Parental Involvement and Academic Performance of Grade 12 Students

A Quantitative Research

Parental Involvement and Academic Performance of Grade 12 Students

______________________________________________

In Partial Fulfillment of the Requirements

In App5 (Quantitative Research)

1st semester, SY 2022–2023

________________________________

Dela Fuente, Lawrence JC Z.

Escalante, Anna Lou

Morite, Michelle A.

Tañola, Christal Jay S.

May 2023
 APPROVAL AND ENDORSEMENT SHEET

This research study entitled “Parental Involvement and Academic Performance

of Grade 12 Students” prepared and submitted by Lawrence Jc Z. Dela Fuente, Anna
Lou Escalante, Michelle A. Morite, and Christal Jay S. Tañola in partial fulfillment for
the requirements in Practical Research 2, has been examined, accepted and approved, and
is hereby endorsed.

LYDEE S. DILAG
Research Adviser

PANEL OF EXAMINERS

This is to further certify that the above-mentioned researchers have adequately modified
and improved the research study based on the suggestions and recommendations of the
Panel.

JOHN MICHAEL Z. MAITEM, MAEd

Chairperson

NERRIE APLE M. GALBIZO LYDEE S. DILAG, MAST

Panel Member Panel Member

Accepted in partial fulfillment of the requirements in Practical Research 2.

JOHN HARRY S. CABALLO

Principal

Date of Oral Examination :

Oral Examination :
 ABSTRACT

A parent’s involvement in a child’s education greatly affects their academic

performance. There have been studies that show mechanisms that explain this
phenomenon. In this study, the researchers aim to find out the correlation on
Parental Involvement and Academic Performance of the grade 12 students
from ABM, HUMMS, and STEM strand at the University of Mindanao. In
order to get results, the researchers opted for a quantitative correlational
research design and gathered the data by distributing the research instrument
to the students in both face-to-face and online surveys. The gathered data were
then analyzed by pearson-r coefficient. Overall, It showed that there is a
significant relationship between parental involvement and academic
performance in grade 12 students at the University of Mindanao. The level of
Parental Involvement is relatively high, these results can help parents and
educators determine where to concentrate their efforts in order to boost
parental involvement and raise academic performance. Also, the level of our
Academic Performance is also a high level, these findings can inform
educators on where they can focus their efforts to enhance the academic
performance of students, such as by developing programs that help students
improve their habits in studies. The study recommends parents to keep
supporting their children financially and emotionally, establish open
communication, and stay involved in their children's academic progress.
Students are encouraged to communicate with their parents, develop better
study habits, and participate in extracurricular activities. Teachers are advised
to create programs to assist students in improving their study habits and
encourage parental involvement. Future researchers are recommended to use
the study as a guideline for future investigations.
Keywords: Correlation, Convenience Sampling, Parental involvement, Academic

performance, Grade 12 student

ACKNOWLEDGEMENT

With the assistance and direction of important individuals, the researchers were

able to complete this investigation effectively. With this, the researchers would like to

express their sincere appreciation to the following people for their assistance with the

study's completion:

We would like to acknowledge our warmest thank you to our chairperson

Ma’am/Sir (name) on ensuring our research objectives. We would also like to thank our

teachers who became panelists Ma’am(name), Sir(name), and Ma’am (name) for our

outline defense, giving brilliant comments and suggestions, thanks to you.

Also, we are grateful to our research adviser Ma’am Lydee S. Dilag who made

this study possible. Her guidance and advice carried us through all the stages of writing

our research.

To our peers who supported us throughout our study, we appreciate their

assistance and encouragement.

Lastly, we thank the Almighty God for the guidance and strength, for the shower

of blessing throughout the success of the research study.

Researchers
 TABLE OF CONTENTS

Page

Title Page i

Approval and Endorsement Sheet ii

Abstract iii

Acknowledgment iv

Table of Contents v

List Tables and Figures vi

CHAPTER

1 Introduction

Background of the Study 1

Statement of the Problem 2

Research Hypothesis 3

Significance of the Study 3

Scope and Delimitation of the Study 4

Theoretical and Conceptual Framework 4

Review Related Literature 6

Definition of Terms 11

2 Methodology

Research Design 12

Research Participants 12

Research Instruments 13
 Data Gathering Procedure 15

Data Analysis 16

3 Results and Discussion

Level of Parental Involvement 18

Level of Academic Performance 20

Significant Relationship between Parental Involvement 22

and Academic Performance of Grade 12 students

Conclusions 23

Recommendations 24

References

Appendices

A Letters to the Validators

B Research Instruments

C Validation Sheet

D Reliability Test Result

E Letter of Permission to Conduct the Study

F Informed Consent

Curriculum Vitae
 LIST OF TABLES AND FIGURES

Table Title Page

1 Interpretation of Table of Parental Involvement 22

2 Interpretation Table of Academic Performance 24

3 Level of Parental Involvement 27

4 Level of Academic Performance 29

5 Significant Relationship of Parental Involvement and 30

Academic Performance of Grade 12 Students

Figure Title Page

1 Conceptual Framework of Parental Involvement and 12

Academic Performance
 ii

CHAPTER 1
INTRODUCTION

Background of the Study

The UN report emphasized education as the fundamental right and necessity, which
is important in achieving the second Millennium Development Goal or MDGs (UNESCO,
2011). In fact, quality education and, by extension, strong academic achievement ensure
skilled and progressive citizenry. It directly impacts the person's prospect for a good life,
opportunities in life, income, and well-being (Barton, Drake, Perez, St. Louis, & George,
2004). Hence, it is crucial to have a clear understanding of what benefits or hinders one's
education or their academic achievement.

