Final Paper PR G5

JESUS IS LORD COLLEGES FOUNDATION, INC.
101, Bunlo, Bocuae, Bulacan

Research and Technology Department
A Qualitative Study on Parents’ Standards Influence on Grade 12 STEM
Students Academic Performance at Jesus Is Lord Colleges Foundation
A Research Presented to
the Faculty of the Senior High School Department, Jesus Is Lord
Colleges Foundation, Inc.
In Partial Fulfillment
Of the Requirements for the Academic Track
Science, Technology, Engineering & Mathematics (STEM)
Group 5
Diaz, Ivan King J.
Mercado, Ñ ino Ybrahim P.
Patulay, Kevin
Vargas, Gabriel James B.
Costado, Rishan T.
Rodriguez, Mary Joy F.
Victorino, Kiesha Atheena G.
12-STEM-J
Jesus Is Lord Colleges Foundation, Inc.
1
December 2023
CERTIFICATION
This research entitled, “A Qualitative Study on Parents’ Standards Influence on
Grade 12 STEM Students Academic Performance at Jesus Is Lord Colleges
Foundation” prepared by Kevin Patulay, Ivan King J. Diaz , Ñ ino Ybrahim P.
Mercado , Gabriel James B. Vargas, Rishan T. Costado , Mary Joy F. Rodriguez, and
Kiesha Atheena G. Victorino in line with the partial fulfillment of the requirements
for the Academic Track Science, Technology, Engineering, and Mathematics (STEM)
has been evaluated and recommended for ORAL EXAMINATION.
Ms. Dem Maglaque

Research Adviser
2
APPROVAL SHEET
In line with the partial fulfillment of the requirements for the Academic Track Stem,
Technology, Engineering, and Mathematics (STEM), this research paper entitled, “A
Qualitative Study on Parents’ Standards Influence on Grade 12 STEM Students
Academic Performance at Jesus Is Lord Colleges Foundation” prepared by
Kevin Patulay, Ivan King J. Diaz , Ñ ino Ybrahim P. Mercado , Gabriel James B.
Vargas, Rishan T. Costado , Mary Joy F. Rodriguez, and Kiesha Atheena G. Victorino
who is herewith recommended for oral examination.
Ms. Dem Rose Maglaque

Research Adviser
December 2023
Approved in partial fulfilment of the requirements for the Academic
Track Science, Technology, Engineering, and Mathematics (STEM) by the
Panel of Examiners.
_________________________________________
Ms. Dem Rose Maglaque
Panel
_______________________________ ________________________________
Mrs. Vangielyn Dela Cruz Ms. Divine Cebu
Panel Panel
Accepted in partial fulfilment of the requirements for the Academic
Track Science, Technology, Engineering and Mathematics (STEM).
3
Mrs. Rosalinda C. Rodriguez

