iiCHAPTER 1INTRODUCTIONBackground of the StudyThe UN report emphasized education as the
fundamental right and necessity, whichis important in achieving the second Millennium Development
Goal or MDGs (UNESCO,2011). In fact, quality education and, by extension, strong academic
achievement ensureskilled and progressive citizenry. It directly impacts the person's prospect for a good
life,opportunities in life, income, and well-being (Barton, Drake, Perez, St. Louis, & George,2004). Hence,
it is crucial to have a clear understanding of what benefits or hinders one'seducation or their academic
achievement.In Norway, a study revealed that factors influencing early abandonment of studentsin
upper secondary schooling or grades 10 through 12 is highly related to their parents.The structural
aspects of a family such as their educational attainment, employment status,socioeconomic, and income
status is often determined or became an excellent indicator ofacademic success (Lamb, 2011;
Rumberger, 2011).In West Africa, Getting an education is crucial for learning new things anddeveloping
new abilities. Academic success of the students and the parents' educationalbackground are closely
correlated. This is due to the fact that parents who attended schoolthemselves understood the value of
education. They have a higher likelihood of helpingtheir kids succeed academically. These youngsters
outperform those from non-encouragingfamilies at school thanks to the family's support and
encouragement, Ugjuwa, G.O. (2010).In the Philippines, The COVID - 19 pandemic has profoundly
altered the way thatfamilies live. According to earlier research, students' progress in studying is
negativelycorrelated with how much time they spend alone at home at their academic
establishments.They are anticipated to have more leisure time to pass the time, create irregularity,
haveunhealthy eating habits and sleeping patterns. These negative effects on kids areanticipated to
appear over extended quarantine periods that surely would have an influenceon their academic
progress (Zhang, J., Shuai, L., Yu, H., Wang, Z., Qiu, M., Lu, L., &Chen, R.., 2020).
Moreover, there has not been much research about how parental involvementaffects a child's academic
performance especially involving Senior High School students.This study mainly focuses on students, and
their academic success, its relationship. Theresearchers want to find out if there is significant correlation
between the student'sacademic success and the parent's involvement.Statement of the problemThis
study is Descriptive-Correlation Research particularly concerned regardingthe Parental Involvement and
Academic Performance of Grade 12 Students. To obtain allknowledge, data, and information, the
research sought to answer the crucial questions asfollows:1. What is the level of parental involvement of
Grade 12 Students, in terms of?1.2 Emotional support;1.3 Financial Support; and1.4 Physical Support?2.
What is the level of academic performance of Grade 12 Students, in terms of?2.1 Interest;2.2 Study
Habit; and2.3 Academic Motivation?3. Is there a significant relationship between parental involvement
and academicperformance of Grade 12 students?Research HypothesisThe hypothesis below was tested
at 0.05 level of significance:H0: There is no significant relationship between the level of parental
involvement andacademic performance of grade 12 students.
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Parental Involvement and Academic Performance of Grade 12 Students
A Quantitative Research Parental Involvement and Academic Performance of Grade 12 Students
In Partial Fulfillment of the Requirements In App5 (Quantitative Research) 1st semester, SY 2022–
Dela Fuente, Lawrence JC Z. Escalante, Anna Lou Morite, Michelle A. Tañola, Christal Jay S.
May 2023
APPROVAL AND ENDORSEMENT SHEET
This research study entitled “Parental Involvement and Academic Performance of Grade 12 Students”
prepared and submitted by Lawrence Jc Z. Dela Fuente, Anna Lou Escalante, Michelle A. Morite, and
Christal Jay S. Tañola in partial fulfillment for the requirements in Practical Research 2, has been
examined, accepted and approved, and is hereby endorsed.
LYDEE S. DILAG
Research Adviser
PANEL OF EXAMINERS
This is to further certify that the above-mentioned researchers have adequately modified and improved
the research study based on the suggestions and recommendations of the Panel.
JOHN MICHAEL Z. MAITEM, MAEd Chairperson
NERRIE APLE M. GALBIZO
Panel Member
LYDEE S. DILAG, MAST
Panel Member
Accepted in partial fulfillment of the requirements in Practical Research 2.
JOHN HARRY S. CABALLO
Principal
Date of Oral Examination : Oral Examination :
Keywords: Correlation, Convenience Sampling, Parental involvement, Academic
performance, Grade 12 student
ACKNOWLEDGEMENT
With the assistance and direction of important individuals, the researchers were
able to complete this investigation effectively. With this, the researchers would like to
express their sincere appreciation to the following people for their assistance with the
study's completion:
We would like to acknowledge our warmest thank you to our chairperson
Ma’am/Sir (name) on ensuring our research objectives. We would also like to thank our
teachers who became panelists Ma’am(name), Sir(name), and Ma’am (name) for our
outline defense, giving brilliant comments and suggestions, thanks to you.
