Pres. Diosdado Macapagal High School - SHS: Problem and Its Background

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PRES. DIOSDADO MACAPAGAL HIGH SCHOOL -SHS
Chapter 1
PROBLEM AND ITS BACKGROUND
INTRODUCTION
Parental Attachment is a scientific term for the emotional bond between the
parent and the child. It is distinguished from other aspects of parenting, such as
disciplining, entertaining, and teaching. It focused on nurturing connection that
parents can develop with their children. Parental bond is important for the child’s
development and survival because they can able to control their negative emotions
on a stressful situation in life. The child learns through their parents caring
behavior to have a sense of worth that help them to have a strong relationship
with others.
On the other hand, academic performance as defined as the extent to which
a student, teacher or institution has achieved their short or long term educational
goals. It is commonly measured through examinations or continuous assessment
but there is no general agreement on how it is best evaluated or which aspect is
more important either it is knowledge or skills. Furthermore there are inclusive
factors successfully predict academic performance, element such as test anxiety,
environment, motivation, and emotions requires consideration when developing
model of school achievement. Now, the students are receiving money based on
their academic performance. In other words, a student that excels in his/her
studies receives more incentives than others.

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The researchers conduct this study because parental attachment has
somewhat related to the academic performance of the students. Parent can
provide needs and wants in any activities, aside from that parents is the
foundation of their child. One of the reasons why students fail from their class is
because of having a lack of confidence. Some parents set standards for their
children and because of this many students suffer from too much pressure, at the
same time stress.
BACKGROUND OF THE STUDY
A cluster analysis by Paulson, Marchant and Rothlisberg (1998) revealed
that students who reported a positive view of parental involvement, such as
perceived authoritative parenting, also reported the highest feelings of academic
competence and school achievement. Another study (Spera, 2006) found a
positive relationship between parental involvement practices, such as involvement
in school work, and interest in school for children. Sideridis and Kafetsios (2008)
found that perceptions of parental care, specifically care from mother and care
from father, correlated negatively with fear of devaluing self , fear of uncertain
future and fear of others losing interest.
Attachment of the parent to their child gives motivation to continue working
to show that they are learning. Parent has their limit in understanding their child in
terms of studying. They let them explore and stand on their own but not all the
times. This kind of relationship is very powerful it builds trust, love and
strengthens their confidence.

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Lack of parental attachment in schools is a cause for concern and can no
longer be ignored. This point has been observed by the researchers that were
displayed on their fellow students when discussing the effect of parental
attachment on academic performance.
THEORETICAL FRAMEWORK
Students Profile Parental Attachment

Theory
 Age  Parent description
________
 Gender  Parents’ relationship
 General average  Experiences and

(1st semester)
feelings
Figure 1: Theoretical Framework
The framework was constituted to the attachment theory that focused on the
relationships and bonds between people, particularly long-term relationships,
including those between a parent and child and between romantic partners
(Ainsworth, 1973; Bowlby, 1969).
The paradigm above stated the information about the students profile in
terms of age, gender and academic grades. On the other the parental attachment
theory includes the parent description, parents’ relationship, and experiences and
feelings towards the academic performance of the students. These two variables
which are the students profile and parental attachment theory were interconnected
with each other. The age, gender, and the general average had something to do
on how the parents treat them on the way they should be.
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STATEMENT OF THE PROBLEM
This study generally aimed to determine the relationship of parental attachment
to academic performance among selected grade 11 GAS students.
Specifically this study sought to answer the following questions:
1. What is the demographic profile of selected grade 11 GAS students in terms
of:
1.1 Gender
1.2 Age
1.3 General average (1ST semester)
2. What is the level of parental attachment of the students’ relationship in terms
of:
2.1 Parent description
2.2 Parents’ relationship
2.3 Experiences and Feelings
3. Is there a significant relationship exists between parental attachment, gender,
age and the academic grades of the students?
HYPOTHESIS
Ha: There is a relationship between parental attachment and academic
performance among selected grade 11 GAS students.
Ho: There is no relationship between parental attachment and academic
performance among selected grade 11 GAS students.

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SCOPE AND LIMITATION
The researcher conducted this study entitled “Relationship of Parental
Attachment to Academic Performance among Selected Grade 11 Students of
President Diosdado Macapagal High School”. Only the General Academic Strand
(GAS) will be the respondents of this research study. Also, the researcher didn’t
give emphasis on those respondents who doesn’t have parents.
The coverage of this study included information about the relationship of
parental attachment to the academic performance of the students.
SIGNIFICANCE OF THE STUDY
This segment gave brief description on various significant of the study given
to those who would be benefited. This study is beneficial to the following:
Student: The result provided some knowledge in relationship of parental
attachment on the academic performances. It answer the question how the
parental attachment affects the academic performances. It gave student's secure
attachment such as healthy physical, emotional, social and mental development
that tend to be more socially constructive, show greater creativity, learn more
easily and generally better able to cope with difficulties. This study would help the
student itself to be aware on their relation with their parents in this case they can
able to cope up and reconcile with them.
Teachers: The given data guided the teachers on how to handle and
support their students. Supportive relationship with teachers may tend to student's
motivation in participate to subjects.

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Parents: Like the Teachers, The parents would motivate and help to
increase the academic skills of their children.
Future researchers: This study may serve as a guide and give them some
information that is related in conducting their research study.
DEFINITION OF TERMS
Students- this are the selected Grade 11 used as a respondent on
conducting a study
Parental attachment- it is about of relationship between parent and to the
children. The attachment of the parent is very helpful to their children to improve
their skills and attitude.
Grade- it is the measure of the performance of the students in performing
during the class discussion.
Relationship-is the connection between the student and their parents
which contribute the development and performance of the child in their classes.
Parenting-promoting and supporting the physical, emotional, social,
financial, and intellectual development of a child
Parent description- is describes how attached the child on their parents.
Parents’ relationship- a relationship on the both parents and the child
we’re they shared an experience.
Experiences and Feelings - a practical contact that have been observe on
the students towards their feelings.

