“Parental Involvement in the Academic Performance of

Grade 11 Students in Concepcion Adventist Academy, S.Y. 2022-2023”

Royo, FA, et.al 2023

The notion that parental participation has an advantageous effect on the intellectual
performance of kids is so logically enticing that society, particularly in the education sector
and the general public have viewed parental engagement as the solution to a number of
educational issues. (Xitao & Chen, 2001). It is well acknowledged that in order for students
to achieve their full academic potential, they will require their parents' whole support while
they go to school. Governments, administrators, educators, and parent organizations all
around North America are working to increase parental involvement in education. Europe's
mainland, Scandinavia, North America, and the UK. Parents are expected to contribute to
school improvement and the democratization of school government, as well as to the
promotion of their own children's accomplishments. For instance, the European Commission
believes that parental involvement in children's education is a key predictor of educational
quality. In the Philippines however, few studies that have been made found that parental
involvement has a positive impact on student academic performance, particularly in the
areas of attendance, behavior, and achievement. However, the effectiveness of parental
involvement depends on the type and quality of involvement, as well as the individual
characteristics of the student and the parent. A study also found that cultural and societal
factors can influence the level and type of parental involvement in the Philippines. Overall,
the importance of parental involvement in student academic performance and the need to
consider cultural and individual factors in determining the most effective forms of
involvement. (Ungria, 2016).

Concepcion Adventist Academy is consisted of 258 number of students, 95 senior

high school students, and 38 Grade 11 students, as our choses participants for this study.
The researchers of this paper decided to tabulate the effect and impact, through numerical
form of getting the frequency and mean of the variables and its sub scales parental
involvement to a student’s academic performance. Motivated with the few papers about such
topic, the external and internal gaps of a student’s educational needs and motivations in
retrospect with how parental involvement affect their children’s academic performance, the
researchers decided to push through the paper as a visionary solution and medium to the
lacking areas of education in a student’s life alongside with the participation of the parents in
the academic field of their children.
Objectives of the Study

This study aims to:

1. Identify different classifications or ways of parental involvement.

2. Investigate the correlation of parental involvement in the academic performance of
students.
3. Determine whether parental involvement has a positive or negative effect in a
student’s academic performance.
4. Seek and provide information in the sector of parental involvement in the school and
community as a way of motivating the student body, faculty and staff, and parents of
the effects of parental involvement, not only in the academics of the students but
also, their growth and maturity in life in general.

Statement of the Problem

The study that is being discussed here makes an effort to determine the correlation
of parental involvement to the academic performance of their children. The practical
contribution of parents to the education and development of students is particularly
interesting.

In this study, the crucial issues were presented as the following: (Nahrman, 2001):

1. The profile of the students’ parents in terms of:

1.1 Age

1.2 Gender

1.3 Marital Status

1.4 Educational attainment

a. Elementary Graduate/ Elementary undergraduate

b. High school graduate/ High school undergraduate

c. College graduate/ College undergraduate

d. Higher level of educational attainment (e.g. Masteral, Doctorate, etc.)

e. Vocational or Associate Graduate

1.5 Occupation of Parent/s

1.6 Economic Status | (Rich, Average, Poor)

2. The strengths and weaknesses of the general relationship between parental involvement
and students' academic achievement in terms of the students’:

2.1 Grade Point Average | First semester

2.2 Parental Involvement classified into eight sub scales:

a) Attitudes of parents toward parental involvement at home.

b) Behaviors of parents in relation to involvement at home.
c) Parental attitudes toward school involvement.
d) Parental involvement in school-related behaviors.
e) Parental attitudes toward their children's desires and expectations.
f) Parental behaviors concerning their desires and expectations for their children.
g) Parental perspectives on their own school experiences.
h) Parents' actions in relation to their own school experiences.

3. Recommendations that could be made in order to support and improve the gaps
discovered in the paper.

Scope and Delimitations

The study’s setting is at Concepcion Adventist Academy, Gregorio del Pilar, Ilocos
Sur. The respondents are limited to the parents of Grade 11 Senior High School students of
Concepcion Adventist Academy. The Grade 11 class is composed of 38 students with each
student having one to two guardians, then, the overall calculation of the participants is
around 62-64 participants overall. They are selected through simple random sample.
Thomas, 2020 defined simple random sample as a randomly selected subset of a
population. In this sampling method, each member of the population has an exactly equal
chance of being selected. This study aims to know and discover what are the plausible
impacts and effects of parental involvement or participation to the students’ academic
achievement.
Definition of Terms

Education - is both the act of teaching knowledge to others and the act of receiving
knowledge from someone else.

Students - a person who is studying at a school or college.

Parental Involvement - the amount of participation a parent has when it comes to the
schooling of his/her children.

Academic Performance - the extent to which a student, teacher, or institution has attained
their short-long-term educational goals and is measured after by continuous assessment or
cumulative grade point average (GPA).

Attitude - The parents' look towards their child. It states parents' frame of mind and
measures their involvement in a child's life. It considers their influence on children's choices,
actions, responses, behavior, and overall personality.

Behavior - An action, activity, or process which can be observed and measured. Often, these
actions, activities, and processes are initiated in response to stimuli which are either internal
or external.

