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QUEQUE-PLAGIARISM-CHECK.edited
36
CHAPTER I
INTRODUCTION
Rationale
Family Support is One of the most essential variables for students' academic
achievement, as the sociology of education literature proves. This research
investigates the effects of parental support on the academic performance of
Islamabad kids. Supportive parents monitor their kids and give them a system
for direction in academic areas. Regular academic support for children's
performance
monitoring, everyday interactions with the child, and direct examination of all
topics of the classroom and school increase academic achievement.
Another factor is that education is essential for the advancement of society. A
society is more likely to be civilized and disciplined the better educated its
citizens are. The family must socialize kids so they can grow up to be
contributing members of society. The more engaged parents are in their
children's education, the more
1
The kids will likely achieve academic success and grow up to be helpful,
responsible adults. Between families lays the groundwork for home learning.
2
Parental involvement can be measured by the activities
4
parents participate in at home and school, as well as their positive attitudes
3
toward their child's education, school, and teacher (Epstein, 2018).

On the other hand, the results of (Arriero's, 2018) study indicate two main
250
problems arising from the degree of parental involvement in children's learning
at home. 4300 Second is the general influence of parents on the home
5
environment in terms of creating a learning environment. This means that
communication with parents ranges from positive or praising the child to
negative discipline for the child to learn. Divorce rates and the percentage of
divorced men are also commonly used in aggregate studies of homicide rates.
Divorce rates are her other means of inferring the prevalence of single-parent
6
households. They are expected to be associated with homicide rates for the
same theoretical reasons as the proportion of female-headed households. In
other words, high levels of family disruption due to divorce undermine formal
and informal social control, consistent with the structural control perspective.
Education has been a challenging theme in recent times. Despite substantial
7 7
efforts worldwide, some countries need help in providing the quality education
7
needed at all levels to propel development. The United Nations Report of 2003
manifested international commitment to better education. As per Akanle
(2019), the progress of any country or society depends on the quality of
education it provides. The growth and development of a nation is directly
8
proportional to the advancement of its human resources. Hence, formal
9 10
education is considered to be the most effective tool for the socioeconomic
progress of any country. As such, inadequate education can affect a nation's
monetary and social improvement. Assuming research, consistent with prior
251
studies, indicates that factors such as family structure, parental involvement,
and parent education level can directly or indirectly impact children's academic
performance.
With these preceding ideas presented, the researcher would like to find the
following: Family Support and Influence on the Academic Performance of

Elementary Pupils.
250
Research Objectives:
This study aimed to determine family support and its influence on academic
performance in elementary pupils of March 6. Elementary School in Academic
Year 2022-2023.
Specifically, this study sought to answer the following objectives:
1. To Determine the Influence of Family Support, the elementary Pupil's
frequency distribution and weighted mean will be us
2. To Determine the academic performance of Elementary Pupils, Frequency
Distribution and weighted mean will be used
252
3. To Determine if there is a significant relationship between the Influence of
Family Support and the academic performance of Elementary Pupils, a Person
product-moment correlation will be used.
Hypothesis
251
There is no significant Family Support and Influence on academic performance
of Elementary Pupils.
Review of Related Literature and Studies
Family Support

This section provides a review of related material that is pertinent to the

250 11
comprehension and clarity of the topic under consideration. These are based
on the findings of several studies relating to this present study.
For better or worse, family support plays a central role in shaping an
12,13
individual's wellbeing. An increasing number of older adults in the United
States necessitates a better understanding of the factors contributing to their
13 14
health and well-being, given the aging population and age-related diseases.
13
Family support may become even more important to well-being as individuals
age, needs for caregiving increase, and social ties in other domains, such as the
workplace, become less central in their lives. This review considers key family
relationships in adulthood: marital, parent-child, grandparent, and sibling
13,15
relationships and their impact on wellbeing across the adult life course Milkie
and Schieman,( 2018).
253 16
The rapid aging of the U.S. population, along with significant changes in
16
marriage and families, indicate that a growing number of older adults enter late
life with both complex marital histories and considerable heterogeneity in their
relationships. While most research to date focuses on different-sex marriages,
a growing body of research has started to examine whether the marital
252 13,17 18
advantage in health and wellbeing is extended to same-sex couples, which
represents an increasing segment of relationship types among older couples
Denney and Barrera, (2018)
19
Netherlands' system of family support is described from the viewpoint of
251
empowerment. Family-centered programs in this jurisdiction aim to favorable
changes by enhancing the capacity of families, social networks, and parenting,
including parents in joint decision-making and recognizing them as
knowledgeable, involved parents who assist in addressing their kids' needs.
Swedish law defines family support as a political agenda item and the answer

to many social and political issues by emphasizing that the state is a family
250 3
member's ally (Littmark, 2018).
Family impact on child development.
Parental support has moderating impacts on kids' attitudes about school.
Additionally, it promotes flexible academic practices and disseminates
favorable information about schools. The effect of parental participation,
however, varies depending on its kind. Children's achievement in the native
20
language in this case, English and math, with a lower size effect, are positively
correlated with parental participation at home, homework support, and talking
to their child about what they learned in school. On the other side, parental
involvement in education, such as attending meetings with instructors and
participating in school activities, is inversely related to academic achievement,
3
particularly in math and English classes (Chowa, 2019).
253
Further study experiences within the family are unique and make the
relationship with parents and other family members critical to the child's social
development. Once the child is born, the individual story starts within the
family through learning habits, values, and language codes that make the child
unique and different. Therefore, the family context plays a fundamental role in
252
the personality development of children and adolescents Ribeiro and Vaz
(2020)
21
Nowadays, one in four children will have to face their parents' divorce, and one
in 10 children lives with only one of them, usually the mother. For all families,
251
divorce can trigger a series of potentially stressful changes for each member.
The child and family tasks were before guided by two parents, and now are the
responsibility of one, such as family roles and functioning can become chaotic.
In the preceding months of divorce, many families face financial problems that
could result in home, school, and job changes (Ribeiro, (2020).

22
To build on the research, more study on the lack of parental support among
250 23
college students is being conducted. to add to our understanding of the
interaction between parents and college students using their findings. Because
they have looked at ways to illustrate the emotional experiences of first-
generation college students, the effects of grades and student happiness, as
well as the amount to which it occurs for students not from first-generation
3
backgrounds, have not yet been thoroughly looked at (Oshikawa, 2019).
Family members are inclined to offer consolation to Asian American men who
ask for it to lessen the pain caused by racial prejudice and to instill a sense of
ethnic pride. Supportive parenting in this study of Asian and African American
boys decreased the likelihood that discrimination would result in violence. The
24
authors of the study claimed that supportive parenting practices are suitable
for kids regardless of their ethnicity or social situation. As a result, American
253
male students may benefit from family support, but there doesn't seem to be
3
any study or help available for American female students (Wei, 2019)
From a global perspective, children between six and ten years old, the age of
our sample, are in a consolidation face concerning the learnings acquired in the
first childhood, preparing for adolescence. Around the age of six, a tremendous
252
cognitive change happens. The child begins to understand the world around
them, gaining skills to resolve problems, find new solutions, and learn to
reflect, judge, and understand that others have a different point of view and
that it can bring consequences to them and the interaction between them At
251 25
this age, the child's life is pronounced by tensions between the child's
autonomy and expectations that can or cannot stimulate their self-esteem
Eccles (2019).
Family action as experienced

Many students experience being away from their families and homes for the
250
first time while attending college. However, for some families, this is the first
254 college enrollment for a generation. Survivor guilt is the term used to describe
the feeling of being the only person to surpass the accomplishments of family
26
members. The notion of survivor guilt was developed due to the college
27
student's concern for the influence they left on their family by leaving for
college, even though they were enjoying more privileges and possibilities.
Despite being the first to apply survivor guilt to a university setting, it does not
provide an empirical test of the idea. There is a need for more research in this
28
particular area because the research that has been done only looked at the
effects on first-generation students, not taking traditional or non-first-
3
generation students into account (Piorkowski,2019).
255
The Child and Youth Welfare Code of the Philippines highlights the importance
253
256
of children as a nation's valuable asset. Parents or guardians play a crucial role
in promoting and enhancing the welfare and life of the child. In the early years,
29
parents have a significant influence on their child's cognitive development.
Therefore, it is essential to maintain communication between home and school,
especially during primary school years. While family background significantly
252
affects parental involvement, most parents can devote extra time and effort to
assist their children with education. (Ho, 2019)
30
When parents are involved in their children's education, it shows that the
school is taking proactive steps to implement changes and improvements
251
among the students. Increased parental involvement also provides teachers
31
and school administrators with a more significant opportunity to achieve
quality education reform. (Sapungan and Sapunga, 2019).

While an accurate definition of family support offers a framework for the

250 32
actions undertaken, A large portion of the literature also mentions the
254 requirement for services provided to children and families. An additional set of
33
guidelines for practice. These guidelines should enhance the descriptive
34
quality of making sure family support is a practical, effective strategy.
35
Collectively, a good set of guiding principles ensures that family Support is
more than a sentimental idea. A justification argues that while programs may
36 37
assist different families, forms can only be used correctly if they are based on
and meet specified requirements referred to as a family's assistance (Dolan,
3
2019).
38
Currently, the field of family support is recognized as a trans-disciplinary one
made up of practices and knowledge drawn from several fields, schools of
255
thought, and methodologies. Numerous professionals who work with families
253
256
can offer this type of support. Varied degrees of need to timely and thoughtfully
3
address those needs (Devaney, 2020)
Family support is a child welfare measure; the effectiveness of family is a

social goal for government entities throughout Europe. Research supports
252 13,39
assistance in increasing children's wellbeing in poor household settings
evidence. However, there are significant variations between countries with
40
respect to both the definition and focus. This review's primary objective is to
locate and evaluate parallels and differences in Family support' which is a
251
crucial topic with different meanings and implementations across European
41
countries. This subsection talks about the books and provides an overview of
3
diverse national views (Hidalgo, 2020).
Describe family support in the Irish context as a mode of operation and a set of
activities that, via coordinated programs, strengthen informal social networks.

