Academic Performance as Associated by Parental Support to the Grade 10

Students in Learning Mathematics During Modular Learning Modality

A Research

Presented to the Teacher Education Department

In Partial Fulfillment

to the Requirements for the Degree

Bachelor of Secondary Education

Major in Mathematics

Proponents
AGUDO, ELJUN C.
DURBAN, WESLIE B.
SILANOVA, CHRISTIAN JAN L.

RUBELYN D. MAJAROCON, MAEd

Research Adviser

June 2022

i
 DDOSC-REC
Form 2.6
Certificate of
Approval
Republic of the Philippines
Davao De Oro State College
RESEARCH ETHICS COMMITTEE

CERTIFICATE OF APPROVAL
DDOSC-REC Control No. DDOSC1622022

This is to certify that the study entitled “ACADEMIC PERFORMANCE AS

ASSOCIATED BY PARENTAL SUPPORT TO THE GRADE 10 STUDENTS IN

LEARNING MATHEMATICS DURING MODULAR LEARNING MODALITY” with

REC Protocol Code: 162-03,2022 by Agudo Eljun C., Durban Weslie B. and

Silanova Christian Jan, students of the Teacher Education Department of Davao

de Oro State College-Maragusan Campus, has examined by the Davao de Oro State

College – Research Ethics Committee (DdOSC-REC) as FULLBOARD both for the

initial submission and resubmission and has been evaluated to have adequately

complied the requirements for the study ethics protocol and is therefore, cleared for

implementation using universally scientific procedures and internationally accepted

ethical guidelines.

Given this 12th day of May 2022 at the DDOSC-REC Office, Main
Building, Davao De Oro State College-Main Campus, Compostela, Davao de
Oro, Philippines.

LILYBETH M. MATUNHAY, Ph.D.

Chair, Research Ethics Committee “Ability,
Motivation, Attitude: ETHICS”
ii
 ABSTRACT

The goal of this descriptive-correlational research is to determine the

Academic Performance as Associated by Parental Support to the Grade 10 Students

in Learning Mathematics During Modular Learning Modality. It was further intended

that the result of this study would add to the body of knowledge to the teachers and

students in terms of the effectivity of learning approach that they are into.

In order to seek data necessary for this research, we seek data from reliable

sources such as books and articles. The research design of this study is descriptive-

correlational design with quantitative approach. Selecting the respondents of this

study was done through a simple random sampling method in which the utilization of

the questions was being applied which is a distinguishable aspect of the technique

for obtaining and analyzing quantitative data. Respondents were given the survey

instrument via face-to-face interaction to answer and retrieved it after doing so.

Standard deviation and Pearson r are being used to analyze the data being provided

by the respondents.

The researcher’s concluded that there is no significant association between

the level of parental support and academic performance in mathematics of the grade

10 students during modular learning modality. The following conclusions were

reached: The parents were still in the process of increasing their association in

school, particularly during this difficult period. Furthermore, the level of academic

performance revealed that the mean academic performance score of the

respondents was satisfactory. This demonstrated that the students meet a minimum

commutative grade point average requirement during modular learning modalities.

iii
 TABLE OF CONTENTS
Page
Title Page i
Approval Sheet ii
Acknowledgement iii
Abstract iv
Table of Contents v
List of Tables vi
CHAPTERS
1 Problem and Its Scope
Rationale of the Study 1
Theories and Concept
Theoretical Framework 3
Conceptual Framework 5
Statement of the Problem 6
Hypothesis 7
Review of Related Literature 7
2 Methodology 16
Research Design 16
Research Locale 16
Respondents 17
Research Instrument 18
Data Gathering 19
Data Analysis 20
3 Results and Discussion 22
4 Conclusions and Recommendations
Conclusions 33
Recommendations 34

iv
References 36
Curriculum Vitae 39
Appendices
Ethics Review Approval Sheet 41
Adviser’s Endorsement Sheet 42
Editor’s Certificate 43
Statistician’s Certificate 44
Participants’ Informed Consent Form 39
Declaration of Anti-Plagiarism 55

v
LIST OF TABLES
Tables
1.1 Level of Parental Support in terms of Content Mastery 23

1.2 Level of Parental Support in terms of Compliance with Requirements 24

1.3 Level of Parental Support in terms of Learning Environment 25

1.4 Level of Parental Support in terms of Behavioral Aspects 27

1.5 Level of Parental Support in terms of Parent-Teacher Interaction 29

2 Level of Academic Performance in Mathematics of Grade 10 Students 29

3 The significant relationship between the level of parental support an academic

performance in mathematics of the grade 10 students 30

vi
vi
 Chapter 1

THE PROBLEM AND ITS SCOPE

Rationale of the Study

The COVID – 19 pandemic has significantly altered the living conditions of

families. Previous research has found that students are inactive in their learning at

home in comparison to their academic success. Distance Learning refers to a

learning delivery modality, where learning takes place between the teacher and the

learners who are geographically remote from each other during instruction. IThis

modality has three sub-types: Modular Distance Learning (MDL), Online Distance

Learning (ODL), and TV/Radio-Based Instruction (Quinones, 2020). Of all the

modalities mentioned, modular learning is the most common type of Distance

Learning in the Philippines. The distance learning modality has been implemented

ever since the Covid-19 pandemic reshaped the world in an unprecedented manner.

A year into this pandemic, the economies across the globe are still crippled.

Educational institutions and even establishments such as malls and other

recreational facilities remain closed. Face to face learning engagement of learners

and teachers within the school has also been temporary stopped.

In India conducted by Valle (2018) the study results showed a significant

positive relationship between parental involvement in education and student's

academic performance. As suggested, parents should play the leading role in

supporting their children's achievements and goals. Parental engagement in schools

focused on the family background regarding characteristics of school involvement activities

and then tracing it to see if it genuinely affects academic performance. Thus, it contributes

willingness and motivation to their children's outputs (Park & Holloway, 2016).

1
Additionally, Seale (2020) suggests that one of the most effective ways to combat

the pandemic's growing disparities and inequality in education is to empower and

equip families to support learning in their own homes. This is especially true for

students who are still in the basic education system, where learning requires regular

adult facilitation.

