PR CHAPTER I, 2,3 Revised

GODOFREDO M.
TAN INTEGRATED SCHOOL OF ARTS AND TRADES

Brgy. Pagkakaisa, San Narciso, Quezon
Senior High School Department
EFFECT OF PARENTAL EXPECTATION AMONG GRADE 12

STEM STUDENTS’ ACADEMIC PERFORMANCE
A Research Proposal
Presented to
THE FACULTY OF SENIOR HIGH SCHOOL DEPARTMENT
of Godofredo M. Tan Integrated School of Arts and Trades
San Narciso, Quezon
As Partial fulfillment of the Requirements in

Practical Research II
By:
Carabido, Jericho B.
Paison, Christine Joy G.
Olea, Jaybe M
Devida, Jose Jay R.
Morada, Jojo Jr. M.
S.Y: 2022-2023
GODOFREDO M. TAN INTEGRATED SCHOOL OF ARTS AND TRADES
CHAPTER 1
THE PROBLEM AND ITS BACKGROUND
Introduction
STEM is an approach in learning that integrates (Science, Technology,
Engineering, Mathematics) through the STEM strand Senior High school Students are
exposed to complex mathematical and science theories and concepts which will serve as a
foundation for their college courses. Belle, as cited by Amrad et al., (2021) stated that the
availability of highly qualified scientists, technologists, engineers, and mathematicians is
seen as vital in ensuring economic prosperity, but students are being 'switched off' and
disengaging from science, technology, engineering, and mathematics STEM
examinations beyond compulsory schooling.
STEM Students globally are facing a risk of over expectation on their academic
performance. Krypel & King (2012) stated that many people think that STEM students
must Excel fully at everything rather than survive the path that they are in, for the fact
that they are in an Academic Track, thus STEM students should be aware that they are
expected to be engaged in meticulous studying. Moreover, over expectation has been
shown to have a negative impact on students' personal and academic growth in higher
education. Despite the fact that moderate optimism has been shown to be beneficial for
maintaining achieving motivation. However, overly optimistic expectations concerning
one’s academic performance has also been observed to have negative consequences in
achievement settings.
There is currently a significant body of research confirming that parental
participation in school education has a positive influence on students’ academic

achievement. However, more research is needed concerning how the different expectation
of parents’ and parents’ demographic characteristics influence academic achievement in
STEM subjects, especially considering empirical evidence from Philippine social context.
The role of parental expectations in affecting children's academic progress has
received substantial attention from psychologists and sociologists over the past half
century. In general, parental expectations have been found to play a critical role in
children's academic success. Students whose parents hold high expectations receive
higher grades, achieve higher scores on standardized tests, and persist longer in school
than do those whose parents hold relatively low expectations (Davis-Kean 2005; Pearce
2006; Vartanian et al. 2007). High parental expectations are also linked to student
motivation to achieve in school, scholastic and social resilience, and aspirations to attend
college (Hossler and Stage 1992; Peng and Wright 1994; Reynolds 1998). Furthermore,
parents' academic expectations mediate the relation between family background and
achievement, and high parental expectations also appear to buffer the influence of low
teacher expectations on student achievement (Benner and Mistry 2007; Zhan 2005).
Parental expectations, according to Carly Seifert (2017), help their children set good
standards for themselves and encourage them to thrive with excellence and develop their
self-esteem; however, if parents set unrealistic expectations for their children, it tends to
have a negative effect on their performances due to too much pressure their parents put on
them.
The future of a child is the biggest concern to a parent. Since the educational
institutes in our country are always on the lookout for the brightest and best students to
maintain their reputation, parents feel compelled to raise the bar too high for their
students to match up to the standards. Parents nowadays are too concerned about how the
world would perceive their students which in turn results in parental pressure. The idea of
excellence and success is often generalized by parents based on how others are
performing. Apart from academics, children are also bogged down by rising expectations
in various areas where they have their own interests like sports, music, arts, etc. Hence,
without giving care to the wholesome development of a student, parents keep on pushing
the boundaries that ultimately leads to stress, disappointment, anxiety and suicides. In a
study conducted on 190 students from grade 11 to 12 from 3 private schools in Kolkata
and 3 government-aided schools, it was found out that almost two-thirds of the students
experienced pressure from their parents to perform better academically (Delhi, 2020).
Parental expectation is sometimes good but it often affects the child's individuality and by
this it affects the academic performance also. Many parents have high expectations
towards their child’s academic performance. But parental expectation differs from one
another. There is no other way for children other than accepting the favor of parents.
The Researchers are currently enrolled in the academic track of the Science,
Technology, Engineering and Mathematics (STEM) strand at the Godofredo M. Tan
Integrated School of Arts and Trades (GMTISAT). In this regard, the researcher selected
a study that tries to shed light on the impact that parents' expectations have on STEM
students. This could serve as motivation for the students. This research also seeks to
inform parents of STEM students about how their expectations may impact their kids'
physical, emotional, and mental health.
Statement of the Problem
This study aims to determine the level of expectations of parents towards Gr.11
STEM (Science, Technology, Engineering, and Mathematics) students with regard on

