SSRN Id3630178

FEU ROOSEVELT
Sumulong Highway, Cainta, Rizal
Republic of the Philippines
GRADUATE SCHOOL OF EDUCATION
PARENTAL INVOLVEMENT AND ACADEMIC PERFORMANCES
OF GRADE 7 STUDENTS
by
Julieth Valenzuela Leander, M.A. Ed.
Frederick Edward T. Fabella, Ph. D.
June, 2020
PARENTAL INVOLVEMENT AND ACADEMIC PERFORMANCES OF GRADE 7 STUDENTS by Leander and Fabella 2020
Electronic copy available at: https://ssrn.com/abstract=3630178

ABSTRACT
This study is focused on the Parental Involvement and the Academic Performances of
Grade 7 students in Marikina High School, Relatively this study discussed the level of Parental
Involvement in terms of Epstein‟s six types of Parental Involvement . It Identified the relationship
between the level of Parental Involvement and Academic Performance of the students by getting their
General Weight Average for the second grading period. This research followed the Descriptive
relational research design to determine the relationship between the Parental Involvement and
Academic Performance of Grade 7 Students in Marikina High School.
The Systematic Cluster Sampling procedures were utilized in this study , there were 265
respondents ( Parents of students ) from 7 sections of 20 sections for Grade 7 level of Marikina High
School, School Year 2019- 2020.
In order to obtainthe pertinent data for this study , the deportment part of the students‟ report card
was used as it showed the academic performance . On the other hand, a Likert Scale Questionnaire
was used to identify the level of Parental Involvement to categorize the Parental Involvemet ( at
home and school ) The researcher used the Family Involvemet Questionnaire based on Epsteins‟
Framework on Parental Involvement.
The profile variables of the parents were also considered and correlated with the level of
Parental Involvement, In terms of educational attainment parents, who finished high school had the
largest frequency followed by elementary graduates and the rest were able to get higher level of
education. In terms of Gender female parents or guardians mostly answered the survey or
questionnaire. The parents with the age of 30-35 got the highest frequency. In terms of socio –
economic status it showed that average monthly salary of family was about 11,000- 15,999 who got
the highest percentage out of 265 parents respondents.
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The level of Parental involvement consisted of two variables ( school and home ) .The Level of
parental involvement at home in terms of parenting, learning at home, decision making and
communicating indicated that the parents were frequently involved except for decision making
where the parents agreed that they sometimes participated in the decision about school matters. The
level of Involvement of Parents in school such as volunteering , collaborating , decision making and
for communicating was also frequent. Similarly the academic performanceof the students
weresignificantly correlated with the level of parental involvement at school. The age and educational
attainment of parents were significantly correlated with the level of involvement of parents in the
education of their children at home. The Parental involvement was moderately high level and the
academic performance of grade 7 students was moderately satisfactorily in their class in grade 7.
The findings of this study implies that Parental Involvement is very important to achievethe academic
performance of students, especially those who were found to have unsatisfactory grades. The school
could work in collaboration with the parents with the end view of bringing about improvement in the
academic performance of the students.
It is thus recommended that school should consider coming up with activities, projects or programs
that will entice the parents to volunteer to be part of the said activity / project or program. It is also
recommended that open communication be enhanced among parents, children and teacher to
establish rapport. Guidance Counselor may take integrative programs to support the efforts of parents
and teachers when it comes to academic performance of students. The school should consider
conducting seminar / workshop for the parents on the use of technology and online spaces resources
as a potential new formatsto support parental involvement.
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CHAPTER 1
Introduction
Parental involvement in the child‟s education has always been discussed in and out of the academe,
both as rhetoric and a phenomenon. Parental involvement in the child‟s education garnered support
over the years as it is a factor that affects the academic successes of children. (Castro, Expósito-
Casas, López-Martín, Lizasoain, Navarro-Asencio, & Gaviria, 2015). But the reality of parental
involvement, specifically in Philippine context must be studied further as drastic changes in
behaviors relating to family, parenting and its indirect effect to the child‟s academic success and
behavior are displayed in school. (Alampay, 2014).
There is an actual evidence or proof in school concerning lack of parental involvement and its effect.
These are the testimonies from the class advisers or subject teachers every time the attention of
parents are called they use “Call Slip form” from guidance office, issued by the adviser or subject
teacher more often , parents don‟t show up because they are working, too much busy in their
businesses and no one attends to the needs of their young child, A proof of lackof parental
involvement is the lower number of parents who participate during every Parent-Teacher
Conference, Out of 40 class number, the actual number of parents during meeting or any school
activities is just about 30% of the parents, and Lastly most of the parents are not interested to get the
report card of their children, They did not get the chance of meeting the teachers of their children to
know their standing in class or any problem inside the school. .There is no communication between
the teachers and parents and this is the reason why some students have remained a problem in
school proper remediation or intervention regarding academic performance.
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The chosen topic I had it shows Parents have underestimated the importance of Parental Involvement
in a busy world of today, Lack of concern in terms of parental involvement is manifested in the
performance of their children academic, attitudes,family problem early pregnancy , pre-marital sex
and drop outs. Parents are not aware of the domino effect if the parents just show their involvement
in terms of the student‟s academic performance.
Family is a fundamental factor that contributes to the development of the child, since it is the first
social and educational environment that he or she encounters. Parental connection capitulate pupils
enhanced performance in school; thus families must ascertain a supportive home environment for
their children as learners. This study surveyed the influences of parent-supported using Epstein‟s
framework on the different parenting styles and on its effect on bridging the gap between parents,
pupils and school routine. It also viewed on parents‟ socioeconomic status and educational attainment
to verify if these could affect the parental involvement.
Therefore, a conducive environment is beneficial as students start to learn.(Porumbu, & Necşoi,
2013). This also touches on the fact that educational influences from the parents may manifest
through the child‟s performance at school, through the behaviors that they have modeled at home or
through their guidance. Direct or indirectly, parental involvement is a fundamental force that shapes
the not only the personality, emotional capacity of children, but also their academic acumen that
usually translate to their school performance. (Khajehpour, & Ghazvini, 2011). Being mindful with
the localized context of parental involvement in the Philippine setting, and being sensitive with the
cultural dynamics at play, this study aims to paint a clear picture on how the nuances of parental
involvement and its effects on academic performance can be translated into actionable data.
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Background of the Study
This study focused on the rhetoric of parental involvement, how it affects the academic performance
of Grade 7 students in the local setting, most specifically in the Philippine context as the educational
system is continuously improving on assimilating the K12 program. This study was also focused in
this Grade as it is when the children show transitions from childhood to adolescence, This is a
unique period for both the parents and their involvement to the child‟s education and the child‟s
academic performance.
The reality of parental involvement in the Philippine context is quite different from what several
western and Asian contemporary studies suggest. In the Philippines, it was noted by front line
teachers that parents tend to be uninvolved with their children and their academic performance.
Through discourse, some parents unconsciously subscribe to the belief that it was not their primary
responsibility to be involved with the children‟s schooling; that it was their children‟s teacher‟s
responsibility to ensure that their children perform well (Blair, 2014).
Academic Performance is also one of the important issues for parents. It is important for the parents
to send their children to school and to monitor their children‟s academic performance. In particular,
parents are worried whether their children are performing according to their potential, having good
study habits and if they are doing their homework, attending classes, and showing appropriate
behavior towards school.
There are so many factors that can be attributed to such beliefs, as culturally, many parents nowadays
are primarily concerned with their finances and economic capabilities. In some instances, there are
also parents that are not prepared for the responsibility of having a child of their own, while some
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have no other choice but to work abroad and be away from their children for years, decades even
(Arguillas, & Williams, 2010).
On the other hand, there is also the nuance when the children are resisting their parents‟ control over
their expectations on their academic performance (Bernardo, 2010).
Statement of the Problem
This study examined the relationship between parental involvement and academic performance of
Grade 7 students in Marikina High School. It seeks to answer the following questions:
1. What is the profile of parents in terms of gender, age, educational attainment and
socio economic status?
2. What are the Academic Performances of Grade 7 students?
3. What is the level of Parental Involvement in terms of Epstein‟s six types of Parental
Involvement?
4. What is the relationship of the level of Parental Involvement and Academic Performance?
5. Is there a significant relationship between the levels of parental involvement when parents
are grouped according to their profile variables? at home and at school.
6. What action plan can be adapted by the Guidance Office?
Hypothesis
1. There is no significant relationship between the parents‟ involvement and academic
performance of the Grade 7 students in Marikina High School for the SY: 2019- 2020. ( mam
buri )
2. There is no significant relationship between the profile of respondents and parental
involvement.
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Definition of Terms
The following terms are operationally defined .
Academic Performance –This refers to student‟s grades based on recitation, quizzes and
projects he/ she performed in school. In this study, the second grading general weighted
average is considered.
Adolescence .This refers to the learners between 13 to 17 years of age.
Home involvement. This refers to the involvement of parents at home including s activities
such as discussions about school work, helping with homework, and reading with children.
Home- School Collaboration. This refers to Grade 7 family and community as partners
together to support students education or academic performances.
Parental Involvement . This refers to the participation of the Grade 7 parents such as a
meaningful communication involving student academic learning, other school activities and
character development.
Parenting styles. This refers to the type and amount of action taken by the parents.
Pupils- This refers to Grade 7 students of Marikina High School.
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Significance of Study
With the growing concerns of students‟ poor academic performance, this study will help the
School and its Guidance Counseling Office, or any student development office in helping the learners
to perform better in school. This will also help the school, as an institution, and the field of
educational psychology to create a benchmark data regarding the effects of parental involvement in
Grade 7 students with the local context and culture in mind. As for external stakeholders in schools,
this will inform parents how their involvement affects their child‟s learning and academic
performance. The present research intends to determine the parental involvement and academic
performance of Grade 7 student. This study is beneficial to following.
For Parents.This study gives awareness to the parents that their involvement in the academic
performance of their child is very important.
For Pupils.This will help the pupils to be more active in school because their parents are the ones
who motivate them regarding their academic performance in school.
For Teachers.This will help the teachers to make extra effort to be in partnerships with parents who
play important roles in the academic performance of their children.
For School administrators.This will help the school administrator to design programs that would
promote school and home partnerships.
For Future Researchers. This may serve as a spring board for them to make researches in the future.
Mental Health Professionals- This will make them aware of the fact children are not really stressed
with school requirements but are really pressed by the expectations of parents and guardians.
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Scope and Delimitation of the Study
This study focused on adolescents who are currently Grade 7 students of Marikina High School and
targeted their parents or guardian. The research also focused on the amount of parental involvement ,
its aspects and its effects to the academic performance of the learners. The students‟ academic
performance in the school is reflected in their grades on their report card and were secured from the
records. Students whose guardians are relatives and the ones taking care of them are excluded from
this study.
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Chapter 2
REVIEW OF RELATED LITERATURE AND STUDIES
This chapter presents the materials both foreign and local, read and reviewed including
studies and articles which were considered relevant to the present study. The following topics will be
included in the study : Studies about Parenting , Studies about Learning at Home, Studies about
Volunteering , Studies about Decision Making , Studies about Collaborating with Community and
Studies about Communicating . Theoretical framework and Conceptual Framework are also included
in this chapter .
Parenting
Parental involvement and academic performance have always been at the heart of research of school
psychologist and educators. Studies have shown that the two construct is positively related to each
other, with most findings demonstrating that parent‟s involvement with their child‟s education has
benefited them, as stakeholder, the children as their learners and the school as institution.
(Khajehpour, 2011; Al-Awan, 2014; Marshall & Jackman, 2015). Parents are agents of change in
securing the foundations for their child‟s learning capabilities and educational achievement (Kimaro,
& Machumu, 2015; Perez, 2018). Recent study also confirmed that parental involvement in terms of
support to their child‟s educational goals & achievement, their academic socialization also helped.
(Benner, Boyle, & Sadler, 2016).It is also noted that the more the parents check on the child‟s school
performance such as homework, participation with extracurricular activities, and are engaged with
the school themselves with parent teacher meetings, the better their children perform in school.
(Rafiq, et al 2013).
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In that same sense, parents guide their children to develop a plan for their future just like what
programs or careers are prepard to encourage the learners to respond positively. (Jolly & Matthews,
2012).This could be attributed to factors such as parental annulment or separation, working abroad,
early demise of one of the parents or both parents, both parents have new families so children grow
up in single-parent families or live with a stepfather or stepmother or grandparents as part of their
childhood. In this study the cares of most of the 265 students were left to their mothers and/or female
guardians, This explained why female parents outnumbered the male parents. Many studies
highlighted that mothers were engaged in their children's education more frequently than fathers
(Duursma, 2014;Kim and Hill, 2015;Baker, 2018),
There are times that student feels that they are not being trusted by their parents when the latter are
too involved (Llamas & Tuazon, 2016). Although parental involvement is related to many positive
academic performances in their children, it may also bring about high levels of anxiety and
depression if not developmentally appropriate. (Fingerman, Cheng, Wesselmann, Zarit, Furstenberg,
& Birditt,2012). Studies show that students with over controlling parents, or those whom they
identify as helicopter parents have significantly higher levels of anxiety, depression and less
satisfaction with life. This negative effect on the students are largely explained by the perceived
violation of the students need for autonomy, independence and competence. (Schiffrin, Liss, Miles-
McLean, Geary, Erchull, & Tashner,2014).
Academic performance is the knowledge gained which is assessed by marks of a teacher and/or
educational goals set by students and teachers to be achieved over a specific period of time. These
goals are measured by using continuous assessment or examinations results (Narad and Abdullah
,2016).
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Previous studies have found that improvement in the academic performance of students is dependent
on a combination of teacher, student, school and parental factors (Amuzu et al, 2017).
Moreover, the size of a class or students to teacher ratio has also been found as a school factor which
influence academic performance(Ajani and Akinyele 2014). There is a significant relationship
between teacher to students‟ ratio and a student‟s performance in Mathematics. (Zyngier
2014).argued that if the class size is smaller and is combined with effective teaching, its impact on
the academic performance is positive.
The location of a school has also been found to have a significant impact on the academic
performance of students.( Mhiliwa 2015).It was found that the distance of a school affects the
academic performance of students. He emphasized that the longer the distance of a school from a
student‟s residence the more tired and hungry the student becomes, hence, it will negatively affect
their academic performance. He argued that students in community schools will continue to perform
poorly if community schools are not provided within their community.
Students‟ factors that affect their academic performance could be classified into internal and social
factors. They found that the internal factors that influence students‟ academic performance included
interest in content of a subject, internal satisfaction, and aspiration.(Maric and Sakac 2014). The
social factors also included social prestige and material reward corroborated with students level of
interest in a subject , influence their academic performance( MeenuDev 2016) .It was Asserted that
student‟s attitude to school and their interest in learning influence their academic
performance.(Kpolovie, Joe, and Okoto 2014). Another type of influence that parents have to their
child‟s academic performance is their education. Students whose parents finished college level and
graduate degrees are over five times more likely to earn college degree themselves compared to those
whose parents didn‟t get past secondary (Carnevale, & Strohl, 2013).
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Parental involvement is an individual right and responsibility for families, and a social need. It is
generally accepted that without the positive cooperation of family and school, it is not possible to
reach the high standards set for educational outcomes by a demanding society. In the study of
Levanda it was stated that parental involvement included a wide variety of actions parents take for
the benefit of children‟s academic success at school(Levanda, 2011).
According to statistics PSA (2012), of the 92.1 million household populations in the Philippines, 50.4
percent were males and 49.6 percent were females. This resulted in a sex ratio of 102 males per 100
females. The sex ratio in 2000 was 101 males per 100 females. This was contrary to the present
study. In the present study there were more female guardians (195 or 73.58%) than male (70 or
26.52%).
By region, NCR had the highest median age of 25.5 years, with the median age for its male
population one year lower than that for female (24.9 years and 26.0 years, respectively). ARMM had
the lowest median age of 18.1 years. The median age for its male population was 17.8 years, half a
year lower than the median age for its female population (18.3 years), PSA (2012).
In the 2010 Census of Population and Housing (2010 CPH), over, 19.1 percent had finished at most
high school, 11.7 percent completed at most elementary education, 10.1 percent were academic
degree holders, and 2.7 percent were post-secondary graduates. Among those with college/academic
degrees, females (56.1 percent) outnumbered males (43.9 percent). Similarly, there were more
females (58.0 percent) than males (42.0 percent) among those with post baccalaureate courses,
Philippine Statistics Authority (2013).
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Due to the prevailing problem of the country which is poverty, a substantial number of students do
not make the transition from elementary school to high school. The Department of Education
(DepEd) data show that for every 100 children who enter Grade 1, close to 15 do not make it into
Grade 2, and roughly one-quarter or 24 percent have dropped out before Grade 4 (Luz, 2007).
Meanwhile, on December 2013, the NSO Census of Population and Housing (CPH) shows that out of
the 71.5 million individuals who are 10 years old and above, 97.5 percent or 69.8 million are literate
or could read and write (Selangan, 2015).
According to Sanchez (2019) in 2018, the average monthly salary in the Philippines was about 48.8
thousand Philippine pesos. For 2019, the average monthly wage was forecasted to be about 50.6
thousand Philippine pesos.
Learning at Home
A parent is the child's first and most important teacher in life and he or she is expected to play
an active role in the child's preschool journey because it is believed that a parent and child should
grow together and have a rewarding preschool experience. This follows subsequently by school life
where academic performance is expected to be high. The parent is supposed to be supportive to the
child in all aspects which include socially, physically, mentally and also emotionally (Epstein, 2001).
One of the studies said that parental involvement at home can include activities such as discussing
about school, helping with homework, and reading with children. Involvement at school may include
parents volunteering in the classroom, attending workshops, or attending school plays and sporting
events(Rain and William, 2011).
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Supporting the above statement, parents are the ones who provide their child‟s needs dealing with
school activities. The other requirement the child needs is playing materials. Parent must provide
some of these demonstration and instructional materials for their children.
These materials are important because they help the child to play, to assist in concept building, to
promote discovery and creativity and to enhance interaction with others as they play. In this study ,
parental involvement broadly include activities such as helping with homework, discussing school
events or courses, volunteering at school and coming to participate in schools‟ events. Parental
involvement is a function of a parent's beliefs about parental roles and responsibilities. A parent can
help the children succeed in school and the opportunities for involvement should be provided by the
school or the teacher. The importance of early academic success, a child's academic success, has been
found to be relatively stable after early elementary school(Mwirichia ,2013).
Parents must be considered a constant and principle component of curriculum. (Nihat Şad &
Gürbüztürk, 2013). They add that success at school is guaranteed if school-based instruction is
supported by parents‟ involvement at home. Involving parents in education has been reported to yield
positive outcomes in many aspects including increased student attendance to and satisfaction with
school, better academic achievement, motivation, school attachment, responsibility and confidence,
better social adaptation and less discipline problems.
If the parents are involved in educating their children, it is tantamount to saying that the school is
proactive in implementing changes or development among the students. As parent‟s involvement is
increased, teachers and school administrators also raise the chance to realize quality reform in
education(Sapungan, and Sapunga,2014).
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Some school systems have employed parent involvement coordinators to lead and coordinate parental
involvement activities and programs within the system in an effort to overcome obstacles between the
home and school (Epstein, 2001). Epstein described the role of parent involvement coordinators as a
way of encouraging more parents to become involved in a variety of aspects of the school. Parent al
involvement coordinators often conduct workshops for parents to inform them of the school
curriculum and remind them that they are their child‟s most important teacher (Epstein,
2009).Parental involvement refers to the amount of participation a parent has when it comes to the
schooling of his/her children. Some schools foster healthy parental involvement, but sometimes
parents have hesitations if they will involve themselves with their children's education. It has been
advocated in Western countries. However, there is a body of literature that examines the
significance of social and cultural influences and the effects of parents' involvement in and
expectations of their children's development and learning. It is important for schools to recognize the
existence of cultural variations in parent involvement because there are differences among parents
with diverse background on when, why, and how they are involved in their children's education.
Parenting is important in the Philippine society because family is viewed as a center of one's social
world. But, social contexts in which Filipino families are embedded have changed rapidly over the
past ten years (Ochoa & Torre, n.d.).
Volunteering
To improve the involvement of parents in the education process, several programs were launched by
the Philippine‟s Department of Education such as the “Adopt-ASchool-Program” as well as the
“Brigada Eskwela” Program which brought together teachers, parents, and community members
every 3rd week of May to prepare public schools for opening. The spirit of “Bayanihan”
(spirit of kinship and camaraderie) was revived when private organizations in the community
contribute in generating resources needed for repairs and upkeep of school facilities.
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This is one way of fostering parental involvement since parents are the major stakeholders of every
school and should realize their roles in their child‟s learning development with the help of the
teachers of the Department of Education (DepEd, 2008).
“When schools have reputations for being successful, they generally have lots of engagement from
parents” (Peters 2012). It was in his qualitative study on Parent Involvement in Public Primary
Schools in Kenya that a society needs to increase its level of educational involvement and that starts
with the support by the parents. He claims that parent-school linkages can be enhanced through the
teacher/parent relationship(Mwai Kimu 2012).
There are varied strategies that the schools can use to get the parents involvement in their children's
learning. This could be done through going out to the community, or by encouraging parent‟s
participation by publicizing through traditional means (announcements, flyers) and non-traditional
methods which include the use of television, phone calls and sending emails.
The use of only traditional measures could tend to be ineffective in such cases where individual
parents rely on non-traditional methods. Some schools do not use sound recruitment strategies that
motivated parental involvement in school activities. In the same study schools in the Free State
decided to use a raffle to select parents be food handlers. This strategy can work well in situations
where the school wants to eliminate discrimination by choosing individuals based on their status in
the community or favoritism.(Kwatubana and Makhalemele 2015:317).
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Decision Making
School Based Management Approach empowers the school heads, teachers, and other stakeholders
including the parents to be part of the decision making process. It yielded a positive result in terms of
academic performance of the students, through the increased participation of parents and community
in the education of their children(Abulencia 2014) .The revised guidelines governing “Parents-
Teachers Association” clearly prescribed that both elementary and secondary schools shall organize a
Parents-TeachersAssociation (PTA) for the purpose of providing a forum for the discussion of issues
and their solutions related to the total school program, It also ensured total cooperation of parents in
the implementation of such program to emphasize that parents should always be part of decision
making for their child‟s education (DepEd, 2009).
In the City of Manila, being a highly urbanized community, parental involvement remains a crucial
factor that could impede better school performance. Hence, this study attempted to explore the
effectiveness of the simultaneous undertaking of three interventions to facilitate parental involvement
that could enhance student performance.
Collaborating with Community
The benefits of positive, active relationships between families, schools, and the community (not only
in the academic outcomes of the children, but also in the family‟s and school‟s wellbeing) have, up to
now, had plenty of supportive evidence. Nevertheless, experience shows that there are many
difficulties involved in making participation a reality. Education regulation acknowledges the
importance of family participation at school, but neither implementation methods nor the concept of
participation are clearly defined.
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Family in the Philippines is perceived as an important part of the society. It has been shaped by the
unique history, values, experiences, adaptations, and ways of being that characterize the Filipino
people and their culture (Alampay, n.d.). Coupled with the long history of political and social strife, it
would seem that Filipino parents face insurmountable challenges in raising their children (Blair,
2014). Filipino parents, in general, subscribe to authoritarian attitudes. Her study reveals that the
foregoing cultural values of kapwa (helping others), hiya (shyness), and utang na loob (paying
back) are among the interdependent themes that pervade the dynamics of Filipino parenting and
parent- child relationships, These are characterized by respect for parental authority and obedience on
the part of children, family cohesion, and meeting familial obligations.Alampay (n.d),
In a qualitative study on Parenting in the Philippines, findings show that Filipino parenting behaviors
may shift in the years to come. The consequences of these emergent beliefs and behaviors for
Filipino families and children‟s development will need to be fully examined before coming out with
policies and framework for Parental Involvement . Although Filipino parents across all social class
levels typically regard education as essential to their children's success and are willing to go to great
lengths to help their children through school, retention is a major concern in Philippine school, as
many students do not continue past their elementary grades (Blair, 2014). In his Comparative study
of Filipino and U.S. Parents which uses Questionnaires from six different measures, it concludes that
Filipino parents are engaged in their children's education, and want them to succeed, yet the filial
responsibilities engrained in their culture necessitates the needs of the family ahead of the needs of
the individual child. In his study, it uses theories which envision the flow of family capital. It
recommends future studies to attempt to examine more international samples, so as to explore
cultural variations, and develop theories which can more readily account for both structural and
cultural traits.(Alampay n.d),
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Research shows that family-led learning is vital. This involves all the ways that parents support
learning through everyday activities, and during the time their children aren‟t at school. This idea lies
at the heart of what is meant by parental engagement. Parental Engagement Building a strong culture
of parent-school engagement ,Progressing Parental Engagement Schools benefit
significantly through the effect of successful parental engagement on student learning outcomes.
Benefits include improved connections with the community, improved school image within the
community, and improved family and community satisfaction with the school.
Well targeted and widespread parent and community participation can contribute to school
improvement in a number of ways, including:
• Sending clear signals to students about the value of education
• Ensuring school decisions are broadly representative of the school community
• Ensuring school activities and actions are respectful and representative of local cultures
• Building mutual commitment by families to take action in the home that supports learning
at school
• Enabling teachers and school leaders to access expertise and perspectives that support
curriculum.
Parent-teacher partnership makes tremendous impact on children's education (Llamas and Tuazon
2016). Parents become comfortable when the education system requires their involvement in school
activities. The strong collaboration of parents with school authorities can lead to increased
improvement in both physical and academic performance of the school. Hence, school administrators
have to encourage parents to get involved and make contribution towards helping the school achieve
its missions and goals (Sapungan & Sapungan, 2014:45).
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As such, behavioral involvement and home supervision magnifies the academic performance of
children. (Ma, Shen, Krenn, Hu, & Yuan,, 2016; Partin ,2017). Another benefit that was established
regarding parental involvement is that parent teacher partnership is improved, thus, become an
integral foundation of academic performance of children as problems arising from academic
performance are easily solved by the partnership of parents and the school (Llamas & Tuazon,2016).
This will pave way to a strong collaborative relationship between the school and the parents to
improve the learning capabilities of the students and their academic achievement. With their parents
involved in their education, children tend to focus more in schoolwork. This primarily motivates
them to strive more and not give up easily when they are having a hard time (Sapungan & Sapungan,
2015; Kwatubana & Makhalemele, 2015). On the other hand, there are also negative effects of
parental involvement in the academic performance of their children.
Parent-teacher partnership makes tremendous impact on children's education (Llamas and Tuazon
2016). Parents become comfortable when the education system requires their involvement in school
activities. The strong collaboration of parents with school authorities can lead to increased
improvement in both physical and academic performance of the school. Hence, school administrators
have to encourage parents to get involved and make contribution towards helping the school achieve
its missions and goals (Sapungan & Sapungan, 2014:45).
Seeing parents involved in the education of their children is a good thing because it improves
academic performance. Learners become more focused in their school work (Kwatubana &
Makhalemele, 2015:315). Learners whose parents are involved, are active and ready to learn, they
learn to be punctual from young age, they learn to be persistent as the parents would be continuously
enquiring about their progress and they would not want to disappoint them. Taking responsibility
becomes a part of the nature of such children as they plan ahead and are able to do their work
22

