CHAPTER 1

INTRODUCTION

BACKGROUND OF THE STUDY

In regard to the ongoing improvements in the Philippine educational system

regarding the assimilation of the K12 program, this study concentrated on the rhetoric

around parental involvement and how it impacts the academic performance of Grade

11 HUMSS students in the local environment. This grade was also the focus of the

study because it is the time when children start showing the transitions from childhood

to adolescence. For parents as well as their involvement in their child's education and

academic achievement, this is an unforgettable period.

The actuality of parental participation in the Philippine environment differs greatly

from the conclusions drawn from a number of recent research conducted in Asia and

the West. Front-line teachers in the Philippines have observed that parents typically

show little interest in their children's academic progress. Parental engagement is

important for children's education and for the good it does for society. In the

Philippines, parental participation initiatives and practices exist, but there are no

national rules or frameworks in place to assist early childhood education (Bartolome,

et. al., 2017).

One of the most significant concerns for parents involves academic performance. It

is crucial for parents to ensure their children attend school and to keep an eye on their

academic progress. Parents are particularly concerned about whether their children are

reaching their full potential, developing healthy study habits, doing their assignments,

attending classes, and acting appropriately in the classroom.

Parental involvement in a child's school life has been shown to enhance the child's

1
 performance. Engaging in extracurricular activities, chatting to teachers, and helping

with homework are a few ways to get active in the classroom. Improved academic

achievement, more involvement in advanced classes, and improved attendance at

school have all been associated with parents who take an active interest in their

children's education. Children who have more parents involved in their education have

better attitudes toward school and are more motivated to study. Family or

socioeconomic issues can negatively impact a student's academic achievement, yet

parental involvement might serve as a protective barrier (Utami, 2022).

Such ideas can be associated with a wide range of situations, including the cultural

concern of many modern parents with their financial well-being and economic skills.

Pupils who witness parental absence—whether as a result of divorce, death, or

migration—generally exhibit a decreased desire for their education and less academic

success (Utami, 2022).

However, there is also the nuance of children defying parental authority over the

standards set for their academic achievement. Most children experience occasional

reluctance to go to school, but those who refuse to attend regularly struggle to attend,

and this is usually associated with significant dissatisfaction (Herren, 2022).

SIGNIFICANCE OF THE STUDY

This study will benefit the school, its guidance and counseling office, or any

student development office in assisting the learners to do better in school, since

concerns about kids' poor academic achievement are becoming more and more urgent.

Additionally, by keeping the local context and culture in mind, this will assist the

school as a whole as well as the area of educational psychology in developing standard

proof regarding the benefits of parental involvement in Grade 11 HUMSS students.

Parents will be informed about the impact of their involvement on their child's

academic achievement and learning, as it relates to outside parties in schools. The goal

of the current study is to determine the academic achievement and parental

involvement of HUMSS students in Grade 11. The following will benefit from this
2
study:

For Parents. This study makes parents aware of how important it is for them to

be involved in how well their kids do in school.

For Pupils. Given that their parents are the ones that encourage them to achieve

academically in school, this will encourage the students to be more engaged in their

studies.

For Teachers. This will support the teachers' extra efforts to develop partnerships

with parents who are crucial to their children's academic success.

For School administrators. This will assist the school administrator in creating

programs that will foster interaction between the home and the school.

For Future Researchers. They might use this as an entry point for more study in the

future.

Mental Health Professionals. This will help them see that kids are more

susceptible to stress from their parents' and parents' expectations than they are from

rules and regulations at school.

THEORETICAL FRAMEWORK

The study is based on Epstein's theory, which categorizes parental engagement into

six areas: decision-making, parenting, communicating, volunteering, at-home learning,

and collaborating with the community. The focus of the study is on how parental

involvement affects students' academic performance.

According to this theory, interactions between parents and students have an impact

on students' motivation, sense of competence, and belief that they can control their
3
academic success. Epstein's Parental Involvement Model suggests that children whose

parents are involved in their education will be more likely to develop a strong, positive

sense of efficacy for successfully completing their studies. There is more to parental

involvement in schools than just showing up to PTCA and homeroom meetings. The

results have consequences for how Filipino educators and parents might help their

children succeed academically. All groups and levels of learners comply when their

parents are encouraged connected to their schooling. It suggests that parents who are

knowledgeable and involved in their kids' education can positively influence their kids'

behavior and attitude. Parental expectations are one aspect of parental participation that

significantly affects students' academic performance. Students achieve more when their

parents have higher expectations. By establishing an environment of open

communication and collaboration with the larger community, the learning environment

can effectively establish a partnership that overcomes the gap between the home and

the classroom, as well as between the family and the school.

Eipstein’s Parent Involvement Model

Figure 1

Six categories of parent engagement were presented by Epstein: decision-making,

parenting, communicating, volunteering, at-home learning, and community

collaboration. Although thorough and beneficial for use in educational programs, this

model places more importance on the points of view of teachers and its methods.

Most of the aforementioned categories can be started by teachers; however, if parental

involvement is to be investigated, the parent is the key actor and needs to be the main
4
focus. Epstein has proposed a commonly accepted typology to explain varying degrees

of parental involvement in their kids' schooling. Four categories of parental

engagement were distinguished by Epstein: (a) fundamental responsibilities; (b)

messages from the school to the home; (c) parent involvement at the school; and (d)

parent involvement in at-home learning. Following that, Epstein expanded the

categories and established six levels (kinds) of school-related parental involvement

opportunities: (a) helping parents with parenting techniques; (b) communicating with

parents at school; (c) adding parents to school volunteer programs; (d) incorporating

parents in home-based education; (e) including parents in school decision-making; and

(f) including parents in school-community partnerships. Epstein approaches these

problems from the standpoint of the school and focuses mostly on what educators can

do to encourage more engaged parental involvement.

STATEMENT OF THE PROBLEM

This study examined the relationship between parental involvement and academic

performance of Grade 11 HUMSS students in Polytechnic College of Davao del Sur,

Inc. It seeks to answer the following questions:

1. What is the profile of students in terms of age, gender, and grade level?

2. What are the Academic Performances of HUMSS 11 students?

3. What is the level of Parental Involvement in terms of Eipstein’s types of

Parental Involvement?

4. What is the relationship between the level of Parental Involvement and

Academic Performance?

HYPOTHESIS OF THE STUDY

1. There is no significant relationship between the parents’ involvement and

academic performance of the Grade 11 HUMSS students in Polytechnic

College of Davao del Sur, Inc. for the school year 2023-2024.

