PARENTAL INVOLVEMENT AND ACADEMIC PERFORMANCE OF THE

STUDENTS

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

CUBIO, EZHEKIAH B.
LABADIA, CYPRESS SHANE C.
PACABIS, SHANNE C.
POLIZON, SANDY NICOLE S.
SORIA, ALEZHIA JICKA C.

OCTOBER 2023
 TABLE OF CONTENTS
Acceptance Sheet
Acknowledgement
Abstract
Chapter I
Background of the Study
Theoretical Framework
Conceptual Framework
Statement of the Problem
Significance of the Study
Scope and Limitation
Definition of Terms
Chapter II
Review of Related Literature
Review of Related Studies
Chapter III
Research Methodology (Design)
Research Environment
Research Participants
Research Instruments
Gathering of Data
Ethical Consideration
Non-Statistical Treatment of Data ……………………………………………19
Chapter IV
Result and discussions
Chapter V
Conclusion
Recommendation
References
Appendix A
Transmittal Letter
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Appendix B
Questionnaire …………………………………………….
Appendix C
English Critic Certification …………………………………………….
Appendix D
Mode of Verification …………………………………………….
 APPROVAL SHEET

This research study entitled, “PARENTAL INVOLVEMENT AND ACADEMIC

PERFORMANCE OF THE STUDENTS”, prepared and submitted by CUBIO,
EZHEKIAH B., LABADIA, CYPRESS SHANE C., PACABIS, SHANNE C., POLIZON,
SANDY NICOLE S., SORIA, ALEZHIA JICKA C. 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 31, 2024

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 31, 2024

 ACKNOWLEDGEMENT
We would like to express our gratitude to everyone who has contributed to
this research study about “Parental Involvement and Academic Performance of the
Students”

First and foremost, our Almighty Father, from the bottom of our hearts, for
His wisdom and guidance that He gave throughout this research study.
To Dr. Lucena L. Cuervo, for allowing us to conduct our research study.
Our subject teacher, Mr. Nikko Jhon V. Evangelista, for his support,
encouragement, and time to impart knowledge. Also, for inspiring and shaping the
minds of the students.
Our Practical Research adviser, Mr. Niel V. Dayandayan, for reviewing and
correcting our paper. His meticulousness, wisdom, and tips on structure, language,
and style have elevated the caliber of our writing.
To the respondents who generously shared their time and insights with us,
without whom this study would not have been possible, big thanks to you all.
Our classmates and friends have provided valuable feedback,
encouragement, and much support throughout this project.
Finally, we would like to thank our families for their unwavering support and
understanding during the long hours spent working on this project.
 CHAPTER I
INTRODUCTION
Context and Rationale

Parental involvement happens when parents take an active role in their

children's learning and development (Wilder, 2013). Parental involvement is more
specifically the active participation of parents in a wide variety of behaviors and
activities to foster their children's learning and development. (Ma et al., 2016). The
involvement of the parents was essential for assisting the students in their education
or performance since there existed a partnership and it was supported by numerous
researchers as being beneficial for improving the academic performance of the
students(Oates, 2017).

Academic performance of the students is a primary feature and one of the

main objectives of education, which may be defined as the information acquired by
the student and evaluated by a teacher through marks or educational goals set by
students and teachers to be attained over a particular amount of time (Narad and
Abdullah, 2016). Academic performance may serve as a beneficial tool for assessing
learning in an educational setting.(Redondo-Flórez et al., 2022). Meeting
requirements for academic performance objectives, targets, and goals established in
the course or program a student is enrolled in. They are reflected in grades, which
are the outcome of evaluations based on whether students pass particular exams,
subjects, or courses.

