Parental Involvement: Its

Impact on the Academic

Performance of Students
By:
Janine Rose Callangan
Carl Jerick Castro
Dharle Ambrei Danao
Dorein Jessie De La Cruz
Geoselle Baggayan
John Dave Christopher Lopez
Nique Harriet Carabbacan
Qamilla Mari Galzote

GROUP 1 - GRADE 8 GREGORIO ZARA

Effects of Parental Involvement on the Academic Performance of Students
Findings from the present study demonstrated that increased parent involvement is
significantly related to a child's increased perception of cognitive competence. This finding is
consistent with previous studies (CLEOPHAS, 2014 ). While outside the scope of the
present study, it is conceivable that parent involvement may influence the child's perception
of cognitive competence by means described by Vijayalakshmi & Muniappan (2016).
Findings demonstrated that increased parent involvement was significantly related to
increased quality of the student-teacher relationship.
Findings also demonstrated that increased perceived cognitive competence was
related to higher achievement test scores and that the quality of the student-teacher
relationship was significantly related to the child's academic performance, measured by both
standardized achievement test scores and the child's classroom academic performance.
These findings are consistent with previous research and theory (Mahuro & Hungi, 2016).
Contrary to what was hypothesized, increased perception of cognitive competence was not
significantly related to teacher ratings of academic performance. There may be several
reasons for this finding. It may be the tasks children perceive they are competent to
complete are not related to actual classroom tasks or that teacher ratings of academic
performance are in part based on other variables, such as the child's abilities in other
domains independent of the child's academic abilities.

Parental Involvement in School

Given the many definitions by numerous scholars, there is a wide variety of
interpretations that describe Parental Involvement (PI). PI is the active participation of
a parent who was committed, considerably interested, and well-informed about their
kid’s education matters. It is an activity where parents manifest support for the
academic undertakings of their children. Though PI is defined in numerous ways, its
essential theme in most studies signifies that it is an additional level of support for students
provided by their respective parents (Morin, 2018). It can be inferred that parents influence
student academic success since they are the child’s first teacher (Morin, 2018). It
elucidates that children strive to have a better performance in school when their parents
are highly involved in their academic endeavors.
Another aspect related to this research study is the accessibility of
educational tools or gadgets that are similarly significant to the Academic Performance
(AP) of students in online distance learning. Despite the fact that we are in a time
where technological tools and devices are accessible, there are quite a few individuals
who still do not own one. In relation to this, several studies in the Philippines showed
some opposing views regarding the connectivity of the internet and the utilization of
gadgets or devices for virtual learning. Another relevant concept by Casillano (2019)
points out that only a small number of students have accessibility to the internet, which
prevents them from accessing various e-learning platforms used in school. Moreover, in
a similar study conducted by Cleofas and Rocha (2021), students who come from
households that generate low income do not have the luxury of owning computers or
laptops, and their internet access is also limited. Given this condition, it could impede
thestudents from fully participating in various activities in online classes that could
negatively affect their performance in school.

The Relationship Between Parental Involvement and Academic Performance

The relationship between parental involvement and academic achievement varies
according to the parental involvement type the study focuses on. While some parental
involvement types have shown positive association with academic achievement, some other
types have proven negative or null association (Boonk et al, 2018). In their review of the
studies on the relationship between parental involvement and academic achievement, Boonk
et al (2018, p. 25) concluded that parental involvement is related to academic achievement,
yet this relationship is not as strong as traditionally believed. To put forth the effect of
parental involvement on academic achievement, more meta-analysis studies focusing on
different types of parental involvement are needed. This study focuses on this effect with
respect to home-based and school-based parental involvement types including control,
learning assistance, communication, support, activity, academic socialization and
expectation.
While home-based involvement is related to the activities carried out at home to
enhance children’s learning, such as helping with homework, school-based involvement has
to do with activities performed by the parents at schools, such as attending school events or
parent-teacher conferences (Boonk et al, 2018). Parental support includes encouraging
children through actions such as providing them with an appropriate environment, praising
them or manifesting that they care for them (Boonk et al, 2018). Learning assistance refers
to parents’ helping their children with their academic responsibilities such as time spent on
homework completion, assisting with the difficult academic contents or tutoring. Control has
a negative association with academic achievement. Parental control includes controlling the
child too much or exerting pressure on them. Activity includes parent-child activities at home,
such as reading with the children, storytelling, parent weekly home activities, which mostly
address children at preschool or early elementary education levels. Academic socialization
has to do with the messages transmitted to students by their parents about academic issues
and the role of school in their future, such as the significance of making an effort in school or
shame for not fulfilling expected duties (Cross, Marchand, Medina, Villafuerte & Rivas-
Drake, 2019).

