Wala Lang

CALAUAG CENTRAL COLLEGE INC.
Calauag, 4318 Quezon

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Education Research Page 1 of 89
PARENTAL INVOLVEMENT AND ACADEMIC PERFORMANCE AMONG JUNIOR
HIGH SCHOOL STUDENTS IN MODULAR LEARNING MODALITY AT CALAUAG
CENTRAL COLLEGE INC.
A Research presented to
The Faculty of the College Department of
In partial fulfillment of the requirements for the course
Bachelor of Secondary Education Major in Filipino
by:
ACUNIN, MARINETH G.
CAŇA, ALLYZA L.
CHAVEZ, NORALYN B.
JIMENO, LESLIE C.
TOLENTINO, MACH ELVIN S.
November, 2022
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APPROVAL SHEET
The research attached hereto entitled, “PARENTAL INVOLVEMENT AND ACADEMIC

PERFORMANCE AMONG JUNIOR HIGH SCHOOL STUDENTS IN MODULAR
LEARNING MOADALITY AT CALAUAG CENTRAL COLLEGE.”
prepared and submitted by:
NAME RATING
ACUNIN, MARINETH G.
CAŇA, ALLYZA L.
CHAVEZ, NORALYN B.
JIMENO, LESLIE C.
In partial fulfillment of the requirements for the course of BACHELOR OF

SECONDARY EDUCATION, was successfully defended before the Committee on
Oral Examination on November 28, 2022.
PANEL OF EXAMINERS
TELESFORO V. INUMERABLE, EdD

Chairman
RAYMUND E. SATANA, PhD JOHN PAUL F. SAN LORENZO,

Member Member
Recommended for approval:
DENNIS ARTHUR S. LEONOR, MBA

Adviser
Accepted as partial fulfillment of the requirements for the degree of BACHELOR
OF SECONDARY EDUCATION.
ARNEL PEDRO V. RODELAS, EdD., PhD.

Dean of Colleges
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Table of Contents
Acknowledgement 7
Abstract 9
Research Rationale 10
Purpose of the Research 13
Statement of the Problem 13
Theoretical Framework 14
Literature Survey 16
Significance of the Research 30
Definition of Terms 31
Scope and Limitation of the Study 32
Description of Method or Approach 33
Research Design/Research Instrumental/ Data Gathering Procedures 33
Respondents/ Units of Analysis/ Subjects of the 34
Sampling Design and Procedures 34
Pilot Study 35
Research Locale/Study Site 36
Ethical Consideration 37
Assumptions or Hypotheses 37
Data Analysis Plan 37
Treatment of Data 38
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Conceptual Framework 41
Research Paradigm 42
Results and Discussion 43
Summary of Findings 59
Conclusion 63
Recommendations 65
References 66
Appendices A. Curriculum Vitae of the Researcher 76
Appendices B. Research Instruments 81

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List of Figures and Tables
Figure 1. Epstein’s Model of Parental Involvement Framework 15
Figure 2. Research Paradigm 42
Table 1. Frequencies and Percentages of Demographic Factors of the Sample 43
Table 2.1 Perceived Influence of Parental Involvement of modular modality of Junior
High School student's academic performance in terms of Parenting 44
High School student's academic performance in terms of Learning At Home 45
High School student's academic performance in terms of Decision Making 47
High School student's academic performance in terms of Communicating 48
High School student's academic performance in terms of Volunteering 49
High School student's academic performance in terms of Collaborating with the
Community 51
Table 3.1 Academic Performance of Grade 7 in English Subject for the first quarter of
Academic year 2021-2022 52

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Table 4. Relationship between Academic Performance and Level of Parental
Involvement 57
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Acknowledgement
We would like to acknowledge and give our sincere gratitude to all the people
who have been part of our journey while conducting this study.
To our Almighty God, who gave us the strength and knowledge to be able to
accomplish this work, we thank You for Your constant guidance, which helped us
overcome all of the obstacles and successfully complete our research. We are eternally
grateful to You for all of Your blessings.
To our friends and classmates from BSED4-FILIPINO, thank you for all the
support, kindness, and motivation you showed us. Your faith in us is enough to keep
going and to believe in ourselves.
To all our subject teachers who have been very understanding and have given us
support during our busy days while conducting this study, thank you so much.
Our warmest thanks to our panelist Mr. John Paul F. San Lorenzo, Mr. Raymund
E Satana, PhD and Mr. Telesforo V. Inumerable, EdD for your time, suggestion and
encouragement. We sincerely salute to your ability and expertise. Also, thanks to Mr.
Domingo A. Esteban Jr., MaEd and Mr. Camilo Paul M. Barros, MaEd for giving us your
insights about our questionnaire. We are grateful for the opportunity to speak with you
all on how we can make our research better.
We would also like to express our deepest appreciation to our respected thesis
adviser, Mr. Dennis Arthur S. Leonor, MBA. Thank you for assisting us in bringing out
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the best in ourselves. Without your guidance and expertise, we will not be able to
complete this work. You made us believe that we can always do and give our best. We
will never forget your most used word in every consultation, "be creative."
Lastly, we are extremely grateful to our families, who gave us the best support
system all through this work. Thank you for your understanding of all the late nights and
overnights we spent on this study and truly grateful for your moral encouragement and
financial assistance. You have been our inspiration since day one, and we will continue
to achieve more to repay all your sacrifices.

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I. Research Title: Parental Involvement and Academic Performance among Junior

High School Students in Modular Learning Modality at Calauag Central College
Inc.
II. Name of Researcher/s : Acunin, Marineth G.
: Caña, Allyza L.
: Chavez, Noralyn B.
: Jimeno, Leslie C.
: Tolentino, Mach Elvin S.
Name of Research Adviser : Dennis Arthur S. Leonor
III. Research Proposal
Abstract
Parental involvement in school has been demonstrated as one of the important
factors in children’s academic outcomes. Every student needs the help of their parent
with their academic work at home, especially during this time of the pandemic. This
study aims and seek clearly to gather factual data involving the perceived influence on
the effectiveness of Parental involvement in modular distance learning on the academic
performance of Junior High School (Grade 7,Grade 8, and Grade 9) students at
Calauag Central College Inc. Calauag, Quezon ,based on parenting, communicating,
volunteering, learning at home, decision- making and collaborating with the community.
It also aims to answer the academic performance in English of Junior High School in
connection to parental involvement during the First Quarter of Academic Year of 2021-
2022.
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The researcher's used quantitative design through the use of proportionate
stratified random sampling to acquire data for the present investigation.
Keywords: Parental Involvement, Academic Performance, Modular Distance
Learning
Rationale of the Research
Parental involvement refers to the amount of participation a parent has when it
comes to the schooling of his/her children. Parental involvement includes a wide range
of behaviors but generally refers to parents and family members' use and investment of
resources in their children's schooling. These investments can take place in or outside
of school, to improve children's learning (Bartolome, 2017).
Parental involvement can encourage children’s and adolescents’
achievement in many ways. One way that parents can contribute positively to their
children’s education is to assist them with their academic work at home. Parents who
read to their children, assist them with their homework, and provide tutoring using
resources provided by teachers tend to do better in school than children whose parents
do not assist them (Ball & Blachman, 1991; Izzo, 1999).
Parental involvement at home can include activities such as discussions
about school, helping with homework, and reading with children. Involvement at school
may include parents volunteering in the classroom, attending workshops, or attending
school plays and sporting events.
Research on the effects of parental involvement has shown a consistent,

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positive relationship between parents' engagement in their children's education and
student outcomes (Grolnick,1994). Studies have also shown that parental involvement
is associated with student outcomes such as lower dropout and truancy rates.
According to Johns Hopkins University (JHU, 2019) aspects such as comprehension
and reading fluency improve when there is parental involvement, even more so if
parents spend time reading with their children. The students feel more motivated to
learn, and their grades improve. It also helps improve student behavior in the classroom.
The pandemic of Covid-19 has changed how education works in the current time.
A child’s learning development has always been placed on the responsibility of the
school. However, during the pandemic, parental involvement has become vital in the
world of education (Lim & Rita, 2020).
Modular learning is the current learning modality of primary education in the
Philippines where the traditional teacher-student practice has now been shifted to
mother-child since mothers are the immediate assistants of their child in modular
learning. Therefore, they play essential parts in their children’s education (Dealagdon,
2021). Modular learning arranges information in a way that intelligently presents points,
and it can be individualized according to learners' needs. Traditional course frameworks
generally present information sequentially, and the perception by the learner is one of
monotony. Traditional courses often intersperse quizzes after some prescribed reading
or lecturing is offered. Modular courses tend to use learning objects that are more
closely related to a holistic approach to information, often including a problem-oriented
approach (Tseng, Su, Hwang, Hwang, Tsai, & Tsai, 2008).

