Aarjsh: ISSN: 2278 - 859X

AARJSH VOLUME 6 ISSUE 6 (JUNE 2019) ISSN : 2278 – 859X
A Peer Reviewed International Journal of Asian

Academic Research Associates
AARJSH
ASIAN ACADEMIC RESEARCH
JOURNALOFSOCIAL
SCIENCE&HUMANITIES
PARENTAL INVOLVEMENT: ITS RELATIONSHIP TO ACADEMIC

ACHIEVEMENT AND SCHOOL ADJUSTMENT OF PRESCHOOL CHILDREN
CATHERINE BUNGAG- CARANGUIAN

Associate Professor IV, College of Teacher Education Cagayan State University, Andrews Campus,
Tuguegarao City 3500, Philippines
Abstract
The study determined the relationship of parental involvement to the academic achievement
and school adjustment of preschool children. Descriptive- correlational research method was
used in the study. Profile of the respondents, the level of parental involvement in the
education of their pre-school children, the level of the academic achievement and the school
adjustment of the pre-school children were described. Also, the level of parents‟ involvement
when grouped according to their profile variables was compared. Correlation method was
utilized to determine if parents‟ involvement has a significant relationship to the academic
achievement and school adjustment of pre-school children. Respondents of the study are 19
preschool teachers and 180 randomly selected pre-school children from six different pre-
schools. Parents of these preschool children were also considered as respondents of the
study. Statistical tools such as Kruskal-Wallis Test, Dunn‟s Multiple Comparison Test, and
Pearson- r were used to test comparisons and relationships between and among variables.
Findings of the study reveal that the level of parental involvement of the respondent mothers
is “very high” while academic achievement of the preschoolers is satisfactory. The pre-
schoolers are “fully adjusted” with respect to their social and interpersonal life as well as
independence in school. Mothers who are professionals are more involved in the education of
their children. Correlation result shows that there is a significant positive relationship
between parents‟ involvement and students‟ achievement. However, parents‟ involvement is
not significantly correlated to the school adjustment of the preschool children.
Keywords: Parental Involvement, Pre- school, School Achievement, School Adjustment.
Asian Academic Research Journal of Social Sciences & Humanities

www.asianacademicresearch.org
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Introduction
A preschool education is an incredibly important part of children's lives as it is the first basic
educational experience that they will have. Children are very susceptible to learning in their
first few years of life, so it is so important that they have the most enjoyable experience that
they can in this regard. Children in this age group have a wide range of interests. If these
interests are discovered and encouraged at a young age, it will lay the groundwork for a love
of learning. One of the most important ways to make the experiences of the children in
preschool meaningful and enjoyable is to have active and quality parental involvement. But
what exactly is parental involvement? Parental involvement, according to Desforges and
Abuouchaar (2003) refers to the broad range of activities that parents do to assist or help their
children prepare them for schooling and other challenges in life. Another definition by
Ireland (2010) indicates that parental involvement refers to the amount of participation a
parent has when it comes to schooling and her child's life.
It can be gleaned from these definitions that the measures for an effective parental
involvement are not the same for everyone. This gives the premise that parental involvement
in their children‟s education has been conceptualised in a variety of ways. Some of these
parameters are frequency of parent-teacher communication; parents‟ participation in school
and class activities; and parental support for learning at home. Numerous researches have
propounded that parental involvement in a child's education is very important. Many findings
point out that parental involvement has a tremendous help for children when it comes to
coping with the transition from the home to the classroom setting. Parents who are involved
are more encouraging towards kids especially in being curious and in reading books as well
as making education a fun experience. Significantly, researchers have pointed out that these
interventions help promote educational success for children. Moreover, increased parental
involvement has been found to positively affect cognitive and social functioning of children
including: (a) social competence, relations between teachers and students and relationships
among students (Jordan et al., 2001); (b) motivation for learning, commitment to complete
school, and (c) level of aspiration (Henderson & Mapp, 2002).
However, the issue on when does parental involvement start is an indispensable concern in
education and authorities espouse the idea that parental involvement should and must begin
even before a child enters preschool. Parents have to help prepare their children to be ready