Also, we are grateful to our research adviser Ma’am Lydee S. Dilag who made
this study possible. Her guidance and advice carried us through all the stages of writing
our research.
To our peers who supported us throughout our study, we appreciate their
assistance and encouragement.
Lastly, we thank the Almighty God for the guidance and strength, for the shower
of blessing throughout the success of the research study.
Researchers
Data Gathering Procedure 15 Data Analysis 16 3 Results and Discussion Level of Parental Involvement 18
Level of Academic Performance 20 Significant Relationship between Parental Involvement and Academic
Performance of Grade 12 students
22
Conclusions 23 Recommendations 24
References
Appendices
A Letters to the Validators B Research Instruments C Validation Sheet D Reliability Test Result E Letter of
Permission to Conduct the Study F Informed Consent
Curriculum Vitae
LIST OF TABLES AND FIGURES
Table Title Page
1 Interpretation of Table of Parental Involvement 22
2 Interpretation Table of Academic Performance 24
3 Level of Parental Involvement 27
4 Level of Academic Performance 29
5 Significant Relationship of Parental Involvement and Academic Performance of Grade 12 Students
30
Figure Title Page
1 Conceptual Framework of Parental Involvement and Academic Performance
12
Moreover, there has not been much research about how parental involvement affects a child's
academic performance especially involving Senior High School students. This study mainly focuses on
students, and their academic success, its relationship. The researchers want to find out if there is
significant correlation between the student's academic success and the parent's
involvement.
Statement of the problem
This study is Descriptive-Correlation Research particularly concerned regarding the Parental Involvement
and Academic Performance of Grade 12 Students. To obtain all knowledge, data, and information, the
research sought to answer the crucial questions as follows:
What is the level of parental involvement of Grade 12 Students, in terms of? 1 Emotional support; 1
Financial Support; and 1 Physical Support?
What is the level of academic performance of Grade 12 Students, in terms of? 2 Interest; 2 Study Habit;
and 2 Academic Motivation?
Is there a significant relationship between parental involvement and academic performance of Grade 12
students?
Research Hypothesis
The hypothesis below was tested at 0 level of significance:
H 0 : There is no significant relationship between the level of parental involvement and academic
performance of grade 12 students.
Significance of the Study
The entire study aimed to mediate or explain how parental involvement influences a child's
academic performance. Having stated that, the findings of this study will be extremely beneficial to the
following:
Parents. This study will assist parents in understanding how they can make a significant contribution to
their students' academic performance. Students. As for the students, this study will surely make a
big impact on their study because they can have full support from their parents. Because of their
parents' support, the students will be expected to excel. Teachers. Teachers play key roles in the
school system's efforts to encourage parental engagement. It was proposed that encouraging
behavior on the part of teachers as well as transformational school leadership for the support of
parental involvement inspire parents to become more actively involved in their children's
education. School Administrators. School administrators play key roles in the school system's
efforts to encourage parental engagement. The study's goal was to find out how school
administrators encourage parental participation in their students' education.
Moreover, we also included The Ecological Systems Theory that was developed by American
psychologist Urie Bronfenbrenner to describe how social settings influence children's
development. This idea highlights the value of researching kids in various ecological systems, also known
as habitats, in an effort to comprehend their development. According to Bronfenbrenner's
ecological systems theory, children frequently become entangled in a variety of ecosystems, starting
with the most personal one at home, moving up to the bigger school system, and finally reaching the
largest system, which includes society and culture. Throughout all facets of the children's lives,
these ecological systems necessarily interact and have an impact on one another. The five nested levels
of external impact used in Bronfenbrenner's ecological model are Microsystem, Mesosystem,
Ecosystem, Macrosystem, and Chronosystem.
INDEPENDENT VARIABLE DEPENDENT VARIABLE
Figure 1: The Conceptual Framework of Parental Involvement and Academic Performance
The figure shows the conceptual framework of the study. The independent variable with its indicators
Emotional support, Financial support, Physical support. On the other hand, a dependent variable is
academic performance with its indicators Interest, Study Habit, Academic motivation
Review of Related Literature
After the researchers conducted a thorough and in-depth search, this chapter covers the pertinent
literature and studies. Additionally, the theoretical and conceptual framework will be presented in order
for the research to be completely understood. Lastly, the definition of words will be provided in order
for the study to be more easily understood.
