PARENTAL INVOLVEMENT AND STUDENTS’

ACADEMIC PERFORMANCE

_______________________________________

A Research Study

Presented to

The Senior High School Department

Isabel National Comprehensive School

Marvel, Isabel, Leyte

______________________________

In Partial Fulfillment of

The Requirements for Practical Research 2 (Quantitative Research)

__________________

By

BONCALES, DEXTER H.

LAURITO, JHOSHUA C.

LUMABAS, RYZA G.

PEPITO, DIA CARLA R.

POGOY, JEAN CHREZEL S.

REATAZA, DENESE ANGEL P.

JANUARY 2023
 TABLE OF CONTENTS

Approval Sheet …………………………………………… i

Acknowledgement …………………………………………… ii

Abstract …………………………………………… iii

Chapter I

Context and rationale …………………………………………… 1-2

Conceptual Framework …………………………………………… 3

Theoretical Background …………………………………………… 4

Statement of the Problem …………………………………………… 5

Scope and Limitation …………………………………………… 6

Significance of the Study …………………………………………… 7

Definition of Terms …………………………………………… 8

Chapter II

Review of Related Literature

Conceptual Literature …………………………………………… 9-10

Research Literature …………………………………………… 11-13

Chapter III

Research Methodology

Research Design …………………………………………… 14

Research Respondents …………………………………………… 14

Research Environment …………………………………………… 14

Data Gathering Method …………………………………………… 15

Research Instruments ……………………………………………15

Data Analysis Plan ……………………………………………16

Ethical Consideration ……………………………………………16

Chapter IV
Result and Discussion …………………………………………… 17-20

Chapter V

Conclusion ……………………………………………21

Recommendation ……………………………………………22

Bibliography ……………………………………………23-25

Appendices

Transmittal Letter …………………………………………… 26

Critic Certificate …………………………………………… 27

Questionnaire …………………………………………… 28-29

Mode of Verification (Pictures ) …………………………………………… 30

Table Number 1 ……………………………………………. 31

Table Number 2 ……………………………………………. 32

 APPROVAL SHEET

This research study entitled, “PARENTAL INVOLVEMENT AND STUDENTS’

ACADEMIC PERFORMANCE”, prepared and submitted by BONCALES, DEXTER H.,

LAURITO, JHOSHUA C., LUMABAS, RYZA G., PEPITO, DIA CARLA R., POGOY,

JEAN CHREZEL S., in partial fulfillment of the requirements for Practical Research 2

(Quantitative Research), is hereby recommended for approval.

NIKKO JHON C. EVANGELISTA

Subject Teacher

Date: JANUARY 26, 2022

This research study is approved in partial fulfillment of the requirements for Practical

Research 2 (Quantitative Research).

DR. LUCENA L. CUERVO

School Principal IV

Date: JANUARY 26, 2022

ACKNOWLEDGEMENT

i
 A research study was painstakingly conducted by the researchers and was never a

work of anyone alone. The contributions of different people and in different ways have made

this possible.

The following individuals deserve our sincere gratitude and respect for inspiring and

assisting us in conducting our research study.

To GOD for providing us the strength to complete this research study and to better

ourselves in a particular scenario that we never dreamed we could exceed. The determination

to carry out this task with the strength, perseverance, and efforts that the supporters have put

on during the days.

To MR. NIKKO JHON C. EVANGELISTA, for spending the time to share his

knowledge and skills on the subject, as well as for providing us with guidance on any

research matters pertaining to our title.

To MR. NIEL V. DAYANDAYAN for taking the time to analyze grammatical

forms, change the important aspects of each chapter's sections, and polish this research study

to make it more satisfying.

To MS. ANAFLOR C. CABALDA,for being so approachable, for the attention and

approval and assistance throughout the study, and for providing us with all of the required

support, such as allowing us to print in her classroom so we could finish our research paper.

Last but not the least; we were indebted to our parents for their persistent financial

and emotional support throughout our research study experience. Our family's tolerance and

compassion during the honor year was deeply appreciate and will undoubtedly be

remembered throughout eternity.

-Researchers

ABSTRACT

ii
 Parental involvement has been viewed by society generally and educators in particular

as a key component of the solution to many education-related problems because the concept

that it has a significant influence on students' academic achievement is so intuitively

appealing. Since parental involvement in the new normal, specifically on blended learning,

plays a vital effect in students' achievement in achieving success in their academic

performance, this research aimed to correlate between variables. 92 stem students

participated in this study using Sloven's formula, and respondents were chosen using simple

random sampling. The results indicate that all respondents' average parental participation

score is 2.12, which was characterized as "sometimes involved," and therefore this rating is

related to respondents' academic success, which had a weighted average of 90. We have

interpreted a correlational coefficient of -0.39, which was classed as having a negative,

insignificant correlation, after correlating the two variables using the data that we had. Future

research ideas are given, along with a list of the study's disadvantages.

