Presented to the Senior High School Department

Second Philippine International School

Academic Year 2021-2022

Maximizing Parental Involvement in Monitoring Students’ Performance in

School During Online Learning

Submitted by:

Nelmida, James Gabriel C.

Concepcion, Ryan O.

Baretto, Jokified E.

Tarrayo, Omar A.

Grade 12 - Garnet

Submitted to:
Mrs. Roschelle Ryan Druja
 Abstract

Parental involvement is defined as a multidimensional construct composed of parental

support giving, parent-student contact, and parental academic engagement (Lowe & Dotterer,

2017). Parental involvement in their child's education is viewed as a component of the parents'

duties, they perceive that they have the personal efficacy in assisting their children's academic

success. The main objective of the study is to determine what are the barriers to parental

involvement. To be able to maximize parental involvement during online learning, the

researchers also conducted the study to identify the best way that parents do to remain involved

in their children’s academic performance during Online learning. Also, the study aims to identify

if there is a decrease in parental involvement from elementary level to high school level. Using a

descriptive type of action research, the data was collected by providing survey questionnaires

concerning the research topic. Most elementary and high school respondents had their academic

performance monitored by their parents. The researchers were able to find in the collected data

that 45% of the elementary respondents prefer their parents to be involved and that they cannot

perform well in their academics without their parent's involvement, while 41.7% of high school

respondents prefer to study independently and did not want their parents’ involvement. The

research concluded that the main barriers to parental involvement were time poverty and parents’

mindset that their children should learn to be independent. The most sensible solutions are by

providing them with learning materials, and encouraging them to do better at school since

students think that they are able to perform well when their parents motivate them to do better in

school during Online learning. The researchers were also able to conclude that parental

involvement does not decrease during elementary and high school level.

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 Acknowledgement

First and foremost, the researchers are thankful for The Almighty God for His protection

and enlightenment throughout this tough process in conducting the study.

The researchers would like to express our sincerest gratitude to Ma’am Roschelle Ryan

Druja, our subject teacher in Research Capstone, for giving us the opportunity to research this

topic. Her guidance has helped the researchers a lot and has led them to learn more about writing

an Action Research paper. Without the opportunity and her guidance, this research paper would

not be possible and the ideas would not come into fruition.

This research paper would not be competently made without the support of our friends

and family. This research would not be made with thought and attention to accuracy without their

guidance and support.

We would also like to thank the students and their parents who participated in our data

collection. Our objectives were met because of their time and effort to participate.

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 Preface

The concept of bringing parental involvement in a student’s educational process is a key

aspect in increased student achievement. Strengthening the parents’ certainty and satisfaction

about their child’s academic situation is a fulfilling indication of a good school climate. The

recent pandemic has posed a lot of challenges for every educational institution, such as the shift

from traditional to online learning acclimating to a different learning experience, uncertainty of

student attendance, and the struggle of teacher-student interaction. The authors of this research

paper, having experienced this phenomenon firsthand, were inclined to acknowledge the role of

parents’ to the students’ education, aiming to recognize the importance of parental involvement

in academic success.

The researchers aim to enhance parental engagement in their children's academic

achievement during online learning, since numerous researches have discovered that parental

involvement improves students' learning performance and the objective is to see if there is a drop

in parental support from elementary to high school level, because all international schools in

Saudi Arabia used online learning, parents had greater opportunities to direct their children's

education.

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 Table of Contents

Chapter I: Introduction……………………………………………………………..……pp.6-12

1.1 - Introduction…………….…………………………………………………..…pp.6-8

1.2 - Purpose of the study……………………………………………………..……p.8

1.3 - Hypothesis…………..…………………………………………………….…pp.9

1.4 - Scope and Limitation…..………………………………………………...….pp.9

1.5 - Statement of the Problem………………………………..…………….…….p9

1.6 - Significance of the Study………………………………….………………...pp.9-10

1.7 - Definition of Terms………………………………………………………….p.11-12

Chapter II: Review of Related Literature……………………………………………...pp.13-35

Chapter III: Methodology and Findings of Study/Data Analysis………..…………...pp.35-61

3.1 - Methodology………………………………………………………………….p.35

3.2 - Research Design……………………………………………………………...p.36

3.3 - Respondents…………………………………………………....……………..p.36

3.4 - Source of Data………………………………………………………………...p.36-37

3.5 - Research Instrument………………………………...………………………...p.37

3.6 - Data Gathering Procedure………………………….……………………..…..pp.38

3.7 - Data Analysis………………………………………………………….…….pp.38-39

3.8 - Findings of Study……………………………………………………………pp.39-61

Chapter IV: Conclusion and Recommendation……………………………………….pp.61-63

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 4.1 - Conclusion…………………………………………………………………..pp.61-62

4.2 - Recommendation…………………………………………………………….pp.62-63

Bibliography………………………………………………...………………………..…..pp.64-67

Appendices…………………………………………………………………………...…..pp.66-70

Chapter 1

Introduction

This chapter discusses the topic background, significance, scope and limitation, the

proponent’s purpose and objectives in this research paper.

1.1 Introduction

From generation to generation, education played a major role in enlightening students,

molding their character and personality, and increasing their growth and development.

Successful individuals, communities, societies and entire civilizations are underpinned by the

quality of their educational system. A student is considered as a work in progress, and learning

helps them to acknowledge their potential skills and is one sure way to personal development.

There are many ways education can be acquired, either through traditional way of learning, or

the new normal of education, which is online learning.

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 The pandemic outbreak has compelled many schools to immediately switch to the online

delivery of lessons. Many researchers, however, have found various positive and negative effects

the major adjustment had caused to people. Some say it was very stressful and difficult, but some

said that online learning is easy to cope with. With all things considered, it is important for

parents to be the steering wheel on the vehicle of learning, providing guidance and information

along the entire journey, so that their children stay on course and are not distracted or dissuaded

from reaching their academic potential.

Research has shown that parental involvement is essential to a child’s educational success.

It has a far-reaching impact in their child’s life. The importance of parental involvement has been

well documented for some time. Studies continue to indicate that a parent’s role in children’s

learning is critical to their academic achievement.

There are differences in children's academic performance across profiles of parental

involvement, suggesting that children whose parents demonstrate low involvement perform

lower in school (Lara and Saracostti, 2019). This indicates that the limitation of low

involvement parents can significantly impact their child/children in terms of their academic

performance, giving an idea that low involvement can lead to poor academic performance.

Moreover, according to Khajehpoura and Ghazvini (2011), there are some methods in order to

improve their parental involvement, which includes volunteering, domestic involvement,

attending discern classes, faculty political involvement, speaking to staff, speaking to teachers,

etc.

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 The researchers aim to determine whether there is a shift in parental involvement from

elementary to high school level. Researchers are aware that students’ during the pandemic have

experienced difficult times due to the newly implemented way of learning, which is Online or E -

learning. The researchers also aim to determine circumstances that hinder parental involvement

during the online learning of their children. The researchers would then identify the most

effective way that parents do to remain involved in their children’s academics, considering all

conditions.

1.2 Purpose of the study

The purpose of the study is to maximize parental involvement in their children’s academic

performance during online learning since many researchers have found out that parental

involvement benefits the learning performance of students. Some students during Online learning

have experienced difficulty in attaining a good academic performance due to many factors,

including the fact that schools are obligated to switch from physical to online learning.

The researchers aim to determine if there is a decrease in parental involvement from

elementary, particularly grades 3-6, to high school level (grades 7-12). Since all international

schools in Saudi Arabia conducted an online based learning, it provided more opportunity for the

parents to guide their children in their education. Also, the study will also focus on determining

the circumstances that hinder parental involvement in their childrens’ academics during online

learning and find out what could be the best way for the parents to remain involved in their

children’s academic performance during online learning.

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1.3 Hypothesis

A. Based on the frequency of parental involvement

H1: It is hypothesized that parental involvement on lower grade level students is very

heavy, but non-existent during high school

H2: It is hypothesized that parental involvement on lower grade level students is

non-existent, but very heavy during high school

Null Hypothesis: The frequency of parental involvement remains constant from

elementary to high school level

1.4 Scope and Limitation

This research study aims to investigate the Second Philippine International School in

Riyadh, Saudi Arabia. The researchers will focus on factors that hinder parental involvement and

to determine the best way that parents can do to remain involved in their children’s academic

performance, during the students’ online learning.

