Introduction

Students have two main educators in their lives: their parents and their teachers.

Parents are the prime educator until the child attends primary school. Even though the

parents still have the major influence on their children’s learning throughout the school

years and beyond, still the school is given a big part in educating the children. Home and

school both perform crucial roles in students’ education.

Parents’ involvement in their children’s education and its impact on their children

educational progress remains a topic worth investigated for many researchers. It is a

common perception that parental involvement with their children at an early age plays a

positive role in their personality building and social adjustment. At the early stage of life,

the parents of every child are their role model, and they try to copy them in every way of

life, and this is a good opportunity for their parents to shape their habits in a desired way.

Parental involvement is essential, especially for school-based activities. There are

many school-based activities that demand parental involvement such as having contact

with their child’s schoolteacher, having a check and balance over their child attendance in

school, regular monitoring of learning activities provided by school. These entire factors

contribute a lot to the academic achievement of students at secondary level. It is a fact

that mostly students become more concerned about learning activities provided by their

school. As students get promotion from middle to secondary level the parental

expectations also increased.

Currently in the 21stcentury, there has been another major shift in the structure of

families. These days, it is not uncommon to find the breadwinner of a single parent home

working numerous jobs to support a basic lifestyle for their children. By comparison, two

1
parent homes usually find both father and mother working full time to financially support

the family.

With the shift in financial responsibilities, many families are unable to support

their children when it comes to parental involvement in schools, in the traditional sense.

Research has indicated disconnects between parents’ engagement, as well as support, in

school activities, and because of this shift, schools have been forced to take much of the

responsibility in educating students, both academically and socially. Consequently, the

school system has switched roles with the parents and is now granted the integral

responsibility of being the primary caregiver of a child, instead of being mere supporter.

Education is essential for the development of society. The more educated the people of a

society are, the more civilized and well-disciplined society might be. Mainly, family has

responsibility to socialize children for making them productive members of society. The

more the parents get involved in the process of imparting education to their student, the

more the student might excel in their academic career and become the productive and

responsible members of society. Family involvement is defined and measured in multiple

ways, including activities that parents engage in at home and at school and positive

attitudes parents have towards their students’ education, school, and teacher. It has been

assumed that academic performance of students may not only depend on the quality of

schools and the teachers, rather the extent of family involvement has vital role to play in

academic performance of the pre-service teachers.

Family involvement in school has been linked with academic performance.

Although little research has been done in parental involvement and secondary school

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students, the literature review examines the many factors that may contribute to the level

of parental involvement and academic performance in secondary school.

In similar veins, the transition from middle school to tertiary education may be an

overwhelming and stressful experience for young adolescents. Developmentally, students

are entering a period in their lives when their physical, cognitive, psychological, and

social characteristics are beginning to evolve. Students experience both contextual

change and a personal change during this transition. It may often be a confusing time for

students, their families, and the other adults in their lives who seek to support their

healthy development and learning. School learning environment may be more complex

than secondary school and academic performance expectations increase. Likewise,

students are more likely to have higher academic performance levels and improved

behavior when families are involved in their education (Bryan, 2015)

Learning begins at home through interaction with one’s family. Parental

involvement in a students’ education along with environmental and economic factors

may affect students’ development in areas such as cognition, language, and social skills.

Numerous studies in this area have demonstrated the importance of family interaction and

involvement in the years prior to entering school (Bergsten, 2022). (Driessen, et.al 2015)

posited that a continued effort of parental involvement throughout the child’s education

can improve academic achievement Academic failure has been linked with risk behaviors

and negative outcomes such as substance abuse, delinquency, and emotional and

behavioral problems. Likewise, (Baily et. al, 2015) whose study averred that the

relationship between parental involvement and academic achievement of secondary

school students. Most of the research in this area has been conducted solely with

3
elementary school students. This study may provide an in-depth look at one aspect of

parental involvement, involvement in academic activities of their children, and academic

achievement of secondary school students.

The objective of the study is to examine the impact of parental involvement in

academics of Humanities and Social Sciences students of Aim High Colleges

Incorporated and the extent of the parental participation in their child's education. The

researchers intend to clasp the difference in the academic performance between students

whose parents are actively involved in their school activities from those parents who are

not. This study investigates whether parenting involvement can bridge the gap of the

students’ low academic performance.

Statement of the Problem

This study aimed at examining the Impact of Parental Involvement to the Academic

Performance of HUMSS students of Aim High Colleges Incorporated. Specifically, this

study would attempt to answer the following questions:

1. What is level of Perception of the role of the Family the by Humss Students of

Aim High Colleges Incorporated?

2. What are the challenges encountered by the students in terms of Parental

support as to?

2.1 Encouragement

2.2 Modeling

2.3 Reinforcement

2.4 Instruction

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 3. Is there a significant relationship between parental support and students’

academic performance of students?

Significance of the Study

This study was important in many ways particularly to the following:

Students. The present investigation is very significant to students in such a way

that they will be able to have awareness of the effects of the family involvement in their

academic endeavor. This will also help the students to encourage themselves to achieve

their chosen career.

Parents. The result of the study would be a great help to parents in giving

guidance and protection to their children in social, environmental and most of all their

behavior to be able to motivate their children encompassing trials and circumstances in

education.

Teachers. The result of the study would be a great help to the teachers in guiding

their learners and encouraging them to have an optimistic attitude to achieve their goal.

Future Researchers. This will serve as the starting point and can be a perfect training

ground in the field of research. This is also their guiding principle in the field of research.

Scope and Delimitation of the Study

The focus of this study was to determine the effects of family support in students’

academic performance in Aim High Colleges Incorporated during School Year 2022-

2023. Specifically, the main investigation of the study was to find out the effects of

family involvement in relation to their academic performance.