In Norway, a study revealed that factors influencing early abandonment of students

in upper secondary schooling or grades 10 through 12 is highly related to their parents.
The structural aspects of a family such as their educational attainment, employment status,
socioeconomic, and income status is often determined or became an excellent indicator of
academic success (Lamb, 2011; Rumberger, 2011).
In West Africa, Getting an education is crucial for learning new things and
developing new abilities. Academic success of the students and the parents' educational
background are closely correlated. This is due to the fact that parents who attended school
themselves understood the value of education. They have a higher likelihood of helping
their kids succeed academically. These youngsters outperform those from non-encouraging
families at school thanks to the family's support and encouragement, Ugjuwa, G.O. (2010).
In the Philippines, The COVID - 19 pandemic has profoundly altered the way that
families live. According to earlier research, students' progress in studying is negatively
correlated with how much time they spend alone at home at their academic establishments.
They are anticipated to have more leisure time to pass the time, create irregularity, have
unhealthy eating habits and sleeping patterns. These negative effects on kids are
anticipated to appear over extended quarantine periods that surely would have an influence
on their academic progress (Zhang, J., Shuai, L., Yu, H., Wang, Z., Qiu, M., Lu, L., &
Chen, R.., 2020).
 Moreover, there has not been much research about how parental involvement
affects a child's academic performance especially involving Senior High School students.
This study mainly focuses on students, and their academic success, its relationship. The
researchers want to find out if there is significant correlation between the student's
academic success and the parent's involvement.

Statement of the problem

This study is Descriptive-Correlation Research particularly concerned regarding

the Parental Involvement and Academic Performance of Grade 12 Students. To obtain all
knowledge, data, and information, the research sought to answer the crucial questions as
follows:

1. What is the level of parental involvement of Grade 12 Students, in terms of?

1.2 Emotional support;
1.3 Financial Support; and
1.4 Physical Support?

2. What is the level of academic performance of Grade 12 Students, in terms of?

2.1 Interest;
2.2 Study Habit; and
2.3 Academic Motivation?

3. Is there a significant relationship between parental involvement and academic

performance of Grade 12 students?

Research Hypothesis

The hypothesis below was tested at 0.05 level of significance:

H0: There is no significant relationship between the level of parental involvement and
academic performance of grade 12 students.
Significance of the Study

The entire study aimed to mediate or explain how parental involvement influences
a child's academic performance. Having stated that, the findings of this study will be
extremely beneficial to the following:

Parents. This study will assist parents in understanding how they can make a
significant contribution to their students' academic performance.
Students. As for the students, this study will surely make a big impact on their
study because they can have full support from their parents. Because of their parents'
support, the students will be expected to excel.
Teachers. Teachers play key roles in the school system's efforts to encourage
parental engagement. It was proposed that encouraging behavior on the part of teachers as
well as transformational school leadership for the support of parental involvement inspire
parents to become more actively involved in their children's education.
School Administrators. School administrators play key roles in the school
system's efforts to encourage parental engagement. The study's goal was to find out how
school administrators encourage parental participation in their students' education.
Scope and Delimitation of the Study

In general, the main focus of this study is to provide information about the Parental
Involvement and Academic Performance of Grade 12 Students S.Y. 2022-2023. Only
Grade 12 STEM, HUMMS, and ABM Senior High School students from the University of
Mindanao Bolton Campus will be included as respondents in this survey.
Within this suggested system, this survey is only included to the STEM, HUMMS,
and ABM male and female Grade 12 students at University of Mindanao. Also, this study
is only available to the students who have parents. In addition, Grade 11 students from
University of Mindanao are not included in the conduct of our survey and we administered
an online questionnaire created for the students as part of this research to determine the
relationship between parental involvement and academic performance for grade 12
students.

Theoretical & Conceptual Framework

This research is based on the study of Epstein's Parental involvement Model

(Epstein, 2001). Epstein's Model for Parental Participation Epstein (2001), a key
participant in practice and research on parental participation, outlined six different sorts of
parent’s participation: parenting, communicating, giving back, decision-making, at-home
learning and working with the neighborhood. These six forms of participation have been
endorsed for a position in a comprehensive school, family, and partnerships with the
community (Sheldon & Epstein, 2005).

In addition, this study was anchored to Cognitive Theory of Cognitive

Development by Jean Piaget. The development in children and emphasized the
constructive role of experience with peers and family members. Proposed a cognitive
theory development in children, emphasizing the beneficial role of experience with
colleagues and family members. Piaget theory was based on the assumption that young
Children are active learners who have a strong desire to learn. Constant effort to match
their internal constructions which entails their own interpretation of the real world and
external constructions which are composed of the external realities they are confronted
with in their lives surroundings (Piaget, 1981).
 Moreover, we also included The Ecological Systems Theory that was developed by
American psychologist Urie Bronfenbrenner to describe how social settings influence
children's development. This idea highlights the value of researching kids in various
ecological systems, also known as habitats, in an effort to comprehend their development.
According to Bronfenbrenner's ecological systems theory, children frequently become
entangled in a variety of ecosystems, starting with the most personal one at home, moving
up to the bigger school system, and finally reaching the largest system, which includes
society and culture. Throughout all facets of the children's lives, these ecological systems
necessarily interact and have an impact on one another. The five nested levels of external
impact used in Bronfenbrenner's ecological model are Microsystem, Mesosystem,
Ecosystem, Macrosystem, and Chronosystem.

