Negative
Parental attitude Impact on
Academic
Performance

THEORETICAL FRAMEWORK
The theoretical framework in this study is based essentially on two theories as follows:
a. Vygotsky’s Theory
Vygotsky's theory is the idea that children develop new social and cognitive skills through

interactions with older individuals like parents. In Vygotsky's system, children's cognitive development
is affected by culture in two ways. First, children acquire most of their knowledge through culture. In
addition, not only does culture teach children what to think but also how to think. Intellectual growth
emerges out of a dialectical process in which problem-solving experiences are shared with parents,

teachers, siblings, peers.

 Children can solve some problems by themselves, yet other more challenging problems

require help from social agents. (A. Morin, 2012) This theory explains how older individuals like
parents affect the development of children socially and academically. Parents are responsible for
their children’s cognitive development which is interlinked to obtain a good impact on their
educational success.
b. Joyce Epstein's School-Family-Community Partnership Model
Joyce Epstein's School-Family-Community Partnership Model is an essential model in
research and practices surrounding parent involvement. As a framework for increasing parental
participation in education, Epstein’s model recognizes six different types of involvement regarding
education. The full technical name of Epstein’s framework is the Framework of Six Types of
Involvement for Comprehensive Programs of Partnership, and Sample Practices The six types of
involvement are: (Epstein, J. L., et al. ,2019)

1. Parenting: Type 1 involvement occurs when family practices and home environments

support “children as students” and when schools understand their children’s families.
2. Communicating: Type 2 involvement occurs when educators, students, and families
“design effective forms of school-to-home and home-to-school communications.”
3. Volunteering: Type 3 involvement occurs when educators, students, and families “recruit
and organize parent help and support” and count parents as an audience for student
activities.
4. Learning at Home: Type 4 involvement occurs when information, ideas, or training are
provided to educate families about how they can “help students at home with homework
and other curriculum-related activities, decisions, and planning.”
5. Decision Making: Type 5 involvement occurs when schools “include parents in school
decisions” and “develop parent leaders and representatives.”
6. Collaborating with the Community: Type 6 involvement occurs when community services,
resources, and partners are integrated into the educational process to “strengthen school
programs, family practices, and student learning and development.” (Epstein, J. L. 1995)

This theory explains how parents’ role is significant in the education of children. To have
better results of academic grades and performance of the school, parents, teachers, and
community or school -family-community are significantly involved towards the academic
success of the children.
SCOPE AND LIMITATIONS

The researcher includes the definition of each parental factor such as parents’ educational

background, parental income, family structure, parental employment, and parental attitude. It focuses on the

impact of the parents’ personal factors in the children’s learning in the blended distance learning modality.

The researcher only chooses the grade 3 Elementary pupils of Cluster 3 schools in Angeles City

as her respondents.

DEFINITION OF TERMS

The key terms in this study are given the following operational definitions

● Academic Performance - refers to how pupils or children perform in school academically.

● Attitude- means behavior or actions and interest conveyed by the parents in guiding their

children’s education.

● Blended Distance Learning Modality – it is a type of modality where in online and modular

distance learning are being used in the teaching and learning process. This modality is applied
to children adopting the pandemic situation of the Philippines.

● Collaborating – means participating or engaging. In this study, collaborating is the process or

way in which parents are getting involved in the school community. Parents should always
engage in different school activities towards the improvement of a child’s academic
performance.

● Distance Learning- means acquiring skills and knowledge in school, which is beyond or
outside the school community.

● Education- refers to catering learning and instruction to learners by the school community.

● Employment- refers to the work or source of living. Parents’ employment is beneficial to earn a

living.

● Factors- are variables used in this study that influence the children’s learning.

● Family – means the group of people living in a house. It is composed of parents and children.
Sometimes families can be grouped according to their structure. But regardless of structure,
once there is a bond or relationship within the group, it is also considered a family.
● Impact- refers to the effect of parents’ personal factors in the children’s learning under the
blended distance learning modality.

● Income- means money being received by the parents. Source of primary needs in the family.

● Involvement- means parents’ participation and cooperation to the teacher and school
community.

● Parents- are members of the family, which compose of a mother or a father

● School- an institution or place where learning takes place. School is a part of community where teachers

and parents meet to help children’s’ academic performance in school.

● Teacher- a person who delivers knowledge and instruction to children. A teacher is an important factor

in providing quality education to children.

 Chapter II

METHODOLOGY

This study clearly defines the research method to be used for the study. The researcher
states the design of the study, the sampling procedure, the description and administration of the
instruments, method used in collecting and analyzing the data.

Research Design

The researcher used descriptive method in determining the relationship between parental
involvement and academic performance of selected Grade 3 pupils in Cluster 3 schools of
Angeles City. Quantitative design was also used in this study, wherein the gathered information
was converted to numerical data. Moreover, the researcher also used Correlational design in this
study to determine the relationship of the two variables.
The researcher provided survey questionnaires for the respondents. It helped to collect
information from the respondents which is significant in answering the problems.

Research Locale and Respondents

The study will be conducted in Cluster 3 public schools in Angeles City. The chosen
respondents of the study were the selected grade 3 pupils.

Sample and Sampling Technique

In determining the sample size of the population, Rao soft Calculator and Slovins Formula

will be used.