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for school so that the kids may feel at ease with the new environment. Parents should take
time to speak with their kids about preschool and visit their classrooms with them before the
school year begins. Furthermore, there are many benefits of parent‟s involvement in the
growth and development of a child. For one thing, meaningful parental involvement will not
only help kids but the parents themselves. Second, being involved in the kid‟s preschool
education will help them cope with separation anxiety. It is an expected reality that the
schooling of kids is a huge milestone in the lives of parents and they will have to get used to
the fact that they have to leave the home in order to study. By being involved, parents can
easily keep track of school activities and events and feel reassured that everything is as it
should be. Third, studies have shown that parents who are actively involved in the education
of their children can build strong foundations of a well educated person. Children can adjust
better in school when parents are involved, allowing them to have a more positive attitude
towards education. Also, parents will be giving them the message that education is very
important.
Another reason why parental involvement in pre-school is important is that any deficiencies
in a preschool child can be noticed right away. By being involved in their daily education,
parents can better see their child‟s strengths and weaknesses as well as their mental, physical,
social and emotional handicaps. In this way, they are able to detect these deficiencies earlier
in life and make the necessary interventions for their immediate resolution and cure. Today,
parental involvement is a catch-all term for many different activities including 'at home' good
parenting, helping with homework, talking to teachers, attending school functions, through to
taking part in school governance. The Philippines as one of the developing countries is not
exempted from this. As part of strengthening and institutionalizing preschool education in the
country, parental involvement has been a great interest and concern of the Department of
Education and school management itself. Programs and activities are being set up in the
different schools in order to beef up this integral component of school life inasmuch as
parents are considered the partners of teachers in the development of the pupils.
In this context, this study, by and large, puts great concern on this topic focused on testing the
current and recurrent foreign theories about the relationship between parental involvement to
school achievement and school adjustment in the Philippine setting. Admittedly, there has
been numerous studies showing or negating the relationship between these variables. But all

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of these are foreign studies and scarce studies are seen investigating these relationships in the
Philippines. It must be stressed that relationships of variables like parental involvement and
school achievement or parental involvement with school adjustment is a factor of numerous
interfacing variables. One factor to consider is the peculiarity of a country in terms of socio-
economic status of parents, child rearing practices which is culturally defined, structural
conditions as well as partnership between school and homes and other manifold factors. For
example, according to Desforges and Abuouchaar (2003), early research showed a variety of
inconsistent and conflicting findings. They asserted that some studies found that parental
involvement has no effect whatsoever on pupil academic achievement and adjustment. Others
found striking positive effect yet other studies found a negative relationship only in some
variables. Authors who earlier conducted researches on this topic claimed that the
inconsistencies can be explained by various reasons. First, different researchers used different
definitions of parent involvement. Others took it to be “talking to teachers” while others
defined parental involvement as a thoroughgoing participation in school functions and school
governance. Second, different researchers used different measures of parental involvement.
For example, parental involvement in the home has been measured using teachers‟ judgment,
parents‟ judgments, pupil judgments or researcher‟s observations. Owing to these reasons,
there are indeed inconsistencies in the findings. It is to be noted that measuring different
“things” under the same name and measuring the same “thing” with different metrics or
indicators is bound to lead to apparent inconsistencies.
Therefore, the stimulus of the study was focused on exploring the variable parental
involvement, with the unique social setting of the Philippines from other countries, with two
other variables namely academic achievement and school adjustment. As mentioned earlier,
while several studies abroad has shown positive and negative relationships of these variables,
to test them or to see these relationships to hold true or not in the Philippine setting is
different as well as imperative and very valuable in the field of educational management. In
this investigation, however, a concrete measure of parental involvement is used covering
home and school context such as frequency of parent-teacher interaction; parents‟
participation in school activities; and parental support for learning at home.
Hence, the aim of this study was to determine the level of involvement of parents in the
education of their pre-school children and find out if this level of involvement has

