PARENTAL INVOLVEMENT AND ACADEMIC PERFORMANCE OF

GRADE 5

LEARNERS: AN INTERVENTION

A Thesis

presented to the

Faculty of the Graduate School

PACIFIC INTERCONTINENTAL COLLEGE

In partial fulfillment
of the Requirements for the Degree
Master of Arts in Education
Major in Education Management

by

ARLYN BASINANG

2022
 CERTIFICATION

This thesis entitled “PARENTAL INVOLVEMENT AND ACADEMIC

PERFORMANCE OF GRADE 5 LEARNERS: AN INTERVENTION”
prepared and submitted by FULL NAME in partial fulfilment of the
requirements for the degree of Master of Arts in Education major in
Educational Management has been examined and recommended for
ORAL EXAMINATION.

JOHN REY V. BAUTISTA, Ed.D.

Adviser
____________________________________________________________________

APPROVAL SHEET

Approved by the Panel for Oral Defense on _______________ with a

rating of___________.

EVANGELINE M. SANGALANG, Ed.D.

Chairman

Member Member

Accepted in partial fulfillment of the degree of Master of Arts in

Education major in Administration and Supervision.

MARIA GINA L. BAIZA, Ph.D.h.c

President
 ACKNOWLEDGMENT

The researcher would like to thank the following people who

deserve the deepest gratitude and acknowledge.

A.B.
DEDICATION

A.B.
 TABLE OF CONTENTS

LIST OF
TABLES ............................................................................................

CHAPTER

1 The Problem and Its Background

Introduction ........................................................................................
....

Conceptual
Paradigm ...............................................................................

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

Hypothesis .........................................................................................
.....

Scope and Limitation of the

study .............................................................

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

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

2 Review of Related Literature and Studies

Local
Literature.....................................................................................

Foreign Literature ..............................................................................

Local
Studies .......................................................................................

Foreign
Studies ...................................................................................

3 Methodology
 Research
Design ....................................................................................

Population and
Sampling .........................................................................

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

Research Instruments ......................................................................

Validation of Research
Instruments .........................................................

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

Statistical Treatment of
Data ...................................................................

4 Presentation, Analysis and Interpretation of Data

Sub-Problem No.1
………………………………………………………………………………

Sub-Problem No. 2 ………………………..

…………………………………………………….

Sub-Problem No. 3
………………………………………………………………………………

Sub-Problem No. 4
………………………………………………………………………………

5 Summary, Conclusion, and Recommendation

Summary……………………………………………………………………………………
………
Conclusions…………………………………………………………………………………
.……… Recommendations
……………………………………………………………………….………

BIBLIOGRAPHY

APPENDICES

CURRICULUM VITAE
 CHAPTER 1

The Problem and Its Background

Introduction

Parents are the children's first educators. The first few years of

children's learning are most taught by their parents. Their formal learning

begins when the child starts to attend a formal setting of education. Both

the parents and teachers have major influence on the child's learning all

throughout school and for the rest of their lives. They both play an

important roles to the development of child's education. Hence, they

should work together as a team.

Parents can get involved in many different ways. This research

pertains to parental involvement such as parenting, learning at home,

school volunteering, decision making, community involvement, and

school information and communication. Most reports claimed that the

most effective schools are now widely considered to be ones that

encourage and support the involvement of parents and other family

members in the education of their children. It is believe that higher

academic success is achieved through the influence of parental

involvement. Moreover, parental involvement has a greater relationship

with improving student motivation, which then leads to improved

academic achievement.

2
 Parental involvement is a form of aspirations for their children’s

educational achievement. The involvement of parents is more beneficial

to help the child more motivated so they can take advantage of their own

learning. Yet, it is also important that learners is motivated to succeed

academically for their own benefit, not because of their parents’ dreams

and aspirations. Parents can influence their children’s motivation by

providing a sense of security and providing support, not relentlessly

pushing for academic excellence. Accordingly, if students view parents as

models and trusted partners in learning, it helps them assess their own

capabilities and performance. The good appeal of parents to their

children will inspire them to achieve the greatest amount of academic

success. Communication is also important. If good communication plays

between parents and their children, it can highly contribute to better

academic performance for the learner.

