Chapter 1

INTRODUCTION

Background of the Study

Family support is one of the most significant factors in the development of a student's

academic performance. This is due to the authority and skill they have to shape and develop

them into motivated, inspired, and disciplined individuals with their support in the process of

learning activities. Contrarily, parents without involvement in their children’s education process

are merely considered to demotivate and demoralize their children through negligence. This, in

turn, has a negative effect on their achievements.

For society to function, education is crucial. Insight, knowledge, and skill are all

increased through education. The advancement of human capital and a person's capacity to

earn more money depend on it. Therefore, a student's educational outcomes depend greatly on

the education and economic level of their parents. According to Smith, Wohlstetter, Kuzin, and

De Pedro (2011), economics is an essential part of this educational experience and even has a

significant impact on students' levels of confidence. Family support has an impact on the

academic performance of students. Parental engagement in school has long been recognized

as a significant and beneficial component of children's academic and socioemotional

development on a global scale. According to an ecological perspective, beneficial connections

between these two important socializing spheres—families and schools—benefit a child's

socioemotional and intelligence development (Bronfenbrenner, 1986). Family support can

manifest in various ways, such as parents or guardians providing a nurturing and supportive

home environment, being involved in their child's education, setting high expectations, and

offering assistance with homework and school-related activities (Juguilon, 2023). There is

research in Chile as well as in Latin American countries in general. The results show that there
are differences in children’s academic achievement between the parental involvement profiles,

indicating children whose parents have low involvement have lower academic achievement.

Findings are in line with international research evidence, suggesting the need to focus on this

variable in Latin American contexts. Fan (2001) demonstrated that parents' educational

aspirations for their children proved to be strongly related to students' academic growth.

Students showed higher academic performance whose parents were more supportive and

involved in academic activities as compared to those whose parents were less supportive.

Parental support plays a crucial role in the schooling of a child and is one of the most powerful

factors in a child's education, which is positively related to their academic performance. (Pong et

al., 2005).

The Philippines' government has acknowledged the vital role of parental involvement in

education and has taken steps to promote it. However, it's important to recognize that poor

family support can also have a detrimental impact on the academic performance of students in

the Philippines.In many instances, families facing economic hardship struggle to provide their

children with the necessary resources and support needed to succeed in school. The lack of

access to essential educational tools and a supportive home environment can have a negative

effect on a student's academic achievement. This underscores the importance of addressing

socioeconomic disparities and providing targeted interventions and support to empower families

and communities to better support their children's academic success ((Cabral-Gouveia et al.,

2023)). Moreover, a lack of support from the family may have a negative impact on a student's

academic progress and achievements. A variety of factors can contribute to a lack of family

support and motivation for academic performance. This lack of motivation may lead to poor

grades, a lack of interest in schoolwork, and an inability to focus on their studies. In contrast,

family support plays a crucial role in the academic performance of students. Numerous studies
have explored the impact of family support on the academic success of students, particularly in

the context of grade 10 junior high school students (Sheldon and Epstein, 2005).

At Benigno V. Aldana National High School, researchers wanted to conduct this study to

determine the impact of family support on students' academic performance. It can offer valuable

opportunities to interact and collaborate with students and faculty members, identify effective

strategies that families can use to support their children's success in school, and enable

students to build their knowledge base and gain awareness of different angles, perspectives,

and interpretations of a given topic. By exploring the impact of family support on academic

achievement, researchers hope to highlight the importance of a supportive family environment

for academic success. The study results can provide valuable information to parents, educators,

and policymakers on how to improve family engagement in supporting students' academic

activities. This allows them to realize the importance of cultivating a supportive home

environment and implementing family-friendly strategies. student participation in education. The

study will likely use a variety of research methods, such as surveys, interviews, and analysis of

academic achievement data, to gather information from 10th-grade students and their families.

The research results will be analyzed and interpreted to conclude the relationship between

family support and academic achievement.

Theoretical Framework

The study is grounded in multiple well-established theories that emphasize the

fundamental role of family dynamics in a child's development, relationships, and academic

performance. Attachment theory, formulated by John Bowlby, underscores the importance of

nurturing relationships, particularly between parents and children, in shaping a child's future

emotional and cognitive growth. Additionally, the family systems theory by Dr. Murray Bowen

emphasizes that understanding individuals necessitates considering them within the context of
 their family, highlighting the interconnectedness and mutual influence among family members.