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Chapter 2
REVIEW OF RELATED LITERATURE AND STUDIES
This chapter presents the related literature and studies that constitute the
foundation of the study. Specifically, included here are local and foreign literatures
and studies that will serve as basis that will develop the grounds for this research
study.
FOREIGN LITERATURE
Parental attachment. “The attachment parenting philosophy is
based on empathetically responding immediately to a child’s direct and
indirect needs. Attachment parenting is about treating children with dignity
and respect afforded any adult” (Percival E. and Kerr S.,1996). Kenny
(1990) stated that the parent-child relationship during the transition to
college is analogous, as children experience new freedom; their parental
attachment becomes a key factor in their adjustment and success.
Previous research has shown that securely attached students report
high levels of adjustment (Schultheiss & Blustein, 1994). Specifically, low
levels of parental attachment quality predicted low self-esteem (Fass &
Tubman, 2002). A close emotional bond with parents is related to self-
esteem that affects the performance of an individual (Armsden &
Greenberg, 1987).
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Kenny (1990) found no significant gender differences in the quality of
attachment, but females reported receiving more parental support than
males. Consequently, non-need contact patterns may be ways in which
parents and their adolescents connect and maintain attachment. Sorokou
and Weissbrod found that there was no gender difference for need-based
contact but females initiated and received non-need-based contact more
than males (2005).
Children internalize both secure and insecure patterns of their relationships
with caregivers as mental representations or internal working models of
attachment (Dykas and Cassidy 2011; Pietromonaco and Barrett 2000), which
influences the way children interact with their environment (Bowlby 1973).
Individuals with secure internal working models process a broad range of positive
and negative attachment-relevant experiences, and their mental schemas
represent a coherent integration and organization of these experiences
(Bowlby 1969; Pietromonaco and Barrett 2000). Security of attachment
facilitates cognitive abilities (e.g., memory and comprehension) and social
understanding (Fonagy and Target 1997). Children internalize negative
experiences with their parents as insecure internal working models of attachment
(Blatt and Homann 1992), which have been linked to poor mental abilities
(Fonagy and Target 1997), hampering perspective taking and making
adolescents vulnerable to egocentric bias and self-serving cognitive distortions,
defined as “inaccurate attitudes, thoughts or beliefs concerning own or others’
behavior” (Gibbs et al., 1995).

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In recent years, attachment theory has asserted itself as the reference
framework in developmental psychology to better understand how interactions
with parents can promote healthy adolescent adjustment outside the family
context (Allen and Land, 1999). In our view, attachment theory is a promising
perspective from which to understand the personal mechanisms linked to academic
processes and outcomes during high school because it highlights the critical
importance of social exploration, management of distress, and development of
trust relationships (Feeney and Noller, 1996), three developmental tasks that
might play a crucial role during school transitions.
Attachment theory posits that, based on the experiences of care and
affective support provided by parents, adolescents develop a feeling of security
and help-seeking behaviors that function to protect them in situations of distress
and to facilitate their exploration of the social world in general. This is a world that
includes not only the family, but also peers and adults other than parents (Bowlby,
1969).
However, attachment theory is not very explicit about the possibility that
attachment can influence academic outcomes. Some attachment researchers (e.g.,
Sroufe, 1988) have argued that attachment should play a role primarily in beliefs
about self and others, in interpersonal and emotional domains, and within
relationships with parents. In contrast, others propose that attachment quality to
parents is likely to be related to academic outcomes because the positive internal
working model of the self-derived from a secure attachment relationship may
contribute to the development of the child’s intrinsic motivation and perceived

