TABLE OF CONTENTS

Chapter I
Introduction………………………………………………………………………………….. 2
Statement of the Problem……………………………………………………………………. 3
Theoretical Framework……………………………………………………………………… 4
Conceptual Framework……………………………………………………………………… 5
Definition of Terms……………………………………………………………………...…. . 6
Scope and Limitation of the Study……………………………………………………...… ... 7
Significance of the Study......................................................................................................... 7
Review of Related Literature……………………………………………………………… .. 8
Methodology
Research Design…………………………………………………………… ……... 13
Research Instrument……………………………………………………………....... 13
Respondents of the Study…………………………………………...…………..….. 13
Data Gathering Procedure………………………………………………………...... 14
Data Treatment……………………………………………………………...…….... 14

Chapter II
Presentation, Analysis, and Interpretation of Data…………………………………………. 16

Chapter III
Summary of Findings……………………………………………………………………..... 20
Conclusion………………………………………………………….…………………......... 23
Recommendations……………………………………...……………………………........... 25

References……………………………………………………………………………...….. 26

1
 CHAPTER I

INTRODUCTION

“The children are our future.” Nearly all of it is cliché, yet every child has the potential.

They are among the nation’s valuable assets. As they are perceived to be valuable, efforts to aid

them in their development and success shall be put forth. It is important to have adequate

knowledge of the elements that might promote a child's cognitive growth.

Hoover-Dempsey & Sandler describes parental involvement as a “rich vein” of continued

parental influence in the lives of children as they develop through the elementary, middle and

high school years. This implies that the benefits of a successful home-school partnership are not

limited to children's early academic performance but extend long into their adult life.

Every student's early learning process begins in their household. Parents impart on their

children the fundamental knowledge, morals, and attitudes required for day-to-day living. As

soon as the child begins school, the parent's participation must continue to exist not only in their

homes. Students will undoubtedly face challenges as they continue in their academic pursuits

since they are aware that learning demands adversity. Their self-assurance, self-esteem, and will

to remain steadfast will be challenged, therefore, finding means for them to get affirmations,

encouragement, and support is crucial.

What could be the outcome of the engagement? Researchers are interested in finding out

how parental participation affects student accomplishment. Accordingly, this study seeks to

advance the analysis and get further understanding whether parental involvement will benefit

SHS students’ academic affairs. Does the severity of it affect their academic performance? Or

does their participation serve no purpose?

2
Statement of the Problem

Numerous researches have explored the relationship between parental participation and

student accomplishment; yet, other studies have found the opposite, suggesting that parental

involvement may potentially hinder students' growth and academic progress. Therefore, this

research study sought to determine and describe the impact of parental participation on senior

high school students' academic performance.

Specifically, this study aimed to answer the following questions:

1. What kind/s of parental involvement do students encounter?

a. Attending school meetings

b. Communicating with teachers

c. Asking them regarding their homework, examinations, quizzes and lessons

d. Encouraging them in their academics

2. To what extent do parents get academically involved?

3. To what extent do these parental involvements have on children's academic performance

in terms of:

a. Motivation to study

b. Acquiring higher scores in homework, examinations and quizzes

c. Boosting children’s self-esteem in class

d. Motivation to complete school tasks

3
Theoretical Framework

This study is anchored on Ecological Systems Theory, formulated by Urie Bronfenbrenner.

According to this theory, the development of children is affected not only by factors within the

child but also by their family and surrounding world (Bronfenbrenner, 1979). Social, political,

biological, and economic conditions also affect the child (Bronfenbrenner, 1986). In his

masterpiece, The Ecology of Human Development (1979), he described ecology as the settings

and institutions that impact humans as they grow. This theoretical approach focuses on the

developing child and the child’s interactions with people, objects, and symbols in “proximal

processes” across multiple settings, contexts, and environments (Prior & Gerard, 2007). “A

microsystem is a pattern of activities, roles, and interpersonal relations experienced by the

developing person in a given setting with particular physical and material characteristics”

(Bronfenbrenner, 1979, p. 22). This is the layer that affects the child most closely (Gestwicki,

2007). Family, school, teachers, peers, child health services, and the neighborhood are some of

the main settings and institutions that he mentioned in his definition.