Social support theory, developed by Drennon-Gala and Cullen, emphasizes how various forms

of support within families and communities can deter delinquency and crime, ultimately

contributing to a better social and educational environment. Lastly, family stress theory

underlines the significance of both internal and external resources within a family's control,

especially during challenging situations, shedding light on their influence on family dynamics

and, consequently, academic outcomes (Antonucci et al., 2004; Ngai & Cheung, 2009;

Geuzaine et al., 2000; Watson, 2012; Leahy-Warren, 2014). By integrating and applying these

theories, this study seeks to comprehensively explore the impact of family support on academic

performance within the context of grade 10 honor students who are only children.

Conceptual Framework

The main purpose of this research is to Explore the impact of family support on the

academic performances of grade 10 students. It used the Input-process-output model. In the

input frame, eligible survey respondents are grade 10 students who had honors last year and an

only child. The process frame shows the steps that the researchers will take to obtain data,

including interviews and Data analysis. The output frame covers the gathered data on the result
INPUT PROCESS OUTPUT
of the process and will show how family support functions and how it is related to the academic
Respondents: Data Gathering:  The result of the
performances of grade 10 students. process
 Grade 10 interview
 Shows how family
students that
support affect
had honor last
students academic
year Data Analysis: performance
 Experience
 Shows how
 Feelings coding
family support is
themeing related to the
academic
performances of
Figure 1. Conceptual Framework of the study.

Statement of the Problem

The main purpose of this study was to identify the impact of family support on the

academic performance of grade 10 students, this study is to answer the following question:

1. What is the profile?

 Name:

 Age:

 Section:

2. How do you feel your family’s support has influenced your academic performance?

3. How do you handle expectation from your family about school, and does it impact your

performance?

4. In what ways does family involvement in a student’s education contribute to or hinder their

academic performance in 10th grade?

5. How does parental involvement in education affect grade 10 students’ academic

performance?

Null Hypothesis (Ho)

There is no significant impact between family support and the academics of the

students.
Scope and Delimitation

This study focuses on the effect of family support on the academic performances of

grade ten students of Benigno V. Aldana National High School.

The study's choice to focus solely on grade 10 students who achieved honors last year

and are only children is justified because it allows for a specific and controlled examination of

the relationship between family support and academic performance. The research aims to gain

valuable insights into how family support influences academic success. This focused approach,

conducted over the academic year from September 2023 to February 2024, ensures that the

study's objectives are met while controlling for potential variables, making the research

outcomes more meaningful and applicable to this particular subset of students.

This study considers every aspect of the student's personal data that affects the

academic performance of each student participant such as family status, family situation,

gender, and age.

Significance of the Study

The result of this study will be beneficial to the following:

Teachers. The result of this study can provide them with new knowledge on how family support

affects the student's academic performance.

Students. The result of this study can help the students understand the relationship between

family support and academic performance.

Parents. The result of this study Can provide information to parents on how important family

support is to their child's academic performances

Future researchers. The result of this study could be beneficial to the future researcher as their

basis for their future research about the study

Definition of Terms

Academic Performance: Refers to students' ability to achieve desired results in their studies,

based on their grades and overall performance in various academic activities.

Family Support: Refers to the various actions and interventions that family members, including

parents, siblings, and guardians, make to assist and encourage students' academic activities,

such as homework, exam preparation, and motivation.

Academic Motivation: Refers to the intrinsic and extrinsic factors that drive students to achieve

academic success, ranging from personal interests to the recognition and rewards that come

with good academic performance.

CHAPTER 2

REVIEW OF RELATED LITERATURE AND STUDIES

This chapter shows the review of related literature that is essential for the study. The

study focused on the impact of family support on the academic performances of students.

Related Literature

Parental involvement in education is a multifaceted concept that has garnered attention

from various academic disciplines and perspectives. Bouffard and Weiss (2008) approach

parental involvement from an economist's viewpoint, framing it as the direct effort made by

parents to enhance their children's educational outcomes. This perspective underscores the

idea of an education production function, where parental involvement becomes one of its

contributing factors. It aligns with the broader definition of family involvement, as proposed by
the Harvard Family Research Project, which encompasses all activities intentionally linked to

learning. These perspectives provide a holistic understanding of how parents play a pivotal role

in shaping their children's educational journeys.