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academic competence (Larose, Bernier, and Tarabulsy, 2005; Moss & St-Laurent,
2001).
FOREIGN STUDIES
Parental attachment has typically been indexed according to parents’
perceptions of their relationships with romantic partners, that is, parents’ feelings
of security versus insecurity (avoidance or anxiety) in close relationships; and
children’s memory has been tested for a range of salient, personal and often times
arousing or stressful experiences. Results reveal that greater parental avoidance is
associated with poorer memory in children, especially as reflected in increased
errors and heightened suggestibility and especially when children are recounting a
prior stressful or arousing experience (Chae et al., 2014; Melinder et al.,
2013; Quas et al., 1999). Moreover, in some studies, parental anxiety has been
linked to increases in how much information children report about prior
experiences, although that increase often includes greater amounts of both are
correct and incorrect details, suggesting that the children are likely simply talking
more rather than recalling an event in better detail.
Other studies have shown that positive perceptions of self and others in
attachment relationships with parents are associated with numerous indicators of
psychosocial adjustment in adolescence, such as problem behaviors (Laible, Carlo,
and Raffaelli, 2000), perceptions of social support (Larose and Boivin, 1998), and
school adjustment (Papini and Roggman, 1992). These studies support the
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theoretical premise that attachment quality with parents constitutes an important
personal resource that may promote adolescents’ exploration of new social
contexts and adaptive regulation of emotions, especially in times of stress (Kobak
and Sceery, 1988; Thompson, 1999).
FOREIGN LITERATURE
Academic Performance. Reviewed literature indicated that there is an
awareness of the importance of the home environment or family on students’
academic performance. The home has a great influence on the students’
psychological, emotional, social and economic state. In the view of Ajila and
Olutola (2007), the state of the home affects the individual since the parents are
the first socializing agents in an individual’s life. This is because the family
background and context of a child affect his reaction to life situations and his/her
level of performance. Ichado (1998) stated that parent’s constant disagreement
affects children emotionally and this could lead to poor academic performance. It
was showed that parenting style (nature and control) and parental involvement
significantly predicted academic outcomes (Taylor, et al., 1995). Kritam, et al.
(2004), reported that the family financial support, encouragement and following up
have positive impact on students' performance as measured by their Grade Point
Average (GPA).
Kwesiga (2002) and Sentamu (2003) found that the type of school a child
attends influences educational outcomes. They also reported that the school a child
attends affects academic performance. It was also confirmed by Minnesota
measures (2007) that the most reliable predictor of student success in college is
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the academic preparation of students in high school. Sentamu (2003) also agrees
that the type of school one attend affects academic performance because schools
influence learning in the way content is organized and in the teaching, learning
and assessment procedures.
LOCAL LITERATURE
The basis for quality education in the Philippines is clearly defined as the
sustainability and excellence of students with the accompaniment of quality
teaching and instructions.
Rodriguez (2007) considers that academic failure as the situation in which
the subject does not attain the expected achievement according to his or her
abilities resulting in an altered personality which affects all other aspects of life.
Similarly, Tapia notes that while the current Educational System perceives that the
students fails if she or she does not pass, more appropriate for determining
academic failure is whether the students perform below his or her potential. The
basis for quality education in the Philippines is clearly defined as the sustainability
and excellence of students with the accompaniment of quality teaching and
instructions.
Senator Edgardo J. Angara (LDP) revealed a 3-point agenda to revive the
quality of education, as well as to address the problem of Filipino competitiveness
in the global work force industry. “Higher education has now become international.
Today, we train people not just for our work force need. We train them for the
world. And when people from other countries come here, they will come here to
look for the global-quality graduates," said Angara at the 20TH Accrediting Agency
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of Chartered Colleges and Universities in the Philippines (AACCUP)”. Consciously
and systematically, bring up our academic standards more than the ordinary to
meet international standard. The skills and qualifications of students must elevate
for the reason that they are element to their institution and to the country,”
Angara said. Angara also said that CHED was intentional to be the vehicle to push
the development of higher education rather than serve as a regulatory body.
FOREIGN STUDIES
Many researchers have discussed the different factors that affect the student
academic performance in their research. There are two types of factors that affect
the student’s academic performance. These are internal and external classroom
factors and these factors strongly affect the student’s performance. Internal
classroom factors includes students competence, class schedules, class size, text
books, class test results, learning facilities, homework, environment of the class,
complexity of the course material, teachers role in the class, technology used in
the class and exams systems. External classroom factors include extracurricular
activities, family, work and financial, social and other problems. Research studies
shows that students performance depends on many factors such as learning
facilities, gender and age differences, etc. that can affect student performance
(Hansen, and Joe B., 2000). Harb and El-Shaarawi (2006) found that the most
important factor with positive effect on students' performance is parental
involvement.
Several studies have been conducted to find out students’ academic
performance. All these studies engaged the Grade Point Average (GPA) as a
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common indicator of the performance. Kochhar (2000) says proper guidance is
necessary to help the students with problems like lack of correlation between
talent and achievement, faulty study practice, imperfect methods of learning.
Researchers have demonstrated that the performance of the students depended
upon several factors like, learning facilities, age and gender differences.
Noble (2006), found that academic activities of students, perceptions of
their adapting strategies and background qualities (for example family pay,
direction from parents, number of negative circumstances in the house and
parents’ level of education) were indirectly connected to their compound scores,
during academic achievement in school. The students who are appropriately
guided by their guardians have done well in the exams. The guidance from the
guardians and the educators indirectly influence the students’ performance
(Hussain, 2006).
Considine and Zappala (2002) agree with Graetz (2000), their study on the
influence of social and economic disadvantage in the academic performance of
students found that families where the parents are advantaged socially,
educationally and economically foster a higher level of achievement in their
children. They found that socially advantage parents provide higher levels of
psychological support for their children through environments that encourage the
development of skills necessary for success at school.
The recent interest in high school students' levels of achievement has led to
greater examination of the predictors that facilitate such performances. Colleges
and universities have become more selective in student admissions, not only
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examining high school academic records, but also student participation in
extracurricular activities.
SYNTHESIS AND RELEVANCE OF THE RELATED
LITERATURE AND STUDIES
According to this chapter, parental attachment becomes one of the key
factors in the success of students and had a big effect on how they are going to
interact with other people. It shows that the securely attached of the students has
been reported as high level of parental attachment of adjustment to college while
low level of parental attachment predicted to be less competitive and has lack of
confidences. Many researches said that the attached students to their parents has
the high level of adjustment and can boost self confidence to interact with fellow
students. And, to prevent a child from becoming unlucky it should be the parent to
guide the child in development for the future.
This study had shown the positive reaction of having the student adjustment
in their parents. The support they need to open up the problems they want to
share just like the student behavior in the class. Some of them are afraid to open
up on their bad experiences because the quality time with their parent is not
enough to have a serious conversation and the attention they get is not enough to
boost their self-stem. It tells that bonding time with parents is more important
than anything else.

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The home has a greatest influence on the learning of the students. It is a
source of having a big issue of what is the student behavior shows toward his/her
teacher even on his/her classmates. Home is the first common interaction between
the parents and a child.
Chapter 3
METHODOLOGY
This chapter presents the methodology used in this research study also the
procedures to determine the relationship of parental attachment to the academic
performance of the students in terms of parent description, parent’s relationship,
and experiences and feelings.
RESEARCH DESIGN
This study is a correlation and descriptive research. Correlation tries to define
the degree of relationship between two or more variables using statistical data.
This type of research seeks to interpret the relationships between and among a
number of facts. In addition, this type of research distinguishes tendencies and
patterns in data, but it does not go so far in its analysis to prove causes for these
observed patterns. Moreover, the data, relationships and distribution variables are
identified only in a natural setting and not in a manipulated one. Descriptive
research aims to define the existing condition of a classified variable. This type of
research is intended to offer data or systematic information about a phenomenon.
In addition, this type of research does not usually start with a hypothesis but
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rather with after systematic data gathered since the test of hypothesis comes from
the data analysis.
SAMPLE
Simple random sampling procedure was been used on this study for selecting
the respondents from the two (2) section of General Academic Strand (GAS) in
Grade 11 students. This is a sampling technique where every item in the
population has an even chance of being selected to be a part of the study. This
technique will employ to ensure fairly equal representation of the variables for the
study. The population frame of this study is from President Diosdado Macapagal
High School.
Slovin’s formula was utilized to determined the sample size of the population
on this study, where,
n= sample size
N= population size
e 2= margin of error
N
n=
1+ N e 2
INSTRUMENT
The researchers adopted a survey questionnaire from Maureen E. Kenny. A
questionnaire is a research instrument consisting of a series of questions for the
purpose of gathering information from respondents. The questionnaire is designed