Parents are encouraged to engage in this type of parental involvement by

attending parent-teacher meetings in order to learn about school rules and
regulations (Newman et al., 2019). When parents are actively involved in their
children's education, academic performance improves, parents are seen as partners
in the child's education, and levels of self-efficacy improve (Eguico et al., 2022).
Particularly, children with parents who are more engaged in their educational
pursuits perform better academically than children with parents who are less
involved. Participating in parent-teacher conferences, visiting school functions,
speaking with teachers, and working in the classroom, on field excursions, or at
other school functions are all examples of how parents can get involved in their
children's education. A 2014 International Education Studies report on parental
involvement among10th graders in Jordan showed that parental involvement had a
positive impact on students’ emotional engagement in school. That means students
with more involved parents are more likely to have fun, enjoy school, have high self-
esteem, and perceive school as a satisfying experience (Standford, 2023).

The researchers aim to determine the relationship between parental

involvement and the students' academic performance, especially the grade 10
students. The findings of the study can also provide insights if a high level of parental
involvement can improve academic performance or not.
Theoretical Framework

The researcher’s study is titled "Parental Involvement and Academic

Performance of the Students". It is influenced by Albert Bandura’s theory, Social
Cognitive Theory. This theory suggests that various aspects of behavior and
personal characteristics including self-efficacy beliefs, goals, and values are
influenced by factors.

Academic success in children has regularly been proven to be associated with

parental involvement in their early schooling. Interactions between parents and
children through attentive parenting techniques significantly contribute to a child's
intellectual development (Christian et al. 1980). The Social Cognitive Theory serves
as a framework in studies because it emphasizes how individuals learn from
observing others. It also considers the interplay between beings, their physical and
social environments, and the tasks or behaviors they are learning (Bandura, 2001).
Moreover, this theory plays a role in learning as it interacts with various personal and
behavioral elements like self-efficacy beliefs, aspirations, and values (Bandura,
2001).

According to the study of “Parental Involvement and Academic Performance

of the Students” by Hoover-Dempsey the Social Cognitive theory enables the
researcher to examine and determine the relationship between parental involvement
and academic performance of the students. The author also suggested that SCT can
help to explain how parental involvement promotes students’ academic
performance,.

Social cognitive Theory is relevant in this study as this study aims to

determine the relationship between Parental Involvement and the Academic
Performance of the students. Social Cognitive Theory provides a framework, for
comprehending the influence of engagement on students’ academic performance. It
emphasizes the importance of observing, having self-confidence, modeling behavior
anticipating outcomes, and the mutual connection between parents and students, in
shaping results. Consequently, it is a thought-provoking standpoint to employ when
studying how parental involvement affects students’ academic performance.
Conceptual Framework

PARENTAL INVOLVEMENT

SOCIAL COGNITIVE THEORY

Home Attending Homework

Discussion Parents-teacher Involvement
association

ACADEMIC
PERFORMANCE

Figure 1: Parental involvement and academic performance of grade 10

TVL students

Figure 1 shows the framework for the relationship between parental

involvement and the academic performance of grade 10 TVL students. Supported by
the Social Cognitive Theory, it emphasizes how parental involvement in terms of
home discussion such as training and teaching school-related activities at home,
attending parents-teacher associations, and homework involvement such as helping
and supervising in homework, acts as a crucial factor in academic performance. The
figure provides a clear and thorough overview of the information on the relationship
between parental involvement and student's academic performance.
 THE PROBLEM
Statement of the Problem
This study aims to determine the relationship between parental involvement
and academic performance of grade 10 TVL students.

Specifically, it seeks to answer the following questions

1. What is the level of parental involvement of the students in their academic
performance?
2. What is the academic performance of the students?
3. Is there a significant relationship between the parental involvement and the
academic performance of the student?

Scope and Limitations

This research study focuses on parental involvement and academic
performance among the grade 10 TVL students of Isabel National Comprehensive
School for the school year 2023-2024. The gathering of data will be conducted
among the Grade 10 TVL student population. This research study is only limited to
the Grade 10 TVL junior high school of Isabel National Comprehensive School and
will be done through the use of a standardized questionnaire for assessing parental
involvement levels and the use of a grading system defined by the school that
categorizes the students’ performance as excellent, very good, satisfactory, poor, or
failure based on their grades. In identifying the level of parental involvement and
academic performance of the students, this research study will use descriptive
statistics analysis, particularly the mean and standard deviation.
Significance of the Study

This research can empower students by improving academic outcomes

through a more supportive home environment, increased motivation, and access to
additional resources for success, enhancing their overall educational experience and
future prospects.

