The Effects of Parental Involvement on the Academic Performance of General

Academic Strand Students

In Partial Fulfillment
of the Requirements for the Subject
Research in Daily Life 2/ Practical Research 2
 Chapter 1

INTRODUCTION

Rationale

According to a 2018 report by the National Center for Education

Statistics, in U.S. the overall rate of students who failed in academic

performance was 15%. This rate varied depending on the subject, with math

and science having the highest failure rates.

According to the PISA 2018, assessment showed that around 71.8% of

students in the Philippines were low-performing students in the three areas

considered, while only 1.1% of the students were low-performing students in

Beijing, Shanghai, Jiangsu, and Zhejiang (Organisation for Economic Co-

operation and Development [OECD], 2019).

According to a study conducted by the Program for International

Student Assessment (PISA) in 2018, on average across OECD countries,

66% of students reported that their parents are highly interested in their

school activities and progress. However, this percentage varies significantly

between countries, ranging from 43% in Japan to 82% in Finland.

Trends in International Mathematics and Science Study (TIMSS)

indicates that students who report high levels of parental involvement are

more likely to be engaged in their studies. In the 2019 TIMSS assessment,

74% of students whose parents frequently discussed their schoolwork with

them reported high levels of engagement compared to 43% of students with

infrequent parental discussions.

The researchers didn't find any existing studies about how parental

involvement influences the academic performance of General Academic

Strand (GAS) students in a local setting. Therefore, the purpose of this study

is to investigate if parental involvement can indeed impact the academic

performance of GAS students. This research aims to bring attention to this

important topic for the benefit of those involved and promote independent

learning, aligning with the goals of education in the 21st century.

Research Objectives

The purpose of this study was to determine the significant relationship

between Parental Involvement and Academic Performance of General

Academic Strand students. Specifically, this study sought to answer to the

following objectives.

1. To determine the level of Parental Involvement in terms of:

1.1. Moral Involvement;

1.2. Financial Involvement;

2. To determine the level of Academic Performance in terms of:

2.1. Students Performance;

3. To determine the significant parental involvement and academic

performance of General Academic Strand students of Kapalong

National High School.

Hypothesis
 The null hypothesis which was tested at 0.05 level of significance

which stated that there is no significant relationship between parental

involvement and academic performance of General Academic Strand

students.

Related Literature

Numerous variables support student achievement; however, studies

have indicated that one of the most critical components is parental

involvement (Hara & Burke, 1998). Overall, educators acknowledge that

parental involvement is key to successful student academic performance.

School are doing their best to encourage parents to get involved in their

children’s academic activities and schoolwork (Griffith, 1996). The purpose of

this study was to determine the impact of parental involvement on academic

performance of the GAS Students of Kapalong National High School. The

findings of this study may provide useful information regarding parent

participation in schools. The following research topics are discussed to

provide reasonable justification for the importance of parental involvement: (a)

parent involvement and student academic performance: a multiple

mediational analysis, (b) proposed Explanation and

Parental Involvement and student academic performance: A multiple

mediational analysis

Parent involvement in a child’s early education is consistently found to

be positively associated with a child’s academic performance (Hara & Burke,

1998; Hill & Craft, 2003; Macron, 1999; Stevenson & Baker, 1987).

Specifically, children whose parents are more involve in their education have
higher levels of academic performance that children whose parents are

involved to a lesser degree. Coupled with these findings of the importance of

early academic success, a child’s academic success has been found to be

relatively stable after early elementary school (Entwisle & Hayduk, 1988;

Pedersen, Faucher, & Eaton, 1978). Therefore, it is important to examine

factors that contribute to early academic success and that are amenable to

change.

Researcher have reported that parent-child interactions, specifically

stimulating and responsive parenting practices, are important influences on

child’s academic development (Christian, Morrison, & Bryant, 1998;

Committee on Early Childhood Pedagogy, 2000). By examining specific

parenting practices that are amenable to change, such as parent involvement,

and the mechanisms by which these practices influence academic

performance, programs may be developed to increased academic

performance, the specific mechanisms through which parent involvement

exerts its

Influence on a child’s academic performance are not yet fully understood (Hill

& Craft, 2003).

