Einstein 2 Research

RIZAL COLLEGE OF TAAL
Taal, Batangas
SENIOR HIGH SCHOOL

Parental Pressure and its Sequel to the Academic Behaviour of the Selected
STEM Students in Rizal College of Taal
Qualitative Research Paper
Presented To
The Faculty of the High School Department
Senior High School
Rizal College of Taal
Taal, Batangas
In Partial Fulfilment
Of the Requirements for the strand of
Science, Technology, Engineering and Mathematics
In Practical Research 1
By:
Adviento, Sean Louisse D.

Barrameda, Kristine C.
Cabrera, Rey Allen V.
Dela Paz, Jan Christopher O.
Geronimo, Nathaniel Von Ian D.
Leyma, Keizsha U.
Maristela, Cheska Marie D.
Villanueva, Adrian Ian G.
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APPROVAL SHEET
This research paper entitled PARENTAL PRESSURE AND ITS
SEQUEL TO THE ACADEMIC BEHAVIOUR OF THE SELECTED STEM
STUDENTS IN RIZAL COLLEGE OF TAAL prepared and submitted by
Adviento, Sean Louisse D., Barrameda, Kristine C., Cabrera, Rey Allen V.,
Dela Paz, Jan Christopher O., Geronimo, Nathaniel Von Ian D., Leyma,
Keizsha U., Maristela, Cheska Marie D., Villanueva, Adrian Ian G. in partial
fulfillment of the requirements in Practical Research 1, has been examined and
recommended for approval and acceptance for the oral communication.
ANGELICA B. DE CASTRO
Research Adviser
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PANEL OF EXAMINERS
Approved by the Committee on Practical Research 1 with a grade of_________
Chairman
Member
Approved and accepted in partial fulfillment of the requirements for the strand of
Humanities and Social Sciences in Practical Research II
DR. JACQUELINE T. MORTEL
High School Principal
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ACKNOWLEDGEMENT
First and foremost, the researcher’s would like to express their
deepest gratitude to The Almighty God for His knowledge, wisdom,
countless love, unending guidance throughout the research work and for
allowing them to establish this study.
The completion of this undertaking would not be possible without the help,
participation and assistance of those people whose names may not be all
enumerated. The researcher’s sincerely appreciated and acknowledged their
contributions. However, the researcher’s would like to express their gratitude and
indebtedness to the following:
To Ms. Angelica B. De Castro for showing her full support,
encouragement, guidance and allowing the researcher’s to make this research
study.
To their parents, friends, and classmates who showed their support
emotionally, physically and financially, thank you.
The researcher’s, thank you.
S.L.D.A
K.C.B
R.A.V.C
J.C.O.D.P
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N.V.I.D.G
K.U.L
C.M.D.M
A.I.G.V
ADD THE INITIALS OF THE RESPONDENTS!!
(for example, Angelica de Castro then indicate A.D.C)
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DEDICATION
The researcher’s genuine gratefulness and warmest regard that they
dedicate this work to their families and friends who supported them from the very
beginning, for their teacher who helped and guided them to make this research and
for the future researchers who can use this to become their guide on making their
own research. This one’s for you!
THIS IS TOO SPECIFIC
ADD MORE PLS!
S.L.D.A
K.C.B
R.A.V.C
J.C.O.D.P
N.V.I.D.G
K.U.L
C.M.D.M
A.I.G.V
ADD THE INITIALS OF THE RESPONDENTS!!
(for example, Angelica de Castro then indicate A.D.C)
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Table of Contents
TITLE PAGE____________________________________________________________________ i
APPROVAL SHEET ___________________________________________________________ ii
PANEL OF EXAMINERS_____________________________________________________ iii
ACKNOWLEDGEMENT _____________________________________________________ iv
DEDICATION __________________________________________________________________ vi
TABLE OF CONTENTS_______________________________________________________ vii
LIST OF TABLES ______________________________________________________________ ix
Figures ____________________________________________________________ ix
RESEARCH ABSTRACT _____________________________________________________ x
CHAPTER I. THE PROBLEM AND ITS BACKGROUND _______________ 1
Introduction_______________________________________________________________ 1
Conceptual / Theoretical Framework_____________________________________ 3
Statement of the Problem__________________________________________________ 4
Significance of the Study__________________________________________________ 4
Scope, Limitations and Delimitations_____________________________________ 6
Definition of Terms _______________________________________________________ 6
CHAPTER II. Review of Related Literature__________________________________ 8
CHAPTER III. RESEARCH METHODOLOGY_____________________________ 23
Research Design___________________________________________________________ 23
Respondents of the Study_________________________________________________ 23

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Profile of the Respondents_________________________________________________ 24
Research Instrument_______________________________________________________ 26
Preparation and Validation of the Questionnaire_________________________ 26
Data Gathering Procedure_________________________________________________ 27
CHAPTER IV. PRESENTATION, ANALYSIS AND
INTERPRETATION OF DATA______________________________ 28
CHAPTER V. SUMMARY, CONCLUSIONS AND
RECOMMENDATIONS________________________________________ 30
Summary_________________________________________________ 30
Findings__________________________________________________ 31
Conclusions_______________________________________________ 31
Recommendation___________________________________________ 32
BIBLIOGRAPHY_______________________________________________________________ 33
APPENDIX_______________________________________________________________________ 35
CURRICULUM VITAE_______________________________________________________ 36
QUESTIONNAIRE_____________________________________________________________ 44
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List of Tables
Table No. Title Page

1 Distribution Of Respondents According to Age 24
2 Distribution of Respondents According to Gender 25
3 Distribution of Respondents According to Civil 25
Status
List of Figure
Figure No. Title Page

1 Conceptual Framework 3
RESEARCH ABSTRACT
Title : Parental Pressure and its Sequel to the Academic Behaviour of the
Selected STEM Students in Rizal College of Taal

