PARENTAL EXPECTATION AND PERCEIVED ACADEMIC STRESS

AMONG GRADE 11 STUDENTS

A Research Paper Presented to

The Faculty of Senior High School Department

Cabancalan National High School

Cabancalan, Mandaue City, Philippines

In Partial Fulfilment of the Requirements for

SH – Practical Research 2

By

Angelie Zapanta

Djamhyre Ngujo

Earl Joseph Bregente

Jay King Cabansay

John Philip Rama

Joshua Galvez

Reyjay Avelino

Ritaj Quimque

Seth Jems Rodrigo

May 2024
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ACKNOWLEDGEMENT`

This research acknowledgement serves as their grateful recognition of the individuals

and institutions who contributed to the completion of the research on "Parental Expectations

and Perceived Academic Stress Among Grade 11 Students."

First and foremost, the researchers express their heartfelt gratitude to their esteemed

research adviser, Miss Fate J. Bolambao, for her constant support, essential guidance, and

astute critique throughout the entire study process. Her expertise has been extremely valuable

in steering the course of their investigation.

The panellists’ excellent criticism will help them improve their research and knowledge

on the subject, for which they are appreciative.

The researchers are appreciative to Mr. Romel L. Pachejo for providing us with the

statistical tool required to quantify the study's independent and dependent variables.

The researchers are grateful to Ms. Mary Nerissa T. Castro for her assistance in

refining this research and determining the appropriate instrument to employ for this study.

The researchers respectfully thank Principal Sir Ylaya for his unwavering support and

authorization, which enabled them to perform their research on school grounds.

They sincerely thank the research participants' willingness to participate and provide

insightful feedback; their time and effort were critical to the study's success.

Finally, but equally essential, the researchers thank their own families and friends for

their constant love, support, and encouragement during this research project. Their belief in

themselves has always motivated them, allowing them to persevere and achieve this project.

This research would not have been possible without the kind contributions and support

of the individuals and institutions listed above. The researchers truly appreciate their

dedication to the research work and participation in it.

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TABLE OF CONTENTS

TITLE PAGE …………………………………………………………………………….. i

ACKNOWLEDGEMENT …………………………………………………………….. ii

TABLE OF CONTENTS ……………………………………………………………... iii

LIST OF TABLES

ABSTRACT …….……...….…………………………………………………………. iv

CHAPTER

1. THE PROBLEM AND ITS SCOPE

Rationale ……………………………………………………………….. 1

Theoretical Background ……………………………..…………….... 2

Statement of the Problem ……………………………………..……. 5

Hypothesis …………………………………………………………… 5

Significance of the Study …………………………...…………….… 5

Scope and Limitations ………………………………….…………… 6

Definition of Term …………………………………………………….. 6

2. REVIEW OF RELATED LITERATURE AND ITS STUDIES

Parental Expectation in School …………………………………….. 7

Perceived Academic Stress ………………………………………… 8

Factors Affecting Perceived Academic Stress ……………………. 9

Parental Expectation and Perceived Academic Stress ………….. 9

3. RESEARCH METHODOLOY

Research Design ……………………………...……………………. 11

Research Environment …………………………………………….. 11

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Research Respondents ……………………………………………. 11

Research Instruments ……………………………………………... 12

Data-Gathering Procedure ……………………………….……….. 12

Data Analysis ……………………………………………………….. 12

Ethical Consideration ……………………………………………… 13

4. PRESENTATION, ANALYSIS, AND INTERPRETATION

Quantitative:

Level of Parental Expectation ……………………………….……. 14

Level of Perceived Academic Stress …………………………..…. 16

Relationship between Parental Expectations and Perceived Academic

Stress ……………………………………………………….……….. 18

Qualitative:

Parental Expectations of Grade Eleven Students ………………. 19

Perceived Academic Stress of Grade Eleven Students …….…. 21

Perceived Relationship of Parental Expectations and Perceived

Academic Stress ……………………………………………..…….. 21

Suggested Strategies and Action Plan …………………………... 22

5. SUMMARY OF FINDINGS, CONCLUSION, RECOMMENDATIONS, AND

PROPOSED ACTION PLAN

Summary of the Findings ………………………………………….. 24

Conclusion ………………………………………………………….. 25

Recommendations ………………………………………..……….. 25

REFERENCE

APPENDICES

Appendix A – Transmittal Letter (Classroom Advisers) ….………....….. 35

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Appendix B – Child Assent Form …………..…………………………….. 36

