THE EXTENT OF FAMILY INVOLVEMENT

ON MATHEMATICS PERFORMANCE
OF GRADE 7 STUDENTS DURING
NEW NORMAL EDUCATION

PSYCHOLOGY AND EDUCATION: A MULTIDISCIPLINARY JOURNAL

Volume: 15
Pages: 139-148
Document ID: 2023PEMJ1347
DOI: 10.5281/zenodo.10136643
Manuscript Accepted: 2023-14-11
Psych Educ, 2023, 15: 139-148, Document ID:2023 PEMJ1347, doi:10.5281/zenodo.10136643, ISSN 2822-4353
Research Article

The Extent of Family Involvement on Mathematics Performance

of Grade 7 Students During New Normal Education
Maricel S. Flores*
For affiliations and correspondence, see the last page.
Abstract
The descriptive-survey study aimed to determine the extent of family involvement on Mathematics
performance of the students. The study was conducted among the 196 family members of Grade 7
students from Aplaya National High School during the academic year 2021-2022. Examined in the
study were the following variables such as learning resources, learning assistance, learning
environment, learning motivation, and learning assessment. Using both descriptive and inferential
statistics, the responses of the respondents from the survey questionnaire were tabulated, analyzed,
and interpreted. Results indicated that most of the respondents were parents with the family monthly
of 10, 000 and below. Almost half of the respondents were high school graduates and ranged from 41
– 50 years old and 31 – 40 years old. They were mostly female married and assisted 1 to 3 learners.
Among the variables, it was reported there was a large extent of family involvement in terms of
learning motivation. It was also found out that there was a significant relationship between the
students’ mathematics performance and the extent of their family involvement in all variables. This
implies that family involvement is a significant contributor to academic performance of grade 7
students amidst pandemic situations. In these regards, the researcher recommended that the school
strengthen links with the family members of the students through permanent and systemic programs
such as client orientation and partnerships to ensure effective learning at the time of pandemic.

Keywords: academic performance, family involvement, new normal

Introduction recommended by Garbeet al. (2020), this new normal

The COVID-19 pandemic has adversely affected all
sectors of national development, particularly the
education sector. The unpreparedness and inflexibility
of the global education to shocks have made all
educational stakeholders and beneficiaries vulnerable.
Academic institutions had temporarily closed their
physical operations to protect public health from risks
instigated by the pandemic effects. Despite such
detrimental upshots of the global crisis, education did
not halt with the distinctive rise of online learning (Li
& Lalani, 2020).
The sudden shift to online learning has dramatically
impacted education. Dee & Murphy (2021) reported
that there was a decline in the number of enrollees due
to financial factor and access to internet. Moreover, a
lot of teachers as well as students and parents shared
their negative experiences with regard to online
learning amidst pandemic. In the study by Gherhes et
al. (2021), it was found that learning without social
interaction begets negative emotions among teachers
and students who often feel anxiety or panic when
using online platforms. Supporting this, it was also
stressed that learning at home poses risks for stress,
isolation, and depression which are all hindrances in
teach ing - learning process (ED, 2021). As
in education requires consideration for appropriate
interventions to ensure effective learning will occur at
home.
In the new normal education, among all learning areas,
Mathematics seems to be challenging as students
receive a little guidance from the teachers regarding
the procedures in solving mathematical problems
indicated in the learning modules. Recent studies
showed that mathematical concepts have become
difficult to understand in the new normal setting. In
fact, Ariyanti & Santoso (2020) found out that the
average of mathematics learning outcomes before
online learning is greater than the average after online
learning. The average positive response from students
toward mathematics is higher before online learning
than it is after. Sintema (2020) published a report on
the opinions of math and science instructors regarding
the potential impacts of COVID-19 on STEM
education and student achievement. Due to fewer
contact hours for students and their incapacity to
consult their teachers about problems they are having,
math and science professors claimed that there would
likely be a decline in the students' performance on
exams.
With the aforementioned difficulties in Mathematics
education in the new normal, Azubuike & Aina (2020)