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 The respondents of this study were the Grade 12 HUMSS students of Aim High

Colleges Incorporated. The descriptive survey method was utilized in the study.

The researcher usea a standardized questionnaire to attain the main objective of

the study. The standardized questionnaires were prepared to assess the validity and

credibility of the study.

Operational Definition of Terms

The following terms are operationally defined to help better understanding the

study.

Academic Performances. It refers the fulfillment of the students with regards on how

they interpret what they learned.

Classroom Performance. Assessment and evaluation of children academic

ratings based on their various disciplines.

Collaborating with the Community. In this study the term refers to contributions to

school.

Communicating. In this study the term refers to school-home/home-school

communication.

Decision Making. In this study the term refers to membership of PTA/governors.

Family Involvement. Is the involvement of parents in their children's education by

participating in various activities at home and at school (Jesse, 1996).

Parents. Refers to both biological and guardians who play a role in a providing physical

and moral support to children.

Parenting. In this study parenting means providing housing, health, nutrition, safety;

6
 parenting skills in parent-child interactions; home conditions to support study;

information to help schools know child.

Parental Involvement. Implies that parents participate in one or more school teacher

activities such as attending parent-teacher, conference, parent-teacher associations

meetings, volunteering at school, assisting children with homework and

encouraging to perform better in academic activities in school.

Senior High School. The last two years of being high school student. This will help

students to be ready to their career path. It helps to enhance their skills that may

help them in college. Also, to the students that no longer planning to enter college

because of SHS curriculum.

Teaching at Home. In this study the term refers to help with homework, help with

educational choices/options.

Related Literature

The school-home relationship

According to Williams & Sanchez,2018, when schools and families work together

they are benefiting the student both academically and socially. Equitable access requires

that school staff and all families support each students’ individual developmental needs,

skills, strengths, interests, and aspirations As stated on ” (Child Trends, 2014, p. 14)-

effective student support programs are designed to reach beyond the academic domain, to

overcome academic and non-academic barriers to learning, “increasing students’ chances

to succeed in school; and expanding students’ opportunities for positive youth

development., Williams and Sanchez (2013) suggest that there is often an educator- held

7
perception thatmost parents do not understand instructional deliveries and ways students

are learning in the classroom. They suggest this misunderstanding makes it challenging

for the parents to actively participate in their student’s education. Williams -and Sanchez

further indicate that parents feel they face obstacles that prevent them from being

involved in the ways and levels that they desire.

Four themes emerged to describe the parental involvement barriers: time poverty,

lack of access, lack of financial resources, and lack of awareness. Interestingly, of these

four themes, the lack of awareness was highlighted by the school employees. These

employees suggested the parents’ lack of knowledge and understanding of

school/classroom events often strained the interactions between the home and school

system (Williams & Sanchez, 2013).Williams and Sanchez’s findings indicate a clear

disconnect between schools and families.

The disconnect between academic support at school and at home is especially

problematic when one considers how important it is for parents to have an active role in

the success of their student. Sheppard (2019) found that parental involvement affects

students’ achievement more than school procedures. Specifically, families who engaged

in parenting programs, to be more engaged in their child’s education, noticed an increase

in their student’s reading and social behavior abilities (Lewis Antoine, 2018; Sheppard,

2009). Furthermore, a host of other studies researching the effects of parental

involvement and student achievement, noted a defining positive relationship between the

two factors(what 2 factors) in a school environment (Baharudin et al.,2018; Epstein et al.,

2019; Herell, 2021; Pattanaik & Sriram,2020; Wright, 2019; Wyche, 2020).Parental

involvement is an important indicator of student success in school (Baharudin et al.,2018;

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Epstein et al., 2019; Herell , 2021; Pattanaik & Sriram, 2010; Wright, 2019;

Wyche,2010); but, establishing a positive relationship between school and home life can

be challenging. Rapp and Duncan (2018) suggest the school must facilitate a

collaborative, democratic environment in which community and family opinions, beliefs,

and ideas are heard and acted upon, meanwhile communicating the rationale and

objectives of instructional strategies used in the classroom. The goal is to form a

community of practice in which all members work towards student success. (Rapp &

Duncan 2019)

Parental Involvement

It has been established that parental involvement appears to positively support

student achievement. Additionally, challenges have been noted regarding implementation

of interventions to better support the school- family relationship. The term parental

involvement in education underscores the shared responsibility that families and schools

work together in promoting student success. Parental or familial involvement are terms

used to describe any support a student receives from a guardian, family, or other mature

influence in their home life.

Parental involvement is essential to student achievement in school and in life.

Overwhelming studies and research indicate that there are positive academic outcomes

stemming from parental involvement with benefits beginning in early childhood

throughout adolescence and beyond (Patrikakou, et al., 2015).

Henderson and Mapp (2022) in his study stated that the most accurate predictor of a

students’ achievement in school is not income or social status, but the extent to which

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that students’ family are able to: 1. Create a home environment that encourages learning;

2. Express high (but not unrealistic) expectations for their children’s achievement and

future careers; 3. Become involved in their children’s education at school and in the

community.

In his study, Allen and Daly (2022) stressed that parental involvement is a valuable

component of any pupil’s education. It is a well-established fact that parental

involvement is linked to pupil’s success at school.

Parental involvement has two independent components: parents as supporters and

parents as active partners ( Jesse (2019). This attitude of parental involvement would be

insufficient if schools make use of only one of these components. Parents can be active,

yet not supportive of the education process or can be other way around. He further

indicated that parental involvement should take many forms. For example, parental

involvement can be reading to children, volunteering at school, collaborating on decision

making committees and advocating for children.

