Group 7

INTERNATIONAL SCHOOL OF ASIA AND THE PACIFIC
HIGH SCHOOL DEPARTMENT

Alimannao Hills, Peñablanca, Cagayan, 3502
Email address: isaphsdept@isap.edu.ph | contact number: 0936-193-1278
THE EFFECT OF PARENTAL INVOLVEMENT TO THE GRADE 10

STUDENTS’ ACADEMIC ACHIEVEMENTS OF THE INTERNATIONAL SCHOOL
OF ASIA AND THE PACIFIC PEÑABLANCA CAMPUS
A Research Presented
to the Faculty of the International School of Asia and the
Pacific – Peñablanca Campus
In Partial Fulfilment of the Requirements

for the Subject/Learning Area – Inquiries; Investigations
and Immersion
By:
Alumit, Mary Joy V.

Damias, Kaela Mae G.
Duyao, Pauline B.
Estacio, Jhon Paul I.
Salvador, Zirah Claire B.
Sibbaluca, Jeremiah A.
Urbi, Joyse U.
May 2021
i
Table of Contents
PRELIMINARIES
Tittle Page ..............................................i
Table of Contents .......................................ii
Acknowledgement .........................................iv
Dedication ...............................................v
Approval Sheet ..........................................vi
Abstract ...............................................vii
Chapter I: THE PROBLEM AND ITS BACKGROUND
Introduction..............................................1
Statement of the Problem..................................6
Hypotheses/Assumptions....................................7
Theoretical Framework.....................................7
Conceptual Framework.....................................11
Significance of the Study................................12
Scope and Limitation.....................................13
Definition of Terms......................................14
Chapter II: REVIEW OF RELATED LITERATURE
Local Literature/Studies.................................16
Foreign Literature/Studies...............................28
Chapter III: METHODOLOGY AND PROCEDURE
Research Methodology.....................................38
Research Design..........................................38
Locale of the Study......................................39
Respondents of the Study.................................39
Sampling Technique.......................................40
Research Instrument......................................41
Data Gathering Procedure.................................43
Statistical Treatment of Data............................45
Chapter IV: PRESENTATION, ANALYSIS AND INTERPRETATION OF
DATA.........................................48
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Chapter V: SUMMARY OF FINDINGS, CONCLUSION AND

RECOMMENDATIONS
Summary of Findings......................................82
Conclusions..............................................87
Recommendations..........................................88
List of Figures..........................................90
List of Tables ..........................................91
Letter to the Respondents ...............................93
Research Instrument......................................95
Curriculum Vitae........................................100
Bibliography ...........................................107
iii
ACKNOWLEDGEMENT
A sincere appreciation and expression of gratitude goes out
to:
The OIC Principal of the ISAP High School Department,

Sir Ericson Mallari, for his indefatigable support and had
supervised webinars to prepare and give us knowledge upon
engaging to this academic endeavor.
Our Inquiries, Investigations, and Immersion subject

teacher, Sir Vennil Aldrine L. Catanis, who guided us
throughout this project. His constant effort to ensure that
our uncertainties are enlightened and our questions are
answered, has inspired us to pursue even harder.
Our online defense panel, Ma’am Maria Armida Sacramento,

Ma’am Kathrine Narag, and Sir Jeric Cepeda, for their helpful
inquiries, insights and recommendations to further improve
this study.
May the Almighty God bless all of you abundantly.
Most especially to our Omnipotent God, for giving us the

wisdom, courage and all the resources we need to undertake
this research study and to complete it satisfactorily.
Through Him this piece of work will have meaning and use for
His greater and Glory.
The Researchers
iv
DEDICATION
This research study is the outcome of our efforts that
we extended as a group until we finally finished. The product
of patience, hardships and ideas that we had exerted. We
humbly and wholeheartedly dedicated this work to:
The International School of Asia and the Pacific High

School Department Peñablanca Campus and the men and women
behind this mighty institution of learning.
Our parents’ support for all our needs, for giving us

great emotional support and inspiration to accomplish this
work, which is one of the requirements to ensure our next
step towards our dreams. So as love in return, we dedicated
this piece of work to them.
Our dedication would like also to extend to our Almighty

God, because without these senses and knowledge He gave us,
we couldn’t be able to make this project. And with also his
guidance He gave to us every time we’re busy making this
research. Truly, His presence makes every hardship rewarded
with better results.
v
APPROVAL SHEET
In partial fulfilment of the requirements for the subject:
Inquiries; Investigations and Immersion. This research
titled, The Effect of Parental Involvement to the Grade 10
Students’ Academic Achievements of the International School
of Asia and the Pacific Peñablanca Campus, has been prepared
by Mary Joy v. Alumit, Kaela Mae G. Damias, Pauline B. Duyao,
Jhon Paul I. Estacio, Zirah Claire B. Salvador, Jeremiah A.
Sibbaluca, and Joyce U. Urbi who are hereby recommended for
virtual examination.
Mr. Vennil Aldrine L. Catanis, LPT

Subject Teacher
Approved by the Panel on Virtual Examination as___________

with a grade of __________ on May 17, 2021.
Ms. Maria Armida Sacramento, LPT

Chairperson
Ms. Kathrine Narag, LPT Mr. Jeric Cepeda, LPT
Member Member
Accepted and approved in partial fulfilment of the

requirements for the subject/learning area: Inquiries;
Investigations and Immersion.
Recommending Approval:
Ariel A. Durwin, LPT

Academic Coordinator
Approved:
Ericson R. Mallari, LPT

OIC Principal
vi
ABSTRACT
Parental involvement has long been recognized as one of
most critical components that supports student achievement.
It is a very important variable on a student’s academic life.
This study fundamentally focused on the Parental Involvement
and its effect to the Academic Achievements of the Grade 10
students of the International School of Asia and the Pacific
Peñablanca Campus, through determining the relationship
between the two variables. Relatively, this study discussed
the level of Parental Involvement in terms of Epstein’s six
types of Parental Involvement. From the population of 51, 45
students are randomly selected through lottery to be the
respondents of the study. A questionnaire composed of three
parts is used to gather the data and is disseminated as Google
form. The parents are found to be frequently involve and level
of parental involvement in the education of the students in
the two settings, home and school is Moderately High. The
results suggested that the level of parental involvement in
the parenting and learning at home category, parenting,
communicating, decision making and collaborating with the
community and the academic achievements of the students have
a significant relationship. The computed chi-squares are
3.06, 42.42, 24.29, 35.48, 29.91, and 42.37 sequentially.
Consequently, the outstanding, very satisfactory, and
satisfactory average grade of the Grade 10 is the effect of
the moderately high level of parental involvement. As to the
unsatisfactory average grade of the Grade 10 in the first
semester, it is ascribed to moderately low to low level of
parental involvement.
vii
Chapter I
THE PROBLEM AND ITS BACKGROUND
Introduction
Parental involvement (PI) has been known as a constant
positive variable that affects student’s academics. It should
be given importance and support. The level or how much parents
are involved to the education of their children is reflected
in their academic achievements.
As indicated in studies, PI is one of the most critical
components that supports student achievement (Hara & Burke,
1998; Martinez 2015). In the long run it was recognized by
the education as an important and positive variable on
children’s academic and socioemotional development. The
positive interactions between the two key socializing spheres
– families and schools –contribute positively to a child’s
socioemotional and cognitive development (Bronfenbrenner,
1987).
The responsibility to socialize and educate children is
a shared obligation between parents and schools. Parents must
actively involve and participate in the educational process
in order for a child to reach academic achievement. The more
PI, the more students are likely to become productive members
of society as well as excel in academics.
1
Findings have demonstrated a positive interrelation
between parental involvement in education and academic
achievement (Pérez Sánchez et al., 2013; Tárraga et al.,
2017), improving children’s self-esteem and their academic
performance (Garbacz et al., 2017) as well as school retention
and attendance (Ross, 2016). Research has also founded that
programs focused on increasing PI in education have positive
impacts on children, families, and school communities
(Jeynes, 2012; Catalano and Catalano, 2014).
In a high school students’ academic life, parental
involvement is really helpful. Being high school student
mostly means being a teenager. Teenager faces many kinds of
achievements and problems other than their academics. This
makes PI highly needed to guide their children, son/daughter
especially in the cases of distraction which can be their
biggest problem alone for the most part. This may happen in
whatever type of learning styles a child has, online or
physical classes. A lot of distractions can easily affect
high school students such as their gadgets, social media
sites, games or wanting to hang out with friends while having
an unfinished homework on the side. Being high school is the
time where a child grows the most, as they are starting to
experience a lot of new things and that also means being
2
susceptible to things that may affect their achievements in
school.
According to Bryan (2005) as cited in Educational
Resources Information Center (ERIC, 2017), children are
likely to excel in academics when their parents actively
participate in their education. Education is necessary and
important to society. It provides insight, increases
knowledge and skill. It is important to the development of
human capital and an individual's ability to provide a better
living. Thus, the education of parents as well as their
economic status is crucial elements to the educational
outcomes of students. Economics plays an integral role in
this educational experience, and even plays a substantial
role in student confidence, further exacerbating its
influence (Smith, Wohlstetter, Kuzin & De Pedro, 2011; ERIC
2017).
By participating in school activities such as parent-
teacher conferences, school awarding/ceremonies, or even as
simple as claiming their report cards, parents can also boost
their children’s confidence in school. Most of the time when
parents don’t give or show interest about these kinds of
events, children feel being left out as they can see their
classmates or friends have their parents beside them during
3
school activities. These results in the student less
interested in class discussion, activities or maybe even
going to school at all. It’s not just all about being a parent
involve in his/her child’s achievements but also being
supportive. This also creates stronger bond between the
parent and the child.
Students with two parents operating in supportive roles
are 52% more likely to enjoy school and get straight A’s than
students whose parents are disengaged. Especially during the
earliest years of schooling, in Kindergarten through the 5th
grade, students with active parents are almost twice as likely
to succeed. Once students enter middle school, the effect
diminishes slightly—possibly because they are maturing—but
there is still a 22% difference. Predictably, having one
parent involved is better than having none at all.
Interestingly, being held back or expelled having a
supportive mother makes a slightly more positive difference
than having a supportive father. Having a supportive father,
however, leads to slightly higher grades than having a
supportive mother (Pinantoan, 2013).
Every individual is traced back to a family and therefore
parental involvement in any stage of individual’s growth is
inseparable. Parental involvement takes many forms such as
4
good parenting at home, provision of basic necessities,
positive behaviour moulding, instilling positive social
values and good citizenry and above all, enhancing
educational aspirations (Rafiq et al., 2013). In particular,
parental involvement in their children’s academic performance
may include activities such as helping the child in reading,
supervising their homework, offering coaching and presenting
learning activities outside schools.
Numerous researches on parental involvement both local
but mostly foreign are accessible for information and review.
However, in the Philippines some parents, if not most, still
subscribed to the notion that parents are not the primary
responsible for children’s schooling. It was their children’s
teacher’s responsibility to ensure that they are performing
well and thus attaining academic achievements through awards
in every grading or end of school year. This is for the reason
that parents are sometimes too busy in their work, do not
live with their children due to work, or sometimes they can’t
teach or support in students learning process due to their
educational attainment.
This research seeks to gain, advance the knowledge and
raise awareness on the effect of having the parents getting
involved with the academic life of their children.
5
Consequently, this will benefit not only the parents and
students, but also the educational institutions.
Statement of the Problem
This research particularly seeks for answers to the following
questions:
1. What are the academic achievements of the Grade 10 students
during the first semester of this School Year 2020-2021?
2. What is the demographic profile of the respondents’ parents
(the parents who’s most frequently gives support or guides
the students with regards to academics) in terms of:
a. Gender
b. Age
c. Highest Educational Attainment
d. Occupation
e. Monthly Income
f. Marital Status
3. What is the level of parental involvement in terms of
Epstein’s six types of Parental Involvement?
4. What is the relationship of the level of parental
involvement and academic achievements of the Grade 10
students?
6
Hypotheses
The null hypothesis in this study is the tentative answer
to the research problems. Null forms will then be subjected
to statistical testing at 0.05 level of significance through
the corresponding appropriate statistical tests.
H0: Parental involvement has no significant relationship
to the academic achievements of Grade 10 students; therefore,
PI has no significant effect to the academic achievement of
the students.
Theoretical Framework
The study is anchored in the theory of Epstein, et.al.
(2009) that the parental involvement is divided into six
categories including Parenting, Communicating, Volunteering,
Learning at Home, Decision Making, and Collaborating with the
Community. Epstein’s Parental Involvement Model according to
this theory, affects student achievement because these
interactions affect students' motivation, their sense of
competence, and the belief that they have control over their
success in school. It predicts that children whose parents
are involved in their education will be more likely to develop
a strong, positive sense of efficacy for successfully
achieving in school-related tasks than children whose parents
7
are not involved. PI in schools is more than attending
homeroom and PTCA meetings. Findings have implications for
how Filipino parents and educators can support the academic
success of children. Learners of all groups and levels yield
when their supportive parents are implicated in their
education. One facet of parent’s involvement that has large
impact on pupil’s achievement is parental expectations.
Pupils accomplish more when their parents anticipate more.
Learning environment must create an effective partnership by
providing an open and communicative milieu with its wider
community, bridging the gap between the classroom and the
home, and the school and the family.
Epstein’s Parental Involvement Model is more focused on
the perspectives of teachers and its processes. Most of the
types mentioned, can be initiated by teachers – but the main
actor is the parent. Parental involvement, Epstein (1983,
1992, & 1994) has suggested a widely recognized typology to
account for different levels of parental involvement in their
children’s education. Epstein identified four types of
parental involvement: (a) basic obligations, (b) school-to-
home communications, (c) parent involvement at school, and
(d) parent involvement in learning at home. Later Epstein
expanded the typology and defined six levels (types) of
8
school-related opportunities for parental involvement: (a)
assisting parents in child rearing skills, (b) school-parent
communication, (c) involving parents in school volunteer
opportunities, (d) including parents in home-based learning,
(e) involving parents in school decision making, and (f)
involving parents in school-commun ity collaborations. These
issues are viewed by Epstein from the perspectives of schools
and is concerned primarily with what schools (teachers) can
do to stimulate more active parental involvement.
Figure 1. Epstein’s Framework of Parental Involvement
Epstein’s Model for Parental Involvement
Parenting. Assist families with parenting skills, family
support, understanding child and adolescent development, and
setting home conditions to support learning at each age and
9
grade level. Assist schools in understanding families’
backgrounds, cultures, and goals for children.
Communicating. Communicate with families about school
programs and student progress. Create two-way communication
channels between school and home.
Volunteering. Improve recruitment, training, activities, and
schedules to involve families as volunteers and as audiences
at the school or in other locations. Enable educators to work
with volunteers who support students and the school.
Learning at Home. Involve families with their children in
academic learning at home, including homework, goal setting,
and other curriculum-related activities. Encourage teachers
to design homework that enables students to share and discuss
interesting tasks.
Decision-Making. Include families as participants in school
decisions, governance, and advocacy activities through school
councils or improvement teams, committees, and parent
organizations.
Collaborating with the Community. Coordinate resources and
services for families, students, and the school with
community groups, including businesses, agencies, cultural
and civic organizations, and colleges or universities. Enable
all to contribute service to the community.
10
Conceptual Framework
The researchers wanted to determine the effect of
parental involvement to the Grade 10 students’ academic
achievements. The focus of this study will be undertaken by
the following conceptual framework as shown in Figure 2.
Independent Variable Dependent Variable
Grade 10 Students’
Parental Academic
Involvement Achievements
in terms of
(Average Grade)
Epstein’s six types
of Parental in the first
Involvement semester of
S.Y.2020-2021
Figure 2. Conceptual Framework of the Study
Action
The figure shows the independent
Plan variable which is the
parental involvement, the focus of this study, and the
dependent variable which is the Grade 10 students’ academic
achievement. The level of the parental involvement is to be
determined in terms of Epstein’s six types of Parental
Involvement. Through this, researchers will be able to find
out if the level of parental involvement is correlated with
Grade 10 students’ academic achievements in the first

