Aroroy National High School

Aroroy, Masbate

Parental Involvement: Exploring its Influence on

the G11 Students of Aroroy National High School

Proponents:

Aira Pearl E. Cortes

Garmel J. Hao

Shann Mhayezel Z. Maglente

Jericho J. Martinez

Lanie C. Ortega

Chris John V. Tonel

Seth Ashley Emmanuel C. Ombas

Ronavie N. Tupas
 Chapter 1

Introduction

A child is vulnerable to the outside world. They can be shaped into a successful person or
molded to fail in life (Melissa T. Bartolome, et. al, 2017). Parents are the child’s escort to the
world, because of this, they possess a powerful influence towards a child’s development,
especially when one is still a child. Ibrahime Naite (2021) explains that this is due to the
authority and skill they have to shape and develop their children into motivated, and inspired
people with their explicit involvement in the process of learning activities. That is why a child’s
success in life especially in education can be determined by a lot of factors, and parental
involvement plays a key role here. There are studies showing the relationship of parental
involvement to student’s academic success. According to Gonzalez-peinda et al. (2002), parental
involvement makes a positive contribution to students’ academic achievement by affecting their
academic self-concept which is of considerable importance in academic success. To be more
specific, a research done by Shaver and Walls (1998) stated that those students with high levels
of parental involvement are better in reading and math than those with low levels of parental
involvement.. Even Hara and Burke (1998) claimed that the key to improvement of children’s
academic accomplishment is boosted parental involvement. This is the common knowledge
regarding the topic, that’s why in order for a child to succeed, parents exert a lot of influence on
their child's cognitive development in the early years and thus, the contact between home and
school should be maintained, especially during the primary school years (Melissa T. Bartolome,
et. al, 2017). However, previous research shows inconsistent relationships between parent
involvement and academic achievement, it also shows that parent involvement’s impact on
academic achievement varies due to the demographic and socioeconomic profile of the student
by gender, and by immigrant status (Kao 2004; Hill et al., 2004; Keith et al. 1998; Muller 1998).
In a comprehensive review by Mattingly et al. (2002), 41 studies concluded that there is little
evidence indicating parental involvement affecting academic achievement. In a meta-analysis,
Jeynes (2003) concludes that for African-American students parent involvement was statistically
related to increased academic achievement, but not other minority groups. In another meta-
analysis, Jeynes (2007) found that parent involvement was associated with increased
achievement on urban secondary students. Even with these disparities, it is widely accepted that
parental involvement has a positive effect on a student’s academic success. That is why the
Philippine government recognized the importance of parental involvement and has taken steps to
encourage it (Llego, 2022). Hence, it is important to understand up to what extent parental
involvement impacts the academic success of a grade 11 student of Aroroy National High
School.

To date, these studies are conducted mostly on developed and industrialized regions, the role
of demographics and socioeconomic profiles are also not always taken into account. Although
the World Bank considers the Philippines a developed country, the country still lacks sufficient
research focused on the topic, specifically here in Aroroy. According to Nierva (2009), parent
involvement in the Philippines is vague because there is still a need to improve parent
involvement practices and strategies, especially those promoting the parents’ active involvement
in the child’s learning at home and in school. This in turn reveals a gap in the literature
concerning the topic.

As the title of this study states “Parental Involvement: Exploring its Influence on The G11
Students of Aroroy National High School”, the researchers main goal in conducting the study is
to understand the effects of parental involvement among the researchers and understand onto
what extent its effect has on the students. This title is chosen because it is relevant to today so
long as the education system is present, it is also timely. It will serve as a dissertation output in
G11 of Aroroy National High School. The results of this study will play a role in the academic
performance of a student since it will also gain insights on what are the best practices and
strategies that schools, and teachers can employ to effectively encourage parental involvement.
 Statement of the Problem

The purpose of this study is to understand the influence of parental involvement to the
academic success of a Grade 11 student from Aroroy National High School it will also determine
the practices best for increased parental involvement.

This study will be centred on the following questions:

1. What is the nature and extent of parental involvement in the education of Grade 11 students at
Aroroy National High School, and how does this involvement vary across different
socioeconomic and demographic groups?

2. To what extent does parental involvement, such as participation in school activities,

communication with teachers, and monitoring of academic progress, impact the academic
performance, motivation, and attitudes of Grade 11 students at Aroroy National High School?

3. How can the school and teachers effectively engage parents in their children's education and
create a collaborative partnership between home and school, and what best practices and
strategies have been found to be most effective in promoting parental involvement and student
success in the context of Aroroy National High School

This study aims to achieve the following:

 Understand how and to what extent parental involvement influences the academic
performance of G11 Students of Aroroy National High School

 Gain key insights on how and what practices and strategies are best suited for effectively
engaging parents in their child’s education in order to achieve a collaborative partnership
between home and school that promotes success in their child’s academic endeavors

These are the research assumptions:

 Assuming a positive correlation between parental involvement and academic performance, it
can be hypothesized that an increase in parental involvement, such as regularly monitoring their
child's homework and schoolwork, attending parent-teacher conferences, and providing
academic support at home, will lead to improved academic outcomes among Grade 11 students
of Aroroy National High School.