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Research Article
divulged that the active roles played by parents during
these uncertain times have become more significant.
This only means that parents should invest time and
energy into helping their children to become
independent and confident. They must be on the
teaching roles that reinforce family bonding and
sharpens parenting and teaching skills at the same time
(Hajal & Paley, 2020).
The Philippines had experienced the same struggles as
the other countries around the globe due to the
pandemic crisis. The country’s Department of
Education (DepEd) decided to suspend schooling for
the year 2020-2021 to protect teachers, students, and
teachers from various risks and shocks caused by the
pandemic effects. Despite such vulnerabilities, the
DepEd has initiated various movements to still deliver
quality education to students amidst the uncertainties
caused by the pandemic situation.
Coupled with a strong commitment and collaboration
among education actors, the desired results of the
continuity plan would be presumably achieved.
Supporting this, Rasmitadila et al. (2020) stressed the
importance of collaborative efforts and resource
sharing among educational stakeholders including
government, schools, teachers, parents, and the
community.
Several studies related to pandemic situation largely
deal with online classes, learning difficulties, distance
learning education, children’s wellbeing, teachers’
experiences in normal education (Rasmitadila et al.,
2020). While a vast array of studies discussing
pandemic effects on education have been conducted,
there is still a dearth of academic references that show
parents’ contribution and involvement in new normal
education. Taken this as a motivation, this study aims
to determine the extent of family involvement on
Mathematics performance of the students. Delving into
this study would contribute to developing an
enhancement plan that could further assist parents,
students, and teachers in facing the demands of new
normal education.
Research Questions
This study aimed to determine the extent of family
involvement on Mathematics performance of Grade 7
students during new normal education. Specifically,
this study sought to answer the following objectives:
1. What is the demographic profile of the respondents
in terms of:
1.1 Type of relationship with the student;
1.2 Monthly Income;
Maricel S. Flores
1.3 Educational Attainment;
1.4 Age;
1.5 Sex;
1.6 Civil Status; and
1.7 Number of Children assisted?
2. What is the extent of family involvement on
Mathematics performance of Grade 7 students in terms
of:
2.1 Learning Resources;
2.2 Learning Assistance;
2.3 Learning Environment;
2.4 Learning Motivation; and
2.5 Learning Assessment?
3. What is the Mathematics performance of the Grade
7 students?
4. Is there a significant relationship between the extent
of family involvement and the Mathematics
performance of Grade 7 students?
Literature Review
New normal education has been developed as an
immediate response to the paralysis caused by adverse
effects of pandemic situations. Both teachers and
students have started to navigate online world as it is
much safer and more feasible to utilize for continuing
academic progress amidst the uncertain times.
Transitioning to new normal education has never been
easy. It requires a lot of resources and collaborative
efforts from various stakeholders working together on
the best possible ways to still achieve learning
progress. Schleicher (2020) argued that the allocation
education funds from the government fluctuate in
response to external shocks as it previously prioritized
investment. Consequently, the slowdown of economic
growth associated with the spread of the virus has
affected the availability of public funds allocated for
education.
Cahapay (2020) argued that new normal post-
COVID-19 opened opportunities to rethink and revise
the goals of education making it more relevant,
appropriate, and responsive to the times of disasters
and diseases. Curriculum should touch on a set of
preparedness competencies in the different fields of
study. In fact, Pawilen (2020) developed a
supplementary curriculum for kindergarten children in
the Philippines who were affected by the enhanced
community quarantine (ECQ) period brought by the
coronavirus disease 2019 (COVID-19) pandemic. He
made a curriculum which focused on helping children
make use of their time at home to experience
meaningful learning with their family while
understanding what is happening around them and
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why they need to follow a lot of rules individually, as a
family, and as a community.
Family involvement is seen as one of the positive
contributors to the successful implementation of new
normal education. Although learning is less guaranteed
due to frequent assessment of students’ learning
progress, the collaborative efforts between the school
and home bridge the learning gaps provided that
parents and other significant members of the family
are capable of doing scholarly practices related to
educating learners.
The role of parents or any family members on
students’ learning has become more dynamic as they
take roles in monitoring learners’ development and
performance on their day-to-day activities during the
independent learning hours (Kuruvilla, 2020). Such
initiative would help teachers meet the desired
learning outcomes at the end of the day.
Smokosha (2020) investigated the relationship
between parental involvement and student academic
achievement in middle school. Using Pearson
correlation, results indicated that there were two
significant positive correlations between parental
involvement and student academic achievement, which
were parents signing weekly grade reports and parents
initiating calls with the school. However, most of the
data from the Pearson correlation revealed that there
was no significant correlation between parental
involvement and student academic achievement, such
as parents checking grades and parents returning calls
from school, and parents reading notes, emails, and
texts from school.
In their paper, Khajehpoura & Ghazvini (2011)
examined the role that parental involvement on
children’s academic performance. Results indicated
that parents who consistently check on child’s learning
progress, provide engaging educational activities at
home and talking to children about classroom, lessons
and friendly topics had children who performed better
in class had better grades.
Jay et al. (2017) emphasized the importance of
parental involvement in finding the math” in everyday
life and activity with their children. It was found out
that parents become more confident in their analysis of
mathematics in life, they develop new strategies for
sharing their thinking and awareness with their
children. In connection, Kikas (2017) examined the
longitudinal associations between children’s
perceptions of parental involvement in Math
performance and motivation. Result indicated that
mothers’ support was related to the task persistence of
Maricel S. Flores
the students in Mathematics based on the completed
math tests, self-concept evaluation, and mothers’ task
persistence during homework.
Indeed, the sustained cooperation that parents have
exerted to making new normal education successful is
indeed a promising practice. Liu et al. (2020) argued
that increasing parental involvement in the education
activities does not only positively impact the students’
achievement but also help parents understand the
various ways to improve instruction (Pineda et al.,
2018).
Methodology
The researcher utilized the quantitative research
method since the study aimed to determine the extent
of family involvement on Mathematics performance of
Grade 7 students during new normal education. The
descriptive-survey research design was used in this
study. This type of research was deemed to be the
most appropriate design to use considering the amount
of time and the protocols promulgated by the
concerned agencies amidst pandemic situation or
controlling any of the variables unlike the
experimental (McCombes, 2020). Likewise, Bhasin
(2019) emphasized what kind of question to be asked
in the research study. The descriptive research
provides the answer to the “what” part of a research
and does not answer the questions why/when/how.
Findings generated from using descriptive research
could be a good basis for secondary research.
Participants of the Study
The research population was selected Family-members
of the Grade 7 students in the division of Santa Rosa
City. The researcher used stratified random sampling
in getting the sample for each section. This type of
sampling allows each member of the groups to get
equal opportunity to be selected using simple
probability. The researcher made use of this
probability sampling technique to quickly obtain a
sample population that best represents the entire
population being studied. Moreover, this stratified
random sampling technique was perceived to be the
most appropriate technique to utilize. Using the
stratified random sampling formula, the researcher was
able to come up with 196 participants for this study.
Instruments of the Study
The researcher used self-constructed questionnaire
supported by related literature and studies related to
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the research topic. The research survey instrument was Table 1. Frequency and Percentage Distribution of the
composed of three parts. Respondents in terms of Classification

