Imrad Cadiente Rdic Reply Nov 2

A CORRELATIONAL STUDY OF MOTIVATION IN THE ACADEMICAL
ENVIRONMENT:
PARENTAL INVOLVEMENT AND ACADEMIC MOTIVATION OF STUDENTS
ENROLLED IN ONLINE CLASSES.
INPUTS FOR EDUCATIONAL PSYCHOLOGY
Ernest P. Cadiente, Euegene R. Penuelo, Joniel G. Flojo
Emman M. Mabulay
Our Lady of Fatima University, Department of Psychology, CAS
Research Development and Innovation Center
Our Lady of Fatima University
Emman M. Mabulay MA
(August, 2021)
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PARENTAL INVOLVEMENT AND ACADEMIC MOTIVATION
Endorsement
This thesis entitled: “A correlational study of motivation in the academical environment:

Parental Involvement and Academic Motivation of Students Enrolled in Online Classes.
Inputs for Educational Psychology” prepared by Ernest Cadiente, Joniel Flojo, Eugene Penuelo
fBS PSY 3AY-5, in partial fulfillment of the requirements for the degree Bachelor of Science in
Nursing has been examined and now recommended for Oral Examination.
This is to certify that Cadiente, Ernest. are ready for the Oral Examination.
Emman M. Mabulay, MA
Adviser
This is to certify that the thesis: “A correlational study of motivation in the academical
environment: Parental Involvement and Academic Motivation of Students Enrolled in Online
Classes. Inputs for Educational Psychology “prepared and submitted by Ernest Cadiente,
JonielFlojo, Eugene Penuelo of BS PSYCH 3AY-5 is recommended for Oral Examination/ has
been examined by the panel of examiners with a grade of 96.
Lovelyn F Laresma, MA
Chairman
Eduardo M. Juangco, Ph.D Joyce L. Padilla, MS,MAED,LPT,RPsy