These services are governmental, voluntary, community-based, and private,

250 13,42
emphasizing early promotion of the rights, wellbeing, and health of children,
254 adolescents, and their families, paying particular attention to those who are at
43 44
risk or are vulnerable. Family involvement in Germany is characterized by
various parental child support intervention programs providing a dynamic
45
environment. This is a result of the understanding that the family and the
13,46
child's health and wellbeing are directly and immediately impacted by the
3
family environment construction (Wilke, 2018)
47
Parenting support is classified as a social policy phenomenon and category in
the U.K. of controlling "private life." This assistance may take the shape of
parenting and child-rearing, formally organized parenting courses or programs,
one-on-one counseling, and intense work 'troubled families' and professional
255
and non-professional parenting practices, networks, and services that promote
253
256
social interaction and decrease social isolation integration. This conversation
demonstrates how parenting assistance relies on the usage of Generally
speaking, parenting views parents as conduits for enacting more "positive"
3
family-related changes in conduct (Daly and Bray, 2018)
48
Although Cyprus's family assistance laws were primarily created to help
252
parents,
49
Describes the adoption of participation in the labor market. As a result of the
Council of Europe's constructive influence, Spain has adopted a proactive
approach to family support—the foundation for parenting. Family support is
251 50 51
widely defined as family interventions. It is intended to protect children's
rights, focusing in particular on those in psychosocial danger. Comprehend the
idea of providing family support. as a multifaceted and multidisciplinary
13,52
process intended to advance children's wellbeing, enhance each family
member's quality of life, and long-term social integration of families with

various issues. There is a contrast between family support for households who
250 3
are less stressed (Rácz and Bogács 2019).
254 Their paper on professional practice in Belgium demonstrates a thorough
understanding of family assistance, which offers the information. Regarding
children at risk and in need, their main concern is the parent-child bond rather
than chance. 'Children in need' is another phrase used when writing about
53
mandatory family support in the U.K., where Local governments are required by
law to offer assistance services. Family support seeks to lower the likelihood of
dissolution through assistance and intervention. Being provided to reduce
family strain and prevent the need to place kids in foster care for alternative
3
treatment. Families in danger are given priority (Roberts,2018).
Due to the emphasis on parents and children, most European literature uses
255
the phrases "family 'support' and 'parenting support' interchangeably;
253
256
therefore, this literature study includes talks that use these terms. For
instance, approach family assistance from the perspective of parenting
classes, such as co-parenting-focused classes or parenting skills classes
programmed. However, some literature continues to emphasize behaviors or
methods that have a focus on parents in particular. claiming that parental
252
support in the European context includes a range of actions, from knowledge
54
and guidance to Parental education and training that is geared toward assisting
3
parents and careers (Williams, 2020)
55 56
Parenting support practice is recognized in this definition as being similar to
251
family support, which encompasses service provision and other activities such
57
as economic support. In Ireland, parenting support is commonly classified
257
under the umbrella term "family support." This term refers to a wide range of
59
family-focused services and programs that are based on a culture of rights and
59 13
are implemented as an investment in the well-being of families, with the goal of

58,59
improving outcomes for children and young people (Connolly and Devaney,
250 3
2018).
254
Family child relationship

However, parenting support is often considered more concerned explicitly with
60
parenting practices and parent–child relations. For this reason, the authors
suggest that parenting support is inherently different from family support. It is
essential to distinguish between parenting support, which aims at enhancing
resources for raising children, and family support, which aims at ensuring the
13 61
stability and well-being of the family. Researchers have conducted studies on
professional competencies, focusing on effective programs in Germany and the
63
Netherlands. These programs span both family and parenting support services,
255 62,63
with the goal of creating stimulating home environments that promote the well-
253
256 13 3
being of children and families (Cohen, 2020).
In Germany, creating surroundings suitable for raising children is accomplished
through a "pedagogical intervention," or providing interventions with an
educational focus and parenting support educational objectives. This kind of
64
assistance is widespread in Sweden, where Parents are given information
252
about their kids' emotional, cognitive, and physical health. Additionally, efforts
65
are undertaken to build parents' social networks to promote social
258
development. Characterizes parenting support in the Dutch environment as the
13,66
goal of educating and empowering parents to support the wellbeing of their
251
children's development. There are informal types of help as well, the author
points out, such as informal networks of family support, school programs, and
257 3
neighborhood groups that assist parents or kids in need (Ponzoni,2018)
67 68
In the Philippines, families are seen as a significant aspect of society. It's been
69
molded by the distinct culture's history, values, experiences, adaptations, and

ways of being the Filipinos' culture. In addition to the lengthy political, Filipino
250
parents appear to suffer insurmountable difficulties in parenting their children
3
254 because of social unrest (Smith, 2019).
Filipino parents follow authoritarian attitudes. Her research demonstrates that
the traditional ideals of helping others pay it forward are two of the
interconnected themes that run throughout. Filipino parent-child relationships
and parenting include Children's respect for and adherence to parental
authority, family unity, and fulfilling family commitments. Her qualitative
research on parenting in the Philippines demonstrates how future changes in
Filipino parenting practices may be possible. Repercussions of For the
development of Filipino families and children, these emerging ideas and
approaches will Before releasing P.I. policies and a framework, they should be
255 3
thoroughly scrutinized ( Alampay,2019).
253
256 70
Despite the fact that Filipino parents from all social classes often view
education as crucial to the success of their children and are prepared to take
tremendous measures to assist them, Retention is a severe issue in Philippine
schools as many students still need to finish their studies. Continue after
finishing the first grade. A comparison between Filipino and U.S. Parents who
252 71
employ questionnaires for six different indicators concludes that Filipinos are
71
more likely to. Although parents are involved in their kids' education and want
258 72
them to succeed familial and cultural obligations include prioritizing family
3
needs over individual requirements (Blair, 2018).
251 73 74
Numerous kids struggle with poverty, which is a major issue in the nation. The
75
shift from elementary to high school should not be made. The Division of Data
257
from the Department of Education (DepEd) reveals that for every 100 kids who
start first grade, roughly 15 drop out. Not complete Grade 2; nearly a quarter, or
24%, have left before Grade 4. Nevertheless, the NSO Census of Population and

Housing was conducted in December 2013 (CPH), revealing that 97.5 percent of
250 76 77
the 71.5 million people aged 10 and older to 69.8 million people, or %, can read
3
254 and write (Selangan,2018).
The involvement of parents in the Philippines needs to be clarified because
Parent engagement policies still need to be improved, particularly those that
promote the parents' active participation in their child's education, both at
home and school. Most of the methods of Filipinos are a result of history,
particularly how parents racialize their offspring. The Philippines is dealing
with a variety of issues that significantly impact families. Thus, like other
countries, our country is always looking for ways to close the gap Nierva (2019).
However, the results of the study indicate that there are two fundamental
problems.
255
That results from parents' level of involvement in their kids' at-home
253
256
education, the first being their level of interaction with their kids. The second is
the parents' general sway over the home environment in terms of fostering a
78
setting for learning. This suggests that conversations with parents typically
take one of two forms: Children should get the positive or negative discipline to
learn (Arriero's, 2018).
252
A few studies revealed a significant relationship between family support and
expatriates' CCA, based on 110 expatriate families in a host country. In the
258
international higher education literature, results about the influence of family
support on international students' outcomes in HEIs need to be more
251
consistent. Studied 94 international students in the United States and found
that social help from family and friends significantly affected international
257
students' psychological adjustment. However, they found a non-significant
relationship between social support and psychological adjustment based on

their study with 243 married international graduate students in the United
250 3
States (Bulgan and Çiftçi 2018).
254 Particular note of this in their study on transitions and how to improve student
achievement. of the regular angst that comes with changes. According to the
writers, it would be unusual for a student to be without some degree of anxiety,
like a nursing student on their first day in a new clinical setting. In any case,
Regardless of the quantity of support a student receives, transitions typically
bring on a certain amount of worry in both their social and academic lives (Hart
3
and Swenty, 2018).
Academic Performance
Upon comparing the literature and the data from this study, some
79 80
commonalities were found, some new information was presented, and some
255 81
disagreements within the research came to be noticed. When comparing the
253
256
first theme, contact with family\ discusses helicopter parents and the college
student's need for autonomy. One of the primary themes in this study was that
many college students wanted their parents to contact them more frequently,
82
whether via technology or face-to-face. It was identified that one of the
variables that students credit to their success is the support of their families
252 3
(Fauria, 2019).
Academic institutions allocate resources to internationalization initiatives, and
258
the performance of international students is of great interest to them.
Recruiting teams' performance is measured based on their contribution to the
251 83 83
overall institution, and professors in programs that have international students
84
are also interested in their academic success. While anecdotally, it is believed
257
that international students do not perform as well as domestic students, there
is evidence to the contrary in the literature. Therefore, it is imperative to
85
determine the drivers of student success if an institution

