THE LINK BETWEEN PARENTAL INVOLVEMENT AND PARENTAL PRESSURE IN

STUDENTS OF GRADE 12 HUMSS IN ARELLANO UNIVERSITY JUAN SUMULONG

CAMPUS S.Y. 2022 - 2023

Laureann Kris M. Consigna

Jesmar Heart Oyanib
Aldrin Narcise
Mark Daryl O. Mahinay
Carlo D. De Guzman
Justin Jade B. Bona
Rockell Joy B. Santos
Rio Louise Q. Llanzana
Katrina Hope R. Secolles
Stiffany Grace R. Secolles
Princess Yasmine F. Tornea

Arellano University – Juan Sumulong Campus

February 2023

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 Acknowledgement

The researchers would like to acknowledge the following for their assistance and support
in conducting this study, which would not have been possible without them;

To our Almighty God who gave his unconditional guidance and wisdom as we make this
study;

To our parents who supported us financially and were there for us at all times;

To our subject teacher in Practical Research 2, Ms. Ericalyn Montales, we would like to
express our gratitude to her for her unwavering support, guidance and patience
throughout this study;

And finally to our group namely Laureann Kris Consigna, Aldrin Narcise, Katrina Hope
Secolles, Stiffany Grace Secolles, Mark Daryl Mahinay, Rio Louise Llanzana, Rockell
Joy Santos, Carlo De Guzman, Justin Jade Bona, and Princess Yasmine Tornea for
their courage and for believing themselves to meet the requirements needed and for
helping each other to focus in accomplishing the project.

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 Table of Contents

Title Page . . . ……………………….……………………………………………………… . . . 1

Acknowledgement . . . …………………………………………………………..………… . . . 2
Table of Contents . . . ……………………………………………………………..………. . . . 3
Chapter 1: The Problem and its Background . . . ………...……..….………..…….. . . . 4
Introduction . . . …………………………………………………………………………….. . . . 4
Background of the Study . . . ……………………………………………………..……. . . . 4-5
Rationale of the Study . . . ………………………………………………..……………. . . . 5-6
Significance of the Study . . . …………………………….......................................... . . . 6-7
Conceptual Framework . . . ………………………………………………………………. . . . 7
Theoretical Framework . . . …………………………………………………………….. . . . 7-8
Statement of the Problem . . . ……………………………………………………………. . . . 8
Operational Definitions of the Variables . . . ……………………………..….………….. . . . 9
Scope and Delimitations of the Study . . . ……………………………….………….. . . . 9-10
Chapter 2: Review of Related Literature and Studies . . . ………..……………… . . . 10
Foreign Studies . . . ……………………………………………..……...……………. . . . 10-12
Local Studies . . . …………………………………………………..….……….......... . . . 12-13
Chapter 3: Methodology . . . …………………………………….………………………… 13
Research Design . . . …………………………………………………………..………… . . . 13
Data Gathering Instrument . . . …………………………………………………………. . . . 13
Sampling Procedure . . . ………………………………………………………………… . . . 13
Data Gathering Procedure . . . ……………………………………………...….………. . . . 14
Statistical Techniques Used . . . …………………………………………………..……. . . . 14
References . . . …………………………………………………………..…………… . . . 15-16

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 CHAPTER 1: THE PROBLEM AND ITS BACKGROUND

Introduction

The involvement of parents in the academic lives of their children has long been
recognized as a crucial factor in academic success. The purpose of this study is to
investigate the link between parental involvement and academic achievement of grade
12 students of Arellano University Juan Sumulong Campus.
The education system in the Philippines is known for its emphasis on academic
excellence, where students beseem to excel in their studies to secure a better future.
Parents play a crucial role in the academic success of their children, particularly in
ensuring that they receive the best possible education. Parental involvement is an
essential factor in promoting academic achievement and success, and it has been
proven to have positive effects on student’s academic performance, attendance,
motivation, and self-esteem. However, excessive parental pressure can harm students’
academic and personal well-being, leading to stress, anxiety, and burnout. According to
a study, children who are left behind suffer negatively as a result of their parents’
absence. Children who are left behind perform worse on cognitive and academic tests
and are less likely to enroll in college. Particularly, the absence of parents appears to
have long-lasting detrimental consequences on children’s development and education.
Mechanism evaluations reveal that children’s efforts in school may be diminished and
their mental health may suffer as a result of parental absence.
This study aims to explore the different forms of parental involvement, such as
monitoring homework and grades, attending school events, communicating with
teachers, and providing educational resources at home. Through this study, we hope to
provide insights into the effects of parental involvement and pressure on students’
academic performance and simultaneously identify ways to promote positive parental
involvement while mitigating negative parental pressure. This study is significant as it
can contribute to the ongoing discourse on parental participation and stress in the
Philippine education system and provide guidance for parents, educators, and
policymakers on how to promote positive parental involvement and support the
academic success and well-being of the students.

