PERCEIVED PARENTAL INVOLVEMENT AND ACADEMIC MOTIVATION AMONG

SENIOR HIGH SCHOOL STUDENTS

In the Partial Fulfillment of the Requirements of the Subject

Practical Research 2

Submitted by:

Andong, Arjay
Batocael, Remon
Ello, Hans Christian
Filipinas, Jay Frenn
Maravillas, Laurence
Medija, Rey Steven

HUMSS-E

Faith Lanie Q. Lumayag, LPT, MAEd

Practical Research 2

December 2023
 CHAPTER I

THE PROBLEM AND ITS SCOPE

This chapter of the research included: the introduction, background of the study, theoretical and

conceptual frameworks, statement of the problem, hypotheses, significance of the study, the scope and

delimitation, and the operational definition of terms.

Background of the Study

Academic motivation is critical for students to excel in their studies, yet recent circumstances

have caused a decline in this area, impacting students' outcomes adversely (Chen & Lu, 2015; Trolian et

al., 2016; Roksa & Whitley, 2017). Academic motivation is defined as the students' desire or interest

with learning and their school experience (Hulleman et al., 2016). In addition, students’ academic

motivation is a crucial indicator of one’s academic performance and learning outcomes (Islam and

Chakrabarty, 2019).

In education, there are three main categories of academic motivation: extrinsic, which according

to a research published in Contemporary Educational Psychology (2021) pertains to whenever an

activity is done in order to attain some separable outcome. Instrinc, refers to doing an activity for its

inherent satisfaction rather than for some separable consequence. When intrinsically motivated, a person

is motivated to act for the fun or challenge entailed rather because of external products, pressures, or

rewards. Amotivation is a state of motivational apathy in which students harbor little or no reason to

engage in classroom learning activities, (Cheon & Reeve, 2015; Cook & Artino, 2016; Ryan & Deci,

2020;). Thus, these children show no intent of expending effort towards activities which are
uncontrollable (Brown-Wright et al., 2013). Amotivated learners remain passive in class, display fake

classroom engagement or just continue with the task without deep engagement (Cheon & Reeve, 2015),

do not follow classroom instructions and barely show any kind of adherence to it (Terrier et al., 2018).

Additionally, academic motivation is a kind of powerful force to motivate students to learn and it

is crucial in order to excel in academic activities and by nature, it is a multidimensional concept (Dhall,

2014). Academic motivation is the casual factor for behavior that is highly integrated with activities and

success of students and it includes amount of effort, efficient management of academic activities and

attempts to achieve their educational goals and levels of persistent of students (Usher and Morris, 2012).

It entails academic motivation entails their curiosity, diligence, and move towards achieving particular

goal in their academic (Kandavel and Vasudevan, 2022).

Furthermore, academic motivation is the aspiration, sweat and perseverance associated with

achievement in academics of students (Kandavel & Vasudevan, 2022). Academic motivation is

improving success of students in their academic activities and to mitigate failures in their academics and

it is significantly affecting performance of students in the class rooms (Kandavel & Vasudevan, 2022).

Hence, if students are not motivated to learn and excel, achievement gains will be difficult, if not

impossible. Higher academic motivation to learn has been linked not only to better academic

performance, but to greater conceptual understanding, satisfaction with school, self-esteem, and social

adjustment, and to lower dropout rates (Usher and Morris, 2015). In aligned with this, academic

motivation is a crucial aspect of students' achievement and performance, and can be influenced by

various factors (Rubin, 2017; Islam & Chakrabarty, 2020). Academic motivation is the result of internal

process due to internal or external factors (Usher and Morris, 2015). There are many factors that

influence students' academic motivation, one of these is parental involvement (Terrier el at., 2018).
 Parental involvement encompasses various forms of engagement in education and interaction

with schools (Jalan et al., 2022; Rubio, 2018). Parents can support their children's education by

attending school events, fulfilling school-related responsibilities, and actively contributing to their

children's academic improvement. This support may include providing encouragement, creating suitable

study environments, setting an example with desired behaviors, monitoring homework completion, and

engaging in home-based tutoring. In simpler terms, parental involvement encompasses a wide range of

activities, from assisting with homework to engaging in school-related discussions and activities. It is

widely acknowledged that when parents actively participate in their children's education, it can have a

profound impact on various aspects of their academic development, with academic motivation being a

crucial dimension. Additionally, parents play an essential function in their children's education, such as

doing homework (Frolland, 2020; Moa et al., 2018). Showing parental involvement has a crucial impact

on students' academic motivation and behavioral engagement in facing school tasks (Mahuro and Hungi,

2016).

Prior research in ltaly has revealed that students' academic motivation throughout the years has

declined. This pattern appears to be consistent among levels of education, and motivating variables have

decreased as well (Hulleman et. al, 2016; Scherrer and Preckel, 2019). On the other hand, Indonesia,

Papua, and West Papua have the lowest Human Development Index (HDI) compared to other

Indonesian provinces. Wherein teachers are required to assist pupils in improving their academic

motivation to learn .In courses of local development, developing countries' education receives

insufficient emphasis (Triyanto, 2019). Because of this, 30% of Papuan youths do not complete

elementary and secondary education, around 50% of primary kids and 73% of junior high school kids in

remote regions drop out (UNICEF, 2017). Additionally, in a study conducted by Buoy (2013) results

from independent samples t-tests indicated that those students with low parental involvement scored
significantly lower than students with high parental involvement on both intrinsic and extrinsic

motivation, and that students with high parental involvement scored significantly higher on amotivation

than those students with low parental involvement. Moreover, academic motivation plays a key role in

improving students’ learning outcomes, (Devkota & Giri, 2020). In addition, social contexts (parents or

teachers) can create negative perception about school or academics and devalue the importance of

educational tasks leading to amotivation (Shen et al., 2013), amotivation of students can lead to late

submission of activities in school (Oden, 2020). Placing little or no value on academic tasks (i.e.,

amotivation-low task value) means there exists no intrinsic or extrinsic incentive to participate which

increases amotivation and task avoidance (Vlachopoulos et al., 2013).

Furthermore, Kim (2020) conducted a meta-analysis using 15 studies showed a positive

connection between parental involvement and academic motivation. Academic socialization had the

strongest link, followed by home involvement and school involvement, which aligns with other meta-

analyses. On contrast, the study's findings conducted by Tangalin & Escat (2020) focused on the effect

of academic parental involvement on students' academic motivation. In the study, descriptive method of

research was utilized. Subjects of this study will be two sections from senior high school. Whereas, each

participant was asked to complete a questionnaire booklet that contained self-report measures of

parental involvement and self-reported academic motivation. The results demonstrated statistically

significant mean differences, F=1.040, p>0.05, an indication of a not significant effect of Academic

Parental Involvement on the observed mean differences in academic motivation of the students.

Furthermore, the effect of extracurricular parental involvement on students’ academic motivation

demonstrated statistically significant mean differences, F=.732, 1.988, and 1.025 respectively, p>0.05,

an indication of a not significant effect of extracurricular parental involvement on the observed mean

differences in academic motivation of the students.