The study was for Elementary Level (Grades 3 - 6), Junior High School (Grades 7 - 10) ,

and Senior High School (Grades 11 and 12) together with the respondents’ parents of Second

Philippine International School year, 2021-2022. The survey respondents for this research consist

of 40 students from elementary level, and 60 students from high school level with a total of 100

students. 50 respondents will be coming from the parents.

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1.5 Statement of the Problem

This study aims to maximize parental involvement in monitoring students’ academic

performance in school during online class. The importance of parental involvement in a student’s

performance has been explored throughout many studies. Parental involvement is proven to

exhibit a positive influence on a students’ academic performance, but with the current

COVID-19 pandemic and the implementation of online classes, the problem suggests another

aspect to study. Online classes can offer different ways for influencing the academic performance

of students, such as the involvement of parents. Therefore, understanding more about the

importance of parental involvement during online classes is relevant in the current situation.

This study intends to answer the following questions:

1. Is there a decrease in parental involvement between elementary students and high school

students?

2. What is the leading barrier that hinders parental involvement?

3. What is the most effective way that parents do to remain involved in their child(ren)’s

academic performance during online learning?

1.6 Significance of the study

The findings in this study will benefit the following organizations:

The study will benefit the researchers itself since they experience the same situation and

will bring more understanding about maximizing parental involvement in monitoring students’

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academic performance during online learning. The researchers will also be able to provide

possible solutions to eliminate or minimize the problem.

To the students, this study will contribute to the learners’ awareness of the importance of

parental involvement in their academics in order for them to increase their performance and

maximize the acquired knowledge during the new normal in education.

To the parents, this study will contribute to them by finding ways on how they could be

involved and remain involved in their childrens’ academics considering their hectic schedules,

and be aware that their guidance and support is necessary to boost their childrens’ academic

performance.

To the school administrators and teachers, this study will help them expand their

perception that students, specially from the lower grades, need guidance to continue their studies

and improve their academic performance, since they act like second-parents at school. Also, the

study will allow them to see a clearer perspective about the said situation and how they could

help in becoming a better student.

To the future researchers, whose topics are similar to what the researchers are conducting

at present, this study will help them to be able to expand their research and determine the factors

to pinpoint in order to maximize the data needed and have a better outcome of the research

conducted.

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1.7 Definition of Terms

Parental Involvement - a combination of commitment and active participation on the part of the

parent to the school and to the student. There are many problems concerned with involvement.

Many secondary schools simply do not know how to deal with the nontraditional family and the

areas of concern that it represents. Parents feel unwelcomed at school, lack knowledge and

education, and may not feel that education is important.

Academic Performance - is the observation of student accomplishment in a variety of academic

courses. Teachers and school authorities often assess accomplishment by classroom performance,

graduation rates, and standardized test scores.

Traditional Learning / Face to Face Learning - is an instructional method where the course

content and learning material are taught in-person to a group of students. This allows for live

interaction between a learner and an instructor. Learners benefit from a greater level of

interaction with their fellow students as well.

E Learning - An e-learning system is a formalized teaching system that uses electronic

resources. A major part of E-learning is the use of computers or the Internet, regardless of

whether it occurs in the classroom or outside of it.

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Elementary level - The level of education that follows preschool and before high school. It

includes grade levels 1 to 6, usually beginning at the range of ages 5 to 7 and ending at about

ages 11 to 13. In the study, grades 3-6 are only included for the respondents in the elementary

level.

High school level - The level of education that follows the elementary level. It includes grade

levels 7 to 10 or the junior high school level, and grade levels 11 to 12 or the senior high school

level. This level usually begins at the range of ages 12 to 13 and ends at about 17 to 18.

Extra-curricular activities - are activities that don’t fall under the classification of the regular

curriculum. Despite it being connected to the school, these activities usually don't involve any

academic credit and are done outside school hours. Athletics, arts, school clubs, community

service, and the student governing council are examples of extracurricular activities.

Parent-teacher conferences - A formal discussion between the parents and teachers about their

child(ren)’s academic progress in school. A student’s classroom behavior, social matters,

attendance, and emotional status may also be discussed in this conference.

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 Chapter 2

Review of Related Literature

This chapter discusses the different researches and principles related to the topic, primarily

on the differences of student engagement between graduating levels. It identifies and explains

the main theories, concepts, and literature that frame the research question and how it is

being studied.

2.1 - Parental Involvement

According to Katie Lowe & Aryn M. Dotterer (2017), parental involvement is

defined as a multidimensional construct composed of parental support giving,

parent-student contact, and parental academic engagement. The common wisdom is that

parental involvement and strong schools are inseparable that you cannot have one without

the other. Indeed, research indicates a strong link between parental involvement and

student achievement (Hester, 1989). However, a definition of effective parental

involvement is not the same for everyone. Coulombe (1995) reports that parental

involvement is often wanted by schools "only when it is needed" (p. 71). Staff of some

schools want parents to be involved only in specific ways and at times determined by the

staff. This total control of parental involvement by the school represents one extreme.

Another extreme is represented by parents who want to run the school, including control

over all expenditures, hiring and firing of staff, and curriculum selection.

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 Davies (1991) has defined parental involvement from a shifting perspective. As

society restructures itself, as communities restructure themselves and as schools

restructure, parental involvement also is being transformed.

2.1.1 - Types of Parental Involvement

Parental involvement takes on many forms. Several researchers have identified

components of parental involvement. For example, Flaxman and Inger (1992, p. 3) have

identified three ways in which parents can become involved in schooling: through direct

involvement in school management and choice and by being present in the schools;

through participation in special parenting training programs; and through family resource

and support programs.

Along the same line of thought, Hester (1989) discusses parental involvement

from the following perspectives: parents as teachers, parents as supporters of activities,

parents as learners and parents as advocates. Hester also emphasizes the importance of

communication with parents as an important part of involvement.

Further, Moore (1991) has identified three approaches to parental involvement in the

schools: parents as policy makers, parents as volunteers, and parents as facilitators of

children's development.

Common themes have been articulated in different ways by other researchers.

Perhaps the best known summary of these themes includes Epstein's (1995) six types of

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parental involvement: parenting, communicating, volunteering, learning at home,

decision making, and collaborating with community.

Three common themes for parental involvement have been identified by Davies

(1991): providing success for all children, serving the whole child and sharing

responsibility. The National PTA also has dealt with defining and strengthening parental

involvement. National symposia and regional meetings have been conducted to clearly

define parental involvement (PTA, 1992).

The National PTA Board of Directors (1993) has endorsed three types of parental

involvement:

● parents as the first educators in the home,

● parents as partners with the schools, and

● parents as advocates for all children and youth in society.

In summary, parental involvement can be categorized in four ways: viewing

parents as teachers, parents as partners, parents as decision makers and parents as

advocates.

The effectiveness of these types of parental involvement has been substantiated by

recent research. Parents are truly the first teachers of their children. This notion is so

powerful that there are growing numbers of programs called Parents as First Teachers

around the country. Recent advances in brain research inform us that the first years of life

are critical in terms of determining the learning abilities of our children (Sylwester,

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1994). Much can be done to help parents make the most out of the first years of life.

Helping parents understand that their job is to "turn on" receptors in their young

childrens' brains goes a long way toward achieving this goal.

Parents have been thought of as partners in the educational process. Examples of

this role are parents helping children with homework, supporting school activities by

volunteering in classrooms, providing language-rich environments and working in

partnership with teachers to enhance the learning experiences of children.

When parents are decision makers, they are actually involved in the running of the

school through site-based decision making committees. While the evidence regarding the

effectiveness of this arrangement is not clear, it is becoming an increasingly popular

method of enhancing parent and community involvement in the schools.

When parents are advocates, they are working at the local, state and national

levels to impact legislation and policies that directly impact children. For example, the

National PTA has advocated for children since the turn of the century; it has worked for

implementation of child labor laws, juvenile justice, public health, hot lunches and field

tests of the polio vaccine (Cutright, 1989).

2.1.2 - Determinants of Parental Involvement

Parents’ cognitions about their role have been identified as a major con-tributor

to their willingness to engage in supportive parenting. We focused on three forms

of parental cognition: parents’ aspirations concerning their children’s future

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occupation, their self-efficacy in rearing and educating their children, and their

perceptions of the school (Eccles & Harold, 1996; Hoover-Dempsey & Sandler, 1997;

Okagaki & Frensch, 1998).