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Author : Adviento, Sean Louisse D.
Barrameda, Kristine C.
Cabrera, Rey Allen V.
Dela Paz, Jan Christopher O.
Geronimo, Nathaniel Von Ian D.
Leyma, Keizsha U.
Maristela, Cheska Marie D.
Villanueva, Adrian Ian G.
Total Number of Pages :
Type of Document : Qualitative Research Paper
Name and Address of Institution: Rizal College of Taal
Calle G. Marella, Taal, Batangas
Number of Respondents : 40
Summary
The purpose of this study is to know and understand the different
perspectives of the students regarding the parental pressure and its sequel to their
academic behaviour.
With this, the following questions will be answered:
1. What are the different parental pressure that triggers the academic
behaviour of the students?
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2. What are the academic behaviours caused by parental pressure that most of
the students experiences?
3. What is the most parental pressure that pushes the student do better and
worse academically?
4. What are the possible ways to lessen this kind of situation?
To achieve the aim of this study, the descriptive method of research was
applied and utilized the questionnaire in gathering the data from 40 respondents.
Findings
1. The students answered that the different parental pressure that triggers their
academic behaviour are urging them to be the best, on top of class, insisting
high grades, comparing them to other people, being strict with school works
and being better than known peer.
2. The students answered that the academic behaviours caused by parental
pressure that they experience are being depressed, stressed, having anxiety,
mental breakdowns, being competitive, naughty in class and being
unmotivated that they lose their self-esteem and interest to go to school.
3. The most parental pressure that pushes the students do better and worse
academically is insisting them to have good grades for their future.
4. The possible ways to lessen this kind of situation is to talk to others or to
the parents and open up about the pressure that they are giving their
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children, lessen the expectations for less disappointments, plan a
counselling for every student to know their situations at school and be more
understanding to each other.
Conclusions
Based from the findings, the following conclusions were drawn:
1. Parents pressure and expectations triggers the academic behaviour of
the students either in a positive or negative way.
2. The researcher’s conclude that the focus should not be placed always
on academic success, but for developing the student’s passion for
learning.
3. In conclusion, parents should guide their children properly and not
pressure them in a way that they will lose their interest in studying.
4. A better communication between the parent and student should be
practice for the understanding of both perspectives.
RECOMMENDATION
The following recommendations were based from the conclusion drawn.
1. Parents should support their children and give regular praise when
accomplishing something they feel proud of.
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2. Students should keep on pursuing their goal comfortably without the
pressure but with the guidance of their parents.
3. Parents should monitor the behaviours of their children in schools to be
aware about their current situations.
4. Students should be more open minded and look for the positivity of what
their parents are intending them to be.
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CHAPTER 1
The Problem and its Background
Introduction
People enjoy freedom because it gives them a sense of control over
things and people. They dislike responsibility because it poses constraints
on their actions. You can choose your actions — you have that freedom.
But you have to bear the consequences of your actions. You will be guided
by conscience, that inner voice that helps you discern good from evil so that
you can make decisions following the natural moral law. Guided by adults
in the family and at school, we learn to assess the appropriateness of our
actions. (Quiambao, et. al, 2016)
Parents almost always want the best for their children — many
harbor dreams of top colleges, followed by lucrative careers within a
global, competitive economy. Academics, being a core part of the student
life, are prone to a lot of influence from parents and peers alike. It is
common for parents to set expectations for their children to excel in
education. Similarly the peers a student is surrounded by and chooses to in
the company of can affect the way they perform academically.
The role of parent in the academic achievements of their children is
very evident. Many students suffer from parental pressure. Expectations
and pressure hold negative connotations. But both came with the fair share
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of pros and cons. For instance, when parental expectations are expressed
positively, they can help students stay determined when they go through
periods of self-doubt. When parents pressurize their children by setting
unrealistically high expectations, this may increase the level of stress,
anxiety, breakdown and eventually failure. Students will get unmotivated
and instead of getting higher grades they will get a failing one.
As stated by Aarya Sinha, “When students are burdened with such high
expectations, good intentions go astray. Children are expected to score high in
order to make their parents proud. But what happens when they are crushed by
overly high expectations and are unable to achieve? In this new era, a parent can
keep track of their child’s academic results, assignments, levels and reports. Some
parents obsess over these scores so much that the need for their child to achieve
the top score overtakes all else. Parental pressure leads to stress and anxiety. The
child always has their nose in books, is stressed, and faces anxiety and fears
failing.”
Parental may bring forth a breakdown. A lot of school works causes the
parents to monitor the academic progress of their children: preferably by intruding
to their social lives and pushing those to be better than expected while studying.
In this research, the researchers are aiming to give everyone different
information that will expand their knowledge about the topic, parental
pressure and how it affects the academic behaviour of the students. This
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research will also discuss some of the positive and negative effects of
parental pressure on the academic attainment and achievement of the
student.
Conceptual Framework
The system approach (Input – Process – Output) was used in describing the
conceptual framework of the study.
According to Jason Sanchez, “Academic excellence is not bad.
However, it is necessary and important for parents to trust children’s
abilities. They need support in their endeavors. Push them to their limits but
look at the way where your child will feel comfortable.”
Input Process Output