INDEPENDENT VARIABLE DEPENDENT VARIABLE

Figure 1: The Conceptual Framework of Parental Involvement and Academic Performance

The figure shows the conceptual framework of the study. The independent variable
with its indicators Emotional support, Financial support, Physical support. On the other
hand, a dependent variable is academic performance with its indicators Interest, Study
Habit, Academic motivation

Review of Related Literature

 After the researchers conducted a thorough and in-depth search, this chapter covers
the pertinent literature and studies. Additionally, the theoretical and conceptual framework
will be presented in order for the research to be completely understood. Lastly, the
definition of words will be provided in order for the study to be more easily understood.

Parental Involvement

Parental participation at home might include activities such as school-related chats,

homework assistance, and reading with children. Parents can get involved at school by
working in the classroom, attending workshops, or visiting school plays and athletic
activities. Parental involvement may take several forms, such as talking with instructors
and students, assisting with homework, and visiting the school (Deslandes & Bertrand,
2021; Lavenda, 2022). Parental involvement promotes pupils' participation in classroom
activities and enhances their academic performance (Hong & Ho, 2005; You & Sharkey,
2022). Additionally, parental participation improved children' perceptions of their own
academic competence and self-worth. Parents are crucial to children's learning, according
to Rasinki and Fredricks (2022). When children receive a lot of love and care from their
parents, they perform better in school (Zang & Carrasquillo, 2022).

Emotional support. Expressions of motivation, listening skills, ability to reflect,

and comfort (Dale, Williams & Bowyer, 2012). In the study conducted to 728 first-year
students which questioned them about their families' financial and emotional support,
their level of campus involvement, and their academic achievement. Academic
achievement and parental emotional support were found to be significantly correlated.
Students with high levels of reported family support were 19% more likely than their
friends to achieve a GPA of 3.0 or better. Additionally, they had a 24% higher chance of
continuing their education after their freshman year and a 19% higher chance of earning
more credits. A greater sense of belonging on campus was also noted by students who
reported receiving a lot of support from their families (Donell, 2018).

Parents must be regarded as a constant and essential part of the curriculum. (Nihat
Gürbüztürk & Ad, 2013). They note that if a program is school-based, academic success is
ensured. Parental involvement at home helps to support instruction. Parent involvement in
education has been reported to produce fruitful results in numerous areas, including
improved student higher academic performance, motivation, school attendance, and school
satisfaction attachment, responsibility, and self-assurance, as well as improved social skills
and less discipline problems.

Emotional support is an integrated aspect that is important for student engagement,

social inclusion, efficacy beliefs, and learning-related emotions. Seeking emotional
support is thus a crucial student coping technique (Devonport & Lane, Citation2006).
Student coping is described as the "ability to deal with negative emotions, setbacks, and
obstacles" (Sullivan, Citation2009, p. 114), and is associated with the notion of
self-efficacy. This relates to pupils' confidence in their potential to achieve specified
performance objectives, for which prior mastery experiences, support and encouragement
from others, and interpretations of one's own emotional reactions are essential (Bandura,
Citation1997).

Financial Support. Financial support is based on family financial socialization,

with parents playing a key role in their children's financial education (Gudmunson &
Danes, 2011; Jorgensen & Savla, 2010). While personal experiences (LeBaron et al., 2019;
Tang & Peter, 2015) and other agents of financial socialization (e.g., peers, school, and
media) gain influence in adolescence, parents continue to play the most important role in
the financial functioning of their emerging adult children (Shim et al., 2010; 2015) as they
cope with achieving financial independence - an important feature of adulthood (Arnett,
2015; Zupani et al.
Many emerging adults, particularly students, are still financially dependent on their
parents (see Serido et al., 2015 for the United States; Zupani et al., 2018 for Europe). In
Slovenia, the majority of people aged 19 to 24 live with their parents, either full-time
(65.4%) or part-time (26.4%) (Lahe et al., 2021). Slovenian teenagers indicate that their
parents provide them with all of the financial aid they require (Lep et al., 2021). Over
two-thirds (69.0%) of 19-24-year-olds anticipate parental financial assistance in the future,
and 81.4% anticipate their parents assisting them financially in resolving their housing
situation (Lahe et al., 2021). The parents' continuous financial obligation may provide
difficulties in managing the family/personal budget, financial planning, and satisfaction.
 The location of this study is Norway. The chance of finishing upper secondary
school is highly related to the education of the parents. Despite the fact that 90.8% of
pupils whose parents have graduated Upper secondary education completed with more
than four years of higher education, so only 57.6% of pupils whose parents have graduated
from a lower secondary school have the greatest level of schooling (Statistics Norway
2020). Additionally, studies indicate that parents' employment status and who they lived
with when they were 15-year-olds whether they are both parents or not) are factors
influencing early abandonment of upper secondary schooling. (2011) (Markussen et al.).

