EMD CARMELITE SCHOOL FOUNDATION INC,

BUAYA, LAPU-LAPU CITY

(EAST CAMPUS)

“Level of Parent-Teacher Communication and its Impact to the

Academic Performance of Grade 8 Students of EMD Carmelite School
East-Campus”

A Research Presented to the

Faculty and Administration of
EMD Carmelite School Foundation INC.
Buaya Lapu-Lapu City

In Partial Fulfillment of the

Requirement of the Graduating Class
S.Y 2022-2023

By:
Group 7 Researchers of St. Raphael
Alicia Marie V Patalinghug
Kien Zyruz C Trapila
Robelle Allyssa D Senerpida
Steven Naya
Sarah M Haddadi
April 2023
 INTRODUCTION
THE PROBLEM AND ITS BACKGROUND

RATIONALE OF THE STUDY

A parent-teacher partnership and the development of a child's sense of community

between home and school depend on effective communication. Communication is

crucial for delivering an effective education in educational organizations, not just

between school administrators, teachers, and students, but also with the parents of

those pupils. To better understand kids' issues, increase parents' support for school,

provide appropriate counseling and advice, and ultimately increase students' motivation

and achievement, communication between teachers and parents on students'

performance in class has been extremely important. Regarding student performance

and attendance, the efficacy of communication between teachers and parents is

important. The benefits of parent-teacher contact are numerous for teachers, the school,

and parents. Effective parent-teacher communication is nonetheless hampered by a

number of issues in educational settings. A study is needed for this matter for the

expansion of knowledge regarding this kind of matter and to further expand the

possibilities of parent-teacher connectability with each other. According to a study made

by a (TeacherVision Staff, 2019). The U.S. created a program in which the teacher and

the parents are given the opportunity to have a little chat and to give little details

regarding the student's academic performance. This way, parents and teachers have a
low chance of creating a poor relationship since they both have a deep knowledge of

each other's true wants for the student and have deepened the connection they have.

According to studies done in China about the long-term effects of the parent-

teacher relationship on students' academic success, (Wangqian, Qianqian, Yuan, and

Chen 2022). They examine the data using a hierarchical linear model. They were able

to learn about the parent's active participation and communication, which improved the

academic achievement of students in China, using the data they collected and

computed. The relationship between parents and teachers can greatly impact a

student's focus. According to the recent investigation, students with a great parent-

teacher relationship will have increased motivation for learning, improved behavior,

more regular attendance, and a more positive attitude about homework and school in

general. While the parents can also benefit from the communication between the

educator and the student by getting ideas from school on how to help and support their

children and by learning more about the school's academic program and how it works,

perhaps most importantly, parents benefit by becoming more confident about the value

of their school involvement. Parents develop a greater appreciation for the important

role they play in their children's education. Even the teacher can benefit from it by

focusing more on the task of teaching children. Also, by having more contact with

parents, teachers learn more about students' needs and home environments, which is

information they can apply toward better meeting those needs.

 The Philippines also publishes research focused on home-school connections. It

states that the home as a learning support has been found to be an important variable

in child development. (Arriero, 2006). Children perform better in school when they have

opportunities to learn from their two primary contexts of development, namely, the home

and school (Nierva, 2009).When parents, teachers and schools support one another

and build a strong partnership, it will result to academic success. According to Pineda

(2008), mutual effort toward a shared goal implies shared responsibility of families and

educators for supporting students as learners. In his study of the comparison of the

parents’ and school personnel’s perceptions on the existing home-school collaboration

program of a private school in Muntinlupa City, Philippines, it notes that forming

connections among families and schools foster positive school and learning

experiences for children and youth. This research additionally shows that students in

the Philippines may concentrate better if both parents and educators accompany

students in their pursuit of academic success, with the home and school serving as the

two primary settings for growth and development. Ultimately, this study will increase the

knowledge of people who are willing to use it for their own purposes.