As opined by Grey and Bee (2019)”Parents who encourage school success set higher

standards for the child’s achievement and homework completion and have higher

aspirations for their child which in turns contributes to school success”.

The education community is aware of the link between the academic support of

students and the student’s educational achievement (Shepard et al., 2012). Among the

many support systems available to students, parental involvement is a factor that is

heavily linked to student achievement (Cheung & Pomerantz, 2012).

Ideally, schools and community based organ izations are committed to engaging

familiesin meaningful ways and families are committed to actively supporting their

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children’s learningand development that ultimately led to success for that

student( Hilado, Kallemeyn, Phillips,2018).

Parents and educators play a key role in the educational, social, and emotional

maturity of the student, but the support given to relationships between schools and

families varies. Parental involvement is different for every student based on several

factors that may or may not be under the control of the parent (e.g. school outreach,

parenting style, parent work schedule, student needs, family resources, etc.).

This growth and academic achievement can be attributed to the amount of

support the student(s) received that directly influenced the level of effort families support

each students’ individual developmental needs, skills, strengths, interests, and aspirations.

Challenges to parental involvement

It has been suggested that a student’s engagement with their parents, teachers and

peers can influence their academic achievement (Lam et al. 2019Li and Lerner 2011;

Wentzel 2018). With the overall goal of improving student achievement, researchers are

continually analyzing parent involvement (i.e. Vellymalay, 2012). There is evidence to

support that parent-child interactions, specifically stimulating and responsive parenting

practices, are important influences on a child's academic development (Christian,

Morrison, & Bryant, 1998; Committee on Early Childhood Pedagogy, 2020). The effects

of student achievement appear to be directly impacted by the effectiveness of learning

support from parents, teachers, and community. This growth and academic achievement

can be attributed to the amount of support the student(s) received that directly influenced

the level of effort put forth to achieve their best individual success in school and active

11
engagement in school activities(Jelas et al. 2016). While the need for support is vast,

parents are faced with increasing demands of maintaining work and home life

responsibilities. Given these challenges, understanding how parents maintain balance-

and the consequences when they cannot -is one of the central factors in understanding

how parental involvement can better support student learning and a school- home

relationship.

Related Studies

Parental Support

The pivotal role of parents still continues as it has been recognized by the teachers

and parents themselves that they are essential for complete development of the

personality and career of their children. Gonzalez- Pienda (2022) indicated that “without

the children's parental support, it is hard for teachers to devise academic experiences to

help students learn meaningful content”. In home settings, the learning processes occur

explicitly or consciously, often in an informal way. Parents teach and train children early

in their lives, the fundamental skills, attitudes and values necessary for day-to-day living

(UNESCO, 1992). The unwritten knowledge being conveyed by parents to their children

is specific and to a certain degree, specialized, i.e. that which would enable the children

to cope successfully with the requirements of the immediate confines of homes and the

community.

Cholan and Khan (2018) in their study, revealed the significant impact of parental

support on the academic achievement as well as on the development of self-concept of

the children. The results have reflected a developmental sequence, such that earlier

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family support processes enable the child to establish a better academic status and

positive self-concept which then contribute to the maturation of his/her personality and

career.

Kamaruddin, et.al (2019) in their study revealed that a less physically crowded

environment, along with motivation and parental support, were associated with higher

educational levels of children.

Based on their study, there was strong evidence of a trade-off for mothers who

were employed full-time when their children were below five years old. Although full-

time work increased family income, less time for mothers to interact with their families

tended to reduce children's later educational attainments.

Study Habits

Nuthana & Yenagi (2019) have examined the causes of poor academic

performance among university undergraduates. Some of these factors identified are

intellectual ability, poor study habit, achievement motivation, lack of vocational goals,

low self-concept, low socio-economic status of the family, poor family structure and so

on. If for instance a child consistently fails or performs poorly in his examination, he

presumably may develop low self-concept and may lack confidence to study or pass.

According to Anwar (2013), there is significant relationship between study habits and

academic achievement of senior secondary school students. Thus, it is clear that the study

habit has an impact on the academic achievement. Various factors such as method of

study, family background, socio-economic status and environment etc are the

determinants of study habits i.e. these factors affect study habits. It is also found that the

academic achievement of the students having good and poor study habits differ

13
significantly. The result also shows that the academic achievement of the students having

good study habits is higher as compared to the students having poor study habits.

There are many researches that were conducted about study habits and the

academic performance. Afful-Broni and Hogrey (2020) stated that good study habits

could help students to improve their academic performance. In addition, a lot of

researches about learning behavior identified the relationship between study habits and

the academic performance going together in the same direction. According to Nonis and

Hudson (2020) study habits of business students from Arkansas State University had the

positive relationship with student performance.

Many literatures of student learning methods and study habits have thoroughly

been done in context of secondary and higher educational level in order to develop the

appropriate structure and proper guidance for students. The universities, however, have

played more roles in this study than the high schools. Tracy (2019) made a case study of

sixth grade students and college freshmen about habits of learning and dispositions of

learning. She found that most students had capacity below than what was needed. When

they entered to the college or university, they sat in class without any preparation.

Moreover, they did not really know the method of doing assignments as well as how to

success in academic performance and they significantly needed to create good study

habits from the foundation. These indicate the lack of study habits’ perception in

secondary level. Also, it leads continuously to many academic misconducts and poor

academic performances. It is consistent to what Afful-Broni and Hogrey (2010)

suggested. They mentioned that having good study habits could improve academic

performance and assignment should be used as one of students’ learning way to improve

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their academic performance. Likewise, the institutions may use another study habits such

as correction stimulating them to act in good habits.