according to their schedule, which is the quality of being organized (Sapungan & Sapungan, 2014:45)
Parental involvement is linked to improved behaviour, low levels of absenteeism and optimistic
attitudes (Sivertsen 2015).School must learn to build a good relationship with parent(Young Soon
Park ,2012). Both parents are responsible in responding to their child‟s need. It has been observed
that often only the mother has the chance to attend the child‟s need in school. Certain observations
even in regular classes reveal that only the mother has the time to talk to teachers for their child‟s
development (Winegardner, 2011).
Failure to sufficiently train pre service teachers is a significant obstacle in promoting parental
involvement in the schools (Epstein, 1995). Classes could be incorporated into teacher education
programs and advanced degree programs to assist in defining an educator‟s role in school, family,
and community partnerships (Epstein, 1995).
Communicating
Communication is seen as the basic foundation for learning and the means for developing parent
involvement programs and building a strong home-school partnership. The guide presents strategies
that schools and teachers are using to communicate with parents and suggests ideas and information
that parents need to help their children succeed in school. It provides examples of the following
categories: (1) partnership pledges; (2) school newsletters; (3) school handbooks; (4) parent surveys
and interviews; (5) using the telephone; (6) special meetings; (7) home visits; and (8) communicating
through volunteers. The second section is organized to provide ideas on how teachers can improve
their working relations with parents. It presents examples of the following categories: (1)
introductory and end-of-the-year letters; (2) classroom newsletters; (3) report cards and interim
23

progress reports; (4) homework; (5) home learning activities; (6) parent-teacher conferencing; and (7)
telephone reports.
When parents are involved, the students feel that they are supported, and they react more positively
and is evident through their academic achievement. Family‟s emotional support is beneficial to the
students, as it not only promotes academic success but also psychological well-being and thus
encourages better student engagement in schools (Roksa & Kinsley, 2019). Aside from such support,
a parent‟s influence also helps in shaping the child‟s predisposition to academics and school related
skills. From a very early age, parental habits strongly influence childhood development and their
capabilities to learn. Children whose parents have more time to spend helping and guiding their
children in school works, developed significant verbal and communication skills (Fernald, 2013). In
that same manner, caregivers or parents of children influences cognitive development. (Sperry,
Sperry, & Miller, 2018).
Parental involvement can have a positive effect on a student‟s education. Young students whose
parents read to them tend to have better language acquisition, literacy development, later
achievement in reading comprehension and higher overall success in school programs that involve
parents in their children‟s education also have been shown to improve students‟ academic
performance. The benefits of parental involvement have been found for students of all ages from all
economic, educational, racial and ethnic backgrounds. These could be attained through Parent
Teacher Association (PTA). Parent Teacher Association addresses issues that are important to parents
and public school administrators. It comprises millions of families, students, teachers, administrators
and business and community leaders committed to the educational success of children and the
promotion of parental engagement in schools. (Ocampo, 2015).
24

