1

Chapter I

THE PROBLEM

Introduction

Education is a multifaceted process involving various stakeholders, each

playing a crucial role in shaping a student's academic journey. Among these

stakeholders, parents hold a unique and influential position. As the first teachers

in their child's life and their ongoing supporters, parents have the potential to

significantly impact their child's academic performance. Their involvement in

their child's education can take various forms, from helping with homework and

school projects to attending parent-teacher meetings and participating in school

events.

However, parental involvement in schooling is a complicated matter that

can have both positive and negative impacts. Although it can result in enhanced

academic performance, it can also result in excessive academic pressure, which

can cause tension and student’s uneasiness. The purpose of this study is to

examine these implications, examining the advantages and disadvantages of

parental participation on the academic standing of students in Grade 9.

This specific educational phase is a crucial turning point in a student's

academic path. Students encounter new academic obstacles when they go from

middle to high school, which can have a big impact on their academic

performance path. Their capacity to overcome these obstacles may be

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significantly impacted by how much and how their parents are involved in their

education.

It is essential to comprehend how parents' involvement in their children's

education is viewed by students and how it affects their academic achievement.

To better understand these beliefs, this study will examine how parental

involvement appears and how it affects students' academic performance. This

study provides a distinct viewpoint to the body of research on parental

participation in education by concentrating on the perspectives of Grade 9

students.

Students benefit from parental guidance at home and in school. The way

parents feel about education has a significant effect on the academic success of

their children, but striking the right balance between parental control and school

involvement is just as important. In the words of the Southwest Educational

Development Laboratory's "A New Wave of Evidence" report, "When schools,

families, and community groups work together to support learning, children tend

to do better in school, stay in school longer, and like school more."

To sum up, the importance of this study rests in its ability to advance our

knowledge of the intricate dynamics of parental involvement in schooling. It aims

to clarify the opinions of Grade 9 students, whose opinions are sometimes ignored

in conversations concerning parental engagement in education. The knowledge

gathered from this study may prove to be an invaluable asset for all parties

involved in education, ultimately aiding in the pursuit of improving students'

scholastic achievements.
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Statement of the Problem

Even though there is general agreement that parental involvement affects

students' academic achievement in both positive and negative effects, it is unclear

how much and in what ways. This study aims to understand how these students

perceive the involvement of their parents in their academics and how it affects

their educational progress. The purpose of this study is to investigate this

relationship and provide insights into the implications of parental involvement.

Specifically, it sought to answer the following questions:

1. How many of the respondents are living with their parents?

2. How does parental involvement affect students’ motivation and attitude

towards learning? In terms of:

a) Attendance

b) Performance Tasks

c) Written Works

3. What are the significant differences in the academic performance of students

with high parental involvement compared to those with low parental

involvement? In terms of:

a) Attendance

b) Performance Tasks

c) Written Works
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Scope and Delimitation

This study examines Grade 9 students' perceptions of parental

involvement and its impact on their academic performance. Data will be collected

through surveys questionnaires, aiming to inform strategies for parental

engagement in education and enhance students' academic success. However, the

research is limited to Grade 9 students of DWCL-JHS S.Y. 2023-2024 and may

not be generalizable to other grade levels or educational contexts. It also excludes

parents and teachers' perspectives and other factors influencing academic

performance.

Significance of the Study

This study aims to enhance the understanding of the complex relationship

between parental involvement and academic performance, particularly from the

perspective of Grade 9 students. By examining how students perceive their

parents' involvement in their education, the research seeks to provide valuable

insights.

Parents may offer recommendations on how to support their child's education in

ways that are perceived as positive and beneficial. It could help parents

understand the potential impact, both positive and negative, of their involvement

on their child's academic performance, such as the risks of undue academic

pressure.

Educators may assist in developing strategies to encourage parental involvement

in education. By creating activities that promote positive parental participation,

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schools can foster an environment that supports students' academic performance,

considering the perceptions of parental involvement held by students.

Students will have a additional insights into the relationship between parents and

students regarding parental involvement in academic performance. It can also

serve as motivation for students to strengthen their bond with their parents and

enhance their understanding of the intricate factors behind parents' involvement in

their children's academic performance.

School Administrators could provide essential data to establish policies that

encourage sustainable parental involvement in education. It might emphasize the

value of parental involvement in improving academic achievement and provide

guidance for developing policies that encourage parents to get involved in their

students' education.

Future Researchers will have a reference and a foundation to advocate for

policies that support and encourage parental involvement in education at various

levels, including schools, districts, and government institutions. It can also

provide a baseline for future research projects related to the relationship between

parents and students in terms of academic performance.

Researchers The findings of this study could help the researchers in completing

their research, in knowing how parental involvement affects students, and in

understanding the various types of parental involvement that researchers may

encounter which allowed researchers to encourage everyone to learn more about

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parental involvement. It can assist researchers in knowing how involvement

affects students.
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End Notes

Dempsey, K.H. & Sandler, H.M. (). Parental Involvement in Children's

Education: Why Does it Make a Difference? Sage Journals. 97 (2).
https://journals.sagepub.com/doi/abs/10.1177/016146819509700202

Fan, W., & Williams, C. M. (2010). The effects of parental involvement on

students’ academic self‐efficacy, engagement and intrinsic
motivation. Educational Psychology, 30(1), 53–74.
https://doi.org/10.1080/01443410903353302

Gaunt, R. (2020) What Are the Advantages & Disadvantages of Parent

Involvement in Education? January 15, 2024.
https://education.seattlepi.com/advantages- disadvantages-parent-
involvement-education-4072.html

Llego, M.A. (2021) The Importance of Parental Involvement in Education.

January 15, 2024. https://www.teacherph.com/parental-involvement-
education/

Parental Involvement in Education & Schools: Benefits and Strategies.

(September 2023). January 15, 2024.
https://www.positiveaction.net/blog/parental- involvement-
education-schools

The Annie E. Casey Foundation. (2022). https://www.aecf.org/blog/parental-

involvement-is-key-to-student-success-research-shows?fbclid=IwAR3t
Gctx0ltfrGjVJT2C2q86ypt6dJRDll12erOJ3WixgyJzfzhz2eemDA
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Chapter II

REVIEW OF RELATED LITERATURE AND STUDIES

This chapter offers related investigations and explanations that the

researchers will discuss in this study. There are multiple subheadings, the related

literature and studies, the similarities, the uniqueness, the theory, the input-

process-output, and the terminologies to fully understand the paper for better

comprehension of the research.

Related Literature

FOREIGN

There is a substantial body of research supporting the several potential

educational advantages of parent participation. Involvement of parents in the

family is both a societal imperative and an individual entitlement. It is widely

acknowledged that achieving the high criteria for educational outcomes

established by a demanding society is impossible without the supportive

collaboration of both the family and the school. However, research on student

motivation as a result of parental involvement in the classroom is very new. This

topic aims to demonstrate the relationship between student motivation and

parental participation.

According to Kim Allen, education of students from the elementary school

to high school show a beneficial relationship between parental involvement and

the following motivational constructs: school engagement, intrinsic/extrinsic

motivation, perceived competence, perceived control, self-regulation, mastery

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goal orientation, and motivation to read. From the synthesis of the parent

involvement and motivation literature, we offer potential explanations for their

relationship. Directions for areas of continued research are also presented.

Parental involvement is an essential component of student education,

encouraging their engagement during class. Within the world of learning, parental

involvement is significant in the education of the students to be more dynamic

amid lesson. The concept of parental involvement in a child's education is not

new. Verifiably, parents have continuously played a part in their children's

learning, but the nature of this inclusion has advanced over time. In conventional

social orders, education frequently took put inside the family or community, with

guardians and senior citizens passing on information and abilities to the more

youthful era. This concept isn't new as parents have long been involved in the

academic progress of their children throughout history. However, the ways in

which they participate has shifted over time from communal or familial

approaches where older community members and guardians shared knowledge

with younger generations to more modern methods.