Parental Involvement
Parental participation at home might include activities such as school-related chats, homework
assistance, and reading with children. Parents can get involved at school by working in the classroom,
attending workshops, or visiting school plays and athletic activities. Parental involvement may take
several forms, such as talking with instructors and students, assisting with homework, and visiting the
school (Deslandes & Bertrand, 2021; Lavenda, 2022). Parental involvement promotes pupils'
participation in classroom activities and enhances their academic performance (Hong & Ho, 2005;
You & Sharkey, 2022). Additionally, parental participation improved children' perceptions of
their own academic competence and self-worth. Parents are crucial to children's learning,
according to Rasinki and Fredricks (2022). When children receive a lot of love and care from their
parents, they perform better in school (Zang & Carrasquillo, 2022).
Emotional support. Expressions of motivation, listening skills, ability to reflect, and comfort (Dale,
Williams & Bowyer, 2012). In the study conducted to 728 first-year students which questioned
them about their families' financial and emotional support, their level of campus involvement,
and their academic achievement. Academic achievement and parental emotional support were found to
be significantly correlated. Students with high levels of reported family support were 19% more likely
than their friends to achieve a GPA of 3 or better. Additionally, they had a 24% higher chance of
continuing their education after their freshman year and a 19% higher chance of earning more credits. A
greater sense of belonging on campus was also noted by students who reported receiving a lot of
support from their families (Donell, 2018).
Parents must be regarded as a constant and essential part of the curriculum. (Nihat Gürbüztürk &
Ad, 2013). They note that if a program is school-based, academic success is ensured. Parental
involvement at home helps to support instruction. Parent involvement in
The location of this study is Norway. The chance of finishing upper secondary school is highly related to
the education of the parents. Despite the fact that 90% of pupils whose parents have graduated Upper
secondary education completed with more than four years of higher education, so only 57% of pupils
whose parents have graduated from a lower secondary school have the greatest level of schooling
(Statistics Norway 2020). Additionally, studies indicate that parents' employment status and who
they lived with when they were 15-year-olds whether they are both parents or not) are factors
influencing early abandonment of upper secondary schooling. (2011) (Markussen et al.).
Physical Support. According to (Burns et al., 2019). Increased concentrations of daily physical support
may not only improve health outcomes but also yield higher academic performance by improving
cognitive abilities, student behavior, and academic achievement within the pediatric age group.
However, no theoretical model has yet been presented to interrelate dimensions of parental
engagement and support, physical activity, and academic success within the pediatric population. It was
discovered that a unit increase in parental academic involvement was associated with a 6%-15%
improvement in student numeracy scores and a 6%-12% improvement in student literacy scores using a
cross-sectional survey and a sample of 2,669 sixth grade students (Mahuro & Hungi, 2016). These
findings point to a connection between parental academic support and kids' academic success.
However, the correlation between parental academic support and parental physical activity
engagement, although logical, has not been thoroughly explored. These potential connections, along
with the relationship between parental involvement in physical activity promotion, may offer a thorough
framework for comprehending these interconnections.
According to Peters (2012), "when schools have a reputation for success, they typically receive a
lot of parental interaction". Finally, Mwai Kimu (2012) says in his a qualitative investigation on
parents' participation in Kenyan public primary schools shows that society needs to become more
involved in education, and that starts with having the backing of the parents. He asserts that the
teacher-parent relationship can improve parent-school relationships because instructors are
parents' primary point of contact with
the school, the teacher/parent relationships are essential to students' achievement and Parental
Involvement.
Academic Performance
Academic performance is often assessed by grade point average (GPA), which is a student's
average of all final grades, and symbolizes a person's performance as determined by the
educational institution which also reflects an individual's capacity to learn certain courses
(Steinmayr, 2014). A student's GPA, which measures how well they did in all of these classes over
the course of the academic year, is derived by averaging their grades across all of their courses. A higher
GPA indicates a student's overall accomplishment (The Glossary of Education Reform, 2013).
Normally, courses are weighted in accordance with the number of credits they are worth. Universities
and companies frequently assess a student's general aptitude using their GPA (Steinmayr, 2014).
Interest. Students are better equipped for fulfilling jobs if they find their academic interest while still in
high school and college. Learning is energized by interest, which is a strong motivating factor that directs
academic and professional paths (Renninger & Hidi, 2016). It is how student interest in education
refers to a student’ propensity towards a certain subject in which he or she is effortlessly able to
connect. In addition, the study conducted in SMA Muhammadiyah 10 Surabaya is a high school that is
unique compared to other high schools. In this school, all students have room to develop their talents
and interests. Each talent community can even submit a proposal to develop its own community. His
assessment is consistent with what he does in the talent interest community (Nur, 2020). Moreso,
practical material education will be prioritized periodically, then gradually approach scientific theory.
Students will learn more about the material encountered in lectures and in real life based on their
talents and interests (Prasetyo & Supriya
