Republic of the Philippines

Department of Education

Region II

Division of Quirino

Maddela Comprehensive High School

Maddela, Quirino
_________________________________________________________________________________

Parental Involvement of HUMSS Students: Its Relationship to Selected Variables

Presented to:
Mrs. May Maximo
Inquiry, Investigation and Immersion (3 I’s) Teacher

Researchers:
Edmar Pascual
Jay-r Ramos – Secratery
Joreign Mark Paragas
Glenne Molina – Assistant Leader
Hazel Joice Menor
Heart Miranda
Asaser Nanglegan
Kyla Mae Nicolas
Abigail Onate
Angelica Pacle – Leader
 Chapter 1

The Problem and its Background

A. Overview or Background of the study

Parental Involvement plays pivotal role in schooling of a child and one of the most

powerful factors in a child’s education which is positively related to their academic performance.

Parental involvement is used to determine its relationship on the academic performance of students,

it is closely associated with financial, emotional and educational support by parents and other family

members at home.

Academic performance is therefore not merely based on the educational processes within

school, it depends no less on the circumstances that young live in, on the encouragement and support

teenage receive at home, the atmosphere in the peer group, and lifestyle of adolescents in different

places (Pong, et al. 2005). Many Researches have resulted that if the parents take part in their

children’s educational activities or regular basis, it enhances performance of the children (Driessen

2005).

Parental involvement in school has long been hailed as a significant and beneficial factor in

children's academic and socioemotional development on a global scale. According to Bronfenbrenner

(1987), positive reciprocal interactions between families and schools, two important socializing

spheres, positively influence a child's socioemotional and cognitive development. Parental

involvement in education has been found to positively correlate with academic achievement (Pérez

Sánchez et al., 2013; Tárraga et al., 2017), increasing children's sense of self-worth and academic

success (Garbacz et al., 2017) and school attendance and retention (Ross, 2016). Family contribution

has additionally been viewed as related with positive school connection with respect to kids (Alcalay
et al., positive school climates (Cowan et al., 2005) 2012). Research has likewise proven that projects

zeroed in on expanding parental contribution in training decidedly affect kids, families, and school

networks (Jeynes, 2012; (2014) (Catalano and Catalano).

There is also strong support from international research showing the positive influence of

parental involvement over academic achievement, as has been demonstrated in a variety of meta-

analyses across different populations and educational levels (Castro et al., 2015; Jeynes, 2016; Ma et

al., 2016). Moreover, although there is a wide range of parental involvement definitions, some more

general and others more specifics, there is a consensus among research results about the positive

influence of parental involvement over child academic achievement. For example, in the meta-

synthesis of Wilder (2014), where nine meta-analyses are analyzed, this influence was consistent

throughout the studies, regardless the different definitions and measures used.

It is common knowledge that children who have parents’ involved in their education perform

better academically. In the Philippines, nonetheless, parental contribution in training is much of the

time restricted to monetary help. Schools can assume a part in empowering parental involvement I

their children’s schooling by giving chances to guardians to be associated with the school local area

and discuss really with guardians.

Higher grades, higher test scores, and a higher graduation rate have all been linked to parental

involvement. However, parental involvement in education in the Philippines is typically limited to

financial support. In contrast to the regional average of 38% only 22% of Filipino parents are

involved in their children’s education, according to an Asian Development Bank study. Only 42% of

low-income Filipino parents pulled believed that their children’s future success depended on their

Education, according to another study. This emphasizes the needs for schools to better convey to

parents the significance of education.

 In region 2, one of the biggest secondary School at the province of Quirino is the Maddela

Comprehensive High School with a total population of 2867 from Junior High School to Senior High

School. According to the interview conducted by the researchers to the teachers, some of their

students excel in their academic performances and others don’t, and according from the interview to

the school guidance counselor, the students’ parents’ main source of income to support their children

are from Farming, working at a Government and Non-government establishment, business owner,

working abroad or OFW, and workers.

Regard to this context, the researchers decided to conduct a research about the parental

involvement and its relationship in the academic performances of students when group according to

the following variables; (a.) Sex, (b.) parents’ occupation, and the (c.) General weighted Average.

The research is conducted to the HUMSS 12, academic year 2022-2023.

B. Conceptual Framework

INPUT PROCESS

Survey Questionnaires OUTPUT

Parental Involvement
Variables; Academic Performances of
Data Gathering
Sex the students
Parents’ Occupation Data Analysis
General Weighted Average
Data Interpretation
 C. Research Questions

1. What is the profile of the participants in terms of the selected variables:

1.1 Sex

1.2 Parent’s Occupation

1.3 General Weighted Average

2. What is the level of the parental involvement of HUMSS Students?

3. Are there a significant difference in the level of Parental Involvement of HUMSS students’

when

group according to the following variables.