Theoretical Framework

Hoover-Dempsey and Sandler developed a model to describe why parents become

involved in their children’s education and how such engagement affects child outcomes
(Hoover-Dempsey & Sandler, 1995, 1997; Hoover-Dempsey et al., 2007; Walker, Wilkins,
Dallaire, Sandler, & Hoover-Dempsey, 2005). The original model presented five sequential
levels that influence the involvement process. The authors later altered several of the
constructs in the first two tiers based on actual findings (Walker et al., 2005). Below, we
discuss the most recent model.

The three parental belief systems at Level 1 are: (a) motivational beliefs, such as
parents' role construction and self-efficacy; (b) perceptions of invitations to participate from
teachers, children, and schools; and (c) perceived benefits of parental involvement. Life
circumstances, such as how parents feel they can contribute in terms of their time, effort,
skills, and knowledge (Walker et al., 2005). Level 2 describes the specific forms of
involvement in which parents engage. These include school-based actions such as
attendance at school events or volunteering as a chaperone for a field trip, and home-based
behaviors like helping children with homework or reading to them (Walker et al., 2005). The
mechanisms through which parent involvement influences children’s outcomes constitute
Level 3 (Hoover-Dempsey & Sandler, 1995, 1997). This includes modeling appropriate
behaviors and attitudes, reinforcing children for appropriate behaviors, and instruction for
children. Level 4 includes mediating variables, such as the alignment of parents' actions with
the demands of the schools, as well as the use of developmentally appropriate parenting
techniques with children by parents. Finally, Level 5 is composed of student outcomes,
which include students’ knowledge, skills, and sense of self-efficacy regarding success in
school.

The theory mentioned suggested that parental participation has a very crucial impact
not only to a child’s education but also, to a child’s development. The mentioned theory
focuses on the notion of a child’s development and education in contrast to their over-all
aspects of performance in life.
 Conceptual Framework

Figure 1.1 Research Paradigm

The diagram shows the organization of ideas.

INPUTS PROCESS OUTPUTS

Parents' Profile
- Gender
- Data Gathering
- Age Parental Involvement’s
- Analysis data through:
- Employment Status Impacts on a Student’s
- Survey Questionnaires Academic Performance
- Marital Status - Statistical Treatments
- Educational
BackgroundVariables
 Parents Information i.e., Age,
Gender, Economic Status,
Occupation, and Educational
Background
 General Point Average of
students (1st semester)
 The eight sub scales of
parental involvement in
regards with their attitudes
and behaviors.

The researchers decided to use the Input-Process-Output diagram. The first diagram shows
the input needed to gather the data. These are the certain variables included in the study.
The second diagram indicates how the data will be gathered or collected and the statistical
instruments to be used upon analyzing the data. The last diagram depicts the main focus of
the study.
 Chapter 2

Related Review of Literature and Studies

This chapter introduces and examines some of the complexities involved in studying
whether parental involvement has impact on students’ academic performance, in retrospect,
to the academic performance of students’ whose parents aren’t showing that involvement to
their studies. This chapter presents several studies and literature gathered by the
researchers to prove the authenticity of the research and its gap.

Related Studies

"Common sense tells us that getting parents involved in the education of their
children is a good thing." (Gullatt, 1997, P. 36) With that statement in mind, the study was
undertaken to discover whether parent involvement in fact does increase student's academic
achievement. An abundance of research during the past decade has supported that
statement. Parents who are involved with their children's education do promote greater
achievement (Wherry, 1997).

According to Zellman and Waterman (1998), parent participation can be separated

into two broad categories: involvement on the school campus and involvement at home.
They concentrated on five indicators of parent-school involvement: engagement in school
council or advisory committees, regular volunteer work, employment at schools, and
attendance at school events include PTA gatherings. Gestwicki (1996) expanded on this list
by include parents as learners and adding the notions of assisting the child with homework,
talking to the child about school, and spending "quality" time with the child to the definition of
home participation.

Grade Point Average to Correlate with Parental Involvement

Test scores and grade point average (GPA) are most frequently linked to student
performance. According to Wherry (no date), studies may now support the following
advantages for students: improved attendance and homework completion, higher grades
and test scores, fewer special education placements, more positive attitudes and behavior,
and higher levels of motivation increased post-secondary enrollment and graduation rates.
According to Johnston (1998), students with active families tend to have higher expectations
for their studies and jobs. These kids were more likely to have job aspirations in the
sciences, technology, and business. They were high schoolers at the time, more likely to
enroll in classes at the upper level. They were more dedicated to continuing their education
throughout their lives than students whose parents were not involved. Teenagers'
involvement in criminal activity, drug use, and other antisocial behaviors declined as parental
involvement in their children's education increased. There was an overall refrain against
high-risk actions. Students who had involved parents were almost three times as likely to
participate in school-sponsored activities including the arts, academics, service clubs, and
athletics as students whose parents were not involved.