Appendix C – Adopted Research Instrument (Living up to Parental

Expectation Inventory) …………………………………………………..… 38

Appendix D – Adopted Research Instrument (Education Stress Scale for

Adolescents) ……………...………………………………………………… 41

Appendix E – Open-Ended Questions ……………………….………….. 43

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ABSTRACT
In the field of education, two important factors that influence students' experiences and

results are perceived academic stress and parental expectations. The primary goal of this

study is to examine the correlation between parental expectations and the perceived academic

stress of Grade 11 students. Sample size of 103 students selected through simple random

sampling and have completed self-report questionnaires of Living up to Parental Expectation

Inventory (Wang & Heppner, 2002) and The Educational Stress Scale for Adolescent (Sun et

al., 2011), and used semi-structured interview questions to validate participants’ responses

resulting in constructing narratives. The results showed a moderately positive relationship

between parental expectations and reported academic stress levels among Grade 11

students. Furthermore, parental expectations, workload, and future possibilities were identified

as significant predictors of academic stress using semi-structured interviews and narrative

construction. The findings imply that parental expectations have a considerable impact on the

academic stress faced by Grade 11 students. Higher parental expectations were linked to

increased academic stress among students. This study contributes to the development of

activities that enhance the psychological well-being of Grade 11 students by incorporating their

perspectives and experiences. Eventually, such approaches can assist students improve their

academic performance and general development.

Keywords: Parental Expectation, Academic Stress, Parental Involvement, Perceived Stress,

Stress, Parental Pressure, Perceived Stress
 CHAPTER 1

INTRODUCTION

Rationale

Perceived academic stress and parental expectations are two major elements
influencing students' experiences and outcomes in education. Parental expectations include
parents' standards, desires, and hopes for their children's overall development and academic
performance (Buchmann et al., 2022). It encompasses the beliefs parents hold about the
proper way their children should behave or the outcomes they should achieve. As noted by
Tatlah (2019), parental expectations have a big impact on kids' motivation, academic
achievement, and goals for the future. These expectations serve as the foundations that
influence a child's decisions about their schooling, profession, and self-perception. Even
though parental participation improves academic performance (Quijano, 2023). Parents
frequently have excessive expectations for their children, which can occasionally cause kids
to have extreme outbursts in the form of stress (Subramani & Venkatachalam, 2019). Braucher
(2020) asserts that the majority of these expectations arise from the educational setting. Stress
can arise when kids experience strong parental pressure to perform academically to the level
or above it.

Positive effects of strong parental expectations on children’s achievement have been

observed in longitudinal studies covering kindergarten through 12th grade, controlling for
parental involvement and early cognitive abilities. These effects transcend diverse ethnic
samples and nationally representative groups. However, it's noteworthy that parental
expectations can contribute significantly to perceived stress. Research, such as Duman and
Güler's (2018) study, suggests that high academic expectations from parents can create a
pressure-filled environment, leading to increased stress levels among students. Nomaguchi
and Milkie (2020) emphasize the impact of parental expectations on the well-being of students,
revealing that unrealistic expectations can contribute to heightened stress, affecting various
aspects of an individual's life. Academic stress is defined as emotional anguish related to the
perceived possibility of academic failure or even the expected annoyance that comes with it
(Zheng et. al. 2020). It has been found that stress significant impact mental well-being,
particularly among students (Slimmen et al., 2022).

Hence, this study makes a modest attempt to determine the connection between
students perceived academic stress and parental expectations. It seeks to understand how
various parental expectations and aspects of parental expectations, such as academic
performance and future goals, contribute to the stress experienced by students. In an effort to
figure out how the two factors relate to one another; this project offers empirical data specific
 2

to the Grade 11 senior high school student setting. There has been little research done on the
complex relationship between parental expectations and students' perceptions of academic
stress in grade 11 senior high school.