Parental Aspirations – Parental aspirations refer to idealistic hopes or goals that

parents may form regarding future attainment. Parents who hold high aspirations for

their children’s future are likely to be more willing to exert efforts to ensure that those

aspirations are realized. Indeed, evidence from research suggests that educational and

occupational aspirations are associated with the ways in which parents shape

children’s activities, time, and learning environment (Murphey, 1992).

Parenting Self-Efficacy – The construct of self-efficacy refers to beliefs in one’s

capabilities to organize and execute the courses of action required to produce

given attainments'' (Bandura, 1997, p. 3). Research conducted in a va-riety of countries

finds that individuals with high self-efficacy in a specific area exert effort in that area,

persevere in the face of difficulty, and respond resiliently to adversity (Bandura, 2002).

They are less prone to self-defeating thought patterns, and they experience less stress

and depression than those with lower self-efficacy. The construct of self-efficacy is

intended to be domain specific; particular experiences with respect to a given

domain affect the individual’s sense of confidence about acting efficaciously in that

domain.

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 The domain of parenting self-efficacy has been examined at length, and parenting

self-efficacy has shown to be an extraordinarily powerful determi-nant of effective

parenting behavior in Western societies. Parents with high self-efficacy are generally

more optimistic, authoritative, and consistent in their interactions with their children

than those with lower parenting self-efficacy (Ardelt & Eccles, 2001; Bandura,

Barbaranelli, Caprara, & Pastorelli, 1996; Olioff & Aboud, 1991). Additionally,

theoretical formulations have identified parenting self-efficacy as a key determinant of

parental involvement in schooling (Eccles & Harold, 1996; Hoover-Dempsey & Sandler,

1997). Empirical work suggests that parents with high self-efficacy are more likely to

monitor their children’s school-work and to participate actively at the school (Ardelt &

Eccles, 2001).

Perceptions of the School – Parents’ degree of involvement is likely to be

affected by the school itself. If teachers appear to care about the welfare of the child,

communicate respect for parents, and develop effective means of communicating

with families, parents are more willing and able to become in-volved in their children’s

schooling (Hoover-Dempsey & Sandler, 1997).

2.1.3 - Barriers to Parental Involvement

Although parental involvement is recognized as being of significance in the

education of children, there remains great diversity concerning parental involvement.

Some factors exist over which schools have little control and these factors have become

of great interest to educational decision makers (Feurstein, 2000).

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 Today’s parents are often preoccupied with the distractions and demands of daily

life. Burdened by low-income, inflexible work hours and language barriers, some

parents are unable to attend school activities or participate in the schooling of their

children on a regular basis (Ho, 2009). Bæck (2010) as well as Lee and Bowen (2006)

cite cultural norms, insufficient financial resources, and lack of educational attainment as

barriers to parental involvement in school.

Davis (1996) found that many parents suffer from low self-esteem and

others did not experience success in school themselves and therefore lack the knowledge

and confidence to help their children. Parents who did not experi-ence success in school

may view it negatively (Greenwood & Hickman, 1991). Parents may be intimidated by

the language, the curriculum, and the staff; con-sequently they avoid communication with

the school (Flynn, 2007).

Williams and Sanchez (2011) identify four areas that are barriers to in-volvement:

time poverty, lack of access, lack of financial resources, and lack of awareness. Johnson

(1994) asserted that “feelings of inadequacy, limited school background, or preoccupation

with basic necessities may prevent parents from communicating with schools” (1994, p.

46). Lee and Bowen (2006) and Dika and Singh (2002) cite social capital in families

as being positively linked to their students’ achievement, graduation rates, higher

educational attainment, as well as motivation and involvement in school. Similarly, Ho

(2009) discuss-es the benefit of parents’ involvement in schools, noting that it

19
helps parents overcome a lack of social capital. Likewise, Hill and Taylor (2004)

assert that parental involvement in the school supports students’ achievement by

increas-ing the parents’ social capital.

Students are a critical component for successful school, family, and com-munity

involvement and can create a barrier for partnerships when they fail to fulfill their

duty (Epstein, 1995). Students are often responsible for deliver-ing information and

communicating with their parents regarding school programmes, activities, and events

(Epstein, 1995).

In programmes that require a high level of involvement, teachers help stu-dents

understand their role and the importance of actively participating in the family, school,

and community partnership (Epstein, 1995). Given decreased budgeted funds in

education and increased expectations, school administrators and teachers must take the

initiative to involve parents in an effort to assist the educational achievement of

students (Wherry, 2009). Some school adminis-trators and teachers may not know

how to involve parents; therefore, educa-tors lacking this knowledge could be

taught techniques for involving parents and creating partnerships (Greenwood &

Hickman, 1991). Administrators and teachers may not fully understand the importance of

parental involvement and the effects of parental involvement on student achievement

(Flynn, 2007).

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Often, teachers believe parents do not support the school and do not discipline

children when there has been a problem at school. When teachers do not feel parental

support, they often believe it is a waste of their time to contact parents (Flynn, 2007).

To overcome the barriers preventing parental involvement, schools need to

provide a welcoming climate where the school staff is respectful and respon-sive to

parents (Wherry, 2009). It is critical that administrators and teachers encourage

respectful two-way communication between the school and home (Wherry, 2009).

Bouie, an educational consultant stated, “The answer is to stop treating parents like

„clients” and start treating them like „partners” in help-ing children learn” (as cited

in Wherry, 2009, p. 7). A survey of parents in four school systems concluded that parents

want to be treated with respect and do not want a professional client relationship (Davies,

1991). Failure to sufficiently train preservice teachers is a significant obstacle in

promoting parental involve-ment in the schools (Epstein, 1995). Preservice teachers

could work with par-ents as part of their teacher education programme and internship

(Greenwood & Hickman, 1991). Classes could be incorporated into teacher education

pro-grammes and advanced degree programs to assist in defining an educator’s role in

school, family, and community partnerships (Epstein, 1995).

Some school systems have employed parent involvement coordinators to

lead and coordinate parental involvement activities and programmes within the system

in an effort to overcome obstacles between the home and school (Epstein, 2001).

Epstein (2009) described the role of parent involvement coor-dinators as a way of

21
 encouraging more parents to become involved in a variety of aspects of the school. Parent

involvement coordinators often conduct work-shops for parents to inform them of the

school curriculum and remind them that they are their child’s most important teacher

(Epstein, 2009).

2.2 - Strategies for Parental Involvement

2.2.1 - What parents can do

A number of parental involvement strategies are offered to parents in an article

called Parents + Schools = Student Success (1997). This article stresses the importance of

parental involvement at every stage of a child’s educational experience - from

finger-painting to filling out college applications. Being involved is an investment in their

child’s future. When a parent shows a positive attitude toward school, the child will

usually have positive feelings too. Even the busiest parents can stay involved with their

child’s education. Here are some simple guidelines that this article offers to parents:

• Help with homework. Homework can be the connection between you and your child’s

school day. You will have a chance to see what your child is learning and to find out

about teacher expectations.

• Talk with your child. Ask specific questions like “What was your favorite part of the

story?” instead of just asking “How was your day?” Keep the lines of communication

open.

• Call the teacher. Plan a phone conference with your child’s teacher just to find out how

your child is doing and what you can do to help.

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• Read the notices. Don’t just toss all those papers that come home from school - make it

a priority to read them. This will help you find out what is happening in your child’s

classroom and school. If there are not any notices coming home, find out why.

• Make the PTA (PTO, PTC) connection. Become a member of the parent teacher

organization in your child’s school. This group will be able to provide numerous

opportunities for you to become involved.

• Participate in your own way. Attend extra-curricular activities, send cookies for the

bake sale, help with a project for the science fair. Any little bit of participation helps a

great deal.

Dawn Snodgrass agrees that parents play a vital role in their child’s education.

Her paper, The Parent Connection (1991), “addresses the role of parents as contributing

members of their children’s educational teams”(p. 83). Snodgrass refers to Walberg’s and

other’s research that says parental involvement is more important in determining a child’s

school success than the level of a parents’ education, their occupations, or family

socio-economic status.

Snodgrass points out that parental involvement is typically heavy in the

elementary years; parents usually attend parent-teacher conferences, open houses, and

PTA meetings. However, she says that as a child progresses through the school system,

parental involvement tends to decline. “Educators report that parents begin to ‘neglect

their responsibility to encourage and aid their children in academic success’ during the

intermediate and secondary school grades (Bevevino 1988) (p. 85).”

23
 Snodgrass suggests that the best way to stay involved in an older child’s education

is through the monitoring of homework. When teachers, parents, and students work

together to determine the usefulness of homework, the students will experience higher

levels of achievement.

