THE MERITS OF PARENTAL INVOVLEMENT IN COGNITIVE GROWTH IN SERGIO L.

LEGAYADA NATIONAL HIGH SCHOOL GRADE 10 STUDENTS BASIS FOR

INTERVENTION PROGRAM

An Undergraduate Thesis
Presented to the Faculty of College of Teacher Education
Ramon Magsaysay Memorial Colleges – Marbel Inc.
Koronadal City

In Partial Fulfilment of the Requirements for the degree

Bachelor of Secondary Education
Major in English

PAMPLONA, HANNA GRACE G.

 NOVEMBER 2022

Chapter 1

Introduction

Rationale

Parental involvement is a combination of commitment and active participation on the

part of the parent to the school and to the student. There are many problems concerned with
involvement.

On an national scale, parental involvement in school has long been heralded as an important
and positive variable on children’s academic and socioemotional development. From an
ecological framework, reciprocal positive interactions between these two key socializing spheres
families and schools – contribute positively to a child’s socioemotional and cognitive
development. Empirical findings have demonstrated a positive association between parental
involvement in education and academic achievement improving children’s self-esteem and their
academic performance as well as school retention and attendance. Family involvement has also
been found to be associated with positive school attachment on the part of children) as well as
positive school climates (Cowan et al., 2012). Research has also evidenced that programs
focused on increasing parental involvement in education have positive impacts on children,
families, and school.

Parent-school partnership allows for the conceptualization of roles and relationships and the
impact on the development of children in a broader way. From this approach, families and
schools are the main actors in the construction of their roles and forms of involvement,
generating new and varied actions to relate to each other according to the specific educational
context. The main findings in the family-school field show a positive influence of this partnership,
contributing to academic achievement and performance, among other positive consequences.

There is also strong support from international research showing the positive influence of
parental involvement over academic achievement, as has been demonstrated in a variety of
meta-analyses across different populations and educational levels (Castro et al., 2015; Jeynes,
2016; Ma et al., 2016). Moreover, although there is a wide range of parental involvement
definitions, some more general and others more specifics, there is a consensus among
research results about the positive influence of parental involvement over child academic
achievement. For example, in the meta-synthesis of Wilder (2014), where nine meta-analyses
are analyzed, this influence was consistent throughout the studies, regardless the different
definitions and measures used.

However, most of the studies on parental involvement in education hail from anglophone
countries and are based on cross-sectional and correlational designs while in Latin America
research remains scarce. In a recent systematic review of the literature on parental involvement
in education in Latin America, only one Mexican study was found which was also heavily
influenced by interventions from the United States. Chile has acknowledged the importance of
collaborative relationships between families and schools developing a National Policy for
Fathers, Mothers and Legal Guardians Participation in the Educational System in 2002 which
was recently updated. Since the publication of this policy various local initiatives have sprouted
in the country seeking to strengthen school family relations (Saracostti-Schwartzman, 2013).
Nevertheless, the majority of research in the country has thus far been of a qualitative nature
with a focus on describing relations between family members and their schools, and identifying
tensions between these two spheres.

Thus, this study seeks to advance the analysis of the effects of parental involvement in school
on the academic achievement of Chilean students. The study aims to analyze how different
parental involvement profiles (based on the main forms of parental involvement identified in
literature) influence children’s academic achieved. Parental involvement can take a wide variety
of forms, among them, communication between family and school, supporting learning activities
at home and involvement in school activities have been highlighted.
 From this approach, families and schools are the main actors in the construction of their
roles and forms of involvement, generating new and varied actions to relate to each other
according to the specific educational context. The main findings in the family-school field show a
positive influence of this partnership, contributing to academic achievement and performance,
among other positive consequences.

There is also strong support from international research showing the positive influence of
parental involvement over academic achievement, as has been demonstrated in a variety of
meta-analyses across different populations and educational levels.

Moreover, although there is a wide range of parental involvement definitions, some more
general and others more specifics, there is a consensus among research results about the
positive influence of parental involvement over child academic achievement. For example, in the
meta-synthesis of Wilder (2014), where nine meta-analyses are analyzed, this influence was
consistent throughout the studies, regardless the different definitions and measures used.

However, how ever in the Philippines Parental involvement refers to the amount of participation
a parent has when it comes to the schooling of his/her children. Some schools foster healthy
parental involvement, but sometimes parents has hesitations if they will involve themselves with
their children's education.

In line with this, the researcher would like to know the parental involvement in to cognitive
growth and its basis for intervention program and be able to provide possible solutions on the
existing problem

Research Objectives

This study aims to determine the merits of parental involvement in students cognitive growth its
basis for intervention program.

Specifically, this study will answers the following objectives:

1. To determine the factors evolvement affecting in the student cognitive development.

2. To analyze the importance of parents involvement in cognitive growth of their children.

3. To develop intervention program based on the result of the study.

Hypothesis

The study tested at .05 levels of progress.