 Zedan (2021) examined the ability of parental involvement to predict classroom climate as

perceived by pupils, as well as their academic motivation level and academic achievements. 726 pupils

were randomly sampled. Three questionnaires were employed to measure the research variables. The

findings indicate that the more learners include their parents in the school day and believe that they

support them and believe in the importance of education, and the more the parents participate in school

activities and maintain contact with teachers and become involved when a problem arises, their

children's academic motivation and achievement level will be higher. The study concluded that the more

learners include their parents in the school day and believe that they support them and believe in the

importance of education, and the more the parents participate in school activities and maintain contact

with teachers and become involved when a problem arises, their children's academic motivation and

academic achievement will be higher. Simply put, if children’s parents are more actively involved in

school and maintain connections with teachers, their children’s academic motivation and academic

achievement will be higher– it depicts a positive correlation between the variables mentioned. Even

though there are various studies such as the relationship between perceived parental involvement and

academic performance, academic achievement, and so on. Additionally, there are few to none studies

focused on the perceived parental involvement among senior high school students, specifically in a

private institution, located in Dipolog City, Zamboanga Del Norte.

The studies mentioned above are just a few of the many studies that tackle about perceived

parental involvement in relation to academic motivation. With that in mind, the purpose of this study is

to determine the association between parental involvement and academic motivation in terms of the

constructs: intrinsic, extrinsic, and amotivation, of students at a private institution in Dipolog City,

Zamboanga Del Norte. The study could potentially aid parents when it comes to influence the academic

motivation of their children, which can impact academic success or performance. This statement is
supported by (Kandavel & Vasudevan, 2022) states that, academic motivation is improving success of

students in their activities and to lessen failures in their academics and it is evidently affecting

performance of students in the class rooms (Kandavel & Vasudevan, 2022). Moreover, the findings of

this study wished to contribute to parents and teaching personnel for both variables so they can

effectively guide their children based on the level of involvement. At the same time, teaching personnel

can find ways to improve their students' academic motivation and lead them to academic success. The

institution will strengthen its teacher-parent meetings such as Parent-Teacher Association (PTA)

meetings, and other school meetings where parents are involved, and to formulate programs to

encourage parents to be more actively involved in their children’s education.

Moreover, in the context of Dipolog City, the researchers observed that there have been frequent

occurrences of truancy, absenteeism, passing activities beyond the designated deadlines, and so on

committed by students as observed by the teaching staff in the said private institution. This may

negatively affect one’s academic performance as mentioned and thoroughly discussed above. On

contrast, there are numerous studies that showed a positive correlation between perceived parental

involvement and students' academic motivation and learning outcomes. The importance of this study lies

in the fact that students, parents, aspiring researchers, and the government, specifically the Department

of Education (DepED) and the Commission on Higher Education (CHED) will all benefit from it. That

is because they could use this study as a reference to evaluate and even formulate programs on how to

improve students' academic motivation in relation to perceived parental involvement, which can then

influence the learning outcomes and achievements of students in a positive manner. Future researchers

will also benefit from this study since they will be able to use or alter crucial data for their research

themes or investigation. This research will also be a guide for parents to reevaluate their actions to
effectively be more involved in their children's academic life when it comes to parental practices, home-

based support and school-based support.

Theoretical Framework

Edward Deci and Richard Ryan’s Self-Determination Theory or SDT (1985): Self-

Determination Theory (SDT) is a psychological framework that explores different types of motivation,

focusing on the quality of motivation and how it influences behavior. SDT proposes a continuum of

motivation, which includes three primary types: instrinsic, extrinsic, and amotivation.

Intrinsic motivation, as previously mentioned, is the most self-determined and desirable form of

motivation. It occurs when individuals engage in an activity because they find it inherently satisfying

and enjoyable. Intrinsic motivation is driven by personal interest, curiosity, and the inherent value of the

task itself. When people are intrinsically motivated, they are more likely to be engaged, persistent, and

creative in their activities.

Extrinsic motivation, as categorized by SDT, involves performing an activity to attain a specific

external outcome or reward. It is driven by external factors such as rewards, praise, or avoiding

punishment. Extrinsic motivation can vary in its degree of self-determination. Individuals fully integrate

an activity with their self-concept and values. They view the activity as an essential part of who they are;

and the last category of motivation according to this theory: amotivation is at the opposite end of the

spectrum from intrinsic motivation. It represents a lack of motivation or interest in an activity; when

people are amotivated, they do not see the purpose or value in the task, and they may not have the
confidence to succeed. Amotivation can be a significant barrier to engagement and achievement

(Amante et al., 2022).

Self-Determination Theory depicts that the quality of motivation, rather than just the quantity,

plays a critical role in determining behavior and outcomes. The goal is to foster more self-determined

forms of motivation, such as intrinsic, as it is associated with greater persistence, well-being, and overall

satisfaction with one's activities. With that in mind, most of the essential concepts present in this theory

is the foundation from which the study is built upon, and it is applicable towards utilizing it to analyze

the relationship between perceived parental involvement among senior high school students’ academic

motivation in constructs such as instrinc motivation, extrinsic motivation, and amotivation. Each

construct of it represents or determines a student’s behavior especially towards his/her academics, this is

supported by studies mentioned above and will be further expounded on the second chapter.

Hoover-Dempsey and Sandler Model (2005) provides a comprehensive framework for

understanding the multifaceted nature of parental involvement. By integrating this model with the topic,

the two main categories of involvement can be correlated to shed light on how perceived parental

involvement influences students' academic motivation in the SHS setting.

The two main categories are the following according to the model mentioned above: (1) home-

based Involvement, within the SHS context, home-based involvement can be linked to parents' active

participation in their children's academic endeavors outside of the school environment. This dimension

of involvement encompasses activities such as monitoring homework completion, providing educational

resources, and engaging in discussions that promote academic growth. Perceived parental involvement

at home can significantly impact students' motivation by creating a nurturing and conducive learning

environment, fostering a sense of responsibility, and reinforcing the value of education; and (2) school-
based Involvement: The school-based involvement dimension is closely connected to parents'

engagement with the educational community and their collaboration with school personnel to support

students' academic progress. This involvement can manifest through participation in parent-teacher

conferences, involvement in school events, and active communication with educators. Perceived

parental involvement in school activities can positively influence students' academic motivation by

fostering a sense of community, demonstrating the importance of education, and reinforcing students'

sense of belonging within the educational setting.

By correlating the Hoover-Dempsey and Sandler Model's categories of involvement to the topic,

it becomes evident that perceived parental involvement, whether through home-based or school-based

activities, plays a crucial role in shaping SHS students' academic motivation. Understanding how both

dimensions of involvement contribute to students' educational experiences can aid in the development of

effective strategies that strengthen the parent-school partnership and promote students' intrinsic

motivation and academic success.