Parental involvement in education is primarily motivated by the desire for improved

educational outcomes for children. This shared goal is a consistent theme across various

definitions of parental involvement, with parents actively engaging in their children's education

to support academic achievement and overall well-being. An emerging perspective suggests

that parental involvement also benefits parents themselves, providing an opportunity for active

participation in their children's educational experiences and enhancing their understanding of

the educational system (Nierva, 2009).

The expectations parents hold for their children's academic performance play a pivotal

role in determining educational success. Research by Alexander, Entwisle, Blyth, and McAdoo

(1988) highlights a significant and positive correlation between parental expectations and the

academic achievements of young individuals across various ages and educational levels

(Castro, Lubker, Bryant, & Skinner, 2002). This positive association is observed among both

European American and African American high school students, emphasizing the motivational

impact of parental expectations on academic accomplishments (Wang & Sheikh-Khalil, 2014;

Kuru Cetin & Taskin, 2016; Lazarides, Viljaranta, Aunola, Pesu, & Nurmi, 2016).

In addition to parental expectations, the influence of family support and resources on

learning and motivation is crucial. Factors such as socioeconomic status, parental expectations,

and the availability of social and material resources significantly shape a child's educational

journey. Understanding the dynamic interplay between these elements underscores the

complexity of the relationship between parental involvement, educational outcomes, and

broader family dynamics. In essence, these factors highlight the interconnectedness of familial
support systems and their substantial influence on educational experiences (Elliot et al., 2017;

Ericsson et al., 2018).

Nonetheless, out of various parenting practices, parental involvement in a child's school

education stands out as the most crucial element in shaping their educational outcomes and

prospects (Wang et al., 2014; Wang & Sheikh-Khalil, 2014; Wilder, 2014). Researcher Joyce

Epstein has developed a model highlighting six distinct forms of parental engagement:

parenting, communication, volunteering, learning at home, decision-making, and collaboration

with the community (Epstein, 1987, 1995, 2001, and 2011). This model underscores the

significance of effective parental involvement in a child's development and recognizes the

diverse actions parents must undertake to support their child's growth (Peiffer, 2015). Parents'

engagement in a child's school life has been consistently linked to academic success,

particularly in the early stages of schooling, where parents believe that the more actively they

participate in school, the higher the likelihood of success. However, this level of involvement

tends to decrease in secondary school, and parents have explored the reasons behind this shift.

Parenting is also contingent on the support provided by the school to families, aiming to

enhance parents' understanding of their children's development and academic progress (Costa

& Faria, 2017).

The importance of family in the Philippines, deeply influenced by the country's unique

history and culture (Alampay, n.d.), has led to parents facing significant challenges in raising

their children due to the historical backdrop of political and social strife (Blair, 2014). This

cultural emphasis on family extends to parental involvement in education, as highlighted in

Monteflor's (2006) study conducted in Cebu, Philippines. The study showed that parents'

motivation is closely linked to their children's preschool performance, emphasizing the vital role

parents play in their children's education. It suggests that longitudinal research on parent-child

developmental strategies could shed more light on early childhood education's impact on
children's later growth, income generation, and occupational success, particularly in

disadvantaged environments. In today's rapidly changing social contexts, Filipino parents

continue to invest tremendous efforts in actively participating in their children's schooling

(Ochoa & Torre, n.d.). This demonstrates an enduring commitment to their children's academic

success within the evolving dynamics of Filipino family life.

Related Studies

Family involvement is a crucial strategy for encouraging student development and has

shown remarkable results. Kraft (2017) discussed the outcomes of establishing better systems

for fostering communication between families and schools. In his study, he engaged parents

through more frequent phone contact, resulting in improved student success in completing

homework. Additionally, he conducted research on the effects of sending personalized weekly

brief letters to parents, including one "praise" point and one "teach" point in these notes.

Following his research, Kraft (2017) discovered that these methods enhanced test performance,

assignment completion, and student involvement.

Li et al. (2018) found that the effect of social support on achievement is mediated by

self-esteem. Greater social support leads to higher self-esteem and subsequently higher

achievement. Roksa and Kinsley (2019) discovered a correlation between family emotional

support and both course persistence and a GPA of 3.0 or higher, especially for students from

low-income families. Emotional support had an even more significant impact on the persistence

of low-income students than family financial support. They concluded that their findings have

valuable implications for the study of student success in higher education by revealing the

importance of considering family support as a critical factor in the academic success of low-

income students.
 Parental involvement programs often address more than one type of involvement. An

additional component in many existing school-based parenting programs is parent academic

education, such as language training for non-native speakers, to enhance their skills.

