PARENTAL INVOLVEMENT AND CLASSROOM BEHAVIOR OF

ELEMENTARY PUPILS

A Thesis
Presented to the Faculty of
Cebu Technological University- Moalboal Campus
Malabuyoc Extension
Poblacion II, Malabuyoc, Cebu

In partial fulfilment of the Requirements of the Degree of

BACHELOR OF ELEMENTARY EDUCATION

By
Ravelyn E. Gornez
Ann Janet G. Leguiz
Rosemarie A. Ramos
Geraldine L. Ygoṅa

March, 2023
 ii

APPROVAL SHEET

This thesis entitled “PARENTAL INVOLVEMENT AND CLASSROOM

BEHAVIOR OF THE ELEMENTARY PUPILS” prepared by Ravelyn E. Gornez,
Ann Janet G. Leguiz, Rosemarie A. Ramos and Geraldine L. Ygoṅa in partial
fulfilment of the requirements for the degree of BACHELOR OF ELEMENTARY
EDUCATION has been examined and is recommended for acceptance and
approval for Oral Examination.
THESIS ADVISORY COMMITTEE

FELIX Q. POCONG, JR., J.D., Ph. D.

Chairman
KENT G. BATULAN, Ed. D. GLENN B. HOYOHOY, M. A.V. Ed.

Adviser Co-Chairman
BARBARA B. COMISION, M.A. Ed. MERSIN C. VILLAGONZALO, M.A.
Ed.
Member Member
________________________________________________________________
PANEL OF EXAMINERS
Approved on the Committee on Oral Examination with the grade of _________.

FELIX Q. POCONG, JR., J.D., Ph. D.

Chairman

KENT G. BATULAN, Ed. D. GLENN B. HOYOHOY, M. A.V. Ed.

Adviser Co-Chairman

BARBARA B. COMISION, M.A. Ed. MERSIN C. VILLAGONZALO, M.A.

Ed.
Member Member

Accepted and Approved in partial fulfilment of the requirements for the

Degree of BACHELOR OF ELEMENTARY EDUCATION.

Date of Oral Examination:_________________

FELIX Q. POCONG, JR., J.D., Ph. D.
Campus Director, CTU- Malabuyoc Extension
 iii

TABLE OF CONTENTS

Title Page i

Approval Sheet ii

Table of Contents iii

List of Figures iv

CHAPTER 1 THE PROBLEM AND ITS SCOPE PAGES

INTRODUCTION

Rationale of the Study 1

Theoretical Background 3
THE PROBLEM

Statement of the Problem 8

Significance of the Study 9
RESEARCH METHODOLOGY

Research Design 10

Research Flow 10

Research Participants 12

Research Environment 13

Research Instrument 15

Research Procedure 15

Data Analysis 16

DEFINITION OF TERMS 17

BIBLIOGRAPHY 18

APPENDICES

A-Transmittal Letter 21

B-Research Instrument 22

C-Curriculum Vitae 27
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LIST OF FIGURES

Figure

1 Theoretical Background 5

2 Flow of the Study 11

3 Location 14
 Chapter I

THE PROBLEM AND ITS SCOPE

INTRODUCTION

Rationale of the Study

Parental involvement refers to a situation where parents are directly

involved in the education of their children; they involve themselves through the

school and teachers in the learning process of their children, and they fulfill their

duties as parents by making sure that the learner is assisted in the process of

learning (Sanlad, 2019). It is generally accepted that without the positive

cooperation of family and a school, it is not possible to reach high standards set

for educational outcomes by demanding society (Boonk et al., 2018). Parental

involvement has a positive influence on student's attitudes and behavior. There is

strong belief in society that parental involvement has strong positive effects on

classroom behavior. Student's learning should not be only taken a place in a

school but also in the context of families and communities, which play a great

role (Ma et al., 2016). Therefore, parental involvement is seen as quite significant

in a student's learning and classroom behavior (Roy et al., 2018).

Decades of research have made one thing clear: parental involvement in

education improves student attendance, social skills, and behavior. It also helps

children adapt better to a school (Casey, 2022). The Department of Education

(DepEd) provided resources and information to parents to help them understand

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the importance of their involvement in their children's education. Asian

Development Bank founds that only 22% of Filipino parents is involved in their

child's schooling, compared to the regional average 38% (Llego, 2022). The

decision for parents to get actively involved in the education of their children is

rooted in the perception they have towards education (Bartolome et al., 2017).

Also, parents' attempts to support children's learning can be classified into one or

more of the following categories: involvement through encouragement, modeling,

reinforcement, and involvement through instruction (Hoover-Dempsey & Sandler

2018). Nowadays, student behavior in the classroom takes many different forms

depending on the social and cultural environment in which the schools are

located. From the global perspective classroom behavior of pupils is one of the

relevant concerns that teachers face today. The classroom environment that is

unfriendly to learning is frequently produced by the actions of the students (Dulay

& L.O.L.I.T.A, 2020).

In the Philippines, the Department of Education (DepEd) have issued

numerous memoranda and department orders intended at strengthening parental

involvement. But despite the effort made, parental involvement continues a

daunting challenge among school administrators and teachers. In many public

schools parents were observed to be the least active in collaborating with the

schools and a bit passive in supporting their children behavior (Barten et al.,

2022).

The purpose of the study is to measure the parent's involvement of

elementary pupils regarding their behavior inside the classroom. This study may
 3

benefit a school's seeking to enhance parental involvement in the education of

their children. Parents will also benefit because they will have better

understanding of the importance of their involvement in the education of their

children.