Another study in national setting conducted by Ochoa and Torre (n.d.)

parenting is essential in Philippine society since family is seen as an inside to one's

social world. Schools need to perceive social varieties in parent association because

there are contrasts among guardians with various foundations on when, why, and

how they are engaged with their kids' training. Filipino parents put an enormous

incentive on kids (Medina, 2015) and treat lengths to guarantee their positive

development. In the Philippines, guardians expect dutifulness from their kids yet also

give them huge friendships, care, and nurturance. Parent-kid connections are

regularly affected by "Kapwa" which implies shared personality Filipino relatives.

However, guardians and kids share. Filipino guardians have a feeling of interest in

their kids and effectively attempt to enhance them. In addition, the Philippine

Information Agency (2020) states that there are some fundamental skills that the

modular approach cannot attain such as reading and writing in the early years.

According to the study of Mindanao State University of Sulu revealed the

effectiveness of modular distance learning approach in learning Mathematics despite

of its challenges amidst COVID-19 pandemic. Hence, there were not the factors on

the students’ perceptions towards academic performance using modular approach.

And also, the study revealed that there is no significant relationship of their

perceptions regarding about modular distance learning approach to academic

performance in Mathematics.

2
 Furthermore, the current study investigates the relationship between parental

association and academic performance in students, specifically during the COVID-19

pandemic and the Philippines' new normal education. In this light, this paper aims to

find out the effects of parental support and collaboration in modular learning in

mathematics. As well as the approaches they made that were accessible to the

students with the use of printed materials. Also, this study seeks to find suitable

solutions on how parental support collaborates modular learning of the students in

the new normal form of learning.

Theoretical Framework

Theoretical perspectives provide the basis for research and inspire scholars to

go further statistical in social sciences. This is also true in the field of parental

support and involvement. This section delineates two major theories related to

parental support and involvement: (1) Vygotsky’s sociocultural theory, and (2)

Bronfenbrenner’s ecological system.

This study has found anchorage on the work of Lev Vygotsky. It has become

the foundation of much research and theory in cognitive development over the past

several decades, particularly of what has become known as sociocultural theory.

The sociocultural theory grew from the work of seminal psychologist Lev

Vygotsky, who believed that parents, caregivers, peers, and the culture at large were

responsible for developing higher-order functions. According to Vygotsky, learning

has its basis in interacting with other people. Once this has occurred, the information

is then integrated on the individual level. Vygotsky's sociocultural theory views

human development as a socially mediated process in which children acquire their

3
cultural values, beliefs, and problem-solving strategies through collaborative

dialogues with more knowledgeable members of society.

Vygotsky's theories stress the fundamental role of social interaction in the

development of cognition, as he believed strongly that community plays a central

role in the process of "making meaning." Vygotsky argued that learning is a

necessary and universal aspect of the process of developing culturally organized,

specifically human psychological function (1978) Individual development cannot be

understood without reference to the social and cultural context within which it is

embedded. Higher mental processes in the individual have their origin in social

processes.

Another theory, advocated by Urie Bronfenbrenner, is known as the

Ecological Systems Theory. It has to do with the rationalization of parent involvement

and impact on research on the subject matter. According to this theory, the

development of children is affected not by factors within the child but also by their

family and surrounding world (Bronfenbrenner, 1979). In conclusion based on

Bronfenbrenner’s theory, one can easily argue that children’s school experience is

not just made up of interactions between them and the school or teacher. It also

includes a broader system involving parents, family, and community. As a result,

understanding the influences of a child’s environmental provides theoretical support

for the idea of parent involvement in young children’s education.

4
Conceptual Framework

Independent Variable Dependent Variable

LEVEL OF PARENTAL
SUPPORT TO THE GRADE
10 STUDENTS

 CONTENT LEVEL OF ACADEMIC

MASTERY PERFORMANCE IN
 COMPLIANCE WITH
MATHEMATICS OF GRADE
REQUIREMENTS
10 STUDENTS
 CONDUCIVE
LEARNING
 GRADES
ENVIRONMENT
 BEHAVIORAL
ASPECT
 1.2 Compliance
 PARENT-TEACHER with requirements;
INTERACTION
1.1 Content mastery; 1.3 Conducive Learning
Environment;
1.2 Compliance with

Figure 1. Conceptual Paradigm shows the two variables of the study

The figure presented above shows the two variables of the study, the

independent variable and the dependent variable. The independent variable is level

of parental support to the grade 10 students that has the following categories:

Content mastery, compliance with requirements, conducive learning environment,

behavioral aspect and parent-teacher interaction. While the dependent variable is

5
the level of academic performance in mathematics of grade 10 students which

include the grato des.

The goal of this study is to determine the level of parental support to the

academic performance among the students. We investigated the relationship

between the two. Data gathering will be done by means of a self-made survey

instrument. The independent variable of the study will be realized by having survey

instrument filled up by the respondents which are the Junior High School Grade 10

students who are currently enrolled in AY 2021-2022 using a random sampling

method while the dependent variable will be determined through the first quarter

grades of the students and thus both variables will be gathered, analyzed and

interpreted. As a result of the study, education implications will be drawn for the

purpose of improving the instructional approaches in Mathematics geared towards

better learning outcomes.

Statement of the Problem

This study seeks to determine the level of support provided by the parents to

students in modular learning of Mathematics. In particular, it aims to address the

following questions:

1. What is the level of parental support to the grade 10 students in terms of:

1.1 Content mastery;

1.2 Compliance with requirements;

1.3 Conducive Learning Environment;

1.4 Behavioral aspect;

1.5 Parent-Teacher interaction?

6
2. What is the level of academic performance in mathematics of grade 10
students?

3. Is there a significant association between the level of parental support and

academic performance in mathematics of the grade 10 students?

HYPOTHESIS

To analyze data extensively and objectively, null hypothesis were formulated:

H0: There is no significant association between the level of parental support and

academic performance in mathematics of the grade 10 students.

Review of Related Literature

Related Studies

This chapter presents the literature, concepts and constructs related to the

study. The contents of this section are arranged systematically, having Parental

Involvement and Academic Performance, parental support, Parental

involvement in the Philippine setting, and parent-teacher collaboration as the

major themes.