In addition, Ogbodo (2018) found that most of problems that used to contribute

their poor performance in tests and examinations were lack of proper study habits and

this should be a responsibility of academic counseling program. Nevertheless, productive

study habits require learners to prepare a certain length of time for a particular subject,

depending on how difficult each subject is. Therefore, time management is an important

study habit that must be concerned more.

Conversely, Nonis and Hudson (2020) argued that although time is an essential

matter of productive study habits, students are devoting less time to their studies.

Moreover, they found that only one study habit of business students from Arkansas State

University influenced the positive relationship between study time and student

performance while others were negative.

On the other hand, it is possible to see how Igun (2017) provided the solution

which she found the opposite results of study habits in postgraduate students. They use

most of their time even at the weekend time to study and the place of revision, library, is

very common among them because they need the silent and quiet place. Also, this makes

them can use more concentration into their study or project. Furthermore, she found that

the percentage of using library materials of postgraduates is the highest. This can be seen

that their study habits depend on their desire to learn, and it is a good example for

undergraduate students to develop their study habits via this way.

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Theoretical Framework

Theories and Parent Involvement

Theoretical perspectives provide the basis for research and inspire scholars to go

further in the social sciences. This is also true in the field of parent involvement. This

section delineates three major theories related to parent involvement: (1) Piaget’s

cognitive development theory, (2) Vygotsky’s sociocultural theory, and (3)

Bronfenbrenner’s ecological systems theory. These three theories have a great impact on

the research field, and thus are discussed with respect to parent involvement.

Cognitive Development Theory

Having been called a constructivist as well as an integrationist, Jean Piaget

proposed a theory of cognitive development in children and emphasized the constructive

role of experience with peers and family members. The basic assumption of his theory

was that young children are active learners with a constant drive to match their internal

constructions (their own view of the real world) and external constructions (the external

realities they face with in their surroundings) (Piaget, 1981).

Children assimilate new learning and accommodate their own incorrect views of

the world more quickly if they are more actively involved with people and things in their

surroundings. In this regard, children learn best when they have opportunities to interact

with their environments, and particularly with their parents who are a vital part of

children’s environments (Athey, 2007).

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Sociocultural Theory

Affected partially by Piaget’s views, Lev Vygotsky emphasized the relationship

between human beings and their environment, both physical and social, in his

sociocultural theory. actors on development and learning are abundant (Vygotsky, 1978).

Human beings are surrounded by family members and are impacted by the culture in

which they live (Rieber & Robinson, 2004). Children’s interaction with their family

members in the community is so important for their learning and development since their

first teacher is the family and their first learning takes place in the community.

Ecological Systems Theory

Another theory, advocated by Urie Bronfenbrenner, is known as the Ecological

Systems Theory. It has to do with the rationalization of parent involvement and impact on

research studies (e.g., Hung, 2007) on the subject-matter. According to this theory, the

development of children is affected not only by factors within the child but also by their

family and surrounding world (Bronfenbrenner, 1979). Social, political, biological, and

economic conditions also affect the child (Bronfenbrenner, 1986.

Coceptual Framework

INPUT PROCESS OUTPUT

The Role of Family Determine the

Role of Family in The Role of
in their children in
Academic Family in
school in terms of
Performance of Academic
A. Encouragement Senior High Performances
B. Modeling School Students of HUMSS
C. Enforcement in AHCI students of
D. Instruction ACHI

Figure 1. Conceptual Paradigm

17
 This study was conducted to show the effects of parental support in academic

performance. Parental support is the assistance given by the parents to the learner in

pursuing their education.

Research Design

The study utilized the quantitative research design approach. Specifically, a

descriptive correlational research design was employed to examine the relationship

between the role of family and Academic Performance of Senior High School students. It

is noted that correlational research describes an existing relationship between variables.

Correlational research design was therefore used for this study since the objective of the

study was to assess how the role of family relate to the students’ academic performance.

In selecting a method to conduct the descriptive correlational study, a survey method was

chosen to collect data from the respondents.

Population and Sampling

The respondents of the study were selected by stratified proportional random

sampling from HUMSS 12 students in all three (3) sections in Aim High Colleges

Incorporated. This sampling method is employed to ensure the representation of the

subgroup in the sample. The proportions of the subgroups are grossly unequal, and the

researcher wishes to maintain this characteristic in the sample. From the total population

of students in each section, the number of samples will be determined by using the

Slovin’s formula at 0.05 margin of error. This will be done to give the opportunity for the

18
population considered in the study to be selected equally. The formula is shown as

follows:

N
x= 2 where.
1+ N e

x is the sample size

N is the total population
e margin of error

Table 1 below shows the distribution of the respondents from each three (3)

sections of HUMSS 12 of Aim High Colleges Incorporated.

Table 1. Distribution of the Student-Respondents

Section Population Sample

12-Apollo 45 34
12-Hera 45 33
12-Approdite 45 33
Total 135 100

Establishing Validity

The researcher first presented the letter of validation to respective experts on

asking permission to validate the questionnaire for the respondents to answer and to rate

the structured questionnaire.

Data Gathering Procedure

The distribution of survey questionnaire to the respondents will be done

personally by the researcher to solicit the needed data.

19
 The researcher will first secure a letter to the respondents asking for their

cooperation and honest response about the study to be undertaken. The afore-mentioned

letter will be attached together with the survey questionnaires. Subsequently,

questionnaires will be distributed and collected from the respondents. The researcher will

provide 118 copies of survey questionnaires suited for each respondent.

The questionnaires will be retrieved, coded, and tallied followed by statistical

procedures. The analyses and interpretation of data will then be established.