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In a distance learning approach, parents would have to play an active role
in the learning process. They would be the ones to facilitate and guide their children
through the modular lessons that would be sent to students while doing remote learning.
The modular approach situates Filipino students to learn in the comfort of their homes.
Limited contact with teachers will place parents or guardians as the learner's model
(Lebaste, 2020).
Parents play important roles in our mental, social, financial, and career
development. Parents are the most precious gift of God for us. They help us in every
step of our life, they trained us very hard style for future challenges.
The researchers ought to look at the impact of parental involvement in
modular learning on the academic success of Calauag Central College Inc. Junior High
Students. It also intends to investigate how different parental participation profiles
(based on the most common types of parental engagement identified in the literature)
affect students' academic achievement.

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Purpose of the Research
Statement of the problem
Specifically, this study intended to seek the following questions:
1. What are the background characteristics of the respondents, in terms of :
1.1 Age
1.2 Gender
1.3 Grade level
2. What is the perceived influence of parental involvement in the effectiveness of
modular modality of Junior High School student's academic performance in terms of:
2.1 Parenting
2.2 Communicating
2.3 Volunteering
2.4 Learning at home
2.5 Decision making
2.6 Collaborating with community
3. What is the academic performance of the Junior High School students in English
subject during the first quarter academic year of 2021-2022?
4. Is there a significant relationship between the perceived level of effectiveness of
parental involvement vs academic performance in terms of:
4.1 Parenting
4.2 Communicating
4.3 Volunteering
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4.4 Learning At Home
4.5 Decision Making
4.6 Collaborating with Community
Theoretical Framework
A theory that is contained in this research study is flexible, ideal, proportionate,
and related to the current study. The following theories guide this research study.
The study is anchored in the Theory of Epstein (2002) that parental involvement
is divided into six categories including Parenting, Communicating, Volunteering,
Learning at Home, Decision Making, and Collaborating with the Community. These six
categories of participation interactions serve as a framework for categorizing behaviors,
duties, and deeds carried out by school employees and family and community members,
all of whom work together to improve engagement and student accomplishment through
the principle of overlapping spheres. The objective of this research is to uncover and
explain parental participation experiences and perspectives, as well as their impact on
student academic achievement in Junior High School. Its findings will provide insights
on how to create dynamic learning experiences during a crisis by including parents.

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Parenting Communicating
Epstein’s Six
Collaborating Types Model Volunteering
with the of Parental
Involvement
Decision Learning at
Making Home
Figure 1. Epstein’s Model of Parental Involvement Framework
This study was also linked to a psychological theory that suggests that academic
achievement is determine by such factors as a classroom, home, peer group, and mass
media to which students are exposed (Walberg, 1986 in Walberg & Ethington 1991).
Walberg’s theory tackles about the influences on learning that affects the academic
performance of a student. It is an exploration of academic achievement wherein
Walberg identified nine key variables that can influence educational outcomes: student’s
ability, motivation, age and stages of development, quantity of instruction, quality of
instruction, classroom climate, home environment, peer group, and exposure to social
media outside of school. The relevant of this theory on this study is it allows researcher
and readers to understand other factors that may affect academic performance of a
students. This study is beneficial to future researcher as it may contribute to future
breakthrough in the field of education.

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The study based on the Theory of Planned Behavior that was guided by Ajzen
(1991), is to understand the motive for parental participation as well as the elements
that influence parental involvement levels. Intentional conduct is determined by (a)
attitudes and behaviors, (b) subjective standards, and (c) perceived controls, according
to the theory of planned behavior. The purpose of the study was to identify any
perceived barriers to parental engagement and to learn about parents' views toward
education, as well as their perceptions of significant others' attitudes toward education
and challenges.
Literature Survey
The Covid-19 epidemic has altered the contemporary educational landscape.
The school has always been responsible for a child's educational development. During
the epidemic, however, parental engagement has become critical in the educational
environment. Only a few parents' engagement can have an impact on the quality of
education in the classroom or at home, and hence on the academic development of
many children (Seong Pek & Wong Mee Mee, 2020). The special substance of
educational parenting, which is different from face-to-face learning, is parental
engagement in children's online learning, including study guides and psychological
counseling. Parental engagement and satisfaction with the online learning impact
should receive more attention.

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Parental Involvement
According to Gevero (2021) Parents play an essential role in their child's overall
development and education. Aside from providing their basic needs and educating their
children, they also nurture a child by giving love, attention, support, and fundamental
understanding.
Similarly, they serve as the primary and continuing educators of a child before
their formal schooling and remain an important influence in their children's learning in
school and beyond. Thus, the parents and the family are considered educational
partners and supporters of their child's education.
Parent - Student Relationship
According to the study of Garcia (2018) Data analysis showed that Filipino
parents believe that helping their children with schoolwork, motivating them, and
providing structure at home help their children succeed in school, consistent with the
extant literature on parental involvement.
In addition, Orillosa and Magno (2013) claims that parents play an important role
on their child’s academic achievement. Once the child is placed in schools, the parents’
role is deepened due to the various modes of assessments used by schools. Given this
situation, parents must provide opportunities at home where children can further hone
their skills to increase academic performance.
Bunijevac (2017) also stated that parental participation can help children and
adolescents achieve in a variety of ways. Parents can help their children with their
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academic work at home, which is one way they can contribute positively to their
children's education. Children who have parents who read to them, help them with their
homework, and tutor them using resources supplied by instructors’ fare better in school
than children who do not have parents who help them.
Also, reading together at home greatly improves reading skills. Reading, in
particular, improves greatly when parents and children read together at home. Reading
aloud with a child contributes significantly to the child's reading abilities according to
Chen (2017).
In line with this, according to Hakyemez-Paul, (2018) as cited by Garen, Evaresto,
and Ang-See (2017) parental engagement improves a healthy relationship between
parent and child. Furthermore, O'Toole(2019) found a positive effect for parental
engagement in the lives of children as these enhance proximal academic-related results,
behavior and mood during schoolwork activities and build healthy communication
between child and parent. Engaged parents produce a positive effect in a child’s early
years, as they support children’s academic performance and help children develop
holistically. (G. Sapungan & R. Sapungan, 2014). Parental support during the primary
years improves the child’s learning and development, and social competence, which
can lead to successful learning (Ntekane, 2018).
Moreover, Han (2017) stated that interactions that happen between a parent and
a child outside of school can be defined as home-based. Home-based parental
involvement generally emphasizes child’s learning-related behaviors and attitudes.
Home-based parental involvement includes activities that parents promote to support

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their child’s school-based learning such as helping with homework, checking homework
completion and the child’s educational progress (Benner, Boyle, & Sadler, 2016).
Parent-Teacher Communication
According to Cox (2019), there are studies that show students perform better in
school when their parents or guardian are there, that is why maintaining parent-teacher
communication throughout the school year is beneficial to student achievement.
But according to Benner and Quirk (2020) other parents prefer the modern
communication methods such as phone calls and messages while teachers want a
regular interactions such as parent-teacher conference which is the best indicator of
engagement. This way of parent-teacher communication may have a barrier in
communicating.
Emotional Development and Behaviour
Conway (2018) expounded on the topic. He says the influence of parental
involvement on a student’s academic success should not be underestimated. While
brain power, work ethic, and even genetics all play important roles in student
achievement, the determining factor comes down to what kind of support system she
has at home. Students with two parents operating in supportive roles are 52% more
likely to enjoy school and get straight A’s than students whose parents are disengaged
with what’s going on at school. This is especially the case during the earliest years of
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schooling, in kindergarten through the 5th grade, when students with active parents are
almost twice as likely to succeed.
Parental involvement in the education of students begins at home with the
parents providing a safe and healthy environment, appropriate learning experiences,
support, and a positive attitude about school, stated by Bunijevac (2017).
Research made by Chen (2021), also states that parental involvement leads to
better classroom behavior. Parental involvement not only enhances academic
performance, but it also has a positive influence on a student’s attitude and behavior. A
parent's interest and encouragement in a child's education can affect the child's attitude
toward school, classroom conduct, self-esteem, absenteeism, and motivation. Parental
involvement tends to be the greatest with young children and tends to taper off as
children get older. Studies have shown, however, that the involvement of parents of
middle and high school students is equally important. In high school, for example, a
parent's encouragement can influence whether a child stays in school or drops out.
Similarly, a child may consider going to college more seriously when parents show
interest in the child's academic achievements and talk with the child about the benefits
of a college education.
Additional information from Lara and Saracostti (2019) states that on an
international scale, parental involvement in school has long been heralded as an
important and positive variable on children’s academic and socioemotional development.
From an ecological framework, reciprocal positive interactions between these two key
socializing spheres – families and schools – contribute positively to a child’s