This research focus on evaluation and acceptability of intervention

plan that shows clear link between parental involvement and children

performing better in school. The researcher believes that children with

parents getting involved in their education will show better performance

and possible for achieving higher grades. Also, they show better

behaviour, more enthusiasm, ambition and higher levels of engagement

compared with children whose parent are not involved in their education.

3
Theoretical Framework

Many research proved that parental involvement have positive

effects to education. The relevance of this study is catered between the

relationship of parents and learners regarding academic performance.

The work of Dr. Joyce Epstein has supported the meaning of parent

involvement and identified the premise stating that parent involvement

should go beyond school and home, inviting a partnership between

homes, schools and communities (Wright, 2009). In the six types of

Parental Involvement framework, Epstein implied that guardians who

were informed and engrossed in their children’s trainings can bring

sanguinely impact their child’s attitude and performance. The six types of

involvement interactions take action as a framework for classifying

behaviors, responsibilities, and deeds performed by school personnel and

family and community members, working hand in hand to augment

involvement and student achievement that activate within the theory of

overlapping spheres (Epstein et al., 2002). The six types of involvement

are delineated in the chase conduct. First is the Parenting helping where

parents and extended family members are aware and conversant about

child maturity, and offering possessions that permit them to ascertain

home environments that can enhance learning. Second is

Communicating-effective, suitable two-way contact about school events

and student academic or personal development and progress, and/or

insight within the home environment. Third is Volunteering-organizing

4
and participating in activities initiated by school personnel like parent-

teacher and community association or generated by community

members aimed at supporting students and school programs, such as

service-learning projects, violence reduction assemblies. Fourth is the

Learning at home wherein it is providing information to parents and

families about school procedures like homework opportunities, grading

rubrics in order to help them supplement their children's academic

activities. Fifth is the Decision-making in which this includes the parents

and family members from all backgrounds as representatives and leaders

on school committees agreed upon the educational events. Finally is the

Collaborating with the community-identifying and integrating funds,

services, and other assets from the community to lend a hand and meet

the needs of school personnel, students, and their families.

Conceptual Framework

The conceptual framework that guided this study followed the

system approach model utilizing the INPUT, PROCESS and OUTPUT

shown model in figure 1.

The Input Box presents the input of the study which includes

the grade 5 learners performance, assessment test and the

references.

5
 The Process Box presents the process of the study which

includes the data gathering, tabulation of data, statistical treatment

of data and analyzation and interpretation of data.

The Output Box presents the output of the study which is the

Parental Involvement and Academic Performance of Grade 5

Learners: An Intervention.

Figure 1: Conceptual Paradigm on Parental Involvement and Academic

Performance of Grade 5 Learners: An Intervention

INPUT PROCESS OUTPUT

Gathering of

Data

Tabulation of
Grade 5
Learners Data
Performance
Statistical
Parental
Involvement
Assessment and Academic
Tests Treatment of Performance of
6
Grade 5
Data Learners: An
Intervention
Statement of the Problem

This study determines the Parental Involvement and Academic

Performance of Grade 5 Learners: An Intervention.

It seeks to answer the following research questions:

1. What is the performance of the Grade 5 learners for the last three

years?

2. What is the extent of parental involvement on their children’s

performance with regard to:

2.1 Parenting;

2.2 Learning at home;

7
 2.3 School volunteering;

2.4 Decision Making;

2.5 Community Involvement; and

2.6 School Information and Communication?

3. Is there a significant relationship between parental involvement and

academic performance of the learners?

4. What are the problems encountered in parental involvement in a

school setting?

5. Based on the findings of the study, what action plan may be

proposed?

6. How acceptable is the proposed intervention as assess by the

respondents?

Hypothesis

HO1.There is no significant relationship between the parental

involvement and academic performance of the learners.

