Exploring Senior High School Students' Perceptions of The Role of Parental Involvement in Their Academic Performance

Republic of the Philippines
Department of Education
Region II – Cagayan Valley
SCHOOLS DIVISION OF TUGUEGARAO CITY
CAGAYAN NATIONAL HIGH SCHOOL – SENIOR HIGH
Exploring Senior High School Students’ Perceptions of the Role of Parental

Involvement in Their Academic Performance
Vian Darelle P. de Jesus Sheryl Mae T. Guabes

G11 HUMSS Charismatic Learner G11 HUMSS Charismatic Learner
Research Proponent Research Proponent
Angeline A. Bangay John Carlo D. Dalu

G11 HUMSS Charismatic Learner G11 HUMSS Charismatic Learner
Research Proponent Research Proponent
CRISTOPHER A. GABONA
Research Adviser
A Qualitative Research Submitted to

Humanities and Social Sciences (HUMSS) Strand
in Partial Fulfilment of the Requirements for Practical Research 1
June 2022
TABLE OF CONTENTS
Address: Bagay Road, San Gabriel, Tuguegarao City, 3500
Telephone Nos.: (078) 304-1923
Email Address: cnhs.tuguegarao@deped.gov.ph
Facebook: facebook.com/CNHS-SENIOR HIGH 1
Title Page 1
Table of Contents 2
Abstract 3
Acknowledgment 4
I. THE PROBLEM AND ITS BACKGROUND 5
A. Overview or Background of the Study 5
B. Research Questions 7
C. Scope and Delimitations 7
D. Significance of the Study 9
II. REVIEW OF RELATED LITERATURE AND RELATED STUDIES 10
III. RESEARCH METHODOLOGY 13
A. Research Design 13
B. Sampling Procedure and Samples 13
C. Data Gathering Methods 14
D. Data Analysis 14
IV. PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA 16
V. SUMMARY, CONCLUSIONS, AND RECOMMENDATIONS 17
VI. REFERENCES 18

Exploring Senior High School Students’ Perceptions of the Role of Parental

Involvement in Their Academic Performance
VIAN DARELLE P. DE JESUS CRISTOPHER A. GABONA

SHERYL MAE T. GUABES Position
ANGELINE A. BANGAY Research Adviser
JOHN CARLO D. DALU
G11 HUMSS Charismatic Learner
Research Proponent
ABSTRACT
Write Abstract here
Keywords: Write keywords here

ACKNOWLEDGEMENT
We would like to extend our heartfelt gratitude and profound appreciation to everyone
who assisted us in every step of developing this research proposal.
THE PROBLEM AND ITS BACKGROUND

A. Background of the Study
It is well acknowledged that parental involvement in the classroom is essential for
supporting students' academic growth and accomplishment (Epstein, 2001). Research has
repeatedly shown that students tend to have better grades, better attendance, improved
behavior, and more motivation when parents are actively involved in their children's
education (Desimone, 1999).
Parental involvement can take many different forms, such as helping with
homework, participating in school events, attending parent-teacher conferences, and
maintaining open lines of contact with educators (Gonzalez-DeHass et al., 2005). With the
help of these initiatives, parents and teachers can work together to enhance students'
academic growth in a healthy home-school collaboration (Desimone, 1999).
The evidence suggests that parental support declines as students move through the
grades, with high school students receiving less involvement than their elementary and
middle school counterparts, despite the widely acknowledged advantages of parental
involvement (Dearing, et al., 2006). Given the difficulties senior high school students
encounter, including greater academic rigor, college, and career selections, and increased
peer pressure, the loss of parental involvement during high school is especially alarming
(Amato, 2001).
Understanding how senior high school students view the impact of their parent’s
involvement on their academic progress is crucial for developing tactics that encourage
students' success. In previous studies (Hoover-Dempsey & Sandler, 2005), parental