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so that answers to questions are scored and the scores of summed to obtain an
overall measure of the attitudes and opinions of the respondent. The questionnaire
has three parts. It contains several statements that described family relation of the
students such as, parent description, parents’ relationship, lastly the experiences
and feelings.The questionnaire has fifty-five (55) items to be answered by the
respondents.
DATA COLLECTION PROCEDURE
`
Ask Identifying
Permission the sample
Administering
the instrument
Data analysis of Retrieving of

ss
the collected data instrument
Figure 2
The figure above shows the steps on conducting this study, the first thing
that the researcher will be doing is asking permission from the parents, teachers
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especially to the principal to use the student on responding to their research. Next,
they will identify the sample population of the students that they will use in
conducting their study. Then, the researcher will administer the survey
questionnaire to the selected senior high school respondents. After that, they
would get and collect the survey questionnaire from the respondents. Lastly,
researcher will analyze the data that they get from the respondents.
STTATISTICAL TREATMENT OF DATA ANALYSIS
Data would be analyze by the used of descriptive statistics and at the same
time inferential statistics. Descriptive statistics is descriptive coefficients that
summarize a given data set, which can be either a representation of the entire or a
sample of a population. This is broken down into measures of frequency
distribution, weighted mean, standard deviation, and percentage.
The standard deviation is a measure that is used to quantify the amount of
variation or dispersion of a set of data values. Frequency distribution is a list, table
or graph that displays the frequency of various outcomes in a sample. Each entry
in the table contains the frequency or count of the occurrences of values within a
particular group or interval, and in this way, the table summarizes
the distribution of values in the sample. Weighted mean is the sum of the item
values divided by the total number of items. It is computed average where instead
of the data points contributing equally to find average. Percentage is to measure
the relations of a particular variable with another variable. This includes use of
frequency counts, percentages and tables. Responses from survey questionnaires
will be analyze in an objective manner.

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The inferential statistics is the process of using data analysis to deduce
properties of an underlying probability distribution. Inferential statistical analysis
infers properties of a population, for example by testing hypotheses and deriving
estimates.
Pearson's correlation coefficient (r) is the test statistics that measures the
statistical relationship, or association, between two continuous variables. It gives
information about the magnitude of the association, or correlation, as well as the
direction of the relationship
Likert scale was used to interpret the data. It is a pre-arranged system, one
dimensional scale from which the respondents choose one option that reflects to
their answers.
There are classically four options to be offered.
Scale Range Verbal Interpretation
4 3.01-4.00 Very much
3 2.01-3.00 Quite a bit
2 1.01-2.00 Somewhat
1 0.01-1.00 Not at all

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Chapter 4
PRESENTATION, INTERPRETATION AND ANALYSIS OF DATA
This chapter shows the presentation, interpretation and analysis of data in
every criterion that states the result in terms of the age, gender and academic
performance of the Grade 11-GAS students. In addition, it also included the parent
description, parent’s relationship, and experiences and feelings.
The questionnaire that was been answered by the respondents serves as the
basis for the result presented on this chapter. Then, the researcher computed for
the frequency count, percentage and weighted mean for every questionnaire
answered by the one hundred five (105) respondents in order to come up with a
conclusion on this study.

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1. Profile
1.1 Gender
Table 1
Distribution of Respondents In terms of Gender
Gender Frequency Percentage

Male 54 51.43%
Female 51 48.57%
TOTAL 105 100%
As shown on the table above, most of the respondents were male which
contained 51.429%while the female were48.571% from the 105 respondents. The
table shows that the most of the respondents on this study were male.
To support the findings, according to Kenny (1990) found that there’s
no significant gender differences in the quality of attachment, but females
reported receiving more parental support than males. Consequently, non-
need contact patterns may be ways in which parents and their adolescents
connect and maintain attachment. Sorokou and Weissbrod found that there
was no gender difference for need-based contact but females initiated and
received non-need-based contact more than males (2005).

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1.2 Age
Table 2
Distribution of Respondents In terms of Age
Age Frequency Percentage

23-22 5 4.76%
21-20 2 1.90%
19-18 31 29.52%
17-16 67 63.81%
TOTAL 105 100%
As mentioned on the table 2, the age distribution of respondents started
from 16-23 years old. Majority of the respondents were from the range of 17-16
years old that consist 67 or63.81%,followed by 19-18 years old with the total of
31 or 29.52% From the age of 23-22 the respondents were composed of 5 or
4.76%. On the other, the lowest number of respondents were came from the age
of 21-20 that only composed of 2 or 1.90%.

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1.3 General Average (1st semester)
Table 3
Distribution of Respondents In terms of General Average (1st Semester)
General Average Frequency Percentage

90-100 21 20%
85-89 55 52.38%
80-84 23 21.90%
75-79 4 3.81%
Below 75 2 1.91%
TOTAL 105 100%
As shown in table 3, the distribution of respondents in terms of general
average is from the range of below 75 to 90-100. Majority of their grades were
came from the range of 85-89 that composed of 55 or 52.38%. It wasfollowed by
the range of 80-84 which consisted of 23 or 21.90%. Then, from the range of 90-
100 it was composed of 21 or 20% of the respondents while 4 or 3.81% were at
the range of 75-79. The respondents that are below 74 are only composed of 2 or
1.91%.
Problem no. 2: What is the level of parental attachment of the students’
relationship in terms of:
2.1 Parent Description
Table 4: Distribution of Respondents In terms of Parent Description

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In general, my parents...... 4 3 2 1 Weighted Verbal