Based on Bronfenbrenner’s idea, one might easily contend that a child's school experience is

made up of more than only their contacts with the institution or their teachers. It incorporates a

bigger structure comprising the community, family, and parents. As a result, understanding the

influences of a child’s environment provides theoretical support for the idea of parent

involvement in young children’s education.

4
Conceptual Framework

Independent Variable Dependent Variable

Parental involvement Impact towards

in their children's children’s academic

Figure 1. A Schematic diagram showing the relationship among variables.

The figure above presents that the independent variable (involvement of parents in their

children's academics) affect the dependent variable (impact on academic performance).

5
 Definition of Terms

For the purpose of this study, relevant terms have been identified, defined, and clarified.

The key terms in this study are academic performance, parent, and parental involvement.

Following are the applied definitions for the present study.

Academic Performance: Factors influencing academic performance include: the will to study,

excellent test scores, classroom confidence, and the capacity to do school work on time.

Parent: In the context of this study parent refers to anybody who contacts the school on behalf of

the kid, regardless of whether they are the child's biological parents or not.

Parental Involvement: Parental involvement is participation by parents in any school-related

activity in school as well as the home. These activities are not limited to merely the traditional

categories, such as attendance at school meetings, communication with teachers, asking and

encouragement towards academic affairs. In this research study parental involvement is

incorporated into two categories: 1) Parental involvement in school activities, and 2) Parental

involvement at home.

Scope and Delimitation of the Study

The study focused on the impact of parental involvement on senior high students’ academic

performance. Only parents and senior high school students who were officially enrolled for the

academic year 2022-2023 were given the eligibility to complete the given survey questionnaires.

Only parents and students from Barangay Su-ay, Himamaylan City; Sindangan, Zamboanga del

6
Norte; and Villarreal, Bayawan City were allowed to participate in the research. The focus of this

research, which was also provided in the questionnaire, was on the types of parental involvement

that students have encountered, the level of parental involvement, and the effects of that

involvement on students' academic performance.

Significance of the Study

The findings of this study would be highly significant for parents. According to the study's

theory, parents can influence their child's development and progress. The researchers hoped that

the findings would raise parents' awareness of the different types of parental involvement they

could engage in and the importance of doing so, as well as their own responsibility in their

children's education.

7
 REVIEW OF RELATED LITERATURE

The following review of literature includes a brief history of parental involvement, case

studies on parental involvement and student achievement, and information on the types and

importance of parental involvement.

History of Parental Involvement

The No Child Left Behind (NCLB) Act of 2001, U.S. Department of Education, indicates that

parents have a considerable role in promoting the academic achievement of their children.

Regardless of this legislation, schools should and are encouraged to strengthen their efforts in

developing innovative ways to involve parents in their children’s academic growth. Lai and

Vadeboncoeur (2012) noted the duty of a school to promote parental involvement has become a

passive act, rather than a genuine effort. In addition, parents are often scapegoats when trying to

find the blame to student achievement. For example, some educators blame parents for the

children’s academic failures (e.g., “If only the parents helped at home” or “Parents just don’t

care about school”). Despite these remarks, research continues to credit parental involvement as

a way to increase academic achievement effectively. Studies show that parents are, in fact, a

strong independent variable in motivating their children to learn (Gonzalez-DeHass, 2005;

Williams, & Holbein, 2005).

Parental involvement corresponds to many constructs of school such as engagement, which

includes attending parent-teacher conferences, contributing to extracurricular activities,

8
monitoring student grades, imparting parental values, helping with homework, and providing

intrinsic and extrinsic motivation.

Case Studies on Parental Involvement and Student Achievement

Several research studies have found that participation of parents in children education is

significantly and positively correlated with students' academic accomplishment (Olaniyi &

Mageshni 2008, Altschul, 2011). (Bouffard & Weiss [2008]). Parental involvement, from an

economist’s perspective, can be defined as direct effort, provided by the parent, in order to

increase educational outcomes of their children. This definition implicitly refers to an

education production function, and makes parental involvement one of its arguments. The broad

perspective adopted here mirrors the definition of family involvement by the Harvard Family

Research Project, one of the leading research groups into family involvement outside economics:

their definition includes all activities by parents that are intentionally “linked to learning”.