Albert Bandura's Social Cognitive Theory (1896) emphasizes that learning occurs within a

social context. In this view, people are active agents who came both influence and are influenced by

their environment. One assumption of social learning is that we learn new behaviors by observing the

behavior of others (Nickerson, 2023). It is a foundational framework for understanding how perceived

parental involvement influences the academic motivation of SHS students. This theory posits that

individuals learn through observation, imitation, and modeling of the behaviors and attitudes of those

around them. In the context of this study, SHS students are likely to observe and internalize the level of

parental involvement and parental practices in their education, which can significantly impact their

academic motivation.
 This theory is linked to the study because different parents have different levels of parental

involvement in their children's academic life which can influence their academic motivation. SHS

students observe and learn from their parents' behaviors and attitudes towards education. When parents

are actively involved in their children's learning, students are more likely to adopt a positive attitude and

strong work ethic. Students who perceive their parents as actively engaged in their education may

develop better self-regulation skills. They are more likely to set academic goals, manage their time

effectively, and persist in the face of challenges, all of which are key components of academic

motivation.

Conceptual Framework

Independent Variable Dependent Variable

Perceived Parental SHS Students’ Academic

Involvement: Motivation:

•Parental Practices •Intrinsic Motivation

•Home-Related Support •Extrinsic Motivation

•School-Related Support •Amotivation

Figure 1: The Schematic Diagram of the Study

 The conceptual framework presents the concept of the study of the relationship between

perceived parental involvement among SHS students’ academic motivation. The independent variable is

the perceived parental involvement which has three categories: (1) parental practices, (2) home-related

support and (3) school-related support. The dependent variable is the SHS students’ academic

motivation, such as extrinsic motivation, intrinsic motivation, and amotivation. With the aid of the

independent variable, the researchers can identify the SHS students’ academic motivation in each

construct of perceived parental involvement in order to assess the most influential factor among the

senior high school students to measure whether they have a significant relationship.

Statement of the Problem

The objective of this study is to determine the relationship between the perceived parental

involvement among SHS students’ academic motivation. Specifically it aimed to answer the following

questions:

1. What is the level of perceived parental involvement of senior high school students in

terms of

1.1 Parental Practices

1.2 Home-based Support; and

1.3 School-based Support?

2. What is the level of academic motivation of senior high school students in terms of

2.1 Instrinsic motivation

 2.2 Extrinsic motivation; and

2.3 Amotivation?

3. Is there a significant relationship between perceived parental involvement in between

senior high school students’ academic motivation?

Hypothesis

H0: There is no significant relationship between the senior high school students perceived parental

involvement towards their academic motivation.

Significance of the Study

This study will provide information on the academic motivation of senior high school students in

relation to their perceived parental involvement. Moreover, the results of this will be beneficial to the

following:

Students – this study will provide students with insights about how his or her parents’ involvement can

influence his or her academic motivation. Understanding this relationship can help students improve

their academic performance by recognizing the impact of parental involvement on their motivation.

With increased academic motivation can lead to greater self-esteem and overall wellbeing among

students, contributing to a positive high school experience.

Parents - this study will provide parents with insights into the importance of their involvement in their

child’s education and how it affects their motivation. A better understanding of how to support their

child’s education can strengthen the parent-child bond.

Teachers – the results of this study will serve as a basis or compass for they will be able to efficiently

and effectively adjust their teaching methods to complement the role of parents in motivating students,

thereby improving the overall learning environment.

Academic Institution – the findings of this study will serve as a guide to develop strategies to foster

parental involvement and promote academic motivation, leading to more engaged and successful

students.

Policymakers - can use study findings to shape educational policies that encourage and facilitate

parental involvement, which can have a positive impact on student motivation and achievement.

Additionally, they can use this research to address disparities in parental involvement, ultimately

working toward a more equitable education system.

Future Researchers – the results of this study can be used as a reference when they conduct their

studies relates to the topic of the present study.

Scope and Delimitations

This research will aim to provide information and insights regarding the senior high school students’

academic motivation in relation to perceived parental involvement. This study is limited to a private

institution in Dipolog City, Zamboanga del Norte. In addition, this study will examine the perceived

parental involvement delimited to the constructs: parental practices, home-based support, and school-
based support, in relation to their academic motivation delimited to constructs: intrinsic motivation,

extrinsic motivation and amotivation, of 207 senior high school students enrolled in academic year

2023-2024.

Operational Definition of Terms

For a better understanding of the terms used, the following are operationally defined:

Academic Motivation – the degree to which students exhibit a desire or enthusiasm for their academic

pursuits and goal setting related to academic achievements

Amotivation - represents the absence of motivation, where students lack a clear drive or interest in

academic activities. It can result from a feeling of helplessness or a perception that their efforts will not

lead to desirable outcomes. In the context of parental involvement, a student who feels disconnected

from their academic progress and disinterested in educational goals may display amotivation.

Extrinsic Motivation - refers to the drive to engage in academic activities or pursue educational goals

based on external factors or rewards, such as grades, praise, or tangible benefits. In this context, a

student who studies to receive a good grade because their parents expect it, is exhibiting extrinsic

motivation.

Intrinsic Motivation - pertains to the inherent desire and personal interest in academic pursuits. It

involves engaging in learning or academic tasks for the sheer enjoyment of the activity itself, rather than
for external rewards or pressures. An intrinsically motivated student is genuinely curious, finds pleasure

in learning, and may study a subject out of pure interest.

Perceived Parental Involvement – refers to the extent which students believe are actively in their

academic lives, especially their parents’ parental practices, home-related support, and school-related

support.
 CHAPTER II

REVIEW OF RELATED LITERATURE AND STUDIES

This research chapter presents the relevant literature and studies related to this study. It also

includes the gap in the research and provides a synthesis of the art to fully comprehend the research for

a better understanding of the study.

Review of Related Literature

Parenting Styles and Parenting Practices

Parenting styles encompass the general approach and emotional atmosphere parents establish in

their interactions with their kids. On the other hand, parenting practices, also termed as parenting

methods, techniques, or child-rearing practices, encompass the precise actions and behaviors parents

employ in the upbringing of their children. While parenting styles offer a comprehensive framework for
comprehending the dynamics of the parent-child relationship, parenting practices represent the specific

tactics employed to put that framework into action (Stuck, 2023).

In the field of child psychology, the prevailing categorizations for parenting styles are derived

from the research of developmental psychologist Diana Baumrind, along with the contributions of

Stanford researchers Eleanor Maccoby and John Martin. These four primary parenting styles are

permissive, authoritative, neglectful, and authoritarian.

The first type is, authoritarian parenting is marked by parents who have high expectations for

obedience, but they often lack warmth and show minimal affection towards their children (Bi, 2018).

These parents tend to be strict and unyielding, using strict control or punishment to ensure their

children's compliance and obedience. They typically do not offer explanations for their rules or

decisions and avoid engaging in discussions with their children (Stuck, 2023). The second type is,

authoritative parenting style includes high parental demand coupled with responsiveness. In other

words, a parent provides a nurturing and warm environment while setting firm limits and boundaries

(Deblevecchio et. al, 2020).

An authoritative parent-child relationship is democratic, and parents are willing to listen to their

children’s viewpoints when explaining decisions. Authoritative parenting styles encourage children’s

independence. Parents understand and are sensitive to the fact that their children will have independent

ideas and judgments. They are willing to listen to their children’s concerns and disagreements with an

open mind. Unlike authoritarian parents, they provide reasoning and guidance for decisions and

expectations (Stuck, 2023).