their Academic performance. This seeks to provide information with the following
question:
1. What is/are the level of Parental expectation towards Gr. 11 STEM students in their
academic performance?
2. What are the effects of expectations towards STEM students in terms of their;
2.1 Mental health
2.2 Physical health
2.3 Emotional health
3. What are the strategies employed by the STEM students to manage those expectations?
4. Based on the result of study, what suggested programs can you give to improve the
academic performance of STEM students.
Scope and limitations of the Study
The study will generate knowledge about the sides and views of parents towards
the STEM students and if the reality of the STEM students meets the expectations of the
parents in terms of their academic performance. This Study will determine the level and
effects of expectation that is said to be the cause of overconfidence on the Gr. 12 STEM
student’s academic performance. Students will monitor themselves and take more
responsibility. However, other research says giving students a high expectation can give
them depressions and can cause low self-esteem. (Amrad et al., 2021)
Significance of the study

The researchers believed that the significance of the study lies primarily in its
potential contribution and will benefit both parents of the STEM students themselves.
Also, this study would help in understanding these individuals, and how this study would
be beneficial to the following:
The Students in STEM fields, this research will assist in understanding the
perspectives and perspectives of their parents and may serve as an inspiration to other
students.
The Parents, this study will make the parents of STEM students must be aware in
their children about their schoolwork. It is important for parents to understand what their
children are going through because studying STEM is not always easy.
The Future Researchers, they can utilize this as a guide for determining how
parental expectation affects their child’s Mental, Physical, and Emotional health.
The Teachers, this study will be beneficial to the STEM teachers. Through this
study, teachers may purposefully discover how Parental expectation might affect their
Students’ Mental, Physical, and Emotional health and their Academic performance.
The Researchers, this study is of great help for the researchers themselves
because as a student who’s currently studying at GMTISAT under the Academic Track,
STEM strand we will know how our Parent’s expectation might affect our Mental,
Physical, and Emotional health and our Academic performance as well.
Definition of terms
For the clarity of the study and to guide and enlighten the readers, the following
terminologies are hereby defined both conceptually and operationally.

Academic performance/achievement. Is determined by continuous assessment
or cumulative grade point average and indicates how well a student, instructor, or
institution has met their short- or long-term educational goals (CGPA).
Expectation. It rrefers to the perception of parents towards STEM student’s
academic performance.
Parents. These are a person who brings up and cares for another. However, being
a parent does not necessarily mean that you biologically passed your genetics to a child.
A parent can take on different forms, such as stepparent, grandparent, legal guardian, or a
combination.
STEM students. It refers to the students who is enrolled in GMTISAT under
Academic Track S.Y. 2022-2023.