Proposed Explanations of the Relation between Parent Involvement and

academic Performance

Based on previous research, it was hypothesized that parents who

have a positive attitude towards their child’s education, school, and teacher

are able to positively influence their child’s academic performance by two

mechanisms: (a) by being engaged with the teacher and school to promote a

stronger and more positive student-teacher relationship.

Perceived cognitive competence is defined as the extent to which

children believe that they possess the necessary cognitive skills to be

successful when completing academic task, such as reading, writing, and

arithmetic (Harter & Pike, 1984). Previous research found evidence that

higher parent involvement contributes to an increase in a child’s perceived

level of competence (Gonzalez-Dehass, Willems, & Holbein, 2005; Grolnick,

Ryan, & Deci, 1991). There are theoretical pathways through which childrens

perceptions and expectations of their cognitive competence are influence by

others: (a) performance accomplishments/performance mastery, (b) vicarious

reinforcement, (c) verbal persuasion, and (d) emotion regulation (Bandura,

1977). In addition, a child’s increased perception of cognitive competence is

consistently related to higher academic performance (Chapman, Skinner, &

Baltes. 1990; Ladd & Price, (2005) suggest that perceived cognitive

competence be examined to explain the relation between parent involvement

and a child’s academic performance.

A positive student-teacher relationship has been defined as the

teacher’s perception that his or her relationship with the child is characterized

by closeness and a lack of dependency and conflict (Birch & Ladd, 1997).

Closeness is the degree of warmth and open communication between the

student and teacher, dependency is the over-reliance on the teacher as a

source of support, and conflict is the degree of friction in student-teacher

interactions (Birch & Ladd, 1997). Previous research found that close, positive

student-teacher relationship are positively related to a wide range of child

social and outcomes in school (Hughes, Gleason, & Zhang, 2005).

Specifically, a close student-teacher relationship is an important predictor of a

child’s academic performance (Birch & Ladd, 1997; Hamre & Pianta, 2001).

Previous research has also found that parent involvement in a child’s

education positively influence the nature of the student-tea

cher relationship was examined for its ability to explain the relation between

parent involvement and a child’s academic performance.

Theoretical Framework

According to the Hoover-Dempsey and Sandler (1995-1997) model,

modeling, reinforcement, and direct instruction are the three main ways that

parents can improve their children’s academic performance by being more

actively involved in their education. These psychological rewards can improve

a child’s attempt to act in ways that are crucial for academic success if they

do not conflict with the child’s natural motivation and are valued by them.

According to the hypothesis, children whose parents are interested in their

education are more likely than those whose parents are not to develop a

strong, positive sense of efficacy for successfully completing school-related

tasks.

Based on how parent-child interactions affect kids’ academic

performance and motivation, Wendy S. Grolnick and her colleagues

conceived three levels or parental participation in articles published in 1994

and 1997. These three types of involvement are cognitive/intellectual,

behavioral, and personal.

 This idea has an impact on students’ academic performance because

these interaction have an impact on students’ motivation, sense of

competence, and sense of control over their academic success. Parent-child

interactions that convey a child’s value of education and favorable attitudes

about school are example of personal participation.

Parental Involvement and Its Effects on Student Outcomes

Research findings show that parental involvement in children’s learning

activities positively influences their levels of achievement and motivation to

learn (Epstein, 1992). Many studies indicate that the influences of parental

involvement upon students’ primary education make a difference. Similarly,

parental influence on a student’s academic success in high school may be a

factor that cannot be ignored. The present study builds upon existing research

that has identified different types of parental involvement in the middle grades.

Data from the public use files of the National Educational Longitudinal Study

of 1988 (NELS:88) are enhancing the study of parental involvement in

secondary education. Research using these data reveals that in the middle

grades, parents are mostly involved in the daily supervision of children’s lives

(Type 1, above) and educational activities (Type 4, above). These activities

include establishing family rules for the supervision of students’ homework,

TV viewing, and curfews, and discussing career aspirations and plans about

high school programs. Most parents are trying to supervise and guide their

children during the middle grades, but with limited assistance from schools.