A relationship plays a role of a peacemaker or a troublemaker. If a conflict between

a teacher and a parent manifest, the relationship between the two breaks therefore

creating several kinds of problems for the both sides and also the student. The student

will get stuck in the conflict and therefore pressuring and possible losing the capability to

focus on studies therefore creating a poor academic performance. If conflict is avoided

on both sides the student may have the support between two sides to create different
possible improvements on the academic performance of the student. A negative

relationship between teacher and parent manifests when both sides have different

points of view, opinions, and wants; when direct communication is not available, words

can get turned around, and people can escalate issues unnecessarily. This is a

quantitative research; we used different kinds of sources and combined them to create

more and more possibilities for a solution and a reason for this matter. We gather data

and combine the data rather than compute the data and use numerical numbers to get

results for this kind of matter. The respondents that fit well for this research are the

Grade 8 students of EMD East Campus. The researchers conduct a kind of research to

this kind of problem in order to give proper explanation to the readers about different

kinds of ways how the relationship of parent-teacher will affect a performance in

academics of a student, and also to give different possibilities why such relationship

greatly depicts the academic performance of a student. This topic is not mostly talked

about when it’s an important deal to the students who is affected by it. That’s why the

researchers conducted a study for this kind of matter. The study also offers to give

knowledge of the different possible communication barriers ruining a relationship within

a teacher and a parent.

 STATEMENT OF THE PROBLEM

When it comes to academic achievement, students also have varied advantages and

disadvantages according to the various relationships their educators and parents have.

General Problem: The growth of additional strain and issues carried by the student in

connection with the parent and teacher relationship.

 What is the profile of parents in terms of age, gender and monthly income?

 What is the level of parents and teacher communication?

 What is the academic performances of grade 8 students?

 Is there a significance difference on parent-teacher communication when

grouped according to their profile?

 Is there a significant relationship between level of parent-teacher communication

and student academic performance?

 What are the intervention we can make to solve the problem?

SIGNIFICANCE OF THE STUDY

The result of this study will greatly benefit the following:

 Workplace This study will provide information regarding the issues within a lack

of communication between the parents and also give them ideas on what to work

on to create an healthy relationship with the parents.

 Community This study will help create more communities and groups that would

create different kinds of programs that would help and avoid parent-teacher

conflict and may also create seminars for the teachers and parents to have a little

time with each other and get to know each other to lessen the possibilities of a

conflict.

 World This study will help build more trust and understanding for both the

educators and the teachers to trust each sides to be able to work and support the

children’s wellbeing and development. The understanding of both sides can

create more bond and trusts between teacher and parents therefore creating a

peaceful and an unproblematic world for the children creating more easy way of

improving on the children’s academic performance.

SCOPE AND DELIMITATIONS OF THE STUDY

 This study will be conducted on EMDCSFI East Campus with the help of

members of this study who contributed several sources to make this study

possible. This study focuses on the impact of the communicating relationship of

the parents and the teacher to the academic performance of a student, it focuses
 on its causes and effects. It’s exclusive for the Grade 8 High School Students in

EMD East Campus in the 2023.

 Before completing this study, the researcher needs to gather information

from the Grade 8 High School Students at EMDCSFI East Campus in order to

fully complete and get the final results of this study and to share the knowledge.

The Elementary, Other High School Students, and Senior High Students will not

be included since we only need a bit of information regarding this topic.

DEFINITION OF TERMS

 Connectability - The quality, state, or capability of being connective or

connected.

 Depict - A person or thing can be depicted in a particular way through a

description, a drawing, a photograph, or any other artistic medium.

  Hierarchical - Organized or pertaining to a system that ranks the significance of

individuals or objects:

 Fundamental - The central or primary rule or principle on which something is

based.

 Relationship - The way in which two or more concepts, objects, or people are

connected, or the state of being connected .

THEORETICAL BACKGROUND

This study was started in response to the explanation for children's falling academic

performance. The problems could take many different forms, but the common ones

include mental health issues, a lack of education, and other factors. We observed a

particular subject that isn't discussed all that often, namely the instructor and parent lack

of communication. Some children are able to control and manage their focus and

emotion while in a class, while others are unable to. This study can enlighten and

provide guidelines regarding the negative effects of having bad parent-teacher

communication as well as the advantages of having good parent-teacher

communication. Academic failure, social isolation, and other types of mental problems

are common among those who are unable to manage their emotions and concentration.

This study is anchored by the theory of Overlapping Spheres of Influence. The concept

of shared responsibility led to the development of a theoretical perspective called

"overlapping spheres of influence." Results of data analyses could not be explained

within a sociological theory that stressed the independence of institutions with separate,

unique missions. Rather, Epstein (1995) suggested that a social organizational

perspective was needed that posited that the most effective families and schools have

overlapping, shared goals and missions concerning children. In placing students at the

model's center, this theory assumes that parents, schools, and communities share an

interest in and responsibility for children across the school years, and that a major

reason that schools, parents, and communities should interact is to assist students to

succeed in school and in life. The tide has evolved somewhat then from identification of

the value of parent involvement to the need for identifying specific types of parent

involvement and investigating the relationships of typology and student achievement.

