CHAPTER 1

INTRODUCTION
1.1 Background of the Study

Parental involvement has long been recognized as a critical factor in shaping the

students academic success, particularly in senior high school year. Education is a vital

component of human development, and the success of students in their academic endeavors is

influenced by various factors. Among these factors, parental involvement has emerged as a

significant determinant of students' academic achievement in Senior High School (SHS).

Research in education consistently underscores the positive impact of parental involvement on

students' academic success (Henderson & Mapp, 2002). When families get involved and engaged

in their child’s education students are more likely to graduate, earn higher grades, improve their

attendance, and go to college (Anna, Sudderth, 2018). Academic success, in their context,

encompasses not only grades but also students engagement, attendance, and overall educational

attainment. Parental involvement encompasses a wide range of activities, including regular

communication between parents and teachers, attending parent-teacher conferences, helping with

homework, and engaging in school-related activities (Epstein, 2001). The level and nature of

parental involvement can vary significantly and can have profound implications for students'

academic outcomes. Numerous studies have highlighted the significant impact of parental

involvement on students education achievements (Epstein, 2001; Jeynes, 2007). Parental

involvement emerging as compensation program among other emotional programmers to

encourage low income parents to prepare their children for more successful school and prevent

education delays for children who are at risk. Several studies have highlighted the benefits of
parental involvement in SHS. For instance, a study by Fan and Chen (2001) found a positive

correlation between parental involvement and students' test scores, suggesting that parents who

are actively engaged in their children's education can contribute to improved academic

performance. Moreover, the significance of parental involvement in SHS is underscored by the

findings of Jeynes (2012), who conducted a meta-analysis of 51 studies and concluded that

parental involvement positively influences students' grades, test scores, and overall educational

attainment. However, it is important to note that the impact of parental involvement may vary

based on cultural, socio-economic, and contextual factors. For instance, Hill and Tyson (2009)

found that while parental involvement had a positive influence on academic outcomes, this effect

was more pronounced among students from low-income families. In light of the evolving

educational landscape and the changing roles of parents in their children's education, it is

essential to explore the multifaceted relationship between parental involvement and students'

academic success in Senior High School. This study aims to contribute to the existing body of

knowledge by investigating the extent and nature of parental involvement and its impact on

academic achievement among SHS students in Laguindingan National High School.

1.2 Locale of the Study

The study was conducted at Laguindingan National High School (LANHS),

Laguindingan, Misamis Oriental, Philippines, one of the schools in the division of Misamis

Oriental. Founded in 1972, the school is located at Magsaysay Street, Laguindingan, Misamis

Oriental. As shown in Figure 2, the school is located 550 meters from the National Highway

(Iligan-Cagayan de Oro-Butuan road). Currently, the school has 2,001 student population as

recorded in the school’s Learner information system. It offers both Junior High School and

Senior High School Students. Notably, all the Senior High School Tracks such as the Academic
track, Technical-Vocational-Livelihood (TVL) Track, Sports Track and Arts and Design Track

are offered; however, in the Academic track, STEM Strand is not offered in this School.

Figure 2. Map of Laguindingan

National High School, Laguindingan,
Misamis Oriental. (Source: Google Map, September 2023)
 1.3 Conceptual Framework

INPUT PROCESS OUTPUT

 Academic workload:  Development of  Raising the learner’s

The primary questionnaire awareness towards the
independent variable,  Face and content impact of excessive
measured quantitatively workload to their well-
Validation
in terms of the number being and performance.
 Interview Session
of assignments, hours of  Build up the conceptual
study, and workload (e.g., stress levels) understanding and
intensity. knowledge of learners
towards excessive
 Status (Self-reported workload.
health status, including  Determine the strategies
physical and mental that can be applied used
health.) to help students who has
facing excessive
workload.
 Figure 1. Conceptual framework of the study

1.4 Theoretical Framework

1.4.1 Epstein's Framework of Six Types of Parental Involvement (Epstein, 2001): forms the

cornerstone of understanding the multifaceted nature of parental engagement in education. This

framework delineates six distinct forms of parental involvement: parenting, emphasizing the role

of parents in creating a supportive home environment; communicating, which underscores

effective information sharing among parents, teachers, and students; volunteering, encouraging

active participation in school-related activities; learning at home, involving parents in homework

and reinforcing classroom learning; decision-making, enhancing parents' commitment to the

educational institution through involvement in school decisions; and collaborating with the

community, harnessing external community resources to provide additional support, particularly

for students facing socio-economic challenges.

1.4.2 Bronfenbrenner's Ecological Systems Theory (Bronfenbrenner, 1979) and Social

Capital Theory (Coleman, 1988): provide complementary perspectives in our understanding of

parental involvement and its impact on students' academic success. Ecological Systems Theory

identifies multiple ecological contexts: the microsystem, highlighting immediate interactions

between parents, students, and teachers influencing academic success; the mesosystem,

emphasizing interactions between the family and school systems, such as parent-teacher

conferences, shaping the support network surrounding students; the exosystem, encompassing

broader influences like community resources and school policies that indirectly affect parental

involvement and, subsequently, student outcomes; and the macrosystem, acknowledging the

impact of cultural norms, societal values, and economic factors on the nature and extent of

parental involvement. In tandem, Social Capital Theory underscores the role of parental

involvement in generating social resources, including information, networks, and support

systems within the school and community, ultimately shaping students' academic achievements.

1.4.3 Social Capital Theory (Coleman, 1988):

Social capital theory emphasizes that parental involvement can lead to the accumulation

of social resources that benefit students. These resources include access to information,

networks, and support systems within the school and community.

1.5 Statement of the problem

1.6 Significance of the Study

The findings of this study will reveal may benefit certain groups and the benefits

they may be able to gain are as follows;

STUDENTS. This group may use this study as an example to bear in their mind that everyone is

living their lives differently. The students will know their purpose as a student and as a children

of their parents. It will help them to do better in their academic performance in school and also to
be good children to their parents. They will realize how important their parents' involvement in

their academic performance in school is. They will be able to learn on how to show their self a

decent student and a good and respectful children.

PARENTS. Through this study the parents will be aware of what are the things that they can

influenced to their children. They will be able to know on how to manage their connection to

their children. Parents can comprehend the initiatives they should do to strengthen their

relationship with their children and how they can support with their child's studies. Parents will

be able to know and assure if their children are given the good instrument of learning that would

make their children successful in his/her academic performance in school.

TEACHERS. Through the research, the teachers will be able to know what they can do for the

academic success of their students through the involvement of parents. The teachers will be able

to help to make a good connection of his/her students and their parents to achieve a good

academic performance. Teachers will know the positive and negative things that their students

will do if there is a lack of parents' involvement to their children.

FUTURE RESEARCHERS. To the future researchers, this study may serve as a basis to the

researches to be conducted in the future for improvement, additional results that lead to a new or

better study.

1.7 Scope and Delimitation

The study only covers Grade 12 Senior High School students and their parents in

Year 2023-2024. It focuses on the extent of parental involvement in the child's academic

performance as well as academic success and how parents support their child. This will

demonstrate the results of the possible (positive/negative) effects of parental involvement in

child's academic performance. The limitation of the study includes dishonesty that may come

with the responses from the students and parents that may have an effect on the results of the

analysis.

1.8 Hypothesis

Ho: There is no significant relationship between parental involvement and

students academic success im senior high school.

H1: The great parental involvement is significantly associated with students academic success.