Scope and Limitation of the Study

The scope of this study focused on determining Parental

Involvement and Academic Performance of Grade 5 Learners: An

Intervention. The study was conducted during the school year 2018-

2021. There were 60 respondents of the study consists of 5 School Heads

and 55 Teachers. The research focused on the result of the evaluation

8
and acceptability of Intervention Plan on Parental Involvement and

Academic Performance of Grade 5 Learners.

Significance of the Study

The findings gained from this study will be useful and it helps the

following:

Teachers. The result of this study would be essential for teachers

to apply appropriate teaching strategies which improve their

performance and students’ performance as well.

Students. Students are the direct beneficiaries of this study since

they are the ones who will benefit from the strategies to be applied by

the teacher that enable them to cope up with the lessons.

School Heads. This study will serve as a guide for the school

heads in enhancing teaching strategies to be applied by the teachers.

Future Researchers. This study may provide future researchers

with a model which is beneficial for future investigations relative to this

study.

Definition of Terms

The following terms are defined technically and operationally to

gain better understanding of the study.

9
 Parental involvement refers to the participation of parents in

regular, two-way, and meaningful communication involving student

academic learning and other school activities.

Academic Performance refers to 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.

Intervention Plan refers to a blueprint for helping a student build

specific skills or reach a goal. In other words, it's an action plan. In

general, intervention plans include a goal, intervention strategy, timeline,

and progress monitoring method.

Parenting refers to the process of raising children and providing

them parental encouragement and support for learning, and valuing

school accomplishments and the reinforcement of learning at home.

Learning at home refers to the learning which happens in the

home, outdoors or in the community. It can take place through everyday

activities that families already do and can overlap with aspects of

organised or active learning activities.

10
 School volunteering refers to a parent who voluntarily offers and

provides a service to the school district without receiving compensation.

Decision making refers to involvement of parents in planning and

decision making as they know their child best. The parents’ involvement

also make sure that the student receives appropriate support, and that

necessary changes are made so they can be fully included in the

classroom.

Community involvement refers to events with local community

and business, parents' participation in after-school and extracurricular

activities, and participation in the school's decisions.

School information and communication refers to involvement

of parents to teachers while discussing matters that affect the children’s

performance and behavior.

CHAPTER 2

Review of Related Literature and Studies

11
Local Literature

Llego (20221) discussed the importance of Parental Involvement in

Education. He further elaborate his article through the importance of

parental involvement in education and the benefits of parental

involvement. Parental involvement in education is essential and can

significantly impact their child’s academic success. When parents are

involved in their child’s education, they are more likely to help their

children succeed in school and life. Parents, your involvement in your

child’s education is crucial! Please take the time to attend school

meetings, meet with teachers, and help with homework. Your child needs

your support to succeed in school. He said that The Department of

Education (DepEd) needs to educate parents more about how important

education is for their children’s future. It also needs to ensure that

parents know the available resources to help their children succeed in

school.

Globe (2021) Highlights the Importance of ‘Parental Engagement in

School’ via Global Filipino Teachers Series with DepEd. The topic was

discussed in detail during the first session of the 4th Professional

Development Series for Teachers on Parental Engagement, presented by

the Department of Education (DepEd) National Educators Academy of the

Philippines (NEAP) in collaboration with Globe’s Global Filipino Teachers.

The series seeks to define and differentiate parental involvement and

engagement, share the benefits of engaging parents in their children's

12
learning, and identify the challenges that they face. Teachers also

learned the difference between parental engagement and parental

involvement when it comes to learning. Participants learned that when

schools involve parents, they are leading with their institutional self-

interest and desires. On the other hand, engaging means leading with

the parents’ self-interests to develop a genuine partnership. This elicits

ideas about what both parties could do to help their child and the

community better. Parents are also challenged to do something about

what they feel is important to them.

Serrano (2023) stated that when parents involved in the learning of

their children, academic achievement and school satisfaction increases,

and there is a successful school setting. She also added that parents

have direct and strong impact on their children’s holistic progress and

development in school. More so, there were experts that repeatedly

explained parents are the crucial link in improving Philippine education.

In numerous studies, revealed that parental involvement improves the

chances of children’s success at school, yet research also suggests that

parental participation may be on decline.