Member Member
Ramonita A. Salazar, Ed. D

Dean, College of Arts and Sciences
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Certificate of Originality
We hereby declare that this thesis is our own work and that, to the best of my knowledge and
belief, it contains no material previously published or written by another person nor material to
which to a substantial extent has been accepted for award of any other degree or diploma of a
university or other institute of higher learning, except where due acknowledgement is made in the
text.
We also declare that the intellectual content of this thesis is the product of our work, even though
we may have received assistance from others on style, presentation and language expression.
Ernest P. Cadiente
Principal Investigator
Members:
Eugene R. Penuelo
JonielG.Flojo
EmmanM.Mabulay, MA
Research Adviser
Date Signed:
iii
Table of Contents
Preliminaries
Title Page…………………………………………………………………………...i
Certificate of Originality…………………………………………………………... ii
Table of Contents………………………………………………………………..… iii
List of Tables…………………………………………………………………..…... iv
List of Figures……………………………………………………………….……... v
List of Appendices…………………………………………………………….…... vi
Introduction……………………………………………………………………...……vii
Literature Review……………………………………………………………….……4
2.1 Theoretical/ Conceptual Framework…………………………….................11
2.2 Research Paradigm…………………………………………….….…...…...12
2.3 Statement of the problem...............………………………………………...13
2.4 Research Question and Hypothesis...............................................................13
Research Methods………………………………………………………………...….14
3.1 Research Design……………………………………………………….…...15
3.2 Research Locale……………………………………………………………15
3.3 Population Sampling………………………………………………….……16
3.4 Research Ethics…………………………………………………………....16
3.5 Research Instruments…………………………………………………...….17
3.6 Validation of Instrument ………………………………………………....18
3.7 Data Gathering Procedure ..........................................................................19
3.8 Statistical Treatment ........................................................................................20
iv
List of Tables
Table 1:
List of Figures
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Figure 1: Research Paradigm: Relationship of parental involvement and student motivation in
online classes and how it will give input for educational psychology. 5
1.0 Introduction
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The extent of involvement by a parent to their children and its relation upon the
motivation in academics is a debating point not only in the current time but within the usual norm
of a Filipino or other Asian family. Having a mantra of ‘’you must study well to give your family
a good life’’, since one of the norms of a Filipino culture is relying on their family members.
Despite living in their parent’s house and financing their education, does it involve the motivation
of a student to study well exclusively enrolled in an online class?
In general sense, parental involvement includes extensive scope of elicited behaviors of
parents, typically wherefore it is considered as mainly the amount of support they give to their
children. Parents or other members of the family who contributes and finances the resources of
their children probably are an essential factor in terms of involvement to the need of a child. And
these contributions, finances or mainly the support is not only limited inside of the house —
where typically the involvement of a parent to their child primarily happens. Consequently,
although the extent of involvement by parent whereas certainly also needed of a typical child
predominantly happens inside the home environment, since most of the interactions between
parent and children do happen in the house. Nevertheless, we cannot disregard the fact that
parental involvement is also important in other environments of a child, specifically in the
academic environment, and needless to say the amount of involvement of a parent is certainly a
factor as well in terms of child schooling.
For the most part, currently as the pandemic hits schools and other learning institutions’
begun shifting from face-to-face classes to online learning set-up because of the pandemic, it will
be challenging for parents to support their children’s needs. And this might result in demotivation
of their children to continue studying. Challenges to parental involvement include illiteracy,
financial problems, lack of sensitiveness in school’s new system, and shortage of time. These
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challenges will be a huge factor in the academic motivation of their children. Some students did
not attend school but still there are students who pursue to continue their studies with an online
learning set-up.
Parental involvement among East-Asian countries shows positive results in their children’s
academics (Won, 2019). In regards to school shifting from face-to-face to distance learning,
students have a hard time to adjust to these set-ups. Some students can easily adapt with the set-
up and excel with online set-up and some may have a hard time to adapt with these changes
especially those students that struggle with academics in face-to-face classes
(Loeb,2020).
The researchers wanted to pursue this study since the recent year 2020 month of march
when the pandemic started, everything changed especially the mode of education shifted from
face-to-face to online class and where the reliance with technology and social media platforms
seamlessly were a convenient choice for the continuum of education. Yet, the existence of online
class is not a new approach to education in some countries and different areas. But when it comes
to contextual basis in terms of countries especially in the Philippines, it is roughly different,
whereas it is not an ideal type for implementation of online education given that our country
is one of the among labelled as having the slowest internet connectivity.
Thus, the researchers catch the sight of parent-child relationship and its implications with
regards upon the motivation of students enrolled in online classes, that is, with noticing their
school environment that instead within the school facilities, it happens to be replaced by inside of
their houses because of the pandemic precautionary measures and modifications that necessitate
also for their health-safety consideration. Moreover, the emergence of varied conditions by
pandemic that resulted for the most part with both students and parents are affected, whereas
much and as expected the parent-child interaction that do undergoes predominantly in home
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environment is constrain where especially to the point on for parents perspective during of
challenging times assuming that they are have also wide responsibilities to prioritize (financially
and regulation of basic needs of a family etc.) other than providing of support in environment of
their children academically. Theoretically, besides it could be a more serious factor for student
motivation since online education is newly implemented in Philippines. Although there are
factors that contribute to lack of parental involvement like the aforementioned other
responsibilities of a parent. Therefore, it is indeed a contributing factor to their child's motivation
considering that the pandemic had repercussions to their agency as a parent, and yet, if the
involvement of parent is not co-existent with the environment of their children academically and
forasmuch their modicum of support that at least needed to be received by their child in some
levels, so to speak, must not be compensated as means in order for their child or for students to
have sense of motivation and engage in school related tasks.
2.0 Literature Review