Keyword:

Parental Involvement, Students’ Academic Performance, Correlation, Insignificant

Correlation

iii
 CHAPTER I
INTRODUCTION
Context and Rationale

Parents’ involvement in their children's education has long been hailed as a crucial
and beneficial factor in their academic success. Parental involvement offers a crucial chance
for schools to improve current educational initiatives by involving parents in the learning
process. It has been established that greater parental involvement increases students' success
and improves the satisfaction of parents and educators and a better learning environment.
Children are the future of the nation, and the progress of any nation depends upon the
education that they acquire today, the same kind of education they will apply to themselves or
their nation's future. So, any nation must take special care of children by providing them with
excellent education (Abdul, Syeda, Madiha & Qandeel, 2015). No doubt, education is a
power that influences individuals’ lives. Parents’ participation in the education process can
increase the performance of their children. When the guardians are involved in their family
education at the residence place, their performance will be high in the institution (Henderson
& Berla, 1994). The more parents engage with their children, the higher scores their children
achieve.
The success of students is influenced favorably when the family is involved in their
education. Students are more likely to graduate, obtain better grades, increase their
attendance, and attend college when families are actively involved in their children's
education. Families and educators collaborate to support one another through family
engagement to provide students with the best learning environment possible. Family
involvement increases the likelihood that students will graduate, improve their grades, have
better attendance, and attend college. These effects of parental involvement on student
achievement are evident.
The improvement of children's self-esteem and academic performance, as well as
school retention and attendance, have all been shown to be positively correlated with parental
involvement in education (Pérez Sánchez et al., 2013; Tárraga et al., 2017). (Ross, 2016).
(Alcalay et al. 2005) discovered that family participation is linked to both excellent school
climates and children's positive school attachment (Cowan et al., 2012).

1
 On a world basis, parental involvement in education has long been recognized as a
crucial and advantageous factor in kids' academic and socioemotional growth. From an
ecological perspective, families and schools, two important socia lizing domains, can
favorably influence a child's socioemotional and cognitive development (Bronfenbrenner,
1987).
Parent-school collaboration enables a more comprehensive view of roles,
relationships, and the effects on children's development (Christenson and Reschly, 2010). By
creating new and various activities to relate to one another following the unique educational
situation, families and schools become the primary actors in the formation of their roles and
forms of involvement. The key research in the family-school field demonstrates how this
connection positively affects academic performance and accomplishment, among other
positive outcomes (Epstein and Sander, 2000; Hotz and Pantano, 2015; Sebastian et al.,
2017).
The researchers would like to conduct a study to correlate parental involvement and
students’ academic performance. The researchers aim to correlate between variables since
parental involvement in the new normal specifically in blended learning plays a significant
role in the attainment of students’ success in their academic performance.

2
Conceptual Framework

Parental
Involvement

Direct
Modeling Reinforcement
Instruction

Students’ Academic
Performance

Figure 1. The Relationship between Parental Involvement and Students’ Academic

Performance.

Figure 1 shows the framework of the relationship between parental involvement and
students’ academic performance. This study also describes the framework which focuses on
the parents’ modeling, reinforcement, and direct instruction which lead to student’s academic
performance.

3
Theoretical Framework
If parental involvement is instrumental to children’s outcomes, a psychological theory
of parental involvement must also address the reason why parental involvement can
positively influence the child’s achievement.

The model by Hoover-Dempsey & Sandler [1995, 1997] allows for three primary
mechanisms through which parents, by increasing their involvement in education, can bear an
influence on children’s educational outcomes: modeling, reinforcement, and direct
instruction. Modeling theory predicts that children will emulate their parent’s 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 parents 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 through direct instruction. The construction of a parent's role comprises
a sense of individual or shared accountability for the educational outcomes of the child as
well as concomitant ideas about whether or not one should be involved in promoting the
child's learning and academic success. Parents' sense of efficacy in assisting their kids in
school involves the conviction that their behavior will benefit their child's education.

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 school-related tasks than will children whose parents are not
involved.

4
 This theory supports our study as it explains how parental involvement has a
significant relation to the academic performance of students.

THE PROBLEM
Statement of the Problem

This research study aimed to correlate the relationship between parental involvement
and students’ academic performance.
Specifically, it sought to answer the following questions:
1. What is the demographic profile of the students in terms of:
1.1 age;
1.2 gender; and
1.3 section?
2. How involved are the parents in the students’ academic activities?
3. What is the academic performance of the students?
4. Is there a significant relationship between parental involvement and students’
academic performance?

