CHAPTER II

REVIEW OF RELATED LITERATURE

Home-based Parental Involvement

How pupils learn and perform in class is greatly influenced by their

level of motivation. However, engaging pupils improperly and failing to

comprehend what genuinely motivates them can have the opposite effect.

As a result, it's critical to comprehend that the concept of motivation is

complicated (Silva, 2022).

Although parental involvement helps students, it can also have

undesirable connotations. There are several cases where parents become

excessively involved, constantly calling the teachers to check their

children's progress, which uses up a lot of the teacher’s time. This can

also damage the self-esteem of both the teacher and the student

(Delgado, 2019).

The education of children as well as the contribution it makes to

society depend greatly on parental engagement. A national policy and

framework are not in place in the Philippines to encourage early childhood

education, despite the fact that there exist programs and contemporary
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practices encouraging parental involvement. Statistics demonstrate that

children have poor levels of reading proficiency, studies show a gap in

parents' awareness of Parental Involvement, and the Philippine EFA

targets recommend expanding access to parental involvement programs in

all barangays. Despite the fact that several experts stress its significance

and beneficial effects, certain studies show that noted the barriers in

promoting and doing it (Bartolome et al., 2019).

According to Delgado (2019), there is also concern on the part of

the teachers about the extent to which parents should be involved.

Teacher recruitment, book selection, and curriculum development, among

others, are areas where teachers believe that parents should not be

included. To this end, schools should work with parents and teachers to

develop policies regarding parental participation and create boundaries so

that parents know the limits of their involvement.

Academic Intrinsic Motivation

Activities undertaken performed "for one's own sake" or for the

sake of an innate interest or pleasure are referred to as having intrinsic

motivation (Sebastian, 2018). Play, exploration, and curiosity-sparked

activities are a few examples of actions that are intrinsically motivated

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since they don't require outside pressure or stimuli to be enjoyable or

gratifying. The intrinsic propensity for interest, engagement, and mastery

is "fun," but it is also a significant issue for the organism. Humans may be

more used to lifelong learning because of intrinsic drive rather than

externally imposed learning and teaching requirements (Ryan & Deci,

2017).

Froiland and Worrell (2016) convergent showed that intrinsic

motivation predicts student engagement, which in turn predicts higher

grades (GPA). Consistent results were obtained even when the analysis

was restricted to African American and Hispanic students. The benefits of

intrinsic motivation are also evident in formal education. Meta-analysis by

Taylor et al. (2014) point to the important role of intrinsic motivation for

academic performance. Taylor et al. This meta-analysis was followed by

additional studies in Canadian and Swedish high school and college

students, showing that intrinsic motivation is consistently associated with

higher performance while controlling for baseline performance was shown.

Froiland and Worrell (2016) convergent showed that intrinsic motivation

predicts student engagement, which in turn predicts higher grades (GPA).

Consistent results were obtained even when the analysis was restricted to

African American and Hispanic students.

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Despite these findings indicating the importance of intrinsic

motivation, studies from several countries suggest that it tends to decline

with grade, at least in school-related activities. (e.g., Lepper, Corpus, &

Iyengar, 2005; Gillet, Vallerand & Lafreniere, 2012; Gottfried, Marcoulides,

Gottfried, Oliver & Guerlain, 2007; Scherrer & Prekel, 2019). This suggests

that schools have not created a context that supports this need to nurture

inner resources. An interpretation supported by Gnambs & Hanfstingl,

2016 suggests that a decline in intrinsic motivation it has been shown to

be associated with decreased satisfaction of psychological needs.

Challenge

The academic progress of students has generally been thought to

benefit greatly from parental participation. Regardless of their social

standing or financial resources, parents' involvement in their children's

education is strongly correlated with their academic performance,

according to Ngoun (2012). Furthermore, the presence of parental

involvement is more significant than their financial resources because

parents' resources do not always ensure their children's academic success.

Parents must therefore participate in their children's education, whatever

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little they may be able to, in order to secure the wellbeing of their

offspring in the future.