• How parental pressure • Collection of the data • Awareness on how
affects the academic through questionnaires people can understand that
behaviour of the selected and interview. this matter is not just a
STEM Students? • Analysis and simple one There should
interpretation of data. be a given attention so that
everyone will realize that
students who experiences
it needs support and
guidance.
Interpret the table
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As shown in the figure, the input consist of the main problem in the
study. Involve in the process are the ways in gathering and analyzing the
data while the output consist of the possible way to lessen the problem.
Statement of the Problem
ADD THE PURPOSE OF THE STUDY
perspectives of the students regarding the parental pressure and its sequel to their
academic behaviour.
1. What are the different parental pressure that triggers the academic behaviour of
the students?
2 What are the academic behaviours caused by parental pressure that most of the
students experiences?
3. What is the most parental pressure that pushes the student do better and worse
academically?
Significance of the Study
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This study will be undertaken to find out how parental pressure
affects the academic behaviour of the selected STEM students in Rizal
College of Taal.
This study will be a great benefit to the following:
To the Students
They will be aware on what parental pressure really meant for them.
They will know how to overcome it and cope up with it in either a positive
or negative way. Students will also learn how to control their feelings and
emotions so that there will not be any gap with the relationship they have
with their parents.
To the Parents
The research will really benefit the parents that regards to the
pressure and insistence they usually give to their children in performing
academically. They will be more informed on how this behaviour affect
their children.
To the Teacher
This study will be very beneficial to the teachers. Through this
research, the teachers will know that students also feel pressure that came
from their house and not only in school. It is very important to focus on it
so that they will know the sides of their students and how they can help
them overcome the pressure.
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To the Future Researchers
This will become their guide on making their own research in the
future with a step-by-step process. This will help them understand the topic
and to look for more information that can improve their research
satisfaction.
Scope and Limitations of the Study
This study is primarily focused on understanding the different
perceptions of the students regarding the topic, parental pressure and its
sequel to the academic behaviour of the selected STEM students that
experiences it.
The study includes in its scope those selected STEM Students which
are studying in Rizal College of Taal. There are a total of 40 selected
students that will answer the questionnaires for the data gathering. This
study yearn to identify how the researchers can figure out the things that
should be done for the parents to be aware of the consequences brought
about by this matter.
Definition of Terms
For a better understanding of this study, the following terms are defined.
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 Parental Pressure – A behavior exhibited by parents that is perceived by
their children as indicating high, unlikely or possible even unattainable
expectations.
 Academic Behaviour – Refer to the changes that student actions can have
on the ability to maintain good performance in the classroom.
 STEM Strand – An educational program developed to prepare primary and
secondary students for college and graduate study in the fields of science,
technology, engineering and mathematics.
 Parental Involvement – It refers to the amount of participation a parent has
when it comes to schooling and her child’s life.
 Parental Expectations – Generally defined as parents’ beliefs and judgments
about their children’s future achievements as reflected in course grades,
how far their children will go in school and highest level of education.
 Parental Support – Parental behaviors toward the child, such as praising,
encouraging and giving physical affection, which indicate to the child that
he or she is accepted and love.
 Academic Excellence – The demonstrated ability to perform, achieve,
and/or excel in scholastic activities.
ADD THE SIGNIFICANT TERMS ONLY!!
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CHAPTER 2
Review of Related Literature
This chapter presents the review of related literature and studies
which are found useful in the development of the study.
Related Literature
Local
Parents have the responsibility to give their children education and
guidance because they are young and they do not see and understand things the
way they do.
Parents play an important role on their child’s academic achievement. Once
the child is placed in schools, the parent’s role is deepened due to the various
modes of assessments used by schools. Given this situation, parents must provide
opportunities at home where children can further hone their skills to increase
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academic performance. This is especially true among parents who are full time in
taking care of their own child.
Filipinos value education. In a survey of Filipino youth, 98% rated
"having a good education" as being "very or rather important." However,
despite this valuing of education, it does not manifest in their academic
performance (Mullis et al., 2000). This could be because academic
performance is influenced by other factors aside from the perception of the
value of education. Specifically, motivational factors might influence their
academic performance. In Philippine literature, it was found that Filipinos
view education as an instrument in achieving goals like helping the family
(Bernardo, Salanga & Aguas, 2008).
Filipino students were found to predominantly think of learning not
in the context of competence but rather as an instrument to be used in
achieving a greater goal such as socioeconomic prosperity, helping one's
family and appreciation of parents (Bernardo et al., 2008). This suggests
that the motivation to learn might be driven by parental expectation.
A parent may be having difficulty in making ends meet or simply
overwhelmed by parenting responsibilities. In addition, many parents do
not understand their role in the education of their children, seeing their
children’s education as solely the schools responsibility. If parents don’t
seem to care about learning, their children will pick this attitude. Parents
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who are uneducated or feel uncomfortable in the school environment may
not know how to join with teachers in partnership. They may feel
intimidated. However, parents are not only important reinforces for their
children but also models for them. Anything the teacher can do to create a
healthy parent- teacher partnership can help student performance.
Filipino Students’ Motivation
Since most studies about goal orientation are conducted in western
settings, researchers have proposed that goal orientation might be different
for Filipino students. Bernardo et al. (2008) discovered that Filipino
students view learning differently. For Filipino students, learning is not
only about aiming for competence; rather, it is a gateway toward achieving
greater ends such as helping the family. Some of their respondents
mentioned that they are motivated to study well because of what their
families hope and aspire for them. Similarly, Bernardo's (2008) study found
that for Filipinos, the motivation for achievement is social in nature. Parents
have a great influence on students' motivation. He explained that both
mastery goal and performance goal are guided by a set of personal
performance standards, which are determined by parents. This implies a
possibility that academic performance is driven by parent-related factors.
However, it could also be that performance in school is due to family
obligation.
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Foreign