Physical Support. According to (Burns et al., 2019). Increased concentrations of

daily physical support may not only improve health outcomes but also yield higher
academic performance by improving cognitive abilities, student behavior, and academic
achievement within the pediatric age group. However, no theoretical model has yet been
presented to interrelate dimensions of parental engagement and support, physical activity,
and academic success within the pediatric population. It was discovered that a unit
increase in parental academic involvement was associated with a 6%-15% improvement in
student numeracy scores and a 6%-12% improvement in student literacy scores using a
cross-sectional survey and a sample of 2,669 sixth grade students (Mahuro & Hungi,
2016). These findings point to a connection between parental academic support and kids'
academic success. However, the correlation between parental academic support and
parental physical activity engagement, although logical, has not been thoroughly explored.
These potential connections, along with the relationship between parental involvement in
physical activity promotion, may offer a thorough framework for comprehending these
interconnections.

According to Peters (2012), "when schools have a reputation for success, they
typically receive a lot of parental interaction". Finally, Mwai Kimu (2012) says in his a
qualitative investigation on parents' participation in Kenyan public primary schools shows
that society needs to become more involved in education, and that starts with having the
backing of the parents. He asserts that the teacher-parent relationship can improve
parent-school relationships because instructors are parents' primary point of contact with
the school, the teacher/parent relationships are essential to students' achievement and
Parental Involvement.

Academic Performance

Academic performance is often assessed by grade point average (GPA), which is a

student's average of all final grades, and symbolizes a person's performance as determined
by the educational institution which also reflects an individual's capacity to learn certain
courses (Steinmayr, 2014). A student's GPA, which measures how well they did in all of
these classes over the course of the academic year, is derived by averaging their grades
across all of their courses. A higher GPA indicates a student's overall accomplishment
(The Glossary of Education Reform, 2013). Normally, courses are weighted in accordance
with the number of credits they are worth. Universities and companies frequently assess a
student's general aptitude using their GPA (Steinmayr, 2014).

Interest. Students are better equipped for fulfilling jobs if they find their academic
interest while still in high school and college. Learning is energized by interest, which is a
strong motivating factor that directs academic and professional paths (Renninger & Hidi,
2016). It is how student interest in education refers to a student’ propensity towards a
certain subject in which he or she is effortlessly able to connect.
In addition, the study conducted in SMA Muhammadiyah 10 Surabaya is a high
school that is unique compared to other high schools. In this school, all students have room
to develop their talents and interests. Each talent community can even submit a proposal to
develop its own community. His assessment is consistent with what he does in the talent
interest community (Nur, 2020). Moreso, practical material education will be prioritized
periodically, then gradually approach scientific theory. Students will learn more about the
material encountered in lectures and in real life based on their talents and interests
(Prasetyo & Supriyanto, 2018).

Study Habit. A study habit is an action that students routinely and habitually do in
order to complete the goal of learning. Examples include reading, taking notes, and
holding study sessions. Depending on how effectively they benefit the pupils, study habits
may either be deemed effective or useless. To study is to set aside time and commit oneself
to the activity of studying, as well as to immerse oneself in a process of learning, practice,
enlightenment, and education, As a result of the foregoing, a study habit can be derived as
purchasing a set timetable and uninterrupted time to devote to the work of learning (Alex,
2011).Plowden (1967) found that when both parents and children teachers give the support
structure required to steer their kid's growth, so the youngster has a better chance of
succeeding for educational attainment. The study habits, along with the correct setting,
feedback, and coaching, assist the individuals to cultivate a balanced personality. Teachers
work at schools, while parents work at home should guide the learner for his/her study
practices. As a result, it is the responsibility of teachers and parents to identify students'
good study habits should be encouraged and guided properly.

Academic Motivation. Motivation enables students to engage in educational

activities and sustain their learning statuses. Academic motivation is the desire a student
has for academic subjects (as demonstrated by their approach, persistence, and level of
interest) when their competence is measured against a standard of performance or
excellence. This idea will have an impact on how deeply they process investment
information. It also has to do with defining goals, self confidence, and creating
accomplishment expectations (DeNaeghel J, 2012). According to the self-determination
theory, motivation may be classified into two types: regulated and autonomous (Deci &
Ryan, 1985, 2000; Niemiec& Ryan, 2009). Students will be autonomously motivated
when they participate in activities that are relevant to their interests and beliefs.
Self-determination theory divides autonomous motivation into two subcategories:
identification and intrinsic. When pupils participate in activities because of external or
internal pressure, their motivation is regulated. In turn, self-determination theory divides
motivation into two subtypes: extrinsic motivation and introjected motivation.

Definition of Terms
 The following concepts were defined in order to comprehend and make clear how
they were used in the study:

Academic Performance. It is the level of a student’s outcome of academic

performance. Academic success ought to be viewed as a multidimensional concept that
includes several learning disciplines. (Meißner et al., 2014). It can significantly influence
an individual’s cognitive thinking in a way that makes them concerned in their own
intellectual skill growth. Achievement is frequently used in school. In this study, it
particularly implies interest, study habits, and academic motivation.

Parental Involvement. It has been described as representing a variety of parenting

styles; parenting routines like parents' expectations for their children's academic success;
parents' communication with their kids about school; parents' involvement in school
activities; parents' connectivity with teachers about their child; and parents' rules at home
that are regarded as being related to education. Goodall and Harris (2007). In this study, it
specifically refers to emotional support, financial support, and physical support
 CHAPTER 2

METHODOLOGY

This chapter discusses the research design used in this study, the place of the
conduct of this study, the research respondents, the research sampling method, the research
instrument, the data gathering, and the statistical tool used in the data analysis and in
interpreting the results of this study.