Background of the Study

The link between parental involvement and parental pressure in the students of
grade 12 HUMSS in Arellano University Juan Sumulong Campus for the academic year
2022-2023 is a growing concern in the Philippines. According to the Philippine Statistics
Authority, the country’s labor force subsumes 43.7 million people, and a significant
percentage of these individuals are parents responsible for their children’s education.

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However, despite the importance of parental involvement in the education process,
many parents in the Philippines tend to exert excessive pressure on their children, which
can negatively impact their academic performance and mental well-being.
According to a study by the Philippine Institute for Development Studies, parental
pressure is one of the common issues in the Philippines, particularly among middle-class
families, where parents often have high expectations for their children’s academic
achievements. Additionally, the study found that parental pressure can lead to several
pessimistic outcomes, such as increased stress levels, anxiety, and depression, which
can have long-term effects on students’ academic and personal lives.
On the other hand, parental involvement has presented to have a positive impact
on students’ academic performance and well-being. According to a report by the
Department of Education, parental involvement can enhance students’ motivation and
engagement in learning, improve their attendance and behavior, and increase their
likelihood of pursuing higher education.
Despite the potential benefits of parental involvement, many parents in the
Philippines struggle to find the balance between supporting their children’s education
and applying excessive pressure. This issue is particularly relevant among grade 12
students in the humanities and social sciences (HUMSS) program at Arellano University
Juan Sumulong Campus, where they compulsorily need to take rigorous coursework and
meet the high academic standard essential for their future careers.
Therefore, this study aims to explore the link between parental involvement and
parental pressure in grade 12 HUMSS students at Arellano University Juan Sumulong
Campus for the academic year 2022-2023. By examining the experiences of both
students and parents, this research seeks to identify the factors that contribute to
parental pressure and explore adequate strategies for promoting positive parental
involvement. The findings of this study can inform the development of interventions and
programs that can enhance parental involvement and reduce the unfavorable effects of
parental pressure on students’ academic and personal lives.

Rationale of the Study

The relationship between parental involvement and parental pressure in the

academic lives of Grade 12 HUMSS students at Arellano University Juan Sumulong
Campus is a complex topic that warrants further examination. A child's general well-
being and academic progress are significantly influenced by parental participation.
However, the pressure from parents is something that many students encounter and
feel.
However, It is important to remember that excessive parental pressure may be
detrimental to a student's mental and emotional health. This can include things such as

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stress, anxiety, and reduced motivation. It is therefore crucial that parents strike a
balance between being supportive and fostering autonomy in their child's learning.
One way to achieve this balance is through open and ongoing communication with
the student and teachers. This can include setting clear and realistic expectations for the
child's academic progress and allowing the student to take an active role in decision-
making related to their education. Additionally, parents can help to minimize the
pressure they may be putting on the student by providing emotional support and
encouraging the student to engage in activities outside of school that promote well-
being.
In conclusion, parental involvement plays an important role in the academic success
of Grade 12 HUMSS students at Arellano University Juan Sumulong Campus for the
2022-2023 school year. However, it is crucial for parents to be mindful of the potential
pressure they may be putting on their child and to take steps to minimize it in order to
promote the student's overall well-being.

Significance of the Study

This study aims to solve how parents affect the academic performance or
achievements of the students. Moreover, it was aimed to determine the average effect
size of the relationship between parental involvement and parental pressure in Grade 12
HUMSS students at Arellano University. The result of the study will be of great benefit to
the following:
Students. With reinforcement, students will perform better both inside and
outside of the classroom. Their educational development will be better known to the
parents.
Parents. Parents will be able to think of a more suitable way of guiding their
child, that will improve not only their academic performance, but also their skills and
personality.
Teachers. A student with great academic performances is the result of proper
teaching. Thus, teachers will undoubtedly be impacted by students who perform well
academically.
School administrators. The school administrators would be aware of how
parental involvement and parental pressure correlates to academic performance – they
would be able to determine the strengths and weaknesses of their students when it
comes to parental guidance and academic performances. The data gathering will
provide what approach school administrators need in order for them to create a better
environment for school.
DepEd officials. The information provided will give the DepEd officials some
recommendations on how to improve or modify the way their curriculum is implemented.