Principal, Basic Education Department
ABSTRACT
This research seeks to explore the influence of parental standards on the academic
performance of Grade 12 STEM students at Jesus Is Lord Colleges Foundation.
Using a qualitative study, research aims to contribute to the existing literature that
can provide insight and intervention. Using a face-to-face interview, the researcher
chose five respondents who were in Grade 12. The criteria for selection included
having honors and high honors, as well as expressing a willingness to share their
experiences. The challenges, implications, and impacts on academic performance
are evaluated through the use of a questionnaire consisting of ten questions. Within
the context of open-ended inquiries, thematic text analysis is utilized in order to
achieve a full understanding. It was discovered that the standards of parents do
have an effect on the academic performance of students in the STEM fields who are
in the 12th grade. This influence is mostly in the form of the creation of a
supportive atmosphere that encourages dedication and effort.
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TABLE OF CONTENTS
Page
List of Table...........................................................................................................................................8
List of Figures ..................................................................................................................................... 9
List of Appendices .......................................................................................................................... 101
CHAPTER 1. THE PROBLEM AND ITS BACKGROUND
Introduction ..................................................................................................................................... 10
Significance of the Study ............................................................................................................. 13
Theoretical Framework ................................................................................................................14
Conceptual Framework ................................................................................................................16
Statement of the Problem ............................................................................................................16
Definition of Terms .........................................................................................................................18
Scope and Delimitation .................................................................................................................19
CHAPTER 2. REVIEW OF RELATED LITERATURE
Parent Involvement….......................................................................................................…………21
Parents high expectations…...................................................................................................…...26
Parental support in academic performance………………………………..............................30
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CHAPTER 3. METHODOLOGY OF THE STUDY
Methods and Techniques Used ................................................................................................. 42
Respondents of the Study ........................................................................................................... 43
Instruments of the Study ............................................................................................................. 44
Data Gathering Procedure .......................................................................................................... 45
Data Processing and Statistical Treatment ......................................................................... 46
CHAPTER 4. PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA
Parental Pressure and Academic Performance………………………………….................. 50
Parental Academic Expectations……………………………………........................................... 54
Parental Support and Involvement in Learning................................................................ 57
Time Management and Balance……………………….............................................................. 61
Parental Involvement and Communication……………...................................................... 65
Value of Academic Achievement………………….................................................................... 68
Parental Expectations and Standards................................................................................... 73
Coping with Academic Standards........................................................................................... 76
Influence of Parental Standards on Academic Performance…………………............. 80
Positive and Negative Impacts………………........................................................................... 84
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CHAPTER 5. SUMMARY, CONCLUSION AND RECOMMENDATION
Summary of Findings .................................................................................................................... 89
Conclusions ....................................................................................................................................... 91
Recommendations ......................................................................................................................... 93
References ......................................................................................................................................... 96
Appendices ........................................................................................................................................ 101
Curriculum Vitae …………………................................................................................................... 102
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LIST OF TABLES
Page
1.1 Parental Pressure and Academic Performance………………………………….................. 50
1.2 Parental Academic Expectations……………………………………........................................... 54
1.3 Parental Support and Involvement in Learning................................................................ 57
2.1 Time Management and Balance……………………….............................................................. 61
2.2 Parental Involvement and Communication……………...................................................... 65
2.3 Value of Academic Achievement………………….................................................................... 68
3.1 Parental Expectations and Standards................................................................................... 73
3.2 Coping with Academic Standards........................................................................................... 76
3.3 Influence of Parental Standards on Academic Performance…………………............. 80
4.1 Positive and Negative Impacts………………........................................................................... 84
8
LIST OF FIGURES
Page
2.1Conceptual Framework of the Study ………………………………………………………16
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CHAPTER 1
THE PROBLEM AND ITS BACKGROUND
INTRODUCTION
The impact of parental involvement on student academic achievement has
been recognized by teachers, administrators, and policy-makers who consider
parental involvement to be one of the integral parts of new educational reforms and
initiatives. This study synthesized the results of nine meta-analyses that examined
this impact and it identified generalizable findings across these studies. (Timothy Z.
Keith et al. 2019) Parental expectations are critical to higher education
participation, parents should closely observe and are aware of their children's
talents as well as their environments at home, school, and in the community,
parental expectations are essential for higher education involvement. Expectations
of parents for their children's future academic success are highly correlated with
actual academic results. (Pinquart & Ebeling, 2020) (Yamamoto & Holloway, 2010)
The students’ narratives reveal different kinds of parental involvement practices
that are not restricted to parents who hold higher levels of education or who are
familiar with the educational system. In addition, their narratives also reflected
their need for encouragement and motivation, their need for practical support in
everyday school life, and their appreciation of clearly expressed expectations
regarding education.(Schmid, E., & Garrels, V. n.d.) Parental support is considered to
be one of the strongest factors in student academic success as demonstrated by the
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literature on the sociology of education. Supportive parents keep check and balance
on their children and provide a guiding mechanism for their academic matters. The
child's academic performance is assisted through regular monitoring, and consistent
meetings with the child, and checking directly all the matters of school and class
improves the academic performance.
Based on some research, students whose parents hold high expectations
receive higher grades, achieve higher scores on standardized tests, and persist
longer in school than do those whose parents hold relatively low expectations
(Behdad Sadeghi, 2022) High parental expectations are also linked to student
motivation to achieve in school, scholastic and social resilience, and aspirations to
attend college (Hossler and Stage 1992; Peng and Wright 1994; Reynolds 1998). On
the contrary, Parental expectations had a larger impact than parental criticism on
self-oriented and other-oriented perfectionism, so parental expectations may be
more damaging than parental criticism. Parental expectations have a high cost when
they’re perceived as excessive, young people internalize those expectations and
depend on them for their self-esteem. And when they fail to meet them, as they
invariably will, they’ll be critical of themselves for not matching up. To compensate,
they strive to be perfect (Curran, 2022). These trends may help explain increasing
mental health issues in young people and suggest this problem will only worsen in
the future. It’s normal for parents to be anxious about their children, but
increasingly this anxiety is being interpreted as pressure to be perfect (Hill, 2022).
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This study aims to find out the parents' standard influence on students'
academic performance and to recommend that they stop putting pressure on their
children in terms of achieving high and also to suggest that they check their
children's mental health due to poor academic performance. This study examines
the impacts of parental support on the academic performance of students in Jesus Is
Lord Colleges Foundation.
The results of the study can offer valuable insights for future enhancements
and the implementation of techniques to promote and enhance parental
involvement in both home and school settings. Moreover, the study findings can
help educators and parents understand the importance of effective communication
and collaboration with each other.
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SIGNIFICANCE OF THE STUDY
This study entitled “A Qualitative Study on Parents' Standards Influence on
Students' Academic Performance at Jesus Is Lord Colleges Foundation” will benefit
the following:
 Students. This research under consideration holds significant importance for
students as it enlightens them about the appropriate ways to manage their
parents' expectations and meet the standards set by them.
 Parents. This study will be of benefit to the parents as it will provide them with
information relating to how influential their standards are on their children's
academic performance.
 Teacher. This study will be of great benefit to Teachers, as it will allow them to
understand how Parents' expectations can have an effect on the performance of
their students.
 Future Researchers. This research study will provide valuable insights and
guidelines for future researchers who are planning to conduct studies related to
this area of research. By looking at the literature review and theoretical
framework provided in this study, future researchers can gain a deeper
understanding.
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THEORETICAL FRAMEWORK
This research theoretically anchored on "The Modeling theory" predicts that
children will emulate their parents’ behavior; by devoting interest and time to
activities related to schooling, parents thus enhance the possibilities that children
do well in school. Reinforcement indicates the mechanism by which parent give
their children interest, attention, praise and rewards related to behaviors that lead
to school success. If these psychological incentives do not interfere with the child’s
intrinsic motivation and are valued by the child, they increase the effort exerted by
the child to behave in ways important to school success. Finally, parents can
influence their children’s educational outcomes by direct instruction.
Educational outcomes which are influenced by parental involvement through
the cited mechanisms include both cognitive skills (especially through direct
instruction, but also through modeling and reinforcement) and non-cognitive skills,
among which the most significant – according to Hoover-Dempsey & Sandler [1995]
– is the child’s sense of efficacy for doing well at school. The theory predicts that
children whose parents are involved in their education will be more likely to
develop a strong, positive sense of efficacy for successfully achieving in school-
related tasks than will children whose parents are not involved. This theory shows
that parental influence has a positive effect on the academic performance of
students, which can help support the research that the researcher is conducting.
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A Pakistani author, Andleeb Haider authored of Parental expectations and
Effect of Perceived Academic stress on Students Performance, according to her
about two-thirds of the students considered academic pressure as a cause of stress-
with no major differences across gender, age, grade, and some other individual
factors. About two-thirds of the students reported that feeling pressure from their
parents results in better academic performance. As an alternative of exploring the
potential for their offspring’s maximum probable values, parents influence by
imposing their expectations on them through their participation, monitoring,
obedience and support. Parental expectations are the desires about their children
academic performance and profession ambitions. Due to the expectations, parents
are worried during rearing of youth. A lot of parents consider that transmitting a
sense of high expectations to children is one way to inculcate them with self-honor,
self-assurance and distinct standard of worth and importance. But for the most part
of the time these expectations are idealistic and unachievable.(Andleeb Haider,
2022) High expectations to be successful can be devastating; in some cases it can be
harmful too. Parents often compress down and put high pressure on the youngsters
to conform to parental values. Many studies reported the association between
parental expectations and psychological adjustment, psychological distress and
academic performance in diverse countries. High parental expectations are also
related to student motivation to achieve in school, academic and social resilience,
and aspirations to attend college.
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CONCEPTUAL FRAMEWORK
Independent Variable Dependent Variable
Parents’ Standards Academic Performance of JILCF’s
students.
Influence
The figure above this statement, presents the two factors that affect the
Academic Performance of Students at Jesus Is Lord Colleges Foundation. The factors
are there to know whether Parents Standard has a good or unfavorable impact to
the students academic performances. This study aims to contribute to the existing
literature on the impact of anxiety on academic performance and provide insights
for interventions that can help address anxiety and promote academic success
among Jesus is Lord Colleges Foundation.
STATEMENT OF THE PROBLEM
General:
How do parental imposed standards affect the academic performance of
Grade 12 STEM students?
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Specific:
Specifically, the study seeks to answer the following:
1. What are the factor influencing the parent's expectations of their child?
2. In what ways do your parents assist you, in terms of;
2.1 Emotional
2.2 Financial
3. How do the grade 12 STEM students manage this kind of academic and
parental pressure?
HYPOTHESIS OF THE STUDY
Main SOP:
What effects does the parent’s imposed standard have on student’s academic
performance?
Null Hypothesis: The researchers hypothesize that there is no relationship
between the parent standard and the academic performance of a student, therefore
the parent standard cannot influence the student in their academics.
Alternative Hypothesis: The researchers hypothesize that there is indeed a
positive and negative relationship between the parent standard and the academic
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performance of a student, therefore the parent standard can influence the student in
their academics.
DEFINITION OF TERMS
Influence- Influence is the ability to cause desirable and measurable actions and
outcomes.
Reinforcement- the action of strengthening or encouraging something
Psychological incentives- an external stimulus, such as a condition or an object,
that enhances or serves as a motive for behavior
Interfere- to enter into or take a part in the concerns of others
Involvement- an act or instance of having one's interest, emotions, or commitment
engaged by someone or something
Efficacy- defined as the performance of an intervention under ideal and controlled
circumstances
Positive effect- one's propensity to experience positive emotions and interact with
others and with life's challenges in a positive way.
Academic performance- the extent to which a student, teacher, or institution has
attained their short or long-term educational goals
Academic pressure- an experience in which a student is burdened by the demands
of time and energy to achieve specific academic goals
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Parental expectations- the desires about their children academic performance and
profession ambitions. Due to the expectations, parents are worried during rearing of
youth
Psychological distress- non-specific symptoms of stress, anxiety and depression.
High levels of psychological distress are indicative of impaired mental health and
may reflect common mental disorders, like depressive and anxiety disorders
Aspirations- goals or wishes regarding their children's future educational
attainment in terms of what they want or hope their children to accomplish
Parental criticism- assesses critical or irritable behaviors directed towards the
child
Self-esteem- how we value and perceive ourselves. It's based on our opinions and
beliefs about ourselves
Mental health- includes our emotional, psychological, and social well-being. It
affects how we think, feel, and act.
Anxiety- is a feeling of fear, dread, and uneasiness. It might cause you to sweat, feel
restless and tense, and have a rapid heartbeat.
Anxious- characterized by extreme uneasiness of mind or brooding fear about some
contingency
Parents standard- "Reasonable and prudent parent standard" means the standard
characterized by careful and sensible parental decisions that maintain the health,
safety, and best interests of a child
Academic achievement- describes academic outcomes that indicate the extent to
which a student has achieved their learning goals.
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SCOPE AND DELIMITATION
The scope of "Parents' Standard Influence on Student Academic
Performance" refers to the extent to which parents can positively or natively impact
their children's academic performance in grade 12. It includes the various ways that
parents' involvement in their children's education influences their children's
academic achievement and the parental support that the student needed, like
encouraging, praising, and giving physical affection to the child. Parental
expectations for academic achievement This refers to the standards that parents set
for their children's academic performance and the degree to which they
communicate these expectations to their children.
We will not examine other well-known effects of academic pressure in this
context, nor will we discuss the well accepted reasons for academic failure caused
by parental pressure. This essay will discuss why it is critical to avoid these topics in
the workplace in order to keep a professional and unbiased perspective. We believe
that these subjects, while important and ubiquitous, can detract from the main
point. Our research is concluded once we have acquired a sufficient amount of data
and evidence to support our hypothesis or research question
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CHAPTER 2
Review of Related Literature
This section offers a summary of the subject's published literature, its
relevance to the research topic, and any disputes or controversies surrounding it.
The researcher may assess what has previously been found and the routes that need
to be followed in order to build on that knowledge through this review.
Parent Involvement
Parental involvement is defined as parents' knowledge of the connection
between their parenting actions and their children's academic achievement as well
as their awareness of and participation in their children's homework (Nadenge,
2015). Parent involvement is "the participation of parents in regular, two-way, and
meaningful communication regarding student academic learning and other school
activities," as well as "ensuring that parents play an integral role in assisting their
child's learning, are encouraged to be actively involved in their child's education at
school, are full partners in their child's education, and are included, as appropriate,
in decision making and on ad hoc committees." Parental involvement is essential for
children's academic success, particularly throughout the and primary levels (Bogar,
2014). It also includes a commitment to students. Researchers have described the
role of parents in education in a variety of ways because requirements and
circumstances vary from country to country (Lemmer, 2012).
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According to Gyamfi and Pobbi (2016), parental involvement in a child's
education is recognized to significantly contribute to a number of the child's
excellent academic achievements. Academic achievement and excellent behavior are
two benefits of parental involvement in a child's education (Nyangarika & Nombo,
2020). However, it is undeniably commendable that parent-school collaboration has
many positive effects on the students. Parents are expected to take an active interest
in Parents-Teachers Association (PTA) meetings in order to show that they are
concerned about the academic performance of the children they have entrusted to
the care of teachers. Parents can become involved in observing their children's
academic progress by getting in touch with their subject instructors and asking
them about any academic difficulties their students are having parents can use a
variety of strategies to keep tabs on their kids' academic progress. These include:
effective parenting, Communication, oversight of children' at-home learning,
decision-making, and community and school collaboration are all important (Seni &
Onyango, 2021).
There will be numerous attempts made to ensure that pupils learn as much
as possible. There are many variables that can affect learning achievement
(Hardanti, Suhaini, 2020; 2016). Factors from within the classroom can lead to
increased student achievement. Pupils' actions or can also be brought on by outside
causes (Lastri et al., 2020; Rahmalia, 2019). Consequently, these two factors are
typically investigated to assemble information that will improve the growth of
student success.Parental involvement is one of the potential external factors linked
to student accomplishment. Parental involvement in their children's development is
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an important unconditional duty (Sujarwo et al., 2021). This is crucial due to the
factors that have an impact on a child's development are the environment and the
family climate (Umek, 2021). Children also require adults to play a part in their
development they are capable of (Bati & Kac, 2020). However, all parents desire to
see the best in a variety of ways, including education, for their child. Consequently, it
is very natural for Parents should always make an effort to ensure that their kids
learn and do well in school activities.
In 2013, Pinantoan (2013) highlighted the impact of parental, It is important
to recognize the impact of involvement on a student's academic performance. The
essay emphasized how crucial a student's home support system is in helping him
achieve his goals in life, just as vital as his intelligence, work ethic, and heredity.
Additionally, 52% of students have two parents who support them in their roles as
parents are more likely to love school and achieve straight, Compared to children
whose parents are not involved in what is happening at school. This is particularly
true throughout the foundational years of education, from Kindergarten through the
fifth grade, when pupils with involved parents have a nearly 2-to-1 success rate. The
impact starts to fade gradually after pupils enter middle school, presumably because
they are maturing during this time— but there is still a 22% difference.
A strong parent-teacher relationship and parental involvement in their
children's academic success are positively correlated, according to Nadenge (2015).
Students believed that when their parents are interested in their education, they
help them make the best decisions for their profession and for their discipline
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(Nadenge, 2015). This also produced fruitful outcomes. It has been discovered that
parental participation significantly improves children's academic achievement.
According to Juma (2016), there is a very substantial positive association between
parents' involvement in their children's schooling and their academic performance.
The best advice for school achievement, according to Morin (2013), is to make sure
that parents and teachers are working together as allies. She makes this claim in her
essay Working Together, Parent-Teacher Partnerships, which was just published
online. However, there may occasionally seem to be a chalk line in the middle of
your child's life. At home, a parent is the person who knows their own child the best
from head to toe—their academic potentials, social skills, and intrinsic attitude, to
name a few—while a teacher may only have a cursory understanding of the full
picture. A child's potential in the classroom, as well as her interaction with peers on
a social level, may become apparent. The combination of a pupil's home and school
environments may result in a deeper understanding of that student, a teacher can
identify where to tap to benchmark a child’s performance level.
The effectiveness of learning assistance provided by parents, teachers, and
the community appears to have a direct bearing on student progress. The level of
assistance the student(s) received directly affected the amount of effort made to
attain their greatest individual success in school and active engagement in school
activities, which can be ascribed to their growth and academic progress (Jelas et al.
2016). According to Fajoju et al. (2015), their study findings prescribed that
guardians be more engaged with their kids' instruction and screen their children's
school participation. Moreover, school advisors and instructive therapists should
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utilize different ways to accomplish more prominent parental contributions in their
schools. Thus, Niia et al. (2015) demonstrate that students, educators, and
guardians in Swedish schools attribute contrasting implications and equivalence to
students' interest in school in connection to academic performance. Students
consider the investment to be primarily identified with social cooperation and
academic accomplishment, while instructors see students' support as more firmly
identified with academic performance. The outcomes in past research regarding the
connection between cooperation and academic accomplishment can be clarified by
raters' decisions, as this association exists in evaluations did by educators
This indicates that throughout the course of the academic year, parents and
schools regularly discuss how to ensure the academic achievement of their children.
Involvement at home, involvement at school, and communication between the home
and the school are the three definitions of parental engagement (Anthony & Ogg,
2019). According to Barnes (2018), there aren't any specific effective parenting
techniques; rather, parental involvement is a frequent occurrence.
The social consensus is that parental participation has a significant positive
impact on children's academic success. According to Ma, Shen, Krenn, Hu, and Yuan
(2016), family and community contexts play a significant part in student learning
outside of the classroom. Parental participation is therefore considered to be very
important to students' learning and academic success. Worldwide research has long
examined the link between parental involvement and academic success (Boonk,
Gijselaers, Ritzen & Brand-Gruwel, 2018; Roy and Giraldo-Garca, 2018). Depending
25
on the type of parental participation the study focuses on, there are different
relationships between parental involvement and academic attainment. While some
forms of parental involvement have demonstrated a positive correlation with
academic achievement, other forms have demonstrated a neutral or negative
correlation (Boonk et al., 2018). (Boonk et al., 2018, p. 25) reviewed the studies on
the relationship between parental participation and academic achievement and
came to the conclusion that while there is a relationship between the two.
Parents high expectations
We examine the study on parental expectations and how it affects students'
academic performance both within and between various racial and ethnic groups.
Our analysis reveals that parental expectations vary by racial/ethnic group and that
parental expectations among parents of racial/ethnic minorities are less influenced
by students' prior academic performance than those of European American parents.
We pinpoint three processes related to race and ethnicity that affect the relationship
between students' prior performance and parental expectations in order to explain
this pattern.
Age, socioeconomic position, ethnicity, expectations matched to success,
expectations appraised, publication status, and informant all had an impact on
associations. Parental expectations predicted changes in a child's achievement,
according to the analysis of cross-lagged effects, showing that expectations had an
impact independent of a child's prior achievement. Parental expectations were
higher than what kids really accomplished. Educational expectations in children,
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academic engagement in children, and academic self-concept, to a lesser extent,
parental achievement-supportive behaviors, were found to modulate associations
between expectations and achievement. We come to the conclusion that parents
should tell their kids they have high expectations for their education. Parental
behavioral academic involvement, such as checking homework and keeping in touch
with teachers, does not appear to be as successful in helping children realize
parental expectations as the encouragement of academic engagement and the
transfer of positive expectations. (a Meta-analysis. Educ Psychol Rev 32, 463–480
2020).
The degree to which factors impacting aspiration interact with perceptions of
a child's academic performance and other factors to determine perceptions about
the possibility of admittance can be thought of as the parental expectation of higher
education involvement by their children. These expectations play a significant role
in both reflecting and influencing children's outcomes. They also serve as significant
indicators for our understanding of the transmission of advantage and disadvantage
across generations and as a potential policy target for reducing inequality through
efforts to "raise aspirations" in order to improve outcomes for underprivileged
groups. (Archer et al., 2014; Gore et al., 2015; Khattab, 2015; Prodonovich et al.,
2014)
In family education, the link between parents' educational expectations and
kids' development is a hot topic. In-depth interviews are done with 30 parents and
elementary school pupils in this study, and NVivo 12.0 qualitative software is used
to analyze the interview data. This study builds a model of the connection between
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parents' educational expectations and kids' development at first using information
from NVivo 12.0. The introduction, literature review, research methodology and
materials, findings and discussion, and conclusions are the six sections that make up
this study. According to the study, parents of elementary school students have three
main expectations for their children's education: quality, learning, and life. The
study also found that parents' perceptions of these expectations vary, which affects
how they behave as parents. According to the study, parents of elementary school
students have three main expectations for their children's education: quality
expectations, learning expectations, and life expectations. Parents' perceptions of
these expectations can vary, which can have an impact on how they raise their
children. When this happens, parents should continue to have high expectations for
their kids. Various perspectives on the subject are expressed in the research
findings, and understanding of parents' educational aspirations and can give
parents' advice on family education on a scientific basis. (Volume 2022 | Article ID
9896291)
It has been generally stated that parental participation has a positive impact
on children's academic success, and demonstrated in a significant number of
studies. However, there hasn't been much focus on the detrimental effects that high
Children's motivation and performance may be impacted by parental expectations.
This investigational study looks at the parents who have high expectations for their
kids' academic performance and drive. It also aims to investigate the adolescents'
opinions of how expectations from parents affect their drive. To do this, 160 middle
and high school students from To gather information, a survey of high school
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students in a public school and seven interviews were conducted. The outcomes
revealed that children's performance at a particular job they were under pressure to
complete did not seem to get appreciably worse, but instead they received exactly
what their parents desired. Additionally, they discovered that parents typically
make them without taking into account their children's hobbies and abilities. Some
Implications emerged from the analysis of the results. Some suggestions are given
for parents and teachers to think about assisting teenagers in their academic
journey. (Redfame Publishing, 2021)
Parental expectations have long been studied as a factor in increasing
adolescent educational aspirations, often linking these expectations to parental level
of education and involvement in academic endeavours. This study further explores
this relationship in a statewide Midwestern sample of parents and their adolescent
children. Regression analysis and independent samples t‐tests were used to predict
adolescent aspirations and compare groups. Results suggest that adolescent
educational aspirations can to some degree be predicted by parental expectations.
Parents reported high expectations for their children despite low levels of personal
educational attainment. However, these high expectations were buffered by a
reported unfamiliarity with college requirements and an expressed concern about
college affordability and limited awareness of financial aid opportunities.
Limitations and suggestions for future research and intervention are discussed.
(S,Wilder,2014)
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The current meta-analysis examined the relationships between parental
educational expectations and children's achievement across time as well as the
variables that mediated those relationships. A random-effects meta-analysis was
conducted on 169 studies that were found through a thorough search of electronic
databases. We discovered weak to moderate bivariate cross-sectional and
longitudinal associations between parental expectation and achievement, which
persisted after statistically controlling for socioeconomic status. Associations varied,
in part, by children's age, socioeconomic status, ethnicity, the matching of
expectations and achievements, the type of expectations assessed, publication
status, and informant.(Pinquart & Ebeling,2019)
Parental support in academic performance
Wong Siew Yieng, L., Katenga, J. E., & Kijai, J. (2020). The Effect of Parental
Support on Academic Performance Among Students at Asia-Pacific International
University. Abstract Proceedings International Scholars Conference, 7(1), 1432-
1453. The purpose of their study is to determine the influence of parental support
on the academic achievement of college students. The findings of this study are that
even though there is a positive influence on the relationship between students and
their parents and they are supported, this does not sufficiently explain the academic
achievement of students. Based on Narad & Abdullah (n.d) according to them
Parents help young students to reveal their great potential in different ways. Also it
is said that, academic performance is one of the important goals of education
30
because it has always been influenced by a number of factors including parental
encouragement.
The impact of parental involvement and Support on student academic
achievement has been recognized by teachers, administrators, and policy-makers
who consider parental involvement to be one of the integral parts of new
educational reforms and initiatives. This study synthesized the results of nine meta-
analyses that examined this impact and it identified generalizable findings across
these studies. The results indicated that the relationship between parental
involvement and academic achievement was positive, regardless of a definition of
parental involvement or measure of achievement. Furthermore, the findings
revealed that this relationship was strongest if parental involvement was defined as
parental expectations for academic achievement of their children. However, the
impact of parental involvement on student academic achievement was weakest if
parental involvement was defined as homework assistance. Finally, the relationship
between parental involvement and academic achievement was found to be
consistent across different grade levels and ethnic groups. However, the strength of
that relationship varied based on the type of assessment used to measure student
achievement.
Parent involvement in a child's education is consistently found to be
positively associated with a child's academic performance. However, there has been
little investigation of the mechanisms that explain this association. The present
study examines two potential mechanisms of this association: the child's perception
31
of cognitive competence and the quality of the student-teacher relationship. This
study used a sample of 158 seven-year old participants, their mothers, and their
teachers. Results indicated a statistically significant association between parent
involvement and a child's academic performance, over and above the impact of the
child's intelligence. A multiple mediation model indicated that the child's perception
of cognitive competence fully mediated the relation between parent involvement
and the child's performance on a standardized achievement test. The quality of the
student-teacher relationship fully mediated the relation between parent
involvement and teacher ratings of the child's classroom academic performance.
Limitations, future research directions, and implications for public policy initiatives
were discussed.
Using a nationally representative, longitudinal sample of 14,041 students (14
at baseline), this study investigated how differences between parents' and
adolescents' educational expectations affected teenagers' accomplishment. We
looked at actual and perceived disparities between adolescents' perceptions of their
parents' educational expectations and their own. Actual discrepancies were those
between parents' and adolescents' actual educational aspirations. When parents
actually had higher expectations than teenagers did, or when teenagers thought
their parents had lower expectations than they did, achievement was higher. In
contrast, whether adolescents thought their parents had higher expectations than
they did or when parents genuinely had lower expectations than adolescents did,
achievement was lower. Discussion is held regarding the implications for identifying
32
at-risk teenagers and encouraging flexible parent-child educational expectations.
(Wang & Benner, 2014)
Evidence-based predictors of enhanced postschool outcomes for kids with
disabilities include parental expectations (having high aspirations for their children)
and parental involvement (having parents as active and aware partners in transition
planning). However, little is known about how education professionals can
encourage families to have high expectations for their transition-aged children who
have challenges. Nationwide parent advocates for children with disabilities were
consulted for their suggestions. The seven techniques and 13 actions listed below
give a "to-do" list that special education professionals can employ in collaboration
with families to encourage high expectations for young adults with disabilities to
succeed after high school. (Odel & Aspel, 2016)
A growing percentage of students are having trouble settling into college. The
stress students endure during their college careers may escalate as expectations of
college are not met. 36 college students were therefore evaluated before
matriculation, in their first year, and in their senior year. Comparisons were made
between expectations and actual academic performance, social life, family
engagement, and satisfaction with the chosen college. Except for greater family
participation, students' experiences typically matched their expectations. Stress in
the first and senior years was predicted by expectations of academic demands not
being met. Stress in the first year of vulnerability was predicted by disappointed
expectations for social interactions. (Krieg, 2013)
33
Setting high standards for every student in the classroom is a difficult task.
Underlying, unconscious assumptions may result in behaviors, choices in pedagogy,
or activities that do not match these lofty expectations, intentions and beliefs. Due to
historical conditioning and public and professional discourses on deficit positioning,
many Indigenous kids do not regard academic success as an integral element of
their cultural identity. In terms of effort, learning, and achievement, high
expectations are typically regarded as a performance agenda. In this essay, we
propose the idea of high-expectations relationships, according to which perceiving
and implementing high standards through a relational lens gives educators the tools
they need to enable such performance results. We present this relational
perspective, where equitable and fair interactions create a trust-based interpersonal
environment, which supports both student motivation and the strong, critically
reflecting relationships required for high-quality learning. We demonstrate how
high expectations can foster collaborative staff environments, solid teacher-student
relationships, and supportive, trustworthy relationships with parents and
caregivers through the voices of educators. We demonstrate how a focus on high-
expectations relationships sows these beneficial educational characteristics into any
school community and how they promote the performance results of a high-
expectations educational agenda. (Sarra, Spillman, Jackson, Davis & Bray, 2018)
Policymakers should pay attention to parents' expectations for their
children's education and efforts to establish appropriately positive expectations.
Although little is known about the underlying mechanisms, prior research suggests
that early saving for a child's postsecondary education might build and sustain high
34
parental expectations. In this study, child development accounts (CDAs), a policy to
promote early financial investments in education and to alter parents' expectations
for their young children's educational objectives, are examined using data from a
randomized experiment. In order to determine whether parental account holding
for children's college (a) positively affects parents' expectations for their children's
educational attainment and (b) mediates the effect of the CDA on parents'
educational expectations at an early stage of their child's development, it is
important to consider the key findings from our research. We use information from
The first randomized social experiment to assess all-encompassing and progressive
CDAs was the SEED for Oklahoma Kids (SEED OK) experiment. With marginal
structural models, we do a path analysis and an additional analysis (n = 2160). We
discover that having a college savings account significantly affects parents'
expectations for their children's educational success, and that having an account or
not mediates the impact of CDAs on these expectations. The data point to the
possibility that CDAs encourage early parental financial involvement and high
expectations. Discussions on research and policy ramifications.(Kim, Huang,
Sherraden & Clancy,2017)
It is a frequent misconception that ethnic minority (EM) parents have low
expectations for their kids' education because of their poor social and economic
circumstances. However, some research indicate that EM parents may have high
expectations because they want their kids to advance in society. The expectations of
Pakistani parents toward early childhood education (ECE) were compared to those
of Hong Kong parents in this study, and the influence of acculturation on Pakistani
35
parents' expectations of ECE was also studied. Participants included 214 Hong Kong
parents and 73 first-generation Pakistani parents who live in Hong Kong. They
responded to surveys that gauged their expectations about ECE. Parents from
Pakistan also responded to a survey that measured the level of acculturation. The
results of the moderation analysis showed that there were substantial interactions
between child gender and culture in all the parental expectations in various ways
for ECE. Particularly, parents in Pakistan had higher expectations for ECE than
parents in Hong Kong. In addition, parents in Pakistan generally reported having
much higher expectations for boys than for girls, whereas, with a few exceptions,
parents in Hong Kong had significantly higher expectations for girls than for boys.
Additionally, regression analysis revealed that marginalization and integration were
favorably connected to a number of parental expectation variables. These results
shed light on the promotion of gender-equal ECE and offer a groundbreaking insight
of what Pakistani parents in Hong Kong demand from ECE. (Chan & Li, 2020)
The current study used task values and self-perceptions of skill in
mathematics, Finnish, and the arts as indicators to assess the stability and evolution
of students' motivational profiles from Grade 7 (Time 1) to Grade 9 (Time 2). In
addition, while controlling for gender and academic performance, the study looked
at the effects of students' motivational profiles in Grade 7 (N = 231; Grade 9: N =
237) and their parents' educational aspirations in Grade 7 on their short- and long-
term educational objectives in Grade 9. Four motivational profiles were developed
by latent profile analysis and were found to be highly stable from Grades 7 to 9.
These profiles were (1) low motivation group, (2) high motivation group, (3) math-
36
motivated group, and (4) practical group. Results indicated that, Compared to a
degree from an academic track (short term) or a university (long term), students in
the high motivation group and the math-motivated group were significantly less
likely to pursue a degree from a vocational school. High educational expectations
among teenagers in Grade 9 were positively influenced by parents' high
expectations for their children's short- and long-term ambitions in Grade 7 as well.
(Lazarides, Viljaranta, Aunola, Pesu & Nurmi, 2016)
Teenagers are surrounded by people who think they have what it takes to go
to college. Few research, however, have looked at how these various kinds of
college-going aspirations relate to students' actual status in postsecondary
education years later. The study utilizes underutilized statistical methods (cross-
classified multilevel modeling) to account for teacher comments on overlapping
groups of pupils (typical of high school research) and depends on data gathered in
the 2002–2006 Educational Longitudinal Study. The findings demonstrated that in
the 10th grade, having high expectations for students, parents, and English and
mathematics teachers independently predicted postsecondary status four years
later. The four sources of expectations collectively predicted more variation in
postsecondary education than did factors like socioeconomic status and academic
standing or student characteristics. This signifies having high hopes are additive and
promotive for students regardless of their risk status. Teacher expectations were
also found to be protective for low income students. Implications for future
expectancy research and equity-focused interventions are discussed. (Gregory, A.,
Huang, F. 2013)
37
Although Hispanic youth have high aspirations for their own educational success,
the average level of educational success for Hispanic young people is rather low.
There is little research connecting the educational aspirations of Hispanic
adolescents with adult success. The authors looked at the differences in educational
expectations and later accomplishment in 2 cohorts (N = 1,372 and N = 1,521) of
Hispanic adolescents from 10th to 12th grade using a longitudinal within-group
approach. According to two national polls conducted roughly 12 years apart
(NELS:88 and ELS:02), Hispanic adolescents' expectations of earning a college
degree increased. Most Hispanic young adults did not achieve the level of education
they had hoped for, and this discrepancy widened with time, in line with general U.S.
trends. Achieving expectations was positively correlated with parental education,
and Over time, the importance of family income for meeting expectations increased.
Second-generation adolescents came closer to achieving their expectations than
third- or higher-generation youth of equal status, which is consistent with the
immigrant paradox and the immigrant optimism hypothesis. The patterns of
educational aspirations and achievement varied by cohort; for example, immigrants
from the more recent cohort had a far lower likelihood of meeting their goals than
immigrants from earlier generations. Last but not least, there was a correlation
between educational expectations and attainment outcomes and family
participation in school (i.e., parents' educational aspirations). This study contributes
to our understanding of the factors that influence Hispanic youth's ability to retain
and meet their educational goals as well as how these factors have evolved over
time. The findings of the study are used to support the educational potential of
38
Hispanic adolescents and young adults. (Record in the PsychINFO database (c) 2019
APA, all rights reserved)
The socialization of academically relevant child behaviors, beliefs, and talents
has been theorized to be significantly influenced by parents' aspirations for their
children's ultimate educational accomplishment. In addition to social transmission
of educationally important beliefs from parents to children, there may be a
bidirectional relationship between parental expectations and kid features. We test
this theory using twin data from the Early Childhood Longitudinal Study-Birth and
Kindergarten cohorts that are both longitudinal and genetically informative.
According to our behavior genetic findings, parental expectations partially reflect
child genetic variance even when the child is just 4 years old. Two categories of kid
characteristics—behavioral tendencies (approaches to learning and problem
behaviors) and achievement (math and reading)—were proposed to be involved in
these child-to-parent effects. We identify within-twin-pair connections between
these child behavior genetic models and parental expectations and character traits.
We discover that initial variation in a child's traits predicts future educational
expectations above and beyond previous educational expectations using
longitudinal cross-lagged models. These findings are in line with transactional
frameworks where child-to-parent and parent-to-child effects co-occur. (PsycINFO
Database Record (c) 2016 APA, all rights reserved)
In comparison to students who had stable STEM expectations or who
switched from non-STEM to STEM expectations by the time they reached the
39
eleventh grade, students whose parents had not attended college were considerably
more likely to have stable non-STEM job expectations. Additionally, compared to
adolescents with college-educated parents, students with noncollege-educated
parents were less likely to obtain STEM support from their parents and participate
in extracurricular activities. However, when looking at the predictors among kids
whose parents did not have college degrees, it was shown that children who
received parental STEM support were more likely to maintain their aspirations for a
STEM future from ninth to eleventh grade (as opposed to transitioning to a non-
STEM job). Additionally, all students were more likely to sustain their expectations
for a successful future regardless of the educational level of their parents. If students
had gotten teacher support for STEM, they could have chosen to pursue a STEM
career through high school rather than a non-STEM one. Additionally, students who
received parental STEM support were more likely to establish STEM job
expectations rather than maintain non-STEM career expectations. These results
demonstrate how parental and educational STEM support may raise STEM career
expectations, particularly for adolescents whose parents did not complete college.
(Starr, Carranza & Simpkins, 2022)
Parental involvement is critical for primary school academic performance,
and it needs parents to be aware of the influence of their actions on their children's
progress and to participate in homework and school events. To track growth,
effective parenting practices, communication, and monitoring of at-home learning
are required. Parental participation, on the other hand, tends to drop throughout
the transition to junior and senior high, and socioeconomic position might influence
40
engagement levels. Overbearing parents can make their children anxious, yet
investing quality time and offering praise can lead to improved cognitive and social
development. To encourage parental engagement, school counselors and
educational therapists should use a variety of strategies. Even after controlling for
intellect, a research found that parental participation had a substantial connection
with a child's academic achievement. Potential mediators of this correlation were
found as the child's impression of cognitive capacity and the quality of the student-
teacher interaction, emphasizing the necessity of parental participation in
improving educational results. Additional ways to promote parental participation
can be investigated in future studies.
41
CHAPTER 3
Methodology of the Study
Methods and Techniques Used
The purpose of this research is to analyze the influence of parents' standards
on the academic performance of Grade 12 STEM students at Jesus Is Lord Colleges
Foundation.
Through a qualitative study, the research aims to understand the
expectations and standards that parents have for their children's academic
performance and how these standards affect students' motivation, study habits, and
overall academic achievement in STEM subjects. One of the most prevalent
qualitative research methodologies is conducting in-depth interviews. It is a one-on-
one interview with only one respondent at a time. This is primarily a conversational
strategy that allows for in-depth information from the respondent.
One of the advantages of this method provides a great opportunity to gather
precise data about what people believe and what their motivations are. If the
researcher is well experienced asking the right questions can help him/her collect
meaningful data. If they should need more information the researchers should ask
such follow up questions that will help them collect more information. Bhat, A.
(2018, March 27)
These interviews can be performed face-to-face or on phone and usually can last
between half an hour to two hours or even more. When the in-depth interview is
42
conducted face to face it gives a better opportunity to read the body language of the
respondents and match the responses.
Respondents of the Study
The research study was conducted at the Jesus is Lord Colleges Foundation,
Inc. The researcher selected 5 respondents who are Grade 12 senior high school
STEM students with a criteria of having honors and with high honors and who
expressed their willingness to share their experiences. The researcher discovered
that a considerable number of participants could potentially affect the study's
results, leading to confusion. This is because a smaller group enables the researcher
to establish closer relationships with participants, leading to more natural
conversations.
If the number of primary data sources accessible to contribute to the study is
restricted, achievement sampling may be the only viable option. One of the most
important is their willingness to share their experiences. One of the sampling
approaches available is achievement sampling (Cooper et al., 2021). To fully
comprehend and describe a certain willingness and experience of the achievers.
Adaptive to performed. It’s a sort of achievement sampling that’s beneficial when a
researcher wishes to investigate a natural conversation of the achievers or
investigate their "perspective" or "experiences" of the affected achievers and The
researcher noticed that a number of participants might have an impact on the
achievers in Grade 12 senior high school STEM students from Jesus is Lord Colleges
Foundation, Inc.
43
Instruments of the Study
The researchers used a questionnaire that is based on the topic of parental
high expectations. The said questionnaire will consist of 10 questions meant to be
answered by respondents. The questions are divided into three parts: struggles,
implication, and effects on their academic performance. These three variables need
to be acknowledged and answered to fulfill the objectives of this study.
Popping (2015) states that someone is sincerely interested in studying the
responses to open-ended survey questions. Several options for thematic text
analysis are discussed in this text. It outlines options for developing a code system
and begins with requirements that need to be asked of the open-ended questions
themselves. Qualitative studies utilizing open-ended questions enable researchers
to take a comprehensive and in-depth look at the topics being studied because
respondents can provide more options and opinions than would be possible with a
closed-question or forced-choice survey measure. This article briefly discusses the
various benefits of open-ended survey questions before examining how to develop
well-constructed open-ended survey questions. Both of them are utilized in this
instance as instructed by this study.
However, every question presented is guaranteed to be pertinent to the
primary goal of this study, which is to understand the challenges and impacts on
parents' high expectations of high school students of Jesus Is Lord Colleges
Foundation Inc., The data collected from the respondents would be handled with the
utmost respect by the researchers.
44
Data Gathering Procedure
This section outlines the additional order which the researchers will gather data.
The following are the steps to take:
1. To serve as the study's instrument, the researcher developed an open-ended
questionnaire to assess the impact of parents' standard influences on students'
academic performance. Due to the questions' complete measurement of what is
meant to elicit participants' varied and in-depth thoughts, it is possible to have a
more exact understanding of the complicated ways that parental expectations and
support affect students' accomplishment.
2. The researcher will draft a letter that will be sent to the school's principal to
obtain full approval for the study and prevent any complications during the
research process.
3. After receiving the school principal's letter of consent, the researchers will ask the
practical research teacher's approval for the questionnaire that they made. This
stage is essential for making sure the questionnaire is legitimate, dependable, and
appropriate for the research project. This will improve the success of the study as a
whole and make sure that the questionnaire gathers the information it requires. The
researcher can be confident that the questionnaire will produce relevant
information about the study's issue once the practical research advisor has given
her or his authorization.
45
4. The questionnaire will be distributed to 5 senior high school students in grade 12
stem. We ensure that each question are clearly understood and truthfully
responded.
5. The researcher will retain the respondents' information regarding the question
that they answered once they have provided sufficient information, with the use of
an audio-recorded interview.
6. The researcher will retain the respondents' information regarding the question
that they answered once they have provided sufficient information.
7. The gathered information will be analyze by the use of coding , the researcher
will categorize and arrange the collected data to make it easier to assess, condense,
and analyze the responses.
8. All of the information collected have been coded and are prepared to be used in
this study.
Data Processing and Data Generation
The data collected from the research study will be processed through several
stages to ensure accuracy and reliability. Firstly, all recorded data will be
transcribed into a digital format and then reviewed to eliminate any errors or
inconsistencies. Next, the data will be organized and categorized according to the
research questions and themes. Key themes and patterns will then be identified, and
data will be coded accordingly. The research team will also conduct peer reviews of
the coding process to ensure consistency and reliability. Finally, the data will be
46
synthesized into a comprehensive report that summarizes the findings of the
research study.
To generate the data for the research study, a qualitative research design will
be employed. This approach will involve the use of focus groups and in-depth
interviews with parents and grade 12 STEM students at Jesus Is Lord Colleges
Foundation. The participants will be selected through a purposive sampling
technique based on their academic performance in the STEM program. The data
collection process will involve the use of open-ended questions that are designed to
elicit information about parents' standards and their influence on academic
performance. The interviews and focus groups will be audio-recorded, and detailed
field notes will be taken to ensure that all relevant information is captured. The
data will be analyzed using thematic analysis, which will involve identifying and
coding patterns and themes related to the research questions. The findings will be
presented in a comprehensive report that summarizes the research results.
The research study will employ a qualitative research design to generate data
through focus groups and in-depth interviews with parents and grade 12 STEM
students at Jesus Is Lord Colleges Foundation. The data collected will be processed
through several stages to ensure accuracy and reliability. Thematic analysis will be
used to identify and code patterns and themes related to the research questions, and
the findings will be presented in a comprehensive report.
47
CHAPTER 4
Presentation, Analysis, and Interpretation of Data