Teachers, teachers can use this study to enhance teaching methods and parent
communication, leading to improved collaboration and support systems, ultimately
resulting in more effective teaching strategies and better learning outcomes.

For parents, parents may have a better understanding of their children, assist their
children in learning, and have a better relationship with each other.

Future Researchers, future researchers can use this study as a foundation for in-
depth investigations into parental involvement and academic performance, allowing
for a more nuanced understanding and serving as a valuable starting point for further
exploration in education.

Lastly, in School Administration, school administrators can leverage the study's

findings to enhance policies, promote parental involvement, and foster stronger
school-parent partnerships, ultimately improving academic performance, school
reputation, and overall success for both students and the school community.
Definition of Terms
For a better understanding of this study the following terms are defined in the
context of this research:

Conceptual Definition
Academic Performance- the outcome of students' effort in education
Parental Involvement- the participation of parents in regular, two-way, and
meaningful communication involving student academic learning and other school
activities
Social Cognitive Theory- describes the influence of individual experiences, the
actions of others, and environmental factors on individual health behaviors

Operational Definition
Academic Performance- measurement of student achievement across various
academic subjects.
Social Cognitive Theory- determine the relationship between Parental Involvement
and Academic Performance of the students.
Parental Involvement- the involvement of parents in their child's academic
performances and activities. It is the support of the parents to their children in
academic contests.
 CHAPTER II
REVIEW OF RELATED LITERATURE

Parental involvement has always been acknowledged as an element, in a

child's achievement. It refers to the participation of parents in all aspects of their
child's social and emotional growth. Parental involvement is not a requirement but
also an inherent responsibility and entitlement, for families. It is widely acknowledged
that attaining the high criteria established for educational attainment by a demanding
society is impossible without the supportive cooperation of family and school (Castro
and Casas, 2015).
Parents who actively engage in their children's education are believed to
encourage the social, emotional, and academic development of their children as a
result (Boonk and Ritzen, 2018). Higher levels of interest and engagement in school
were linked to parental involvement, and this in turn increased academic
performance. According to Hoover-Dempsey and Sandler, Parental involvement has
a direct impact on student achievement by enhancing students' motivation and self-
regulation skills. Additionally, it shows that parental involvement has a particularly
positive effect on students in high school. Parental involvement can significantly
affect a child's academic trajectory at this stage when they are still creating their
learning attitudes and core skills (Nurlaiva & Sumarsono, 2018).
In a research conducted by Clark and Ladd, it was discovered that students
who had parents actively involved in their education were more inclined to achieve
better grades and perform higher on standardized tests. According to Rasinki (2013)
that parents have a crucial role in building the groundwork for the academic success
of their children. It is considered that children are more likely to respond and perform
well in school when parents supervise homework, encourage participation in
extracurricular activities, are active in parents-teacher groups, and help children
establish plans for the future.
According to Khajehpour and Ghazvini (2014) entitled “The role of parental
involvement affects in children’s academic performance”, having parents that enforce
regulations at home is favorably associated to academic performance. The research
results given in this study make it clear that family involvement enhances various
aspects of children's education, such as daily attendance, student engagement, and
academic performance. Additionally, parental involvement is not just limited to
conventional activities like helping with schoolwork or attending parent-teacher
conferences. It may also entail fostering a loving environment at home, having high
standards for academic achievement, and maintaining open lines of communication
with educators. It has also been demonstrated that these additional types of parental
participation help students achieve academic success.
Parental involvement can influence student performance in a variety of
different ways. Giving students more academic support is one approach. Parents
can examine study materials with their children, assist with homework, and help
them get ready for exams. Additionally, they can give their kids access to learning
tools like tutors, computers, and books. By raising student motivation and
engagement, parental involvement can also result in better student results. Students
are more likely to be driven to achieve when parents take an interest in their
education and have high expectations for them. Parents can assist their children in
forming favorable attitudes toward education and learning.
According to Weng (2019), parental involvement in education that is
consistent with expectations promotes student academic progress, and family
involvement is at least as significant as school. Students whose parents showed an
interest, in their education tended to achieve grades exhibit better attendance
records and experience fewer behavioral challenges (Marzano, 2009). They were
also more likely to graduate from high school and enter college.
 CHAPTER III
RESEARCH METHODOLOGY
Research Design
This study used a correlational research method to determine the relationship
among variables. Correlational research is non-experimental research in which the
researcher examines two or more variables and evaluates their statistical
relationship with little or no effort to control for extraneous variables. A correlational
study may find a relationship that is beneficial, an unfavorable correlation, or perhaps
no correlation at all. This method will be used to gather the necessary data on
parental involvement and academic performance of the students.