The first part of the instrument pertained to the

demographic profile of respondents. Then, the second
part of the instrument comprised the extent of family
involvement in learning resources, learning assistance,
learning environment; learning motivation; and
learning assessment with 10 indicative statements for
each variable.

Procedure This manifests that parents are the ones who help their
children in accomplishing the academic tasks and who
The researcher underwent several stages to gather the initiate efforts to assist their children in doing school-
needed information for the conduct of the study. First related activities in this new normal situation.
was the permission to conduct the study. The
Table 2. Frequency and Percentage Distribution of the
researcher sought approval from the Office of Schools
Respondents in terms of Monthly Income
Division Superintendent in Santa Rosa City regarding
the objectives and conduct of the study. Afterwards,
the researcher also secured approval from the Office of
the School Principal in each junior high school. The
researcher then asked assistance from the Mathematics
teachers to determine the Grade 7 parents who are
readily available to accomplish the study.

However, due to the health protocols made to respond

to the pandemic situation, the researcher conducted an This shows that most of the respondents have a low
online survey through google forms or distributed income considering the bracket in social class by
printed questionnaires while practicing the health income level.
standards during the data gathering. Furthermore, the
researcher asked the respondents to sign the informed Table 3. Frequency and Percentage Distribution of the
consent form and data privacy act form to make the Respondents in terms of Educational Attainment
procedures legal. The parents were likewise given at
least two weeks to accomplish the survey instrument
so that they could provide reliable and truthful
answers. All responses that have been collected were
analyzed and interpreted.