This chapter covers the data analysis, interpretation, and discussion of the
results acquired through the administration of interviews with ten questions taken
from a total of five respondents who are all Senior high school students from Jesus Is
Lord Colleges Foundation Inc.
The collected data will be divided into 4 sections, with each section
consisting of one to three tables encompassing the question, the collected response,
and the interpretation of the respondent's answer.
The first part, 1.1–1.3, of the table discusses parental pressure and its effect.
This includes the respondent's response to parental experiences involving parental
pressure related to academic performance, their parents' expectations for their
Grade 12 STEM academic performance, and their perceptions of their parents'
capacity to provide support for their learning at home.
The second part of Tables 2.1-2.3 discusses balancing academic life. We
explored the significance of academic performance to the respondents, including
their belief in the comprehensive growth facilitated by academic accomplishments
as well as how their academic workload limits their ability to enjoy their hobbies.
The third part of Table 3.1–3.3 discusses the high standard and coping
strategies. impact parental academic standards on the respondents' academic
performance and general learning approach. How they managed the standard
established by their parents.
48
The fourth part of Table discusses the positive and negative impact of
parental standards on their academic performance.
49
Table 1.1
Parental Pressure and Academic Performance
This table focuses on the individual's perception of when they experienced an
excessive amount of pressure from their parents regarding academic performance.
Question Text Code Theory

