DEMOGRAPHIC PROFILE AND THE PERCEIVED LEVEL OF PARENTAL

SUPPORT ON STUDENT’S SELF-EFFICACY

Thesis Outline

Presented to the College of Education

COTABATO FOUNDATION COLLEGE OF SCIENCE AND TECHNOLOGY

Doroluman,Arakan, Cotabato

In partial Fulfilment of the

Requirements for the degree

BACHELOR IN ELEMENTARY EDUCATION

XYLENE FAITH O. BALISACAN

XYRENE KATE O. BALISACAN

September 2022

CHAPTER I
Introduction

Primary school education in the Philippines lasts six years and is mandatory for

all students. Students are elevated from one grade level to the next at the end of each

school year, assuming they meet the achievement standards set for that grade.

Throughout the school year, students are graded in each subject four times (Education in

Philippines, n.d.). These foundational years are critical to the learning formation of a

child. Hence, providing parental support to teachers is critical in all facets of their

learning journey. This assistive role has provided the self-efficacy or drive among this

group of learners to cope with the learning demands.

In the words of Albert Bandura, "self-efficacy" is "the belief in one's ability to

organize and execute the possible options necessary for managing prospective

situations." A person's belief in their ability to deal with a specific situation is referred to

as self-efficacy. According to Bandura, these beliefs determine how people think, act,

and feel in various situations. As a result, not only can one's self-efficacy influence how

one feels about himself, but it can also influence whether or not one achieves their life

goals. People with a low sense of self-efficacy avoid complex tasks and believe that

challenges and circumstances are beyond their capabilities and are less likely to succeed.

Concentrate on one's shortcomings and adverse outcomes. Confidence in one's abilities

diminishes quickly (Cherry, 2020). Further, Raeder et al. (2019) added that low self-

efficacy is associated with more significant anxiety and discriminate fear learning.

These above-cited situations prompted the researcher to determine the level of

self-efficacy among Elementary students when parental support is considered. To date,

very scant literature is exploring the interrelationship between mentioned variables. The

role of parental support in the learning self-efficacy of students will be explored in this

study. Thus, it is hoped that this present study will provide new and meaningful

knowledge that could benefit critical stakeholders.

Statement of the Problem

This study will determine the level of parental support and its effect on the self-

efficacy of Grade school students in Ilustre Central Elementary School. Specifically, it

will attempt to answer the following questions:

1. What is the demographic profile of parents in terms of age, sex, number of

children, civil status, educational attainment, and employment status?

2. What is the perceived level of parental support of respondents in terms of:

a. emotional attachment,
 b. social integration,

c. opportunity for nurturance,

d. reassurance of worth,

e. reliable alliance and guidance?

3. Is there a significant difference of parents parental support when group

according to profile?

4. What is the level of self-efficacy of pupils?

5. Is there a significant relationship between parental support and the self-

efficacy of pupils?

6. Is there a significant influence of parents support and pupils learning

efficacy?

Significance of the Study

This study will be conducted purposely to determine the demographic profile

and the perceived level of parental support on student’s self-efficacy. This is address

and answer those questions that bother them to be aware that their parental support

would result in their child’s particular perceived level of self- efficacy.

Scope and Delimitation

This study will be determine the demographic profile and the perceived level of

parental support on student’s self-efficacy with special learning needs. More so, the

scope of parental support is anchored from the social provision theory of Weiss, which

includes six dimensions: emotional attachment, social integration, the opportunity for
nurturance, reassurance of worth, reliable alliance, and guidance. This will be cover

among Grade six pupils of Ilustre Central Elementary School, Ilustre President Roxas

North Cotabato. S.Y 2022-2023.

Definition of Terms

Parental support refers to the support among parents of students with special learning

needs in terms of emotional support, social integration, the opportunity for nurturance,

reassurance of worth, reliable alliance, and guidance.

Emotional support refers to parental support to their child or children in the Grade

School level, resulting in feelings of intimacy and security.

Social integration refers to support that parents provide to their child, which lets the

child feel a sense of belonging and with whom one shares mutual interests and social

activities.

Opportunity for nurturance refers to a parent's emotional and physical care for their

child or children.

Reassurance of worth refers to parents' support by having their child confirm their

importance.