According to the theory, communication between communities, parents, teachers, and

the rest of the world is necessary for reforms to take place because it is everyone's duty

to assist in raising children who will be able to live responsibly as adults. This theory

contains details that could aid in the topic's regrowth, this idea will support the

investigation. Parental involvement can refer to a wide range of activities. For example,

some of the parent involvement literature focuses on programs designed to teach

effective parenting and child-rearing skills (Gamson, Homstein, & Borden, 1989). Still
others focus on the appropriate role of parents in normal developmental processes

(Vartuli & Winter, 1989). With parental involvement students will take education more

seriously, do well academically, display better behaviour in school and assume greater

responsibility for his or her actions when they found their parents are actively involved.

Epstein's theory has six parts of parental involvement; namely Parenting,

Communicating, Volunteering, Learning at home, Decision making and Collaborating

with the Community.

Parenting it is grounded in the establishment of home environments that support

learning. Within the parenting framework are the basic obligations of parents to provide

an environment conducive to learning. More specifically, these obligations refer to the

responsibilities of families to ensure children's health and safety; to the parenting and

child's rearing skills needed to prepare children for school; to the continual need to

supervise, discipline, and guide children at each age level; and to the need to build

positive home conditions that support school learning and implant positive attitudes

toward the importance of education. The research of Dombusch, Ritter, Leiderman,

Roberts, and Fraieigh (1987) suggested that these basic obligations are a more

powerful predictor of student achievement than parent education, ethnicity or family

structure. In fact, Mayeske (1973), in a massive analysis of the 1966 Coleman report,

concluded that such parenting activities are crucial to student achievement. In this
study, parenting elements will be addressed as those attempts made by the parent to

establish positive attitudes toward school and learning.

Communicating Just as parenting may refer to the basic obligations of the family,

communication may be a basic obligation of the school. Parent-teacher conferences,

curriculum nights, open houses, phone contacts, report cards, and standardized test

results are typical examples of this type of parent involvement. The value of open

communication between teachers and parents cannot be stressed too strongly. Barth

(1979) concluded that teacher-parent communications focusing on reinforcing positive

school behavior resulted in improved academic performance. Herman and Yeh (1980)

found a positive connection between student achievement and the amount of

communication between schools and parents although parents revealed that they felt

schools should initiate such communications. Communication, then, appears to be an

important aspect of parent involvement activities and should be actively sought by

schools as an effective means of improving student achievement.

Volunteering Parent involvement at school refers to parent volunteers who assist

teachers, administrators, and children in classrooms or in other areas of the school. It

also refers to parents who come to school to support student performances, sports, or

other events. In a research review conducted in conjunction with the Department of

Education, Bennett (1986) concluded that a strong relationship exists between student
achievement and parent involvement at the school. In conducting two reviews of the

literature, Becher (1984) found that bringing parents into the schools as volunteers and

as audiences improved student achievement: children improved their language skills,

test performance, and school behavior. Mortimore and Sammons (1987) believe that

schools with an informal open door policy are very effective in involving parents; such a

policy allows parents to visit the classroom and see the way that their child is being

taught. It makes them feel welcome and gives them ideas on what they can do at home

to help the child. According to VanDevender (1988), parents can set a good example by

never missing a conference or school function; their presence at all school meetings

shows the child that they place value on education and are willing to contribute to the

child's education.

Learning at Home Parent involvement at home refers to parent-initiated activities or

child-initiated requests for the involvement of parents in learning activities at home,

including homework and other cunicular-linked activities and decisions. Coleman (1966)

contends that the key to achievement may lie in students' positive attitudes about

themselves and their control over the environment; these attitudes are largely formed at

home. When parents show an interest in their children's education and maintain high

expectations for their performance, they are promoting attitudes that are critical to

achievement- attitudes that can be formed independently of social class or other

external circumstances (Henderson, 1988). The studies show that teaming within the

home has a significant place in the typologies of parent involvement.