259 86
's strategic plan includes developing a robust international student presence.
250
Okanagan College in Kelowna, British Columbia, Canada, is in this situation.
254 This research aims to provide a better basis for internal decision-making
regarding the recruitment and support of international students and to
contribute to the literature on international student success (Harnett and Yap,
3
2019).
There needs to be more available literature on the academic performance of
87 88
international students, and it has been concluded that more is known about
the factors contributing to their success. The institutional context of case
studies and articles makes it challenging to apply prior research to specific
situations, as institutional strategies, learning environments, and community
260 89
contexts all potentially play a role in the adjustment and academic
255 89
performance of international students. Further research is needed to
253
256
determine the optimal percentage of international students for maximizing
academic success for both international and domestic students. Additionally,
the results of studies on the effect of acculturation may vary depending on the
90 91
institutional environment. This research can be used to inform decisions on
entry requirements and admission policies for international students (Lebcir
252 3
and Bond, 2019).
Academic performance factors
258 92
There are several factors that can affect a student's academic performance,
such as intelligence, personality, motivation, skills, interests, study habits,
251
self-esteem, and the relationship between the teacher and the student. When a
93
student's academic performance falls below the expected level, it is referred to
257 94 95
as diverging performance. This can be due to ineffective teaching methods. If a
student consistently performs poorly, it is known as unsatisfactory academic

259
performance, which can also be caused by ineffective teaching methods (Marti,
250 3
2019).
96 97
254 When the studies in the literature are examined, it can be said that academic
achievement is among the indispensable goals of the education system and
that the attainment of these goals plays a vital role in the development of
society and the increase of levels of welfare. The family, which is the main
building block for society's existence and maintaining that existence, is equally
essential for the education system. An individual receives their first education
in the family. Therefore, the family is the first teacher of the individual (Celik,
3
2019).
260
Another factor that can significantly affect the student's academic
255 98
achievement and is located at the center of the education system is the
253
256 99 100
teacher. The teacher can be described as a building block that contributes to
the student's cognitive, affective, and behavioral development, provides
careers, raises compatible individuals for society, fosters thinking styles,
perspectives on life, and a broad worldview, and shapes future culture. The
teacher's sympathetic approach, warm-hearted behaviors, and tolerance
252
towards errors positively affect the relationship between teacher and student
3
(Sadik, 2019).
258
As pointed out, besides the critics and the debatable aspects about grades,
most researchers refer to this measure as the reflection of performance. It is
251 101
also considered for scholarship requirements, promotion to higher education
levels, and getting a job, and it is the leading indicator of the student's school
257
results. Some studies seek to calculate the reliability and validity indices of the
3
most used academic performance criteria, school grades (Willcox,2020).

259
Impulsivity is a moderating variable in the relationship between intelligence
250
and academic performance. Individuals with high impulsivity and high
254 academic skills get worse academic results than those with low impulsivity and
high academic skills. One possible explanation is that students with poor
academic performance tend to solve problems impulsively and carelessly,
giving the first answer that comes to their minds when the solution to the
problem is not immediately obvious (Helmers, Young 2019).
Academic achievement is a product influenced by many variables, factors, and
102
circumstances that should be addressed through empirical research despite its
103
design and methodological strategy difficulties. He also proposes to achieve
the so-called middle-range theories to develop a broader progressive
260
conceptual framework that promotes the consolidation of particular
255
approaches to obtain hypotheses that can be empirically investigated even
253
256 3
further (Nieto,2019)
104
Academic performance is reflected in grades.
105
A person's academic performance reflects his grades, which is a big factor
employers look for in finding their employees. Employees are the core element
of a business organization because the productivity of a business depends on
252
the employee's performance. That is why employers are strict when it comes to
employment. Not all college students are performing well academically, and
258
different factors cause this, and these factors vary from what the students are
experiencing while they are in college. One factor that we can consider is media
251 106
consumption, like T.V. viewing and surfing the internet, but video game playing
may have replaced T.V. viewing as the most frequent form of media usage, most
257 107
likely for male students. Regular video game players usually need to remember
their homework or review their exams. Still, they may be using this as a reason

259
to avoid doing these things, and that causes their poor academic performance
250 3
academically (Burgess,2018).
254 Teachers or professors can also affect students' academic performance
108
through effective teaching or the way they present their selves in front of the
students. According to teachers, they vary widely in their influence on attrition
and performance of the students. College students have different statuses in
life. They go in marital status. They could be single or married, they could be
employed full-time or part-time, and they may also have caretaker
responsibilities for children or older people. These reasons can affect the
schedule they choose for their class activities and their hours of sleep. Having
not enough sleep or no sleep at all can have a significant effect on someone's
260 3
academic performance (Foster,2019)
255
253
256
According to numerous authors, academic performance is the outcome of
109
learning, which is facilitated by the teacher's instruction and executed by the
student. According to Martinez (2019), academic performance is typically
expressed through school grades and is the product of students' efforts.
For research questions one and two, teachers believe that teachers'
252
qualification does not influence students' poor academic performance, while
students perceived that teacher's qualification does affect their academic
258
performance. The difference in their perceptions could be because students
have high expectations for teachers who should teach them. Therefore, they
251
believe that any teacher who fails to meet such expectations will not aid their
3
academic performance (Soyibo, 2018).
257 110
Academic achievement can generally be divided into two broad and narrow
111 112
definitions. In a general sense, academic achievement refers to improving
113
students' overall quality during their school years. Believes that academic

259
achievement includes cognitive and non-cognitive outcomes and psychological
250 114
and behavioral outcomes. Argues that academic achievement has knowledge,
114
254 values and attitudes, and skills or appropriate behaviors. The National
Leadership Council on Liberal Education and America's Promise believes that
student academic achievement cannot simply mean admission rates and the
percentage of degrees earned, as it once did, but that the more important
question is whether students have acquired the knowledge and competencies
that are essential to their future life, work, and civic activities. (Cai and Cao
2019).
Academic achievement is not only about students' academic performance in
115
school but should also include all aspects of their knowledge, competence, and
260
literacy development. In a narrow sense, academic achievement refers to
255
students' measured performance through examinations at a particular study
253
256
stage. In empirical studies of academic achievement, many researchers adopt
such definitions, especially in empirical studies of primary and secondary
school students. Researchers often define academic achievement as students'
3
examination results (Bao,2018).
Academic achievement is considered equal to academic performance, and the
252
standard measure of academic achievement of college students is the GPA
116
credit point average, which can be accurately calculated from the marks of
258
each course to measure students' academic achievement. "Academic" means
the result of school work—for example, test scores. When "achievement" is
251 117
used as a noun, it refers to the results obtained in a career, and it is believed
118
261 that academic achievement can be equated with academic performance. A
257
study of personality traits and academic achievement of secondary school
students measured academic achievement using students' midterm and final
grades in language, mathematics, and foreign language subjects. An empirical

259
study found that preschool education can improve students' future academic
250
achievement in the case of mathematical literacy and can also promote
3
254 educational equity (Wang, 2021).
Academic achievement results from the subjective and objective assessment
119
of learners through school teaching or self-study, which is a more permanent
120
behavioral outcome that can accumulate over time. In a narrower sense,
121
academic achievement is defined as a learning record in school subjects or the
average academic performance in each subject studied. It reflects the learning
outcomes achieved during the schooling period, and it is also a goal to be
completed by the student in learning education. For teachers, academic
achievement enables them to identify their shortcomings in the teaching
260
process, improve the quality of their teaching, improve their teaching methods,
255
and make appropriate adjustments to their teaching methods (Stabback and
253
256 3
Philip, 2019).
Influences on academic performance

In terms of subjects, the main topics of research on the influences of academic
achievement include low achievers and all students with different levels of
252
academic achievement; in addition, there are many kinds of research on high
122
achievers and the types of research on the influences of academic achievement
258
can be divided into correlational, causal, descriptive and exploratory studies.
The studies focus on analyzing and aggregating survey data and then carefully
251
describing a phenomenon or theme that causes an impact on academic
261 achievement, further attempting to identify the causal and correlational
257
relationships that exist between variables and variables, using research
3
methods that include both non-empirical and empirical studies (Loeb, 2018).

259
From the perspective of researching factors that influence students' academic
250
achievement, Chinese scholars have conducted multifaceted research in this
254 area, drawing on relevant measures from abroad. De examined the direct and
indirect effects of various types of student engagement, such as after-school
activities, social-emotional, learning emotions, and learning behaviors on
123
students' growth and development. It is known that maintaining a positive
interpersonal relationship between teachers and students can help students
improve their academic achievement. In general, students with high academic
achievement are more likely to receive encouragement and praise from their
teachers and to gain the admiration of their peers, which helps them in their
3
studies (Zhu and Arnold 2020).
260
Institutions should train students' academic and life skills to ensure they can
255
function at an appropriate learning level, according to previous research on
253
256 124
comprehensive student development Wood and Olivie(2020). This has inspired
various studies into more effective methods of increasing academic standards,
125
and it has been discovered that proper self-management for students of higher
education, among other criteria, improves learning and intellectual
accomplishment.
252 126
Conversely, students with low academic achievement are often belittled by
their peers, and teachers do not have high expectations of them. They are
258
harsher or more indifferent to them, which seriously undermines their
motivation to learn. The results show that there is a moderate range of
251
extracurricular engagement in terms of self-learning and extracurricular
261 activity participation and that the impact on students' overall development is
257
marginal, with extracurricular activity participation, active classroom
participation, and extracurricular self-learning having different effects on all
aspects of students' development, mainly in terms of direction and degree of