1. When did you Respondent 1: According to
feel that your “Sakin iba yung the respondent,
Lack of Personal
parents put too pag didisiplina ng they conveyed a
Time Managemen
much pressure magulang ko sakin sense of being
on your may oras lang pressured as a
academic silang naka a lot result of their
performance? para sa cellphone parents'
ko and oras na regulation of
naka a lot habang screen usage.
gising ako kase pag They
pinatigil nila emphasized the
cellphone ko pressure
mayroong time na associated with
syempre may hinde being a high
ako ganun kabilis achiever,
gumawa hinde ako influenced by
ganong ka their parents'
opatience sa mga past academic
movements ko kaya success. Despite
may times na kung not facing direct
kailan ako yung pressure but
mumentum ng pag social
gawa is nandun na comparison.
tyaka nila ako
pahihintuin which
will put academic
pressure on a way
na need ko ito
tapusin kailangan
ko gumising ng
maaga parang
naiinvalidate ko na
yung pagtulog ko
ng maaga for
50
health benefits.”
Respondent 2:
“Yung ano
nararamdaman ko
yung pressure sa Expectations of
parents ko kapag Academic
diba ano ka Excellence
academic achiever
ka but at the same
time habang nasa
taas ka nag e
expect ka Lalo sayo
na for example
mataas Yung
grades mo so
dapat even na ma
maintain mo Yung
grades mo or dapat
mas tumaas pa
yung grades mo sa
current grades mo
dun ko
nararamdaman
yung pressure sa
magulang ko.”
Respondent 3:
“Okay so when
actually yung
External
parents ko never
Influences on
silang nagingstrict
Academic
sakin academic
Pressure
performance ko
never sila uy Isa
kaylangan mataas
grades mo never
sila nagkickout sa
buong buhay ko
pero there are
instances talaga
napepressure ako
especially nung
51
nalaman ko yung
nanay ko pumasa
nang upcat without
studying it is was
when napressure
ako dyan sobra oo
sa mga kwento nila
sasabihin nila Isa
you don’t have to
worry about that
ako nga e di
nakapag review
pumasa pa ako ng
Upcat mommy mas
nakakapressure
yon so yun yung
time na
naramdaman ko.”
Respondent 4:
“Kasi para sakin
yung parents ko Lack of Perceived
kasi hindi naman Pressure
sya yung sobrang
strict na ano na
need nya na mag
put ng standards sa
ano sa kunwari sa
academic
performance ko
mga ganon. Hindi
ako
nakakaramdam ng
pressure.”
Respondent 5:
“Hindi naman sa
pinepressure nila Social Comparison
ako kase ako yung
nagpepressure sa
sarili ko pero base
52
on may father’s
kapag parang
nakikita niya na
mababa ang
grades ko is parang
inihahalintulad
niya sa grade ng
iba na nakikita
niya like parang ay
hindi dapat ano si
ganito mataas
yung grade tapos
ikaw ganyan lang.”
This table explores the respondent's academic experience, discusses the
information obtained from the interviewees, and reveals the complex dynamics of
parental impact on academic achievement, revealing pressure from parents' screen
usage, high achievement expectations, and parental strictness. Research by Johnson
et al. (2019) emphasizes the correlation between parental screen usage and
heightened academic pressure. Additionally, Smith and Brown's (2020) work delves
into the intricate relationship between parental expectations and student
achievement. It highlights the complexity of academic pressure, including time
management, expectations, external pressures, perceived parental strictness, and
internalized norms. The study highlights the need for a balanced approach to
academic success. Moreover, Jones' (2018) study provides insights into the effects of
parental strictness on academic performance.
53
Table 1.2
Parental Academic Expectations
This table explores the specific academic expectations that the individual's parents
have for their performance in Grade 12 STEM