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socioemotional and cognitive development (Bronfenbrenner, 1987). Empirical findings
have demonstrated a positive association between parental involvement in education
and academic achievement (Pérez Sánchez, 2013), improving children’s self-esteem
and their academic performance (Garbacz, 2017) as well as school retention and
attendance (Ross, 2016). Family involvement has also been found to be associated with
positive school attachment on the part of children (Alcalay, 2005) as well as positive
school climates (Cowan, 2012).
A hypothesis by Meador (2019) states that true school reform will always begin
with an increase in parental involvement in education. It has been proven time and time
again that parents who invest time and place value on their child’s education will have
children who are more successful in school. Naturally, there are always exceptions, but
teaching your child to value education cannot help but have a positive impact on their
education. All students are more likely to experience academic success if their home
environment is supportive, said Masa Durisic (2017).
Enteria and Tagyam (2020), researchers from the Philippines, also states that
parents play a vital role in increasing the performance and ensuring the good manners
of their children in school. In the context of Indigenous People (IP), parental
participation in educating their children is a meaningful involvement that benefits student
learning directly. In support of their statement, Alampay and Garcia (2019) added that
Filipino families place a high value on children’s educational achievement. Providing for
children’s education is a primary goal of Filipino parents and conversely, children
consider educational success as how they can meet filial obligations and parental
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expectations. Interdependence in Filipino families is such that education-related
decisions and behaviors reflect on family rather than individual welfare.
Academic Performance
Parental involvement and support can benefit children of all ages on a
developmental level that goes beyond academics. Ria Somon, An early childhood
educator and junior account specialist at HiMama, cited by Brooks (2019) stated “When
a child can see that their parent(s) is supporting them, they are more likely to take risks
and learn something new instead of staying inside the box”.
Likewise, Parental involvement, is “parents’ interactions with schools and with
their children to promote academic success”. (Hill & Taylor 2004) as cited by Punter,
Glas, and Meelissen (2016).
In addition, Chen (2021) says that academic achievement increases when
parents are involved in their children's education. The more intensively involved the
parents are, the greater the positive impact on academic achievement.
In connection with it, A study by Rosie Thornton (2015) concluded that students
whose parents are intently involved in their children’s academic activities have better
academic results than parents who are not dynamically involved in the academic
activities of their children and parents who are actively involved their child’s education
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are more likely to encourage the child’s social, emotional, and academic growth (Green,
2007).
Also, Garbe, Ogurlu, Logan and Cook (2020) states that parental involvement is
an important factor for student achievement in traditional school settings. Parent support
has demonstrated significant contributions to the success of learners in a virtual
learning environment.
Modular Learning
Modular learning is the most popular type of Distance Learning. In the Philippines,
this learning modality is currently used by all public schools because according to a
survey conducted by the Department of Education (DepEd), learning through printed
and digital modules emerged as the most preferred distance learning method of parents
with children who are enrolled this academic year (Bernardo, 2020).
According to Richland Montessori School (2020), students use self-learning
modules (SLMs) in print or digital format/electronic copy, whichever is applicable in the
context of the learner, and other learning resources activity sheets, study guides and
other study materials. Learners can have access to electronic copies of learning
materials on USB storage and printed SLMs. The teacher takes the responsibility of
monitoring the progress of the learners. by checking their work submitted/dropped off at
school every end of the week. The learners may ask assistance from the teacher via e-
mail, telephone, text message/instant messaging, etc. during teacher's office hours.
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Since education is no longer held within the school, parents serve as partners of
teachers in education. Parents play a vital role as home facilitators. Their primary role in
modular learning is to establish a connection and guide the child (FlipScience, 2020).
Parental Involvement in Modular Learning
Many studies show that distance learning had evolve through many ages and
generation. Mar Joseph Marañon, (2021) highlighted in their research that it became the
main source of teaching on the present since its become convenient and
efficient to everyone. As COVID-19 pandemic creates a devastating effect
throughout the world, Philippines become innovative on how they will able to adapt
and continue the classes with the use of parents as the molder of
their children. It has also been supported further by Shelina Bhamani, (2020) that due
to the sudden closure of schools, students are missing social interaction which is vital
for better learning and grooming while most schools have started online classes. This
has become a tough routine for the parents working online at home since they have to
ensure their children’s education.
The results of research by Lilawati (2020) regarding the role of parents in
supporting learning at home during the pandemic state that during distance learning,
parents help and guide in the work of assignments given by the teacher and learning
facilities at home are not more profitable for students when compared to facilities.
learning in school according to some parents. Based on the background and previous
research, this research is very important to find out how the parents’ involvement in
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accompanying children by distance learning during the Covid-19 pandemic, cited by
Sari and Maningtyas (2020).
According to works of Mathieu Brossard (2020) In India alone, 320 million
students from pre-primary to tertiary level are affected by school closures. In sub-
Saharan Africa, 240 million are affected. With children currently not able to study in
classrooms, the importance of learning at home is amplified and the task of supporting
children’s learning has fallen on parents at a much larger rate. This is a significant
burden, particularly for those who are also teleworking and those with limited schooling
themselves. Kehinde and Olubusayo (2021) shared that Parental involvement and
learning participation significantly contributed to the prediction of online learning
commitment.
On the other hand, Agaton and Cueto (2021) stated that parents have
encountered various challenges from the new mode of learning in virtual setting;
delivery of instruction; unsatisfactory learning outcomes; financial difficulties while
working for the family during lockdown; struggle with the use and availability of
technology; and personal problems on health, stress, and learning style. With addition,
Olivo (2021) discussed that parents claimed that time allotment in the completion of
learning activities was insufficient since the activities were so many. Also, some
parents claimed that they could not understand some topics in the module so they
could not help their children in answering the learning activities.
Research from Olivo (2021) recommended for a review of the learning activities
and conduct seminar for parents to guide them in assisting their children during their
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“classes “at home. In line with Liu, (2010) suggest that parents who support their
students in online courses could help students develop perseverance and an internal
locus of control, as well as organizational and time management skills.
Synthesis
There are several ways for parents to participate in their children's education.
Parental engagement is a critical component of children's learning, which encompasses
a wide range of actions such as parenting children at home, supporting children with
homework, speaking with instructors, engaging in school events, and participating in
school governance (Desforges Abo & Uchaar, 2003).
According to the study by Garcia (2018) Data analysis showed that Filipino
parents believe that helping their children with schoolwork, motivating them, and
providing structure at home help their children succeed in school, consistent with the
extant literature on parental involvement.
Bunijevac (2017) also stated that parental participation can help children and
adolescents achieve in a variety of ways. Parents can help their children with their
academic work at home, which is one way they can contribute positively to their
children's education. Children who have parents who read to them, help them with their
homework, and tutor them using resources supplied by instructors fare better in school
than children who do not have parents who help them.
Hawes (2008) said that the teacher must communicate with the parent especially
if the teacher is aware of a major academic or disciplinary issue. There are many ways
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in which teachers can communicate with the parents. Teachers may reach out in the
form of home visits (Molland, 2004). Ramirez (2001) indicated that not all families have
access to technology at home so in parent-teacher communication it is important to
have a clear and consistent channel for schools to engage and support student
progress by communicating with the family.
Parental involvement in the education of students begins at home with the
parents providing a safe and healthy environment, appropriate learning experiences,
support, and a positive attitude about school stated by Bunijevac (2017). Providing for
children’s education is a primary goal of Filipino parents and conversely, children
consider educational success as how they can meet filial obligations and parental
expectations. Interdependence in Filipino families is such that education-related
decisions and behaviors reflect on family rather than individual welfare.
Enteria and Tagyam (2020), researchers from the Philippines, also state that
parents play a vital role in increasing the performance and ensuring the good manners
of their children in school. Parental involvement and support can benefit children of all
ages on a developmental level that goes beyond academics. Ria Somon, An early
childhood educator and junior account specialist at HiMama, cited by Brooks (2019)
stated “When a child can see that their parent(s) is supporting them, they are more
likely to take risks and learn something new instead of staying inside the box”.
In addition, Chen (2021) says that academic achievement increases when
parents are involved in their children's education. The more intensively involved the
parents are, the greater the positive impact on academic achievement.