259
influence. Moreover, extracurricular self-learning and participation's impact on
250 127 3
student's development varies by school type (Sun and Ding 2019).
254 Conducted a survey on college students in a university in Henan Province by
random sampling, and the survey results showed that college students learning
adaptation and dormitory interpersonal relationships could positively predict
academic achievement. In contrast, the learning adaptation factor mediated
the interaction between dormitory interpersonal relationships and academic
achievement. Conducted a questionnaire survey on 531 university students at
Wuhan University and found that educational goals and autonomy were closely
related to academic achievement and that clear academic goals could
effectively improve academic achievement. SEM structural equation modeling
260
to model the influence of student engagement in Chinese universities. The
255
results demonstrated that students' active participation in intellectual
253
256
engagement can effectively improve academic achievement (Pan and Gao,
3
2018).
However, most of these systems focus on primary and secondary school
students, and only some specifically investigate the academic achievement of
higher vocational college students. In practice, some studies have directly
252
measured the academic achievement of college students using academic
performance as an indicator. However, more studies have constructed
258
multidimensional and multi-level structural models to investigate students'
academic achievement. Based on the three dimensions of academic
251 3
achievement, competence development, and self-concept (Jia, 2019).
261 College students usually choose their courses depending on what profession
257 128
they want to have in the future, but some students' courses were selected by
their parents. They think that they should obey their parents because what they
want is for the best. But since the student's interests are not related to the

259
course that they are taking, they usually do not perform well academically
250 3
(Buenaflor 2020)
254 Every child can succeed in school and life. Throughout the world, Minority
students experience failure in school for various very complex reasons. They
often need to receive the proper encouragement from teachers. They may need
more motivation to excel in an academic environment. They usually face several
demographic, socioeconomic, and cultural factors that work against them, or
their academic performance may need to be adequately measured (Borman,
3
2019).
Knowledge and education are public goods. The acquisition and application of
knowledge is a collective societal effort. Higher education institutions (HEIs) in
260
the Philippines have the daunting task of producing competent graduates who
255 129
possess the necessary skills and attributes to thrive in the ever-changing 21st-
253
256
262
century work environment. To ensure quality and optimal learning experiences
130 131
among university students, it is important to consider and accommodate their
263
different learning styles and preferences. Learning style refers to the unique
132
ways in which students learn and process information (UNESCO, 2018).
Numerous studies have researched the correlation between learning styles and
252 133
academic performance among college students. These studies confirm that
134
there is a positive link between learning styles and academic achievement in
258
university settings. Learning style refers to the characteristic strengths and
preferences in how individuals receive and process information. It also
251 135 136
highlights the fact that every person has their own method or set of strategies
137 138
261 when learning. Learning styles can be defined as a complex process that
257
enables individual learners to acquire information effectively. Consequently,
139
learning styles are the differences among learners in using one or more senses
3
264 to understand, organize, and retain experiences (Ghaedi and Jam, 2019).

259
Student Reflection on Academic Performance and Motivation
250
A significant amount of research and resources regarding reflection are
254 focused on teachers, not students, and have more prevalence either in contexts
outside of education, such as in Mountford and Rogers's (2021) study on the
use of reflection in nursing, or in institutions of higher education, such as the
notion of reflection as the primary component of an effective teacher, rather
than in primary or secondary school settings. In addition, while reflection is a
type of self-evaluation, my action research is not focused on students' ability
140 141
to evaluate their work. Rather, students are asked to reflect on their perceived
effort and to gauge their overall performance of the task at hand, a concept
discussed and clarified as metacognition or thinking about one's thinking.
260
While this study focused on a field outside of education, the idea of academic
255 142
self-concept and task awareness is particularly interesting to education. The
253
256
262
study relays that "when someone's self-concept matches what they think, feel
and do, they can realize their full potential. Regarding task analysis, the
263
researchers point to Dewey (2020), who asserted.
Russian educational theorists have developed a method for direct reflection
instruction, dubbed Learning Activity, for elementary school students. As
252
Zuckerman (2019) discussed, "When the elementary school curriculum does
not foster reflective development, other habits of intellectual work will be
258
cultivated that later limit student's motivation for and access to self-learning.
Given this tenet, the author presents the Russian viewpoint of reflection, which
251
mirrors what many professional educators may already be doing in their
261 classroom, albeit implicitly.
257
Webb and Scoular's (2019) study on the effects of reflection in an urban
143
elementary school is very similar to the ethnography of my study and
264 concluded, "self-reflection serves the goal of constructing metacognitive

259
knowledge by making formerly unconscious, intangible, or reflexive processes
250
or events explicit. This concept is integral and points out the power of
144
254 reflection and the need for its meaningful integration into the curriculum.
Synthesis
145
Foreign and local literature and studies have some similarities and differences
145
in how the authors' studies view family support and influence on the academic
performance of elementary pupils. In line with this, the study was an
146
alternative used to get to know the students better, somehow understand their
situation, and find solutions to improve their academic performance. There is
also a mix of online and in-person face-to-face classes for learning about
260
family support and influence. Students' performance and achievements
255 147
improved due to their blended learning experience compared to a fully face-to-
253
256
262
face learning experience.
Theoretical Framework
263 148
This study was anchored on the family support theory and its influence on
academic performance. According to Epstein et al. (2020), family support in
149
their wards' academic outcomes has remained the most helpful model that
252 150
connects parents' support to academic achievement with three interrelated
stakeholders: family, school, & community. Theory depicts that an integrated
258
interaction between the family, educators, and the community can promote the
265
child's learning and development. The six types of involvement are parenting,
251
communication, volunteering, learning at home, decision-making, and
261 community collaboration. The theory stipulates that the school should assist
257
families to create a home atmosphere that supports their children as students.
151
In addition, a two-way communication system should be established between
264 the family/parents and the school concerning school programs and students'

259
progress. The school has to develop several communication modes to transfer
250
information between them and their parents. These communication mediums
254 may include PTA meetings, sending students' report cards to parents,
telephone conversations, messaging/emails, and social media.
152
This implies that the school should provide families with information to
improve their parenting skills, which will advance their children's development
and create a living environment that helps students' academic achievement.
Such information should be available to all families, not those attending school
events only. More often than not, families who do not attend school events
need such information the most. Likewise, the school must incorporate
153
information gathered from families about their homes into lessons taught. The
260
theory stipulates that parenting type of support improves student discipline,
255
increases school attendance, and improves time for learning.
253
256
262
Conceptual Framework
154
The major concept of this study focused on Family support and its influence on
263
the academic performance of Elementary Pupils.
Figure 1 shows the paradigm of the study. It consisted of two (2) boxes: first,
the independent variable box, which contains the Influence of Family Support.
252 155
Second, the dependent variable box contains academic performance of
Elementary Pupils.
258
266
265
Recently, a group of family support researchers reviewed twenty years of
251
literature to report on the state of research and overall findings on family
267
261 support. Kyzar and Gómez (2018) reviewed quantitative studies published
257 156
between 1990 and 2010 to discuss how family support is conceptualized
157
across research studies, how the definition can be sharpened, how families can
264 benefit from family support, and to what extent.

259
268
Academic performance by students has always been a subject of interest to
250
every educational institution. Whereas there is a consensus that schools
158
254 should play a major role in this process, there is disagreement about what that
269
role should be. At the same time, some believe that the primary focus of
schools should be the academic preparation of students Hirsch and Wilson
(2019).
Figure 1. The Conceptual Framework of the Study
Significance of the Study

This study focuses on determining Family Support and its Influence on the
260
270
academic performance of Elementary Pupils. Moreover, the results of the study
255
will be beneficial to the following;
253
256
262
Moreover, the results of the study will be beneficial to the following;
159
Teachers. This will serve as the basis of reliability to assess pupils' academic
263
performance challenges. Thus, this will be a source of motivation to develop
new strategies the students could rely on. This study reminded the students to
160
overcome the challenges. They would help them feel better and motivated.
252
Parents. This study will help the parents to be knowledgeable enough to
influence the students to specify the challenges with their knowledge. It comes
258
with assurances that the learners should have support from their parents. This
266
265
study gave them information about the challenges of the influence of family
251 1
support on their academic performance. They would help them continually give
267 162
261 their support to the needs of their students.
257
Students. This study will help students identify the challenges. The result will
otherwise be beneficial to assess and improve their academic performance.
163
264 This study gave them a guide on how to deal with the challenges of developing

259
268
their academics to be knowledgeable and motivated them to face the
250
challenges.
254 Researcher. They would also learn from this research and enhance their
269
understanding of the challenges of lacking support from family, which they will
164
practice and learn that they can use today, tomorrow, and shortly. This study
would serve as a guide for future study participants who would like to undergo
further research.
Future Researchers The ideas presented may be used as reference data in
conducting related studies that are valid and reliable. This study will serve as a
background or overview that will be beneficial for the success of a similar study
165 166
will be conducted. It served as an instrument to challenge them to conduct and
260
270
research further related problems under this study.
255
Scope and Delimitation
253
256
262 167 168
This study was conducted on Marbel 6. Elementary School, Located at
barangay concepcion koronadal city. The research will focus on family support
263
and its influence on the academic performance of elementary pupils. This
169,170
study will be conducted on the number of enrollments in the academic year.
The study's respondents are fifty(50) grade 6 students enrolled in the academic
252
year 2022-2023.
Definition of Terms The following words used in this study were defined by its
258
conceptual and operational use for a better understanding and explanation:
266
265
Academic Performance. Conceptually, this term refers to several components
251
of academic success. Many factors, including socioeconomic status, student
267
261 temperament and motivation, and peer and parental support, influence
257
academic performance (Psychol., 2019). Operationally, this refers to the study
that refers to the 1st grading of Marbel 6 Elementary School.
264

259
268
Family support. Conceptually, Family support refers to environmental,
250
271
emotional, and capability support. In the process of students developing
254 learning potential, their interactions with their proximal social environment (
269 3
Mudrák, 2020). Operationally, in this study, it refers to the positive response
and output of the discipline of the students.
260
270
255
253
256
262
263
Chapter II
METHOD
This chapter deals with research methods, respondents or the subjects of the
252
study, the instrument, the research procedure, and the statistical tools
employed to treat the data gathered.
258
Research Design
266
265
272
The study used the descriptive correlation method of research design to
251
determine the relationship between two variables: Family support and its
267
261 influence on academic performance. According to Williams (2018), descriptive
257 171
research is survey research. This research investigates the influence of family
273
support on academic performance in elementary grades to collect data to test
264 hypotheses or to answer questions about students' opinions about some topic
274