Theoretical Background

This theory, proposed by researcher Ellen Galinsky (1980) posits that

parents develop and grow during the duration of parenthood, paralleling the

development of their offspring. As stated by Galinsky, even though each case of

parenthood is unique due to their differing circumstances, there are similar

characteristics that unite them all. Parents play an important role in the

development of children as they grow into adulthood and learn how to

navigate through life (Ruholt et al., 2015). In this theory, it emphasized how

parents react when their child gets older and how their child develops their

behavior. The act of parenthood ultimately causes the parents to change, from

the moment they discover the pregnancy to the child's inevitable departure from

their house. They examine the role of the parents as a child grows up, and how

the way the parent interacts and evolves as a parent affects a child’s well-being

(Mowder, 2005). This theory focuses on how a person defines his/her own

parenting role, and how this definition influences how parent interacts with

his/her child or children. A parent’s role can be shaped by many factors, some of

which can include a parent’s background and their own childhood experiences.

Children develop in a socially complex, ecological context where mothers and

fathers exert influence over their growth and well-being (Cabrera et al., 2018).
 4

Parental Role Development Self Determination Theory

Theory
Competence
Image – Making Autonomy
Nurturing Relatedness
Authority
Interpretive
Interdependent
Departure

Par Cla
ental Involvement ssroom Behavior

Action Plan

Figure 1.
Theoretical Framework
 5

Parents are concerned about themselves as parents, and parents are concerned

about their children’s everyday well-being and long-term development (Bornstein,

2015). The role of parents play in child development in commonly referred to us

socialization. Which the word evolved over past 100 years and is now defined as

how new members of a group are assisted by more experienced group member

to internalize, and thereby act in accord with,, the values, attitudes, behavior

beliefs and actions of that group ( Grusec & O’Neill, 2018).

Self-determination theory.

Parental control strategies can be defined as any strategy that a parent

uses to alter, change, or influence their child’s behavior, thoughts, or feelings.

Self-determination theory provides a framework for different types of parental

control that promote optimal or less optimal child development y assumes that

two types of parental involvement play an important role in children’s

development of autonomous or controlled regulation of behavior (Endendijk et

al., 2016). Parenting that is perceived as supporting autonomy is beneficial

because it satisfies basic psychological needs that are critical for children’s

optimal development— autonomy (i.e., experiencing a sense of volition and

psychological freedom), competence (i.e., feeling efficacious), and relatedness

(i.e., feeling connected and loved by important others) (Soenens et al., 2015).

Self-determination theory is a macro theory of human motivation that has

been successfully applied across domain including parenting, education,

 6

healthcare, sports and physical activity, psychotherapy, and virtual worlds (Ryan

& Deci 2017). It is conceptualizes motivation as multiple distinguishable facets,

each representing a different form of behavioral regulation, and assumed to

follow a continuum of self-determination. I proposes that extrinsic motivation can

be internalized to become autonomously regulated. Identified regulation, an

internalized form of extrinsic motivation, occurs when an individual elects to act

because the behavior or the outcome of the behavior is of personal significance

(Howard et al., 2016).

The involvement of parents in the education of children at school is

believed to have a positive impact on the development of children’s achieving

their educational goals in schools, which include moral behavior and attitude

(Waluyandi et al., 2020). Studies concerning parental involvement not only

proved its positive effect on child development, but also presented specific links

among the structure of the involvement and children’s social and emotional

behavior. Play is also important for children’s social and emotional development.

Children who play at home and whose parents give importance to play in their

development are likely to demonstrate prosocial and independent behaviors in

the classroom (Kurtulmus, 2016). Moreover, parental involvement in children’s

education can promote a child's social development, promote better grades,

school attendance and classroom behavior (Liu et al., 2020).

Parental involvement in education has increased exponentially over the

last two to three decades and many types of parental involvement are shown to

be associated with improved classroom behavior ( Hill et al., 2018).Parental

 7

involvement, especially in the case of primary education, is desirable. This

involvement has been associated with a number of positive outcomes in respect

to socialization and coping students’ behavior (Panaoura, 2021).It is also

increased, parents’ efforts to support schools are encouraged, and they are

directly making a positive impact on classroom behavior (Đurišić & Bunijevac,

2017).There are different contexts in which parents become involved. They

include involvement within the home and family, in the community, and in the

school (Muller & Kerbow 2018). The strongest associations are found when the

families have an interaction with their children, develop and maintain

communication with them about school activities, and help them to develop

reading habits ( Castro et al., 2015).Parental involvement variables that show

promises according to their correlations with classroom behavior are: (a) reading

at home, (b) parents that are holding high expectations/aspirations for their

children's schooling, (c) communication between parents and children regarding

school, (d) parental encouragement and support for learning( Boonk et al., 2018).

Parental involvement more important for adolescents ( Ruholt et al., 2015).

Students’ attitudes and aspirations mediate the associations between parental

involvement and classroom behavior. In particular, different associations

between parental monitoring involvement and behavior are found for elementary

school (Otani, 2020). Growing understanding that parents and teachers can

effectively collaborate to help children succeed in school has led worldwide

policymakers and school leaders to begin deliberate actions to increase parents’

participation in school life (Epstein et al., 2018).