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As a result, they will learn from this research what needs to be improved and how to
strengthen their future plans to create better education.
Future researchers. This study will serve as a guide if future researchers were
to find themselves in a situation wherein they will create a research related to the said
topic. In addition, it will provide information and insight that lowers the likelihood of study
failure and open up new possibilities.
The researchers themselves. This study will provide the researchers the
information they need regarding the relation between two variables: Parental
Involvement and parental pressure in Grade 12 HUMSS students of Arellano University
Juan Sumulong Campus.

Conceptual Framework

PARENTAL PARENTAL
INVOLVEMENT PRESSURE

Figure 1: Relationship between parental involvement and parental pressure in grade 12

HUMSS students
This figure illustrates the relationship between two variables: Parental
involvement (Independent variable) and parental pressure (Dependent variable) in grade
12 HUMSS students.

Theoretical Framework

The theoretical framework of this study is supported by The Model of Parental

Process which was proposed by a professor of psychology and a psychoanalyst named
Hoover‐Dempsey and Sandler and Modeling Theory by Albert Bandura.

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  In December 2018, The Hoover-Dempsey and Sandler Model of the Parent
Involvement Process was published by Manya Whitaker which discusses The
Model of Parental Involvement Process. The model suggests that the process of
family engagement begins with the decision of the family to participate and ends
with the achievement of the students. According to Hoover-Dempsey and
Sandler, parents' efforts to aid their kids' learning can be divided into one or more
of the following categories: Involvement through encouragement, modeling,
reinforcement, and instruction. Academic self-efficacy in children is not about
what they believe they can do well; rather, it is about how they believe they will
perform on a certain activity, either positively or negatively.

 This study is also supported by Parental Involvement in School: A Literature

Review (Avvisati et. al, 2010) , wherein Modeling theory is linked with the idea of
parental involvement affecting the students' academic performance. Modeling
Theory is a theory proposed by Albert Bandura, which states that people can
learn by observing others and then imitating their actions or words. This is also
known as observational learning. For learning to be successful, there are precise
actions that must be taken during the modeling process. These steps include
attention, retention, reproduction, and motivation. According to the Modeling
Theory, children will imitate their parents' actions. As a result, parents who show
interest in and time for school-related activities increase the likelihood that their
children will perform well in school.

Statement of the Problem

The purpose of this study is to ascertain the adverse impacts of parental involvement
and parental pressure in students of Grade 12 HUMSS in Arellano University Juan
Sumulong Campus S.Y. 2022-2023. Moreover, this study sought to find answers to the
followings questions:

1. What is the demographic profile of the respondents in terms of:

1.1. Name
1.2. Age
1.3. Gender
1.4. Section
2. What are the negative effects of bad parenting and its pressure on a student’s
academic performances?

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 3. What is the significant relationship between parental involvement and parental
pressure in grade 12 HUMSS students in Arellano University?
4. Based on the results, what solution(s) or recommendation(s) can be proposed?

Operational Definitions of Variables

In this research, the data that is collected through the survey is used to quantify the
value of the variables.

This table would show the variable, its definition, and its measurement or how it is
observed:

VARIABLE CONCEPTUAL OPERATIONAL

DEFINITION
Academic Performance The measurement of the
performance of the
students in their
academics.
Grade 12 HUMSS The respondents are grade
Students of Arellano 12 HUMSS students from
University Juan Arellano University Juan
Sumulong Campus Sumulong Campus.
Link How Parental Involvement
and Parental Pressure
correlate to one another.
Parental Involvement The different ways that the
parent/guardian of the
student helps the student
at their home and their
school.
Parental Pressure These are the expectations
pressed on by the
parent/guardian toward the
student.
DEFINITION
The academic
performance of the student
would be based on the
GWA from the First
semester.
The number of students
that are grade 12 HUMSS
students from Arellano
University Juan Sumulong
Campus.
Hypothesized in Chapter 4
Results.
Two questions are asked
in a survey for the
respondents to answer,
these questions are
answered using the Likert
Scale.
The question in the survey
is measured using the
Likert scale to determine
how much parental
pressure has affected the
student.

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Scope and Delimitations of the Study
This study focuses on the influence of parental pressure and parental
involvement on the academic achievements of a student. With the total respondents of
30 Grade 12 students from Arellano University Juan Sumulong Campus for the school
year 2022-2023. The respondents were picked by using the random sampling method,
this sampling method would ensure that no bias in picking respondents occurred. The
results of this study show the influence of parental pressure and parental involvement on
the academic achievements of the student.
The limitation of this study centers on the respondents, there are three limitations
present in this study.
The first limitation is on how the respondents were picked; the respondents were
picked through the use of the random sampling method. This means that the
respondents are under different circumstances and the circumstances are not
considered in this study. One similarity between the respondents are to be constant is
that the respondents are all Grade 12 students of Arellano University Juan Sumulong
Campus.
The other limitation is the number of respondents. The small number of
respondents raises an argument about the validity of the results of this study. The 30
student respondents and their families make this study arguable because of the number
of Grade 12 students of Arellano University Juan Sumulong Campus.
Finally, the study is limited to the information that the respondents provide, all
information that is given to us is regarded as accurate.

