CHAPTER I

INTRODUCTION

Background of the Study

Parental involvement in education encompasses volunteering, attendance, and

collaboration, forming a multi-dimensional aspect of the educational system. Volunteering at

school events fosters community bonds and enriches the school's overall atmosphere. Attendance

simply means being present at a specific place or event. It's a way to track who's there and who's

not. Collaborative efforts between parents and school staff are vital for successful project

implementation, enhancing educational quality, and creating a supportive, nurturing learning

environment for students (Epstein, 1995). In summary, parental involvement unites families and

schools, playing a pivotal role in enhancing students' educational experiences and growth.

In the Philippines, family is deeply ingrained as an integral component of society, a

testament to the nation's rich history, cultural values, and adaptive nature (Alampay, n.d.). Yet,

this societal tapestry is woven against the backdrop of a long history of political and social

challenges, posing formidable obstacles for Filipino parents in the upbringing of their children

(Blair, 2014). Recognizing the importance of engaging parents in the education of their children,

such involvement is synonymous with schools taking proactive steps towards implementing

changes and fostering student development. As parental participation increases, it not only

benefits the students but also elevates the prospects of achieving substantial reforms in the

quality of education (Sapungan and Sapunga, 2014).

Further emphasizing the global importance of parental involvement, the Australian

Institute of Family Studies, as highlighted by (Lopez et al., 2019), underscores the positive
impact of parents' engagement in school activities on the social development of children. This is

particularly evident in the Australian context, where a strong emphasis is placed on community

involvement in education. The recognition of the significance of parental involvement in

promoting social growth aligns with the international understanding that active engagement of

parents transcends geographical boundaries, underlining its universal importance in enhancing

the educational experience for students worldwide.

At Panitan National High School, some parents are volunteering to enhance classroom

facilities. They're generously contributing televisions, fans, chairs, and basic school supplies,

fostering a more conductive learning environment. Simultaneously, a collaborative spirit thrives

as parents, school administrators, and teachers join forces to implement a range of impactful

programs. These include scholarships, feeding programs, classroom construction and renovation

projects, and health and nutrition programs. This holistic approach underscores the collective

commitment to students' welfare and educational development.

This study aims to investigate the impact of parental involvement on educational

outcomes, project quality, and the student learning experience. It seeks to ascertain whether

heightened parental engagement, including volunteering, attending meetings, and collaborating

with educators, leads to more effective project implementation in schools. The goal is to

understand how parental participation can enhance project quality and the student learning

environment.

Statement of the Problem

The study generally aims to investigate the correlation between Parental Involvement and School

Project Implementation of Grade - 12 students at Panitan National High School.

 Specifically, it seeks to answer the following questions:

1. What is the parental involvement in terms of volunteering, attendance, and

collaboration with teachers of Grade - 12 students?

2. What is the school project implementation of Grade - 12?

3. Is there a significant relationship between the parental involvement and school project

implementation?

Hypothesis

To answer foregoing questions, the researchers advance the null hypothesis stating that:

There is no significant relationship between the parental involvement in terms of

volunteering, attendance, and collaboration, and school project implementation.

Theoretical Framework of the Study

This study was anchored to the following theories which have significantly related to:

Epstein’s framework of six types of involvement (Joyce L. Nancy Epstein's)

Nancy Epstein's framework categorizes parental involvement into six types: parenting,

communicating, volunteering, learning at home, decision-making, and collaborating with the

community. This framework is helpful for understanding the diverse ways in which parents can

engage with schools. For school project implementation, the "collaborating with the community"

dimension is particularly relevant, as it highlights the partnership between parents and schools to

enhance educational initiatives.

 The "Collaborating with the Community" dimension in Epstein's framework relates to

school project implementation and parental involvement by emphasizing the partnership between

parents, the school, and the wider community. When parents, school staff, and community

members work together, they can provide resources, support, and expertise to make school

projects more successful. This collaboration enriches the learning experience for students and

ensures that projects are implemented effectively, improving the overall quality of education. In

simpler terms, it shows that when everyone, including parents and the community, joins forces,

school projects become better and students benefit

Ecological Systems Theory (Bronfenbrenner)

This theory considers the broader context in which individuals develop. It emphasizes the

role of parents, students, teachers, administrators, and the larger community in the success of

school projects, highlighting the need to examine these interactions at multiple levels. It provides

a comprehensive framework for understanding how various factors in the microsystem (family,

school) and beyond influence parental involvement and the success of school projects.

Bronfenbrenner's Ecological Systems Theory is highly pertinent to the relationship

between parental involvement and school project implementation. This theory underscores that a

child's development is shaped by various systems and environments, notably the family, school,

and community. The microsystem, which encompasses immediate interactions, highlights the

crucial role of parents in education. When parents are actively engaged, it can positively impact

school project implementation by offering support and resources. The mesosystem emphasizes

that effective communication and collaboration between parents and teachers are vital for project

success. The exosystem's external influences, such as community resources, play a role in

shaping the quality and scope of school projects, as parents may leverage these resources. The
macrosystem, reflecting cultural and societal values, can affect both parental involvement and

project outcomes. Overall, Bronfenbrenner's theory underscores the intricate interplay between

parental involvement and school project success, calling attention to the broader context in which

these interactions take place.