The National Science Teachers Association (NSTA) is of the opinion

that parents and other adult caregivers' participation in their children's

education is essential to fostering an interest in and capacity for science

learning in their offspring. Regardless of socioeconomic condition,

ethnicity or racial background, or the parents' own level of education,

research demonstrates that when parents take an active role, their

children learn more successfully (PTA 1999; Henderson and Mapp 2002;

Pate and Andrews 2006). Additionally, the more active parents are, the

more assured and motivated learners their kids are, and the more positive

benefits this has on their academic success (Cotton and Wikelund 2001).

Curiosity

The curiosity and motivation of a student is an internal factor

affecting the learning process in the classroom. The curiosity is the initial

asset for students in the learning process. The curiosity will encourage

students to fulfill their motivation. In order to fulfill his curiosity, the

students will go into the process of searching. The curiosity is a character

that comes from the processing of the mind (Samani, 2012).

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The curiosity makes students more sensitive in observing the

various phenomena or events around them, and will open up challenging

new worlds and attract them to learn more deeply. Sulistyowati (2012),

argues that curiosity is the attitude and action that always try to know

more deeply and wider than what is learned, seen, and heard.

In addition to curiosity, the intrinsic motivation of a student is also

an important factor in learning. Motivation is a dominant factor in

influencing the learning process. Motivation is the main factor driving

someone to do something. Therefore, motivation is a factor that

influences student to involve actively in learning. Motivation is a complex

part of human psychology and behavior that influences how individuals

choose to invest their time, how much energy they exert in any given

task, how they think and feel about the task, and how long they persist at

the task (Bakar, 2014).

Independent mastery

Mastery of learning is something that humans do instinctively, right

from birth. Mastery learning has been proven to help with mixed ability

classes, narrowing the gap between disadvantaged and advantaged

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children. It helps combat some of the problems that come with more

traditional differentiation methods instead of putting children into pockets

and categorizing them in sets, all students are given the same

opportunities to learn the same content, and offered additional support

where needed (Mario, 2022).

Self-regulated learning is defined as processes in which individuals

deliberately change their own reactions based on standards, including

thoughts, emotions, impulses, performance, and behaviors (Baumeister &

Vohs, 2016). Self-regulated learning includes cognitive, metacognitive,

motivational, affective and behavioral processes that people carry out to

achieve their learning goals systematically (Greene, 2018). It will not be

enough to define self- regulated learning as an individualized learning

style, as this learning also includes social learning forms with the help of

peers, coaches and teachers (Zimmerman & Schunk, 2011).

Self-regulated learning can be described as: “an active,

constructive process whereby learners set goals for their learning and

then attempt to monitor, regulate and control their cognition, motivation

and behavior, guided and constrained by their goals and the contextual

features in the environment” (Pintrich, 2000 cited by Tumandan, 2015).

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Relationship of Home- Based Parental involvement and Intrinsic

Motivation

Parental beliefs and perceptions have also been shown to be a

strong predictor of parental involvement. Parents' educational aspirations

and level of comfort with the school and staff have been shown to predict

levels of involvement. In addition, parents' beliefs about their

responsibilities as a parent, their ability to affect their children's education,

and their perceptions of their children's interests in school subjects have

been shown to predict their involvement at home and at school (Lareau,

2020).

According to Esperance (2019) Parents should know that their

children have right to good education. Parents should assist their children

in doing their homework. They should set within their families an

adequate environment by stimulating instructional activities and also time

related to their students to revise their lessons as they also need to be

cared for regarding their special needs. Parents should interact with

schools in order to know the progress of their children. They should

attend the meetings organized by schools including PTAs. Through

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meetings organized by schools, school authorities should educate Parents

on how better they must participate in education of educational activities

towards their academic performance.

Parents' involvement in school life was frequently related to

academic success, especially in the first levels of schooling, and parents

recognized that "the greater the presence and involvement of parents in

school the greater the percentage of success". However, parents also

assumed that there was a great decrease of involvement in secondary

school and explored some of the reasons for this; parental involvement

was quite different. Parenting also helps that the school could provide to

the families, aiming to increase parents' understanding about their

children's development and academic achievement (Costa & Faria, 2017).

Most parents assumed that their children could not be educated

merely on the school environment and that home environment would

have a lasting impact on school education (Daniel et al, 2016, Muir, T.