5
Scope and Limitations

The research study basically focuses on linking the relationship between parental
involvement and students' academic performance. The study will focus on the demographic
profile of the students, the academic performance of the students, how involved are the
parents in their students, and the significant relationship between parental involvement and
students' academic performance.
The researchers consider Isabel National Comprehensive School as the research site
for the investigation, and the data-gathering procedure will be conducted from August 22,
2022, to December 2022. This study will be limited or participated by the selected group of
high school students in Isabel National Comprehensive School. The study also limits the
instruments the researchers will be using. A close-ended questionnaire, a survey, and the
student’s grades from the teachers are the materials to be utilized as data-gathering
instruments. Lastly, because of COVID-19, we ensure to strictly follow the health protocols
and the safety measures of the pandemic.

6
Significance of the Study
The primary purpose of this study is to correlate parental involvement and students’
academic performance. This study aimed to use the findings as a guide to the parents on how
their involvement affects the academic performance of the students. The researchers believe
that this research study will be beneficial to the following:
The students will greatly benefit from this study to gain an in-depth understanding of
making connections to their parents to achieve close family ties and involvement in the
success of their academic journey. They will gain more appreciation and value on how
parents should be involved.
The parents will also thoroughly understand their role and what they can do to
enhance the academic performance of their child because parental involvement in a child’s
education is consistently found to be positively associated with a child’s academic
performance.
The teachers will help them develop a sense of parent involvement and will help
improve better communication with parents when teaching for the learning process of
students. The study will promote awareness to their students on the positive relationship
between parental involvement and students’ academic performance and therefore improving
the learning's of their students.
Future researchers will use this research study as a useful reference for expanding
the research study’s scope and limitations for applicability purposes.

7
 DEFINITION OF TERMS

Conceptual Definition
Parental Involvement refers to the amount of participation a parent has when it comes to the
schooling of his/her children.
Academic Performance is the extent to which a student, teacher, or institution has attained
their short or long-term educational goals and is measured either by continuous assessment or
cumulative grade point average (CGPA).
Educational Outcomes can therefore be defined as the 'knowledge, skills, competencies and
attributes to facilitate the creation of personal, social and economic well-being'.
Modeling refers to the acquisition of a new skill by observing and imitating that behavior
being performed by another individual.
Reinforcement refers to anything that strengthens or increases a behavior.
Direct Instruction is a term for the explicit teaching of a skill set using lectures or
demonstrations of the material to students.

Operational Definition
Parental Involvement basically indicates parents' expectations for themselves in terms of
their children's education, as well as the patterns of parenting that stem from those
expectations.
Academic Performance implies that student achievement in a variety of academic topics is
measured by their academic performance. Normative test scores, graduation rates, and
classroom performance are the typical metrics used by educators to assess student
achievement.

8
Educational Outcomes signifies purely based on the criteria for choosing materials,
developing lesson plans, creating instructional procedures, and creating learner-centered tests
and exams. This pertains to result of the performance of the students.
Modeling clearly means 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 parents give their children interest,
attention, praise and rewards related to behaviors that lead to school success.
Direct Instruction happened when parents can influence their children’s educational
outcomes both cognitive and non-cognitive skills.