Theoretical Framework

The following theories were the basis of this study:

Piaget, et. al. Cognitive Development Theory

This theory served as the foundation for many studies. Studies from (Hara & Burke, 1998; Hill
& Craft, 2003; Marcon, 1999; Stevenson & Baker, 1987) consistently found that parent
involvement in a child's early education is found to be positively associated with a child's
academic performance.
However, this theory explains how a child's social circle can inadvertently affect their cognitive r
epresentation of the world and how crucial a parent's influence is on a child. He describes
children’s as agents, stating that children are active learners with a constant drive to match their
internal constructions (their own view of the real world) and external constructions (the external
realities they face with in their surroundings) (Piaget, 1981).
Since families are children's first teachers and where they learn to learn, children's interactions w
ith family members in the community are crucial to their learning and development. For this
reason, children gain knowledge about the world through this interaction(Piaget, 1981). Children
continually rework and revise-assimilate and accommodate their internal constructions with each
new experience (Prior & Gerard, 2007). Other people and the social circle are important
elements influencing the children’s cognitive development. Children assimilate new learning and
accommodate their own incorrect views of the world more quickly if they are more actively
involved with people and things in their surroundings. In this regard, children learn best when
they have opportunities to interact with their environments, and particularly with their parents
who are a vital part of children’s environments (Athey, 2007). For example, parent involvement
activities such as practicing interactive homework creates opportunities for children to interact
meaningfully with their parents such that children construct their own knowledge within both a
social and physical environment through this process (Bailey, Silvern, Brabham, & Ross, 2004).
As a consequence, Piaget’s social development theory supports the idea that parent involvement
is a crucial factor in children’s development and especially academic achievement.

Bronfenbrenner, et. al. Ecological Systems Theory

Another theory is the Ecological Systems Theory. This theory

suggests that a child's growth is influenced not only by internal elements but also by those in thei
r family and environment (Bronfenbrenner, 1979). He defined ecology as the environments and
institutions that have an impact on people as they develop that is stated in his book, “The
Ecology of Human Development”. The biological environment is represented as a nested system
of concentric structures, each of which is enclosed within the one before it. The ecological
environment is pictured as a nested arrangement of concentric structures, with each of these
structures contained within the next. He arrayed these ecological systems as micro-, meso-, exo-,
and macrosystems (Bronfenbrenner, 1979).

According to him, “A microsystem is a pattern of activities, roles, and interpersonal relations

experienced by the developing person in a given setting with particular physical and material
characteristics” (Bronfenbrenner, 1979, p. 22). This is the layer that primarily affects the child
(Gestwicki, 2007). Some of the key settings and institutions he listed in his account are the
family, school, teachers, peers, child health services, and the community. He also noted that the
institutions that make up the microsystem also communicate with and have an impact on one
another. For example, school impacts neighborhood and neighborhood also impacts the family
members of the child. The exosystem, on the other hand, consists of one or more environments
where the child is not actively involved. Some of the settings and institutions in the exosystem
are thought to include extended family members, parents' places of employment, the local school
board, and the media. A child is affected by these factors indirectly. For instance, if the parent
receives financial and emotional support from relatives, they are more likely to be more positive
at home. The microsystem and exosystem are linked via the mesosystem. This system takes into
account the interactions between two or more contexts in which the child actively participates.
The relationships between, for instance, the neighborhood, house, and school make up the
mesosystem. Another layer, which is the macrosystem refers to consistencies that exist at the
level of the subculture or the culture as a whole, as he put it, "in the form and content of lower-
order systems (micro-, meso-, and exo-)." (Bronfenbrenner, 1979, p. 26). This layer takes into
account cultural attitudes and ideologies including laws, morals, values, practices, and
worldviews. Although these cultural aspects are not typically a part of children's daily lives, they
can play a significant role in their growth. Family values, for instance, undoubtedly have an
impact on childrearing methods in Turkish society, which directly affect how children develop in
that community. In addition, Bronfenbrenner introduces the chronosystem. This layer speaks of a
person's development in life or consistency across time. A child's development can be impacted,
for instance, by changes in family structure over time, such as its demographic aspects. In
conclusion, one could easily contend that, according to Bronfenbrenner's theory, a child's school
experience consists of more than just their interactions with their teacher or their school.
Additionally, it incorporates a bigger structure comprising the community, family, and parents.
Therefore, insight into how a child's environment affects them offers theoretical support for the
notion of parental involvement in their education.
Figure 1. Paradigm of Theoretical Framework

Bronfenbrenner, et.
Microsystem al. Ecological
Systems Theory
Mesosystem

Chronosystem

Influence of Parental Mesosystem

Macrosystem
Involvement
 The Ecology of Human
and Student’s Development
Academic Success  Microsystem, Exosystem,
Mesosystem, Macrosystem,
Chronosystem

Piaget, et. al.