CHAPTER II
REVIEW OF RELATED LITERATURE AND STUDIES
This chapter presents the literature and studies connected to this study, after the
thorough and in-depth research done by the researchers. This also presents the ideas,
summary of the findings, generalization or conclusions, methodologies and others. Those
were included in this chapter helps familiarizing information that are relevant and similar
to the present study.
Related Literatures
Having parental expectations helps students achieve excellent marks in their
studies. It also enables them to give their all in all academic accomplishments. Parental
expectations assist them in reaching their goals and improving their learning. Having the
parent's expectations of the kid inspires them not just to do the easiest thing, but also to
do the best thing, and it also affects the child not to be lazy as mentioned by The National
Teachers College.
In relation to this, The socialization of academically relevant child behaviors,
beliefs, and talents has been theorized to be significantly influenced by parents'
expectations for their children's ultimate educational accomplishment. In addition to
social transmission of educationally important beliefs from parents to children, there may
be a bidirectional relationship between parental expectations and their child’s features.
They test this theory using twin data from the Early Childhood Longitudinal Study-Birth
and Kindergarten cohorts that are both longitudinal and genetically informative.
According to their behavior genetic findings, parental expectations partially reflect child
genetic variance even when the child is just 4 years old. These kid-to-parent impacts were
thought to be influenced by two types of child characteristics: behavioral tendencies
(approaches to learning and problem behaviors), and achievement (math and reading).
They discovered within-twin-pair connections between these child traits and parental
expectations using behavior genetic model research. They came to the conclusion that
initial variation in a child's traits affects future educational expectations above and
beyond past educational expectations by using longitudinal cross-lagged models. These
findings are in line with transactional frameworks where child-to-parent and parent-to-
child effects co-occur Briley et al., (2013)
Academic performance is influenced by students' motivation levels. according to
Koh, Tan and Fang (2010) They discussed the relationship between academic
achievement and student motivation. The purpose of their study was to look into how
SBL affected students' motivation and their academic standing. The researchers used a
framework based on the following criteria to gauge students' motivation which is the Self-
efficacy Theory (SET), selected due to its thorough coverage of the link between students'
motivation and how their needs are seen to be met. The research seduced that SBL will
increase students' motivation since it gives students dynamic learning experiences and
effectiveness. According to their findings, the students believed that their psychological
requirements were High degrees of self-determined motivation and satisfaction. Students
who participated in SBL had greater mean exam scores for performance, while SBL may
have varying effects on students based on elements include IT knowledge, educational
background, and gender.