CHAPTER II
REVIEW OF RELATED LITERATURE

Conceptual Literature
Parental engagement has an intuitive interpretation, but its operational meanings have
not always been specific and clear. Following this, several authors have looked at parental
involvement from various angles in literature. The typology of parental involvement, for
instance, has six components: essential parenting, promoting learning at home, engaging with
the school, volunteering at school, actively participating in decision-making at the school,
and working with the community (Epstein, 1995). Certain authors and researchers utilized a
pattern of parental engagement in their studies, either one based on intuitive appeal or one
that was determined through factor analysis of the available data. It should be noted that
studies on parent participation that did not utilize a comprehensive typology occasionally
refer to it as a space representation construct or divide it into different categories depending
on whether it really occurs at home or school (McCarron et al., 2006; Oyserman et al.,2007).
The build of parental involvement is possibly multi-faceted in nature have embraced
this methodology in a few later observational examinations (Keith et al., 1993). A few
scientists have detailed that a few degrees of parental contribution might significantly affect
understudies' scholastic accomplishment than others (Singh et al., 1995). In a new creation of
the writing, Fan and Chen (in press) gave additional proof that as to the quantifiable impact
of parental contribution on understudies' scholastic learning, not all degrees of parental
contribution are equivalent.
9
 It is deeply grounded that building self-teach organizations are a strong way for
expanding the fulfillment of guardians and the local area with tutoring and for further
developing schools (Epstein and Salinas, 2004; Henderson and Berla, 1994). At the point
when guardians and instructors have rich and successive correspondence, they can
manufacture the associations that produce benefits for kids. Furthermore, as the talk among
homes and schools increases, understanding improves, ideas are common, and uplifting
outlooks are all the more effortlessly kept up with (Ames, Khoju, and Watkins, 1993).
Perceiving the basic requirement for parent-educator correspondence, the No Kid
Abandoned Act (NCLB) expects that schools speak with all families and include them in
manners that support understudies' prosperity (Lewis, 2002). Tragically, instructor training
endeavors are frequently deficient in completely planning starting educators for self-teach
correspondence, and this goes on as a need region for the majority of rehearsing instructors,
too (Fredericks and Rasinski, 1990).
In this way, new instructors or educators entering classrooms should understand the
value of self-teach communication and should have beneficial opportunities for real
interactions with parents while being supervised by persons involved in their professional
arrangement.
Normal instances of self-teach communications incorporate notes and calls bulletins,
parent-educator meetings, home visits, week-after-week envelopes, exchange diaries, or
potentially open house evenings (Fredericks and Rasinski, 1990). To address walls of time
and timetables, email and electronic correspondences have arisen as practical choices to
increment parent-educator communication and give school-based data conveniently and
steadily. Truth be told, in numerous networks, correspondence utilizing email has become
typical (Zisow, 2002).
Commonly, guardians find it hard to get data from their closed-lipped kids about what
occurred during school (Kasprowicz, 2002). All things considered, guardians are looking for
different strategies like school Sites and gateways to get that data.
The discoveries from the review affirm the significant job that connections among
guardians, instructors, and companions play in early adolescents' school accomplishment
(Marchant et al., 2001). Specifically, understudies' view of their folks' qualities about
accomplishment had the most grounded relationship with the two inspirations and abilities.
At the point when understudies apparent that guardians esteemed the significance of exertion
and scholastic achievement, understudies had higher seen scholarly capacity Interest and put
a high need on their scholarly capacity, exertion, and grades. Parental qualities were related
10
to both parental responsiveness and contribution to the school. It is vital that understudies
assimilate parental qualities into their own learning characteristics.
From the above survey, we can say that parental contribution assumes a significant
part in the training of youngsters and emphatically affects the understudy's items. Besides,
father's contribution assumes a more groundbreaking part in the kid's schooling as likened to
the mother's inclusion. Parental inclusion at home is more compelling than parental
association at school.

Research Literature
The processes behind this relationship, though, have not received much attention. The
quality of the student-teacher relationship and the child's impression of cognitive capacity are
two potential causes of this association that are examined in this study (Topor et al., 2010).
In particular, the middle and high school levels are the focus of this paper's analysis of
the research literature on the connection between parental involvement and academic
accomplishment. According to research, students’ academic performance and conduct in this
age range may be significantly influenced by factors like parental involvement in addition to
their objectives and aspirations (Hindawi, 2012).
In this essay, the scientific literature on the connection between parental engagements
is reviewed.75 research, published between 2003 and 2017, and examined students' academic
performance. The results first show the relationship between personal parental engagement
factors and academic achievement based on a classification based on age. Then we go to a
deeper analysis. Literature identifies the elements that are mediating or modifying the
relationship between academic accomplishment and parental engagement (parent help, 2018).
Many factors contribute to student accomplishment, but research suggests that one of
the most important ones is parental participation (Hara & Burke, 1998). Overall, educators
agree that a student's academic success is mostly dependent on parental participation, to see if
there were any differences in fourth-grade students' English language arts (ELA) and
mathematics achievement between those whose families were involved in school and those
whose families were not involved in school (Griffith, 1996).
The academic success of a child is repeatedly proven to be favorably correlated with
parental involvement in their early schooling (Hara & Burke, 1998; Hill & Craft, 2003;
11
Marcon, 1999; Stevenson & Baker, 1987). Particularly, children with parents who are more
interested in their schooling fare better academically than kids with parents who are less
involved. Researchers as well as policymakers who have incorporated measures targeted at
boosting parent involvement into more general educational policy initiatives have noticed the
impact of parental involvement on academic success. A child's academic success has been
discovered to remain largely steady after early primary school, which is consistent with these
results about the significance of early academic success (Entwisle & Hayduk, 1988;
Pedersen, Faucher, & Eaton, 1978). Therefore, it's crucial to look into the modifiable
elements that lead to early academic performance.