involvement was mostly examined from the viewpoint of the parents, with little emphasis
placed on the perspectives of the pupils. This study intends to provide important insights into
senior high school students' impressions of parental participation and how it affects their
academic success by examining their points of view.
To get an in-depth understanding of senior high school students' opinions on parental
involvement in their academic lives, this qualitative study will use a phenomenological
approach. The study will explore how senior high school students view parental involvement,
the specific forms of support they find helpful, and the obstacles that prevent parental
engagement through interviews or focus groups.
This study also aims to investigate any distinctions in perceptions depending on
gender, socioeconomic status, and academic achievement. Understanding these differences
can aid in identifying the difficulties that various student demographics encounter and can
assist inform targeted interventions to boost parental involvement and improve academic
performance (Fan & Chen, 2001).
The results of this study have important policy-related implications for parents,
educators, and legislators. Stakeholders may establish strategies that effectively involve
parents in their children's education and foster supportive environments that promote
academic success by gaining information about how senior high school students see parental
participation. In the end, the findings of this study may help senior high school students
achieve better academic performance.

B. Research Questions
Generally, this study aims to explore the perceptions of senior high school students
regarding the role of parental involvement in their academic performance. Specifically, it
seeks to answer the following questions:
1. What are some ways that parents can be involved in their children’s academic
performance?
2. What barriers prevent parents from being more involved in their children’s
academic lives?
2.1 How do you overcome these barriers?
3. What types of support or involvement have been proven to be effective?
C. Scope and Delimitations
The scope of the study, "Exploring Senior High School Students' Perceptions of the
Role of Parental Involvement in Their Academic Performance," is to learn more about how
senior high school students perceive the value of and the effects of parental involvement on
their academic performance. The study's objective is to investigate the kids' subjective
perceptions of parental involvement and how it affects their academic performance.
Senior high school students from Cagayan National High School will participate in
the study. The study's goal is to gather a range of viewpoints from students with various
socioeconomic statuses, gender identities, and academic accomplishments. This method will
provide a thorough knowledge of how these elements may affect how students perceive their
parents' engagement.

The research recognizes the value of parental involvement in a variety of areas
(such as social, emotional, and behavioral development), but the main emphasis will be on its
effects on academic success. The project will investigate how children view different types of
parental involvement, such as helping with homework, showing up at school functions,
interacting with teachers, and offering educational tools.
Additionally, the only focus of this study will be on the perceptions and arbitrary
judgments of senior high school students regarding parental engagement. The study will only
examine students' perspectives; it won't directly involve parents, teachers, or other
stakeholders.
Finally, the study will not investigate the long-term effects or the link between
parental involvement and academic success. Although the study tries to offer insightful
information into students' opinions, it does not attempt to prove a cause-and-effect connection
or assess the efficacy of parental participation measures.
This research aims to add to the body of knowledge on the topic by recognizing the
scope and delimitations of the study and producing insightful findings about senior high
school students' perspectives on parental involvement.

D. Significance of the Study
The results of this study will help parents, teachers, and legislators to understand
how to encourage parental involvement and raise the academic achievement of high school
seniors.
It is expected to be used by the following:
To the students, this study can be studied by high school seniors the positive effects
of their active participation parents in their studies. This will give them knowledge on how to
succeed in their academic tasks and duties as students.
To the parents, they will know the methods that are effective in guiding their
children in their academics. This will help them understand the needs of their children and
better adapt their teaching and guidance methods.
To the teachers, through this study, they will know the needs of the students related
to the guiding role of the parents. This will help them to have a deeper understanding of the
needs of their students and better fulfill these needs in their teaching.
To researchers and future researchers, the results of this study can be utilized in
guiding future researchers on how senior high school students view the influence of their
parent’s involvement on their academic performance.

