Chapter 1

Introduction
Rationale of the Study
Parental involvement is widely recognized in the world as a crucial element in ensuring
children’s educational success. It ranges from assisting with homework and engaging in
school activities to communicating with teachers to ensure child’s progress, creating a
supportive home environment for learning, and guiding children’s overall development and
decision-making.
“At the end of the day, the most overwhelming key to success is the positive of
involvements of parents”, - Jane D. Hull
Parental involvement in learner’s education is a complicated concept that encompasses a
wide variety of parental practices and behaviors in terms of student’s education and
learning processes. Parents can be seen as the first teachers of their children and they are
usually active participants of children’s formal education which promotes child’s social,
emotional and academic development. The involvement of parents is a critical factor in the
success of children’s education. When parents are involved, children are more likely to do
well in school. Parental involvement can be defined as the actions that parents perform in
order to enhance their children’s school achievement in cooperation with teachers and other
school staff (McNeal, 2014).

One existing gap in research about parental involvement could be the understanding how to
bridge the gap between different demographics in terms of involvement strategies could
help create more inclusive and impactful approaches to parental engagement in education
(Jaiswal, S.K., 2015). According to Kathlene (2016) parental involvement in children’s
education is a crucial factor for the child’s continuing educational development and
success in school. Parents who are involved in their child’s education can provide
additional academic support at home. They can help with homework, review lessons, and
provide guidance when needed. When parents show interest in their child’s education, it
motivates the child to take their studies seriously (Kathlene, 2016)

THE PROBLEM
This study determined the relationship between factors affecting parental involvement
among grade 7 students and challenges of parents in their involvement of school activities
among one parent in Mangyan National High School, Sibonga, Cebu for the School Year
2023-2024 as basis for Parent Empowerment Activities.
Statement of the Problem
Specially, it answers the following questions:

1.What is the factors affecting parental involvement?

1.1 Age;

1.2 Sex;

1.3 Highest educational attainment;

1.4 Work;

1.5 Combined Monthly Income; and

1.6 Marital Status

2. What are the challenges of parents in their involvement to various school

Activities, in term of;

2.1 Curricular;

2.2 Co-curricular; and

2.3 Extra-curricular

3. Bases on the findings of the study, what parent empowerment can be proposed?

Scope and Delimitation

This survey research study will assess the level of parental involvement of grade 7 parents
in Mangyan National High School. The study will further examine the factors that mostly
affect parent’s involvement and the challenges they face through various activities such as
curricular, co-curricular and or extracurricular. The participants will consist of 15 parents
whose children are in grade 7 in Mangyan Nation al High School. However, it is essential to
note that the findings and conclusions of this study will be specific to Mangyan National
High School and may not be generalized to other schools or educational contexts.
Significance of the Study

This study was conducted to find out if factors affecting parental involvement have
relationship to the challenges of parents in their involvement to the school activities among
grade one parents in Mangyan National High School.

Furthermore, the findings of this study may prove useful to the following:
Parents. The findings of this study would empower parents by emphasizing their role as
primary influencers in their children’s lives. This research study would encourage parents to
take an active interest in their children’s education and wellbeing, leading to positive
outcomes and long-term benefits for both parents and children.

Teachers. This study will help them to understand the importance of collaboration and
support from parents. Teacher can use this knowledge to foster a collaborative relationship
with parents, working together to support the child’s learning journey.

Learners. This study will help the learners become more likely to succeed academically
and thrive emotionally and socially. Learners can benefit from parental studies by
understanding how their parent’s involvement can enhance their motivation and
engagement in their educational journey.

School. The school can use this research to develop and implement evidence-based
practices that promote and support parental engagement. This study helps the schools
identify effective strategies, such as parent workshops, volunteer programs, and family
engagement events, to enhance parental involvement.

Future Researchers. All of the information that will be gained throughout the conduct of
this study may serve as guide to future researchers. The findings of this study shall may
likewise become reference to those researchers who plan to conduct any related study
about parental involvement.
 INPUT PROCESS OUTPUT
1.Demographic S
factors affecting parental
involvement:  Making of
1.1 Age questionnaire
1.2 Sex
1.3 Highest educational
attainment
1.4 Work  Asking of approval
1.5 Combined Monthly
income
1.6 Marital status
 Gathering of data PARENTAL
2. Challenges of parents in EMPOWERMENT
their involvement to school ACTIVITIES
activities.
 Tabulating of data
3. Significant relationship
between demographic
factors affecting parental
involvement and  Analyzing and
challenges of parents in interpretation of data
their involvement to school
activities.

 Formulating findings,
conclusions, and
recommendations
Definition of Terms

Parental Involvement - is a critical factor in the success of children’s

education. This can take to many forms such as helping with homework, attending
school events and parent-teacher conferences and regularly communicating with
the child’s teacher.

School Activities - refer to a wide range of organized events, programs, and

initiatives that take place within a school setting. These activities are designed to
complement and enhance the academic curriculum, promote student engagement,
foster social interaction, and develop various skills and talents among student.
 CHAPTER 2

REVIEW OF RELATED LITERATURE

Parental involvement in a child's education is more than just attending parent-teacher

meetings or checking homework. It's about actively participating in their child's learning
journey, supporting them emotionally, and creating a conducive environment for their
academic growth. Research indicates that when parents engage with their children's
education, it significantly impacts their academic success and social development (Mautone
et al., 2015; Yingqi, 2015).

