Name: Ambongan, Sarah Jean B.

Review of the Related Literature

This part presents the reading relevant of the study. The order of the

presentation is in accordance to the variables of the study which are the parental

involvement and student engagement and achievement. The parental involvement,

according to Jane L. Raman (2001), has the following indicators: parent involvement at

home, parent involvement with school, parent desires and expectation and parent own

school experience. The student engagement and achievement, according to Renee

Sbrocco (2009), has the following indicators: behavioral engagement, emotional

engagement, disengagement and teacher support.

Parental Involvement

Results of previous research (Gould, 1999), shows that children do better

in school when their parents are involved in different activities. The students have

confidence to engage and achieve their academic goals because of the support of their

parents. When the parents surround the child with unconditional love, attention and care

the child will develop positive behavior which can lead the child to engagement and

achievement in school. Results of the study by Desforges and Abouchaar (2003)

suggest that parental involvement is an important factor in children’s learning, which is

the umbrella term for many different activities, including raising children at home,
assisting children with their homework, discussing with teachers, taking part in school

activities, and participating in school governance (Desforges and Abouchaar 2003).

Parent Involvement at Home

This has become a serious matter as many previous types of research

have proven the importance of parental involvement that could improve students’

achievement. Low parental involvement is a complicated problem, which can impact

student achievement levels (Barnyak & McNelly, 2009; Rhames, 2014; Wilder, 2014).

Several researchers have taken an effort to analyze the importance of parental

involvement on the student engagement and achievement. Moreover, previous research

(Damien Ramon Antoine, 2000) shows that the correlation between parental

involvement and student academic achievement are high. The parent’s role is very

important especially to the child’s behavior and attitude which could increase the

achievement and engagement of the learners, and their positive view to life.

Parent Involvement with School

Parent involvement motivates children to learn, leading to higher grades.

The level of involvement is crucial in producing a high impact on the student’s

performance. The higher the degree of parental involvement, the higher the impact on

the child’s academic achievement. Improving self-esteem and their academic

performance, as well as school retention and attendance (Garbacz etal, 2017 and

(Ross, 2016). The family-school partnership can take the form of parents discussing

education matters with their child, helping with homework, supervising their child's

progress through education, communicating with school personnel, participating in

decision making, and being involved in school activities. The relationship of both family-

school contribute to the child socioemotional and cognitive development

(Brofenbrenner, 1087). It is very important to guide the child in every way possible to

ensure positive growth and behavior not just in school but most importantly to the

community.

Parent Desire and Expectation

Parental expectations have been found to play a critical role in children's

academic success. Students whose parents hold high expectations receive higher

grades, achieve higher scores on standardized tests, and persist longer in school than

do those whose parents hold relatively low expectations (Davis-Kean 2005;

Pearce 2006; Vartanian et al. 2007). Parents are positive in their behavior as it relates

to expressing their hopes and expectation for their child. No parents aim for the failure

of their child specially in academics because the success of the child is the pride of the

parents as well. Although some parent don’t have time to guide their child in school and

sometimes the child feel alone and less motivated,despite all these, the parents take

different approach in taking care of the child needs. Parental expectations are formed

as aspirations moderated by external drivers and barriers to participation, as well as the

influence on parents and students of other factors such as perceptions of risk

(Raciti, 2019) or student personality traits (Verbree et al., 2021).

Parent Own School Experience