A study conducted by Donna Brian, Parental Involvement in High Schools

(1994), found that parental involvement programs were just as desirable at the high

school level as they were at the elementary level.

Brian suggests that more parents need to be educated in the benefits of parental

involvement; parental involvement programs need to offer a variety of ways that parents

can participate; the schools' needs should be considered when developing and

implementing a parental involvement program; and parental involvement is a vital

component of school improvement and reform efforts.

2.2.2 - What schools can do

Thomas Lickona, in his book Educating for Character: How Our Schools Can

Teach Respect and Responsibility (1991), writes that “A child’s first job in school is to

learn, and the most basic backup schools need from parents is support for that

leaming”(p. 412). He explains a number of ways that schools can enlist parental support.

• Parents need to be a part of the discipline process. Parent-teacher partnerships can

establish discipline guidelines that both home and school can reinforce.

24
• Schools can send a letter to parents outlining the ways they can help their child at home

(establishing good study habits and limiting television viewing).

• The schools can provide workshops for parents to help them learn how they can

supplement their child’s education.

• The school and parents network with each other. “When the school helps parents

network in this way, it helps to rebuild the kind of cohesive communities that used to be

the norm - where parents felt they had permission to let other parents know if their

children were up to no good”(p. 413).

A survey by Becker and Epstein (1982) of 3,698 teachers found that fewer than

one a quarter of those surveyed had made a home visit in the past year. “Getting parents

involved as partners in the educational process is a valuable technique, but it is being

used by very few educators”(p. 34).

Jonathon Kozol is a huge proponent of teachers making home visits. In his book

On Being A Teacher RRR + Values (1981), he writes that teachers need to seek support

from parents, both from the school and the surrounding neighborhood; teachers and

parents need to be allies. He believes these initial meetings should be informal and

relaxed.

The strategies Gutloff recommends are:

• Make schools parent friendly. The school building needs to be non-threatening for

parents. Posters and signs welcoming the parents to the school will help. Maybe the

25
school could provide a parent resource room - a place for parents to gather for meetings,

or to work on volunteer projects.

• Bridge the language gap. Make sure that all of your school families can communicate

with the school. That may mean publishing newsletters in a variety of languages or hiring

a translator to help with conferences and meetings.

• Involve parents in decision making.

• Help parents help their children.

In fact, Lawrence J. Greene wrote a book called 1001 Ways To Improve Your

Child’s Schoolwork: An A to Z Guide To Common Problems and Practical Solutions (

1991). Greene believes that most parents are welcome to become involved in the life of

the school through organizations like the PTA, or through helping out in the lunchroom or

playground, or even chaperoning a field trip. However, the welcome mat is usually

withdrawn when parents want to become involved in areas such as determining

educational objectives, academic priorities, and teachers’ qualifications. Greene argues

that teachers and administrators need to realize that “when parents understand the issues,

provide support at home, and have realistic expectations, their own jobs become

easier”(p. 36).

Teachers and parents need to work together for the benefit of the child. Greene

offers this advice for parents; by becoming involved in your child’s education,

monitoring his progress, clearly communicating your concerns, asking penetrating

questions, requesting penetrating answers, and acknowledging teachers and

26
administrators for their accomplishments and contributions, you serve notice that your

child is not the only one being held accountable for his performance. The educational

establishment is also accountable (p. 36).

2.2.3 - Parent-Teacher Partnerships

An excellent way to foster a sense of accountability is to create partnerships

between the parents and schools. In William Kilpatrick’s book. Why Johnny Can’t Tell

Right From Wrong: Moral Illiteracy and the Case for Character Education (1992), he

mentions parent and teacher partnerships. The culture of the school and the culture of the

home reinforced each other; both had similar goals and values. This type of cohesion can

happen today if parents and schools are willing to work together in a partnership.

Lynn Stoddard’s book Redesigning Education: A guide for Developing Human

Greatness (1992) also deals with the partnership topic. “Parents, teachers, and students

working together in a full partnership and aiming for common goals can accomplish

much more as a unified group than as individuals working alone”(p. 37).

Stoddard uses the phrase E.T. Partnerships, which stands for Equal and Together,

to label these groups. Because teachers, parents, and students have all been operating in

their separate realms for so long it will be difficult to have them all cooperate in planning

27
 education. However, the benefits of partnerships far outweigh the difficulties the group

may face in the formation process.

Stoddard says that a partnership is not truly formed until all three parties

determine what the goals of education should be and how they are going to accomplish

these goals. An E.T. Partnership between teachers, parents, and students will only work if

all three groups take responsibility for accomplishing the goals.

What schools can do is to teach parents how to help their children with learning at

home. Some suggestions are reading and talking to their children, working with teachers

on collaborative homework projects, incorporating learning into normal family routines

such as grocery shopping, and providing a quiet, well-lit place for studying.

2.3 - Decreasing Barriers to Parental Involvement

Despite these barriers, most school personnel would like to involve families but

do not know how to build positive and productive programs and are consequently

apprehensive about trying (Epstein, 1995). Machen and colleagues (2005) argued that

school personnel should establish workable and realistic ways to involve parents in

education.

Teaching materials come in many shapes and sizes, but they all have in common

the ability to support learning. The purpose and importance of teaching and learning

28
materials is to make lessons interesting, learning easy and enable teachers to easily

express concepts.

Learning materials can significantly increase learners’ achievement by supporting

learning. For example, an educational video may provide a learner with new insights and

an appealing worksheet may provide the learner with new opportunities to practice a new

skill gained in class. This process aids in the learning process by allowing the learner to

explore the knowledge independently as well as providing repetition. Learning materials,

regardless of what kind, all have some function in student learning.

Parental involvement not only enhances academic performance, but it also has a

positive influence on student attitude and behavior. A parent's interest and encouragement

in a child's education can affect the child's attitude toward school, classroom conduct,

self-esteem, absenteeism, and motivation.

Recent findings suggest that several approaches can be effective in increasing

parental involvement among inner-city families. For example, Eccles and Harold (1993)

identified three ways to involve parents: give them more meaningful roles, keep them

informed, and present opportunities for them to support educational and developmental

progress at school and home. Graham-Clay (2005) reasoned that strong communication

between parents and school personnel is fundamental to this partnership and to building a

sense of community between home and school. Therefore, school personnel must

29
 continue to develop and expand their skills to maximize effective communication with

parents.

2.4 - Why Do Parents Become Involved

Kathleen V. Hoover-Dempsey and Howard M. Sandler, in their report. Parental

Involvement in Children’s Education: Why Does It Make a Difference? (1995), make the

following opening statement: “The literature on parental involvement in child and

adolescent education conveys the clear assumption that parents’ involvement benefits

children’s learning (e.g., Chavkin, 1993; Eccles & Harold, 1993; Epstein, 1989, 1994;

Hess & Holloway, 1984; Hobbs, Dokecki, Hoover-Dempsey, Moroney, Shayne, &

Weeks, 1984; U.S. Department of Education, 1994)”(p. 310). With this knowledge in

mind, Hoover-Dempsey and Sandler proceed to answer the questions: Why do parents

become involved in their children’s education? and How does parental involvement have

a positive effect on children’s educational outcomes?

2.4.1 - Reasons for Parental Involvement

The authors believe that there are a number of reasons why parents choose to

become involved in their child’s education;

• parents believe that personal involvement in their child’s education is a component of

their parental roles.

• parents have a sense of “personal efficacy for helping their children succeed in

school”(p. 313).

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 • parents perceive opportunities, invitations, or demands from their children or their

children’s school to become involved.

Parents who do become involved select various levels of involvement. For

example, they might help with homework, make phone calls to teachers, or volunteer at

school. The most widely recognized typology of parental involvement was developed by

Epstein (1992, 1994) which establishes six levels of parental involvement in school

related activities. These are: efforts to assist parents with child-rearing skills (I),

communicating with families (II), providing school volunteer opportunities (IE),

involving parents in home-based learning (IV), involving parents in school decision

making (V), and involving parents in school-community collaborations (VI) (p. 317).

Demands of the work place, infant or elder care, and other child’s activities could also be

factors in determining how much a parent becomes involved

2.5 - Parental Involvement and its Perceived Impact on Children’s Achievement

Present study confirms that parents do play a vital role in providing their children

with the values and skills essential to success in school and in later life. Studies indicate

that it is not just parent involvement that is important, but the perception of parents on the

impact of their involvement that matters. Thus, it is important to educate parents to

understand the important role they play in the lives of their children and devise a plan for

providing parents an opportunity to perceive the effect of their involvement, which in

turn will enhance parental involvement. Otherwise, the danger could be that as long as

parents do not understand the importance of their involvement and do not perceive the

31
 effect of their involvement, they may not be likely to be enthusiastic about their

involvement in their children's education.