REVIEW OF RELATED LITERATURE AND STUDIES
In this chapter, the researchers provided supporting studies and published literature to
strengthen the assumption imposed in the research.
PARENTAL INVOLVEMENT
Bailey (2017) according to the findings that there are student participants who spoke to
their parents asking for support to help them get motivated to succeed in their education. The
student participants spoke to the degree in which their parents help them with their homework
and that their overall motivation for succeeding in education is driven by their parents’ desire for
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them to succeed. The parents of each student participant created images of success and have
communicated those expectations to their children for varies reasons.
Parental involvement among Filipinos as stated in the research of Garcia (2017) that
Filipino parents believe that helping their children with schoolwork, motivating them, and
providing structure at home help their children succeed in school, consistent with the extant
literature on parental involvement. In addition, according to Newchurch (2017) authoritarian,
authoritative, and passive parenting habits and styles were identified as a guiding gauge of how
parents engaging with that style got results from their child concerning schooling. Parenting
styles and how parents provide the needs of their children contributes with the child's success in
education.
According to Jaiswal (2017) that "Parental involvement practices, regardless of other
practices applied at home or at school, have been found to influence children's academic
performance. Parents play a dynamic role in nurturing their children's educational development.
They provide financial support, emotional support, motivational support and facilitate the sources
for studying and encouraging the achievement." However according to Lara & Saracostti, (2019)
study indicates that there are differences in children’s academic achievement between the parental
involvement profiles, indicating children with parents that have a low involvement will have a
lower academic achievement. On the other hand Jaiswal (2017) suggested that parental
involvement will create a third link between the triangle of children's academic and teacher
involvement in development of the child.
Based on the findings of Bariroh (2018) in Parents’ Involvement on Children with
Special Needs, recommended that parents should be more intensive in assisting, accompanying,
and guiding their children, especially to their children who have special needs so that their
motivation and academic achievement can be enhanced.
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Parental involvement impacts children’s self-esteem; moreover, the involvement of
mothers is much higher than that of fathers in all components of parental involvement. These
results may encourage an increased interest in the role of fathers’ involvement in schools (Gith
2017). There is no theoretical framework up to date explaining the gendered nature of parental
educational involvement. How and why might fathers’ involvement differentially influence
children’s achievement from mothers’ (Kim 2017)
In addition, Jafar (2019) listed factors affecting Parental involvement in
education. (1) Parents’ educational background. (2) Lack of knowledge about curriculum. (3)
Lack of time. (4) Language (5) School staff attitudes and environment. (6) School demands
(certain or uncertain for parents). (7) Children’s invitation. (8) Teachers’ invitation. (9)
Children’s desire for independency. (10) Parents’ beliefs about their skill to develop learning.
(11) Parents’ income level. (12) Family structure. (13) Parenting style. (14) Parents’ own
parental involvement. (15) Students’ age. (16) Students’ gender. Parents’ gender. (17) Students’
achievement level. (18) Parents’ beliefs about parental duty (19) Culture. (20) Parents’ own
negative school experience. (21) Lack of transportation.
Research indicates children generally fare better in traditional schools when parents are
involved. However, scant research exists concerning parental involvement in alternative settings
such as blended and online schooling. The researchers continue to affirm that: (a) categorization
of technologically-mediated schools is ill-defined; (b) levels of parental involvement vary and are
influenced by many factors; (c) links between parent involvement and student achievement exist
in alternative settings but further research is needed. There are implications for public policy..
(Hasler-Waters, L., Menchaca, M., & Borup, J. 2017)
STUDENT MOTIVATION
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The will of an individual to do their chores or responsibilities and a student’s motivation
to do his or her school works has no distinction. Recalling from Maslow’s hierarchy of needs,
human motivation claimed that all of the people have a set of basic needs to be met. Self-
actualization, esteem, love and belongingness, safety needs, physiological needs. If most of these
needs are met, it merges to fuel the human motivation. In case of student motivation, numerous
ideas can be discussed about. A student might feel motivated to finish his or her college degree
by pressure since she’s the eldest child that meant to be a ‘’breadwinner’’. A student motivated to
earn her degree that not her choice because her parent told her to. Also, parents rushing their
offspring to get the degree for a job and not considering even we’re on a global pandemic since
having the mantra of ‘’sayangkasiyungtaon, anak’’.
According to Howard (2017)student outcomes are influenced by different types of
motivation that stem from external incentives, ego-involvement, personal value, and intrinsic
interest.Concluding the motivation of a student can be rooted from external rewards; raising the
allowance or own acknowledgement or praise from the family. As well as proving yourself to
boost the self-worth in the eyes of your parents or acquittances by doing certain things that will
amaze them or to feel them proud. Lastly, motivation can be based on the individual’s interest
and personal value that wants him or her to achieve their goals.
Miller (2017) indicated in her own research that a certain study specifically examined
changes in students’ perceptions of learning, interest in learning and academic motivation when
incorporating mobile devices into classroom instruction. The findings show that motivation can
be enhanced when incorporating mobile devices. Yet, the current study found no effect of mobile
learning on higher academic achievement in this sample. This study sheds light on the importance
of mobile devices in the classroom. The findings encourage the use of mobile devices due to their
effect on motivation, which may offer an interactive classroom environment where students feel
enthusiastic and eager to learn.
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The rule of banning mobile devices in a classroom especially in public classrooms due to
the it can distract students from paying attention to the teacher, or might abuse such as cheating
and texting in the middle of a class. Miller stated that a student’s motivation can be increase when
using mobile devices that can be used such as innovative researching, surfing knowledgeable
contents on the internet and also, to feel lively to learn since using their phones are part of their
daily basis.Yet, measured by ANCOVA to measure the change in student motivation for learning,
Miller affirms that no effect of mobile devices into learning in academic motivation and
