Influence of Parental Involvement on Students’ Academic Performance

SY 2016-2017

THESIS

Presented to the Faculty of

Southwestern Institute of Business and Technology,

Pinamalayan

In partial fulfilment for the Requirements

For the Curriculum of Graduating Students in

Grade 10

By:

Precious Heiress Marasigan

March 2017

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 TABLE OF CONTENTS

Title Page

Acknowledgement

Dedication

Table of Contents

CHAPTER 1 (INTRODUCTION)

 Background of the study

 Statement of the problem
 Hypothesis
 Scope and Limitations of the Study
 Significance of the Study
 Definition of terms

CHAPTER 2: REVIEW OF RELATED LITERRTURE AND STUDIES

 Foreign Literature
 Foreign Studies
 Local Literature
 Local Studies
 Relevance of Cited Literature and Studies

CHAPTER 3: THEORETICAL AND CONCEPTUAL FRAMEWORK

CHAPTER 4: RESEARCH METHODOLOGY

 Methodology
 Research Design
 Sampling Design and Technique
 Respondents of the Study

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  Research Instrument
 Data Gathering
 Data Processing
 Reliability of the Research Instrument
 Statistical Treatment

CHAPTER 4: PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA

 Table 1.1 Frequencies and Percentage of students in relation to their age.

 Table 1.2 Frequencies and Percentage of students in relation to their gender.
 Table 1.3 Frequencies and Percentage of students in relation to their hobby.
 Table 2.1 Frequency and Percentage of the effect of Parental involvement to Students’
Academic Performance
 Table 3.1 Frequency of the rated statements
 Table 3.2 Percentage of the rated statements
 Table 4.1 Frequency and Percentage of the students Written grades
 Table 4.2 Frequency and Percentage of students Oral Grades
CHAPTER 5: SUMMARY OF FINDINGS CONCLUSIONS AND
RECOMMENDATIONS

 General Summary
 Summary of Findings
 Conclusions
 Recommendations

APPENDICES

 Questionnaire
 Bibliography

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 Southwestern Institute of Business and Technology

Panggulayan Pinamalayan, Oriental Mindoro

ABSTRACT

Marasigan Precious L
(Writer’s Name)(Last Name) (First Name) (Initial)
Effect of Parental Involvement on Students’ Academic Performance
(Title) Mr. Dick Ordoña March 2016 _ 58

(Graduate Major) (Research Advisor) (Month/Year)

(No. of Pages)

Publication of the American Psychological Association (APA)

(Name of Style Manual Used in this Study)

The purpose of this study was to find whether a correlation exists between parent
involvement and student success at the high school level at Nabuslot National High
School. The review of literature focused on parent involvement in school activities and
programs, parent expectations of their children and parenting attitudes. Reasons for lack
of parental involvement were identified. Lastly, why it’s important for parents to be
involved and how to achieve increased parent involvement.
The survey was sent to parents of all students in the 2016 graduating class of
Nabuslot National High School. Data was collected through the use of a survey designed
specifically for this study. There were three sections in the survey. The first one includes
the students profile, the second includes the effect of parental involvement on the
students, the third concerns their grades in written and oral exams.

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 Acknowledgement

This study would not be conceivable if it weren’t for the following personnel.

The researcher would like to give the highest gratitude for the success of this study to this

institution for giving the opportunity to conduct this study within the supervision of our school

and for allowing us to discover additional knowledge that might help us in the future.

Furthermore, the researcher would like to emphasize the help of the other staffs of this school,

and other personnel.

The same warm thank you goes to Mr. Dick S. Ordoña, for the guidance that had given

throughout the making of this study; and to the respondents who had given time and effort for

this study to be a success.

The researcher would also like to thank her parents for their unending support. I also wish

to acknowledge my peers who have encouraged me to undertake this task.

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 Chapter 1

Introduction

Background of the study

Examinations and certifications are actually central to education and training processes as

a means of evaluating the level of achievement for purposes of further education, training and

employment. This has led schools to concentrate largely on preparing students to pass

examinations for the purpose of acquiring good academic certificates which are considered

essential for securing employment in both public and private sectors of the economy.