Mean Interpretation
1 .Are persons I can count on to 25 42 27 11 2.8 Quite a bit
provide emotional support when I
feel troubled.
2. Support my goals and interests. 49 30 18 8 3.1 Very much
3. Live in a different world. 21 35 21 28 2.5 Quite a bit
4. Understand my problems and 24 34 32 15 2.6 Quite a bit
concerns.
5. Respect my privacy. 43 33 19 10 3.03 Very much
6. Restrict my freedom or 20 36 37 12 2.6 Quite a bit
independence.
7. Are available to give me advice or 36 32 15 22 2.8 Quite a bit
guidance when I want it.
8. Take my opinions seriously. 22 42 29 12 2.7 Quite a bit
9. Encourage me to make my own 28 35 32 10 2.8 Quite a bit
decisions.
10. Are critical of what I can do. 18 29 44 14 2.5 Quite a bit
11. Impose their ideas and values on 33 48 17 7 3.02 Very much
me.
12. Have given me as much attention 15 44 28 18 2.5 Quite a bit
as I have wanted.
13. Are persons to whom I can 20 45 29 11 2.7 Quite a bit
express differences of opinion on
important matters
14. Have no idea what I am feeling or 22 27 34 22 2.5 Quite a bit
thinking.
15. Have provided me with the 24 43 31 7 2.8 Quite a bit
freedom to experiment and learn
things on my own.
16. Are too busy or otherwise 13 35 37 20 2.4 Somewhat
involved to help me.
17. Have trust and confidence in me. 34 34 21 16 2.8 Quite a bit
18. Try to control my life 29 27 33 16 2.7 Quite a bit
19. Protect me from danger and 42 26 25 12 2.9 Quite a bit
difficulty
20. Ignore what I have to say. 13 31 37 24 2.3 Somewhat
21. Are sensitive to my feelings and 13 34 41 17 2.4 Somewhat
needs.
22. Are disappointed in me. 13 26 45 21 2.3 Somewhat
23. Give me advice whether or not I 25 39 27 14 2.7 Quite a bit
want it
24. Respect my judgment and 13 51 28 13 2.6 Quite a bit
decisions, even if different from what
they would want
25. Do things for me, which I could 16 34 33 17 2.4 Somewhat
do for myself.
26. Are persons whose expectations I 20 36 33 16 2.6 Quite a bit
feel obligated to meet.
27. Treat me like a younger child. 22 21 34 28 2.4 Somewhat
TOTAL OF WEIGHTED MEAN 2.6 Quite a bit
As mentioned on the table, the levels of parental attachment in terms of the
students’ relationship are as follows:In general their parents are supported their
goals and interests with the weighted mean of 3.1 and verbal interpretation of
quite a bit.Most of their parents respect their privacy with the weighted mean of
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3.03 and verbal interpretation of quite a bit as well. According to the respondents,
their parents are persons that they can count on to provide emotional support
when they feel troubled, same with the reason that their parents are available to
give them an advice or guidance when they want it with a weighted mean of 2.8
and verbal interpretation of quite a bit also. 0n the other hand, when it comes to
the schedule, their parents were too busy or otherwise involved to help them and
according to them, their parents are sensitive to their feelings and needsthat
composed of 2.4 with the verbal interpretation of somewhat. The respondents also
said that their parents ignore what they have to say and disappointed in them that
with the weighted mean of 2.3.
2.2 Parents’ relationship
Table 5
Distribution of Respondents In terms of Parents’ Relationship
During recent visits or time spent Weighted Verbal

together, my parents were 4 3 2 1 Mean Interpretation
persons. . .
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28. I looked forward to seeing 21 35 36 13 2.6 Quite a bit
29. With whom I argued. 4 27 45 29 2.1 Quite a bit
30. With whom I felt relaxed and 30 48 17 10 2.9 Quite a bit

Comfortable
31. Who made me angry 23 27 30 25 2.5 Quite a bit
32. I wanted to be with all the time 8 33 23 41 3.0 Very much
33. Towards with whom I feel cool and 14 38 38 15 2.5 Quite a bit
distant
34. Who got on my nerves 8 23 50 24 2.1 Quite a bit
35. Who aroused feelings of guilt and 12 24 36 33 2.1 Quite a bit

anxiety
36. To whom I enjoyed telling about the 30 37 21 17 2.8 Quite a bit
things I have done and learned
37. For whom I felt a feeling of love. 41 30 19 15 2.9 Quite a bit
38. I tried to ignore. 28 22 28 27 2.5 Quite a bit
39. To whom I confident my most personal 17 41 24 23 2.5 Quite a bit

thoughts and feelings.
40. Whose company I enjoyed. 19 42 33 11 2.7 Quite a bit
41. I avoided telling about my experience. 14 36 30 25 2.4 Quite a bit
As shown on the table above, it includes the questions related to the
parents’ relationship to their children.During recent visits or time spent together,
their parents were persons that they wanted to be with all the time with the
weighted mean of 3.0 and were verbally interpreted as very much.According to
them their parents they felt a feeling of love with the weighted mean of 2.9.They
enjoyed telling about the things they’ve done and learnedwith the weighted mean
of 2.8 and verbally interpreted as quite a bit as well. The lowest weighted mean
which are 2.1 is as follows: who got on their nerves, which aroused feelings of
guilt and anxiety and with whom they argued.
2.3 Experiences and Feelings