Parental Involvement and Academic Performance

According to Fajoju (2015) their study findings prescribed that guardians be

more engaged with their kids' instruction and screen their children's school

participation. School advisors and instructive therapists should utilize different ways

to accomplish more prominent parental contributions in their schools. Thus, Niia

7
(2015) demonstrate that students, educators, and guardians in Swedish school

attribute contrasting implications and equivalence to students' interest in school in

connection to academic performance. Students consider the investment to be

primarily identified with social cooperation and not an academic accomplishment,

while instructors see students' support as more firmly identified with movement and

academic performance.

In addition, Cabus and Fernandez (2016) explored the power elements of

parental association in schools and how the part, capacity, and importance of

inclusion are endorsed for guardians and very much delimited inside school spaces

possessed by minimized guardians. However, Thompson (2016) exposed the

consequences of the multivariate investigation showed that while positive school-

family connections are an indicator of accomplishment, this state is interceded by the

level of parent's fulfillment with their child's school. Similarly, Pinquart (2016)

consolidates the consequences of 308 observational studies on the relationship of

general parenting measurements and styles with the academic accomplishment of

kids and young people evaluated employing review point standard or academic

accomplishment tests.

Moreover, Hines (2017) stated the fundamental part that school guides play in

turn around schools to enhance students' accomplishment in such school settings.

The survey proposes that even very much planned school programs welcoming

association will meet with just constrained achievement if they do not address

parental part development advertisement parental feeling of adequacy for helping

children succeed in school. However, Reininger and Santana (2017) showed that

child solicitations for inclusion, the parental feeling of self-viability, pay, and kid's

8
review level are fundamentally connected with parental at home and school

contribution. Furthermore, Froiland and Worrell (2017) stated that inborn life

objectives and students' desires were decently and indeed related and added to

academic performance development, which recommends that the self-assurance

hypothesis and contemplation esteem hypothesis give added substance

understanding foreseeing instructive accomplishment.

Parental Support

Most, if not in all schools, parental support and involvement are crucial when it

comes to school-based or school-related activities. As cited by Adonis (2020) in an

article entitled “Education in Times of a Pandemic” suggested that, since education

is no longer confined to the four walls of the classroom, parents have now become

educators' partners. As home facilitators, parents play a critical role in modular

learning, their primary function is to build a connection with the child and to guide

them.

According to the Department of Education (DepEd), Module-ator, Bundy-

clock, and Home Innovator are some of the roles that parents and guardians play in

Modular Learning. As a Module-ator, they are responsible for collecting and

submitting printed Self-Learning Modules (SLMs) from and to schools or barangay

halls at the start and end of each week, as agreed by the parents and the school.

Parents must examine their child's timetable or weekly plan as a Bundy-clock. Due to

the large number of subjects or activities to be completed, they must ensure that all

procedures are followed to avoid cramming or delays in submission, which could

9
negatively impact the child's performance. As a Home Innovator, they must provide

their child with a productive and conducive learning environment to help them focus

more on Learning. It must be a well-lit, well-ventilated place with little or no

distractions in the house.

Apparently, Garcia (2018) in the study entitled Parental Involvement among

Low-income Filipinos: A Phenomenological Inquiry, proved that Filipino parents

believe that helping their children with schoolwork, motivating them, and providing

structure at home help their children succeed in school. However, responses

regarding academic socialization, communicating with teachers, and volunteering in

school reflect cultural beliefs and practices in the Philippines related to traditional

parenting, extreme poverty. Findings have implications for how Filipino parents and

educators can support the academic success of children.

Additionally, empirical findings have demonstrated a positive association

between parental involvement in education and academic achievement Tárraga

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

(2017) as well as school retention and attendance (Ross, 2016). Moreover, there is

also strong support from international research showing the positive influence of

parental support over academic achievement, shown in a wide variety of studies

across different populations and educational levels (Jeynes, 2016; MaRIA2016;

Castro., 2015). Although there is a wide range of parental involvement definitions,

some more general and others more specifics, there is a consensus among research

results about the positive influence of parental involvement over child academic

achievement.

10
 Furthermore, Alampay (n.d.) study on Parental Authoritarian Attitudes

revealed that, Filipinos perceive the family 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. Likewise, the study

reveals that the Filipino parenting and parent- child relationships are characterized

by respect for parental authority and obedience on the part of children, family

cohesion, and meeting familial obligations.

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, support is a major concern in Philippine

school, as many parents have reported not to exert any effort in their child’s

academics (Blair, 2014).

Similarly, Kimu (2012) in a qualitative study entitled Parent Involvement in

Public Primary Schools in Kenya had also reported that the society needs to

increase its level of educational involvement and that starts with the support by the

parents. The researcher adds parental support is critical to pupils’ success

academically. Research has also evidenced that programs focused on increasing

parental involvement in education have positive impacts on children, families, and

school communities (Jeynes, 2012). Smith (2011) study on the Impact of Parental

Involvement on student achievement proved that identifying organizational barrier,

identifying possible effective strategies to overcome the organizational barriers and

establishing effective and collaborative partnership between school and home has a

great impact on parental involvement, and may lead to an increase in student

achievement. As cited by Peters (2012) “when schools have reputations for being

successful, they generally receive undeniable support from parents”. Harris and
11
Goodall (2007) also noted that parental support encompasses a whole range of

activities within or outside the school.

Parental Involvement in the Philippine Setting

Parenting is essential in Philippine society since family is seen as an inside to

one's social world. Be that as it may, social settings in which Filipino families are

introduced have changed quickly in recent years. Child's learning is progressively

advancing toward a more expansive vision of 21st-century learning. As a child's

training progressively happens over a scope of settings, guardians are interestingly

situated to help guarantee that these settings best help their kids' particular adapting

needs (Ochoa & Torre, 2017).

Meanwhile, Bartolome, Abdul, and Mamat (2018) revealed that parental

involvement implies the measure of interest a parent has regarding the tutoring of

her kids. However, a few schools develop parental association once in a while

guardian have delays in their kids' instruction. It has been pushed in Western

nations. In any case, there is a collection of writing that inspects the hugeness of

social and social impacts and the impacts of guardians' contribution in and desires

for their kids' advancement and learning. Schools need to perceive social varieties in

parent association because there are contrasts among guardians with various

foundations on when, why, and how they are engaged with their kids' training.