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According to Richland Montessori School (2020), students use self-learning
modules (SLMs) in print or digital format/electronic copy, whichever is applicable in the
context of the learner, and other learning resources activity sheets, study guides and
other study materials. Learners can have access to electronic copies of learning
materials on USB storage and printed SLMs. The teacher takes the responsibility of
monitoring the progress of the learners. by checking their work submitted/dropped off at
school every end of the week. The learners may ask assistance from the teacher via e-
mail, telephone, text message/instant messaging, etc. during teacher's office hours.
Since education is no longer held within the school, parents serve as partners of
teachers in education. Parents play a vital role as home facilitators. Their primary role in
modular learning is to establish a connection and guide the child (FlipScience, 2020).
Many studies show that distance learning had evolve through many ages and
generation. Mar Joseph Marañon, (2021) highlighted in their research that it became the
main source of teaching on the present since its become convenient and
efficient to everyone. As COVID-19 pandemic creates a devastating effect
throughout the world, Philippines become innovative on how they will able to adapt
and continue the classes with the use of parents as the molder of
their children. It has also been supported further by Shelina Bhamani, (2020) that due
to the sudden closure of schools, students are missing social interaction which is vital
for better learning and grooming while most schools have started online classes. This
has become a tough routine for the parents working online at home since they have to
ensure their children’s education.

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The results of research by Lilawati (2020) regarding the role of parents in
supporting learning at home during the pandemic state that during distance learning,
parents help and guide in the work of assignments given by the teacher and learning
facilities at home are not more profitable for students when compared to facilities.
learning in school according to some parents. Based on the background and previous
research, this research is very important to find out how the parents’ involvement in
accompanying children by distance learning during the Covid-19 pandemic, cited by
Sari and Maningtyas (2020).
Mar Joseph Marañon (2021) highlighted in their research that it became the main
source of teaching on the present since it’s become convenient and efficient to
everyone. As COVID-19 pandemic creates a devastating effect throughout the world,
Philippines become innovative on how they will able to adapt and continue the classes
with the use of parents as the molder of their children. It has also been supported
further by Shelina Bhamani (2020) that due to the sudden closure of schools, students
are missing social interaction which is vital for better learning and grooming while most
schools have started online classes. This has become a tough routine for the parents
working online at home since they have to ensure their children’s education.
Joyce Epstein has supported the meaning of parent involvement and identified
the premise stating that parent involvement should go beyond school and home, inviting
a partnership between homes, schools, and communities (Wright, 2009)

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Significance of the Research
This study is significant as it ought to show the relevance of parental participation
in students’ academic achievement. The following will benefit from the research:
Student
The students are the highly benefactor in conducting this study since they are the
one primary in providing any educational progress and development. This study will aid
the students in realizing the importance of their parents in their educational experience.
Teacher
Teachers will also gain benefit from the study by recognizing the importance of
the parental involvement in students' academic performances. Therefore, findings of the
research can be used to encourage parents to be more supportive and involve in their
children’s' school activities.
Parent
This study will help the parents understand that they play an important role in
their child's academic achievement. It will also remind them that their role such as
having healthier parent-child relationship, helping them in their schoolwork, and
participating in school activities, enhancing motivation in activities by showing support
and encouragement are important aspects in child's academic performances.

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For Future Researchers
This study will be of great significant help to future researcher as a reference
data and will serve as a basis in conducting further study on parental involvement.
Definition of terms
The following terms are used in the study and defined operationally for clarity and
understanding:
Academic performance is the measurement of student achievement across
various academic subjects. Teachers and education officials typically measure
achievement using classroom performance, graduation rates and result from
standardized tests.
Communicating is the imparting or exchanging of information by speaking,
writing, or using some other medium in such a way to inform parents regarding their
child’s academic progress.
Decision making is the process of making choices by identifying a decision,
gathering information, and assessing alternative resolutions which involves its parental
significance to the learners during the modular distance learning.
English is a study of literature, media and language in which students critically
and creatively engage with a variety of texts in all language modes.
Learning at home is an approach in which parents or tutors replicate the
instructional process of schools, including a set curriculum, traditional instruction,
assignments, and so on.

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Modular Distance Learning is in the form of individualized instruction that
allows learners to use self-learning modules (SLMs) in print or digital format/electronic
copy, whichever is applicable in the context of the learner and other learning resources.
Parents are both only biological parents, but also step-parents, grandparents,
foster parents, guardians, and any other concerned person who may carry the primary
responsibility for the child's development, education, and general well- being.
Parental involvement refers to the amount of participation a parent has when it
comes to the schooling of his/her children. Some schools foster healthy parental
involvement, but sometimes parents has hesitations if they will involve themselves with
their children's education.
Parenting is the process of promoting and supporting the physical, emotional,
social, and intellectual development of a child from infancy to adulthood. Parenting
refers to the aspects of raising a child aside from the biological relationship.
Volunteering is a way of parents which involves their time and ability to help
their child who may be in need of help or assistance in their academic aspects so that
learners will be able to accomplish their learning tasks.
Scope and Limitation of the Study
This study focused on finding out the effectiveness of parental involvement in the
academic performance of Junior High School in English subjects during modular
distance learning for the first quarter of the Academic Year 2021-2022 at Calauag
Central College Inc. In this study, the researchers used descriptive quantitative research,
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in which participants were asked to respond to the same question, to ensure that the
entire data was analyzed relatively.
The researchers used a survey questionnaire as the main instrument, which
was distributed to the respondents’ respective classrooms through the cooperation of
their advisers. The respondents involved are Junior High School (grades 7 to 9)
selected through proportionate stratified random sampling and answered the
researchers’ prepared survey questionnaires.
Description of Method or Approach
Research Design/Research Instrumental/ Data Gathering Procedures
The researcher utilized the descriptive-correlational method which aims to
acquire data for the present investigation stated in this research. The descriptive
method was designed to provide important data about existing phenomena. The
principle aims are to describe the nature of a situation, as it exists at the time of the
study, and to explore the cases of a specific matter as the subject of this research.
Using a descriptive survey helps obtain the descriptive information that answers the
queries set in the problem being posed. The descriptive survey method proceeds to
describe certain phenomena. Because of this, it will further validate its results through
scientific and analytical interpretations. To collect the information for the respondent's
profile, the researchers created a self-made questionnaire. The researcher's past

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studies, readings, published and unpublished thesis pertinent to the investigation, and
professional literature, were used to create a draft of the questionnaire.
Respondents/ Units of analysis/Subjects of the Study
The Junior High School students (Grades 7 to 9) of Calauag Central College
were the participants of this study. The participants’ age ranged from 12 to 16 years old.
The population had a total of 251 students in the academic year 2020-2021. A sample
size of 154 students was used, which consisted of 80 males and 74 females. The
researchers used the Proportionate Stratified Random Sampling to get the number of
student participants.
Sampling Design and Procedures
Researchers used Proportionate stratified random sampling to access the group of
students who have formed all the learners through the modular learning modalities in
Junior High School (Grades 7 to 9).
Researchers asked the permission through letter of communication addressed to the
teacher and school head to get the academic status of the respondents during the first
quarter of Academic Year 2021-2022.

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Numeric grade range Adjectival Grade
90 - 94 Outstanding (O)
85- 89 Very Satisfactory (VS)
80 - 84 Satisfactory (S)
75 - 79 Moderately Satisfactory (MS)
70 - 74 Unsatisfactory (U)
65 - 69 Poor (P)
60 - 64 Did Not Meet Expectations (DE)
Researchers drafted a set of questionnaires relevant to gathering data needed for
the current research study.
Researchers subjected their draft questionnaires to the member of the validation
committee.
Pilot Study
Researchers conducted pilot testing at Calauag National High School to check
the reliability of the questionnaires. We chose 15 Junior High School students at
Calauag National High School as pilot testers, were four students each Grade level from
Grades 7, 9, and 10, were selected, and three students in Grade 8. Participants were
randomly selected by the researchers. Using Cronbach’s Alpha formula, the data
gathered from the demographic profile of the participants to the scale of the questions
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were computed and analyzed. The reliability of the questionnaires is .836 which
indicates good reliability.
Researchers surveyed of the respondents to investigate how parental involvement
affect their academic performance in English subject during modular learning.
Researchers distributed the questionnaire to the respondents involved in the
research through respondents’ respective classrooms with the approval of their advisers.
Research Locale/ Study Site
The researchers conducted a study at Calauag Central College Inc. to
determine the effectiveness of parental involvement in modular learning affecting the
academic performance in English of Junior High School learners at Calauag Central
College Inc. They were picked because they are the most qualified to respond to the
survey questions in their respective classroom in a limited face-to-face setup in order to
observe the study's questions. They were able to respond to survey questions through
the respondents’ classrooms. Researchers assured full and strict compliance on a
voluntary basis on the part of the respondents in acquiring or answering survey
questions of this research study.

