BACKGROUND OF THE STUDY

Student engagement is the key factor in student success. It is defined as the degree to

which students are actively involved in their learning. Engaged students are more likely to

achieve academically, persist in their studies, and graduate from high school and college.

Classroom environment was a significant predictor of student engagement. Students in

classrooms with a positive climate, supportive teachers, and challenging academic work were

more likely to be engaged than students in classrooms with a negative climate, unsupportive

teachers, and less challenging academic work. (Wang and Fredricks,2014). Parental

expectations were a significant predictor of student engagement. Students whose parents had

high expectations for their academic success were more likely to be engaged in their studies than

students whose parents had lower expectations. (Yee and Grolnick, 2009).

Singapore's educational reforms since 1997 have shifted from traditional content-based

curricula to promoting innovation and risk-taking. This study examines parental expectations

and student engagement in Singapore, emphasizing the importance of a supportive, stimulating,

and inclusive classroom environment for student success (Yamamoto and Holloway, 2010).In

Nonthaburi, Thailand, international schools are embracing technology in four different ways.

Parents expect that courses in the classroom will instill creativity and confidence in their

children. Parents expect that the school will have a positive leadership reputation and solid

academic standards. They expect a positive picture of effective and transparent leadership

behaviors. (Kraiwanit, T., & Namraksa, S., 2023)

In both the USA and Australia, parental expectations for their children’s educational

choices have risen in recent years, driven by their ability to access a wider range of information,

which allows them to explore diverse educational options, including international schools.
Furthermore, studies in both the USA and Australia emphasize the influence of parental

expectations on student engagement. Parents who actively participate in their child’s education

and set high standards tend to positively impact their child’s motivation and academic

performance.(Wang,2023)

According to Nierva (2009), parent involvement in the Philippines is vague because

there is still a need to improve parent involvement practices, especially those promoting the

parents’ active involvement in the child’s learning at home and in school. Much of the practices

of Filipino are brought about by history including the ways parents race their children. The

Philippines are facing different problems that are cause and greatly affects families. Thus, our

country, like other countries continually seeks for solutions to bridge the gap.

A study in Davao City found that when students distinguish and know their own parent

expectations, they will find suitable activities that suit their learning preferences, which can

enhance their students' engagement (Man, 2010). Moreover, Herman Miller (2008) stated that

to increase student engagement and thus improve student performance, has created and

marketed classroom arrangements designed to this end. In addition, if the students fail to spot

their preferred or compatible classroom environment, they could lose interest in the students'

engagement as they fail to seek out suitable activities that can boost their learning interest.

As contemporary educational landscapes evolve, the intersection of classroom

environment and parental expectations in shaping students' engagement has become

increasingly complex. Despite some research on these factors (Smith et al., 2017; Johnson,

2018), there exists a pressing knowledge gap in understanding how these elements interact,

particularly in the context of modern education. With the fast-paced changes in teaching

methods and the growing importance of parental involvement, this study is of paramount
importance at this juncture. Urgent attention is required to investigate this relationship since its

findings can profoundly impact the development of educational strategies and policies aimed at

enhancing student engagement.

Moreover, there are a number of things that parents of children with special educational

needs and disabilities expect the school and the instructors to do. Despite the lack of a

significant correlation between parents' expectations and engagement and the learning

outcomes of children with special needs, the data collected suggest that parents' expectations

and engagement together can predict better learning outcomes for the students. The most

significant predictor of learning outcomes for children with disabilities and special needs was

parental participation. Although there were obstacles to parental involvement, these obstacles

did not significantly limit it. Therefore, in order to improve the education of children with

special educational needs, there should be more possibilities for parents to participate in it.

Correspondingly, this research endeavor will provide teachers with valuable insights and

strategies to effectively engage with students, therefore enhancing their students in an engaging

and dynamic manner, and their parents expect to control or change the bad temper.

Additionally, these meaningful and respectful interactions with students may facilitate

comprehending effective strategies for fostering students' engagement. Furthermore, this study

will benefit future researchers by serving as an additional guide and reference to their existing

research, enhancing the overall quality and depth of the study. This will provide a deeper

understanding of the correlation between the classroom environment and parental expectations

towards students' engagement.

The dissemination of the study is to aims broadly distribute its findings to staff and

administrators at all levels, from the school to the division level. In order to reach a wider
audience, the researcher also plans to share the findings at a national research conference. The

study assures student participation and provides paper and electronic copies of the research for

future reference by inviting students as receivers in the classroom. Additionally, the attempt to

include faculty from many schools displays the dedication to knowledge exchange and

encouraging continual learning. The study hopes to have a significant impact and help the larger

educational community through these all-encompassing distribution tactics