2. There is no significant relationship between the profile of respondents and

parental involvement.

5
DEFINITION OF TERMS

For the purpose of clarification, the important terms used in this study have been

defined. The following terms are:

Academic Performance. It is the evaluation of pupils' performance in a range of

academic courses. Typically, classroom performance, graduation rates, and test scores

are used by educators to evaluate student achievement.

Adolescence. From the ages of 10 to 19, it is the stage of life that lies between

childhood and adulthood. It is a special time in human development and a crucial

moment to establish the foundations for long-term health.

Home Involvement. Assistance with homework, housekeeping, and parent-child

dialogue are typically included.

Home-School Collaboration. It includes working together in partnerships

between schools and families.

Parental Involvement. It has been described and quantified in a variety of ways,

such as the activities parents do at home and at school and the favorable perspectives

they have about their child's education, the school, and their teacher.

Parenting styles. It is described as a cluster of the attitudes and behaviors that

parents exhibit toward their children as well as the emotional environment in which

those behaviors are displayed.

Pupils. Someone who is in school. It also refers to the Grade 11 HUMSS students

in Polytechnic College of Davao del Sur, Inc.

SCOPE AND DELIMITATIONS OF THE STUDY

The study will determine whether Polytechnic College of Davao del Sur, Inc.

students' academic performance with their parents are indeed influenced by parental

involvement. This study also tries to learn the truth about the impact that students

could experience from having absentee parents. This study will be carried out in

Polytechnic College of Davao del Sur, Inc. A survey will be conducted during the 2nd

week of January of year 2024 to gather the data needed for this research. Its main goal

is to determine how students could improve their academic performance and

achievements that they could attain from having their parents present. The responses
6
were chosen from the 11th grade HUMSS students in the 2023-2024 academic year. In

order to execute this survey, a sample of 78 students described above will be used.

CHAPTER II
7
 REVIEW OF RELATED LITERATURE

This chapter lists the read and reviewed literature, both local and foreign, including

papers and publications deemed important to the current investigation. Studies on

parenting, studies on learning at home, studies on volunteering, studies on decision-

making, studies on collaborating with the community, and studies on communicating are

all included in this research.

Parenting

The relationship between academic achievement and parental involvement has

long been crucial to school counselors' and educators' research studies. The two concepts

have a beneficial relationship, according to a study, with the majority of results showing

that parents' involvement in their children's education has benefited the children as

learners, the school as an institution, and the parents as partners (Marshall & Jackman,

2015). In order to ensure that their child has the foundations necessary for learning and

academic success, parents must act as advocates for change (Kimaro, & Machumu, 2015;

Perez, 2018). A recent study has also revealed that parental participation helps their child's

academic socialization and support their academic goals and achievements (Benner,

Boyle, & Sadler, 2016). A study has shown that parents need to be involved in the

educational process in order for their child to attain academic success. Students who have

more parental participation are more likely to succeed academically and go on to become

useful members of society. Academic achievement is impacted by parental participation

(Cole, 2017).

In the exact same way, the majority of parents start establishing plans for their

children's futures as soon as they begin their education. Parents take responsibility to

educate their children about the advantages of each educational field. They can shape their

kids in that way. In addition to providing motivation, parents assist their children in

making decisions (Chandran, 2021). It has been demonstrated that family issues, such as

parent-adolescent conflict, negatively impact children's and teenagers' academic

8
performance (O’Flaherty, 2022). The majority of the 265 students in this study had their

moms or other female guardians responsible for their care. This clarified why there were

more female parents than male parents (Kim & Hill, 2015). Numerous research revealed

that moms were more often than fathers involved in their children's schooling (Baker,

2018). Sometimes when parents are excessively involved, students feel as though they are

not being trusted (Llamas & Tuazon, 2016). Therefore, it is essential to further develop

people's capacity for self-control, encourage or cultivate adolescents' character strengths,

encourage a harmonious home environment, lessen the likelihood of parent-child conflict,

and raise teenagers' subjective well-being in order to lower the risk of such issues (Gao, et.

al., 2022). Academic performance is the body of knowledge evaluated by a teacher

through grades or by educational objectives that students and teachers define and work

toward over a certain length of time. Results from exams or ongoing assessments are used

to evaluate these objectives (Narad & Abdullah, 2016). Previous research has shown that a

mix of teacher, student, school, and parental factors affects student's capacity to enhance

their academic performance (Amuzu, et. al., 2017). Students' academic achievement has

also been discovered to be significantly impacted by a school's location. It has been

discovered that pupils' academic performance is impacted by a school's distance. He

emphasized that a student's academic performance will suffer the farther a school is from

their home because of how exhausted and hungry they will get. According to him, if

community schools are not offered in a neighborhood, pupils attending them will still do

poorly (Mhiliwa, 2015). There are two categories of influences that can impact a student's

academic performance: internal and external. Both internal and external elements, such as

one's own mindset, goals, learning abilities, learning environment, and peer pressure, can

have an impact on how effective learning is. Nonetheless, there is a negative correlation

between learning efficacy and "weakened motivation due to uncertainty." We proposed

that teachers should be able to relate to students' uncertainty about the future. Projects that

call for group collaboration and discussion must also be assigned. The most crucial

requirement is that pupils be able to apply the knowledge they are learning rather than just

memorize it (Chang, et. al., 2023).

Volunteering
9
 The Philippine Department of Education launched a number of programs to

increase parent involvement in the educational process, including the "Adopt-A-School

Program" and the "Brigada Eskwela" Program, which brought community members,

teachers, and parents together every third week of May to get public schools ready for

opening. By helping to raise the funds required for facility maintenance and repairs,

private organizations in the community helped to resurrect the "Bayanihan" (spirit of

brotherhood and camaraderie).

A significant correlation was observed between the frequency of collaboration

between educators and parents and the academic achievement of their students. Based on

the findings, the researcher suggests that teachers manage class time so that they can

create more instructional materials that can assist parents in helping their children learn;

that parents and teachers meet to discuss how to improve the students' performance; that

home visits be incorporated into the curriculum; that parents continue to be involved in

prioritizing seminars that can help students behave better; that cooperation be strengthened

by making the school a welcoming place for parents; and that parents and teachers use

technology to communicate in order to maintain this collaboration (Dulos & Pascua,

2020).