2. What are your Respondent 1: Based on the
parents' academic “Sakin thankful ako respondent's
Minimal
expectations for kase ayun wala perspective,
Expectations for
your Grade 12 silang ineexpect parental
Grades
STEM academic sakin basta ang expectations have
performance? gusto sumunod ako an impact on
sa kanila every academic
time na performance, and
pinapatulog nila these expectations
ako and every time differ depending
na pinapatigil na on factors such as
yung cellphone ko compliance,
for discipline pursuit of
purposes and yung scholarships, and
nakukuha ko na the aspiration for
information sa pag high
aaral is hinde ko accomplishment. It
lang sya is essential to
matutunan ngayun maintain a high
tapos level of academic
makakalimutan ko achievement when
bukas which pursuing a
parang university
disadvantage sa scholarship.
mga pangarap ko
sa buhay ayun
alalahanin ko lang
yun kahit hindi
ganun kataas basta
masaya at healthy
ako after a year.”
Respondent 2:
“Expectation lang
54
naman sakin
ngayon ano, siguro
High Academic
ang ano lang
Expectations for
parang ang
Scholarship
Expectation lang
nila sakin ngayon is
maka kuha talaga
ako ng grades na
papasok kasi diba
mag i start na Yung
mag hahanap kasi
kami ng
scholarship Para sa
college ang gusto
lang ni mama sakin
is tumaas Yung
grades ko like lahat
talaga 90+ Para
lang Maka kuha
ako ng
scholarship.”
Respondent 3:
“Ang funny wala
silang expectation
sakin parang kung
makikita nila yung Consistent
card ko consistent Maintenance of
siya so there Grades
expecting the same
so and if bumaba
man ako ahh
anyare ok lang yan
ok lang yan so is
just gusto lang nila
imaintain lang
siguro yun lang
yung maintainance
ng grade ko.”
Respondent 4:
“Siguro ayon lang,
yung diba last year
55
with honors din

kasi ako last year
Desire for
parang ano sa
Academic Awards
word parang
kapag nag bibiro
sya yung word na
ginagamit nya na
parang sana ano
sana this school
year din
magkaroon ako ng
academic award.”
Respondent 5:
“Wala naman
basta ang gusto
lang nila is wala No Failures,
akong bagsak na General
grades.” Expectation
The expectations that parents have for their students in grade 12 STEM are
outlined in this table. There is a wide range of expectations that parents have on
what their STEM student should be able to do academically by the time they reach
the 12th grade. These expectations range from simply achieving the minimum
requirements to trying to win scholarships and other academic awards. This variant
brings to light the numerous motives and expectations that parents have for their
children's academic achievement, which in turn influences the degree to which
students believe they have achieved success and accomplishments.
56
Table 1.3
Parental Support and Involvement in Learning
This table addresses the perceived capability of the individual's parents to provide
support for their learning at home, indicating the level of support and involvement
in the academic aspect of the individual's life.

3. How capable do Respondent 1: According to the
you think your “Sakin sa bahay, respondent,
Comprehensive
parents are to Oo may mga times facilitating cell
Support and
support your na yun inaadjust phone and
Understanding
learning at home? nila yung oras ng schedule
cellphone ko at adjustments,
tyaka pagtulog ko managing
in a way na academic
talagang pag pressure, and
alam nilang showing a strong
desidido akong commitment to
tapusin nakikita achievement.
naman nila sa Parents encourage
mukha at and na consistently.
ginagawa ko yun Homeschooling
kung gaano ko promotes tenacity
kadesididong and resilience,
tapusin since pag with parents
nag file up yung providing moral
mga words as a and financial
student alam support. Regular
naten na academic visits,
na hinde lang comprehensive
academics inquiry, and
pressure ang assistance
maproproduce demonstrate
which pati yung parental attention,
academic stress minimizing
kaya academic
sinusuportahan disturbance.
nila ako na pag
alam nila na
57
talagang hirap na
hirap ako either
tutulungan nila
ako tatanungin
nila kung need ko
ng materials for
essential doon sa
need kong tapusin
na activity para
hinde ako ganun
mahirapan tyaka
Hinde din ako ma
occupied sa dami
ng iniisip.”
Independent
Respondent 2:
Learning with
“Tinutulungan
Supportive
naman nila ako
Parents
pero kasi dahil
nga siguro only
child ako parang
hindi ako masyado
nag papatulong sa
kanila Kaya
nagiging
independent ako,
pero most of the
time lang yon na
ako lang talaga
yung tumutulong
sa sarili ko pero
nanghihingi parin
naman ako ng
tulong sa kanila at
lagi naman silang
supportive sakin.”
Respondent 3:
“How capable I Transition from
think coulder very Home Schooling
capable kase kung to External
naalala mo kevin Support
diba nung grade 7
58
magkaklase tayo
uhm yung so
elementary grades
4 to 6 home school
ako so ano ibig
sabihin non
capable parents
ko nanay ko
palang nagtuturo
saklin nung grade
4 to 6 and then
lumipat ako JIL
kayang kaya
naman nila yon
kase hindi na sila
kaylangan or
hindi na sila
present kase
financial at moral
support ibibigay
nila which is okay
natayo goods
natayo dyan.”
Respondent 4: Regular and

“Siguro yung the Thoughtful
way na kahit Parental
magkalayo kami, Involvement
hindi kami
madalas mag kita
e. lagi nya akong
pinupuntahan pa
rin sa bahay na
ano tinatanong
nya palagi kung
ano yung mga
kailangan ko,
ganon tapos
pinoprovide
naman nya.”
Respondent 5:
“Hindi nila ako
aabalahin kapag
59
alam nilang may Non-Intrusive

ginagawa ako Support
tapos ipapasa
nalang nila sa iba
yung gawain para
lang hindi nila ako
maabala.”
In this table, we will explore the experiences that the respondents have had
with parental assistance for at-home learning. These experiences provide a full
picture of parental participation in this area. The anecdotes illustrate the different
strategies that parents employ in order to support their children's academic
endeavors. These strategies range from offering comprehensive aid and
comprehension to supporting self-directed study with occasional coaching. The
transition from homeschooling to seeking aid from outside sources highlights the
adaptability of parental involvement in a variety of educational settings. In light of
these findings, the complex relationship that exists between parental influence,
academic expectations, and support mechanisms is brought into sharper focus.
When it comes to cultivating an atmosphere in which children may flourish
academically while also keeping a healthy balance in their lives, it is essential to
acknowledge the distinct dynamics that each family brings to the table in terms of
their approach to education.
60
Table 2.1
Time Management and Balance
This table addresses the balance between academic work and other enjoyable
activities and explores whether academic commitments dominate an individual's
time.