Research Design

This research employed a quantitative correlational design. Correlational research

design is a research method that aims to investigate the connection between the two
variables without the manipulation or control of the researchers. It also reflects the
researcher’s observance of the two variables' strength or direction; its direction can either
be positive, negative or no correlation at all. (Bhandari, 2021). By using this research
method, the researchers should be able to gather data precisely and immediately while
making it valid. In this study, the researchers aim to find the relationship between parental
involvement and academic performance.

Research Participants

Students from the University of Mindanao in grade 12 of STEM, ABM, and

HUMSS strands served as the study's respondents. An online survey looks at how parental
participation influences grade 12 academic performance. Convenience sampling was used
to gather the necessary data for the investigation. Additionally, the University of Mindanao
has 670 students enrolled, the sample size for this study being 245 students.

The researcher’s preferred method was convenience sampling. Convenience

sampling is beneficial when time is a constraint as it is a simple method and takes minimal
effort. Many researchers prefer convenience sampling as there are few rules to follow, and
it allows researchers to generate large samples in short periods of time. Therefore, each
student who took a look at the online survey was picked based on their availability. The
researchers will ensure the privacy of any person who completes the online survey and
accept full liability if the above mentioned information were to become public.

Research Instruments

This study used an adopted and modified questionnaire from Balbosa, J. (2010)
Factors Affecting Mathematics Performance of Laboratory High School Students at
Laguna State Polytechnic University Academic Year 2009-2010. Factors Affecting
Mathematics Performance of Laboratory High School Students at Laguna State
Polytechnic University Academic Year 2009-2010. Survey Instrument on Parental
Involvement and Academic Achievement for the purpose of gathering data from
respondents.

Also, the questionnaire was divided into two sections. The first section of the
Survey Questionnaire, which consisted of 18 items, is intended to examine the participants'
Parental Involvement via Emotional support, which has 7 items; Financial support, which
has 5 items; and Physical support, which has 6 items. The second section of the Survey
Questionnaire consisted of 3 indicators which are Interest, that has 6 items; Study habit,
which has 10 items; and Motivation, which has 4 items. This section was intended to
evaluate the participants' Academic Performance.

This survey questionnaire also employed a scale of one (1) to five (5) in order to
determine the degrees of parental involvement and academic performance: one (1)
strongly disagree, two (2) disagree, three (3) moderate, four (4) agree , and five (5)
strongly agree. Furthermore, the reliability of the survey forms were calculated using
Cronbach’s Alpha with a result of .807 which signifies that all eighteen (18) items of the
questionnaire are reliable and internally consistent.
In determining the parental involvement, the researcher used the following
parameters in the study:

Table 1: Interpretation table for Parental Involvement

 RANGE DESCRIPTION INTERPRETATION

4.20 - 5.00 Very High This shows that parental involvement is

always present. It implies that parents give
emotional support, financial support and
physical support at all times.

3.40 - 4.19 High This shows that parental involvement is

often present. It implies that parents give
emotional support, financial support and
physical support most of the time.

2.60 - 3.39 Moderate This shows that parental involvement is

sometimes present. It implies that parents
frequently give emotional support,
financial support and physical support at
all times.

1.80 - 2.59 Low This shows that parental involvement is

rarely present. It implies that parents don't
give much emotional support, financial
support and physical support rarely.

0.00 -1.79 Very Low This shows that parental involvement is

never present. It implies that parents never
give emotional support, financial support,
and physical support at all times.

The second section is intended for Academic Performance of the participants. The
second section consists of 20 items, Interest (6 items), Study habit (10 items) and
Motivational support (4 items).

The researcher will grade the participants on a scale of one (1) to five (5) in order
to determine the degrees of parental involvement and academic performance: one (1)
strongly disagree, two (2) disagree, three (3) moderate, four (4) agree , and five (5)
strongly agree. Furthermore, the reliability of the survey forms were calculated using
Cronbach’s Alpha with a result of .905 which signifies that all twenty (20) items of the
questionnaire are reliable and internally consistent.
In determining the academic performance of the students the researchers used the
following parameters in the study:

Table 2: Interpretation table for Academic Performance

 RANGE DESCRIPTION INTERPRETATION

4.20 - 5.00 Very High This shows that the students always exhibit
outstanding performance on his/her academic
performance at all times. It implies he/she
never struggles in his/her subjects and other
academic related tasks.

High This shows that the students always exhibit

3.40 - 4.19 good performance on his/her academic
performance at all times. It implies he/she
rarely struggles in his/her subjects and other
academic related tasks.

2.60 - 3.39 Moderate This shows that the students always exhibit
average performance on his/her academic
performance at all times. It implies he/she
occasionally struggles in his/her subjects and
other academic related tasks.

1.80 - 2.59 Low This shows that the students always exhibit
little performance on his/her academic
performance at all times. It implies he/she
struggles in his/her subjects and other
academic related tasks.

0.00 -1.79 Very Low This shows that the students always exhibit
poor performance on his/her academic
performance at all times. It implies he/she
always struggles in his/her subjects and other
academic related tasks..

Data Gathering Procedure

This research was accompanied by steps that will guide the researcher to complete the

investigation. The steps involved in the data gathering procedures are the following:

Asking Permission to Conduct the Study. The researchers had written a letter

attributed to the Senior High School Principal to have secured permission to conduct the

study, including the administration of the survey instruments to the respondents.