Impact of Parental Involvement on Academic Performance of Students

Human beings are bestowed with numerous distinctive powers and abilities.
Education aim to develop them for the progress of society (Jelilov, Aleshinloye, & Önder,
2016). It is a pursuit with unlimited effects on all aspects of a society (Kayani, Akbar, Faisal,
Kayani, & Ghuman, 2017). Parents, teachers, students, administrators, community groups
and media are key stakeholders in any education system (Martinez, 2015). Home is the first
school for an individual and parents are first teachers (Chandra, 2013). (Barnes, 2018)
reported that education, societal standing and ethnic background of parents do not influence
their involvement in the academics of their children. Being the major mentors and the
primary source of exposing children to social settings parents should play a leading and
supportive role in their academic endeavor (Amponsah, Milledzi, Twum Ampofo, &
Gyambrah, 2018).
(Amponsah et al., 2018) in their study found positive relationship between parental
involvement and academic performance of students. Parental involvement is found as a
strong determinant for academic performance of high school students. Wish for self-
autonomy of t adolescents does not imply that they do not want to get them involved in their
academic activities. Learners whose parents are actively involved in their academics display
better behaviors and academic outcomes
(Vijaya, 2016) . Different researchers have defined parental role in education in
differently may because the needs and circumstances vary from country to country. “Parent
involvement means the participation of parents in regular, two-way, and meaningful
communication involving student academic learning and other school activities including
ensuring that (a) parents play an integral role in assisting their child’s learning; (b) parents
are encouraged to be actively involved in their child’s education at school; and (c) parents
are full partners in their child’s education and are included, as appropriate, in decision
making and on advisory committees to assist in the education of their child” (School).
(Barnes, 2018) reported that there are no specific effective parental involvement
strategies, rather it is a widespread phenomenon. Attending parent teacher meetings,
participation in extracurricular activities, observing grades scored, assisting in completing
homework, imparting moral values and motivating the children are various aspects of
parental involvement in the academic performance of students (Martinez, 2015).
(Antoine, 2015) in a study noted a trend of declining parental involvement as
students move to higher classes. Factors behind this tendency are increased liberty of
children with growing age, lack of time management by parents and parental perception
regarding maturity level of their children.
(Gwija, 2016) in a study found that complete involvement of parents is hindered by
factors including no precise school policy to ensure parental involvement, lack of regular
meetings with parents , non-availability of parents at home, parents working conditions and
distance of home and school.

Proper Parental Involvement

Parents should devote their time, effort, resources on their children’s schooling to
enhance their academic performance. They should actively participate on their children’s
schooling. Spend more time with their children, pay attention and follow up with their
children to complete assignments, homework, note books and by providing rewards to
motivate them, discuss on school activities, expectations of academic achievement, and
the importance of achieving good results (Assefa and Sintayehu, 2019). Another study has
shown that the level of parental involvement focused on four main aspects as learning
environment at home, social interaction with child, communication with child and support
towards child excellence. Thereby, parents realize the importance and take action in
providing an appropriate learning environment for children such as providing study area and
reference books, have a conversation with the child, enquire child’s activities and
discuss their problems. Thus, concludes as there is positive relationship between
parental involvement and students’ performance (Ahmad et al., 2017). Several studies have
shown that parental involvement in children’s academic education tends to decrease
across schooling, moreover parental involvement changes throughout school (Costa and
Faria, 2017).

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