achievement and showed no significant differences between groups.
In the opinion of Sulihin (2020) in order for student motivation to increase, teachers need
to make an innovation in learning. One of the things that teachers need to pay attention to in order
to increase student motivation is to maximize the use of learning media during the learning
process. In contrast, innovated ways of learning can be more interesting and motivating to
students. Giving an effort into video material or media learning can increase the student’s
attentiveness and motivation.
In the point of view of Martin &Bolliger (2018) Student engagement; increases student
satisfaction, enhances student motivation to learn, reduces the sense of isolation, and improves
student performance in online courses. Concluding that student engagement is clarified as
important principle in online learning, since students enrolled in online classes seem to have
fewer opportunities to be engaged with the institution. Centering to the student engagement is
about to getting the students to care to their study to enhance the motivation and will to learn of
the student.
Gbollie and Keamu (2017) stated in their report that using Motivated Strategies for
Learning Questionnaire (MSLQ) they were able to identify 12 potential learning hindrances and
used as instrument. The results showed the motivational belief component of extrinsic goal
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orientation as the most preferred belief and test anxiety was the least possessed belief. Rehearsal
strategies were found to be the most frequently used, while help seeking was reported to be the
least strategy considered. The result also showed significant relationships between the two
constructs. In addition, the study found some learning hindrances.
In contrast with the report that gave an emphasis to extrinsic motivation, Ferrer, et al
(2020) gave emphasis on how intrinsic motivation will affect the attitudes of students in online
learning. The results of the study were mixed. Attitude to online learning mediated the
relationships of both intrinsic motivations to know and extrinsic motivation with engagement,
indicating that the design of online learning environments can play a role in enhancing learning
experiences. However, attitude to online learning was not found to mediate the intrinsic
motivation to accomplish and engagement relationship. A negative mediation effect was partially
supported between amotivation and engagement, with study mode found as a moderated mediator
to this effect, being stronger and significant for online students as opposed to on-campus students.
ONLINE EDUCATION
The Covid-19 outbreak has results with rapidly shift of the educational system from
traditional face-to-face environment into online classes. With this in mind, because of
precautionary safety measures it is not surprising most of the students around the globe are
enrolled in online classes.
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In recent year, based on the study regarding the impacts of Covid-19 in
educational/online classes. One notable findings shows the students and teachers are intensively
relies on aid of technological platforms (Edmodo, Zoom and Google Classroom etc.) in order to
regulate the online educational learning.(Onyema et al., 2020) However, at any rate knowing that
pandemic has repercussions into agency of workers teachers, academic staffs and educational
sectors.With its hindsight the regulation of the quality education indeed was laborious especially
during challenging times, and without a doubt considering of the novelty and condition of
environment that already compensated. The students who enrolled in online classes are rather the
one who are importantly affected. Thus, with this rapid shift of educational system, the perception
and adaptation of students enrolled respectively into online classes has become primarily the
consideration.
Interestingly, despite of the condition of pandemic. According to the research by
Albanian University regarding on the students perception about the rapid shift of education
system. With participation of 627 students in the study, the obtained results was notably
comparatively two-sided (Xhelili, P., Ibrahimi, E., Rruci, E., &Sheme, K. (2021). One findings
shows that students enrolled in online classes and taking technological based courses seems has
no repercussions and no unsatisfactory attitudes in terms of educational experience. However, the
same result and findings on the other hand shows those who are not enrolled on technology
related courses are has being more challenged to adapting nto online classes, and not to mention
because they are more habituated with classroom environment than technology based education.
Furthermore, these results it’s not relatively surprising, since Albania has being
considered as also one of not fully developed countries. Moreover, that certainly since the
primary priority of one country was to secure human safety. The likeliest outcome of this is those
students enrolled in online classes will turn out to be in the edge spot.
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Coincidentally, continuous results persist in relative underdeveloped countries. Based on
the study undergone by National University of Sciences & Technology, Pakistan ( Adnan &
Anwar, 2020). The perspective of students upon online learning results with undesired outcomes
and students unsatisfactory in adaption from face-to-face educational system into online classes.
Thus, the main pillar of constraints on online learning environment were influenced by students'
experience of a slow internet connectivity – which is the persistently issue since then and still in
underdeveloped countries, regardless of Covid-19 outbreak.
Additionally, it is not only the accessibility of the internet were the remainder that which
hamper the academically environment of students enrolled in Online Classes. Based on the
National Survey in Philippines (Baticulon et al., 2020). The data elaborately results with the five
barriers to online learning of students namely individual, domestic, institutional, and community
barriers. Although the most respondents in the study are medical students, regardless of the field,
the central experience of barriers which impedes their educational environment was theoretically
the same to other students enrolled in online classes and their respective courses.
Arguably, the pandemic was mainly the reason of elation of comparative results with the
academic environment of the students enrolled in online classes, especially when it comes of
extensive need to complete a school related task and to achieved a desirable performance.
Likewise, as claimed by Christman (2018), in his study the performance of those students
who enrolled in online classes and were also taking a statistical courses, results with low test
scores compared to those students that are in face-to-face classes, and not to mention when the
test was undergone in a different environment. Needless to say, this means there was a
tremendous disparity between traditional way of education face-to-face classes and online classes
in terms of both students' absorption of instruction and learning. Most importantly, this findings
suggest that Regarding students quality performance whether on test scores, completing a certain
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task and dealing with related complicated subjects or courses are all interdependent on