2012). Therefore, many parents recognize the importance of school and

home collaboration in educating their children (MacDonald and McFarland-

Piazza, 2014, Carmichael et al, 2014). Findings of research done on the

influence of parental involvement in the academic performance of the

children shows that there is a significant relationship between the parental

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involvement and the student performance of the children (Yaseen, Zaman

and Rasheed, 2017).

However, parents' active involvement is more influential with

students' performance than the other socioeconomic factors. While

parental involvement is important at every grade level, it is critical at the

secondary school stage because parents of young adolescents have a

tendency to become less actively involved in their children's reach upper

secondary stage in their education (Oates, 2017).

Moreover, the existing researches have revealed the importance of

parental involvement towards student performance. Mutodi and Ngirande

(2014) argues Three parental involvement constructs, that is, parenting,

parent-teacher communication and home and family support were found

to be positively related to performance. Studies conclude that the home

and family support is the most significant factor that determines a

learner's performance.

The parents who involve themselves in the children's education at

home, their children as a result, show good performance at school. Akbar,

Chisthi and Younes, (2017) stated that the Parental involvement is found

statistically significantly contributing towards the outcome of Student

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Performance. The study helps us to accept that there is a relationship

between parental involvement and their children's academic achievement.

Furthermore, studies carried out by Hussain, Javaid, Parveen and

Iqbal (2018) and Ambachew, Amare, and Geleta (2018) revealed that

there is a strong positive and significant relationship between parental

involvement and academic. Research studies carried out by Jaiswal and

Choudhuri (2017) suggests that when parents are actively involved in

their children's educational activities, show affection to their children,

participate in school events, democratic and responsive in nature, and

keep positive educational expectation then students' academic

performance becomes higher.

Based on Parka and Holloway (2017) studies, stated that the

effects of school-based parental involvement on academic achievement at

the child achievement in mathematics significant. Parental involvement

became more strongly related to mathematics and reading achievement

as children move through the grades. Providing information on how

schools function, how to support learning, and how to access educational

resources is another way to encourage parents to become more involved

in school based activities.

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According to the study of Bunejievac and Durisic (2017) parental

involvement as the most powerful predictor of, particularly for low

socioeconomic families, is the creation of a school environment where

parents feel welcomed and valued by educators. There are various studies

which provide empirical evidence on the positive impacts of the parental

involvement and the student performance, in developing countries as well.

In a study carried out in Ghana by the researchers Amponsah,

Milledzi, Ampofo and Gyambrah (2018) reviled that there is a significant

positive relationship between parental involvement and students'

academic performance. Their findings revelries that parental involvement

through homework, creating a learning environment for studying at home,

motivating and setting realistic and high expectations for children

enhances academic performance.

Hence, parents as the prime educators and the first agents of

socialization and exposing children to the social and academic world

should play a leading role in supporting their children's education. Thus,

for their children's educational attainment parents should set high and

realistic expectations, to motivate their children to perform well

academically. However, some of the previous studies on the relationship

between parental involvement and student performance have delivered

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mixed and weak findings. Several studies have shown that parental

involvement in children's academic education tends to decrease across

schooling, moreover parental involvement changes throughout school

(Jeynes, 2011; Costa & Faria, 2017; Wijsman et al., 2018).

While parental involvement has been found to be related to

increased academic performance, the mechanisms through which parental

involvement applies its impact on a student's academic performance are

not yet fully understood (Collins, Juma & Murundu, 2019).

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Conceptual Framework

INDEPENDENT VARIABLE DEPENDENT VARIABLE

Home- based Parental Intrinsic Motivation

Involvement of San
Felipe Elementary  Challenge
School Parents  Curiosity
 Independent
mastery

Figure 1. The schematic diagram showing the relationship between the

independent and dependent variable.

The diagram shows that the home-based parental involvement

independent variable may or may not influence the pupil’s academic

intrinsic motivation in terms of challenge, curiosity and independent

mastery (dependent variable.)

Hypothesis

Ho1. - There are no significant relationship between home-based parental

involvement and the intrinsic motivation of the pupils.