They are more likely to supervise and set rules about activities that families

traditionally control (such as doing family chores), than about activities for
which they lack information (such as improving report card grades). Parents

report a serious lack of communication from schools, and the families

themselves contact the schools infrequently. It seems that few middle schools

have comprehensive programs for parental involvement and few parents

volunteer at school (Epstein & Lee, 1995). Some schools, though, foster

higher levels of communications with parents than other schools (Sui-Chu &

Willms, 1996; Epstein, 1990).

In high school, parental involvement of Epstein’s Type 1 drops as parents

loosen their daily supervision of their teenagers, but parents become more

concerned about the learning opportunities that high schools provide. Parental

involvement during high school increases for Types 2 and 3 — parent-school

communications about school programs and student progress and parent

participation as volunteers at school (Catsambis & Garland, 1997). As

children move from the middle grades to the last years of high school, parents

also crystallize their educational expectations for their children. As students

near high school graduation, parents become increasingly concerned about

their teen’s further education and about the effects of high school programs

on postsecondary opportunities (Catsambis & Garland, 1997).

Investigations show that the effects of family practices on students’ academic

success tend to vary by age and are strongest for elementary school children

(Singh et al., 1995). Some researchers report no effects of parental

involvement on student standardized test scores in high school (Lee, 1994;

Keith, 1991, cited in Singh et al., 1995). However, other researchers conclude

that parental involvement remains important for children’s success throughout

secondary education (Astone & McLanahan, 1991; Fehrmann et al., 1987;

Keith et al., 1993; Lee, 1994; Muller, 1993; Singh, Bickley, et al., 1995;

Stevenson & Baker, 1987; Sui-Chu & Willms, 1996).

By far the most important effect that is consistent across studies is that of

parents’ educational aspirations for their children. High parental aspirations

tend to positively influence students’ levels of achievement in primary and

secondary education (Astone & McLanahan, 1991; Keith et al., 1993; Singh,

Bickley, et al., 1995; Milne et al., 1986).

A number of studies report that the academic achievement of secondary

school students is also positively affected by other indicators of parental

involvement, including parent/student discussions regarding school

experiences and academic matters (Keith et al., 1993;

Lee, 1994; Sui-Chu & Willms, 1996; Muller, 1993), general parental

supervision and monitoring of student progress (Astone & McLanahan, 1991;

Fehrmann et al., 1987; Sui-Chu & Willms, 1996), and to a lesser extent,

parent participation in school-related activities (volunteering and parent-

teacher organizations) (Sui-Chu & Willms, 1996; Stevenson & Baker, 1987)

and participation in parent-teacher conferences (Stevenson & Baker, 1987).

Most of the above studies examine the effects of parental involvement in

middle school rather than in high school. Moreover, different studies produce

inconsistent results regarding the effects of specific family practices. For

example, Singh et al., (1995) analyze the same NELS:88 data as Keith et al.,

(1993), Ho and Wilms (1996), and Muller (1993) but, unlike them, find that

eighth grade achievement is not affected by parent-student communication

and parental participation in school-related activities.

Conceptual Framework

Independent Variable Dependent Variable

Parental Involvement Academic Performance

 Moral Involvement  Students Performance
 Financial Involvement

Figure 1. Paradigm of the Study

Significance of the Study

Firstly, the Department of Education (DepEd) can use this study as a

foundation for creating and designing curriculum that can be used in schools.

Secondly, the teachers, this study helps to know the situation of the

impact of parental Involvement on academic performance of the students.

Thirdly, the parents, this study helps to pay attention to their children

by learning this study on the potential effects of parental involvement on

academic performance.

Fourthly, the students, this study can utilize the findings to learn how

parental participation affects their academic achievement at all grade levels,

not only those in senior high school.

Lastly, to future researcher, this study can be used for further

knowledge and this can also be useful for their research.