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relationship with their children‟s academic achievement and school adjustment. It also
ascertained whether there were differences in the parents‟ involvement based on their profile
variables like age, highest educational attainment, occupation, income, religion and number
of children.
Material and Methods

Research Design
The study used the descriptive- correlational research method. The descriptive method was
used to describe the profile of the respondents, the level of parental involvement in the
education of their pre-school children, the level of the academic achievement of the pre-
school children and the school adjustment level of the pre-school children. The level of
parents‟ involvement when grouped according to their profile variables was also compared
On the other hand, the correlation method involved the investigation if parents‟ involvement
is significantly related to the academic achievement and school adjustment of their pre-school
children.
Sample and Sampling Procedure

Three (3) public pre-schools and three (3) private pre-schools were involved in the study.
Along this, complete enumeration was used for the teacher respondents with a total of
nineteen (19) while thirty (30) preschoolers per school were selected through random
sampling having a total of 180. Hence, the corresponding parents of the 180 preschoolers
who were selected as respondents were also considered as parent- respondents.
Research Instrument
For this research, two (2) sets of questionnaires were used. All these instruments were
adapted from a standardized test but with some modifications to make the instruments
culturally and socially responsive to Philippine setting. However, before administering these
tests, permission of the respondent- parents was first sought. First, the level of parents‟
involvement in the education of their pre-school children was measured through the Teacher
Reports of Parents‟ Involvement reported in Hoover-Dempsey, et al. (2002). This
questionnaire was modified by the researcher while others were deleted as they are not
suitable practices in the Philippine setting. Those that were deleted were replaced with
statements that are applicable in the local situation. The questionnaire is composed of 15

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items which measures four aspects such as frequency of parent-teacher communication;

parents‟ participation in school and class activities; and parental support for learning at home.
This questionnaire was answered both by the teacher- respondents and parent- respondents.
The reason for including the teachers in this context was to validate the answers given by the
parents. Second, the school adjustment of the pre-school children was assessed using the
instrument used in N-MUSD preschools at the following website: www.cde.ca.gov/
cyfsbranch/child_development/downloads/profiles.xls. This questionnaire is dubbed as
Desired Results Developmental Profile, which contains developmental skills that lead to
kindergarten standards. It basically sought to measure how well the preschool child adjusts
in school particularly the adjustment of the child in the different dimensions of his/her school
life. The scale for this questionnaire was also modified to tailor fit it to the objective of the
study which is to determine the level of school adjustment of the preschoolers. Also, the areas
tested in this questionnaire are the social and interpersonal skills and independence of the
child. This questionnaire was answered by the teachers since they are in the proper position to
observe the adjustment of the preschool children in school. Finally, the achievement level of
the pre-school children was assessed through their grades in the first two rating periods. This
was taken from the report card of the preschool children who are under the care of the
teacher.
Data Collection
After the approval of the request, data were gathered using the questionnaires. The teacher-
respondents rated each preschool- respondent in terms of the parental involvement of his/her
parents and the child‟s school adjustment as well. The parental involvement questionnaire
was also given to each parent of the identified preschool respondent. Gathered data were
organized for presentation.
Data Analysis
Data collected were analyzed using descriptive statistics. Specifically, frequency count and
percentage were used to analyze the profile of the parent- respondents while the level of
parental involvement in the education of their pre-school children was presented using means
measured in terms of the Five- point Likert Scale. Similarly, the school adjustment level of
the pre-school children was assessed by the teachers and parents using the Three- point Likert
Scale. Meanwhile, the achievement level of the pre-school children was measured using both

