P OLYTECHNIC UNIVERSITY OF THE PHILIPPINES

THE INFLUENCE OF PARENTAL INVOLVEMENT ON THE ACADEMIC

PERFORMANCE OF GRADE 7 STUDENTS IN MATHEMATICS

By:

BISMAR, JOHN CARLO

CATCHILLAR, JOHN VINCENT E.

CATCHILLAR JR, CRISTOPHER E.

MOLINA, AARON GLEN G.

1
 P OLYTECHNIC UNIVERSITY OF THE PHILIPPINES

Table of Contents

CHAPTER 1........................................................................................................................3

Introduction............................................................................................................3

Historical Background............................................................................................4

Theoretical Framework...........................................................................................5

Conceptual Framework..........................................................................................8

Statement of the Problem......................................................................................9

Hypothesis.............................................................................................................10

Scope of the Study...............................................................................................10

Significance of the Study.....................................................................................11

Definition of Terms...............................................................................................11

CHAPTER II......................................................................................................................13

CHAPTER III.....................................................................................................................30

Method of Research..............................................................................................30

Sampling Technique.............................................................................................30

Description of Respondents................................................................................31

Research Instrument............................................................................................31

Data Gathering Procedure...................................................................................35

Statistical Treatment of the Data.........................................................................35

References.......................................................................................................................39

2
 P OLYTECHNIC UNIVERSITY OF THE PHILIPPINES

CHAPTER 1

THE PROBLEM AND ITS’ BACKGROUND

Introduction

In this study, the researchers will look at how parents' involvement affects how

well grade 7 students perform in school. This study intends to know whether parents'

involvement in their children's education has a positive or negative impact. The

researchers hope to learn more about these influences so that they can make useful

recommendations to both parents and teachers. The following are the objectives of this

study:

First, “Parental involvement also benefits teachers. Knowing more about a

student helps teachers prepare better, and knowing that they have the support of their

parents ensures that teachers feel empowered to take academic risks and push students

to learn more,” (Casey, A.E., 2022). This involvement could include helping with

homework, attending parent-teacher meetings, or being aware of their child's school

activities. The aim is to understand if and how this parental participation affects how well

the students are doing in their academic studies.

Second, is to discover the good things that happen when parents are actively

engaged in their child's education. This could involve improved study habits, increased

motivation, or a better understanding of the subjects. The goal is to highlight the positive

aspects that can contribute to the students' success in school.

Next, while focusing on the positives, it is also critical to consider any potential

negatives. “parental involvement in education can potentially harm children’s academic

3
 P OLYTECHNIC UNIVERSITY OF THE PHILIPPINES

performance,” (Peng, S., et al. 2023). Excessive pressure or over-involvement, for

example, may cause students stress and have a negative impact on their academic

performance.

Lastly, is to suggest practical and constructive ways for both parents and

teachers to support students in their academic journey. Recommendations might include

creating a balanced approach to involvement, maintaining open communication, and

fostering a positive learning environment at both school and home. The goal is to offer

guidance that enhances the overall academic experience for the students.

Historical Background

This study focused on the importance of parental involvement and how it affects

the academic performance of Grade 7 students in a local setting, particularly in the

Philippines, where the educational system is constantly improving. This is an important

period for both the student's academic performance and their parent's involvement in

their education.

Parental involvement refers to the active participation of parents or guardians in

their child's educational journey. It encompasses various aspects such as providing

support, guidance, and resources, as well as engaging in activities that promote learning

and academic success.

As cited by Rev. Alexius Minj, S. J., Bloom (1992) and Lopez (1992) each

described parent involvement efforts in the 1970s. During this decade, educators

recognized the importance of parental support, resulting in the rise of Parent Teacher

Associations (PTA) and Parent Teacher Organizations (PTO). As parents became more

4
 P OLYTECHNIC UNIVERSITY OF THE PHILIPPINES

involved in educational policy and practice, PTAs and PTOs gained a stronger presence

in public school hierarchies.

Overall, this study highlights the significance of parental involvement in the

academic performance of Grade 7 students, particularly in the context of the Philippines'

evolving educational system. This study underscores the importance of parental

involvement during this critical period in a student's academic journey.

Theoretical Framework

Joyce Epstein’s Theory of Overlapping Spheres of Influences

Fig. 1.1. Image from Adegoke, B., (2013)

5
 P OLYTECHNIC UNIVERSITY OF THE PHILIPPINES

According to the external model of overlapping spheres of influence, students

learn and grow in three major contexts: Home (family), school, and community. This

model suggests that schools, families, and communities engage in both independent

and collaborative practices to impact children's learning and development.

Home Sphere:

In the home or family sphere, parents and caregivers play an instrumental role in

shaping a child's foundational beliefs, values, and cultural identity. The family is the first

social unit where children learn language, social norms, and basic cognitive skills. The

emotional support provided by the family establishes a secure foundation for further

learning and exploration. Beyond emotional bonds, family involvement in education,

such as reading to children, engaging in educational activities, and fostering a positive

home environment, significantly influences academic success and overall well-being.

School Sphere:

The school sphere extends the learning environment beyond the family, offering

a formalized structure for academic and social development. Teachers and educational

professionals become key influencers in a child's life, imparting knowledge, fostering

critical thinking, and guiding personal growth. Educational practices within schools,

including curriculum design, teaching methodologies, and extracurricular activities,

contribute to a holistic learning experience. The school also serves as a microcosm of

society, providing opportunities for socialization, cooperation, and the development of

essential life skills.

Community Sphere:

The community sphere introduces children to the broader social fabric, beyond

the confines of home and school. Local neighborhoods, cultural institutions, and

6
 P OLYTECHNIC UNIVERSITY OF THE PHILIPPINES

community organizations offer diverse experiences that enrich a child's understanding of

the world. Interactions within the community contribute to the development of social

skills, cultural awareness, and a sense of civic responsibility. Collaborative initiatives

between schools and the community, such as mentorship programs, internships, and

community service projects, further bridge the gap between academic learning and real-

world application.

Joyce Epstein's Framework of Six Types of Involvement

One of the most significant frameworks in the field of school, family, and

community engagement and partnership is Epstein's Framework of Six Types of

Involvement or also called as "School-Family-Community Partnership Model"

Parental involvement comes in various forms, each playing a crucial role in

shaping a child's educational journey.

The first type, parenting involvement, goes beyond just meeting physical needs.

It means creating a supportive home that helps a child feel cared for, happy, and

teaches them important values.