2.6 - Parental Involvement during Pandemic Times: Challenges and Opportunities

The current study aimed to analyze Portuguese parents’ perceptions of their

home-based parental involvement in their children’s learning during the lockdown and

school closures in 2020 due to COVID-19. An online survey, using a closed-ended

questionnaire, was employed. Variables included parents’ sociodemographic and

COVID-19 related characteristics; students’ sociodemographic characteristics; distance

learning context; parental involvement; and students’ autonomy. Data were collected

from a sample of 21,333 parents with children from elementary school to secondary

education, and statistical data analysis was performed using IBM SPSS Statistics 26.

Findings revealed that Portuguese parents supported their children during the pandemic

mainly through the monitoring of attention in classes and task realization. However,

several variables appear to significantly determine parental involvement time, which is

higher when students attend public schools, when they are less autonomous and younger,

when parents’ level of education is lower, when the child is a boy (except in secondary

education where gender is not relevant), and when the online school time is higher.

Findings highlight the need for a significant investment of time from parents, particularly

of primary school children, making it difficult to cohere work or telework with school

activities. Implications for policies, schools, families are discussed in order to promote

children’s learning and success.

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2.7 - Parental Involvement Declines from Elementary to Middle and High School Level

Teachers report that the lack of involvement of parents is a major obstacle to

school improvement (Langdon & Vesper, 2000). Steinberg (1996) stated that parents, for

the most part, are disengaged from their children’s education. In a recent article, Long

and Williams (2005), categorized parental involvement as often nonexistent. Whatever

support children do receive from their parents at the elementary level that support rapidly

declines as students enter middle school and high school (Epstein, 1984, 1995;

HooverDempsey & Sandler, 1997; U.S. Department of Education, 1998).

Parents are not solely to blame for the lack of home-school communication. Few

teachers use strategies that encourage parental involvement (Tichenor, 1997), and many

teachers believe that it is not their responsibility to contact parents (Schweiker-Mara,

2000). Although there are examples of school programs that successfully promote

parental involvement, these programs are too few in number. In order to improve this

situation, obstacles to communication faced by both parents and teachers must be

overcome and behaviors identified as being most important for academic success must be

promoted.

2.8 - Positive Parental Influence

When a parent chooses to become involved in their child’s school-related

activities, he is modeling that these activities are important and worthy of adult time and

33
interest. Children usually hold their parents in high regard and will try to emulate their

behaviors.

Modeling theory predicts that children will emulate selected behaviors of adults

held in such regard. Thus when parents spend time with or for their children in relation to

school activities, children have opportunities and encouragement to model parents’

school-focused attitudes and behaviors (p. 320).

When parents are involved in their children’s schooling, they tend to give praise,

attention, and rewards for specific positive school outcomes. Reinforcement theory says

that as long as these reinforcements do not conflict with intrinsic motivation, are highly

valued by the child, and are applied to areas that are of major school importance, then the

child “will engage in more rewarded behaviors and will thus be more likely to do well in

school”(p. 320).

The authors explain that the third influence, direct instruction, can take two forms.

Parents who engage primarily in direct, closed-ended instruction (involving orders,

commands, requests for correct answers or ‘the right way’ of working or answering a

problem) will tend to promote factual learning and knowledge, but will not tend to

influence the child toward higher levels of cognitive complexity. Parents who engage in

direct, open-ended instruction primarily (involving questions and requests to plan,

anticipate, and explain) will tend to promote higher levels of cognitive complexity and

ability as well as factual knowledge in their children (p. 321).

34
 The authors recommend a combination of both instructions for optimal

educational success. All three areas, modeling, reinforcement, and direct instruction will

not necessarily yield positive educational outcomes on their own, however, when they are

used together they can greatly increase the likelihood of positive educational outcomes

for the child.

Chapter 3

METHODOLOGY AND FINDINGS OF STUDY/DATA ANALYSIS

The chapter presents the methodology, results, analysis, interpretation gathered and collected

data. The data were collected and processed in response to the problems proposed in the first

chapter of the study.

Methodology

The main objective of the research is to determine what hinders parental involvement and

analyze the best way parents could do to remain involved in their children’s academic

performance during online classes. The researchers also aim to identify if there is a decrease in

parental involvement from elementary to high school level. The researchers proceeded to gather

data from the respondents using online and printed questionnaires that were handed out to

students from elementary and high school levels.

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 A. Research Design

In this study, the researchers used a descriptive type of action research wherein the goal

of this type of research is to describe the data and characteristics about what is being studied. The

primary source of data was collected through handing out printed and online survey

questionnaires concerning parental involvement during online classes. The data will be analyzed

and interpreted and a plan created to address the problem. This research design is to implement

the plan and evaluate the results.

B. Respondents

The population of the total respondents is 150, from students and parents. This research

comprises the students from the Elementary level (40), High school level (60), and parents (50).

The researchers used simple random sampling techniques in selecting respondents from

these levels.

C. Source of Data

a. Primary Source

For the primary source of data, the researchers distributed online and

printed questionnaires for the students from elementary and high school level, and

to the parents of Second Philippine International School. The data gathered from

the respondents would greatly benefit researchers in drawing conclusions and

finding solutions on maximizing parental involvement in monitoring the academic

performance of the students in Second Philippine International School during

online classes.

36
 b. Secondary Source

For the secondary source of data, the researchers collected data and

information through the use of the Internet. The data was gathered from google

scholar, online books, and researches that is related to the study. The researchers

made sure that the sources of the information were valid and reliable as this would

affect the credibility of the study.

D. Research Instrument

In this study, the instrument that the researchers used is the survey method. The

researchers used online and printed survey questionnaires, containing two different sets of

questions. One printed questionnaire was given to the students and the other online questionnaire

was handed out to the parents.

a. Printed questionnaire for students

For the printed questionnaire for students, the researchers used a combination of matrix

and rating scale questions to analyze if there is a decrease in parental involvement from the

elementary to high school level, and to identify the most effective way that parents do to remain

involved in their students’ academic performance during online classes.

b. Online questionnaire for parents

For the online questionnaire for parents, the researchers used both Matrix and multiple

choice type of questions. The researchers also included Matrix questions about the circumstances

that hinder parents from being involved in their children’s academics during online classes.

37
 E. Data Gathering Procedure

The data gathering procedure that the researchers used is by handing out online and

printed questionnaires to students from elementary and high school levels, and to the parents.

The researchers used printed survey questionnaires since it is time-efficient, compared to online

questionnaires. The printed survey form was given to the Group B students that attend class

physically. On the other hand, the online survey form was given to the parents since it is difficult

to be in contact with them personally.

F. Data Analysis

a. Printed questionnaire for students

The printed questionnaire for students contained statements related to the frequency of

parental involvement, and whether the given statements help them perform better at school. For

the purpose of data analysis, the average score of the four ratings would be compared. The

average score can be computed by dividing the total number of responses to the total number of

statements given in the questionnaire. This means that the higher the respondents who agreed in

the statements provided in the questionnaire, the higher the frequency of parental involvement in

their child’s education. However, the higher the average score in ratings ‘Strongly Disagree’ and

‘Somewhat Disagree’, the lower the frequency of parental involvement in their child’s education.

The data collected from the elementary and high school level will be compared to answer

research question no. 1 ( Is there a decrease in parental involvement between the lower grade

level students and higher grade level students?).

To answer the research question no. 3 (What is the most effective way that parents do

to remain involved in their child(ren)’s academic performance during online learning?)

38
weights are applied to the rating choices (4= Strongly Agree, 3= Agree, 2= Disagree and 1=

Strongly Disagree) of the same set of questionnaires used to answer research question no. 1. The

statement with the highest total points would be considered as the most effective way that parents

do to remain involved in the students’ academic performance during online learning.

b. Online questionnaire for parents

The online questionnaire for parents contained questions about parental involvement,

together with barriers that hinder parental involvement. For the online questionnaire for parents,

the data collected from Matrix type of questions will be used to answer the research question no.

2 (What is the leading barrier that hinders parental involvement?). The statement with the

highest score in the Matrix would be considered as the main factor that hinders parental

involvement during online learning of the students.