Ford and Harris (2000) followed this logic by examining parental influence on African

American students’ school achievements by focusing on specific socio demographic factors

parental involvement in education and parental occupation. Researchers generally agree that a

constellation of familial factors exert significant influence on the educational aspiration and

academic achievement of adolescents.

Sanchez, Reyes, and Singh (2006) identified negative domains within the family such as

low parental school involvement to explain Latino Youth’s educational failure. Therefore it is

important to have a clear understanding to what hinders one’s educational attainment.

Parental involvement may have different effects in terms of: negative, and positive.

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The researcher wants to study the relationship between parental involvement and the academic

performance of students.

Parent involvement in children's education has been proclaimed for years as being a very

important predictor of student achievement (Jesse, 1997). The literature and available research is

consistent in showing that meaningful parent involvement results in gains in student achievement

(Sattes, 1985). National organizations have placed parent involvement as a high priority within

their platforms. Since seventy percent of student's waking hours, including weekends and

vacations, are spent outside school the school setting (Clark, 1990) it is imperative that parents

are involved in their child's education for success.

Congress, in its 1994 "Goals 2000: Educate America Act" policy legislated that

partnerships be formed between families and schools. Federal Title I regulations required revised

mandates for "specific family-school connections" (Epstein,1996, p. 5) in order to obtain federal

funds for programs.

Statement of the Problem

This study is done to find out whether family relationship of students in Nabuslot National High

School from Grade 10-SSC affect their Attitude and Academic Performance in School.

Especially it sought to answer the following questions:

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  Is there a significant effect of parental involvement on the academic performance of

students in terms of:

a. Negative

b. Positive

 What is the students profile in terms of:

a. Age

b. Gender

c. Hobby

 What is the students academic performance in terms of:

a. Written exams

b. Oral recitations

Null Hypothesis

 There is no significant effect of parental involvement and the students’ academic

performance.

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  The students profile does not intervene with the academic performance and the parental

involvement.

Scope and Limitations

This study is limited only on the impact of parental involvement on students’ academic

performance. The study is to be directed within the premises of Southwestern Institute of

Business and Technology from November 2016 to March 2017.

The study encompasses twenty (20) students/respondents from Grade 11 which involves

10 males and 10 females.

Significance of the study

This study is relevant to the following:

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 To the students, this study would help provide additional knowledge related to the effects

of parental involvement on academic performance of students.

To the researcher, this study would further deepen and widen the knowledge of the

researcher about the aforementioned topic.

To the parents, this study will provide them information about the said topic, and guide

them about the right approach.

Definition of Terms

Academic performance – is the outcome of education extent to which student teacher or

institution has achieved their educational goals.

Age – the length of time that one has existed. In the study it is as an indicator of

independent variable.

Hobby – is an activity or interest that is undertaken for pleasure or relaxation, typically

done during one’s leisure time. It is one of the Intervening variables.

Oral test – a set of questions/exercises evaluating skill or knowledge.

Parental Involvement –the involvement of parents in their child’s education by

participating in various activities

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 W

Written test – a text where you have to answer questions using pencil or pen.

Chapter II

Related Literature

This chapter will provide an overview of the effects of parent involvement relating to

school activities, parent expectations, and parenting style. Reasons for lack of parent

involvement and programs and ideas to get parents involved will be explored. According to

Johnston (1998 p.192), “There is one irrefutable truth in education: Parent involvement in the

schools promotes student success and achievement.” Most school reform efforts advocate

parental involvement. The United States Department of Education has mandated, “By the year

2000 all schools will increase parent involvement and participate in promoting the social,

emotional, and academic growth of children.” (Goals2000: Educate America Act, 1994 p. 3 ).

There is no longer an option of whether we will include parents in the education of their children,

it is required. The goal now is to inform parents and educators of the numerous advantages of

parent involvement. Dornbush & Ritter (cited in Hickman, Greenwood, & Miller, 1995) found

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that parent attendance at high school activities had a positive correlation with school attendance

and by printing that fact in the school newsletter increased parent attendance at school events.

Parent involvement can be divided into two general categories: school-site involvement and

home involvement (Zellman & Waterman, 1998). They focused on five measures of parent-school

involvement: attendance at school events, participation on a school council or advisory committee,

regular volunteer activities, employment at school, and PTA meetings. Gestwicki (1996) added

parents as learners to this list, and also indicated that home involvement includes helping the child

with homework, communicating with the child about school, and spending “quality” time with the

child.