Theoretical Background

Martin Seligman's Positive Psychology emphasizes the investigation and cultivation of

positive emotions, personal strengths, and general wellness, which is a substantial divergence
from conventional psychological techniques. Unlike conventional practices primarily cantered
on diagnosing and remedying mental ailments, The goals of positive psychology are to
improve people's lives and promote human flourishing (Noble & McGrath, 2015). Seligman
(2011) argues that the purpose of psychology should be to cultivate resilience, happiness, and
contentment in addition to reducing suffering. According to Oades and Mossman (2017),
positive psychology offers a comprehensive framework for understanding and enhancing
people's well-being by reorienting attention toward positive aspects of human functioning like
joy, appreciation, and personal assets. Seligman's groundbreaking work has had a significant
influence on the development of positive psychology, encouraging researchers, practitioners,
and members of the public to emphasize wellbeing and flourishing as essential components
of psychological investigation and treatment.

When considering parental expectations, the applicability of positive psychology which

Martin Seligman has highlighted in particular becomes clear. Children's general happiness
and mental health are greatly enhanced by parents who foster pleasant feelings in them
(Shoshani & Yaari, 2022). Breaux et. al. (2022) parents have a critical role in influencing their
children's emotional development by creating an atmosphere that values happiness,
thankfulness, and optimism. Acknowledging the individuality of each child, committing to their
growth, and recognizing their potential impact on the child's development are critical aspects
identified by researchers in fostering children's well-being (Ackerman & Dozier, 2005).
Investing in these aspects proves crucial for both young foster children and adolescents.
However, parents must also strike a balance in their expectations (Cohen, n. d.). Although
parents naturally have expectations for their children, these expectations ought to be
reasonable and well-rounded. Zogli (2023) highlights the negative impact of imposing
unrealistic expectations on children, which can lead to significant harm to their mental health
and self-esteem. The psychological impact on a youngster of having unachievable standards
that make them feel inadequate all the time can be severe. Establishing attainable objectives
is crucial because it enables people to make future plans and acquire skills in a variety of
areas of life (Houston, 2019). Positive Psychology promotes accepting individual diversity and
setting realistic goals. In addition, parents act as role models for their kids by modeling
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acceptable attitudes and behaviors both within and outside the home, as well as by interacting
with them directly (Steber, 2020). According to Koehler (2023), parents that practice positive
psychology concepts like compassion, gratitude, and resilience boost their children's
behaviour as well. In essence, Positive Psychology offers valuable insights into shaping
parental expectations and interactions, ultimately fostering healthier and more fulfilling
relationships between parents and children.

Positive psychology can be extremely helpful in reducing students perceived academic

stress by encouraging a growth mindset, resilience-building, and the creation of useful coping
mechanisms. Stress reduction, emotion control, and general well-being can all be improved
by focusing on one's own strengths and virtues, such as optimism, gratitude, and mindfulness
exercises (Teixeira et al., 2022). Interventions grounded in Positive Psychology principles aim
to equip students with the tools to navigate academic challenges more effectively. For
instance, as Yang and Wang (2022) point out, encouraging academic resilience helps students
adjust to obstacles and disappointments more quickly. A supportive environment that is helpful
for managing academic expectations and fostering mental health is produced when positive
psychology is incorporated into educational settings (Lancia, 2021). Furlong et. al. (2014) have
demonstrated the long-term advantages of positive school experiences, which include a
decreased chance of participating in risky behaviours like substance misuse and a greater
sense of readiness for one's own goals. This strategy improves the learning process overall
and may boost academic achievement by reducing the detrimental effects of stress.
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Figure 1. Theoretical - Conceptual Framework

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Statement of the Problem

This study aims to investigate the relationship between parental expectations and
perceived stress among Grade 11 students in a public school in Mandaue City during the
school year 2023 - 2024. An action plan will be crafted based on the results of this study that
will help mitigate students' perceived stress.

Specifically, this study aims to answer the following:

1. What is the level of parental expectations among Grade 11 students?

2. What is the level of perceived stress among Grade 11 students?
3. Is there a significant relationship between parental expectations and perceived stress
among Grade 11 students?
4. How do SHS students interpret parental expectations and their association with their
perceived stress?
5. What action plan can be proposed based on the results?

Hypothesis

Ho. Among students in Grade 11, there is no correlation between perceived stress
and parental expectations.

Ha. Students in Grade 11 sense stress in response to parental expectations.

Significance of the Study

This linguistics research is found to have various benefits in one way or another to
the following, such as but not limited to:

Student. This study would be a roadmap in strengthening the relationship

between parents and students in fulfilling a meaningful and harmonious learning
experience that is free from stress and pressure.

Teacher. They can use this study to achieve a well-rounded approach

towards handling their students/children.