CHAPTER 2: REVIEW OF RELATED LITERATURE AND STUDIES

This chapter presents literatures related to the study being pursued to provide additional
information regarding to the background of the study.

Foreign Studies
It has regularly been proven that parental involvement in a child’s early schooling
is favorably related to the child’s academic performance. Although there is a well-
established link between parental participation and a child’s academic achievement,
studies have not yet looked at how parental involvement improves a child’s academic
performance.

 According to PMC, it was hypothesized that parents who are supportive of their
children’s education, school, and teachers can influence their kids’ academic
success through two different mechanisms: (a) increasing the child’s view of their
own cognitive ability through interaction and (b) by participating in class and

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 school activities to foster a more positive and stronger student-teacher
relationship.

 Another study from Frontier shows that parent-school partnership enables a

more comprehensive view of roles, relationships, and the effects on children’s
development. By creating new and various activities to relate to one another in
accordance with the specific educational situation, families and schools become
the primary actors in the formation of their roles and forms of involvement. The
main findings in the family-school field demonstrate how this connection
positively affects academic performance and accomplishment, among other
positive outcomes (Epstein and Sander, 2000; Hotz and Pantano, 2015;
Sebastian et al., 2017).

Another factor that has been affecting a lot of students’ academic performance is
the parental pressure. Parental pressure is the emotional strain parents frequently place
on their children, and it is often connected to things like academic achievement, cultural
and societal expectations, and other factors. Concern for their children’s welfare and for
their employment is the leading cause of parental pressure. The result of parental
pressure in students is almost always unhealthy on a broad scale.

 According to BAU (Bay Atlantic University), students who experience parental

pressure constantly looks for validation from their parents. A disappointed
expression from parents can lead the students into questioning their own
capabilities, slowly leading to fear, anxiety, and other mental illnesses.

Despite having good intentions as parents’ reason as to why they put pressure
on their children, parents can sometimes go beyond what is acceptable for students.

 BAU (Bay Atlantic University) stated that parental pressure can lead to such
negative effects; Mental illnesses, eating disorders, low academic performance,
cheating at school, low self-esteem, and sleeping problems.

a. Mental health problems. There are numerous reasons why students

are more likely to develop mental problems. The biggest cause is the
pressure to perform well in school. High parental expectations that
place pressure on children to perform well in all of their classes and
pass all of their examinations with good grades are the major source
of this type of pressure. Students’ mental and physical health are
badly impacted by the constant pressure, and the likelihood that they
may develop problems including depression, sleep deprivation, and
eating disorders is increased.
b. Eating disorders. There are more chances for students to acquire
eating problems because of parental pressure. The additional stress
diverts their attention from their studies and other daily tasks, resulting
in missed meals that, if unchecked, can develop into eating disorders.

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 c. Poor academic performance. A student’s academic performance is
affected by numerous factors, starting from physical to emotional
aspects. When a student is expected to succeed while also managing
all of life’s pressures, their academic performance is likely to fall low. It
comes as a result of them beginning to doubt their skills and
attempting to improve but never living up to their parents’
expectations.
d. Cheating. Academic cheating is caused by parental pressure, teacher
pressure, and poor time management. Students who constantly strive
to live up to their parents’ expectations but feel as though they will
never succeed are inclined to turn to cheating. Students will ponder or
perhaps engage in cheating in the hopes that getting good grades will
please their parents.
e. Low self-esteem. As academic pressure increases, psychological
health declines. When parents are over-involved, excessive control
over how their child defines themselves in the world creates limited
opportunities for the child to reflect on themselves and have positive
thoughts and feelings. As a result, the likelihood of developing self-
confidence and self-esteem is then compromised.
f. Sleeping problems. Students who are under constant pressure to
perform well in school may study late at night and have trouble getting
enough sleep. Uncontrolled irregular eating and sleeping cycles might
result in far more severe conditions like insomnia.