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Ethical Consideration
In order to guarantee systematic and orderly data collection for this study, the
researcher obtained permission from the School Head of Calauag Central College, Inc.
to conduct the study and to get the total number of students in Junior High School,
including their general weight average for the first quarter of the academic period.
Moreover, the researchers provided a copy of the Informed Consent Form. The
researchers did not force anyone to answer the questionnaire, and the respondents had
complete discretion in refusing. It is also made sure that all the personal information of
the respondents should be utmost confidential and will not cause harm to the students.
Hypotheses
There is no significant relationship between the perceived level of relationship of
parental involvement and academic performance of the Junior High students in Calauag
Central College Inc. for the SY: 2021- 2022.
Data Analysis Plan
We used descriptive statistics to generate demographic data for the sample
population, such as counts and percentages. Furthermore, we carry out correlational
analysis to see if there is a link between the different survey questions and each of the
questions related to the perceived influence of Parental Involvement in the modular
modality of Junior High School student's academic performance in terms of Epstein's six
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types of Parental Involvement. Finally, we used a 5-point Likert scale tabulation with
Pearson r testing to investigate the relationship between parental involvement's
perceived efficacy and academic performance.
Treatment of Data
The data are gathered will be treated by the use of statistical treatment which can be
seen in the table below:
Data Analysis plan and all the research questions.
RESEARCH QUESTION NO. STATISTICAL TREATMENT
1. What is the profile of • Frequency Distribution
student in terms of: • Percentage

�
1.1 Age �=
�
× 100
1.2 Gender where: P = Percentage
1.3 Grade level f = Frequency
N = number of respondents
2. What is the perceived influence Weighted Mean

wx
of Parental Involvement of modular �= �
modality of Junior High School where: Σ = Summation
student's academic performance w = weight
in terms of: x = value

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2.1 Parenting
2.2 Communicating
2.3 Volunteering
2.4 Learning at home
2.5 Decision making
2.6 Collaborating with community
3. What is the academic performance • Mean
of the Junior High School students • Percentage
in English subjects during the whole • Standard Deviation
academic year of 2021-2022?
�� (�−x̄)2
�=
�
and �� = �−1
where: x̄ = the mean value of the set of
given data.
f = frequency of the individual data
N = sum of frequencies
s = sample standard deviation
∑ = summation
X = each value
x̅ = sample mean
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n = number of values in the
sample
4. Is there a significant relationship Pearson r

�( �� ) − ( � )( �)
between the perceived level of �=
� ��2 −( �)2 � �2 −( �)2
effectiveness of parental involvement vs where: r = pearson coefficient
academic performance N = number of respondents
�� = sum of variables of the x and y in
a sample
� = sum of the x scores
� = sum of the y scores
�2 = sum of the squared x scores
�2 = sum of the squared y scores

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Conceptual Framework
The study's paradigm is depicted in Figure 2. The first box, Parental Involvement
in Modular Learning will serve as the input, where it is discussed as one of the crucial
factors in the student’s academic achievement. Based on Epstein’s Types of Parental
Involvement has six categories of parental participation, which are: Parenting,
Communicating, Volunteering, Learning at Home, Decision Making, and Collaborating
with the Community. It will provide insights on how to create dynamic learning
experiences during the crisis by including parents in the process. Moreover, these six
categories of parental participation interaction define and influence the Academic
Performance of Junior High School students of Calauag Central College Inc. and show
the impact that it will have on their academic achievement.

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Figure 2. Research Paradigm

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Results and Discussions
This chapter presents the data gathered, and the interpretation of the findings
from the conducted survey. These are presented in the table to see the Parental
Involvement and Academic Performance among Junior High School (Grade 7, Grade 8,
and Grade 9) students in Modular Learning.
Table 1
Frequencies and Percentages of Demographic Factors of the Sample
Variables Characteristics Frequency Percentage

Age 12 years old 2 1.29
13 years old 44 28.57
14 years old 53 34.42
15 years old 48 31.17
16 years old 7 4.55
Gender Male 80 51.95

Female 74 48.05
Grade Level Grade 7 58 37.66

Grade 8 46 29.87
Grade 9 50 32.47
Table 1 shows the demographic data of the participants, 51.95 percent of the
respondents were male, and the rest were female, which means that more of the
respondents are male. According to Table 1, 94.16% of the respondent aged 13-15
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answered the questionnaire, and 28.57% were aged 13, 34.42 were aged 14, and
31.17% the age 15. Therefore most of our respondents were from 13-15 of age and
answered our questionnaire. The Frequency of grade level is fairly divided using the
slovin’s formula.
Table 2.1
Perceived Influence of Parental Involvement of modular modality of Junior High School

student's academic performance in terms of Parenting
Descriptive Analysis
INDICATORS WM SD QD
My parents provide for my school 4.61 4.15 Extremely Involved
materials needed.
My parents prepare nutritional food 4.18 3.81 Very Involved

for me.
My parents provide me adequate time 3.74 3.40 Moderately Involved

to concentrate on my schoolwork.
My parents spend time with me to 3.20 2.91 Moderately Involved

follow up on my lessons on a daily
basis.
Average Weighted Mean 3.93 Very Involved

Legend: 4.21 - 5.00 Extremely Involved (EI) WM= Weighted Mean
3.41 - 4.20 Very Involved (VI) SD= Standard Deviation
2.61 - 3.40 Moderately Involved (MI) QD= Qualitative Description
1.81 - 2.60 Less Involved (LI)
1.00 - 1.80 Not At All Involve (AI)
Table 2.1 convey the response of Junior High School students of Calauag
Central College Inc. regarding the perceived influence of parental involvement during
the modular modality of junior high school students in terms of parenting; The table
shows parents give importance when it comes to providing for the needs of their
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children at school, and the total weighted mean is 3.93, which means very involved, but
the lowest weighted mean 3.20 which means that many parents did not spend some
time to their children to follow up their lessons in a daily basis. In the study conducted
by Rafiq, et al. (2013), it has been shown that the more parents monitor their children's
academic progress, including their homework and participation in extracurricular
activities, and are more involved with the school, attend parent-teacher conferences, the
better their kids do in school.
Table 2.2

student's academic performance in terms of Learning At Home
INDICATORS WM SD QD
My parents provide me a comfortable 4.04 3.70 Very Involved
place to study.
My parents complment me on 3.88 3.55 Very Involved

academic achievements.
My parents help me in doing my 3.18 2.94 Moderately Involved

project.
My parents regulary check my 3.15 2.94 Moderately Involved

modules
Average Weighted Mean 3.56 Very involved

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In table 2.2 parents do not seem to check regularly their child's module as it
gained the lowest weighted mean of 3.15, which means moderately involved. However,
these parents are still showing their involvement at home by providing a comfortable
place to study for their child is the highest weighted mean among the indicators. This
was contrary to the study of Masa Durisic (2017), which suggested that one way that
parents can contribute positively to their children's education is to assist them with their
academic work at home. It was also emphasized that parents who read to their children,
assist them with their homework and provide tutoring using resources provided by
teachers tend to do better in school than children whose parents do not assist them as
cited in Ball & Blachman, 1991; Izzo et al., 1999.

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Table 2.3

student's academic performance in terms of Decision Making
INDICATORS WM SD QD
My parents let me know which is 4.25 3.84 Very Involved
good and bad from the choices I
have
My parents reminds me to take 4.19 3.78 Very Involved

accountability or be responsible
with my choices
My parents tells me the possible 4.01 3.62 Very Involved

consequences from the my
decisions
My parents helps me to know that 3.92 3.60 Very Involved

it’s normal to make a wrong decision
sometimes and its Just a part of the
process

Table 2.3 manifested that most parents inform their children what is good and
bad from the choices they have as it gets the highest weighted mean of 4.25.
Nevertheless, all of the indicators resulted as very involved. It only shows that parents
are more involved in terms of decision making. This can be explained because of the
application of work from home. Parents can spend more of their time accompanying
children to study or just play. It was indicated in the study of Lilawati (2020).
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Table 2.4

student's academic performance in terms of Communicating
INDICATORS WM SD QD
My parents set most of information 3.82 3.45 Very Involved
about my progress from report
cards
My parents will write a note to the 3.53 3.22 Very Involved

teacher if there is an issue or an
urgent concern at home
My parents keep in touch with my 3.34 3.04 Moderately Involved

teacher to keep track of my class
performance and respond to my
teacher if there is any inquiry thru
text or chat
My parents keep an eye on our 3.18 2.98 Moderately Involved

group chat for any academic news

Parents set most of information about students' progress from report cards are
commonly done by the majority of parents according to table 2.4, which gained 3.82 as
a weighted mean. Even so, it shows that parents do not keep an eye on their child's
group chat for any academic news as it displays the lowest weighted mean and as
moderately involved. A study by Rafiq, et al. (2013) reflects that the frequency of
parental consultation with teachers about their children’s academic performance might
have a positive effect on children’s academic activities and performance. As a support, a