 8

In conclusion, parental involvement is a result of parents' dedication and

active involvement in the classroom and with their children. Furthermore,

parental participation in their child is crucial since it establishes the child's

character and classroom behavior. Lastly, it fosters a close bond between

parents and their child's school.

The Problem

Statement of the Problem

This study sought to determine the parental involvement and classroom behavior

of elementary pupils.

Specifically, this study aims to answer the following:

1. What is the profile of the respondents in the following;

1.1 age;

1.2.sex;

1.3 grade year level; and

2. What is the extent is parental involvement perceived by the participants?

2.1 parental involvement of the learning environment

2.1 controlling parental involvement

2.3 parental participation with homework

3. What is the extent of classroom behavior as practiced by the participants?

 9

4. Is there a significant relationship between:

4.1 the profile of the respondents and parental involvement

4.2 the profile of the respondent and classroom behavior

4.3 parental involvement and classroom behavior

5. Based on the findings, what action plan may be proposed?

Significance of the Study

This study helped learners, parents, and the institutional field as a whole

to gain better knowledge and expedite improvements for the better learning

performance of the students. It can develop and improve the parental guidance

of the parents and provide a basis for the teachers to have better learning

strategies and techniques in dealing with the diversity of learners inside the

classroom.
 10

RESEARCH METHODOLOGY

Research Design

This study used the descriptive – correlational design. A correlation

reflects the strength and or direction of the relationship between two (or more)

variables (Bhandari, 2022). This method is used in order to determined the

relationship between parental involvement and classroom behavior of the

student. This study aimed to promote knowledge in the field of education whether

parental involvement plays important role in enhancing classroom behavior of the

pupils.

Flow of the Study

This study follows the IPO model and this shown in Figure 2. The inputs of

the study were the profile in terms of their age, gender, a grade year level and

marital status of the parent.

The researchers will be writing a permission letter that will be sign by the

school principal of Alegria Central Elementary School. The researches will also

ask for authorization from the subject teachers.

The researchers were send a transmittal letter through face to face

interaction to the teachers who are handling grade 4, grade 5, and grade 6 pupils

to ask permission to borrow their pupils in conducting a survey by the use of

research questionnaires.
 11

INPUT PROCESS OUTPUT

Data on the Profile of Descriptive- Correlational

Participants Quantitative design
-age
-gender
Gathering of data
- grade year level
Tabulation of data
- marital status of the
parents Proposed Action
Analysis of data Plan

Data on Parental Interpretation of data

Involvement

Data on Classroom
behavior
 12

FIGURE 2.
Flow of the Study
The researchers will print and distribute the survey questionnaire to participants.

The researcher will be gathering the survey questionnaire and tabulate the

responses on the prescribe table.

Research Participants

Participants including in this study are the Grade 4, 5, and 6 enrolled in

Alegria Central Elementary School. A total of 60 participants are tasked to

answer a survey questionnaire. There will be 16 randomly selected pupils in

Grade 4, 19 pupils in Grade 5, and 25 pupils in Grade 6. Pupils are the essential

contributors in this study to find out about the fact that they are central to the

parental involvement and classroom behavior which are quintessential in order to

 13

improve their behavior. In addition, the researchers use simple random sampling

technique. Simple random sampling is a randomly selected subset of a

population. In this sampling method, each student by grade level has an exactly

equal chance of being selected (Thomas, 2022). The researchers were used this

technique because it is the most appropriate and accurate tool to gather the data

needed in this study.

Research Environment

This study conducted in Alegria Central Elementary School during the

school year 2022-2023. This school is DepED-managed partially urban public

Kinder to Elementary school located nearby Alegria Police Station and the town

hall Alegria Municipal Hall in Poblacion, Alegria, Cebu. This school has been

constantly associated with children and their behavior along with parent

involvement that influences on the students' classroom behavior.

 14

Location map shown in figure 3.

Figure 3
Location Map of the Study

Research Instrument
 15

This study used a survey questionnaire as a tool to gathered data. The

survey questionnaire contains a set of questions also called items used for

solving an identified research problem (Aithal & Aithal, 2020).The questionnaire

is divided into four sections. The first section discusses the parental management

of the learning environment, the second section discuss the controlling parental

involvement, the third section discusses the parental participation with

homework, and the fourth section discusses the classroom behavior of the

students ( Rogers & Rearick 2016). It consist of 39 statement, which participants

will be asked to rate using 4 print Likert scale: strongly agree (5), agree (4),

disagree (3), and strongly disagree (2). The survey questionnaire will only take

40 minutes to answer by the participants.

Research Procedure

Primary Procedure. The following preparations will be done to make sure

that the gathered data are valid and reliable: first, the researcher presented the

survey questionnaire to the panel of examiners in Cebu Technological University

Moalboal Campus-Malabuyoc Extension for critiquing. Secondly, a transmittal

letter will be prepared by the researchers to be signed by the thesis adviser and

campus director of CTU Malabuyoc. Also, the researcher will be personally

submitted the letter to the school head in Alegria Central Elementary School for

approval to administer the survey questionnaire of the participants of the study.

Data-Gathering Procedure. The researchers gathered a survey to the

participants using the survey questionnaire. The administration of the survey

question would be on April 2023. The researchers presented the approved letter
 16

and asked permission on school head regarding with the study. The researchers

had set the date agreed by the school head to conducted the survey. Finally, the

data were acquired, collected and analyzed.

Data Analysis

The data collected from participants were used to measure the variables.