deliverance and incorporation of instructions during online classes.
2.1 Theoretical/ Conceptual Framework
The conceptual framework of the study shows the demographic profiles of the children
enrolled in online class according to their age, gender, year level and course program with their
degree of parental involvement and level of motivation.
2.2 Research Paradigm
Figure 1
In Figure 1, it describes the conceptual framework of the study wherein the inputs consist
of the demographic profile of students in terms of Age, Gender, and Year level
Next is the process of administering the interview. there are two (2) surveys that we will
administer are closed ended questions that can be answer by giving a rating from 1 to 5, 1 is the
lowest and 5 is the highest. The first survey that the researchers will administer consists of 15
questions that centers about how their parents get involve in their academics (POPS). The
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following survey we will administer consist 15 questions that tackles the respondents' academic
motivations (AMS).
The output is to have a better perception or point of view about how parental involvement
affects the academic motivation of the students. The researchers wanted to seek if parents’
involvement has correlation into their children’s motivation on an academical scene. These will
give them knowledge and a lot of realization both from parents and their children that are
students.
2.3 State of the Problem
The study aimed to determine the effects of parental involvement on academic motivation
of the students enrolled in online classes.
Specifically, it sought to answer the following questions:
1. How may the profile of the respondents be described in terms of:
1.1 age
1.2 gender
1.3 Year level
1.4 Course program
2. What is child's perception of their parents’ support and involvement in academics
3. How does the child's perception of their parents' support and involvement in academics affects
their motivation.
2.4 Research Question and Hypothesis
Research Question 1: What is the demographic profile of the respondents in term of:
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1.1 Gender
1.2 Age
1.3 Year level
1.4 Course/Program
Research Question 2.2. What is the degree of parental involvement as measured by perception of
Parents Scales (POPS)
2.1 Parents’ Autonomy Support
2.2 Parents’ Involvement
2.3 Parents’ Warmth
Research Question 3: The level of Motivation of students enrolled in online class measured by
Academic Motivation Scale (AMS-C 28)
3.1 Intrinsic Motivation
3.2 Extrinsic Motivation
3.3 Amotivation
Research Question 4: Is there a statistically significant relationship between parental
involvement, and academic motivation of students when grouped according to their profile.
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Research Hypothesis 1: There is statistically significant relationship between parental
Research Hypothesis 2: There is no statistically significant relationship between parental
A according to the study conducted in Chile showed that there were differences in academic
achievement scores between the parent involvement profiles, where high and medium involved
parents had children with higher academic achievement than low involved parents (Lara
&Saracostti, 2019).
3.0 Research Methods
This chapter includes the research design, where the study will be conducted, the respondents of
the study, research instruments, the procedures of data gathering, and the Statistical treatment that
will be performed in this study.
3.1 Research Design
As specified by Bhandari (2021) quantitative research method is the process of collecting and
analyzing numerical data. A quantitative research can be categorized into correlational method
and its primary goal is to investigate the relationships between the variables within the particular
studies. The researchers therefore, used quantitative correlational method in predicting the
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relationship between parental involvement and the motivation of students enrolled in online
classes with regards to their environment academically.
3.2 Research Locale
With consideration of our current situation whereas the human safety is given of importance and
conformation with precautionary measures also is necessity. Therefore, since it is not possible to
have face-to-face interaction there is no specific locale of the study besides of social media or
virtually where this research will be conducted. Moreover, the researchers will rely on the
utilization of social media platforms for able to have interaction and to provide surveys with
students who are in part of this study.
3.3 Population and Sampling/Key Informant Selection
The respondents in this study are college students that are currently enrolled in an online
based curriculum around universities or schools inside of Metro Manila (N=100). The sampling
techniques that the researchers chose the voluntary response sample and purposive sample. The
student must be currently enrolled or at least one semester into an online based learning program.
The researchers set different criteria in selecting the respondents that suit to the study to gather
in-depth information: male or female; 18 years old up to 30 years old Filipino citizen: enrolled in
an online school or classes; residing within metro manila; currently with parents or guardian; and
willing to participant. Those participants that might experience data connection problem during
the day of answering the questionnaires are not obliged to answer the questionnaires.
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3.4 Research Ethics
The researchers of this study followed the basic ethical principles for the safety of the
respondents and its data that will be given. The researchers will assure that the data gathered from
among the individuals will be handling with anonymity and confidentiality. Preceding to the
study, there will be an informed consent where the respondents were asked to participate to the
questionnaires that will be given, and also can be voluntarily concur if interested. Any possible
participant had the right to decline to participate. Also, when a respondent suddenly refuses to be
part of the study ongoing, any personal reasons of the individual will be tolerated and will allow
them to withdraw to the study.
Data or information that the participants will provide will be stored in a hard drive
provided with password to ensure every data is properly secure by the researchers also
participants will be given a codename to protect their identity. Participants faces or voices will be
altered if the researchers will take photographs or video during the interview.
Every information that will be taken will be stored for a month in a secure hard drive
protected by password and the researcher will inform the participants before the disposal of
information.
If the respondent feel upset after having completed the study or find that some questions
or aspects of the study were distressing, talking with a qualified clinician or counselor may help.
If the respondents' feel they would like assistance, they may contact the counselors that is free of
charge contact details will be included in consent form.
3.5 Research Instruments
The standardized scales and participatory consent were utilized as means for determining
the demographic profiles given that these forms are comprises of necessary sections for the
respondents to filled out or where they must indicate the following information such as age,