REVIEW OF RELATED LITERATURE AND RELATED STUDIES
Parental Involvement
According to Llego (n.d.), Parental involvement is the participation of parents in the
academic and extracurricular activities of their kids. Parental engagement is a key element in
ensuring that children's education is successful. Children are more likely to perform well in
school and develop socially and emotionally when their parents are involved in their
education. Student achievement, self-esteem, and behavior all increase when parents are
involved. Additionally, it fosters a sense of partnership between parents and their child's
school.
Parents may get involved in their children's education in a variety of ways. Among
the most typical are:
 Helping with homework: Parents can assist their children with their homework
by offering direction, support, and encouragement.
 Attending school events: Open houses, parent-teacher conferences, and school
musicals are just a few examples of the events that parents can attend to support
their children's education.
 Participating in decision-making processes: By taking part in school decision-
making processes, such as working on a committee or joining a parent-teacher
group, parents can have a voice in their children's education.
 Communicating with the school: By maintaining continuous communication
with the school, parents can stay informed about their children's education.
Facebook, email, phone conversations, and in-person meetings are all acceptable
methods for doing this.
 Volunteering in the classroom: By serving on a school committee or as a
volunteer in the classroom, parents may support their children's education.
 Supporting the school: Parents can provide a hand by taking part in fundraising
efforts, attending school functions, or joining the parent-teacher organization at
their child's school.
In a study conducted by Reyes et al. (2019), it was found that parental involvement
positively affects students' academic performance in senior high school. The study revealed
that parental involvement in academic activities, such as helping with homework, checking
schoolwork, and attending parent-teacher conferences, had a significant impact on students’
academic performance. Moreover, the study found that parental emotional support, such as
encouragement and praise, also had a positive impact on students’ academic performance.
However, parental involvement can also present challenges for students. In a study
by Mariano et al. (2018), it was found that students may experience pressure and stress due to
high parental expectations. This pressure can result in decreased academic performance and
can negatively impact the parent-child relationship. Additionally, students may feel that their
parents are too involved in their academic lives, which can result in decreased autonomy and
independence.
Parental Ambition
According to Amponsah et. al (2018), parental ambition refers to what parents hope
for and want for their children's futures. The academic goals that parents have for their
children may have a direct or indirect impact on how well those children do in school. It has
been found that parents' aspirations for their children's education have a significant impact on
those outcomes.
While some researchers have found that parental ambition has a detrimental impact
on students’ academic achievement, including adjustment issues, psychological discomfort,
and behavioral issues, others have found that parental ambition is one of the cultural elements
that affect students' academic performance. They said that when there are greater expectation
gaps between themselves and their parents, college students struggle to adjust and have poor
levels of self-worth. Their research also showed that one of the primary causes of academic
stress in middle and high school pupils is the parent’s aspirations for their children's
academic success. (Milledzi et. al, 2018)
Obstacles Faced by Parents
 Role of the Parent. Significant research has pointed to the confusion surrounding
parents’ differing views of the role they should play in their child’s education
(Snell et. al, 2009) The degree and nature of parental involvement in children's
education are directly impacted by this point of view. Since they feel personally
accountable for their children's academic success, parents who naturally adopt the
position of "co-educator" are more likely to develop interactions and relationships
with their child's school.
 economic circumstances. Of all the populations examined parents who live in
poverty are among the ones who are most disengaged from their children's
education. Families may be prevented from participating in school activities or
volunteering because of the obstacles that this group faces, such as work
schedules, transportation issues, and a lack of childcare (Freeman, 2010).
 Family Structure. According to Schenider et. al (2005), the structure of a family,
among other things, might limit the amount of economic and social resources that
are available, such as the parent’s capacity to spend time with their child,
participate in educational activities with them, and spend money to support the
child's education. The changing family structure is characterized by an increase in
parental working hours and mobility, a rise in the proportion of families with
working parents, and an increase in divorces and separations, which leads to a rise
in the number of single-parent households and households with stepparents
(Hornby & Lafaele, 2011).
 Parent efficacy. According to Hoover-Dempsey et. al (1997), parent efficacy is
defined as the belief the parent has about their general ability to influence their
child’s educational outcomes. This concept is a key factor in determining whether
parents will get involved in their children's schoolwork; it depends on how
confident they are in their expertise or capacity to provide constructive assistance
(Harris & Goodall, 2008).
Synthesis
According to the review of related literature and studies, the researchers were able
to gather important data and discussions on parental involvement, different ways of getting
involved in their child’s education, and challenges experienced by parents. Additionally, the
researchers obtained insights as to how different ways of being involved affect the academic
performance of students.
In essence, the researchers will determine how students perceive the importance of
parental involvement for their academic performance, what kinds of assistance they find
beneficial, and the obstacles that stand in the way of parental involvement.

