Chapter 4

PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA

This chapter presents the analysis, and interpretation of the data gathered

through the use of survey questionnaire. The tabular presentations and

discussions were organized based on the sub problems enumerated below.

Table 1

Parents’ Perceived Roles in the Education of their Children (n=90)

A. Role Towards Child’s Education Mean Description

1. It is my job to explain tough assignments to my child. 4.37 Often
2. I make it a habit to prioritize my child’s studies. 4.36 Often
3. I get involved in my child’s education because he or she really wants
4.22 Often
me to be involved.
4. I monitor on my child’s progress. 4.52 Always
5. I help my child study for tests or quizzes. 3.90 Often
6. I talk to my child about what he or she is learning. 4.44 Often
7. I accompany my child to the library, community events, or similar
2.81 Sometimes
places.
8. I know how to help my child do well in school. 4.37 Often
Composite Mean 4.12 Often
B. Role Towards Child’s Teacher
1. I assume my child is doing all right when I don’t hear anything from
4.29 Often
his or her teacher.
2. The teacher lets me know about a problem before I can do
4.19 Often
something about it.
3. I get most of my information about my child’s progress from report
4.08 Often
cards.
4. My child’s learning is mainly up to the teacher and my child. 4.44 Often
5. I expect the teacher to notify me whenever my child had a problem. 4.57 Always
6. I expect my child’s teacher to inform me about school events and
4.20 Often
affairs.
7. I rely on the teacher that my child understands his or her
4.16 Often
assignments.
8. I get myself involved whenever my child’s teacher asked my
4.41 Often
presence.
Composite Mean 4.29 Often
C. Role Towards Child’s School
1. I like to spend time with my child’s school when I can. 4.21 Often
2. It is important that I let the principal know about things that concern
4.33 Often
my child.
3. I find it helpful to talk with the principal regarding my child’s
4.20 Often
involvement in school.
4. I see to it that my child is safe inside the campus. 4.71 Always
5. I feel assured that my child learns more in the school. 4.74 Always
6. I like how the school manage the events and affairs properly. 4.19 Often
7. I prefer to enroll my child in this school because of the schools’
4.38 Often
reputation.
8. I feel assured that this school teaches quality education. 4.61 Always
Composite Mean 4.42 Often
Overall Mean 4.29 Often

Table 2 presents parents’ perceived roles in the education of their children.

The result reveals an overall mean of 4.29 describing parents having an often

perceived roles towards their child’s education with a composite mean of 4.12 as

well as their teachers with a mean of 4.29 and school with 4.42.

On the roles towards child’s education, the parents always perceived to

monitor their children’s progress with a mean of 4.52 and they are sometimes

accompanying children to the library, community events, or similar places. But they

̅ =3.90), get involved in child’s

often perceived to help study for tests or quizzes (𝒙

̅ =4.22), make a
education because they really wanted parents to be involved (𝒙

̅ =4.36), explain tough assignments and know how to

habit to prioritize studies (𝒙

̅ =4.37).
help doing well in school (𝒙

Moreover, the parents’ roles towards their teachers always perceived to expect

to notify whenever their children had problem with a mean of 4.57 and on the other

hand, they are all perceived often that the their children’s learning is mainly up

̅ =4.44), assume they are doing all right when

between teacher and their children (𝒙

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 ̅ =4.41), get involved whenever their
don’t hear anything from their teacher (𝒙

̅ =4.29), expect their child’s teacher to

children’s teacher asked their presence (𝒙

̅ =4.20), inform to know about the by

inform about school events and affairs (𝒙

̅ =4.19), rely
problem by their children’s teacher before doing something about it (𝒙

̅ =4.16) and get most of information

to them to understand their assignments (𝒙

about the child’s progress.

However, parents’ roles towards their school always perceived to feel assured

that they learn more in the school, see to it that they are safe inside the campus

and feel assured that school teaches quality education with the mean of 4.74, 4.71

and 4.61, respectively. on the other hand, they are all perceived often prefer to

̅ =4.38),
enroll their children in this school because of the schools’ reputation (𝒙

important to know by the principal about things that their children’s concern (̅
𝒙

̅ =4.21), find it helpful

=4.33), spend time with their child’s school when they can (𝒙

̅ =4.20), and like

talking with the principal regarding their involvement in school (𝒙

̅ =4.19).
the school how to manage the events and affairs properly (𝒙

Table 3

Difference in the Perceived Roles of Parents (n=90)

Variable ̅
𝒙 t-value p-value Remark
Child’s Education 4.13
3.85 0.00
Roles of Child’s Teacher 4.29 Significant
Parents
Towards Child’s Education 4.13 5.88 0.00
Child’s School 4.42 Significant

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 Child’s Teacher 4.29
2.60 0.01
Child’s School 4.42 Significant
Table 3 shows difference in the perceived roles of parents with regards to

child’s education, teacher and school. The results of the t-test showed that there

is a significant difference in the roles of parents towards child’s education and their

teacher with a t-value of 3.85 and p-value of 0.00, towards their education and

school (t=5.88; p=0.00) and towards their teacher and school (t=2.60; p=0.01).