Statistical Treatment

To answer the problems posited in this study, the data that will be gathered and

subjected to statistical treatment will be employed the following statistical tools:

Simple descriptive statistics like frequency counting and percentage for the profile

of the students such as the type of support they experience from their parents, and their

performance in mathematics.

To find out the relationship of the independent variables to the dependent

variables, Pearson Product Moment Correlation will be used, testing its significance at

0.05 level.

Table 2. Categorization of Data

Numerical Value Statistical Range Descriptive Equivalent Rating

5 4.21-5.00 Always

4 3.40-4.20 Frequently

3 2.61-3.40 Occasional

2 1.81-2.60 Seldom

1 1.00-1.80 Never

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Results and Discussion

The Role of The Family as perceived by the HUMSS Students of AHCI

Table 3. Role of the family as perceived by the HUMSS students.

STATEMENTS WM DER RANK
1.My family monitor my studies at home 3.26 Occasionally 10
2.My family monitor my school performance 3.47 Frequently 8
3.My family encourage me to make my studies 4.23 Always 2
seriously
4.My family provide me with material supports 4.13 Frequently 3
5.My family allot time for me to do my homework 3.74 Frequently 6.5
6.My family provide me with emotional support 3.79 Frequently 5

7.My family checking-up constantly on my 3.02 Occasional 12

homework, activities and my events in our school
8.My family monitoring the value of my learning, 3.74 Frequently 6.5
self-discipline, and my homework
9.My family encouraging me in school 4.29 Always 1
development
10.My family expressing high realistic 3.98 Frequently 4
expectation for my achievement
11.The school schedule parent-teacher meetings at 3.32 Occasional 9
convenient times
12.The school informs my family regularly about 3.09 Occasional 11
my academic progress.
13.The school contacts my family if I’m not 2.49 Seldom 15
progress academically.
14.The school contacts my family if I achieve 2.56 Seldom 14
academic success
15.The school contacts my family if I experience 2.67 Occasional 13
emotional or social problems
3.46 Frequently
TOTAL:

Table 3 shows the role of family perceived by the HUMSS Students. The table

revealed that rank 1 was the family should encourage their children in school

development with mean of 4.29 with descriptive equivalent rating of Always; rank 2 was

the family should encourage their children to make their study seriously with mean of

4.23 with descriptive equivalent rating of Always; rank 3 was the family should provide

their children in material supports with mean of 4.13 with descriptive equivalent rating of

21
Frequently; rank 4 was the family expecting their children in high realistic expectations

for achievement with mean of 3.98 with descriptive equivalent rating of Frequently; rank

5 was the family should provide their children with emotional support with mean of 3.79

with descriptive equivalent rating of Frequency.

Data revealed that among the HUMSS students, rank 1 was the family

encouraging their children in school development. Parents of low achievers were found to

be less accepting, less encouraging, and less democratic (Kang & Sibia, 2019).

Achievement is better where there is consistent discipline, non-enforcement, and lack of

discipline (Ahmed and Saluja 1988). Academic Achievement is influenced by family’s

general levels of academic aspirations (Dorn Busch et. al 1987; Stevenson and Baker,

1987).

The current study affirms the findings of (Kang & Sibia 2019), (Ahmed & Saluja

2018) and (Dorn Busch et. al 2017; Stevenson and Baker, 2017) therefore, the families of

these students from STEM help them in school development.

The overall weighted mean perceived by the HUMSS students was 3.46 which

mean that the role of family towards HUMSS students have descriptive equivalent rating

of Frequently.

Parental Support

Table 4. Parental Support in terms of Encouragement

Indicator Mean Verbal Rank
Interpretation
My Parent Encourage me…
1. When I don’t feel like doing schoolwork 3.30 Occasionally 10
2. When I have trouble organizing schoolwork. 3.38 Occasionally 8
3. To try new ways to do schoolwork when I am having a 3.55 Frequently 5
hard time.

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4. to be aware of how I am doing with schoolwork 3.57 Frequently 3
5. when I have trouble doing schoolwork. 3.48 Frequently 7
6. to look for more information about school subjects. 3.54 Frequently 6
7. to develop an interest in schoolwork. 3.56 Frequently 4
8. to believe that I can do well in school. 3.71 Frequently 2
9. to stick with problems until I solves it. 3.37 Occasionally 9
10. to believe that I can learn new things. 3.77 Frequently 1
Composite Mean 3.54 Frequently

Table 4 shows parental involvement in terms of encouragement. The focus of this

scale was on expressive support of the parents and motivation for the student's desire to
learn in school, as well as enthusiasm for learning and a different of learning tools. Based
on the table, the item “to believe that I can learn new things” got the highest mean of 3.77
that is verbally interpreted as Frequently. On the other hand, the indicator “When I don’t
feel like doing schoolwork” got the lowest mean of 3.30 that was verbally interpreted as
Occasionally. Overall, the data interpreted verbally Frequently with a mean of 3.54.

Table 5. Parental Support in terms of Modeling

Indicator Mean Verbal Rank
Interpretation
My parent show that they…
1. Like to learn new things 2.39 Seldom 9
2. Know how to solve problems. 3.69 Occasionally 1
3. Enjoy figuring things out. 3.45 Frequently 3
4. Do not give up when things get hard 2.57 Seldom 6
5. Ask others for help when a problem is hard to solve. 3.48 Frequently 2
6. Can explain what we think to others. 2.54 Seldom 8
7. Can learn new things 2.56 Seldom 7
8. Want to learn as much as possible. 2.21 Seldom 10
9. Like to solve problems. 3.37 Occasionally 4
10. Try different ways to solve a problem when things get 2.77 Occasionally 5
hard.
Composite Mean 2.90 Occasionally

Table 5 presents the parental involvement in terms of modeling. Based on the

table, the item “Know how to solve problems” got the highest mean of 3.69 that was
verbally interpreted as Occasionally. On the Other hand, indicator “Want to learn as much
as possible” got the lowest meaning of 2.21 that was verbally interpreted as Seldom. Overall,
the data interpreted verbally as Occasionally with a mean of 2.77.