As stated by Susan Branje, parent-child interactions are significantly

impacted by the fast biological and behavioral changes that occur during

adolescence. Rearranging duties and pursuing a more equal partnership is

essential for parents and teenagers. Adolescence brings with it an increase in the

frequency and intensity of parent-child confrontations, but these disputes are also

considered a way to work through adjustment processes in the relationship. In the

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formation of parent-adolescent relationships, the short-term dyadic processes that

take place during conflict exchanges are crucial.

On their children's professional development and decision-making, parents

have a big impact. As mentioned by Newport Academy, parents want the best for

their kids in life, and one thing that affects happiness and success is the job path

chosen. Parents have an impact on their children's levels of education and

training, as well as their awareness of the workforce and various vocations, work-

related attitudes and beliefs, and drive for success.

For many years, researchers have claimed that having good parental

involvement is one of the factors that contribute to a student's academic

achievement. Good parental involvement keeps students motivated to go to school

and enables them to have a life-long love for learning. Students whose parents

take an active interest in their education tend to attend school more frequently,

earn better marks, develop socially and emotionally, and adjust to the school

environment faster.

According to Bartolome, students who have parents who are actively

involved in their education are more likely to have favorable attitudes toward

learning and school, attend school more regularly, and look forward to getting

there. Their behavior, motivation, and proactive learning all improve, and it

fosters the development of a positive, healthy relationship between them and

studying. Students start to become more active in participating in different

curricular and extracurricular activities, which leads to better grades and

achievements.
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Parental involvement positively influences a child’s behavior. Researchers

discovered that improving parental involvement can lead to fewer problem

behaviors, and it improves their social skills with others, especially with their

parents. Based on Mohsi, parents can also help in counseling and supporting their

children when they are experiencing stress or challenges because of academics.

Educators have a strong curiosity about the elements that influence their

pupils' success in the classroom. According to Klara, there is a strong correlation

between parents' involvement in their children's extracurricular activities and their

academic and personal growth. Positive social growth, increased desire of

students to get active in the community, and character development, particularly

in the areas of leadership and time management, are all associated with it. Parents

who engage in activities with their children that support them in reaching their

academic and personal objectives may also receive encouragement from the

school system. In addition to offering pupils priceless chances for personal

growth, extracurricular parental involvement activities have a positive effect on

students' academic performance.

Based on Moshin, involvement in the school might come from parents

assisting with events and activities or communicating with teachers. Additionally,

they can engage in a range of activities at home, including attending parent

organization meetings, other orientation events, and back-to-school activities, as

well as talking with their kids about values and attitudes toward education and

helping them manage their homework and other responsibilities. Events like

science fairs, math competitions, and educational field trips can help students
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succeed academically by reinforcing what they have learned, offering

encouragement, and cultivating a positive attitude toward learning.

As explained by Odinah, while certain studies hold validity, a substantial

portion of current research on parental involvement has significant

methodological shortcomings. However, there is potential for increased

effectiveness in parental involvement to result in cost savings by reducing the

demand for remedial and specialized programs. Research on parental involvement

holds significance due to its perceived positive impact on academic achievement.

Cultural influences may lead to a lack of understanding and limited alignment

between the perceptions of parents and educators regarding suitable parental

involvement practices.

As stated by, many administrators believe that this “we-don’t-care-

attitude” among parents may be due to their inability to understand their role in

the success of their children and the incapability to support the school academic

undertakings. Some school administrators and teachers confirm the belief and

supported the contention that added to the malady is the parents’ lack of skills and

resources to support their children and the school.

LOCAL

According to Aileen S. Garcia (2018), the active participation of parents in

their children's education plays a crucial role in determining the academic success

of young learners. In the Philippines, a developing nation grappling with high

poverty rates and deficiencies in basic education resources, the dropout rates in
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schools are particularly elevated, especially among economically disadvantaged

families. Given that many children from underprivileged backgrounds lack

sufficient support, and a significant number of parents lack the necessary skills to

assist their children in their educational journey, it becomes imperative to explore

how Filipino parents can contribute to and enhance their children's academic

achievements.

Analysis of the gathered data reveals that Filipino parents attribute their

children's success in school to activities such as assisting with homework,

providing motivation, and establishing a structured home environment. These

findings align with existing literature on parental involvement. However,

responses related to academic socialization, communication with teachers, and

involvement in school related activities reflect cultural beliefs and practices in the

Philippines, influenced by traditional parenting and the challenges posed by

extreme poverty.

Examining the connection between high school students’ self-efficacy in

choosing a vocation and their parents' career engagement was one of the study's

objectives. Choosing a career can be difficult for a variety of reasons, including

low self-efficacy, a negative professional attitude, a lack of information, and

internal or external conflicts. The ability to choose or pick a profession has a

significant impact on how someone, especially a student, develops their career

and choosing their passions. Selecting a career is a necessary aspect of education

and employment for students in the Philippines. It also is important to conduct

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further research into how parents' career behavior impacts their state and ability to

make accurate career decisions.

Parental assistance, including emotional support, direction, and resources,

has been found to positively correlate with adolescents' vocational self-efficacy.

This suggests that parental support and guidance have a favorable impact on their

children's job development. Additionally, linked to improved career exploration

and decision-making is parental participation. It has also been shown to improve

the results of teenage career growth. Students' levels of career self-efficacy can

also be raised by parents who support and encourage their children's career

objectives. Teenagers who feel their parents are encouraging them in their career

are more likely to actively seek a career path and exhibit higher self-assurance

while making decisions pertaining to their careers. Research has also indicated

that parents' ability to communicate effectively with their children about

occupations is critical in shaping the career goals and decision-making of

teenagers. The career development outcomes and self-efficacy of their children in

choosing career decisions are positively impacted by parents who actively involve

their children in career discussions and provide knowledge about various

vocations.

However, pressure from parents and meddling can be detrimental to their

children’s' professional growth. For example, parents who discourage their

children from pursuing alternative job options or who urge their children to follow

specific careers may be diminishing their children's confidence in their capacity to

make wise professional decisions. As a result, they could feel unsure about their
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professional path and less confident in their capacity to make wise decisions. On

their children's professional development and decision-making, parents have a big

impact. Parents want the best for their kids in life, and one thing that affects

happiness and success is the job path chosen. Parents have an impact on their

children's levels of education and training, as well as their awareness of the

workforce and various vocations, work-related attitudes and beliefs, and drive for

success.

Related Studies

FOREIGN

Students are indeed the key to the success of society since learners are

fundamental in all aspects. The knowledge that individuals possess surely came

first from their parents, which are their first teachers. According to the study of

Maša Ðurišic (2017), parents teach their children about what they learned from

their lives, especially on academics. However, parents with higher knowledge on

education and motivation in their studies, have higher value on their children's

academic achievements. Since they have the resources and knowledge to share

with their children, students will see their parents as a role model who prioritizes

their academics to achieve higher.

Individuals who are involved in education have an important role too for

students who are still studying, especially teachers and parents. According to

Kaptich et al., (2019), parental involvement is vital for students because it

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influences their attendance, academic achievement, self-confidence, and social

skills in the school setting. Students excessively gain from their parents' active

involvement in their studies and as it has a favorable impact on their behaviors

and educational outcomes. It prevents students from skipping class and going to

school unprepared because a positive relationship between parents and students is

the most beneficial aspect because the dreams of students are based and connected

on the foundation of their parents. While teachers' involvement makes students

gain trust and respect. This relationship between teacher and student may consist

of getting to know students better, providing choice and encouraging the students

to become stronger learners every day.