Conceptual Framework

The independent variable focus is the parental involvement of including the volunteering,

attendance, and collaboration, and the dependent variable is the school project implementation.

Independent Variable Dependent Variable

Parental Involvement

 Volunteering
 Attendance School Project Implementation
 Collaboration

Significance of the Study

The study provides an additional information on parental involvement and school project

implementation among Grade - 12 students of Panitan National High School. The results of the

study will hold significant importance among entities and individuals for several reasons.

Students: The findings of the study can benefit students by potentially enhancing their

academic performance. When parents actively participate in their education and school projects,
students often receive better support, resources, and guidance, leading to improved learning

experiences and academic outcomes.

Parents: Parents who actively participate in school projects gain a deeper understanding

of their child's educational experiences, curriculum, and learning needs. This insight enables

them to provide more targeted support at home.

Teachers: Teachers can gain insights from this study to understand the impact of

parental involvement on project implementation and student performance. They can adapt their

teaching methods and project designs to leverage the support of engaged parents effectively.

School: School can benefit from this research by recognizing the role of parents in

project implementation and improving collaboration between parents and school staff. This can

lead to more successful and enriching educational programs.

Future Researchers: The result of this study was useful to the future researcher because

it can be a reference to them if they engage or conduct a study related to the social behavior of

the students regarding the new normal education.

Scope and Delimitation of the Study

The scope of this study encompasses Grade – 12 students at Panitan National High

School, their parents, guardians, and teachers. It focuses specifically on school project

implementation within the academic year 2022 - 2024.

 The study is limited to Grade - 12 students, and findings may not be generalizable to

other grade levels or academic programs. The research will focus solely on Panitan National

High School, and findings may not be representative of other schools or regions.

Definition of Terms

For a better understanding of the important terms to be used in this study, the researchers

defined both conceptually and operationally. The first meaning is conceptual, and the second

meaning is operational.

Attendance. This refers to the act of being present at a specified location or event, often

measured in terms of one's physical presence (Johnson and Smith, 2018).

In this study, it refers to the tangible manifestation of commitment or participation,

reflecting an individual's physical presence in a given setting, such as a class, meeting, or event.

Collaboration. This refers to the intentional and coordinated effort of individuals, such

as parents and teachers, working together to achieve a shared goal, specifically focused on

enhancing the implementation of school projects (Johnson and Smith, 2018).

In this study, it refers to actively engaging with others, like parents and teachers, in a

synchronized manner to effectively contribute to and improve the execution of school projects.

Educational Quality. It refers to the overall standard of excellence in education,

encompassing factors such as student performance, available resources, and the overall learning

environment within an institution (Smith and Brown, 2020).

 In this study, it refers to the excellence of education through various aspects like student

achievements, available resources, and the overall atmosphere that contributes to a positive

learning experience.

Implementation. It refers to the systematic process of translating a predetermined plan,

idea, or project into action within the educational context, specifically addressing how school

projects are executed (Williams et al., 2019).

In this study, it refers to the step-by-step execution of a planned idea or project,

particularly highlighting the hands-on process of bringing school projects to life.

Macro System. It refers to the level that represents cultural and societal values

influencing parental involvement and the outcomes of school projects (Bronfenbrenner, 2005).

In this study, it refers to the broader cultural and societal factors that shape and impact

parental involvement and the overall success of school projects.

Mesosystem. It refers to the significance of effective communication and collaboration

between parents and teachers for successful project outcomes within Bronfenbrenner's

Ecological Systems Theory (Chen and Davis, 2017).

In this study, it refers to the importance of seamless communication and collaboration

between parents and teachers, acting as a crucial link for the success of school projects.

Microsystem. It refers to the immediate interactions level, emphasizing the family and

school as vital components influencing parental involvement and school project success

(Bronfenbrenner, 2005).
 In this study, it refers to the immediate interactions between family and school, playing a

pivotal role in influencing both parental involvement and the success of school projects.

Parental Involvement. It refers to the active engagement and participation of parents or

guardians in their children's education, encompassing activities like volunteering, attending

meetings, and collaborating with teachers (Anderson and Wilson, 2016).

In this study, it refers to the direct and active engagement of parents or guardians in

various educational activities, showcasing their commitment to supporting their children's

learning.

Project Quality. It refers to the standard of excellence or level of success achieved in

implementing school projects, influencing students' learning experiences (Smith and Johnson,

2018).

In this study, it refers to the success and excellence of school projects, considering their

impact on enhancing students' overall learning experiences.

Volunteering. It refers to the voluntary offering of one's time and effort for a specific

cause or organization, such as participating in school events or projects (Miller and Clark, 2019).

In this study, it refers to the willing dedication time and effort to contribute to a particular

cause or organization, exemplified by active involvement in school events or projects.