In addition, according to (Christian, Morrison, & Bryant, 1998; Committee on Early

Childhood Pedagogy, 2000) parent-child interactions, particularly engaging and attentive
parenting techniques, have a significant impact on a child's intellectual development.
Programs to improve a child's academic performance may be designed by looking at specific
parenting behaviors that may be changed, like parent participation, and how these behaviors
affect academic achievement. Although it has been discovered that parent involvement is
associated with improved academic success, the precise mechanisms through which parent
involvement affects a child's academic performance are still not entirely understood (Hill &
Craft, 2003). Understanding these mechanisms would guide future research and policy
endeavors and could result in the creation of intervention programs for more successful
children.
Moreover, according to David R. Tapor, Susan P. Keane, Terri L. Shelton, and Susan
D. Calkin’s Parent involvement and student academic performance: A multiple mediational
analysis, the study’s findings demonstrated that increased parent involvement was
significantly associated with increased quality of the student-teacher relationship. Findings
also demonstrated that increased perceived cognitive competence was associated with higher
achievement test scores and that the quality of the student-teacher relationship was
significantly related to the child's academic performance, measured by both standardized
achievement test scores and therefore the child's classroom academic performance.
Furthermore, according to Daniel Ampem Darko and Solomon Sika’s Parental
Involvement and Pupils’ Academic Performance in the Cape Coast Metropolis, Ghana, the
study concluded that parental involvement in their children’s education was vital to their
children’s academic performance. The family size of pupils also negatively affected their
academic performance in the sense that pupils did not only lack the necessities that could
12
help them improve academically, but also received little attention from their parents. Parents’
educational level didn't affect the academic performance of pupils although the study
revealed that some parents could not assist them with their homework, reading, and learning.
Some parents did not attend Parent-Teacher Association meetings to enquire more about their
children’s performance at school, this might be largely attributed to the fact that most of these
parents had a low educational level, then did not see the relevance of attending such
meetings. The occupation of oldsters significantly affected the academic performance of
pupils. This implied that pupils’ performance largely trusted their parent’s occupation granted
their parents were involved in their academic work.
In accordance with earlier studies, parent involvement in a child's education has a
favorable impact on the nature of student-teacher interaction (Hill & Craft, 2003; Stevenson
& Baker, 1987). As a result, it was determined if the student-teacher interaction could
adequately explain the link between parental participation and a child's academic success.

13
 CHAPTER III
Research Methodology

Research Design
This study used a correlational research method as it attempted to determine the
relationship among variables. Correlational research is a type of non-experimental research in
which the researcher measured two or more variables and assesses the statistical relationship
between them with little or no effort to control extraneous variables. The correlational study
might reveal a positive correlation, a negative correlation, or zero correlation. This method
would be used in order to collect the needed data on Parental Involvement and Students'
Academic Performance.

Research Respondents
The researchers used simple random sampling in selecting the respondents. The
research respondents were composed of 120 grade 12 STEM students, 59 STEM A – Basil
and 61 STEM B – Ginger. There was a total of 90 grade 12 STEM students in Isabel National
Comprehensive School as respondents using the Slovin’s formula. The study ran from
August 22 until January 2023.

Research Environment
The study was conducted at the school of Isabel, Leyte: Isabel National
Comprehensive School (INCS), Senior High School Department (SHS). Isabel National
Comprehensive School (INCS) offers 4 strands including: Accountancy and Business
14
Management (ABM), Home Economics (HE), Information and Communication Technology
(ICT), and Science Technology Engineering and Mathematics (STEM). The main focus of
this study was the grade 12 STEM students which was composed of 119 students.

Data Gathering Methods

The researcher sent a letter to humbly ask permission from Isabel National
Comprehensive School’s principal, Dr. Lucena L. Cuervo, to conduct a research study on the
selected respondents in INCS, specifically on Grade 12 – STEM students. The letter was
approved by the principal, then, the researcher proceeded on asking permission from the
adviser of the respondents for the conduct of the study. After asking permission from the
advisers, the researcher then humbly asked permission from the respondents for their consent
if they would agree on being part of the research study, in which the researchers sent a letter
to each respondent, so they are fully aware of the situation. Then the respondents agreed and
gave their permission and their consent to the researchers, the researchers then started
conducting the study, by handing out the questionnaire to the respondents, which was
collected after the participants were already done answering them. The data collected from
the questionnaire was then analyzed and evaluated to answer the questions of the study.
The researchers also then asked permission from the advisers of the respondents to
check their grades, because the researchers needed them to validate the academic
performance of the students. Lastly, all the gathered data from these questionnaires was
treated with the utmost confidentiality.