 Decision Making Parent involvement in decision making refers to those activities

in which parents take an active role in the decision-making processes in parent teacher

organizations, association councils, or in other committees and groups at the school,

district, or state level. According to VanDevender (1988), parents often feel alienated

from the schools. Frymier (1987) believes parents may currently lack motivation to

become involved in schools because they no longer feel confident that what they say or

do will make a difference. Becher (1986) found several principles that propelled

success, including involvement of parents in decision making and the explanation to

parents of administrative decisions. In the development of site-based management, the

proponents of shared decision-making components claim to have as their goal the

sharing of ownership by all stakeholders. According to Guthrie (as cited in Clark, 1994)

long-lasting school reform requires the active involvement of all stakeholders, including

parents, in the educational process. While few studies examine the experience of

involving parents in decision making roles, Leier (1983) found that educators, parents,

administrators, and school boards members would like more parent impact in decision

making. However, no studies looked at the effect of decision-making on student

achievement. In this study, decision making will refer to the parent's attendance at

meetings or conferences involving school decisions.

Collaborating With Community Collaborating with the community includes a wide

range of activities. Parent involvement of this typology may include parents who provide
opportunities for their child to interact with the community and who attempt to connect

such interactions with learning activities. Collaborating with the community may also

include coordinating the work and resources of community businesses, agencies,

colleges or universities, and other groups to strengthen schools programs, family

practices, and student learning and development. The community is one of the

overlapping spheres of influence on student learning and development in the theoretical

model of parent involvement (Epstein, 1992).

This theory genuinely demonstrates how parental engagement will represent the

child's education, will, and range of possibilities. Vygotsky's social development

theory and Walberg’s Theory of Educational Productivity are two more ideas that

lend credence to this one.

According to Vygotsky's social development theory, a child's cognitive growth

and capacity for learning can be influenced and mediated by their social interactions.

This means that the students with whom he or she has interacted socially will have an

impact on the student's capacity for and desire to study in relation to the manner in

which the student was guided by the person with whom he or she interacted socially

and through communication. And with the help of the Educator and the Guardian the

student can drastically improve if the both side give support to the student’s growth

development and teach the student the proper social interaction.

 Theory of productivity by Walberg, Fraser, & Welch (1986) postulates that

individual students' psychological attributes and the psychological environments

surrounding them influences cognitive, behavioral and attitudinal learning outcomes. It

follows that the student's environment and mental health have a significant impact on

how well they learn. Poor mental health can cause problems with concentration and a

variety of mental health issues, but good mental health can have a significant impact

and accelerate academic development. The environment has to be the most significant

factor since, in today's world, people are very sensitive to what others say and may lose

concentration if they heard stuffs others to use it as motivation to get better. With the

environments the students are there is a possibility that what they see is what they

would recreate and redo for their own self achievement or any possible reasons. All of

these theories are connected to one topic the impact and the communication of the

parent and teacher. These theories have the supporting foundation and the strength

further improve the study.

 THEORETICAL FRAMEWORK

Volunteering Learning at Communicating

Parenting Type
Type home Type

THE THEORY OF OVERLAPPING SPHERES

OF INFLUENCES

Collaborating
Decision
With
Making Type
Community

Vygotsky's Sociocultural Walberg’s Theory of

Theory Educational Productivity

Level of Parent-Teacher Communication and its

Impact to the Academic Performance of Grade 8
Students of EMD Carmelite School East-
Campus
 CHAPTER 2

REVIEW OF RELATED LITERATURE AND STUDIES

The research findings in this study will promote and further the study of parent-

teacher communication. These findings have only direct relevance to our study. These

rrl's also fill in any holes in the issue that aren't discussed and researched, which could

help provide greater knowledge and comprehension of this subject.

Parent-Teacher Communication defines as the communication between the

parents and teacher, according to a study created by Flavian (2015) that "Parent-

teacher communication plays an important role in enhancing parental involvement in

their children’s reading which in turn affects children’s reading development. "

In (2014) Murray, Piazza & Harrison conducted a research. They examined

relationships to social capital characteristics, consistency in practice across time, and

parent-educator communication, this study examined the nature of parental participation

and parent-educator communication in pre-school early childhood settings and schools.

They anticipated that as kids transitioned from pre-school to school, parental

participation and communication would decline. In addition, they came to the conclusion

that parents who participated more in educational activities at home were more involved
in their children's early life and school environments, communicated with teachers more

frequently, and valued the effectiveness of teacher communication more highly. Home

language and SEP were less reliable predictors, and none of the variables were related

to Indigenous status.