The second type is communicating between parents and teachers, making sure

they work together to talk about how a child is doing in school—both the good things and

any challenges they might be facing.

Volunteering, the third type, involves parents actively participating in school

activities and events, contributing to the broader school community.

7
 P OLYTECHNIC UNIVERSITY OF THE PHILIPPINES

Learning at home, the fourth type, emphasizes the significance of parents

engaging in their child's educational activities outside the classroom, such as helping

with homework and encouraging more learning.

Decision-making involvement, the fifth type, recognizes parents as vital

stakeholders in educational processes, encouraging their participation in discussions

and decisions related to school classroom policies and projects.

Finally, the sixth type, collaborating with the community, broadens the support for

students, as parents work with local organizations and businesses to provide additional

educational opportunities. Together, these types of involvement create a comprehensive

and effective support system, ensuring a positive and enriching educational experience

for students.

Conceptual Framework

Independent Variable Dependent Variable

PARENTAL INVOLVEMENT

• Parenting

• Communicating

• Volunteering ACADEMIC PERFORMANCE

• Learning at Home

• Decision Making

• Collaborating with the

Community

8
 P OLYTECHNIC UNIVERSITY OF THE PHILIPPINES

The figure above shows the influence of Parental Involvement (Independent

Variable) to the Academic Performance (Dependent Variable) among the Grade 7

Students of Sampaguita Village National High School (SVNHS)

Statement of the Problem

This study will identify the influence of parental involvement to the academic

performance of grade 7 students among Sampaguita Village National High School

It intends to answer the following questions specifically:

1. What is the demographic profile of the respondents in terms of:

1.1. Age;

1.2. Sex;

1.4. Marital Status?

2. What is the average grade of the respondents in the last three quarters in

Mathematics?

3. What is the level of Parental Involvement in terms of:

3.1. Parenting;

3.2. Communicating;

3.3. Volunteering;

3.4. Learning at home;

9
 P OLYTECHNIC UNIVERSITY OF THE PHILIPPINES

3.5. Decision Making; and

3.6. Collaboration with the community?

4. Is there a significant relationship between parental involvement and academic

performance of students?

Hypothesis

There is no significant relationship between parental involvement and academic

performance of grade 7 students.

Scope of the Study

The scope of this study is concentrated on the impact of parental involvement on

the academic performance of Grade 7 students of Sampaguita Village National High

School (SVNHS) located at Molave St. Brgy. Calendola, San Pedro Laguna.

The respondents consist of the parents of grade 7 students of SVNHS. The study

focus on Grade 7 students is particularly significant since it is a crucial stage in the

students' academic development, laying the springboard for their future educational

challenges.

The survey questionnaires will be handed to students for them to take home on

weekdays during school hours to maximize participation.

10
 P OLYTECHNIC UNIVERSITY OF THE PHILIPPINES

Significance of the Study

The current study aims to examine the relationship between parental involvement

and academic performance in Grade 7 students. This study will be beneficial for the

following:

For students, students with involved parents tend to have better academic

performance. This is because parents can provide support, guidance, and

encouragement to their children, which helps them stay focused and motivated in their

studies.

For teachers, it encourages communication between parents and teachers,

resulting in a more complete awareness of the child's needs and progress. This

collaboration can result in more effective teaching tactics and a stronger emphasis on

each student's unique strengths and weaknesses.

For school administrators, this study can help school administrators to enhance

school policies and conduct events regarding parental involvement

For parents, this study will show the importance of parental involvement in their

children's academic performance.

Definition of Terms

Academic Performance- This refers to a student's grades based on their report card. In

this study, the weighted average of the recent grading in Mathematics is taken into

account.

11
 P OLYTECHNIC UNIVERSITY OF THE PHILIPPINES

Parental Involvement- Refers to the active participation of parents or guardians in their

child's educational journey.

Students- refers to the Grade 7 students of Sampaguita Village National High School

12
 P OLYTECHNIC UNIVERSITY OF THE PHILIPPINES

CHAPTER II

REVIEW OF RELATED LITERATURE AND STUDIES

Parental Involvement in Child's Education: Importance, Barriers and Benefits

(2014)

According to the study of Sampungan, G.M., Sampungan, R.M. (2014) they

stated the significance, challenges, and rewards of parental involvement in their child's

education. The authors demonstrate that parental involvement in their child's learning

process provides numerous prospects for success, including increases in morale,

attitude, academic accomplishment across all subject areas, behavior, and social

adjustment (Centre for Child Well-Being, 2010). This study highlights that the most

common barrier to parental participation is parents' pessimistic attitude regarding

supporting the school where their children are enrolled, as well as the "we-don't-care-

attitude" among parents. In addition, they emphasize the significance and advantages of

parental participation in the child's holistic development further clarify the truth about

parents' role in their child's personal and academic performance.

A Review of the Relationship Between Parental Involvement Indicators And

Academic Achievement (2018)

The thesis paper of Boonk, L. et al. (2018) used data from 75 research released

between 2003 and 2017, they explore the connection between students' academic

achievement and parental participation. According to an age-related classification, the

13
 P OLYTECHNIC UNIVERSITY OF THE PHILIPPINES

results first show the correlation between specific parental participation characteristics

and academic attainment. Next, in order to ascertain which factors are mediating or

moderating the association between parental participation and academic achievement,

we conduct a more thorough examination of the literature. Lastly, they outline the

developments that have been accomplished in the past ten years, with a particular

emphasis on the concept of parental participation. According to their correlations with

academic achievement, the following parental involvement variables show promise: (a)

reading aloud to children at home; (b) parents who have high expectations for their kids'

academic success and education; (c) parents and kids communicating about school; and

(d) parents encouraging and supporting their kids' learning.

Let’s Talk: An Examination of Parental Involvement as a Predictor of STEM

Achievement in Math for High School Girls (2019)

Howard, N. et al. (2019) their study investigate how parental involvement—

specifically, parent conversations—affects high school girls' math success. A public-use

file including data from the 2009 High School Longitudinal Study (HSLS:09) offered a

sample of 13,694 students, including 6,592 girls, for our analysis. Regression studies

were performed to determine whether the scale variable predicting mathematics

achievement was created, and a scale for gauging parent talks was created. The

findings showed that for White and Black girls, but not for Asian or Hispanic girls,

conversational parental interaction was a significant predictor of mathematical

achievement. There is discussion of the implications for research and policy activities.