There is significant relationship between the students and parents involvement.

Review and Related Literature

This chapter presents the review of related literature and studies which were found
useful in the development of the study. It also includes the conceptual framework, hypothesis
and the definition of terms,

Foreign Literature

Cognitive development is how humans acquire, organize, and learn to use knowledge
(Gauvain & Richert, 2016).

Much of the research within cognitive development in children focuses on thinking,

developing knowledge, exploring, and solving problems (Carpendale & Lewis, 2015).

Parental involvement is the degree to which a parent participates in the education of his or
her children. Some schools encourage good parental involvement, however occasionally
parents are unsure about getting involved in their children's education. It has received support
from Western nations. The significance of social and cultural influences, as well as the
consequences of parents' involvement in and expectations for their children's growth and
learning, are examined in a body of literature, though. Because parents come from a variety of
backgrounds and have varying opinions on when, why, and how to be active in their children's
education, it is crucial for schools to be aware of these cultural disparities. Because family is
valued in Philippine culture, parenting is crucial. (Jackson, 2010)

Over the past couple of decades, the role of parental involvement and its relationship to
student academic achievement has been questioned by many researchers. The assumption has
commonly been that the higher the amount of parental involvement, the higher the academic
achievement of the student. However, it has been determined that there are many factors that
influence the extent in which parents demonstrate involvement, such as the relationship with the
teacher, school size, type of school (public versus private), grade level, ethnicity, and the
student’s gender (Kim & Hill, 2015; Oswald, Zaidi, Cheatham, & Diggs Brody, 2017). Kim and
Hill (2015) and Oswald et al. (2017) have found that the different factors that lead to parental
involvement can yield different types of results in student academic achievement.

As the definition states, the communication between parents and schools must be regular.
That means that parents and schools are continually engaged in conversations about student
academic achievement; they do not occur just a few times over the course of the school year.
Parental involvement is defined in three different ways: home-based involvement, school-based
involvement, and home-school communication (Anthony & Ogg, 2019).

The existing literature generally supports cognitive skills growth in domestic students
during their postsecondary years, and the implication is that cognitive skills growth occurs in
international students as well. Even though very few studies specifically examined cognitive
skills development among students whose home country is not the United States, some
understanding of the differences in cognitive skills development between international students
and their domestic counterparts may be derived from some studies on cognitive skills
development among different racial/ethnic groups. Kugelmass and Ready (2011) identified
disparities in the cognitive skills development among racial/ethnic groups prior to college entry
and after their collegiate experience.

It is frequently believed that early life experiences, particularly those prior to the age of two,
have a significant impact on later human capital development. We investigate the idea that
intervention starting in utero and continuing in the first two years is crucial by using experimental
variation in the timing of benefits from a conditional cash transfer program. In comparison to
those exposed to the program in their second year of life or later, those exposed during this time
period had better cognitive but not anthropometric outcomes by the time they were ten years
old. Due to catch-up growth, there was no difference in the influence on anthropometrics.
(Barham, Tania, Karen Macours, and John A. Maluccio 2013).

Theoretical Framework

Skill theory provides tools for predicting developmental sequences and synchronies in any
domain at any point in development by integrating behavioral and cognitive-developmental
concepts. Cognitive development is explained by skill structures called "levels," together with
transformation rules relating these levels to each other. The transformation rules specify the
developmental steps by which a skill moves gradually from one level of complexity to the next.
At every step in these developmental sequences, the individual controls a particular skill. Skills
are gradually transformed from sensory-motor actions to representations and then to
abstractions. The transformations produce continuous behavioral changes; but across the entire
profile of a person's skills and within highly practiced task domains, a stage like shift in skills
occurs as the person develops to an optimal level. The theory suggests a common framework
for integrating developmental analyses of cognitive, social, language, and perceptual-motor
skills and certain behavioral changes in learning and problem solving.

Conceptual Framework

Independent Variable Dependent Variable

 Parental Involvement Cognitive Growth

Figure 1. The Conceptual Framework of the Study

Figure 1 shows the relationship of the two variables, the independent and dependent
variable. The independent variable basis for intervention and the dependent variable was their
cognitive growth.

Significance of the Study

The study will focus in finding out the Merits of parents involvement in students cognitive
growth basis for intervention program. Moreover, the result of the study will be beneficial to the
following.

School Administrators. This could be a good basis for them to construct or plan for students
cognitive growth development.

Future Researchers. It will give them gathered data which they can use as basis in making
their study.

Students. It will give them data on the level of students’growth which they can make self-study
and explanation about their development matters to increase their knowledge about it.
Additionally, they can be able to improve their development knowledge and can practice doing it
as part of their everyday living or transactions.