Informed Consent Form. Essentially, the respondents had been asked to sign an
informed consent before starting each survey; this form indicated their authorization to be

included as respondents in the research study. Individuals are entitled to make educated

decisions for themselves and decide whether or not they want to share the data they have,

taking into account the human freedom and independence of research of the respondents.

For the role of the researchers, they will ensure that the subjects have understood this and

its future implications.

Administration of Questionnaire. Following the acceptance and response of the

letters as mentioned above, the researchers will continue to disseminate the survey

questionnaires to the respondents, the senior high school students of the University of

Mindanao, during their free time. Once the responses are completed, the researchers will

compile the questionnaires.

Collection and Encoding of Data. After collecting and compiling the survey

questionnaires, the role of the researchers is to organize, present, and tally the numerical

data from the administered questionnaire.

Interpretation and Analysis of the Data. The researchers will interpret and analyze

the gathered data and now proceed to explain and discuss the results section of the

research.

Data Analysis

In order to evaluate the data gathered by the researchers about parental involvement and
academic performance of the respondents, the following statistical tools are used.
Mean. This statistical method was employed to identify the level of students'
parental involvement, including all of its dimensions. It was also used to determine the
level of a student's academic performance as well as its three indicators.
Standard Deviation. This statistical method was used to quantify the amount of
variation or dispersion of the data values particularly the level of parental involvement and
the level of academic performance of the students.
Pearson-r Correlation Coefficient (r-value). This statistical method was used in
determining the relationship between the dimensions of parental involvement and
academic performance of grade 12 students. It was also used to determine the relationship
between parental involvement and academic performance of grade 12 students.
 CHAPTER 3

RESULTS AND DISCUSSION

The study is presented, analyzed, and interpreted in this chapter. The shown data
will be accompanied with interpretations.

This section will serve as the foundation for the development of the conclusion and
suggestions.

Findings

This section will give the analysis and interpretations of the questionnaire results.
The results obtained from the respondents are as follows.

Level of Parental Involvement

Table 3 shows the level of parental involvement among grade 12 senior high school
student’s emotional support, financial support, physical support, and the overall mean.

Table 3. Level of Parental Involvement of Grade 12 students, n=245

Indicators x̄ SD

Emotional Support 3.63 .717

Financial Support 3.93 .684

Physical Support 3.36 .848

Overall 3.75 .564

Table 3 shows that the total mean of our Parental Involvement in grade 12 senior
high school students is 3.75, which is considered a Financial support and has the highest
mean score of 3.93, which is indicated as a high level. Meanwhile, physical support has
the lowest mean score of 3.36, and this corresponds to moderate level.
 As a result, Financial Support signifies that Parental Involvement is often present.
The financial support level indicates that the high level of involvement a student engaged
in being financially supported by their parents is high; that the students are being given
extra allowance for academic or for personal needs, enabling them to be satisfied with the
allowance and can buy the complete materials required by the school.

Moreover, the parents are able to connect well with their child, it includes activities
such as monitoring the child’s academic progress, assisting in their homework, or visiting
the academic institution.

According to the data, parental involvement among Grade 12 students in this

sample. is relatively high, especially in terms of financial and emotional assistance. There
may be options for parents to provide their children's education with more physical help,
though. These results can help parents and educators determine where to concentrate their
efforts in order to boost parental involvement and raise academic performance.
Furthermore, the results are reliable with the research of (Donell, 2018). It was
discovered that academic performance and parental emotional support were highly
connected. Students who reported high levels of family support were 19% more likely than
their peers to attain a GPA of 3.0 or above. They also had a 24% greater likelihood of
continuing their education after their first year and a 19% greater chance of acquiring more
credits. Students who reported having a lot of support from their family expressed a
stronger sense of belonging in school.
Dale, Williams, and Bowyer (2012) state that. Motivational expressions, listening
abilities, the ability to reflect, and comfort. The survey included 728 first-year students
who had applied for financial aid at eight different four-year colleges. It inquired about
their families' financial and emotional support, their level of campus participation, and
their academic performance.
Level of Academic Performance

Table 4 shows the levels of the academic performance among Grade 12 students in
the University of Mindanao (Main) in terms of interest, study habit, motivation. Table 2
also includes the overall mean and the valid n.

Table 4. Level of Academic Performance of Grade 12 students, n=245

Indicators x̄ SD

Interest 3.89 .610

Study Habit 3.78 .643

Motivation 3.89 .780

Overall 3.75 .564

Table 4 presents the total mean of the academic performance of grade 12 students which is
at 3.75, which is considered as a high level. The indicator with both highest mean is
interest and motivation having 3.90, which is considered a high level. While the study
habit has the lowest mean with a 3.78, but also considered as a high level.
As a result, the interest signifies that the students engage in satisfactory academic
performance. The table suggests that Grade 12 students in this sample have a high level of
academic performance, also with good motivation and test-taking skills. However, there
appears to be a lack of study habits among the students, which could potentially be
addressed to further improve their academic performance. These findings can inform
educators on where they can focus their efforts to enhance the academic performance of
students, such as by developing programs that help students improve their habits in
studies.
According to (Renninger & Hidi, 2016), students are better prepared for meaningful
professions if they discover their academic interests while still in high school and college.
Interest fuels learning, and it is a powerful motivator that determines academic and
professional courses. According to (DeNaeghel, et al., 2012), motivation helps students to
participate in educational activities and maintain their learning statuses. Academic
motivation is a student's passion for academic topics (as evidenced by their approach,
tenacity, and degree of interest) when judged against a standard of performance or
excellence. This concept will influence how thoroughly people digest investment
information. It also has to do with setting objectives, developing self-confidence, and
setting expectations for success.