Socioeconomic status, as measured by occupation, wages, or parental level of

education, is positively associated with parental involvement. Welsch and Zimmer (2008) and

Guryan et al. (2008), among others, have documented that parents with higher education and

higher wages allocate more time to direct child care, even though their opportunity costs are

greater. In recent years, in the U.S., working women with a college degree spend about 70%

more time caring for their children than working women with less than a high shool degree.

Fathers with a college degree spend more than double the time on child care than high school

dropout fathers (Guryan et al., 2008).

In their assessment of 41 parental involvement programs in the United States,

colleagues (Sheldon & Epstein 2002) observed that the majority of these programs are

multifaceted, typically comprising about three to four different elements. Most of these programs

aim to boost parental participation in at-home learning (75%), enhance parenting skills (61%), or

improve communication between parents and schools (54%).

One study conducted by Epstein and Sheldon (2002) found that parental involvement in

a child's education positively impacts their academic outcomes. Specifically, the study found

that family support improves academic motivation, educational expectations, and school

attendance. Another study conducted by Lee and Bowen (2006) found that family involvement

in literacy activities and communication with teachers were both associated with better reading

outcomes.

In addition to influencing academic outcomes, family support is also linked to positive

emotional outcomes for children. A study by Moore and colleagues (2014) found that family
support, particularly emotional support, was closely related to children’s emotional well-being

and overall life satisfaction.

CHAPTER 3

METHODOLOGY

This chapter presents the research design, sources of data, and respondents of the

study. It will delve into the sampling technique, instrumentation, and sources employed in the

research.

Research design

This narrative study employs grounded theory to explore how family support influences

the academic performance of grade 10 students who are only children, delving into their

personal experiences and perspectives. Narrative research, as highlighted by Bochner (2007)

and Trahar (2009), is a contemporary qualitative methodology that centers on life stories. This

research aims to offer insights into the connection between family support and academic

outcomes, with the potential to inform educational policies and practices for enhanced student

support. The study is scheduled to run from August 2023 to February 2024.

Source of data

The primary data for this study are sourced from interviews conducted with SPM grade

10 students who achieved honors last year at Benigno V. Aldana National High School. These

interviews are crucial as they directly capture the lived experiences and perspectives of the

participants. The primary data collected form the core of the study, facilitating a thorough

exploration of the research question.

Respondents of the study

 The target population identified for this study encompasses three specific Grade 10

students who are currently enrolled in the SPM program and were distinguished with academic

honors in the preceding academic year. The selection of these participants was meticulously

computed using Solvin's formula, ensuring a balanced and representative sample that aligns

with the study's objectives.

Sampling technique

By employing purposive sampling, the researcher deliberately selects participants based

on specific characteristics pertinent to the study, ensuring that their insights contribute directly to

the depth and richness of the research findings. This intentional selection focuses on individuals

likely to provide valuable insights into the relationship between family support and academic

performance among this specific group.

This method facilitates a focused exploration, as participants are chosen for their

experiences that are particularly relevant to the study's objectives. This enhances the overall

validity and applicability of the research outcomes, emphasizing a targeted and meaningful

examination of how family support influences academic performance within the chosen context.

This study will use structured interviews aiming to analyze the impact of family support

on the academic performance of Benigno V. Aldana National High School students.

Researchers will develop fixed questions for structured interviews. During interviews, notes will

be taken, and devices like audio recorders and cameras will be used to accurately capture

responses and prevent misinterpretations. This meticulous approach ensures the study's

findings maintain integrity and reliability.

Research Instrumentation
 In this study, interviews will be the primary data collection method. An interview is

essentially a formal conversation between the interviewer and interviewee, with the interviewer

asking a set of questions. There are two types of interviews: structured and unstructured.

Structured interviews, also known as formal interviews, follow a predetermined sequence of

questions. In contrast, unstructured interviews, often called informal interviews, allow the

interviewer to adapt and ask additional questions based on the responses.

For this research, structured interviews will be employed. This approach is chosen to

analyze how family support affects the academic performance of BVANHS students.

Researchers will prepare a set of predetermined questions to guide the interviews. During the

interviews, researchers will document responses. To ensure accuracy and prevent

misinterpretation, audio recorders, video cameras, and cameras will be used to capture

respondents' answers.