Grade 10 Students’
Parental Academic
semester of S.Y.2020-2021.
Involvement Achievements
in terms of
(Average Grade)
Epstein’s six types
of Parental in the first 11
Involvement semester of
S.Y.2020-2021
Significance of the Study
This research is significant to the following:
PARENTS. This research will give and raise awareness to the
parents that their involvement has a direct effect on the
achievements that their child is attaining and thus, it is
very important disregarding the year level of their child.
STUDENTS. This will help the students to participate and be
active in every class discussion or school events since their
parents’ gives them support and motivation therefore, they
will strive and study hard more.
TEACHERS. This will as well increase the awareness of the
teachers about the significance of parental involvement in
the achievements of the learners. Moreover, they will make
extra effort to strengthen the parent-teacher partnership
because teachers are the main linkage of parents to the
school, which is a great way to improve the child’s
performance in school.
SCHOOL ADMINISTRATORS. This research will help the school
administrators to make programs that will increase the
participation of parents in the academic life of the students.
FUTURE RESEARCHERS. This research can serve as a reference to
future researchers who wish to do a research with similar
topic.
12
Scope and Limitation
This research will be conducted at the International
School of Asia and the Pacific Peñablanca Campus of High
School Department, specifically in Grade 10 covering the
second semester of the School Year 2020-2021. This research
concentrates on the effect of parental involvement based from
the Epstein’s six types of Parental Involvement, to the
academic achievements of Grade 10 students during the first
semester of S.Y. 2020-2021. Under the Epstein’s six types of
Parental Involvement, researchers will measure the level of
PI in terms five categories specifically Parenting,
Communicating, Learning at Home, Decision Making and
Collaborating with the Community since researchers are not
able to identify ways for the parents to Volunteer at school.
The level of PI will be measured in the two setting, at home
and at school.
The data will be gathered through questionnaires via
Google Form and is limited to the responses of the respondents
at most. It covers and limits to forty-five (45) students
obtained from the total population of the Grade 10 Salazar,
fifty-one (51) who are currently studying in the
aforementioned school.
13
Definition of Terms
The following terms are operationally defined.
ACADEMIC ACHIEVEMENT. Is the current level of a student’s
learning. Besides, it refers to the percentage of students at
a school who’s learning currently meets or exceeds their
grade-level standards. Measured through the final average
grade in the first semester.
ACADEMIC PERFORMANCE. Is the measurement of student
achievement across various academic subjects. Teachers and
education officials typically measure achievement using
classroom performance, graduation rates and results from
standardized tests.
GRADE 10 STUDENTS. The respondents of this study who belongs
to the fourth and last year of the Junior High School
educational stage. They are usually 15–16-year-old.
HIGH SCHOOL. Is a secondary school which includes grades 7
through 12 and is divided into two, the Senior and Junior
High School. This is the time where teenagers are most likely
to experience challenge thus, students’ needs the guidance
and involvement of their parents.
JUNIOR HIGH SCHOOL. Part of high school that comprises grades
7 through 10 in which students are ages 12 to 16 years old.
PARENT s., refers to a father or mother.
14
PARENTS pl., used to refer to both mother and father.
PARENTAL INVOLVEMENT. The amount of participation a parent or
parents has when it comes to the academic life of the Grade
10 student, at home and at school.
TEENAGERS. The high school learners aged between 13 and 19
years old.
15
Chapter II
REVIEW OF RELATED LITERATURE
This chapter presents the related literature and studies
both foreign and local sources. Those that were included in
this chapter helps in familiarizing information that relevant
and similar to the present study.
Background of PI in the Philippines
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 seem that Filipino parents face
insurmountable challenges in raising their children (Blair,
2014).
According to Alampay (n.d), Filipino parents, in
general, subscribe to authoritarian attitudes. Her study
reveals that the foregoing cultural values of kapwa (helping
others), hiya (shyness), and utang na loob (paying back) are
among the interdependent themes that pervades the dynamics of
Filipino parenting and parent-child relationships, which are
characterized by respect for parental authority and obedience
16
on the part of children, family cohesion, and meeting familial
obligations. In her qualitative study on Parenting in the
Philippines, findings show that Filipino parenting behaviors
may shift in the years to come. The consequences of these
emergent beliefs and behaviors for Filipino families and
children’s development will need to be fully examined before
coming out with policies and framework for PI.
Although Filipino parents across all social class levels
typically regard education as essential to their children's
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 grades (Blair, 2014). In his Comparative study of
Filipino and U.S. Parents which uses Questionnaires from 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 their
culture necessitates the needs of the family ahead of the
needs of the individual child. In his study, it uses theories
which envision the flow of family capital. It recommends
future studies to attempt to examine more international
samples, so as to explore cultural variations, and develop
17
theories which can more readily account for both structural
and cultural traits.
Parenting
Parental involvement and academic performance have
always been at the heart of research of school psychologist
and educators. Studies have shown that the two construct is
positively related to each other, with most findings
demonstrating that parent’s involvement with their child’s
education has benefited them, as stakeholder, the children as
their learners and the school as institution. (Khajehpour,
2011; Al-Awan, 2014; Marshall & Jackman, 2015). Parents are
agents of change in securing the foundations for their child’s
learning capabilities and educational achievement (Kimaro,
&Machumu, 2015; Perez, 2018). Recent study also confirmed
that parental involvement in terms of support to their child’s
educational goals & achievement, their academic socialization
also helped (Benner, Boyle, & Sadler, 2016). It is also noted
that the more the parents check on the child’s school
performance such as homework, participation with
extracurricular activities, and are engaged with the school
themselves with parent teacher meetings, the better their
children perform in school (Rafiq, et al 2013).
18
In that same sense, parents guide their children to
develop a plan for their future just like what programs or
careers are prepared to encourage the learners to respond
positively. (Jolly & Matthews, 2012). This could be
attributed to factors such as parental annulment 9