A study performed by Jelena Obradović (2021) indicates excessive

parental guidance can be counterproductive. Even though most of the students do

not experience parental involvement, some of them have parents who are over

involved or too controlling which increases the pressure of the student and stress.

This is hard for the students to develop social skills, self-esteem, and openness to

someone. This can cause the students to feel invaded and uncomfortable when

sharing. Having over involvement in academics of their child can also cause

conflict between parents and students due to the limit of student's ability to choose

for their own path in academic life.

Parents' involvement in the academic performance of students is necessary

since it is one of their responsibilities, to check and take care of their child's

academics socially, intellectually, emotionally, and spiritually, this is

corresponding to findings from studies by Jaiswal (2019). Most research stated

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that it is the role of parents to help, motivate, and improve their child development

in accordance with academics. Individuals who participate in service-learning

projects should be chosen based on their prior experience, technical skills, and

time management abilities (Saud, 2021). It is the obligation of parents to ensure

their children that their future or linkage to success is based on their knowledge

and achievements.

Mathematics and Science are two academic areas in which parents should

be particularly involved. Despite the fact that these are major subjects, many

achievers find them difficult to master due to problem solving and

experimentation. In these subjects, they are able to solve problems using their

strategies (Areti Panaoura, 2017) and based on the students' skills through STEM

(Science, Technology, Engineering, and Mathematics) (McClure et al., 2017), but

this ability is influenced by how parents become involved in their children's

problem-solving experiences because it has been considered a relevant factor in

their education for many decades (Blevins-Knabe, 2016).

Parenting has different styles that can cause pressures that affect the

achievements of their children, who perform accordingly. In relation to peer

pressure, bullying is still a serious problem, even though a lot of studies have been

conducted, according to Kristen L. Stevas (2021). Most of the students have

experience with bullying, even though they are already academic achievers.

Students who achieve something high will see it as a threat and pull the achiever

down. Parents need to get involved when bullying is happening because some

parents want to be more involved in responding to their child's experiences

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(Harcourt, Green et al., 2015). Many achievers are less likely to tell it to their

parents because people nowadays normalize bullying, so their report to their

parents may not be taken seriously. Cortes, K. I., and Kochenderfer-Ladd, B.

(2014).

"Too much direct engagement can come at a cost to kids' abilities to

control their own attention, behavior, and emotions. " (Jelena Obradović, 2021).

Excessive parental involvement is related to control. Parental control decreases

students' academic advancement. It includes micromanaging their child, creating

unrealistic expectations, and putting pressure on them. Parents must learn to take

a step back and strike the correct balance when dealing with their children,

particularly during their early years of education. According to Obradović (2021),

allowing youngsters to take the lead in interactions develops self-regulation and

independence.

Overprotective parenting, known as "helicopter parenting," can negatively

affect a child's health (Julia Schønning Vigdal 2022). It is a parenting style in

which the parent exhibits aggressive actions toward the child in a controlling

manner. This also communicates the view that the students lack self-care capacity

and hence require excessive protection. It depicts how parents can hover above

their children like helicopters, ready to sweep in and save them from

disappointments and harsh experiences (Cline and Fay, 2020). This flawless and

pain-free life that helicopter parents seek is harmful since it prevents children

from developing competence and autonomy (Haidt and Lukianoff, 2018; Cline

and Fay, 2020).

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Students truly require parental involvement during their formative school

years. Completing their assignments, developing appropriate behavior and

manners, preparing for tests and quizzes, and overcoming obstacles in the

classroom. Parents cannot expect their children to care about education if they do

not show that they care about it themselves. Dr. Patricia Fioriello asserts that

children will lack respect for people, especially their teachers, if there is no

parental participation; they won't learn anything or really comprehend the content

they are studying.

To sum up everything that has been stated, parental involvement is indeed

important. But having too much of it can have negative effects and slow down a

child's development. Parents should learn how to balance their guidance and

involvement. Children's first role models are their parents, and they act based on

the examples they show. Therefore, it is important for parents to act as role

models because everything they do in school reflects on what they have learned at

home.

LOCAL

Reading abilities in early children are primarily molded by their parents

and teachers. The pandemic made it even more difficult for parents to educate

their children because they were serving as the teachers at home while

simultaneously considering their parental responsibilities. Not all parents have

teaching expertise, and they are confronted with situations for which they are

unprepared. Many parents struggle to encourage and urge their children to take

reading comprehension and vocabulary session with them. Some parents created
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various solutions, such as keeping books and school supplies at home so that they

can continue to learn even at home, as well as engaging in creative activities with

their children. It demonstrated hot tough it is for many parents to motivate their

children to develop their reading skills and abilities.

Parents may contribute to their children’ education by attending school

events and keeping their obligations. Schools can promote involvement in

parenting, home education, communication, volunteering, decision-making, and

community involvement. It allows access to learning resources, encourage

achievement, and provide financial, emotional, and motivational support. Parental

participation programs are done to improve the relationship between home and

school in order to enhance educational outcomes. It also indicated that

collaboration between teacher and parent is the most effective strategy to foster

parental involvement. Additionally, this allows parents to get more involved in

their children’s academic success by supporting the, molding desired behavior,

helping with their homework, and actively educating their children at home.

Synthesis of State-of-the-Art

Parental involvement in a child's education is a complex issue with both

advantages and disadvantages, as revealed by numerous studies. Parents are a

child's first teachers, and their knowledge and motivation significantly influence a

child's academic achievements (Ðurišic, 2017). Active parental involvement can

positively impact a student's attendance, academic performance, self-confidence,

and social skills (Kaptich et al., 2019).

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However, excessive parental involvement can be counterproductive.

Overbearing or controlling parents can increase stress levels in students, hindering

their social skills, self-esteem, and openness (Obradović, 2021). The over-

involvement can also lead to conflicts between parents and students, limiting the

latter's ability to choose their own academic paths.

Parents' involvement is crucial in subjects like Mathematics and Science,

where problem-solving and experimentation are key (Panaoura, 2017; McClure et

al., 2017; Blevins-Knabe, 2016). However, parental pressures can negatively

impact a child's performance, and the issue of bullying, which many students

experience, is often overlooked (Stevas, 2021; Harcourt, Green et al., 2015;

Cortes, K. I., and Kochenderfer-Ladd, B., 2014).

Overprotective parenting, or "helicopter parenting," can harm a child's

health and development (Vigdal, 2022; Cline and Fay, 2020; Haidt and Lukianoff,

2018). This style of parenting, characterized by excessive control and protection,

can hinder a child's development of competence and autonomy.

In conclusion, while parental involvement is essential in a child's

education, it needs to be balanced. Over-involvement can have negative impacts,

slowing down a child's development. Parents act as role models for their children,

and their actions significantly influence their children's behavior and attitudes

towards education. Therefore, it's crucial for parents to demonstrate a balanced

approach to their involvement in their children's education (Fioriello).

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Gaps Bridged by the Study

The parental involvement on academic performance in the Grade 9 level

of the Divine Word College of Legazpi was attributed several factors which

resulted to positive effects on both students and parents. The findings of this

research are focused on what may be the challenges encountered by the student

such as pressures and expectations. In this research, “The Implication of Parental

Involvement in the Academic Performance as Perceived by Grade 9 Students of

Divine Word College of Legazpi Junior High School Department S.Y. 2023-

2024” the researchers will further discuss to connect the ideas and problems on

how parents and students improve their parent-child relationship and how they

handle and solve family issues they experience without having their children feel

pressured.