The researcher used descriptive statistical analysis which represent the raw data

results of the study (Woodrow, 2014) measures of simple percentage, frequency

and weighted mean. ( Mishra et al., 2019). This technique will be used by the

researcher to compute, and analyze the collected data using the tools and

methods appropriate in this study. Afterwards, when the statistical analysis result

is done, the researcher are able to draw conclusion which will serve as the

foundation of hypothesis.

CHAPTER II
 17

PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA

RESULTS
Table 2
Profile of the Participants
(N=60
Frequency Percentage
(f) (%)
Age 9-11 40 66.67
12-14 20 33.33
Mean: 10.733 St. Dev. 1.118

Sex Female 43 71.67

Male 17 28.67

Grade Level 4 16 26.67

5 19 31.67
6 25 41.67

Table 2 shows the profile of the participants in terms of the age, sex, and

grade year level.

As shown in Table 2, majority of participants were within the age bracket

of 9-11( μ=10.733) has a percentage of 66.67%, were mostly of the participants

are females with the frequency of 43 and has a percentage of 71.66%. Most of

the participants are came from Grade 6 dominated the population with the total of

25 participants and has a percentage of 41.67%.This shows that most of the

students in Grade 4, 5, and 6 are females.

Table 3
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Data on the Parental Involvement Learning Environment of the

Participants
N=60

Indicators Mean Interpretation

1.My parents/guardian provide different kinds of things. 4.1666 Agree

to read, such as magazines, stories and non-fiction.
2. My parents/guardian talk to me about the things I read.4.067 Agree
3. My parents/guardian often bring home-educational 4.0500 Agree
activities for our family.
4. My parents/guardian help me plan my time for 4.2500 Strongly agree
getting my work done.
5. My parents/guardian decide how much time I 4.017 Agree
can watch TV on school days.
6. My parents/guardian like to read a book with me. 4.011 Agree
7. My parents/guardian set a rule about the kinds of 3.933 Agree
TV shows I can watch.
8. My parents/guardian make me do homework 4.2000 Agree
at a certain time.
9. My parents/guardian suggest things I might like to read.3.9833 Agree
10. My parents/guardian encourage me to read 3.650 Agree
before I go to sleep.
Overall mean 4.0367 Agree

Table 3 shows the data on parental involvement on the learning

environment of the participants.

As shown in table 3, indicator 4 my parents/guardian help me plan my

time for getting my work done got the highest means of 4.2500 which is

interpreted as strongly agree. This means that majority of the parents/guardian

guides their children in organizing or managing their time to complete their

schoolwork. Parents/guardian are balancing their roles as a parent regarding

their child’s learning and this poses as a challenge. Parent support has

demonstrated significant contributions to the success of learners in the learning

 19

environment. They keeps their children a schedule while completing their

coursework as the former and interactions with the child’s teacher as the latter

(Garbe, 2020).

In contrast, indicator 10 my parents/guardian encourage me to read before

I go to sleep got the lowest mean of 3.650 which is interpreted as agree. This

means that less parents/guardian practice their child in reading before going to

sleep. Moreover, as the parents/guardians, they need to involve themselves in

the child’s learning which can help them encourage themselves to read. There is

evidence that student‐selected reading of compelling, relevant young adult

literature helps address the problem of low reading engagement among

adolescents (Ivey & Johnston, 2018).

In general, the level of parental involvement learning environment of the

participants got a overall mean of 4.0367 which is interpreted as agree. This

shows that the level of parental involvement learning environment of the

participants are at the average level. This means that somewhat

parents/guardians of the participants have been involved in their child’s learning

environment in terms of different kinds of things to do that can help their learning.

Table 4
Data on the Controlling Parental Involvement of the Participants
(N=60)
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Indicators Mean Interpretation

1. If my grades are not good enough, 3.583 Agree

my parents/guardian will restrict my free time.
2. My parents/guardian punishes me if 3.367 Agree
I do poorly in school.
3. My parents/guardian expect a lot from 4.2333 Strongly agree
me in school.
4. My parents/guardian push me to be the 3.933 Agree
best in my class.
5. My parents/guardian wants me to work 4.117 Agree
harder at school.
6. My parents/guardian do not feel when I 3.383 Agree
am doing my best at school.
Overall mean 3.7690 Agree

Table 4 shows the data on the controlling parental involvement.

As show in table 4, the indicator 3 My parents/ guardian expect a lot

from me in school has a highest mean of 4.2333 which is interpreted as

strongly agree. This means that the parents/ guardian has a high

expectations in regards to their behavior in school . Every parents has an

expectation to their children, they want their children to be the best in school

so that they will have a lot of opportunities in the future. Parents expectations

for their children shape their parenting involvement and consequently,

children self concept, school behavior and school adjustment. Parents

expectations play a protective role in children achievement and behavior for

facing risk factors ( Bushetal, 2017)

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In contrast, indicator 2 My parents/guardian punishes me if I do poorly

in school has a lowest mean of 3.367 which is interpreted as agree. This

means that fewer of parents/guardian punishes their child when they do

poorly in school. Parents wants their child to be active and perform well in

school so that they will get involved and actively joining school activities.

Some parents punish their children to make them realize that they are

accountable of their action and some parents/guardian called the attention for

the child or give an advise (Cumber et. al., 2017).