or
separation, working abroad, early demise of one of the parents
or both parents, both parents have new families so children
grow up in single-parent families or live with a stepfather
or stepmother or grandparents as part of their childhood. In
this study the cares of most of the 265 students were left to
their mothers and/or female guardians, this explained why
female parents outnumbered the male parents. Many studies
highlighted that mothers were engaged in their children’s
education more frequently than fathers (Duursma, 2014; Kim
and Hill, 2015; Baker, 2018).
There are times that student feels that they are not
being trusted by their parents when the latter are too
involved (Llamas & Tuazon, 2016). Although parental
involvement is related to many positive academic performances
in their children, it may also bring about high levels of
anxiety and depression if not developmentally appropriate.
(Fingerman, Cheng, Wesselmann, Zarit, Furstenberg, &
Birditt,2012). Studies show that students with over
19
controlling parents or those whom they identify as helicopter
parents have significantly higher levels of anxiety,
depression and less satisfaction with life. This negative
effect on the students is largely explained by the perceived
violation of the students need for autonomy, independence and
competence. (Schiffrin, Liss, MilesMcLean, Geary, Erchull,
&Tashner,2014).
Academic performance is the knowledge gained which is
assessed by marks of a teacher and/or educational goals set
by students and teachers to be achieved over a specific period
of time. These goals are measured by using continuous
assessment or examinations results (Narad and Abdullah,2016).
Previous studies have found that improvement in the academic
performance of students is dependent on a combination of
teacher, student, school and parental factors (Amuzu et al,
2017).
Students’ factors that affect their academic performance
could be classified into internal and social factors. They
found that the internal factors that influence students’
academic performance included interest in content of a
subject, internal satisfaction, and aspiration. (Maric and
Sakac 2014). The social factors also included social prestige
and material reward corroborated with students’ level of
20
interest in a subject, influence their academic performance
(MeenuDev 2016). It was asserted that student’s attitude to
school and their interest in learning influence their
academic performance. (Kpolovie, Joe, and Okoto 2014).
Another type of influence that parents have to their child’s
academic performance is their education. Students whose
parents finished college level and graduate degrees are over
five times more likely to earn college degree themselves
compared to those whose parents didn’t get past secondary
(Carnevale, & Strohl, 2013).
Parental involvement is an individual right and
responsibility for families, and a social need. It is
generally accepted that without the positive cooperation of
family and school, it is not possible to reach the high
standards set for educational outcomes by a demanding
society. In the study of Levanda it was stated that parental
involvement included a wide variety of actions parents take
for the benefit of children’s academic success at school
(Levanda, 2011).
According to statistics PSA (2012), of the 92.1 million
household populations in the Philippines, 50.4 percent were
males and 49.6 percent were females. This resulted in a sex
ratio of 102 males per 100 females. The sex ratio in 2000 was
21
101 males per 100 females. This was contrary to the present
study. In the present study there were more female guardians
(195 or 73.58%) than male (70 or 26.52%).
By region, NCR had the highest median age of 25.5 years, with
the median age for its male population one year lower than
that for female (24.9 years and 26.0 years, respectively).
ARMM had the lowest median age of 18.1 years. The median age
for its male population was 17.8 years, half a year lower
than the median age for its female population (18.3 years),
PSA (2012).
In the 2010 Census of Population and Housing (2010 CPH),
over, 19.1 percent had finished at most high school, 11.7
percent completed at most elementary education, 10.1 percent
were academic degree holders, and 2.7 percent were post-
secondary graduates. Among those with college/academic
degrees, females (56.1 percent) outnumbered males (43.9
percent). Similarly, there were more females (58.0 percent)
than males (42.0 percent) among those with post baccalaureate
courses, Philippine Statistics Authority (2013).
Due to the prevailing problem of the country which is
poverty, a substantial number of students do not make the
transition from elementary school to high school. The
Department of Education (DepEd) data show that for every 100
22
children who enter Grade 1, close to 15 do not make it into
Grade 2, and roughly one-quarter or 24 percent have dropped
out before Grade 4 (Luz, 2007). Meanwhile, on December 2013,
the NSO Census of Population and Housing (CPH) shows that out
of the 71.5 million individuals who are 10 years old and
above, 97.5 percent or 69.8 million are literate or could
read and write (Selangan, 2015).
According to Sanchez (2019) in 2018, the average monthly
salary in the Philippines was about 48.8 thousand Philippine
pesos. For 2019, the average monthly wage was forecasted to
be about 50.6 thousand Philippine pesos.
Home-School Connection in the Philippines
Home as a learning support has been found as an important
variable in child development (Arriero, 2006). Children
perform better in school when they have opportunities to learn
from their two primary contexts of development, the home and
school (Nierva, 2009). When parents, teachers and schools
support one another and build a strong partnership, it will
result to academic success.
According to Pineda (2008), mutual effort toward a
shared goal implies shared responsibility of families and
educators for supporting students as learners. In his study
23
of the comparison of the parents’ and school personnel’s
perceptions on the existing home-school collaboration program
of a private school in Muntinlupa City, Philippines, it notes
that forming connections among families and schools foster
positive school and learning experiences for children and
youth.
Meanwhile in the study of Arriero (2006), findings show
that there are two main issues that arise from the amount of
involvement the parents in their children’s learning in the
home -- the first is the type of communication the parents
are able to sustain with the children and the second is the
general influence of the parents in the home environment in
terms of creating a learning environment. This implies that
communication with parents tends to range either positive or
praising of the children to negative disciplining for them to
learn.
Although public or private schools have PTA in the
Philippines, an organization which shows parents support and
participation on school activities, parent practices are
limited. Nierva (2009) study shows the relationship between
parental involvement and family status variables of grade one
parents in one of the private schools in Quezon City,
Philippines using a survey questionnaire. It finds out that
24
in order to facilitate a better home-school partnership,
policies to guide practices regarding home-school
collaboration at national, regional, division, and school
levels must be developed. Thus, this study has a small number
of participants and didn’t use other instruments to validate
the result of the survey.
Importance and Benefits of PI
Many schools involve parents in school-based or school
related activities. According to Harris and Goodall (2007),
parental involvement can encompass a whole range of
activities with or within the school while parents view
parental engagement as offering support to students while
teachers tend to view it as a means to improved behavior.
Peters (2012) notes that “when schools have reputations for
being successful, they generally have lots of engagement from
parents” (p.46). MwaiKimu (2012) concludes in his qualitative
study on Parent Involvement in Public Primary Schools in Kenya
that a society needs to increase its level of educational
involvement and that starts with the support by the parents.
He claims that parent-school linkages can be enhanced through
the teacher/parent relationship because teachers are the main
linkage of parents to the school, the teacher/parent
25
relationship is critical to pupils’ success and parent
involvement.
Parents must be considered a constant and principal
component of curriculum. (Nihat Şad & Gürbüztürk, 2013). They
add that success at school is guaranteed if school-based
instruction is supported by parents’ involvement at home.
Involving parents in education has been reported to yield
positive outcomes in many aspects including increased student
attendance to and satisfaction with school, better academic
achievement, motivation, school attachment, responsibility
and confidence, better social adaptation and less discipline
problems.
According to Sapungan, and Sapungan. (2014), if we
involve the parents in educating their children, it is
tantamount to saying that the school is proactive in
implementing changes or development among the students. As
parent’s involvement is increased, teachers and school
administrators also raise the chance to realize quality
reform in education.
Challenges of PI in the Philippines
In the mixed method study of Evangelista (2008), it aims
to find the relationship between academic involvement of
26
parents and their children’s scholastic performance. It shows
that academic involvement of parents is still visible to their
children in terms of peers, school activities, and others.
Because of this, parents are still involved in their child’s
learning with regards to other linkages he/she is in. It
recommends that parents should participate and be involved in
the development of their children’s education especially
during their fundamental years because this stage will be the
foundations of children for them to accelerate in the next
level of higher education and the school should consider
informing parents on how much involvement they should give to
improve their child’s scholastic performance.
According to Nierva (2009), parent involvement in the
Philippines is 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 is facing different problems that
are cause and greatly affects families. Thus, our country,
like other countries continually seeks for solutions to
bridge the gap.
27
Ochoa and Torre (n.d.) recommend that “parenting
programs may focus on facilitating communication between
parent and child, training parents to communicate in a
nonconfrontational manner, while also giving children an
opportunity to express their thoughts and feelings” (p.49).
In their study, it reviews published and unpublished
researches on parenting, child-rearing and discipline
conducted among Filipino families from 2004 to 2014 using
document analysis. However, other researches have been more
critical of the relevance of conceptions of parenting, as
Filipino children may have different interpretations of
parental control.
Epstein’s Six Types of Parental Involvement
Educators agree that parental involvement is essential
to students’ academic growth; however, definitions of
parental involvement vary. A traditional definition of
parental involvement includes participating in activities at
school and at home, such as volunteering at school;
communicating with teachers; assisting with homework; and
attending open houses, back-to-school nights, and parent-
teacher conferences (Bower & Griffin, 2011; Epstein et al.,
2009; Hill & Taylor, 2004). Lopez, Scribner, and
28
Mahitivanichcha (2001) defined parental involvement as
“supporting student academic achievement or participating in
school-initiated functions” (p. 78).
Epstein et al.’s (2009) framework consists of six types
of parental involvement. The basic obligation of parents
(Type 1) refers to a family’s responsibility of ensuring the
child’s health and safety (e.g., parenting, child rearing,
continual supervision, discipline, and guidance at each age
level) and to providing positive home conditions that support
learning and behavior. The basic obligation of schools (Type
2) refers to communication with the school about academic
progress (e.g., memos, notices, report cards, conferences).
The basic obligation of schools (Type 3) pertains to
parental participation in the school setting (e.g., events,
workshops, or programs for their own educational growth). The
basic obligation of schools (Type 4) applies to communication
with parents initiating, monitoring, and assisting in their
children’s homework or learning activities. The basic
obligation of schools (Type 5) refers to parents accepting
decision-making roles in committees that monitor school
improvement (e.g., Parent Teacher Association [PTA], advisory
councils, or other committees or groups at school). The basic
obligation of schools (Type 6) involves collaborating with
29
the community, which pertains to integrating various
community agencies and resources that support school programs
(e.g., after-school programs, parent institute committee)
(Epstein, Coates, Salinas, Sanders, & Simon, 1997).
History of Parental Involvement
The No Child Left Behind (NCLB) Act of 2001 (U.S.
Department of Education, indicates that parents have a
considerable role in promoting the academic achievement of
their children. Regardless of this legislation, schools
should and are encouraged to strengthen their efforts in
developing innovative ways to involve parents in their
children’s academic growth. Lai and Vadeboncoeur (2012) noted
the duty of a school to promote parental involvement has
become a passive act, rather than a genuine effort. In
addition, parents are often scapegoats when trying to find
the blame to student achievement. For example, some educators
blame parents for the children’s academic failures (e.g., “If
only the parents helped at home” or “Parents just don’t care
about school”). Despite these remarks, research continues to
credit parental involvement as a way to increase academic
achievement effectively. Studies show that parents are, in
fact, a strong independent variable in motivating their
30
children to learn (Gonzalez-DeHass, 2005; Williams, &
Holbein, 2005).
Parental involvement corresponds to many constructs of
school such as engagement, which includes attending parent-
teacher conferences, contributing to extracurricular
activities, monitoring student grades, imparting parental
values, helping with homework, and providing intrinsic and
extrinsic motivation. However, Lai and Vadeboncoeur (2012)
noted that schools have failed to engage parents fully. For
example, many schools do not provide literature in a second
language or interpreters at conferences for parents whose
primary language is not English. Academic leaders need to
embrace parents as vital stakeholders within the educational
system and encourage teamwork and collaboration.
Parenting
The fourth edition of the Evidence publication entitled
“New Wave of Evidence Report” by Henderson and Mapp (2002) is
an Educational Research Information Centre (ERIC) document
which reviewed over 80 research studies. This report
indicated that the continuously generated evidence on
positive parental participation influences their children’s
academic performance is substantial and consistent. When
31
families, schools and communities work in collaboration in
supporting the child’s learning, the children gain better
education outcomes. These outcomes include: improved learning
achievement, retention in school and improved educational
aspirations. The same report indicates that there are long-
term effects associated with children whose families are
involved in their education. Such include children attaining
better test scores, being enrolled in education programmes
which are perceived to be challenging, regular school
attendance, positive behaviour and better socialisation
skills.
Case Studies on Parental Involvement and Student Achievement
Gonzalez-DeHass et al. (2005) argued that when parents
are involved in their children’s schools, academic motivation
and achievement increase. Students’ interest in learning,
competence, and understanding of a subject area, improves and
promotes student achievement.
Hara and Burke (1998) investigated whether inner city
third grade students experienced significant and sustained
academic growth when their parents were more directly
involved with the school. They conducted an assessment to
determine what the elementary school needed to do to ensure
32
an effective parent involvement program. The process included
research, planning, implementation, and program evaluation.
The researchers used Epstein’s framework for building
parental partnerships as the model best suited for setting
program goals and conditions. The five-step implementation
process included: (a) create an action, (b) obtain funds, (c)
identify a starting point, (d) develop a 3-year plan, and (e)
continue planning to improve the program.
Overall, students whose parents were involved improved
in reading more than their counterparts whose parents were
not involved. Hara and Burke (1998) also found increased
student participation in school activities, improved
attendance, and enhanced self-esteem. Furthermore, parent
involvement increased by 43% during program implementation.
Bower and Griffin (2011) used the Epstein model as a
strategy to study parental involvement in a high poverty,
high minority elementary school. The study involved 347
students of multiethnic backgrounds. Five teachers and two
members of the administrative team were interviewed for this
study. Researchers used a digital voice recorder and
transcribed responses to the questions 12 verbatim. Collected
data also consisted of field notes based on observations of
formal parental involvement activities within the school
33
environment. Communication and home learning consisted of
weekly reports sent to parents and personal calls made by
teachers and the administrator to invite parents to school
events.
Bower and Griffin (2011) found low parent attendance
despite efforts by the school to include them in activities.
Engagement was not apparent in the study, and the researchers
observed a lack of communication between parents and
teachers. The researchers determined that schools and
teachers did not build effective relationships with parents.
Further, Bower and Griffin noted that the Epstein model does
not fully capture the essence of how parents want to
participate in their children’s school activities. They
suggested additional studies to provide information on
improving communication and encouraging involvement among
parents.
Georgiou and Tourva (2007) examined the relationship
between parents’ perceptions of their children’s academic
achievement, their beliefs of being involved, and their
actual involvement. Participants included 313 Greek Cypriot
parents of children attending elementary through high school.
The majority of parents were female (66.13%), and the average
age was 36.7 years. The sample encompassed 145 parents with
34
children in elementary school (fifth or sixth grade) and 168
parents with children in high school (ninth or tenth grade).
The average age of elementary students was 11.2 years and
that of high school students was 15.6 years. Parents held at
least a university degree, a professional or semi-
professional job, and family income ranked above average
compared to local standards.
They used two instrumental scales to collect data. The
first was the Parental Attributions Scale (PAS), which was
developed by O’Sullivan and Howe (1996) and later adapted to
an attribution theory proposed by Weiner (1985). The 21-item
scale examined characteristics or attributions that parents
make about their children’s achievement. Respondents were
asked to rate items on a 5-point Likert scale (5 = absolutely
agree, 4 = agree, 3 = ambivalent, 2 = disagree, 1 = absolutely
disagree). The second instrument was the Parental Involvement
Scale (PIS), based on a self-report inventory developed by
Campbell and Mandel (1990) and adapted to the Greek language
and culture by Flouris (1991). Items referenced school-
related activities that parents engaged in at home and at
school. The PIS identified three sub-categories related to:
a) child’s homework (e.g., examining homework), (b)
supervision of child’s every day activities (e.g., television
35
viewing), and (c) development of interests and hobbies (e.g.,
art, music, and sports). The second part of the PIS also
included questions that referred to visiting schools,
speaking with teachers, and attending school events.
Georgiou and Tourva found that parental involvement was
conductive to a child’s success in school. In other words, if
the parents believed they could make a difference, they were
more likely to get involved in their children’s academic
pursuits. Those parents who believed that only teachers could
help their children succeed academically tended to stay away
from any type of school involvement.
The ANOVA results of the study conducted by Lara and
Saracostti (2019), shows the existence of three different
profiles of parental involvement (high, medium and low)
considering different scales of parental involvement (at
home, at school and through the invitations made by the
children, the teachers and the school). Secondly, results
showed that there were differences in academic achievement
scores between the parent involvement profiles, where high (M
= 5.97, SD = 0.49) and medium (M = 6.00, SD = 0.50) involved
parents had children with higher academic achievement than
low involved parents(M = 5.8, SD = 0.47). Complementarily,
results from correlations between parental involvement and
36
academic achievement scores support these results, showing a
significant and positive correlation (r = 0.14, p = 0.003).
As shown, international literature reveals that the
degree of parental involvement is a critical element in the
academic achievements of children, especially during their
first school years highlighting the need to generate
scientific evidence from the Chilean context. Results from
the study corroborate that parental involvement can
contribute alike in other cultural contexts, pointing to the
need to also implement policies to promote it (Lara and
Saracostti 2019).
37
Chapter III
METHODOLOGY AND PROCEDURE
Research Methodology
This chapter discusses the methodological procedures by
which the data pertinent to the research problems were to be
collected. These methods will subsequently allow the
evaluation of reliability and validity of the research. Here
is the presentation of research design, locale of the study,
respondents of the study, sampling technique, research
instrument, data gathering procedure, and statistical
treatment.
Research Design
This research employs a quantitative approach and will
utilize the descriptive-correlational design. According to
Smith (2017), this research design allows researchers to
describe systematically, factually, accurately, and
objectively a situation, problem or phenomenon as it
naturally occurs. The relationship between the variables
namely, the parental involvement and the Grade 10 students’
academic achievements will specifically be described in this
study. This will then direct the researchers into the effect
of parental involvement.
38
Locale of the Study
This study will be conducted at the International School
of Asia and the Pacific which is located at Alimannao Hills,
Peñablanca, Cagayan. This place was selected for knowing that
many high school students, both in senior and junior high
school, are achieving academic distinction in every end of
the quarter. Another reason is because of its convenience.
Since the researchers are currently studying at the said
school, they can immediately conduct and finish the study as
respondents can be easily determine and contact through
technologies on hand. This study is to be implemented on the
students of High School Department, particularly Grade 10
students.
Respondents of the Study
The target population for this research is the Grade 10
students of the International School of Asia and the Pacific
(ISAP) Peñablanca Campus and will be the respondents for this
research. The students’ age is determined to be 15 to 16 years
old. The population had a total of fifty-one (51) Grade 10 of
combined male and female students in the school year 2020-
2021. The sample size is determined using the Slovin’s
Formula.
39
In accordance to the formula utilizing 5% margin of
error, forty-five (45) Grade 10 students will be the sample
size of the study. This sample size is going to be use in
which the answers from the questionnaire were to be analyze.
Sampling Technique
The simple or pure random sampling will be employed in
determining the respondents that will represent the
population of the study. This sampling technique will be done
through a lottery wherein the names of all the Grade 10
students will be written in strips of papers, folded, then
place in a container. After which, the strips of papers are
randomly taken out until the forty-five samples is completed.
This sampling technique facilitates a no bias selection.
This is a type of probability sampling which uses
randomization and takes steps to ensure all members of a
population have a chance of being selected. Correspondingly,
all of the Grade 10 students will have an equal chance to be
part of the study. This will allow the researchers to acquire
and make use of all the needed necessary data efficiently.
40
Research Instrument
To provide and gather as much informative and relative
data, the researchers will have questionnaires with three (3)
parts. The first part will ask for the final average of the
respondent in the first semester. The description of the
grades are as follows:
Numeric Grade Range Adjectival Grade
90 & Above Outstanding (O)
85-89 Very Satisfactory (VS)
80-84 Satisfactory (S)
75-79 Unsatisfactory (U)
74 & Below Very Unsatisfactory (VU)
For the second part, it elicits for the profile of the
respondents’ parent. This is to have an insight about the
parents of the students. The tool for profile was made by the
researchers; it contains characteristics of respondents’
parent such as gender, age, highest educational attainment,
occupation, monthly income, and marital status.
The third part will be the questionnaire proper, the
tool to determine the level of parental involvement that will
lead to the establishment of the effect of PI in the academic
achievements of Grade 10 students. This contains twenty (20)
41
statements about the situations where the parents can be
involved in the academic life of the students or wherein the
involvement of the parents can be manifested. These
statements will be the basis of the respondents for rating
the PI of their parents. These are divided into two. Ten (10)
statements are prepared for parental involvement at home and
another ten (10) statements for PI at school, which is a
Family involvement Questionnaires. To gather the information
needed, a 4-point Likert scale was made by the researchers to
be answered by the respondents accordingly. The respondents
will be asked to rate their parents’ involvement using the
following rating:
Scale Verbal Interpretation
4 Always Involved (AI)
3 Frequently Involved (FI)
2 Sometimes Involved (SI)
1 Never Involved (NI)
To describe the level of parents on the education of
their children, the following 4 Point Grading scale will be
used:
42
Weighted Mean Verbal Interpretation
3.26-4 High (H)
2.51-3.25 Moderately High (MH)
1.76-2.50 Moderately Low (ML)
1-1.75 Low (L)
The researchers will use Google form as a primary medium
in conducting the survey. Besides, the researchers will use
Facebook messenger as a secondary medium to float the survey
forms.
Data Gathering Procedure
This section states the sequence on how the researchers
will gather the data. At first the researchers construct a
title and was validated by the subject teacher. It was also
stated the significance and the general aim that will be
reached through the results of the study.
Then, the researchers decided on who the respondents
will be and how they will be chosen. The qualifying factor of
the respondents were the need that the Grade 10 students’
parents or parent are still alive, whether living with them
or not, to measure howsoever is their involvement to their
child’s education.
43
Questionnaire method will be used in collecting data.
The questionnaire is considered as the most appropriate data-
gathering instrument for this quantitative descriptive-
correlational research. The Family Involvement Questionnaires
based from Eipstein’s Framework will be used as data gathering
tool. Before gathering and collecting data, the researchers
will follow the following procedures:
1) The researchers will ask permission from the
principal of the International School of Asia and the Pacific
(ISAP) main campus High School Department to let them
administer questionnaire.
2) The researchers administer the prepared
questionnaire to the respondents. But first, the researchers
will ask for the consent of the respondent to answer the
questions that was provided by the researchers via online
questionnaire that was sent as a link in Google forms for
them to answer all the questions accordingly
3) The responses of the respondents in the
questionnaire will be collected in order to be tallied and
treated using the appropriate statistical treatments. The
researchers will then analyze the results to come up and
establish the conclusion for this study.
44
Statistical Treatment of Data
After collecting the data needed, the researchers will
analyze and tabulate the gathered data using the following
statistical tools:
1. Percentage, mean and standard deviation are going to
be used in determining the academic achievements of
the Grade 10 students.
2. Frequency distribution and percentage will be use to
describe parents’ profile.
3. Weighted mean will be used in determining the level of
parental involvement in terms of Epstein’s six types of
Parental Involvement.
4. Chi square test will be use to ascertain the
relationship of the level of parental involvement and
academic achievements of the Grade 10 students.
In this study, the researcher used fundamental formulas.
The formula used for this study are the following given below:
A. Mean will be use to get the average value of numbers in
a set.
𝛴𝑥̄
𝑥̄
𝑁
Where: x̄ = mean
45
Σx = summation of the raw scores
N = the total number of raw scores
B. Standard Deviation to show the extent of the difference
of the data from the mean. This will also describe how
scattered the data are with respect to the mean of the
given set of data.
𝛴(𝑥̄ − 𝑥̄)2
𝜎√
𝑁−1
Where: σ = standard deviation
x = raw score
x̄ = mean
Σ(x-x ̄)^2 = summation of (x-x ̄)^2
C. Frequency and Percentage Distribution will be use to
standardize size by determining the relative proportion
of the individual case to the total cases.
D. Percentage is a ratio whose second term is 100.
𝐟
(P)% = (100)
𝑵
Where: f = frequency of the class
E. Weighted Mean since responses of groups are assigned
points, the weighted mean was computed as a measure of
central tendency.
46
𝚺𝐖𝖎−𝐗𝖎
Wx= 𝚺𝐍𝖎
Where: wi = corresponding weight
xi = the value of any particular observations or
measurement.
Ni = number of terms to be averaged
F. Slovin’s was used in determining the sample size
𝑵
𝐧=
𝟏 + 𝑵𝒆𝟐
Where: n = sample size
N = population size
e = margin of error
G. Chi square - to calculate chi square, take the square of
the difference between the observed (o) and expected (e)
values and divide it by the expected value. Depending on
the number of categories of data, at ended up with two
or more values. Chi looks like the letter x, so that's
the letter was used in the formula.
𝛴(𝑂𝐹 − 𝐸𝐹 )^2
𝜒2
𝐸𝐹
Where: χ2 = chi square
OF = observed frequency
EF = expected frequency
Σ(OF-EF)^2 = summation of (OF-EF)^2
47
Chapter IV
PRESENTATION, ANALYSIS AND INTERPRETATION OF
DATA
The data gathered through the online questionnaire
distributed as a Google form, are hereby presented and
discussed in this chapter.
Problem 1 aims to know what are the academic achievements
of the Grade 10 students. To analyze the gathered data,
researchers determined the frequency and percentage
distribution of their grades according to the prepared score
interval. The mean and standard deviation is also measured.
The results are shown in Table 1. Below is the classification
or score interval along with its adjectival grade.
Numeric Grade Range Adjectival Grade
90 & Above O (Outstanding)
85-89 VS (Very Satisfactory)
80-84 S (Satisfactory)
75-79 U (Unsatisfactory)
74 & Below VU (Very Unsatisfactory)
48
Table 1
Academic Achievements of Grade 10 Students
Average Grade of Frequency (f) Percentage (%)