23
Table 6. Parental Support in terms of Reinforcement
Indicator Mean Verbal Rank
Interpretation
My parent show that they like it when I…
1. Try to learn as much as possible 3.52 Seldom 9
2. Have a good attitude about doing my homework. 4.22 Occasionally 1
3. keeps working on homework even when I don’t feel 3.77 Frequently 3
like it.
4. asks the teacher for help. 3.72 Seldom 6
5. explains to them what I think about school. 3.88 Frequently 2
6. understands how to solve problems. 3.51 Seldom 8
7. sticks with a problem until I solve it 3.11 Seldom 7
8. organizes my schoolwork. 2.89 Seldom 10
9. checks my work. 3.21 Occasionally 4
10. finds new ways to do schoolwork when I get stuck. 3.29 Occasionally 5
Composite Mean 3.51 Occasionally

Table 6 reveals the parental involvement in terms of reinforcement. Based on the

table, the item “Have a good attitude about doing my homework.” got the highest mean of
4.22 that was verbally interpreted as Occasionally. On the Other hand, indicator “Want to
learn as much as possible” got the lowest mean of 2.89 that was verbally interpreted as
Seldom. Overall, the data interpreted verbally Occasionally with a mean of 3.51.

Table 7. Parental Involvement in Terms of Instruction

Indicator Mean Verbal Rank
Interpretation
My parent taught me…
1. to go at my own pace while doing schoolwork. 2.50 Seldom 5
2. to take a break from my work when I get frustrated. 2.29 Seldom 6
3. how to get along with others in my class. 2.12 Seldom 9.5
4. to follow the teacher’s directions. 2.76 Occasionally 3
5. how to find out more about the things that interest me. 2.83 Occasionally 1.5
6. to try the problems that help me learn the most 2.55 Seldom 4
7. to have a good attitude about my homework. 2.12 Seldom 9.5
8. to keep trying when I get stuck. 2.83 Occasionally 1.5
9. to stick with my homework until he or she finishes it. 2.26 Seldom 7
10. to communicate with the teacher when I have 2.21 Seldom 8
questions.
Composite Mean 2.45 Seldom

Table 7 presents the parental involvement in terms of instruction. Based on the

table, both the items “how to find out more about the things that interest me” and “to keep
trying when I get stuck” got the highest mean of 2.83 that was verbally interpreted as
Occasionally. On the Other hand, both indicator “to have a good attitude about my

24
homework” and “how to get along with others in my class” got the lowest mean of 2.12 that was
verbally interpreted as Seldom. Overall, the data interpreted verbally Seldom with a mean
of 2.45.

Table 8. Correlation Between Parental Involvement and Child’s Performance

Dimensions Correlation coefficient P-value

Encouragement 0.56 .534
Modeling -0.021 .814
Reinforcement -0.018 .844
Instruction -0.16 .858

Table 8 illustrates the result of comparing the variables of parental involvement with a

child’s performance. In the table it can be gleaned up that computed correlation

coefficient significantly shows a unanimous decision of accepting the hypothesis that

there is no significant relationship between parental involvement and child performance

because the p-value is greater than the critical value of 0.05. This means that the

respondent’s parental involvement does not influence their child’s performance. Even

though the study looked at the influence of parental involvement on student achievement,

it's possible that parents are more involved because their children are doing well in

school. This does not necessarily imply a cause-and-effect correlation between parental

involvement and student achievement, nor does it imply a directional influence.

Summary of Findings

The following findings were revealed based on the analysis and interpretation of

the gathered data:

25
1. The parental involvement in terms of encouragement, the respondents strongly

agreeing that they encourage their child to believe that he or she is capable of learning

new things, to believe that he or she can succeed in school, and to follow the teacher’s

directions. In terms Modeling, the respondents are strongly agreeing that they show

their child that they when things get tough, don't give up, they want to gain as much

knowledge as possible, and they can learn new things. As to the parental involvement

in terms of Reinforcement, the respondents are strongly agreeing that they show their

child that they like it when their child is eager to learn new things and skills, tries to

learn everything there is to know, and is enthusiastic about completing his or her

homework. Finally, in terms of Instruction, the respondents are strongly agreeing that

they teach their child to ask questions when they are unsure about something. and

adhere to the teacher's instructions.

2. There was no significant difference on different indicators in which respondent’s

parental involvement does not influence their child’s performance. Even though the

study looked at the influence of parental involvement on student achievement, it's

possible that parents are more involved because their children are doing well in

school. This does not necessarily imply a cause-and-effect correlation between

parental involvement and student achievement, nor does it imply a directional

influence.

26
Conclusion

After studying and analyzing the gathered data, the researchers found out that the

role of family in the academic performances of Senior High School students Aim High

Colleges Incorporated has no significant relationship.

On the issue of the role family was concluded that the highest calculated weighted

mean, My family monitor my studies at home, My family encourage me to make my

studies seriously and My family monitor my school performance and the lowest

calculated weighted mean The school contacts my family if I’m not progress

academically, The schools informs my family regularly about my academic progress, The

school contacts my family if I experience emotional or social problem.

The results statistics confirmed that there was a very weak relationship among

variables of study therefore, researchers conclude that the academic performance of the

student has nothing to do whether it is with or without the support of the family.