14
 P OLYTECHNIC UNIVERSITY OF THE PHILIPPINES

Impact of Parental Involvement on Children's Academic Performance at Crescent

International School, Bangkok, Thailand (2020)

The study of Naite, I. (2020) aims to investigate the relationship between parental

participation and academic accomplishment of students at Crescent International

School, as well as whether parental demographics influence parental involvement in

their kids' education. Furthermore, the study aimed to investigate the findings of the

extant literature review about the correlatioakbarn between parental involvement and

academic achievement in children. The current investigation was conducted at Bangkok,

Thailand's Crescent International School. For this study, samples of 12 parents whose

children are enrolled in secondary school provided their comments. In this study, the

intensity sampling technique was applied. In order to gauge the degree of parental

participation, a questionnaire regarding the demographics of parents was circulated and

interviews were done. The students’ scores were utilized to determine the degree of

achievement of each student. The impact of parental participation on students' academic

progress was measured using the qualitative method. The findings showed that there is

no relationship between a parent's income and how involved they are in their child's

schooling. Parental participation was, however, more influenced by the parents' age,

marital status, work status, and educational attainment. The primary conclusions of this

study showed that, in comparison to students whose parents were not interested in their

education, students with highly involved parents performed better academically and

scored higher on tests across all subject areas. The results indicated that parents ought

to become more conscious of the significance of dropping by and helping out at the

schools their children attend. Since parents are their children's first teachers, it was also

15
 P OLYTECHNIC UNIVERSITY OF THE PHILIPPINES

advised that they play a proactive role in supporting their education both at home and at

school.

Parental Involvement in Developing Countries: A Meta-synthesis of Qualitative

Research (2018)

The paper of Kim, S. W. (2018) used a comprehensive evaluation and synthesis

of the qualitative literature on parental engagement in developing nations, published

since 2000, is being done in this study (n = 16). Studies carried out in developing nations

tend to also expand on exo- and macrosystems, in contrast to the existing literature's

heavy emphasis on micro- and mesosystem components of parental engagement. In

developing nations, achieving collective results is a key objective, and this meta-

synthesis underscores the potential benefits of family-school-community cooperation.

Furthermore, even though Epstein's U.S.-centric approach is widely used, variations in

policy circumstances may make it less applicable in developing nations.

Epstein Model of Parental Involvement and Academic Performance of Learners

(2022)

According to Salac, L. & Florida, J. (2022) they cited that parents are active in

their children's academic lives, the children perform better in school. Parental

participation has a significant impact on students' academic achievement. This

engagement focuses on the academic performance of the students as well as their

appropriate behavior at home and in schools, their safety and social lives, their

relationships with their parents and the school, their communication with their parents,

and even their financial support. The grand median of 5.00, or "usually," was found for

16
 P OLYTECHNIC UNIVERSITY OF THE PHILIPPINES

all indicators, including learning at home, decision-making, school-community

involvement, and communicating. It is advised that parents' and teachers' motivation for

and positive reinforcement of learning activities be increased in order to achieve better

academic performance. Parents should continue to encourage and work to create a

conducive learning environment for their children at home. Adopt-a-neighbor child

programs can aid in the department's goal-achieving. For students who don't have

access to knowledge at home, a teacher can provide tutoring services. By fortifying the

barangay relationship, the school can make the most of the community and guarantee

that high-quality instruction continues even in the new normal.

Impact of Parental Involvement on Academic Achievement of Selected Grade 12

General Academic Strand Students in Bestlink College of the Philippines (2020)

The thesis paper of Mella, M. et al. (2020) emphasizing Parental involvement is

the level to which parents are involved in their children's education and overall well-

being. Socialization and education of children are joint responsibilities between parents

and schools. Parents need to be engaged in the educational process in order for their

child to attain academic success. Students are more likely to succeed academically and

become contributing members of society when their parents are more involved. This

study's primary goal was to ascertain how parental participation affected the academic

performance of a sample of Bestlink College of the Philippines, S.Y. Grade 12 General

Academic Strand students. 2019–2020. The impact of parental participation on

academic outcomes was investigated using a quantitative descriptive research

approach, which will provide further details for the recommendations that will be

implemented. Fifty General Academic Strand students were chosen by purposeful

sampling in order to evaluate the effect of parental involvement on the students'

17
 P OLYTECHNIC UNIVERSITY OF THE PHILIPPINES

academic performance. With a verbal interpretation of strongly agree and a weighted

mean of 3.9 for both male and female participants, the study's findings demonstrated

that parental participation has an effect on students' academic performance in terms of

time management. The weighted mean of the projects/activities was 3.6 for participants

who were male and 3.8 for participants who were female, with both groups verbally

interpreting it as highly agreeing. Male participants' weighted means for financial

assistance were 3.6 and 4.0, respectively, with both groups verbally interpreting it as

highly agreeing. Male and female participants' weighted means for attitude were 3.6 and

4.0, respectively, with both groups verbally interpreting it as strongly agreeing. Parental

involvement affects students' academic achievements in terms of time management,

projects/activities, financial support, and attitude. This was indicated by the overall

weighted mean of 3.6 for male participants and 3.9 for female respondents, with a verbal

interpretation of strongly agreeing. They suggest that Children need to be taught by their

parents to manage their time well when they have a lot of schoolwork to complete. We

recommended that parents find out how much time their kids are free to spend. Certain

kids don't have much money, so when their parents give them money for transportation,

they shouldn't waste it on frivolous purchases. By exerting a positive impact, parents can

help their children behave better.

A Review of the Relationship between Parental Involvement and Students'

Academic Performance (2017)

Sandeep Kumar Jaiswal, Rashmi Choudhuri

Parental involvement in home activities, participation in school events, monitoring

and communication with children, parenting style, and educational expectations have all

18
 P OLYTECHNIC UNIVERSITY OF THE PHILIPPINES

been examined in relation to students' academic achievement. In terms of these

parenting practices, research studies show that when parents are actively involved in

their children's educational activities, show affection to their children, participate in

school events, are democratic and responsive, and maintain positive educational

expectations, students' academic performance improves. Although the notion that

parental participation improves adolescents' academic achievement is an intuitively

attractive issue for educators, there is still a lot of disagreement and conflict in the actual

study literature. Moreover, the varied construct of parental participation, as well as the

many measures of academic success, add to inconsistency and contradiction, making it

difficult to draw broad conclusions. Aside from that, the psychological characteristics of

students, such as their desire to study, aptitude for academics, perseverance, and other

significant variables, were not taken into account in the research evaluated. This might

also explain why the research cited in the study had inconsistent and conflicting

conclusions.