FINDINGS OF STUDY/DATA ANALYSIS

Grades 3-6

39
 TABLE 1

Grade and Section of the Respondents

The Table above shows the survey and respondents of their grade level, there are 150

respondents in total. For the printed survey for students, 40 respondents are from the elementary

level (10 each for grades 3-6), 60 respondents are from the high school level (10 each for grades

7-12) with a total of 100 respondents coming from the students. The online survey was given to

the parents. There were 50 respondents coming from the parents.

APPENDIX A (PRINTED SURVEY FORM FOR STUDENTS)

Summary of Responses based on the frequency of Parental Involvement

Figure 1.1 (Elementary)

40
 According to Figure 1.1, most of the respondents coming from the Elementary

level answered ‘Agree’ with an average score (Total responses/No. of items) of 17.5 in

the statements related to the frequency of parental involvement. It is followed by

‘Strongly Agree’ with an average score of 17.1 and ‘Disagree’ with 4.9. The rating

‘Strongly Disagree’ had the least number of responses with an average score of 0.7.

Based on the responses, most of the students’ parents encourage them to work

harder in school, and provide them with learning materials since it has the highest

number of responses in ‘Strongly Agree’. It is followed by parents expecting them to get

high grades at school.

In order to determine the frequency of parental involvement at the elementary level, the average

scores of the four ratings would be weighted. This means that the higher the respondents who

agreed in the provided statements, the higher the frequency of parental involvement in their

child’s education. However, the higher the respondents who disagreed in the provided

statements, the lower the frequency of parental involvement in their child’s education.

Most of the students from elementary level agreed with the provided statements about the

frequency of parental involvement. In conclusion, the researchers have found out that parental

involvement at the elementary level is very heavy.

41
 Figure 1.2 (High school)

According to Figure 1.2, most of the respondents coming from the high school

level answered ‘Agree’ with an average score (Total responses/No. of items) of 23.9 in

the statements related to the frequency of parental involvement. It is followed by

‘Strongly Agree’ with an average score of 18.2 and ‘Disagree’ with 13.1. The rating

‘Strongly Disagree’ had the least number of responses with an average score of 4.8.

According to the data gathered from the respondents, most of the parents of the

high school students provide their children with learning materials related to Online

learning, since it has the highest number of respondents agreeing to the statement. It is

followed by parents encouraging their children to work harder in school.

42
A lot of respondents from high school level agreed to the statements related to the frequency of

parental involvement. Only a few respondents disagreed with the provided statements. The

statistics seen on Figure 1.2 (High school) yielded the same results with Figure 1.1

(Elementary). The researchers therefore concluded that there is no decrease in parental

involvement from elementary to high school level. The result is not in line with (Epstein, 1984,

1995; HooverDempsey & Sandler, 1997; U.S. Department of Education, 1998) findings that the

support that children receive from their parents decline as students enter high school level.

11. How is your experience in online classes so far?

The respondents from elementary and high school level stated that online classes

affected them both positively and negatively. One of the positive effects of online classes is that

they feel relaxed since they study at home, and some of the students gained confidence on

participating and reciting during online classes. However, online classes gave rise to distractions

such as students using their phones during classes, eye strain due to the long exposure to gadgets,

and internet connection problems. Some of the respondents stated that they got used to these

effects after a while.

12. Do you prefer studying alone or need someone to guide you during online classes?
Why?

According to the respondents from the elementary level (grades 3 - 6), most of them prefer

studying with their parents rather than studying alone because the respondents are still learning,

43
and they need the support of their parents during online classes by teaching or guiding them.

Most of them find it hard to learn during online classes when they are alone. However, some of

the elementary students stated that they prefer studying alone rather than studying with their

parents because the respondents wanted to be independent and be responsible for themselves.

Most of the high school respondents prefer studying alone rather than having someone to

guide them during online classes because the students tend to focus more when they are alone

than someone guiding them. High school respondents are able to focus, feel more relaxed and

comfortable when studying alone during online classes. They also stated that whenever their

parents are guiding them, they feel pressured because some of the parents have high expectations

of their children. They feel distracted when their parents are guiding them so they prefer to study

alone rather than having their parents around.

13. Do you prefer your parents to be involved in your academics?

Figure 1.6.1 (Elementary)

According to the statistics, 45% (18 students) of respondents answered “Yes,”

followed by 40% (16 students) of respondents who answered “Maybe,” and “ No" with a

44
 total of 15% (6 students).

Figure 1.6.2 (Highschool)

According to the statistics, 41.7% (25 students) of respondents answered “No,”

followed by 36.7% (22 students) of respondents who answered “Maybe,” and “ Yes" with

a total of 21.7% (13 students).

13.1 State your reason for your answer in number 18

Most primary to elementary respondents prefer their parents to be involved in their

academics. They added that parental involvement is needed for them to perform better at school.

Some of the respondents were uncertain whether they prefer their parents to be involved or not

because they find it quite pressuring from time to time. Few of the respondents do not prefer

their parents not to be involved in their academics because they find it distracting or pressuring,

and they also wanted to be responsible or independent in handling their academics.

Most high school to senior high school respondents do not prefer their parents to be

involved in their academics because they also find it pressuring during their online classes, since

45
some of the students’ parents have high expectations of them. Some respondents answered 'were

uncertain if they prefer their parents to be involved or not in their academics because sometimes,

they still need the advice or help of their parents. Only a few respondents prefer their parents to

be involved in their academics.

14. Are your parents monitoring your academic performance in school? If yes, in what
way?

According to the respondents from the elementary level, their parents have been monitoring

their academic performance by checking their school activities and asking how well they are

doing during their online classes, but some are not being monitored by their parents.

Most of the high school respondents, their parents monitor their academic performance by

checking their test results or report card, whether the students have completed their academic

tasks or they are able to catch up with the latest topics in their classes. However, some of the

respondents are not being monitored by their parents on their academic performance due to

insufficient time caused by their hectic schedules. Few of the respondents' parents believed that

their child(ren) were doing great in their academic performance.

14.1 If no, are you able to perform well in your academics without having your parents
being involved?

Most of the elementary respondents cannot perform well in their academics without their

parent's involvement. It creates student's pressure and uncertainty in the students’ academic

46
performance. However, some of the respondents stated that they can perform well in their

academics without their parent's involvement.

Most of the high school respondents can perform well academically without their parents’

involvement. It makes the students responsible and independent in their academic performance.

However, some of the respondents cannot perform well in their academics without their parent's

involvement.

15. Do you think the interference of your parents affects your academic performance? If
yes, In what way? (skip if no)

Most of the elementary respondents stated that the interference of their parents gave

positive effects on their academic performance. They added that their parents are involved in

their academics by guiding and instructing them on their school activities or school requirements.

However, some respondents answered no and that the interference of their parents does not affect

their academic performance. Few respondents stated that their parents negatively affect their

academic performance by pressuring them to perform well in their studies and they feel anxious

whenever their parents interfere in their academics.

Most senior high school respondents stated that their parents negatively affect their

academic performance by pressuring them on their studies. Most of the students feel distracted

whenever their parents interfere in their academics. However, some respondents stated that their

parents gave positive effects on their academic performance by giving moral support to their

studies and by providing them with the learning materials they need during online learning. Only

47
a few respondents stated that their academic performance is affected when their parents interfere

in their studies.

16. In what way does your parents support you in your academics?

Parents support the academics of the elementary respondents through guiding them in

their school activities, providing school supplies, moral support, and monitoring their academic

performance at school. Most of the parents support their child(ren) in school activities by

teaching them through their assignments, seatworks, projects, and lessons. Some parents support

their child(ren) by buying them supplies and paying tuition fees and some by encouraging their

children to do better at school.

Parents support high school respondents in their academics through attending meetings,

giving motivation, and providing the materials they need in class. Some parents support their

child(ren) in school activities by teaching them lessons or topics that they do not understand.

Few parents provide their support by attending meetings and participating in extra-curricular

activities in school.

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 APPENDIX B (PRINTED SURVEY FORM FOR STUDENTS)

Summary of Responses based on Parental Actions to Remain Involved in their Childrens’

Academic Performance

Figure 2.1 (High school and Elementary)

According to the statistics seen in Figure 2.1, Most of the students think that

parents can stay involved and that they can perform better at school when they are

provided with learning materials such as stable internet, devices, and virtual books. This

was the pupils’ first choice. It was followed by the extent to which parents encourage

them to work harder in school. Students think that they can perform better at school when

49
 their parents are motivating them to work harder. The third choice of the students was

when parents talk to them about their future schooling.