The said topic will also discuss about how beneficial parental involvement

is to the student’s academic achievement. This study will show the different

responses of students when it comes to academically pressure and different kinds

of mental health issues that students develop due to negative parental involvement

and how should students adapt from this type of situation. Additionally, this study

will give readers information regarding the researcher’s findings about the

student’s opinions on the appropriate level of their parent’s involvement in their

academic performance.

This study will examine the benefits of parental participation in more

detail and determine whether there are any particular subjects where parental

involvement is truly effective. In addition, this points out the changes in students’
 23

attitudes, behaviors, and motivation for learning. It also discusses how parents

may support their children’s love of learning and address any behavioral concerns

that may be slowing down their academic progress. In terms of the student’s

future choices and decision making, this research will discuss about the impact of

parents in their child’s choosing of career paths and in what ways can parental

involvement be helpful and influential in deciding on what students want to do

when they enter college and face adulthood.

Theoretical Framework

Bronfenbrenner's Ecological Theory presents a nuanced and intricate

theoretical framework that delves into the multifaceted influences on human

development, particularly focusing on children. This theory posits that individuals

are not isolated entities but are intricately connected to and shaped by the various

environmental contexts in which they exist.

At the heart of Bronfenbrenner's theory is the microsystem, the innermost

layer that encapsulates an individual's immediate environment and interactions.

This includes family members, friends, teachers, peers, and other significant

figures with whom the individual interacts regularly. These close relationships

play a pivotal role in shaping the individual's development, providing the

foundation for socialization, emotional support, and learning experiences.

Building upon the microsystem is the mesosystem, which encompasses the

interactions and relationships between different microsystems. This level

 24

considers how the dynamics between family and school, friends and family, and

other interconnected relationships impact the individual's development. The

mesosystem highlights the importance of examining the interconnectedness of

various microsystems in understanding the holistic development of an individual.

Expanding beyond the immediate interactions, the ecosystem includes

external environments in which the individual may not be actively involved but

still exert influence. This level incorporates societal structures, community

resources, government policies, and other external factors that indirectly shape the

individual's growth and development.

At a broader societal and cultural level, the macrosystem encompasses the

values, norms, traditions, ideologies, and cultural beliefs that permeate society

and influence individual development. This layer highlights the significance of

societal influences in shaping an individual's identity, beliefs, and behaviors.

The chronosystem, the outermost layer of Bronfenbrenner's theory,

introduces the dimension of time and how historical events, life transitions, and

personal experiences across the lifespan impact development. This temporal

perspective emphasizes the dynamic nature of development and the ongoing

influence of past experiences and societal changes on an individual's growth

trajectory.

Bronfenbrenner's Ecological Theory has had a profound impact on the

fields of research, psychology, and education, shaping our understanding of

human development and emphasizing the interconnectedness of environmental

 25

influences. By considering the complex interplay of factors across multiple

ecological levels, stakeholders such as parents, educators, and policymakers can

make informed decisions to support healthy development and well-being in

children. This holistic approach underscores the importance of addressing the

diverse environmental contexts that contribute to individual growth and

flourishing.
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Theoretical Paradigm

Chronosystem
Behaviors
Relationships
Interests

Macrosystem
Generation Gap Cultural Values and
Social Norms Beliefs

Exosystem

School System Mass Media

Justice System Social Media

Mesosystem

Parental Involvement

Microsystem

Family School
Peers Neighborhood

Child

Figure 1 Theoretical Paradigm

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Conceptual Framework and Paradigm

The conceptual framework derived from Bronfenbrenner's Ecological

Theory provides a comprehensive and nuanced perspective on the multifaceted

influences that shape human development, with a particular focus on children. At

the heart of this framework is the microsystem, which encapsulates the immediate

environment and interactions of an individual, including family members, friends,

teachers, and peers. These close relationships within the microsystem play a

fundamental role in socialization, emotional support, and learning experiences,

laying the foundation for development. Building upon the microsystem, the

mesosystem examines the interactions and relationships between different

microsystems, emphasizing the interconnectedness of family, school, peers, and

other significant figures in shaping an individual's development. This level

underscores the importance of understanding how the dynamics between various

microsystems influence the holistic development of an individual.

Expanding beyond immediate interactions, the exosystem incorporates

external environments in which the individual may not be directly involved but

still exert influence, such as societal structures, community resources, and

government policies. This level highlights the indirect impact of external factors

on an individual's growth and development, emphasizing the need to consider

broader environmental influences. Moving further outward, the macrosystem

encompasses societal values, norms, traditions, ideologies, and cultural beliefs

that permeate society and shape individual development. This layer underscores
 28

the significance of societal influences in shaping an individual's identity, beliefs,

and behaviors, emphasizing the role of culture in human development.

At the outermost layer, the chronosystem introduces the dimension of

time, emphasizing how historical events, life transitions, and personal experiences

across the lifespan impact development. This temporal perspective underscores

the dynamic nature of development and the ongoing influence of past experiences

and societal changes on an individual's growth trajectory. Bronfenbrenner's

Ecological Theory, with its multi-layered framework, has significantly influenced

research, psychology, and education, enhancing our understanding of human

development and emphasizing the interconnectedness of environmental

influences. By considering the complex interplay of factors across multiple

ecological levels, stakeholders such as parents, educators, and policymakers can

make informed decisions to support healthy development and well-being in

children. This holistic approach underscores the importance of addressing the

diverse environmental contexts that contribute to individual growth and

flourishing, promoting a comprehensive understanding of human development

within the broader ecological system.

 29

Parental Involvement

Student’s Academic Performance

Surveys Data Analysis

Statistical Tool

Improved Academic Performance of Pressure and Stress

Students

Improved Parent-Child Increased Dependency of

Relationships Students

Figure 2 Conceptual Paradigm

 30

Definition of Terms

This sub-section provides important definitions to explain key ideas

pivotal to the study about parental involvement in education and how it affects

students.

PARENTAL – It means the theoretical understanding of the roles,

responsibilities, and relationships involved in parenting. In this study, it is the

practical application and implementation of parenting roles and responsibilities in

everyday caregiving tasks and interactions.

IMPLICATION – It refers to the theoretical understanding of the meaning,

significance, and logical consequences of a concept or statement. In this research,

it is the practical application and real-world impact or effects resulting from a

concept or statement.

INVOLVEMENT – It refers to the theoretical understanding of being engaged,

connected, or participating in a particular activity, process, or relationship. In this

study, it is the tangible actions, behaviors, and contributions that demonstrate

one's active engagement, connection, or participation in a specific situation or

context.

ADOLESCENCE – It is the theoretical understanding of the transitional stage

between childhood and adulthood, characterized by physical, cognitive,

emotional, and social changes. In this research, it is the practical application of

theories and concepts related to the behaviors, challenges, and experiences faced

by individuals during this stage of development.

 31

BULLYING - It means the theoretical understanding of aggressive and unwanted

behavior involving a power imbalance, often repeated, with the intention to harm

others. In this study, it is the practical application of identifying, addressing, and

preventing instances of aggressive behavior that constitute bullying, including

implementing strategies and policies to mitigate such behavior.

STRESS - It is the theoretical understanding of the body's response to external

pressures or challenges, resulting in physical, mental, or emotional strain. In this

research, it is the practical application of identifying, managing, and coping with

the pressures and demands that trigger the body's stress response, including

implementing strategies to reduce stress levels and enhance resilience.

PRESSURE - It refers to the theoretical understanding of the force or influence

exerted on an individual to meet expectations, achieve goals, or perform tasks

within a specific context. In this study, it is the practical application of

identifying, managing, and responding to the demands, expectations, or

constraints that create stress or urgency in various situations, including

implementing strategies to handle pressure effectively.