The schools can employ a variety of tactics to engage parents in their children's

education. This could be accomplished by getting out into the community or by promoting

the event using both conventional (flyers and announcements) and non-traditional

(television, phone calls, and emails) strategies to get parents involved (Kwatubana &

Makhalemele, 2015).

The use of only traditional measures could tend to be ineffective in such cases

where individual parents rely on non-traditional methods. Some schools do not use sound

recruitment strategies that motivated parental involvement in school activities. In the same

study schools in the Free State decided to use a raffle to select parents to be food handlers.

This strategy can work well in situations where the school wants to eliminate

discrimination by choosing individuals based on their status in the community or

10
favoritism (Kwatubana & Makhalemele, 2015).

Decision Making

The School Based Management Approach gives parents, teachers, and other

stakeholders the ability to participate in decision-making. The curriculum, with

interventions targeted at fostering students' social and emotional competence, resilience,

and mental health, is one of the main forces behind a universal approach to mental health

and wellness in schools (Cavioni et. al., 2020). A wide range of universal programs at

schools have been created to support mental health in educational institutions from

kindergarten through high school. These programs have been shown to be successful in

improving social and emotional competence, prosocial behavior, positive attitudes, and

academic accomplishment. They have also been shown to reduce mental health difficulties

like internalizing and externalizing behaviors (Goldberg, et. al., 2019).

In the highly urbanized population of the City of Manila, parental participation

continues to be a critical aspect that may obstruct improved academic success. Thus, in an

effort to increase parental involvement and improve student performance, this study looked

at the efficacy of implementing three strategies at the same time.

Collaborating with Community

There is currently a lot of research to support the benefits of having strong, active

ties between families, schools, and the community—not just for the academic success of

the kids, but also for the wellness of the families and schools. However, past experience

indicates that achieving involvement involves numerous challenges. The necessity of

family involvement in education is recognized by education regulations, but neither the

notion of participation nor the methods of implementation are made plain. For most

Filipinos, family is the basis of social life. Although ties between members of the extended

family are frequently close, the nuclear family is the fundamental family structure. It's

possible that people may be urged to maintain ties with their aunts and uncles that are

every bit as strong as those with their parents. Close family ties frequently include close

neighbors, friends, and distant relatives in addition to one's genetic ties or bloodlines. For
11
instance, it is typical to hear people use familial names like "tita" (aunt), "tito" (uncle),

"lola" (grandmother), and "lolo" (grandfather) to refer to non-relatives or distant relatives.

One example would be if a grandchild called the cousin or friend of their grandparents

"lola" or "lolo” (Scroope, 2017).

A nationwide research with 10,200 respondents who were at least 18 years old was

commissioned by NEDA earlier this year to conduct the National Values Survey. The

purpose of the survey is to ascertain the cultural values that define Philippine society and

to establish a foundation for tracking the nation's advancement in the establishment of

values toward national development (NEDA, 2019). There is a perception that Filipinos

come from a variety of cultural backgrounds and that it is hard to pinpoint what exactly

makes us Filipino. According to shared values, this poll now reveals what sets Filipinos

apart from other nationalities, according to Socioeconomic Planning Secretary Ernesto M.

Pernia. According to the survey, Filipinos are typically accepting of people's sexual

orientation and religion, traditional, and happy to be Filipinos (NEDA, 2019).

Filipino families place a great importance on their kids' academic success. Filipino

parents place a high priority on their children's education, and children in turn view

academic achievement as a way to fulfill parental expectations and fulfill their filial

responsibilities. Due to the interdependence of Filipino families, decisions and actions

regarding education have a greater impact on the welfare of the family than the welfare of

the individual (Alampay & Garcia, 2019). Studies indicate that learning driven by families

is essential. This includes all of the ways parents encourage learning through regular

activities and when their kids aren't in school. The core of what is meant by parental

participation is this concept. Parental Engagement Creating a Culture of Strong Parent-

School Engagement, Developing Parental Engagement Schools Gain a Lot from Effective

Parental Engagement's Impact on Student Learning Outcomes. Benefits include stronger

ties to the community, a more positive perception of the school in the community, and

increased community and family satisfaction with the school.

There are several ways in which broad and well-targeted parent and community
12
involvement can support school improvement:

● Giving students a strong message about the importance of education.

● Making certain that choices made in schools are generally reflective of the

student body.

● Ensuring that actions and events at school are considerate of and reflective

of the cultures in the community.

● Fostering a shared commitment among families to do at-home activities that

enhance classroom instruction.

● Granting access to knowledge and viewpoints that reinforce curricula to

educators and administrators.

The education of children is greatly impacted by parent-teacher partnerships

(Llamas & Tuazon, 2016).

Communicating

It is believed that communication is the fundamental basis for learning and the way

to create parent participation initiatives and forge a solid connection between the home and

the school. In addition to offering suggestions and information that parents need to support

their children's academic success, the guide outlines communication tactics that educators

and schools are utilizing with parents. Examples of these categories are given below: (1)

partnership commitments; (2) school newsletters; (3) school handbooks; (4) parent surveys

and interviews; (5) phone calls; (6) special meetings; (7) home visits; and (8) volunteer-

based communication. The purpose of the second section is to offer suggestions on how

educators might strengthen their collaboration with parents. Examples of the following

categories are given: (1) letters for the start and conclusion of the year; (2) newsletters for

the classroom;(3) interim progress reports and report cards; (4) homework; (5) activities

for home learning; (6) parent-teacher conferences; and (7) phone reports.

Students respond more favorably and do better academically when their parents are

involved because they feel supported. Students benefit from emotional support from their

families because it fosters psychological well-being in addition to academic success, which

13
in turn improves student engagement in the classroom (Roksa & Kinsley, 2019).

In a similar way, parents or other adult caregivers have an impact on a child's

cognitive development (Miller, et. al., 2018). An education student can benefit from

parental engagement. Parents who read to their young children tend to help them acquire

language, develop their literacy skills, achieve reading comprehension later in life, and

have greater success in school overall. Research has also shown that parent involvement

programs enhance students' academic performance. Research has shown that pupils of all

ages, from all socioeconomic, educational, racial, and cultural backgrounds, benefit from

parental involvement. Through the Parent Teacher Association (PTA), these might be

obtained. Parent Teacher Association (PTA) focuses on matters significant to both public

school administrators and parents. Millions of families, students, educators, administrators,

and leaders from the industry and community are part of it, and they are all dedicated to

helping kids succeed in school and encouraging parental involvement in the classroom

(Ocampo, 2015).