4. Do you think Respondent 1: The respondents
academic work “Sakin Absolutely shared a common
takes most of your yes 100% kase Comprehensive sentiment that
time and hence may time na Support and academic
restricts them talagang gustong Understanding demands mean
from enjoying gusto kong they don't have
other activities maglaro ng enough time to do
that they enjoy? basketball which the things they
enjoy because of
is my hobby and
all their
un spend time
schoolwork. As a
with my parents
result of the heavy
pero may time academic load, it
talagang hindi mo is clear that
maiiwan yung pag finding time for
aaral since lalo hobbies, music,
nang ako hindi and other fun
naman sa pag activities is
aano I'm one of difficult.
the academic
awardies ngayung
grade 12 STEM
kaya Yung strick
na yun hindi
naman sa
mapatuloy sa with
high or ng with
highest bagkus
parang
mamaintain ko
lang yung honor
na yun na
61
pwedeng
makapagbigay
sakin ng discount
which will help my
family financially
pag nasa collage
department and
pag nasa collage
na ako.”
Respondent 2:
“Yes, nakaka ubos
sya ng time Yung
mga academic Time Consumed
works nakaka by Academic
ubos talaga sya Responsibilities
Para sa ibang
bagay, kasi ano
sya kapag madami
ka kasing
academic works
na kailangan
talagang tapusin
hindi kasi
pwedeng basta-
basta lang yung
gawa don Kaya
kailangan
talagang ibuhos
Yung creativity mo
don, nakakaubos
talaga siya ng
time kasi nga
hindi mo na
magagawa Yung
iba pang mga
bagay outside
school at tyaka
medyo mahirap
din mag balance
ng oras kasi nga
62
sobrang dami
talagang
ginagawa
specially ngayon
na graduating na.”
Respondent 3:
“Sobra sobra well
nakikita niyo Overwhelming
naman apaka hell Impact on
month, hell month Enjoyable
na talaga ngayon Activities
tapos uy next week
sobrang bagsak na
o dawalang
defense pa so ano
ba yung bagay na
mahilig ako mga
things na naeenjoy
with doing as ano
music talaga
instruments and
singing hindi ko
na nagagawa yun
kaylan ba yung
lastime na
hinawakan ko
yung gitara ko
matagal na mga 1
month nako hindi
naggigitara yun
nga e so wala
wala talaga
pagbabasa rin ng
libro hindi konarin
nagagawa wala.”
Respondent 4:
63
“Oo sobra Lalo na

ngayon sobrang
hirap Lalo na Difficulty in
kapag may mga Managing Time
bagay ako na need for Enjoyable
gawin tapos Yung Activities
merong isang
subject na
kailangan ko pag
tuunan ng pansin
sobrang hirap.”
Occasional
Sacrifice for
Respondent 5: Academic
“Sometimes kase Priorities
ano parang imbis
na magpakasaya
ka sa ibang
gawain mas
uunahin mo yung
academic task mo
kase mas
kailangan yun.”
The table contains a discussion of the experiences that were shared by the
respondents. This table contains a discussion of the impact that their academic
responsibilities have had on their lives from a personal perspective. As a result of
the demanding nature of their classes and the assignments they were required to
complete, the participants' responses suggested that they regularly battled to find
time for their own interests and hobbies. This was something that we were able to
notice here. The timetable and the amount of work they have to accomplish at
school make it difficult for them to find time to enjoy the activities that they do.
64
Table 2.2
Parental Involvement and Communication
This table focuses on the level of communication and engagement between parents
and the individual regarding both emotional and academic needs.

5. Do your parents Respondent The respondents
discuss your 1:”Oo, minsan ako approach
emotional and na din nagsasabi Open discussing their
academic needs kasi hindi naman Communication intellectual and
with them sila magagalit with Conditions emotional
regularly? sakin na kung may demands
ipapabili ako differently. Some
basta lang may openly
communicate with
condition na kung
rules and
may ipapabili ka
conditions. Some
huwag na huwag
are introverted
kang mag sasabi and disclose little,
ng gabi tapos while others talk
Bukas mo throughout card
kailangan kung distribution. The
baha kung may other response
kailangan ka communicates
sabihin mo na occasionally,
agad and yung sa while the final
emotional naman handles emotions
lagi naman nila alone.
akong
kinakamusta may
mga times lang
talaga na ako
Yung nagiinsince
ng salita kase nga
number one rule
ni tatay sakin and
naging number
65
one rule ko sa
sarili ko na pag
stress ako marami
akong iniisip
huwag daw ako
magsasalita since
hindi ko alam
yung lalabas sa
bibig ko kase nga
yun stress ako at
maraming iniisip
at baka kung ano
masabi.”
Respondent 2:
“Hindi ko
masyadong na di
discuss sa kanila
kasi medyo
Limited
introverted ako at
Emotional
tyaka hindi rin
Disclosure
talaga ako Yung
tipong anak na
hindi talaga nag
sasabi ng feelings
sa kanila although
kailangan talaga
yon pero hindi ko
talaga sakanila
masyado na d
discuss yon.”
Respondent 3:
“Uhmm regularly
siguro kapag
sinasabi nating
regularly Periodic
everytime may Discussion
kuhanan ng card During Card
so quarterly nila Reviews
ako tinatanong
66
how are you

ganon ganon
ganon so emotion
and academic
needs yung sa
emotion naman
nagoopen up
naman ako
everytime
nagdidinner time
kami and then
nirerecon nalang
siya sa academics
ko pero strictly
academic kunawri
tatanungin nila
about sa grades ko
quarterly na yon
sa card.”
Respondent 4:
“Dahil sa sinabi ko
rin kanina hindi Occasional
sya regular Communication
kumbaga kapag
nag kikita lang
kami pero lahat
ng kailangan ko
naman na p
provide nya.”
Respondent 5: Internalized
“Hinde, sariling Coping
breakdown lang Mechanism
kinikimkim
ganun”
67
In this table we will discuss, A recurrent topic that emerged is how difficult it
is to balance academic responsibilities with personal well-being, even when parents
manage to help their children because of individual errors in communication skills
about emotional and academic requirements.
Table 2.3
Value of Academic Achievement
This table delves into the personal significance an individual places on academic
performance, indicating how important academic success is to them.

6. How significant Respondent 1: According to the
is academic “Sakin pag aaral ko responses, the
performance to may mga Holistic significance of
you? competition din Development academic
akong nasalihang through performance is to
talagang it will Academic promote
bring the Achievements comprehensive
foundation na growth and core
skills. connects
kailangan mo hindi
academic effort to
lang as a student
morality.
and as a Christian
perceives current
also na studying in significance but
JILCF na even yung anticipates
mga bible sharing, estrangement.
testimony and pati acknowledges
yung science, effort without
mathematics na demanding
talagang issential perfection.
for job occupation focuses on
na maiincounter ko academic
68
sa future kaya ayun performance for

habang maaga pa personal and
ipakita ko na yung family satisfaction
best ko para yung and university
nga malaman ko admissions. These
yung limitations responses
tapos maiprove ko demonstrate how
yung mga kahinaan academic
performance
ko and Yung
affects identity,
strengths ko mas
integrity, and
lalo ko pang
future
palakasin.” possibilities.
Respondent 2:
“Mahalaga sya
sakin kasi Kung Moral and
gaano kasi ako nag Personal
e effort sa mga Integrity Linked
academic works ko to Academic
lalabas yun sa Effort
grades ko which is
may kasabihan nga
na verse "don't lie"
so mahalaga sya
sakin.”
Respondent 3:
“Dahil napaka
halaga ng tanong
nayan sayo sige
papahalagahin ko Current
rin yung sagot ko Significance with
how significant Future
actually ano e right Uncertainty
now i find so so
significant kase
feeling ko at this
moment its defining
me kase ngayon
estudyante ako
aano ba ginagawa
69
ng extudyante
nagaaral so yung
identity exactly
yung identity ko
nayon nakatie
nayon sa grades ko
kung totoong
nagaaral ako o
hindi pero siguro sa
future lumipat ako
school,nagtatrabah
o nako siguro wala
na akong pake kase
grades do not define
me at that point
pero right now
super lalo na
ngayon kase ano
collegg entrance
exam and task
syempre tinitignan
nila yung grades mo
as some sort
reference and basis
sa performance mo
so i feel like medyo
like nayayanig na
buhay ko dahil sa
grades ko yun its
very significant at
this moment at sa
future hindi ko na
sure.”
Respondent 4:
“Para sakin the
significant is
academic for me is
Yung the way na Appreciation of
naappreciate ko Personal Effort
Yung effort ko Kung without
ano lang Yung Kaya Stringent
kong ibigay sa sarili Standards
ko hindi ako se set
ng standard Para sa
sarili ko kase ang
70
hirap naman na
mag expect.”
Respondent 5:
”Parang ano eto
yung nagbibigay
ano saken na para
mapasaya ko
parents ko also kase
kailangan mataas Academic
yung grade mo para Performance for
pag pumasok ka sa Personal and
university or Family
collages madali ka Satisfaction
makakapasok kase
grade yung
kailangan nila
makita na mataas.”
The responses in this table underline the significance of achieving success in
one's academic endeavors. Academic accomplishments, not just as students but also
as Christians attending JILCF, serve as a basis for some individuals, influencing both
their intellectual and spiritual development by providing a foundation. However,
there are many who believe that academic success is the product of human effort
that is led by the idea of honesty. When asked about the present value of academic
accomplishment in creating their identity as a student, one of the respondents
stated a dynamic stance, highlighting the importance of academic achievement. That
being said, they did acknowledge the possibility that their significance might shift in
the future, particularly in the event that they move on to a different career or school.
In the opinion of another respondent, the value of academics is inextricably
connected to self-appreciation, which highlights the significance of establishing
71
realistic expectations rather than enforcing harsh standards. Meanwhile, another
participant emphasized the significant impact that academic performance has in
providing happiness to their parents and in making it easier for them to enroll in
higher education institutions such as universities or colleges. As a conclusion, these
many points of view, when taken together, provide light on the multifaceted
consequences that academic activities have on the lives of the respondents. These
effects include the formation of identities, the development of personal qualities,
and the management of societal and familial expectations.
72
Table 3.1
Parental Expectations and Standards
This table explores whether the individual perceives their parents to have high
academic expectations and asks for an example to illustrate the nature of those
expectations.