259
268
or issue. Besides, Nassaji (2019) stated that the research designs are
250
271
procedures in quantitative research in which investigators administer a survey
254 to a sample or the entire population to describe the attitudes, opinions,
269
behaviors, or characteristics of Grade six students of Marbel 6.Elementary
School.
Research Locale
172
The study was conducted in Marbel 6 Elementary School Koronadal City. This
173
place was selected because it is accessible to the researcher, and, at the same
time, the respondents are obtainable since they are under the Marbel 6
Elementary School. Marbel 6 Elementary School is a school in Koronadal.
174,175
Marbel 6 Elementary School is situated near Barangay Concepcion Health
260
270
Station and close to Concepcion National High School.
255
Population and Sample
253
256
262
The study's respondents involved fifty (50) grade 6 pupils from Marbel 6
elementary school. The study used the random sampling method to determine
263
the sample size. The table showed that the researchers of this study got 25
pupils in every section, with a total of 50 pupils that served as respondents of
this study.
252
The researcher Simple random sampling requires carefully defining the
176
population from which the sample is drawn. It is necessary to provide a
258
framework for the inclusion and exclusion of population. For instance, it
266
265
272
asserts that it is little help in trying to generalize to all the males and females
251 177
in a school if only males are taken as the population from which the sample is
267 178
261 drawn Cohen (2018)
257
Research Instrument
273
This study utilized adopted and modified questionnaires from the study of
264 family support and its influence on academic performance. It comprises two
274

259
268
sections, with the first section focusing on gathering respondent's profiles in
250
271
formation, such as name (optional), grade, and age. The second section
254 comprised a series of questions about family support and its influence on
269 179
academic performance. Within that, it was also validated by the authorized
validators.
180
The questionnaire was responded to using the Likert scale, consisting of five
checkboxes, ranging from 5-always to 1-never. The scoring ranges were as
follows:4.21-5.00 for always, 3.41-4.20 for often, 2.61-3.40 for
sometimes,1.81-2.60 for seldom,and1.00-1.80 for never.
Data Collection
Before conducting the study, the researchers will submit a letter of permission
260
270 181 182
to the school principal for the administration of the test and set all important
255
arrangements. After assuring the deadline, the researchers will recheck and
253
256
262 183
prepare the test questions, which will be validated by the thesis adviser or
other professionals skilled in making such tests. The researchers will also talk
263
to the adviser to ask the list of the officially enrolled in the school year 2021-
2022 to get the respondents' information so that it could be the basis of the
researchers. The researchers will only need fifty 50 Grade 6 pupils. During the
252
test administration, the researchers will retrieve the test questionnaires and
184
keep them confidential.
258
Statistical Tools
266
265
272
In analyzing and interpreting the result of the study, the researcher used
251 185
statistical tools suited for the study. All of the gathered data were treated using
267
261 the following statistical tools:
257
To Determine the Influence of Family Support on the elementary Pupils'
273 186 187
frequency distribution, the weighted mean was used
264
274

259
268
To Determine the academic performance of Elementary Pupils, Frequency
250
271
Distribution and weighted mean were used
254 To Determine the Relationship between the Influence of Family Support and the
269 188
academic performance of Elementary Pupils, the Pearson product-moment
189,190
correlation was used.
Ethical Consideration
191
Ethical guidelines were put into place during the research period. The
192 193
respondents can withdraw at any time without reason, including withdrawing
194
data already provided. The participants' identities and any sensitive
195
information were kept confidential to hide their verifiable names and limit
access to the results of the questionnaires and study. The researcher ensured
260
270
he did not infringe on their privacy without their permission, that the research
255
did not affect their sentiments, and that any information gathered from them
253
256
262
was acknowledged and reported appropriately. The researcher took extra time
to choose a response and respected and protected the dignity and safety of the
263
study's participants.
252
Chapter III
RESULTS
258
This chapter covers the presentation of data gathered from the questionnaires.
266
265
272
It covers the analysis and interpretations of data from the respondents'
251
responses. Those data were analyzed, discussed, and interpreted according to
267 196 197
261 the responses and the researcher's basis of interpretations to emphasize the
257
final result of the study.
273
The family support and influence on academic performance in elementary
264 pupils of Marbel 6 Elementary School in the Academic Year 2022-2023.were
274

259
268
evaluated and addressed accordingly. It will also give a basis for seminar
250
271 198
workshops. Tables were given appropriate explanations after analyzing and
254 interpreting them. To provide a clearer understanding of the findings of this
269 199 200
study, the analysis of the responses is presented using weighted mean and
Pearson R.
Table 1. Family Support
201
Table 1 contains the weighted mean on the respondents' responses on 20
201
indicators/statements to the family support and its influence on academic
performance. The top 3 lowest mean was indicator seven at 2.12, described/
interpreted as Seldom; indicator four at 2.50, described/ interpreted as
260
270
Seldom; and indicator 11 and 2.52, described/ interpreted as Seldom. The top 3
255
highest mean was indicator 15 at 4.38, described/ interpreted as always;
253
256
262
indicators 10 and 13 at 4.28, described/ interpreted as always; and indicator
three at 4.08, described/ interpreted as often. The weighted mean, at 3.59, is
263 202
described/interpreted as often. The result showed that learners sometimes
had family support that influenced their academic performance.
Table 2. Grade 6 Learners Academic Performance
252
203
Table 2 shows the learner's academic performance during the academic year
258 203
2022- 2023. It shows that out of 50 learners,26 or 52% of them are satisfactory
266
265
272 204 20
as they got a grade ranging from 80-84, 4 or 28% of them are fairly satisfactory
251 206 207
as they got a grade ranging from 75-79, 8 or 16% of them are very satisfactory
267 208
261 with a grade ranging from 85-89, 1 or 2% of them are did not meet the
257
expectation ranging from 75 below, and the remaining 1 or 2% of them are
273
outstanding ranging from 90-100.
264
274

259
268 209
Furthermore, it can be gleaned from Table 2 that the learners' academic
250
271
performance is satisfactory, with an average mean score of 81.64 ≈ 82.
254 Table 3. Correlation
269
This part reveals the test results of a non-significant relationship between
275
family support and influence on the academic performance of grade 6 learners.
Table 3 shows the details of the results, which used Pearson r in testing the
relationship between the variables. It reveals that there is no significant
difference between family support and influence on academic performance as
supported by a computed p-value of 0.196, less than 0.05 level of significance,
therefore rejecting the null hypothesis. The coefficient of correlation, r= -0.302,
between family support and influence on academic performance indicates a
260
270
low negative correlation (substantial relationship).
255
253
256
262
263
CHAPTER IV
252
DISCUSSION
276
This chapter presents the conclusion derived from the conduct of the study,
258
which is to probe "The family support and influence on academic performance."
266
265
272
It also provides recommendations that future researchers can pursue.
251
This study aimed to determine the relationship between family support and its
267
261 influence on the academic performance of Grade 6 learners of Marbel 6
257 210
Elementary School. The results were obtained through grades and
273
277
questionnaires from both variables administered to the respondents. The
264 respondents were selected using a simple random sampling technique. It
274

259
268
employed a descriptive-correlation research design. Moreover, the data was
250
271
analyzed using the Likert scale, frequency, percentage, mean, and Pearson r.
254 Family support
269
The family support revealed that the respondent answered the assessment
275 211
with a total weighted mean, described as Often. The highest mean showed that
212
I feel safe in my family relationship, described as always.
213
Moreover, the result with the lowest mean was in item 7. I have failing grades,
described as seldom.
The parent's educational level has a strong positive link to the behavior and
attitudes they hold regarding their children's education. Empirical findings
have confirmed that parents who have continued education beyond compulsory
260
270
education are more inclined to monitor their children and be more cautious
255 3
about creating conditions for their continuing education (Feinstein 2019).
253
256
262
278 214
These findings were supported by Pong et al. (2018). The importance of
parental involvement in a child's education is One of the most significant
263
influences on the education of children, which is positively associated with
215
their academic standing. Support from parents is utilized to evaluate its effects
216
on academic student performance; it is directly related to the aid of money,
252
support, and education for parental and other family members' contributions
276
at home. Therefore, academic performance is not centered solely on
258 217
educational procedures Within the classroom; it is dependent on the
266
265
272
circumstances young people face. Teenagers are given assistance and
251
encouragement in the environment at home, the peer group, and teen lifestyles
267
261 in many locations.
257
Furthermore, Parents have stated a high level of ability to help their children
273
277
with homework, and the level of parenting ability to help their children with
264 homework is satisfactory. However, there are contradictory findings concerning
274

259
268 218
homework. Some studies show that parents' involvement in homework is
250
271 219 3
important for pupils' academic outcomes (Dempsey 2020).
254 In addition, everyday curricula for children are primarily created by parents
269
because they are the children's first teachers. Parents make split-second
275
decisions about what to say and how to say it to their kids during routine
interactions. Even when mothers were given a standard set of materials to
share with children or given standardized instructions, they varied in the ideas
they chose to teach and how they did so. When interacting with their
preschoolers around toys, moms may differentially emphasize literacy, math,
colors, object labels, or play, and these interactions will impact the children's
3
learning (Sénéchal 2020).
260
270
Different researchers
255
have concluded that student's performance is
253
256
262
278 220
closely interlinked with different factors, which
affect the performance in a positive or negative
263
way, these factors can be behavioral,
221
psychological, and social. It was found that
children and youngsters who perform well
252
academically, experience positive schooling
276
develop social capability, and engage in pro-social
258
behavior and establish good relationships with
266
265
272
parents, teachers, and peers (Masten et al., 1995
251
267
261 have concluded that student's performance is
257 222
273
277
264 way, these factors can be behavioral,
274