In terms of parenting style, research findings show that authoritative parenting is

favorably connected with children' academic success at all school levels. However,

several research had found that this relationship is not constant across ethnicity, culture,

and socioeconomic class (Dornbush et al., 1987; Steinberg et al., 1992; & Leung et al.,

1998). Authoritarian parenting was connected with higher grade point averages in white

households but not in Asian, Black, or Hispanic families (Dornbush et al., 1987;

Steinberg et al. 1992). Furthermore, some researchers have claimed that parental

expectations for their child's educational attainment have the strongest impact on

academic performance compared with other types of parental involvement constructs

such as participation in school events, parent-child communication, and homework help

(Fan, 2001.Singh et al. 1995; Fan and Chen 2001). Furthermore, research show that

19
 P OLYTECHNIC UNIVERSITY OF THE PHILIPPINES

parents' educational aspirations have a greater influence on primary students than later

grades (Jeynes, 2007).

Parents' participation at home and school has also been linked to improved

academic success. Home-based engagement tactics such as checking homework or

assisting with schoolwork have been found to be inconsistently connected with academic

success when compared to other forms of involvement. Parents' school-based

involvement, such as volunteering, visiting the school, and attending school events, is

also positively associated with academic performance, but this association weakens as

students’ progress from elementary to upper school (middle or high). Upper school

classrooms are huge and complicated, with numerous teachers for each kid, making it

difficult for parents to form strong relationships with each teacher while still spending

adequate time in school. Furthermore, at higher school-level pupils become more

autonomous and responsible, thus they do not want their parents to visit the school

(Stevenson & Baker, 1987).

Overall, the majority of the writers' perspectives and research findings in this

literature review have concluded that parental participation, whether at home or at

school, has a good link with kids' academic success. Furthermore, the impact of this

positive relationship tends to diminish as children age or enter higher education, but we

cannot deny the importance of parental involvement practices throughout a student's

schooling to ensure positive development and better academic performance

The Effects of Four Components of Parental Involvement on Eighth-Grade Student

Achievement: Structural Analysis of NELS-88 Data (2019)

20
 P OLYTECHNIC UNIVERSITY OF THE PHILIPPINES

Kusum Singh Virginia, Patricia G. Bickley, Timothy Z. Keith, Patricia B. Keith, Paul

Trivette & Eileen Anderson

The study sought to analyze the impact of various aspects of parental

participation on eighth-grade students' academic progress. Four aspects of parental

engagement were considered: parental ambitions for their children's education, parent-

child communication regarding school, home structure, and parental participation in

school-related activities. Data from a nationally representative sample (The National

Education Longitudinal Study of 1988) of 21,834 kids and their parents were examined

using latent variable structural equation models. The findings imply that parents'

educational goals have a significant impact on eighth-grade children' success. After

controlling for other factors in the model, the study discovered a minor negative effect of

home structure on success and no effect of parent-child communication or parental

engagement in school-related activities. These impacts appear to have a greater impact

on learning in elementary than middle school. According to the findings, educators and

practitioners should endeavor to support parents' educational goals for their children.

v (2017)

Taj Akbar, M., Mohammad Younes, Anwar Fazil Chishti

Based on the three questions that were created by the researchers (1. Whether

parents are properly involved in their children’s schooling? 2.Whether or not the parent

involvement affects their children’s academic achievements? 3.Whether children’s

self-efficacy mediates between parental involvement and children’s academic

achievements?), the researchers claims that there is a relationship between parental

21
 P OLYTECHNIC UNIVERSITY OF THE PHILIPPINES

involvement and their children's academic achievement, self-efficacy (SE) of the learners

provides an intermediary role between the parental involvement and students' score.

The presented results lead the researchers to the following conclusion: the

explanatory variable Parental involvement (PI) is determined to be statistically significant

in contributing to the outcome variable Students' score (SS). The contributions of the PI

variable dropped from Step 1 to Step III; nonetheless, the value of the later c/1 did not

become statistically insignificant, indicating that partial mediation occurs rather than total

mediation. Mediating variable SE is statistically significant, reinforcing that variable self-

efficacy (SE) fulfills the condition of being a mediator, and while the contribution of PI

variable is still statistically significant, SE variable is so partially mediating. Computations

for direct and indirect effects (mediational effect) provide estimates of PI exert 86.61%

direct effect, whereas the indirect (mediational) effect of 'self-efficacy' in connection to

these variables is estimated at 13.39%; Sobel tests indicate that the mediational effects

of 13.39% are statistically significant.

Parental Involvement and Educational Success Among Vulnerable Students in

Vocational Education and Training (2021)

Evi Schmid & Veerle Garrels

The researchers' data sheds insight on the types of parental participation that

vulnerable adolescents experienced in school. Furthermore, the students' narratives

revealed their need for encouragement and inspiration, practical help in daily school life,

and clearly stated educational goals. According to the pupils, these types of parental

participation were a significant reason for their academic achievement. Thus, the

findings of this study provide a contribution to the field by explaining the precise types of

22
 P OLYTECHNIC UNIVERSITY OF THE PHILIPPINES

parental participation that are important in the eyes of vulnerable adolescents. This

understanding might aid in attempts to mobilize suitable support measures for pupils

with inadequate socioeconomic means. Their findings highlight the necessity of

understanding each individual student's unique support requirements, as well as the

specialized resources accessible to a varied set of parents. Teachers who assist parents

in identifying various methods to support their children at school may help to foster a

more inclusive school-home partnership that includes parents from all backgrounds. This

may help parents become more involved in their children's education, adding to pupils'

academic performance.

Parental Involvement as Predictor of Student Academic Performance (2016)

Jonny S. Viray

The findings of the researchers show that parental engagement has a substantial

link with pupils' academic success in terms of Parenting, Communication, Volunteering,

and Learning at Home, Decision Making, and Collaboration with the community. The

researcher suggested that Schools should organize events that engage the parents

regarding the implementation of the aforementioned activities that involves family day.

Moreover, the researcher recommended that the school build a strong relations with

parents in the neighborhood.

Impact of Family Support System in the Academic Performance of Grade 3

Pupils at a Public Elementary School in Rizal, Philippines (2023)

Juguilon, I. D.

23
 P OLYTECHNIC UNIVERSITY OF THE PHILIPPINES

The study found a significant relationship between respondents' levels of

involvement and profile variables such as gender, age, and grades in all subjects. Early

learning practices at home, learning practices at school, and parents' school involvement

all influence respondents' levels of parental involvement. The family support system has

a variety of effects on academic performance. Learners who received quality family

support had better academic performance than those who received less.