Research Respondents
The respondents will be chosen using simple random sampling by the
researchers. There are 218 grade 10 TVL students in Isabel National
Comprehensive School, with 53 students in section Gemelina, 54 students in section
Yakal, 62 students in section Narra, and 49 students in section Mahogany. The total
population of grade 10 TVL students, as respondents in the study, and the margin of
error chosen by the researchers depending on the amount of confidence the
researchers want in the study results will be displayed using Slovin's formula.
According to Bobbit (2023), Slovin's formula is used to determine the minimum
sample size required to estimate a statistic with an acceptable margin of error. The
formula is =N/(1 + Ne2), where n is the sample size required; N represents the
population size; and; e represents the acceptable margin of error. There are 218 TVL
students in grade 10 which is the population size, and the margin of error is 5%.
Thus, the researchers will only get 141 students as respondents which will
represent the whole population of grade 10 TVL students. The study will run from
November 6, 2023, until January 2024.

Research Environment
The study will be conducted at Isabel National Comprehensive School (INCS),
a public, non-sectarian school providing quality educational programs in the
community. The school is situated in Marvel, Isabel, and Leyte and is composed of
1419 junior high school (JHS) students and 721 senior high school (SHS) students
as of SY 2023-2024. The main focus of this study will be the grade 10 TVL students
which is composed of 218 students.

Data Gathering Methods

The researchers will ask permission to conduct the research in the junior high
school department, specifically with grade 10 TVL students as respondents, in a
letter to the Isabel National Comprehensive School (INCS) principal, Dr. Lucena L.
Cuervo. Then, the researcher will then ask for permission from the advisers of the
grade 10 TVL students to conduct research in their advisory as respondents of this
study. After asking permission from the advisers, the researcher will humbly ask
permission from the respondents for their consent if they will agree to be part of the
research study, in which the researchers will send a letter to each respondent, so
they will be fully aware of the situation. The researchers will start handing out the
questionnaire to the respondents. The data collected from the questionnaire will be
analyzed and evaluated to answer the questions of the study.
The researchers will also ask 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 will be treated with the utmost confidentiality.

Research Instrument
The researchers will gather and evaluate numerical data to identify patterns and generalize
findings to respondents. Survey questionnaires will be used in quantitative research as a
component of the data-gathering process. The study's data will be evaluated to determine the
relationship between mobile legends participation and the students' academic performance.

Survey questionnaire. The researchers will modify a questionnaire from a

related study by Navarra et.al., (1996) which will be used to measure mobile legends
participation of the students. The researchers will make some changes to the original
set of questions by selecting and adjusting them to ensure they are relevant to the
research study.
Grade Sheet. The researchers will ask permission from the advisers of each
section in grade 11 STEM department and the respondents for their general average
during their first semester for the researchers to determine their academic
performance. This will be kept confidential, and their privacy will be maintained.