Foreign Literature

According to Sudderth (2022), when families are stakeholders in

students’ education, there’s a positive impact on student success. And

that when families get involved and engaged in their child’s education,

students are more likely to graduate, earn higher grades, improve their

13
attendance, and go to college. Hence, they suggested Action-Based Ideas

for Improving Involvement and Engagement, in which accordingly, once

educators identify the challenges to family engagement in their

community, they can invest in approaches that will foster engagement

moving forward. The several concrete strategies for educators to foster

engagement that is relational and sustainable mentioned are: creating

parent and family advocacy groups; expanding volunteer opportunities;

offer home visits; get information out in the community; schedule regular

student meetings; and host family workshops.

Also, Chen (2022) claims that parental involvement plays an

important role in student success. Her article discusses the critical role of

parents in their children’s education. With careful and countless

examining of studies and reports, she found out that academic

achievement increases when parents are involved in their children's

education; parental involvement leads to better classroom behavior;

parents should stay involved in their children's education from preschool

through high school; training helps parents of disadvantaged children

get involved; reading together at home greatly improves reading skills;

schools can encourage parental involvement in many ways; parental

involvement lifts teacher morale; and parental involvement benefits

children and parents; and time constraints are the greatest barrier to

parental involvement.

14
 Encouraging family engagement is more than common courtesy.

It’s one of the best strategies to create a positive learning environment

for all students (Waterford, 2022). Further, it was said that family

involvement must be the first step to family engagement. While teachers

can offer advice, families and caregivers also have important information

about their child that teachers may not know. A student’s learning

experience is enriched when both bring their perspectives to the table.

With family engagement, home and school come together as a team.

Also, the researchers found strong connections between family

involvement/engagement and student academic achievement across fifty

different studies. The earlier educators establish family engagement, the

more effective they are in raising student performance. Family

partnerships formed during elementary school years build a strong

foundation for future student success and continued engagement. When

students receive more support, classrooms with engaged families

perform better as a whole.

Then, Schmid and Garrels (2021) overall analysis allowed them to

shed light on the forms of parental involvement that students identified

as vulnerable experienced in their schooling. Accordingly, the students’

narratives reflected their need for encouragement and motivation, their

need for practical support in everyday school life, and their need for

clearly expressed expectations regarding their education. From the

15
perspectives of the students, these forms of parental involvement were a

major explanation for their success in school.

There is also strong support from international research showing

the positive influence of parental involvement over academic

achievement, as has been demonstrated in a variety of meta-analyses

across different populations and educational levels. Moreover, although

there is a wide range of parental involvement definitions, some more

general and others more specifics, there is a consensus among research

results about the positive influence of parental involvement over child

academic achievement (Jeynes, 2016).

Local Studies

Bartolome et al., (2017) stated that parent involvement placed a

vital role in the education of children as well as the contribution it gives

to the society. Although, there are programs and current practice on

parental involvement in the Philippines, national policies and framework

are not in placed to support Early Childhood Education. Further, in a

statistics, showed that the low level of reading competence of children,

studies reveal the gap in understanding parental involvement in parents’

perspective, and the Philippine EFA goals recommends to expand access

of parental involvement programs in every barangays. For the sake of a

holistic education, parents need to play a supportive role in education

16
and Philippine government must take into account the enactment of a

council or policy for family affairs.

As for Albiso, et al. (2022), stated that parents need not be

directly involved in the academic undertakings of their children. It

solely depends on the students on how much of an effort they

exert in their academic tasks, how they respond to the changing needs

in their educational environments, and how responsible they are in

fulfilling their academic endeavors. Furthermore, educational staff and

administrators may be able to identify other factors that influence the AP

of the students.

The study of Tus (2021) investigates the relationship between

parental involvement and the academic performance of the students. The

following conclusions were derived: The parents were still in the process

of developing their involvement in school, specifically, in this

challenging time. Also, the level of academic performance showed that

the mean score of the respondents' academic performance was very

satisfactory. This revealed that the students performed well in class

during online learning modalities. Moreover, it is suggested that even

though there is no significance between the variables, the parents must

be responsible for providing guidance and supervising the children,

especially during the online learning modalities. Also, they suggested

empowering, engage and lead their children with the values as the

first educators.