HELICOPTER PARENTING - It is the theoretical understanding of a parenting

style characterized by over-involvement and excessive monitoring of a child's

activities, often resulting in limited independence and autonomy. In this research,

it is the practical application of closely supervising and controlling a child's life,

 32

making decisions on their behalf, and being overly protective to the extent that it

may hinder the child's development of essential life skills and self-reliance.

GUIDANCE - It is the theoretical understanding of providing advice, direction,

and support to help individuals make informed decisions, navigate challenges, and

achieve their goals. In this study, it is the practical application of helping,

counseling, and mentorship to individuals to help them develop skills, build

confidence, and make effective choices in various aspects of their lives, including

providing information, encouragement, and feedback.

ANXIETY - It refers to the theoretical understanding of a complex emotional

state characterized by feelings of worry, fear, and unease in response to perceived

threats or stressors. In this research, it is the practical application of identifying,

managing, and coping with excessive and persistent feelings of tension,

apprehension, or nervousness that can impact daily functioning and well-being,

including implementing strategies to reduce anxiety levels and enhance mental

health resilience.
 33

End Notes

FOREIGN:

Ali, M., Ilyas, M., Langah, S., & Khan, M. (2024). Parental Involvement
Influencing Academic Performance: A Study of Students' Perceptions.
February 15, 2024.
https://www.researchgate.net/publication/377896931_Parental_Involveme
nt_Influencing_Academic_Performance_A_Study_of_Students'_Perceptio
ns?fbclid=IwAR0wyGbyuKpChZLLljnWWWmeOt82j1nCnKUkMijWk3
3b9vctSmuEdKpd1Lo
Allen, K. (2024). The Parents’ Role in Career Selection. February 15, 2024.
https://allenvisioninc.com/parents- role/?
fbclid=IwAR1kIeyDdnwPhf1esEtAIC9Vx1EYupuubu7DyDHaOFs
Wzs42dH3KncIc1po#:~:text=Parents%20influence%20the%20level%20o
f,motivation%20they%20have%20to%20succeed
Branje, S. (2018). Development of Parent–Adolescent Relationships: Conflict
Interactions as a Mechanism of Change. February 15, 2024.
https://srcd.onlinelibrary.wiley.com/doi/10.1111/cdep.12278?fbclid=IwA
R2ycAMEEeOJBFcsNC0eJGiVfm4fXgU1llFT2VLsx2zJzwvLRtKdoiBy
XD0
Cambridge Dictionary (n.d.). April 9, 2024.
https://dictionary.cambridge.org/us/dictionary/english/helicopter-parent
Cambridge Dictionary (n.d.). April 9, 2024.
https://dictionary.cambridge.org/us/dictionary/english/guidance
Corsaro, K L. (2024). Parental involvement and its effects on bullying and student
behaviors. February 15, 2024.
https://soar.suny.edu/bitstream/handle/20.500.12648/529/Kristin_Corsaro_
Masters_Project_May2014.pdf?sequence=1&isAllowed=y&fbclid=IwAR
21s1r5KieQpXBZ3VSn5PkmBVbwtmQrKAxiCPn7M9y1hPeCwXkfl7aR
FYg
Dictionary.com (n.d.). April 9, 2024. https://www.dictionary.com/browse/parental
Dictionary.com (n.d.). April 9, 2024.
https://www.dictionary.com/browse/involvement
 34

Dr. Fioriello P. (2020). Learning Includes Respect For Teachers. What Happens
When Children Lack Parent Involvement In K12 Education. February 15,
2024. http://drpfconsults.com/what-happens-when-children-lack-parent-
involvement-in-k12- education/?
fbclid=IwAR0MI3SbRP1NZGyuZbrKEStA1qqOwqeWEU8w
urGexQ6cO2qFXNwztC1ciyM#:~:text=When%20there's%20no%20paren
tal%20involvement,simply%20isn't%20that%20important
Fine Dictionary. (n.d.). April 9, 2024. https://www.finedictionary.com/implication
How Parents Can Navigate Teen Independence (2022). Newport Academy.
February 15, 2024.
https://www.newportacademy.com/resources/empowering- teens/teen-
independence/?fbclid=IwAR2MyLU3Zl7gGhoswPA52dXT4YP0EuthJrI
KxCyKXWZNr_ZOz7RWlch5eGE
Kolbert, J.B. Duquesne University, Schultz, D. Quaker Valley School District, &
Crothers, L.M. Duquesne University. Bullying Prevention and the Parent
Involvement Model. February 15, 2024.
https://files.eric.ed.gov/fulltext/EJ1034733.pdf?fbclid=IwAR0aB5r9rU-
V1xo67NctMIr4SxeUZqEN5jJUv4uXl1zkbeGxqpvu11B16sY
Meriam Webster (n.d.). April 9, 2024. https://www.merriam
webster.com/dictionary/pressure#:~:text=4- ,a,surface%20divided%20by
%20its%20area
Nagy, K.K., Oláh, A.J., Gabriella, P. (2024) . The role of parental involvement in
academic and sports achievement. February 15, 2024.
https://www.researchgate.net/publication/377252068_The_role_of_parent
al_involvement_in_academic_and_sports_achievement?fbclid=IwAR0S-
bTnS6KUHavcNU6nlYcj2uoPgQy4QmgLrYkRj6ylFIB4HQZoXoY53qY
Psychology Today (n.d.). April 9, 2024.
https://www.psychologytoday.com/us/basics/adolescence
Stives, K.L., May, D.C., Mack, M., & Bethel, C.L. (2021).
https://www.frontiersin.org/articles/10.3389/feduc.2021.642367/full?fbcli
d=IwAR21s1r5KieQpXBZ3VSn5PkmBVbwtmQrKAxiCPn7M9y1hPeCw
Xkfl7aRFYg
The Annie E. Casey Foundation. (2022). https://www.aecf.org/blog/parental-
involvement-is-key-to-student-success-research-shows?fbclid=IwAR3t
Gctx0ltfrGjVJT2C2q86ypt6dJRDll12erOJ3WixgyJzfzhz2eemDA
What is Anxiety? (n.d.). April 9, 2024.
https://medlineplus.gov/anxiety.html#:~:text=Anxiety%20is%20a%20feeli
ng%2 0of,before%20making%20an%20important%20decision.
What is Bullying? (n.d.). April 9, 2024.
https://www.stopbullying.gov/bullying/what- is-bullying
 35

What is Stress? (n.d.). April 9, 2024. https://www.verywellmind.com/stress-and-

health-3145086

LOCAL:

Baldon D.M, Dela Cerna R., Sotes A.J, Enrique C.F.; University of Mindanao-
Penaplata, Bacatan J. (2023). Parent Career Behavior and Career Decision
Making Self-Efficacy Among Senior High School Students. February 15,
2024.
https://www.researchgate.net/publication/375500007_Parent_Career_
Behavior_and_Career_Decision_Making_Self-
Efficacy_Among_Senior_High_School_Students

Enteria O.C., Tagyam R.P., (2020). Parental Involvement in the Education

Development of Indigenous People in Selected Elementary Schools in the
Northern Part of Mindanao, Philippines. February 15, 2024.
https://www.researchgate.net/publication/343669608_Parental_Involveme
nt_in_the_Education_Development_of_Indigenous_People_in_Selected_E
lementary_Schools_in_the_Northern_Part_of_Mindanao_Philippines?fbcl
id=IwAR2rp6vBoyGdoA38OXiVDl3mRURa4yyd79ez7jLG5k_oYz9e3rS
Ed9DXRzk

Garcia, A.S. (2018). Parental Involvement Among Low-income Filipinos: A

Phenomenological Inquiry. February 15, 2024.
https://digitalcommons.unl.edu/cgi/viewcontent.cgi?article=1310&con
text=cehsdiss&fbclid=IwAR0VqfmFd6blBu5wT7-6VIGICND9-Rk2-
gN-xktpvaW4-jl-FYaITIIsi7o

Llego M.A (2022). The Importance of Parental Involvement in Education.