Parental involvement uses the contextual description which includes communication with teachers
about school progress and school visits at home which incudes encouragement of children to success
, monitoring of homework and attending fieldtrips. (Nyarko ,2011)
Studies show that students with helicopter parents have significantly higher levels of anxiety,
depression and less satisfaction with life. This negative effect on the students is largely explained by
the perceived violation of the students need for autonomy, independence and competence. (Schiffrin,
Liss, Miles-McLean, Geary, Erchull, & Tashner, 2014). With age-appropriate parental involvement,
the students feel that they are supported, and the learners react more positively translating through
their academic achievement.(Fingerman, Cheng, Wesselmann, Zarit, Furstenberg, & Birditt, 2012). In
this regard, family‟s emotional support is beneficial to the students, as it promotes academic success
and psychological well-being. This in turn encourages better student engagement in schools (Roksa
& Kinsley, 2019). Children whose parents have more time to spend helping and guiding them in
school works, developed significant verbal and communication skills (Fox, Levitt, & Nelson III,
2010; Weisleder, & Fernald, 2013).
Studies also established that caregivers or parents of children influence cognitive development.
(Sperry, Sperry, & Miller, 2018). The same way that availability of books at home consistently
predicts educational achievement and their tests scores in many countries (Wößmann, Ursprung, &
Schuetz, 2005). This type of child's environment and available resources is crucial in their academic
performance. Students whose parents finished college level and graduate degrees are over five times
more likely to earn college degree themselves as they evidently found a relevant model through their
parents (Carnevale, & Strohl, 2013).
25

Synthesis
Studies have established that parental involvement and academic performance are related constructs
that affect the academic achievement of school children. Parents affects their child's academic
performance in securing the foundation for their child‟s learning capabilities and educational
achievement . It also worthy to note that parental involvement in terms of support to their child‟s
educational goals & achievement, their academic socialization also help in improving their child's
academic performance. Behavioral involvement and home supervision positively affects the
academic performance of children. Another benefit is that parent teacher partnership is improved, as
problems arising from academic performance are easily solved by the partnership of parents and the
school With their parents involved in their education, children tend to focus more in schoolwork as
this served as a primary motivator for them to strive more and not give up easily when they are
having a hard time .
Despite all these, there are also negative effects of parental involvement in the academic performance
of their children like when student feel that they are not being trusted by their parents when the
parents are too involved . Another negative effect of parental involvement is that it may also bring
about high levels of anxiety and depression if developmentally inappropriate .
26

Theoretical Framework
The study is anchored in the theory of Epstein, et.al. (2009) that the parental involvement is divided
into six categories including Parenting, Communicating, Volunteering, Learning at Home, Decision
Making, and Collaborating with the Community. The study is delimited on the Parental Involvement
as Predictor of Student Academic Performance.
Epstein‟s Parental Involvement Model according to this theory, affects student achievement because
these interactions affect students' motivation, their sense of competence, and the belief that they have
control over their success in school .It predicts that children whose parents are involved in
their education will be more likely to develop a strong, positive sense of efficacy for successfully..
Parental involvement in schools is more than attending homeroom and PTCA meetings. Findings
have implications for how Filipino parents and educators can support the academic success of
children.
Learners of all groups and levels yield when their supportive parents are implicated in their
education,It implies that guardians who are informed and engrossed in their children's trainings can
bring sanguinely and impact to their child's attitude and performance.. One facet of parent‟s
involvement that has large impact on pupil‟s achievement is parental expectations. Pupils accomplish
more when their parents anticipate more. Learning environment must create an effective partnership
by providing an open and communicative milieu with its wider community, bridging the gap between
the classroom and the home, and the school and the family.
27

Eipstein’s Parent Involvement Model
Epstein (2001), introduced six types of parent involvement: (a.) parenting, (b.) communicating, (c.)
volunteering, (d.) learning at home, (e.) decision making and (f.) collaborating with community. This
model, through comprehensive and helpful in employment to school programs, is more focused on
the perspectives of teachers and its processes.
Most of the types mentioned, can be initiated by teachers – but the main actor is the parent and must
be the primary concern if his/ her involvement is to be studied.Parental involvement. Epstein (1983,
1992, & 1994) has suggested a widely recognized typology to account for different levels of parental
involvement in their children‟s education. Epstein identified four types of parental involvement: (a)
basic obligations, (b) school-to-home communications, (c) parent involvement at school, and (d)
parent involvement in learning at home. Later Epstein expanded the typology and defined six levels
(types) of school-related opportunities for parental involvement: (a) assisting parents in child rearing
skills, (b) school-parent communication, (c) involving parents in school volunteer opportunities, (d)
including parents in home-based learning, (e) involving parents in school decision making, and (f)
involving parents in school-community collaborations. These issues are viewed by Epstein from the
perspectives of schools and is concerned primarily with what schools (teachers) can do to stimulate
more active parental involvement.
28

Figure 1
Epstein’s Model for Parental Involvement
Parenting- Assists families with parenting skills, family support, understanding child and adolescent
development, and setting home conditions to support learning at each age and grade level. Assist
schools in understanding families‟ backgrounds, cultures, and goals for children.
Communicating-Communicates with families about school programs and student progress. Create
two-way communication channels between school and home.
Volunteering –Improves recruitment, training, activities, and schedules to involve families as
volunteers and as audiences at the school or in other locations. Enable educators to work with
volunteers who support students and the school.
Learning at Home- Involves families with their children in academic learning at home, including
homework, goal setting, and other curriculum-related activities, encourages teachers to design
homework that enables students to share and discuss interesting tasks.
Decision-Making-Includes families as participants in school decisions, governance, and advocacy
activities through school councils or improvement teams, committees, and parent organizations.
29

Collaborating with the Community-Coordinate resources and services for families, students, and
the school with community groups, including businesses, agencies, cultural and civic organizations,
and colleges or universities. Enable all to contribute service to the community.
Type of parental engagement Examples of parental engagement strategies
Volunteering Annual survey ( or other inclusive method) to
Strategies that organize and support family and identify interests, talents, and availability of
community members in their efforts volunteers Develop a database of parent and
community skills, talents and availability to draw
on when required Assess the volunteer needs of the
school and list the many ways parents and families
can participate and interact with school and the
school community Appoint class-parent
representatives who can become a welcoming
informal network of support Provide a parent room
or family space for volunteer work, meetings, and
resources for families Conduct a regular review of
schedules for students‟ performances, games, and
assemblies to encourage all families to attend as
daytime and evening audiences Issue invitations
for parent participation that are personal and
specific, rather than general
30

Learning at home Information for families on required skills in all
Strategies that assist families to boost home- subjects at each year level Information on
learning conditions to support student academic homework policies and how to monitor and discuss
achievement by involving families with their schoolwork at home Information on how to assist
children on homework and other curriculum students with skills that they need to improve
related activities and decisions. Regular schedule of interactive homework that
requires students to demonstrate and discuss what
they are learning in class Arrange for folders of
student work to be sent home regularly for review
and comment Calendars with daily or weekly
activities for parents and students to do at home or
in the community.
Parenting Parent education and other courses or training for
Help all families establish home environments parents( e.g. , family literacy )
to support children as students. Family support programs to assist families with
health, nutrition and other services.
Communicating Conferences with every parent , with follow- ups
Establish clear two – way channels for as needed.
communications from home to school and from Regular schedule of useful notices , memos, phone
school to home calls , newsletters, and other communications.
31

Decision Making Arrange for the school community to be consulted
Strategies that include families and community on new school policies, e.g. assessment, reporting
members as partners in school decisions and and curriculum changes Encourage active
develop parent leaders and representatives. participation in the formal parents‟ organisation in
the school council and/or P&C, advisory councils,
or committees for parent leadership and
participation Establish networks to link all families
with parent representatives Offer training and
support to parent leaders.
Collaborating with Community Involve family or community representatives in
Strategies that coordinate resources and services small group discussions about the role each group
from the community to strengthen school or person can play in ensuring the success of every
programs, family practices, and student learning child Build strong connections between schools
and development. and community organisations. For example, invite
local service groups to become involved with the
school in a variety of ways, such as mentoring
students and speaking to classes Create
connections with local health and welfare services
to facilitate access to such support for the school
community Integrate school partnerships with
cultural groups, government and nongovernment
agencies to support activities, e.g. play group,
breakfast clubs Encourage community use of
school facilities, e.g. community rooms, library,
halls and gyms.
32

CONCEPTUAL FRAMEWORK
PROFILE OF PARENTS PARENTAL STUDENTS`ACADEMIC

INVOLVEMENT PERFORMANCE
ACTION PLAN FOR GUIDANCE OFFICE ON PARENTAL

INVOLVEMENT.
Figure 2
Conceptual Framework
Figure 2 shows the profile of the parents which has something to do with the parental involvement
ehich is the focus of this study . Parental involvement is an important factor in the students‟ academic
performance .Students are proven to become achievers and to become successful if parents are
always there to guide their children. Parents who are too busy and don‟t have time for their children
has brought problems to teachers and the school itself . This leads to the action plan for guidance
office in order to help student not only to achieve better but also better children and better citizen in
the end.
33

CHAPTER III
RESEARCH DESIGN AND METHODOLOGY
This chapter presents the research method, the research locale , the respondents of the study , the
sampling technique , the research instruments , the data gathering procedure and the statistical
method used in the study .
Research Design
Descriptive correlational research design was used for this study.The aim of this study is to
answer the emerging questions about the relationship of parental involvement and academic
performance of Grade 7 students in the local context. Since there are a few local studies that focus on
the nuances of parental nivolvement and academic performance, a growing assumption from the
parents holds the belief that it was the school and the teacher‟s sole duty to make their children
suceed academically. They believe that parental involvement does not affect the academic
performance of the learners. This study aims to look at that nuance and also, explore if there is any
specific aspects of parental involvement that help students perform well in school. A descriptive
relational research design is employed to investigate the connection between parental involvement
and school performance. With that established, it is imperative to also look for any barrier that
hinders the academic performance of learners with regards to parental involvement. Upon the
establishment of a comprehensible data, the School Guidance Office can start to design, to develop
and to implement a relevant intervention plan as a part of a research based practice.
34

Research Locale
The study was conducted in Marikina High School, located at F. Torres, Concepcion 1
Marikina City. The School has an estimated population of 3204 students ages from 13- 18 . It
includes Grade 7 level which has male and female students total of 769; Grade 8 level has male and
female students with the total of 817; Grade 9 level has male and female students with the total of
total of 879 and for the Grade 10 level it has male and female students with a total of 739 and the
teachers ages 21-64 are composed of male 24 and female 115 total of 139. School staff and
administrators, under the leadership of Principal Lauro Z. de Guzman have served the school for the
last five years. [The School has seen a wide range of parental behavior for the last decade, and what
was noteworthy was that, most parents were either too busy to engage the school or that they
deliberately univolve themselves with the educational concerns of their children.
Despite of this, parents who were involved with the schools are the parents of those who were
performing quite adequately and well in school.]
35

Participants of the Study
Grade 7 students of Marikina High School and their parents were the participants of this study. The
student participants‟ age range from 12 to 13 years of age, while their parents‟ age ranged from 30 to
60 years of age. The population had a total of 769 students consist of 388 male and 381 female in the
school year 2019-2020 . A sample of 265 students were used. The researcher made use of Cluster
Sampling to get the number of student participants.
The Grade 7 level had 20 sections . There was an average class size of forty ( 40 ) students per
sections.The researcher utilized 7 sections namely: 7- kadakilaan, 7- kapuri-puri , 7- Kahusayan , 7-
Kagitingan, 7- kasipagan , 7- katapatan and 7- kawanggawa .Permission to conduct data gathering
procedure was obtained from the Division Office of Marikina, along with the informed consent of
the parents whose children were participants in the study. The questionnaire was modified by Family
Involvement Questionnaire and it was validated by the Professional experts.
Research Instruments
This study used the Family Involvement Questionaires created to quickly, easily and
accurately measure the level of parental involvement in their child‟s education.. The data needed for
the academic performance of the students were gathered from the deportment part of the report card
of Grade 7 students of the second grading period during school year 2019-2020.To gather the level of
Parental Involvement of parents , a checklist was made. It asked for the parental involvement at home
and parental involvement at school. It consisted of 20 items in which the parents indicated how often
they did the parental involvement with their children as evaluated by using the following rating :
4- Always
3- Frequently
2- Sometimes
36

1- Never
Before administering the aforementioned questionnaire and inventory actual respondents, it was tried
out first to twenty ( 20 ) parents of Grade 7 students who were not members of the sample , for the
purpose of modification and improvement of the items.
In determining the students „academic performance, general weighted average for the second
grading period of each student of the sample was extracted and tallied.
Data Collection
Upon obtaining the necessary permits and informing consent from parents, data gathering phase of
the study commenced. With participating parents‟ consent, the researcher administered the Family
Involvement Questionnaires to the participating parents, an instrument designed to measure parental
involvement in their child‟s education based on Eipstein framework.The participating student‟s
academic performance was measured by obtaining their general weighted average at the end of the
second grading period .
The Family Involvement Questionaires results were tallied in Microsoft Excel, coded as follows: 4-
Always, 3- Frequently, 2- Sometimes, 1- Never. To obtain global scores representing parental
involvement, mean scores were obtained with higher score, meaning more involvement on part of the
parents to their child‟s education. Next, the data collected and encoded was participating students‟s
general weighted average at the end of the 2nd grading period. Upon completion of the parental
involvement mean scores and the students general weighted average, they were encoded to IBM
Statistical Package for the Social Sciences. The scores correlated to test if there was relationship
between the two variables.
37

Treatment of Data
The data that were gathered to answer the specific problems of this study were subjected to statistical
treatment.
The data in Problem number 1 :What is the profile of parent in gender, age, educational attainment
and socio economic status? This was treated with the use of Frequency distribution and percentage
of the respondents based on the different profiles considered.
To Determine the answer in Problem number 2 - What is the Academic Performance of Grade 7
students? The data was treated with the use of Percentage, Mean and Standard Deviation.
The data in Problem number 3 - What is the level of Parental Involvement in terms of Epstein‟s six
types of Parental Involvement? The data was treated by the use of weighted mean .
For Problem Number 4 - Is there a significant relationship between the Parental Involvement and
Academic Performance of the students? The data was subjected to Chi square test.
To treat the Data in Problem number 5 - Is there a significant relationship between the level of
parental involvement and when parents are grouped according to their profile variables at home and
at school – Chi square test was used.
In this study, the researcher used fundamental formulas. The formula used for this study are the
following given below:
Mean was used to get the average value of numbers in a set .
Frequency and Percentage Distribution was used to standardize size by determining the relative
proportion of the individual case to the total cases.
38