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study by Skandar, Amin & Noor (2022), indicates that parental participation of all kinds
is crucial to students' success in school. Students whose parents were actively
involved in both their academic and extracurricular activities at school and home
outperformed those whose parents were less committed to their children's schooling.
Table 2.5

student's academic performance in terms of Volunteering
INDICATORS WM SD QD
My parent/s attend/s a limited face-to- 3.93 3.56 Very Involved
face parent-teacher conference when
necessary
My parents provides me with 3.84 3.49 Very Involved

appropriate feedback on my
performance
My parents participate during retrieval 3.68 3.36 Very Involved

and submission of modules
My parents maintains a close watch 3.49 3.18 Moderately Involved

on time management when it comes
to completing my academic
performance and monitors challenges
I encounter during completing it
(i.e. havinga hard time solving math
equations)

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Among five indicators from table 2.5, one rated as moderately which implies that
the parents do not maintain a close watch on time management when it comes to
completing the academic performance and monitory challenges encountered by the
students. But the table also implies that parents attend a limited face-to-face parent-
teacher conferences when necessary. This only means that parent involvement does
not only shown by attending parent-teacher conferences participating during the
retrieval of modules or providing appropriate feedback on the child's performance, but
also making a welcoming environment where they can develop their academic
ambitions in a way that isn't seen as controlling or intrusive. This was also found in the
study of Conway (2018), where results indicate that when children grow older, instead of
guidance or assistance in learning, it is more critical that parents create the conditions
under which academic success can be fostered, which this can be done if parents also
keep an eye on time management when it comes to finishing academic performances.

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Table 2.6

student's academic performance in terms of Collaborating with the Community
INDICATORS WM SD QD
My parents convince me to carry out my 4.17 3.77 Very Involved
duties and responsibilities as community
member (i.e. being a good role model to
the ones who are younger than me like
respecting elders)
My parents assures that I always comply 3.78 3.44 Very Involved

with all existing community ordinances
(i.e. not using prohibited drugs)
My parents/s make sure that I am involved 3.51 3.26 Very Involved

with different community activititeslike
youth development program and so forth
My parents persuade me to participate or 3.34 3.10 Moderately Involved

make time for community needs assistance
(i.e. lending some help with barangay when
its fiesta etc.)
Average Weighted Mean 3.7 Moderately Involved

As displayed in table 2.6, most parents encourage their child to carry duties and
responsibilities as a community member with a weighted mean of 4.17 but are
moderately involved in convincing their child to participate in community needs
assistance with a weighted mean of 3.34. The researchers believe that students who
actively participate and socialize with their community tend to be more responsible
individuals at home and school. Additionally, families must socialize their children to
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help them become contributing members of society. To support this, according to
National Center on Safe Supportive Learning Environments, high-quality schools have
demonstrated track records connecting with community resources and families to
improve student outcomes in all domains of development.
Table 3.1
Academic Performance of Grade 7 in English Subject for the first quarter of Academic
year 2021-2022
GRADES Frequency Percentage

Outstanding 3 5.17
(90 - 94)
Very Satisfactory 10 17.24

(85 - 89)
Satisfactory 13 22.41
(80 - 84)
Moderately Satisfactory 6 10.34

(75 - 79)
Unsatisfactory 18 31.03
(70 - 74)
Poor 7 12.07
(65 - 69)
Did Not Meet Expectations 1 1.72

(60 - 64)
TOTAL 58 100.00
MEAN 77.60
STANDARD DEVIATION 7.67
LEGEND: 90 - 94 Outstanding (O) 70 - 74 Unsatisfactory (US)
85 - 89 Very Satisfactory (VS) 65 - 69 Poor (P)
80 - 84 Satisfactory (S) 60 - 64 Did Not Meet expectations (DE)
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As disclosed in Table 3.1 majority of the students in Grade 7 which is 31.03%
had grades in the range of 70-74, which is interpreted as unsatisfactory, 22.41% with
grades in the range of 80-84, equivalent to satisfactory, followed by 17.24% obtained
grades in the range of 85-89 translated as very satisfactory, while 12.07% with grades in
the range of 65-69 interpreted as did not meet expectation, that 10.34% with grades in
the range of 75-79 equivalent as moderately satisfactory, 5.17% with grades in the
range of 90-94 translated as outstanding and 1.72% with grades in the lowest range of
60-64 interpreted as did not meet the expectation. The mean grade of the students is
77.60, with a standard deviation of 7.67. The result showed that grade 7 students'
academic performance is moderately satisfactory.

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Table 3.2
year 2021-2022
Outstanding 6 13.04
(90 - 94)
Very Satisfactory 1 2.17

(85 - 89)
Satisfactory 3 6.52
(80 - 84)
Moderately Satisfactory 8 7.39

(75 - 79)
Unsatisfactory 24 52.17
(70 - 74)
Poor 2 4.35
(65 - 69)
Did Not Meet Expectations 2 4.35

(60 - 64)
TOTAL 46 100.00
MEAN 75.80
Table 3.2 reflects that majority of the students in Grade 8 which is 52.17% had
grades in the range of 70-74, which is interpreted as unsatisfactory, 17.39% with grades
in the range of 75.79, equivalent to moderately satisfactory, followed by 13.04%
obtained grades in the range of 90-94 translated as outstanding, while 6.52% with
grades in the range of 80-84, interpreted as satisfactory, that 4.35% with grades in the
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range of 65-69 and 60-64 equivalent as did not meet expectations, and 2.17% with
grades in the range of 85-89 interpreted as very satisfactory. The mean grade of the
students is 77.80, with a standard deviation of 7.76. The result showed that grade 8
students' academic performance is moderately satisfactory.
Table 3.3
year 2021-2022
Outstanding 3 6
(90 - 94)
Very Satisfactory 3 6
(85 - 89)
Satisfactory 7 14
(80 - 84)
Moderately Satisfactory 4 8
(75 - 79)
Unsatisfactory 13 26
(70 - 74
Poor 15 30
(65 - 69)
Did Not Meet Expectations 5 10

(60 - 64)
TOTAL 50 100.00
MEAN 73.4
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Table 3.3 majority of the students in Grade 9 which is 30% had grades in the
range of 65-69, which is interpreted as did not meet expectations, 26% with grades in
the range of 70-74, equivalent to unsatisfactory, followed by 14% obtained grades in the
range of 80-84 translated as satisfactory, while 10% with grades in the lowest range of
60-64 interpreted as did not meet expectation, that 8% with grades in the range of 75-79
equivalent as moderately satisfactory, 6% with grades in the range of 85-89 translated
as very satisfactory and another 6% with grades in the range of 90-94 interpreted as
outstanding. The mean grade of the students is 73.4, with a standard deviation of 8.39.
The result showed that grade 9 students' academic performance is unsatisfactory.
To determine if there is a significant relationship between academic performance
and the level of parental involvement in the six areas, Parenting, Learning at Home,
Decision Making, Communicating, Volunteering, and Collaborating with the Community
were subjected to Pearson r, and the result was compared with the significant value. All
computations were made at a 5% level of significance and a degree of freedom of 152.
The outcomes of such correlations are entered in Table 4.

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Table 4
Relationship between Academic Performance and Level of Parental Involvement
Variables Computed r Interpretation Significant Value
Parenting -0.073 Weak Negative Relationship .369
Learning at` 0.0453 Weak Positive Relationship .577

Home
Decision 0.047 Weak Positive Relationship .559

Making
Communicating 0.103 Weak Positive Relationship .205
Volunteering 0.084 Weak Positive Relationship .299
Collaborating -0.014 Weak Negative Relationship .860

With the
Community
As was shown in the Table 4, all of the computed value of Pearson r gets a low
score which the result led to the acceptance of Ho. The data showed that there is no
degree of relationship between the levels of parental involvement and the academic
performance of the Junior High School students of Calauag Central College. It simply
indicates that parental involvement in the child's academic success is insufficient to aid
the child's academic performance. According to the study of Castro and Gaviria (2015),
the results show that the parental models most linked to high achievement are those
focusing on general supervision of the children's learning activities. The strongest
associations are found when the families have high academic expectations for their
children, develop and maintain communication with them about school activities, and
help them to develop reading habits; however the present study shows that there is a
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weak positive relationship between the parental involvement and academic
performance of Junior high school student from CCC. The researchers discovered that
the parents needed more time to involve themselves in their child’s progress, which
would result in higher academic performance.