Parental Involvement and Children’s Educational Performance: A Comparison of

Filipino and U.S. Parents (2014)

Blair, S.L.

Direct involvement (e.g., assisting with homework) has been shown in American

parents to improve their children's academic performance. Indirect forms of involvement

(such as volunteering at their children's schools) are associated with improved academic

performance among Filipino parents. Overall, Filipino parents appear to be more

involved in their children's school activities. The impact of parental involvement on

children's academic performance varies significantly between the two countries,

depending on the type of involvement and household characteristics. Household income,

in particular, has distinctly different effects on Filipino and American children's academic

performance.

Exploring Parental Involvement in Early Childhood Education in Philippines: A

Case Study (2020)

Bartolome, M. T., & Mamat, N. B.

24
 P OLYTECHNIC UNIVERSITY OF THE PHILIPPINES

This study's findings revealed four themes regarding parental involvement in the

Philippines (1. Meaningful home-school interaction; 2. collective in-school engagement;

3. structured at-home learning support; and 4. refining stakeholders’ capacity). Three of

the four themes are about different forms of parental involvement. Thus, the scope and

context of each type of parental involvement in this study differ from those in Epstein.

Epstein's theory defines the scope and context of parental involvement in relation to

identified school activities. However, in this study, the different types of parental

involvement were developed based on the data gathered from interviews with the

different stakeholders in the school system. These findings highlight the importance of

strong parental involvement and the need to develop policies that establish guidelines

for the smooth implementation of programs and increase stakeholder school

engagement.

Parental Involvement and Academic Performance of Education Students in a State

University in the Philippines (2022)

Pinatil, L. L., et al.

Parents' involvement in their children's education is always welcomed and

acknowledged by the school authorities. Teachers always believe that parental support

has an impact on their students' academic performance. However, the positive impact is

dependent on their level of support. It implies that the more involved and supportive

parents are in their children's studies, the better their academic performance. As a result,

the study recommends that school administration and authorities design programs and

activities that will increase parental involvement in their children's education at school.

25
 P OLYTECHNIC UNIVERSITY OF THE PHILIPPINES

Encouraging Family Involvement in Math During the Early Years (2017)

Davis, J. M.

Early childhood educators are responsible for providing opportunities for families

to participate in their children's mathematical learning both at school and at home.

Despite some challenges, the benefits, such as increased achievement and positive

attitudes toward math, are too great for teachers to overlook. There are numerous ways

to involve families in promoting mathematical learning at school and at home. This article

provides a few examples of how to accomplish this. It's important to remember that just

as each child is unique, so are each of the families; thus, each family's involvement may

differ. Early childhood educators must form partnerships with families to ensure that

every child in their care has the best possible opportunities.

Teachers Perception about Parental Involvement and Its Impact on Students

Academic Achievement at Secondary Level (2016)

Shahzad, S., et al.

There are still significant gaps in parental involvement that must be filled,

particularly in the absence of a proper schedule for parent-teacher meetings. The study

suggests informing parents about their children's curricular syllabi to effectively engage

them in academic activities at school

Parental Involvement and Academic Performance: Less Control and More

Communication (2017)

26
 P OLYTECHNIC UNIVERSITY OF THE PHILIPPINES

Rubén Fernández-Alonso, Marcos Álvarez-Díaz, Pamela Woitschach, Javier

Suárez-Álvarez, and Marcelino Cuesta

Students whose parents had a more distant or indirect profile of family

participation performed better than those from more controlling homes. Even after

controlling for context or background characteristics, parental participation styles

influence individual and school achievement. Given the significance of parental

involvement in academic achievement, schools should incorporate it into their family

information and training strategies. Schools with more communicative family profiles

show fewer intra-school variations in kid academic performance.

Relationship between Parental Involvement and Academic Performance of Senior

High School Students: The Case of Ashanti Mampong Municipality of Ghana

(2018)

Amponsah, Mark Owusu; Milledzi, Eugene Yaw; Ampofo, Eric Twum; Gyambrah,

Martin

The study looked at the association between parental involvement in education

and academic performance among senior high school students in Ghana's Ashanti

Mampong Municipality. The study was conducted using a descriptive correlational

research design. A stratified random selection approach was used to choose a total of

471 respondents, including 186 males and 285 females. The study's research

instruments included a questionnaire and test items in mathematics and English

language. Data analysis was carried out using descriptive statistical tools (mean and

standard deviation scores) to examine students' perceived parental academic ambition

and involvement in their education, while the zero-order correlation was used to

27
 P OLYTECHNIC UNIVERSITY OF THE PHILIPPINES

investigate the relationships between parental involvement in education and academic

performance. The study revealed an important positive association between parental

involvement in schooling and students' academic success. The study recommends that

parents play an active role in their children's education because they are the first to

introduce them to the social and intellectual environment.

Effects of Parental Involvement on Academic Performance of Pupils: A Case

Study at Adukrom Methodist Primary School (2014)

Frank Addo Mante, Enoch Oppong Awereh, Angela Opare Kumea

The purpose of this study was to determine the extent to which parents'

engagement affected their children's academic performance. This study was conducted

in Adukrom Methodist Primary School's Basic Six class. The study focused on twenty-six

pupils, eleven boys and fifteen girls, out of a total of fifty in the class. This study's data

was collected using four main instruments. The instruments used were questionnaires,

interviews, teacher observations, and surveys. At the end of the trial, the class average

in terms of performance went from 68.9% to 79.6%, with 69.23% reporting an increase

in their average score after parents were involved. Furthermore, the survey found that

26.9% of children's averages decreased despite parental engagement. 69% of students

stated that their parents' involvement in their academics motivates them to work harder

to improve their academic achievement, while 19% claim that their parents' involvement

has no effect on their performance. 11 parents (79%) said they were involved in their

child's schooling, with 5 (43%) saying they were quite involved. Only one parent (7%)

28
 P OLYTECHNIC UNIVERSITY OF THE PHILIPPINES

said he or she was not particularly involved in their child's education. Finally, we

describe for the first time the involvement of parents in the academic activities of the kids

of Adukrom Methodist Primary.