Wherry (no date) listed advantages for parents, including: greater confidence in the
school; teachers' higher opinions of parents; higher expectations for children; greater
confidence in themselves as parents; greater likelihood that the parents will enroll in
continuing education to further their education; and they increase their own education. He
also listed benefits for the school and community. These were: improved teacher morale,
higher ratings of teachers by parents, more support from families, higher student
achievement, and better reputations in the community. It's crucial to understand that not
every parenting approach will result in the same levels of academic accomplishment for
children. Research has shown that the early years are crucial for establishing learning
patterns for children and families, as Gestwicki (1996) noted. It is impossible to overstate the
value of parenting. Virtually every aspect of development is correlated with attachment, the
strong, mutual bond that develops between a child and parent during the first two years of
life, including language and cognitive development, physical well-being, exploration,
curiosity, and problem-solving, communication abilities, emotional stability, and social ease...
Studies support the idea that some aspects of parenting styles, particularly those of mothers,
have a significant and long-lasting influence on children's learning styles, cognitive
development, and educational achievements. (Gestwicki, 1996, p. 90)

Parental Expectations Are Related to School Performance

Grades in science, math, and English are strongly and positively correlated with
educational expectations. According to Velez and Jones (1997), there is a significant link
between parents who enforce rules at home and their kids' academic performance. Velez
and Jones (1997) conducted interviews with Latino parents for their study and discovered
that they engage and connect with their kids on a high level. Every family listed the things
they did as a unit, including attending to church, playing soccer, and eating out. Parents
discussed expectations, schooling, and life events and problems with their children. All
mentioned some form of homework guidance and monitoring. Many discussed guidelines
and penalties for completing assignments, including the workspace, permitted time, and
incentives for success. All sample parents expressed high levels of ambitions for the
academic success of their kids.
 Parents in this study who said their children were academically successful had an
invasive parenting style. Along with homework, they closely observed other facets of their
kids' lives. Knowing what kids did for fun and who their friends were was part of this
monitoring behavior, which also included enforcing stringent curfews. It was common for
parents and children to communicate, and parents said that they and their kids had a close
bond of trust. (Velez and Jones, 1997)

According to Zellman and Waterman (1998), parental excitement strongly influenced

how involved parents were at their homes and schools. Positive parenting style was a better
predictor of children's outcomes than excitement. They continued by saying that parental
school participation was not as important to kid progress as parenting style. As we create
projects and programs for parent involvement, it's crucial to keep this in mind. Teaching
parenting techniques will have a more significant and long-lasting impact on the lives of our
kids.

Gender Does Play a Role

Gender does matter, with female parents showing greater commitment. Regarding
topics like independence and parental attitudes of protectiveness, the socialization of males
and females in American society differs. Parents of high school students are obviously more
involved in advocating for (perhaps political) causes, working with their girls at home, and
communicating with the school about their daughter's issues than they are of their sons.
(Hickman and colleagues, 1995, p. 130.) (There were no studies found in the Philippines in
regards to this variable of parental involvement.)

According to Zellman and Waterman (1998), Parental style is not entangled in a societal
framework that is characterized by wealth, poverty, or ethnicity. Since it implies that
parenting methods may be both teachable and modifiable, this is extremely promising for
people who want to assist parents in helping their children. We urge parents, teachers, and
other professionals who are concerned with the growth and welfare of children to reconsider
their beliefs regarding parent involvement initiatives. They might create more if their focus
was more clearly on improving parenting. (p. 12)

Related Literatures

The study conducted by Robinson & Harris in 2009 investigated several types of parental
involvement and their impact on academic achievement for students. The study found that
parental involvement in the following activities were positively related to academic
achievement for students of all ages:
1. Parental Involvement in school-based activities: such as attending school meetings and
volunteering at school.

2. Parental Involvement in homework: such as monitoring homework and helping with school
projects.

3. Parental Involvement in communication: such as talking with teachers, attending parent-

teacher conferences and discussing school activities with their children.

The study also found that parental involvement in decision-making activities, such as serving
on school committees and participating in school governance, is positively related to
academic achievement. The study suggests that parental involvement in school activities is
more strongly related to academic achievement than involvement in home-based activities.

On the other hand, a study made by Harris, et.al, in 2006 investigates parental involvement
in homework and its impact on academic achievement. The study found that parental
involvement in homework is positively related to academic achievement for students at all
grade levels. The types of parental involvement in homework that the study has found to be
positively associated with student achievement are:

Monitoring homework: such as checking that homework is completed and helping to make
sure assignments are understood. Providing assistance: such as helping with specific
homework tasks or providing access to materials. Communicating with the school: such as
talking with teachers about homework and keeping informed about school policies and
practices related to homework. Supporting a positive homework climate: such as creating a
quiet and comfortable place for homework and establishing regular homework time.

However, when compared to other meta-analysis studies, the findings of this study, which
includes studies from various geographical regions at the preschool, elementary, and
secondary levels, show a lesser effect size. This study's additional conclusion implies that
effect sizes tend to shrink in more recent publications. This discovery merits reflection.
Parental involvement's impact on the academic performance of students may be declining
as a result of various variables such shifting family dynamics, technological advancements,
new educational environments, and expectations. To discuss this conclusion, further recent
analyses are required. (Harris, et al. 2006)

According to the results of a study, parental involvement at the school level has a
moderately good impact on students' academic performance. Academic achievement is
more affected by involvement at school than at home. This is consistent with the research
results that Kim and Hill presented (2015). Ma et al. (2015) contends that research
emphasizing involvement at the school level created a link that was much stronger than
those that did not. (Bracket & Rivers, 2004)

The operational definition and assessment of parental engagement should receive particular
emphasis in future research that look at the connection between parental involvement and
students' academic accomplishment, and they should thoroughly document such definition
and measurement. If it's feasible instead of being combined into a broad composite, different
aspects of parental participation should be assessed separately. Future research should
carefully evaluate the best ways to gauge academic progress. (Fan &Chen, 2001)

Change can be unsettling, time-consuming, and labor-intensive, but what it offers

may profoundly impact student learning in the long run as well as the culture of the school
and community (Fisher, 1994). Collaboration between communities, families, and schools
will provide greater results.