Research Instrument

15
 The researchers gathered and evaluated numerical data in order to identify patterns and
generalize findings to respondents. Survey questionnaires were used in quantitative research
as a component of the data gathering process. In order to determine the relationship between
parental involvement and students' academic performance, the data of the study was
evaluated.

1. Survey research included all measuring techniques that still need questions. Surveys
mostly consisted of questionnaires that gather information for respondents'
demographic profile. Open-ended questions, also known as free-answer questions,
was used by the researchers. The responses were capable of answering questions and
eliminate any uncertainties. Although there was a greater chance of researcher bias,
survey quality of the responses and response rate will be higher.

Data Analysis Plan

The data was processed by the researchers, using the mean statistical processing tool,
which gave the result of the description of each item. Additionally, correlation analysis was
used to look for the relationship between parental involvement and students’ academic
performance.

Table 1. Matrix of Statistical Tool

Research Questions Data Treatment
1. What is the demographic profile of the students in terms of:
1.1 age;
1.2 gender; and Mean
1.3 section?
2. How involved are the parents to the students? Mean

3. What is the academic performance of the students? Mean

4. Is there a significant relationship between parental Correlation Analysis

involvement and students’ academic performance?

16
Ethical Consideration
This study followed all considerations and parameters that were pertinent towards
preserving the integrity of this study, specifically before starting the study, approval from the
Isabel National Comprehensive School’s principal and the advisory teacher was sent to
formally let them know about the study and most importantly consent from the respondents
would be required. Information was hidden from everyone as the researchers promised to
treat it with utmost confidentiality and privacy. Furthermore, the respondents were protected
from any harm that might occur in the study. For this, we should consider the risk-benefit
ratio. Lastly, all the people involved were informed of the result of the study.

CHAPTER IV

Results and Discussions

This chapter presented the data analysis and result discussion. The themes identified
within the data were: (a) students’ demographic profile, (b) how involved are the parents to
the students, (c) what is the academic performance of the students, (d) is there a significant
relationship between parental involvement and students’ academic performance.

1. Students’ Demographic Profile

17
 Percentage of respondents by gender

Male
39%

Fe-
male
61%

Figure 1.1: Respondents’ Gender

Figure 1.1 showed the percentage of respondents by gender which indicated that
majority of the respondents were female with percentage rate of 61% or equivalent to 55 total
number of respondents while the male respondents had a percentage rate of 39% or
equivalent to 35 respondents.

Percentage of respondents by age

1916
1%
1%

18 17
49% 49%

Figure1.2: Respondents’ Age

18
 Figure 1.2 showed the percentage of respondents by age. The age of the respondents
ranged from 16 to 19 years old. The majority of our respondents aged 17 and 18 years old, in
which there were 44 (49%) respondents whose age was 17 and 44 (49%) respondents whose
age was 18. Lastly, 1% of the respondents aged 19 and 16.

Percentage of respondents by section

STEM-A
43%

STEM-B
57%

Figure 1.3: Respondents’ Section

Figure 1.3 showed the percentage of our respondents by section. It showed that most
of our respondents were from grade 12 STEM-B (Ginger) which had a total of 57% or
roughly 51 respondents, and 43% or 39 respondents were students from grade 12 STEM-A
(Basil)

2. Level of Involvement of Parents in the Respondents’ Academic Activities

Percentage of respondents' parental

involvement

Never Involved
1% Always10%
Involved

Sometimes Involved
89%

19
 Figure 2: Involvement of Parents

Table 1. Involvement of Parents

Weighted average Interpretation
2.12 Sometimes Involved

Figure 2 showed the percentage of the respondents’ parental involvement. The

collected data revealed that 89% or majority of the respondents gained an average of 2 in
which it was interpreted as “sometimes involved”, 10% of the respondents gained an
average of 3 in which it was interpreted as “always involved”, and 1% of the respondents
gained an average of 1 in which it was interpreted as “never involved”. As reflected in
Table 1, the average parental involvement score of all respondents was 2.12 in which it
was also interpreted as “sometimes involved”.

3. Academic Performance of the Students

Table 2. Respondents’ Academic Performance

20
 Weighted average Remarks
90 Outstanding

The final grades of the respondents ranged from 80-95. Table 2 showed the weighted
average of the respondents’ academic performance (Final grades). Upon analyzing, the data
revealed that the average final grade of the 90 respondents was 90 which has an
“Outstanding” remark.