Parental Involvement and Pupils’ Academic Performance in the Cape Coast

Metropolis, Ghana (2021)

Daniel Ampem Darko-Asumadu and Solomon Sika-Bright

The study concluded that parental involvement in their children's education was

essential to their academic success. Students' family size also had a negative impact on

their academic performance in the sense that they not only lacked fundamental

necessities that could help them progress intellectually, but also received little attention

from their parents. Parents' educational levels had little effect on their children's

academic achievement, yet the study indicated that some parents were unable to aid

them with their homework, reading, and learning. Some parents failed to attend Parent-

Teacher Association meetings to learn more about their children's performance at

school. This could be due to the fact that the majority of these parents had a poor

educational level and hence did not understand the value of attending such sessions.

The parents' occupation had a considerable impact on their children's academic

success. This implied that kids' performance was heavily influenced by their parents'

occupation, assuming their parents were involved in their academic work. Aside from

29
 P OLYTECHNIC UNIVERSITY OF THE PHILIPPINES

parents' education level, parental occupation, family size, and involvement all had a

substantial impact on students' academic success at Kwaprow Basic School. It is

therefore recommended that the PTA conduct meetings and events to educate parents

on the importance of being active in their children's education in order for them to

perform better academically.

30
 P OLYTECHNIC UNIVERSITY OF THE PHILIPPINES

CHAPTER III

METHODOLOGY

Method of Research

This study was conducted using a descriptive correlational research design and

aims to answer questions about the relationship between parental involvement and

academic performance of Grade 7 students in Mathematics. This study will also explore

various aspects of parental involvement and its impact on students’ academic

performance. The researchers used a quantitative method to collect data to determine

the relationship between parental involvement and students' academic performance.

The study was conducted at Sampaguita Village National High School (SVNHS)

located at Molave St. Brgy. Calendola, City of San Pedro Laguna. The school has an

estimated population of () students ranges from ages 13-18 years old.

Sampling Technique

The study used stratified sampling to ensure a representative sample of all

sections of the Grade 7 at Sampaguita National High School. A subset of 20 students

from each section are chosen to participate in the questionnaire, which simplifies the

data collection process while keeping the sample size manageable. This approach

improves the precision and concentration of the analysis, increasing the credibility of the

research findings.

31
 P OLYTECHNIC UNIVERSITY OF THE PHILIPPINES

Description of Respondents

Grade 7 students of SVNHS and their parents were the respondents of this

study. They are the ones with adequate knowledge to respond to our study

questionnaire. The age range of the student respondents was 12–13 years old, whereas

the age range of their parents was 30–60 years old. In 2023–2024, there were 750

students in the expected population where approximately fifteen sections at the Grade 7

level. Each section has fifty (50) students on average in each class. Twenty (20)

students and their parents from each sections served as the sample. The Family

Involvement Questionnaire was used by the previous researcher (Leander and Fabella,

2020) and was adopted by the researchers.

Research Instrument

This study utilized the Family Involvement Questionnaires to effectively assess

parental involvement in their child's education. The data required for the students'

academic performance were acquired from the report card of Grade 7 pupils in the third

grading period of mathematics during the school year 2023-2024. A checklist was

created to assess parents' level of involvement. It asked for parental involvement both at

home and at school. It comprised of 20 items in which the parents indicated how

frequently they did parental interaction with their children as measured by the following

rating:

4- Always

3- Frequently

2- Sometimes

1- Never

32
 P OLYTECHNIC UNIVERSITY OF THE PHILIPPINES

Parental Involvement at Home

1. I check the assignment of my child. (Inaalam kung may takdang-aralin ang aking

anak.)

4 3 2 1

2. I help my child in doing his/her project. (Tinutulungan ang aking anak sa kanyang

takdang aralin.)

4 3 2 1

3. I spend time with my child every day to follow up on his/her lesson. (Naglalaan ng

oras arawaraw, sa aking anak upang gabayan sa kanyang mga leksyon.)

4 3 2 1

4. I help my child in establishing good habits. (Tinutulungan magkaroon ng magandang

kagawian sa pag-aaral ang aking anak.)

4 3 2 1

5. I get a tutor for my child. (Kumukuha ako ng tagapagturo para sa aking anak.)

4 3 2 1

6.I provide my child „school materials needed. (Binibigay ang pangangailangan ng aking

anak para sa kanyang pag-aaral.)

4 3 2 1

7. I send letter to the teacher if there are an emergency. (Nagbibigay ng sulat sa guro ng

aking anak kapag may prolema.)

33
 P OLYTECHNIC UNIVERSITY OF THE PHILIPPINES

4 3 2 1

8. I prepare nutritional food for my child. (Naghahanda ng mga masustansyang pagkain

para sa aking anak.)

4 3 2 1

9. I show appreciation for the works of my child in the school. (Ako ay nagpapakita ng

pagpapahalaga sa mga gawa ng aking anak sa eskwelahan.)

4 3 2 1

10. I regulate my child television viewing and game time. (Nililimitahan ko ang oras sa

panonood ng mga programa sa telebisyon at paglalaro.)

4 3 2 1

Parental Involvement at School

1. I communicate with my child’s teacher to follow up on my child’s class performance.

(Nakikipag-ugnayan sa guro ng aking anak upang malaman ang mga kaganapan sa

klase)

4 3 2 1

2. I volunteer in school activities, such as “Brigada Eskwela”. (Nakikibahagi sa mga

gawain o programang pang paaralan katulad ng Brigada eskwela.)

4 3 2 1

3. I attend school meetings and PTA meeting. (Dumadalo sa mga pulong sa

eskwelahan.)

4 3 2 1

34
 P OLYTECHNIC UNIVERSITY OF THE PHILIPPINES

4. I attend family day activities. (Dumadalo sa mga aktibidad ng paaralan tulad ng Family

Day)

4 3 2 1

5. Supporting my child sports in school. (Sinusoportahan ko ang aking anak sa Larong

Pampalakasan sa kayang eskwelehan).

4 3 2 1

6. I allowing my child to joined in “Field trips.” or Educational Tour. (Pinapayagan ko ang

aking anak na sumama sa lakbay-Aral.)

4 3 2 1

7. I am accompanying my child in going to school. (Hinahatid at sinusundo ang aking

anak sa kanyang paaralan.)

4 3 2 1

8. I follow school‟s rules and regulation, like proper dress code, etc. (Sinusunod ang

patakaran sa paaralan gaya ng tamang pananamit.)

4 3 2 1

9. I volunteer to become one of the classroom aides. (Nagboboluntaryong maging

bahagi o katuwang sa gawaing pang paaralan.)