Recommendations

This research was conducted to determine the role of family in the academic

performances of SHS students in AHCI. The researchers would like to address their

recommendation to the following:

1. The students shall keep on listening and obeying their parents, give much time

and value the involvement of their family in the studies.

2. The parents shall always be attached with their children, and they must be positive

thinkers that the development of their children in school may not be only depend

27
 on the quality of the school and of the teacher, rather on the extent of their role in

the lives of their children.

3. The school shall create and subscribe to an individualized mission statement

regarding their approach to fostering and maintaining the role of family in the

academic performances of their school.

4. The future researcher study can be a great help to those students who will be

interested and will be willing to establish the connection of the role of family in

the academic performances.

28
 REFERENCES

Books

Bilbao, Purita P., Ed. D., Lucido, Paz I., Ph. D.,
Iringan, Tomasa C., Ph. D., and Javier, Rodrigo
B., Ph. D., (2018). Curriculum Development.
Quezon City: Adriana Printing Co., Inc.

Calmorin, Laurentina P. and Calmorin, Melchor A.

(2019). Methods of Research and Thesis Writing.
Quezon City: Rex Printing Company Incorporated.

Doench, Meredith (2017). “How to Talk to Your Child’s

Teacher” Health and Home. Manila: Philippine
Publishing House.

Epstein, J.L. (2021). School, family, and community

partnerships: Preparing educators and improving
schools. Boulder, CO: Westview Press.

Grey, C. and Bee, H. (2019). The growing Child: An

Applied Approach. Second Edition. New York:
Addison-Wesley Longman Incorporated.

Papalia, Diane E., Olds, Sally W., Fieldman, Ruth D.

(2022). Human Development Eight Edition. 1221
Avenue of the Americas, New York, NY 10020: The
McGraw-Hill Companies, Inc.

Patrikakou, E. N., Weissberg, R.P., Redding, S., and

Walberg, H.J., (Eds.). (2005). School-Family
Partnerships: Fostering Children’s School
Success. New York: Teacher College Press.

Berthelsen D. & Walker S. (2018).Parents Involvement in their Chidren’s

Education.Australian Institute of Family Studies.Retrieved on

29
 February 09, 2015 from

http://www.aifs.gov.au/institute/pubs/from2008/fm79/bw.pdf

Web
Jesse, Dan (2009). Increasing Involvement: A key to

Student Achievement. Retrieved June 30, 2014,

From http.//www.mcrel.org/PDF/Noteworthy/

LearnersLearningSchooling/danj.asp.

Lunts, E. (2003). Parent Involvement in children’s

Education: Connecting Family and School by Using

Telecommunication Technologies. Retrieved July

08, 2014, from http://www.ncsu.edu/meridian

/win2003/involvement/3.html

30
Appendix A
Letter of Approval

31
 AIM HIGH COLLEGES INCORPORATED
Main Campus – Buluan, Ipil
Province of Zamboanga Sibugay

RICHELYN B. MEJOY
Campus Administrator
Aim High Colleges Incorporated

Dear Ma’am,
In connection with our Research Paper, we, the senior high school students of Aim High
Colleges Inc are presently working on our thesis study entitled: “THE IMPACT OF
PARENTAL SUPPORT ON THE ACADEMIC PERFORMANCE OF GRADE 12
STUDENTS OF AIM HIGH COLLEGES INCORPORATED”. With this, we would like
to ask your permission to conduct our research to gather the data needed.
In fulfilling opportunity for us as aspiring senior high school graduating students, we will
be greatly appreciating if you would give your approval regarding on this matter. Thank
you and God Bless.

Respectfully yours,
ANGEL MAE PASIGNA
FE MAGHUYOP
ANGILYN LAMONERO
MAE CAYETANO

Approved by: Noted by:

INAH RACILLE E. MORENO RICHELYN B. MEJOY
Research Adviser Campus Administrator

32
Appendix B
Letter of Validation

33
 AIM HIGH COLLEGES INCORPORATED
Main Campus – Buluan, Ipil
Province of Zamboanga Sibugay

CERTIFICATION

This is to certify that the instrument of the study entitled: “THE IMPACT OF

PARENTAL SUPPORT ON THE ACADEMIC PERFORMANCE OF GRADE 12

STUDENTS OF AIM HIGH COLLEGES INCORPORATED” with attached

questionnaire has been validated by the undersigned for use in gathering the data needed.

Approved by:

JAIYARI SIRMAN MURSHID T. GUMANDOL

HUMSS Adviser AHCI Teacher

RICHELYN B. MEJOY
Campus Administrator

34
Appendix C
Research Questionnaire

35
Name (optional): ______________________________ Date: ___________

Grade and Section: ________________

RESEARCH QUESTIONNAIRE
Dear Respondents,
The researchers invite you to participate in a research study entitled, “BACHELOR OF
TECHNICAL-VOCATIONAL TEACHER EDUCATION –FREQUENCY OF STUDENTS
WEARING PRESCRIBED UNIFORM OF AIM HIGH COLLEGES INCORPORATED S.Y
2022-2023” The researchers are currently enrolled in Aim High Colleges Incorporated. The
purpose of the research is to determine the BTVTED- FREQUENCY OF STUDENTS
WEARING PRESCRIBE UNIFORM IN AIM HIGH COLLEGES INC. Your participation in this
research project is completely voluntary. You may refuse the questions you don’twant to answer.
Rest assured that the information to be generated will be treated with the highest confidentiality and
will be used only for research purposes as intended. THANK YOU!