Each of the studies and literatures analyzed for this paper demonstrated the
significant and undeniable benefits of parental participation. Academic and social
achievement are more closely tied to effective parenting, a talent that can be learnt, than to
race or socioeconomic status. The researchers ignite a more study and literature to be made
here in our country, as stated with the literatures and studies mentioned above are all
foreign. We need more papers to be made under this study of parental involvement in the
Philippines.
 Chapter 3

Research Methodology

This chapter will describe the subjects being studied as well as how they were chosen for
inclusion in this study. Furthermore, the instrument used to collect information will be
discussed in terms of its content. The procedures for data collection and analysis will then be
presented. This chapter will conclude with a discussion of some of the methodological
constraints.

Research Design

A. Research Method

To ascertain the significant association between the effects of parental participation on the
academic performance of Grade 11 students, this study used a survey research
methodology. In order to ensure that every respondent can answer the questions fairly and
eliminate skewed perspectives that can affect the study's or research's outcome, data is
often collected using standardized methodologies. One of the most popular ways to collect
data about a subject or on individuals is through surveys, which can be used to define,
compare, explain, or forecast their knowledge, attitudes, or behaviors. It is a tool for
obtaining information, to put it simply.

B. Research Instrument

In order to examine the effects of parental involvement in the academic performance of

Grade 11 students at Concepcion Adventist Academy, the researchers developed a
questionnaire survey instrument. The researchers decided to make two types of
questionnaires, one for the parents and one for the students. The survey questionnaire for
the students is intended to know the quantity of how many parents will be interviewed, so it’s
not really statistically significant. The researchers have provided a series of questions on the
survey for the parents corresponding to the research and to determine each student’s
academic performance in relate to the effects of parental involvement. This parent survey
was created specifically for this research. The instrument was divided into three sections:

Section I of the instrument asked parents' attitude about their education, their child's
education, and their involvement with their child and school. Section II surveyed parental
behaviors in relation to themselves, their child, and their child's education. Section III
included demographic information such as gender, marital status, highest levels of education
for responding parent and spouse, whether they work or were employed, child’s average
grades, and economic status. Because this instrument was created specifically for this study,
no validity or reliability tests were performed. Ideas for survey questions came from a review
of the literature, a review of other surveys, and discussions with colleagues.

C. Locale of the study

The study’s setting is at Concepcion Adventist Academy. The respondents are limited to the
Grade 11 Senior High School students’ parents of Concepcion Adventist Academy. The
Grade 11 class is composed of 38 students with each student having one to two guardians,
then, the overall calculation of the participants is around 62 participants overall. Then the
surveys were done in the respective residence of the parents of the Grade 11 students,
majority of them living in the town of Gregorio del Pilar. Considering that some are dormitory
occupants, the survey questionnaire will be sent and answered online by the parents with
the help of their child/children residing in the school dormitory. Yet since the allocated time
for the answering of surveys was during a long weekend and some students went home,
some surveys were answered at home and those who didn’t, their parents answered the
surveys online through a sent document.

Sampling Design and Respondents

A. Respondents of the Study

The main focus of this study are the parents of Grade 11 students of Concepcion Adventist
Academy. The total number of respondents are 62 individuals which was based from the
demographic data answered by their children. The respondents were chosen as they were
qualified to respond to certain questions. With the consideration of the students who are
residing in the dormitories and boarding houses, they will be asked to send the survey online
and assist their parents to answer the survey questionnaires.
 Table 1. Distribution of Sample

Grade 11 Students’ Parents No. of Respondents

Marital Status Total

Married 52

Remarried 4

Single 4

Guardian 2

Total Sample 62

Sex Total

Male 33

Female 29

Total 62

B. Sampling Design

In order to find out more about the impact of parental participation on student’s studies, the
researchers developed a survey-questionnaire. The purpose of the study was to find out how
the respondents' academic performance fared with their parents' support and involvement.
With the help of their parents, these questions will then demonstrate the students' academic
progress and extracurricular pursuits.

Research Procedures

A. Data Procedures

The survey was distributed to each parent of a Concepcion Adventist Academy Grade 11
student via their children. The survey was three pages long and included a cover letter that
was kept in a folder. Prior to the start of the project, the Grade 11 students were given an
overview of its goals, objectives, and anticipated outcomes of the collection of the surveys. It
was hoped that this would allow for a faster and higher rate of return. The surveys were
collected by the researchers from Grade 11 students. Following data collection, the
researchers will use statistical methods to total and interpret the following information. The
collected papers will serve as the researcher's foundation for the study's analysis,
interpretation, findings, conclusion, and recommendations.