the Grade 10
students during
the First Semester
90 & Above 15 33.33%
O (Outstanding)
85-89
VS (Very 14 31.11%
Satisfactory)
80-84 11 24.44%
S (Satisfactory)
75-79 4 8.9%
U (Unsatisfactory)
74 & Below
VU (Very 1 2.22%
Unsatisfactory)
Total (N) 45 100%
Mean 86.41
Standard Deviation 6.34
According to Table 1, majority of the Grade 10 which is
15 or 33.33% had a final average of 90 &/or above for the
first semester. Average grade that reaches or is above 90 is
interpreted as outstanding. These 15 students had most
probably received an academic distinction award at the end of
first and second quarter.
According to the DepEd Order No. 36, s. 2016, the award
for Academic Excellence within the quarter is given to
learners from Grades 1 to 12 who have attained an average of
at least 90 and passed all learning areas. Academic Excellence
49
Award of With Honors is given to learners who meet the average
that ranges from 90 to 94. For students who reached an average
of 95 to 97, receives an Academic Excellence Award of With
High Honors. While students that has an average of 98 to 100
is to be given the Academic Excellence Award of With Highest
Honors.
The frequency of students whose average in first
semester is between 85 to 89 is 14 or 31.11% and 11 or 24.44%
students belongs in 80-84 bracket. A frequency of 4 or 8.9%
students has an average of 75 to 79 which is interpreted as
very unsatisfactory. Meanwhile, a lone student that shares
2.22% in the sample size has an average grade of 74 or below
in the first semester.
Furthermore, the computed mean of the raw scores is
86.41. This value is the center of the numerical data set of
the average grade of Grade 10 students in the first semester.
This, however, is high enough and falls in the 85-89 score
bracket and is interpreted as very satisfactory.
In addition, the standard deviation of the set of data
is determined to be 6.34. Standard deviation indicates how
spread out the data is or how far each observed value is from
the mean. The obtained standard deviation value for the data
50
set shows that the average grades of Grade 10 students are
clustered around the mean.
Problem 2 is all about the profile of the parents,
particularly the profile of the parent that the respondents
identified to be most frequently supporting and guiding them
regarding their studies. In other words, the parent who is
more involved in their education. This aims to know and
describe the demographic profile of the students’ parents in
terms of:
a. Gender
b. Age
d. Occupation
e. Monthly Income
f. Marital Status
To determine the distribution of the demographic profile
of the parents of respondents, frequency and percentage
distribution is used for the data gathered. The following
tables shows the computed frequency and percentage
distribution of the different profiles of respondents’
parents.
51
Table 2.1
1. Parent’s Gender
Gender Frequency (f) Percentage (%)