Significant Relationship between Parental Involvement and Academic Performance

of Grade 12 students

The primary purpose of this research is to see if there is a significant relationship

between parental involvement and academic performance among the senior high school
students. Table 5 shows the statistical test results of the vital link between the variables.

Table 5. Significant Relationship between Parental Involvement and Academic

Performance of Grade 12 students

Correlated Variables r-value p-value

Parental Involvement .618 .000

Academic Performance

As reflected in the table 5, the computed r-value of parental involvement to the

academic performance is at .618, it shows a strong positive relationship. It can be said that
with sufficient parental involvement, the student’s academic performance rises. Likewise,
if the parental involvement decreases, then the student’s academic performance also
decreases. Besides, since the p-value is at .000, which is lower than the level of
significance (α = 5%), thus the null hypothesis of the study is rejected. Indicating that a
significant relationship is existent between parental involvement and academic
performance.

Furthermore, the result implies that the students who are involved on intellectual
level, personality, student incentive, student skills, academic attentiveness, academic
routine, they are more likely engaged in academic performance conduct. These behaviors
can range from simple choices like working hard to your goals while listening to the
parents orders. Similarly, those students who do not engage in parental engagement will
develop poor academic performance. Parental involvement increases student participation
in classroom activities and improves academic performance (Hong & Ho, 2005; You &
Sharkey, 2022). Furthermore, parental involvement increased children's judgments of their
own academic aptitude and self-worth. Rasinki and Fredricks (2022) argue that parents are
critical to their children's learning. Children do better in school when they receive a lot of
affection and attention from their parents (Zang & Carrasquillo, 2022). Furthermore,
parental participation may take several forms, including interacting with teachers and kids,
helping with homework, and visiting the school (Deslandes & Bertrand, 2021; Lavenda,
2022).

Conclusions
The following conclusions are provided given the students:

The level of parental involvement of grade 12 senior high students got an overall
mean of —---which is described as high level. It implies that students engage in Parental
Involvement. It also implies that they have a high level of Parental Involvement in terms
of financial support, emotional support and physical support. Financial support has the
highest mean score of 3.93, which is indicated as a high degree level. Meanwhile, physical
support is the lowest. According to the data, parental involvement among Grade 12
students in this sample. is relatively high, especially in terms of financial and emotional
assistance. There may be options for parents to provide their children's education with
more physical help, though. These results can help parents and educators determine where
to concentrate their efforts in order to boost parental involvement and raise academic
performances' mean score of 3.36, and this corresponds to moderate degree level.

On the other hand, Senior High school students also have a high level of Academic
Performance. It means that students engage in Academic Performance in terms of interest,
study habit and motivation. The indicator with the highest mean is interest having 3.89,
which is considered a high degree level. While the motivation has the lowest mean with a
minimum of 1.25, described as very low degree level. As a result, the interest signifies that
the students engage in satisfactory academic performance. The result suggests that Grade
12 students in this sample have a high level of academic performance, with good study
habits and test-taking skills. However, there appears to be a lack of motivation among the
students, which could potentially be addressed to further improve their academic
performance. These findings can inform educators on where they can focus their efforts to
enhance the academic performance of students, such as by developing programs that help
students improve their motivation.

According to the findings of this study, Parental Involvement and Academic

Performance are linked. According to the r-value of parental involvement to the academic
performance is at .618, it shows a strong positive relationship. It said that with sufficient
parental involvement, the student’s academic performance rises. Likewise, if the parental
involvement decreases, then the student’s academic performance also decreases. Besides,
since the p-value is at .000, which is lower than l Involvement and Academic Performance
have a very strong positive relationship, the level of significance (α = 5%), thus the null
hypothesis of the study is rejected. Indicating that a significant relationship is existent
between parental involvement and academic performance.

Recommendations

To address the growing concern about parental involvement and academic

performance among the grade 12 students, This study highlights the importance of parental
support in the academic success of Grade 12 high school students. The findings indicate
that financial and emotional support from parents significantly affects academic
performance. the need to develop better study habits among students to further enhance
their academic achievements.
Based on the findings and conclusions on this study, the following
recommendations are provided:

To the parents, it can be recommended that parents should keep supporting their
Grade 12 high school students financially and emotionally in order to improve their
academic performance. According to the study, parental support, particularly in the form
of financial and emotional support, significantly affects academic performance. Also,
establish open communication with their children to better understand their academic
needs and goals. Stay involved in their children's academic progress and support their
academic pursuits.

And to the students, the researchers encourage them to communicate with their
parents and ask for support in their academic pursuits. Additionally, the researchers
recommend the students to realize the importance and develop better study habits through
the provision of study tips and time management strategies. Encourage students to
participate in extracurricular activities to enhance their social and academic skills.

As for the teachers, the survey shows that students have a high level of academic
performance but a lack of study habits. As a result, educators should create programs or
opportunities that assist students in improving their study habits, which can improve their
academic achievement. Educators should encourage programs that aim to create a
supportive learning environment for the students. Encourage parental involvement in their
children's education through parent-teacher conferences and regular communication.