Data Analysis Plan

 Table 1. Matrix of Statistical Tool
Research Questions Data Treatment
1. What is the level of parental involvement of the students Mean; Standard
in their academic performance? Deviation
2. What is the academic performance of the students? Mean; Average

3. Is there a significant relationship between parental Pearson Correlation

involvement and academic performance of the students? Analysis

Ethical Issues
This study will follow all considerations and parameters that were pertinent to
preserving the integrity of this study, specifically before starting the study, the
researchers needed approval from the Isabel National Comprehensive School’s
principal and will send a letter to the advisory teachers to formally let them know
about the study and most importantly, consent from the respondents will be required.
The researchers will handle the data responsibly ensuring that it will be conducted
with honesty and to avoid manipulating data to achieve specific results. Researchers
must ensure that the students' data they gather remains confidential and that their
privacy is maintained. This covers the use of anonymized data as well as preserving
students' privacy and identity. Additionally, researchers should make it clear how the
data will be used and shared and take the appropriate precautions to avoid
unauthorized access or security breaches.
 CHAPTER IV
PRESENTATION, INTERPRETATION AND ANALYSIS

This chapter will present the data analysis and result discussion. The themes
identified within the data were (a): what is the level of parental involvement of the
students in their academic performance, (b): what is the academic performance of
the students, and (c): Is there a significant relationship between the parental
involvement and the academic performance of the student.

1. What is the level of parental involvement of the students in their academic

performance?

Percentage of Respondents' Parental

Involvement in their Academic Per-
formance
Never
21% Always
26%

Sometimes
53%

Figure 1: Involvement of Parents

Figure 1 shows the percentage of the respondent’s parental involvement. The

collected data revealed that 53% or the majority of the respondents gained an
average of 2 which will be interpreted as “sometimes involved”, 26% of the
respondents gained an average of 3 which will be interpreted as “always involved”,
and 1% of the respondents gained an average of 1 in which it will be interpreted as
“never involved”. As reflected in Table 1, the average parental involvement score of
all respondents was 2.05 which it is also interpreted as “sometimes involved”.
2. Academic Performance of the Students

Below 75

75-79 21
80-84 35
85-89 51
90-100 34
0 10 20 30 40 50 60

Figure 2: Academic Performance of the Students

Figure No. 2 presents the distribution of the general average of the first quarter of
the students, with a total sample size of 141 students. The data showcases a
significant pattern, indicating that 15% of the students achieved Fairly Satisfactory
grades within the 75-79 range, 25% the satisfactory grades in the 80-84 range, and
36% with very satisfactory grades in the 85-89 range. Lastly, 24% of the outstanding
grades were in the 90-100 range during the first quarter.

3. Significant Relationship between Parental Involvement and Academic

Performance of the Students

Table 2: Correlation between Parental Involvement and Academic

Performance
Variables Pearson Coefficient P-value
Correlation
Parental Involvement and Academic 0.24 0.003357
Performance

Table No. 2 shows the results of the Pearson correlation analysis conducted
to correlate the relationship between Parental involvement and the Academic
Performance of the students. The calculated Pearson coefficient correlation revealed
a correlation of 0.24. However, the associated p-value is 0.003357, which is less
than the commonly used significance level of 0.05. It indicates that the observed
correlation is not statistically significant. Based on the data at this point, these results
indicate a weak positive correlation between academic performance and parental
involvement. However, as there is no statistical significance, this observed
relationship could just be the result of chance, so making broader conclusions should
be done with caution.

CHAPTER V
SUMMARY, CONCLUSION, AND RECOMMENDATION

This presents the summary and conclusion derived in the conduct of the study
which is to probe the correlation of the parental involvement and the academic
performance of the Grade 10 TVL students at Isabel National Comprehensive
School. It also provides recommendations that can be used by the students and
future researchers.

Additionally, the study was conducted at Isabel National Comprehensive

School. The respondents were the grade 10 TVL students, they were selected using
simple random sampling. It employed quantitative research and correlational
research methods. Gathered data were obtained through a survey questionnaire and
asking permission from the respective advisers to ask for the student’s general
average in the first quarter. The statistical tools used were mean, percentage,
Pearson correlation coefficient, P-value, Degrees of freedom, and t-test.

SUMMARY OF FINDINGS
The summary of the study is summarized according to the statement of the
problems stated in Chapter One.