In general, the overall mean is 3.7690 which interpreted as agree. This

means that controlling the participants can help them to improve their learning

which has a positive impact on the child learning in school. Even though the

parents/guardian expected a lot and few of them punished their child of doing

poorly in school it still have a positive impact on the child behavior Some

parents/guardian get involved to their child learning by expecting a lot and

punished them but it is so effective way to monitor their children behavior

inside the classroom.

Table 5
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Data on the Parental Participation with Homework of the

Participants
N=60
Indicators Mean Interpretation

1. My parents/guardian check my homework before 4.100

Agree
I pass it.
2. My parents/guardian always keep track of what 4.1333
Agree
homework I have to do.
3. My parents/guardian often help me to study 4.167
Agree
before a test.
4. I do much better at school because of my 4.117
Agree
parents/guardian help.
5. My parents/guardian always know much time 4.1833
Agree
I spend on homework.

Overall mean 4.1400

Agree

Table 5 shows the data on the parental participation with homework of the

participants.

As shown in table 5, indicator 5 My parents/guardian always know how

much time I spend on homework got the highest mean of 4.1833 which

interpreted as agree.This shows that parental participation has a big

contribution in terms of the homework of the participants. Parental

involvement is fundamental and encourage children to do homework and

contribute to give meaning to school learning. Parents give their children the

support they need and not forgetting that it is the students who have to do
 23

homework and parents simply guide and support then in their difficulties

(Costa et.al., 2016).

While indicator 1 my parents are guardian check my homework before

I passed it has the lowest mean of 4.100 which is interpreted as agree.This

means that fewer of the parents/ guardian has a time to check the homework

of their child. Parental involvement with children is the most important factors

in educational success. Yet we know very little about the most effective

approaches to parental intervention. Moreover, not all parents have the same

resources or opportunities to act on the educational expectations they have

for their children (Coleman, 2018).

In general, the overall mean is 4.1400 which is interpreted as agree, by

that it shows that with the participation of the parents/ guardian in terms of

the homework of their child and willing to participate which can help the

academic learning of the participants. Being a parents/guardian their main

responsibility is to help and guide their children homework, and to encourage

them to be positive mentally and emotionally. Parents help their children

understand content and make it more meaningful, while also helping them

understand things more clearly. Also, their involvement increases skill and

subject retention. Parents get into more depth about content and allow

students to take skills to a greater level ( Kiser, 2020)

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Table 6
Data on the Classroom Behavior of the Participants
N= 60

Indicators Mean
Interpretation

1. I did not follow established class rules. 2.6833

Strongly disagree
2. I did not get along with my classmates very well. 2.933
Disagree
3. Break/damages my classmates property. 2.800
Disagree
4. Argues when reprimanded or corrected by the teacher. 2.900
Disagree
5. I refuse to obey my teacher-imposed rules. 2.867
Disagree
6. I have a hateful tone when speaking to other pupils. 2.783
Disagree
7. I disrupt the activities of my classmates. 2.900
Disagree
8. I am physically aggressive with my classmates. 2.900
Disagree
9. I am verbally aggressive with my classmates. 2.7333 Strongly
disagree
10. I did not remain on task for a reasonable time. 2.8367
Disagree
Overall mean 2.8367
Disagree

Table 6 shows the data on the classroom behavior of the participants.

As shown in Table 6, indicator 2, I did not get along with my classmates

very well got the highest mean of 2.933 which is interpreted as disagree. This

means that students get along very well with their classmates to have some fun

and achieve goals. Support from classmates can have a profound influence on
 25

student’s well being, and overall adjustment in school. Students support their

classmates as adjustment by meeting their development and needs, especially

their needs for relatedness and acceptance. Moreover, students perceptions of

classmate support are associated with success in school (Kiefer, 2015).

While, indicator 1 I did not follow established class rules got the lowest

mean of 2.6833 which is interpreted as strongly disagree. This means that

students follow the established class rules that is implemented by the teachers

which has a positive impact to the behavior of the students. Through parents

involvement students can practice a good behavior which they can apply inside

the classroom. The learning of the students came first to the parent/guardian,

which parental involvement identifies as a parenting knowledge, attitudes, and

practices associated with positive developmental outcomes of the children

(NASEM, 2016).

In general, the level of classroom behavior of the participants got a overall

mean of 2.8367 which is interpreted as disagree. This means that students’

classroom behavior has an impact to their learning which reflects of how their

parents involved them. Mostly of the indicators are answered as disagree which

means that all of the participants are following the rules, respect their classmate

and teacher. By that it conclude that all participants has a positive behavior

inside the classroom when their parents are actively involved their learning.
 26

Table 7
Test of relationship between age and the parental involvement and classroom
behavior
Relationship between Computed Chi- df Chi-Square Result
profile and study Square Critical Value
variable

Parental Involvement 4.191 2 5.991 Not Significant

(Ho accepted)
Classroom behavior 1.108. 3 7.815 Not Significant
(Ho accepted)
Parental Involvement 14.379 2 5.991 Significant
and Classroom (Ho rejected)
behavior

Table 7 shows the test relationship between age and the parental

Involvement and classroom behavior.

As shown in the table 7, only the relationship between the age and the

parental involvement and classroom behavior has a significant result. This mean

that there is a significant relationship between the profile of the participants and

the parental involvement and classroom behavior, which those younger age are

the one who need parental involvement that can affect to their behavior inside

the classroom. Parental involvement is linked to young people’s attainment at

school. It is also generally agreed that a number of factors such as parental

background, attention, warmth and parenting style are associated with young

children’s later life outcomes (Huat & Gorard, 2015).