28
Table 6
Distribution of Respondents In terms of Experiences
Following time spent together, I leave my

parents… 4 3 2 1 Weighted Verbal
Mean Interpretation
42. With warm and positive feelings. 33 37 16 19 2.8 Quite a bit
43. Feeling let down and disappointed by my 11 24 30 40 2.1 Quite a bit

family.
When I have a serious problem or an
important decision to make…
44. I look to my family for support, 34 24 21 26 2.6 Quite a bit
encouragement, and/or guidance.
45. I seek help from a professional, such as a 18 18 36 33 2.2 Quite a bit
therapist, college counselor, or clergy
46. I think about how my family might respond 28 39 31 7 2.8 Quite a bit
and what they might say.
47. I work it out on my own, without help or 14 33 44 14 2.4 Quite a bit
discussion with others.
48. I discuss the matter with a friend. 25 28 39 13 2.6 Quite a bit
49. I know that my family will know what to 21 42 27 15 2.7 Quite a bit
do.
50. I contact my family if I am not able to 31 22 30 22 2.6 Quite a bit
resolve the situation after talking it over with
my friends.
When I go to my parents for help…
51. I feel more confident in my ability to 26 32 28 19 2.6 Quite a bit
handle the problems on my own.
52. I continue to feel unsure of myself. 17 31 43 14 2.5 Quite a bit
53. I feel that I would have obtained more 28 20 43 14 2.6 Quite a bit
understanding and comfort from a friend.
54. I feel confident that things will work out as 30 34 26 15 2.8 Quite a bit
long as I follow my parent's advice.
55. I am disappointed with their response. 17 24 36 28 2.3 Quite a bit
As mentioned on the table 6, it was presented data on the distribution of
respondents in terms of experiences. Following time spent together, they leave
their parents:with warm and positive feelings which have a weighted mean of 2.8
that verbally interpreted as quite a bit. On the other hand, respondents say they
leave their parents feeling let down and disappointed by their family with a
weighted mean of 2.1 which interpreted asquite a bit.
Based on the data, when the respondents have a serious problem or an
important decision to make they think about how their family might respond and
29
what they might say that corresponds to the weighted mean of 2.8. That was
followed by they know that their family will know what to do with the mean of 2.7
which interpreted as quite a bit. They also contact their family if they’re not able to
resolve the situation after talking it over with friends with the weighted mean 0f
2.6 and verbally interpreted as quite a bit as well. The respondents somewhat seek
help from a professional, such as a therapist, college counselor, or clergy with the
mean of 2.2 from the data. In terms of feelings towards to their parents: When
they go to their parents for help they are confident that things will work out as
long as I follow my parent's advice with the weighted mean of 2.8 and was
interpreted as quite a bit; they feel more confident in my ability to handle the
problems on their own and feel that they would have obtained more understanding
and comfort from a friend with the weighted mean of 2.6 and verbally interpreted
as quite a bit as well. The respondents continue to feel unsure of themselves with
the weighted mean of 2.5 and interpreted as quite a bit. Lastly, according to them
they’re disappointed with their response containing a weighted mean of a weighted
mean of 2.3.
3. Is there a significant relationship exists between parental attachment,
gender, age and the academic grades of the students?
Table 7
30
Significant Relationship between General Average and Parental
Attachment
General Parent Parents' Experiences and

Average (1 st
Description Relationship Feelings
semester)
General 1
Average (1st
semester)
Parent - 1
Description 0.082985835
Parents' -0.03404073 0.577771463 1
Relationship
Experiences - 0.561509406 0.542376521 1
and Feelings 0.073244575
Chapter 5
FINDINGS, CONCLUSION AND RECOMMENDATION
This chapter presents the summary of the findings, conclusions and
recommendations based on the data analyzed in the previous chapter.

31
SUMMARY OF THE FINDINGS
This study entitled “Relationship of Parental Attachment to Academic
Performance among Selected Grade 11 GAS Students of PDMHS A.Y. 2018-2019:
An Assessment” had a total number of 105 respondents who answered the survey
questionnaires.
1. Demographic Profile
1.1 Gender- Majority of the respondents was male with a total of 54or
51.429%and the lowest were female with the total number of 51 or
48.571%. Therefore, most of the respoindents on this study were
male.
1.2 Age –The respondents age are from 16-23 years old. Majority of the
respondents were on the age of of 17-16 years old that consist 67
or63.81%,followed by 19-18 years old with the total of 31 or 29.52%
From the age of 23-22 the respondents were composed of 5 or 4.76%.
On the other, the lowest number of respondents were came from the
age of 21-20 that only composed of 2 or 1.90%.
1.3 General Average (1st semester)- Most of the grades of respondents is
from the range of below 75 to 90-100. Majority of their grades were
come from the range of 85-89 that composed of 55 or 52.38%. It
wasfollowed by the range of 80-84 which consisted of 23 or 21.90%.
Then, from the range of 90-100 it was composed of 21 or 20% of the

32
respondents while 4 or 3.81% were at the range of 75-79. The
respondents that are below 74 are only composed of 2 or 1.91%.
2. What is the level of parental attachment of the students’ relationship
in terms of:
2.1 Parent description- Majority of the respondents answered quite a bit in
the verbal interpretation with the weighted mean of 2.6 in general.
Their parents are supported their goals and interests with the weighted
mean of 3.1 and verbal interpretation of quite a bit. Most of their
parents respect their privacy with the weighted mean of 3.03 and
verbal interpretation of quite a bit as well. According to the
respondents, their parents are persons that they can count on to
provide emotional support when they feel troubled, same with the
reason that their parents are available to give them an advice or
guidance when they want it with a weighted mean of 2.8 and verbal
interpretation of quite a bit also. 0n the other hand, when it comes to
the schedule, their parents were too busy or otherwise involved to help
them and according to them, their parents are sensitive to their
feelings and needsthat composed of 2.4 with the verbal interpretation
of somewhat. The respondents also said that their parents ignore what
they have to say and disappointed in them that with the weighted
mean of 2.3.
2.2 Parents’ relationship- Majority of the respondents answered quite a
bit in the verbal interpretation with the weighted mean of 2.5overall.