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gender, year level and academic strand. There are two (2) standardized scales that the researcher
used on this study. First is the Perception of Parent Scale (POPS). It is an instrument used to
measure the child perception with regards to the involvement degree of their parents. The central
idea of this scale is to measures the facets of parenting that corresponds with Parents Warmth on
some adolescents. This scale was developed by Dr. Robert J. Rosenberg in his dissertation during
1994. The scale is consisting of 42-item questions that measures both the involvement of mother
and father to their children (Sweeny, 2016). Moreover, each question is scored on a 7-point Likert
scale ranging from “not at all true” to “very true”. The researchers reduced the number of table
questions in parental scale (POPS) and manually picked the most relevant ones that relates to the
environment of the students enrolled in universities around Metro Manila.
Second is the Academic Motivation Scale (AMS) standardized scale initially was made by
Vallerand et al., (1999), it contains of 28 items questions that were score on 7-point Likert scale
ranging from “Does not correspond at all” to “Corresponds exactly”. The scale assesses the state
where whether high school students are motivated intrinsically, extrinsically or might their
motivation is non-existent. Also, the researchers lessen the numbers of the questions in the
motivational scale (AMS) and chose the most convenient to the respondents and to their current
environment while enrolled on an online based curriculum.
3.6 Validation of Instruments
The researchers will use a Perception of Parents Scales. The Perceptions of Parents Scales
concern the degree to which parents provide what SDT considers an optimal parenting context
(Grolnick, Deci, & Ryan, 1997). We will use the College version of POPS the questionnaires are
designed by Robbins (1994). The college-student version of the POPS is intended for use with
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participants who are late adolescents or older. It also assesses children’s perceptions of their
parents’ autonomy support and involvement, but in addition it assesses the degree to which the
children perceive their parents to provide warmth. The 2nd scale the researcher will use will
determine the motivation of the student. Academic Motivational Scale. This scale assesses 7
types of constructs: intrinsic motivation towards knowledge, accomplishments, and stimulation,
as well as external, introjected and identified regulations, and finally amotivation. It contains 28
items (4 items per subscale) assessed on a 7-point scale. Vallerand, R.J., Blais, M.R., Brière,
N.M., & Pelletier, L.G. (1989). The questionnaires that the researchers used is a public domain
or an open-source scale
3.7 Data Gathering Procedure
The researchers are looking for individuals that meets the study’s requirements for a
respondent such as; Male or female; 18 to 30 years old; Filipino citizen; Enrolled in an online
class-based curriculum universities around Metro manila. The researchers will plug the poster
widely online across different social medias, (Facebook, Instagram and twitter since these apps
where almost consensus of usage by college students). An invitation poster to allure possible
respondents. Secondly, the researchers will distribute a google form to the respondent if they are
fit and willing to participate the study. Follow-up message will also apply by sending a direct
message/e-mail to the respondents on what social media they responded on the first place. The
researchers will give a letter of invitation to every participant to complete a three-part survey
questionnaire, including the respondents' demographic information, the Perception of Parents
Scales (POPS), and the Academic Motivation Scale (AMS). Additionally, the researchers include
a section on the first page of the google forms providing informed consent. The researcher
emphasizes the respondent's right to withdraw at any time if someone felt uncomfortable
answering specific questions. Also, the researchers highlight that there is no monetary
compensation for responding and no known risk. After participants complete the questionnaire,
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the researcher will compile and tabulate the data for analysis. The researchers will consult a
statistician to assist them in identifying the most effective techniques for data interpretation. The
data will be collected using simple random sampling. It'll be somewhere in the middle of the
correlational design and experimental design. Correlational research is a non-experimental
research technique in which a researcher measures two variables, analyzes and assesses the
method between variables, and does so without using any other variables. The two variables were
Academical Motivation and Parental Involvement, which the respondents' answers can measure.
After collecting all the data, the researchers will tabulate all of the information and tally it. When
the data has already been presented, they can now count the responses to each variable and
correlate it using Pearson R correlational instrument. A correlation coefficient is a statistical
measure that calculates the strength of the relationship between two variables. Data or
information that the participants will provide will be stored in a hard drive provided with
password to ensure every data is properly secure by the researchers. Every information that will
be taken will be stored for a month in a secure hard drive protected by password and the
researcher will inform the participants before the disposal of information. After each participants
gave their responses on questionnaires. The researchers are the only who has access on data. But
if the participants wished to see their own response. We will send it to them through e-mail
correspondingly. In disposition of data, the forms will automatically be deleted once the google
forms went unactive. The collected data stored in hard drive will also be reformatted after the
study. However, the full manuscript of this research will be stored only by the researchers. And
will be also keep inside the university library if the research is required to be bind.
xxv
3.8 Statiscal treatment
Pearson r correlation coefficient
The figure below is the Pearson correlation coefficient formula; Pearson r is a bivariate statistical
model that analyzes two variables. The formula was used by researchers to compute the result of
the students who took the two different survey-questionnaires, Perception of Parental scale and
Academic Motivation Scale The sampling was used to correlate and to know if there was a relat
ionship between 2 variables.
xxvi
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xxx
CURRICULUM VITAE
 Personal Information
Name: Ernest Cadiente
Birthdate: May 31, 2000
Address: Blk.1 Lot 5 Pook Pag-asa Batasan Hills, QC
School Address: 1 Esperanza, Novaliches, Quezon City,
1118 Metro Manila
E-mail Address: epcadiente@student.fatima.edu.ph
Civil Status: Single
Religion: Born Again Christian
II. Educational Attainment
1. Elementary Ola Grati Provi School S. Y. 2004– 2010
 Junior High School Commonwealth Christian Academy S. Y. 2011 – 2015
 Senior High School Our Lady of Fatima University S.Y. 2016 – 2018
 College Our Lady of Fatima University 2018 - Present
III. Seminars and Trainings Attended
October 4 2018 ‘’Mind of a Criminal and a Person with Disorder"
Feb 12 2020 ‘’Mental Health: Understanding Adolescence and Adolescent-related