Percentage is a ratio whose second term is 100.
Where, f = frequency of the class and n = the total number of respondents.
Weighted Mean since responses of groups are assigned points, the weighted mean was computed as
a measure of central tendency.
Where, wi= corresponding weight and xi = the value of any particular observations or measurement.
Sloven’s –was used in determining the sample size
Chi- square -To calculate chi square, take the square of the difference between the observed (o) and
expected (e) values and divide it by the expected value. Depending on the number of categories of
data, at ended up with two or more values.Chi looks like the letter x, so that's the letter was used in
the formula.
Ethical Consideration
To ensure systematic and orderly collection of data for this study , the researcher asked permission
from the respondents through proper channel , the Schools Division Superintendent of Marikina City
. The researcher created a letter for parental consent , aside from the letter during Parent Teacher
conference. They were informed them about the study , gave a brief orientation for those 7 selected
sections. During the Parents Teacher Conference were offered the time to ask questions or to
withdraw from the research at any moment, not forcing anyone to answer the questionnaire and also
madee sure that all the personal information of the respondents would be utmost confidential and
was included in the academic record of their child.
39

CHAPTER IV
PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA
The data gathered through the use of the different instruments are hereby presented in this chapter.
Analysis of data was made with appropriate interpretations and inferences so that conclusions may be
drawn.
Problem 1: Profile of the parents in terms of:
1.1 Gender;
1.2 Age;
1.3 Educational attainment; and
1.4 Socio-economic Status
To determine the distribution of parent respondents in terms of their profile, frequency
distribution and percentage were utilized for the data gathered. The subsequent tables show the
frequency distribution and the computed percentage of the respondents based on the different profiles
considered.
Table 1.1
Frequency Distribution of the Parents in Terms of Gender
GENDER Frequency (f) Percentage (%)
Male 70 26.42
Female 195 73.58
Total (N) 265 100.00
40

Table 1.1 reflects that majority of the parents ,which is 195 out of the total parent respondents of 265
or 73.58% are female while there are only about 70 or 26.42% are male parent respondents. The data
suggest that the female parent respondents outnumbered the males by 47%. This indicates that the
parents of the grade 7 students of Marikina High School are dominated by female.
This could be attributed to factors such as parental annulment/separation, one of the parents works
abroad, early demise of one of the parents or both parents, both parents have new families so children
grow up in single-parent families or live with a stepfather or stepmother or grandparents for part of
their childhood. In this study perhaps the cares of most of the 265 students were left to their mothers
and/or female guardians. This explains why female parents outnumbered the male parents. Many
studies highlighted that mothers were engaged in their children's education more frequently than
fathers (Duursma, 2014;Kim and Hill, 2015;Baker, 2018),
A survey indicated that 92.1 million household populations in the Philippines, 50.4 percent were
males and 49.6 percent were female. This resulted in a sex ratio of 102 males per 100 females. The
sex ratio in 2000 was 101 males per 100 females PSA, (2012).
This is in contrary to the present study where there were more female guardians (195 or 73.58%) than
male (70 or 26.52%).
41

Table 1.2
Frequency Distribution of the Parents in Terms of Age
AGE Frquency (f) Percentage (%)
30-35 72 21.17
36-40 74 27.92
41-45 46 17.36
46-50 57 21.51
51& above 16 6.04
Total (N) 265 100.00
As revealed in Table 1.2, of the total 265 parent respondents 74 or 27.92% lends greatly on the 36-40
age bracket while 72 or 21.17% has the age brackets of 30-35 while 57 or 21.51% of parents have
ages in the range of 46 to 50. Meanwhile, 16 or 6.04% parents are in the age range of 51 and above.
It can be seen from the data that majority of the parents that are in the age bracket of 30 to 40 are
probably the biological mothers/fathers of the students since the students are in grade 7 their ages
must be in the age bracket of 13 to 14 so that means their parents would have been 33 to 40 years old.
The others that served as their parents might have been their relatives or grandparents since their ages
are old enough to be their biological parents.
According to aforementioned study, NCR had the highest median age of 25.5 years, with the median
age for its male population one year lower than that for female (24.9 years and 26.0 years,
respectively). ARMM had the lowest median age of 18.1 years. The median age for its male
population is 17.8 years, half a year lower than the median age for its female population (18.3
years),which appears in the result of survery of PSA ,(2012).”
42

In 2010, the median age of the country's population was 23.4 years, which means that half of the
household population was younger than 23.4 years. This was higher than the median age of 21.3
years recorded in 2000. The country's median age for males in 2010 was 22.9 years, while that for
females was 23.9 years.
Table 1.3
Frequency Distribution of the Parents in Terms of Educational Attainment
EDUCATIONAL Frequency (f) Percentage (%)
ATTAINMENT
MA Graduate 9 3.41
College 27 10.19
Vocational 33 12.45
High School 186 70.19
Elementary 10 3.77
Total (N) 265 100.00
Based from Table 1.3 the educational attainment distribution for the respondents who finished High
School have the highest frequency of 186 or 70.19% while those who have taken
Vocational course rank second with a frequency of 33 or 12.45%, followed by 27 or 10.19% parents
who finished College. Ten (10) or 3.77% parents completed Elementary Education and 9 or 3.41% of
the total 265 parents were able to attain Master‟s degree.
The same trend can be observed with the parents of the Grade 7 students where most of them are
high school graduates and were able to finish college/academic degrees. Likewise more females have
post baccalaureate courses than males as stipulated in the study since there were more female parents
who were involved in the education of their children than male parents.
43

Students whose parents finished college level and graduate degrees are over five times more likely to
earn college degree themselves as they evidently found a relevant model through their parents
(Carnevale, & Strohl, 2013).
It is also noteworthy that the educational attainment of the population in the country has improved
since year 2000. The proportions of graduates of both secondary and tertiary (college) levels had
increased from 2000 to 2010. In 2010, high school graduates accounted for 19.1 percent compared to
only 12.9 percent in 2000. College graduates increased from 4.3 percent in 2000 to 10.1 percent in
2010. On the other hand, the proportion of those with no grade completed had decreased from 8.3
percent to 4.0 percent, Philippine Statistics Office (2013).
Table 1.4
Frequency Distribution of the Parents in Terms of Socio-economic Status
FAMILY INCOME Frequency (f) Percentage (%)
21,000 and above 45 16.98
16,000-20,999 57 21.50
11,000-15,999 59 22.26
6,000-10,999 51 19.20
5,999 and below 53 20.00
Total (N) 265 100.00
As shown in Table 1.4 majority of the parents of the students in Grade 7 which is 59 or 22.26% have
income in the range of 11,000 to 15,999 followed by 57 or 21.50% parents with
monthly income of 16,000 to 20,999 whereas, 53 or 20% of the total 265 parents have monthly
income below 5,999, while 51 or 19.20% of the parents earned an income of 6,000 to 10,999
44

monthly. The least number of parents listed on the table which is 45 or 16.98% received the highest
monthly income of 21,000 and above.
In 2018 the average monthly salary in the Philippines was about 48.8 thousand Philippine pesos. In
2019, the average monthly wage was forecasted to be about 50.6 thousand Philippine pesos
according to the study of Sanchez ,(2019).
With reference to the data in the table above the income of the parents of the Grade 7 students of
Marikina High School was all below the average monthly salary declared by Sanchez (2019). This is
probably one of the reasons why the parents enrolled their children in the public school like Marikina
High School where the tuition fee is free.
Problem 2.The Academic Performances of Grade 7 Students
To analyze the data gathered from the academic performance of the Grade 7 students the researcher
determined the frequency distribution of their scores according to the prepared score interval. The
percentage, Mean and Standard deviation were also measured. The results were entered in Table 2.
The adjectival grades are shown below:
Numeric grade range Adjectival Grade
90-94 Very Satisfactory (VS)
85-89 Satisfactory (S)
80-84 Moderately Satisfactory (MS)
75-79 Unsatisfactory (U)
45

Table 2
Academic Performance of the Grade 7 Students
GRADES Frequency Percentage
Very Satisfactory 45 14.90
(90-94)
Satisfactory (85-89) 65 21.53
Moderately 62 20.52
Satisfactory (80-84)
Unsatisfactory 93 28.12
(75-79)
TOTAL 265 100.00
MEAN 83.17
Standard Deviation 5.52
As disclosed in Table 2 majority of the students which is 28.12% or 93 had grades in the lowest range
of 75 to 79 which is interpreted as unsatisfactory, followed by 65 or 21.53% with grades in the range
of 85 to 89 equivalent to satisfactory, while 62 or 20.52% obtained grades in the range of 80 to 84
translated as moderately satisfactory and 45 or 14.90% students obtained the highest grades in the
range of 90 to 94 interpreted as very satisfactory. The mean grade of the students is 83.17 with a
standard deviation of 5.52. The result showed that the students‟ academic performance is moderately
satisfactory.
According to Narad and Abdullah (2016) academic performance was the knowledge gained which
was assessed by marks by a teacher and/or educational goals set by students and teachers to be
achieved over a specific period of time.
46

They added that these goals were measured by using continuous assessment or examinations results.
Previous studies have found that improvement in the academic performance of students was
dependent on a combination of teacher, student, school and parental factors (Amuzu, Ankalibazuk, &
Abdulai, 2017; Narad & Abdullah, 2016; Okolie, Elom, & Inyiagu, 2014;In the study of Mhiliwa
(2015) the location of a school was found to have a significant impact on the academic performance
of students, He said that the distance of a school affected the academic performance of students. He
emphasized that the longer the distance of a school from a student‟s residence the more tired and
hungry the student became hence it negatively affected their academic performance. He argued that
students in community schools continued to perform poorly if community schools were not
provided within their community which appears consistent to the finding of .Mhiliwa (2015).”
Moreover, the size of a class or students to teacher ratio was found as a school factor which
influenced academic performance. According to Ajani and Akinyele (2014), there was a significant
relationship between teacher to students‟ ratio and a student‟s performance in Mathematics. Zyngier
(2014) argued that if the class size was smaller and was combined with effective teaching, its impact
on the academic performance was positive.
Likewise, according to Maric and Sakac (2014), students‟ factors that affected their academic
performance could be classified into internal and social factors. They found that the internal factors
that influence students‟ academic performance included interest in content of a subject, internal
satisfaction, and aspiration.
Furthermore, the social factors also included social prestige and material reward. MeenuDev (2016)
corroborated that students level of interest in a subject influenced their academic performance.
Similarly, Kpolovie, Joe, and Okoto (2014) asserted that student‟s attitude to school and their interest
in learning influenced their academic performance.
47

Problem 3.Level of Parental Involvement in terms of Epstein’s six types of Parental
Involvement.
To determine the level of the involvement of the parents of Grade 7 students the Family Involvement
Questionaires (Ringenberg, Funk, Mullen, Wilford, & Kramer,2005) which was based on Epstein‟s
framework was employed. Table 3 shows the computed weighted mean and its corresponding verbal
interpretation using the 4- Point Likert scale below.
Scale Verbal Interpretation
4 Always involved (AI)
3 Frequently involved (FI)
2 Sometimes involved (SI)
1 Never involved (NI)
To describe the level of the involvement of parents on the education of their children the following 4
Point Grade scale was used:
Weighted Mean Verbal Interpretation
3.50- 4.00 High (H)
2.50- 3.49 Moderately High (MH)
1.50- 2.49 Moderately Low (ML)
1.00- 1.49 Low (L)
48

Table 3.1.
Level of Involvement of Parents at Home
Level of Involvement
CATEGORIES
M L
E E
4 3 2 1 A V V
Parenting N I E
L
3. I spend time with my child every day to
follow up on his/her lesson.
(Naglalaanngorasaraw-araw, MH
saakinganakupanggabayansakanyangmgaleksyon
.) 119 77 55 14 3.14 FI
5. I get a tutor for my child.

(Kumukuhaakongtagapagturoparasaakinganak.) 36 26 72 131 1.88 SI ML
6. I provide my child‟s school materials needed.
(Binibigaykoangpangangailanganngakinganakpa
MH
rasakanyangpag-aaral.) 139 64 45 17 3.23 FI
8. I prepare nutritional food for my child.
(Naghahandangmgamasustansyangpagkainparas
aakinganak.) 100 66 61 38 2.86 FI MH
10. I regulate my child television viewing and
game time.
(Nililimitahankoangorassapanonoodngmgaprogr
amasatelebisyon at paglalaro. 44 56 91 74 2.26 SI ML
Composite Mean 2.674 FI MH
Learning at Home
1. I check the assignment of my child.

(Inaalamkung may takdang-aralinangakinganak.) 133 59 52 21 3.15 FI MH
2. I help my child in doing his/her project. .
(Tinutulunganangakinganaksakanyangtakdangar
MH
alin.) 47 82 100 36 2.53 FI
4. I help my child in establishing good habits.