The third type is, permissive parenting styles practice high parental responsiveness and low

demandingness. While permissive parents are supportive and attuned to their child’s emotional needs,
they struggle to set boundaries and expectations. They may also be considered lenient, passive,

indulgent, or “lax” with rulemaking and can enable their children into adulthood. A permissive parent

typically places their child’s emotional needs and happiness above all else. As long as the child is happy,

the parent is happy. Permissive behavior can look like struggling to say “no” when a child asks for or

demands something to avoid disappointing them. Permissive parents do little to provide guidance on

how to behave socially (Stuck, 2018). And lastly, Uninvolved parenting styles include both low

demandingness and responsiveness. Indifferent, uninvolved parenting does not provide expectations or

support regarding children’s behaviors, emotions, or needs. The last type is, uninvolved parenting,

sometimes referred to as neglectful parenting, provides basic needs for the child, such as shelter,

clothing, and food. The parent does not set expectations for social or academic behaviors. A child’s

emotions, relationships, and self-esteem are not supported or validated. Unlike other types of parents,

uninvolved parents may be dismissive, uninterested in, or ignore the child outside of providing basic

needs (Stuck, 2023).

Based on the preceding paragraphs, it is evident that there several types of parenting styles

which is connected to parents’ practices as discussed earlier. With this in mind, it is safe to say that they

influence the parental involvement of parents, towards their children especially with regards to their

education which could influence the academic motivation of students in a positive, none at all, or in a

negative manner.

Home-Based Support

Van Gelder-Horgan (2016) proposed, after conducting a literature review, that parental

involvement in home-based education encompasses communication between parents and children,

which includes discussing emotions, behaviors, and showing interest in family and school assignments.
This involvement also extends to activities like reading with children and conversations about television

programs. Additionally, it involves overseeing homework completion, controlling television viewing

time, and creating a conductive learning environment (Mora and Escardibul, 2018).

More recently, An & Yang (2018) introduced a framework for parental involvement in home-

based education, encompassing areas like home supervision, home communication, and homeschool

communication, participation in school activities, educational beliefs, and educational expectations.

They identified parental participatory activities such as parent-child communication, rule-setting,

homework supervision, parenting style, and expressing educational aspirations for their children.

In 2018, Huang & An proposed five dimensions of parental involvement in home-based

education, which include parent-child interaction, rule establishment, emotional support, conflict

resolution strategies, and homework assistance. Throughout primary, middle, and secondary school,

parental involvement in home-based education has consistently shown associations with their children's

academic performance (Akbar et al., 2017; Benner et al., 2016; Cabus and Aries, 2017; Day & Dotterer,

2018; Duan, Guan, and Bu, 2018; McNeal, 2015; Morales-Castillo and Aguirre-Davila, 2018).

Review of Related Studies

Previous studies on parental involvement in home-based education have indicated that its impact

can vary depending on factors like parents' educational attainment, income, and occupation (Yotyodying

& Wild, 2016). However, it's important to note that both home-based parental involvement and

children's academic achievement have not been consistently defined or measured. While some

researchers have found consistent, positive associations between parental involvement at home and

children's educational outcomes, other quantitative studies have shown that home-based parental
involvement in education negatively or does not affect children's achievement (Alameda- Lawson and

Lawson, 2018; Wilder, 2014).

School-Based Support

Parent involvement refers to the collaboration between the parents and the school to improve

children’s education experience and academic performance. Countless studies have found that the

involvement of parents in education is vital to a child’s success in school. Parents can become involved

in school work in many ways. Parent involvement in schools can include discussions after school,

helping with homework assignments, engaging in extracurricular activities, keeping abreast of academic

progress, imparting parental values, participating in parent meetings, attending school activities, and

volunteering in the classroom (Li, 2023).

Perceived Parental Involvement

Perceived parental involvement is defined as how engaged students perceive their parents to be

in their academics (Oakes, 2020). As well as, according to Grolnk, Caruso & Levin (2022) stated that

“parents’ levels of parental involvement in their children’s schooling are related to children's academic

success.” In addition to the study, Boonk, Hieronymus, Ritzen & Brand-Gruwel (2022) concluded that

the results, consistent with previous research, parental involvement significantly predicted motivation in

VET students. Three out of five indicate were found related to academic motivation. Specifically, two

indicators, parent-child educational discussions and parental aspirations and expectations were

positively related to academic motivation. However the “reinforcement of learning at home” showed a

negative relationship with academic motivation. These findings emphasize the importance of parental

involvement in floundering students’ motivation within the VET setting. This study supports that
perceived parental involvement among students especially SHS students evidently need their parents to

be more involved in their academic lives. Furthermore, in another study with similar results conducted

by Rodriguez, Pińeiro, Gomez-Tabo, Estévez, and Valle (2017) found that perceived parental

involvement contributes to the motivation of children’s academic motivation especially in math. Direct

supervision of students’ academic work by parents may increase students’ concerns about the image and

rating of their children, but not their academic performance. In fact, math achievement depends directly

and positively o the parents’ expectations and children’s math self-efficacy and negatively on the

parents’ help in taking and performance goal orientation. Additionally, perceived parental involvement

contributes to children’s academic motivation in maths essentially conveying confidence in their

abilities and showing interest in their progress and schoolwork.

Another relevant positive effect of parental involvement was found in a study by Amponsah,

Milledzi, Ampofo, & Gyambrah (2018) that investigated the connection between parental involvement

and academic performance the education of senior high school students in the Ashanti Manpong

Municipality. The results of this study yielded a significant positive relationship between parental

involvement in education and students’ academic performance. It also suggests that parents should take

an active role in supporting their children’s education since they are the initial guides who introduce

children to the social and academic aspects of the world. This also shared similar results in a similar

study conducted by Antoine (2015).

In contrast, in a study conducted within the Phillipines located within Tagum City by Amante,

Libuangan, Varquez, Maureal, Torres & Masepequina (2022) concluded that parental involvement was

sometimes evident among parents of students. In the same way, the academic motivation of senior high

school students has proven to have a significant but low-to-negative relationship. This means, that when
parents show high involvement in students’ academic learning, this results in students having less

academic motivation, this also happens vice versa. It is recommended that parents and students should

talk about their preferences regarding how parental involvement is enforced to have better academic

motivation. Teachers should also communicate with their student’s parents to infirm them of their

child’s performance regarding their participation in learning.

There are numerous related studies and literature that concluded that perceived parental

involvement and students’ academic motivation has a positive correlation, it can also yield positive

academic achievement of students. However, there are also some studies and literature that perceived

parental involvement and students’ academic motivation has zero correlation or negative correlation to

students’ academic motivation.

Academic Motivation

Motivation allows learners to participate in learning activities and maintain their learning status

(Neaghel, 2012). Academic motivation is a student’s desire (as reflected in his or her approach,

persistence, and level of interest) regarding academic subjects when the student’s compete is judged

against a standard of performance or excellence (McGrew, 2020). Academic motivation, a crucial

aspect of students’ performance, can influenced by various factors. It encompasses a student’s eagerness,

determination, standards, and dedication when it comes to their school work (Rubin, 2017).