259
268 223
250
271
254 academically, experience positive schooling
269
275
have concluded that student's performance is
224
way, these factors can be behavioral,
260
270 225
255
253
256
262
278
academically, experience positive schooling
263
252
279
Moreover, the evidence from experimental and quasi-experimental studies on
276
280
this issue is mixed, depending on the type of parental involvement and the type
258
of outcome considered. Some argue that supervision and control of homework
266
265
272
and parental attendance at school activities are not necessarily related to
251
children's academic achievements. Others indicate that school-based parental
267
261 involvement is only modestly associated with student outcomes, at least when
257
compared to 'at-home good parenting. Home-based parental involvement was
273
277 226
found to be associated positively with academic performance, while school-
3
264 based parental involvement had a negative association (Castro 2018)
274

259
268 227
Finally, Parental support has moderating impacts on kids' attitudes about
250
271
school; additionally, it promotes flexible academic practices and disseminates
228
254 favorable information about schools. The impact of parental participation,
269
however, varies depending on its kind. Children's achievement in the native
275
language, in this case, English and math, with a lower size effect, is positively
correlated with parental participation at home in homework support and
talking to their child about what they learned in school. On the other side,
229
parental involvement in education, such as parents attending meetings with
instructors and participating in school activities, is inversely related to
3
academic achievement, particularly in math and English classes (Chowa 2019).
learners' academic performance
260
270
The academic performance revealed that during the academic year 2022-2023.
255
It shows that out of 50 learners,26 or 52% of them are satisfactory as they got a
253
256
262
278 230 231
grade ranging from 80-84, 4 or 28% of them are fairly satisfactory as they got a
232 233 234
grade ranging from 75-79, 8 or 16% of them are very satisfactory with a grade
263
ranging from 85-89, 1 or 2% of them are did not meet the expectation ranging
from 75 below, and the remaining 1 or 2% of them are outstanding ranging from
90-100.
252
279
In addition, Falling academic performance is attributable to the teacher's non-
276
281
280
use of verbal reinforcement strategy. Others found out that the attitude of
258
282 235
some teachers towards their job is reflected in their poor attendance to
266
265
272 236
lessons, lateness to school, unsavory comments about student's performance
251 237
that could damage their ego, poor method of teaching, and the like effect
267 3
261 pupils' academic performance (Morakinyo 2020)
257
Moreover, the student is open to suggestions, quietly, and focuses solely on the
273
277
test or examination. The outcome is a zero, ignorance of concepts or rules, or a
264 basic comprehension level. These students' performances could be better. In
274

259
268
light of these goals, they consider quitting school early. Therefore, learning
250
271
approaches are a student's learning process when undertaking an academic
238
254 task. These processes come from both their perceptions of the task as well as
269 3
from the characteristics of the individual (Entwistle & Peterson, 2004)
275 239
Finally, Academic achievement is influenced by things like intellectual ability.
Level, character, drive, aptitude, hobbies, study practices, self-worth, or the
bond between teachers and students. When a chasm between academic
performance and the Pupil's anticipated performance happens, it alludes to a
divergent result. The result of poor academic achievement performs worse than
240 241
anticipated. It may occasionally be connected to instructional strategies.
(Marti, 2019).
260
270
255
253
256
262
278
Conclusions
263 242
In light of the findings accumulated, the following conclusions were drawn:
243
1. The influence of family support in Marbel 6. Elementary School is described
244
as often. It means some grade 6 learners are often receiving family support.
252
279 245
2. The Academic performance of learners on Marbel 6. Elementary Schools are
276
281
280
satisfactory. It means that learners' academic performance is reasonable and
258
282
low.
266
265
272
3. There is no significant relationship between family support and its influence
251
on academic performance.
267
261 Recommendations
257
Given the findings and consideration of the limitations of the study, it is
273
277 246
recommended that:
264
274

259
268
1. The learners are encouraged to interact and talk to their parents or any
250
271 247
family member to develop their relationship.
254 2. The school administrator recommended conducting seminars for parents,
269 248
programs, and some student activities, like family days, where students and
275
parents can build more relationships.
3. The teachers are encouraged to use different teaching strategies to improve
students' academic performance and be more observant of their students as
249
well.
4. The parents are encouraged to build harmonious relationships with their
children while learning at home.
5. The future researcher is encouraged to use this study as reference data in
260
270
conducting related studies that are valid and reliable. This study may serve as a
255
background or overview beneficial for the success.
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256
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278
263
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280
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282
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272
251
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257
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264
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1. grow up to be → become Wordy sentences Clarity
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271
2. be measured Passive voice misuse Clarity

254
269 3. (Epstein, 2018); (Littmark, 2018); Citation style options Correctness

(Chowa, 2019); (Oshikawa, 2019);
275
(Wei, 2019); (Piorkowski,2019);
(Dolan, 2019); (Devaney, 2020);
(Hidalgo, 2020); (Wilke, 2018); (Daly
and Bray, 2018); (Rácz and Bogács
2019); (Roberts,2018); (Williams,
2020); (Connolly and Devaney, 2018);
(Cohen, 2020); (Ponzoni,…
4. Parental involvement can be Unclear sentences Clarity

measured by the activities parents
participate in at home and school, as
well as their positive attitudes
260
270
toward their child's education,
255
school, and teacher (Epstein, 2018).
253
256
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278 5. This Intricate text Clarity
6. are expected Passive voice misuse Clarity

263
7. Despite substantial efforts Unclear sentences Clarity

worldwide, some countries need help
in providing the quality education
needed at all levels to propel
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279 development.
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280
8. the advancement of → Wordy sentences Clarity
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282 advancing
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9. is considered Passive voice misuse Clarity
251
10. to be Wordy sentences Clarity
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261
25711. are based Passive voice misuse Clarity
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277
12. wellbeing → well-being Confused words Correctness
264
13. wellbeing; well-being Text inconsistencies Correctness
274

25914.
268 An increasing number of older adults Unclear sentences Clarity
in the United States necessitates a
250
271
better understanding of the factors
contributing to their health and well-
254
being, given the aging population and
269 age-related diseases.
275
16. The rapid aging of the U.S. Unclear sentences Clarity

population, along with significant
changes in marriage and families,
indicate that a growing number of
older adults enter late life with both
complex marital histories and
considerable heterogeneity in their
relationships.
27017.
260 wellbeing → well-being Confused words Correctness
255
18. is extended Passive voice misuse Clarity
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256
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278
19. is described Passive voice misuse Clarity
26320. , in Punctuation in Correctness

compound/complex sentences
21. have to Wordy sentences Clarity
25222.
279 To build on the research Misplaced words or phrases Correctness
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23. being conducted Passive voice misuse Clarity
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24.
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study's authors Wordy sentences Clarity
25125. is pronounced Passive voice misuse Clarity

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261
26. The notion of survivor guilt was Passive voice misuse Clarity
257 developed
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27. their influence Wordy sentences Clarity
264
28. been done Passive voice misuse Clarity
274

25929.
268 In the early years, parents have a Unclear sentences Clarity
significant influence on their child's
250
271
cognitive development.
254
30. it shows that Wordy sentences Clarity
269
27531. with Wordy sentences Clarity
32. A large portion → Much Wordy sentences Clarity
33. An additional set of guidelines for Incomplete sentences Delivery

practice.
34. making sure → ensuring Wordy sentences Clarity
35. Collectively, a good set of guiding Unclear sentences Clarity

principles ensures that family
260
270 Support is more than a sentimental
idea.
255
27836.
253
256
262 forms can only be used Passive voice misuse Clarity
37. correctly Misplaced words or phrases Correctness

263
38. is recognized Passive voice misuse Clarity
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279
40. with respect to → concerning, for, to Wordy sentences Clarity
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41. talks about → discusses Wordy sentences Clarity
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27242.
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251
43. These services are governmental, Unclear sentences Clarity
267
voluntary, community-based, and
261
private, emphasizing early promotion
257 of the rights, wellbeing, and health of
children, adolescents, and their
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277 families, paying particular attention
to those who are at risk or are
264 vulnerable.
274

25944.
268 is characterized Passive voice misuse Clarity
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271
45. This Intricate text Clarity
254
269
27547. is classified Passive voice misuse Clarity
48. Cyprus's family assistance laws were Passive voice misuse Clarity
primarily created
49. Describes the adoption of Incomplete sentences Delivery

participation in the labor market.
50. is widely defined Passive voice misuse Clarity
51. is intended Passive voice misuse Clarity

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270
52.
25353.
256
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278 are required Passive voice misuse Clarity
54. is geared Passive voice misuse Clarity

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55. is recognized Passive voice misuse Clarity
56. being Wordy sentences Clarity

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279
57. is commonly classified Passive voice misuse Clarity
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58.
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282 to improve, intending to improve Wordy sentences Clarity
26659.
265
272 This term refers to a wide range of Unclear sentences Clarity
family-focused services and
251
programs that are based on a culture
267 of rights and are implemented as an
261
investment in the well-being of
257 families, with the goal of improving
outcomes for children and young
273
277 people (Connolly and Devaney, 2018).
264
60. parent–child → parent–child Misspelled words Correctness
274