4. Significant Relationship Between Parental Involvement and Students’ Academic

Performance

Table 3. Involvement of Parents

Weighted average of parental Weighted average of respondent’s
involvement academic performance
2 90
Correlation Coefficient Classification
-0.39 Negligible correlation

Table 3 showed the significant relationship of parental involvement and students’

academic performance. The table showed the weighted average of parental involvement,
which was 2, and the academic performance of the respondents had a weighted average of 90.
Thus, the correlation coefficient was -0.39 which was classified as “Negligible Correlation”
which implied that there was no significant relationship between the two variables being
correlated and which only meant that the increase or decrease of either of the two variables
did not affect one another.

CHAPTER V

Conclusion and Recommendations

21
 This presents the conclusion of the research study based on the data gathered and the
results reflected, as well as the researchers’ recommendations for the future researchers who
want to conduct related study or in-depth study of this research paper.

Conclusion

This study sought to correlate the relationship between parental involvement and
students’ academic performance. A total of 90 questionnaires or survey forms were
distributed to the 90 respondents who were selected using simple random sampling method.
The goal of this study as presented in the earlier chapters is to correlate the relationship
between parental involvement and their academic performance.
Using the data gathered and analyzed, the researchers were able to provide answers to
their study’s questions. Majority of the respondents are female with percentage rate of 61%
or equivalent to 55 total number of respondents while the male respondents have a percentage
rate of 39% or equivalent to 35 respondents. The majority of our respondents aged 17 and 18
years old, in which there are 44 (49%) respondents whose age is 17 and also 44 (49%)
respondents whose age is 18. Lastly, 1% of the respondents aged 19 and 16. The majority of
our respondents are from grade 12 STEM-B (Ginger) which has a total of 57% or roughly 51
respondents, and 43% or 39 respondents are students from grade 12 STEM-A (Basil). Then
the average parental involvement score of all respondents is 2.12, which is interpreted as
“sometimes involved” and is correlated to the academic performance of the respondents
which has a weighted average of 90. Upon correlating the two variables using the data that
we had, we have interpreted a correlational coefficient of -0.39 in which is classified to have
negative negligible correlation.
The study’s findings showed that there is no significant relationship between the two
variables being correlated and which only means that the increase or decrease of either of the
two variables doesn’t affect one another. The result may have negligible correlation in this
study however it cannot be applied to different classes, grade level, or school as the
respondents might have other ideas and different levels of parental involvement and their
academic performance.
Recommendations

To the future researchers who want to conduct the same study or in-depth study of
this research, the researchers would like to recommend the following:
22
1. Since the result of the research study shows no significant relationship, widening
the scope of the research is highly recommended. This includes covering other
strands, not just STEM, but also, HE, and ICT as well in different year level.
2. In widening the scope of the study, it is also recommended to expand its research
environment, not just in INCS, but also in other neighboring secondary schools.
3. Future Researchers must have an ample amount of time allotted in crafting their
research study and must practice proper time management.
4. Future researchers must cooperate with one another if they are in a group, because
a research study is not an easy task and everyone in the group must exert effort in
creating it.
5. The researchers must be truthful in analyzing the responses because whatever the
outcome is, it should be reflected and should not be manipulated.
6. Researchers in the future may build their own studies using the data we gathered
and make this research paper a foundation for a new study.
7. Since the study shows a low parental involvement, it is recommended for the
school or for the teachers to create programs in which would increase the parents’
involvement to their children.

REFERENCE

23
Additional informationNotes on contributorsRebecca A. MarconRebecca A. Marcon. (n.d.).
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12085973.
American Psychological Association. (n.d.). Apa PsycNet. American Psychological
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07880-001.
Ammes, C., Khoju, M., & Watkins, T. (1993). Parents and schools: The impact of school-to-
home communications on parents’ beliefs and perceptions. (Report No.15). Baltimore,
MD: Johns Hopkins University, Center on Families, Communities, Schools, and
Childrens’ Learning.
Boonk, L., Gijselaers, H. J. M., Ritzen, H., & Brand-Gruwel, S. (2018, February 21). A
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https://www.sciencedirect.com/science/article/pii/S1747938X18301027.
DP, S. D. L. B. (n.d.). The family-school relation and the child's School Performance. Child
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Epstein, J. L (1995). School/family/community partnership: Caring for the children we
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involvement-and-school-performance%3A-Hill
Craft/cd94b967179d26ec485348df0f35bde3336e98b4.
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 Involvement and Secondary School Students' Academic Achievement. Retrieved
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APPENDICES

26
 (Transmittal Letter)
Republic of the Philippines
Department of Education
Region VIII (Eastern Visayas)
Division of Leyte
ISABEL NATIONAL COMPREHENSIVE SCHOOL
Marvel, Isabel, Leyte

November 2022

LUCENA L. CUERVO, Dev. Ed. D.