Gonzalez-DeHass et al. (2005) argued that when parents are involved in their children’s

schools, academic motivation and achievement increase. Students’ interest in learning,

competence, and understanding of a subject area, improves and promotes student achievement. A

study by Rosie Thornton (2015) concluded that students whose parents are intently involved in

their children’s academic activities have better academic results than parents who are not

dynamically involved in the academic activities of their children. Parents who are actively

involved their child’s education are more likely to encourage the child’s social, emotional, and

academic growth. Similarly, Barnard (2004) found that academic performance of students

profoundly depends upon the parental involvement in their academic activities to attain a higher

level of quality in academic success. Since parents are the first teachers of their children, they

need to take a leading role in their children’s education. Parent involvement in a child’s

9
education is a key issue ensuring students’ success, growth and development in life. Students

will take education more seriously, do well academically, display better behaviour in school and

assume greater responsibility for his or her actions when they found their parents are actively

involved. According to Xu, Benson, Mudrey-Camino and Steineret (2010) parental

involvement in assignment can be a means to keep parents well-informed of the child’s strengths

and weaknesses in several subject areas, mainly reading. A study by Cai (2003) illustrated that

participation parents is a statistically weighty forecaster of their child’s level of achievement in

Math and also promoted positive behaviour and emotional development. Fiore (2001) remarked

that when parents are strongly linked with the school’s culture, when their involvement is

regular, ordinary, and expected one can also be assured that student achievement can be

positively affected. Domitrovich, and Welsh (2004) showed that parents’ involvement in their

children's reading activities at home had a significant influence, not only on their reading ability,

language comprehension and expressive language skills, but also on their interest in reading.

However, the above was refuted by certain research studies, which showed that parental

participation in a child's education might actually have a detrimental impact on the student's

progress and accomplishment. According to Shumow and Miller (2001), parental involvement

in homework and communication with the school has a negative impact on students’ academic

achievement by way of lower test scores. Additionally, Cooper et al. (2000) found that when

parents are directly involved in children education that will negatively affect their performance

academically.

10
Epstein’s Six Types of Parental Involvement

Epstein et al.’s (2009) framework consists of six types of parental involvement. The basic

obligation of parents (Type 1) refers to a family’s responsibility of ensuring the child’s health

and safety (e.g., parenting, child rearing, continual supervision, discipline, and guidance at each

age level) and to providing positive home conditions that support learning and behavior. The

basic obligation of schools (Type 2) refers to communication with the school about academic

progress (e.g., memos, notices, report cards, conferences). The basic obligation of schools (Type

3) pertains to parental participation in the school setting (e.g., events, workshops, or programs

for their own educational growth). The basic obligation of schools (Type 4) applies to

communication with parents initiating, monitoring, and assisting in their children’s homework or

learning activities. The basic obligation of schools (Type 5) refers to parents accepting decision-

making roles in committees that monitor school improvement (e.g., Parent Teacher Association

[PTA], advisory councils, or other committees or groups at school). The basic obligation of

schools (Type 6) involves collaborating with the community, which pertains to integrating

various community agencies and resources that support school programs (e.g., Title 1, after-

school programs, parent institute committee) (Epstein, Coates, Salinas, Sanders, & Simon, 1997).

Importance and Benefits of Parental Involvement

According to Harris and Goodall (2007), parental involvement can encompass a whole range of

activities with or within the school while parents view parental engagement as offering support

to students while teachers tend to view it as a means to improved behavior.

(Nihat Şad & Gürbüztürk, 2013), they added that success at school is guaranteed if school-

based instruction is supported by parents’ involvement at home. Involving parents in education

11
has been reported to yield positive outcomes in many aspects including increased student

attendance to and satisfaction with school, better academic achievement, motivation, school

attachment, responsibility and confidence, better social adaptation and less discipline problems.

12
 CHAPTER III

Research Methodology

Research methodology presents the research design, the research instrument, the

respondents of the study, data treatment, and the data gathering procedure.

Research Design

This study used a descriptive quantitative method of research. Quantitative research is the

systematic empirical investigation of observable phenomena via statistical, mathematical or

computational techniques. The objective of quantitative research is to develop and employ

mathematical models, theories and hypotheses pertaining to a phenomenon. This is a quantitative

research using a descriptive design implying a survey method. This method will be used to

obtain accurate result in the analysis and interpretation of data.