25961.
268 It is essential to distinguish between Unclear sentences Clarity
parenting support, which aims at
250
271 enhancing resources for raising
children, and family support, which
254
aims at ensuring the stability and
269 well-being of the family.
275
62. to create, intending to create Wordy sentences Clarity
63. These programs span both family Unclear sentences Clarity

and parenting support services, with
the goal of creating stimulating home
environments that promote the well-
being of children and families
(Cohen, 2020).
64. are given Passive voice misuse Clarity
26065.
270 are undertaken Passive voice misuse Clarity
255
253
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67. are seen Passive voice misuse Clarity
26368. It's been Passive voice misuse Clarity
69. been molded Passive voice misuse Clarity
70. Even though, Although Wordy sentences Clarity

252
279
27671.
281
280 A comparison between Filipino and Unclear sentences Clarity
U.S. Parents who employ
258
282 questionnaires for six different
indicators concludes that Filipinos
266
265
272
are more likely to.
251
72. , familial Punctuation in Correctness
267
261 compound/complex sentences
257
73. which is Wordy sentences Clarity
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277
74. major → significant Word choice Engagement

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274
75. The shift from elementary to high Passive voice misuse Clarity

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268 school should not be made
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271
76. 10 → ten Improper formatting Correctness
254
77. people Wordy sentences Clarity
269
79. were found Passive voice misuse Clarity
80. was presented Passive voice misuse Clarity
81. be noticed Passive voice misuse Clarity
82. It was identified Passive voice misuse Clarity
83. Recruiting teams' performance is Unclear sentences Clarity

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270
measured based on their
255 contribution to the overall institution,
and professors in programs that have
253
256
262
278 international students are also
interested in their academic success.
26384. is believed Passive voice misuse Clarity
85. institution. Closing punctuation Correctness
86. 's → Its Incorrect phrasing Correctness

252
279
28087.
276
281 been concluded Passive voice misuse Clarity
258
282
88. is known Passive voice misuse Clarity
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265
272
89. The institutional context of case Unclear sentences Clarity
251 studies and articles makes it
challenging to apply prior research to
267
261 specific situations, as institutional
257
strategies, learning environments,
and community contexts all
273
277 potentially play a role in the
adjustment and academic
264 performance of international
students.
274

25990.
268 This research can be used Passive voice misuse Clarity
250
271
91. be used to Wordy sentences Clarity
254
92. Several factors can Wordy sentences Clarity
269
27593. is referred Passive voice misuse Clarity
94. referred to as → called Wordy sentences Clarity
96. are examined Passive voice misuse Clarity
97. be said Passive voice misuse Clarity
98. is located Passive voice misuse Clarity

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25599. be described Passive voice misuse Clarity

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100. can be described as → Wordy sentences Clarity
is
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101. is also considered Passive voice misuse Clarity
102. should be addressed Passive voice misuse Clarity
103.
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279 He Intricate text Clarity
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104. is reflected Passive voice misuse Clarity
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106.
251 , but video → . Still, video Hard-to-read text Clarity
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261
107. usually need to → must Wordy sentences Clarity
257
108. the way → how Wordy sentences Clarity
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277
109.
264 which is Wordy sentences Clarity
274
110. be divided Passive voice misuse Clarity

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268
111. In a general sense → Wordy sentences Clarity

250
271
Generally
254
112. Tone suggestions Delivery
269
113.
275 that academic Wordy sentences Clarity
114. Argues that academic achievement Unclear sentences Clarity

has knowledge, values and attitudes,
and skills or appropriate behaviors.
115. in school Wordy sentences Clarity
116. can be accurately calculated Passive voice misuse Clarity
117. is believed Passive voice misuse Clarity

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118.
255
academic achievement can be Passive voice misuse Clarity
equated
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278
120.
263 Academic achievement results from Incomplete sentences Delivery
the subjective and objective
assessment of learners through
school teaching or self-study, which
is a more permanent behavioral
252
279 outcome that can accumulate over
time.
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121. is defined Passive voice misuse Clarity

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122.
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272 academic → scholarly Word choice Engagement
251
123. is known Passive voice misuse Clarity
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261
257
125.
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277 been discovered Passive voice misuse Clarity
264
126. are often belittled Passive voice misuse Clarity
274

127.
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268 student's → students' Incorrect noun number Correctness
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271
128. were selected Passive voice misuse Clarity
254
129. who possess → with Wordy sentences Clarity
269
130.
275 To ensure quality and optimal Misplaced words or phrases Correctness
learning experiences among
university students
131. important → essential, crucial, vital Word choice Engagement
132. in which Wordy sentences Clarity
133. Numerous studies have researched Unclear sentences Clarity

the correlation between learning
styles and academic performance
260
270 among college students.
255
134. that there is Wordy sentences Clarity
253
256
262
278
135. the fact Wordy sentences Clarity
136.
263 own Wordy sentences Clarity
137. be defined Passive voice misuse Clarity
138. can be defined as → Wordy sentences Clarity

252
279 are
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139. in Wordy sentences Clarity
258
282
140.
266
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272
Rather → Instead Word choice Engagement
141.
251 are asked Passive voice misuse Clarity
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261
142. exciting, fascinating Word choice Engagement
257
143.
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study → research Word choice Engagement
144.
264 its Wordy sentences Clarity
274

145.
259
268 Foreign and local literature and Unclear sentences Clarity
studies have some similarities and
250
271 differences in how the authors'
studies view family support and
254
influence on the academic
269 performance of elementary pupils.
275
146. used Wordy sentences Clarity
147. improved → enhanced Word choice Engagement
148. was anchored Passive voice misuse Clarity
149. academic → educational Word choice Engagement
150. support → Word choice Engagement

permission, consent, help, approval
260
270
151. a two-way communication system Passive voice misuse Clarity
255 should be established
253
256
262
278
153. gathered Wordy sentences Clarity

263
154. major → central, primary, principal Word choice Engagement
155. box → package Word choice Engagement

252
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156. is conceptualized Passive voice misuse Clarity
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157.
258
282 the definition can be sharpened Passive voice misuse Clarity
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265
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158. major → significant Word choice Engagement
251
267
261
160.
257 challenges → obstacles, difficulties Word choice Engagement
273
277
161. give → show Word choice Engagement
264
162. support → consent, permission Word choice Engagement
274

163.
259
268 gave them a guide → Wordy sentences Clarity
guided them
250
271
164.
254 learn → know, understand, realize Word choice Engagement
269
165. be conducted Passive voice misuse Clarity
275
166. conduct → Word choice Engagement
work, achieve, run, complete
167. was conducted Passive voice misuse Clarity
168. Marbel → March Misspelled words Correctness
169. be conducted Passive voice misuse Clarity
170. conducted → shown Word choice Engagement

260
270
171.
255 influence → impact Word choice Engagement
253
256
262
278
172. was conducted Passive voice misuse Clarity
173. This place was selected Passive voice misuse Clarity

263
174. is situated Passive voice misuse Clarity
175. situated Wordy sentences Clarity

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176. is drawn Passive voice misuse Clarity
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177.
282
258 are taken Passive voice misuse Clarity
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272
178. is drawn Passive voice misuse Clarity
251
179. was also validated Passive voice misuse Clarity
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261
180.
257 The questionnaire was responded Passive voice misuse Clarity
273
277
181. to administer Wordy sentences Clarity
264
182. important → Word choice Engagement
274 essential, crucial, critical

259
268
183. be validated Passive voice misuse Clarity
250
271
184. During the test administration, the Unclear sentences Clarity

254
researchers will retrieve the test
269 questionnaires and keep them
confidential.
275
185. were treated Passive voice misuse Clarity
186. To Determine the Influence of Family Misplaced words or phrases Correctness

Support on the elementary Pupils'
frequency distribution
187. was used Passive voice misuse Clarity
188. To Determine the Relationship Misplaced words or phrases Correctness

between the Influence of Family
260
270
Support and the academic
255
performance of Elementary Pupils
189.
253
256
262
278 was used Passive voice misuse Clarity
190. To Determine the Relationship Unclear sentences Clarity

263 between the Influence of Family
Support and the academic
performance of Elementary Pupils,
the Pearson product-moment
correlation was used.
252
279
191. Ethical guidelines were put Passive voice misuse Clarity
276
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192.
258
282 at any time Wordy sentences Clarity
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193. withdrawing → starting, removing Word choice Engagement
251
194. any Wordy sentences Clarity
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261
195.
257 The participants' identities and any Passive voice misuse Clarity
sensitive information were kept
273
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196. responses → answers Word choice Engagement

264
274
197. interpretations → Word choice Engagement

259
268 arrangements, performances,
variations
250
271
198.
254
Tables were given appropriate Passive voice misuse Clarity
explanations
269
199.
275 To provide a clearer understanding of Misplaced words or phrases Correctness
the findings of this study
200. is presented Passive voice misuse Clarity
201. Table 1 contains the weighted mean Unclear sentences Clarity

on the respondents' responses on 20
indicators/statements to the family
support and its influence on
academic performance.
202. described → defined Word choice Engagement

260
270
203.
255 Table 2 shows the learner's Unclear sentences Clarity
academic performance during the
253
256
262
278 academic year 2022- 2023.
204. fairly → pretty, relatively, reasonably Word choice Engagement

263
205. satisfactory → Word choice Engagement

good, acceptable, fine, OK
206. a grade → a rate, an angle, a degree Word choice Engagement

252
279
207.
276
281
280 satisfactory → good, fine, fair, OK Word choice Engagement
258
282
208. a grade → Word choice Engagement
266
265
272 a rate, an angle, a quality, a degree
251
209. it can be gleaned Passive voice misuse Clarity
267
261
210. The results were obtained Passive voice misuse Clarity
257
211.
277
273 mean → norm, standard Word choice Engagement
212.
264 described → expressed Word choice Engagement
274