3.1 Sex

3.2 Parents’ Occupation

3.3 General Weighted Average

4. Is there a significant relationship between the level of Parental Involvement and the selected

variables.

4.1 Sex

4.2 Parents’ Occupation

4.3 General Weighted Average

D. Research Hypotheses

1. There is no significance difference in the level of Parental Involvement when group

according to the variables.

1.1 Sex
 1.2 Parents’ Occupation

1.3 General Weighted Average

2. There is no significant relationship between the selected variables on the level of Parental

Involvement.

E. Scope and Delimitation

The study was focused on determining the level of Parental Involvement of HUMSS students

and its’ relationship to the selected variables like sex, parents’ occupation and General

Weighted Average. The respondents were the HUMSS 12 Students of MCHS for the school

year 2022-2023.

F. Significance of the study

Parents. This research will be very important to the parents because it may help them

strategize to be more supportive and updated in their children’s schooling.

Students. This study may become useful to help them improve their academic performance

and to determine what are they lacking.

Teachers. The conclusion of this study may help the teacher to know the importance of

parental involvement on the academic performances of the students. It will give them innovation on

how they interact with their students and makes strategies to improve the performance of the

students.
 Future Researchers. This study may serve as a basis for future researchers in their own

research study.

Administrators. The findings of this study may serve as baseline data to improve programs

for school advancement.

G. Definition of terms

Parental Involvement. It refers to the support given by parents academically and financially.

Academic Performances. It refers to the General Weighted Average based on the range from

below 79 to 100.

Sex. It is whether the respondent is male or female.

Parents Occupation. It refers to the work of the parents to support their children.
 Chapter 2

Review of Related Literature

Related Literature

Foreign Studies

A study conducted by (Laura Lara, 2019), results show that there are differences in children’s

academic achievement between the parental involvement profiles, indicating children whose parents

have low involvement have lower academic achievement. The findings are in line with international

research evidence, suggesting the need to focus on this variable too in Latin American contexts.

In the research study conducted by (Naile, 2021) the results revealed that parental income

level has no impact on the level of involvement in their children’s education. However, educational

level, age, employment and marital status of the parents had greater impact on parental involvement.

The main findings of this research indicated that students with highly involved parents had better

academic performance and higher test scores in all the subjects compared to students whose parents

were not involved in their education. The findings, suggested that parents should grow more

awareness on the importance of visiting and supporting their children in school. It was also

recommended that parents should take an active role in assisting their children’s education at school

and in home since they are the first teachers of their children.

(David R. Topor, 2019) (Hara & Burke, 1998; Hill & Craft, 2003; Marcon, 1999; Stevenson

& Baker, 1987) According to the results of their research, children whose parents are more involved

in their education have higher levels of academic performance than children whose parents are less

involved. The impact of parental involvement on academic success has been noted not only by
researchers, but also by policymakers who have incorporated efforts to increase parental involvement

into broader educational policy initiatives. In addition to these findings about the importance of early

academic success, it has been discovered that a child's academic success is relatively (Liane Pena

Alampay, 2019) stable after early elementary school.

Based on the research conducted by (Cheng Yong Tan, 2019) results showed that (1) six specific

aspects of parental involvement, namely parental academic expectations, parental support for child

learning, parent-child discussion of school matters, parental participation in school governance and

events, parent and child reading together, and parental emphasis on education, were positively

associated with student achievement; (2) subtle forms of parental involvement were most strongly

associated with student achievement, followed by home- and school-based involvement; (3) parental

learning support at home, parental academic emphasis, and parent-teacher communication had

stronger association with the achievement of students whose parents were more educated; (4) parent-

teacher communication and parental academic emphasis for college-educated parents did not

additionally benefit student achievement when compared to these involvement activities for parents

with at most Grade-12 education; and (5) parental involvement was more strongly associated with

the linguistic achievement.

The results of the study conducted by (Langlais, 2021) indicated that more than double the

normal time was spent by parents in supporting their children’s learning and development during the

COVID-19 period. The factors of parental support and motivation were found the most effective

contribution in the development of children’s positive emotions and learning attainment. It was

indicated that academic performance, motivation to participate in learning, socialization, prosocial

behavior, discipline, externalizing and internalizing behaviors decreased during the COVID-19

pandemic.
Local Studies

Results show in the conducted research by (Lorenzo Roen Rumbaoa, 2022) that

socioeconomic status has no significant relationship with student academic performance, while

parental involvement has a significant relationship with student academic performance. Parental

involvement must also be given focus on student academic performance. Which furthermore

indicates that various household income would affect students’ academic performance.