School Administrators. The outcomes of this research are expected to be

source of information for the school in building a mechanism that caters the need of
learners and partners in achieving education to the total learning process.

The researchers. The results would give the researchers an idea if parent
expectations are the source of stress of students.
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Future Researchers. This study might be cited for information and a

connected inquiry for upcoming who pursue their case relevant to this study.

Scope And Limitation

Parental expectations are the independent variable while perceived stress is the
dependent variable in this study. The purpose of the study is to evaluate the effect of parental
expectations on stress levels and determine whether there is a relationship between the two
variables. The researchers' goal sample size of 103 is reached. Investigating potential
moderating factors that might change the relationship between parental expectations and felt
stress is another possible aspect of this study's scope. Every respondent is provided with an
identical questionnaire to complete.

One of the main shortcomings of the study is participant cooperation. For instance, the
accuracy and completeness of the data collected may be compromised if participants are
unable to participate or provide accurate information, which could result in bias or missing
data. Despite our best efforts, we were able to obtain the responses of 103 students of a total
of 108. All respondents were provided with identical questionnaires to complete.

Definition Of Terms

To remove any misunderstanding and lay the groundwork for a more detailed
presentation, this paper defines a few technical concepts in a straightforward manner. To help
you better understand the study, the following terms are defined in their operational sense.

Academic achievement - Meeting or surpassing expectations in educational

performance, encompassing aspects like grades, effort, and pursuing specific
educational paths as set by societal or familial standards.

Academic stress - The pressure experienced by students due to various

academic-related factors.

Parental expectations - Anticipated standards and goals that parents set for
their children in terms of academic performance and overall achievements. These
expectations can contribute to the stress experienced by the child as they strive to
meet or exceed the standards set by their parents.

Perceived stress - Experience of pressure and tension resulting from

expectations.
 CHAPTER 2

REVIEW OF RELATED LITERATURE AND STUDIES

This literature review aims to explore the complex relationships that exist between
student perceptions of academic stress, parental expectations in the classroom, and the
factors that influence these perceptions. It will examine the underlying theories from history as
well as current perspectives on parental expectations and stress in the classroom. Examining
the dynamic relationship between students' reported stress levels and parental expectations
can help to clarify the various elements that lead to academic pressure. The evaluation will
also emphasize how important it is to recognize and deal with parental expectations and
perceived stress as essential components of creating supportive learning environments. This
research review seeks to bring insight into the complex relationships of parent involvement in
education and how it affects students' academic achievement and well-being by looking at
these related subjects.

Parental Expectation in School

A child’s academic career is greatly shaped by their parents’ expectations, which also
affect how hard they work and how they approach assignments. According to studies like
Goldenberg et al. (2001), these expectations help kids succeed academically by making
learning activities easier and more engaging for them. Parents that have high expectations for
their children's academic performance also set up the circumstances and opportunities
necessary for their kids to actively engage in learning, which leads to exceptional
achievements (Pinquart & Ebeling, 2020). Tatlah et. al. (2019), parental expectations are a
powerful source of motivation for students, propelling them to achieve academic success. The
positive impact of parental support on academic success is further emphasized, highlighting
the importance of parental involvement and support in influencing children's academic
performance. Wang & Sheikh-Khalil (2014) found that among high school kids from European
and African American backgrounds, there is a substantial association between parental
expectations and academic success, even in various cultural situations. This underscores the
universal importance of parental expectations in shaping academic outcomes. Parental
expectations might present certain difficulties, though, since some parents may try to force
their preferences on their kids, which can limit their potential and eventually affect their
academic performance (Pinquart & Ebeling, 2020).

Even some parents intend to compensate through their children and, they have
different expectations for sons and daughters (Dhull & Kumari, 2015). Rajkotwala (2016)
states that because of the societal belief that men should succeed in school to the extent
necessary to be able to support their families in the future, Indian parents place higher
 8

expectations on their male children. Parents play a critical role in their children's development
and have high expectations for them, especially when it comes to their schooling (Mishra et
al., 2004). Children realize the parental expectations and attempt to satisfy their expectations.
But sometimes parents’ expectations induce worry in their child and it impacts the academic
achievement. Their academic performance suffers and they become stressed when they are
unable to meet their parents' expectations (Kumar & Jadaun, 2018).