The STEM Field
[4.] The society had been aware of a large number of situations when college
student who received their degrees in STEM fields (science, technology, engineering,
and mathematics) As they arrived in college, they began selecting a non-STEM field as
their major . The fact that the majority of students who attended college with a goal of
pursuing a STEM field career program would either drop out of school, pick a non-STEM
field of study, or abandon the original choice. The Higher Education Research Institute
(2010) also reported a 20% to 50% of student dropout rates in STEM fields of higher
education. This is a specific example of how society is, there are now a labor shortage in
STEM fields Rafanan (2020).
Perception of Students in STEM Field
According to Finegold, Stagg, & Hutchinson (2011), how students see their
possible occupations and potential wages may have an impact on how interested they
become in STEM fields. Southeast Asian women, especially the Chinese and Filipino,
were more likely than White women to major in STEM due to the influence of potential
earnings. Where subject instructors regard preparing students for the workforce as an
essential component of their professional duty and where they possess the professional
skills and confidence to act on this, better STEM career activity results. In relation to that,
The various research pertaining to the elements influencing high school students'
perceptions when selecting the STEM strand were the focus of the review of the pertinent
literature for this study. A major connection between science, technology, engineering,
and mathematics was intended to be exemplified by the acronym STEM. Compared to
other strands, the STEM strand concentrates on more complex ideas and subjects.
Students that choose this program could pursue careers as pilots, architects,
astrophysicists, biologists, chemists, engineers, dentists, nutritionists, nurses, doctors, and
even marine engineers (Bolds, 2017; Patton, 2013).
Pursuing STEM-related Careers
Regarding the knowledge and experiences of the students, Franco and Patel
(2017) identify five linked categories: students' conceptions of engagement, obstacles to
engagement, teachers' facilitation of engagement, course assignments and engagement,
and facilitation of content usefulness. According to Trusty (2002), encouraging students
to enroll in the most academically demanding math courses, such as trigonometry, pre-
calculus, and calculus, has an impact on the likelihood that women will choose a STEM
major. Future career choice in a STEM profession is predicted by a strong, positive
STEM identity (Martin-Hasen, 2018).
According to Rask (2010), the STEM curriculum is quite expensive in terms of
one's motivation and possibilities for future employment. One of the most sought-after
concentrations in DepEd's senior high school is STEM education. More children became
more competitive thanks to the K–12 curriculum, notably in the fields of science and
technology, engineering, and mathematics using advanced concepts and themes. As a
result, the Philippine educational system is always evolving, which also makes students'
chances of success abroad greater. But a lot of STEM students fail to complete their
chosen jobs due to a lack of financial possibilities, family support, and other issues.
Related studies
[1.] In the study of Tus (2021) He specifically established an awareness that
parental participation or the relationship between the Parents and their child should be
recognized as a chance for improvement by parents and academic institutions. Improving
parental participation would benefit students in general. This may be achieved by
exchanging parental data such as children's health, nutrition, order, and immaturity. As a
result, their study recommended that schools should aim to absorb and integrate students'
families. The advantages of the parenting sort of inclusion to the students’ incorporates
enhanced control, enhanced school participation, expanded learning time, and
understanding the importance of schooling later in life. In addition, students' academic
work monitoring may raise students' anxiety about the student's performance, but not in
terms of academic performance, School accomplishment is directly and favorably related
to parental expectations and children's performance, and adversely related to parental
involvement to tasks and orientation toward goals and objectives.
Their research looked on the relationship between parental engagement and
academic success among the students the following results reached: The parents were still
building their participation in school, particularly during this difficult period.
Furthermore, the level of academic performance revealed that the mean academic
performance score of the respondents was highly good. This demonstrated that the
students did well in class while using online learning modes. Furthermore, even if there is
no correlation between the factors, it is urged that parents be responsible for giving advice
and supervision to their children, particularly during online learning modalities. They also
urged that parents empower, engage, and lead their children with the principles of the first
educators.
[2.] Based on the Conclusion and Discussion of the study conducted by Blair
(2014) A Comparison of Filipino and U.S. Parents. Filipino parents were proven to have
strict regulations for their children, implying that Filipino children are expected to follow
their parents' rules. Filipino parents were also shown to spend a great deal of time with
their children each week. This is rather amazing in and of itself given that many Filipino
employees' paid labor positions make it impossible for them to spend significant amounts
of time at home with their family. Even in terms of volunteering at their children's
schools, the parents were quite involved. In general, Filipino parents aided their children
with academics, attended activities with their children.
[3.] On the conclusion of the study conducted by Moneva and Moncada (2020)
they confirmed that authoritative parenting is the motivation that parents instill in their
children to attain a goal. On the one hand, student self-efficacy is the students' confidence
that they can do any assignment effectively. Furthermore, their survey employed a likert
scale and was done in September 2019 among 245 students at Jagobiao National High
School. According to the findings of their study, parents have high expectations for their
children's academic performance. On the other hand, it was shown that the parents had
little attention and went to school infrequently to check their children's school grades and
performance. In terms of student self-efficacy, however, they claimed that they can
always deal if they work hard enough, they can solve complex challenges. However,
when it comes to dealing with unexpected situations, they lack self-efficacy. According to
the study's findings given in Pearson Chi-square, there is a strong relationship between
the two variables parental pressure and student self-efficacy.
[4.] Yamamoto and Holloway (2010) Confirmed that Parental expectations has an
impact on students' academic results through a number of ways, some of which may be
particularly potent for a certain racial/ethnic group. They identified four such mechanisms
associated with high parental expectations: (a) child internalization of parents'
achievement valuation; (b) child's higher competency beliefs; (c) more intensive and
effective parental involvement; and (d) more optimistic and positive teacher perceptions
of child's capabilities. They next analyze the evidence for each of these processes and
why a specific mechanism may operate differently for racial/ethnic minority households
than for European American families.
[5.] On the Discussion and Conclusion studied by Tatlah (2019) he found out that
it is determined by the outcomes of the students that a statistically significant high
positive relationship between parental expectations the academic achievement of students
are prove. On the other hand, a substantial there is a slight positive link between pupils'
intellectual self-concept and academic excellence this is the end outcome.
[6.] Based on the Conclusion and Discussion of the study conducted by Blair
(2014) The findings of her study clearly show that Filipino parents are very interested in
their children's lives. There is no question that Filipino parents are invested in their
children's education and want them to succeed; but, the filial duties ingrained in their
culture may sometimes require parents to prioritize the needs of the family over the needs
of the individual kid. This seeming discrepancy would be unacceptable in American
culture, yet it is totally proper and the standard in Filipino culture. Existing models that
depict the transfer of family wealth as solely from parents to children, particularly during
the child and teenage years, must clearly account for such cultural variances. More
foreign samples should be examined in future research.
[7.] On the Conclusion and Discussion of the literature studied by Warikoo et al.,
(2020) on Asian American students, mental health, and violence prevention those who are
concerned about parental academic pressure negatively harming Asian American
adolescents should turn to parenting. Furthermore, it implies that concerns about the
negative impact of so-called tiger parenting are incorrect when high aspirations are
emphasized. Instead, talks about Asian American adolescents and their mental health
outcomes should center on the parent-child connection and how to enhance it. Indeed,
they found that the same is true for white American families, implying that a separate
body of literature focusing on upper-middle-class "intensive parenting".
[8.] In relation to this, Mueller and Abrutyn (2016); Nelson (2010) stated that we
should consider the relative importance of parent-child relationships and parent
expectations when discussing the potentially negative impact of intensive parenting. On
the other hand, In terms of parent-level predictors, Asian American pupils in
general reported having less positive interactions with their parents than their white
counterparts. White males and white females exhibited equal levels of parent
expectations, whereas Asian American males and females diverged. Asian American
males, in particular, reported higher expectations than Asian American females, both in
terms of direct self-report of parental expectations and reports of the types of grades they
thought their parents would be upset by (i.e., Asian American males were more likely
than Asian American females to report parents being upset by A/B grades)
[9.] The findings of the study conducted by M. J. and Davinson were consistent
with the findings of a large number of other studies, which indicated a positive moderate
correlation between parent expectations for their children's long-term educational
attainment and successful school outcomes. In this study, parent reported school results
(grades, moving up a grade level each year, and acceptable behavior) for middle school
and high school students were influenced by parent expectations to a greater extent than
by parent-school ties. Additionally, the family SES, children's ethnicity, and family
structure had smaller path coefficients than the expectations of parents regarding their
children's academic performance.