A research is conducted by (Karlo May B. Portento, 2022) and based on the results, it is

revealed that: 1) motivation influences students’ academic performance, 2) self-efficacy also

influences students’ academic performance, and 3) self–efficacy is not a mediating factor between

motivation and academic performance.

Results showed in the research conducted by (Liane Pena Alampay, 2019) that poverty has

significant effects on student enrollment and completion rates, especially at the secondary or high

school level. Given socioeconomic constraints, Filipino parents employ strategies to meet their

family’s education aspirations, such as overseas migration.

A study was conducted by (Stephen Karl F. Briones, 2021)and the study states that the

students' environment has excellent effects, enhancing or weakening their academic performance.

There are various factors inside and outside school that contribute to the quality of academic

performance of students, such as, Parenting Style, Characteristics of the Students, Level of Internet

Effectiveness, Teachers Effectiveness, Lack of Motivation, and Students Career Choice are the

factors that affect students’ academic performance

 The study conducted by the group of (Leila Pinatil, 2022) yielded that in terms of parental

involvement, the students perceived that their parents are relatively involved with their schooling.

Likewise, the education students enrolled in State universities are performing very well

academically. Furthermore, the study also found a significant relationship between the level of

parental involvement and the academic performance of the student. Thus, the more the parents are

involved in the school life of their children, the better their academic performance. It is

recommended school authorities should design programs and activities that would increase parents’

involvement in their children’s school life.

 Chapter 3

Methodology

A. Research Design

In the conducted study about the Parental Involvement and the Variables, the researchers

employed the correlational and descriptive design under Quantitative Research Approach to

determine and measure the different types of variables describing frequencies, averages, correlations,

and to measure also whether how strongly variables are related to the Parental Involvement.

B. Sampling Procedure and Sample

Total Enumeration Sampling. All Grade 12 HUMSS will be taken as respondents.

Section No. of Students

HUMSS 1 39

HUMSS 2 39

HUMSS 3 42

HUMSS 4 38

HUMSS 5 40

C. Data Gathering Methods

The researchers used survey questionnaires as their data gathering methods and it was

carefully created and improved by the researchers. It underwent content validation by experts. It is

composed of two parts, the first part was made to determine the profile of their participants , their

parents’ occupation and their GWA while the second part will be used to determine the level of
parental involvement in the selected variables. This questionnaire will be given to the respondents

face to face during their vacant or free time and will be retrieved immediately. The data to be

gathered will be treated with utmost confidentiality.

D. Data Analysis

1. Frequency and percentage were utilized in determining the personal profile of the

respondents in terms of sex.

2. Mean and SDA were used to determine the level of parental involvement on the selected

variables.

Mean Ranges Scale Quantitative Description

4.50-5.00 5 Always

3.50-4.49 4 Sometimes

2.50-3.49 3 Often

1.50-2.49 2 Rarely

1.00-1.49 1 Never

3. The independent t-test will be used to determine significant differences in the levels of

parental involvement among the respondents when grouped according to sex. On the other

hand, Analysis of Variance (ANOVA) will be used to determine the significant differences in

the levels of parental involvement when grouped according to their parents’ occupation and

the General Weighted Average (GWA)

4. Correlation procedures such as Pearson-r will be utilized to examine significant relationships

between parental involvement and the selected variables.

 Chapter 4

Presentation, Analysis, and Interpretation of Data

 This chapter presents, analyzes, and interprets the data gathered from the respondents and

results are represented through table representation.

TABLE 1. PROFILE OF THE RESPONDENTS

Variables Frequency Percentage

SECTION

HUMSS 1-12 39 20%

HUMSS 2-12 39 20%

HUMSS 3-12 42 21%

HUMSS 4-12 38 19%

HUMSS 5-12 40 20%

SEX

MALE 88 44%

FEMALE 110 56%

GWA

90-100 36 18%

85-89 111 56%

80-84 49 25%

70-79 2 1%

LEGEND:

Likert-Scale Description Likert-Scale Likert-Scale Interval

 (Frequency)

Always 5 4.50 – 5.00

Often 4 3.50 – 4.49

Sometimes 3 2.50 – 3.49

Rarely 2 1.50 - 2.49

Never 1 1.00 - 1.49

Table 2.1 SEX

No. Statements Male Female

Mean QI Mean QI

1 My parents support me financially. 4.65 A 4.61 A

2 My allowance given by my parents fits my needs in school. 4.15 O 4.06 A

3 I struggle when doing projects or assignments that needs 3.44 S 3.35 S

money.
4 My parents struggle to pay for my fees in school 3.36 S 3.21 S

5 My parents do not compare me to others and do not 3.72 O 3.74 O

pressure me to do better in my studies
6 My parents appreciate my efforts in my studies 4.00 A 3.95 O