Reliable alliance refers to support provided by parents to their children with special
learning needs, which leads to the latter having access to physical materials and

resources.

Guidance refers to parental support, such as offering suggestions, remedies, and advice

when necessary.

Learning self-efficacy refers to learners' confidence in their ability to carry out the

behaviors required to achieve performance expectations.

Pupils refer to Grade 6 learners of the Ilustre Central Elementary School.

CHAPTER II

REVIEW OF RELATED LITERATURE

For further understanding of the study, the researchers made use of different reading

materials related to the role of parental support on the student’s learning self- efficacy.

These materials such as books, magazines, newspapers thesis and other web articles are

essential in boar dinning the knowledge of researchers. These will also guide the

researcher to achieve their target objectives by getting ideas on other related literature

and make improvements as possible.The information gathered by researchers focuses on

the demographic profile and perceived level of parental support on the student’s self-

efficacy among Grade six pupils of Ilustre Central Elementary School, Ilustre President

Roxas North Cotabato. S.Y 2022-2023.

This chapter presents the related literature and studies with relevance to the

present study. The concepts, information, and knowledge gathered from the review

substantiated the present research.

Parental Support

Parental support is critical to the success of their children in school. Several studies

have found that when parents are actively involved in their children's education, they

achieve higher academic results. The findings of the study are overwhelmingly

supportive of the following conclusions. Increased academic achievement occurs when

parents are actively engaged in the educational process of their children. Additionally,

parental involvement results in improved classroom behavior. Family members should

be actively engaged in their children's education from preschool to high school; training

can assist parents of disadvantaged children become more involved. Reading aloud at

home with family members has been shown to drastically enhance reading skills (Chen,

2021).

Lara and Saracostti (2019), in their study to investigate the relationships that exist

between parental support in school and children's academic performance, employed

cluster analysis conducted on a sample of 498 parents or guardians whose children

attended second and third grades in 16 public primary schools in Chile, it was discovered

that there are three distinct profiles of parental involvement (high, medium, and low)

when different types of parental support are taken into consideration (at home, at school

and through the invitations made by the children, the teachers, and the school). The

findings are differences in children's academic achievement between parental support

profiles, indicating that children with low parental support achieve lower academic

achievement than children with high participation.

The purpose of the study of Nunes et al. (2020) was to investigate the relationship

between parents' perceptions of social support and their children's psychological well-
being. The sample comprised 409 parents (83.13 percent of mothers) who resided in the

Algarve region (South of Portugal). The Duke-UNC Functional Social Support

Questionnaire and the Strengths and Difficulties Questionnaire were used in this

research. On average, family social support networks were nine people strong in this

study, with a healthy mix of family and friends in each group. Although parents reported

medium-high levels of confidant and affective support, they reported lower levels of

encouragement. Single-parent families, recent immigrants, and divorced parents, on the

other hand, were discovered to be more socially isolated and to have received very little

support than they needed, according to the study. Psychological adjustment in children

was predicted by affective, social support, according to research.

Garcia (2018) utilized a phenomenological approach to explore the lived experience

of low-income parents their participation in their children's education. This was done in

response to a lack of parental involvement literature specifically focused on the

Philippine context. The research questions serve as the basis for this investigation: As a

starting point, what is the significance and nature of parental support in low-income

Filipino families? As a result of the study, we will answer the following questions: (b)

What factors facilitate or hinder parent participation, and (c) Will a trend emerge from

the data to define the relationships between parental involvement and children's

academic performance outcome? According to the data analysis findings, Filipino

parents believe that assisting their children with classwork, inspiring them, and providing

structure at home are all critical factors in their children's success in school, which is

consistent with the literature on parental involvement. Academic socialization,

interacting with educators, and volunteering in school elicit responses that reflect cultural
beliefs in the Philippines, particularly those relating to traditional parenting and extreme

poverty. The findings of this study add to the body of existing research on parental

involvement, which has primarily been conducted in the Western world and contributes

to the understanding of the generalizability of current theories on parental involvement.

The findings have ramifications for how Filipino parents and teachers can help their

children achieve academic success in the classroom. Finally, this research can assist

educators and education programmers in determining how to best assist parents in

supporting their children's education.