Issues’’
Skills:
Goal Oriented
xxxi
Extroverted Personality (Know how to get along)
Has Leadership Experience
Problem Solving Abilities
Penuelo, Eugene R.
Phase 3 Blk. 3 Payatas B. Quezon City

CONTACT NO: +639666815239
E–MAIL:erpenuelo@student.fatima.edu.ph
Personal Information
Gender: Male
Height: 5’6ft
Date of Birth: October25, 1999 Weight: 40kg
Place ofBirth:Quezon City Citizenship:Filipino
Education
Bachelor of Science in Psychology
2018 – Present
Senior High School
ABE International Business College
2016-2018
Skills
o Proficient in Microsoft Office Softwares (Excel, Word, PowerPoint)

o Writing
xxxii
o Video Editing
Joniel G. Flojo
Phase.9 Package.5 Block.55 Lot.37

Bagong Silang Caloocan City
CONTACT NO: +639278155712
E–MAIL: jonielflojo678@gmail.com
Personal Information
Gender: Male Heigh: 5’4 ft
Date of Birth: October 1, 1998 Weight 65kg
Place of Birth: Quezon City Citizenship: Filipino
Education
Bachelor of Science in Psychology
2018- PRESENT
Senior High School
Saint Clare College of Caloocan
2016-2018
SKILLS
o Proficient in Microsoft Office (Word andPowerPoint)