Male 32 71.11%
Female 13 28.89%
Total (N) 45 100%
Table 2.1 reflects that majority of the parents who’s
most frequently gives support to their child’s studies is
male with the frequency of 32 and percentage of 71.11%.
Outnumbering the female gender that has frequency of only 13,
equivalent to 28.89%
Table 2.2
2. Parents’ Age
Age Frequency (f) Percentage (%)

30-34 6 13.33%
35-39 5 11.11%
40-44 18 40%
45-49 11 24.44%
50 & above 5 11.11%
Total (N) 45 100%
As revealed in the table above out of 45, a total of 18
parents, equivalent to 40% of the sample size belongs to the
age bracket of 40-44. Following is the 45-49 age bracket which
has a frequency of 11, equivalents to 24.44% student
respondents says that their parents belong in this age
bracket. Meanwhile, 6 or 13.33% of parents have ages in the
52
range of 30 to 34 while 5 or 11.11% of the parents are 35 to
39 years old and 50 years old & above.
Table 2.3
c. Parents’ Education
Parents’ Highest Frequency (f) Percentage (%)

Educational
Attainment
Post Graduate 5 11.11%
MA Graduate 6 13.3%
Baccalaureate 16 35.6%
High School 15 33.33%
Elementary 2 4.44%
Vocational Course 1 2.22%
Total (N) 45 100%
As shown in the Table 2.3 the highest educational
attainment for the parents who finished college or holds a
college degree have the highest frequency of 16 or 35.6% while
those who finished high school ranks second. On the third
spot is the parents who are Master of Arts Graduates with the
frequency of 6 and percentage of 13.3% and 5 or 11.11% parents
are Post Graduates. Meanwhile, 2 or 4.44% of parents are only
elementary graduates and a lone parent have taken vocational
course.
53
Table 2.4
d. Parents’ Occupation
Occupation Frequency (f) Percentage (%)

Employee 14 31.11%
Self Employed 19 42.22%
OFW 12 26.67%
Total (N) 45 100%
Based on Table 2.4, most of the parents are self-employed
with the frequency of 19 or 42.22%. Parents that are working
as an employee has a frequency of 14 and a percentage of
31.11%. Conversely, a total of 12 or 26.67% of parents are
working as an overseas Filipino worker or OFW.
Table 2.5
e. Parents’ Monthly Income
Monthly Income Frequency (f) Percentage (%)

30,000-Above 13 28.89%
25,000-29,999 7 15.56%
20,000-24,999 5 11.11%
11,000-15,999 9 20%
10,999-Below 11 24.44%
Total (N) 45 100%
Table 2.5 revealed that 13 or 28.89% 0f the respondents’
parents have a monthly income of 30,000 & above while those
students whose parents earn a monthly income of 10,000 & below
have the second highest frequency of 11 or is equivalent to
24.44%. Meanwhile, parents whose monthly income are ranging
54
from 11,000-15,999 have a frequency of 9 or 20% and 7 or
15.56% parents earn a monthly income between 25,000-29,999.
Lastly, a frequency of 5 or 11.11% students answered that
their parent earns a monthly income of 20,000 to 24,999.
Table 2.6
f. Parents’ Marital Status
Marital Status Frequency (f) Percentage (%)

Living Together 20 44.44%
Legally Separated 2 4.44%
Living Separately 17 37.78%
due to Work
Single Parent 6 13.33%
Total (N) 45 100%
The Table 2.6 discusses about the marital status of the
respondents’ parents. Based from the frequency and percentage
distribution, 20 or 44.44% respondents answered that their
parents are living together while 17 or 37.78% responded that
their parents are living separately due to work. Meanwhile,
6 or 13.33% of the respondents’ parents are single parents
and 2, equivalent to 4.44% said that their parents are legally
separated.
In problem 3, this deals about determining the level of
parental involvement in terms of Epstein’s six types of
Parental Involvement. The 20 situations aThe level of PI is
55
being observe in five categories; Parenting, Communicating,
Learning at Home, Decision Making and Collaborating with the
Community. The parental involvement is measured in two
settings, at home and at school.
Verbal interpretation of the 4-point Likert scale:
Scale Verbal Interpretation of Parental Involvement
4 AI (Always Involve)
3 FI (Frequently Involve)
2 SI (Sometimes Involve)
1 NI (Never Involve)
Description of level of parental involvement of parents using
the 4-point Grade Scale:
Weighted Mean Verbal Interpretation
3.26-4 H (High)
2.51-3.25 MH (Moderately High)
1.76-2.50 ML (Moderately Low)
1-1.75 L (Low)
56
Table 3.1
Level of Parental Involvement at Home
Categories Level of Involvement M v L

E I E
Parenting 4 3 2 1 A Of V
N P E
I L
3. My
parent spends 7 12 12 14 2.27 SI ML
time or spare
time to check
or follow up
my lessons.
5. My
parent finds 3 4 8 30 1.56 NI L
or provide me
a tutor.
6. My
parent
provides my
study 34 6 3 2 3.6 AI H
materials or
school
materials
needed.
8. My
parent makes
or serve 26 9 5 5 3.24 FI MH
nutritional
or healthy
foods for me.
10. He/she
regulate my
extra-
curricular
activities 12 13 9 11 2.58 FI MH
such as
watching
television
and game
time.
Composite
Mean 2.65 FI MH
Communicating
57
7. My
parent does
follow up
with my 12 11 16 6 2.64 FI MH
teachers
regarding my
performances
or standing
in class.
Learning at
Home
1. My
parent checks 11 6 16 12 2.36 SI ML
my
assignments.
2. My
parent helps
me to 8 11 11 15 2.27 SI ML
accomplish my
projects or
activities.
4. My
parent helps
me to 19 7 9 10 2.78 FI MH
establish
good study
habits.
9. He/she
show
appreciation 24 8 6 7 3.09 FI MH
for my
achievements
in school.
Composite
Mean 2.63 FI MH
Decision
Making
10. He/she
regulate my
extra-
curricular
activities 12 13 9 11 2.58 FI MH
such as
watching
television
58
and game
time.
Overall
Weigthed Mean 2.625 FI MH
The Table 3.1 presents the frequency, weighted mean of
each statement, as well as its verbal interpretation, the
level of PI, composite mean of each category, and the overall
result. The student respondents rated their parents’
involvement in their education in the first setting, home.
In statement number 3 of Parenting category showed that
only 7 students have rated their parents 4, meaning only 7
parents out of 45 have always been involved or constantly
spends their spare time to check or follow up the lessons of
their child. Majority of the students with the frequency of
14 rated their parents 1, meaning their parents have never
been involved in this activity. Statement number 3 have a
weighted mean of 2.27 which interprets that the parents are
Sometimes Involved in this activity and its level is
Moderately Low.
For statement number 5 that asks if their parents provide
them tutor, a frequency of 30 students rated their parents 1.
This resulted to the weighted mean of 1.56 interpreted as
Never Involve. Consequently, the PI level is Low. However,
in statement number 6, the weighted mean is 3.6 that is
59
interpreted as Always involved and it means that the PI level
is High. The composite mean of Parenting category is 2.65
which is interpreted as the parents are Frequently Involved
and the level is Moderately High.
In Communicating category, 12 students rated the
involvement of their parents 4 in terms of follow upping their
teachers regarding their performances or standing in class.
The weighted mean is determined to be 2.64 or the parents are
Frequently Involved and the level is Moderately High.
The statement number 1 in Learning at Home category asks
the level of parental involvement in terms of checking their
assignments and most of the students rated their parents 1.
On the other hand, 24 students rated their parents’
involvement 4 in terms of their parents showing appreciation
to their achievements in school. The composite mean of this
category is computed to be 2.63 interpreted as the parents
are Frequently Involve, thus the level is Moderately High.
Lastly, in Decision Making most of the students rated
the PI of their parents 3. Their parents frequently regulate
their extra-curricular activities such as watching television
and playing games. The overall weighted mean of parental
involvement at home is 2.625 interpreted as Frequently
60
Involved and the overall level of parental involvement at
home is Moderately High.
Table 3.2
Level of Parental Involvement at School
Categories Level of Involvement M v L