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numerical and adjectival value. To determine whether there is a significant difference in the
level of parents‟ involvement when grouped according to their profile, Kruskal-Wallis Test
and Dunn‟s Multiple Comparison Test were used. Pearson- r was used to determine if
parents‟ involvement has a significant relationship to the academic achievement and school
adjustment of the pre-school children.
Theory
Parental involvement has been touted for years as a very important predictor of student
achievement in schools. The common wisdom is that parental involvement and strong
schools are inseparable that anyone cannot have one without the other. Also, studies on
pupils‟ achievement and school adjustment must remember that school performance and
adjustments are influenced by many people, processes and institutions. For instance, the most
important predictors of children‟s academic achievement and social adjustment, according to
Michigan Department of Education (2001) are parent expectations of the child‟s academic
attainment and satisfaction with their child‟s education at school. This implies that, parents,
the broader family are implicated in shaping children‟s progress toward self development and
improvement. Equally significant factor is that parents of high achieving students set higher
standards for their children‟s educational activities than parents of low achieving students.
Another factor would be the children themselves with their unique abilities, temperaments
and propensities. All these factors play a central role in forming and reforming the pupils‟
behaviour, aspirations and achievements.
Among all factors that influence academic achievement and adjustment, it has been identified
that parental involvement in children's education is one of the most significant factors in
predicting how well a child will do academically. According to Desforges and Abuouchaar
(2003) early studies often showed strong positive links between parental involvement in
school and pupils progress. It was concluded by these scholars that in-school involvement
helped cause this progress. Yet such parental involvement is itself strongly related to socio-
economic status (SES) which in turn is even more strongly linked with pupil progress.
Research findings indicate that there are considerable variations in levels of parental
involvement in children‟s learning at home and at school. Thus, parental involvement is also
dictated by where do parents come from based on their personal, cultural, social and
educational backgrounds. To elucidate this, Boethel (2003) propounded that variation in
parental involvement appears to depend on family Socio- Economic Status (SES). Parents

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from different social and cultural contexts approach schools with quite diverse
expectations/interpretations of what it means to be educationally helpful to their children.
Also, considering that parental involvement varies from parent to parent, Vogels (2002)
distinguished four groups of parents which can be category that is based on SES. These kinds
of parents are: (a) Partners: highly active in informal /formal support activities; (b)
Participants: highly active in informal support activities; (c) Delegators: view teachers as the
appointed experts and therefore responsible for the education of their children; Invisible
parents: not engaged or visible to the school.
One of the issues on parental involvement is the effectiveness of the aforementioned
measures to ensure academic achievement and school adjustment. Hence, the forms of
parental involvement that impact on specific aspects of the development of children remains
unclear. Such issue occurs as there is an argument or debate on what is the best measure that
could effectively help the child in their school life. One good example is the argument that
there is a lack of research regarding the differential effects of parental involvement on various
student-related outcomes. In a meta-analysis of 41 studies, for example, Mattingly, et al.
(2002) found little empirical support for claims that programs aimed at increasing parental
involvement constitute an effective means to improve achievement of students or change
behaviors of parents, teachers and students. Therefore, caution is needed when it comes to
drawing conclusions regarding the effects of parental involvement on the learning and
education of their children despite some empirical evidence indicating its importance to
students‟ outcomes. Hence, this is what the study intends to explore.
Results
Profile of the Respondent Parents
It can be gleaned from the table that in terms of the highest educational attainment, majority
are college graduates. With respect to occupation, 47.2% belong to professional groups like
those working as teachers, policewomen, engineers, banks tellers, government offices,
doctors, nurses and the like. In terms of the monthly income of the respondent mothers,
majority of them have monthly income within the range less than P10,000 to P20,000.
Moreover, Table 1 shows the religious affiliation of the respondent mothers and it can be
gleaned that majority (82.8%) are Roman Catholics. Finally, the data on the number of
children reveals that 41.1% have 3-4 children and 29.4% have 1-2 children.
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Table 1. Profile of the Mothers