Parenting is not unidirectional, in that the child can influence the
parent in the same way that the parent can influence the child. Given the
link between child externalizing behavior and harsh discipline (Gershoff,
2002), it is reasonable to hypothesize that the more externalizing behaviors
a child exhibits, the more a parent will employ hostility and aggression. A
child who exhibits negative behavior may unintentionally solicit more
coercive control and punishment from the parent as the parent tries to
regulate the child’s behavior, a process known as evocative transaction
(Caspi, 2000).
Most parents have good intention in pushing their kids to do well in school.
Statements like “we want the kids to have a successful life” and “we want them to
have a stable job” are the parents’ first reasons. However, unrealistic expectations
and intense pressure may do more harm than good to children psychologically,
according to experts.
Being upset to their Cs and Ds is not the solution to improve their
academic performance! Here are a few reminders on what too much
academic pressure does to children.
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1. It may develop stress and anxiety.
Stress and anxiety will eventually manifest physically to the children. It
may not show up now but the diagnosis may be confirmed later in the child’s life.
Some of the effects of academic pressure on the child’s health are eating disorders,
self-deprivation, diarrhea, stomach aches, rashes, and headaches. The diseases root
down to stress and anxiety!
2. Too much academic pressure results to poor self-confidence and self-image.
Low self-esteem is often evident to children who are being compared to
siblings, classmates, and their playmates. Most children take comparisons as
discouragements and not something to empower themselves.
Over-managing the kid’s studies also steals their own will for learning and
decreases their competence! Journal of Child and Family found out that parents
who meddles so much on children’s school life caused their children to be less
competent and over-dependent to others even in their later lives.
3. Pushing the child too much can cause him or her to have bad behaviors.
Cheating on exams, lying to the teacher, threatening other kids, and other
unethical behaviors may surface just to please parents or avoid punishments. To
deal with the stress of having straight A’s or being on top of the class, they may
also turn to alcohol, smoking or other vices.
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In research conference organized by the British Psychological Society, one
study said that 52% of high school students used alcohol, smoking, and illegal
drugs to cope with the stress.
Related Studies
Local
Family in the Philippines is perceived as an important part of the
society. It has been shaped by the unique history, values, experiences,
adaptations, and ways of being that characterize the Filipino people and
their culture (Alampay, n.d). Coupled with the long history of political and
social strife, it would be seem that Filipino parents face insurmountable
challenges in raising their children (Blair, 2014). According to Alampay,
Filipino parents, in general, subscribe to authoritarian attitudes. Her study
reveals that the foregoing cultural values of Kapwa (helping other), hiya
(shyness) and utang na loob (paying back) are among the interdependent,
themes that pervades the dynamic of Filipino parenting and parent-child
relationships, which are characterized by respect for parental authority and
obedience on the part of children, family cohesions, and meeting familial
obligations. In her qualitative study on Parenting in the Philippines,
findings show that Filipinos parenting behaviors may shift in the years to
come. The consequences of these emergent beliefs and behaviors for
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Filipino Families and children’s development will need to be full examined
before coming out with policies and framework for PI Although Filipino
parents across all social class levels typically regard educations as essential
to their children success and are willing to go to great lengths to help their
children through school, retention is a major concern in Philippine school,
as many students do not continue past their elementary (stages) grades
(Blair, 2014). In his comparative study of Filipino and U.S parents which
uses questionnaires for six different measures, it concludes that Filipino
parents are engage in their children’s education and want them to succeed,
yet the filial responsibilities engrained in the culture necessitates the needs
of the family ahead of the needs of the individual child.
According to Nierva (2009), parents’ involvement in the Philippines
if vague because there is still a need to improve parent involvement
practices, especially those promoting the parents’ active involvement in the
child’s learning at home and in school. Much of the practices of Filipino are
brought about by history including the ways parents race their children. The
Philippines are facing different problem that are cause and greatly affects
families. Thus, our country, like other countries continually seeks for
solutions to bridge the gap. Ochoa and Torre, recommend that “parenting
programs may focus on facilitating communication between parent and
child’s, training parents to communicate in a no confrontational manner,
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while also giving children an opportunity to express their thoughts and
feelings”.
Filipino students whether male or female also experiences a lot of academic
stresses and one form of academic stress is one arising from expectations. This is
because adolescents’ self-expectations together with the expectations of others like
that of parents and teachers are particularly salient in the Asian context (Ang and
Huan, 2006b).
High grades, consistent placement in the honor roll and top 10 of the class,
lots of ribbons, medals and recognitions- these are what some parents expect from
their children when they start studying. But according to experts, having very high
expectations may have bad effects on your child.
Many parents believe that academic excellence is the foundation for
success. Have they asked their child achiever what he/she feels about it?
“Some children perceive that you only love them because they study hard
or their grades are good. The problem with this is when they are already working,
their achievements are only based on their mental capacity or competency but
when they make mistakes, they lose self-esteem” said Jason Sanchez, Director for
Student and faculty development at morning Dew Montesson.
Mistakes lower the self-value of the child. It is very important for parents to
remember that their child’s grade are not the only factor to consider success.
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Studies and researches agree that one of the most important things in an
individual’s success in the life and career is emotional intelligence or EQ. This
ability is to understand other people, what motivates them and how to work
cooperatively with them as defined by Howard Gardener, an influential theorist.
Sanchez added “a person with high EQ is patient, knows how to deal with
stress endures trying circumstances with even temper”.
As Dr. Jefferson Fish put it,” there is a lot more to making it including hard
work, luck, social contacts, good health, and social skills than being academically
gifted.”
Foreign
Parental pressure can come in different ways: verbally expressing
their desire for good grades, yelling or punishing, or silent pressure in the
form of disappointment.
Parental involvement would fall into two categories. When
involvement has a negative effect on the child it becomes pressure, when it
has a positive effect it is viewed as support (Anderson, 2003). Parental
aspirations and expectations are often described collectively or used
interchangeably in the literature. Taken together, aspiration and
expectations reflect the degree to which parents presume that their child
will perform well in school, now and in the future. This variable appears in
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many PI research studies and is generally shown to have a positive