Data Gathering Procedure

In the study, the researchers got approval from the research teacher, respondents, and

subject teachers for a well-organized approach. After that, the researchers asked permission

from the respondents and the subject teachers. With regards to the survey questionnaire, the

researcher explained and discussed first the content of the questionnaire and started

interviewing face-to-face. Once the respondents finished the questionnaire, the researchers

gathered and neatly summarized the results for interpretation.

Data analysis

Once the data was recorded, it was then coded, analyzed, interpreted, and verified. The

process of transcribing the interviews can help the researcher gain more understanding of the

subject by repeatedly listening to and reading the transcribed interviews. Coding the data began

once all the data was fully transcribed. The codes applied are keywords that are used to
categorize or organize text and are considered an essential part of qualitative research

(Sarantakos, 1998). The data was then analyzed, categorized, and organized into themes and

further sub-themes that emerged through the coding process. The themes that emerged were

assigned a specific code accordingly. The next stage involved interpreting the data by

identifying any reoccurring themes throughout and highlighting any similarities and differences

in the data. The last step included verifying the data, which entails checking the accuracy by

reviewing the transcripts and codes. This enables the researcher to confirm or adjust

hypotheses previously formulated (Sarantakos, 1998).

 CHAPTER 4

Results and Decision

This chapter presents result and decision from the data gathered which helped involved the

following issue raised in this research, which are the; a) family’s support influenced in the

academic performance of the students; b) impact of family expectations on the academic

performance of students; c) Family involvement in a student's education can either contribute to or

hinder their academic performance.; d) The effect of parental involvement on Grade 10 academic

performance.

FAMILY ANCHORS HARMONY OF EMOTION

KINSHIP BACKING NAVIGATING

EXPECTATION

Figure 2. A lesson of a teacher

Theme 1. HARMONY OF EMOTION

 This exploration delves into a wide range of human emotions, examining the transformative

power of positive feelings and their impact on an individual's strength and confidence. It portrays the

diversity and depth of the human experience by highlighting interactions between different emotional

states and their overall harmony in shaping a person's life path. The emphasis is on understanding,

accepting, and managing emotions for well-being, achievable through cultivating emotional

intelligence (Goleman, 1995), adopting a pluralistic perspective, maintaining balance (Cooper, 2003;

Ivanhoe, 2000), integrating mind and body (Kabat-Zinn, 1994; Davidson et al., 2003), and employing

effective coping strategies (Lazarus & Folkman, 1984). Shifting the focus to the student experience,

each student is acknowledged as an individual with distinct emotions; they are not robots. They go

through moments of hurt, fatigue, and academic challenges, as respondent 16 says, "I feel bad

because they cannot support me physically and emotionally but support financially," and participant

17 mentions, "My family doesn't really care about my performance as long as I maintain it." This

emphasizes the significant influence of family support, especially in the field of education. When

students perceive their families as supportive, it elevates their motivation and determination in their

studies. Conversely, a lack of familial interest in a student's education may lead to neglect, as they

may feel that their efforts go unnoticed. Some parents, while supporting their children, inadvertently

introduce pressure, creating a situation where students work diligently but feel the weight of

expectations.

On the other side, there are still parents who wholeheartedly support their children. As one

participant shared, "I feel motivated because my family is supporting me in what I want and what I

want to reach." This support from families also influences students positively, as expressed by

participant 4: "They influenced me with encouragement, motivation, and have had a positive impact

on my studies." This highlights the crucial role that supportive families play in motivating and

encouraging students to pursue their goals. The positive influence of family support goes beyond

mere expectations; it becomes a source of inspiration, creating an environment where students feel

motivated to excel in their studies. The participants' testimonials underscore the importance of a
supportive family in fostering a positive and conducive atmosphere for academic success.

Acknowledging the need for balance, it becomes crucial for parents to strike a harmonious chord

between providing support and applying reasonable pressure. Excessive pressure is cautioned

against, as it can result in stress and anxiety, negatively impacting a student's overall well-being and

academic performance. Encouraging a positive learning environment, where mistakes are viewed as

opportunities for growth, is suggested. Open communication within the family is deemed essential,

fostering an atmosphere where students can express concerns without fear of judgment. Regular

discussions about academic goals, aspirations, and challenges contribute to strengthening the bond

between parents and students.