The transition to secondary school is a critical period for students, involving academic
challenges and decision-making processes. Here, parents play a crucial role as facilitators
and protectors, influencing their child's socio-emotional and academic development through
warmth, acceptance, and involvement (Gordon & Cui, 2012; Garthe, Sullivan, & Kliewer,
2015).

Joyce Epstein's model emphasizes various dimensions of parental involvement, including

parenting, communication, volunteering, and collaboration with the community (Epstein,
1987, 1995, 2001, 2011). Each dimension contributes to fostering a supportive environment
for a child's educational journey (Peiffer, 2015).

Parenting styles, as proposed by Baumrind, are influential in shaping children's academic

outcomes. Authoritative parenting, characterized by guidance without being overbearing, is
often associated with positive academic achievement (Checa & Gutierrez, 2018). However,
cultural contexts can influence these outcomes, with authoritarian styles being more
effective in some Asian countries (Masud et al., 2016).

Student performance is evaluated through various assessments, including tests,

assignments, and standardized exams. Research indicates that parental involvement
positively impacts student performance, with active participation leading to higher academic
achievement (Ubale et al., 2015; Damayanthi, 2018).

Furthermore, the relationship between parental involvement, parenting styles, and student
performance is complex and varies across contexts. While some studies highlight the
positive influence of parental involvement and authoritative parenting on academic success
(Mahuro & Hungi,2016)

In developing countries like Ghana and Ethiopia, parental involvement is positively

correlated with academic performance, emphasizing the importance of creating a supportive
home environment for learning (Amponsah et al., 2018; Ambachew, Amare, & Geleta,
2018). .

Despite the existing research, there remain gaps in understanding the mechanisms through
which parental involvement and parenting styles influence student performance. Further
exploration is needed, especially in developing country contexts, to fully grasp the
complexities of this relationship and inform effective educational interventions (Sulaimani &
Henning, 2020).

In conclusion, parental involvement and parenting styles significantly impact student

performance, with active engagement and supportive parenting fostering academic
success. Understanding these dynamics can inform policies and practices aimed at
enhancing educational outcomes for all children.
 Chapter 3
Methodology

Introduction:

This chapter will describe the subjects under study and how they were selected for
inclusion in this study. In addition, the instrument being used to collect information will be
discussed as to its content. Data collection and analysis procedures will then be presented.
This chapter will conclude with some of the methodological limitations.

Description of subjects

The subjects for this study were parents of students in the class of Mangyan National High
School. A statistical description of subjects is included in chapter four.

Sample selection

A cluster sample was used. The parents of every student in Mangyan National High School
were asked to participate in the study. They were given an overview of the study and told
what their involvement would entail. This group was selected because their children have
completed much of their schooling. There was a history to reflect upon and yet time to make
changes before graduation, if necessary. They were also selected because of class Size,
15 students, this is the class for Mangyan National High School and afforded a better
number Of returned surveys.

Instrumentation

This parent survey was designed specifically for this study. The instrument was developed
specifically for this study, so validity and reliability could not be established prior to data
collection. There were three sections in the instrument:
Section I of the instrument surveyed parents’ attitudes about their education, their Child’s
education, and their involvement with their child and their child’s school.
Section II of the instrument surveyed parental behaviors as they relate to themselves, their
child, and their child’s education.
Section III dealt with demographic data: gender, marital status, highest levels of education
for responding parent and spouse, whether they were employed, their high School student’s
average grades, and whether or not their child qualified for free or Reduced lunches.
No measure of validity or reliability were conducted because this instrument was developed
especially for this study. Ideas for questions in the survey came from the Review of
literature, a review of other surveys, and discussions with colleagues.
Data collection

The survey was sent out to each parent of a student in Mangyan National High School in
thi year. The survey consisted of three pages and a cover letter, all printed on a single sheet
of paper folded into booklet form. The survey was folded in thirds and prepared with a return
address label and stamp. An introduction of the project, its purpose and hopeful results was
presented to the students of the junior class prior to the mailing of the surveys. It was hoped
that this might facilitated a swifter and higher rate of return. The researcher collected the
surveys in the high school office.

Data Analysis

The survey questions were written to represent four specific areas of parent Involvement.
The questions for the various sub-scales were randomized throughout the survey and some
were written in reverse form. It was hoped that in doing so respondents would not mark all
one response, but rather have to read each question and provide a more accurate
response.

The analysis of the data was divided into eight sub-scales:

1. Parent’s attitudes about involvement at home.

2. Parent’s behaviors relating to involvement at home.
3. Parent’s attitudes about involvement at school.
4. Parent’s behaviors relating to involvement at school.
5. Parent’s attitudes about their desires and expectations for their children.
6. Parent’s behaviors relating to their desires and expectations for their children.
7. Parent’s attitudes about their own school experience.
8. Parent’s behaviors relating to their own school experiences.
All appropriate descriptive statistics were utilized, and correlations were made.
Data was analyzed utilizing mean, standard deviation, Pearson Correlation, range tests,
and frequencies.

Limitations

This one-time study collected data from only a small, homogeneous group. There was no
measure of validity or reliability because the survey was created specifically for this study. It
would be better to repeat the study with students and their parents a number of times as the
students progress through school, or better yet, through life.
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Framwework.
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