33
During recent visits or time spent together, their parents were persons
that they wanted to be with all the time with the weighted mean of 3.0
and were verbally interpreted as very much. According to them their
parents they felt a feeling of love with the weighted mean of 2.9. They
enjoyed telling about the things they’ve done and learned with the
weighted mean of 2.8 and verbally interpreted as quite a bit as well.
The lowest weighted mean which are 2.1 is as follows: who got on their
nerves, which aroused feelings of guilt and anxiety and with whom
they argued.
2.3 Experiences and Feelings-Majority answered quite a bit in
presented data on the distribution of respondents in terms of
experiences. On the time they spent together, they leave their
parents:with warm and positive feelings which have a weighted mean
of 2.8 that verbally interpreted as quite a bit. On the other hand,
respondents say they leave their parents feeling let down and
disappointed by their family with a weighted mean of 2.1 which
interpreted as quite a bit. When the respondents have a serious
problem or an important decision to make they think about how their
family might respond and what they might say that corresponds to the
weighted mean of 2.8. That was followed by they know that their
family will know what to do with the mean of 2.7 which interpreted as
quite a bit. They also contact their family if they’re not able to resolve
the situation after talking it over with friends with the weighted mean
34
0f 2.6 and verbally interpreted as quite a bit as well. The respondents
somewhat seek help from a professional, such as a therapist, college
counselor, or clergy with the mean of 2.2 from the data.
In terms of the feelings, when the respondents go to their parents for
help they are confident that things will work out as long as they follow
their parent's advice with the weighted mean of 2.8 and was
interpreted as quite a bit; they feel more confident in my ability to
handle the problems on their own and feel that they would have
obtained more understanding and comfort from a friend with the
weighted mean of 2.6 and verbally interpreted as quite a bit as well.
The respondents continue to feel unsure of themselves with the
weighted mean of 2.5 and interpreted as quite a bit. Lastly, according
to them they’re disappointed with their response containing a weighted
mean of a weighted mean of 2.3.
CONCLUSION
In line with the findings of the study, researchers concluded the following:
 Most of the respondents were male. All the respondent who answered all the
survey questionnaire were in the range of 16-17 years old above, means that
they were all have enough knowledge and had experienced being attached to
35
their parents. There were more respondents whose grades werere in the range
of 85-89.
 Majority of the respondents answered quite a bit which they are satisfied on
the parents’ description. Their parents are supported their goals and interests.
Most of them respect the privacy of their children. 0n the other hands, when it
comes to the schedule, their parents were too busy or otherwise involved to
help them and according to them, their parents are sensitive to their feelings
and needs. In parents’ relationship, majority answered, during recent visits or
time spent together, their parents were persons that they wanted to be with
all the time. They enjoyed telling about the things they’ve done and learned.
When it come to the experiences, when respondents have a serious problem
or an important decision to make they think about how their family might
respond and what they might say they know that their family will know what
to do. They also contact their family if they’re not able to resolve the situation
after talking it over with friends. In terms of the feelings, when the
respondents go to their parents for help they are confident that things will
work out as long as they follow their parent's.
 Therefore, the researchers conclude that there’s a significant relationship
exists between parental attachment, gender, age and the academic grades of
the students.
RECOMMENDATION
In general the researchers would like to recommend the following:
For the student

36
 Enjoy telling about the experiences they have done and learned
 Don’t avoid expressing their problems
 Be more confident and comfortable in expressing their thoughts towards
their parents
 Be responsible enough to take their own actions
For the parent
 Always support the goals and interest of their child
 Respect their child’s privacy
 Understand the concerns and problems that their child had
 Don’t treat their child like a baby
For the future researchers
 Conduct the same study but in the lower grade level for example the
grade 7 students
 Consider other factors that affect the parental attachment of the students
BIBLIOGRAPHY
Percival E. & Kerr S.(1996, November). Developmental Psychology. Calgary’s
Child, 28, 759-775
Journal of Applied Social Psychology, 2007, 37, 7, pp. 1501–1521.)
Retrieved from: https://net/publication.....Adolescent Parental Attachment and

37
Academic Motivation and Performance in Early Adolescence
Siddharth Kalla, Lyndsay T Wilson (Jan 15, 2010). Inferential Statistics.
Retrieved from Explorable.com: https://explorable.com/inferential-statistics
Kendra Cherry (March 17, 2019) Understanding Attachment
Retrieved from https://www.verywellmind.com/what-is-attachment-theory-
2795337
Judy Arnall (January 17, 2019), Attachment Parenting Tips Raising Toddlers To
Teens http://www.professionalparenting.ca/?
fbclid=IwAR1cawFiSlckqCvRIXKmedOkn-I8npuolp4oCXAVCRXpKZxCL60HY-nVS6Q
Hijazi and Naqvi (2006); Vandamme, et al. (2005); Cheesman, et al. (2006). A
STUDY ON ACADEMIC PERFORMANCE OF UNIVERSITY STUDENTS Retrieved
fromhttps://www.researchgate.net/publication/266736633
Duchesne & Larose (June 2007) Adolescent Parental Attachment and Academic
Motivation and Performance in Early Adolescence
Retrievedfrom:https://www.researchgate.net/publication/229457370_Adolescent_
Parental_Attachment_and_Academic_Motivation_and_Performance_in_Early_Adole
scence
38
APPENDICES I
Department of Education
National Capital Region
Division of Taguig and Pateros
PRESIDENT DIOSDADO MACAPAGAL HIGH SCHOOL
Signal Village National High School-Annex
8th Street, GHQ Village, Brgy. Katuparan, Taguig City
January 03, 2019
Sir/Madam:
39
Good day!
We, the researchers from the general academic strand, Grade 12 section Gold are
conducting a research study, as a part of our requirements in the Inquiries,
Investigation and Immersion(III) for the second semester.
In view thereof, may we request your good office permission to conduct a research
that entitled “Relationship of Parental Attachment to Academic Performance
Among Selected Grade 11 GAS Students of PDMHS A.Y. 2018-2019” may this
endeavor bring me progress.
Thank you for the positive response to this request and god bless!
Respectfully yours,
Avila, Angelyn A.
Arcaya, Jeany Lou A.
Emperador, John Albert
Exclamado, Gressalyn R.
Talay, Erika H.
Noted by:
Emma C. Mupan John Keeneth M. Ferrera Irene M. Delmonte

SHS Focal Person SHS G12 Chairman SHS G11 Chairwoman
Approved by:
Mr. Raul S.J Cortez
Principal
APPENDICES II
Sample of Survey Questionnaire
Name :____________________________________ Age: __________________