(Tinutulunganmagkaroonngmagandangkagawian MH
sapag-aaralangakinganak.) 119 70 42 34 3.03 FI
Decision Making
10. I regulate my child television viewing and
game time. 44 56 91 74 2.26 SI
49

(Nililimitahankoangorassapanonoodngmgaprogr
amasatelebisyon at paglalaro.
ML
Communicating
7. I send letter to the teacher if there is problem/
urgent matter at home.
(Nagbibigayngsulatsagurongakinganakkapag
may problema.) 111 55 58 41 2.89 FI MH
Overall Weighted Mean 2.681 FI MH
As shown in Table 3.1 the parents manifested that they spend time with their children every day to
follow up on their lesson, They provided their children‟s school materials needed and prepared
nutritional food for their children frequently as indicated by its weighted means of 3.14, 3.23 and
2.86 respectively while they sometimes got a tutor for their children and regulated their children‟s
television viewing and game time as reflected in their weighted means of 1.88 and 2.26
respectively. For parenting aspect, they were frequently involved with their children, so their level of
parental involvement was Moderately high as their composite mean is 2.674. In terms of learning at
home the parents admitted that they frequently checked the assignment of their children, helped their
children in doing their project and helped their children in establishing good habits as revealed by its
weighted means of 3.15, 2.53 and 3.03 correspondingly, hence their level of parental involvement in
terms of learning at home can be considered as Moderately high as their composite mean is
equivalent to 2.90. Likewise the parents sometimes regulated their children‟s television viewing and
game time as shown by its mean of 2.26 and therefore has a Moderately low level of parental
involvement in terms of decision making and frequently sent letter to the teacher if there as a
problem urgent matter at home as shown by its weighted means of 2.89 so their level of parental
involvement in terms of communicating was Moderately high. Thus, the level of parental
involvement at home can be considered as Moderately high with the average weighted mean of 2.681
which means that they were frequently involved in their children at home.
50

Mhiliwa (2015) argued that students in community schools will continued to perform poorly if
community schools were not provided within their community which appeared consistent to the
finding of Mhiliwa (2015).”
According to Blair (2014), through discourse, some parents unconsciously subscribed to the belief
that it was not their primary responsibility to be involved with the children‟s schooling; that, it was
their children‟s teacher‟s responsibility to ensure that their children performed well. This was
opposed by Castro et.al. (2015) that parental involvement in their child‟s education garnered support
over the years as it was a factor that affected the academic successes of children.
It is also noted that the more the parents check on the child‟s school performance such as homework,
participation with extracurricular activities, and are engaged with the school
themselves with parent teacher meetings, the better their children perform in school. (Cotton,
&Wikelund, 2001; Rafiq, Fatima, Sohail,Saleem, & Khan, 2013)
The moderately high level of parental involvement in the education of their children as manifested in
the present study showed how important parents‟ involvement to the education of their children.
51

Table 3.2.
Level of Involvement of Parents at School
M V L
Level of Involvement E I E
CATEGORIES A V
N E
4 3 2 1 L
Parenting
5. I support my child co-curricular activities such

as sports in school.
(SinusoportahankoangakinganaksaLarongPampa
lakasansakayangeskwelehan). 112 49 75 29 2.92 FI MH
7. I accompany my child in going to school.
(Hinahatid at
sinusundoangakinganaksakanyangpaaralan.) 89 55 92 29 2.77 FI MH
Volunteering
2. I volunteer in school activities, such as

“BrigadaEskwela”. (Nakikibahagisamgagawain
o programang pang MH
paaralankatuladngBrigadaeskwela.) 109 63 69 24 2.97 FI
9. I volunteer to become one of the classroom
aides. (Nagboboluntaryongmagingbahagi o
katuwangsagawaing pang paaralan.) 118 95 44 8 3.22 FI MH
Collaborating
4. I attend family day activities.
(DumadalosamgaaktibidadngpaaralantuladngFa MH
9
mily Day) 96 0 70 9 2.88 FI
6. I allow my child to join in “Field trips.” or
Educational Tour.
(Pinapayagankoangakinganaknasumamasalakbay
-Aral.) 113 31 74 47 2.79 FI MH
MH
Composite Mean 2.835 FI
Decision Making
10. I get most of information, about my child‟s

progress from report cards. (Kinukuhaangcard
ngakinganaktuwingkailangan.) 167 32 4 22 .26 FI MH
52

Communicating
1. I communicate with my child‟s teacher to

follow up his/ her class performance.(Nakikipag-
ugnayansagurongakinganakupangmalamanangm
gakaganapansapaaralan. ) 161 5 5 40 9 .39 FI MH
3. I attend school meetings and PTA meeting.

(Dumadalosamgapulongsaeskwelahan.) 49 51 41 24 3.23 FI MH
10. I get most of information, about my child‟s
progress from report cards. (Kinukuhaangcard 6
ngakinganaktuwingkailangan.) 67 32 34 32 3.26 FI MH

Overall Weighted Mean 3.076 FI MH
It can be observed from the table above that in the school the parents were frequently involved in
terms of parenting with a composite mean of 2.90 indicating a Moderately high level of parental
involvement which means that they frequently support their children‟s sports in school and
accompany their children in going to school as disclosed by its weighted means of 2.92 and 2.77.
Meanwhile, the parents agreed that they frequently volunteered in school activities, such as “Brigada
Eskwela” and to become one of the classroom aides as reflected in their weighted means of 2.97 and
3.22 respectively, hence, a Moderately high level of parental involvement resulted in terms of
volunteering since the composite mean is 3.095. In terms of collaborating a Moderately high level of
parental involvement was evident since the composite mean is 2.835 which means that the parents
frequently attended family day activities and allowed their children to join in the “Field trips.” or
Educational Tour as manifested by its weighted means of 2.88 and 2.79 respectively. Similarly, a
Moderately high level of parental involvement was also distinct in decision making category as its
lone weighted mean of 3.26 indicated that the parents frequently got most of information, about
their children‟s progress from report cards. Furthermore, the parents admitted that they frequently
communicated with their children‟s teacher to follow up on their class performance, attended school
meetings and PTA and got most of information, about their children‟s progress from report cards as
53

affirmed by their weighted means of 3.39, 3.23, and 3.26 respectively wherefore a Moderately high
level of parental involvement in terms of communicating ensued as the composite mean equals 3.29.
The table indicates that the contextual description of parental involvement in which in-school
parental involvement includes communication with teachers about school progress and school visits
and at-home parental involvement includes encouragement of children to succeed, monitoring of
homework, and attending field trips which were showed in the study of Nyarko (2011).
Therefore, the parental involvement at school was Moderately high since the overall weighted mean
was equivalent to 3.076 indicating that the parents were frequently involved in parenting,
volunteering, collaborating, decision making and communicating with the school as regards to their
children.Studies tend to distinguish between two types of parental involvement, depending on the
context in which parents became involved (Nguon, 2012).
The first type of parental involvement represents what parents do at home to strengthen their own
children‟s education, including parental supervision of children‟s homework and parent-child
discussion. The other type of parental involvement refers to activities parents do in school such as
attending school events, attending parent-teacher meeting or contacting teacher and talk.
The categories considered in the present study are very crucial to a continuous communication,
collaboration between the school and the home for an effective parenting and learning strategies,
sound decision making, and useful and practical volunteering activities.
54

Problem 4. Relationship between the level of parental involvement and academic performance
of the students.
To ascertain if there is a significant relationship between the academic performance and the
extent of parental involvements on the four areas; parenting, learning at home, decision making and
communicating the data were subjected to chi-square test and the result was compared with the
critical value. All computations were made at 5% level of significance and degree of freedom of 264.
The outcomes of such correlations are entered in Tables 4.1.1 to 4.2.5.
Table 4.1.
Relationship Between Academic Performance andLevel of Parental Involvement at Home
4.1.1. Parenting
Level of Involvement at Home
Academic Total
Performance 3 2 1
4 (Moderately (Moderately (Low)
(High) High) Low)
OF EF OF EF OF EF OF EF
VS (90-94) 13 14.94 2 9.85 10 10.87 0 .34 5
S (85-89) 23 21.58 24 14.23 14 15.7 4 13.49 65
MS (80-84) 23 20.59 18 13.57 18 14.97 3 12.87 62
U (75-79) 29 30.88 14 20.35 22 22.46 28 19.3 93
Total 88 58 64 55 265
Critical
Value 16.92
Chi-Square 48.31
Decision Reject Ho – Significant Relationship
As disclosed in Table 4.1.1 the computed chi-square value of 48.31 was greater than the critical value
of 16.92 which led to the rejection of the null hypothesis. This indicates a strong correlation between
the two variables. The result indicates that a significant relationship existed between the levels of
55

involvement at home in terms of parenting and the academic performance of the students. This means
that the more the parents spend time with their children every day to follow up on their lesson,
provide their children‟s school materials needed and prepared nutritional food for their children at
home the better is the academic performance of their children in school.
According to study parental involvement and academic performance are two construct that is
positively related to each other, with most findings demonstrating that parent‟s involvement with
their child‟s education have benefited them, as stakeholder, the children as their learners and the
school as institution as shown in the study of Khajehpour, 2011; Al-Awan, 2014; Marshall &
Jackman, 2015).
56

4.1.2 Learning at Home
Academic 3 2 1 Total
Performance 4 (Moderately (Moderately (Low)
(High) High) Low)
VS (90-94) 20 16.98 8 11.89 15 11.04 2 .09 45
S (85-89) 27 24.53 20 17.17 14 15.94 4 7.36 65
MS (80-84) 18 23.4 23 16.38 18 15.21 3 7.02 62
U (75-79) 35 35.09 19 24.57 18 22.81 21 10.5 93
Total 100 70 65 30 265
Critical
Value 16.92
Chi-Square 27.11
Decision Reject the Null Hypothesis – Significant Relationship
As shown in Table 4.1.2 a strong correlation was evident between the involvement of parents in terms
of learning at home and the academic performance of their children in school as revealed by
its higher computed chi-square value of 27.11 against the critical value of 16.92. This result led to the
rejection of the null hypothesis‟ , hence a significant relationship prevailed between the involvement
of parents in terms of learning at home and the academic performance of their children. This means
that the higher the involvement of the parents in their children‟s learning at home such as checking
the assignment of their children, helping their children in doing their project and helping their
children in establishing good habits the higher the academic performance of their children in school.
57

The findings reflected in the table above is consistent with the findings of Mwirichie ( 2013 ),
which indicates that Parental Involvement broadly include activities such as helping with home work
and discussing school events are crucial to the learning of the students
4.1.3 Decision Making

Academic 4 3 2 1
Performance (High) (Moderately (Moderately (Low)
High) Low) Total
O
F EF OF EF OF EF OF EF
VS (90-94) 3 7.47 9 9.51 21 15.45 12 12.6 45
S (85-89) 22 10.79 15 13.74 11 22.32 17 18.2 65
MS (80-84) 9 10.29 7 13.1 16 21,29 24 17.3 62
U (75-79) 10 15.44 25 19.65 43 31.94 21 26 93
Total 44 56 91 74 265
Critical
Value 16.92
Chi-Square 37.35
Decision Reject the Null Hypothesis – Significant Relationship
It can be noted in Table 4.1.3 that the computed chi-square value of 37.35 was greater than the
critical value of 16.92 . It suggested that the null hypothesis was rejected. This indicated a strong
correlation between the two variables which implied that a significant relationship occurred between
the involvement of the parents in terms of making decision about the education of their children at
home and the academic performance of the students in school.
58

However, in this case, a moderately low involvement of the parents in terms of making decision with
regards to school matters at home such as regulating their children‟s television viewing and game
time was evident hence also resulted to a low academic performance of the students.
Through a discourse with the parents a common misconception resulted that, some parents
unconsciously subscribed to the belief that it was not their primary responsibility to be involved with
the children‟s schooling; that, it was their children‟s teacher‟s responsibility to ensure that their
children performed well which appeared in the study of Blair (2014).
4.1.4 Communicating

Academic 4 3 2 1
Performance (High) (Moderately (Moderately (Low) Total
High) Low)
VS (90-94) 16 18.85 10 .34 4 9.85 5 6.96 45
S (85-89) 23 27.226 15 13.49 21 14.23 6 10.1 65
MS (80-84) 20 25.97 17 12.87 17 13.57 8 9.59 62
U (75-79) 52 38.95 13 19.3 6 20.35 22 14.4 93
Total 111 55 58 41 265
Critical
Value 16.92
Chi-Square 34.42
Decision Reject the Null Hypothesis - Significant Relationship
Equivalently, the present study also demonstrated the same result where parental involvement in
terms of communicating is significantly related to academic performance of the students.
As revealed in Table 4.1.4 the computed chi-square value of 34.42 was higher than the critical value
of 16.92 which led to the rejection of the null hypothesis. This result suggested a high correlation
between the parental involvements in terms of the two variables.
This indicates that a significant relationship existed between the involvement of the parents in terms
of communication such as sending letter to the teacher if there was problem/ urgent matter at home
and the academic performance of the students. This means that the more involved the parents in
59

communicating with the school regarding their children the higher the academic performance of the
students.
Through a discourse with the parents a common misconception resulted that, some parents
unconsciously subscribed to the belief that it was not their primary responsibility to be involved with
the children‟s schooling; that, it was their children‟s teacher‟s responsibility to ensure that their
children performed well which appeared in the study of Blair (2014).
Table 4.2.
Relationship Between Academic Performance and Level of Parental Involvement at School
4.2.1. Parenting
Level of Involvement at School
Academic 4 3 2 1
High) Low)
VS (90-94) 13 17.15 9 .83 16 14.09 4.92 45
S (85-89) 25 24.77 15 12.75 20 20.35 5 7.11 65
MS (80-84) 29 23.63 10 12.16 21 19.41 2 6.78 62
U (75-79)
34 35.44 18 18.24 26 29.12 15 10.17 93
Total 101 52 83 29 265
Critical
Value 16.92
Chi-Square 31.30
Decision Reject HO - Significant Relationship
Similarly , the result of the present study also revealed the same trend . The higher the level of
parental involvement the higher the academic performance of the children.
As shown in Table 4.2.1 there is a significant relationship between the involvement of the parents at
school in terms of parenting since the computed chi-square value of 31.30 was higher than the critical
value of 16.92 which led to the rejection of the null hypothesis. This means that the higher the
60

involvement of the parents towards their children at school the higher the academic performance of
the children. Parenting activities such as supporting their children‟s sports in school and
accompanying their children in going to school can motivate children to be present in school and
participate in school learning activities.
When parents are involved, the students feel that they are supported, and this results to a more
positive outcome, and is evident through their academic achievement. Family‟s emotional support is
beneficial to the students, as it not only promotes academic success but also psychological well-being
and thus encourages better student engagement in schools (Roksa & Kinsley, 2019).
In like manner, the more involved the parents in school activities the more confident the students
become, hence the more motivated they are in learning. The presence of their parents in school
during activities would serve as a morale booster to the students and eventually built self confidence
in them.
Furthermore, children whose parents have more time to spend helping and guiding their children in
school works, developed significant verbal and communication skills that appears in the study of
Fernald ( 2013). In that same manner, caregivers or parents of children influences cognitive
development according to Sperry, Sperry, &Miller( 2018).
61

4.2.2.Volunteering

Academic 3 2 Total
Performance 4 (Moderately (Moderately 1
(High) High) low) (Low)
VS (90-94) 18 19.18 13 13.41 9 9.67 5 45 45
S (85-89) 31 27.78 21 19.39 7 13.98 6 65 65
MS (80-84) 25 26.43 23 18.48 14 13.33 0 62 62
U (75-79) 39 39.65 22 27.72 27 20.00 5 93 93
Total 113 79 57 249 265
Critical
Value 16.92
Chi-Square 15.78
Decision Accept HO - No Significant Relationship
As manifested in Table 4.2.2 the computed chi-square value of 15.78 was less than the critical value
of 16.92 which indicates the acceptance of the null hypothesis suggesting that there is no significant
relationship between the involvement of parents in school in terms of volunteering and the academic
performance of the students.
It means that whether the parents volunteered or not to participate in school activities, such as
“BrigadaEskwela” and to become one of the classroom aides it will not affect their academic
performance in school. According to study that parental involvement broadly include activities
such as helping with homework, discussing school events or courses, volunteering at school and
coming to participate in schools‟ events. Parental involvement is a function of a parent's beliefs
about parental roles and responsibilities. A parent can help the children succeed in school and the
opportunities for involvement should be provided by the school or the teacher which appears
consistently in the study of Mwirichia (2013).”
62