B. Data Analysis

The survey questions were designed to cover four distinct areas of parental involvement.
Throughout the survey, the questions for the various sub-scales were randomized, and
some were written in reverse form. It was hoped that by doing so, respondents would be
forced to read each question and provide a response rather than marking all one response
yet provide a more accurate response. (Rahman, 2001)

The data analysis was divided into eight sub-scales:

1. Attitudes of parents toward parental involvement at home.

2. Behaviors of parents in relation to involvement at home.

3. Parental attitudes toward school involvement.

4. Parental involvement in school-related behaviors.

5. Parental attitudes toward their children's desires and expectations.

6. Parental behaviors concerning their desires and expectations for their children.

7. Parental perspectives on their own school experiences.

8. Parents' actions in relation to their own school experiences.

The mean and frequencies were used to analyze the data.

C. Limitations

Only a small, heterogeneous group of participants were used in this one-time study to gather
data. And because of some circumstances, there was a delay with the scheduled return of
the survey questionnaires. And instead of the surveys being returned after a week, it was
collected after a month. Due to the survey's creation for a particular purpose, there was no
way to assess its validity or reliability. It would be better to do the study again with children
and their parents as they advance through the educational system, or even better, as they
move through life.
 Chapter 4

Results and Interpretation

This chapter introduces the parent involvement survey results and analyzes them in relation
to the research questions that were stated in chapter one. After providing the demographic
data, a summary of the parent survey respondents' answers will be provided. For each
created variable/subscale, numbers and percentages from the completed surveys will be
shown. Information from the survey will be described as presented in a manner that is in line
with the inquiries the researchers made.

Demographic Information

There are 38 pupils in Concepcion Adventist Academy's Grade 11 class overall, with 18
males and 20 females. Though, one student decided not to answer the survey given to them
in retrospect with their family’s demographic data. Therefore, the researchers identified only
37 students as part of their study with their parent’s demographic data collected. The survey
was given to the parents of these 37 students. 6 single-parent families received
questionnaires, while 56 two-parent households received 56 surveys. 62 surveys were sent
out in all, 51 (82%) of which were completed to the fullest extent and returned to the
researchers. For this study, all questionnaires were utilized. These were collected by the
researchers through the respondents’ children after the duration time of one month.

Table 4.1

Respondents’ Ages

Age Frequency Percent Valid Percent

26-30

31-35 2 3.9 3.9

36-40 5 9.8 9.8

41-45 22 43.1 43.1

 46-50 11 21.5 21.5

51- above 9 17.6 17.6

Total 49 84.3 84.3

Missing Data 2 3.9 3.9

Total 51 100 100

Age: Two (3.9%) respondents omitted to answer this question. The largest group of
respondents—22 respondents, or (43.1%)—stated that they were between the ages of 41
and 45. Five respondents (9.8%) said they were between the ages of 36 and 40; Eleven
respondents (21.5%) said they were between the ages of 46 and 50; and nine respondents
(17.6%) said they were over the age of 51. There’re were no respondents between the ages
of 26 and 30, whereas two respondents (3.9%) said they were between the ages of 31 and
35. (See Table 4.1)

Table 4.2

Respondents’ Gender

Gender Frequency Percent Valid Percent

Male 24 47.0 47.0

Female 27 52.9 52.9

Total 51 100 100

Gender: Everyone responded to the question regarding age. Twenty-four (47.0%) were men
and twenty-seven (52.9%) were women in the group. (See Table 4.2)

Table 4.3

Respondents’ Marital Status

Marital Status Frequency Percent Valid Percent

Married/Biol. Parents 40 78.4 78.4

Remarried Family 6 11.7 11.7

Single 4 7.8 7.8

Guardian 1 1.6 1.6

Total 51 100 100

Marital Status: All of the respondents answered this question. Forty (78.4%) people said
they were married and living with both parents. Six (11.7%) respondents said they were
living in "remarried" families. One respondent (1.6%) acknowledged having guardianship
and four 7.8%) answered they were single parents. (See Table 4.3)
 Table 4.4

Respondents’ Highest Level of Education

Level of Education Frequency Percent Valid Percent

Less than High School 3 5.8 5.8

High School Grad 14 27.4 27.4

Voc. Tech/Assoc. Degree 5 9.8 9.8

4-year Degree 20 39.2 39.2

Masters or Higher 2 3.9 3.9

Missing Data 7 13.7 13.7

Total 51 100 100

Highest Level of Education. Five (9.8%) respondents claimed to have the highest level of
education, an associate's degree from a vocational or technical school. Twenty (39.2%)
received degrees from four-year colleges, while fourteen (27.4%) had a high school diploma.
Two (3.9%) more than a master's degree was held by respondents. Three (5.8%)
respondents claimed to have less schooling than a high school diploma. Seven (13.7%)
respondents decided not to provide any answer to this question. (See Table 4.4)
 Table 4.5

Respondents’ Spouse Highest Level of Education

Level of Education Frequency Percent Valid Percent

Less than High School 6 11.7 11.7

High School Grad 14 27.4 27.4

4-year Degree 15 29.4 29.4

Masters or Higher 1 1.6 1.6

Some College 8 15.6 15.6

Missing Data 6 11.7 11.7

Total 51 100 100

Spouse’s Highest Level of Education: Out of 51 returned surveys, only 44 respondents