RESEARCH METHODOLOGY
A. Research Design
This study aims to investigate how senior high school students perceive the
influence of their parent’s involvement on their academic performance. The research design
to be used will be phenomenology to gain a thorough understanding of students' actual
experiences and individual interpretations of parental involvement. To gather comprehensive
and in-depth data, the study will use qualitative methods like focus group discussions or
interviews.
The study will take place in Tuguegarao City, Cagayan, at Cagayan National High
School Senior High. Due to its diverse student population and representation of senior high
school students, this school was selected as the research location.
B. Sample Procedure and Samples
The study's eligibility requirements will be used to select participants using a
purposive sampling technique. In this instance, Cagayan National High School seniors will be
purposefully chosen based on their availability, participation readiness, and prior parental
involvement in their academic lives.
A sample of 20 senior high school students will participate in the study. The choice
of this sample size is based on the principle of data saturation, which holds that after a certain
number of participants, new insights and themes tend to emerge less frequently, indicating

that data collection is sufficient to answer the research questions and achieve the research
objectives (Guest, et al., 2006).
C. Data Collection Procedure
Interviews will be the primary method of gathering data for this study. With the help
of flexible and open-ended semi-structured interviews, the chosen participants will be able to
discuss their perceptions and experiences regarding the impact of parental involvement on
their academic performance. The interviews will be steered by a predetermined set of
questions that cover different facets of parental involvement, including the kinds of support
received, perceived advantages, challenges, and suggestions for enhancing parental
involvement. To ensure accurate data collection and analysis, the interviews will be audio-
recorded with the participant’s permission.
Questionnaires will be used as a data collection tool to supplement the interview
data. Closed-ended questions about demographic data (such as gender, socioeconomic status,
and academic achievement) will be included in the questionnaires, adding additional context
to the qualitative findings, and enabling the exploration of potential distinctions based on
these variables.
D. Data Analysis
A narrative and discourse analysis method will be used to analyze the data that has
been gathered. Using these methods, common themes, recurring patterns, and underlying
meanings are found by looking at the students' narratives and discourse patterns (Riessman,

2008). The interviews will be thoroughly transcribed before the analysis begins. To find
important themes and patterns, the data will then be coded and categorized. To provide a
thorough grasp of the students' perspectives of parental engagement in their academic
performance, the researcher will finally interpret and analyze the data.

PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA

SUMMARY, CONCLUSIONS, AND RECOMMENDATIONS

REFERENCES
Amato, P. R. (2001). Children of divorce in the 1990s: An update of the Amato and Keith
(1991) meta-analysis. Journal of Family Psychology, 15(3),
355-370.
Dearing, E., Kreider, H., Simpkins, S. D., & Weiss, H. B. (2006). Family involvement in
school and low-income children's literacy: Longitudinal
associations between and within families. Journal of
Educational Psychology, 98(4), 653-664.
Desimone, L. M. (1999). Linking parent involvement with student achievement: Do race and
income matter? Journal of Educational Research, 93(1), 11-30.
Epstein, J. L. (2001). School, family, and community partnerships: Preparing educators and
improving schools. Westview Press.
Fan, X., & Chen, M. (2001). Parental involvement and students' academic achievement: A
meta-analysis. Educational Psychology Review, 13(1), 1-22.
Gonzalez-DeHass, A. R., Willems, P. P., & Holbein, M. F. (2005). Examining the
relationship between parental involvement and student
motivation. Educational Psychology Review, 17(2), 99-123.
Hoover-Dempsey, K. V., & Sandler, H. M. (2005). Final performance report for OERI Grant
# R305T010673: Research on Parental Involvement:

Examining Contexts to Improve Student Achievement.
Vanderbilt University.
Hill, N. E., & Tyson, D. F. (2009). Parental involvement in middle school: A meta-analytic
assessment of the strategies that promote achievement.
Developmental Psychology, 45(3), 740-763.
Jeynes, W. H. (2005). A meta-analysis of the relation of parental involvement to urban
elementary school student academic achievement. Urban
Education, 40(3), 237-269.
Keith, T. Z., Keith, P. B., Troutman, G. C., Bickley, P. G., Trivette, P. S., & Singh, K.
(1993). Does parental involvement affect eighth-grade student
achievement? Structural analysis of national data. School
Psychology Review, 22(3), 474-496.
Li, A. & Hamlin, D. (2019). Is Daily Parental Help with Homework Helpful? Reanalyzing
National Data Using a Propensity Score-Based Approach.
American Sociological Association, 92(4), 368-369.
https://journals.sagepub.com/doi/pdf/10.1177/0038040719867
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Walker, J. M. T., Greene, B. A., & Mansell, R. A. (2004). Identification with academics and
motivation to achieve in school: How the structure of the self
influences academic outcomes. Journal of Educational
Psychology, 96(2), 200-211.

Wilder, S., & Powell, G. (2015). Parental involvement and student academic achievement: A
meta-analysis. Educational Psychology Review, 27(2), 317-
346.


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Republic of the Philippines

Exploring Senior High School Students’ Perceptions of the Role of Parental

Vian Darelle P. de Jesus Sheryl Mae T. Guabes

Angeline A. Bangay John Carlo D. Dalu

A Qualitative Research Submitted to

Address: Bagay Road, San Gabriel, Tuguegarao City, 3500

Exploring Senior High School Students’ Perceptions of the Role of Parental

VIAN DARELLE P. DE JESUS CRISTOPHER A. GABONA

Write Abstract here

Keywords: Write keywords here

Address: Bagay Road, San Gabriel, Tuguegarao City, 3500

THE PROBLEM AND ITS BACKGROUND

Address: Bagay Road, San Gabriel, Tuguegarao City, 3500

A. Background of the Study

It is well acknowledged that parental involvement in the classroom is essential for

education (Desimone, 1999).

homework, participating in school events, attending parent-teacher conferences, and

academic growth in a healthy home-school collaboration (Desimone, 1999).

middle school counterparts, despite the widely acknowledged advantages of parental

students' success. In previous studies (Hoover-Dempsey & Sandler, 2005), parental

Address: Bagay Road, San Gabriel, Tuguegarao City, 3500

academic success by examining their points of view.

To get an in-depth understanding of senior high school students' opinions on parental

engagement through interviews or focus groups.

This study also aims to investigate any distinctions in perceptions depending on

gender, socioeconomic status, and academic achievement. Understanding these differences

performance (Fan & Chen, 2001).

achieve better academic performance.

Address: Bagay Road, San Gabriel, Tuguegarao City, 3500

regarding the role of parental involvement in their academic performance. Specifically, it

seeks to answer the following questions:

2.1 How do you overcome these barriers?

3. What types of support or involvement have been proven to be effective?

C. Scope and Delimitations

The scope of the study, "Exploring Senior High School Students' Perceptions of the

perceptions of parental involvement and how it affects their academic performance.

Address: Bagay Road, San Gabriel, Tuguegarao City, 3500

The research recognizes the value of parental involvement in a variety of areas

parental involvement, such as helping with homework, showing up at school functions,

interacting with teachers, and offering educational tools.

examine students' perspectives; it won't directly involve parents, teachers, or other

or assess the efficacy of parental participation measures.

school students' perspectives on parental involvement.

Address: Bagay Road, San Gabriel, Tuguegarao City, 3500

D. Significance of the Study

It is expected to be used by the following:

succeed in their academic tasks and duties as students.

better adapt their teaching and guidance methods.

parent’s involvement on their academic performance.

Address: Bagay Road, San Gabriel, Tuguegarao City, 3500

REVIEW OF RELATED LITERATURE AND RELATED STUDIES

Address: Bagay Road, San Gabriel, Tuguegarao City, 3500

to be used will be phenomenology to gain a thorough understanding of students' actual

experiences and individual interpretations of parental involvement. To gather comprehensive

school students, this school was selected as the research location.

B. Sample Procedure and Samples

The study's eligibility requirements will be used to select participants using a

involvement in their academic lives.