Parenting is essential in Philippine society since family is seen as an inside to one's

social world. Be that as it may, social settings in which Filipino families are

introduced have changed quickly finished the previous ten years (Ochoa & Torre).

Filipino parents put an enormous incentive on kids (Medina, 2015) and treat

lengths to guarantee their positive development. In the Philippines, guardians expect

12
dutifulness from their kids yet also give them huge friendships, care, and nurturance.

Parent-kid connections are regularly affected by "Kapwa" which implies shared

personality Filipino relatives. However, guardians and kids share. Filipino guardians

have a feeling of interest in their kids and effectively attempt to enhance them.

Parent-Teacher Collaboration

The study of Sheridan (2021) entitled Establishing Healthy Parent-Teacher

Relationships for Learning Success has proved that partnership approach between

parents and teachers is evident, children’s work habits, attitudes about school and

grades improve. They demonstrate better social skills, fewer behavioral problems

and a greater ability to adapt to situations and get along. And parents and teachers

benefit, too. When working together as partners, it’s been found that parents and

teachers communicate more effectively, develop stronger relationships with one

another and develop skills to support children’s behaviors and learning.

Meanwhile, Face to face interaction had been stopped as a result of the

pandemic, lockdowns and social distancing restrictions have forced many parents to

work from home. With schools closed, many parents are struggling to manage their

work along with the increased responsibility of looking after their children’s learning

at home. According to a recent study, in countries such as France, Germany, Italy,

the UK, and the USA, 60 per cent of parents have been unable to find alternative

solutions for schools. Parents, then, deserve unqualified support in their efforts to

keep their children learning (Varkey, 2020).

Perhaps, as observed by multiple foreign researchers, when schools work

together with families to support learning, children tend to succeed not just in school,

but also throughout life. Parental involvement benefits students academically and

13
socially (Bower & Griffin, 2011) and these positive effects may extend as far as age

20 and beyond (Sormunen, 2011). Because this idea is widely accepted, many

schools aim to increase parental involvement as a strategy to increase student

achievement. Perhaps surprising to some educators, the vast majority of parents

want to help their kids succeed at school, and wish to be more involved in their

child’s education (Sormunen, 2011 cited in Stacer & Perrucci, 2012).

Internationally, teachers are not only involved in educating students, but are

increasingly involved in working with parents to improve educational outcomes (Ellis,

2012). Collaborative partnerships between parents and teachers have valued

different skills, experiences, and knowledge that parents and teachers bring to

educational decision on the needs of individual students.

Nierva (2009), in a study entitled Parent-Teacher Ties: Towards Better

Learning Outcomes, proved that children perform better in school when they have

opportunities to learn from their two primary contexts of development, namely, the

home and school. When parents, teachers and schools support one another and

build a strong partnership, it will result to academic success.

Moreover, Pineda (2008) study entitled Impact of Home-School Shared

Responsibility compared the parents’ and school personnel’s perceptions on the

existing home-school collaboration program. Likewise, the performance of the

learners is assessed using standardized materials from DepEd and correlational

statistical methods were employed. The researcher proved that connections among

families and schools fostered positive school and learning experiences, as well as

better learning outcomes for children.

14
 Meanwhile, the study of Arriero (2006) entitled Education and Parenting: A

Correlational Study has shown 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.

Furthermore, Epstein (2001) stated that parent-teacher collaboration

constitutes the school-related activities, attitudes, and/or behaviors which occur at

home (homework), in the school (meetings, support and/or volunteering) or within

the community (assistance and/or volunteering), that positively impact on a child’s

educational outcome. Moreover, parent engagement in schools can promote positive

behaviors among children. Parents and teachers share the same goals for children

and students; they want each individual to do their best to not only to finish their

studies but also to see their improvement in every discipline. This only happens

when parents and teachers work together. Teachers and parents can work as a

team to provide the best for students.

15
 Chapter 2

METHODOLOGY

In this chapter, the researchers present the method applied in conducting this

research. It consists of research design, research locale, respondents, research

instrument, data gathering procedure, and data analysis.

Research Design

A descriptive-correlational method will be used in this study. Descriptive

research is a type of quantitative research design that describes the population,

situation, or phenomenon being studied. It focuses on answering the how, what,

when, and where questions, rather than the why. A descriptive correlational study is

a design in which the researcher is primarily interested in describing relationships

among variables, without seeking to establish a causal connection (Katzukov, 2020).

Using this design will enable the researchers to answer the questions stated in the

16
first chapter of this manuscript.

Research Locale

The study will be conducted at Tupaz National High School. The said school

is found in Tupas Maragusan, province of Davao de Oro. It is a public school under

the supervision of DepEd Division of Davao de Oro Currently, the school is under the

leadership of Arsenio V. Opeña as its Principal 1. For SY 2020-2021, it has a total of

562 enrollees. The researcher chose this as the locale of the study since it is the

most accessible considering the quarantine restrictions imposed in the locality.

Source: Google Map

Figure 2: Map of Tupaz National High School Davao de Oro

Respondents

The sample of the population of this study stood at forty grade 10 students at

Tupaz National High School. There were 2 sections of grade 10 students and both

sections were randomly selected as the subjects of the study. The two sections were

Cepheus and Cassiopeia during the school year of 2020-2021. This technique was

17
employed to ensure a fairly equal representation of the variables for the study. This

was achieved by writing out the names of the staff in a piece of paper which was

folded and put in a basket and out of 42 students in section Cepheus 20 students

were randomly selected as respondents as well as in section Cassiopeia out of 46

students 20 students were randomly selected. After through reshuffling, the

researcher selects an element, records it and puts it back in the basket until the

required number is obtained. That is, researches applied with replacement.

Table 1

Subject of the study

Section Total no. of Students

Cepheus 20

Cassiopeia 20

Total 40

Research Instruments

As means of collecting data, the researcher will use a self-made questionnaire

for the variables to suit the context of the study. The items of the said questionnaire

will be anchored on the literature in order to aid its construction.