E I E
Parenting 4 3 2 1 A Of V
N P E
I L
7. My
parent follow
school’s
rules and 29 3 10 3 3.29 AI H
regulations
like wearing
of complete
uniform etc.
9. My
parent
accompanies 20 5 15 5 2.89 FI MH
me during
enrolment.
Composite
Mean 3.09 FI MH
Communicating
1. My
parent attend
school 8 15 10 12 2.42 SI ML
meetings
(through
webinars).
2.My parent
attend in my
commencement
or 17 3 9 16 2.47 SI ML
recognition
day (through
Facebook
live).
61
3. My
parent gets
most of
information 25 4 10 6 3.07 FI MH
regarding my
progress from
report cards
(or e-cards).
Composite
Mean 2.65 FI MH
Decision
Making
3. My
parent gets
most of
information 25 4 10 6 3.07 FI MH
regarding my
progress from
report cards
(or e-cards).
7. My
parent follow
school’s
rules and 29 3 10 3 3.29 AI H
regulations
like wearing
of complete
uniform etc.
Composite
Mean 3.18 FI MH
Collaborating
with the
Community
4. My
parent
participates 6 9 15 15 2.13 SI ML
in different
school
activities.
5. He/she
allow me to
join or
participate
in any school
organization 21 11 8 5 3.07 FI MH
that would
62
help to
develop or
hone my
skills.
6. He/she
allow me to
participate
in an 15 12 11 7 2.78 FI MH
outreach
program that
the school
organize.
8. He/she
allow me to
join 21 11 7 6 3.04 FI MH
educational
tour through
online.
10. My
parent
supports the
school
programs like 22 9 8 6 3.04 FI MH
those
programs
conducted by
guidance
office.
Composite
Mean 2.81 FI MH
Overall
Weigthed Mean 2.775 FI MH
The Table 3.2 presents the frequency, weighted mean of
each statement, as well as its verbal interpretation, the
level of PI, composite mean of each category, and the overall
result. This is the table of the ratings of the student
respondents in the parental involvement of their parents in
the second setting, the school.
63
The statement number 7 in Parenting category, 29
students rated the PI of their parents 4 concerning that their
parents follow the school’s rules and regulations. With the
weighted mean of 3.29, this signifies that the parents are
Always Involve in this activity and therefore the level is
High. The same statement was classified in Decision Making
category, and the same result is obtained. Many of the
students, with a frequency of 20, rated their parents’
involvement 4 in the case that their parents accompany them
during enrollment. The composite mean for Parenting category
is 3.09 interpreted as Frequently Involve and Moderately High
level.
The Communicating category is about the communication of
the school and the parents with regards to the academics or
concerns about the students. In the case if the parents attend
school meetings, now through online, 26 students ranked their
parents’ involvement 1. This is 8.9% higher than those
students who ranked the PI of their parent 4. Though in
situation of the parents of the Grade 10 students attend their
commencement or recognition day, 17 respondents ranked their
parents 4, while 16 respondents ranked PI in this case 1.
Both have a weighted mean that falls on the Sometimes Involve
interpretation and the level is Moderately Low. The composite
64
mean of this category however, is 2.65 with the interpretation
of Frequently Involve and the level of PI is Moderately High.
For Decision Making category, the parents are Frequently
Involve with weighted mean of 3.07 in respect of the parents
getting most of the information regarding on their child
learning progress from report cards or what we termed as e-
cards. The composite mean of Decision making category is 3.18
equivalent to verbal interpretation of Frequently Involve,
thus the PI level is Moderately High.
The final category to be assess in school setting is
the Collaborating with the Community. According to the
ratings of the respondents for the first situation classified
under this category, 15 students said that their parents was
never been involved or participates in different school
activities and another 15 rated their parents 2 or sometimes
involve. As a result, the parents’ overall level of
involvement in this situation is Moderately Low. In terms of
the parents supporting the programs conducted by the school
majority rated their parents 4 that yields to overall level
of PI in statement number 10, Moderately High. The overall
weighted mean for the level of parental involvement in school
setting is 2.775 interpreted as Frequently Involve and its
level is Moderately High.
65
The problem 4 seeks to identify the relationship of the
level of parental involvement and academic achievements of
the students using the frequency of answers obtained from the
Tables 3.1 and 3.2, and the average grade of the Grade 10 in
their first semester. Researchers determined the relationship
between the level of parental involvement and the academic
achievement using the chi-square as the statistical
treatment.
From the first column on the lefts side of the table
presents the academic achievements of the Grade 10 students
and its classification according to the range of the grade
considered as part of the group. The next four column is the
level of involvement. The symbol OF means the observed
frequency and EF means the expected frequency of a certain
level of involvement. The last column, is the row total and
the fourth to last row is the column total of the observed
frequency of each level of involvement. At the very end of
row and column total lies the table total. Finally, in the
lowest portion of each table are the critical value and the
chi-square obtained through calculation, and the decision
made through the obtain chi-square.
66
Relationship between the academic achievement and level of
PI at Home
Table 4.1.1
Parenting
Academic Level of involvement at Home Total
Achieve- 4 3 2 1
ments High Moderately Moderately Low
High Low
OF EF OF EF OF EF OF EF
Outstan-
ding 29 27.33 20 14.67 11 12.33 15 20.67 75
(90 &
Above)
Very
Satis- 29 25.51 8 13.69 13 11.51 20 19.29 70
Factory
(85-89)
Satis-
Factory 17 20.04 14 10.76 11 9.04 13 15.16 55
(80-84)
Unsatis-
Factory 2 7.29 2 3.91 2 3.29 14 5.51 20
(75-79)
Very
Unsatis-
Factory 5 1.82 0 0.98 0 0.82 0 1.38 5
(74 &
Below)
Total 82 81.99 44 44.01 37 36.99 62 62.01 225
Critical
Value 21.03
Chi-
Square 36.06
Decision Reject H0
Since in the aspect of Parenting category under the home
setting is composed of five statements that the respondents
rated according to the level of parental involvement which
67
the parents’ manifests, the table total is therefore equal to
225. From the table, it has been disclosed that the majority
of the students belonging to the outstanding and very
satisfactory class rated their parents 4. Same is through
with the students under the satisfactory class. However, most
of the students that has an average grade that ranges from 75
to 79 rated the parental involvement 1 in five statements
given.
In the overall row total, ratings from the students under
the outstanding class have the highest frequency for the
reason that, according the problem 1, a frequency of 15
students have an average grade of 90 &/or above, followed by
the students under the very satisfactory class with the
frequency of 70 answers. Moreover, the column total of scale
4 is the highest with the overall column total of 82. The
overall column total of scale 1, 62, follows.
With accordance to the percentage points of the chi-
square distribution, in the column of 0.05 level of
significance and with the degrees of freedom that is equal to
12, the critical value is found to be 21.03. This value is
applied to all the categories under the home and school
settings since the level of significance and degrees of
freedom used is constant. The value of chi-square is
68
calculated using the formula indicated in the statistical
treatment. Thus, the chi-square of the Parenting category of
home setting is 36.06.
Because the chi-square is greater than the critical
value, the decision made is to reject the null hypothesis.
Therefore, there is a significant relationship between the
level of parental involvement and the academic achievements
of the Grade 10 students under the category of Parenting.
This also means that the PI has a significant effect to the
academic achievements of the Grade 10 students. The higher
level of parental involvement, most likely that the Grade 10
students will get high grades, thus the higher the chance
that their average would reach the requirement for them to
receive an Academic Excellence Award.
Table 4.1.2
Communicating
Achieve- 4 3 2 1
High Low
Outstan-
ding 3 4 5 3.67 5 5.33 2 2 15
(90 &
Above)
Very
Satis- 5 3.73 1 3.42 7 4.98 1 1.87 14
Factory
(85-89)
69
Satis-
Factory 2 2.93 4 2.69 4 3.91 1 1.47 11
(80-84)
Unsatis-
Factory 1 1.07 1 0.98 0 1.42 2 0.53 4
(75-79)
Very
Unsatis-
Factory 1 0.27 0 0.24 0 0.36 0 0.13 1
(74 &
Below)
Total 12 12 11 11 16 16 6 6 45
Critical
Value 21.03
Chi-
Square 13.41
Decision Accept H0
The Communicating category only includes one statement
therefore, the table total is only equal to 45. For the class
of outstanding, 5 students rated their parents’ involvement
3 and another 5 students rated 2. Meanwhile, 7 of the students
in very satisfactory class gave a rate of 2.
The row total of outstanding class still has the highest
frequency following by the class of very satisfactory. On the
other hand, the scale 2 have the highest column total, 16,
while scale 4 ranks second. This means that in terms of
communicating, the parents are mainly sometimes involved.
As a result, the chi-square of the category came out to
be lower than the critical value. This leads to the decision
of accepting the null hypothesis. There is no significant
relationship between the parental involvement and the
70
academic achievement of the Grade 10 students. Hence, the
level of parental involvement in terms of communicating at
home, whether it is high or low, it does not significantly
give positive or negative effect that would influence the
achievements of the students.
Table 4.1.3
Learning at Home
Achieve- 4 3 2 1
High Low
Outstan-
ding 24 21.80 10 10.90 16 14.31 12 14.99 62
(90 &
Above)
Very
Satis- 18 19.69 10 9.85 16 12.92 12 13.54 56
Factory
(85-89)
Satis-
Factory 18 15.47 9 7.74 10 10.15 7 10.64 44
(80-84)
Unsatis-
Factory 0 5.63 3 2.81 0 3.69 13 3.87 16
(75-79)
Very
Unsatis-
Factory 4 1.41 0 0.70 0 0.92 0 0.97 4
(74 &
Below)
Total 64 64 32 32 42 41.99 44 44.01 182
Critical
Value 21.03
Chi-
Square 42.24
Decision Reject H0
71
Learning at Home category comprises of four situations
that yields to the table total of 182. Majority of the ratings
of the students under outstanding, very satisfactory,
satisfactory and very unsatisfactory class falls on scale 4.
However, nearly all of the ratings of student under
unsatisfactory class falls on scale 1.
The result of the column total of the observe frequency,
as well as the expected frequency, of the scale 4 is the
highest, 64. The column total of scale 1 came after with the
total of 44.
The obtained chi-square for this category is 42.24. In
respect to the critical value, the decision made is to reject
the null hypothesis. The high level of participation of
parents in learning at home will positively affect the
performance of the students thus, students are highly
achieving in academics.
Table 4.1.4
Decision Making
Achieve- 4 3 2 1
High Low
Outstan-
ding 5 4 6 4.33 1 3 3 3.67 15
72
(90 &
Above)
Very
Satis- 3 3.73 4 4.04 5 2.8 2 3.42 14
Factory
(85-89)
Satis-
Factory 2 2.93 3 3.18 3 2.2 3 2.69 11
(80-84)
Unsatis-
Factory 1 1.07 0 1.16 0 0.8 3 0.98 4
(75-79)
Very
Unsatis-
Factory 1 0.27 0 0.29 0 0.2 0 0.24 1
(74 &
Below)
Total 12 12 13 13 9 9 11 11 45
Critical
Value 21.03
Chi-
Square 14.27
Decision Accept H0
Under the Decision Making containing one statement, the
table total is equal to 45. A greater frequency of 6 students
in the outstanding class ranks their parents’ involvement in
decision making 3 while many of the students belonging the
very satisfactory class ranks their parents’ PI 2. On the
other hand, three out of four students under the
unsatisfactory class rated the parental involvement of their
parents in decision making 1. Overall, the column total of
the scale 3 is the greatest with the total observed frequency
of 13 followed by the column total of scale 4 that is 12.
73
The computed chi-square of the table with respect to the
observed and expected frequencies, is 14.27. It is 6.76 lower
to the critical value of 21.03. Considering this value, the
decision is to accept the null hypothesis. Hence, the parental
involvement in the aspect of decision making and the academic
achievements of the Grade 10 students does not have a
significant relationship. The level of PI in terms of decision
making does not give a significant positive or negative effect
to the academic achievement of the students.
PI at School
Table 4.2.1
Parenting
Academic Level of involvement at School Total
Achieve- 4 3 2 1
High Low
Outstan-
ding 20 16.77 3 2.58 6 8.06 1 2.58 30
(90 &
Above)
Very
Satis- 13 15.66 2 2.41 13 7.53 0 2.41 28
Factory
(85-89)
Satis-
Factory 11 12.30 3 1.89 5 5.91 3 1.89 22
(80-84)
Unsatis-
Factory 6 6.15 0 0.95 1 2.96 4 0.95 11
(75-79)
74
Very
Unsatis-
Factory 2 1.12 0 0.17 0 0.54 0 0.17 2
(74 &
Below)
Total 52 52 8 8 25 25 8 8 93
Critical
Value 21.03
Chi-
Square 24.29
Decision Reject H0
This part is the analyzation and discussion on the
relationship of level of parental involvement in the four
different categories included at the school setting. First is
the Parenting category. The table total of the category is 93
as there are two statements classified here. Most of the
students whose average in first semester belongs to the five
different classes respectively, rated the parental
involvement of their parent 4 or always involve. Although
another 13 students in very satisfactory class rated PI as 2
or interpreted as sometimes involve.
For the column total, the highest is the column total of
scale 4 which is 52, then the scale 2 with a total of 25. The
column total of the scale 3 and 4 however is equal with an
observe frequency of 8.
The chi-square of Parenting at school found to be 24.29,
still higher than the critical value. This means now the
rejection of null hypothesis. There is a significant
75
relationship between the level of parental involvement and
the academic achievement of the Grade 10 students. The greater
the effort given by the parents to be involve will greatly
influence the behavior of the students towards their studies.
The positive interest given by the parents in participating
in the academics of their child and guiding them, will result
to positive effect. As the students will study hard more, the
higher the grades they will achieve and more likely that they
will be part of the honor students.
Table 4.2.2
Communicating
Achieve- 4 3 2 1
High Low
Outstan-
ding 26 16.67 10 7.33 5 9.67 4 11.33 45
(90 &
Above)
Very
Satis- 11 15.56 7 6.84 13 9.02 11 10.58 42
Factory
(85-89)
Satis-
Factory 9 12.22 4 5.38 9 7.09 11 8.31 33
(80-84)
Unsatis-
Factory 1 4.44 1 1.96 2 2.58 8 3.02 12
(75-79)
Very
Unsatis-
Factory 3 1.11 0 0.49 0 0.64 0 0.76 3
76
(74 &
Below)
Total 50 50 22 22 29 29 34 34 135
Critical
Value 21.03
Chi-
Square 35.48
Decision Reject H0
The next category is the Communicating category. There
are three situations considered here so the table total is
equals to 135. Most of the students in outstanding class gave
a rate of 4 with an observed frequency of 26. Same is through
for very satisfactory class with an observed frequency of 11
but, another observe frequency of 11 is recorded in scale 1.
The column total of scale 4 is leading, 50, followed by
the column total of 34 in scale 1. Scale 3 has a total of 29
while scale 2 have 22.
The null hypothesis is again rejected as the computed
chi-square is 35.48. The level of parental involvement and
the academic achievements of the respondents has a
significant relationship. Communication is very important so
that parents are aware about the situation, needs, problems
or struggles, as well as the progress of their child. A
constant communication between parents and school
administrators or teachers are essential as there are
somethings that the teachers know about the child, or the
77
parents know that the teacher of the child does not. Knowing
each side of the story or situation is a really big help to
understand the whole. On that matter, ways to strengthen the
communication of the child and parent, as well as parent and
school is vital.
Table 4.2.3
Decision Making
Achieve- 4 3 2 1
High Low
Outstan-
ding 25 18.39 3 2.26 1 6.45 1 2.90 30
(90 &
Above)
Very
Satis- 15 17.16 2 2.11 10 6.02 1 2.71 28
Factory
(85-89)
Satis-
Factory 10 13.48 2 1.66 8 4.73 2 2.13 22
(80-84)
Unsatis-
Factory 5 6.74 0 0.83 1 2.37 5 1.06 11
(75-79)
Very
Unsatis-
Factory 2 1.23 0 0.15 0 0.43 0 0.19 2
(74 &
Below)
Total 57 57 7 7.01 20 20 9 8.99 93
Critical
Value 21.03
Chi-
Square 29.91
Decision Reject H0
78
In the Decision Making category, majority of the
respondents gave a rating of 4 in the parental involvement.
Two situations about decision making are considered here so
the total table total is 93. From the observed frequency,
researchers got the column totals. Here, the total of 57 is
the leading, the column of scale 4. This is followed by the
column total of scale 2 with a total of 20.
The calculated chi-square is equals to 29.91, this is
relatively higher than the critical value that is why the
null hypothesis is rejected. Hence, the level of parental
involvement in the aspect of decision making has a tantamount
effect to the academic achievements of the Grade 10 students.
Table 4.2.4
Collaborating with the Community