[10.] According to the research examined by Li, Y., Hu, T., Ge, & Auden, E.
(2019). middle school pupils in mainland China's academic performance, family
educational expectations, and home-based parental involvement; the impact of parental
involvement on student academic performance; and the mediating function that in this
relationship, cognitive capacity has a role. First, they discovered that parental homework
supervision, proactive school-related conversation with kids, kid-time, and having high
expectations for kids' future education levels were all linked favorably to kids' academic
success. In contrast, parental tutoring and rigorous discipline showed a negative
association with academic success, whereas financial investment had no discernible
relationship with academic performance. their study's findings also show that among the
seven aspects Education expectations for children have the biggest impact on parental
participation, followed by tutoring and homework monitoring. The impact is lessened
when talking to children, engaging in activities with them, and exercising discipline.
Steinmayr (2014) Confirmed that, comprehensive research has shown that
parental expectations and adolescent academic performance have a beneficial association.
However, little attention has been made to the harmful impact of parental expectations on
the emotional well-being of teenagers. The current study looked at the consequences of
high parental expectations on teenage academic achievement as well as depression.
Furthermore, it investigated whether these associations may be mediated by teenagers'
values of academic achievement, self-efficacy, and parental and school support.
1. Academic achievement refers to performance results that demonstrate how far a person
has progressed toward specified goals that were the focus on activities in instructional
settings, such as school, college, and university. Most school systems establish cognitive
goals that apply across numerous subject areas (for example, critical thinking) or
encompass the development of information and comprehension in a single intellectual
domain (e.g., numeracy, literacy, science and history).
The exploration of academic achievement has led to numerous empirical studies
and fundamental advances such as the development of the first intelligence. Introductory
textbooks provide theoretical and empirical insight into the determinants of academic
achievement and its assessment. However, because academic achievement is a broad
topic, several textbooks have focused primarily on selected aspects Steinmayr et al.,
(2014).
2. Self-efficacy, one of the most popular theories is self-efficacy theory. It is the most
current in a long line of personal competency or efficacy theories, and it has produced
more study in clinical, social, and personality psychology in the last decade and a half
than previous models and theories (Bandura, 1977, 1982-1986 pg. 4).
Beliefs in self-efficacy and associated Human adaptation and adjustment are
influenced by a variety of factors. Because humans experience a variety of adaptation
challenges, this volume defines adaptation widely and does not restrict the word to
traditional pathology-based categories or problems of traditional "clinical" concern, albeit
such issues are discussed. Moreover, self-efficacy theory and its role within a broader
social cognitive framework with this notion the importance of self-efficacy in human
adaptation and adjustment, as well as some basic principles for improving adaptation and
adjustment using self-efficacy theory. The subsequent theory and research on applying
self-efficacy theory to various areas of adjustment, such as clinical psychology, health
psychology, educational psychology, and organizational psychology Maddux (1995).
3. Parental and School support, According to this hypothesis, children whose parents are
interested in their schooling are more likely to acquire a strong, positive feeling of
efficacy for accomplishing achievement in school-related activities than children whose
parents are not involved. Whilst, school support refers to a wide range of instructional
approaches, educational services, or school resources offered to children in an effort to
help them accelerate their learning progress, catch up with their peers, reach learning
requirements, or thrive in school in general. When the word "School support" is used in
educational situations without qualification, specific examples, or more explanation, it
might be difficult to identify exactly what it means. The phrases support or supports can
also apply to a variety of academic-support initiatives. The glossary of education reform
(2013). On the other hand Sewell et al., as cited by Ramos 2016) defined that “parental
expectation” theory is a motivating idea that is frequently used to explain educational
setting, viewing the student as an active participant in the formative process rather than a
passive subject. The second theoretical paradigm assumes that parents have a substantial
influence on adolescents' educational and vocational success, generally through their
impact on those teenagers' educational and occupational aspirations. Parents improve
their children's chances of academic success by having high expectations for their
children's performance and socializing their children to internalize those high educational
standards driving them to succeed in an educational setting. This study investigates the
effects of internalized high academic expectations combined with a stressful school
environment that has become a constant source of negative self-feeling