 27

In the theory of parent role development, parents play an important role

in the development of children as they grow into adulthood and learn how to

navigate through life (Ruholt et al., 2015). Through involvement of parents to

their child it can develop the child learning in theory of self-determination which

the involvement of parents in the education of children at school is believed to

have a positive impact on the development of children’s achieving their

educational goals in schools, which include moral behavior and attitude

(Waluyandi et al., 2020)

Table 8
Test of relationship between grade level and the Parental Involvement and
Classroom behavior
Relationship between Computed Chi- df Chi-Square Result
profile and study Square Critical Value
variable

Parental Involvement 11.602 4 9.488 Significant

(Ho rejected)
Classroom behavior 2.680 6 12.592 Not Significant
(Ho accepted)
Parental Involvement 23.696 4 9.488 Significant
and Classroom (Ho rejected)
behavior

Table 8 shows the test relationship between the grade level and parental

involvement and classroom behavior.

As shown in Table 8, there was a significant relationship between the

grade level and the parental involvement and classroom behavior of the

participants. This means that those participants in the lower grade level are need
 28

more guidance and supervision from their parents or guardians compared to

those in the higher grade level. Parental involvement during early childhood

education and early elementary education coupled together to accommodate a

unique period of child development( Ma et al.,2016).The more the child is guided

by their parents or  guardian, the better they behave inside the classroom.

This supports the theory of parental role development theory and self-

determination theory. The study states that The act of parenthood ultimately

causes the parents to change, from the moment they discover the pregnancy to

the child’s inevitable departure from their house. They examines the role of the

parents as a child grows up, and how the way the parent interacts and evolves

as a parent affects a child’s well-being (Mowder, 2005). The involvement of

parents in the education of children at school is believed to have a positive

impact on the development of children’s achieving their educational goals in

schools, which include moral behavior and attitude (Waluyandi et al., 2020).

Table 9
Test of relationship between sex and the Parental Involvement and Classroom
behavior
Relationship between Computed Chi- df Chi-Square Result
profile and study Square Critical Value
variable

Parental Involvement 3.211 2 5.991 Significant

(Ho rejected)
Classroom behavior 5.622 3 7.815 Not Significant
 29

(Ho accepted)

Parental Involvement 5.178 2 5.991 Not Significant

and Classroom (Ho accepted)
behavior

Table 9 shows the relationship between sex and the parental involvement and

classroom behavior.

As shown in Table 8, only the relationship between the sex of the participants

and the parental involvement has a significant result. This means that there is a

significant relationship between sex and parental involvement. Parents get

involved to their child whether they are male or female, but previous research

believe that females are the one who need more parental involvement than boys.

Males have been found to perform better in school when their parents are

involved and set high expectations for them (Parmar &Nathans, 2022). This

means that the female participants need more assistance from their parents

guardians compared to the male participants. Moreover, females experienced

more parental involvement with their education than males.

In the theory of self determination it believes that parental involvement more

important for adolescents ( Ruholt et al., 2015). There sex can implies whether

they need more attention to the parents to get involved in their learning which

can lead to have a good behavior inside the classroom.

 30

Chapter 3

SUMMARY, FINDINGS, AND RECOMMENDATIONS

This chapter presents the summary, findings, and conclusion and

recommendations of the study.

Summary

This study was aimed to determine the parental involvement and classroom

behavior of elementary pupils. This study sought to answer these questions:

what is the profile of the participants in terms of age, sex, and grade level; what

is the extent is parental involvement perceived by the participants; what is the

extent of classroom behavior as practiced by the participants; is there a

significant relationship between: the profile of the participants and parental

involvement; the profile of the participants and classroom behavior; parental

involvement and classroom behavior; and what action plan maybe proposed

based from the findings of the study. The study used a descriptive- correlational

design. Data collected were taken from the students of public elementary school

in Alegria District, Cebu during the School Year 2022-2023 using adopted

questionnaire from Rogers et al., (2013) on parental involvement and from

(Hardisty, 2017) on classroom behavior. Using simple percentage, weighted

 31

mean and test of interdependence, collected data were presented, interpreted

and analyzed. The findings of the study are shown in the next section.

Findings

This study has noted the following: majority of the participants were within the

age bracket of 9-11 (μ = 10. 733) most were females (71. 66%). In terms of

parental involvement learning environment of the participants indicator got the

mean (μ = 4.2500) interpreted as strongly agree and has a lowest mean of (μ =

3. 650) which interpreted as agree. Overall, parental involvement learning

environment has an overall mean of (μ = 4. 0367) which interpreted as agree. As

for the controlling parental involvement of the participant indicator has a highest

mean of (μ = 4.2333) interpreted as strongly agree and has a lowest mean of (μ

= 3.367) interpreted as agree. Overall, controlling parental involvement of the

participants has a overall mean (μ = 3.7690) which interpreted as agree. For the

parental participation with homework of the participants, has a highest mean of (μ

= 4.1833) interpreted as agree and has a lowest mean of (μ = 4.100) interpreted

as agree. Overall, parental participation with homework of the participants (μ =

4.1400) has resulted to agree. And as for the classroom behavior of the
 32

participants has a highest mean of (μ = 2.933) interpreted as disagree and has

a lowest mean of (μ = 2.6833) interpreted as strongly disagree. Overall mean of

classroom behavior of the participants (μ = 2.8367) has resulted to disagree.