In their study, Gillison et al. (2017) wanted to see if parental support could mitigate

the direct effects of children's motivation and self-efficacy on objectively measured

moderate-to-vigorous physical activity (MVPA) and sedentary time. 2) To investigate

whether there are any differences in the relationships between boys and girls through the

use of a cross-sectional observational study. Parents self-reported their support for their

children to be involved (through providing transportation, reassurance, observing, or

participating with their child). Children self-reported their motivation and self-efficacy

toward exercise. Data were collected from 430 9–11-year-old UK children and their

parents. Accelerometers were used to track the participants' MVPA and sedentary time.

Children's MVPA was significantly influenced by both parent and child-level factors,

with sedentary time being negatively correlated with MVPA. On the other hand, there

was no indication of a moderating effect of parental help on boys' MVPA or sedentary

time. It was found that providing transportation for girls during the week had a

moderating effect on their weekday MVPA; more motivated girls have been less

involved when transportation was provided. When parents provided more frequent
transportation or participated in physical activity with their children, the impact of

motivation and self-efficacy on girls' sedentary time at weekends was moderated; more

motivated girls and those with higher levels of self-efficacy were less sedentary when

parents supplied more frequent transportation or participated in physical activity with

their children.

The study of Rinat et al. (2013) examined the contribution of various types of

parental support to career self-efficacy among those in 11th and 12th grade with a total

of 160 students (66 students with hearing loss (23 hard of hearing and 43 deaf) and 94

hearing students in 11th and 12th grade. The study participants completed the Career-

Related Parent Support Scale, the Career Decision-Making Self-Efficacy Scale, and the

Self-Efficacy for the Management of Work-Family Conflict questionnaires. Over the

three groups, various facets of parental support predicted different career self-efficacies,

which were all different. When the levels of parental support were compared between the

groups, it was discovered that there were differences between them. Compared to the

hard-of-hearing students, the deaf group perceived lower levels of parental career-related

modeling and verbal encouragement and higher levels of parental emotional support

when compared to the hearing participants. There have been no statistically significant

differences between the research groups regarding self-efficacy in making career

decisions or dealing with work-family conflict.

Self-efficacy

Self-Efficacy is defined as the belief in one's own ability to achieve the desired

outcome or achieve a specific goal. This belief, specific to a task or a particular field of
learning or performance, forms the behavior patterns and strategies employed to achieve

their objective. The ability to exert control over one's motivation, behavior, and

environment is demonstrated by high self-efficacy. This confidence allows students to

become advocates for their necessities and supports. According to research, students'

self-efficacy can improve their academic performance, improve their emotional health

and well-being, and represent a valid predictor of motivation and learning in the

classroom. According to research, students who have high levels of self-efficacy

participate more in class, work harder, persevere more extended, and have fewer adverse

emotional reactions when confronted with difficulties than students who have low levels

of self-efficacy (Self-Efficacy Toolkit, n.d.).

According to the study of Saracoglu et al. (2013), a sample of 34 university

students had significantly lower self-esteem, academic achievement, and personal-

emotional adjustment than a sample of 31 non-learning-disabled students self-report

survey questions. Both groups had high levels of self-esteem, which was associated with

high levels of general self-efficacy. Both variables had a positive relationship with the

adjustment to university life.

The study of Griffith (2012) aimed to ascertain the effect of parental engagement

on student academic self-efficacy and educational attainment expectation for immigrant

youth. Using the 2002 Educational Longitudinal Study, statistical analyses were

performed on a sample of 2,514 high school sophomore immigrant students. The impact

of parental engagement on the response variable was also compared across native

language groups to determine whether or not specific cultural engagement practices have

a different impact on student self-efficacy and accomplishment expectations. The

findings revealed that parental involvement affects academic self-efficacy and

educational attainment expectations. Differences in native language groups revealed that

parental engagement on the dependent variables was frequently more significant for

Asian groups than for Spanish and English-speaking immigrants. Educators can use the

findings of this study to assist immigrant parents in improving their children's academic

experiences.

Gresham et al. (2015) assessed students' self-efficacy beliefs among mildly

handicapped, gifted, and non-handicapped students in regular education classrooms who

had been mainstreamed into regular education programs. Based on the self-efficacy

theory (Bandura, 1977), it is proposed that people develop a sense of efficacy primarily

based on their previous performance accomplishments in specific situations and settings

in which they function. Mildly handicapped students who were integrated into the

mainstream reported lower academic and social self-efficacy than their non-handicapped

and gifted peers. Gifted and non-handicapped students did not report any differences in

their academic self-efficacy; however, gifted students did report lower social self-

efficacy beliefs than non-handicapped students.