And for the school administrators, the researchers advise that they should provide
teachers with the necessary resources to enhance their teaching strategies and student
engagement. School administrators should promote and encourage parental involvement
by creating opportunities for parents to participate in school activities and conferences.
School administrators should conduct regular evaluations to assess the effectiveness of
programs aimed at improving parental involvement and academic performance.

Finally, the researchers recommend that future researchers utilize this as a

guideline for future investigations on Parental Involvement and Academic Performance of
Grade 12 Students. Other possible studies about the Parental Involvement and Academic
Performance of Grade 12 Students can be investigated, suggestions by the researchers.
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April 23, 2023

NAME
Senior High School Department
University of Mindanao
Bolton, Davao City

Dear Ma’am:

We would like to invite you to be our Validator for our research study entitled Parental
Involvement and Academic Performance of Grade 12 Students. This research study is eing
conducted in partial fulfillment of the requirements in Practical Research 2 (APP 5) subject
enrolled in 1st Semester, SY 2022-2023.

Your positive response is highly appreciated.

Respectfully,

LAWRENCE JC Z. DELA FUENTE ANNA LOU ESCALANTE

Researcher Researcher

MICHELLE A. MORITE CHRISTAL JAY S. TAÑOLA

Researcher Researcher

Recommending Approval:

LYDEE DILAG
Research Adviser

Approved by: Accepted by:

JOHN HARRY S. CABALLO NAME

Principal, SHS Validator
 Appendix B

Research Instruments
 Appendix C

Validation Sheet
 Appendix D

Reliability Test Result

April 21, 2023

JOHN HARRY S. CABALLO
Principal, SHS
University of Mindanao
Bolton St., Davao City

Dear Sir Caballo:

We are writing a request for permission to conduct a research study at your institution. We are
currently enrolled in the Science, Technology, Engineering, and Mathematics (STEM) strand
at the University of Mindanao Senior High School Department and are in the process of
writing our research paper. The study is entitled “Parental Involvement and Academic
Performance of Grade 12 Students''.

We hope that the school administration will allow us to recruit an accumulated 245 students
from ABM, HUMMS, and STEM strand, regardless of gender, who are between the ages of
17-21 from the school anonymously complete a 1-page questionnaire. Interested students,
who volunteer to participate, will be given a consent form to be signed by their parent or
guardian and returned to the primary researcher at the beginning of the survey process.

If approval is granted, student participants will complete the survey in a classroom or other
quiet setting on the school site during their leisure time, and in an online-type survey. The
survey process should take no longer than February 27, 2023. The survey results will be
pooled for the thesis project and individual results of this study will remain absolutely
confidential and anonymous. Should this study be published, only pooled results will be
documented. No costs will be incurred by either your school/center or the individual
participants.

Thank you for your positive response.

Sincerely,
LAWRENCE JC Z. DELA FUENTE ANNA LOU ESCALANTE
Researcher Researcher
MICHELLE A. MORITE CHRISTAL JAY S. TAÑOLA
Researcher Researcher

Noted by: Approved by:

LYDEE DILAG JOHN HARRY S. CABALLO
Research Adviser Principal, SHS
Appendix F

Informed Consent
 Curriculum Vitae

Dela Fuente, Lawrence JC Z.

129 Quezon BLVD, Poblacion District, Davao City
0960 607 3368
jcdelafuente606@gmail.com

PERSONAL DATA:

Age : 18

Sex : Male

Civil Status : Single

Citizenship : Filipino

Birth Date : February 1, 2005

Birth Place : Tecarro Polyclinic Hospital Davao City

EDUCATIONAL BACKGROUND:

Primary : Magallanes Elementary School

2013-2017

Junior High : Erico T. Nograles National High School

2017-2021

Senior High : University of Mindanao

2021-Present
 Curriculum Vitae

Escalante, Anna Lou

Phase 4, block 106, Lot 24 Deca Homes, Brgy Indangan, Davao city
0935 524 7363
escalanteanna42@gmail.com

PERSONAL DATA:

Age : 18

Sex : Female

Civil Status : Single

Citizenship : Filipino

Birth Date : June 8, 2004

Birth Place : Southern Philippines Medical Center

EDUCATIONAL BACKGROUND:

Primary : Don Julian Rodriguez Sr. Elementary School

2013-2017

Junior High : Cabantian National High School

2017-2021

Senior High : University of Mindanao

2021-Present
 Curriculum Vitae

Morite, Michelle A.
Phase 2 Sandawa, Brgy 76-A, Davao City
0981 591 8656
moritemichelle302004@gmail.com

PERSONAL DATA:

Age : 18

Sex : Female

Civil Status : Single

Citizenship : Filipino

Birth Date : September 30, 2004

Birth Place : Marfil Rosario, Agusan del Sur

EDUCATIONAL BACKGROUND:

Primary : Marfil Elementary School

2013-2017

Junior High : Marfil National High School

2017-2021

Senior High : University Of Mindanao

2021-Present
 Curriculum Vitae

Tañola, Christal Jay S.

Blk 8 Lot 1 Talusa, Talomo, Davao City
0912 893 7204
jaytanola07@gmail.com

PERSONAL DATA:

Age : 19

Sex : Male

Civil Status : Single

Citizenship : Filipino

Birth Date : April 2, 2004

Birth Place : Davao Doctors Hospital, Quirino Avenue, Davao City

EDUCATIONAL BACKGROUND:
Primary : A. Bonifacio Elementary School
2013-2017

Junior High : Talomo National High School

2017-2021

Senior High : University of Mindanao

2021-Present