1. What is the level of parental involvement of the students in their academic

performance?
Based on the data results, the grade 10 TVL students at INCS are identified
as sometimes involved comprising 53% of the respondents. This data
underscores the importance of acknowledging and addressing parental
involvement among grade 10 TVL students at INCS. Parental involvement can
also contribute to better school attendance, improved behavior, and a more
positive attitude toward learning. Recognizing the positive impact of parental
involvement can serve as a motivation for both parents and educators to actively
work together in supporting students' academic journey.
2. What is the academic performance of the students?
 The data reveals a compelling pattern, showcasing a noteworthy academic
performance among grade 10 TVL students. 36% of the students achieved very
satisfactory grades, falling within the 85-89 range, during the first quarter. 25% of
the students secured satisfactory grades in the 80-84 range, followed by 24% of
the students who achieved an outstanding grade in the 90-100 range. Lastly,
15% of the students have belonged to fairly satisfactory grades with the range of
75-79. This suggests that the grade 10 TVL students have been consistently
excelling in their studies.

3. Is there a significant relationship between parental involvement and

academic performance of the students?

CONCLUSION
This study seeks to correlate the relationship between parental involvement
and students’ academic performance. A total of 141 questionnaires were distributed
to the 90 respondents who were selected using a 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.
APPENDICES
APPENDIX A
 APPENDIX B
Republic of the Philippines
Department of Education
Region VIII (Eastern Visayas)
Division of Leyte
ISABEL NATIONAL COMPREHENSIVE SCHOOL
Marvel, Isabel, Leyte

PARENTAL INVOLVEMENT AND ACADEMIC PERFORMANCE OF THE

STUDENTS

Purpose: To determine the relationship between parental involvement and students’

academic performance.
Note: All pieces of information reflected in this paper will be kept confidential.

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 attend any PTA
meetings?
4. Do your parents take part in any school-
activity in the school?
5. Do your parents encourage you to go to
school?
6. Do your parents ask about your day at
school?
7. Do your parents expect you to have
high/passing grades?
8. Do your parents review your school
assignment/work?
9. Do your parents assist you with anything
related to school?
10. Do your parents reward you at any
success or achievements that you
 acquire?

If others, please specify; _____________________________________________________

APPENDIX C
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 “PARENTAL INVOLVEMENT AND
ACADEMIC PERFORMANCE OF THE STUDENTS” 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 January 2024.

LILIBETH V. POBADORA
____________________________________________________
(Signature over Printed Name)
 APPENDIX D
Grade 10- Molave

BEFORE DURING AFTER

Grade 10- Gemelina

BEFORE DURING AFTER

Grade 10- Yakal

BEFORE DURING AFTER

Grade 10- Narra

BEFORE DURING AFTER

Table 1: Parental Involvement in the Respondents’ Academic Activity
Questions Always Sometimes Never
1. Do your parents help with 3 73 65
your homework?
2. Do your parents 14 106 21
communicate with your
teacher regularly?
3. Do your parents ask about 70 65 6
the school day?
4. Do your parents attend to 11 86 44
any special events of the
school?
5. Do your parents attend to 120 20 1
any PTA meetings?
6. Do your parents encourage 45 82 14
you to go to school?
7. Do your parents expect you 40 74 27
to have high grades?
8. Do your parents check your 9 53 79
works?
9. Do your parents support 25 103 13
you to anything related to
school?
10. Do your parents reward you 33 83 25
at any success or
achievements that you
acquire?

Table 2: Academic Performance of the Students

Range of Respondents’ Number of Respondents Descriptors
Final Grade
75 1 Fairly Satisfactory
76 4 Fairly Satisfactory
78 8 Fairly Satisfactory
79 8 Fairly Satisfactory
80 8 Satisfactory
81 6 Satisfactory
82 6 Satisfactory
83 9 Satisfactory
84 6 Satisfactory
85 11 Very Satisfactory
86 15 Very Satisfactory
87 14 Very Satisfactory
88 4 Very Satisfactory
89 7 Very Satisfactory
90 7 Outstanding
91 7 Outstanding
 92 11 Outstanding
93 3 Outstanding
94 6 Outstanding
Average: Outstanding
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