Achieve- 4 3 2 1
High Low
Outstan- 37 28.33 23 17.33 9 16.33 6 13 75
ding
(90 &
Above)
Very 29 26.44 12 16.18 16 15.24 13 12.13 70
Satis-
Factory
(85-89)
Satis- 12 20.78 13 12.71 19 11.98 11 9.53 55
Factory
(80-84)
Unsatis- 2 7.56 4 4.62 5 4.36 9 3.47 20
79
Factory
(75-79)
Very 5 1.89 0 1.16 0 1.09 0 0.87 5
Unsatis-
Factory
(74 &
Below)
Total 85 85 52 52 49 49 39 39 225
Critical 21.03
Value
Chi- 42.37
Square
Decision Reject H0
Finally, the last category of parental involvement at
school, Collaborating with the Community. This encompasses
five statements showing collaboration activities that the
parents can engage in. The students whose average grade in
the first semester are classified in outstanding and very
satisfactory class have ranked parental involvement 4 or
always involve, additionally the very unsatisfactory class.
Contrarily, with the frequency of 19, students under the
satisfactory class rated their parents’ involvement 2 or
sometimes involve. Further, with an observed frequency of 9
students under unsatisfactory class has given a rate of 1 or
never involve.
The determined chi-square for this class is 42.37, which
doubled the critical value. The decision is then to reject
the null hypothesis. This indicates that the level of parental
80
involvement will significantly affect the achievement of the
students.
Collaboration allows the parents to learn from other
people. Through this, they could understand better their
children’s behavior, struggles or problems, as such.
Supporting school programs that is directed towards the
improvement of the learners is also helpful. If the child
sees that his or her parents support these activities, or
join, they are also likely to participate.
Through the collaboration of the parents and community,
helps to develop the social skills of the learners. The
learnings of the child too will not just come from home or
classroom, but they can also learn through other people.
Again, the responsibility of teaching the child is a shared
work of parent, school, also the community. Nonetheless, the
most important actor that holds the biggest and most crucial
role, that their all throughout guide, support and
involvement will be a constant need by the children of the
future are, the parents.
81
Chapter V
SUMMARY OF FINDINGS, CONCLUSION AND
RECOMMENDATIONS
This section of the research paper now summarizes the
findings of the study, the conclusion, and the
recommendations. The summary of the findings presents the key
results obtained through the use of statistical tools.
Conclusion gives the overall analysis or assessments of the
researchers with regards to the findings. On the part of
recommendation, the researchers give and suggest solutions to
the issue and/or problems encountered as well as the lacking
in this research.
Summary of Findings
This research entitled, “The Effect of Parental
Involvement to the Grade 10 Students’ Academic Achievements
of the International School of Asia and the Pacific Peñablanca
Campus” aims to find and understand the effect of PI to the
academic achievement of the Grade 10 students. The
independent variable in this study is the parental
involvement while the academic achievement of the Grade 10
students, their average grade in the first semester, is the
dependent variable. This study is done at the International
82
School of Asia and the Pacific, covering the second semester
of the School Year 2020-2021.
The study primarily focused to answer the following problems:
1. What is the academic achievements of the Grade 10 students
during the first semester of this School Year 2020-2021?
2. What is the demographic profile of the respondents’ parents
in terms of:
a. Gender
b. Age
d. Occupation
e. Monthly Income
f. Marital Status
3. What is the level of parental involvement in terms of
Epstein’s six types of Parental Involvement?
4. What is the relationship of the level of parental
involvement and academic achievements of the Grade 10
students?
The following are the summary of the findings in the study:
1. Among the 45 samples from the population, 15 students
had an average grade of 90 & above in the first semester.
83
It is the highest frequency with a percentage of 33.33%.
In the score rage of 85-89, the frequency is 14 or 31.11%
while 11 or 24.44% in the score range of 80-84. The other
4 or 8.9% students’ average falls on the score range of
75-79 and a lone student sharing 2.22% in the total
sample size has an average grade belonging to the score
bracket of 74 & below. The mean of the scores is 86.41
with the standard deviation of 6.34.
2. Most of the answer in the question, “Who is most
frequently gives you support or guides you regarding
your study?”, majority answered that it is their father.
It has the frequency of 32 or 71.11%, 42.22% higher to
the frequency of 13 or 28.89% female. Mainly the age of
majority of the parents are between 40 to 44, with the
frequency of 18 or 40% of the sample size. With the
frequency of 16 or 35.6%, majority of the parents are
college graduates as their highest educational
attainment. Primarily, the parents are self-employed
with a frequency of 19 or 42.22%. In terms of monthly
income, 13 or 28.89% of the respondents said that their
parent earns a monthly income of 30,000 and above.
Meanwhile, with a percentage of 44.44% or 20 of the
respondents said that their parents are living together.
84
3. The level of parental involvement is measured in two
settings, at home and at school. The categories in
Epstein’s Parental Involvement Model that the
researchers considered at home are Parenting,
Communicating, Learning at Home and Decision Making. The
calculated composite mean of each categories are 2.65,
2.64, 2.63 and 2.58 respectively. The values are
interpreted as Frequently Involve and the level of PI is
Moderately High. The overall weighted mean is 2.625,
therefore parents are known to be Frequently Involved
and the level of their involvement is Moderately High.
The categories of parental involvement at school are
Parenting, Communicating, Decision Making and
Collaborating with the Community. The composite mean are
3.09, 2.65, 3.18, and 2.81 sequentially with an
interpretation of parents are Frequently Involved, the
level is Moderately High. The overall weighted mean of
the level of PI at school is 2.775, meaning parents are
Frequently Involved in the happenings or activities in
the school setting. The level of PI is Moderately High.
4. The Parenting category of level of involvement at home
rejected the null hypothesis with a chi-square of 36.06.
Learning at home category also rejected the null
85
hypothesis with chi-square of 42.24. However,
Communicating category with a chi-square of 13.41 and
Decision Making category with a chi-square of 14.27 both
accepted the null hypothesis. In the school setting, the
chi-square of the categories Parenting, Communicating,
Decision Making, and Collaborating with the Community
are 24.29, 35.48, 29.91 and 42.37 correspondingly.
Withal, these categories rejected the null hypothesis.
Therefore, in the Parenting and Learning at Home
categories of home setting and the Parenting
Communicating, Decision Making, and Collaborating with
the Community categories of school, the level of
parental involvement and the academic achievements of
the Grade 10 students of the International School of
Asia and the Pacific has a significant relationship.
This means that parental involvement is crucial element
that significantly affects the achievements of the
students. The more frequent the parents are involved in
the academic life of the students and the higher the
level of parental involvement, the higher the grades
that the students will reach and the more likely that
the students will achieve Academic Excellence Awards.
86
Conclusions
Based from the findings of the study, the conclusions of the
researchers are as follows:
1. Most student respondents of the study, receives academic
distinction awards particularly with honors since they
had an average in first semester of 90 &/or above. With
respect to the mean of the average grade for the first
semester, the Grade 10 are considered to be performing
very satisfactorily that they are able to obtain
academic achievements.
2. The male or the fathers are the most frequently supports
or guides the students regarding their studies, 40 to 44
years old, college graduate, self-employed, earning at
least 30,000 a month, and mostly their marital status is
living together.
3. The parents of the students are most frequently involved
in their educational concerns at home and at school.
Hence, the level of parental involvement is moderately
high.
4. Majority of the students achieves academic distinction
award at every end of the grading, primarily in this
study, during the first semester. This can be attributed
to the frequently involvement and moderately high level
87
of parental involvement of parents in the education of
their child at home and at school.
Recommendations
Based from the findings, the following recommendations are
being drawn:
1. Only five out of six categories are being used in the
study from Epstein’s Parental Involvement Model. This is
because the researchers are not able to identify ways on
how parents can volunteer at school. The researchers
recommend to carefully find at least one way on how
parents can able to volunteer at school in able to test
or to know the level of PI in this aspect and what is
the effect of a certain level in the academic
achievements of the students.
2. Since there is no significant relationship resulted in
the communication and decision making at home,
researchers suggest to create activities that can help
increase the parents’ participation here. This is
because these two categories are important in able to
understand students and to guide them better.
3. Include also at least two or more situations in each
category, as maybe due to classifying only one situation
88
under the communication and decision making at home, it
became bias. That is why it resulted to accept the null
hypothesis.
4. Consider using other theory about parental involvement
other than Epstein’s Parental Involvement Model.
5. The population of the senior high school can also be
subjected to this study to know if the same results can
be obtained.
6. A qualitative research can be done to qualitatively
assess the effects of parental involvement in the
academic achievements of the student.
89
List of Figures
Epstein’s Framework of Parental Involvement...............9
Conceptual Framework of the Study........................11
90
List of Tables
Academic Achievements of Grade 10 Students...............49
Parents’ Demographic Profile
a. Parents’ Gender.....................................52
b. Parents’ Age........................................52
c. Parents’ Education..................................53
d. Parents’ Occupation.................................54
e. Parents’ Monthly Income.............................54
f. Parents’ Marital Status.............................55
Level of Parental Involvement
At Home..................................................57
At School................................................61
PI at Home
Parenting................................................67
Communicating............................................69
Learning at Home.........................................71
Decision Making..........................................72
PI at School
Parenting................................................74
Communicating............................................76
Decision Making..........................................78
Collaborating with the Community.........................79
91
Ethical Consideration
Informed consent will be secured prior to asking the
respondents to participate in this research activity. A
clause in the online questionnaire is included that will serve
as the consent document before the actual accomplishment of
the prepared questionnaire. In addition to this, the
respondents’ individuality, identity, and any personal
information will be treated confidential.
92
Letter to the Respondents
Dear Respondents,
Greetings!
We are Grade 12 Section Hounsfield students of the
International School of Asia and the Pacific main campus from
Science, Technology, Engineering and Mathematics strand. We
are conducting this research entitled, “The Effect of
Parental Involvement to the Grade 10 Students’ Academic
Achievements of the International School of Asia and the
Pacific Peñablanca Campus” for the subject Inquiries,
Investigations, and Immersion. You are randomly chosen to
participate in this academic endeavor and be part of the
effort to advance, improve, or discover new knowledge and
establish new facts that will serve as basis of the future
developments and improvements in the life and management of
every family and parenting, specifically on the involvement
of parents in the academic life of their children, in relation
to its effect on their achievements. As well as to provide
helpful information the educational institutions can use in
improving the activities and programs they conduct regarding
this matter.
93
Rests assured that any formation that will be gathered will
be kept confidential.
Thank you very much and God bless!
Respectfully yours,
ALUMIT, MARY JOY V.
DAMIAS, KAELA MAE G.
DUYAO, PAULINE B.
ESTACIO, JHON PAUL I.
SALVADOR, ZIRAH CLAIRE B.
SIBBALUCA, JEREMIAH A.
URBI, JOYCE U.
Grade 12 STEM Hounsfield
Researchers
94
Research Instrument
Respondent’s Consent
Please check the box before the clause.
I hereby give my consent and allow the researchers to
utilize information gathered in this document for the
purpose of this study.
Name (optional):______________________ Age:______
Grade and Section:____________________ Gender:______
PART I: Respondents Academic Achievements
Direction: This section aims to obtain your academic
achievements in the first semester of this School Year. These
are very important for the study as these will be compared to
the involvement of your parents in your academic life. Please
indicate your exact final average for each grading in the
blank.
My weighted final average in:
1st Grading:___________
2nd Grading:___________
95
PART II: Parents of the Respondents’ Demographic Profile
Direction: This second part of the questionnaire aims to
elicit personal information about your parents which are
deemed significant in the study. Please answer the following
by filling in the blanks or choose your answer by putting a
check (√) on the box from the choices given.
1. Who is most frequently gives you support or guides you
regarding your studies?
Your Mother
Your Father
2. According to your answer above, what is his/her age?
Answer:________
3. Still related to number 1, what is your
mother’s/father’s highest educational attainment?
Post Graduate (Doctorate) High School
MA Graduate Elementary
Baccalaureate Vocational Course
96
4. Still based from your answer to number 1, what is your
mother’s/father’s occupation?
Employee Self Employed
OFW
5. What is his/her monthly income?
30,000-Above 20,000-24,999 10,999-Below
25,000-29,999 11,000-15,999
6. What are your parents’ marital status?
Living Together Living Separately due to Work
Legally Separated Single Parent
PART III: Home-School Collaboration
Direction: The following questions aimed to find out the
extent of your parents involvement to your study. Please check
(√) the number on each item that is best to you.
Code: 4-Always, 3-Frequently, 2-Sometimes, 1-Never
97
Parental Involvement 4 3 2 1
at Home Always Frequently Sometimes Never
1. My parent checks
my assignments.
2. My parent helps
me to accomplish my
projects or
activities.
3. My parent spend
time or spare their
time to check or
follow up my lessons.
4. My parent helps
me to establish good
study habits.
5. My parent finds
or provide me a tutor.
6. My parent
provides my study
materials or school
materials needed.
7. My parent does
follow up with my
teachers regarding my
performances or
standing in class.
8. My parent makes
or serve nutritional
or healthy foods for
me.
9. He/she show
appreciation for my
achievements in
school.
10. He/she regulate
my extra-curricular
activities such as
watching television
and game time.
98
Parental Involvement 4 3 2 1
at School Always Frequently Sometimes Never
1. My parent attend
school meetings
(through webinars).
2. My parent attend
in my commencement or
recognition day
(through Facebook
live).
3. My parent get
most of information
regarding my progress
from report cards (or
e-cards).
4. My parent
participates in
different school
activities.
5. He/she allow me
to join or participate
in any school
organization that
would help to develop
or hone my skills.
6. He/she allow me
to participate in an
outreach program that
the school organize.
7. My parent follow
school’s rules and
regulations like
wearing of complete
uniform etc.
8. He/she allow me
to join educational
tour through online.
9. My parent
accompany me during
enrolment.
10. My parent support
the school programs
like those programs
conducted by guidance
office.
99
Curriculum Vitae
PERSONAL PROFILE
Name: Mary Joy V. Alumit
Age: 18 years old
Date of Birth: June 20, 2002
Address: Conner, Apayao
Gmail Address: isapshs2019.1326@gmail.com
Religion: Jehovah's Witnesses
Father’s Name: Razel Alumit
Mother’s Name: Marlyn Alumit
PRINCIPLE IN LIFE
Quit complaining. Don’t be like the howling dog, always
howling and never doing anything. Stop complaining about your
problems and work on them instead.
EDUCATIONAL BACKGROUND
Senior High School:
International School of Asia and the Pacific
Alimannao Hills, Penablanca Cagayan
Junior senior:
Conner National High School
Buluan Conner Apayao
Elementary School:
Karikitan Elementary School
Karikitan Conner Apayao
SKILLS
• Painting
• Acting
• Arts and design
HOBBIES
• Hiking
• Travelling and adventures
• Reading books
• Watching movies
100
Curriculum Vitae
PERSONAL PROFILE
Name: Kaela Mae G. Damias
Age: 18 years old
Date of Birth: December, 15 2002
Address: Caligayan, Tumauini, Isabela
Gmail Address: kaelamaedamias@gmail.com
Religion: Latter-day Saints
Father’s Name: Leonardo G. Damias
Mother’s Name: Vilma G. Damias
PRINCIPLE IN LIFE
I am a woman breathing the air with a purpose.
Senior High School:
Junior High School:
Lalauanan High School
Lalauanan, Tumauini, Isabela
Elementary School:
Caligayan Elementary School
Caligayan, Tumauini, Isabela
SKILLS
• Painting
HOBBIES
• Painting
• Reading
101
Curriculum Vitae
PERSONAL PROFILE
Name: Pauline B. Duyao
Age: 18 years old
Date of Birth: November 28, 2002
Address: Zone 04, Nassiping, Gattaran,
Cagayan
Gmail Address: paulineduyao7@gmail.com
Religion: Roman Catholic
Father’s Name: Bong Duyao
Mother’s Name: Mylin Duyao
PRINCIPLE IN LIFE
Use your problems and challenges as a lesson to your
life.
Senior High School:
Junior High School:
Don Mariano Marcos National High school
Guising, Gattaran, Cagayan
Elementary School:
Nassiping Elementary School
Nassiping, Gattaran, Cagayan
SKILLS
• Hardworking
• Problem solver
HOBBIES
• Singing
• Dancing
102
Curriculum Vitae
PERSONAL PROFILE
Name: Jhon Paul I. Estacio
Age: 18 years old
Date of Birth: September 5,2002
Address: Guribang, Diffun, Quirino
Gmail Address: estaciojhonpaul9@gmail.com
Religion: Born Again
Father’s Name: Fernando G. Estacio
Mother’s Name: Juanita I. Estacio
PRINCIPLE IN LIFE
Good attitude defines your true beauty.
Senior High School:
Junior High School:
Quirino State University-Laboratory High School
Andres Bonifacio, Diffun, Quirino
Elementary School:
Guribang Elementary School
Guribang, Diffun, Quirino
SKILLS
• Communication and teamwork
• Ability to work under pressure
HOBBIES
• Watching anime
• Reading books
• Playing games
103
Curriculum Vitae
PERSONAL PROFILE
Name: Zirah Claire B. Salvador
Age: 18 years old
Date of Birth: November 01, 2002
Address: District #3, San Manuel, Isabela
Gmail Address: zirahsalvador@gmail.com
Father’s Name: Rholdan B. Salvador
Mother’s Name: Juliet B. Salvador
PRINCIPLE IN LIFE
You always get same result if you always do the same
thing.
Senior High School:
Junior High School:
Dibuluan National High School
Dibuluan, Jones, Isabela
Elementary School:
Jones East Central School
Dibuluan, Jones, Isabela
SKILLS
• Leadership
• Communication skills
• Creative thinking
• Teamwork
• Time management
HOBBIES
• Painting
• Planting
• Listening to music
• Reading books
• Watching anime
104
Curriculum Vitae
PERSONAL PROFILE
Name: Jeremiah A. Sibbaluca
Age: 17 years old
Date of Birth: August 08, 2003
Address: Nannarian, Peñablanca, Cagayan
Gmail Address:
jmjeremiahsibbaluca@gmail.com
Religion: Aglipayan
Father’s Name: Arnel C. Sibbaluca
Mother’s Name: Genara A. Sibbaluca
PRINCIPLE IN LIFE
Be willing to follow your path even through life’s
curves.
Senior High School:
Alimannao Hills, Peñablanca, Cagayan
Junior High School:
Don Severino Pagalilauan National High School
Callao, Peñablanca, Cagayan
Elementary School:
Nannarian Elementay School
Nannarian Peñablanca, Cagayan
SKILLS
• Adaptability
• Integrity
• Dependability
• Responsible
HOBBIES
• Water sports
• Playing online games
• And other outdoor activities
105
Curriculum Vitae
PERSONAL PROFILE
Name: Joyse U. Urbi
Age: 18 years old
Date of Birth: February 07, 2003
Address: Labben, Allacapan, Cagayan
Gmail Address: joyseursulum07@gmail.com
Father’s Name: Sotero Urbi
Mother’s Name: Janette Urbi
PRINCIPLE IN LIFE
Attitude is everything.
Senior High School:
Junior High School:
Allacapan Vocational High School
Centro West, Allacapan, Cagayan
Elementary School:
Dagupan Elementary School
Dagupan, Allacapan, Cagayan
SKILLS
• Honest
• Responsible
• Hardworking
• Self-motivation
HOBBIES
• Playing chess
• Reading stories
• Playing ukulele
• Drawing
106
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INTERNATIONAL SCHOOL OF ASIA AND THE PACIFIC