(86.2%) provided information regarding the spouse's highest level of education. Fourteen
(27.4%) respondents reported spouses with a high school diploma, fifteen (29.4%), the
highest currency, said that their spouses had a 4-year degree course, compared to 6
(11.7%) respondents who said their spouse has less than high school education. Eight
(15.6%) people have some college education. One (1.6%) reported having spouse with
master's degrees or higher. (See Table 4.5)
 Table 4.6

Respondents’ Employment Status

Employment Status Frequency Percent Valid Percent

Yes, Full Time 23 45.0 45.0

Yes, Part-time 11 21.5 21.5

Yes, Not Employed 14 27.4 27.4

Retired 0 0 0

No Work 3 5.8 5.8

Total 51 100 100

Employment Status: Twenty-three respondents (45.0%) work full-time, eleven (21.5%)

work part-time, and no respondent is retired. Fourteen (27.4%) respondents are
unemployed. And three (5.8%) respondents have no work. This question had fifty-one
responses (100%) in total. (See Table 4.6)
 Table 4.7

Respondent’s Child’s Average Grades

Child’s Average Grades Frequency Percent Valid Percent

95-100 2 3.9 3.9

94-90 32 62.7 62.7

89-85 8 15.6 15.6

84-80 6 11.7 11.7

79-75 2 3.9 3.9

Total 50 76 76

Missing Data 1 1.6 1.6

Total 51 100 100

Child’s Average Grade: One (1.6%) respondent omitted to respond to this question. Two
(3.9%) respondents indicated that their child’s average is within 95-100. Thirty-two (62.7%)
respondents, the highest frequency, indicated their children had 90-94 grade average, while
eight (15.6%) answered within 89-85 grade average, six (11.7%) responded within 84-80,
and two (3.9%) indicated that their children’s average is within 79-75. (See Table 4.7)
 Table 4.8

Respondents’ Economic Status

Economic Status Frequency Percent Valid Percent

Rich

Average 37 72.5 72.5

Poor 9 17.6 17.6

Total 46 90.1 90.1

Missing Data 5 9.8 9.8

Total 51 100 100

Economic Status. Five (9.8%) respondents omitted to answer this question. While thirty-
seven (72.5%) respondents answered they fall under the average status and nine (17.6%)
indicated that they are within the poor sector. And no respondent is under the rich sector.
(See Table 4.8)

Summary of Survey Responses: Attitudes and behaviors were the categories into which
the parent surveys questions fell. These sentences were subsequently divided into
generated variables (sub scales) for analysis. Respondents used a scale of 1 to 9 with 1-
indicating disagree strongly, 3-slightly agree, 5-undecided, 7-slightly agree, and 9-strongly
agree. The scale for some of the questions ranged from strongly agree to strongly disagree,
from 1 to 9, because they were phrased negatively. For a complete list, see Appendix B.
 Scale | Range | Interpretation

(Attitudes)

9 8 7 6 5 4 3 2 1

Positive Neutral Negative

Table 4.9

Respondent’s Attitudes

Statistics Parent Involvement Parent Parent’s Desires & Parent’s Own School
(HOME) Involvement (SCHOOL) Expectations Experience

Valid Number 47 51 42 49

Missing Data 4 0 9 2

Mean 6.43 5.42 6.20 4.90

Behaviors

Scale Range Interpretation

5 4.30 – 5.00 Always Very Good

4 3.50 – 4.29 Frequently Good

3 2.60 – 3.49 Sometimes Fine

2 1.80 – 2.59 Rarely Fair

1 1.00 – 1.79 Never Poor

 Table 4.10

Respondent’s Behaviors

Statistics Parent Involvement Parent Parent Desires & Parent’s Own School
(HOME) Involvement (SCHOOL) Expectations Experience

Valid Number 51 49 49 48

Missing Data 0 2 2 3

Mean 2.72 3.10 3.65 3.60

Parental Involvement at Home:

The first created variable (sub scale) contains with attitudes about parent
involvement at home. It was created by combining nine statements dealing with parents’
attitudes toward parenting within their homes. The respondents used a nine-point scale in
their responses with 1-disagree strongly, 5-undecided, and 9-strongly disagree. In which the
researchers decided to scale 1-4 as negative, 5 as neutral, and 6-9 as positive. (Refer to
Appendix B for a complete list of statements and mean of each statement).

Examples of statements from this created variable (sub scale). Number 11. It’s
important to encourage my child so he/she feels successful for simply working hard on
his/her homework. There were five missing responses under this question. The mean for this
statement was 7.05 which indicates parents generally agree with the statement.

Example two is statement number 20. There should be time set aside each evening
for homework. Only forty-five respondents decided to answer. The mean for this statement
was 6.74 which indicates parents generally agreed with this statement. The mean for all
items in this variable was 6.43 indicating that parents are positive about their attitude and
involvement at home.
 The second created variable (subscale) included six statements about parental
behaviors relating to involvement at home. (See Appendix B). A Lickert scale was used for
behavior statements had a range of 1 to 5 as its rating. Responses were: N-never, R-rarely,
S-sometimes, F-frequently, and AA- Almost Always. An example of statements in this
section is Number 10. My child sees me reading. One respondent mitted to answer the
question. The mean for this statement was 3.90. A second example which was phrased in a
negative way was Number 12. I allow him/her to skip homework to participate in extra-
curricular activities. There was one missing response. The mean for this statement was 1.92
indicating that parents rarely allowed their child to skip homework to participate in an
extracurricular activity.