Ethical Considerations

The researcher herself explained and gave the

informed consent to each participant before the
conduct of the study. She ensured them that the
information would be used with utmost confidentiality
and within the purpose of the study only. With these results, it can be said that most of the
respondents have not acquired academic advancement
which also reflects their monthly income. Most
Result respondents had the same level of understanding with
the children who were being assisted.
This section presents the findings according to the
The table 4 shows the frequency and percentage
study's research questions.
distribution of the respondents in terms of age. It can

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Research Article

Table 7. Frequency and Percentage Distribution of the

Respondents in terms of Number of Children Assisted

be deduced from that the table that most of the

respondents from 41 – 50 years old and 31 – 40 years
old with the total frequencies of 68 (34.7%) and 61
(31.1%) respectively.

Table 4. Frequency and Percentage Distribution of the
Respondents in terms of Age
The table shows the frequency and percentage
distribution of the respondents in terms of civil status.
It reveals in the table that majority of the respondents
assisted 1 to 3 learners with that total percentage of
59.2.

Table 8. Respondent’s Assessment on the Extend of

Family Involvement in terms of Learning Resources

Table 5. Frequency and Percentage Distribution of the

Respondents in terms of Sex

This manifests that female has shown much

participation in assisting the Grade7 students in
accomplishing mathematics activities.

Table 6. Frequency and Percentage Distribution of the

Respondents in terms of Civil Status

This result manifests that most of the respondents are
parents as shown in their civil status.
It can be depicted that the respondents taught the
learners about the improvisation process of learning
materials to uphold the value of resourcefulness to the
large extent with the highest mean of 3.92. This only
means that since restrictions have been imposed to all,
respondents secure the health of the learners by not
exposing them outside the house.

It can also be gleaned from the table that the

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respondents moderately provided learning devices
such as a laptop, smartphone, or personal computer
and paid for stable internet connection to pursue
distance learning education which both got a mean of
3.32. These learning resources are too expensive than
other learning materials being mentioned and
considering also that majority of the respondents have
low income.
Table 9. Respondent’s Assessment on the Extent of
Family Involvement in terms of Learning Assistance
It can be depicted that the respondents communicated
with teachers regarding the ways and procedures to
accomplish the learning tasks to the large extent with
the highest mean of 4.14. This only means that
constant communication of the family in school is
indeed an enabler to give learning assistance that is
appropriate to the learners towards meaningful
learning.
The respondents ask the assistance from a private
tutor who can help learners understand the lessons to
the moderate extent with the lowest garnered mean of
3.31. This implies that hiring tutor is just an option for
Maricel S. Flores
them considering the socio-economic status of the
families.
Table 10. Respondent’s Assessment on the Extend of
Family Involvement in terms of Learning Environment
It reveals from the table that the respondents posted
reminders on the wall to keep learners updated
regarding the learning tasks they need to accomplish to
the large extent with the highest mean 3.92. This
implies that posting reminders seems to be effective
strategy for the learners to comply with the academic
requirements on time.
It can be gleaned from that table 11 that they
consistently remind learners to never stop growing as a
person by taking advantage of independent learning
and reflective practice emphasized in these uncertain
times to the large extent with the highest mean of 4.01.
This implies the positive encouragement provided by
the respondents can have a significant impact on the
way’s learners think about lifelong learning
opportunities.
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Table 11. Respondent’s Assessment on the Extend of

Family Involvement in terms of Learning Motivation

It can be gleaned from that table that they asked

learned for an update regarding their acquired
knowledge and skills to determine their progress to the
large extent which got the highest mean of 4.17. This
implies that simple conversation is one of the ways
they use to check on the learner’s progress at home.

Table 13. Performance in Mathematics of Grade Seven

Students

With the following reported grades, these manifest that

learners are moving towards the mastery of the
competencies and skills stipulated in Mathematics
learning area. They lack some skills needed to master
the subject in distance learning education based on
Table 12. Respondent’s Assessment on the Extend of acquired academic grades.
Family Involvement in terms of Learning Assessment
Table 14. Spearman Rank: Significant Relationship
between the Performance in Mathematics of the
Respondents and the Extent of Family Involvement

It can be gleaned from that table that there is a

significant relationship between the students’
mathematics performance and the extent of their

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family involvement in all variables. Although there is

a weak correlation, it still manifests that participation
of the family in new normal education can help
students improve their academic performance.
Furthermore, their involvement is found to be a
significant contributor to academic success amidst
pandemic situations.
in terms of learning assessment and motivation. These
results show that motivation practices and styles of the
family members usually vary depending on their
socio-economic status.