Variables Frequency Percent
Highest Elementary 9 5.0
Educational High School 21 11.7
Attainment College undergrad 34 18.9
College 105 58.3
Graduate 0 0
Masters 10 5.6
Doctoral 1 0.6
Occupation Professional 85 47.2
Business 35 19.4
Farming 10 5.6
Carpentry 1 .6
Tricycle Driving 4 2.2
Vending 14 7.8
Others 11 6.11
Unemployed 20 11.1
Monthly Income Less than 10,000 68 37.8
10,001- 20,000 71 39.4
20,001-30,000 38 21.1
30,001-40,000 2 1.1
40,001-50,000 1 .6
Religion Roman Catholic 149 82.8
Methodist 15 8.3
INC 3 1.7
Mormon 1 0.6
Born Again 7 3.9
Others 5 2.8
Number of 1-2 53 29.4
Children 3-4 74 41.1
5-7 35 19.4
7 and more 18 10
TOTAL 180 100
Level of Parental Involvement of the Respondent Mothers

A central interest of this research is the determination of the level of parental involvement of
the mothers. In the study, parental involvement was measured into three (3) parameters
namely, parents-teacher communication, parents‟ participation in school activities and
parents‟ support for learning at home. The level of parental involvement was assessed by the
teachers and the parents themselves. As shown in Table 2, 38.9% of the teachers and the
mothers as well rated their parental involvement to be “very high” while 3.9% have “low”
parental involvement.
A closer look on the same table reveals that there is a consistently “very high” parental
involvement of the mothers in the education of their preschoolers particularly in the areas of
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parents-teacher communication, parents‟ participation in school activities and parents support

for learning at home. The „very high” parental involvement of the mothers along parents-
teacher communication implies that the mothers always contact the teacher of their child
when their children are having problems with learning, that they contact the teacher when
they have something really good or improvement to report about their children‟s learning and
that they ask the teachers for specific activities that they can do at home to help in the study
of their children.
Meanwhile, the “very high” parental involvement of the mothers with respect to participation
in school activities of their children reveals that they always attend scheduled parent-teacher
conferences/meetings, they at all times attend school or class programs like family day,
preschool day etc. and that they constantly volunteer to help in the classroom activities or
projects initiated in school.
Finally, the “very high” parents support for learning at home indicates that the mothers help
their children with their homework and projects, that they constantly assist their children in
learning how to read and write, and they at all times provide books, and other educational
materials for their children to use.
Table 2. Level of Parental involvement of the respondent mothers as assessed by the

mothers themselves and the teachers of the preschoolers
Parental Very Low Low Moderate High Very High
Involvement
freq % fre % freq % freq % freq %
q
Frequency of Parents 9 5.0 26 14.4 27 15.0 47 26.1 71 39.4
Parents-teacher Teachers 4 2.2 19 10.6 39 21.7 45 25.0 73 40.6
communication Overall 6 3.3 22 12.2 35 19.4 53 29.4 64 35.6
Parents' Teachers 1 0.6 15 8.3 18 10.0 44 24.4 102 56.7
participation in Overall 2 1.1 6 3.3 25 13.9 58 32.2 89 49.4
school
activities
Parents' Teachers 1 0.6 6 3.3 36 20.0 42 23.3 95 52.8
support for Overall 1 0.6 5 2.8 27 15.0 66 36.7 81 45.0
learning at
home
Parents Teachers 0 0.0 13 7.2 37 17.2 56 31.1 80 44.4
Involvement Overall 0 0.0 7 3.9 35 19.4 68 37.8 70 38.9

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Level of Academic Achievement of the Preschoolers

Academic achievement in this study pertains to the academic performance of the preschoolers
as reflected in their various subjects such as English, Science, Filipino and Mathematics.
Results in Table 3 show that the mean academic achievement of the preschoolers is 85.5 with
an adjectival value of Satisfactory. The lowest grade obtained by the respondent preschoolers
is 75 and the highest is 95.5. Data further reveals that 46.7% obtained a „satisfactory‟ grade
(85-89) while 6.1% obtained a grade of „moderately satisfactory‟ (80-84).
Table 3. Level of academic achievement of the preschoolers