18
 The self-made questionnaire will be divided into three parts. The first part

contains the participants demographic profile, whereas, the second part of the data

gathering instrument focuses on the level of support provided by parents. The third

and final part looks into the collaboration and partnership of parents and teachers.

After its construction, the data gathering instrument will then be checked by

at least three panel of internal and external validators. The validators are those with

the appropriate qualifications and technical expertise regarding the topic. Face and

construct validity shall be carried out. Likewise, the researcher has also taken

measures in order to control the factors that may pose threats on the internal validity

of the instrument.

Data Gathering Procedure

The following steps were undertaken by the researcher in conducting this

study.

1. The researcher sought the permission to conduct the study from the Ethics

Board.

2. Once the permission is granted, a researcher-made questionnaire was

submitted for validation to three research experts.

3. After its successful validation and reliability testing of the researcher-made

questionnaire, the researcher approached the records officer of the school were the

study was conducted asking for the names of those students who qualified to join the

study through random sampling.

4. The names were used to locate and/or contact the respondents for the data

gathering. The respondents were reached out personally or through their contact

numbers. Afterwards, their consent to participate were obtained.

19
5. As soon as the consent is granted, the researcher commenced with the data

gathering. The results were treated statistically using the tools discussed in the next

section.

As part of the ethical consideration, the researcher ensured that all necessary

permits will be secured before conducting the study. The researcher also followed

the COVID-19 health protocols during data collection so as to limit the exposure to

potential carriers of the virus. In line with the principles of autonomy, any form of

coercion were not used in this study. The respondents were thoroughly informed

about the nature of the study, its purpose, the likely benefits, risks, and safety

concerns associated with their participation, and their rights as respondents for this

study – which includes, but not limited to, the right to refuse from participating and to

withdraw anytime from participating from this study, and right to privacy,

confidentiality, and transparency. In compliance with the Data Privacy Act, names,

dates, other important personal information and the overall identity of the participants

were kept confidential. The results were used for research purposes only. Persons

not related to this research were not given the authority to see the data.

Data Analysis

In quantifying the responses of those who were included in the study, a Likert

scale with four orderable gradations with Range of Means and description was

utilized, to wit Always, Most of the Time, Seldom and Never. Numeric scores were

also assigned to each option; 4, 3, 2, 1 respectively. Reverse coding was also done

to prevent acquiescence bias.

The data will be manually tabulated and will be treated using the following

statistical tools:

20
1. Weighted mean and standard deviation. This was employed to determine the

central point in the distribution of measurement.

Mean. This will be use in answering the statement of the problem number one and

number two. The response options in the instrument are weighted as shown below:

Never Seldom Most of the time Always

1 POINTS 2 POINTS 3 POINTS 1 POINT

Standard deviation (SD). This will be use to measure the dispersion of the frequency

distribution.

2. Pearson Correlation will be used to compute the correlation involving the degree

of parent teacher collaboration and the academic performance of the student.

Correlation Coefficient (r) Value Indication

Between ±0.8 to ± 1.0 High Correlation

Between ±0.6 to ± 0.79 Moderately High Correlation

Between ±0.4 to ± 0.59 Moderate Correlation

Between ±0.2 to ± 0.39 Low Correlation

Between ±0.1 to ±0.19 Negligible Correlation

21
 Chapter 3

Results and Discussion

Presented in this chapter are the results and discussion from the data being

gathered. The discussion is ordered based from the order of tables that show results

from the questions that this research seeks to answer. Each table is presented in this

manner; Level of Parental Support, Level of Academic Performance in Mathematics,

Correlation between the Parental Support and Academic Performance in

Mathematics

(For item 1, the table below is being used to determine the level of
effectiveness.)

Interval Description Interpretation

The item or situation is
1.00-1.49 Low
seldom evident.
The item or situation is
1.50-2.49 Moderate
sometimes evident.
The item or situation is
2.50-3.49 High
oftentimes evident.
The item or situation is
3.50-4.00 Very High
always evident.

22
Table 1 What is the level of parental support to the grade 10 students in
terms of:
1.1 Content mastery;
1.2 Compliance with requirements;
1.3 Conducive Learning Environment;
1.4 Behavioral aspect;
1.5 Parent-Teacher interaction?

Table 1.1 Content mastery

DESCRIPTIVE
STATEMENTS MEAN SD
EQUIVALENT
1. My parent assists
me in reading the 2.10 1.01 MODERATE
lesson.
2.My parent provides
additional
explanation to
2.03 0.97 MODERATE
ensure
understanding of the
lesson.
3. My parent asks
questions regarding
2.25 1.03 MODERATE
the topic to check for
understanding.
4.My parent provides
review(s) before any 2.08 0.92 MODERATE
examination or quiz.
AVERAGE 2.11 0.81 MODERATE

The level of parental support in terms of content mastery is shown in Table

1.1 which in statement 3 “My parent asks questions regarding the topic to check for

understanding.” had the highest mean 2.25, followed by statement 1 “My parent

assists me in reading the lesson” statement 4 “My parent provides review(s) before

any examination or quiz.” and statement 2 “My parent provides additional

23
explanation to ensure understanding of the lesson.” revealed the lowest mean of

2.03 however with the same descriptive equivalent of moderate.

The level of parental support in terms of content mastery had an overall mean

of 2.11 which entails a descriptive equivalent of moderate. The result means that the

level of parental support in terms of content mastery was moderately observed. The

result is reinforced by the study of Bunijevack (2017) that setting aside time to

participate in a child education shows that they care about their child’s academic

achievement and that education is important to the family. Thus, getting involved

also gives guardians the opportunity that their child is receiving the quality education

that they deserve and there are numerous reasons for establishing and

strengthening ties between school, family and network. Furthermore, the primary

purpose behind such an organization is to help students in succeeding at school.

Other, reasons include improving school atmosphere and school programs,

developing parental abilities and authorities, helping families interfacing with others

in the school and the network, and helping instructions with their work.