relationship to academic achievement.
Parental pressure on students to attain high grades has already been
proved by different studies. Parents pressurize their children for different
reasons. The role of parental expectations in affecting children’s academic
progress has received substantial attention from psychologist and
sociologist over the past half century. In general, parental expectations have
been found to play a critical role in children’s academic success. Students
whose parents hold high expectations receive higher grades, achieve higher
scores on standardized tests, and persist longer in school than those whose
parents hold relatively low expectations (Davis-Kean 2005; Pearce 2006;
Vartanian et al. 2007).
Parental pressure can lead to high levels of anxiety in students,
especially before and during tests and examinations. Putwain, et al., (2010)
conducted a study which showed that parental pressure was directly
associated with test-irrelevant components of thinking and strong worry.
These findings are also supported by Chen (2012) who showed that there
exists a positive correlation between perceived parental pressure and
students’ test anxiety. However, contrasting results were shown by Kim and
Park (2006) where parental expectation and pressure positively influenced
their children’s academic achievement among students in Korea. Here,
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parental expectations contributed to an increase in the children’s self-
efficacy which led to enhanced performance.
The concept of duty and responsibility to one’s parents is a
particularly salient value in Asian culture. Asian parents take deep pride in
the success of their children and are often willing to make significant time-
related and economic sacrifices to encourage their children’s academic
endeavors (Fuligni & Pederson, 2002). As a result, however, Asian children
tend to internalize a sense of responsibility to their parents and feel driven
to meet their parent’s high expectations (Chow & Chu, 2007). This may
cause Asian youth to feel pressure, both directly and indirectly, from their
parents to achieve academic success.
Parental attributions about the cause of successful school
performance are likely to affect the relation between students’ prior
performance and parents’ expectations about future performance. Parents
who attribute achievement outcomes primarily to ability or intelligence
expect performance to be stable because ability tends to be viewed as a
stable entity that is difficult for the individual changed (Weiner 2005). For
parents with this belief system, past performance is likely to be seen as a
reliable indicator of future attainment. Those who believe that students’
effort – a more controllable and unstable commodity – is the primary cause
of achievement are more likely to think that future performance can
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potentially be different from that of the past if the student changes the
amount of effort they put into their schoolwork.
Unrealistic parental expectations of a child’s abilities and parental
seem to be the most common stress among students. Parental action not
only send a message to the child, but also can affect the attitude and beliefs
of the child. In the sense, activities such as parental involvement are linked
to a student’s own value of education (Gniewosz & Noack, 2012). For
instance, if a parent does not see the value in completing homework, her
child may also believe the same. Likewise, if a parent values high grades,
her child may feel similarly.
When parents have high hopes for their children’s academic
achievement, the children tend to do better in school, unless those hopes are
unrealistic, in which case the children may not perform well in school,
according to research published by the American Psychological
Association.
Murayama and his colleagues found that high parental aspirations
led to increased academic achievement, but only when it did not overly
exceed realistic expectation. When aspiration exceeded expectation, the
children’s achievement decreased proportionately.
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Previous psychological research has found the association between
aspiration and academic achievement, but this study highlights a caveat,
said Murayama.
“Much of the previous literature conveyed a simple, straight-
forward message to parents – aim high for your children and they will
achieve more,” said Murayama. In fact, getting parents to have higher
hoped for their children has often been a goal of programs designed to
improve academic performance in schools. This study suggests that the
focus of such educational programs should not be on blindly increasing
parental aspiration but on giving parents the information they need to
develop realistic expectations.
“Unrealistically high aspirations may hinder academic performance.
Simply raising aspirations cannot be an effective solution to improve
success in education,” he said.
Unrealistic parental expectations of a child’s abilities and potential
seem to be the most common cause of stress among students. Generally
high achievers and Asian parents find it difficult to accept a less – than –
stellar performance from their children.
Furthermore, past studies have mainly looked at how parental
support/pressures impacts STEM performance, but not vice versa. Hence, it
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is not clear, how students’ STEM performance impacts their perception of
parental support and pressure.
Worry, Worry, Worry
By having a parent lay pressure on them to succeed, a child can feel
less inspired and more threatened. They’ll be so paralyzed by fear of not
doing well, that they won’t actually learn and succeed like they otherwise
would. Plus, if they have feelings of anxiety, they are less likely to know
what the culprit is. It is possible that they will place further blame for their
bad feelings on themselves for not being smart enough, therefore causing
more stress and anxiety. If your child expresses any worrisome signs of
stress pertaining to schoolwork, you need to speak with them about how
they’re feeling and help them to feel better through reassurance.
“I’m Not Good Enough”
If you are adamant about your child matching the expectations you
have set for them in school, then they are likely to have a difficult time
coping, even if they miss the mark by just a little bit. They will believe that
success is based on perfection and if they can’t accomplish that, they might
as well just give up. If your child feels inadequate due to not achieving a
certain grade, let them know that you’re there for them and that a grade
doesn’t determine whether or not they’re a good person.
Bad Behavior
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Too much pressure to do well in school can cause kids to do
unethical things. For instance, a child who has been told that they must get
all A’s on their report card could feel pressured to cheat on an exam or
assignment in order to fulfill that obligation. They might also turn to drugs
and/or alcohol to deal with the stress. Keep a close eye on your child if they
are showing any signs of seeming especially stressed out by school and talk
to them if you have any questions or concerns.
Be There For Your Kids
If you want to help your children do well in school, you need to
encourage, rather than pressure them. By offering encouragement through
means such as assisting with schoolwork and discussing different ideas and
concepts, you can help spark inspiration in your child. If you believe you
might be putting too much pressure on your child to succeed academically,
don’t beat yourself up. Instead, just take a moment to speak to your children
openly about how they don’t need to stress themselves out about school.
You want them to succeed, which is why you put pressure on them in the
first place. However, if you put too much pressure on them, then they won’t
have the success you were looking for. https://www.modernmom.com/the-
effects-of-academic-parental-pressure-on-kids-120265.html
Note: INCLUDE THE INFO WITH RED MARK TO THE RELATED
STUDIES. INDICATE ALSO THE AUTHOR OR SOURCES