Muola (2010) found low correlation between parental involvement or encouragement and

academic achievement. The researcher explained that the nature of encouragement given to the

child by his parents is important as far as the academic achievement is concerned. Parents who

through encouragement pressurize their children by making too much high demands may create

in them anxiety and fear of failure instead of providing effective morale to do well in academic

work (Muola, 2010).

Koskei (2012) pointed out that 90.9 % of students whose parents were involved in

education scored below average in the standardized scores. According to Ayodo, (2009),

research finding shows that children guided in doing homework by parents must be involve in

their children especially in lower primary for better academic foundation. Parents hold

expectations for their children’s schooling and communicate their teachers to their children.

There are many reasons that parents may seem uninterested or don’t hold expectations

for their children’s performance

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 Parents put a lot of pressure to their children to get high grades without taking into

consideration their ability. Children are affected academically if they lack parental support

especially with regard to education even though they live with their biological parents. Parents

who are uninvolved in their child’s education present such a case. Wandabwa (2005) noted that

factors enhancing students’ academic performance includes parents setting goals for their child,

encouragement of self-reliance, autonomy and achievement motivation. Uninvolved parents less

often do so.

A study by Mwiria (2004) noted that economically well parents are more concerned

about their child’s academic performance and not their creative potential. He noted that well to

do parents are likely to encourage their children about passing the exams because of the

importance they attach to education. He also emphasizes the amount of time that the parent and

the child spend interacting. He urges that the parent and child interaction are important to the

child’s social and cognitive development. Children find it satisfying to receive positive regard

from parents as to view them positively by having high self-esteem.

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 Related Studies

Ford and Harris (2000) followed this logic by examining parental influence on African

American students’ school achievements by focusing on specific socio demographic factors

parental involvement in education and parental occupation. Researchers generally agree that a

constellation of familial factors exert significant influence on the educational aspiration and

academic achievement of adolescents.

Sanchez, Reyes, and Singh (2006) identified negative domains within the family such as

low parental school involvement to explain Latino Youth’s educational failure. Therefore it is

important to have a clear understanding to what hinders one’s educational attainment.

Relevance of the Cited Related Literature and Studies

The cited related studies and literature shown on the previous pages shows a hint of what

the outcome of this study would be. It also explains the different factor that might affect the

dependent variable and in what way. They also propose different strategies used in their

conducted study.

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 Chapter III

Methodology

This part presents the research methodology and the techniques that were used by the

researcher in the study.

Research Design

Descriptive survey design was adapted for the present. Weighted arithmetic mean is the

statistical tool used in the statistical tool used in the design. In a descriptive type of survey, the

objective is simply to obtain certain information from a sample from a large group. In this

design, eight variables for determining the parent-student relationship level were measures using

the linker relationship level scale.

Sampling Design and Technique

In this study, the researcher used systematic sampling where in every element of the

population has known and equal probability of selection the researcher used the equal probability

method, in which every kth element in the population is selected where k, the sampling interval is

calculated.

¿
Sample size (h)= population ¿ N ¿ K

Twenty were systematically chosen as respondents of the study.

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Respondents of the study

The twenty student samples of the study were drawn from Grade 11. They were chosen

using systematically sampling method. They were given questionnaires which they answered at

an allotted time the results of the study were based from the responses of the selected

respondents.

Research Instrument

Set of questionnaires was used by the researcher, as a research instrument. It is

composed of the questions related to the different variables used in the study.

Data Gathering

For gathering the data, the research instrument was administered to the respondents.

They were given 10 minutes to answer all the questions. After the allotted time the

questionnaires were collected the responses were tallied, tabulated and then recorded for the

analysis of data.

Data Processing

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 The data gathered form the respondents were manually converted into quantitative and

qualitative forms of research analysis. The students’ responses were transformed into code items

to facilitate tabulation of data. Then, the analysed data were tabulation of data. Then, the

analysed data were organized in a systematic order in several tables.

Reliability of the Research Instrument

In this study, the reliability of the research instrument was determined after

administering the questionnaires was given one week after the first set was given.

Statistical Treatment

In measuring the acceptability in this study, the researcher checked, tallied and tabulated

the answers of the respondents. Descriptive statistics such as the mean and frequency were used7

to test if the hypothesis are accepted or rejected and to determine the relationship of the variable

involve in the study.