Moreover, it connects to generation of achievement, goal setting, and self-efficacy (Iglesia &

Liporace, 2012). During the recent decades, motivation has been an always a researched term in the

field of educational psychology. There are a number of articles that pointed out that academic

motivation does not seem to be a valid predictor of grade point average (GPA) (Carroll 2016).
 Regardless of that, there are still notable benefits of academic motivation because it is helpful

with numerous learning outcomes directly relating to academic achievement (Chow & Yong, 2013),

alongside positive self-concept (Seaton et. al, 2014). On the other hand, there are noteworthy

consequences that stem from motivation, such as academic performance, intention to drop out, and

absenteeism (Zhang B, et al, 2016). Of the three kinds of motivation (intrinsic motivation, extrinsic

motivation, and motivation), intrinsic motivation is considered more significant in education.

This factor can produce a greater change in relation to promoting efficient learning and

creativity. There are subtypes of intrinsic motivation, to know, toward, accomplishments and to

experience stimulation. Intrinsic motivation leads people to perform activities with internal emotions

Kişoğlu (2018). For instance, people will feel a sense of joy, curiosity, happiness, interest, or other

internal emotions. In contrast, extrinsic motivation makes people keep the result in mind, regardless of

the outcome is. The result can either be a positive award, or it can also be s negative penalty Ommering

(2018). With that in mind, of the student does not display academic behavior voluntarily and there is no

reason why the behavior should be displayed, then it is considered that the students feels amotivated.

Different results correspond to each type of academic motivation; thus, motivation can predict students’

academic achievements and learning performance, participation and learning attitude, and the ability to

stick to a learning goal (Utvaer and Haugan, 2016).

Moreover, there are numerous studies that tackle about the academic motivation of students and

some of its subtypes that are influenced by perceived parental involvement. In a study conducted by

Aggarwal & Smith (2023), it was confirmed that numerous factors contribute to students' intrinsic

motivation. Expanding upon previous research, the study aimed to explore the connections between

students' perceived parental involvement and their intrinsic motivation, as well as the links between
perceived socioeconomic status and intrinsic motivation. The research employed a mixed methods

approach to examine: a) the connection between how students perceive parental involvement and their

intrinsic motivation, b) the relationship between perceived socioeconomic status and students' intrinsic

motivation, and c) the relationship between how students perceive parental involvement and their

perceived socioeconomic status. The study involved middle school students from a diverse urban school

district who completed Likert scale surveys. These surveys included questions regarding the students'

perspectives on parental involvement and socioeconomic status in relation to their own intrinsic

motivation. Additionally, students were provided with open-ended questions to gather insights into their

perceptions of academic intrinsic motivation. The study's findings indicated a modest association

between having parental or guardian involvement and students' intrinsic motivation in their coursework.

However, no significant relationship was observed between perceived socioeconomic status and

students' academic intrinsic motivation.

In a separate investigation carried out by Elahi, Mushtaq & Akhtar (2022), the primary aim of

the study was to examine the impact of parental involvement on student academic motivation. This

research employed a quantitative research approach, where a survey conducted via a questionnaire was

employed, utilizing a reliable and valid instrument designed for assessing parental involvement. The

questionnaire encompassed various aspects of parental involvement, including parental belief, family

environment, parental skills and knowledge, socioeconomic status of parents, parental attitude, parental

level of education, family motivation, and parent's perceptions of general invitations for involvement

from the school. To select schools for the study, a simple random sampling technique was applied within

the Sialkot district. High school students were chosen as the study's participants. The collected data was

subsequently analyzed using SPSS version 20, and factor analysis techniques were used to interpret the

data. The findings of this study revealed that a high level of parental involvement in their children's
education correlates with a heightened level of academic motivation among students at the secondary

school level.

In a study conducted in the Philippines, lack of motivation or amotivation results in several

problems such as being tired and becoming sleepy at school. This is because some of their teachers do

not know how to deliver topics that they need to learn and thus making them sleepy. If they are being

sleepy at school this leads to the teacher scolding them and continues there is a high chance that they

will lose interest in going to school (Salanga & Bernardo, 2016). As such, children with no guidance and

support from their parents continue to wander the streets of Tagum City and have less motivation to go

to school. According to Tagum City Government (2017) 381 children were rescued wandering the

streets of Tagum from July to December 2016, with more than half of them being out-of-school youths.

Some of these children have violated curfews, stolen goods or money, caused public disturbances, and

snuffed vulcaseal. As per the CSWD office, dysfunctional families led to these dysfunctional families

would not guide the children in their lives or encourage them to enroll in education.

To justify the purpose of this research paper which is to determine relationship between perceived

parental involvement and academic motivation among senior high school students, the results or

findings of this study could be a guide for parents, students, and teachers alike to improve academic

motivation, and the parental involvement of parents especially in their parental practices, home-based

support, and school-based support.

Gap

The studies mentioned above highlight the diverse implications of perceived parental

involvement on students' academic motivation, encompassing intrinsic motivation, extrinsic motivation,

and amotivation. While there is a substantial body of research and scholarly works that have delved into

the relationship between parental involvement and academic motivation using various participant groups

alongside studies that tackle about parental involvement with other factors such as academic

achievement, perceived socioeconomic status, and other factors. However, there is a noticeable gap in

the literature when it comes to primarily investigating the perceived parental involvement and academic

motivation among senior high school students in Grades 11 and 12, specifically within the local context

of Dipolog City, Zamboanga Del Norte, at a certain private institution. This study aims to address this

gap by seeking to establish a direct correlation between perceived parental involvement and academic

motivation in this unique context. The anticipated outcomes of this research endeavor are expected to

provide valuable insights for both parents and educators. These insights will contribute to an enhanced

understanding of how parental involvement influences students and will aid in the formulation of

effective strategies to boost students' academic motivation, subsequently leading to improvements in

their academic achievements. This research holds the potential to benefit the academic landscape within

the locality and beyond, shedding light on the significance of perceived parental involvement in shaping

students' academic motivation and achievement.

Synthesis

In summary, the synthesis of existing literature and studies underscores the critical and intricate

relationship between perceived parental involvement and students' academic motivation on their

educational paths. It is abundantly evident that parental involvement plays a pivotal role in shaping

students' motivation and, by extension, their academic achievement. However, this connection is far

from uniform; rather, it is influenced by a complex interplay of factors and is notably sensitive to the

context in which it operates. Parental involvement takes on various forms, from home-based support,

school-based support, parental practices and so on.

 The literature consistently reveals that, in most instances, these forms of involvement exert a

positive influence on students' academic motivation, propelling them toward academic excellence.

Nevertheless, it is crucial to acknowledge that not all types of parental involvement yield identical

outcomes. Some may, in fact, exhibit a negative relationship with academic motivation. Such nuances

emphasize the necessity for a more nuanced comprehension of the impact of perceived parental

involvement on students' academic motivation. Moreover, the literature indicates that students' academic

motivation is not a homogeneous construct but rather composed of intrinsic motivation, extrinsic

motivation, and amotivation. These diverse motivational aspects have unique implications for students'

engagement with their coursework. Intrinsic motivation, rooted in internal factors like curiosity and

interest, is considered a driving force for effective learning. Extrinsic motivation, tied to external

rewards or penalties, may not always lead to voluntary academic engagement. Meanwhile, amotivation

signals a lack of intrinsic or extrinsic motivation, indicating disinterest or indifference.