4.2.3. Collaborating

4 3 2 1
Academic (High) (Moderately (Moderately (Low)
Performance High) Low) Total
VS (90-94) 17 17.66 6 8.66 9 12.22 13 6.45 45
S (85-89) 25 25.50 13 12.50 18 17.66 9 9.32 65
MS (80- 84) 28 24.33 11 11.93 23 16.84 0 8.89 62
U (75-79) 34 36.49 21 17.89 22 25.26 16 13.33 93
Total 104 51 72 38 265
Critical
Value 16.92
Chi-Square 28.59
As shown in the data above there was a significant relationship between the involvement of the
parents in school in terms of collaborating with the school and academic performance of the students,
since the computed chi-square value of 28.59 exceeded the critical value of 16.92. The result led to
the rejection of the null hypothesis. This implied that the high involvement of parents in school in
terms of collaborating resulted into high academic performance of the students in school.
„The table indicates that one of the established benefits of parental involvement is that parent teacher
partnership is improved, thus, become an integral foundation of academic performance of children.
The problems arising from academic performance are easily solved by the partnership of parents and
the school which appear consistently in the study of Llamas & Tuazon(2016).
The students are motivated to study when they see their parents attend and participate in family day
activities and allow their children to join in “Field trips.” or Educational Tour. This will paves the
way to a strong collaborative relationship between the school and the parents to improve the learning
capabilities of the students and their academic achievement. With their parents involved in their
education, children tend to focus more in schoolwork.
63

This primarily motivates them to strive more and not give up easily when they are having a hard time
(Sapungan & Sapungan, 2015; Kwatubana & Makhalemele, 2015).The present study gave the same
result, a strong collaborative effort between the school and the parents the better would be the
academic performance of the students.
4.2.4. Decision Making

Academic 4 3 2 1
High) Low)
VS (90-94) 8 28.35 0 5.43 7 5.77 10 5.43 45
S (85-89) 3 40.96 4 7.84 14 8.33 14 7.84 65
MS (80-84) 42 39.07 7 7.48 5 7.95 8 7.48 62
U (75-79) 64 58.60 21 11.25 8 11.93 0 11.23 93
Total 167 32 34 32 265
Critical
Value 16.92
Chi-Square 34.68
A strong correlation was manifested between the involvement of parents in school in terms of
decision making and academic performance of the students as revealed by a high computed value of
34.68 compared with the critical value of 16.92. This result was compelled to reject the null
hypothesis hence , a significant relationship existed between the involvement of parents in school in
terms of decision making and academic performance of the students. This means that the higher the
level of involvement of parents in making decision with regards to school matters, the higher the
performance of their children academically.
64

This is probably due to the fact that since the parents are involved in deciding what is best for their
children, in response the children participate and support whatever programs or activities are agreed
upon by the school and their parents.
4.2.5. Communicating

Academic 4 3 2 1
High) Low)
VS (90-94) 16 27.00 12 7.81 5 6.45 12 3.74 45
S (85-89) 39 39.00 15 11.28 9 9.32 2 5.39 65
MS (80-84) 43 37.20 11 10.76 7 8.89 1 5.14 62
U (75-79) 61 55.80 8 16.14 17 13.33 7 7.72 93
Total 159 46 38 22 265
Critical
Value 16.92
Chi-Square 33.35
As revealed in Table 4.2.5 the computed chi-square value of 33.35 exceeded the critical value of
16.92 which suggests the rejection of the null hypothesis. This implied that there was a significant
relationship between the involvements of parents in school in terms of communicating and the
academic performance of their children.
This means that the higher the involvement of parent in communicating with the school such as
communicating with their children‟s teacher to follow up on their class performance, attending school
meetings and PTA and get most of information, about their children‟s progress from report cards the
more that the parents can monitor their children , hence, the students are motivated more to learn and
will result to higher academic performance.

65

Tokac and Ercan (2012) stated how parents‟ collaboration with the school and student affected
students‟ Mathematics performance, and how this effect varied across schools. Shute, Hansen,
Underwood, and Razzouk (2011) reported the relationship between parental involvement and
academic performance with special focus on the secondary school (middle and high school) level.
They also showed that several parental involvement variables with correlations to academic
performance showed promise on: (a) communication between children and parents about school
activities and plans, and (b) parents holding high expectations/aspirations for their children‟s
schooling. Roberts and Vukovic (2011) compared the relation between parental involvement and
Mathematics performance. The researchers used a longitudinal correlation and results revealed that
parental involvement was positively correlated with Mathematics performance.
Similarly, the more the parents check on the child‟s school performance such as homework,
participation with extracurricular activities, and are engaged with the school themselves with parent
teacher meetings, the better their children perform in school which shows in the study of Rafiq,
Fatima, Sohail, Saleem, & Khan ( 2013).
The study above is parallel to the present study where parental involvement was correlated with
Mathematics performance, however the present study correlated parental involvement with the
academic performance of Grade 7 students.
66

Problem 5. The Relationship between the parents’ level of involvement with regards to profile
variables:
5.1 At Home; and
5.2 At School.
To determine the relationship between the level of involvement of parents at home and at
school and their profile variables the data gathered were subjected to chi-square test and the results
were compared to the critical value. All computations were done at 5% level of significance. The
results are entered in Tables 5.1.1 to 5.2.4.
67

Table 5.1.1
Relationship Between the Parent Respondents’ Level
of Involvement at Home and Gender
Level of Invovement at Home

Gender 4 3 2 1 Total
(High) (Moderately (Moderatel (Low)
High) y Low)
O OF EF
OF EF OF EF EF
F
Male 70 23.51 18 16.11 13 17.70 47 12.68 70
Female 195 65.49 43 44.89 54 19.10 41 35.32 195
Total 89 61 67 48 265
Critical Value 7.815

Computed Chi- 7.23
Square
Decision Accept the H0= No Significant Relationship
As shown in Table 5.1.1 the computed chi-square value of 7.23 was less than the critical value
of 7.815 hence the null hypothesis was accepted which indicates that no significant relationship
existed between the level of involvement of parents at home and their gender.
The gender of the parents has nothing to do with the involvement of the parents with their children‟s
education when they are at home.Regardless of the gender of the parents they can have high or low
level of parental involvement with regards to their children‟s education while their children are at
home.
68

Table 5.1.2
of Involvement at Home and Age

Age 4 3 2 1 Total
(High) (Moderately (Moderately (Low)
High) Low)
31-35 23 24.18 13 16.57 22 18.2 14 13.04 72
36-40 31 24 21 17.03 19 18.71 3 13.40 74
41-45 12 85 16 10.59 9 11.63 9 8.33 46
46-50 21 15.45 6 13.12 11 14.41 19 10.32 57
51 and Above 2 19.17 5 2.30 6 2.53 3 1.81 16
Total 89 61 67 48 265

Computed Chi- 38.14
Square
Decision Reject the H0= Significant Relationship
As reflected in the table above the age of the parents was significantly related to their involvement
with the education of their children at home as manifested by the higher computed value of 38.14
against the critical value of 21.03. This result led to the rejection of the null hypothesis.
This means that the level of involvement of parents with their children‟s education also depends on
the age of the parents. It can be observed from the table that the middle –aged parents had higher
involvement than the older ones. These parents were probably more aggressive in terms of handling
the educational needs of their children than those older parents.
Learners whose parents are involved, are active and ready to learn, they learn to be punctual from
young age, they learn to be persistent as the parents would be continuously enquiring about their
progress and they would not want to disappoint them. Taking responsibility becomes a part of the
nature of such children as they plan ahead and are able to do their work according to their schedule,
69

which is the quality of being organized which appears in the study of Sapungan& Sapungan
(2014:45)
Table 5.1.3
Relationship Between the Parent Respondents’ Level of
Involvement at Home and Educational Attainment

Educational 4 3 2 1 Total
Attainment (High) (Moderately (Moderately (Low)
High) Low)
O OF EF
OF EF OF EF EF
F
MA 3 3.82 2 2.07 2 2.28 2 1.63 72
College 10 9.07 7 6.22 2 6.83 8 4.89 74
Vocational 16 11.08 12 7.60 4 8.34 1 5.98 46
High School 57 62.47 37 42.82 5 42.03 37 33.69 57
Elementary 3 3.36 3 2.30 4 2.53 0 1.81 16
Total 89 61 67 48 265

Computed Chi- 45.24
Square
As exhibited in Table 5.1.3 there was a strong correlation between the educational attainment of the
parents and their level of parental involvement at home for the reason that the computed chi-square
value of 45.24 exceeded the critical value of 21.03 which led to the rejection of the null hypothesis .
It suggested a significant relationship between the level of the parents involvement in the education
of their children at home and their educational attainment. This means that the higher the educational
attainment of the parents the higher the involvement of the parents in the education concerns of their
children. This is probably due to the fact that the parents were very much aware of the importance of
education in the life of an individual so at an early stage of their children‟s education they were
anxiously involved at every facet of it.
70

According to study which manifested that another type of influence that parents have to their child‟s
academic performance is their education. Students whose parents finished college level and graduate
degrees are over five times more likely to earn college degree themselves compared to those whose
parents didn‟t get past secondary whichwas found in the study of Carnevale, & Strohl, (2013).”
Likewise, the present study found out that parents with higher educational attainment were more
involved in the education of their children.
Table 5.1.4
Relationship Between the Parent Respondents’ Level of Involvement at
Home and Socio- Economic Status

Family Income 4 4 4 4 Total
(High) (High) (High) (High)
21,000 and 10 8.15
11 15.11 16 10.36 8 11.38 72
Above
16,000-20,999 16 19.14 14 13.12 12 14.41 15 10.32 74
11,000-15,999 23 19.82 12 13.5 15 14.92 9 10.69 46
6,000-10,999 19 17.13 9 11 16 12.89 7 9.24 57
5,999 and 7 9.68
20 17.80 10 74 16 13.40 16
Below
Total 89 61 67 48 265

Computed Chi- 14.85
Square
Decision Accept the H0= No Significant Relationship
It can be seen from the table above that the computed chi-square value of 14.85 was less than the
critical value of21.03 indicating that there was no significant relationship between the level of
parental involvement at home and the income of the family. So the null hypothesis was accepted.
This implied that family income has nothing to do with the involvement of the parents in the
educational concerns of their children at home. The parents can have high level of involvement in the
71

education of their children at home regardless of their income. This can probably be due to minimal
expenses encountered by the students and parents since their children were in Marikina High School,
a public school where the tuition fee is free.
Midraj and Midraj (2011) explored the relationships that existed between parental
involvement indicators, private tutoring, students‟ background, and Arabic reading performance in
fourth-grade Emirati students in Abu Dhabi. The researchers found the significant associations
between some aspects of parents‟ involvement, parents‟ education level and employment and
students‟ reading performance. The researchers used correlational design and examined the effects of
parental involvement on the Arabic reading performance. After intensive analysis, the researchers
concluded that parent involvement and its relationship to Arabic reading performance provided
more evidence for the importance of school and parent partnerships in building a community of better
Arabic readers.
The study above found out a correlation between parental involvement and some profile
variables such as education level, employment and reading comprehension. The study pointed out the
importance of school and parent partnership, in the same way that the present study established a
significant relationship between the parents involvement in the education of their children at home
and at school.
72

Table 5.2.1
of Involvement at School and Gender
Level of Invovement at School

Gender 4 3 2 1 Total
High) Low))
Male 70
Female 195
Total 128 54 57 26 265
7.815
Critical Value
Computed Chi- 18.49
Square
Reject the H0= Significant Relationship
Decision
As disclosed in Table 5.2.1 a strong correlation can be observed between the level of
involvement of parents in school and their gender. A high computed value of 18.49 resulted from
chi-square test as compared with the critical value of 7.815 therefore the null hypothesis was rejected.
This suggests that the gender of the parents was significantly correlated with their involvement in
school. It can be observed from the table that a big turnout of female parents had a high level of
involvement in their children‟s education concerns. This can be due to the fact that mothers were
usually left at home while the fathers work.
Both parents are responsible in responding to their child‟s need. It has been observed that often only
the mother has the chance to attend the child‟s need in school. Certain observations even in regular
classes reveal that only the mother has the time to talk to teachers for their child‟s development
(Winegardner, 2011).
Similar trend has been found in the present study where majority of the female parents were the ones
with moderately high involvement in their children‟s education.
73

Table 5.2.2
of Involvement at School and Age

4 3 2 1 Total
High) Low)
Age OF EF OF EF OF EF OF EF
31-35 33 34.78 11 14.69 1 15.49 7.06 72
36-40 44 34.74 15 15.08 10 15.92 5 7.26 74
41-45 17 22.22 12 9.37 15 9.89 2 4.51 46
46-50 32 27.53 16 11.62 6 12.26 3 5.59 57
51 and Above 2 7.73 0 3.26 5 3.44 9 1.57 16
Total 128 54 57 26 265
Computed Chi- 41.98
Square
A significant relationship existed between the level of involvements of parents in the
education of their children at school and their age, as revealed by its high computed chi-square value
of 41.98 against the critical value of 21.03. This result led to the rejection of the null hypothesis
which means that parental involvement at school depends on the age of the parents. It can be
observed from the table that a high level of parental involvement came from the middle-aged parents.
This can probably be due to the fact that parents at this age were more enthusiastic and anxiously
engaged with regards to their children‟s education
Although in the study of Llamas and Tuazon (2016) there were also negative effects of parental
involvement in the academic performance of their children. There were times that student felt that
they were not being trusted by their parents when they were too involved which appeared in the
study of Llamas & Tuazon (2016).
74

Table 5.2.3
Relationship Between the Parent Respondents’ Level of Involvement
at School and Educational Attainment

Educational 4 3 2 1 Total
Attainment (High) (Moderately (Moderately (Low)
High) Low))
MA 4 4.35 2 1.83 0 1.94 3 0.88 9
College 5 13.04 8 5.50 7 5.81 7 2.65 27
Vocational 16 15.94 13 6.72 4 7.10 0 3.24 33
High School 101 89.04 28 37.90 33 40.01 14 18.25 186
Elementary 2 4.83 3 2.04 3 2.15 2 0.98 10
Total 128 54 57 26 265
21.03
Critical Value
Computed Chi- 39.51
Square
Reject the H0= Significant Relationship
Decision
As shown in Table 5.2.3 the computed chi-square value of 39.51 exceeded the critical value of
21.03 that led to the rejection of the null hypothesis.
This implied that there was a significant relationship between the level of parental involvement at
school and the educational attainment of the parents. This can probably be due to the fact that
parents with higher educational attainment have more knowledge to impart to their children.
According to the study students whose parents finished college level and graduate degrees are over
five times more likely to earn college degree themselves as they evidently found a relevant model
through their parents which appears with the findings of Carnevale, & Strohl (2013).
The same with the result in Table 5.1.3 where a high level of turnout of parents that were involved in
the education of their children at home were those with higher educational attainment. They
monitored their children at home. This means that the higher the level of educational attainment of
the parents the higher the level of parental involvement at school.
75

Table 5.2.4
Relationship Between the Parent Respondents’ Level of Involvement
at School and Socio- Economic Status