February 15, 2024. https://www.teacherph.com/parental-involvement-
education/?fbclid=IwAR0e7wfSeUYtxx7LZjLRZ5wiM7zQmEyWsOlPM
z42G1MkF7ByuJ_7wvl3mZs

Pinatil L.L., Cebu Technological University, Trinidad G., Cebu Technological

University, Englis G.C., Miñoza J.R. (2022). Parental Involvement
and Academic Performance of Education Students in a State University in
the Philippines. February 15, 2024
https://www.researchgate.net/publication/362913282_Parental_Involveme
nt_and_Academic_Performance_of_Education_Students_in_a_State_Univ
ersity_in_the_Philippines?fbclid=IwAR2wgL8m3PF7xbsiibQgs6pA7cx8n
1ytOlnJUcI0P5xBuSGkYmdI2UOJASI
36
 37

Chapter III

RESEARCH DESIGN AND METHODOLOGY

This chapter describes the research techniques that will be used by the

investigator to carry out the study. These techniques include the research design,

study population, development of the research instrument and determining its

validity and reliability, data collection methods, and appropriate statistical

analysis of the data.

Research Method

The research method used in the study on parental involvement in

academic performance is a descriptive quantitative method. This method utilizes

surveys, software, clear questions, and careful study design before data collection

to analyze numerical data. These quantitative approaches assistance in

investigating the relationship between parental participation and student

accomplishment, and they facilitate the handling of collected data through

statistical analysis.

Sources of Data

Primary and secondary sources are utilized in this study. Primary sources

are surveys and questionnaires conducted with grade 9 students at Divine Word

College of Legazpi Junior High School Department. Secondary sources in this

 38

study are books, related literature, related studies, and information gathered

online. Both sources are essential to achieving the goal of the research.

Population of the Study

The researchers have chosen Grade 9 Students of Divine Word College of

Legazpi as the respondents of this survey. Each section of Grade 9 has 13 chosen

students to answer the questionnaires, for a total of 65. The researchers will select

respondents from the attendance sheet based on even numbers.

Research Instruments

The researchers developed a survey questionnaire which is a systematic

method that is mainly used in quantitative research. The main instrument that the

researchers used is the survey questionnaire it was constructed according to the

study's goal, collected information, and relevant readings. Which should be

answered briefly and accurately to accumulate the necessary information needed.

Using a survey questionnaire is a lenient way to let the respondents share their

thoughts, opinions, and judgments in this study and also to give significant

responses needed by the researchers. The questionnaire sought to answer the three

main problems. It is divided into three parts; in the first part, it determines the

organization and officer's functionality, the next part would be about how the

problem they encountered formed and affected, and finally, the possible and

proper way to deal with it in order to make them more operative.

 39

Data Gathering Procedure

To ensure consistent results, the researchers created step-by-step protocols

for data collection. The first step in the methodical process the researchers

devised to collect data was, thinking. Following that, the researchers created goals

and follow-up questions that acted as a guide for the duration of the research.

They gathered knowledge about the subject by consulting both primary and

secondary sources. The respondents in this study were chosen evenly with an

attendance sheet per sections, who are Grade 9 students. Students will then

receive questionnaires from the research. Finally, the surveys were collected,

totaled, processed, presented, and some study conclusions were drawn.

Statistical Tool

The researchers totaled, looked over, and compiled the responses from the

students in the Divine Word College of Legazpi High School Department. The

percentage and frequency distribution are a data display that indicates the

percentage of observations that exist for each data studied or grouping of data

points, as we discovered when we tackled the statistical treatment of data. Finding

the overall number of observations to be shown and counting the total number of

observations within each data point or grouping of data points are the first steps in

producing a frequency and percentage distribution.

FORMULA:

f
P= x 100
N
 40

Where:
P = Percentage

f = Frequency

N = Number of Respondents

100 = Constant Value

 41

Chapter IV

THE IMPLICATIONS OF PARENTAL INVOLVEMENT IN ACADEMIC

PERFORMANCE AS PERCEIVED BY GRADE 9 STUDENTS

OF DIVINE WORD COLLEGE OF LEGAZPI – JUNIOR

HIGH SCHOOL DEPARTMENT S.Y. 2023-2024

This chapter includes the research findings of the data collected from the

case study and tables presenting the survey's total results with textual

interpretations. It also contains data analysis and textual interpretation from the

findings and determines the factors associated with the said study and

interventions that must be implemented to address this phenomenon, drawn from

the responses of the research questions.

I. Number of Students living with Parents

1. Living Arrangements with Parents

No. of Respondents = 65 Respondents

Indicators Frequency (f) Percentage (%)

Yes 59 90.8%
No 6 9.2%
Total 65 100%

TABLE 1.1

In Table 1.1, 90.8% of respondents answered Yes, it means that the

majority of respondents are living with their parents. On the other hand, 9.2% of
 42

respondents answered No, which means that some of respondents are not living

with their parents.

1.1. Reasons Why Students are not Living with their Parents

No. of Respondents = 65 Respondents

Indicators Frequency (f) Percentage (%)

Single Parent 3 27.3%
Broken Family 2 18.2%
OFW 4 36.3%
Parents have passed 0 0%
away
Staying with 1 9.1%
relatives/guardian
Others 1 9.1%
Total 11 100%

TABLE 1.1.1

In Table 1.1.1, the majority of 4 responses answered OFW with 36.3%

that is why some respondents are not living with their parents. Additionally, 3

responses agreed on Single Parent with 27.3%, 2 responses voted for Broken

Family with 18.2%, and both Staying with relatives/guardian and Other have 1

response, but that 1 response in Others is not specify.

2. Frequency at which parents of Grade 9 students help with homework

No. of Respondents = 65 Respondents

Indicators Frequency (f) Percentage (%)

Always 0 0%
Sometimes 38 58.5%
Not at all 27 41.5%
Total 65 100%

TABLE 1.2
 43

In Table 1.2, the majority of 38 respondents answered sometimes with

58.5%, it means that they experienced sometimes help with their homework with

their parents. Additionally, 27 respondents with 41.5% agreed with not at all, it

means that they did not experience this kind of child-parent bonding. Lastly, some

students lack of help with homework that comes to their parents as it got 0 of 65

responses.

II. Factors that affects Students’ Motivation and Attitude towards Learning due

to Parental Involvement

a) Attendance

b) Projects

c) Performance Tasks

3. Frequency at which parents of Grade 9 students attend parent-teacher

conferences or meetings at school

No. of Respondents = 65 Respondents

Indicators Frequency (f) Percentage (%)

Always 18 27.7%
Sometimes 44 67.7%
Not at all 3 4.6%
Total 65 100%

TABLE 2.1

In Table 2.1, the majority of 44 respondents answered sometimes with

67.7%, it means that they experienced sometimes seeing their parents attending

parent-teacher conferences. Meanwhile, 18 respondents with 27.7% agreed with

always, it means that they always saw their parents attending meeting at school.
 44

Lastly, there are some students who experienced no one attending on this kind of

parental gathering as it got 3 of 65 respondents with 4.6%.