Amidst these complexities, it becomes evident that parental involvement can impact each

aspect of academic motivation differently. The nature of this influence is context-dependent and should

be scrutinized with particular attention to the senior high school (SHS) context, where students stand on

the brink of higher education and career choices. The research gap identified within the context of

Dipolog City, Zamboanga Del Norte, in a particular private institution, presents a unique opportunity for

exploration. It offers the potential to delve into the specific dynamics of how parental involvement

affects academic motivation among SHS students. This endeavor holds the promise of yielding insights

that can be invaluable for parents and educators alike. By understanding the intricate relationship

between parental involvement and academic motivation in this context, it becomes possible to formulate

strategies that can enhance students' academic motivation and improve their academic success. While

the existing body of literature provides compelling arguments in favor of the positive correlation
between perceived parental involvement and academic motivation, this localized study aspires to

contribute its distinct perspective. It is aware of the potential variations that may arise due to contextual

differences and is poised to shed light on the nuances that characterize the relationship in the unique

setting of Dipolog City, Zamboanga Del Norte. In essence, this research synthesis serves as a foundation

for the study, emphasizing the importance of investigating the relationship between perceived parental

involvement and academic motivation in the senior high school context. Through this localized

exploration, the researchers also seek practical insights that can ultimately enhance the educational

journey of SHS students in Dipolog City and, by extension, beyond its borders.

CHAPTER III

METHODOLOGY

This chapter describes and discusses the necessary data and information that will be gathered for

the entire study. It specifies respondents and the research’s focus. This also depicts the data collection
procedure and the instruments that will be used, the research design, and the research locale where the

study will be conducted.

Research Design

A descriptive correlational research design will be employed in the study in gathering

information on the relationship between the perceived parental involvement among SHS students’

academic motivation. The researchers will utilize this quantitative research design because according to

Bhandari (2023), it investigates relationships between variables without the researcher controlling or

manipulating any of them, as well as it can provide insights into complex real-world relationships,

helping researchers develop theories and make predictions.

Respondents of the Study

This study’s respondents are senior high school students in the academic year 2023-2024 at

school private institution of the city located in Dipolog City, Zamboanga Del Norte. Using Slovin’s

formula, the study sample size will be 207 senior high school students. These 207 samples will be

divided by the total number of sections among the senior high school students. In determining the

respondents, stratified Random sampling will be used accordingly.

 Number of Students Sample
Population
per Section (N)
12
ABM/TVL A
26
15
HUMMS A
34
17
HUMSS B
36
15
STEM A
34
9
STEM A-1
21
15
STEM B
35
10
ABM C
23
22
HUMSS D
43
13
HUMSS E
30
19
STEM D
39
20
STEM E
40
16
STEM F
38
14
STEM G
32
207
TOTAL
430

Table 1. Stratified Random Sampling Distribution Table

To support the purpose of this study which is to find the relationship between perceived parental

involvement among SHS students' academic motivation, according to a developmental psychologist Erik

Erikson known for his theory on psychosocial development (1963). According to him, during

adolescence, individuals experience what he called identity versus confusion. This stage, known as the

fifth stage of psychosocial development, occurs during the period of adolescence, roughly from the age

of 12 to 18 years. Erikson proposed that during this stage, adolescents grapple with the task of forming a
coherent sense of self and developing a strong and stable identity. They face the challenge of exploring

different roles and possibilities while striving to establish a clear understanding of who they are, what

they stand for, and what their values and beliefs are. If adolescents fail to successfully navigate this

stage, they may struggle with identity confusion, leading to feelings of uncertainty, confusion, and a lack

of direction in life. In Erikson's view, successfully resolving the identity crisis results in the development

of a strong sense of identity, forms the foundation for healthy psychosocial development in later stages

of life. This sense of identity enables individuals to make meaningful life choices, form lasting

relationships, and contribute to society in a purposeful manner (McLeod, 2023). Hence, as stated by

Zhao & Gao (2021) parents hold a significant role in the development of their teenagers, especially

during their adolescence. With this in mind, as stated by Llego (2022) parental involvement is essential

for the success of any education system. It has been shown to improve student achievement, reduce

truancy and dropout rates, and improve the quality of education.

Moreover, the researchers will choose the senior high school students as respondents of this

study, because according to enrollment data presented by the Department of Education or DepEd cited

that information systems analyst during the Senate hearing, for the current school year 2022-2023, at

least 68% or around four million out of six million of Filipinos aged 16 to 18 years old are enrolled in

senior high school. It is evident that the majority of Filipino SHS students are aged 16 to 18 for

academic year 2022-2023 (Chi, 2023); which is still under the range of Erik Erikson's concept of

“identity versus confusion.”

Research Instrument

The following research instruments will be utilized in the gathering of data and information in

the study:

1)Academic Motivation Scale (1992). It is a 28-item survey with 3 main constructs that was

utilized and modified by Bouy (2013) that was adapted from Vallerand et al., 1992. The Academic

Motivation Scale (AMS, AMS-C-28; Vallerand et al., 1992) is a 28-item, Likert-scaled measure of

motivation toward education. The survey is based on the concepts of self-determination theory and is

composed of 28 items subdivided into seven subscales assessing three types of intrinsic motivation,

three types of extrinsic motivation, and amotivation. This survey will determine the level of academic

motivation of senior high school students in terms of: instrinc motivation, extrinsic motivation, and

amotivation. It is answerable using a 5-point Likert scale; 5-Strongly Agree, 4-Agree, 3-Neutral, 2-

Disagree, and 1-Strongly Disagree. The researchers shall seek permission from the authors to adapt and

modify the instrument they have used in their study.

The table below depicts the statistical tool on the perceived parental involvement of SHS

students. The respondents will be instructed to choose from the choices as follows:
Raw Score Mean Rating Verbal Interpretation

5 Strongly Agree Always

4 Agree Frequent

3 Neutral Sometimes
 2 Disagree Rarely

2) Parental Support Questionnaire (2013). It is a 30-item survey with 3 constructs. It was

created by Pascual (2013). It is answerable using a 5-point Likert scale; 5-Often, 4-Always, 3-

Sometimes, 2-Rarely, and 1-Never. This survey will measure the level of parental involvement of senior

high school students in the constructs: parental practices, home-related support, and school-related

support. The information that can be gathered from this survey can serve a crucial purpose for goal of

this research paper. The researchers shall seek permission from the authors to adapt and modify the

instrument they have used in their study.

The table below depicts the statistical tool on the perceived parental involvement of SHS

students. The respondents will be instructed to choose from the choices as follows:

Raw Score Mean Rating Verbal Interpretation

5 Strongly Agree Always

4 Agree Frequent

3 Neutral Sometimes
 2 Disagree

Data Collection Procedure

The following steps will be used as the general steps and procedures in conducting the study:

these steps will serve as a guide for the researchers to conduct this study properly:

Step 1: Write the SHS principal, informing the office of the approved title and methodology of the

study. The letter informs him or her officially of the conduct of the study. Moreover, he or she will be

asked for the permission to obtain or access the SHS student data bank. Utmost respect and

confidentiality for privacy will be strictly observed.