Table 4

Level of Participation of Parents in School Activities (n=90)

A. Curricular Mean Description

1. NAT/LAPG 3.57 Often
2. Quarterly Recognition 3.96 Often
3. Math Olympics 3.79 Often
4. Science Quiz Bee 3.73 Often
5. Values Competition 3.50 Often
Composite Mean 3.70 Often
B. Co-curricular
1. Buwan ng Wika 4.34 Often
2. Nutrition Month 4.62 Always
3. Graduation 4.69 Always
4. General Recognition 4.32 Often
5. Earthquake Drill 3.79 Often
Composite Mean 4.35 Often
C. Extracurricular
1. Brigada Skwela 4.83 Always
2. PTA Assembly 4.64 Always
3. BSP/GSP Camporal 3.73 Often
4. Athletic Meet 3.33 Sometimes
5. Year-End Party and Family Day 4.33 Often
Composite Mean 4.17 Often
Overall Mean 4.07 Often

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 Table 4 discusses about the level of participation of parents in school

activities. The result reveals an overall mean of 4.07 describing parents having an

often level of participation in curricular activities gained with a mean of 3.50 as

well as in the co-curricular and extracurricular activities with a mean of 4.35 and

4.17, respectively.

In the curricular activities, parents often participated in quarterly recognition

̅ =3.79), Science Quiz Bee (𝒙

with a mean of 3.96, Math Olympics (𝒙 ̅ =3.73),

̅ =3.57), and Values Competition (𝒙

NAT/LAPG (𝒙 ̅ =3.50).

Moreover, they are always participating in co-curricular activities such as

Nutrition Month celebration (̅

𝒙 =4.62) and Graduation (̅
𝒙 =4.69). They also often

̅ =3.79), General Recognition (𝒙

participated in Earthquake drill (𝒙 ̅ =4.32) and

̅ =4.34).
Buwan ng Wika (𝒙

̅ =4.83) and
In addition, they are always participating in Brigada Skwela (𝒙

̅ =4.64) as their extracurricular activities.

PTA Assembly (𝒙 They also often

̅ =4.33), and BSP/GSP Camporal

participated in Year-End Party and Family Day (𝒙

̅ =3.73) and sometimes in Athletic Meet (𝒙

(𝒙 ̅ =3.33).

Table 5

Difference in the Parents’ Participation in Various School Activities (n=90)

Variable ̅
𝒙 t-value p-value Remark

Parents Curricular 3.71

8.37 0.00 Significant
Participation in Co-curricular 4.35

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 Curricular 3.71
6.17 0.00 Significant
Extracurricular 4.18
Co-curricular 4.35
3.49 0.01 Significant
Extracurricular 4.18
Table 5 shows difference in the parents’ participation in various school

activities with regards to curricular, co-curricular and extracurricular. The results

of the t-test showed that there is a significant difference in the level of participation

of parents towards curricular and co-curricular activities with a t-value of 8.37 and

p-value of 0.00, towards curricular and extracurricular activities (t=6.17; p=0.00)

and towards co-curricular and extracurricular (t=3.49; p=0.01).

Table 6

Relationship Between Parents’ Perceived Roles and Their Level of

Participation in School Activities (n=90)

Parents’ Participation in School Activities

Parent’s Perceived Roles Correlation
P-value Remarks
Coefficient (r)
1. Role Towards Child’s Education 0.58 0.00 Significant

2. Role Towards Child’s Teacher 0.55 0.00 Significant

3. Role Towards Child’s School 0.43 0.00 Significant

Table 6 presents the significant relationship between parents’ perceived roles and

their level of participation in school activities. The results of the Pearson moment

correlation test showed that there is a significant relationship between the level of

participation of parents towards the their perceived roles in child’s education with

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a correlation coefficient of 0.58 and p-value of 0.00, child’s teacher (r=0.55;

p=0.00) and child’s school (r=0.43; p=0.00).