4. Factors that Parents support Participation in Extracurricular Activities

related to Academic Performance

No. of Respondents = 65 Respondents

Indicators Frequency (f) Percentage (%)

Keep you motivated 26 19.7%
Gives you proper 35 26.5%
advices
Helps to correct your 26 19.7%
mistakes
Take care of you 22 16.7%
Presence 23 17.4%
Total 132 100%

TABLE 2.2

In Table 2.2, the majority of 35 responses answered Gives proper advices

with 26.5% that can support participation in extracurricular activities related to

academic performance. Additionally, 26 responses agreed on Keep you motivated

and Helps to correct your mistakes with 19.7%, 23 responses voted for Presence

with 17.4%, and 22 responses choose the Take care of you with 16.7%.

5. Advantages of Parental Involvement in Academic Performance

No. of Respondents = 65 Respondents

Indicators Frequency (f) Percentage (%)

Improved Academics 31 18.34%
Proper Guidance 35 20.71%
Better Behavior 31 18.34%
Increased Motivation 26 15.39%
Enhanced 20 11.83%
 45

Communication
Emotional Support 26 15.39 %
Total 169 100%
TABLE 2.3

In Table 2.3, the majority of 35 responses answered Proper Guidance with

20.71% that can have an advantage of parental involvement in academic

performance. Additionally, 31 responses agreed on Improved Academics and

Better Behavior with 18.34%, 26 responses voted for Increased Motivation and

Emotional Support with 15.39%, and lastly, 20 responses choose Enhanced

Communication with 11.83%. It means that parental involvement has positive

impacts on academic performance.

6. Disadvantages of Parental Involvement in Academic Performance

No. of Respondents = 65 Respondents

Indicators Frequency (f) Percentage (%)

Pressure and Stress 53 32.52%
Lack of Independence 18 11.04%
Low Self-Esteem 21 12.88%
High Expectations 38 23.31%
Helicopter Parenting 7 4.3%
Social Anxiety 25 15.34 %
Others 1 0.61%
Total 163 100%

TABLE 2.4

In Table 2.4, the majority of 53 responses answered Pressure and Stress

with 32.52% that can have a disadvantage of parental involvement in academic

performance. Additionally, 38 responses agreed on High Expectations with

23.31%, 25 responses voted for Social Anxiety with 15.34%, 21 responses for
 46

Low Self-Esteem garnered 12.08%, 18 responses go with Lack of Independence

with 11.04%, 7 responses choose Helicopter Parenting with 4.3%, and lastly, 1

response answered Others with 0.61% but it is not specified. It means that

parental involvement has also negative impacts on academic performance.

7. Frequency at which parents of Grade 9 students discuss school works and

academic goals

No. of Respondents = 65 Respondents

Indicators Frequency (f) Percentage (%)

Always 9 13.85%
Sometimes 48 73.85%
Not at all 7 10.8%
No Answer 1 1.5%
Total 65 100%

TABLE 2.5

In Table 2.5, the majority of 48 respondents answered sometimes with

73.85%, it means that they experienced sometimes discussion about school works

and academic goals with their parents. Meanwhile, 9 respondents with 13.85%

agreed with always, it means that they always witness their parents talks

regarding academic and school topics. Moreover, 7 respondents answered not at

all with 10.8%, there are some students who have no parents who shares idea

about this kind of matter. Finally, there is 1 respondent with 1.5% who did not

provide answer.
 47

8. Effects of Parental Involvement in Academic Performance

No. of Respondents = 65 Respondents

Indicators Frequency (f) Percentage (%)

Positive 27 41.54%
Negative 1 1.54%
Both 37 56.92%
Total 65 100%

TABLE 2.6

In Table 2.6, 56.92% of respondents answered Both, it means that the

majority of respondents are experiencing the positive and negative effects of

parental involvement. Additionally, 41.54% of respondents answered Positive,

which means that some of respondents are having the advantages of parental

involvement. Lastly, 1 of 65 respondents answered Negative with 1.54%, which

means that the respondent witnesses the disadvantages of parental involvement.

9. Frequency at which respondents feel more motivated to succeed

academically when Parents are involved in Education

No. of Respondents = 65 Respondents

Indicators Frequency (f) Percentage (%)

Yes 58 89.2%
No 7 10.8%
Total 65 100%

TABLE 2.7
 48

In Table 2.7, 58 of respondents with 89.2% answered Yes, it means that

the majority of respondents feel more motivated to succeed academically when

parents are involved in education. On the other hand, 7 of respondents with 10.8%

answered No, which means that some of respondents doesn’t feel more motivated

to succeed academically when parents are involved in education.

10. Frequency at which respondents improve in Academic Performance as a

result of Parents’ Involvement

No. of Respondents = 65 Respondents

Indicators Frequency (f) Percentage (%)

Yes 56 85.18%
No 9 13.85%
Total 65 100%

TABLE 2.8.1

In Table 2.8.1, 56 of respondents with 85.18% answered Yes, it means

that the majority of respondents improve in academics as a result of parental

involvement. On the other hand, 9 of respondents with 13.85% answered No,

which means that some of respondents experiencing setbacks in academics as a

result of parental involvement.

 49

10.1. Improvements in Academic Performance as a result of Parental

Involvement

No. of Respondents = 65 Respondents

Indicators Frequency (f) Percentage (%)

Improved Academics 34 20%
Proper Guidance 32 18.8%
Better Behavior 33 19.4%
Increased Motivation 30 17.6%
Enhanced 19 11.2%
Communication
Emotional Support 19 11.2 %
Others 3 1.8%
Total 163 100%

TABLE 2.8.2

In Table 2.8.2, the majority of 34 responses answered Improved

Academics with 20%, which enhances the academic performance through

parental involvement. Additionally, 33 responses agreed on Better Behavior with

19.4%, 32 responses voted for Proper Guidance with 18.8%, 19 responses go with

Enhanced Communication and Emotional Support with 11.2%, and lastly, 3

responses choose Others with 1.8% but it is not specified.

 50

11. Frequency at which parents of Grade 9 students discuss future

educational plan and career aspirations

No. of Respondents = 65 Respondents

Indicators Frequency (f) Percentage (%)

Always 19 29.23%
Sometimes 37 56.92%
Not at all 9 13.85%
Total 65 100%

TABLE 2.9

In Table 2.9, the majority of 37 respondents answered sometimes with

56.92%, it means that they experienced sometimes discussion about future

educational plan and career aspirations with their parents. Meanwhile, 19

respondents with 29.23% agreed with always, it means that they always have a

session with their parents regarding future endeavors. Lastly, 9 respondents

answered not at all with 13.85%, there are some students who have no parents

who talks about this kind of matter.