Definition of Terms
 Academic Performance –This refers to student’s grades based on

recitation, quizzes and projects him / she performed in school.

Parental Involvement - means the participation of parents in regular,

two-way, meaningful communication involving student academic learning.

Chapter 2

METHOD

This chapter outlined the research design, research locale, research

subject, research instrument, data collection and statistical tools.

Research Design

This study was a quantitative non-experimental research design using

correlation techniques.

This chapter distinguishes between quantitative and other types of

research, while providing specific free resources for accessing pre-collected

data. It identifies philosophical assumptions related to quantitative research in

parental involvement. It also examines issues and limitations in measuring

parental involvement using quantitative research, and provides examples of

important quantitative research into parental involvement. This chapter

identifies questions about the effects of parental involvement on academic

performance and the importance of quantitative research (Latunde, 2017).

This descriptive survey dealt with quantitative data about the said

phenomenon. The quantitative aspect is an appropriate schedule for

gathering the data designed for the target respondents to answer the

questions. The process of gathering the data was based through the use of

questionnaires. The focus of the study was to determine the extent of parental

involvement and academic performance of General Academic Strand.

Research Locale
 This study was conducted at Kapalong National High School. The

school is a DepEd managed partially urban Secondary Public School located

at, Barangay Maniki Kapalong, Davao del Norte as being shown in Figure 2.

Figure 2. Map
Research Respondents

The respondents of the study were the General Academic Strand

Students enrolled in Kapalong National High School with a total population of

58 students.

Table 1
Distribution of Respondents

Section Total Population

GAS11-A 58

GAS11-B 52

GAS12-A 44

GAS12-B 47

Research Instrument

The study used a researchers’ based questionnaire to determine the

effect of parental involvement on academic performance of General Academic

Strand students. There were 5 items in each indicator in the independent

variable and in the dependent variable there were two (2) indicators in

independent and one (1) indicator in the dependent, then each indicator has 5

items.

The parameter limits on the para-social interaction were as follows:

Descriptive Interpretation
Range
Equivalent

4.20 - 5.00 Very high If the measure in the

item is practiced all the

 time

3.40 - 4.19 High If the measures in the

item is practiced most of

the time

2.60 - 3.39 Moderate If the measures in the

item is practiced

sometimes

1.80 -2.59 Low If the measures in the

item is rarely practiced

1.00 -1.79 Very Low If the measures in the

item is not practiced at

all.

On the other hand, the same numbers of items were made for the study to

measure the level of academic performance of General Academic Strand

students. There were 5 items in each indicator. The following parameter limits

used were as follows:

Descriptive Interpretation
Range
Equivalent

4.20 - 5.00 Very high If the measure in the

item is practiced all the

time

3.40 - 4.19 High If the measures in the

item is practiced most of

the time

2.60 - 3.39 Moderate If the measures in the

 item is practiced

sometimes

1.80 -2.59 Low If the measures in the

item is rarely practiced

1.00 -1.79 Very Low If the measures in the

item is not practiced at

all.

Data Gathering Procedure

Following the panel members' permission, the researchers followed the

next set of stages and procedures to collect data for the study.

Requesting permission to conduct the Study. The researchers

requested permission to conduct the study among the students and teachers

in a letter to the principal. The researchers created the validated

questionnaires for the panel after getting the principal's approval.

Distribution and Retrieval of Survey Questionnaire. Following

receiving the principal's clearance, the researchers handed out the

questionnaire to the pupils and collected it following the survey.

Collection and Tabulation of Data. Following the collection and

retrieval of all the questionnaires, the researchers received the results, which

were then ready for statistical analysis under the direction of the statistician

and researcher interpretation of the results.

Statistical Tools

After the collection and tabulation of data, the researchers employed a

range of statistical approaches to analyze the data and assess the level and
link between parental involvement and academic performance of the General

Academic strand students.

Mean. This tool was used to determine the level of parental

involvement and academic performance of General academic strand.

Pearson-r Correlation Coefficient. This method was applied to

establish the connection between the extent of parental involvement and

academic performance of General academic strand students.