More so, the study of Abbaszadeh and Sardoie (2018) intends to compare academic

self-efficacy and self-regulation among students in Kerman's normal elementary school

(fourth and fifth grades) who had and did not have a learning disability. The method of

research used is the causal-comparative method, and the population includes all students

in the fourth and fifth grades of the normal elementary school in Kerman in 2013-2014.

They have or have not been diagnosed with a learning disorder. One hundred twenty-four

students with learning disorders were included in the study, and they were chosen using
the simple random sampling method. A separate group of 124 students without learning

disorders was also included in the study, and they were chosen using the cluster sampling

technique. The Bandura (2000) academic self-efficacy questionnaire for elementary

school students and the Franksis (1999) self-regulation strategies questionnaire for

children were used for data collection. The data analysis was carried out with the help of

the SPSS 18 software, and the hypotheses of the study were tested with the help of

statistical methods such as the t-test for independent samples. The findings revealed a

statistically significant difference between the two groups in terms of academic self-

efficacy and self-regulation. The group of students without learning disorder had higher

levels of self-regulation and self-efficacy than the group with a learning disorder, with

these findings being consistent across both genders.

The purpose of the study of Seyed et al. (2017) was to compare students with

learning disabilities to typical students in terms of their self-efficacy, achievement

motivation, and academic progress, as well as to determine whether there was any

relationship between these variables and socioeconomic status in general (parental

education and occupation). This cross-sectional study included 34 students with learning

disabilities and 32 typical students who were matched in terms of age, gender, and grade.

The participants completed the self-efficacy scale Sherer et al. (1982) and Herman's

achievement motivation questionnaire (2000). Academic progress was assessed in the

first semester based on descriptive scores, used to determine where students stood

academically. The self-efficacy, achievement motivation, and academic progress scores

of children with learning disabilities were significantly lower than the scores of matched

controls. The findings revealed moderately positive correlations among academic

progress and various levels of self-efficacy and between academic progress and

achievement motivation, among other things. Using statistical correlation analysis, the

researchers discovered weak to moderate positive correlations between academic

progress and parental education. Academic progress and the occupation of the father,

achievement motivation and parental education, and finally, achievement motivation and

the father's occupation are examined.

Ruholt et al. (2015), in their study, looked into the role of parents in the academic

well-being of adolescent students. Researchers hypothesized that parental involvement

and parental support would each predict distinct variance in self-esteem and academic

self-efficacy. There were 250 participants (99 males and 151 females) ranging in age

from sixth to twelfth grade from various counties throughout Kentucky. Students

received a packet containing various surveys and questionnaires related to the study to

complete. A regression analysis revealed that parental involvement and support predicted

both academic self-efficacy and self-esteem. These findings suggest that parental

involvement and parental support are equally important for a student's academic success.

Theoretical Framework

Self-Efficacy Theory

The present study is anchored in the self-efficacy theory of Albert Bandura.

According to Bandura (1994), self-efficacy is defined as people's confidence in their

ability to assert power over their functioning and over events that occur in their lives.

Motivation, well-being, and personal accomplishment can be bolstered by a strong sense

of one's abilities and capabilities. More so, increased self-efficacy has been linked to
various positive outcomes in daily life, including resilience to adverse situations and

stress, positive lifestyle habits, enhanced employee performance, and educational

attainment, among other things.

This present study scaffolds the above-presented theory as it deals with students'

confidence in their ability, which leads to motivation, well-being, and personal

achievement. It can also be noted that the present study looked into the role of parental

support in a child's learning self-efficacy, which is also highlighted in theory.

Social Provision Theory

Another theory on which the present study was grounded in the social provision

theory by Weiss (1974). This theory considers the role of social relationships throughout

specific social roles, such as romantic partners, spouses, families, friends, colleagues,

and so on, when individuals are confronted with life-altering events such as but not

limited to bereavement or separation. It was proposed by Weiss (1974) that social

connections provide social support. Different types of social ties may be able to meet

people's needs for social support or may be able to influence people to provide social

support.