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This chapter presented the summary of the study, conclusions drawn from the
findings, and recommendations for the study entitled “Parental Involvement and
Academic Performance among Junior High School students in Modular Learning
Modality at Calauag Central College Inc.”
Summary of Findings
For research question number one (RQ1), What are the background
characteristics of the respondents?
The respondents were mostly adolescents, there was a more significnat number
of males than females who answered that questionnaire, 51.95% were male, and the
rest were female.
For research question number one (RQ2), What is the perceived influence of
parental involvement in the effectiveness of modular modality of Junior High School
(Grade 7, Grade 8, and Grade 9) student’s academic performance in terms of:
Parenting. The table’s highest weighted mean is 4.61 showing that most of
respondents considered that their parents provided the materials they needed for school.
Moreover, the lowest weighted mean is 3.20 showing that the vast majority of
respondents have a parent who did not spend some time following up on their lessons
daily. Researchers discovered that Parental Involvement in terms of parenting should
focus more on spending time to check their lessons daily.
Communicating. The table’s highest weighted mean is 3.82, indicating that most
of the respondents answered that their parents set most of information about them from
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their report cards. The total weighted mean, on the other hand, is 3.47 showing that the
communication between parent to school and parent-to-school is very involved.
Volunteering. The table's highest weighted mean is 3.93 showing that the vast
majority of respondents have a parent who attends a limited face-to-face parent-teacher
conference when necessary. The total weighted mean, on the other hand, is 3.74,
indicating that the result of volunteering is very involved.
Learning at Home. The table's highest weighted mean is 4.04, indicating that
the vast majority of respondents have a comfortable place to study at their home and
the lowest weighted mean is 3.15 showing that some of the respondents, parents of the
respondents did not check their modules regularly. The total weighted mean, on the
other hand, is 3.56 showing that their parent is very involved in learning at home.
Decision Making. The table's highest weighted mean is 4.25 showing that the
vast majority of respondents considered that their parents allowed them to know what is
good and bad from the choices they have. The total weighted mean, on the other hand,
is 4.09 showing that when it comes to decision making.
Collaborating with Community. The table's highest weighted mean is 4.17,
indicating that the vast majority of respondents answered that their parents convinced
them to carry out their duties and responsibilities as a community members, like being a
good role model to the ones who are younger than them and respecting elders. The
total weighted mean, on the other hand, is 3.7 showing that the result of parental
involvement in their children. When it comes to collaborating with the community is
moderately involved.
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For research question number one (RQ3), What is the academic performance
of of the junior high school ( Grade 7, Grade 8 and Grade 9) students in English subject
during the first quarter of academic year 2021-2022.
Academic performance of Grade 7 in English subject for the first quarter of
Academic year 2021-2022
The table's total weighted mean is 77.60, and the total frequency is 58. In which
3 out of 58 got a highest grade (90-94) equivalent of 5.17% and 31.03% of the
respondents have a (70-74) grades and this is the highest percentage. The lowest
percentage is 1.72 who got a 60-64 grade.
Academic year 2021-2022
The table's total weighted mean is 75.80 and the total frequency is 46.
Where 6 out of 46 got the highest grade (90-94), equivalent to 13.04% and 1 out of 46
got an (85-89) grade, and 4.35% got the lowest grade (60-64). The highest percentage
of the respondents is 52.17%, who got a grade of (70-74) academic grade.
the Academic year 2021-2022
The table's total weighted mean is 73.4, and the total frequency is 50. 6 % of the
respondents got the highest grade (90-94) which is three respondents, and 10% of the
respondents got the lowest grade (60-64)
The highest percentage of Grade 9 respondents (30%) got a low grade of 65-69,
the second highest 26%, equivalent of 13 students got a 70-74 grade.

College Department
For research question number one (RQ4), Is there a significant relationship
between the perceived level of effectiveness of parental involvement vs. academic
performance?
The table 4.1 to 4.7 shows that the level of parental involvement is not
statistically significant. This means there is no statistically significant between Academic
performance of Junior high school (Grade 7, Grade 8, and Grade 9) students in English
subjects and the level of parental involvement.

College Department
Conclusions
The findings of the study led the researchers to formulate the following
conclusions:
1. The number of male respondents is greater than the number of female
respondents. It shows that the male is more interested than the female in giving
their answers on the involvement of their parents in their academic performance.
The 14-15 years old have the highest percentage rate among respondents. Most
of the respondents who answered the questionnaire are from Grade 7, where
parental involvement is more needed in their academics.
2. The perceived influence of Parental Involvement in modular modality of junior
high school students (Grade 7-9) academic performance in terms of parenting,
learning at home, decision-making, communicating, and volunteering is
considered "very involved", which shows that some of the parents provide time to
communicate about their children academic performance. However, in
collaborating with the communit, parents are moderately involved, which implies
that parents did not fully allow their children to collaborate with the community in
terms of joining community activities. The highest mean of parental involvement
is 4.09, which is decision-making.
3. The academic performance of the junior high school students in English during
the first quarter shows the resuls that grade 7 students’ academic performance is
moderately satisfactory, same with grade 8 students, while the result shows that
grade 9 students' academic performance is unsatisfactory.

College Department
4. There is no significant relationship between the perceived level of effectiveness
of parental involvement and the academic performance of the students.
Parenting and Collaborating with the Community both resulted in a weak
negative relationship with the academic performance of Junior High School
students, while Learning At Home, Volunteering, Communicating, and Decision
Making resulted in a weak positive relationship. Although the parents show
support through spending time to follow up on their child's lessons on a daily
basis, hiring a tutor, providing school materials, and preparing nutritional food still,
the results indicates that no significant relationship existed between the levels of
parental involvement and the academic performance of the students.

College Department
Recommendations
The findings of the study led the researchers to give the following
recommendations:
1. If the same study is conducted in the future, equal respondents, in terms of
gender, should be considered.
2. The school should conduct parent-student counseling together with the
guidance counselor, so that parents will be aware of how students feel
about them getting involved in their studies and extracurricular activities.
3. Parents should consider hiring a tutor for their child to improve in English
subject.
4. The school may conduct a yearly family event where activities can be done
by families to strengthen the bond between parents and students. This will
also help build trust with parents and help them see parental involvement in
a positive light rather than seeing it as intrusive and controlling.

College Department
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College Department
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College Department
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4195. doi: 10.3390/su12104195

College Department
VI. Curriculum Vitae of the Researcher

Description of the competence, qualifications and experience of the researcher
CURRICULUM VITAE
ACUNIN, MARINETH G.
Brgy. Pinagtalleran Calauag, Quezon
marinethgusiacunin@gmail.com
09306304958
OBJECTIVES:
PERSONAL INFORMATION
AGE : 26
DATE OF BIRTH : March 5, 1996
PLACE OF BIRTH : San Juan Batangas
GENDER : Female
CIVIL STATUS : Single
RELIGION : Iglesia Ni Cristo
NATIONALITY : Filipino EDUCATIONAL ATTAINMENT
Level Name of School/Location Inclusive Year
Tertiary Calauag Central College, Inc. 2019- Present

Calauag, Quezon
Bachelor of Secondary Education
Major in Filipino
Secondary Batangas Eastern Colleges 2008-2012

San Juan, Batangas
Elementary Putingbuhangin Elementary School 2002-2008

San Juan, Batangas
.
College Department
CURRICULUM VITAE
JIMENO, LESLIE C.
Brgy. Sta. Maria Sitio Macatoy Calauag, Quezon
lesliejimeno22@gmail.com
09159472098
OBJECTIVES:
AGE : 24
DATE OF BIRTH : August 22, 1998
PLACE OF BIRTH : Calauag, Quezon
GENDER : Female
RELIGION : Roman Catholic
NATIONALITY : Filipino
EDUCATIONAL ATTAINMENT

Calauag, Quezon
Major in Filipino
Secondary Saint Peter’s School Inc. 2010-2014

Calauag, Quezon
Elementary Calauag East Central Elementary School 2004-2010

Calauag, Quezon
College Department
CURRICULUM VITAE
CHAVEZ, NORALYN B.
Brgy. Sto. Domingo Calauag, Quezon
noralynchavez29@gmail.com
09152057130
OBJECTIVES:
AGE : 30
DATE OF BIRTH : December 29, 1991
GENDER : Female

Calauag, Quezon
Major in Filipino
Secondary Las Piñas North National High School 2004-2008