The mean for all items in this new variable was 2.72 which means parents’ behavior
in their involvement only happens sometimes, this falls under the interpretation of them
being fine about it.

Parental Involvement with School:

The third variable/subscale was created by combining five statements dealing with
parent’s attitudes about parental involvement with school. Respondents used a nine-point
scale in their responses with 1-disagree strongly, 5-undecided, and 9-strongly agree. In
which the researchers decided to scale 1-4 as negative, 5 as neutral, and 6-9 as positive.
(Refer to Appendix B for a complete list of statements and mean of each statement).

Examples of statements from this created variable include Number 6. Parent/teacher

conferences are a waste of time. Two respondents omitted to answer. The mean for this
statement was 2.54, indicating that the parents are negative about parent/teacher
conferences as a waste of time. Another example is: Number 25. It’s important for my child
to see I am involved in school activities. There were three missing responses. The mean for
this statement was 6.09 which indicates the respondents were positive about it. The mean
for all items in this new variable was 5.42 indicating that respondents are undecided about
their attitudes regarding parent involvement in our schools.

The fourth created variable consists of seven statements dealing with parent’s
behaviors, relating to involvement with the school. A Lickert scale was used for behavior
statements with a 1 to 5 rating ranging from N-Never to AA-Almost Always. In which the
researchers decided to scale 1-4 as negative, 5 as neutral, and 6-9 as positive.

An example of statements from this section is Number 1. I attend the school activities
that my child is involved in. One response was missing. The mean for this statement is 2.88,
which indicates respondents were generally between the frequently and sometimes
response categories. The other example of this category is: Number 7. I contact the teacher
if my child seems to be having a problem. Five responses for this category were missing.
The mean for this statement was 3.25 which indicates respondents were generally slightly
above the frequently response. The mean for all items in this new variable was 3.10 on the
Lickert scale. This indicates respondents’ behaviors falls under the sometimes category,
which means that they are fine about it.

Parents’ Desires and Expectations:

The fifth created variable consists of 8 statements dealing with parent attitudes about
their desires and expectations for their children. The respondents used a scale of 1 to 9 with
1-strongly disagree, 5-undecided, and 9-strongly agree. In which the researchers decided to
scale 1-4 as negative, 5 as neutral, and 6-9 as positive. (Refer to Appendix B for a complete
list of statements and mean of the responses for this created variable.)

An example of questions from this section is Number 13. I expect my child to finish
vocational school or college. 0nly forty-one respondents decided to answer the question.
The mean for this statement is 8.13 which indicates parents have a generally positive
attitude about their children finishing vocational school or college.

The other example is statement Number 17. My child knows that I feel grades are
important. There were three missing responses. The mean for this statement was 6.45 which
indicates parents are generally positive about their child’s understanding that their parent(s)
feel grades are important. The mean for this created variable was 6.20 indicating
respondents are generally positive in their attitudes regarding their desires and expectations
for their children.

The sixth variable was created by combining 3 statements dealing with parents’
behaviors relating to their desires and expectations for their children. A Lickert scale with
rating from 1 to 5 ranging from N-never to AA-almost always. Refer to Appendix B for a
complete list of the statements.

An example of statements from this section is Number 11. I talk to my child about
graduating from vocational/technical school or college. There were four missing responses
here. The mean for this statement was 3.52 which indicates parents are good about the fact
they do talk to their child about graduating from vocational/technical school or college. The
second example is number 14. I talk with him/her about the jobs/professions that interest
him/her. There is one missing response under this question. The mean for this statement
was 3.9 which indicates talk frequently with their child about jobs/professions that interest
him/her. The mean for all items in this new variable was 3.65 which indicates parents are
good about their behavior as it relates to expressing their hopes and expectations for their
child.

Parents’ Own School Experience:

The seventh created variable consisted of 7 statements dealing with parent’s own
school experience. The respondents used a scale of 1 to 9 with 1-strongly disagree, 5-
undecided, and 9-strongly agree. In which the researchers decided to scale 1-4 as negative,
5 as neutral, and 6-9 as positive. (Refer to Appendix B for a complete list of the statements
and mean response.)

An example from these created variables is Number 16. I am content with my level of
education. Only 46 respondents chose to answer the question. The mean for this statement
is 5.17 which indicates a neutral interpretation. The second example was Number 23.
Overall, my memories of school are good ones. The mean for this statement was 6.80 which
indicates parents have a generally positive attitude about their own school experiences. The
third example was Number 28. There is one missing response. My child’s experience has
been similar to my own. The mean for this statement was 5.39 which indicates parents
generally see their child’s school experience as neutral from their own. The fourth example
was Number 30. Four responses were missing. My view of school affects my child’s view of
school. The mean for this statement was 4.62 which indicates parents are negative about
how their attitude of their academic background affects their child’s attitudes. The mean for
all items in this new variable was 4.90, indicating parents are negative about their attitudes
regarding their own school experience.