CHAPTER III
RESEARCH METHODOLOGY
This chapter presents the chronological procedures and methods of the present
study. It also include the design of the study its research locale, research population and
sample, research instruments, data gathering procedures, and statistical treatment of the
present study.
Research Design
The researchers used descriptive-evaluative method of research. It was a
descriptive – evaluative study because it will determine the level of Parents’ expectation.
In addition, The researcher assessed the level of Academic Performance of the Grade 12
STEM students in GMTMSAT.
On the other hand, the study also used the same method to determine the effect of
Parental Expectation in the Mental health, Physical health, and Emotional health of the
Grade 12 STEM students.
Research Locale
This study was conducted inside the premises of Godofredo M. Tan Integrated
School of Arts and Trades (GMTISAT), San Andress Road, Brgy. Pagkakaisa, San
Narciso, Quezon.
San Narciso, Quezon is one of the provinces of the 3 rd District of Quezon. Since
1912, this province has been acknowledged. In addition, this province is known for its
mouthwatering tuyo, and its stunning scenery and popular tourist destinations like Talisay
and Sabit Beach. The "San Narciso Tuloy-tuloy ang Progreso " advocacy group, which
was founded by former mayor Eleonor "Allen" U., was very well-known on its own. Uy
and the current mayor's attorney, Uy's daughter The advocacy is being continued by
Florabel U. Yap, who’s now leading the Municipality of San Narciso, Quezon.
Research Population and Sample
The researchers used fifteen (15) respective parents and fiften (15) respective
grade 11 STEM students as respondents of Godofredo M. Tan Integrated School of Arts
and Trades (GMTISAT).
Research Instruments
The researchers used a survey questionnaire in consummating this study. The
survey questionnaire used in this study was designed to elicit information on the effect of
Expectation of Parents in Gr. 12 STEM Students’ Academic Performance.
Data Gathering Procedure
In complying this study, the subsequent procedure or steps were regarded
and carefully followed:

Adapted survey questionnaire is the main instrument of this study to assess Effect
of Parental Expectation in Gr. 12 STEM Students’ Academic Performance. Beforehand,
the researchers have provided a letter of approval to the respective respondents, after they
signed the letter of approval the researchers started to distribute the survey questionnaire,
afterwards, The Gr.12 STEM Students answered the Effect of parental expectation in
terms of their; Mental health, Emotional health and Physical state, While the Parents
answered the level of their Expectation towards their Child’s Academic Performance. 15
students from homogeneous section and 15 respective parents were assessed in this study.
Statistical Treatment of Data
The gathered data was collated, tallied, and correspondingly summarized by the
researchers. The data which gathered from the questionnaire was subjected by the
statistical treatment in order to ensure the reliability of the results.
The following is the statistical tool which will be used to answer the problem
posed in the present study:
Formula:
Where:
P = percentage
F = frequency
N = number of respondents
Note:
Please refer to the sample given to you. You need to add more information and data on
your chapter III
A Survey Questionnaire for Gr.12 STEM Students regarding on the Effect of

Parental Expectation in their Academic Performance in terms to their Major
subjects
Name:_____________________________________
Sex:_________
Address:____________________________________ Mobile
no.:_______________
Level of expectation toward gr.12 stem students
My parents expected to me… 4 3 2 1

1. have a high grade in all of my subject
2. stay active in all my classes
3. focus on our topic
4. reviewing our lesson
5. be one of the with honor student
6. join in our class activity
7. make more friends
8. have a better social experience
9.improve my behaviour ang adapt well
10. answer in our class recitation
4 = Very High Expectation

3 = High Expectation
2 = Low Expectation
1 = No Expectation
Effects of Parental Expectation
A. Mental Health 5 4 3 2 1
Because of expectation I…
1. have depression
2. have stress
3. have anxiety
4. cannot show my true feelings
5. start overthinking
6. began to change my mood over time
7. have low self-esteem
8. blaming myself
9. work productivity
10. realize my potential
B. Physical Health 5 4 3 2 1
1. have insufficient sleep
2. rarely communicate
3. began to apathy (lack of motivation to do anything)
4. began drinking alcohol
5. began smoking
6. have difficulties talking to my family

7. began eating disorder
8. began to have multiple illness (headache, fever, etc…)
9. have better social skills
10. show improved behaviour and adapt well
C. Emotional Health 5 4 3 2 1
1. loneliness
2. self criticism
3. frustration
4. ashamed
5. discouragement
6. resentment
7. anger
8. sad
9. tired
10. happy
5 = Very High
4 = High
3 = Moderate
2 = Low
1 = Never
Given Strategies
I am… Always Frequen Seldom Never

t
1. advance studying the lesson especially in my major
subjects in order to meet the expectation of my parents
2. putting extra time for my academics so that I can
participate in recitation at school
3. lending a large amount of time to do my requirements
and passing it before the exact due date
4. mindful for my attendance at school that’s why I never
get late nor having an absent
5. putting the words of my parents to action, so that they
can see the outcome of their advices
6. improving my weakness and seeking advices for the
learned person
7. boosting my self-esteem towards class to produce a
better outcome in my performance
8. listing my weakness and strength to identify and give
more time to the ability where I lack off
9. active in our activity
10. setting my baseline to aim my goal
11. listening to our topic so that if ever I will be called I

can answer
12. cooperating in our activity
13. reviewing our topic to avoid or lessen mistakes in my