Additionally, Powell (2015) sought to discover parent and teacher-related factors

that are associated with frequency and variety of parent-teacher contact. Data via

structured interviews showed a strong correlation between communication frequency

and diversity; other statistically significant predictors of communicative behavior

included teacher role status, attitudes toward appropriate parent-teacher communication

content, professional education and experience, and length of parental association with

school. This implies that there is a big connection between the frequency and diversity

to the appropriate parent-teacher communication.

In a study made by (Gorica, Filip, & Hristina, 2021, Vol 10, Num 14) they came to a

conclusion. That the collaboration between parents and teachers is appreciated by both

parties. Even though both think if various communication techniques are used, the

relationship between the family and the school will become more cooperative. They also

noticed that parents are less able to take part in activities because of the pressure they

experience from their fight for financial existence. Their own children's life, indicating

that they are unaware of or do not recognize the critical need for it. Parents' involvement

in the school's work is crucial for children, parents, and the school itself. Also, because
the school operates in a local setting, it is crucial for the community as a whole. The

findings demonstrated that while parents are frequently informed about the standards

that must be met by their children in each subject, they are frequently not adequately

informed about the best ways to support their children as they complete their

schoolwork and develop and refine specific learning skills. Both parents and teachers

agree that parents have a significant role in bringing key themes from school life home.

The findings indicate that the majority of parents have little or no ability to change

current school concerns, particularly the teaching and curriculum. The responses from

the parents provide more evidence for the centralization of the curriculum in schools,

where there is a lack of flexible curriculum adaptation to the particulars of the school.

Based on the research findings, they draw the following conclusions: (1) The early

childhood education learning outcomes are positively influenced by teacher-parent

communication, (2) The early childhood education learning outcomes are positively

influenced by teacher-parent cooperation, and (3) The early childhood education

learning outcomes are positively influenced by parent participation. They also concluded

that Parental involvement positively influences teacher-parent communication, teacher-

parent cooperation positively influences teacher-parent communication, early childhood

education learning outcomes do not influence teacher-parent cooperation, teacher-

parent communication does not mediate the influence of teacher-parent cooperation on

the children's learning outcomes, and parental participation does not moderate the

influence of teacher-parent communication on the children's learning outcomes.

(Syuraini, et al., 2022)

 Parent-teacher interactions can help students develop academically and grow as

people. German instructors, meanwhile, feel underprepared for discussions with

parents. As a result, corresponding training programs for teacher education have been

developed over the past few years. Currently, there is a demand for tools that can

evaluate the success of teacher preparation in relation to parent-teacher conferences

and Permit to determine whether pre-service teachers need additional training or if they

are adequately prepared for parent-teacher conferences. So, the purpose of this

research is to create and evaluate an instrument for evaluating preservice teachers'

communication skills in interactions with parents. They conducted a study in which it

focused on ways of creating devices that could help and improve a communication or

interaction between the teacher and parents. (Reiss, Prenzel & Bauer, 2015).

According to the studies made by (Li, et al., 2019) that “we estimated the

prevalence of parent-teacher interaction and its influence on academic achievement

and learning anxiety. Our key descriptive results show that the prevalence of parent-

teacher interaction is low in rural China, especially among disadvantaged students.”

They also took evidence from developed nations supports the notion that parent-teacher

engagement is frequent and enhances student performance. They imply that parents in

rural China cannot find the time to communicate with their children's teachers because

they are too busy looking for ways to make money, and that it is common thing to

disadvantage students. Additionally, they imply that there is solid evidence supporting

the favorable influence of parent-teacher interactions on students' academic success.

 In (2021), Levinson, Neuspiel, Eisenhower, & Blacher made a study on children

with ASD, education presents difficulty due to behavioral issues and ASD symptoms.

Parents' and teachers' differing assessments of a child's behavioral issues may contain

information that is clinically pertinent. Throughout the fall and spring of the school year,

they looked at parent-teacher disagreement on evaluations of behavior issues among

kids with ASD. Only the severity of an individual's ASD symptoms predicted informant

disagreement on internalizing and externalizing behavioral issues when child, teacher,

and class variables were taken into account simultaneously. They also looked the links

between parent school involvement and informant disagreement. More informant

agreement may over time promote parental school involvement, according to cross-

lagged panel analyses that showed that greater informant disagreement on children's

behavior problems in the fall predicted lower parent school involvement in the spring.

The study suggests that students with medical issues may make it difficult for parents

and teachers to communicate since both sides cannot handle the same as the other

side. All humans have their own differences. Just because you can do it doesn’t mean

someone can. It also implies that students with medical issues and a poor

communication between the parent and teacher have a high chance of also a poor

performance on academics.