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CHAPTER 3
Research Methodology and Procedures

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This portion of the study composes the research design, respondents
of the study, profile of the respondents, research instrument, preparation
and validation of questionnaire, and data gathering procedure.
Research Design
To generate the data needed, the study made use of descriptive
research method. This method is used to assess sociodemographic profile
such as sex, age, and civil status; it is preference of the students about
parental pressure and anticipated problems that can affect the academic
behaviours of the STEM Students in Rizal College of Taal. Descriptive
research method is a purposive process of data gathering, analyzing,
classifying, and by naturalistic observation of data.
Respondents of the Study
The respondents of the study were the 40 STEM students of Rizal
College of Taal, Taal Batangas during the school year 2019-2020.
The profile of STEM Student respondents was presented in this
selection as background information.
Profile of the Respondents
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Distribution of Respondents According to Age. Table 1
revealed the distribution of the respondents according to their age.
Table 1
Distribution of Respondents According to Age
Age Frequency Percentage

16 9 22.5
17 18 45
18 11 27.5
19 above 2 5
Total 40 100
As shown in the figure, the age of 17 years old got the highest
frequency with 18 out of 40 total respondents which comprises 45%. This
was succeeded by the age of 18 years old which made 11 frequencies or
27.5%. Next, is the age 16 years old that got 9 frequencies or 22.5%. It is
followed by the age of 19 above which obtained the last frequency of 2 or
5%.
Distribution of Respondents According to Gender. Table 2 revealed the
distribution of the respondents according to their age.
Table 2
Distribution of Respondents According to Gender
Gender Frequency Percentage

Male 16 40
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Female 24 60
Total 40 100
The data revealed that between the two groups of 40 respondents,
there are 24 females which comprises 69% and 16 males which is 40% of
the total respondents.
Distribution of Respondents According to Civil Status. Table 3 revealed the
distribution of the respondents according to their civil status.
Table 3
Distribution of Respondents According to Civil Status
Civil Status Frequency Percentage

Single 40 100
Married 0 0
Total 40 100
The data revealed that all of the respondents are single which
comprises 100% of the total respondents.
Research Instrument
To get the appropriate data needed the researcher made
questionnaires with two (2) parts. The first part will ask for the profile of
the respondents, the tool for profile was made by the researcher, it will
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determine the name (optional), age, gender, and civil status. The second
part is the tool to determine the outcome of parental pressure on the
academic behaviour of the students.
Preparation and Validation of Questionnaire
The researchers gathered information that are related to the topic
through online searching, books, past research, and others point of view and
personal experiences. Those information that they gathered served as a
frame reference in constructing a thesis questions or questionnaire. In terms
of validation process of the study, the questionnaire or thesis question will
be given to the adviser. The adviser obligation is to check if the questions
are appropriate and related to the topic. The researchers were able to
prepare some questionnaire according to the number of respondents.
Data Gathering Procedure
The study was conducted by personally administering the
questionnaires to the STEM Students respondents in Senior High School
Department who experiences and answers it truthfully and accurately. As
the correspondents finished answering the survey, the researchers
immediately tallied the information and gathered it for interpretation. Along
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with the primary data, the researchers made use of secondary resources to
support the survey results.
CHAPTER 4
Presentation, Analysis and Interpretation of Data
This chapter presents the analysis and interpretation of data gathered
from respondents through the questionnaire used in the study.
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1. What are the different parental pressure that triggers the academic behaviour of
the students?
Majority of the respondents answered that the different parental
pressure that triggers their academic behaviours are urging them to be the
best, on top of class, insisting high grades, comparing them to other people,
being strict with school works and being better than known peer. They
think that these parental pressure affects their academic behaviour in a way
that they lose their self-confidence. When students do not meet their parent
expectations they tend to be disappointed and become stricter. Sometimes
parents do not give any attention to their children just because they did not
meet their expectations.
2. What are the academic behaviours caused by parental pressure that most of the
student experience?
Most of the student answered that the academic behaviours caused
by parental pressure that they experience are being depressed, stressed,
having anxiety, mental breakdowns, and being naughty in class. Some
become unmotivated that they lose their self-esteem and interest to go to
school. All of these will be under the negative sequel of parental pressure.
But, there are also positive outcomes because some of the respondents
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answered that they become more competitive in meeting their parents’
expectations.
3. What is the most parental pressure that pushes the students do better and worse
academically?
Majority of the respondents answered that the different parental
pressure that triggers their academic behaviours are urging them to be the
best, on top of class, insisting high grades, comparing them to other people,
being strict with school works and being better than known peer. Followed
by parents’ high expectations to their children and comparing them to other
people.
COMBINED THE ANSWER IN QUESTION NO. 1 AND 4 BECAUSE OF
THE SAME THOUGHT
Most of the students answered that the possible ways to lessen this
kind of situation is to talk to others or to their parents and open up about the
pressure that they are giving their children. Next is to lessen the
expectations for less disappointment. Then, plan a counseling for every
student to know their situations at school. Lastly, both should be more
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CHAPTER 5
Summary, Conclusion and Recommendation
This chapter presents the summary of the research work, the conclusions
drawn by the researcher’s and the recommendations to improve the satisfaction of
the study. This research work is mainly about parental pressure and its sequel to
the academic behavior of the selected STEM students in Rizal College of Taal.
SUMMARY
perspectives of the students regarding the parental pressure and its sequel to
their academic behaviour.
2. What are the academic behaviours caused by parental pressure that most of
the students experiences?
3. What is the most parental pressure that pushes the student do better and
worse academically?
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Findings
1. The students answered that the different parental pressure that triggers their
academic behaviour are urging them to be the best, on top of class, insisting
high grades, comparing them to other people, being strict with school works
and being better than known peer.
2. The students answered that the academic behaviours caused by parental
pressure that they experience are being depressed, stressed, having anxiety,
mental breakdowns, being competitive, naughty in class and being
unmotivated that they lose their self-esteem and interest to go to school.
3. The most parental pressure that pushes the students do better and worse
academically is insisting them to have good grades for their future.
4. The possible ways to lessen this kind of situation is to talk to others or to
the parents and open up about the pressure that they are giving their
children, lessen the expectations for less disappointments, plan a
counselling for every student to know their situations at school and be more
Conclusions
Based from the findings, the following conclusions were drawn:
1. Parents pressure and expectations triggers the academic behaviour of
the students either in a positive or negative way.
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2. The researcher’s conclude that the focus should not be placed always
on academic success, but for developing the student’s passion for
learning.
3. In conclusion, parents should guide their children properly and not
pressure them in a way that they will lose their interest in studying.
4. A better communication between the parent and student should be
practice for the understanding of both perspectives.
RECOMMENDATION
The following recommendations were based from the conclusion drawn.
1. Parents should support their children and give regular praise when
accomplishing something they feel proud of.
2. Students should keep on pursuing their goal comfortably without the
pressure but with the guidance of their parents.
3. Parents should monitor the behaviours of their children in schools to be
aware about their current situations.
4. Students should be more open minded and look for the positivity of what
their parents are intending them to be.
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BIBLIOGRAPHY
Bremer, K.L. (September 2012). Parental Involvement, Pressure, and Support