quiz
14. positive towards life
15. doing my best to stay in my positon

A Survey Questionnaire for The Level of Parental Expectation towards

Their Child’s Academic Performance
Name:_____________________________________
Sex:_________
Address:______________________________
Relationship:__________________
Level of expectation of Parents toward Gr.12 STEM
students
I expecting… 4 3 2 1
1. always answer in school recitation
2.my child to do his/her homework
3. him/her to have a high grades in school
4. my child to improve his/her knowledge
5. him/her not to slack off on his/her study
6. expecting my child to do his/her best in school
7. my child to overcome his/her weaknesses and to have a many

friends
8. my child to his/her to focus on his/her study not in unnecessary
things
9. my child to always have a passing score in every test
10. my child to always be active in class activity
Signature of Respondent: ______________________
4 = Very High Expectation

3 = High Expectation
2 = Low Expectation
1 = No Expectation
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College
st
1
Year College”

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GODOFREDO M.

TAN INTEGRATED SCHOOL OF ARTS AND TRADES

EFFECT OF PARENTAL EXPECTATION AMONG GRADE 12

As Partial fulfillment of the Requirements in

THE PROBLEM AND ITS BACKGROUND

STEM is an approach in learning that integrates (Science, Technology,

availability of highly qualified scientists, technologists, engineers, and mathematicians is

disengaging from science, technology, engineering, and mathematics STEM

examinations beyond compulsory schooling.

expected to be engaged in meticulous studying. Moreover, over expectation has been

maintaining achieving motivation. However, overly optimistic expectations concerning

There is currently a significant body of research confirming that parental

participation in school education has a positive influence on students’ academic

of parents’ and parents’ demographic characteristics influence academic achievement in

The role of parental expectations in affecting children's academic progress has

Technology, Engineering and Mathematics (STEM) strand at the Godofredo M. Tan

physical, emotional, and mental health.

Statement of the Problem

STEM (Science, Technology, Engineering, and Mathematics) students with regard on

2.1 Mental health

2.2 Physical health

2.3 Emotional health

academic performance of STEM students.

Scope and limitations of the Study

Significance of the study

be beneficial to the following:

Physical, and Emotional health and our Academic performance as well.

terminologies are hereby defined both conceptually and operationally.

Academic performance/achievement. Is determined by continuous assessment

institution has met their short- or long-term educational goals (CGPA).

Expectation. It rrefers to the perception of parents towards STEM student’s

STEM students. It refers to the students who is enrolled in GMTISAT under

Academic Track S.Y. 2022-2023.

REVIEW OF RELATED LITERATURE AND STUDIES

summary of the findings, generalization or conclusions, methodologies and others. Those

to the present study.

Having parental expectations helps students achieve excellent marks in their

In relation to this, The socialization of academically relevant child behaviors,

beliefs, and talents has been theorized to be significantly influenced by parents'

expectations for their children's ultimate educational accomplishment. In addition to

be a bidirectional relationship between parental expectations and their child’s features.

thought to be influenced by two types of child characteristics: behavioral tendencies

beyond past educational expectations by using longitudinal cross-lagged models. These

child effects co-occur Briley et al., (2013)

Academic performance is influenced by students' motivation levels. according to

requirements were High degrees of self-determined motivation and satisfaction. Students

have varying effects on students based on elements include IT knowledge, educational

background, and gender.

The STEM Field

STEM fields Rafanan (2020).

Perception of Students in STEM Field

and mathematics was intended to be exemplified by the acronym STEM. Compared to

astrophysicists, biologists, chemists, engineers, dentists, nutritionists, nurses, doctors, and

even marine engineers (Bolds, 2017; Patton, 2013).

Pursuing STEM-related Careers

(2017) identify five linked categories: students' conceptions of engagement, obstacles to

engagement, teachers' facilitation of engagement, course assignments and engagement,

and facilitation of content usefulness. According to Trusty (2002), encouraging students

major. Future career choice in a STEM profession is predicted by a strong, positive

STEM identity (Martin-Hasen, 2018).

According to Rask (2010), the STEM curriculum is quite expensive in terms of

technology, engineering, and mathematics using advanced concepts and themes. As a