According to a study made by (Akuzum, et al., 2016) They state that “terms of

student performance and attendance, the efficacy of communication between teachers

and parents is crucial. The benefits of parent-teacher contact are numerous for
teachers, the school, and parents. Effective parent-teacher communication is

nonetheless hampered by a number of issues in educational settings.” The findings of

this study support substantial communication prevention problems between instructors

and parents that have been previously reported in the literature. Thus, factors like

physical distance, sociocultural differences (language, dress, and values), meeting with

parents only when money is needed, parents' lack of trust in teachers and their

unwillingness to cooperate, parents' financial difficulties and lack of interest in informing

parents of school-related issues, an inappropriate schedule of extracurricular activities,

teachers' inappropriate behavior, parents' education level, parents' mistrust of teachers

and managers, and similar factors also come into play. The adoption of an open-door

policy for parents by school administrators and teachers was advised. It was also

suggested that schools take the initiative to realize cooperative efforts among the school

staff, parents, and other pertinent institutions in order to remove communication

barriers.

Parent-teacher communication has a variety of effects to the student’s

academic. According to (Abdullah, et al., 2023) that “if communication and services are

carried out effectively and receive feedback from both parties, namely teachers and

parents, controlling children's learning achievement through effective communication

between parents or families at home and teachers at school can help children

understand their academic and non-academic potential, allowing them to engage in

directed learning in an effort to improve learning achievement.”

 Additionally, According to Palts & Harro-Loit (2015, Vol 19, No, 2) The purpose of

their study was to examine Estonian parents' perceptions toward school communication

while treating dialogue-based communication as a prerequisite. This study suggests five

communication strategies that take into account the level of activity and the positive or

negative attitude toward communicating with the teacher utilizing the empirical data

from six focus group interviews. According to the findings, concerns for parents who

don't communicate much are primarily related to their children's grades and health.

Active parents were also debating the system of evaluation and feedback. Different

patterns would allow teachers to use various communication techniques to effectively

include parents in aiding their child's growth.

Kraft & Rogers (2015) they Illustrate how legislative measures could be used to

better engage parents in their children's education. The benefits of communication

between educators and parents for pupils are well acknowledged. Evidence, however,

indicates that this communication is rare and ad hoc in the majority of institutions. It is

difficult for lawmakers and school administrators to create regulations that set teachers

up for success.

Their findings show that higher performance while the kids are young is supported

by keeping the parents of the left-behind kids aware of their kids' academic progress.

While the parent-teacher intervention has little additional impact, the student feedback

intervention alone can improve educational results. To put it another way, where
parenting is appropriate, coordinated feedback from direct contact with the students

themselves had the biggest impact (as in the Wong et al. ,2014) research of rural

children's nutrition, where direct contact with the children was more effective than

talking to the parents). The policy implication is that parent-teacher contact should be

prioritized when parents are not present and while children are young, but that it is not

always necessary (although being desirable). Also, the findings show that higher

performance while the kids are young is supported by informing the parents of the left-

behind kids about how their kids are doing in school. In fact, our findings in Grade 3

suggest that parental input is crucial for young children who are falling behind because

it has a lesser impact than the parent-teacher communication TSPC intervention. They

analyse randomized controlled trials that were carried out in a rural Chinese county with

a high percentage of left-behind children and were intended to promote teacher-student-

parent communication. The communication is based on a feedback scorecard that was

especially created. (Wei, et al., 2018)

In (2019) Hossain suggested that “there is little to no relationship between parent-

teacher communication and community participation in various school activities. Results

rather imply that greater parent-teacher communication is related to private ownership

and, in certain situations, higher instructional resource levels of schools”. The idea of

community involvement may not be novel in the Global South, but its enhanced roles

under SBM (School-Based Management) reinforce the neoliberal mindset of using

market principles to govern public schools. SBM proponents contend that integrating

communities in educational activities, planning, and decisions would likely encourage

parents to interact with instructors, improving students' performance (Barrera-Osorio et

al., 2009). In contrast to group sessions with teachers, prior research indicates that

parent-teacher face-to-face engagement increases learning achievement (Islam, 2019).

(Avvisati et al., 2014).