The behavior section of this variable was created by a single statement, number 16
which reads: I share “old stories” about my high school days. Three respondents did not
provide any response. The mean of this statement is 3.60 which indicates that generally
parents will sometimes share “old stories” about high school. (See results in Table 4.9 and
Table 4.10)

Hypothesis I. The degree of parental participation will be positively correlated with

the degrees of academic performance of the children. From the data gathered and
interpreted under the sub scale of parental involvement at home, the parents’ attitude with
the mean of 6.43 and their behavior with the mean of 2.72. It was interpreted that the
respondents’ attitude and behavior at home is positive but rarely happens at home and
school. Therefore, the hypothesis is accepted.
 Hypothesis 2. The second hypothesis states that parental expectations and
educational attainment will be positively correlated. With the mean of 6.20 for the
respondents’ attitudes and 3.65 for their behavior about the children in retrospect with their
expectations and educational background, it was interpreted that, indeed, the parents’
expectations have a correlation with their children’s educational background positively and
thus, it is frequent. Hence, the hypothesis is accepted.

The findings show a link between parents' educational attainment therefore the
theory is accepted. On the other hand, their aspirations and expectations for their children
are positively affecting their children’s educational performance. This would seem to suggest
that CAA parents do really have a fairly comparable levels of participation and similar goals
and expectations for their kids, in regards of educational status.
 Chapter Five

Summary, Conclusions, and Recommendations

The findings of the investigation and the inferences made will be discussed in this
chapter. There will be some suggestions for additional investigation at the chapter's
conclusion.

Summary:

This study's goal was to determine whether parental involvement and children's
academic success were related for parents of Concepcion Adventist Academy's Grade 11
students. The study was conducted in the academic year 2022–2023 and is finished on the
second semester of the school year. Three subheadings were used to organize the four-
page survey, which also had a cover letter. Section I addressed parental attitudes, Section II
addressed certain parental practices, and Section III gathered data on the parents'
demographics.

The responses to the surveys were regrouped to create new variables or subscales.
These created variables fell into 8 categories.

Subscale 1 was parent attitudes about parent involvement at home.

Subscale 2 was behaviors about parent involvement at home.

Subscale 3 dealt with parent attitudes about parent involvement with school.

Subscale 4 dealt with parent behaviors relating to parent involvement at school.

Subscale 5 dealt with parent attitudes about desires and expectations as they relate
to their child.

Subscale 6 considered parent behaviors relating to their desires and expectations as

they relate to their child.

Subscale 7 looked at the parent’s attitudes based upon their own school
experiences.

Subscale 8 considered the parent’s behaviors related to their own school

experiences.
 The mean of the subscales was quite close, showing that parents' involvement is not
much influenced by their educational background. Whereas, parents’ desires and
expectations have a positive correlation with their child’s academics. And also, the findings
concluded that the attitudes of parents toward their child’s academics is generally positive at
home than in school, whereas their involvement’s behavior concluded that they are fine to
their children at home and good at school.

Summary of Findings:

1. The extent of parents’ attitudes about their involvement at home is interpreted as

positive.
2. On the other hand, the extent of parents’ behaviors in regards to their
involvement at home falls under the sometimes category which is interpreted as
fine.
3. The extent of parents’ attitudes about their involvement at school is interpreted as
neutral.
4. The extent of parents’ behaviors in regards to their involvement at school falls
under the category of sometimes, which is interpreted as fine.
5. The extent of the parents’ attitude about their desires and expectations in regard
to their children is interpreted as negative.
6. The extent of the parents’ behavior about their desires and expectations in regard
to their children is interpreted as good.
7. The extent of parents’ attitude about their own school experience in relate to their
child’s own school experience is interpreted as negative.
8. The extent of parents’ behavior about their own school experience in relate to
their child’s own school experience is interpreted as good.
9. The overall extent of parents’ attitude toward their involvement in their child’s
education is interpreted as neutral.
10. The overall extent of parents’ behavior in regard to their involvement in their
child’s education is interpreted as fine.

Conclusions:

1. From the data collected and tabulated, the majority of parents who participated
in this study are more involved in their child’s education in regards with their
desires and expectations for their children in pursuit of their academic
performance and achievement.
 2. Parents who have a high level of education are far more stretched with their
expectations and desires for their children than those of with lesser educational
experience.
3. Overall, the findings show that parental involvement do really have a positive
impact and effect in a child’s academic performance.

Recommendations:

1. The researchers recommend for the faculty of Concepcion Adventist Academy to

enhance and regulate gatherings, programs, or meetings in the sense of making sure
that parents continue to put emphasis not only to their children’s academic
performance, but also for their growth and maturity in life.
2. Parents should be more involved at home than in school since education is first born
and cultivated at school.
3. Parents should not be totally involved in their child’s academics through their desires
and expectations for them but through their support and encouragement.
4. We advocate making parenting education a requirement before a parent is allowed to
take their newborn home from the hospital yet most crucially, before they even plan to
produce one. Since we believe that it is never too late, it is also beneficial for parents
now to know the importance of participating with their child or children’s education in
retrospect of cultivating their child’s attitude and behavior towards their studies and
life, in general. And that this education should go on to teach parents how to deal with
problems that arise specifically as a person becomes a parent and as children grow
up.