o Written communication
o Time management andmulti–tasking
o Basic computer hardware and software maintenance
xxxiii
xxxiv

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A CORRELATIONAL STUDY OF MOTIVATION IN THE ACADEMICAL

PARENTAL INVOLVEMENT AND ACADEMIC MOTIVATION OF STUDENTS

ENROLLED IN ONLINE CLASSES.

INPUTS FOR EDUCATIONAL PSYCHOLOGY

Ernest P. Cadiente, Euegene R. Penuelo, Joniel G. Flojo

Our Lady of Fatima University, Department of Psychology, CAS

Research Development and Innovation Center

Our Lady of Fatima University

This thesis entitled: “A correlational study of motivation in the academical environment:

Eduardo M. Juangco, Ph.D Joyce L. Padilla, MS,MAED,LPT,RPsy

Ramonita A. Salazar, Ed. D

Table of Contents………………………………………………………………..… iii

2.1 Theoretical/ Conceptual Framework…………………………….................11

2.2 Research Paradigm…………………………………………….….…...…...12

2.3 Statement of the problem...............………………………………………...13

2.4 Research Question and Hypothesis...............................................................13

3.1 Research Design……………………………………………………….…...15

3.2 Research Locale……………………………………………………………15

3.3 Population Sampling………………………………………………….……16

3.4 Research Ethics…………………………………………………………....16

3.5 Research Instruments…………………………………………………...….17

3.6 Validation of Instrument ………………………………………………....18

3.7 Data Gathering Procedure ..........................................................................19

3.8 Statistical Treatment ........................................................................................20

Figure 1: Research Paradigm: Relationship of parental involvement and student motivation in

of a student to study well exclusively enrolled in an online class?

parental involvement is also important in other environments of a child, specifically in the

factor as well in terms of child schooling.

of their children to continue studying. Challenges to parental involvement include illiteracy,

especially those students that struggle with academics in face-to-face classes

to contextual basis in terms of countries especially in the Philippines, it is roughly different,

is one of the among labelled as having the slowest internet connectivity.

responsibilities of a parent. Therefore, it is indeed a contributing factor to their child's motivation

have sense of motivation and engage in school related tasks.

2.0 Literature Review

strengthen the assumption imposed in the research.

communicated those expectations to their children for varies reasons.

literature on parental involvement. In addition, according to Newchurch (2017) authoritarian,

According to Jaiswal (2017) that "Parental involvement practices, regardless of other

involvement in development of the child.

Based on the findings of Bariroh (2018) in Parents’ Involvement on Children with

motivation and academic achievement can be enhanced.

Parental involvement impacts children’s self-esteem; moreover, the involvement of

children’s achievement from mothers’ (Kim 2017)

In addition, Jafar (2019) listed factors affecting Parental involvement in

negative school experience. (21) Lack of transportation.

(Hasler-Waters, L., Menchaca, M., & Borup, J. 2017)

The will of an individual to do their chores or responsibilities and a student’s motivation

having the mantra of ‘’sayangkasiyungtaon, anak’’.

According to Howard (2017)student outcomes are influenced by different types of

enthusiastic and eager to learn.

achievement and showed no significant differences between groups.

attentiveness and motivation.

student performance in online courses. Concluding that student engagement is clarified as

constructs. In addition, the study found some learning hindrances.

enrolled in online classes.

no repercussions and no unsatisfactory attitudes in terms of educational experience. However, the

Coincidentally, continuous results persist in relative underdeveloped countries. Based on

underdeveloped countries, regardless of Covid-19 outbreak.

deliverance and incorporation of instructions during online classes.

2.1 Theoretical/ Conceptual Framework

degree of parental involvement and level of motivation.

2.2 Research Paradigm