Research Instrument

Researchers conducted a paper-based survey with the use of self-administered, printed

questionnaires that respondents filled out themselves, without an interviewer, based on the

statement of the problem and its specific objectives. Each household was given two copies of the

questionnaire, one for the parent and one for the student.

Respondents of the Study

The study was employed to the parents and senior high school students from Barangay Su-ay,

Himamaylan City; Sindangan, Zamboanga del Norte; and Villarreal, Bayawan City. In each site,

the researchers surveyed a group of 15 parents and 15 students for this study. Convenience or

13
Accident sampling method will be employed in the study. It means that the respondents will be

selected according to their availability.

Data Gathering Procedure

The data gathering was conducted by the researchers at their own sites. The researchers

identified the students they will use as respondents, messaged them online via the Facebook

Messenger application, and asked them if they were willing, together with their parents, to

participate in the survey. Each researcher stated first what the survey was for and the instructions

on how to answer the questionnaire. Those students who have agreed were given the

questionnaires personally, and they were the ones who gave the questionnaires to their parents.

Thereafter, the students handed both the student and parent survey questionnaires back to the

researchers.

Data Treatment

The researchers used Descriptive Statistics which make use of charts, numbers, tables and graphs

in summarizing the data that will be gathered effectively and clearly for the benefit of the readers

of the study.

The formula used to answer problem statement number 1 is frequency and percentage to

determine what parental involvement students have encountered.

For problem statement number 2, the researchers used mean to determine the extent of parental

involvement.

14
For problem statement number 3, the formula used to answer the problem was mean to determine

the impact of parental involvement on students’ academic performance.

15
 CHAPTER II

PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA

This chapter contains the presentation and analysis of data in illustrative tables to answer

the research question stated in the statement of the problem. The data and analysis are presented

according to the sequence of the objectives.

Table 1.
Kinds of Parental Involvement
Parental Learners’ Perception Parents’ Perception Overall Perception
Involvement (n=45) (n = 45) (n = 90)
% Interpretation % Interpretation % Interpretation
Attending 73.33 More than half 75.56 Most of the 74.44 More than half
school but not most group but not most
meetings
Communicatin 66.67 More than half 73.33 More than half 70.00 More than half
g with teachers but not most but not most but not most
Asking about 80.00 Most of the 82.22 Most of the 81.11 Most of the
homework, group group group
examinations,
quizzes
Asking about 75.56 Most of the 73.33 More than half 74.44 More than half
lessons group but not most but not most
Encouraging 88.89 Most of the 93.33 Most of the 91.11 Most of the
students in group group group
academics
Note: <1%: Nothing; 1.00% - 39.00%: A small portion; 39.01%-49.99%: Less than half; 50-50.99%: Roughly half;
51%-75.00%: More than half but not most; 75.01-99.00%: Most of the group; 99.01-100.00%: Approximately all

Table 1 lists the various forms of parental involvement in which both students and

parents got involved. 33 (73.33%) of the 45 children' parents attend school meetings; in

communicating with teachers, 30 (66.67%). 36 (80.00%) with regards to being asked

assignments, tests, and quizzes. 34 (75.56%) of the 45 students have experienced being asked

concerning their lessons. 40 (88.89%) have received encouragements from their parents.

16
 According to the parents’ perception, 34 (75.56%) have participated in attending school

meetings. 33 (73.33%) in communicating with teachers, 37 (82.22%) in asking about homework,

examinations, quizzes. 33 (73.33%) in asking about lessons, and 42 (93.33%) engage in

encouraging their children in academics.

Overall perception, 67 (74.44%) of 90 respondents, in statement 1. 63 (70.00%) in

statement 2. 73 (81.11%) in statement 3. In statement 4, 67 (74.44%). And in statement number

5, 82 (91.11%).

The findings revealed what type of involvement parents have been actively and inactively

participated. The majority of parental involvement encountered is through encouragement and

questions about their homework, exams, and quizzes, followed by questions about lessons and

attendance at school meetings, and finally by communicating with teachers. This shows that

parents were more active in home-based involvement than teacher-parent involvement.

In addition, the findings revealed that the respondents used Epstein's typology: parenting,

where parents show support to their children; and communicating, where there is two-way

communication between parents and teachers.