Perceived Academic Stress

When a person's burden surpasses his available resources, stress results. Harsh and
prolonged stress can lower academic performance, make it more difficult for students to
participate in and contribute to campus life, and increase the likelihood of substance abuse
and other potentially harmful behaviours (Richlin-Klonsky & Hoe, 2003). Stress, according to
Vermunt & Steensman (2013), is the realization that an individual's capacity to meet demands
and the burdens of their surroundings are not aligned. Stress is typically defined by
researchers as an individual's unwanted reaction to excessive strain or other forms of
hardship. When someone is faced with something they know they can't resist and can't control,
stress arises. Students are prone to experiencing stress in an advanced educational setting
like a university (Smith et al., 2000), where the workload is predicated on time constraints and
the challenge of standing out in tests or exams. According to Agolla and Ongori (2009), this
includes low energy, tension, anxiety, elevated blood pressure, sadness, increased desires,
difficulty focusing, and impatience.

Stress is a topic that is frequently discussed in academic circles and in contemporary

societal research projects. The purpose of this study was to investigate how students'
performance is impacted by academic stress. Fairbrother & Warn (2003) state that academic
stress in students has long been a research topic. Researchers have identified a variety of
significant stressors, such as an overwhelming amount of homework, unhealthy peer
competition, fear of failing academically and not having enough pocket money, poor
interpersonal relationships in the classroom or during lectures, and family issues. Stressors at
the institutional level include lecture hall congestion, the semester system, and a lack of
resources for academic work (Awino & Agolla, 2008). According to the findings of Kumar and
Jejurkar's (2005) study, undergraduate students' greater levels of stress were primarily caused
by academic concerns. A variety of factors can contribute to students' stress, such as time
management problems, money worries, interaction with lecturers, personal, subjective goals,
social behaviour, adjustment to the academic culture, lack of support systems, admissions
process, and high parental expectations; curriculum with complex concepts; inappropriate
 9

school schedules; an unbalanced student-teacher ratio; the physical classroom environment;

harsh rules of discipline; an abundance of complex assignments; teaching methodology; and
an overemphasis on weaknesses rather than strengths (Masih & Gulrez, 2006). As stated by
Wilks (2008), academic stress results from pressures associated to school that surpass an
individual's resources, to which the individual must adapt. Stress has a detrimental impact on
kids' overall adjustment; thus, it cannot be disregarded (Pascoe et. al., 3 2008).

Factors Affecting Perceived Academic Stress

Factors influencing academic stress among students are diverse and can originate
from various sources. Reddy et al. (2018) emphasized that elements of the academic
environment, such as coursework and organizational involvement, might contribute to
academic stress in college students. Further pressures that students face include family,
social, and environmental problems, which can impair academic performance and result in
substance abuse, as highlighted by Melaku et al. (2015). Furthermore, Yang, Y., & Yang, P.
(2022) discovered differences in academic stress according to gender and academic
characteristics including leadership positions and psychological capital.

Personal characteristics can also impact academic stress levels. Hardiness has been
shown to affect a student's level of academic stress (Putri & Hanurawan, 2022). Additionally,
Kristensen, et al. (2023) demonstrated a negative relationship between academic stress and
academic self-efficacy, indicating a link between stress and students' belief in their academic
abilities. External factors play a role in contributing to academic stress. Tibus & Ledesma
(2021) identified stressors such as anxiety, time management issues, financial difficulties, and
social activities that students perceive as threats to their academic success. Furthermore,
Heissel (2021) highlighted that academic stress is one of the psychological factors associated
with academic performance, alongside factors like self-efficacy and optimism.

Parental Expectations and Perceived Academic Stress

The connection between perceived stress and parental expectations can have a big
impact on a child's achievement in school. Parental expectations are the standards,
objectives, and hopes that parents have for their kids, frequently regarding their scholastic
performance. When these demands are excessive or unattainable, the youngster may feel
under pressure to live up to them, which can raise their stress levels. Perceived stress is the
term for this type of stress, which is an individualized sense of pressure or strain. High parental
expectations may be a factor in children's perceived stress levels, according to research (Mun
& Hertzog, 2019). Academic performance can be adversely affected by stress in a number of
ways, including anxiety, despair, and feelings of inadequacy (Liu et al., 2018). Furthermore, a
child's ability to focus, study, and perform well in school can be negatively impacted by
 10

excessive levels of stress (Martinez-Escudero et. al., 2020). Students must manage pressure
from a variety of sources. Stressful situations are those in which the amount of pressure is
more than what an individual can handle. Numerous issues, including academics, workload,
relationships with friends and peers, professors, parents, employment and career aspirations,
and financial difficulties, can cause stress among students.