Gender: ______________ General Average( 1 st semester):__________________
The following pages contain statements that describe family relationships

and the kinds of feelings and experiences frequently reported by young adults.
Please respond to each item by checking (✔) in the number on a scale of 1 to 4
that best describes your parents, your relationship with your parents, and your
experiences and feelings.
1- Not at all 3-Quite a bit
2- Somewhat 4-Very much
40
I. Parents description
In general, my parents...... 4 3 2 1
1. Are persons I can count on to provide emotional

support when I feel troubled.
2. Support my goals and interests.
3. Live in a different world.
4. Understand my problems and concerns.
5. Respect my privacy.
6. Restrict my freedom or independence.
7. Are available to give me advice or guidance when I
want it.
8. Take my opinions seriously.
9. Encourage me to make my own decisions.
10. Are critical of what I can do.
11. Impose their ideas and values on me.
12. Have given me as much attention as I have wanted.
13. Are persons to whom I can express differences of
opinion on important matters.
14. Have no idea what I am feeling or thinking.
15. Have provided me with the freedom to experiment
and learn things on my own
16. Are too busy or otherwise involved to help me.
17. Have trust and confidence in me.
18. Try to control my life.
19. Protect me from danger and difficulty
20. Ignore what I have to say.
21. Are sensitive to my feelings and needs.
22. Are disappointed in me.
23. Give me advice whether or not I want it.
24. Respect my judgment and decisions, even if different
from what they would want.
25. Do things for me, which I could do for myself.
26. Are persons whose expectations I feel obligated to
meet.
27. Treat me like a younger child.
II. Parents’ relation
During recent visits or time spent together, my 4 3 2 1

parents were persons. . .
28. I looked forward to seeing.

29. With whom I argued.
30. With whom I felt relaxed and comfortable.
31. Who made me angry.
41
32. I wanted to be with all the time.

33.Towards with whom I feel cool and distant.
34. Who got on my nerves.
35.Who aroused feelings of guilt and anxiety.
36.To whom I enjoyed telling about the things I have
done and learned.
37. For whom I felt a feeling of love.

38. I tried to ignore
39. To whom I confident my most personal thoughts and
feelings.
40. Whose company I enjoyed.
41. I avoided telling about my experience.
III. Experiences and Feelings
Following time spent together, I leave my 4 3 2 1

parents. . .
42. With warm and positive feelings.
43. Feeling let down and disappointed by my family.
When I have a serious problem or an important
decision to make. . .
44. I look to my family for support, encouragement,
and/or guidance.
45. I seek help from a professional, such as a therapist,
college counsellor, or clergy.
46. I think about how my family might respond and what
they might say.
47. I work it out on my own, without help or discussion
with others.
48. I discuss the matter with a friend.
49. I know that my family will know what to do.
50. I contact my family if I am not able to resolve the
situation after talking it over with my friends.
When I go to my parents for help. . . 4 3 2 1
51. I feel more confident in my ability to handle the

problems on my own.
52. I continue to feel unsure of myself.
53. I feel that I would have obtained more understanding
and comfort from a friend.
42
54. I feel confident that things will work out as long as I

follow my parent's advice.
55. I am disappointed with their response.
APPENDICES III
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PRES. DIOSDADO MACAPAGAL HIGH SCHOOL -SHS

PROBLEM AND ITS BACKGROUND

disciplining, entertaining, and teaching. It focused on nurturing connection that

On the other hand, academic performance as defined as the extent to which

goals. It is commonly measured through examinations or continuous assessment

but there is no general agreement on how it is best evaluated or which aspect is

more important either it is knowledge or skills. Furthermore there are inclusive

factors successfully predict academic performance, element such as test anxiety,

environment, motivation, and emotions requires consideration when developing

their academic performance. In other words, a student that excels in his/her

studies receives more incentives than others.

PRES. DIOSDADO MACAPAGAL HIGH SCHOOL -SHS

The researchers conduct this study because parental attachment has

somewhat related to the academic performance of the students. Parent can

same time stress.

BACKGROUND OF THE STUDY

A cluster analysis by Paulson, Marchant and Rothlisberg (1998) revealed

that students who reported a positive view of parental involvement, such as

perceived authoritative parenting, also reported the highest feelings of academic

competence and school achievement. Another study (Spera, 2006) found a

positive relationship between parental involvement practices, such as involvement

future and fear of others losing interest.

Attachment of the parent to their child gives motivation to continue working

strengthens their confidence.

PRES. DIOSDADO MACAPAGAL HIGH SCHOOL -SHS

Lack of parental attachment in schools is a cause for concern and can no

displayed on their fellow students when discussing the effect of parental

attachment on academic performance.

Students Profile Parental Attachment

 General average  Experiences and

Figure 1: Theoretical Framework

relationships and bonds between people, particularly long-term relationships,

(Ainsworth, 1973; Bowlby, 1969).

PRES. DIOSDADO MACAPAGAL HIGH SCHOOL -SHS

STATEMENT OF THE PROBLEM

This study generally aimed to determine the relationship of parental attachment

to academic performance among selected grade 11 GAS students.

Specifically this study sought to answer the following questions:

1. What is the demographic profile of selected grade 11 GAS students in terms

1.3 General average (1ST semester)

2. What is the level of parental attachment of the students’ relationship in terms

2.1 Parent description

2.2 Parents’ relationship

2.3 Experiences and Feelings

3. Is there a significant relationship exists between parental attachment, gender,

age and the academic grades of the students?

Ha: There is a relationship between parental attachment and academic

performance among selected grade 11 GAS students.

Ho: There is no relationship between parental attachment and academic

performance among selected grade 11 GAS students.

PRES. DIOSDADO MACAPAGAL HIGH SCHOOL -SHS

SCOPE AND LIMITATION

The researcher conducted this study entitled “Relationship of Parental

Attachment to Academic Performance among Selected Grade 11 Students of

give emphasis on those respondents who doesn’t have parents.

The coverage of this study included information about the relationship of

parental attachment to the academic performance of the students.

SIGNIFICANCE OF THE STUDY

to those who would be benefited. This study is beneficial to the following:

Student: The result provided some knowledge in relationship of parental

attachment on the academic performances. It answer the question how the