Conceptual Framework

Conceptual Framework describes the relationship and interactions of the

different variables studied.

Self-efficacy is the child's belief in one's ability to organize and execute the

possible options necessary for managing prospective situations in the context of

learning.On the other hand, parental support refers to parents being emotionally available
and consistently reliable for the child during times of difficulty. Learners with supportive

parents are more likely to experience higher levels of student self-efficacy and self-

esteem than other students (Gore et al., 2015).

Research Paradigm

Independent Variables Dependent Variables

Demographic profile of parent;

a. Age
b. Sex
c. Number of children
d. Civil status
e. Educational attainment
f. Employment status

Self- efficacy of pupils

Level of Parental Support

a. Emotional attachment
b. Social integration
c. Opportunity for nurturance
d. Reassurance of worth
e. Reliable alliance and
f. Guidance

Figure 1.Schematic presentation of Conceptual Framework

Hypothesis:

1. Is there a significant difference on the perceived level of the parental support

 when group according to profile?

2. There is no significant relationship between parental support and the self-

efficacy of pupils.

3. Is there a significant influence of parental support to self-efficacy of pupils.

CHAPTER III

METHODOLOGY

This chapter presents the research design, population and sampling technique,

instrumentation, data collection procedure, statistical treatment of the data used in the

study, and ethical considerations.

Research Design

This study will be use the quantitative descriptive-correlation survey design and

will be utilize survey questionnaires based on the Likert-type rating scale patterned from

the review of related literature as the major tool in gathering data. Descriptive research

design is used to determine and describe characteristics of a phenomenon or sample

group of population (Dudovskiy, 2018). In a descriptive correlational research design,

patterns of correlations between variables will be analyzed. It aims to find out whether

there is either a positive or negative correlation among variables.

In this study, the descriptive method will be used to establish and describe the

demographic profile of the respondents, their perceived level of parental support, and

their child or children's level of self-efficacy. Further, the correlation method will be
used to determine whether a significant relationship exists between perceived parental

support and the level of learning self-efficacy of their children. S.Y 2022-2023.

Locale of the Study

This study will be conducted in Ilustre Central Elementary School, Ilustre

President Roxas North Cotabato. S.Y 2022-2023.

Respondents of the Study

The respondents of this study covered among Grade 6 pupils of Ilustre Central

Elementary School. Also, the parents of the said learners will be among the respondents

as the study sought to investigate their parental support. The sampling procedure will use

in this study is the simple-random sampling.

The Instrument

A self-made questionnaire will be employed to gather the necessary data on the

level of parental support provided to young learners.

The questionnaire consisted of four (4) parts. The first part pertains to the informed

consent of the respondents. The second part pertains to the personal information of the

respondents. Part III consists of the parental support self-made scale along six

dimensions: emotional attachment, social integration, the opportunity for nurturance,

reassurance of worth, reliable alliance, and guidance. This part of the questionnaire will

be tested for validity and Cronbach's reliability. Moreover, the questionnaire will use the

Likert scale as described: Part IV composed of the questionnaire regarding learning self-

efficacy is based on the General Academic Self-Efficacy Scale (GASE) by Jerusalem and
Schwarzerwhich (1979). The 10-item questionnaire used the Likert scale as described.

S.Y 2022-2023.

Data Gathering

To facilitate the conduct of the study, permission will sought first from the

Department Dean. The questionnaire will administered personally by the researcher and

the respondents was given one (1) hour in answering the questionnaire.

Statistical Treatment of Data

The statistical measures will be used to determine the demographic profile of

respondents are frequency account and percentage distribution will be used to describe

the profile of the parents.

The mean method will be used to determine the perceived level of parental

support in terms of emotional attachment, social integration, the opportunity for

nurturance, reassurance of worth, reliable alliance, and guidance. Also, frequency count

will be used as a statistical tool to measure the learners self-efficacy categorizing results

to very high, high, low, and very low.

Pearson R will be used to test whether there is a significant relationship between

the level of parental support and pupils’ self-efficacy. This tool measures the strength

and direction of association of variables being tested for relationship (Laerd Statistics,

n.d.).

The data will be analyzed using the Statistical Package for Social Sciences.