7 My parents monitor my performance in school regularly 3.35 S 3.45 S

8 My parents attend meeting regularly 3.55 O 3.61 O

9 My parents monitor my assignments 2.81 S 2.73 S

10 My parents communicate with my teachers/adviser 3.10 S 3.17 S

11 My parents show support when I am doing school 3.70 O 3.73 O

activities
12 I excel at school because of my parents’ support 3.70 O 3.65 O

13 I can provide for myself and don’t really need support from 2.64 S 2.38 R
my parents
14 I excel even my parents don’t put a lot of attention on me 3.08 S 3.03 S
 AVE 3.5178 O 3.4759 S

Table 2.2

No. Statements t df Sig. Decision

1 My parents support me financially. .337 196 .512 Accept HO
2 My allowance given by my parents fits my needs in .614 196 .752 Accept HO
school.
3 I struggle when doing projects or assignments that .642 196 .921 Accept HO
needs money.
4 My parents struggle to pay for my fees in school .984 196 .464 Accept HO
5 My parents do not compare me to others and do not -.122 196 .892 Accept HO
pressure me to do better in my studies
6 My parents appreciate my efforts in my studies .369 196 .397 Accept HO
7 My parents monitor my performance in school -.667 196 .005 Reject HO
regularly
8 My parents attend meeting regularly -.391 196 .223 Accept HO
9 My parents monitor my assignments .485 196 .014 Reject HO
10 My parents communicate with my teachers/adviser -.447 196 .600 Accept HO
11 My parents show support when I am doing school -.149 196 .570 Accept HO
activities
12 I excel at school because of my parents’ support .392 196 .709 Accept HO
13 I can provide for myself and don’t really need 1.538 196 .137 Accept HO
support from my parents
14 I excel even my parents don’t put a lot of attention .309 196 .792 Accept HO
on me
AVE .567 196 .667 Accept HO

Table 3.1 GWA

NO. Statements 70-79 80-84 85-89 90-100

 Mean QI Mean QI Mean QI Mean QI

1 My parents support me 4.50 A 4.63 A 4.56 A 4.83 A

financially.
2 My allowance given by my 4.50 A 4.24 O 4.05 O 4.03 O
parents fits my needs in school.
3 I struggle when doing projects or 3.00 S 3.51 O 3.40 S 3.25 S
assignments that needs money.
4 My parents struggle to pay for 4.00 O 3.31 S 3.31 S 3.11 S
my fees in school
5 My parents do not compare me 4.50 A 3.61 O 3.85 O 3.47 S
to others and do not pressure me
to do better in my studies
6 My parents appreciate my efforts 4.50 A 3.96 O 3.95 O 4.03 O
in my studies
7 My parents monitor my 3.00 S 3.35 S 3.41 S 3.50 O
performance in school regularly
8 My parents attend meeting 3.50 O 3.69 O 3.50 O 3.67 O
regularly
9 My parents monitor my 3.00 S 2.61 S 2.80 S 2.83 S
assignments
10 My parents communicate with 4.50 A 2.86 S 3.16 S 3.39 S
my teachers/adviser
11 My parents show support when I 4.50 A 3.51 O 3.70 O 4.00 O
am doing school activities
12 I excel at school because of my 4.50 A 3.47 S 3.65 O 3.97 O
parents’ support
13 I can provide for myself and 3.50 O 2.67 S 2.38 R 2.56 S
don’t really need support from
my parents
14 I excel even my parents don’t 4.00 O 2.84 S 2.98 S 3.50 O
put a lot of attention on me
AVE 3.9642 O 3.447 S 3.4787 S 3.581 O

. 5 3
Table 3.2 GWA

NO. Statements F Sig. Decision

1 My parents support me financially. 1.086 .356 Accept HO

2 My allowance given by my parents fits my needs .643 .589 Accept HO

in school.
3 I struggle when doing projects or assignments that .612 .608 Accept HO
needs money.
4 My parents struggle to pay for my fees in school .597 .618 Accept HO

5 My parents do not compare me to others and do 1.406 .242 Accept HO

not pressure me to do better in my studies
6 My parents appreciate my efforts in my studies .233 .874 Accept HO

7 My parents monitor my performance in school .237 .871 Accept HO

regularly
8 My parents attend meeting regularly .397 .755 Accept HO

9 My parents monitor my assignments .396 .756 Accept HO

10 My parents communicate with my 2.807 .041 Reject HO

teachers/adviser
11 My parents show support when I am doing school 1.848 .140 Accept HO
activities
12 I excel at school because of my parents’ support 2.050 .108 Accept HO

13 I can provide for myself and don’t really need 1.298 .277 Accept HO
support from my parents
14 I excel even my parents don’t put a lot of 2.925 .035 Reject HO
attention on me
AVE 1.065 .365 Accept HO
.

Table 4.1 Parents Occupation

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