Ten significant causes or sources of academic stress among elementary school pupils
were identified through focus group analysis conducted at Sekolah Kebangsaan Kepong.
Students stated that one of the causes of their academic stress was intellectual overload. One
academic stressor, according to Lee and Kang (2006), is "too many demands and meeting
deadlines." Bob-Manuel et. al. (2012) conducted studies that demonstrated the connection
between academic overload and stress in students. In fact, "too much homework" was in fourth
place when it came to forecasting students' stress (Owen-Yeates, 2005). Furthermore, a
child's personality, coping mechanisms, and the strength of the parent-child bond can all have
an impact on how parental expectations and perceived stress affect academic achievement.
Children who have loving and support from their parents, for instance, might be better able to
handle the pressure that comes with having high expectations (Pomerantz et al., 2005).

Parental expectations wield a profound influence on a child's academic journey,

shaping their motivation, resilience, and ultimately, their academic performance. Extensive
research has illuminated both the positive and negative aspects of parental expectations,
emphasizing their role in determining children's educational outcomes. High parental
expectations are consistently associated with better academic achievements, increased
motivation, and aspirations for higher education. However, the impact of these expectations
can vary depending on various factors, including the quality of the parent-child relationship,
communication styles, and the child's coping mechanisms. While high parental expectations
can serve as a powerful motivator, excessive or unrealistic demands can lead to heightened
levels of stress and anxiety, adversely affecting academic performance and overall well-being.
 CHAPTER 3
RESEARCH METHODOLOGY

As a scientific investigation into the methods employed in research, research

methodology is defined by Patel and Patel, N. (2019) as a methodical approach to solving a
research topic. Many components are included in it, such as study design, statistical data
analysis, participants, settings, tools, and methods. It provides a structured framework for
conducting exhaustive and methodical research initiatives, in essence.

Research Design

A mixed-method approach will be used by the researchers. Mixed-methods research

use many strategies to gather and analysed data. As stated by Ahmad et al. (2019),
Like mixing techniques (qualitative and quantitative). The quantitative phase of the study will
begin with the use of two standard questionnaires. Living up to Parental Expectations and the
Education Stress Scale for Adolescents. A semi-structured interview will also be conducted
carried out to support the quantitative findings during the qualitative phase. This qualitative
phase aims to provide a deeper understanding of the intricate interaction between perceived
academic stress and parental expectations. Thematic principles will serve as its compass.
Understanding of the phenomenon being studied was enhanced by a thorough assessment
of the research questions made possible by the successive integration of quantitative and
qualitative methodologies in this mixed-methods design (Creswell & Plano Clark, 2018).

Research Environment

This study was carried out in a Mandaue City public school. Eleventh students attend
the Senior High school at the selected school. This public school is a medium-sized secondary
establishment with 312 pupils enrolled in its second semester of operation. This school
currently offers the Academic and TVL Track for senior high school, with courses in GAS,
HUMMS, ICT, and HE.

Research Respondents

Participants in this study were 108 Grade 11 students from one of Mandaue's public
schools. Stratified sampling was used in the selection procedure to ensure equitable
representation of all student subgroups in Grade 11. Every grade 11 part is chosen at random.
The objectives of this approach were to avoid prejudice and guarantee that every Grade 11
student was fairly represented. Focusing on this group allowed the study on felt stress and
parental expectations to gather important information.
 12

Research Instruments

The researcher would use two standard questions for the quantitative phase. The
Education Stress Scale for Adolescents (ESSA) were created by Sun et. al. (2011) and Living
Up to Parental Expectations (LPEI) were created by Wang and Heppner (2002). The LPEI
consists of 32 items on a 6-point Likert scale, ranging from "Not at all expected" (1) to "Very
strongly expected" (6). Meanwhile, the ESSA's sixteen questions employ a 5-point Likert
scale, where 1 denotes strongly disagree and 5 indicates strongly agree. The researcher-
made instrument has a reliability coefficient of.89 in LPEI and.78 in ESSA, as determined by
Cronbach's alpha. In addition, a semi-structured interview guide comprised of open-ended
questions was utilized to collect qualitative data and identify potential recommendations
related to perceived academic stress and parental expectations.