In Youth Sport: A Narrative Literature Review. From
https://www.researchgate.net/publication/263479399_Parental_Involvement_P
ressure_and_Support_in_Youth_Sport_A_Narrative_Literature_Review
Corey, P. (2015). Examining the Influence of Parental Pressure and Perceived

Control On Young Adults’ Career Exploration. From
https://tspace.library.utoronto.ca/bitstream/1807/70272/3/Corey_Pamela_2015
11_MA_thesis.pdf
Ertl, B. (January 2020). Gendered Paths Into STEM. Disparities Between

Females and Males in STEM Over The Life-Span. From
https://books.google.com.ph/books?
id=NWvNDwAAQBAJ&pg=PA73&lpg=PA73&dq=parental+pressure+and+it
s+sequel+to+the+academic+behaviours+of+the+stem+students&source=bl&ot
s=CNliRIz8hH&sig=ACfU3U2GwFSTO1vzN0sNLsfS7WFVnD0w&hl=en&s
a=X&ved=2ahUKEwje7ork76foAhUGfd4KHSSOB_MQ6AEwAHoECAkQA
Q#v=onepage&q=parental%20pressure%20and%20its%20sequel%20to
%20the%20academic%20behaviours%20of%20the%20stem
%20students&f=false
Garcia, A.S. & Alampay, L.P. (11 September 2012). Parental Efficacy,
Experience of Stressful Life Events, and Child Externalizing Behavior as
Predictors of Filipino Mothers’ and Fathers’ Parental Hostility and Aggression.
From https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4184200/
Grace, E. (13 February 2019). How Parental Academic Pressure Backfires To

Children. From https://www.edengracemaids.com/blog/how-parental-
academic-pressure-backfires-to-children/
Koskei, B.K. (12 December 2014). Influence of Parental Involvement On

Students’ Academic Performance Of Public Mixed Day Secondary Schools In
Kuresoi Sub-County, Nakuru County, Kenya. From
https://www.ijern.com/journal/2014/December-2014/42.pdf
Orillosa, J.F & Magno, C. (2013). Parental Involvement in Children’s

Assessment in Kindergarten. From https://ejournals.ph/article.php?id=6535
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Pados, M. (2010). The effects of Academic Parental Pressure on Kids. From
https://www.modernmom.com/the-effects-of-academic-parental-pressure-on
kids-120265.html
Retuya, C.O. & Ceniza, D.M.S. (2017). The Priming Effect of Family
Obligation On Filipino Students’ Academic Performance. From
https://www.pap.org.ph/sites/default/files/upload/pjp2017-50-2-pp159-173-
retuyacenizalaratarequinainthe_priming_effect_of_family_obligations_on_filip
ino_students_academic_performance.pdf
Sinha, A. (2 May 2016). Parental Pressure: A Fine Line Between Caring and
Caring Too Much. From
https://www.thejakartapost.com/life/2016/05/02/parental-pressure-a-fine-line-
between-caring-and-caring-too-much.html
Unknown. (17 November 2016). The Influence of Parental Expectations and

Peer Pressure on Academic Performance. From
https://www.extramarks.com/blog/the-influenceof-parental-expectations-and-
peer-pressure-on-academic-performance
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APPENDICES
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CURRICULUM VITAE
A. Personal Data
Name: Adviento, Sean Louisse Diokno
Age: 16
Address: Tulo, Taal, Batangas
Sex: Male
Civil Status: Single
Citizenship: Filipino
Religion: Roman Catholic
Birthdate: August 15, 2003
Birth Place: Imus, Cavite
Fathers Name: Anthony Cezar C. Adviento
Mothers Name: Angelica D. Adviento
B. Educational Background
Elementary: Tulo Elementary School
Secondary:
JHS: Rizal College of Taal
SHS: Rizal College of Taal