There is a significant relationship between the age and the parental involvement

and classroom behavior which those younger age are the one who need more

parental Involvement and classroom behavior which has a positive impact to the

students. There was a significant relationship between grade level the parental

involvement and classroom behavior of the participants which the lower grade

are the one who need more guidance and supervision from their parents/

guardian compared to the higher grade level and there is the significant

relationship between the sex of the participants and the parental involvement

which are females are the one who need more attention than males.

Furthermore, the parental involvement and classroom behavior has a significant

to the age, grade level and sex to the participants which who is the most who

need more parental involvement that can affect to their behavior inside the

classroom.

Conclusion

Parents involvement has a positive impact to the students behavior inside the

classroom. Their involvement can influence the child’s learning to be more active

and more responsible in terms of their learning and behavior. The current study

confirms that parents do play a vital role in providing their children with the values
 33

and skills essential to their classroom behavior and in later life. The results of this

study indicates that a female child is the one who need more parental

involvement than male. Parents participation gives schools a crucial chance to

improve their current initiatives for involving parents in the educational process.

Therefore, it has been shown that greater parental involvement increases

student achievement, parent and teacher satisfaction, and student behavior.

Recommendation

In the context of the result and explored variables in the study, the

following are recommended:

• Develop and promote programs of schools that enable the parents to

enhance their capabilities and involvement in terms of improving the

positive classroom behavior and thus promoting cooperation between

them and the school;

• Develop and inform intervention targeting classroom behavior support in

addition to other important factors that effectively serve the needs of

schools, parents, and students and;

• Explore how technology and digital platforms can facilitate and enhance

parental involvement.
 34

ABSTRACT

PARENTAL INVOLVEMENT AND CLASSROOM BEHAVIOR OF

ELEMENTARY PUPILS

ANN JANET G. LEGUIZ, GERALDINE L. YGOÑA, ROSEMARIE A. RAMOS

AND RAVELYN E. GORNEZ

Cebu Technological University Malabuyoc Extension Campus

annjanetleguiz26@gmail.com
geraldineygona29@gmail.com
ramosrosemarie018@gmail.com
gornezravelyn1@gmail.com
 35

Parental involvement involves active participation by parents in their children’s

education, including collaboration with schools and teachers to support the

learning process, and ensuring student’s behavioral engagement in the

classroom. This study measured the parent’s involvement of elementary pupils

regarding their behavior inside the classroom. This study used a descriptive-

correlational design and the data were collected from the pupils of Alegria

Central Elementary School in Alegria Cebu during school year 2022-2023 using

adopted questionnaires on parental involvement (Rogers et al., 2013) and

classroom behavior (Arbuckle & Little, 2004). It was found that there is a

significant relationship between the age and the parental involvement and

classroom behavior, parental involvement and classroom behavior of the

participants, and the sex of the participants and the parental involvement. This

means that parental involvement has a positive impact to the students behavior

in inside the classroom. It has been shown that greater parental involvement

increases student achievement, parent and teacher satisfaction, and student

behavior. Therefore, it is recommended to develop and promote programs of

schools that enable the parents to enhance their capabilities and involvement in

terms of improving the positive behavior.

Keywords: Parental involvement, classroom behavior, descriptive-correlational

design, primary education, Cebu, Philippines

 36

DEFINITION OF TERMS

To understand the important concepts found in the body of this research

paper, they are operationally and conceptually defined below:

 37

Classroom Behavior. This refers to the practices of pupils inside the

classroom.

Parental Involvement. This refers to the participation of parent in the

education of their child.

Profile of the Participants. This refers to the age, gender, grade year

level and marital status of pupils.

Proposed Action Plan. This refers to the output of the study that is

developed by the researcher.

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Appendix A
TRANSMITTAL LETTER
 41

MRS. JOYCE GUARDIARIO

School Principal
Alegria Central Elementary School
Poblacion Alegria Cebu

Dear MRS. GUARDIARIO:

Greetings and salutations!

We are third year students pursuing Bachelor in Elementary Education at Cebu

Technological University – Malabuyoc Extension. We are writing a thesis titled,
Bullying Practices and Prevention in Secondary Public School.
In this respect, we would like to seek approval from your good office to allow us
to administer our survey questionnaire by letting Grade 4, 5 and 6 pupils to
answer said instrument. Their responses would be a great help in formulating an
action plan, which is an output of the study. The test administration will be given
on March, 2023.
We look forward to your favorable response on this request. Thank you so much
and God bless!
Very truly yours,
RAVELYN E. GORNEZ
ANN JANET G. LEGUIZ
ROSEMARIE A. RAMOS
GERALDINE L. YGOṄA

Noted: Endorsed:

KENT G. BATULAN, Ed. D. BARBARA B. COMISION, M.A.Ed.

Research Instructor/Adviser Research Chairman

Recommended:

GLENN B. HOYOHOY, M.A.V.Ed FELIX Q. POCONG, JR., J.D., Ph. D.

Assistant Campus Director Campus Director
Dean of Instruction

Approved:

MRS. JOYCE GUARDIARIO

Alegria Central Elementary School Principal
Appendix B
Research Instrument
 42

Strongly Agre Disagree Strongly

Statement agree e disagree

5 3 2

PARENTAL MANAGEMENT OF THE LEARNING ENVIRONMENT

1. My mother provides different

kinds of things to read, such

as magazines, stories and

non- fiction.