CHAPTER III
14
 METHODOLOGY

METHODS AND TECHNIQUES USED

The purpose of this study is to ascertain whether parent participation and academic

achievement are correlated. The researchers will use a survey with 20 questions to gather

data in order to address the research topics. Participants will be chosen using simple

random sampling. A portion of the population chosen at random constitutes a simple

random sample. Every member of the population has an exact equal chance of getting

chosen using this sampling technique (Thomas, 2023).

For this study, a descriptive correlational research design was employed. The

purpose of this study is to provide answers to the questions that are starting to come up

regarding the local environment of Grade HUMSS 11 students' academic achievement and

parental participation. Parents are beginning to assume that the school and the teacher have

the only responsibility to ensure their children's academic success because there aren't

many local studies that address the nuances of parental engagement and academic

performance. They contend that parents' involvement in their children's education has little

bearing on their academic achievement.

This study intends to examine that complexity as well as determine whether there

are any particular aspects of parental participation that support academic success for

adolescents. A descriptive relational research approach is used to look into the relationship

between academic achievement and parental participation. Having said that, it is essential

to search for any obstacle preventing learners from performing academically in relation to

parental engagement. The School Guidance Office can begin designing, developing, and

implementing a pertinent intervention plan as part of a research-based practice after

understandable data has been established.

RESPONDENTS OF THE STUDY

Participants in this study were Polytechnic College of Davao del Sur, Inc. Grade 11

HUMSS students. The ages of the student participants range from fifteen (15) to eighteen

15
(18). From the 2023–2024 academic year, 97 students made up the population. There were

78 students in the sample. To get the total number of student participants, the researcher

used the Slovin and Stratified Formulas.

There are two sections for the Grade 11 HUMSS level. Each section had an average

of forty nine (49) students in each class. The researcher used two sections, HUMSS A and

HUMSS B. The informed agreement of the school principal was obtained, along with

permission to undertake the data gathering technique from the on-site teachers and the

practical research instructor. The Family Involvement Questionnaire was used to modify

the questionnaire, and professional experts validated it.

INSTRUMENTS OF THE STUDY

The Family Involvement Questionnaires were used in this study to measure the

level of parental involvement in their child's education in a quick, easy, and accurate

manner. The Grade 11 HUMSS students' first grading period for the school year 2023–

2024 provided a numeric grade range, which allowed the participants to provide the data

required for the students' academic success. A checklist was created to assess parents'

levels of parental involvement. Both parental participation at home and at school was

requested. The assessment comprised of twenty items where students rated how frequently

their parents engage with them using the following system:

4- Always
3- Frequently
2- Sometimes
1- Never

To determine the academic achievement of each student in the sample, the general

weighted average for the first grading period was obtained and tallied.

DATA GATHERING PROCEDURE

After securing the required licenses and getting the staff and students' approval, the

data collection portion of the project commenced. Parental participation in their child's

schooling was measured using the Family involvement Questionnaire, which was given to

16
participating students by the researcher using a Simple Random Sampling technique to

select participants. By calculating their general weighted average at the conclusion of the

first grading period, the participating students' academic achievement was evaluated.

The Family Involvement Questionnaires results were tallied in manually, coded as

follows: 4- Always, 3- Frequently, 2- Sometimes, 1- Never. Higher mean scores, which

indicate greater parental involvement in their child's schooling, were acquired to create

global scores that represent parental involvement. The general weighted average of the

participating students at the conclusion of the first grading session was the next piece of

data to be gathered and encoded. The IBM Statistical Package for the Social Sciences was

used to encode the mean scores for parental participation and the overall weighted average

of the students. To determine whether there was a relationship between the two factors, the

scores correlated.

DATA PROCESSING AND STATISTICAL TREATMENT

The data that were gathered to answer the specific problems of this study were subjected

to statistical treatment.

The data in Problem number 1 - What is the profile of students in terms of age,

gender, and grade level? This was treated with the use of Frequency distribution and

percentage of the respondents based on the different profiles considered.

To Determine the answer in Problem number 2 - What are the Academic

Performance of HUMSS 11 students? The data was treated with the use of Percentage,

Mean and Standard Deviation.

The data in Problem number 3 - What is the level of Parental Involvement in

terms of Epstein’s types of Parental Involvement? The data was treated by the use of

weighted mean.

For Problem Number 4 - What is the relationship between the level of Parental

Involvement and Academic Performance? The data was subjected to Chi square test.

17
 In this study, the researcher used fundamental formulas. The formula used for

this study are the following given below:

Mean was used to get the average value of numbers in a set.

Frequency and Percentage Distribution was used to standardize size by

determining the relative proportion of the individual case to the total cases.

Percentage is a ratio whose second term is 100.

Where, f = frequency of the class and n = the total number of respondents.

Weighted Mean since responses of groups are assigned points, the weighted mean

was computed as a measure of central tendency.

Where, wi= corresponding weight and xi = the value of any particular observations or

measurement.

Slovin's - was used in determining the sample size.

Chi- square -To calculate chi square, take the square of the difference between the

observed (o) and expected (e) values and divide it by the expected value. Depending on the

number of categories of data, it ended up with two or more values.Chi looks like the letter x, so

that's the letter that was used in the formula.

CHAPTER IV
18
 PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA

This chapter contains the data that was obtained by using the various instruments. In

order to draw conclusions, the data was analyzed using the proper interpretations and inferences.

Profile 1: Profile of the students in terms of:

1.1 Age

1.2 Gender; and

1.3 Grade Level

Frequency distribution and percentage were applied to the collected data in order to

determine the profile-wise distribution of student respondents. The frequency distribution and the

computed percentage of the respondents based on the various profiles taken into consideration

are displayed in the following tables.

GENDER FREQUENCY (f) PERCENTAGE

Male 29 37.18
Female 49 62.82
Total 78 100 %
Table 1.1 Frequency Distribution of Students in Terms of Gender
In accordance with Table 1.1, out of the 78 total responses, 49 or 62.82% are female

students, while the remaining 29 or 37.18% are male students. Approximately 25.64% more

women than men responded, according to the data. It is evident from this that a majority of the

students of Polytechnic College of Davao del Sur, Inc.'s Grade 11 HUMSS class are women.