Step 2: Following the collection of the entire population, the researchers utilize an online tool with a 5%

margin of error to collect a sample of the total population, and then use the Stratified Random Sampling

Method.

Step 3: The researchers will then write again to the SHS principal, informing the office that the research

was approved by the SHS research coordinator and the research director. Upon acceptance, the student

researchers will now proceed with the data collection.

Step 4: After the data collection, the researchers will then write a letter to the SHD Principal informing

him or her of the survey and or the experiment.

Step 5: The researchers will send a survey to the respondents in the form of paper copy questionnaires.

Step 6: The questionnaire will be then collected once all of the respondents have responded.

Step 7: The researchers will present and examine the information gathered, which includes the perceived

parental involvement of the SHS and the level of academic motivation.

Ethical Consideration

Research ethics refers to allowed and unacceptable behavior in research, and ethical

considerations are crucial when conducting human participant research. In a study that will be

conducted in Dipolog City, the researchers will obtain permission and written approval from the relevant

authorities and guardians, will give informed consent and certificates to the participants, and will

provide translations of questionnaires and letters in the local language. The participants will be given the

option to withdraw from the study and their identities will be utmost kept confidential. The study will

not falsify or manipulate data, and all discussions regarding the research were honest and open. Overall,

it is crucial to adhere to the ethical considerations when conducting research, especially when dealing

with sensitive topics and human participants.

Data Analysis Procedure

This research study will used descriptive statistics in order to interpret and analyze the gathered

data. To answer the questions presented under the statement of the problem, five statistical tools will be

used.

Statement of the Problem No.1 and 2

Frequency, mean, median, percentage of the respective levels (such as academic motivation and

parental involvement) will be used to interpret the data to determine the percentage of students who

answered the questionnaire from those specific sections.

Statement of the Problem No. 3

One-way ANOVA and a Two-Sample T-Test will be used to measure whether there is a

significant difference between the two variables.

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Appendices
 APPENDIX A. LETTER TO THE REGISTRAR

ANDRES BONIFACIO COLLEGE

College Park,Dipolog City

Telephone Number: (065)212-8049
Email Address: highschool@abcollege.edu.ph

SENIOR HIGH SCHOOL DEPARTMENT

January 16, 2023

Registrar’s Office
Andres Bonifacio College
College Park, Dipolog City

Sir/Ma’am,

Greetings!

We, the researchers from Grade 12- HUMSS E will be conducting a study entitled Perceived Parental
Involvement and Academic Motivation Among Senior High School Students as a requirement for
the applied subject, Job Inquiries, Investigations, and Immersion. This study will determine the
relationship perceived parental involvement among academic motivation of senior high school students.

In conjunction with this, we would to ask for your permission from your office of the registrar for the
total population of senior high school students of Academic Year 2023-2024. Rest assured that
information and data that will be gathered throughout the data collection process will be kept with
utmost confidentially and will be utilized solely for the purpose of the said study.

Your affirmative response to this request is highly appreciated.

Thank you and Godspeed

Respectfully yours,

REY STEVEN G. MEDIJA

Research Leader

Noted by:

FAITH LANIE Q.LUMAYAG, LPT, MAEd

Research Adviser

APPENDIX B. LETTER TO THE PRINCIPAL

ANDRES BONIFACIO COLLEGE

College Park,Dipolog City

Telephone Number: (065)212-8049

Email Address: highschool@abcollege.edu.ph

SENIOR HIGH SCHOOL DEPARTMENT

January 16, 2023

ANGIE V. ATENTA, MAEM

Principal, Senior High School
This College

Madam,

Greetings!

We, the researchers from Grade 12- HUMSS E will be conducting a study entitled Perceived Parental
Involvement and Academic Motivation Among Senior High School Students as a requirement for
the applied subject, Job Inquiries, Investigations, and Immersion. This study will determine the
relationship perceived parental involvement among academic motivation of senior high school students.

We would to ask for your permission from your office to conduct a survey on at least 207 sample size of
the 430 total populaton of the senior high school students of Academic Year 2023-2024. Rest assured
that information and data that will be gathered throughout the data collection process will be kept with
utmost confidentially and will be utilized solely for the purpose of the said study.

Your affirmative response to this request is highly appreciated.

Thank you and Godspeed

Respectfully yours,

REY STEVEN G. MEDIJA

Research Leader

Noted by:
FAITH LANIE Q.LUMAYAG, LPT, MAEd

Research Adviser

APPENDIX C. INFORMED CONSENT

ANDRES BONIFACIO COLLEGE

College Park,Dipolog City

Telephone Number: (065)212-8049
Email Address: highschool@abcollege.edu.ph

SENIOR HIGH SCHOOL DEPARTMENT

INFORMED CONSENT

Student Researchers:

Andong, Arjay
Batocael, Remon
Ello, Hans Christian
Filipinas, Jay Frenn
Maravillas, Laurence
Medija, Rey Steven

Research Title: PERCEIVED PARENTAL INVOLVEMENT AND ACADEMIC MOTIVATION

AMONG SENIOR HIGH SCHOOL STUDENTS

The Informed Consent has two parts:

• Information sheet (gives the details about the study).

• Certificate of Voluntary Consent (this is where you sign if you agree to participate in this study).

PART 1. INFORMATION SHEET

Introduction Good day! We are the student researchers from
the senior high school department of Andres
Bonifacio College. We are students under the
HUMSS strand and we are to conduct the
research with senior high school students as its
respondent. In line with this, we are respectfully
seeking your voluntary participation, being
qualified to give your informed consent to take
part in this study. Before you decide whether to
participate or not in this study, please read the
succeeding information about the study and feel
free to ask questions anytime should there be
anything you do not understand or want to clarify.
If you agree to answer the survey, you will be
asked to affix your name and signature on this
form for which you will be given a copy.

Purpose The purpose of this study is to gather information

and determine the level of of perceived parental
involvement and academic motivation among
senior high school students. Then, using the data
that will be gathered, the research will distinguish
the correlation between perceived parental
involvement and academic motivation among
senior high school students.

Type of Research Intervention This study will be conducted through surveys.

The gathering of data will be done in person.

Selection of Participants This study will utilize the sample size of 207 out
of the 430 total population of senior high school
students of Academic Year 2023-2024.

Voluntary Participation Your participation has to be voluntary and will

not affect your situation or status in any way,
including your relationship with the researcher.
You are free to decide if you take part or not. If
you decide to participate, you are free not to
answer any questions that you prefer to answer.