Data-Gathering Procedure

The steps that comprise the research technique will give the researchers a structure
for obtaining study data. To help readers better grasp the activities involved and the process
followed in acquiring study data, the researchers will go into more depth about each step in
this research methodology, including with terminology.

To begin the Access Acquisition procedure for this study, the researchers will write a
transmittal letter seeking authorization to the head of the institution, the principal of the public
school indicated above. This letter will serve as the basis for the study that will involve a
subgroup of Grade 12 students. To ensure voluntary involvement, Data Collection, will start
with the delivery of a consent form upon approval. The main source of data is the ESSA and
LPEI. Respondents will provide their replies via surveys, and researchers will help them along
the process. In order to gather information for the qualitative phase, we will also conduct
interviews with the senior high school students in grade eleven. Following data collecting
comes data aggregation. Before presenting the data in the form of illuminating tables and
graphs, researchers will collaboratively collect, analyse, and organize the data using
standardized questionnaires. The collected data will be closely scrutinized and evaluated to
guarantee that the complete findings of the investigation are reported. Approaching the end of
the process, the researchers express gratitude to the respondents for their crucial contribution.

Data Analysis

The quantitative data collected in this study were analysed using descriptive statistics;
specifically, the weighted mean was employed to summarize the levels of parental expectation
and perceived academic stress among the respondents. Additionally, Pearson’s correlation
 13

coefficient was utilized to determine the relationship between parental expectation and
perceived academic stress. As defined by Kenton (2022), The Pearson coefficient is a type of
correlation coefficient that represents the relationship between two variables that are
measured on the same interval or ratio scale. This does not imply that different individuals are
responsible for assigning scores to each group. Conversely, thematic analysis was applied to
the qualitative data gathered from interviews and focus group discussions to extract themes.
In qualitative research, Padgett claims that the most used analytic procedures seem to be
coding and theme development. (Padgett, 2016). This method allows researchers to perform
comparative analysis on different sets of data, adjust or improve categories, and go to higher
conceptual levels. Following the interviews, the data was transcribed. The transcript is subject
to critical review and analysis. The unique patterns of meaning seen in the source data
constitute the basis for the emerging subjects (Squires, (2023).

Ethical Considerations

This study's ethical considerations include collecting informed consent from

participants, keeping confidentiality and anonymity, avoiding harm and bias, fostering
beneficence, preserving research integrity, and seeking ethical review. These safeguards are
critical for preserving participants' rights, privacy, and well-being while also ensuring the
study's validity and contribution to knowledge. Furthermore, researchers should consider the
potential influence of parental expectations on students' mental health and well-being, taking
steps to mitigate any negative impacts and offering appropriate assistance or resources as
needed. It is also critical to examine cultural and gender disparities in parental expectations
and academic stress, ensuring that the study is inclusive and respectful of all points of view.
 CHAPTER 4

PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA

This chapter presents, analyses, and interprets the data gathered for this study on
Parental Expectation and Perceived Academic Stress Among Grade 11 Students. It further
discusses the implications of the results and cites some studies that support and contradict
the results. The data from this study are discussed in the order that they have appeared in the
statement of the problem, namely: (1) the level of parental expectation among Grade 11
students, (2) the level of perceived stress among Grade 11 students, (3) the significant
relationship between parental expectation and perceived stress, and (4) how SHS students
interpret parental expectations and their association with their perceived stress.

Level of Parental Expectations

The findings of the parental expectations survey among students in Grade 11 are
displayed in Table 1. Finding out how much parental expectation there is among students
depends on the findings.

Table 1

Level of Parental Expectation

Weighted
Statement Mean Level
Parents expect me to have excellent academic
4.15 Average High
performance
Expectation
Parents expect my academic performance to
4.34 High Expectation
make them proud
Parents expect me to study hard to get high paying
4.54 High Expectation
job in the future

Parents expect me to perform better than other 4.09 Average High

academically Expectation

Parents expect me to honor my parents and 4.23 Average High

family’s ancestors Expectation
 15

Parents expect me to study at their ideal 3.71 Average High

college/university Expectation

Parents expect me to pursue their ideal careers 3.77 Average High

(doctors, teacher, ...) Expectation

Parents expect me to share the financial burdens 4.09 Average High

of the family Expectation

Parents expect me to study their ideal 3.78 Average High

program/major Expectation

Over-all Mean 4.08 Average High

Expectation

a
1.00-1.82- Very Low Expectation, 1.83-2.65 - Low Expectation, 2.66-3.48 - Average Low
Expectation 3.49-4.31 Average High Expectation, 4.32-5.14 - High Expectation, 5.15-6.00 -
Very High Expectation