AGE FREQUENCY (f) PERCENTAGE

15-16 yrs. Old 59 75.64
17 – 18 yrs. old 19 24.36
Total 78 100%
Table 1.2 Frequency Distribution of Students in Terms of Age
As revealed in Table 1.2, the majority of the student respondents are leaning more

towards the 15-16 age bracket with a total of 59 students or 75.64%. Meanwhile, the remaining

19 or 24.36% belongs to the 17-18 age bracket. The former outnumbers the older respondents by

51.28%. This indicates that the students in Grade 11 HUMSS class are mostly filled with 15-16

19
year olds.

GRADE LEVEL FREQUENCY (f) PERCENTAGE

HUMSS A 40 51.28
HUMSS B 38 48.72
Total 78 100%
Table 1.3 Frequency Distribution of the Students in Terms of Grade Level
As shown in Table 1.3, the respondents in the HUMSS 11 A section have a higher grade

level distribution than the other group by 2 students, or 2.56%, with 40 respondents overall, or

51.28%, compared to 38 respondents, or 48.72%, in the other group. This implies that the

majority of respondents selected by simple random sampling in the surveys had a preference for

the Polytechnic College of Davao del Sur, Inc.'s Section A of HUMSS 11 Class.

Problem 2: Academic Performances of Grade 11 HUMSS Students

The researcher assessed the frequency distribution of the Grade 11 HUMSS students'

scores in accordance with the pre-prepared score interval in order to examine the data acquired

from their academic performance. Measures included the percentage, mean, and standard

deviation. The outcomes were included in Table 2. Below are the adjectival grades:

Numeric Grade Range Adjectival Grade

90-100 Outstanding
85-89 Very Satisfactory
80-84 Satisfactory
75-79 Fairly Satisfactory
Below 75 Did Not Meet Expectations

GRADES FREQUENCY PERCENTAGE

90-100 (Outstanding) 17 21.79
85-89 (Very Satisfactory) 33 42.31
80-84 (Satisfactory) 18 23.08
75-79 (Fairly Satisfied) 6 7.69
Below 75 (Did Not Meet 4 5.13
Expectations)
Total 78 100%
MEAN 98.77
STANDARD DEVIATION 16.49
Table 2. Academic Performance of HUMSS 11 Students
As shown in Table 2, the majority of students—33, or 42.31%—had grades below the

highest range, which is interpreted as Very Satisfactory. This was followed by 18 students, or

23.08%, who had grades in the range of 80 to 84, which is equivalent to Satisfactory; 17

20
students, or 21.79%, had grades in the range of 90 to 100, which is interpreted as Outstanding;

and 6 students, or 7.69%, had grades in the range of 75 to 79, which is classified as Fairly

Satisfied. The remaining 4 students, or 5.13%, fell into the Did Not Meet Expectations category

or had grades below 75, which is the passing mark. The mean grade of the students is 98.77 with

a standard deviation of 16.49. The result showed that the students’ academic performance is

Outstanding.

Problem 3: Level of Parental Involvement in terms of Eipstein’s types of Parental

Involvement:

To determine the level of the involvement of parents of HUMSS 11 students below

shows the computed weighted mean and its corresponding verbal interpretation using the 5-

Point Likert scale.

SCALE VERBAL INTERPRETATION

5 Always
4 Sometimes
3 Occasionally
2 Very Rarely
1 Never
Table 3. 5-Point Likert Scale

To describe the level of the involvement of parents on the education of their children the

following 5 Point Grade scale was used:

Weighted Mean Verbal Interpretation

4.50 – 5.00 Very High
3.50 – 4.49 High
2.50 – 3.49 Moderately High
1.50 – 2.49 Moderately Low
1.00 – 1.49 Low
Table 3.1. 5-Point Grade Scale

Age: ______ Section: A ___; B___ Date: ____________

Instructions: Using the 5 point scale shown below. Rate the following questions or phrases by
placing a check (✓) in the box. Please answer the question honestly. Do not leave each item
unanswered.

SCALE: 1 - NEVER ; 2 - VERY RARELY ; 3 - OCCASIONALLY; 4 - SOMETIMES ; 5 –

ALWAYS

21
 Me V Level
an I

About Parental Involvement 5 4 3 2 1

1. My parents help me develop good 29 23 16 6 4 3.1 O Modera

study habits. 4 tely
High

2. My parents encouraged me to get 34 26 7 7 4 2.5 O Modera

good grades. 8 tely
High

3. My parents were strict when it came 13 23 16 14 12 3.2 O Modera

to school. 3 tely
High

4. My parents checked me to see if I had 9 22 15 18 14 2.8 O Modera

homework. 6 tely
High

5. My parents attend parent-teacher 31 18 12 10 7 2.2 V Modera

conferences. 6 R tely
Low

6. My parents discipline me if I receive 19 20 17 10 12 3.1 O Modera

bad grades. 5 tely
High

7. My parents never attended any events 6 23 13 15 21 2.5 O Modera

(Ex. “Back to School” program.) 3 tely
High

8. My parents volunteered in my class. 11 12 13 20 22 3.0 O Modera

3 tely
High

9. My parents don’t have time to help 12 14 21 16 15 2.2 V Modera

me with my studies. 6 R tely
Low

10. My parents did not notice when I 13 18 17 16 14 1.3 N Low

received good grades. 2

11. My parents demonstrated support for 25 26 14 8 5 4.6 A Very

my extracurricular activities. 5 High

12. My parents volunteer to help with my 19 21 21 11 6 2.6 O Modera

extracurricular activities. 1 tely
High

13. My parents seemed to be proud when 55 12 6 1 4 4.7 A Very

I received good grades in school. 1 High

14. My parents get disappointed when I 14 14 14 17 19 2.1 V Modera

22
 receive low grades. 5 R tely
Low

15. I believe that my parent’s 41 16 14 5 2 4.6 A Very

encouragement helped me stay 0 High
focused on my education.
Table 3.2 Level of Parents’ Involvement - VI – (Verbal Interpretation), A (Always), S
(Sometimes), O (Occasionally), VR (Very Rarely), N (Never)
According to Table 3.2, parents have shown a high level of effort in helping their kids

participate in extracurricular activities. They also appear to be proud of their kids when they get

good grades. Furthermore, parents' encouragement helps students stay focused on their studies,

as evidenced by the following means of 4.65, 4.71, and 4.60, all of which could be interpreted as

Very High. The means of those in the Moderately High group, on the other hand, were 2.61,

2.58, 3.23, 2.86, 3.15, 2.53, 3.03, and 3.14. The findings indicated that parents had contributed to

their children's performance in school by encouraging good study habits, providing guidance,

punishment, and other forms of support. Although, the number of parents attending parent-

teacher conferences, parents lacking the time to help their children with their studies, and

disappointments when receiving bad or low grades are moderately low while the remaining mean

of 1.32 that falls under the low category shows that their parents rarely ignores their children

whenever they receive good grades and are proud of them. Thus, the level of parental

involvement can be considered as Moderately High once the average weighted mean is

calculated, which suggests that the parents were frequently involved with their children and their

academic life.