III. SOP # 3 Difference in the Academic Performance of students with High

Parental Involvement compared to those with Low Parental Involvement

a) Attendance

b) Projects

c) Performance Tasks
 51

12. Frequency at which teachers of Grade 9 students effectively communicate

with parents and involve them in supporting students’ engagement

No. of Respondents = 65 Respondents

Indicators Frequency (f) Percentage (%)

Parent-Teacher 42 30.7%
Conferences
Regular Updates 28 20.4%
Social Media 31 22.6%
Contacts 25 18.2%
Online Forums 9 6.6%
Others 2 1.5%
Total 137 100%

TABLE 3.1

In Table 3.1, the majority of 42 responses answered Parent-teacher

Conferences with 30.7% that can communicate effectively with parents to involve

them in supporting students’ engagement. Additionally, 31 responses agreed on

Social Media with 22.6%, 28 responses voted for Regular Updates with 20.4%, 25

responses choose the Contacts with 18.2%, and 9 responses go with Online

Forums with 6.6%. Lastly, 2 responses answered Others with 1.5% but they did

not specify.
 52

13. Suggestions to address the Better Parental Involvement in Academic

Performance

No. of Respondents = 65 Respondents

Indicators Frequency (f) Percentage (%)

Parent Educational 37 28.9%
Programs
Improved Parent-Child 45 35.2%
Communication
Home-School 15 11.7%
Partnership
Parent-Teacher Regular 28 21.9%
Updates
Others 3 2.3%
Total 128 100%

TABLE 3.2

In Table 3.2, the majority of 45 responses answered Improved Parent-

Child Communication with 35.2%, which supposes to address academic

performance through better parental involvement. Additionally, 37 responses

agreed on Parent Educational Programs with 28.9%, 28 responses voted for

Parent-Teacher Regular Updates with 21.9%, 15 responses go with Home-School

Partnership with 11.7%, and lastly, 3 responses choose Others with 2.3% but it is

not specified.
 53

Chapter V

SUMMARY OF FINDINGS, CONCLUSIONS AND

RECOMMENDATIONS

This chapter presents the summary, conclusions, and recommendations of

researchers based from the gathered data from the answered questionnaires with

the purpose of knowing what are the factors, effects and possible solutions on the

implications of parental involvement in academic performance.

Summary of Findings

This study was conducted to discover the Implication of Parental

Involvement in Academic Performance as perceived by Grade 9 students of

Divine Word College of Legazpi Junior High School Department S.Y. 2023-

2024. The researchers gathered all of the findings through the data collection

process, then summarized it using percentages.

1. Number of Students living with Parents

Parental involvement highlights that respondents have varying living

arrangements with their parents, with reasons for not living together including

being Overseas Filipino Workers (OFWs), coming from single-parent or broken

families, staying with relatives or guardian, or other unspecified causes. The

analysis of parental involvement majority of students are living with their parents
 54

and highlighting varied degrees of engagement across different facets, including

homework support, participation in parent-teacher conferences, academic

dialogues, and future aspirations. A majority of respondents indicated receiving

occasional homework assistance, intermittent attendance at parent-teacher

conferences, and sporadic conversations with parents regarding school-related

matters and academic objectives. The discussions surrounding future educational

pursuits and career goals demonstrated a spectrum of engagement levels among

the participants. Notably, parent-teacher conferences emerged as a key channel

for communication between schools and parents, complemented by other

communication avenues like social media, regular updates, direct interactions, and

online platforms.

2. Factors that affects Students’ Motivation and Attitude towards Learning

due to Parental Involvement

a) Attendance

b) Performance Tasks

c) Written Works

Positive effects of parental involvement noted by respondents encompass

receiving proper advices, motivation for extracurricular activities, and correction

of mistakes, parental presence, and student care. Advantages of parental

involvement in academic performance include proper guidance, improved

academics and behavior, increased motivation and emotional support, and

enhanced communication. Conversely, negative effects include pressure, stress,

high expectations, social anxiety, low self-esteem, lack of independence, and

 55

helicopter parenting. The majority of respondents experience a mix of positive

and negative impacts, with some only encountering advantages and a small

percentage facing solely disadvantages, illustrating involvement on academic

performance.

3. Difference in the Academic Performance of students with High Parental

Involvement compared to those with Low Parental Involvement

a) Attendance

b) Performance Tasks

c) Written Works

The research findings demonstrate that parental involvement has a

significant impact on academic motivation, performance, and communication

within the educational setting. Respondents reported increased academic

motivation and improvement as a result of parental involvement, with specific

benefits including enhanced academics, improved behavior, better

communication, and strengthen parent-child relationships. These findings reveal

the crucial role of parents in creating a supportive environment for their children’s

academic success. Collaborative relationships between parents, students, and

teachers are essential for optimizing the positive influence of parental

involvement on academic outcomes and promoting overall student achievement

and holistic development.

 56

SOP# 1
What are the different forms of parental involvement?
Q#
wala pa mafind

<CONCLUSION/FINDINGS>

SOP# 2
How does parental involvement affect students’ motivation and attitude towards
learning?
Q# 5
What are the advantages of parental involvement in your academic performance?

<CONCLUSION/FINDINGS>

SOP# 3
<CONCLUSION/FINDINGS>

Recommendations
Conclusions

The study’s findings offer an overview of the subject, revealing key

patterns and implications that deepen understanding of the topic and lay the

groundwork for future research and practical implementations.

In conclusion, the analysis of parental involvement among students living with

their parents reveals a significant number of students engaging with their parents
 57

in various aspects such as homework assistance, participation in parent-teacher

conferences, academic discussions, and future planning. The findings underscore

the importance of parent-teacher conferences as a primary mode of

communication between schools and parents, supported by additional channels

like social media and direct interactions. The varying levels of engagement

observed in discussions about academic goals and future aspirations highlight the

diverse nature of student-parent interactions in the educational context.

To sum up, the research findings clearly establish the significant impacts of

parental involvement on academic outcomes. The study reveals that parental

engagement leads to heightened motivation, academic progress, and improved

communication among students. By emphasizing essential elements like academic

assistance, guidance, and open lines of communication, parents play a pivotal role

in fostering their children’s academic achievements and holistic growth. These

results highlight the critical need for fostering robust collaborations between

parents, students, and teachers to cultivate a supportive educational setting that

optimizes the advantages of parental participation in enhancing student success.

In conclusion, the research findings affirm the pivotal role of parental

involvement in influencing positive academic outcomes and cultivating a

supportive learning atmosphere. The majority of respondents expressed

heightened motivation and academic progress resulting from parental

involvement. By prioritizing essential elements such as academic support,

guidance, and effective communication approaches, parents are instrumental in

shaping their children’s educational path. These results emphasize the

 58

significance of fostering collaborative partnerships among parents, students, and

teachers to maximize the advantages of parental involvement, ultimately

enhancing academic achievement and holistic development.

Recommendations

To enhance parental involvement, fostering open communication and

collaboration between schools and parents is essential. This approach can

effectively boost engagement and positively impact student success.

Parents: Parents should actively engage in their child’s education by providing

academic support, guidance, and maintaining effective communication channels.

Parents should strive to create a supportive and nurturing environment that

encourages their child’s academic growth without imposing undue pressure.

Understanding the positive impact of their involvement and being mindful of

potential risks, such as academic stress, can help parents navigate their role

effectively.

Educators: Educators can use the findings to develop strategies that promote and

encourage parental involvement in education. By organizing activities that

facilitate positive parental participation, schools can create a supportive

atmosphere that enhances students’ academic performance. Considering students’

perceptions of the involvement of parents is crucial in fostering effective

partnerships between parents and educators for the benefit of student learning.
 59

Students: Students can leverage the study findings to strengthen their relationship

with their parents and recognize the significance of parental involvement in their

academic success. By actively engaging with their parents, students can enhance

their academic performance and gain a deeper understanding journey. Building a

strong bond with parents can lead o improved academic outcomes and overall

well-being.

School Administrators: School administrators can utilize the study data to

formulate policies that promote sustainable parental involvement in education.

Recognizing the value of the involvement of parents in enhancing academic

achievement, administrators can develop guidelines that encourage parents to

actively participate in their child’s education. Establishing supportive frameworks

for parental involvement can contribute to a more enriching educational

experience for students.

Future Researchers: Future researchers can use this study as a reference point

for further investigations into parental involvement in education. It can serve as a

foundation for advocating policies that support and incentivize parental

participation at various level of the education system. Additionally, it can inspire

future researchers’ projects exploring the intricate relationship between parents

and students in the context of academic performance, leading to a deeper

understanding of the dynamics at play in educational settings.

 60

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