THEME 2: NAVIGATING EXPECTATIONS

Parental expectations can be distinguished from parental aspirations, with the latter typically

referring to the desires, wishes, or goals that parents hold regarding their children's future

achievements, rather than the realistic expectations parents may have (Seginer, 1983). The degree

to which parental aspirations reflect the importance parents attribute to education is rooted in their

personal goals and community norms surrounding schooling and its role in fostering professional

and personal success (Astone and McLanahan, 1991; Carpenter, 2008). Researchers commonly

assess parental aspirations by inquiring about the level of schooling parents 'want' or 'hope' their

children to attain (Aldous, 2006; Goldenberg et al., 2001). This examines the various ways in which

people deal with expectations. It explores the disappointment that may follow perceived

underperformance, covering everything from the detrimental effects of occasionally unhealthy

expectations to the pressure of getting good grades. The theme also discusses the complex

interplay between one's internal standards and external expectations, emphasizing situations in

which one's own expectations come first. The cognitive processes involved in recognizing and

addressing the strain and awareness that come with expectations are also covered. The story in this

theme is shaped by the presence or absence of expectations, reflecting the various ways people

manage and navigate the expectations placed on them.

 It is inevitable for parents to have expectations for their children because they know what is

best for them. However, due to high expectations, their children may face difficulties as they are

pressured to achieve high grades. Parents pressure them, and they get disappointed when their

children receive low grades, as participant 1 says, 'Sometimes, the expectation of my family is so

bad because you're waiting for them to take your card, but they did not go.' And participant 2 says,

'My family is pressuring me to have good grades.' This affects the mental and emotional health of

their children, leading to breakdowns and stress. Participant 9 mentions, 'Yes, because sometimes

of having a misunderstanding that causes me a breakdown.' However, some parents are not as strict

with their children's studies. While they have expectations, they still support their children regardless

of the outcome, like participant 14, who says, 'Yes, because sometimes of having a

misunderstanding that causes me a breakdown.'

There are also students who are not pressured by their parents but put pressure on

themselves. Like participant 3 says, 'No, it does not, because I don't care about what they say, and I

have my own expectations for myself. This is challenging because you constantly blame yourself

when you make mistakes, and if you fail to achieve your personal goals, it can lead to self-blame.

Moreover, recognizing and celebrating diverse strengths and talents within the family is crucial.

Every student has unique abilities, and an appreciation for these differences can contribute to a

positive outlook on learning."

THEME 3. KINSHIP BACKING

In exploring a student's academic journey, the family naturally becomes a key influencer,

providing support and guidance. Within this family involvement, each parent assumes distinct roles

that can either positively contribute to or potentially hinder the child's education. Regular

conversations about educational goals, dreams, and challenges pave the way for a better

understanding of the student's school experience. This approach allows for a thoughtful examination

and targeted attention to the student's individual needs. However, it's important to note that

excessive supervision or control from parents might pose challenges. Too much oversight or
insistence on every aspect of the student's academic pursuits can lead to stress and a dip in

confidence. Striking a balance between support and trusting the student's abilities is crucial.

Recognizing and celebrating the small wins of the student, even in everyday tasks, plays a vital role

in boosting their confidence. Parents should also keep in mind the unique qualities of each student,

including their abilities and study habits. Understanding that not all students are the same

underscores the need for personalized support at the right times.

In the context of education and family involvement, kinship refers to the relationships and

connections within a family that influence and impact a student's learning and academic experience.

It encompasses the support, guidance, and interactions that family members provide to students in

their educational journey. In terms of finances, the family is always included, as seen with

participants 2, 3, 8, and 15. Several studies have explored the multifaceted ways in which parental

involvement influences students' academic performance. Epstein's (2001) work emphasizes the

importance of a comprehensive approach, involving parents in activities like homework assistance,

communication with teachers, and participation in school events. For example, participant 4

mentioned “better attendance, improved social skills, good grades, and good behavior”, and

participant 7 shared similar sentiments. Similarly, Fan and Chen (2001) found that parental

engagement positively correlates with higher academic achievement, underscoring the significance

of parental support in the educational process. Additionally, Hoover-Dempsey and Sandler's (1995)

model highlights the impact of parents fostering a positive home environment, offering academic

assistance, and expressing high expectations, all contributing to improved student outcomes. These

findings collectively emphasize the holistic nature of parental involvement and its positive influence

on students' academic success.