Problem 4: Relationship between the level of parental involvement and academic

performance of the students:

To ascertain if there is a significant relationship between the academic performance and

the extent of parental involvement, the data were subjected to a chi-square test and the result was

compared with the critical value.

LEVEL OF PARENT’S INVOLVEMENT

Academic 5 4 3 2 1 Total
Performance (Very (High) (Moderately (Moderately (Low)
High) High) Low)
OF EF OF EF OF EF OF EF OF EF
23
 90-100 5 4.9 2 9.85 4 13.4 1 2.67 0 .34 12
(Outstanding 4 9
)
85-89 (Very 6 5.5 17 14.2 2 9.86 2 6.39 0 .34 27
Satisfactory) 8 3
80-84 3 2.5 7 13.5 7 11.8 1 5.89 1 0.2. 19
(Satisfactory 9 7 9
)
75-79 2 3.2 5 20.3 3 12.8 1 4.76 2 0.9 13
(Fairly 3 5 7
Satisfied)
Below 75 1 2.8 2 10.3 2 3.94 1 2.63 1 1.34 7
(Did Not 8 9
Meet
Expectations
)
Total 17 33 18 6 4 78
Critical 16.92
Value
Chi-Square 27.11
Decision Reject the Null Hypothesis – Significant Relationship
Table 4.1
As shown in Table 4.1 a strong correlation was evident between the involvement of

parents and the academic performance of their children in school as revealed by its higher

computed chi-square value of 27.11 against the critical value of 16.92. This result led to the

rejection of the null hypothesis, hence a significant relationship prevailed between the

involvement of parents and the academic performance of their children. This means that the

higher the involvement of the parents in their children’s learning such as checking the

assignment of their children, helping their children in doing their project and helping their

children in establishing good habits the higher the academic performance of their children in

school.

24
 CHAPTER V

SUMMARY OF FINDINGS, CONCLUSIONS, AND RECOMMENDATIONS

The study's results, suggestions, and summary of findings are presented in this chapter.

The main information obtained from the statistical results is included in the summary of the

findings. The researcher's conclusions convey the conclusions drawn from the data. Suggestions

offer a few possible solutions to the problems mentioned in the conclusions.

SUMMARY OF FINDINGS

This study entitled “The Correlational Relationship between Parental Involvement and

Academic Performance of HUMSS 11 students of Polytechnic College of Davao del Sur, Inc.”

aimed to determine the relationship of parental involvement to the academic performance of

Grade 11 HUMSS in Polytechnic College of Davao del Sur, Inc. during the school year 2023-

2024.

Specifically, the researcher attempts to answer the following questions:

1. What is the profile of students in terms:

1.1 Age

1.2 Gender; and

1.3 Grade level?

2. What are the Academic Performances of HUMSS 11 students?

3. What is the level of Parental Involvement in terms of Eipstein’s types of Parental

Involvement?

4. What is the relationship between the level of Parental Involvement and Academic

25
 Performance?

This study made use of a descriptive correlational method in determining the

relationship between the level of parental involvement and academic performance of the

students and the profile variables of the students as well. The respondents of the study were

the 78 students of the Grade 11 HUMSS class of Polytechnic College of Davao del Sur,

Inc. during the school year 2023-2024. The study adapted the 15 item Family Involvement

Questionnaire that focused on parental involvement. The data gathered were subjected to

statistical treatment using frequency distribution, percentage, weighted mean, and chi-

square test.

Based on the data gathered from the use of the standardized questionnaire and the

grades of the students, the following are the summary of the findings of the study:

1. Of the total 78 respondents, 49 or 62.82% were female and 29 or 37.18 were male.

59 or 75.64% of the respondents were in the age range of 15 to 16 and about 19 or

24.36% were in the oldest age range of 17 to 18. In terms of grade level, HUMSS A

had the largest frequency of 40 or 51.28% while only 38 or 48.72% are in the HUMSS

B class.

2. The highest frequency was in the score range of 85-89 with 33 students or 42.31%

getting the said grade and the lowest number of students which was 4 had grades in the

highest range of below 75. The mean score of the students was 98.77 with the standard

deviation of 16.49 indicating how the grades of the students were outstanding.

3. Parents have shown a high level of effort in helping their kids participate in

extracurricular activities. They also appear to be proud of their kids when they get

good grades. Furthermore, parents' encouragement helps students stay focused on their

studies, as evidenced by the following means of 4.65, 4.71, and 4.60, all of which

could be interpreted as Very High. The means of those in the Moderately High group,

on the other hand, were 2.61, 2.58, 3.23, 2.86, 3.15, 2.53, 3.03, and 3.14. The findings

indicated that parents had contributed to their children's performance in school by

encouraging good study habits, providing guidance, punishment, and other forms of

support. Although, the number of parents attending parent-teacher conferences, parents

26
 lacking the time to help their children with their studies, and disappointments when

receiving bad or low grades are moderately low while the remaining mean of 1.32 that

falls under the low category shows that their parents rarely ignores their children

whenever they receive good grades and are proud of them. Thus, the level of parental

involvement can be considered as Moderately High once the average weighted mean is

calculated, which suggests that the parents were frequently involved with their children

and their academic life.

4. Parental participation and children's academic achievement in school were clearly

correlated, as seen by the higher computed chi-square value of 27.11 compared to the

crucial value of 16.92. As a result of this finding, the null hypothesis was rejected, and

a substantial correlation was found between parental participation and their children's

academic success. This implies that the greater the level of parental involvement in

their kids' education—such as monitoring homework, offering assistance with projects,

and encouraging the development of positive habits—the better the kids perform

academically in school.

CONCLUSIONS

Based on the findings of the study, the following conclusions were drawn:

1. The respondents were mostly female, belonging to the 15-16 age bracket, and are

mostly from the HUMSS A class.