Table 1.2 Compliance with requirements

DESCRIPTIVE
STATEMENTS MEAN SD
EQUIVALENT
1. My parent helps in
answering the post- MODERATE
test/quiz. 2.03 0.97
2.My parent helps in
answering the MODERATE
summative exams. 1.85 0.92
3.My parent assists
in doing performance MODERATE
tasks. 2.18 1.01
4. My parent helps in
making projects and MODERATE
assignments. 2.28 1.04
AVERAGE 2.08 0.86 MODERATE

24
 The level of parental support in terms of compliance with requirements is

shown in Table 1.2 which statement 4, “My parent helps in making projects and

assignments.” had the highest mean 2.28, followed by statement 3, “My parent

assists in doing performance tasks.” statement 1, “My parent helps in answering the

post-test/quiz.” and statement 2, “My parent helps in answering the summative

exams.” revealed the lowest mean of 1.85 however with the same descriptive

equivalent of moderate.

The level of parental support in terms of compliance with requirements

mastery had an overall mean of 2.08 which entails a descriptive equivalent of

moderate. The result means that the level of parental support in terms of compliance

with requirements was also moderately observed. The result was supported by the

study of Park & Holloway (2016) that parent association in schools focused on the

family background concerning characteristics of school association activities and

then tracing it if it genuinely affects academic performance. Thus, it contributes

willingness and motivation to their children's outputs. Additionally, Bartolome, Abdul,

and Mamat (2018) revealed that parental association implies the measure of interest

a parent has regarding the tutoring of her kids. However, a few schools develop

parental association once in a while guardian have delays in their kids' instruction. In

any case, there is a collection of writing that inspects the hugeness of social and

social impacts and the impacts of guardians' contribution in and desires for their kids'

advancement and learning.

25
 Table 1.3 Conducive Learning Environment

DESCRIPTIVE
STATEMENTS MEAN SD
EQUIVALENT
1. My parent ensures
proper lighting in my 2.63 0.99 HIGH
study area.
2. My parent make
sure that I have
2.50 1.02 HIGH
conducive learning
area.
3. My parent ensures
good ventilation in 2.48 1.02 MODERATE
my study area
4. My parent makes
sure that the
learning 2.10 0.83 MODERATE
environment is free
from noise.
AVERAGE 2.43 0.76 MODERATE

The level of Parental support in terms of conducive learning environment is

shown in Table 1.3 which in statement 1, “My parent ensures proper lighting in my

study area.” had the highest mean 2.63 with descriptive equivalent of high, followed

by statement 2 “My parent makes sure that I have proper study area.” statement 3

“My parent ensures good ventilation in my study area.” with descriptive equivalent of

moderate and item 4 “My parent makes sure that the learning environment is free

from noise.” revealed the lowest mean of 2.43 with a descriptive equivalent of

moderate.

The level of Parental support in terms of conducive learning environment had

an overall mean of 2.43 which entails a descriptive equivalent of moderate. The

result means that the level of Parental support in terms of conducive learning

environment was also moderately observed. For Henry (2017), the home learning

environment is another fundamental part of a child's school execution. A setting in

the home that is helpful for learning can positively affect grades. However, guardians
26
who are separated are less inclined to give this. Guardians who routinely speak with

their kids about their assignments can positively affect their learning and grades,

though offspring of uninvolved guardians are less inclined to finish homework, which

can contrarily affect scores.

Table 1.4 Behavioral aspect

DESCRIPTIVE
STATEMENTS MEAN SD
EQUIVALENT
1. My parent sets
educational goals 2.88 0.85 HIGH
with me
2. My parent reminds
me of my time 2.75 0.98 HIGH
schedule
3. My parent
provides positive
reinforcement 2.85 0.98 HIGH
whenever I finish the
task satisfactorily
4. My parent
employs negative
reinforcement
whenever my 2.23 1.05 MODERATE
performance is
unsatisfactory

AVERAGE 2.68 0.77 HIGH

27
 The level of Parental support in terms of behavioral aspect is shown in Table

1.4 which statement 1, “My parent sets educational goals with me” had the highest

mean 2.88, followed by statement 3 “My parent provides positive reinforcement

whenever I finish the task satisfactorily” statement 2 “My parent reminds me of my

time yschedule” with the same descriptive equivalent of high and statement 4 “My

parent employs negative reinforcement whenever my performance is unsatisfactory”

reveals revealed the lowest mean of 2.23 however with descriptive equivalent of

moderate.

The level of Parental support in terms of behavioral aspect had an overall

mean of 2.68 which entails a descriptive equivalent of moderate. The result means

that the level of Parental support in terms of behavioral aspect was also moderately

observed. According to Benner (2016) there are significant links regarding school-

based involvement, parental educational expectations, adolescent’s cumulative high

school grades, and academic achievement. The study results showed a significant

positive relationship between parental association in education and student's

academic performance. As suggested, parents should play the leading role in

supporting their children's achievements and goals. Additionally, parent-delivered

compensatory education for children at risk of educational failure: improving

academic and self-regulation skills revealed that significant gains in parental

association and expectations were translated into mediated intervention gains in

child literacy skills and academic results. Thus, it suggested that parents' beliefs

about their child's academic potential and their method of behavioral support for the

child should be addressed.

Table 1.5 Parent-Teacher interaction

28
 DESCRIPTIVE
STATEMENTS MEAN SD
EQUIVALENT
1. My parent is
actively involved in 2.85 0.86 HIGH
PTA meetings.
2. My parent
interacts with the
3.08 0.86 HIGH
teachers during
home visitation.
3. My parent is
involved in the
submission and 2.95 0.85 HIGH
retrieval of learning
modules.
4. My parent
maintains an open
communication with 2.87 0.91 HIGH
my teachers.

AVERAGE 2.94 0.70 HIGH

The level of Parental support in terms of Parent-Teacher interaction shown in

Table 1.5 which statement 2, “My parent interacts with the teachers during home

visitation.” had the highest mean 3.08, followed by statement 3 “My parent is

involved in the submission and retrieval of learning modules.” statement 4 “My

parent maintains an open communication with my teachers.” and statement 1 “My

parent is actively involved in PTA meetings” revealed the lowest mean of 2.85

however with the same descriptive equivalent of high.