Cognitive
Development Theory
 Piaget, et. al.
Cognitive
Development Theory

 Children’s rework with each new

experience
 Social interaction and context are
“indissociable” from their
cognitive development
Conceptual Framework

This study revolves around two variables which are parental involvement as the independent variable
and academic success as the dependent variable.

Figure 2.

Parental
Involvement

Demographics

Socioeconomics

Academic
Success
Research Design

The research title “Parental Involvement: Exploring its Influence on Grade 11 Students” will
use qualitative approach due to the nature of the research question and the type of data required
to answer it.

In this case, the research question is concerned with exploring the influence of parental
involvement on Grade 11 students. This is a complex and multifaceted issue that requires an in-
depth exploration of students’ experiences, perceptions, and attitudes towards parental
involvement, as well as the contexts in which they occur. Qualitative research methods are well-
suited to explore these issues, as they allow researchers to collect rich and detailed data that
captures the complexity and diversity of participants’ experiences.

Qualitative research methods are also well-suited to explore the contextual factors that
influence parental involvement, such as academic success. These contextual factor are important
to consider when exploring the influence of parental involvement on Grade 11 students, as they
can shape the ways in which parental involvement is enacted and perceived by students.

Sampling Design and Respondents

Quota sampling will be used in this study. The respondents will be 10 members for each
classification which is based on their gender, family income, and father and mother’s level of
education. The population is the G11 students of Aroroy National High School.

Instrumentation
 In this study, the researchers used semistructured interview questions to collect the data from
the participants/respondent. The interpretation of qualitative data will also make use of thematic
analysis.

Data Gathering Procedure

Before the study is conducted, the researchers secured the research title’s approval through
proposal defense; The researchers will prepare two permits to be signed by the respondents in
order to ensure credibility and prevent coercion. This study will utilize a qualitative approach;
hence, a recorded semi-structured interview will be conducted after the researchers personally
distribute the interview questionares

Data Analysis Plan

The data gathered during the data gathering procedure will be transcribed and then categorized
using thematic analysis. After the categorization and finalizing of the gathered data, the
researchers will analyze the qualitative data and then determine the influence of parental
involvement to the Grade 11 students of Aroroy National High School.
Review of Related Studies

Parental involvement in children's education has been found to be positively associated with
academic performance in numerous studies. In a review of 66 studies, Cooper et al. (2006) found
that parental involvement in their child's education was linked to higher academic achievement
across diverse student populations and measures of parental involvement. Moreover, research
suggests that specific forms of parental involvement, such as communication with teachers and
support for homework, are particularly beneficial.
Sheridan et al. (2012) conducted a longitudinal study examining the impact of parental
involvement on academic and social outcomes in elementary school. They found that parent-
teacher communication and parent involvement in homework were associated with better
academic performance and fewer behavioral problems.

Garg (2014) conducted a literature review that synthesized research on the impact of various
forms of parental involvement on students' academic performance. She found that parental
support for homework, communication with teachers, and school engagement were important
factors in promoting academic achievement.

In addition, Rodriguez and Howard (2017) conducted a case study that explored the challenges
and opportunities for parental involvement in a low-income school district. They found that
building trust between families and schools was crucial for promoting parental involvement and
ultimately supporting student success.

However, some research studies contradicted the above, indicating that involvement of parents in
children’s education can have a negative effect on the student’s success and achievement.
According to Shumow and Miller (2001) [13], parental involvement in homework and
communication with the school has a negative impact on students’ academic achievement by
way of lower test scores. Additionally, Cooper et al. (2000) [14] found that when parents are
directly involved in children education that willnegatively affect their performance academically
with respect to the interconnection between the socio-economic status of parents and their level
of involvement; it was found that parental education level, status of employment and income
may affect the level of parental involvement (Vellymalay, 2012 [15]; Smith, 2006 [16]).
Vellymalay, (2012) [15]stated that socio-economic status is positively correlated with higher
levels of parental involvement and, subsequently, higher levels of academic attainment. Domina
(2005) [17] says that parents with highersocio-economic background tends to be more effectively
involved than the parents with lower socioeconomic background. According to Lee and Browen
(2006) [18], parents with low educational levels could be not much motivated to get involved
since they do feel less confident to communicate with school staff. Similarly, Davis-Kean (2005)
[19] stated that level of parental education is a vital predictor of children’s academic and
behavioral upshots.In the same study found that married parents are more likely to be involved in
their children’s education. This study showed that parents demographic variables (education
level, employment, married status and income) have a great effect on parental involvement
which directly influences academic performance. In contrast, some study found that parents’
level of education, marital status and income level have no significant correlation with their
children’s academic achievement (Hayes 2012) [20]. Also, according to Shaver and Walls (1998)
[21], level of income of parent is not a donating issue to level of involvement in their children’s
education.