2. The Grade 11 HUMSS students considered in this study were performing

outstandingly in their class.

3. The parents had a moderately high level of involvement in their children’s

educational concerns.

4. The outstanding grades of the Grade 11 HUMSS students could be attributed to the

moderately high level of involvement of parents in the education of their children at

school.

RECOMMENDATIONS

Based on the findings, the following recommendations were drawn after the

undertaking of the study:

27
1. With the students who are at risk, the study can be replicated to determine the level

of parental involvement with this particular group of students and how it connects

to their academic achievement.

2. It is suggested that additional research be done to identify the most beneficial and

meaningful activities based on the opinions of the parents, as well as the

involvement activities that entice parents to participate in their children's

educational pursuits.

3. Regarding volunteering and academic achievement, the school can think about

developing projects, activities, or programs that will encourage parents to volunteer

to participate in the aforementioned activity, project, or program.

4. The descriptive research approach used in this study may not have produced all of

the associated functions, usage, and efficacy of the chosen principles, methods,

techniques, and tools. Therefore, it is advised that comparable studies be carried out

using a range of research methodologies, such as using two groups—the control

and experimental group—to discover the shifting opinions on parental engagement.

28
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31
 APPENDIX A

Figure 1. Theoretical Framework

APPENDIX B

Type of Parental Engagement Examples of Parental Engagement

Strategies

Volunteering Annual survey ( or other inclusive method)

Strategies that organize and support to identify interests, talents, and availability

family and community members in their of volunteers Develop a database of parent

efforts. and community skills, talents and

availability to draw on when required

Assess the volunteer needs of the school

and list the many ways parents and families

can participate and interact with school and

the school community Appoint class-parent

representatives who can become a

welcoming informal network of support

Provide a parent room or family space for

volunteer work, meetings, and resources for

families Conduct a regular review of

32
 schedules for students‟ performances,

games, and assemblies to encourage all

families to attend as daytime and evening

audiences Issue invitations for parent

participation that are personal and specific,

rather than general

Learning at home Information for families on required skills

Strategies that assist families to boost in all subjects at each year level

home- learning conditions to support Information on homework policies and how

student academic achievement by to monitor and discuss schoolwork at home

involving families with their children on Information on how to assist students with

homework and other curriculum related skills that they need to improve Regular

activities and decisions. schedule of interactive homework that

requires students to demonstrate and

discuss what they are learning in class

Arrange for folders of student work to be

sent home regularly for review and

comment Calendars with daily or weekly

activities for parents and students to do at

home or in the community.

Parenting Parent education and other courses or

Help all families establish home training for parents ( e.g. , family

environments to support children as literacy).

students. Family support programs to assist families

with health, nutrition and other services.

Communicating Conferences with every parent , with

Establish clear two – way channels for follow- ups as needed.

communications from home to school Regular schedule of useful notices ,

33
and from school to home memos, phone calls , newsletters, and other

communications.

Decision Making Arrange for the school community to be

Strategies that include families and consulted on new school policies, e.g.

community members as partners in assessment, reporting and curriculum

school decisions and develop parent changes Encourage active participation in

leaders and representatives. the formal parents‟ organisation in the

school council and/or P&C, advisory

councils, or committees for parent leadership

and participation Establish networks to link

all families with parent representatives Offer

training and

support to parent leaders.

Collaborating with Community Involve family or community

Strategies that coordinate resources and representatives in small group discussions

services from the community to about the role each group or person can

strengthen school programs, family play in ensuring the success of every child

practices, and student learning and Build strong connections between schools

development. and community organisations. For

example, invite local service groups to

become involved with the school in a

variety of ways, such as mentoring students

and speaking to classes Create connections

with local health and welfare services to

facilitate access to such support for the

school community Integrate school

partnerships with cultural groups,

government and nongovernment agencies

to support activities, e.g. play group,

34
 breakfast clubs Encourage community use

of school facilities, e.g. community rooms,

library, halls and gyms.

APPENDIX C

Figure 2. Survey Questionnaire.

Age: ______ Section: A ___ ; B___ Date: ____________

Instructions: Using the 5 point scale shown below. Rate the following questions or phrases by placing a check (✓) in the box.
Please answer the question honestly. Do not leave each item unanswered.

SCALE: 1 - NEVER ; 2 - VERY RARELY ; 3 - OCCASIONALLY; 4 - SOMETIMES ; 5 - ALWAYS

QUESTIONS:

About Parental Involvement 5 4 3 2 1

1. My parents help me develop good study habits.

2. My parents encouraged me to get good grades.

3. My parents were strict when it came to school.

4. My parents checked me to see if I had homework.

5. My parents attend parent-teacher conferences.

6. My parents discipline me if I receive bad grades.

7. My parents never attended any events (Ex. “Back to

School” program.)

8. My parents volunteered in my class.

9. My parents don’t have time to help me with my studies.

10. My parents did not notice when I received good grades.

11. My parents demonstrated support for my extracurricular

activities.

12. My parents volunteer to help with my extracurricular

activities.

13. My parents seemed to be proud when I received good

grades in school.

14. My parents get disappointed when I receive low grades.

15. I believe that my parent’s encouragement helped me stay

focused on my education.

APPENDIX D

Table 1.1 - Frequency Distribution of Students in Terms of Gender

GENDER FREQUENCY (f) PERCENTAGE
Male 29 37.18
Female 49 62.82
Total 78 100 %

35
Table 1.2 - Frequency Distribution of Students in Terms of Age
AGE FREQUENCY (f) PERCENTAGE
15-16 yrs. Old 59 75.64
17 – 18 yrs. old 19 24.36
Total 78 100%

Table 1.3 - Frequency Distribution of the Students in Terms of Grade Level

GRADE LEVEL FREQUENCY (f) PERCENTAGE
HUMSS A 40 51.28
HUMSS B 38 48.72
Total 78 100%

Table 2 - Academic Performance of HUMSS 11 Students in the 1st Quarter

Numeric Grade Range Adjectival Grade
90-100 Outstanding
85-89 Very Satisfactory
80-84 Satisfactory
75-79 Fairly Satisfactory
Below 75 Did Not Meet Expectations

GRADES FREQUENCY PERCENTAGE

90-100 (Outstanding) 17 21.79
85-89 (Very Satisfactory) 33 42.31
80-84 (Satisfactory) 18 23.08
75-79 (Fairly Satisfied) 6 7.69
Below 75 (Did Not Meet 4 5.13
Expectations)
Total 78 100%
MEAN 98.77
STANDARD DEVIATION 16.49