General Synthesis- The parent-teacher partnership is considered one of the most

important factors for a child’s educational success (Landeros, 2011). Achievement in

school is critical for improving the likelihood of future life successes. The parent-teacher

relationship is more focused on the behaviors’ indicative of partnership, collaboration,

and alliance between the parent and the teacher (Dawson & Wymbs, 2016). Generally,

when parents participate in their children’s education, both at home and in school,

students demonstrate higher levels of emotional, social, and behavioral adjustment.

(Hughes & Kwok, 2007). Students around the world have a variety of problems that

have an impact on their academic achievement.

 CHAPTER 3

METHODOLOGY OF THE STUDY

THE RESEARCH DESIGN

The descriptive correlational method will be the study's chosen design. The

primary goal of a descriptive correlational study is to describe connections between

variables without attempting to establish a causal relationship. The researcher chose

this methodology because it placed more emphasis on the connections between

academic performance and the relationships between parents and teachers.

POPULATION AND SAMPLES

The respondents to this study that will improve and strengthen the study will be the

Grade 8 Students of EMDCSFI East-Campus, Grade 8 consists of 2 sections namely

the St-Catherine and St-Mary. The participants in this study are students at the EMD

CARMELITE SCHOOL EAST-CAMPUS, BUAYA LLC. The researcher will divide the

two sections of Grade 8 Students into 2 groups. The Good Performer and The

Average/Low Performer. The pupils' selections will be based on the outcomes of their

previous and current academic achievement. The students who meet the requirements
for the survey will be recommended by the two section advisers. For each section only 5

pupils will be selected for this survey for both the Good Performer and Average/Low

Performer.

RESEARCH INSTRUMENT

The researcher in this study will utilize the survey that used likert scale as one of

the instruments to collect all the data necessary to address the study's specific

problems.

DATA GATHERING PROCEDURE

The study is divided into three stages: the pre-experimental phase, the

experimental phase, and the post-experimental phase.

Phase 1. Pre-Experimental Phase

The researcher asked the school's administrator specifically the school's

administrative officer. The copy of the questionnaire, reasoning for the study, and the

main topic of the study was given to the school's administrator of the EMD CARMELITE

SCHOOL EAST-CAMPUS.

Phase 2. Experimental Stage

The researchers then requested the student who qualified for the survey's

authorization from both of the advisers of the two sections after obtaining their consent.

The students from both sections were then put together in a room. The researcher then

separated the two parts into pupils who performed well and those who performed

averagely or poorly. They were given instructions for the survey. The survey was then

distributed to the pupils, who were instructed to give it to their parents for feedback

before collecting it the following day. The respondents provided a Likert Scale Form

Questionnaire as their survey response. The difficulty of the questions was assured to

the respondents, and they were told they could leave if they were uncomfortable.
Phase 3. Post-Experimental Phase

The questionnaires from the student’s parents from yesterday who took part in the

experiment were collected, processed, and examined by the researchers to see

whether parent-teacher contact affects their performance as a student and their

academic performance or have any effects on their mental capability.

 SURVEY

With the help of a survey, which is a means of getting data from a group of people

by asking them questions, the researchers were able to compare the effects of parent-

teacher contact between high-performing and average-performing students.

Construction

With the help of the instructors, the researcher created a 10-item questionnaire.

The researchers created a questionnaire by the help of Likert Scale to ensure that the

evaluation was in line with the necessary competencies.

Validation

The researchers asked their advisors for advice and support in order to identify

potential errors and test questions that might make students uncomfortable as well as to

assess the suitability and coherence of the test question. The test's final version takes

the validators' advice into account.

 Administration

Both the high performers and the average/low performers received the survey. After

packing all of the competent pupils into one room, the researcher then explained the

study and the reasoning for this study to the students. The questionnaire is then

delivered to the pupils, who are instructed to save it and give it to their parents the next

day after receiving their responses. The survey's results are used in the study to further

support the presence of and the logic underlying the relationship between parent-

teacher contact and a student's academic success. And also to find the significant

difference to the high and average performer to the parent-teacher communication.

Scoring

The researcher will be given each 3-4 answered sheets by the parents of Grade 8

students. The scoring procedure will be calculated the same for both groups. The

scoring process will be the same for both groups, and the weight for each item will be

one point.
 STATISTICAL TREATMENT

The tools that will be used by the researcher to treat all sub-problems are the following:

Simple Percentage. This statistical tool displays the part concerning the whole and

relative partition of a variable about the whole. The researcher use this statistical tool to

calculate the percentage of the respondents' relative profile

Weighed Mean. The researcher use this statistical tool to determine the level of the

parent-teacher communication of the Grade 8 students.