4 3 2 1

10. I get most of information, about my child‟s progress from report cards. (Kinukuha

ang card ng aking anak tuwing kailangan.)

4 3 2 1

35
 P OLYTECHNIC UNIVERSITY OF THE PHILIPPINES

Data Gathering Procedure

After obtaining the school's consent, the data collection phase of the study

begins. The researcher distributed Family Involvement Questionnaires to students for

them to take home and ask their parents to answer; the instrument is designed to

quantify parental involvement in their Childs’ education using Epstein's framework. The

participating students' academic performance was measured by obtaining their average

grade for the previous three quarters in Mathematics of the academic year 2023-2024.

The Family Involvement Questionnaire results were tallied as follows:

4-Always,

3-Frequently,

2-Sometimes, and

1-Never.

After collecting and analyzing the data, the average grade for the previous three

quarters was calculated for each participating student. The researcher encoded the

parental involvement standard deviation scores and the student's average grade for the

previous three quarters into the IBM Statistical Package for the Social Sciences. The

scores were correlated to determine whether there was a relationship between the two

variables.

Statistical Treatment of the Data

The data collected to address the study's specific problems were statistically analyzed.

36
 P OLYTECHNIC UNIVERSITY OF THE PHILIPPINES

For Problem Number 1: What is the demographic profile of the respondents in terms of

age, sex, socio-economic status, and marital status?

Frequency and Percentage Distribution was used to standardize size by determining the

relative proportion of the individual case to the total cases.

f
%= ×100
N

Where:

% = percent

f = frequency of the class

n = total number of respondents

For Problem Number 2: What is the average grade of the respondents in the last three

quarters in Mathematics?

Mean was used to get the average value of numbers in a set.

x=
∑ fx
n

Where:

x=mean

f = frequency of the class

x = mid interval value of each class

n = total frequency

37
 P OLYTECHNIC UNIVERSITY OF THE PHILIPPINES

∑ fx =sum of the product of mid interval values and their corresponding

frequency

For Problem Number 3: What is the level of Parental Involvement in terms of parenting,

communicating, volunteering, learning at home, decision making, and collaboration with

the community?

Standard deviation is used to measure how dispersed the data is with respect to the

mean.

S=
√ ∑ ( X −x )2
n−1

Where:

S – Standard Deviation

X – The value in the data distribution

x – The sample mean

n – The total number of observation

For Problem Number 4:

Is there a significant relationship between parental involvement and academic

performance of students?

T- test was used to compare the means of two sets of data.

38
 P OLYTECHNIC UNIVERSITY OF THE PHILIPPINES

( X 1−X 2 )
t=

√
2 2
s1 s 2
+
n1 n2

Where:

x ₁ = observed mean of 1st sample

x 2= observed mean of 2nd sample

s₁ = standard deviation of 1st sample

s2 = standard deviation of 2nd sample

n₁ = sample size of 1st sample

n2 = sample size of 2nd sample

39
 P OLYTECHNIC UNIVERSITY OF THE PHILIPPINES

References:

Sapungan, G. M., Sapungan, R. M. (2014, April). “Parental Involvement in Child's

Education: Importance, Barriers and Benefits”: ResearchGate.

https://www.researchgate.net/publication/283539737_Parental_Involvement_in_Child

%27s_Education_Importance_Barriers_and_Benefits

Boonk, L. (2018, June). “A Review of the Relationship Between Parental Involvement

Indicators and Academic Achievement (2018)”: ScienceDirect.

https://www.sciencedirect.com/science/article/abs/pii/S1747938X18301027?

fbclid=IwAR2lR6m0mFsfsmFpWMeY_3-7bIzZ1LV2kXobcOF4KIKgtFD4NFYSceTBOxk

Howard, N. R., et al. (2019, September 26). “Let’s Talk: An Examination of Parental

Involvement as a Predictor of STEM Achievement in Math for High School Girls (2019)”:

SageJournals. https://journals.sagepub.com/doi/10.1177/0042085919877933?

fbclid=IwAR0usL1IIFpr7QoOE78wsHGcfrsYXmAvMq0ySeumBfLaw3CYlISwcru6ewo#bi

br24-0042085919877933

Naite, I. (2020, n.d.). “Impact of Parental Involvement on Children's Academic

Performance at Crescent International School, Bangkok, Thailand”: Victoria University.

https://libraryguides.vu.edu.au/apa-referencing/7Webpages

Kim, S. W. (2018, May). “Parental Involvement in Developing Countries: A Meta-

synthesis of Qualitative Research”: ScienceDirect. instrument

Salac, L. M., Florida, J. U. (2022, February 11). “Epstein Model of Parental Involvement

and Academic Performance of Learners”: European Online Journal of Natural and Social

40
 P OLYTECHNIC UNIVERSITY OF THE PHILIPPINES

Sciences. https://european-science.com/eojnss/article/view/6398/pdf?

fbclid=IwAR3FzJrN9t-nCTHDl_TfLyOwx-kHGmqnLqtfVTtuVcZIsgb5t5gfEGxbdy8

Mella, M., et al. (2020, April 1). “Impact of Parental Involvement on Academic

Achievement of Selected Grade 12 General Academic Strand Students in Bestlink

College of the Philippines”: Ascendens Asia Singapore – Bestlink College of the

Philippines Journal of Multidisciplinary Research.

https://www.ojs.aaresearchindex.com/index.php/aasgbcpjmra/article/view/2608?

fbclid=IwAR02TOfQsh-WtLyV8CSa6FehBTBB0r0eLb7aUmrx1xyj177N3CO9T8lzR6s

Jaiswal, S. K., Choudhuri, R. (2017, June). “A Review of the Relationship between

Parental Involvement and Students' Academic Performance”:

https://www.researchgate.net/profile/Sandeep-Jaiswal-2/publication/

324030083_A_Review_of_the_Relationship_between_Parental_Involvement_and_Stud

ents%27_Academic_Performance/links/5aba02eb0f7e9b68ef539518/A-Review-of-the-

Relationship-between-Parental-Involvement-and-Students-Academic-Performance.pdf

Singh, K., et al. (2019, December 22). “The Effects of Four Components of Parental

Involvement on Eighth-Grade Student Achievement: Structural Analysis of NELS-88

Data”: Taylor & Francis Online.

https://www.tandfonline.com/doi/abs/10.1080/02796015.1995.12085769?

fbclid=IwAR1BS85oKNUFbGvEDNSXpVuIprd72bbOqm5-O5ZcNpGrqr5LwTr6vXTvk-E

Akbar, T., et al. (2017, November). “Parental Involvement and Students’ Academic

Achievement: A Quantitative Study”: ResearchGate.