Theme 4. FAMILY ANCHORS

 Family is a significant source of encouragement for people, providing a supportive

environment that sparks better academic achievement. It also explores the concrete impacts that

family presence may have on an individual's general well-being, both psychologically and physically.

This concept perfectly encapsulates the essence of a stable, encouraging family that serves as a

cornerstone, creating an atmosphere in which achievement is not only welcomed but also develops

organically as a result of the relationships and direction within the family. Family anchors provide

emotional support to individuals, offering a sense of security, love, and belonging. Like for participant

2, 'They provide a nurturing environment to me so that I can fully express myself in terms of

academics and personal life.' Research has shown that strong family support is associated with

better mental health outcomes and overall well-being (Bowlby, 1988; Umberson et al., 2010). Family

anchors are often considered crucial for navigating life's challenges, providing a stable base from

which individuals can explore the world and pursue their goals.

The concept emphasizes the idea that, in times of difficulty or uncertainty, individuals can

turn to their family for support, much like a ship relies on its anchor for stability amidst the waves. It

underscores the importance of strong familial bonds in shaping an individual's well-being and

resilience. Parental involvement has a significant impact, depending on how actively the family

engages in the child's academic pursuits. Families serve as sources of inspiration, motivation,

guidance, and support, playing the roles of teachers and constant companions in the student's

educational journey, like for participant 5, 'It gives encouragement and good performance to the

students; it also teaches them how to become a good student.' Nevertheless, despite these positive

aspects, there are still instances where some parents may not offer sufficient support to their

children or may not actively participate in their academic endeavors. This diversity in parental

involvement can influence a child's overall educational experience.

Furthermore, parental involvement extends beyond academic support and encompasses a

holistic approach to a child's well-being. Engaged parents are more likely to be aware of their child's
social and emotional needs, providing a nurturing environment that enhances overall development.

This involvement can positively influence a child's self-esteem, interpersonal skills, and ability to

cope with challenges, as participant 4 said, 'Somehow parental involvement means parental support

for me as a grade 10 student, especially if they have good and pure intentions that wouldn't harm my

mental health.' Effective communication between parents and educators is essential to ensure that

students receive consistent guidance and reinforcement both at home and in the educational setting.

This collaborative effort contributes to a more comprehensive and beneficial learning experience for

the child.

CHAPTER V

Summary of Findings, Conclusions and Recommendations

This chapter presents the summary of findings of the study, conclusions, and

recommendation.

Findings

1. When parents support grade 10 students, their academic performance improves, but when

parents neglect them, they lack motivation to study.

2. Some parents expect high grades, pressuring their children to excel academically.

Disappointment, breakdowns, and stress follow when children don't meet these high expectations.

Some students self-impose pressure, creating additional challenges. Understanding and

appreciating individual differences contribute to a healthier educational environment.

3. Family involvement significantly influences a student's academic journey, either positively

contributing to or potentially hindering their education.

4. Family plays a vital role in fostering academic achievement and well-being by providing crucial

emotional support and stability through strong family bonds. Effective communication between
parents and educators is crucial, as it significantly impacts a child's educational experience,

underscoring the importance of parental involvement.

Conclusion

1. When parents neglect their child, the child's grades tend to decline, and their academic

performance may be negatively influenced by the lack of parental support.

2. Expectations, whether from parents or self-imposed, significantly influence students' academic

performance, leading to mental and emotional stress.

3. Family involvement in a student's academic journey is crucial, as students' academic performance

improves with the support of their families. On the other hand, when their families neglect their

education, their grades tend to drop due to a lack of motivation to study.

4. Family support and effective communication between parents and educators can lead to improved

academic performance and emotional well-being for students. By emphasizing the importance of

parental involvement, a positive and stable learning environment is created, fostering a child's

success in education.

Recommendation

1. Parental support is crucial for a child's education. Parents should show continuous support and

promote awareness about the negative effects of excessive pressure on students. Advocating for a

balanced approach is essential.

2. Open communication between parents and students is essential. Parents should support their

children and balance their expectations with understanding, avoiding excessive pressure that

negatively impacts their emotional health.

3. In family involvement, communication is a must within the family regarding educational goals and

challenges.
4.It is recommended to foster strong family bonds and encourage parental involvement in a child's

education. Effective communication between parents and educators should be prioritized to ensure a

supportive environment for academic success and overall