Principal IV
Isabel National Comprehensive School
Marvel, Isabel, Leyte

Dr. Cuervo:

We, the grade 12 students of Science Technology Engineering and Mathematics (STEM), are
currently enrolled in a Practical Research 2 (Quantitative Research) in Isabel National Comprehensive
School, S.Y. 2022 – 2023. Thus, our study is entitled PARENTAL INVOLVEMENT AND
STUDENTS’ ACADEMIC PERFORMANCE. We are conducting this study aims to correlate the
parents’ involvement and students’ academic performance of Senior High School STEM Students of
INCS.

In connection to this, we would like to ask your permission for you to allow us to conduct our study in
the Grade 12 STEM students in your school administration.

Your positive response on this matter will greatly help the study come to its fulfillment.

Sincerely,

Boncales, Dexter H. Laurito, Joshua C. Lumabas, Ryza G.

Pepito, Dia Carla R. Pogoy, Jean Chrezel S.

Endorsed by: Conforme:

NIKKO JOHN C. EVANGELISTA LUCENA L. CUERVO, Dev. Ed. D.

Research Adviser Principal IV

27
 Republic of the Philippines
Department of Education
Region VIII- Eastern Visayas
Division of Leyte
ISABEL NATIONAL COMPREHENSIVE SCHOOL
Marvel, Isabel, Leyte
S.Y. 2022 – 2023

ENGLISH CRITIC CERTIFICATION

This is to certify that the research study entitled

___________________________________________________________________________
___________________________________________________________________________
______has thoroughly checked, reviewed, and edited the Research Paper on Quantitative
Research as one of the final requirements for the completion of the subject Practical
Research 2 for the first semester.

Furthermore, this certifies that the scope of editing is primarily on sentence structures and
grammar only.

This certification is issued to the group of researchers who come to my office for editing.

This is issued on the ____ day of ____________ 2023.

____________________________________________________
(Signature over Printed Name)

(Questionnaire)

28
 Republic of the Philippines
Department of Education
Region VIII (Eastern Visayas)
Division of Leyte
ISABEL NATIONAL COMPREHENSIVE SCHOOL
Marvel, Isabel, Leyte

PARENTAL INVOLVEMENT AND STUDENTS’ ACADEMIC PERFORMANCE

Purpose: To correlate the relationship between parental involvement and students’ academic
performance.
Note: All pieces of information reflected on this paper will be kept confidential.

Name:
Age:
Gender:
Section:

Direction: Check (√) the box that corresponds to your answer.

How involved are the parents to the students?

Questions ALWAYS SOMETIMES NEVER
1. Do your parents help with your
homework?
2. Do your parents communicate with
your teacher regularly?
3. Do your parents ask about the school
day?
4. Do your parents attend/support to any
extra curricular activity in the school?
5. Do your parents attend to any PTA
meetings?

6. Do your parents encourage you to go

to school?
7. Do your parents expect you to have
high/passing grades?

29
 8. Do your parents check your school
work?
9. Do your parents support you to
anything related to school?
10. Do your parents reward you at any
success or achievements that you
acquire?

If others, please specify; _______________________________________________________

Mode of Verification (Pictures)

30
STEM A (Basil) STEM B (Ginger)

31
Table 1: Involvement of Parents in the Respondents’ Academic Activity
Questions Always Sometimes Never
Involved Involved Involved

1. Do your parents help with your 1 30 59

homework?
2. Do your parents communicate 2 45 43
with your teacher regularly?
3. Do your parents ask about the 22 61 7
school day?
4. Do your parents attend to any 22 55 13
special events of the school?
5. Do your parents attend to any 31 52 7
PTA meetings?
6. Do your parents encourage you 76 13 1
to go to school?
7. Do your parents expect you to 35 43 12
have high grades?
8. Do your parents check your 4 50 36
works?
9. Do your parents support you to 70 18 2
anything related to school?
10. Do your parents reward you at 24 59 7
any success or achievements
that you acquire?

32
Table 2: Academic Performance of the Students
Range of Respondents’ Number of Respondents Remarks
Final Grade
80 3 Satisfactory
84 4 Satisfactory
85 5 Very Satisfactory
86 4 Very Satisfactory
87 7 Very satisfactory
88 7 Very Satisfactory
89 10 Very Satisfactory
90 10 Outstanding
91 13 Outstanding
92 11 Outstanding
93 11 Outstanding
94 4 Outstanding
95 1 Outstanding
Average: 90 Outstanding

33