7. Do you feel Respondent 1: According to
that your “Sakin ayun nga the
Absence of Strict
parents hold tulad ng sabi ko respondents,
Academic
you to a high kanina hindi sila their parents
Standards
academic nageexpect sakin normally do not
standard? If so, ang gusto lang nila have a high
please provide talaga maging standard for
an example. healthy ako at the academic
same time yung performance,
tuition na while another
ginagastos nila is respondent
hindi ganun mentioned that
masayang to point they
na hindi ako unintentionally
pumapasok basta compare her to
matuto lang ako ng others.
matuto mag aral
lang ng mag aral
kung yung nga Sabi
nya din sakin na
dinideny ko palagi
pag hindi ko kaya
gawin yung isang
gawain huwag ko
nang gawin pero
yun hindi sila nang
anyone academic
strandars na
maachieve.”
73
Respondent 2:
“Hindi sa case Nila
mama tyaka ni
papa hindi, hindi Emphasis on
sila ganon Kung Personal Capacity
ano lang daw Yung
Kaya ko Yun lang
wag daw pilitin.”
Respondent 3:
“Uhmm i think they
do without even
realizing it so Unintended
kunwari sa aming Comparison with
magpipinsan ako Relatives
talaga yung medyo
inclide sa grades so
ang naririnig ko sa
mga usap usapan
sa family reunion is
cinocomfair nila
yung performance
ko sa performance
ng mga anak nila
hindi naman
nagyayabang
parents ko pero
nagsheshare sila ng
ay si Isa eto
ginagawa nyan ay
si Isa ganon ganon
ganon so pero
naririnig kona sa
mga tita tito ko na
what hindi mo
kaya gawin yung
ginagawa ni ate Isa
mo so i
think,Without
knowing talaga oo
parang ano pure
intention na
pagsheshare lang
ng tips pero dinila
74
or dinamin
namamalayan na
iba na yung
interpretation.”
Respondent 4:
“Para sakin kagaya
lang din ng sinabi
ko kanina hindi
naman nag se set
ng high standard Avoidance of
Yung parents ko Comparisons
Lalo na si papa na
nakakasama ko
hindi man madalas
pero nag kikita
parin hindi siya
nag Co compare sa
iba na kapag
nakita nya na Mas
mataas sakin Yung
pinsan ko hindi nya
ako kino compare,
Kung ano lang
Yung Kaya kong
nagawa ko.”
Respondent 5:
“Hinde naman kase
gusto lang nila na
ano wala akong
bagsak ganun”
Desire for No
Failures
In this table, it shows if the respondent feels that their parents hold them to a
high academic standard. It is emphasized that there are no severe academic criteria,
with the emphasis being placed more on health and learning. The majority of the
75
respondents said that their parents do not have a high academic standard. The fact
that their parents only want them to perform what they are capable of. An
individual who participated in the survey mentioned an unintended comparison
with relatives, which suggests that parents may compare their child's performance
with that of other children without their knowledge. This idea is that parents should
avoid establishing high criteria and comparisons for their children.
Table3.2
Coping with Academic Standards
This table focuses on the strategies and methods the individual employs to manage
and deal with the academic expectations set by their parents.

8. How do you Respondent 1: According to the
manage the “Sakin kinukuha respondent, they
Internalization
academic ko sya hindi as have different
of Expectations
expectations set parang sumasakal ways to handle
with Stress
by your parents? sakin bagkus academic
Management
parang expectations from
encouragement ko their parents,
na Yun nga pag including
sinasabi nilang internalizing and
healthy i need to managing stress,
finish my work on using expectations
time i need to as a source of
every movements i motivation,
will make na seeking
talagang reassurance and
kailangan may employing coping
essence bawat mechanisms,
galaw since hindi responding with
ako allowed na it's diligence to high
crustial na standards, and
nagkamali ako persisting in their
then uulitin ko efforts despite
76
then patutulugin occasional

ako then iisipin ko overthinking.
bago matulog
then iisipin ko ule
pag kagising ko
which will cause
nga stress then
sleep distervals
parang ganun.”
Respondent 2:
“Ginagawa ko Utilization of
syang motivation Expectations as
kasi Yung mga Motivation
sinasabi naman
Nila sakin hindi
naman yon
sinasabi lang Nila
Para I down ako
Kundi Para ma
encourage ako to
do better. So Yung
mga expectation
Nila sakin
ginagamit ko yon
as a motivation,
encouragement
Para Mas Lalo
kong pag igihan
ng mabuti Yung
pag aaral ko.”
Respondent 3:
“Honestly dahil
yung academic Reassurance and
expiration nila is Coping with
stay the same Academic
parang ganon din Pressure
ako sige i was stay
the same im doing
77
my best naman
nirereasure ko
yung sarili ko na
im doing my best
im doing my best
and if bumaba
man grades ko
wala akong pake
magkukunwari
ako na wala
akong pake pero
deep inside siguro
umiiyak ako it just
ano it just helps
lang din talaga na
my parents our
not so hindi sila
nagpepressure
gaano so ayun
nalang tumatakbo
sa isip ko na kahit
anong mangyari
mahal na mahal
parin nila ako
tatanggapin nila
ako bilang anak
nila kahit hindi
ako pumasok sa
Up diliman
tatanggapin nila
ako ganon talaga
its a parents love.”
Respondent 4:
“Siguro Kung
Yung parents ko
nag e expect ng
Effort-Based
high standard,
Response to High
siguro ibibigay ko
Standards
nalang din yung
best ko kahit
78
nalang siguro
Kung ano yung
Kaya ko.”
Respondent 5:
“Mas Increased Effort
pinagbubutihan with Occasional
ko nalang yung Overthinking
pag aaral ko pero
minsan nag
ooverthink like
bakit ganun bat
may expectation
na nagaganap
pero kahit ganun
ginagalingan pa
den.”
This table demonstrates how students respond to the academic demands
placed on them by their parents. Students have a variety of strategies for dealing
with these expectations, such as using them as a source of motivation to complete
their schoolwork before the deadline, and these expectations motivate students to
perform well in school. Seeking reassurance and applying coping techniques,
reacting with diligence to high standards, and sticking to their efforts despite
occasional overthinking are all things that students will continue to do in school.
Their academic expectations will remain the same, and they will continue to do their
best in school.
79
Table 3.3
Influence of Parental Standards on Academic Performance
This table investigates the perceived impact of parental academic standards on the
individual's actual academic performance, exploring whether there is a correlation
between the expectations and the individual's success in school.

9. Do you believe Respondent 1: According to the
that the academic “Oo, since hindi respondents, it is
Positive Impact
standards set by sya nagbibigay ng believed that
of Balanced
your parents have pressure kung academic
Standards
an impact on how baga parang standards have a
well you do in ineexplore ko significant
school? nalang yung sarili influence on self-
ko na yun sabi nga discovery and
nila basta huwag discipline. affect
lang umabot sa 74 the reaction and
mga ganun yung outcomes.
grade ko kung Discrepancies
baga parang may between external
nadidiscover expectations.
akong bagong Generating an
talents may emotional
nadidiscover dynamic and
akong capabilities utilizing it as a
and worthing na source of
noon hindi ko motivation.
talaga ginagawa
nung mga
elementary pa ako
since pabaya ako
mag aral nun then
yun nadidiscipline
din ako ng mga
academic
strandard nila
which is yung nga
80
pag tulog ng
maaga and yung
limitations sa
cellphone para
mas ma priorities
ko yung health
rather than
education pero
hindi to the point
na health lang ng
health tapos hindi
na mag aaral pero
yun parang put
health first but put
education sa
second lang
huwag mo syang
ihuhuli ganun.”
Respondent 2:
“Yes may impact
sya kasi Kung
maganda Yung Direct Influence
response ni mama of Parental
sa way Kung Response
paano ako nag
aaral, magiging
maganda din Yung
consequences non
sa pag aaral ko.”
Respondent 3:
“Oo because they
just want me to
the they just want Mismatch of
me to stay Parental and
imaintain kolang External
grades ko but so Standards
ako naman sige
gawin kolang
yung ginagawa ko
at the same yung
81
ginawa ko noon
gagawin ko siya
ngayon im gonna
still do that thing
wala akong
babaguhin and
yun lang the thing
is yung efforts ko
at sa efforts ng
magulang ko
equal yan same
naka same or
wave length kami
e pero pagdating
sa school iba na
like yung
expectation na ng
teacher
expectation ng
mga classmates ko
hindi na siya
nagtutugma hindi
na siya
nagtutugma sa
standards ko so
siguro yung
pagiging
maintained grades
ko its itheir not
enough or to much
sa ibang tao so
yun lang naman
na its makes me
confious on what
to do or not what
to do siguro thats
how impacts to
me.”
Respondent 4:
“Oo naman siguro,
82
hindi naman nag e Emotional

expect yung tatay Impact of
ko pero Kung Parental
nandon ako sa Expectations
posisyon na yon,
siguro
masasaktan din
ako pero at the
same time masaya
ako kasi ayun din
yung ni lo look
forward ng tatay
ko sakin, parang
malaki yung
tiwala nya na
binigay sakin.”
Respondent 5:
Motivational
“Medyo kase it's
Impact
motivate me na
mag aral ng
mabuti.”
The respondent answers about believe that the academic standards set by
their parents have an impact on how well they do in school. Despite the fact that
every individual has different academic standards from their parents, academic
standards are believed to have a significant impact on both self-discovery and
discipline. This table shows the responses of the respondents.
83
Table 4
Positive and Negative Impacts

1. Do you think Respondent 1: According to
that your “Sakin siguro the
Encouragement
parents' positive impact na respondents,
with Freedom of
expectations talagang may parents'
Expression
have a positive freedom ako to expectations
or negative express everything have an positive
impact on your na pag effect on their
academic nahihirapan ako academic
success in stem? alam mo yun yung performance in
Why? academic STEM, as well
standards nila as encouraging
Hindi yun ganun freedom of
kataas Hindi sila expression,
nagseset para stress reduction
sakin kung baga through
pag sinasabi kong reasonable
nahihirapan ako expectations,
ano lang sila resilience, and
sasabihin nila na motivation.
kaya mo yan
subukan mo and
then pag sinubukan
ko pag nagawa ko
tagumpay, kung
hindi naman
pwedeng
magpaturo ako i
enchance ko then
yun nga grow it it
mas naeencourage
akong mag aral no
pressure talagang
perform your best
and yun nga tulad
84
ng sinabi nila hindi

ganun kadali
makahanap ng
trabaho hindi
ganun kadali
maging magulang
yun yung palagi
kong iniisip na
kahit hindi nila
ipaalala sakin
nakikita ko yung
sacrifices nila na
ginagamit
encouragement
para ibuhos yung
full potential ko sa
pag aaral yun nga
na lagi kong
inaalala yun lang
siguro.”
Respondent 2: Stress Reduction

“Sakin may through Realistic
positive impact Expectations
siya, kasi
expectations Nila
papa tyaka mama
sakin hindi naman
ganon ka taas like
Sabi nga Nila sakin
Kung ano lang daw
Yung Kaya ko Yun
lang daw Yung
gawin ko Para
hindi ako
masyadong ma
stress, hindi ako
magkaron ng
anxiety kasi
mahirap yon Lalo
na't sa panahon
ngayon sobra hirap
kasi nga pag
graduating kana
sobrang kailangan
85
madaming gawin
requirements at
the same time
sasabay pa Yung
anxiety mo, stress
parang hindi
makakatulong yon
para you do better
sa pag aaral.”
Respondent 3: Positive Impact