Grades Frequency Percent Descriptive Value
80 – 84 11 6.1 Moderately
Satisfactory
85 – 89 84 46.7 Satisfactory
90 – 94 47 26.1 Very Satisfactory
95 – 100 38 21.1 Outstanding
Total 180 100
Mean : 85.5 Satisfactory
Level of School Adjustment of the Preschoolers

School adjustment in this study revolves around two dimensions namely, social and
interpersonal skills as well as independence. As indicated in the table, majority (86.7%) of
the preschoolers are fully adjusted in both dimensions. A more detailed perusal of the data
reveals that there are more preschoolers who are fully adjusted in independence than social
and interpersonal skills. This is revealed by a frequency count of 161 and 139, respectively.
The full adjustment of the preschoolers with respect to independence implies that they can
already eat alone without excessive spillage and they always use the toilet and bathroom,
wipes and washes hands alone/independently. Alongside, they, too, clean up spills without
much assistance; button/zip their clothes properly and go to nearby places (canteen,
playground, flagpole, garden, etc) in the school independently. This can be attributed to the
effective orientation of the teachers and parents before the start of classes.
Table 4. Level of school adjustment of the preschoolers

Almost/Nearly Adjusted Fully Adjusted
Freq % Freq %
Social and Interpersonal 41 22.78 139 77.22
Independence 19 10.56 161 89.44
Social Adjustment 24 13.3 156 86.7

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Comparison in the Parental Involvement of Mothers Based on their Profile
One of the hypotheses tested in this study is whether parental involvement differs when
parents are grouped according to their profile variables. Using Kruskal-Wallis Test and
Dunn‟s Multiple Comparison test, it was found out that at 0.05 level of significance, only
occupation as a variable shows a significant difference in the parental involvement of the
respondents. This is revealed by a p- value of 0.010. This finding connotes that parents‟
involvement is significantly different between those who are professional and with those who
are not professionals. This implies that professional mothers have significantly higher
involvement than their counterparts particularly with respect to parents-teacher
communication, parents‟ participation in school activities and parents‟ support for learning at
home. This finding corroborates the earlier finding that most of the mothers in this study are
college graduates and above. Inasmuch as one of the interests of the study is to determine
socio-economic variables in the Philippine setting which may be related to parental
involvement, interviews with the mothers and teachers was conducted to elucidate this
concept. Mothers and preschool teachers reveal during the interview that in the Philippine
setting, parents who are professionals tend to be more active and participative in the
education because they value and support their child‟s education.
In sum, this finding of the study affirms Depleany, et al. (2007) findings which stressed that
parents with higher education level are better qualified than less educated parents to help their
children with homework. While the lessons in the preschool are easy, the manner or
procedure in teaching the said concepts are not known by parents who have not undergone
higher level of schooling. Furthermore, Kohl, et al. (2000) supports this finding when he
argued that parental education was positively related to parent- teacher contact. The more
educated the parent, the greater was their involvement in their child‟s education.
Table 5. Comparison in the parental involvement of mothers based on their profile

Profile Variables Df P- value
Highest educational attainment 5 0.535
Occupation 5 0.010*
Income 4 0.981
Religion 4 0.708
No. of Children 3 0.175
*Significant at 0.05 level

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Relationship of Parents’ Involvement to the Preschoolers’ Academic Achievement and

School Adjustment
Table 6 presents the relationship of parents‟ involvement to school achievement and school
adjustment of the preschoolers. Result of Pearson- r shows that at 0.05 level of significance,
there is a significant positive relationship between parents‟ involvement and students‟
achievement. This suggests that when parents are more involved in the school activities of
their child, the better is the academic achievement. However, result also reveals that there is
no significant relationship between parents‟ involvement and school adjustment of the pre-
schoolers. This is because the Probability- value (0.126) is higher than 0.05 significance
level. The findings of this research strengthens the studies of Harris and Goodall (2008);
Downey (2003); Izzo, Weissberg, Kapsprow, and Fendich (1999), who propounded that the
parent engagement in child learning at home predicted greater academic achievement. It also
supported the study of Gillman, et al. (2000) which revealed that the earlier a child‟s
educational process is reinforced by parent involvement the more powerful effects will be. He
stressed that there is a critical role of home and family environment in determining children‟s
school success, and it appears that the earlier this influence is “harnessed”, the greater the
likelihood of higher student achievement. Early childhood education programs with strong
parent involvement components have amply demonstrated the effectiveness of this approach.
Also, he argued that creating a rich home learning environment for children is another
important feature to family. Families who reinforce educational concept introduced in
programs at home increase their children‟s chances for academic success (Boufard and
Weiss, 2008).
Table 6. Correlations of parents’ involvement to the preschoolers’ academic