4 3 2 1 Total
High) Low))
Family Income OF EF OF EF OF EF OF EF
21,000 and
Above 21 21.74 13 9.17 9.68 5 4.45 72
16,000-20,999 25 27.53 8 11.62 21 12.26 3 5.59 74
11,000-15,999 28 28.5 12 12.02 8 12.69 11 5.79 46
6,000-10,999 19 24.63 13 10.39 14 10.97 5 5 57
5,999 and
Below 35 25.60 8 10.88 8 5.20 5.24 16
Total 128 54 57 26 265
Computed Chi- 27.42
Square
Clearly shown in the table above, a significant relationship existed between the level of
involvement of parents in the education of their children at school and their socio-economic status as
manifested by its high computed value of 27.42 as compared to critical value of 21.03 .This
eventually led to the rejection of the null hypothesis.
This means that the high level of parental involvement at school depends on the socio-economic
status of the family. Presumably, this can be due to the fact that in school expenses may be incurred.
Projects, activities, programs, may require contributions from the parents, hence those with higher
income were the ones who were able to be involved in school.
It appears that parental involvement in terms of support to their child‟s educational goals &
achievement, their academic socialization also helped which appears in the study of Benner, Boyle, &
Sadler ( 2016).
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Problem 6.Action Program that can be adapted as a result of the study.
Action Plan for Parental Involvement
GUIDANCE PROGRAM & SERVICES
PERSONS TARGET EXPECTED
SERVICES ACTIVITIES OBJECTIVES INVOLVED DATE OUTCOME
Parent‟s To inform 98% of 98% of Parents
Orientation parents and School Head 2nd Week and Students are
students about of June properly
school rules and Head informed and
regulations; Teachers addressed
Grade Level
INFORMATION Open House To conduct an Leader PTC All Grade Level
SERVICES Open-House Program participated on
activity to all Grade Guidance Quarterly Open-House
Level; Counselor/
Guidance
“Parents‟ Talk” Teachers Year 95% of
To cater 95% and Round concerns Walk-
provide counseling Teachers/ In parents are
to Walk-In Parents Advisers addressed and
processed
GPTA confidentially.
Parents
Students
77

To conduct and
Students and facilitate School- School Head August Seminar-
Parents Talk Based Seminar Workshops are
Workshops to Head Teachers properly
students who are in implemented
need to together according to the

Grade Level
with their needs of Student,
Leader
LEARNING parents/guardian; Parents/Guardian.
SERVICES
Guidance Guidance
Counselor/ September Counselor/Teachers
To help the parents Guidance were able to give
Symposium through mentoring. Teachers and share the
details about
To Talk about Teachers/ decision making
decision making Advisers and collaboration.
and collaboration,
GPTA
Parents
Students
78

Parents‟ Fund To give and School Head October All funds
Raising Project formulate an idea collected are
about different Head from the project
VOLUNTEERING fund-raising Teachers formulated and

SERVICES
projects that will conducted by the
benefit the school Grade Level parents &
and students Leader observed “No
activities; Collection
Guidance Policy”.
Counselor/
Guidance All activities
Outreach- To extend-their- Teachers November must be properly
Program hands to NGO‟s Teachers/ coordinated to
and other Advisers the authority and
stakeholders GPTA to reach-out those
through outreach- Parents partners/stakehol
program; Students ders accordingly.
“Share A Heart” To voluntary 100% of
/Gift-Giving share to all December Parents/Guardian
students who are participated
in need through during the gift
gift giving giving activities.
program.
79

Group To provide and School Head January All group
Dynamics process activities dynamic
PARENTAL- that enhance the Head Teachers activities are
LIFE Parent-Child processed
SUPPORT Relationships; Grade Level properly for both
SEREVICES Leader parent and the
child.
Bible To conduct a Guidance
Study/Mass religious activities Counselor/ February Different
with respect to Guidance religions are
their beliefs and Teachers properly
religion; observed but
Teachers/ voluntary only.
Advisers
To hold a family GPTA
Family counseling in case All year Cases handled
Counseling/ to case basis. Parents Round must be
Consultation confidential and
Students must be
processed
professionally.
80

CHAPTER V
SUMMARY, CONCLUSIONS, AND RECOMMENDATIONS
This chapter outlines the summary of findings, conclusions and recommendations of the study.
Summary of the findings presents the key information derived from the statistical results.
Conclusions express the judgments attained by the researcher based on the findings.
Recommendations suggest some possible solutions in response to the issues pointed out in the
conclusions.
Summary of Findings
This study entitled “Parental Involvement and Academic Performance of Grade 7 Students in
Marikina High School” aimed to determine the relationship of parental involvement to the academic
performance of Grade 7 student in Marikina High School during the school year 2019-2020. The
profile variables of the parents were also considered and correlated with the level of parental
involvement.
Specifically, the researcher attempts to answer the following questions:
1. What is the profile of parent in terms of the following:
1.1. gender;
1.2. age;
1.3. educational attainment; and
1.4. socio-economic status?
2. What is the academic performance of Grade 7 students?
81

3. What is the level of Parental Involvement in terms of Epstein‟s six types of parental
involvement:
3.1. at home; and
3.2. at school?
4. Is there a significant relationship between the level of parental involvement and academic
performance of the students?
5. Is there a significant relationship between the level of parental involvement and when
parents are grouped according to their profile variables?
6. What action plan can be adapted by the Guidance office?
This study made use of descriptive correlational method in determining the relationship between the
level of parental involvement and academic performance of the students and the profile variables of
the parents as well. The respondents of the study were the 265 students and parents of the Grade 7
students of Marikina High School during the school year 2019-2020. The study adapted the 20 item
Family Involvement Questionaires that focused on the parental involvement at home and at school.
The data gathered were subjected to statistical treatment using frequency distribution, percentage,
weighted mean, and chi-square test.
Based on the data gathered from the use of the standardized questionnaire and the grades of the
students, the following are the summary of the findings of the study:
1. Of the total 265 parent respondents 195 or 73.58% were female and 70 or 26.42% were male. Fifty
one percent or 146 parents had ages in the range of 30-40 and about 6.04% or 16 were in the oldest
age range of 51 and above. In terms of educational attainment parents who finished high school had
the largest frequency of 186 or 70.19% while only 10 or 3.77 finished elementary the rest were able
to get higher level of education.
82

The income of most parents which is 59 or 22.26% was in the range of 11,000 to 15,000 while the
smallest frequency of 45 parents had income in the range of 21,000 and above.
2. The highest frequency was in the score range of 75-79 with 93 students or 28.12% getting the said
grade and the lowest number of students which was 45 had grades in the highest range of 90-94. The
mean score of the students was 83.117 with the standard deviation of 5.52 indicating how the grades
of the students were scattered.
3. The level of involvements of parents in their children‟s education at home in terms of parenting,
learning at home, decision making, communicating were 2.674, 2.90, 2.26, and 2.89 respectively.
Their weighted means indicated that the parents were frequently involved in the education of their
children except for decision making where the parents agreed that they sometimes participated in the
decision about school matters at home. The overall weighted mean of 2.681 on the level of
involvement of parents at home implied that they had moderately high level of involvement at home
with regards to their children‟s education. In terms of involvement of parents at school the overall
weighted mean was 3.076 indicating that the parents had moderately high level of parental
involvement at school as a result of the individual weighted means for each category as 2.90 for
parenting; 3.095 for volunteering; 2.835 for collaborating; 3.26 for decision making and 3.29 for
communicating.
4. A significant relationship existed between the academic performance of their children and the level
of involvements of parents with the education of their children at home and in terms of parenting,
learning at home, decision making and communicating as revealed by their computed chi-square
values of 48.31, 27.11, 37.35, and 34.42 respectively as compared to the critical value of 16.92.
83

Similarly, the academic performance of the students were significantly correlated with level of
parental involvement at school in terms of parenting, collaborating, decision making, and
communicating as disclosed by their high weighted means of 31.30, 28.59, 34.68 and 33.35
against the critical value of 16.92. On the other hand, no significant relationship resulted between the
academic performance of students and the level of involvement of parents at school in terms of
volunteering as the computed chi-square value of 15.78 was lower than the critical value of 16.92.
5. The age and educational attainment of parents were significantly correlated with the level of
involvements of parents in the education of their children at home since the computed chi-square
value of 38.14 and 45.24 exceeded the critical value of 21.03. On the contrary, the gender and socio-
economic status of the parents were not significantly correlated with the level of parental
involvement at home on account of lower computed chi-square values of 7.23 and 14.85 as compared
to critical values of 7.815 and 21.03 respectively. For the level of involvement of parents at school a
significant correlation in all profile variables considered were evident as the computed chi-square
values of 18.49 for gender, 41.98 for age, 39.51 for educational attainment and 27.42 for socio-
economic status exceeded the critical values of 7.815 for gender and 21.03 for all the other variables.
84

Conclusions
Based on the findings of the study, the following conclusions were drawn:
1. The parent-respondents were mostly female, middle-aged, graduate of high school and above and
with monthly income all below the average monthly salary declared by Sanchez (2019).
2. The Grade 7 students considered in this study were performing moderately satisfactory in their
class.
3. The parent respondents had moderately high level of involvements in their children‟s educational
concerns both at home and school.
4. The moderately satisfactory grades of the Grade 7 students could be attributed to the moderately
high level of involvement of parents in the education of their children at home and at school.
5. Middle-aged parents with higher educational attainment contributed to the high level of parental
involvements at home. The gender of the parents and monthly income does not contribute to the high
level of parental involvement at home. On the other hand female, middle-aged parents with high
educational attainment and greater monthly income contributed to the high level of involvement of
parents in the education of their children at school.
85

Recommendations
Based on the findings the following recommendations were drawn after the undertaking of the study:
1. Since no significant relationship resulted from the correlation between the level of parental
involvement in school in terms of volunteering and academic performance the school might consider
coming up with activities, projects or programs that will entice the parents to volunteer to be part of
the said activity/project or program.
2. A replication of the study can be conducted using students at risk to find out the extent of parental
involvement with such group of students and how this correlate to their academic performance.
3. A qualitative study to determine involvement activities that attract parents to participate in their
children‟s schools and also to determine the most meaningful and useful activities based on parents‟
perceptions is recommended for further study.
4. This study employed the use of descriptive research methodology which might not produce all of
the related functions of the principles, extent of use and effectiveness of the selected principles,
methods, techniques and tools. It is, therefore, recommended that similar studies be conducted with a
variety of research methodology to identify the changing perceptions on parental involvement, such
as employing the use of two groups the control and experimental group.
86

5. The potential of new formats and media should be explored to support parental involvement
specifically in the kindergarten or primary level. Today‟s youngsters were born in the age of the
Internet. Many are more technologically savvy than the parents. To connect with these kids, parents
must learn to speak their language and become conversant with the technology that comes so
naturally to the young. However, if they are to succeed with it, they need a deep understanding of the
tools available, as well as meaningful reflection about how to use them to enhance communication
with the children. The school should consider conducting seminar-workshop for the parents on the
use of technology and online spaces/resources.
87

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Appendices
FAMILY INVOLVEMENT QUESTIONAIRE
MGA TALATANUNGAN PATUNGKOL SA PAKIKILAHOK NG PAMILYA
Part I. Respondent’s Profile
Unang Bahagi : Balangkas na Naglalarawan sa Sumasagot
Direction: This section aims to elicit personal information about you which are deemed significant in
the study . Please fill in the blanks by putting ( / ) or by indicating the necessary information being
asked for .
Panuto : Ang bahaging ito ay naglalayong malaman ang ilang mga impormasyon ukol sa inyo o
mahalaga sa pag- aaral na ito. Lagyan po lamang ng tsek ( / ) o isulat ang impormasyong hinihingi.
Name of Parents/ Guardians: ( Optional ) ____________________________________
Pangalan ng Magulang / Tagapag- alaga : ( maaaring hindi isulat ) ______________________
1.Age / Edad: _________________________ Gender : Male ____ Female ____
Kasarian : Lalaki _____ Babae _____
2. Family Monthly Income ( Philippine Peso )
____ 21, 000 – above _____ 6, 000 – 10, 999
____16, 000 – 20, 999 _____ 5, 999 - below
____ 11, 000 – 15, 999
92

3. Educational Attainment
_____ Post Graduate ( Doctorate ) ______ High School
_____ MA Graduate ______ Elementary
_____ Baccalaureate ______ Vocational Course
4. Marital Status
_____ Living Together _____Living Separately due to work
_____ Legally Separated _____ Single Parent
5. Occupation
___ Employee
___ Self Employed
___ OFW
II. Home-School Collaboration
Ikalawang Bahagi : Pakikipagtulungan ng Tahanan at Paaralan .
The following questions aimed to find out the extent of your involvement as a parent in your child‟s
study.
(Ang mga sumusunod na mga katanungan ay ukol sa pakikibahagi ninyo bilang magulang sa pag-
aaral ng iyong anak).
Directions: Please check the number on each item that is best to you.
Code: 4- Always, 3- Frequently, 2- Sometimes, 1- Never
Panuto: Lagyan ng Check (/) ang mga sumusunod na mga katanungan kung ito ba ay palagi(4),
madalas(3), minsan(2), o hindi(1) mo ginagawa.
93

4 3 2 1
Parental Involvement at Home Always Frequently Sometimes Never
(Palagi) (Madalas) (Minsan) (Hindi)
1. I check the assignment of
my child. (Inaalam kung may
takdang-aralin ang aking
anak.)
2. I help my child in doing his/her
project. . (Tinutulungan ang aking
anak sa kanyang takdang aralin.)
3. I spend time with my child
every day to follow up on his/her
lesson. (Naglalaan ng oras araw-
araw, sa aking anak upang
gabayan sa kanyang mga
leksyon.)
4. I help my child in establishing
good habits. (Tinutulungan
magkaroon ng magandang
kagawian sa pag-aaral ang aking
anak.)
5. I get a tutor for my child.
(Kumukuha ako ng tagapagturo
para sa aking anak.)
94

6.I provide my child „school
materials needed. (Binibigay ang
pangangailangan ng aking anak
para sa kanyang pag-aaral.)
7. I send letter to the teacher if
there are an emergency.
(Nagbibigay ng sulat sa guro ng
aking anak kapag may prolema.)
8. I prepare nutritional food for
my child. (Naghahanda ng mga
masustansyang pagkain para sa
aking anak.)
9. I show appreciation for the
works of my child in the school.
(Ako ay nagpapakita ng
pagpapahalaga sa mga gawa ng
aking anak sa eskwelahan.)
10. I regulate my child television
viewing and game time.
(Nililimitahan ko ang oras sa
panonood ng mga programa sa
telebisyon at paglalaro.
95

Parental Involvement at School
1. I communicate with my child‟s
teacher to follow up on my child‟s
class performance.(Nakikipag-
ugnayan sa guro ng aking anak
upang malaman ang mga
kaganapan sa )
2. I volunteer in school activities,
such as “Brigada Eskwela”.
(Nakikibahagi sa mga gawain o
programang pang paaralan
katulad ng Brigada eskwela.)
3. I attend school meetings and
PTA meeting. (Dumadalo sa mga
pulong sa eskwelahan.)
4. I attend family day activities.
(Dumadalo sa mga aktibidad ng
paaralan tulad ng Family Day)
5. Supporting my child sports in
school. (Sinusoportahan ko ang
aking anak sa Larong
Pampalakasan sa kayang
eskwelehan).
96