17
 Findings from Garcia’s (2018) study reveals that the increase of

current understanding of the nature of parental notions about

involvement in children’s education and the roles that economic and

cultural context play in academic success of the students. The study also

highlights factors that facilitate or hinder involvement and how elements

of traditional Filipino parenting and the context of poverty are reflected in

parents’ challenges and available strategies for coping. In the context of

this poverty, Filipino parents showed a general understanding of their

role in their children’s academic success. However, the degree to which

they are able to support their children varies as the challenges in their

immediate and broader contexts pose uncertainties on how they follow

through on their involvement.

Gomes (2015) revealed in his study that there is no significant

relationship between parental involvement and coping behaviors of

students. This study also provides support for aspects of motivational

model of development of coping by Skinner and Wellborn. Moreover,

family and teacher relationships are significantly associated with

adolescents’ active coping behaviors. When young people reported that

their parents and teachers provided interactions that supports

relatedness and competence, the reported coping of problems in a more

active manner. Accordingly, the family is the prime socializer of coping.

Nevertheless, positive teacher-student relationships are important and

associated with more active coping behaviors, especially when

18
adolescents have problems at school. The use of adaptive coping

strategies, such as positive appraisal coping may serve to butter the

impact stress has on the students.

Foreign Studies

Parental involvement in school has long been heralded as an

important and positive variable on children’s academic and socio-

emotional development. From an ecological framework, reciprocal

positive interactions between these two key socializing spheres – families

and schools – contribute positively to a child’s socio-emotional and

cognitive development. In Tarraga et al’s findings, they have

demonstrated a positive association between parental involvement in

education and academic achievement, improving children’s self-esteem

and their academic performance as well as school retention and

attendance. Family involvement has also been found to be associated

with positive school attachment on the part of children as well as positive

school climates. Their research has also evidenced that programs

focused on increasing parental involvement in education have positive

impacts on children, families, and school communities.

According to Sebastian et al., 2017, parent-school partnership

allows for the conceptualization of roles and relationships and the impact

on the development of children in a broader way. From this approach,

families and schools are the main actors in the construction of their roles

and forms of involvement, generating new and varied actions to relate to

19
each other according to the specific educational context. The main

findings in the family-school field show a positive influence of this

partnership, contributing to academic achievement and performance,

among other positive consequences.

With regards to the impact of level of parental involvement on their

children’s academic performance, the results of Naite’s (2021) research

found that students with highly involved parents had better academic

performance and higher test scores in all the subjects than students with

parents who were not involved. The conclusion of her study was

persistent with the work of Kgosidialwa (2010), whose in their studies

found that parental involvement is one factor that has been consistently

related to a child's increased academic performance. Similarly, Sheldon

(2009) discovered that students who are successful have significant

involvement and academic assistance from their parents.

While Gertler, et al (2021) shown in their research that low-cost

interventions that provide parent associations with information can be

effective at changing parenting behaviors and improving student

behavior, even when implemented at-scale by governments. Notably, the

effect of the information intervention was large enough to close the gap

in parenting practices between families attending indigenous schools and

general schools. Given the historical discrimination and social exclusion

of indigenous people in public education, providing information to

parents about how to become involved in their children’s school offers

20
great promise for improving the educational trajectory of marginalized

students.

In Marti, et al (2018) study shown that the higher levels of parent

involvement with the Getting Ready for School (GRS) intervention were

found to be associated with greater gains in early literacy, math, and

self-regulatory skills among pre-schoolers from socioeconomically

disadvantaged families. Therefore, enhancing parent involvement in

early school readiness interventions may lead to improved

developmental gains for socioeconomically disadvantaged children.

These results underscore the importance of offering parents various

opportunities for involvement in school readiness interventions. GRS

offers parents easy to understand materials and flexible options to

promote child development using playful activities. By assessing and

enhancing various aspects of parent involvement in early interventions,

we may discover new ways of improving school readiness that are well-

matched to the diverse population of families who participate in these

interventions.

21
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