Procedure The participants will be given ample time to

answer the questionnaire. The information and
data provided by you as a participant will be
utilized for this study alone and will be treated
with utmost confidentiality.
Duration The gathering of data through questionnaire will

Risks and Discomforts
Benefits
Reimbursements
Confidentiality of Data
Sharing of Findings
Rights to Withdraw or Refuse
Who to Contact?
last for 20-25 minutes
The respondents will be protected from physical,
emotional, psychological, economical, or social
risks, or any kind of risk. In case the items in the
survey instrument are too personal and make you
feel uncomfortable, you may decline to answer
any or all questions and may terminate your
involvement at any time you choose. There is a
zero possibility of experiencing any kind of
risk/harm regarding this survey. Your
participation in this study will not affect your
class status, other classmates, and the institution
itself because the data that will be extracted will
be kept with utmost confidentiality.
This study will enable you to provide an
understanding of the correlation between
perceived parental involvement and academic
motivation among senior high school students.
There will be no monetary expenses or costs on
your role as a respondent, nor any monetary
compensation for your participation in this study.
Only the researchers will have access to the
information and response of the participants. The
personal identifying information of the
participants will be utilized solely for research
analysis and will be treated and kept with utmost
confidentiality.
The results of this study will be presented during
the final defense of the researchers. Also, the
research findings may be shared through
publications with assurance that the identities of
the respondents will remain confidential.
You are free to withdraw or terminate
participation at any stage of the study, without the
need to give any reason. You will not be affected
in a negative manner in cases of termination or
withdrawal from the study.
Should you have any queries/questions, you and
your parent/guardian can contact the researcher
through the following information mentioned
below:
Name of the researcher leader: Rey Steven G.
 Medija

Contact no.: 09271920838

E-mail Address: rstevenmedija06@gmail.com

VOLUNTARY CONSENT BY RESPONDENTS

By signing this consent form, you are agreeing that you read and fully understood the contents of this
document and are willing to take part in this study. By signing this form, you are agreeing that you
belong in the sample size that will be apart of this study and therefore, agreeing to participate in the
study.

Signature over printed name: __________________________________________________________

Date: ____________________
 APPENDIX D. THE QUESTIONNAIRE

THE SURVEY QUESTIONNAIRE

PERCEIVED PARENTAL INVOLVEMENT AND ACADEMIC MOTIVATIONS AMONG

SENIOR HIGH SCHOOL STUDENTS

Part 1

Name (Optional):

Sex:

Year Level:

Strand:

Part 2. Level of Academic Motivation

Directions: the following items ask about your level of academic motivaton. Remember there are no

right or wrong answers, just answer as accurately as possible. Please read the statements below carefully

and tick the appropriate choices that reflect your motivation towards academics.

Be guided by the following scale:

5-Strongly Agree (SA); 4-Agree (A); 3-Neutral (N); 2-Disagree (D); 1-Strobgly Disagree (SD)

Statements Responses

Academic Motivation 5 4 3 2 1

(SA) (A) (N) (D) (SD)

1.because with only a high-school degree I would not find a high-paying
job later on.

2.because I experience pleasure and satisfaction while learning new

things

3. because I think that a college education will help me better prepare for
the career I have chosen

4. for the intense feelings I experience when I am communicating my

own ideas to others

5. honestly, I don't know; I really feel that I am wasting my time in

school

6. for the pleasure I experience while surpassing myself in my studies

7. to prove to myself that I am capable of completing my college degree

8. in order to obtain a more prestigious job later on

9. for the pleasure I experience when I discover new things never seen
before

10. because eventually it will enable me to enter the job market in a field
that I like

11. for the pleasure that I experience when I read new things

12. I once had good reasons for going to college; however, now I wonder
whether I should continue
13. for the pleasure that I experience while I am surpassing myself in one
of my personal accomplishments
14. because of the fact that when I succeed in college I feel important

15.because I want to have "the good life" later on

16.for the pleasure that I experience in broadening my knowledge about

subjects which appeal to me

17.because this will help me make a better choice regarding my career

orientation

18. for the pleasure that I experience when I feel completely absorbed by

what certain authors have written

19.I can't see why I go to college and frankly, I couldn't care less

20. for the satisfaction I feel when I am in the process of accomplishing

difficult academic activities

21.to show myself that I am an intelligent person

22. in order to have a better salary later on

23. because my studies allow me to continue to learn about many things

that interest me

24.because I believe that a few additional years of education will improve

my competence as a worker
25. for the "high" feeling that I experience while reading about various

interesting subjects

26.I don't know; I can't understand what I am doing in school

27. because college allows me to experience a personal satisfaction in my

quest for excellence in my studies

28. because I want to show myself that I can succeed in my studies

Source: Buoy, Margaret M., "The Influence of Parental Involvement on Academic

Motivation and Achievement in College Students" (2013). Undergraduate Honors
Theses. 76. https://thekeep.eiu.edu/honors_theses/76/

Part 2. Level of Perceived Parental Involvement

Directions: the following items ask about your level of academic motivaton. Remember there are no

right or wrong answers, just answer as accurately as possible. Please read the statements below carefully

and tick the appropriate choices that reflect your motivation towards academics.

Be guided by the following scale:

5-Strongly Agree (SA); 4-Agree (A); 3-Neutral (N); 2-Disagree (D); 1-Strobgly Disagree (SD)
 Statements Responses

5 4 3 2 1

(SA (A) (N) (D) (SD)

Parental Practices

1. As I was growing up, once family policy had been established,

my Parent discussed the reasoning behind the policy with the
children in the family.

2. My Parent has always encouraged verbal give-and-take

whenever I have felt that family rules and restrictions were un
reasonable.

3. As I was growing up I knew what my Parent expected of me in

my family, but I also felt free to discuss those expectations with
my Parent when I felt that they were unreasonable .

4. As the children in my family were growing up, my Parent

consistently growing up and she expected me to follow her
direction, but she was always willing to listen to my concerns and
to discuss that direction.

5. My parents gave me direction for my behavior and activities as

I was growing up and she expected me to follow her direction,
but she was always willing to listen to my concerns and to
discuss that direction.

6. When I started school, they choose the profession for me.

7. My parents always choose what I’ll do in school .

8. As I was growing up, my parents dictate what I’like going to

do.

9. My parents always expect higher in my school performance.

10. My parents shows effort in attending school events, meeting

and discussion.

Home-Related Support

1. Our financial stability affects my involvement in school

activities.

2. My parents do not oblige me to perform household chores

during study period.

3. My parents keep a place at home to make various reading

materials like newspaper available.

4. My parents always give me enough time to study the past

lessons.

5. My parent guide and monitor my accomplishment of

assignment or homework.

6. My parents ensure that I have enough materials for school

projects or activities.

7. My parents inspire me to exert more effort in studies.

8. My parents provide my daily allowance for school expenses.

 9. My parents praise me when I get high grades.

10. My parents look for ways for the continuity of financial and
material support for my education.

School-Related Support

1. My parents offer to help in certain school activities such as

feeding program, brigade eskwela and parade.

2. My parent always ready every time there is a need to

contribute funds for school projects or activities.

3. My parents actively attend in every PTA meeting.

4. My parents communicate to my teacher on how to be involved

in my education.

5. My parents ensure that they will continue to participate and

perform in the tasks given by the school.

6. My parents are aware in the programs and organization done

on my school.

7. My parents pay the school requirement (such as miscellaneous

fee) on time.

8. My parents are the one who get my report card

9. My parents inquire about my performance in the classroom

10. My parent gives full support to me whenever I join a contest

Source: Pascual, J. (2018, January 07). The Parental Involvement in the Academic Performance

of the General Academic Strand of Polytechnic University of the Philippines Senior High School