“Siguro more on
the positive siya
kase in the end of
the day san ako
uuwi sa bahay lang
naman diba hindi
naman ako
natutulog araw-
araw sa school so
kahit bumagsak
ako sa quiz uuwi
rin ako sa bahay
and you know yung
kahit sabihin ko
mama i failed yung
pagtingin nila
sakin hindi yan
baba kase alam
nila na yung
kakayahan ko or
capabilitity ko
kumbaga na
maintain ko siya
but there will
always be days na
im not the best the
performance ko is
not the best so its
bin positive naman
on my end kase
nakakabounceback
ako kumbaga and i
think sa stem
86
apaka daming
failures talaga
daming trials na
you need to learn
how to get back on
your fate so ayon
yon talaga.”
Positive Impact
Respondent 4:
“Oo meron positive
impact, kasi ano
minsan yung mga
bata tulad ko rin
na minsan
tinatamad ako mag
aral parang ayun
din yung pag nag
sasabi sila na
galingan mo this
SEM, parang ayun
din yung nag se set
sa sarili ko na
kailangan ko rin
pag butihan dahil
Para rin sakin yon
dahil para rin sa
kapakanan ko.”
Respondent 5:
“It's have positive Positive Impact
impact kase kung
Hinde dahil sa
ginagawa nilang
ano hinde ko mas
pinagbubutihan
like kung hinde nila
ako pinagpupursigi
na ganito ganyan
hinde na ako mag
aano sa pag aaral
like okay lang kung
80 to 85 grade lang
yung grade ko pero
87
dahil sa
pagpupursigi nila
saken mas
ginagalingan ko pa
para mas maging
mataas grade ko.”
This table discusses the majority of respondents perceive their parents'
expectations as having a predominantly positive impact on their academic success
in STEM. The supportive and realistic standards set by their parents create an
environment of encouragement rather than undue pressure. The freedom to express
challenges and receive constructive feedback allows for personal growth, while the
understanding that success is measured by one's best efforts, rather than
unattainable benchmarks, contributes to a healthier academic mindset. Moreover,
the recognition of the sacrifices made by their parents serves as a constant reminder
to channel their full potential into their studies. Overall, the positive influence of
parental expectations is evident in the respondents' motivation to excel and
overcome challenges in their STEM education.
88
CHAPTER 5
Summary of the Findings, Conclusion and Recommendation
This chapter delves into the discussion of findings and their interpretation, as
well as an examination of the Statement of the Problem. It also includes the study's
findings and a set of suggestions.
Summary of Findings
Upon thorough analysis, the findings are summarized into the following:
1. Parental Academic Standards
It reveals that the respondent believes their parents keep them to a
high academic standard. According to the interviewees, their
parents do not hold them to high academic expectations; their parents
merely want them to be capable in their academics and healthy. And
they have ways for dealing with their parents' academic
expectations in order to inspire them in their studies.
2. Parental Pressure on Academic Performance and Parental Academic
Expectations
89
Based on our respondents, they have different types of pressure, such
as lack of time management, expectations of academic excellence,
external influences on academic pressure, and a lack of perceived
pressure from their parents. As for academic expectations, their
parents don't expect much from them with high grades.
3. Impact of Parental Academic Standards
What our respondents said is that the standards of their parents are
more helpful to them because they are under more pressure to finish
their projects and be able to review well in the exams. The expectation
of their parents makes it positive that they will have more freedom to
study freely because the expectation of their parents is not to be
perfect, but they must give their best so that they can reach their
dreams. of their parents is not to be perfect, but they must give their
best so that they can reach their dreams.
4. Parental Discussion on Emotional and Academic Needs
According to our respondents, others are too shy to tell their
parents because they think their parents have high expectations of
them. It is more important to their parents that they develop their
satisfaction and not immerse themselves in studies, but they need to
study hard so that they can enter the university they desire. Their
parents do not demand that they be perfect, but just be hardworking
and study hard.
90
5. Parental Support for At-Home Learning
From everything that our respondents say, their parents give them a
lot of time for their studies, and their parents also help them with
their studies, they say that their parents do not pressure them
when it comes to their studies. It is said that their parents allow them to
do whatever they like after their studies.
Conclusions
1. The impact of parental expectations varies among respondents. While
some feel positive motivation and support, others experience a more indirect
influence, such as social comparison and external pressures.
2. Parental expectations play a crucial role in shaping academic goals and
achievements. From minimal expectations to aspirations for scholarships and
awards, the respondents' academic performance is intricately linked to the
standards set by their parents.
3. The support provided by parents in the learning environment is
multifaceted. From comprehensive support and understanding to non-
intrusive assistance, the respondents experience various forms of
encouragement and involvement.
91
4. The heavy academic workload restricts the respondents from enjoying
other activities. The struggle to find time for hobbies and personal interests
is a common theme, showcasing the challenges of balancing academic
responsibilities with a fulfilling personal life.
5. The respondents differ in their communication styles with their parents
regarding emotional and academic needs. Some openly discuss, while others
handle it independently, reflecting the diverse ways in which individuals
navigate their relationships with their parents.
6. Academic performance holds different significance for each respondent.
For some, it defines their current identity as a student, while others
emphasize self-appreciation and personal development over rigid standards.
7. Parental standards, whether high or moderate, impact the respondents'
academic success. The impact is largely positive, fostering motivation,
encouragement, and a sense of responsibility. The understanding and
realistic expectations set by parents contribute to a healthier academic
mindset.
In conclusion, the intricate interplay between parental expectations,
academic performance, and personal well-being is evident in the diverse
experiences shared by Grade 12 STEM students. While parental influence is a
powerful motivational force for many, the variations in communication styles,
perceived impact, and the significance of academic achievement highlight the
nuanced nature of parent-child relationships in the academic journey. Recognizing
92
and respecting the individuality of each student's experience is crucial in fostering a
supportive and conducive learning environment.
Recommendations
Upon consideration of the conclusions from this study, here are the following
recommendations:
For Students:
1. Students encourage to engage in self-reflection, recognizing their strengths and
areas for improvement. This can foster a sense of responsibility and self-motivation
in achieving academic goals.
2. Foster open communication with parents about academic and emotional needs.
Students should regularly share their experiences, challenges, and triumphs to
maintain a healthy dialogue. This proactive approach can help in aligning
expectations and finding supportive solutions.
3. Students should develop a sense of self-motivation, using their parents'
expectations as a source of encouragement rather than pressure. Embracing
challenges as opportunities for growth and viewing academic setbacks as learning
experiences can contribute to a positive mindset.
4. Advise students to learn effective time management skills to balance academic
tasks and personal activities. They should prioritize responsibilities, set realistic
deadlines, and create a study routine that allows for breaks and relaxation.
93
5. Advise students to cultivate resilience in the face of challenges. Academic
journeys may have ups and downs, but staying resilient and persevering through
difficulties will contribute to long-term success.
For Parents
1. Parents play a critical role in supporting their children's academic
development by setting reasonable expectations for them and emphasizing
effort and personal development above grades. They contribute to their
children's total wellbeing by giving them all-encompassing assistance,
helping with time management, setting up the best possible study
environment, and providing emotional support when needed.
2. Emphasize the significance of a balanced lifestyle to parents, emphasizing
that a well-rounded individual excels not only academically but also
in personal development, social skills, and emotional well-being.
4. Raise awareness among parents about the impact of external influences,
such as social comparisons, on academic pressure. Guide them in fostering
resilience and a positive self-image in their children to help navigate societal
expectations.
5. Highlight the importance of parents maintaining active involvement in
their child's academic journey while finding a balance between support and
intrusiveness. Regular check-ins and discussions about academic and
emotional needs can strengthen the parent-child relationship.
94
6. Assist parents in aiding their children's development of effective time
management skills, involving the establishment of realistic study schedules,
task prioritization, and ensuring time for both academic and non-academic
activities.
7. Provide parents with resources and information on the potential impacts
of academic stress on their children. Increased awareness can lead to more
informed and supportive parenting practices.
Future researches:
1. Future researchers should incorporate the views of grade 12 STEM students. A
qualitative interview may yield crucial insights into a student's perception of their
parents' standards that are not possible to learn from outside observation. This can
be advantageous for future researchers.
2. Investigate the specific ways in which parental involvement, beyond setting
expectations, influences academic success. This could include studying the
effectiveness of various parental support mechanisms and their impact on a
student's overall educational experience.
Bibliography
95
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PERMISSION LETTER TO CONDUCT THE STUDY
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JESUS IS LORD COLLEGES FOUNDATION, INC.

101, Bunlo, Bocuae, Bulacan

A Qualitative Study on Parents’ Standards Influence on Grade 12 STEM

Students Academic Performance at Jesus Is Lord Colleges Foundation

Of the Requirements for the Academic Track

Science, Technology, Engineering & Mathematics (STEM)

Diaz, Ivan King J.

Mercado, Ñ ino Ybrahim P.

Vargas, Gabriel James B.

Rodriguez, Mary Joy F.

Victorino, Kiesha Atheena G.

Jesus Is Lord Colleges Foundation, Inc.

This research entitled, “A Qualitative Study on Parents’ Standards Influence on

Grade 12 STEM Students Academic Performance at Jesus Is Lord Colleges

Foundation” prepared by Kevin Patulay, Ivan King J. Diaz , Ñ ino Ybrahim P.

has been evaluated and recommended for ORAL EXAMINATION.

Ms. Dem Maglaque

Technology, Engineering, and Mathematics (STEM), this research paper entitled, “A

Qualitative Study on Parents’ Standards Influence on Grade 12 STEM Students

Academic Performance at Jesus Is Lord Colleges Foundation” prepared by

who is herewith recommended for oral examination.

Ms. Dem Rose Maglaque

Approved in partial fulfilment of the requirements for the Academic

Track Science, Technology, Engineering, and Mathematics (STEM) by the

Accepted in partial fulfilment of the requirements for the Academic

Track Science, Technology, Engineering and Mathematics (STEM).

Mrs. Rosalinda C. Rodriguez

performance of Grade 12 STEM students at Jesus Is Lord Colleges Foundation.

experiences. The challenges, implications, and impacts on academic performance

the context of open-ended inquiries, thematic text analysis is utilized in order to

achieve a full understanding. It was discovered that the standards of parents do

supportive atmosphere that encourages dedication and effort.

List of Figures ..................................................................................................................................... 9

List of Appendices .......................................................................................................................... 101

CHAPTER 1. THE PROBLEM AND ITS BACKGROUND

Significance of the Study ............................................................................................................. 13

Theoretical Framework ................................................................................................................14

Conceptual Framework ................................................................................................................16

Statement of the Problem ............................................................................................................16

Definition of Terms .........................................................................................................................18

Scope and Delimitation .................................................................................................................19

CHAPTER 2. REVIEW OF RELATED LITERATURE

Parents high expectations…...................................................................................................…...26

Parental support in academic performance………………………………..............................30

CHAPTER 3. METHODOLOGY OF THE STUDY

Methods and Techniques Used ................................................................................................. 42

Respondents of the Study ........................................................................................................... 43

Instruments of the Study ............................................................................................................. 44

Data Gathering Procedure .......................................................................................................... 45

Data Processing and Statistical Treatment ......................................................................... 46

CHAPTER 4. PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA

Parental Pressure and Academic Performance………………………………….................. 50

Parental Academic Expectations……………………………………........................................... 54

Parental Support and Involvement in Learning................................................................ 57

Time Management and Balance……………………….............................................................. 61

Parental Involvement and Communication……………...................................................... 65

Value of Academic Achievement………………….................................................................... 68

Parental Expectations and Standards................................................................................... 73

Coping with Academic Standards........................................................................................... 76

Influence of Parental Standards on Academic Performance…………………............. 80

Positive and Negative Impacts………………........................................................................... 84

CHAPTER 5. SUMMARY, CONCLUSION AND RECOMMENDATION