Future Researchers. It will give them gathered data which they can use as basis in making their
study in the future.
 Definition of Terms

Parents Involvement- refers to the amount of participation a parent has when it comes to
the schooling of his/her children. Parental involvement can encourage children's and
adolescents' achievement in many ways. One way that parents can contribute positively to their
children's education is to assist them with their academic work at home.

Students Growth - Conceptually academic growth is the measure of a student's progress

between two points in time.

Senior High School Students- Operationally It refers to the respondents of the study which
are the Senior High School Students.

Intervention Program – Conceptually an intervention program is a treatment method used by

the mental health community, and utilized in a number of ways to better the situation of
individuals who have become dependent on various substances or activities.

Parental involvement – Conceptually parental involvement is a combination of commitment

and active participation on the part of the parent to the school and to the student. There are
many problems concerned with involvement.

Sergio L Legayada National high school. It refers to the institution where the study took
place.

MAP of the said School

 CHAPTER II

METHODS

This study presents the methodology used in conducting the study. Specifically, this chapter
presents the research design, research locale, respondents and sampling technique, research
instrument, data gathering procedures, and statistical tool.

Research Design

The descriptive research design will be used. This design describes the degree to which
quantitative variables are related. In the current study, it will be used to explore to what extent
do the senior high school students cognitive growth if they have a significant relationship with
their level of parents involvement. The descriptive method enabled the researcher to describe
and analyzed the language learning strategies and measures the levels of their critical thinking
skills that is prevalent among the respondents. It is the overall plan for connecting the
conceptual research problems to the pertinent and achievable empirical research. It is an inquiry
which provides specific direction for procedures in research (Creswell, 2014).

Research Locale
 The study conducted at Sergio L Legayada National School Purok Mabuhay barangay
Dumaguil Norala , South Cotabato. The respondents have given an ample time to answer the
questionnaire that is made into printed form. The researcher chose the place of implementation
because of its proximity and accessibility. Moreover, it is also the appropriate setting in
conducting the study that helps to find out the relationship between parents involvement and
cognitive growth of the Senior High school students when it comes to their development.

Population and Sample

The total population of Sergio L. Legayada National High School - Junior High School
students. This study utilized the total enumeration of the total population.

Total population sampling is a type of purposive sampling where the whole population of interest
is studied. It is most practical when the total population is of manageable size, such as a well-
defined subgroup of a larger population (Lavrakas, P. (2008).

Sampling Technique

This study used purposive sampling wherein the respondents of this study were
composed of thirty (90) purposively selected students who were enrolled in Sergio L. Legyada
National High School. In purposive sampling, items are selected according to some logic or
strategy, carefully but not randomly. Guidelines for purposive sampling are often provided in the
context of selecting sites or data sources for predominately qualitative, interpretivist research.
While non-probability samples could be representative of broader populations, the goal of non-
probability sampling is often to find accessible, information-rich cases, sites, organizations or
contexts from which researchers can learn about their topic of study (Baltes et al., 2021).

Research Instrument

The researcher will used a survey questionnaire were administrated to the respondents.
The set of questionnaires were divided into two parts, the first part is about the demographic
profile of the respondents and next are questions about bullying as experienced by gay and
lesbian and their coping mechanism.
 There were two sets of questionnaire; one was composed of questions about parents
involvements with two point likert 2- Agree, and 1- Disagree. The second questionnaire is
composed of questions about the students cognitive growth done by 90 selected students with
three point Likert Scale, 2- Agree, and 1- Disagree.

The said questionnaires were undergo a series of checking and validation from a three
(3) qualified validators.

Data Collection

A formal letter is secured first sent to Sergio L Legyada National High School prior the
conduct of the study asking permission to allow the conduct of the study the student
respondents of the school. The objectives of the study is explained clearly to the school
administrator, teachers at the same time the respondents. A survey questionnaires is
administered both through printed survey questionnaire if they are physically present.

Statistical Tool

To determine the significant relationship between parents involvement and students

cognitive growth, a Pearson Product-Moment Correlation were used.

Additionally, a follow up interview we’re conducted depending on the convenient time of the
respondent. Afterwards the questionnaires were retrieved. The results were tallied, analyzed
and interpreted.

Ethical Consideration

In the conduct of the study, ethics is an important thing to consider such as at any point
of the research they might unexpected occurrences may appear. This study involved parents
involvement and students cognitive growth. First, it is important to ask their permission to share
such sensitive facts about them and if they were participate in the research. Prior to the conduct
of the study, the purpose were explained clearly. It were further discussed that their answer
were remained confidential and for the purpose of research only and no such personal names
were be mentioned and the respondent can choose to stop participating any time without
penalty.
The researcher was explained that the signed form needed to be returned immediately after
answering and be kept with security.