HIGH SCHOOL DEPARTMENT

THE EFFECT OF PARENTAL INVOLVEMENT TO THE GRADE 10

In Partial Fulfilment of the Requirements

Alumit, Mary Joy V.

Chapter V: SUMMARY OF FINDINGS, CONCLUSION AND

The OIC Principal of the ISAP High School Department,

Our Inquiries, Investigations, and Immersion subject

Our online defense panel, Ma’am Maria Armida Sacramento,

May the Almighty God bless all of you abundantly.

Most especially to our Omnipotent God, for giving us the

The International School of Asia and the Pacific High

Our parents’ support for all our needs, for giving us

Our dedication would like also to extend to our Almighty

Mr. Vennil Aldrine L. Catanis, LPT

Approved by the Panel on Virtual Examination as___________

Ms. Maria Armida Sacramento, LPT

Accepted and approved in partial fulfilment of the

Ariel A. Durwin, LPT

Ericson R. Mallari, LPT

THE PROBLEM AND ITS BACKGROUND

Parental involvement (PI) has been known as a constant

positive variable that affects student’s academics. It should

be given importance and support. The level or how much parents

are involved to the education of their children is reflected

in their academic achievements.

As indicated in studies, PI is one of the most critical

components that supports student achievement (Hara & Burke,

1998; Martinez 2015). In the long run it was recognized by

the education as an important and positive variable on

children’s academic and socioemotional development. The

positive interactions between the two key socializing spheres

– families and schools –contribute positively to a child’s

socioemotional and cognitive development (Bronfenbrenner,

The responsibility to socialize and educate children is

a shared obligation between parents and schools. Parents must

actively involve and participate in the educational process

in order for a child to reach academic achievement. The more

PI, the more students are likely to become productive members

of society as well as excel in academics.

Findings have demonstrated a positive interrelation

between parental involvement in education and academic

achievement (Pérez Sánchez et al., 2013; Tárraga et al.,

2017), improving children’s self-esteem and their academic

performance (Garbacz et al., 2017) as well as school retention

and attendance (Ross, 2016). Research has also founded that

programs focused on increasing PI in education have positive

impacts on children, families, and school communities

(Jeynes, 2012; Catalano and Catalano, 2014).

In a high school students’ academic life, parental

involvement is really helpful. Being high school student

mostly means being a teenager. Teenager faces many kinds of

achievements and problems other than their academics. This

makes PI highly needed to guide their children, son/daughter

especially in the cases of distraction which can be their

whatever type of learning styles a child has, online or

physical classes. A lot of distractions can easily affect

high school students such as their gadgets, social media

sites, games or wanting to hang out with friends while having

an unfinished homework on the side. Being high school is the

time where a child grows the most, as they are starting to

experience a lot of new things and that also means being

susceptible to things that may affect their achievements in