The level of Parental support in terms of Parent-Teacher interaction had an

overall mean of 2.94 which entails a descriptive equivalent of high. The result means

that the level of Parental support in terms of Parent-Teacher interaction is much

experienced or adequately observed. The result is reinforced by the study of Pineda

29
(2008 the performance of the learners is assessed using standardized materials from

DepEd and correlational statistical methods were employed. The researcher proved

that connections among families and schools fostered positive school and learning

experiences, as well as better learning outcomes for children. Furthermore, Fraser

(2017) supports that kids who motivate assistance from guardians will, in general,

feel all the more academically capable, so they are less inclined to need to abstain

from going to class. At long last, parent contribution enhances children's mentalities

about the school, making school participation increasingly alluring.

(For item 2, the table below is being used to determine the level of academic
performance.)
Indicators Equivalent Numerical Value
Outstanding 90-100
Very Satisfactory 85-89
Satisfactory 80-84
Fairly Satisfactory 75-79
Below 75

Table 2. What is the level of academic performance in mathematics of

grade 10 students?

DESCRIPTIVE
MEAN SD
GRADES EQUIVALENT

80.7 5.10505 Satisfactory

30
 Shown on table 2 are the grades of respondents with corresponding mean of

80.7 and its standard deviation of 5.10505, this implies that the grades are belong in

indicator of satisfactory with equivalent numerical value from 80-84. This means that

the child meets a minimum commutative grade point average requirement or

occasionally meets proficiencies (standards) as demonstrated by a variety of work

and assessments that show incomplete or inconsistent understanding and use of

grade level skills and concepts.

Table 3. Is there a significant relationship between the level of parental

support and academic performance in mathematics of the grade 10 students?
EFFECTIVE The value
p-value Significance level DECISION
LEARNING STYLE of R
LEVEL OF
PARENTAL ACCEPT THE
SUPPORT AND NULL,
ACADEMIC NOT REJECT THE
0.0183 0.910761
PERFORMANCE IN SIGNIFICANT ALTERNATIV
MATHEMATICS OF E
THE GRADE 10 HYPOTHESIS
STUDENTS

The value of R is 0.0183.

Although technically a positive correlation, the relationship between your variables is

weak (nb. the nearer the value is to zero, the weaker the relationship).

The P-Value is .910761. The result is not significant at p < .05.

31
 The value of R is 0.0183. Although technically a positive correlation, the

relationship between your variables is weak (nb. the nearer the value is to zero, the

weaker the relationship). The P-Value is .910761. The result is not significant at p

< .05.

In table 3 in the first column is the effective learning style which is the level of

parental support and academic performance in mathematics of the grade 10

students. Also, in the preceding column is the value of R which is 0.0183. Then, the

p-value is 0.910761 which means that the significance level is not significant. In this

testing the decision is accept the null hypothesis and reject the alternative

hypothesis, this implies that there is no significant association between the level of

parental support and academic performance in mathematics of the grade 10

students.

Erlendsdóttir (2010) stated that the different types of parental involvement

could either be negatively or positively affect the children's ability to succeed in high

school and college. Parents played a significant role in the family members, for they

are the ones who exposed them to the outside world, including academics. Parental

association referred to the amount of participation a parent has regarding schooling

and a child's life. In fact, children's interaction with family members in the community

is essential for their learning and development because their first teacher is their

parents and their first learning occur in the community. As a result of this interaction,

the children learn about the world.

32
 CHAPTER 4

Conclusions and Recommendations

Conclusion

Based on the findings, the researcher’s concluded that there is no significant

association between the level of parental support and academic performance in

mathematics of the grade 10 students during modular learning modality. The

following conclusions were reached: The parents were still in the process of

increasing their association in school, particularly during this difficult period.

Furthermore, the level of academic performance revealed that the mean academic

33
performance score of the respondents was satisfactory. This demonstrated that the

students meet a minimum commutative grade point average requirement or

occasionally meets proficiencies (standards) as demonstrated by a variety of work

and assessments that show incomplete or inconsistent understanding and use of

grade level skills and concepts.

Filipino parents put an enormous incentive on kids (Medina, 2015) and treat

lengths to guarantee their positive development. In the Philippines, guardians expect

dutifulness from their kids yet also give them huge friendships, care, and nurturance.

And Filipino guardians have a feeling of interest in their kids and effectively attempt

to enhance them. Parental involvement, in any frame, produces quantifiable gains in

students' accomplishments (Dixon, 2018).

Furthermore, even if there is no association between the two, it is suggested

that parents should be responsible for providing guidance and supervision to their

children, particularly during modular learning modalities. The researchers also

suggested that as the first educators, they empower, engage, and lead their children

with values. Therefore, the idea of parental support and association with the students

and the school is necessary and can deliver achievements for all concerned.

Recommendations

Based on the findings and conclusions, the researchers recommend the

following.

The results of this study can be used by teachers to improve the quality of

education. This study provides them with data on effective instructional approaches

and methods. The findings may also assist teachers in improving the design of the

34
subject or course they are handling.

For the DepEd officials, the results can be used as basis in establishing a

policy in ensuring quality in modular learning. This study will provide policymakers at

different levels with information about the kind of education our students are

receiving. They may use this to determine the quality of instruction at the national

level.

School administrators, too, can benefit this study. The data obtained from

this study makes it easier for the educational leaders to provide assistance and

guidance to their teachers. The results may also be considered as useful indices in

determining the performance of their teachers.

For parents, the study offers awareness on the implication of their actions

towards modular learning. The results may provide enlightenment to the parents on

how the quality of support they give to the pupils can affect learning.

For students, it is important to keep in mind that each one is a unique

learner. The learners will definitely benefit from this study since they are the

recipients of education. They are the subjects and the objects of what the teachers

are doing in their classes. Along with the new approaches and strategies that may

arise from this study, better learning among students is to be expected.

Finally, this would serve as a reference for further studies who may go along

similar line of research on the future.