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Strand: STEM
A. Personal Data
Name: Barrameda, Kristine Caguicla
Age: 17
Address: Burol, Sta. Teresita, Batangas
Sex: Female
Birthdate: November 6, 2002
Birth Place: Lemery General Hospital
Fathers Name: Felipe E. Barrameda
Mothers Name: Menchie C. Barrameda
Elementary: Burol Elementary School
Secondary:
JHS: Maabud National High School
Strand: STEM
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A. Personal Data
Name: Cabrera, Rey Allen Vallestero
Age: 16
Address: Rizal St., Taal, Batangas
Sex: Male
Birthdate: May 4, 2003
Birth Place: Taal, Batangas
Fathers Name: Teodocio Retsie M. Cabrera
Mothers Name: Charis V. Cabrera
Elementary: St. Martin Montessori
Secondary:
Strand: STEM
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A. Personal Data
Name: Dela Paz, Jan Christopher Obligar
Age: 16
Address: Balete, San Nicolas, Batangas
Sex: Male
Birthdate: June 5, 2003
Birth Place: Lemery, Batangas
Fathers Name: Christopher Dela Paz
Mothers Name: Nancy Dela Paz
Elementary: Balete Elementary School
Secondary:
JHS: Maabud National High School
Strand: STEM
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A. Personal Data
Name: Geronimo, Nathaniel Von Ian De Villa
Age: 17
Address: Poblacion 6, Taal, Batangas
Sex: Male
Birthdate: November 8, 2002
Fathers Name: Christian Boy D. Geronimo
Mothers Name: Honeylette D. Geronimo
Elementary: St. Martin Montessoris
Secondary:
Strand: STEM
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A. Personal Data
Name: Leyma, Keizsha Umbrero
Age: 17
Address: Imamawo, Taal, Batangas
Sex: Female
Birthdate: March 30, 2003
Fathers Name: Edmundo T. Leymas
Mothers Name: Mary U. Leyma
Elementary: Taal Central School
Secondary:
Strand: STEM
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A. Personal Data
Name: Maristela, Cheska Marie De Torres
Age: 17
Address: Tulo, Taal, Batangas
Sex: Female
Birthdate: March 30, 2003
Fathers Name: Rocky L. Maristela
Mothers Name: Maribeth D. Maristela
Elementary: Tulo Elementary School
Secondary:
Strand: STEM
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A. Personal Data
Name: Villanueva, Adrian Ian Gonzalvo
Age: 16
Address: Seiran, Taal, Batangas
Sex: Male
Birthdate: April 29, 2003
Birth Place: Muzon 2, Alitagtag, Batangas
Fathers Name: Allan T. Villanueva Sr.
Mothers Name: Lolita G. Villanueva
Elementary: Isabelo Baleros Memorial Elementary School
Secondary:
Strand: STEM
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Questionnaire
Name (optional): ________________________
Age: ______
Sex: ______
Civil Status: ___________
____________________________________________________________
____________________________________________________________
2. What are the academic behaviour caused by parental pressure that most of
the student experiences?
____________________________________________________________
____________________________________________________________
3. What is the most parental pressure that pushes the students do better and
worse academically?
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
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RIZAL COLLEGE OF TAAL

SENIOR HIGH SCHOOL

Qualitative Research Paper

The Faculty of the High School Department

Senior High School

Rizal College of Taal

Of the Requirements for the strand of

Science, Technology, Engineering and Mathematics

Adviento, Sean Louisse D.

SENIOR HIGH SCHOOL

This research paper entitled PARENTAL PRESSURE AND ITS

SEQUEL TO THE ACADEMIC BEHAVIOUR OF THE SELECTED STEM

STUDENTS IN RIZAL COLLEGE OF TAAL prepared and submitted by

fulfillment of the requirements in Practical Research 1, has been examined and

recommended for approval and acceptance for the oral communication.

SENIOR HIGH SCHOOL

Approved by the Committee on Practical Research 1 with a grade of_________

Humanities and Social Sciences in Practical Research II

DR. JACQUELINE T. MORTEL

High School Principal

SENIOR HIGH SCHOOL

First and foremost, the researcher’s would like to express their

deepest gratitude to The Almighty God for His knowledge, wisdom,

allowing them to establish this study.

enumerated. The researcher’s sincerely appreciated and acknowledged their

indebtedness to the following:

To Ms. Angelica B. De Castro for showing her full support,

encouragement, guidance and allowing the researcher’s to make this research

To their parents, friends, and classmates who showed their support

emotionally, physically and financially, thank you.

The researcher’s, thank you.

SENIOR HIGH SCHOOL

ADD THE INITIALS OF THE RESPONDENTS!!

(for example, Angelica de Castro then indicate A.D.C)

SENIOR HIGH SCHOOL

The researcher’s genuine gratefulness and warmest regard that they

own research. This one’s for you!

THIS IS TOO SPECIFIC

ADD MORE PLS!

ADD THE INITIALS OF THE RESPONDENTS!!

(for example, Angelica de Castro then indicate A.D.C)

SENIOR HIGH SCHOOL

APPROVAL SHEET ___________________________________________________________ ii

PANEL OF EXAMINERS_____________________________________________________ iii

TABLE OF CONTENTS_______________________________________________________ vii

LIST OF TABLES ______________________________________________________________ ix

RESEARCH ABSTRACT _____________________________________________________ x

CHAPTER I. THE PROBLEM AND ITS BACKGROUND _______________ 1

Conceptual / Theoretical Framework_____________________________________ 3

Statement of the Problem__________________________________________________ 4

Significance of the Study__________________________________________________ 4

Scope, Limitations and Delimitations_____________________________________ 6

Definition of Terms _______________________________________________________ 6

CHAPTER II. Review of Related Literature__________________________________ 8

CHAPTER III. RESEARCH METHODOLOGY_____________________________ 23

Respondents of the Study_________________________________________________ 23

SENIOR HIGH SCHOOL

Preparation and Validation of the Questionnaire_________________________ 26

Data Gathering Procedure_________________________________________________ 27

CHAPTER IV. PRESENTATION, ANALYSIS AND

CHAPTER V. SUMMARY, CONCLUSIONS AND

SENIOR HIGH SCHOOL

Table No. Title Page