https://www.researchgate.net/publication/321534238_Parental_Involvement_and_Stude

41
 P OLYTECHNIC UNIVERSITY OF THE PHILIPPINES

nts_Academic_Achievement_A_Quantitative_study?

fbclid=IwAR1iGtREFKxOW97Me99YPIHUkhEngACAOC9AslanZa01oTcra4FgmaCJeGk

Schmid, E., Garrels, V. (2021, November 15). “Parental Involvement and Educational

Success Among Vulnerable Students in Vocational Education and Training (2021)”:

Taylor & Francis Online.

https://www.tandfonline.com/doi/full/10.1080/00131881.2021.1988672?

fbclid=IwAR2lt71hKotH3HcaILFNiTzrmspCKs301WeHpFeRy9vCeNhZk5ywEEOxN2g

Viray, J.S. (2016, n.d.). “Parental Involvement as Predictor of Student Academic

Performance (2016)”: https://d1wqtxts1xzle7.cloudfront.net/49738330/254-libre.pdf?

1476965236=&response-content-disposition=inline%3B%20filename

%3DParental_Involvement_as_Predictor_of_Stu.pdf&Expires=1706861633&Signature=

EvyEnR5gKLp6okES21RGU7MQA8e3BXbuKTl6niEvMibwut~4eU0evNASNUFwTSnp2z

frTFitY7Bey~lQnbTYdRXBYHbJ3FxHyxG-

Vs7fT5gGfUKJz0HmU9xLmL1CMRG7FuBDPHSKk-

P0Lwe8wdiZpwbk5GNeSQtZ6DSiS7MwRN~O8D6LOsDE9AeQ~1lWDM3UwvPheys7Ey

fnJuIQpHAHkXdSkFI~xid798uB-

eDo~hVSW6uJhWdpURDSmi53TvTFSRqIKN9WMSLPL8ntHJUyqhBpFmc5~5tP7Jrd1v

DqGLlo6WnTkYP~cxHfQ9WxISf8LTqLNtA0etICziJ8TCsJHQ__&Key-Pair-

Id=APKAJLOHF5GGSLRBV4ZA&fbclid=IwAR18w2MbzumKmse8LbT9INpZO4fU7CVQ

8_kDQCkWpSxOyCftPadqSkSH9XI

Juguilon, I. D. (2023, January 16). “Impact of Family Support System in the Academic

Performance of Grade 3 Pupils at a Public Elementary School in Rizal, Philippines”:

International Journal of Multidisciplinary: Applied Business and Education Research.

https://www.ijmaberjournal.org/index.php/ijmaber/article/view/784?

fbclid=IwAR25sCGwGjrT-qdcV2GvGmgvv3DJwg_D2XKsvQ6Boa3qJho9wIauZjQhcbE

42
 P OLYTECHNIC UNIVERSITY OF THE PHILIPPINES

Blair, S.L. (2014, September 1). “Parental Involvement and Children’s Educational

Performance: A Comparison of Filipino and U.S. Parents”: UTP Journals.

https://www.utpjournals.press/doi/abs/10.3138/jcfs.45.3.351?

fbclid=IwAR02P1Gbt8ocdsZ4oLTQ4Wvtu1wR8t3RA0cZTQiz7-WzQGdACuXOYtlyhNc

Bartolome, M. T., & Mamat, N. B. (2020, December 21). “Exploring Parental

Involvement in Early Childhood Education in Philippines: A Case Study”: The Normal

Lights. https://po.pnuresearchportal.org/ejournal/index.php/normallights/article/view/

1653?

fbclid=IwAR1OrSgnrs3OvAPtr7cU_xASsz0GXbb1kH9mrn4WJX0nMfRBX6fD7yL1wkY

Pinatil, L. L., et al. (2022, May). “Parental Involvement and Academic Performance of

Education Students in a State University in the Philippines”:

https://www.scihorizon.com/cdn/pdf/1685407493_9a20177ca52147f7387f.pdf?

fbclid=IwAR2ybW1iWdzEnOQ375qzNXzTvgZuK1z0Bgr-n0jpSFptUfFv2iM6rIhoF7s

Davis, J. M. (2017, January). “Encouraging Family Involvement in Math During the Early

Years”: Research Gate.

https://www.researchgate.net/publication/338490985_Encouraging_Family_Involvement

_in_Math_During_the_Early_Years?

fbclid=IwAR2lt71hKotH3HcaILFNiTzrmspCKs301WeHpFeRy9vCeNhZk5ywEEOxN2g

Shahzad, S., et al. (2016, February 13). “Teachers Perception about Parental

Involvement and Its Impact on Students Academic Achievement at Secondary Level”:

Academia.

https://www.academia.edu/31974177/Teachers_Perception_about_Parental_Involvemen

t_and_Its_Impact_on_Students_Academic_Achievement_at_Secondary_Level?uc-g-

43
 P OLYTECHNIC UNIVERSITY OF THE PHILIPPINES

sw=29295946&fbclid=IwAR0DIlAQtGsbbPgeA41irsTO0hKIAVzbsy4WsU8FFy7m_Kr5Is

NUCRdKMYI

Cuesta, M., et al. (2017, n.d.). “Parental Involvement and Academic Performance: Less

Control and More Communication”: Psicothema.

https://digibuo.uniovi.es/dspace/bitstream/handle/10651/45250/Parental.pdf?sequ

Amponsah, M. O., et al. (2018, n.d.). “Relationship between Parental Involvement and

Academic Performance of Senior High School Students: The Case of Ashanti Mampong

Municipality of Ghana”: University of Cape Coast Institutional Repository.

https://ir.ucc.edu.gh/xmlui/handle/123456789/7966

Mante, F. A., Awereh, E. O., & Kumea, A. O. (2014, January 7). “Effects of Parental

Involvement on Academic Performance of Pupils: A Case Study at Adukrom Methodist

Primary School”: Basic Research Journals. https://citeseerx.ist.psu.edu/document?

repid=rep1&type=pdf&doi=edc2d0fa4e7b4fe0ab367693a4d8b24519f2a220

Asumadu, D. A. D., & Bright, S. S. (2021, January 31). “Parental Involvement and

Pupils’ Academic Performance in the Cape Coast Metropolis, Ghana”: De Gruyter.

https://www.degruyter.com/document/doi/10.1515/edu-2020-0142/html?lang=en

44