6. I allowing my child to joined in
“Field trips.” or Educational Tour.
(Pinapayagan ko ang aking anak
na sumama sa lakbay-Aral.)
7. I accompanying my child in
going to school. (Hinahatid at
sinusundo ang aking anak sa
kanyang paaralan.)
8. I follow school‟s rules and
regulation, like proper dress code,
etc. (Sinusunod ang patakaran sa
paaralan gaya ng tamang
pananamit.)
9. I volunteer to become one of
the classroom aides.
(Nagboboluntaryong maging
bahagi o katuwang sa gawaing
pang paaralan.)
10. I get most of information,
about my child‟s progress from
report cards. (Kinukuha ang card
ng aking anak tuwing kailangan.)
97

GUIDANCE PROGRAM & SERVICES
Parent‟s To inform 98% of 98% of Parents
Orientation parents and School Head 2nd Week and Students are
students about of June properly
school rules and Head informed and
regulations; Teachers addressed
Grade Level
INFORMATION Open House To conduct an Leader PTC All Grade Level
SERVICES Open-House Program participated on
activity to all Grade Guidance Quarterly Open-House
Level; Counselor/
Guidance
“Parents‟ Talk” Teachers Year 95% of
To cater 95% and Round concerns Walk-
provide counseling Teachers/ In parents are
to Walk-In Parents Advisers addressed and
processed
GPTA confidentially.
Parents
Students
98

To conduct and
Students and facilitate School- School Head August Seminar-
Parents Talk Based Seminar Workshops are
Workshops to Head Teachers properly
students who are in implemented
need to together according to the

Grade Level
with their needs of Student,
Leader
LEARNING parents/guardian; Parents/Guardian.
SERVICES
Guidance Guidance
Counselor/ September Counselor/Teachers
To help the parents Guidance were able to give
Symposium through mentoring. Teachers and share the
details about
To Talk about Teachers/ decision making
decision making Advisers and collaboration.
and collaboration,
GPTA
Parents
Students
99

Parents‟ Fund To give and School Head October All funds
Raising Project formulate an idea collected are
about different Head from the project
VOLUNTEERI fund-raising Teachers formulated and
NG projects that will conducted by the
SERVICES benefit to the Grade Level parents &
school and Leader observed “No
students Collection
activities; Guidance Policy”.
Counselor/
Guidance November All activities
Outreach- To extend-their- Teachers must be properly
Program hands to NGO‟s coordinated to
and other Teachers/ the authority and
stakeholders Advisers to reach out
through outreach- GPTA those
program; Parents partners/stakehol
Students ders accordingly.
“Share A Heart” To voluntary December 100% of
/Gift-Giving share to all Parents/Guardian
students who are participated
in need through during the gift
gift giving giving activities.
100

program.
Group To provide and School Head January All group
Dynamics process activities dynamic
PARENTAL- that enhance the Head Teachers activities are
LIFE Parent-Child processed
SUPPORT Relationships; Grade Level properly for both
SEREVICES Leader Parent and the
child.
Bible To conduct a Guidance
Study/Mass religious activities Counselor/ February Different religion
with respect to Guidance are properly
their beliefs and Teachers observed but
religion; voluntary only.
Teachers/
Advisers
101

To hold a family
Family counseling in case GPTA All year Cases handled
Counseling/ to case basis. Round must be
Consultation Parents confidential and
must be
Students processed
professionally.
G. Daily Lesson Log
Pang-Araw-Araw na Tala sa Pagtuturo
Sa Edukasyon sa Pagpapakatao
Paaralan: Marikina High School Baitang/Antas Grade 8 Sincerity
Guro: Gng: Julieth V. Asignatura: Edukasyon sa Pagpapakatao
Leander
UNANG ARAW
I. LAYUNIN
Sa modyul na ito, 80% ng mag-aaral ay inaasahang maipamamalas ang
mga sumusunod na kaalaman, kakayahan, at pag-unawa:
1.Matutukoy ang kahulugan ng Agwat Teknolohikal
2. Masusuri ang: a. pagkakaiba-iba ng mga henerasyon sa pananaw
102

sa teknolohiya at b. ang implikasyon ng pagkakaroon at di
pagkakaroon ng access sa teknolohiya
3.Mahihinuha na: a. Ang pag-unawa sa pagkakaiba ng mga
henerasyon sa pananaw sa teknolohiya ay makatutulong sa
pagpapaunlad ng pakikipag-ugnayan sa kapwa. b. Ang pag-unawa sa
konsepto ng Agwat Teknolohikal ay mahalaga sa pagsusulong ng moral
na karapatan ng tao sa pantay na oportunidad kaugnay ng pagpapaunlad
ng antas ng kanyang pamumuhay.
4.Makapaghahain ng mga hakbang para matugunan ang hamon ng
hamon ng agwat teknolohikal
A. Pamantayang Maipamamalas ng magaaral ang pag-unawa sa mga konsepto tungkol sa
Pangnilalaman agwat teknolohikal.
B. Pamantayan sa Makapaghahain ang magaaral ng mga hakbang para matugunan ang
Pagganap hamon ng hamon ng agwat teknolohikal.
C. Mga Kasanayan EsP8IPIVe-15.1
sa Pagkatuto EsP8IPIVe-15.2
(Isulat ang code ng EsP8IPIVf-15.3
bawat kasanayan) EsP8IPIVf-15.4
II. NILALAMAN Paksa: Modyul 15 : AGWAT TEKNOLOHIKAL
III. KAGAMITANG Laptop,LCD Projector, Permanent Marker, EsP Gabay sa Pagtuturo, EsP
PANTURO Modyul para sa mag-aaral
103

A. Sanggunian
1. Mga pahina sa 80- 92
Gabay ng Guro
2. Mga pahina sa
Kagamitang Pang- 401- 418
mag-aaral
3. Mga Pahina sa 1-22
teksbuk
4. Karagdagang https://www.youtube.com/watch?v=6x7z_x60PSY
Kagamitan mula sa
https://l.facebook.com/l.php?u=http%3A%2F%2Fhermogenesnipotnipot.blogsp
portal ng Learning
ot.com%2F2017%2F09%2Fang-kaibahan-noon-at-ngayon-30-taon.
Resource
https://www.education.com/worksheet-generator/reading/word-scramble/
B. Iba pang Speaker, visual aids.
Kagamitang
Panturo
IV.PAMAMARAAN
A. Balik-aral sa Pagpapakita ng mga Larawan ( Noon at Ngayon )
nakaraang aralin at
/o pagsisimula ng NOON NGAYON
bagong aralin
104

Mga Tanong :
May epekto ba ang mga larawan na nakita sa pakikipagugnayan natin sa
inyong mga magulang , guro at sa ating pakikipag kapwa?
105

Nakakaimpluwensiya ba ang mga ito sa pagbabago sa pamilya at sa
lipunang ating ginagalawan .
https://l.facebook.com/l.php?u=http%3A%2F%2Fhermogenesnipotnipot.
blogspot.com%2F2017%2F09%2Fang-kaibahan-noon-at-ngayon-30-taon.
B. Paghahabi sa Concept Cluster
Layunin ng Aralin
Pagpapakita Comic Strip at Pagbubusisi sa bawat larawan sa
pamamagitang ng ilang tanong .
106

Mga Tanong :
1. Maaari bang mangyari sa totoong buhay ang sitwasyon sa comic strip
?Bakit ?
2. Kung tatay mo ang nasa comic strip , ano kaya ang magiging reaskyon
nya kung sasagutin mo rin siya ng “ basahin mo na lang po sa blog ko ?
Ipaliwanag.
3. Ano ang technological generation gap o agwat sa teknolohiya?
Ipaliwanag
https://app.pixton.com/#/
C. Pag-uugnay ng Paagpapanood ng isang Music / Song Video presentation patungkol sa
mga halimbawa sa Agwat Teknolohikal
bagong aralin Hango sa youtube (https://www.youtube.com/watch?v=6x7z_x60PSY)
D. Pagtalakay ng
bagong konsepto Indibidwal na Gawain :
107

at paglalahad ng Pagisipan : Paano kaya kung mawala ang mga bagay na ito ?
bagong kasanayan
#1
Mga Tanong :
1. Paano ka maaapektuhan ng pagkawala ng mga ito ? Ipaliwanag.
2. Bakit mahalaga ang mga bagay na ito ?Ipaliwanag .
3. Bakit mahalaga ang access sa impormasyon ?Ipaliwanag .
4. Lahat ba nang tao ay may access sa mga ito? Bakit ?
E. Pagtalakay ng
bagong konsepto Grupong Gawain :
at paglalahad ng
bagong kasanayan Ito ay binubuo ng 4Pangkat .
#2 Bibigyan lamang ng 10 minuto ang bawat Grupo para sa bawat Gawain
108

na iaatas ng guro.
Pumili ng 2 taga- ulat para ilahad sa harapan ng klase.
PANGKAT 1 : SPEECH BUBBLE
Ano kaya ang mga bagay na iniisip nyo ? Isulat sa Speech Bubble para sa bata.
Kung mga magulang mo naman ang nasa larawan , ano – ano naman kaya ang
mga sinasabi nila . Isulat ang mga ito sa speech Bubble para sa Nanay at Tatay.
Sagutin ang mga katanungan:
1. Ipaliwanag ang sitwasyong ipinakikita sa larawan ?
2. May pagkakaunawaan bas a pagitan ng mag – anak na ito ? Ipaliwanag.
3. Karaniwan ba ang ganitong tagpo sa iyong tahanan ? Bakit?
4. Ano – ano ang karaniwang pinaguugatan ng di
pagkakaunawaan sa iyong pamilya ? Ipaliwanag ang mga ito .
5. Masasabi mo bang ang mga di pagkakaunawaang ito ay bunga ng agwat sa
pagitan ng mga henerasyon o generation gap ? Ipaliwanag.
PANGKAT 2 : VIDEO PRESENTATION ANALYSIS
Ano ang implikasyon o kahalagahan ng mga pagbabago sa teknolohiya na
inyong napanood sa video patungkol sa edukasyon at pamumuhay ng mga
Pilipino ? Ipaliwanag.
109

PANGKAT 3: JUMBLED WORDS
Sa tulong ng bawat isa , buuin ang mga salitang jumbled words at ibigay ang
pananaw sa bawat salitang na nabuo. Ano ang maganda at hindi magandang
dulot ng mga ito , isa- isahin .
PANGKAT 4 : DULA- DULAAN
Sa tulong ng bawat isa bumuo ng isang kwento kung saan maipapakita ang
agwat teknolohikal mula noon hanggang ngayon.
F. Paglinang sa
Kabihasaan (Tungo
sa Formative
Assessment) #3
G. Paglalapat ng Karunungang handog ng Maykapal ay wag maging sanhi ng pagiging masama
aralin sa pang- ,bagkus ito'y bigyang halaga at gamitin sa kaayusang ninanasa.
araw-araw na
buhay
H. Paglalahat ng Ang pag-unawa sa mga paglabag sa pakikipagkapwa ay nakatutulong sa
Aralin paggamit ng kalayaan tungo sa paggalang ng dignidad ng sarili at kapwa
I. Pagtataya ng
Aralin
J. Karagdagang
110

Gawain para sa Balangkas ng Pros and Cons Chart .
takdang aralin at ( Gumamit ng malinis na index card o papel )
remediation Magiging hadlang ang Makakatulong ang Teknolohiya
Teknolohiya dahil ... dahil ….
V. MGA TALA
(Remarks)
VI.PAGNINILAY
A. Bilang ng mag-aaral na
nakakuha ng 80% sa
pagtataya
B. Bilang ng mag-aaral na
nangangailangan ng iba
pang gawain para sa
remediation na nakakuha ng
mababa sa 80%
111

SSRN Id3630178

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FEU ROOSEVELT

Sumulong Highway, Cainta, Rizal

Republic of the Philippines

GRADUATE SCHOOL OF EDUCATION

PARENTAL INVOLVEMENT AND ACADEMIC PERFORMANCES

Julieth Valenzuela Leander, M.A. Ed.

Frederick Edward T. Fabella, Ph. D.

Electronic copy available at: https://ssrn.com/abstract=3630178

Academic Performance of Grade 7 Students in Marikina High School.

School, School Year 2019- 2020.

Framework on Parental Involvement.

the highest percentage out of 265 parents respondents.

Electronic copy available at: https://ssrn.com/abstract=3630178

academic performance of the students.

as a potential new formatsto support parental involvement.

Electronic copy available at: https://ssrn.com/abstract=3630178

involvement, specifically in Philippine context must be studied further as drastic changes in

behavior are displayed in school. (Alampay, 2014).

school proper remediation or intervention regarding academic performance.

Electronic copy available at: https://ssrn.com/abstract=3630178

in terms of the student‟s academic performance.

to verify if these could affect the parental involvement.

Therefore, a conducive environment is beneficial as students start to learn.(Porumbu, & Necşoi,

Electronic copy available at: https://ssrn.com/abstract=3630178

responsibility to ensure that their children perform well (Blair, 2014).

behavior towards school.

Electronic copy available at: https://ssrn.com/abstract=3630178

(Arguillas, & Williams, 2010).

their expectations on their academic performance (Bernardo, 2010).

Statement of the Problem

socio economic status?

2. What are the Academic Performances of Grade 7 students?

are grouped according to their profile variables? at home and at school.

6. What action plan can be adapted by the Guidance Office?

1. There is no significant relationship between the parents‟ involvement and academic

2. There is no significant relationship between the profile of respondents and parental

Electronic copy available at: https://ssrn.com/abstract=3630178

The following terms are operationally defined .

Adolescence .This refers to the learners between 13 to 17 years of age.

together to support students education or academic performances.

Pupils- This refers to Grade 7 students of Marikina High School.

Electronic copy available at: https://ssrn.com/abstract=3630178

performance of Grade 7 student. This study is beneficial to following.

performance of their child is very important.

who motivate them regarding their academic performance in school.

play important roles in the academic performance of their children.

promote school and home partnerships.

Electronic copy available at: https://ssrn.com/abstract=3630178

Electronic copy available at: https://ssrn.com/abstract=3630178

REVIEW OF RELATED LITERATURE AND STUDIES

Electronic copy available at: https://ssrn.com/abstract=3630178

up in single-parent families or live with a stepfather or stepmother or grandparents as part of their

(Duursma, 2014;Kim and Hill, 2015;Baker, 2018),

depression if not developmentally appropriate. (Fingerman, Cheng, Wesselmann, Zarit, Furstenberg,

McLean, Geary, Erchull, & Tashner,2014).

Electronic copy available at: https://ssrn.com/abstract=3630178

influence academic performance(Ajani and Akinyele 2014). There is a significant relationship

between teacher to students‟ ratio and a student‟s performance in Mathematics. (Zyngier

the academic performance is positive.

poorly if community schools are not provided within their community.

Electronic copy available at: https://ssrn.com/abstract=3630178

the benefit of children‟s academic success at school(Levanda, 2011).

Philippine Statistics Authority (2013).