Local Studies
According to the Child and Youth Welfare Code of the Philippines, one of the
nation’s most valuable assets is the child, and parental or guardian moral guidance and
support are crucial to the development of the child’s life and well-being. In order for a
child to succeed, parents have a significant impact on their child’s cognitive
development. Hence, interaction between home and school should be maintained during
the formative years of growth, particularly during the early years of school. Even though
family background seems to be a significant factor in determining parental involvement,
most parents are able to put in more time and effort to support their children’s education
both at home and at school if they are given the proper encouragement (Ho, 2009).
A Filipino family is perceived as a crucial element of the community. It has taken
on the distinctive characteristics of the Filipino people and our culture, including our
history, values, experiences, adaptations, and ways of being (Alampay, n.d.). It might
appear that Filipino parents face insurmountable difficulties in parenting their children
given the country’s long history of political and social unrest (Blair, 2014).

 Alampay (n.d) stated that Filipino parents, in general, subscribe to authoritarian

attitudes. According to Alampay’s research, the cultural values of kapwa (helping
others), hiya (shyness), and utang na loob (paying back) are among the
interconnected themes that permeate the dynamics of Filipino parenting and
parent-child relationships, which are characterized by children’s respect for

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 parental authority and obedience, family cohesion, and fulfilling familial
obligations.
 According to a study by Monteflor (2008), in Cebu, Philippines, parent interviews
and survey questionnaires are used to identify some over-weighting of parents
on academic attainment in their children. It demonstrates how parental motivation
and preschool achievement are related. In order to understand more about early
childhood education, it suggests that longitudinal studies on parent-child
developmental techniques should be carried out. However, over the past 10
years, the social circumstances in which Filipino families are immersed have
altered quickly, likely altering how parents and children view and interact with one
another (Ochoa & Torre, n.d.). Filipino parents now go to great lengths to be
active in their child’s education.

CHAPTER 3: METHODOLOGY

Research Design

This study provides insight into how parental pressure and parental involvement
affect the academic performance of a grade 12 HUMSS student from Arellano University
Juan Sumulong Campus. The study utilizes a correlational research approach, this
approach is best in determining the relationship among the said variables, this research
design would assist in the quantification of the data collected as the topic of our research
is immeasurable. In order for us to measure the relationship between the variables; we
would use the Likert Scale and evaluate the Pearson correlation coefficient between the
variables.

Data Gathering Instrument

The data gathering instrument that was used in this study is survey
questionnaires. The questionnaire contains close-ended questions that was developed
based from the questions posed in the statement of the problem. Using the Likert Scale,
respondents will be given pre-determined options to choose from. In quantitative
research initiatives, closed-ended survey questions are frequently employed for primary
or in-depth research. Close-ended questions are more easily segmented and analyzed
than open-ended questions since the answers are restricted to a static data set.

Sampling Procedure

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 The sampling method used to conduct data gathering in this research is stratified
random sampling. The respondents that we need for this research need to have the
following attributes: they need to be grade 12 students, from Arellano University Juan
Sumulong Campus and are HUMSS students. By utilizing the stratified random sampling
method, we could eliminate the students that are unqualified or do not possess all of the
attributes listed. The students that do possess the listed attributes are deemed qualified
and are handed the questionnaire to then continue with the survey for the actual data
gathering of our research.

Data Gathering Procedure

A letter to ask for permission in conducting the study would first need to be
approved, and after that is the construction of the questionnaire. The questionnaire,
verified by the research advisor, is then distributed to the respondents that have
undergone the sampling method used for this study. The survey is conducted in Arellano
University Juan Sumulong Campus for Grade 12 HUMSS students to answer. The
researchers would then guide the respondents in answering if the respondents were to
ask questions regarding the questionnaire so as to avoid any unintended misinformation
and for the respondents to have full knowledge in answering the questions. After
answering the questionnaire, the researchers tally the collected data for interpretation.
The data is then going to be interpreted using Pearson Correlation Coefficient.

Statistical Techniques Used

The statistical method applied in this study is Inferential Statistics. Inferential

statistics use data from the experiment’s sample of subjects to compare the treatment
groups and draw conclusions about the subject population as a whole. Using inferential
statistics, we attempt to deduce what the population would believe from the sample data.
Alternately, we utilize inferential statistics to assess the likelihood that an observed
difference between groups in this study is a reliable one or one that may have occurred
by chance.
The formula we used to compute the data gathered from the surveys is Pearson
Correlation Coefficient.

Figure 2: Pearson Correlation Coefficient Formula

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 The Pearson correlation coefficient is the most common way of measuring a
linear correlation. The link between two variables is quantified by a number that ranges
from -1 to 1, indicating how strong and which direction the relationship is going. Both
variables move in the same direction when one is changed. Surveys are distributed to
the respondents to collect the necessary information or data that will be measured and
computed through the use of the above-mentioned formula.

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