Las Piñas City
Elementary Don Tomas Elementary School 1998-2004

Sta. Elena Camarines Norte
College Department
CURRICULUM VITAE
CANA, ALLYZA L.
Brgy. Sta. Maria Calauag, Quezon
allyzacaña192@gmail.com
09693184911
OBJECTIVES:
AGE : 23
DATE OF BIRTH : September 3, 1999
GENDER : Female

Calauag, Quezon
Major in Filipino
Secondary Calauag National High School 2012-2018

Calauag, Quezon
Elementary Municipal Sector Elementary School 2005-2011

Calauag, Quezon
College Department
CURRICULUM VITAE

Brgy. Sto. Domingo Calauag, Quezon
mashelbin@gmail.com
09507035536
OBJECTIVES:
AGE : 20
DATE OF BIRTH : April 30, 2002
PLACE OF BIRTH : Mauban, Quezon
GENDER : Male

Calauag, Quezon
Major in Filipino
Secondary Sto. Domingo National High School 2012-2018

Calauag, Quezon
Elementary Sto. Domingo Elementary School 2006-2012

Calauag, Quezon
College Department
V.Research instruments
PARENTAL INVOLVEMENT QUESTIONAIRE

I. Respondents Profile
Directions: The purpose of this section is to elicit personal information about you that is
relevant to the study. Please fill in the blanks with a (/) or by stating the information that
is required.
Name of Students: ( Optional )________________________________________
Age:______ Gender: Male Female
Grade Level:
Grade 7 Grade 8 Grade 9 Grade 10
II. Parental Involvement

The following questions aimed to determine the extent of your parent's involvement in
your education.
Directions: Please check the number on each item that is best to you.
Code: 5- Extremely Involved, 4- Very Involved, 3- Moderately Involved, 2- Less Involved,
1- Not at all Involved
Parental 5 4 3 2 1
Involvement ( Extremely ( Very (Moderately (Less (Not at all
Involved ) Involved) Involved) Involved) Involved)
PARENTING
Spend time with
me to follow up on
my lessons on a
daily basis.
Hire a tutor for me.
Provide my school
materials needed.
Prepare nutritional
food for me.
Provide me
adequate time to
concentrate on my
schoolwork.
College Department
Parental 5 4 3 2 1
LEARNING AT
HOME
Regularly check
my modules.
Provide me with a
comfortable place
to study.
Help me in doing
my project.
Help me in
establish good
study habits.
Compliment me on
my academic
achievements.
DECISION
MAKING
Choose
appropriate actions
for the decision.
Foresee the
consequences of
the decision.
Overcome the
negative
consequences.
Study the degree
of difficulty of the
decision.
Accept
responsibility for
the decision.
COMMUNICATING
Will write a note to
the teacher if there
is an issue or an
urgent concern at
home.
College Department
Parental 5 4 3 2 1
Keep in touch with
my teacher to keep
track of my class
performance.
Get most of the
information, about
my progress from
report cards.
Keep an eye on
our group chat for
any academic
news.
Responding to my
teacher if there is
any inquiry thru
text or chat.
VOLUNTEERING
Monitors my
academic difficulty
regularly.
Participate during
retrieval and
submission of
modules.
Attend a limited
face-to-face
parent-teacher
conference when
necessary.
Maintain a close
watch on time
management when
completing my
academic tasks.
Provide me with
appropriate
feedback on my
performance.
College Department
Parental 5 4 3 2 1
COLLABORATING
WITH THE
COMMUNITY
Involved
themselves in
different community
activities.
Always abiding of
all existing
community
ordinances.
Always making
time for community
needs assistance.
Carrying out their
duties and
responsibilities as
community
members.
Communicating
violations against
community
ordinance to the
proper authority.
College Department
TO: MARIA SALUD F. LERUM

Principal, Calauag Central College Inc.
SUBJECT: PERMISSION TO CONDUCT THE STUDY AS STATED
DATE: April 1, 2022
Peace be with you
We are conducting a research study entitled “Parental Involvement and Academic

Performance in English of Junior High School during Modular Distance Learning at
Calauag Central College Inc.”.
In connection with this, we would like to request the total number of students from
Grade 7-10 and their respective grades in English Subject. Therefore, the researchers
seek your utmost support in completing the entire study.
Rest assured that the data we will gather will remain absolutely confidential and be used
for academic purposes only.
Your favorable response regarding this matter shall be highly appreciated.
May God be with us all. Thank you.
Respectfully yours, Noted by:

The Researchers
Marineth G. Acunin Dennis Arthur S. Leonor, M.B.A.

Thesis Adviser
Allysa L. Caña Calauag Central College Inc.
Noralyn B. Chavez
Leslie C. Jimeno
Machelvin S. Tolentino
College Department
TO: Respondents
Junior High Students, Calauag Central College Inc.
SUBJECT: PERMISSION TO CONDUCT THE STUDY AS STATED
DATE: April 1, 2022
Greetings!
We are third year the students from Calauag Central College, Inc. taking up a Bachelor
of Secondary Education major in Filipino, who is currently writing a research study
entitled: Parental Involvement and Academic Performance in English of Junior High
School during Modular Distance Learning at Calauag Central College Inc. The study
aims to show the relevance of parental participation in students’ academic achievement.
In connection with this, we ask your permission to take some of your time to answer the
attached questionnaire wholly and honestly. Any information you will provide shall highly
appreciated and we assure that all information will be treated with utmost confidentiality.
May God be with us all. Thank you.
Respectfully yours, Noted by:

The Researchers
Marineth G. Acunin Dennis Arthur S. Leonor, M.B.A.

Thesis Adviser
Allysa L. Caña Calauag Central College Inc.
Noralyn B. Chavez
Leslie C. Jimeno
Machelvin S. Tolentino
College Department

College Department

College Department

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CALAUAG CENTRAL COLLEGE INC.

Calauag, 4318 Quezon

Education Research Page 1 of 89

PARENTAL INVOLVEMENT AND ACADEMIC PERFORMANCE AMONG JUNIOR

HIGH SCHOOL STUDENTS IN MODULAR LEARNING MODALITY AT CALAUAG

CENTRAL COLLEGE INC.

The Faculty of the College Department of

CALAUAG CENTRAL COLLEGE INC.

In partial fulfillment of the requirements for the course

Bachelor of Secondary Education Major in Filipino

TOLENTINO, MACH ELVIN S.

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The research attached hereto entitled, “PARENTAL INVOLVEMENT AND ACADEMIC

prepared and submitted by:

In partial fulfillment of the requirements for the course of BACHELOR OF

TELESFORO V. INUMERABLE, EdD

RAYMUND E. SATANA, PhD JOHN PAUL F. SAN LORENZO,

DENNIS ARTHUR S. LEONOR, MBA

ARNEL PEDRO V. RODELAS, EdD., PhD.

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Purpose of the Research 13

Statement of the Problem 13

Significance of the Research 30

Scope and Limitation of the Study 32

Description of Method or Approach 33

Research Design/Research Instrumental/ Data Gathering Procedures 33

Respondents/ Units of Analysis/ Subjects of the 34

Sampling Design and Procedures 34

Research Locale/Study Site 36

Data Analysis Plan 37

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Results and Discussion 43

Appendices A. Curriculum Vitae of the Researcher 76

Appendices B. Research Instruments 81

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List of Figures and Tables

Figure 1. Epstein’s Model of Parental Involvement Framework 15

Figure 2. Research Paradigm 42

Table 1. Frequencies and Percentages of Demographic Factors of the Sample 43

Table 2.1 Perceived Influence of Parental Involvement of modular modality of Junior

High School student's academic performance in terms of Parenting 44

Table 2.2 Perceived Influence of Parental Involvement of modular modality of Junior

High School student's academic performance in terms of Learning At Home 45

Table 2.3 Perceived Influence of Parental Involvement of modular modality of Junior

High School student's academic performance in terms of Decision Making 47

Table 2.4 Perceived Influence of Parental Involvement of modular modality of Junior

High School student's academic performance in terms of Communicating 48

Table 2.5 Perceived Influence of Parental Involvement of modular modality of Junior

High School student's academic performance in terms of Volunteering 49

Table 2.6 Perceived Influence of Parental Involvement of modular modality of Junior

High School student's academic performance in terms of Collaborating with the

Academic year 2021-2022 52

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Academic year 2021-2022 54

Academic year 2021-2022 55

Table 4. Relationship between Academic Performance and Level of Parental

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grateful to You for all of Your blessings.

going and to believe in ourselves.

all on how we can make our research better.

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to achieve more to repay all your sacrifices.