According to the students’ responses, most of them agreed to the statement that

parents were involved in their education and they perform better at school when their

parents have high expectations for them to get high grades at school, providing time to

study at home, discussing with their parents about their school day, asking them about

homework regularly, and checking their school activities regularly. These were the

students’ fourth, fifth, sixth, seventh, and eighth choices respectively. “I talk with my

parents about my teachers often” and “My parents help with homework” had the least

amount of respondents agreeing to those statements.

Applying the weights given to rating choices (4= Strongly Agree, 3= Agree, 2= Disagree and 1=

Strongly Disagree), the statement with the highest total points would be considered as the most

effective way that parents do to remain involved in their children’s academics during Online

learning.

With the help of the statistics found in Figure 2.1, the researchers were able to come up

with a conclusion on what would be the best way for parents to remain involved in their

children’s academics. The researchers therefore concluded that parents can remain involved by

providing them with learning materials such as stable internet, devices, and virtual books for

online learning, since it has the highest number of respondents agreeing to that statement. The

second best way was to encourage their children to do better at school. The statistics yielded

positive results since according to the study’s findings in related literature, learning materials can

increase the students’ academic achievements, and a parent's encouragement in a child's

50
education can affect the child's attitude toward school, classroom conduct, self-esteem,

absenteeism, and motivation.

APPENDIX C (ONLINE SURVEY FORM FOR PARENTS)

1. How often do you work in a week?

Figure 3.1

According to the statistics, 70% (35 parents) answered ‘5 times a week’. 18% (9

parents) proceeded to answer ‘Whole week’, followed by ‘I work at home’ with 10% (5

parents). Only a single respondent answered ‘2-3 times a week’.

According to Hill and Taylor (2004), and Williams and Sanchez (2011) findings that time

poverty may prevent parents from being involved in their children’s academics. The researchers

concluded that parents who answered ‘Whole week’ and ‘5 times a week’ might have difficulty

in providing guidance to their children during their online classes since their schedule is very

hectic.

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 2. How capable do you think you are to support your child’s learning at home?

Figure 3.2

Based on the data gathered about the capability of parents in supporting their

children’s learning at home, 36% (18 parents) are ‘Very Capable’ in supporting their

children’s learning at home. 30% (15 parents) proceeded to answer ‘Somewhat Capable’,

and 28% (14 parents) ‘Very incapable’. The remaining 6% (3 parents) answered

‘Somewhat Incapable’.

Researchers have seen in Figure 3.2 that most of the parents think that they are capable of

supporting their child(ren)’s learning at home. The statistics yielded positive results since

according to (Ardelt & Eccles, 2001; Bandura, Barbaranelli, Caprara, & Pastorelli, 1996; Olioff

& Aboud, 1991) findings, parents with high self-efficacy are generally more optimistic,

authoritative, and consistent in their interactions with their children than those with lower

parenting self-efficacy.

52
 3. What level of confidence do you have in your ability to make the school meet your
child’s learning needs?

Figure 3.3

Based on the graph’s data that has been gathered from the parents about the level

of confidence they have in meeting their child’s learning needs, ‘Quite Confident’ had the

most number of responses with a total of 36% (18 parents), followed by 34% (17 parents)

who answered ‘Extremely Confident’. It is followed by ‘Slightly confident’ with 16% (8

parents) and ‘Somewhat Confident’ with 14% (7 parents).

According to Davis (1996), parents who suffer from low self-esteem and did not experience

success in school themselves and therefore lacking the knowledge and confidence to help their

children, are not able to support their children in their academics to the highest point. With that

being said, the statistics showed positive results since most of the respondents were confident in

attaining the needs of their children.

53
 4. I believe parental involvement is essential for my child's educational success.

Figure 3.4

According to the statistics, 76% (38 parents) say that they ‘Strongly Agree’ that

parental involvement is essential for their child(ren)’s educational success, 20% (10

parents) ‘Somewhat Agree’, and 4% (2 parents) ‘Somewhat Disagree’. No respondents

answered ‘Strongly Disagree’.

Based on the statistics seen on Figure 3.4, the researchers concluded that most of the parents are

well-informed that their presence is very valuable in their children’s academic success. Most

parents know that their support and involvement can bring great impact on how students perform

in their academics. The statistics yielded positive results since most of the parents agreed that

parental involvement is essential for their children’s educational success.

54
5.I attend parent meetings at school.

Figure 3.5

Based on the data’s chart, 56% (28 parents) answered ‘Always’, followed by

‘Occasionally’ with 34% (17 parents) and 8% (4 parents) who never attend parent

meetings at school. Only a single respondent answered ‘Not Applicable’

According to (Lynn Stoddard, David Pratt, and William Kilpatrick), they stated that

parent-teacher partnerships are significant in the educational attainment of the students. All three

parties (Parents, teachers, students) have to work together and take responsibility to achieve

educational goals. Being able to attend parents meetings at school is one way to establish

parent-teacher partnerships. The statistics yielded positive results since most of the parents

always attend parents meetings at school. Being able to attend parents meetings at school is one

way to establish parent-teacher partnerships.

55
6.I attend extra-curricular activities at or related to school.

Figure 3.6

According to the statistics, 46% (23 parents) attend extra-curricular activities at or

related to school ‘Occasionally’. 30% (15 parents) answered ‘Always’ and 18% (9

parents) answered ‘Never’. The remaining 6% (3 parents) proceeded to answer ‘Not

Applicable’.

According to Moore (1991), one way to remain involved in their children’s academics is by

attending extra-curricular activities of their child. The statistics seen on Figure 3.6 yielded

positive results since most of the parents are attending extra-curricular activities in the school of

their children.

56
7.I monitor the academic performance of my child(ren) at school.

Figure 3.7

According to the statistics, 70% (35 parents) always monitor the academic

performance of their child(ren) at school. 26% (13 parents) answered ‘Always’ and the

remaining 4% (2 parents) proceeded to answer ‘Never’. No respondents answered ‘Not

Applicable’.

According to Snodgrass’ findings, it is the duty of the parents to monitor their children’s

academic performance at school. The presence of the parents can be felt by their children just by

monitoring their academic performance at school during online classes, monitoring their children

when they do their homework, and monitoring their overall progress in their academic success.

The statistics showed positive results since most of the parents are monitoring their children at

school.

57
8.I guide my child(ren) during online classes.

Figure 3.8

Based on the data’s chart, 56% (28 parents) answered ‘Occasionally’, followed by

‘Never’ with 22% (11 parents) and 20% (10 parents) always guide their child(ren) during

online classes. Only a single respondent answered ‘Not Applicable’.

9.I help my child with homework

Figure 3.9

58
 According to the statistics, 56% (28 parents) help their child(ren) with homework

‘Occasionally’. 32% (16 parents) answered ‘Always’ and the remaining 12% (6 parents)

proceeded to answer ‘Never’. No respondents answered ‘Not Applicable’.

According to the findings in related literature (Chapter 2), the best way for parents to remain

involved in their children’s academics was to help their children in their homework. The

statistics yielded positive results since most of the parents help their children in doing their

homeworks.

Figure 3.10
10. Here are some situations that might hinder parental involvement. Please tick all that

may apply to you. (n = 50)

Situation Total no. %

of ticks

1 My employment hours conflict with school 33 66%

2 I travel extensively for work 8 16%

3 I have young children at home 5 10%

4 I have a number of children at different grade level and/or 12 24%

schools

5 My child should be independent 34 68%

6 I do not feel welcome in my child/s classroom and/or school 1 2%

7 My child does not want me in his/her classroom and/or school 8 16%

8 I feel the teacher does not want me in the classroom 1 2%

9 I do not understand my child’s homework and so I cannot help 4 8%

59
 10 I feel I have volunteered enough - I am burned out 1 2%

11 I do not know what is going on school, I feel uninformed 0 0%

12 I do not know the needs of the school 1 2%

13 My child feels pressured when I am being involved in his/her 10 20%

academics

14 My child gets good grades without my help 10 20%

Other:

Tiredness 1 2%

My daughter is already senior high but if she needs help we 1 2%

are helping her

Most of the time my daughter doesn’t want me to be involve 1 2%

in her homework or anything related in school, she prefers to
be independent

Figure 3.10 contains situations that parents deal with that might prevent them from being

involved in their child(ren)’s academics. Most of the parents answered ‘My child should be

independent’ with a total number of 34 parents and ‘My employment hours conflict with school’

with 33 responses. There were 12 parents who answered “I have a number of children at different

grade level and/or schools” and 10 parents in ‘My child feels pressured when I am being

involved in his/her academics’ and ‘My child gets good grades without my help’. It is followed

by the reasons ‘I travel extensively for work’ and ‘My child does not want me in his/her

classroom and/or school’.