Table 15. Kruskal – Wallis H – Test: Comparison Table 17. Kruskal – Wallis H – Test: Comparison on
Respondent’s Assessment on the Extent of Family the Respondent’s Assessment on the Extent of Family
Involvement in terms of Learning Resources when Involvement when Grouped According to Educational
Grouped According to Type of Respondent Attainment

It can be gleaned from that the table that there is a

significant difference between the type of respondent
and learning environment and learning motivation.
These results only mean that motivation practices
provided by the family members vary and they provide
different ways in creating favorable environment for
learners.

Table 16. Kruskal – Wallis H – Test: Comparison on

the Respondent’s Assessment on the Extent of Family
Involvement when Grouped According to Income
Group

It shows that there is no significant difference between

the respondents’ extent of involvement and their
educational attainment. This explains that whatever
educational attainment the family member has
achieved, their extent of involvement in the learners’
learning resources, assistance, environment,
motivation, and assessment was the same.

It reveals that there is a significant difference between

the respondents’ income group and their involvement

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Table 18. Kruskal – Wallis H – Test: Comparison
on the Respondent’s Assessment on the Extent of
Family Involvement when Grouped According to
Age Group
It reveals that respondents’ involvement in learning
assessment and resources was different based on their
age group. This explains that age influences the
selection of learning resources and assessment tools to
be used for assisting learners in new normal education.
Table 19. Kruskal – Wallis H – Test: Comparison on
the Respondent’s Assessment on the Extent of Family
Involvement when Grouped According to Sex
It shows that there is no significant difference between
the respondents’ extent of involvement and their sex.
This explains that the respondents’ extent of
involvement in the learners’ learning resources,
Maricel S. Flores
assistance, environment, motivation, and assessment
was not affected nor influenced by their sex.
Table 20. Kruskal – Wallis H – Test: Comparison on
the Respondent’s Assessment on the Extent of Family
Involvement when Grouped According to Civil Status
It shows that there is no significant difference between
the respondents’ extent of involvement and their civil
status. This explains that whatever the civil status of
the family members is, it would not make their extent
of involvement in the learners’ learning resources,
assistance, environment, motivation, and assessment
different.
Table 21. Kruskal – Wallis H – Test: Comparison on
the Respondent’s Assessment on the Extent of Family
Involvement when Grouped According to Number of
Children Assisted
It shows that there is a significant difference between
the respondents’ extent of involvement in terms of
learning resources and assistance and the number of
children assisted. This explains that the assistance
given by the family members vary depending on the
number of children being assisted. The more children
who need assistance, the more difficult to handle.
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Conclusion
In light of the results of the study, the following
conclusions were deduced: (1) Most of the respondents
who extended assistance to the grade 7 students were
parents; thus, they played a significant role in
providing financial and emotional support as well as in
motivating and facilitating the sources to improve their
child's academic performance amidst pandemic
situations. (2) Learning motivation is vital given the
fact that the pandemic effects are detrimental to the
emotional, social, and mental states of the students. In
view of this, it was d educed that positive
encouragement from parents, siblings, and other
family members are of big help for the students to
overcome the challenges in the new normal education.
(3) With regard to the performance of Grade 7 students
in mathematics subject, the learners were struggling in
mastering the competencies and skills in mathematics
learning area as manifested in their academic grades. It
can be concluded that the inability to conduct face-to-
face instruction and lack of supervision add up to the
difficulties of the students in learning mathematics,
thus affecting their performance in the subject. (4)
There was a significant relationship between the
students’ mathematics performance and the extent of
their family involvement in all variables. This implies
that family involvement is a significant contributor to
academic performance of grade 7 students amidst
pandemic situations. (5) The involvement of family
members varied depending on the number of children
assisted. This only implies that the more children in
the family, the more difficult it is to provide
assistance.
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Affiliations and Corresponding Information
Maricel S. Flores
Aplaya National High School
Department of Education - Philippines
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