213.
259
268 mean → Word choice Engagement
compromise, norm, standard
250
271
214.
254
were supported Passive voice misuse Clarity
269
215. is utilized Passive voice misuse Clarity
275
216. is directly related Passive voice misuse Clarity
217. is dependent → depends Wordy sentences Clarity
218. homework → assignment, task Word choice Engagement
219. important → essential, vital Word choice Engagement
220. different → other , various Word choice Engagement
260
270
221. was found Passive voice misuse Clarity
255
253
256
262
278
263
226.
279
252 was found Passive voice misuse Clarity
276
281
280
227. moderates Wordy sentences Clarity
258
282
228. impact → effect Word choice Engagement
266
265
272
229.
251 parents Wordy sentences Clarity
267
230.
261 fairly → pretty, relatively, reasonably Word choice Engagement
257
231. satisfactory → Word choice Engagement
273
277 good, acceptable, fine, OK
264
232. a grade → a rate, an angle, a degree Word choice Engagement
274

233.
259
268 satisfactory → good, fine, fair, OK Word choice Engagement
250
271
234. a grade → Word choice Engagement
254
a rate, an angle, a quality, a degree
269
235. is reflected Passive voice misuse Clarity
275
236. student's → students' Incorrect noun number Correctness
237. poor → flawed Word choice Engagement
238. task → job, study Word choice Engagement
239. is influenced Passive voice misuse Clarity
240. anticipated → expected Word choice Engagement
260
270
241. be connected Passive voice misuse Clarity
255
242. the following conclusions were Passive voice misuse Clarity
253
256
262
278 drawn
243. is described Passive voice misuse Clarity

263
244. often → constantly Word choice Engagement
245. Marbel → March Misspelled words Correctness

252
279
246. is recommended Passive voice misuse Clarity
276
281
280
247.
258
282 family members Wordy sentences Clarity
248.
266
265
272 some Wordy sentences Clarity
251
249. as well Wordy sentences Clarity
267
261
250.
257 the degree of parental involvement in Which family capitals aid rural Originality
children's learning and urban first-generation college
273
277 students in China to realise
intergenerational mobility in
264 higher education?
274

251.
259
268 factors such as family structure, Mental health outcomes at age 11 Originality
parental involvement, and of very low birth weight infants in
250
271 Ireland
254
252. 3. To Determine if there is a A Correlational-Comparative Originality
269 significant relationship between Study of Kindergarten 1 Students’
and Their Parents’ Perceptions of
275
Parental Encouragement for
Learning English at Panaya
Phatthanakan School, Bangkok,
Thailand
253. The rapid aging of the U.S. Rates of open-angle glaucoma to Originality
population, rise as population ages
254. Survivor guilt is the term used to TDmonthly - How Survivor Guilt Originality
describe the Prevents Sales
https://www.toydirectory.com/mo
260
270 nthly/article.asp?id=4343
255
255. The Child and Youth Welfare Code of January 2013 - Books Originality
the Philippines http://krkonosska70mtb.cz/?
253
256
262
278
books/2013/01
256. Parents or guardians play a crucial Exploring instructional leadership Originality

263
role in practices of School Management
Teams in underperforming
secondary schools in the Umlazi
District
252
279
257. This term refers to a wide range of The 'Piano Nomadi' and its Originality
276
281
280 pyramidal governance: The hidden
mechanism underlying the 'camps
258
282 system' in Rome
266
265
272
258. the goal of educating and The new group on the block Originality
251 empowering parents to https://www.americanexperiment.
org/magazine/article/the-new-
267
261 group-on-the-block
257
259. Okanagan College in Kelowna, British International Student Academic Originality
273
277 Columbia, Canada, is in Performance: Some Statistical
Evidence And Its Implications
264
260.
274 the adjustment and academic International Student Academic Originality

259
268 performance of international Performance: Some Statistical
students. Evidence And Its Implications
250
271
261.
254
A study of personality traits and IGNOU MA Psychology Project Originality
academic achievement Report | MAPC Clinical
269 Dissertation Topics
https://ignouproject.net/mapsych
275
ology-project-report/
262. To ensure quality and optimal Learning styles, study habits and Originality
learning experiences among academic performance of Filipino
university students, University students in applied
science courses: Implications for
instruction
263. Learning style refers to the unique Health Concerns and Learning Originality
ways in which Styles of Underserved and
Uninsured Clients at a Nurse
260
270 Managed Center
255
264. among learners in using one or more Learning Style Assessment - 433 Originality
senses to understand, organize, and Words | Bartleby
253
256
262
278
retain https://www.bartleby.com/essay/
Learning-Style-Assessment-
FJLWSZEAGJM
263
265. The six types of involvement are Parent’s experiences when Originality
parenting, communication, teachers first reveal their child’s
volunteering, learning difficulties
252
279
266. Recently, a group of family support Family Support Research | Family Originality
276
281
280 researchers reviewed twenty years of Support Program - FSP
literature to report https://fsp.unc.edu/node/116
258
282
267. reviewed quantitative studies Family Support Research | Family Originality

266
265
272
published between 1990 and 2010 to Support Program - FSP
251 discuss how family support is https://fsp.unc.edu/node/116
conceptualized across research
267
261 studies, how the definition can be
sharpened, how families can benefit
257 from family support, and to what
extent.
273
277
268.
264 Academic performance by students Causes of Poor English Students’ Originality
has always been a subject of interest Academic Performance: A of
274
to every educational institution.

259
268 Students Anshor Al Sunnah
Boarding School Air Tiris Kampar
250
271
269.
254
believe that the primary focus of Causes of Poor English Students’ Originality
schools should be the academic Academic Performance: A of
269 preparation of students Students Anshor Al Sunnah
Boarding School Air Tiris Kampar
275
270. Moreover, the results of the study SAMPLE-CHAPTER-1 Originality

will be beneficial to the following; https://studylib.net/doc/2577255
Moreover, the results of the study 3/sample-chapter-1
will be beneficial to the following;
271. and capability support. In the Frontiers | The Relationship Originality

process of students developing Between Family Support and e-
learning potential, their interactions Learning Engagement in College
with their proximal social Students: The Mediating Role of
environment e-Learning Normative
260
270 Consciousness and Behaviors and
Self-Efficacy
255 https://www.frontiersin.org/articl
es/10.3389/fpsyg.2021.573779/fu
253
256
262
278 ll
272. design to determine the relationship An Examination of Student Originality

263 between two variables: Performance in Pre-Requisite
Coursework and Upper Division
Nursing Coursework
273. data to test hypotheses or to answer Risk management in a private Originality

252
279 questions about higher education institution:
Awareness, attitudes, and
276
281
280
practices as bases for the
258
282
development of a risk
management plan
266
265
272 https://repository.cpu.edu.ph/han
dle/20.500.12852/535
251
274.
267
procedures in quantitative research Survey Research Design PPT - Originality
261
in which investigators administer a AcadShare
257 survey to a sample or the entire https://www.acadshare.com/surv
population ey-research-design-ppt/
273
277
275. Table 3 shows the details of the Real-Time Detection of Intruders Originality
264
results, Using an Acoustic Sensor and
274 Internet-of-Things Computing

259
268
276. This chapter presents the conclusion Efl Students' Demotivation Originality
250
271 derived from the Factors In Learning English In
Pesantren Context
254
277.
269 The respondents were selected using Acceptability of Dragon Fruit Jam- Originality
a simple random sampling technique. Infused Leche Flan in Bestlink
275 College of the Philippines |
Ascendens Asia Singapore –
Bestlink College of the Philippines
Journal of Multidisciplinary
Research
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278. The importance of parental Does lack of parental involvement Originality

involvement in a child's education affect school dropout among
Indian adolescents? evidence
260
270 from a panel study
255
279. the evidence from experimental and Parental support to learning | Originality
253
256
262
278 quasi-experimental studies on this Unesco IIEP Learning Portal
issue is mixed, depending on the type https://learningportal.iiep.unesco.
of parental involvement and org/en/issue-briefs/improve-
learning/parental-support-to-
263
learning
280. type of outcome considered. Some Parental support to learning | Originality

argue that supervision and control of Unesco IIEP Learning Portal
homework and parental attendance https://learningportal.iiep.unesco.
252
279
at school activities are not org/en/issue-briefs/improve-
276
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280 necessarily related to children's learning/parental-support-to-
academic achievements. Others learning
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involvement is only modestly
266
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272 associated with student outcomes,
at …
251
281.
267
261 of verbal reinforcement strategy. THE EFFECT OF TEACHER’S Originality
Others found out that the attitude of QUALIFICATION ON THE
257 some teachers ACADEMIC PERFORMANCE OF
STUDENTS IN PHYSICS
273
277
https://www.uniprojects.com.ng/2
017/11/the-effect-of-teachers-
264
qualification-on.html
274

282.
259
268 their job is reflected in their poor Relative Academic Performances Originality
attendance to lessons, lateness to Of Secondary School Students In
250
271 school, unsavory comments about School Certificate Maths &
student's performance that could English Language From 2004-
254
damage their ego, poor method of 2008 (a Case Study Of Enugu
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Report: QUEQUE-PLAGIARISM-CHECK.

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Rare Words 43%

Word Length 5.6

Sentence Length 18.2

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This section provides a review of related material that is pertinent to the

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Family action as experienced

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While an accurate definition of family support offers a framework for the

Family support is a child welfare measure; the effectiveness of family is a

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These services are governmental, voluntary, community-based, and private,

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Family child relationship

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Influences on academic performance

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Figure 1. The Conceptual Framework of the Study

Significance of the Study

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2. be measured Passive voice misuse Clarity

269 3. (Epstein, 2018); (Littmark, 2018); Citation style options Correctness

4. Parental involvement can be Unclear sentences Clarity