Respectfully yours,
Researchers
The Role of The Family as perceived by the HUMSS Students of AHCI
Numerical Value Descriptive Equivalent Rating
5 Always
4 Frequently
3 Occasional
2 Seldom
1 Never

STATEMENTS 5 4 3 2 1
1.My family monitor my studies at home
2.My family monitor my school performance
3.My family encourage me to make my studies seriously
4.My family provide me with material supports
5.My family allot time for me to do my homework
6.My family provide me with emotional support
7.My family checking-up constantly on my homework, activities and
my events in our school
8.My family monitoring the value of my learning, self-discipline, and
my homework
9.My family encouraging me in school development
10.My family expressing high realistic expectation for my
achievement

36
11.The school schedule parent-teacher meetings at convenient times
12.The school informs my family regularly about my academic
progress.
13.The school contacts my family if I’m not progress academically.
14.The school contacts my family if I achieve academic success
15.The school contacts my family if I experience emotional or social
problems

Parental Support in terms of Encouragement

Indicator 5 4 3 2 1
My Parent Encourage me…
1. When I don’t feel like doing schoolwork
2. When I have trouble organizing schoolwork.
3. To try new ways to do schoolwork when I am having a hard time.
4. to be aware of how I am doing with schoolwork
5. when I have trouble doing schoolwork.
6. to look for more information about school subjects.
7. to develop an interest in schoolwork.
8. to believe that I can do well in school.
9. to stick with problems until I solves it.
10. to believe that I can learn new things.

Parental Support in terms of Modeling

Indicator 5 4 3 2 1
My parent show that they…
1. Like to learn new things
2. Know how to solve problems.
3. Enjoy figuring things out.
4. Do not give up when things get hard
5. Ask others for help when a problem is hard to solve.
6. Can explain what we think to others.
7. Can learn new things
8. Want to learn as much as possible.
9. Like to solve problems.
10. Try different ways to solve a problem when things get
hard.

Parental Support in terms of Reinforcement

Indicator 5 4 3 2 1
My parent show that they like it when I…
1. Try to learn as much as possible
2. Have a good attitude about doing my homework.
3. keeps working on homework even when I doesn’t feel
like it.
4. asks the teacher for help.
5. explains to them what I think about school.

37
6. understands how to solve problems.
7. sticks with a problem until I solve it
8. organizes my schoolwork.
9. checks my work.
10. finds new ways to do schoolwork when I get stuck.

Parental Involvement in Terms of Instruction

Indicator 5 4 3 2 1
My parent taught me…
1. to go at my own pace while doing schoolwork.
2. to take a break from my work when I get frustrated.
3. how to get along with others in my class.
4. to follow the teacher’s directions.
5. how to find out more about the things that interest me.
6. to try the problems that help me learn the most
7. to have a good attitude about my homework.
8. to keep trying when I get stuck.
9. to stick with my homework until he or she finishes it.
10. to communicate with the teacher when I have questions.

I……………………………………… voluntarily agree to participate in this research

study.

___________________

Signature of Participant

38
Appendix D
Documentation

39
40
 Appendix E
Curriculum Vitae of the Authors

Curriculum Vitae

Personal Information

Name : Angel Mae Pasigna

Date of Birth : January 6, 2004

Place of Birth : Bato, Sara, Ilo-Ilo

41
 Present Address : Goling, Diplahan, Zamboanga Sibugay

Father's Name : Armando Cornel Pasigna

Mother's Name : Marilou E. Pasigna

Address : Goling, Diplahan, Zamboanga Sibugay

Educational Background

Senior High School : Aim High Colleges Incorporated

Present

Junior High School : Diplahan National High School

Year Graduated : 2020-2021

Elementary : Goling Elementary School

Year Graduated : 2016-2017

" With God, nothing is Impossible"

Curriculum Vitae

Personal Information

Name : Angilyn Lamorino

Date of Birth : July 23, 2004

Place of Birth : Compra, Liloy, Zamboanga Del Norte

42
 Present Address : Compra, Liloy, Zamboanga Del Norte

Father’s Name : Generoso F. Lamorino Jr.

Mother’s Name : Hiasmen M. Lamorino

Address : Compra, Liloy, Zamboanga Del Norte

Educational Background

Senior High School : Aim High Colleges Incorporated

Present

Junior High School : Compra National High School

Year Graduated : 2020-2021

Elementary : Compra Elementary School

Year Graduated : 2016-2017

"Try and try until you succeed.”

Curriculum Vitae

Personal Information

Name : Fe Maghuyop

Date of Birth : November 2, 2004

43
 Place of Birth : Lux, Gutalac, Zamboanga Del Norte

Present address : Lux, Gutalac, Zamboanga Del Norte

Father's Name : N/A

Mother's Name : Wilhelma Mahuyop

Address : Lux, Gutalac, Zamboanga Del Norte

Educational Background

Senior High School : Aim High Colleges Incorporated

Present

Junior High School : Gutalac National High School

Year Graduated : 2020-2021

Elementary : Lux Elementary School

Year Graduated : 2016-2017

"The past is your lesson, the present is your gift, the future is your motivation."

Curriculum Vitae

Personal Information

Name : Daisy Mae Cayetano

Date of Birth : May 22, 2005

Place of Birth : Calapan, Kabasalan Zamboanga Sibugay

Present Address : Purok 1 Calapan, Kabasalan, Zamboanga Sibugay

44
Father’s Name : N/A

Mother’s Name : Mary Jane Cayetano

Address : Purok 1, Calapan, Kabasalan, Zamboanga Sibugay

Educational Background

Senior High School : Aim High Colleges Incorporated

Present

Junior High School : Francisco Ramos National High School

Year Graduated : 2020-2021

Elementary : Teodulo Samane Sr. Memorial Elementary School

Year Graduated : 2016-2017

" Believe the unseen things.”

45