Table 2.
Extent of Parental Involvement as Perceived by Sample Groups
Sample Group n Mean SD Interpretation
Students 45 3.22 0.83 Moderate involvement
Parents 45 3.18 0.56 Moderate involvement
Overall 90 3.20 0.70 Moderate involvement
Note: 1.00-1.79: Little to no involvement; 1.80-2.59: Slight involvement; 2.60-3.39: Moderate involvement; 3.40-4.19:
High involvement; 4.20-5.00: Extreme involvement

17
 Table 2 presents the extent of parental involvement as perceived by sample groups. Based

on the results, students’ perception towards their parent’s involvement were rated as “moderate

involvement” with the mean of 3.22 and standard deviation of ±0.83. The extent of parental

involvement as perceived by parents were also rated as “moderate involvement” with the mean

of 3.18 and standard deviation of ±0.56. Generally, having the mean of 3.20 and standard

deviation of ±0.70 implies that the extent of parental involvement as perceived by sample groups

were moderate.

In the questionnaire, students were asked to rate how involved their parents were in terms

of attending school meetings, communicating with teachers, asking about their homework,

examinations, quizzes, and lessons, and encouraging them to do well in their academics. As the

results show, children perceived their parents to be only moderately involved in these types of

parental involvement.

Additionally, parents were also asked to rate their level of participation in the

aforementioned parental involvement in the survey form. The outcome demonstrates that

parental participation was also just moderate.

Table 3.
Extent of Students’ Perceived Impact of Parental Involvement on Academic Performance
Components n Mean SD Interpretation
Motivation to study 45 3.93 0.96 High impact
Acquiring high scores in homework, 45 3.69 0.85 High impact
examinations, and quizzes
Boosting self-esteem in class 45 3.80 0.87 High impact
Motivation to complete school tasks 45 3.62 0.89 High impact
Note: 1.00-1.79: Very low; 1.80-2.59: Low; 2.60-3.39: Moderate; 3.40-4.19: High; 4.20-5.00: Very high

18
 Table 3 shows the extent of students’ perceived impact of parental involvement on

academic performance. Based on the result, in terms of motivation to study, the mean is 3.93, the

standard deviation is ±0.96, and the interpretation is “high impact”. In acquiring higher scores in

homework, examinations and quizzes, the mean is 3.69, the standard deviation is ±0.85, and the

interpretation is “high impact”. In boosting children’s self-esteem in class, the mean is 3.80, the

standard deviation is ±0.87, and the interpretation is “high impact”. In motivation to complete

school tasks, the mean is 3.62, the standard deviation is 0.89, and the interpretation is “high

impact”.

There was a significant impact on all the provided components. However, results show

that there is much more of an impact with regards to their motivation to study.

Barnard (2004) found that academic performance of students depends upon the parental

involvement in their academic activities to attain a higher level of quality in academic success.

Students will take education more seriously, do well academically, display better behavior in

school and assume greater responsibility for his or her actions when they found their parents are

actively involved.

Thus, with the data presented, it has been proven that parental involvement will lead them

to be motivated to study their lessons, which will lead them to acquire high scores in homework,

exams, and quizzes. Furthermore, when they feel their parent’s participation, they will have the

drive to finish and comply with all the assigned school tasks.

19
 CHAPTER III

This chapter presents the summary of findings, conclusion, and recommendations.

Summary of Findings

The study was conducted to determine the impact of parental participation on senior high school

students’ academic performance. To address this objective, a questionnaire was carefully

developed. The following are the summary of findings:

Problem Statement 1. To determine the kinds of parental involvement students do encounter

from their parents.

Based on the analysis, 33 (73.33%), more than half but not most of the 45 students, have

experienced the first kind of parental involvement provided which is attending in school

meetings. The result shows that more than 30 (66.67%), more than half but not most, have

encountered their parents communicating with their teachers. 36 (80.00%), most of the group, in

asking regarding their homework, examinations, quizzes. 34 (75.56%), most of the group, have

experienced being asked about lessons. 40 (88.89%), most of the group, have received

encouragements from their parents.

In the perception of parents, 34 (75.56%), most of the group, engages in attending school

meetings. 33 (73.33%), more than half but not most of the 45 parents, communicate with

teachers, 37 (82.22%), most of the group, asks about homework, examinations, quizzes. 33

(73.33%), more than half but not most, asks about lessons, and 42 (93.33%), most of the group,

engages in encouraging their children in academics.