Based on the data gathered from the statistics, the researchers concluded that the main

barriers that hinders parental involvement are time poverty and parents thinking that their

child(ren) should learn how to be independent. The results are in line with the findings that

60
parents who are often preoccupied with the distractions and demands of daily life, and inflexible

work hours are unable to attend school activities or participate in the schooling of their

children on a regular basis (Ho, 2009). Also, parents should be aware that they still should be

involved with their child(ren)’s academics even if they want their children to become

independent because according to authors (Joanne Barbara Koch and Linda Nancy Freeman),

they suggest that if we want our children to become responsible and independent we need to

remain highly involved in their life. It is high levels of involvement, not permissiveness or

overprotectiveness, that lead to independence.

Chapter 4

CONCLUSION AND RECOMMENDATION

Conclusion

The study’s main objective was to determine the barriers to parental involvement and

identify the best possible way for parents to remain involved in their children’s academics. The

researchers also aim to determine whether there is a decrease in parental involvement between

the elementary and high school level. With the data gathered, the researchers concluded that the

main barriers to parental involvement were time poverty and parents’ mindset that their children

should learn to be independent as shown in Figure 3.10, thereby showing that some parents are

congested in work and some just let their children work independently.

In Figure 2.1, the researchers have chosen the top choices that these students have been

provided with. The third best way for parents to remain involved in their children’s academics is

by talking to their children about their future schooling. Next way is when parents encourage

61
their children to do better at school. Students think that their academic performance increases

when their parents motivate them to do better in school during Online learning. The final and

best way for parents to remain involved in their children’s academic performance is by providing

them with learning materials.

By comparing the data gathered from figure 1.1 and figure 1.2, the researchers were able

to come up with a conclusion if there is no decrease in parental involvement from elementary to

high school level. The researchers concluded that parental involvement does not change in

elementary and high school levels. The conclusion was not in line with the findings of (Epstein,

1984, 1995; HooverDempsey & Sandler, 1997; U.S. Department of Education, 1998) that

whatever support children do receive from their parents at the elementary level that support

rapidly declines as students enter middle school and high school .

Recommendation

This study is conducted to maximize parental involvement among elementary and high

school students in Second Philippine International School, find answers on what could be the

leading barrier to Parental Involvement, and what can parents do to remain involved in their

children’s academic performance during Online Learning.

Most students, especially at the elementary level, prefer to have their parents involved in

their studies. The researchers recommend that parents should continue being involved in their

academics but boundaries must also be set in how parents should be involved for them to learn

how to work independently without any external supervision.

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 Since students from high school level prefer to work independently, the researchers

recommend that parents of high school students should reach out to their children about their

studies, and how they can help them perform better at school.

Based on the findings, the main barrier to parental involvement is time poverty due to

work and when parents think that their children should be independent. Parents can remain

involved, even in simple ways like monitoring how well they perform in their academics, asking

them about their school day, encouraging their children to do better at school, and helping them

with homework, especially at the elementary level where parental guidance is very crucial. The

researchers recommend that the best way for parents to remain involved is by providing their

children with the learning materials they need.

For the teachers, the researchers recommend that the teachers should develop

partnerships with the parents to achieve educational goals in the school. Parent-teacher

relationships play an important role in increasing the academic performance of the students.

To those who will pursue the same research topic, the following are given as

recommendations. (1) Make sure that the respondents of the study are sufficient to gather enough

and accurate data to support the study, (2) Allocate time and resources to make the research

feasible, and (3) Gather enough supporting information from the review of related literature.

63
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Jesse D. (1996) Increasing Parental Involvement: A Key to Student Achievement, Retrieved Feb.

2022 from https://files.eric.ed.gov/fulltext/ED398641.pdf#page=22

Đurišić M, & Bunijevac M. (2017) Parental Involvement as a Important Factor for Successfull

Education, Retrieved Feb. 2022 from https://www.cepsj.si/index.php/cepsj/article/view/291/176

Fletke L. (1997) Parental Involvement in Education, Retrieved Feb 2022 from

https://scholarworks.gvsu.edu/cgi/viewcontent.cgi?article=1356&context=theses

OpenLearn Create(2020) Purpose of Teaching and Learning Materials, Retrieved Feb 2022 from

https://www.open.edu/openlearncreate/mod/page/view.php?id=168509

Rev. Minj, S. J. (1999) Parental Involvement and its Perceived Impact on Children’s

Achievement, Retrieved Feb. 2022 from

https://www.marquette.edu/library/theses/already_uploaded_to_IR/minj_a_1999.pdf

Ribeiro L, Cunha R, Silva M, Carvalho M, & Vital M. (2021) Parental Involvement during

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Lowe K, & Dotterer A. (2017) Parental Involvement During the College Transition: A Review

and Suggestion for its Conceptual Definition, Retrieved Feb. 2022 from

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https://www.researchgate.net/publication/317170476_Parental_Involvement_During_the_Colleg

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Appendices

Appendix A (Printed Survey Form for Students)

No. Statement Rating

SA A D SD
(Strongly (Agree) (Disagree) (Strongly
Agree) Disagree)

1 My parents ask me about homework regularly

2 My parents help with homework

3 My parents discuss with me about my school

day

4 My parents talk to me about my future

schooling

5 I talk with my parents about my teachers often

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 6 My parents provide time to study at home

7 My parents regularly check my school activities

8 My parents encourage me to work harder in

school

9 My parents provide me with learning materials

such as stable internet, devices, and virtual
books

10 My parents expect me to get high grades at

school

Weighting Factor 4 3 2 1

11. How is your experience in online classes so far?

12. Do you prefer studying alone or need someone to guide you during online classes? Why?

13. Do you prefer your parents to be involved in your academics?

13.1 State your reason for your answer in number 13.

14. Are your parents monitoring your academic performance in school? If yes, In what way?

14.1 If no, are you able to perform well in your academics without having your parents

being involved?

15. Do you think the interference of your parents affect your academic performance? If yes, In

what way? (skip if no)

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16. In what way does your parents support you in your academics?

Appendix B (Parents Questionnaire)

1. How often do you work in a week? *

Once a week

◯ 2-3 times a week

◯ 5 times a week

◯ Whole week

◯ I work at home

2. How capable do you think you are to support your child’s learning at home? *

◯ Extremely Capable

◯ Very Capable

◯ Somewhat Capable

◯ Don't Know

◯ Somewhat Incapable

◯ Very Incapable

◯ Extremely Incapable

3. What level of confidence do you have in your ability to make the school meet your

child’s learning needs? *

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◯ Not Confident at All

◯ Slightly Confident

◯ Somewhat Confident

◯ Quite Confident

◯ Extremely Confident

4. I believe parental involvement is essential for my child's educational success. *

◯ Strongly Agree

◯ Somewhat Agree

◯ Somewhat Disagree

◯ Strongly Disagree

5. I attend parent meetings at school. *

◯ Always

◯ Occasionally

◯ Never

◯ Not Applicable

6. I attend extra-curricular activities at or related to school. *

◯ Always

◯ Occasionally

◯ Never

◯ Not Applicable

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7. I monitor the academic performance of my child(ren) at school. *

◯ Always

◯ Occasionally

◯ Never

◯ Not Applicable

8. I guide my child(ren) during online classes. *

◯ Always

◯ Occasionally

◯ Never

◯ Not Applicable

9. I help my child with homework *

◯ Always

◯ Occasionally

◯ Never

◯ Not Applicable

10. Here are some situations that might hinder parental involvement. Please tick all that

may apply to you. *

◯ My employment hours conflict with school.

◯ I travel extensively for work.

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◯ I have young children at home.

◯ I have a number of children at different grade levels and/or schools.

◯ My child should be independent

◯ I do not feel welcome in my child/s classroom and/or school.

◯ My child does not want me in his/her classroom and/or school.

◯ I feel the teacher does not want me in the classroom.

◯ I do not understand my child's homework and so I cannot help.

◯ I feel I have volunteered enough - I am burned out.

◯ I do not know what is going on at school, I feel uninformed.

◯ I do not know the needs of the school

◯ My child feels pressured when i am being involved in his/her academics

◯ My child gets good grades without my help

Other:

70