2. My mother talks to me about

things I read

3. My mother often brings

home-educational activities

for our family.

4. My mother helps me plan

my time for getting my work

done.

5. My mother decides how

much TV I can watch on

school days.

6. My mother and I like to read

together sometimes.
 43

7. My mother sees rules about

the kinds of TV shows I can

watch.

8. My mother takes me to

special places such as

museum and fairs, where I

can learn new things.

9. My mother makes me do

homework at a certain time.

10. My mother suggests things I

might like to read.

11. My mother encourages me

to read before I go to sleep

12. My mother loves to learn

new things.

13. When I do my homework,

my mother does not allow

other things to interfere with

it.

14. My mother does not

encourage me to read

books.

CONTROLLING PARENTAL INVOLVEMENT

 44

1. If my grades are not good

enough, my mother will

restrict my free time.

2. My mother punishes me if I

do poorly in school.

3. My mother is very strict

when it comes to my school

work.

4. My mother tries to make me

feel guilty when I do poorly

in school.

5. My mother expects a lot

from me in school.

6. My mother pushes me to the

best in my class.

7. Mother wants me to work

harder at school.

8. My mother does not feel I

am doing my best at school.

PARENTAL PARTICIPATION WITH HOMEWORK

1. My mother checks my

homework before I hand it in.

 45

2. My mother always keeps

track of what homework I

have to do.

3. Most of the time, my mother

looks up my homework

4. My mother often helps me

study before a test.

5. I do much better at school

because of my mother’s help.

6. My mother always knows

how much time I spend on

homework.

7. My mother often tells me to

spend some time reading.

 46

CLASSROOM BEHAVIOR OF THE STUDENTS

Statement

1 2 3 4 5 6 7

1. Prepared for class with all materials.

2. In set at bill.

3. Used inside voice

4. Followed directions

5. Respectful to teachers

6. Respectful to classmates

7. Raise hand.

8. On task during work time

9. Completed assigned work

10. Teachers and parents initial

CURRICULUM VITAE
 47

MS. RAVELYN ESPARCIA GORNEZ

Address: Calatagan, Samboan, Cebu
Contact Number: 09361470256
Email: gornezravelyn1@gmail.com

PERSONAL INFORMATION
Gender : Female
Civil Status : Single
Citizenship : Filipino
Religion : Roman Catholic
Heigh : 1.48
Date of Birth : Febuary 16, 2002
Place of Birth : Dumaguete City, Negros Oriental
Mother’s Name : Belena Esparcia Gornez
Father’s Name : Ramil Ayugto Gornez

EDUCATIONAL BACKGROUND
College : Bachelor of Elementary Education
Cebu Technological University
2020-present

Secondary : Samboan National High School

Poblacion, Samboan, Cebu
2014- 2019

Elementary : Kalatagan Elementary School

Calatagan, Samboan, Cebu
2008 - 2013
 48

MS. ANN JANET GLINOGO LEGUIZ

Address: Malbog Poblacion, Alegria, Cebu
Contact Number: 09193779014
Email: annjanetleguiz26@gmail.com

PERSONAL INFORMATION
Gender : Female
Civil Status : Single
Citizenship : Filipino
Religion : Roman Catholic
Height : 1.48
Date of Birth : December 26, 2000
Place of Birth : Guadalupe, Alegria Cebu
Mother’s Name : Amalia Glinogo Leguiz
Father’s Name : Artemio Hijara Leguiz

EDUCATIONAL BACKGROUND
College : Bachelor of Elementary Education
Cebu Technological University
2020-present

Secondary : Saint Peter Academy of Alegria Inc.

Alegria, Cebu
2014-2019

Elementary : Guadalupe Elementary School

Guadalupe, Alegria, Cebu
2008- 2013
 49

MS. ROSEMARIE ABELLO RAMOS

Address: Poblacion, Alegria, Cebu
Contact Number: 09369900986
Email: ramosrosemarie018@gmail.com

PERSONAL INFORMATION
Gender : Female
Civil Status : Single
Citizenship : Filipino
Religion : Roman Catholic
Height : 1.57
Date of Birth : September 19, 2002
Place of Birth : Poblacion, Alegria Cebu
Mother’s Name : Rebecca A. Ramos
Father’s Name : Eusebio Ramos Jr.

EDUCATIONAL BACKGROUND
College : Bachelor of Elementary Education
Cebu Technological University
2020-present

Secondary : Saint Peter Academy of Alegria Inc.

Alegria, Cebu
2014-2019

Elementary : Alegria Central Elementary School

Poblacion, Alegria, Cebu
2008- 2013
 50

MS. GERALDINE LEGARTE YGOṄA

Address: Lepanto, Alegria, Cebu
Contact Number: 09069328208
Email: geraldineygona29@gmail.com

PERSONAL INFORMATION
Gender : Female
Civil Status : Single
Citizenship : Filipino
Religion : Roman Catholic
Height : 1.48
Date of Birth : November 29, 2001
Place of Birth : Lepanto, Alegria, Cebu
Mother’s Name : Ismaela Legarte Ygoṅa
Father’s Name : Esmeraldo Baisac Ygoṅa

EDUCATIONAL BACKGROUND
College : Bachelor of Elementary Education
Cebu Technological University
2020-present

Secondary : Saint Peter Academy of Alegria Inc.

Alegria, Cebu
2014-2019

Elementary : Lepanto Elementary School

Lepanto, Alegria, Cebu
2008- 2013