Statistical Analysis of Data

The analysis of data will be guided by numerical such as mean frequency and percentage.

Coefficient and correlation will be used to test the association between variables. The researcher

will be using weighted arithmetic mean and Pearson Product Moment Coefficient Correlation as

statistical tools in this study.

The statistical tools are as follows:

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Mean:

Where:

(Sometimes call the X-bar) is the symbol for the mean.

 (The Greek letter sigma) is the symbol for summation.

X is the symbol for the scores.

N is the symbol for the number of scores.

The data will be presented in the frequency form to show the actual distribution of the

respondents towards a particular question. The following five point rating scale will be used for

the extent use of parent-student relationship to the Academic performance of the students from

Grade 10- SSC

5 – Always

4 – Often

3 – Sometimes

2 – Seldom
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1 – Never

The following ranges will served as a guide for interpreting the mean responses

Range Scale Response category

5 96 above outstanding

4 91 – 95 very satisfactory

3 86 – 90 satisfactory

2 81 – 85 fair

1 80 and below needs improvement

Pearson Product Moment Coefficient Correlation will also use in this study to test the

relationship between the extent use of parent-student relationship to the academic performance of

student from Grade-10 SSC. Basis of Correlation

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0.00 to 0.20 – negligible correlations

0.21 to 0.40 – low or slight correlations

0.41 to 0.70 – moderate correlations

0.71to 0.90 – high relationship

0.91 to 0.99 – very high relationships

1.00 – perfect relationship

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 Chapter IV

Presentation, Interpretation and Analysis of Data

Table 1.1 Frequencies and Percentage of students in relation to their age.

Age Frequency Percentage

13-15 18 96%
16-18 2 4%
19 and above 0 0%
Total 20 100%

The table above shows the frequency and percentage of students in relation to their

age. The age bracket of 13-15 has a frequency of 18 and has a percentage of 96%. The age

bracket of 16-18 has a frequency of 2 and has a percentage of 4%; and, the age bracket of 19 and

above has a frequency of 0 and has a percentage of 0%. The table above has a total of 20 and has

a percentage of 100%.

The resulting data implies that there are more students that are in the age of 13-15

years old because the students that the researcher gave the questionnaire are on the right age of

schooling and only 2 on 17-19 for fewer students who studied late.

Table 1.2 Frequencies and Percentage of students in relation to their gender.

Gender Frequency Percentage

Male 10 50%

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 Female 10 50%
Total 20 100%

The table shows the frequency and percentage distribution of the students in relation to

their gender. Male has a frequency of 10 and a percentage of 50. Female has a frequency of 10

and a percentage of 50 also. The table above has a total frequency of 20 and total percentage of

100.

The resulting data implies that there are same numbers of female and male respondents

which are chosen by the researcher.

Table 1.3 Frequencies and Percentage of students in relation to their hobby.

Hobby Frequency Percentage

Watching television 7 35%
Playing games (indoor and 5 25%

outdoor)
Hanging out with friends 2 5%

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 Reading Books 6 30%
Total 20 100%

The table shows the frequency and percentage distribution of the students in relation to

their hobby. Watching television has a frequency of 7 and a percentage of 35.. Playing games has

a frequency of 5 and a percentage of 25. Hanging out with friends has a frequency of 2 and

percentage of 5. Reading books has a frequency of 6 and a percentage of 30. The table above has

a total frequency of 20 and a total percentage of 100.

The resulting data implies that there are more students who choose watching TV as their

hobby.

Table 2.1 Frequency and Percentage of the effect of Parental involvement to Students’

Academic Performance

Statements Frequency Percentage

Positively 7 35%
Negatiively 5 25%
No Effect 8 40%
TOTAL 20 100%

The table shows the frequency and percentage of the effect of parental involvement on

the academic performance of the students. The positive effect has a frequency of 7 and a
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percentage of 35. The negative effect has a frequency of 5 and has a percentage of 25. The one

with no effect has a frequency of 8 and a percentage of 40. The table above has a total frequency

of 20 and a percentage of 100.

The resulting data implies that parental involvement has no effect on most students. In

this case, it has the highest frequency with 8, and a percentage of 40.