Anova. The researchers use this statistical tool to measure the significant

difference on the level of the parent-teacher communication of Grade 8 students of

EMDCSFI when grouped according to their profile.

Person Correlation Coefficient. The researcher use this statistical tool to analyze

the correlation between parent-teacher communication to the student’s academic

performances.
 Research Questionnaire

LEVEL OF PARENT-TEACHER COMMUNICATION AND ITS IMPACT TO THE

ACADEMIC PERFORMANCE OF GRADE 8 STUDENTS IN EMD CARMELITE

SCHOOL ( EAST-CAMPUS )

Part I- Profile

Fill out the following information:

Name of the Parent’s Respondents (Optional): ______________________________

Name of the Student: ________________________________

Age:

25 and below 31-35

26-30 36 and above

Gender:

Male Female Others

Highest Education Attainment: __________________________

Combined Family Monthly Income: ______________________________

Directions: Kindly fill up the following and put a check mark (✔) on the following

information which implies to you. Use the rating scale in assessing your facilitating

skills.

5 – Strongly Agree 4- Agree 3- Neutral

2- Disagree 1- Strongly Disagree

Part II – LEVEL OF PARENT-TEACHER COMMUNICATION AND ITS IMPACT TO

THE ACADEMIC PERFORMANCE OF STUDENTS

5 4 3 2 1

1. I actively communicate with the teachers about the

status of my child.

2.I have a good relationship with my child’s instructor.

3. I approach the teacher about the subject in which my

child struggles.

4. I let the teacher know about my child's preferred

methods for school improvement.

5. I monitor my child's assignments, projects and activity

thru communicating with the teacher.

6. I Inform the teacher about the mental behavior he/she

has that might affect his/her performance at school.

7. I validate the opinion of the teacher for the

improvements of my child's academics.

8. I inquire with the teacher about my child's behavior and

performance in school, which may have an impact on

his/her academics.

9. I often request an exam timetable from the teacher so

my child can create some time to study.

10. I ask the teacher if there are any school programs that

my child and I may attend that would enhance my child's

experience.
 CHAPTER 4
RESULTS AND DISCUSSION

The study's findings are presented in this chapter along with a summary analysis. In

accordance with the sequence in which the problem was stated in chapter 1's opening

paragraph, the results of the questionnaire's relevant response are presented.

Profile of the Grade 8 Student’s Parents.

The tables below include information about the age, gender, and monthly income of

parents of eighth-grade pupils of EMDSCFI.

Table I. Demographic profile of Grade 8 High School Student’s Parents in terms of

age.

Profile Frequency Percent ( % )

25 years old and below

Age 26-30 years old

31-35 years old

 36 years old and above

TOTAL

Table II. Demographic profile of Grade 8 High School Student’s Parents in terms

of gender.

Profile Frequency Percent ( % )

Male

Gender Female

Others

Total

Table III. Demographic profile of Grade 8 High School Student’s Parents in terms

of monthly income.

Profile Frequency Percent ( % )

9000 and below

Monthly Income 10000-15000 PHP

 16000-21000 PHP

22000-35000 PHP

36000 and above

Total

Level of Parent-Teacher Communication of Grade 8 High School Student’s

Parents and Educators.

This page explores the level of contact between parents and teachers from the

perspective of both parties, and more crucially, it asks whether this level of

communication has an impact on the academic performance of Grade 8 Pupils.

Table I. The results of the respondents the level of the parent-teacher

communication.

Questions W.M. Interpretations

1 . I actively communicate with the

teachers about the status of my child

2 I have a good relationship with my

child’s instructor

3 I monitor my child's assignments,

projects and activity thru

communicating with the teacher.

4 I validate the opinion of the teacher for

the improvements of my child's

academics

5 I Inform the teacher about the mental

behavior he/she has that might affect

his/her performance at school.

Table II. The results of the respondents if parent-teacher communication have

significant impact to the academic performance of a Grade 8 Student.

Questions W.M. Interpretations

6 I often request an exam timetable from

the teacher so my child can create

some time to study.

7 I ask the teacher if there are any

school programs that my child and I

may attend that would enhance my

child's experience.

8 I inquire with the teacher about my

child's behavior and performance in

school, which may have an impact on

his/her academics.

9 I let the teacher know about my child's

preferred methods for school

improvement.

10 I approach the teacher about the

subject in which my child struggles.

`