achievement and school adjustment
Academic School
Achievement adjustment
Parents
involvement Correlation Coefficient 0.165 0.114
P- value 0.027* 0.126
*Correlation is significant at the 0.05 level

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Conclusions
Premised on the above findings, the study concludes that there is indeed an unquestionable
relationship between mothers‟ involvement and the academic achievement of their children.
Such mothers‟ involvement is particularly focused in the areas of frequency of parent teacher
communication, participation in school activities and support for learning at home. These
types of parental involvement significantly improve academic performance of preschoolers in
the study area. Hence, the more mothers put emphasis on these types of involvements, the
more they improve the academic performance and social adjustment of their children in
school.
Moreover, mothers should never think that the education of their children is the primary
obligation of teachers once they are enrolled in school. Rather, mothers are one of the most
influential factors in their children‟s education and society should encourage more
participation of mothers in the public and private education of their children. Relatively, it
also proves that truly, parent teacher collaboration or partnership in the education of their
preschoolers brings out positive academic achievement and social adjustment.
In this light, it is recommended that parents must increase their frequency of contact or
communication with their children‟s teacher, be active participants in the school activities of
their children and increase support for learning at home to ascertain better academic
achievement and social adjustment of their children

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AARJSH VOLUME 6 ISSUE 6 (JUNE 2019) ISSN : 2278 – 859X

A Peer Reviewed International Journal of Asian

PARENTAL INVOLVEMENT: ITS RELATIONSHIP TO ACADEMIC

CATHERINE BUNGAG- CARANGUIAN

Asian Academic Research Journal of Social Sciences & Humanities

Asian Academic Research Journal of Social Sciences & Humanities

Asian Academic Research Journal of Social Sciences & Humanities

Asian Academic Research Journal of Social Sciences & Humanities

Material and Methods

Sample and Sampling Procedure

Asian Academic Research Journal of Social Sciences & Humanities

items which measures four aspects such as frequency of parent-teacher communication;

Asian Academic Research Journal of Social Sciences & Humanities

Asian Academic Research Journal of Social Sciences & Humanities

Profile of the Respondent Parents

Table 1. Profile of the Mothers

Level of Parental Involvement of the Respondent Mothers

parents-teacher communication, parents‟ participation in school activities and parents support

Table 2. Level of Parental involvement of the respondent mothers as assessed by the

Asian Academic Research Journal of Social Sciences & Humanities

Level of Academic Achievement of the Preschoolers

Table 3. Level of academic achievement of the preschoolers

Level of School Adjustment of the Preschoolers

Table 4. Level of school adjustment of the preschoolers

Asian Academic Research Journal of Social Sciences & Humanities

Comparison in the Parental Involvement of Mothers Based on their Profile

Table 5. Comparison in the parental involvement of mothers based on their profile

*Significant at 0.05 level

Asian Academic Research Journal of Social Sciences & Humanities

Relationship of Parents’ Involvement to the Preschoolers’ Academic Achievement and

Table 6. Correlations of parents’ involvement to the preschoolers’ academic

Asian Academic Research Journal of Social Sciences & Humanities

Asian Academic Research Journal of Social Sciences & Humanities

Bakker, Denessen, Brus- Laeven, ( 2008 ). Perceptions of Parental involvement, student

Asian Academic Research Journal of Social Sciences & Humanities

Asian Academic Research Journal of Social Sciences & Humanities

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