Table 3.1 Frequency of the statements With Accordance To Parental involvement

Statement 5 4 3 2 1

My parents wholeheartedly support me 3 5 2 4 6

financially

I am morally encouraged by my parents to join 2 7 6 3 2

school activities

My parents spend enough time with me to bond 5 6 3 3 3

and help me with school work

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My Parents help me balance my school work and 7 4 6 2 1

household chores

My parents always attend meetings held by the 8 6 2 4 0

school board and staff.

Results show the frequency of the statement as they are rated by each of the respondents.

Table 3.2 Percentage of the rated statements on Parental Involvement

Statement 5 (%) 4 3 2 1

My parents wholeheartedly support me 15 25 10 20 30

financially

I am morally encouraged by my parents to join 10 35 30 15 10

school activities

My parents spend enough time with me to bond 25 30 15 15 15

and help me with school work

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My Parents help me balance my school work and 35 20 30 10 5

household chores

My parents always attend meetings held by the 40 30 10 20 0

school board and staff.

Results show the percentage of the rated statements from the

respondents.

Table 4.1 Frequencies and Percentage of students in relation to their Written Exams (Average)

Written Exams (Average) Frequency Percentage

75-80 0 0
81-85 3 15%
86-90 13 65%
91-95 4 20%
96 and above 0 0
Total 20 100%

The table shows the frequency and percentage of the written exams of the respondents.

Grades which range from 75-80 have a frequency of 0 and a percentage of 0. Grades which range

from 81-85 have a frequency of 3 and a percentage of 15. Grades which range from 86-90 have a

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frequency of 13 and a percentage of 65. Grades which range from 96 and above has a frequency

of 0 and a percentage of 0. The table above has a total frequency of 20 and a percentage of 100.

The result implies that there are more students whose grades fall on the range of 86-90.

Table 4.2 Frequencies and Percentage of students in relation to their Oral Recitation (Average)

Oral Recitation (Average) Frequency Percentage

75-80 0 0
81-85 5 25%
86-90 10 50%
91-95 5 25%
96 and above 0 0
Total

The table shows the frequency and percentage of the students’

Oral recitation. Grades which range from 75-80 have a frequency of 0 and a percentage of 0.

Grades which range from 81-85 have a frequency of 5 and a percentage of 25. Grades which

range from 86-90 have a frequency of 10 and a percentage of 50. Grades which range from 86-90

have a frequency of 10 and a percentage of 50. Grades which range from 91-95 have a frequency of

5 and percentage of 25. Grades which range from 96 and above has a frequency of 0 and a

percentage of 0. The table above has a total frequency of 20 and a total percentage of 100.

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 The result implies that there are more students whose grades range from 86-90.

Chapter V: Summary, Conclusions and Recommendations

Summary

T-tests for the likert scales rejected the null hypothesis: There were significant gains in

academics for students whose parents were involved in their education. Linear correlation

coefficient measures of the data presented for both test years indicate the null hypothesis was

rejected, thus accepting the alternate hypothesis of HI: Children whose parents have been

involved in their education have greater gain academically. As each of the statistical tests

performed rejected the null hypothesis, it is concluded that parent involvement does have a

positive effect on student achievement.

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 Conclusions

The intent of this study was to show that children whose parents have been involved in

their education have shown greater gain academically. The null hypothesis was rejected by

evidence presented from the t-tests and correlational study.

If this study were to be replicated, some changes could produce a higher level of

correlation. A larger sample of students and parents would offer greater insight and a higher level

of data accuracy. Parents could be asked to complete the likert scale when attending required

conference at school rather than sending the scales home to be completed. This would provide a

larger group from which to draw the sample. Students could be randomly selected from a

primary grade and an intermediate grade. This would likely show the degree of difference of

involvement at various grade levels. Another adaptation that could improve the study would be

to track a specific group of children whose parents are actively involved in the daily operations

of the school with a group of children whose parents are never seen at school. It is anticipated

that all modifications would produce similar results.

As stated in the limitations, the study was based on enrolment at one school with a

limited number of subjects. Similar findings would prevail in most schools in the country, as the

literature on parent involvement clearly shows. The study was important because it applied

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current research to statistical tests on local students. The results clearly show the direction by

which schools must travel to increase student achievement.