20
 Overall perception showed that 67 (74.44%) in statement 1. 63 (70.00%) in statement 2.

73 (81.11%) in statement 3. In statement 4, 67 (74.44%). And in statement number 5, 82

(91.11%).

Problem Statement 2. To what extent do parents get academically involved.

Based on the result, students’ perception towards their parent’s involvement were rated as

“moderate involvement” with the mean of 3.22 and standard deviation of ±0.83. The extent of

parental involvement as perceived by parents were also rated as “moderate involvement” with

the mean of 3.18 and standard deviation of ±0.56. Generally, having the mean of 3.20 and

standard deviation of ±0.70 implies that the extent of parental involvement as perceived by

sample groups were moderate.

Problem Statement 3. To what extent do these parental involvements have on children's

academic performance in terms of: motivation to study, acquiring higher scores in homework,

examinations and quizzes, boosting children’s self-esteem in class, motivation to complete

school tasks.

In the making of the questionnaire, only the students were targeted to answer this

problem statement. Based on the result, in terms of motivation to study, the mean is 3.93, the

standard deviation is ±0.96, and the interpretation is “high impact”. In acquiring higher scores in

homework, examinations and quizzes, the mean is 3.69, the standard deviation is ±0.85, and the

interpretation is “high impact”. In boosting children’s self-esteem in class, the mean is 3.80, the

standard deviation is ±0.87, and the interpretation is “high impact”. In motivation to complete

21
school tasks, the mean is 3.62, the standard deviation is ±0.89, and the interpretation is “high

impact”.

22
 CONCLUSION

1. It appears that academic involvement of parents is still visible. According to the students’

survey results, more than half, but not most, of the students had experienced their parents

participating in school meetings and communicating with their teachers. The parental

involvement that most of the students have encountered was asked regarding their

homework, examinations, and quizzes. Also, the majority of them were encouraged in

their academics, implying that parents should encourage them more.

2. The results of the parents’ survey indicated that most of them perceived that they had

been actively involved in attending school meetings, enquiring about homework, tests,

and quizzes, and encouraging their children in matters pertaining to their academic

affairs. More than half, but not most, of the group have engaged in communicating with

teachers and asking about the lessons. This will have a significant impact on parents'

willingness to be more interactive with their children's teachers, as well as to ask their

children about their lesson, whether they fully comprehended it, and help if necessary.

3. According to the students' perceptions, their parents have participated to a moderate

extent. The outcome for the parents revealed that they have moderately participated in

their children's academic affairs as well. Both sample groups integrated appeared to have

moderate overall involvement.

4. The results showed that parental involvement has a significant impact on students'

motivation to study, ability to achieve high marks on homework, exams, and quizzes,

increased self-esteem in the classroom, and motivation to complete schoolwork. Also, the

23
 data presented indicates that students perceive parental involvement as having a

significant impact on aspects of their academic performance.

5. (Nihat Şad & Gürbüztürk, 2013) stated that success at school is guaranteed if school-

based instruction is supported by parents’ involvement at home. Involving parents in

education has been reported to yield positive outcomes in many aspects including

increased student attendance to and satisfaction with school, better academic

achievement, motivation, school attachment, responsibility and confidence, better social

adaptation and less discipline problems.

Considering all that, the outcome of this current research study made it abundantly

evident that it still had a favorable effect on students' academic performance even with

moderate involvement. This shows that children take their parents' engagement in their

education very seriously, which makes them more dedicated to their studies.

24
 RECOMMENDATIONS

1. Students. This will give students an opportunity to be understood and to voice out their needs

and difficulties at home and at school.

2. Parents. This will provide awareness to the parents that their involvement has an impact on

their children’s performance in school, and will keep parents regularly informed about student

progress, school requirements, and school events. Also, for them to attend to the needs of their

children and make them feel valued and supported.

3. Teachers. This will give teachers knowledge of the importance of parental involvement. With

that, they could encourage the parents to involve themselves more in their children’s academic

affairs and for teachers to be responsive whenever parents have concerns and queries regarding

their children in school.

4. Future Researchers. For future researchers to look at improvements or setbacks in the impact

of parental involvement on academic achievement among senior high school students to carry

out more in-depth research regarding the impact of parental involvement on students.

25
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