Table 3 - 5-Point Likert Scale to determine level of involvement of parents of HUMSS 11

students.
SCALE VERBAL INTERPRETATION
5 Always
4 Sometimes
3 Occasionally
2 Very Rarely
1 Never

Table 3.1 - 5-Point Grade Scale to describe the level of parent involvement.
Weighted Mean Verbal Interpretation
4.50 – 5.00 Very High
3.50 – 4.49 High
2.50 – 3.49 Moderately High
1.50 – 2.49 Moderately Low
1.00 – 1.49 Low

Table 3.2 - Level of Parents’ Involvement - VI – (Verbal Interpretation), S (Sometimes), O

(Occasionally), VR (Very Rarely), N (Never), A (Always)

36
 Age: ______ Section: A ___; B___ Date: ____________
Instructions: Using the 5 point scale shown below. Rate the following questions or phrases by
placing a check (✓) in the box. Please answer the question honestly. Do not leave each item
unanswered.

SCALE: 1 - NEVER ; 2 - VERY RARELY ; 3 - OCCASIONALLY; 4 - SOMETIMES ; 5 –

ALWAYS

Mea VI Leve
n l

About Parental Involvement 5 4 3 2 1

1. My parents help me develop good 29 23 16 6 4 3.14 S Mod

study habits. erat
ely
Hig
h

2. My parents encouraged me to get 34 26 7 7 4 2.58 O Mod

good grades. erat
ely
Hig
h

3. My parents were strict when it came 13 23 16 14 12 3.23 O Mod

to school. erat
ely
Hig
h

4. My parents checked me to see if I had 9 22 15 18 14 2.86 O Mod

homework. erat
ely
Hig
h

5. My parents attend parent-teacher 31 18 12 10 7 2.26 VR Mod

conferences. erat
ely
Low

6. My parents discipline me if I receive 19 20 17 10 12 3.15 O Mod

bad grades. erat
ely
Hig
h

7. My parents never attended any events 6 23 13 15 21 2.53 O Mod

(Ex. “Back to School” program.) erat
ely
Hig
h

37
8. My parents volunteered in my class. 11 12 13 20 22 3.03 O Mod
erat
ely
Hig
h

9. My parents don’t have time to help 12 14 21 16 15 2.26 VR Mod

me with my studies. erat
ely
Low

10. My parents did not notice when I 13 18 17 16 14 1.32 N Low

received good grades.

11. My parents demonstrated support for 25 26 14 8 5 4.65 A Ver

my extracurricular activities. y
Hig
h

12. My parents volunteer to help with my 19 21 21 11 6 2.61 O Mod

extracurricular activities. erat
ely
Hig
h

13. My parents seemed to be proud when 55 12 6 1 4 4.71 A Ver

I received good grades in school. y
Hig
h

14. My parents get disappointed when I 14 14 14 17 19 2.15 VR Mod

receive low grades. erat
ely
Low

15. I believe that my parent’s 41 16 14 5 2 4.60 A Ver

encouragement helped me stay y
focused on my education. Hig
h

Table 4.1 - Correlation between Parent Involvement and Academic Performance of Grade 11
HUMSS Students.
LEVEL OF PARENT’S INVOLVEMENT
Academic 5 4 3 2 1 Total
Performance (Very (High) (Moderately (Moderately (Low)
High) High) Low)
OF EF OF EF OF EF OF EF OF EF
90-100 5 4.9 2 9.85 4 13.4 1 2.67 0 .34 12
(Outstanding 4 9
)
85-89 (Very 6 5.5 17 14.2 2 9.86 2 6.39 0 .34 27
Satisfactory) 8 3
80-84 3 2.5 7 13.5 7 11.8 1 5.89 1 0.2. 19
(Satisfactory 9 7 9
)
75-79 2 3.2 5 20.3 3 12.8 1 4.76 2 0.9 13
38
(Fairly 3 5 7
Satisfied)
Below 75 1 2.8 2 10.3 2 3.94 1 2.63 1 1.34 7
(Did Not 8 9
Meet
Expectations
)
Total 17 33 18 6 4 78
Critical 16.92
Value
Chi-Square 27.11
Decision Reject the Null Hypothesis – Significant Relationship

39
 CURRICULUM VITAE

Anna Marie D. Diomampo

632 Sambas Subdivision Mc Arthur Highway Digos City, Purok Atis, Zone 1
September 28, 2006 at Digos City
annamariediomampo92806@gmail.com
09382107455

EDUCATION:
Elementary:
Name of School: Royal Valley Seventh-Day Adventist Elementary School
Year Graduated: 2017-2018
Awards: With Honor
Junior High School:
Name of School: Polytechnic College of Davao del Sur, Inc.
Year Graduated: 2021-2022
Awards: With Honor
Senior High School:
Name of School: Polytechnic College Of Davao Del Sur, Inc.

40
 Daisy Marvilyn S. Espino
Loyola village,Block 5 Digos City, Zone 1
September 16,2006 at Digos City
edaisy074@gmail.com
09630532727

EDUCATION:
Elementary:
Name of School: Digos City Central Elementary School
Year Graduated: 2017-2018
Awards:With Honor
Junior High School:
Name of School: Digos City National High School
Year Graduated: 2021-2022
Awards: None
Senior High School:
Name of School: Polytechnic College Of Davao Del Sur, Inc.

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 Megan Allen Suan
Kibanban Sinawilan Digos City
March 18, 2006 at Davao City
meganallensuan18@gmail.com
09916202374

EDUCATION:
ELEMENTARY:
Name of School: Kibanban Elementary School
Year Graduated: 2019-2020
Awards: None
Junior High School:
Name of School: Digos City National Highschool
Year Graduated: 2021-2022
Awards: None
Senior High School:
Name of School: Polytechnic College Of Davao Del Sur, Inc.

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 James M. Magno
Luna Superhighway Aplaya Chapter 9 Digos City
October 30 ,2003 at Digos City
j20836749@gmail.com
09455411266

EDUCATION:
Elementary:
Name of School: Digos City Central Elementary School
Year Graduated: 2015-2016
Awards: None
Junior High School:
Name of School: Polytechnic College Of Davao Del Sur, Inc.
Year Graduated: 2019-2020
Awards: None
Senior High School:
Name of School: Polytechnic College Of Davao Del Sur, Inc.

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