Recommendations because of this study include encouraging greater involvement

through parent training sessions and staff development seminars. Many effective means of

involvement have been discussed in the literature. Inclusion of parents in local decision-making

is in tune with suggestions offered in the literature.

Researchers such as Joyce Epstein have provided preponderance amounts of literature to

aid schools, families, and communities with involvement issues. The literature clearly defines the

types of parent involvement and offers solutions to barriers that inhibit involvement. Individuals,

schools, and entire educational communities must become actively involved in finding means to

garner greater parent involvement for the benefit of the children.

Recommendations

In the light of the findings of this study, the following recommendations are made:

1. Encourage greater involvement through parent training sessions and staff development

seminars. Many effective means of involvement have been discussed in the literature.

Inclusion of parents in local decision-making is in tune with suggestions offered in the

literature.

2. If this study would be replicated, the researcher should have a wider range of respondents

to have a more precise data and accurate results.

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 Appendices

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socioeconomic status and academic performance. School Psychology Quarterly, 21, 375-395.

Correlation of Pearson Coefficient of Correlation on (x) rate of Parent-Student and

Academic Performance of Students (y).

Appendices A

Respondents Rate(x) Rate (y) X2 Y2 xy

1 0.67 0.88 0.45 0.77 0.59
2 0.53 0.89 0.28 0.79 0.47
3 0.53 0.85 0.28 0.72 0.45
4 0.47 0.85 0.22 0.72 0.40
5 0.67 0.84 0.45 0.71 0.56
6 0.67 0.82 0.45 0.67 0.55
7 0.4 0.90 0.16 0.81 0.36
8 0.67 0.91 0.45 0.83 0.61
9 0.73 0.86 0.53 0.74 0.63
10 0.47 0.89 0.22 0.79 0.42
11 0.8 0.89 0.64 0.79 0.71
12 0.47 0.81 0.22 0.66 0.38
13 0.67 0.89 0.45 0.79 0.60
14 0.47 0.88 0.22 0.77 0.41
15 0.67 0.87 0.45 0.76 0.58
16 0.53 0.86 0.28 0.74 0.46
17 0.6 0.91 0.36 0.83 0.55
18 0.67 0.90 0.45 0.81 0.60
19 0.8 0.91 0.64 0.83 0.73

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 20 0.53 0.81 0.28 0.66 0.43
Total x =12.02 y=17.42 x2=7.48 y2=15.29 xy=10.49

X=12.02

Y=17.42

XY=10.49

X2=7.48

Y2=15.29

N xy −(x )( y)
r=
√ N ¿ ¿¿

20 (10.49)−(12.02)(17.42)
r=
√[20(144.48)−(144.48)¿ ][20 ( 303.46 ) −(303.46)]¿

209.8−209.03
=
√[2889.6−144.48¿][6 069.2−303.46]¿

0.77
=
√[2745.12¿][5 765.74]¿

0.77
=
√(15 827 648.19¿)¿

Page | 35
 0.77
=
3 978.40

=1.9x10−4

=1

Questionnaire

Influence of Parental Involvement on Students Academic Performance

I.

Direction: Put a check on the box which corresponds to your best honest answer (check only one
of the choices for every item)

1. How old are you?

13-15
16-18
19 and above

2. Gender:
Male
Female

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 3. What is your hobby?

Watching tv

Playing games ( Indoor and Outdoor)

Hanging out with Friends

Reading Books

4. How does your parents involvement affect your studies?

□ Positively

□ Negtively
□ No effect

II. Rate the following statements that apply to you wherein 5 is the highest and 1 is the
lowest.

My parents wholeheartedly support me financially

I am morally encouraged by my parents to join school activities

My parents spend enough time with me to bond and help me with school work

My Parents help me balance my school work and household chores

My parents always attend meetings held by the school board and staff.

Direction: Put a check on the box which corresponds to your best answer (check only one of the
choices for every item)

1 What are the students’ performance in terms of:

a. Written Test (Periodical)

75-80
81-85
86-90
91-95
96 and above

b. Oral Test (oral recitation) (average)

75-80

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 81-85
86-90
91-95
96 and above

This survey is conducted for the purpose of gathering certain information needed for the
accomplishment of the said study. Thank you for your time and effort.

Page | 38