35
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Curriculum Vitae

Personal Data
39
Name: Agudo, Eljun C.
Date of Birth: April 11 2000
Contact Number/s: 09559310868
E-mail Address: eljun.agudo@ddosc.edu.ph

Address: Prk. Dita, Tupas, Maragusan, Davao De Oro

Parents: Mr. and Mrs. Noel M. Agudo
Siblings: 2

Educational Background
Primary: Tupas Elementary School
Secondary: Tupas National High School
Tertiary: Davao de Oro State College - Maragusan Campus
Degree: Bachelor of Secondary Education Major in Mathemati

Curriculum Vitae

Personal Data
Name: Durban, Weslie B.
Date of Birth: November 12, 2000
Contact Number/s: 09555917889
F-mail Address: weslie.durban@ddosc.edu.ph

Address: Prk. Mangga, Cambagang, Maragusan, Davao De Oro

Parents: Mr. and Mrs. Ronaldo T. Durban
Siblings: 3

Educational Background
Primary: Tupas Elementary School
Secondary: Tupas National High School
Tertiary: Davao de Oro State College - Maragusan Campus
40
Degree: Bachelor of Secondary Education Major in Mathematics

Curriculum Vitae

Personal Data
Name: Silanova, Christian Jan L.
Date of Birth: January 03, 2000
Contact Number/s: 09652677449
G-mail Address: christianjan.silanova@ddosc.edu.ph

Address: Prk. Mangga, Cambagang, Maragusan, Davao De Oro

Parents: Mr. and Mrs. Joel L. Silanova
Siblings: 5

Educational Background
Primary: Tupas Elementary School
Secondary: Tupas National High School
Tertiary: Davao de Oro State College - Maragusan Campus
Degree: Bachelor of Secondary Education Major in Mathematics

Appendices
DDOSC-REC
Form 2.6
Certificate of
Approval

41
Republic of the Philippines
Davao De Oro State College
RESEARCH ETHICS COMMITTEE

CERTIFICATE OF APPROVAL
DDOSC-REC Control No. DDOSC1622022

This is to certify that the study entitled “ACADEMIC PERFORMANCE AS

ASSOCIATED BY PARENTAL SUPPORT TO THE GRADE 10 STUDENTS IN

LEARNING MATHEMATICS DURING MODULAR LEARNING MODALITY” with

REC Protocol Code: 162-03,2022 by Agudo Eljun C., Durban Weslie B. and

Silanova Christian Jan, students of the Teacher Education Department of Davao

de Oro State College-Maragusan Campus, has examined by the Davao de Oro State

College – Research Ethics Committee (DdOSC-REC) as FULLBOARD both for the

initial submission and resubmission and has been evaluated to have adequately

complied the requirements for the study ethics protocol and is therefore, cleared for

implementation using universally scientific procedures and internationally accepted

ethical guidelines.

Given this 12th day of May 2022 at the DDOSC-REC Office, Main
Building, Davao De Oro State College-Main Campus, Compostela, Davao de
Oro, Philippines.

LILYBETH M. MATUNHAY, Ph.D.

Chair, Research Ethics Committee “Ability,

Motivation, Attitude: ETHICS”

Republic of the Philippines

Davao De Oro State College
Maragusan, Davao De Oro
Maragusan Campus
42
 LETTER OF REQUEST

November 12, 2021

MRS. RUBELYN D. MAJAROCON, MAEd

Dear Ma’am,

Greetings!

The undersigned are third-year students of Davao de Oro State College

Maragusan Campus, pursuing a Bachelor of Secondary Education major in

Mathematics and enrolled in Research in Mathematics Education 2 in the school

year 2021-2022.

With this, we are searching for a research adviser that will help, guide, and

monitor every progress we will make in our research.

Anent to this, we are writing to request your expertise to serve as our adviser.

We believe that your capacities and knowledge will help coach and guide us in

accomplishing our research.

For your approval, may we request your E-signature, which is to be attached

to this letter.

Thank you, and more power.

Respectfully yours,

Agudo, Eljun C. Approved by:

Durban, Weslie B.

Silanova, Christian Jan L. RUBELYN D. MAJAROCON MAeD

Republic of the Philippines

DAVAO DE ORO STATE COLLEGE

43
 Maragusan, Davao de Oro
www.cvsc.edu.ph
___________________________________________________________________
________

G R A M M A R I A N’ S C E R T I F I C A T I ON

May 25, 2022

This is to certify that the undersigned has reviewed and went through all the

pages of the research study entitled “Academic Performance as Associated by

Parental Support to the Grade 10 Students in Learning Mathematics During

Modular Learning Modality”, and is aligned with the set of structural rules that

govern the composition of sentences, phrases, and words in the English language.

All corrections and recommendations have been done and/or incorporated in the
final manuscript.

Issued this May 25, 2022 in this higher academic institution.

Signed:

WINSON L. ALMERIDA, MAELT CAR

Grammarian

44
 Republic of the Philippines
DAVAO DE ORO STATE COLLEGE
Maragusan, Davao
de Oro
www.cvsc.edu.ph
___________________________________________________________________
________

S T A T I S T I C I A N’ S C E R T I F I C A T I ON

May 22, 2022

This is to certify that the research study entitled ACADEMIC

PERFORMANCE AS ASSOCIATED BY PARENTAL SUPPORT TO THE GRADE

10 STUDENTS IN LEARNING MATHEMATICS DURING MODULAR LEARNING

MODALITY has been statistically reviewed and analyzed by the undersigned.

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Issued thisMay 22, 2022 in this higher academic institution.

Signed:

WINSON L. ALMERIDA, MAELT CAR

Statistician

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Participants’ Informed Consent Form

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 Plagiarism Declaration

[1] We know that plagiarism means taking and using the ideas, writings, works or

inventions of another as if they were one’s own. We know that plagiarism not only

includes verbatim copying, but also the extensive use of another person’s ideas

without proper acknowledgement (which includes the proper use of quotation

marks). We know that plagiarism covers this sort of use of material found in textual

sources and from the Internet.

[2] We acknowledge and understand that plagiarism is wrong.

[3] We understand that our research must be accurately referenced. We have

followed the rules and conventions concerning referencing, citation and the use of

quotations as set out in the Departmental Guide.

[4] This assignment is our own work, or my group’s own unique group assignment.

We acknowledge that copying someone else’s assignment, or part of it, is wrong,

and that submitting identical work to others constitutes a form of plagiarism.

[5] We have not allowed, nor will we in the future allow, anyone to copy our work with

the intention of passing it off as their own work.

PROPONENTS:

AGUDO, ELJUN C., DURBAN, WESLIE B., SILANOVA, CHRISTIAN JAN L.

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