Yamamoto and Holloway (2010), assert that parental expectations have a greater
impact on student success outcomes within the home dynamic than do other parental views.
Buchmann et al. (2022), conducted a literature synthesis that explores the complex web of
parental expectations, revealing both recurring themes and nuanced details in the hopes
parents have for their kids' futures. Parental educational aspirations are a key component in
the complex process of child development, both influencing and being influenced by their
children's development (Pinquart & Ebeling, 2020). Parents maintain high standards in a
variety of areas, with academic achievement being one of the most noticeable. Parents' strong
desire for their children to succeed academically is evident, as they express a strong desire
for their children to succeed in their studies.

Not only is this narrative about academic achievement; parents also have expectations
about how smart their kids will be in comparison to their friends and value family values like
taking care of the finances and paying respect to their ancestors. In Ren and Edwars' (2015)
study, parents who placed a higher emphasis on social-emotional skills were more likely to
adopt an authoritative parenting style, and as a result, they claimed that their kids were more
socially competent. These expectations, however, aren't set in stone; rather, they change
based on individual professional routes, educational preferences, and family dynamics.
 16

It is critical that stakeholders, legislators, and educators all comprehend the complex
nature of parental expectations. We can more effectively promote children's holistic
development and meet the various needs and goals of families if we recognize the difficult
balance that must be struck between academic performance, familial values, and financial
considerations (Alampay & Garcia, 2019).

Level of Perceived Academic Stress

The results of the Grade 11 students' perceived degree of academic stress are shown
in Table 2. The findings are crucial in figuring out how stressed-out students are by their
parents' expectations.

Table 2

Level of Perceived Academic Stress

Weighted
Statement Mean Description

I am very dissatisfied with my academic grades 3.34 Neutral/Uncertain

I feel that there is too much schoolwork 3.75 Agree

I feel there is too much homework 3.66 Agree

Future education and employment bring me a lot of 3.70 Agree

academic pressure

My parents care about my academic grades too much 3.34 Neutral/Uncertain

that brings me a lot of pressure

I feel a lot of pressure in my daily studying 3.48 Agree

I feel that there are too many tests/exams in the school 3.67 Agree

Academic grade is very important to my future and even 3.86 Agree

can determine my whole life

I feel that I have disappointed my parents when my 3.53 Agree

test/exam results are poor
 17

I feel that I have disappointed my teacher when my 3.57 Agree

test/exam results are not idea

There is too much competition among classmates that 3.45 Agree

brings me a lot of academic pressure

I always lack confidence with my academic score 3.57 Agree

It is very difficult for me to concentrate during classes 3.37 Neutral/Uncertain

I feel stressed when I do not live up to my own 3.49 Agree

standards

When I fail to live up to my own expectations, I feel I am 3.56 Agree

not good enough

I usually cannot sleep because of worry when I cannot 3.41 Agree

meet the goals’ I set for myself

Over-all Mean 3.55 Agree

b
Strongly disagree in the point range of 1.00 -1.80, Disagree 1.81-2.60. Neutral 2.61-3.40,
Agree 3.41-4.20, and Strongly agree 4.21-5.00

Table 2 displays the results of a survey that looked at how students felt about academic
stress. The weighted means provide insightful information about students' perspectives by
examining many aspects of academic life. The overwhelming majority of respondents
acknowledged that they have a big workload that is typified by a high volume of homework
and academics. According to Songsirisak and Jitpranee (2019) study, homework helps
students learn, but it also presents psychological issues and necessitates efficient time
management. These findings are consistent with the study. Homework is a tool for improving
academic performance, skill development, and knowledge acquisition.

Respondents also reported feeling pressure from expectations about their future work
and educational paths, as well as from expectations placed on them by parents and teachers
for their academic achievement. There was a noticeable emphasis on grades and how they
affected future prospects, which suggested that academic success was highly valued. Koçak
(2021) said that academic achievement is significant since it is closely associated with
favourable outcomes. Successful academics and highly educated adults are more likely to be
employed, to have stable employment, to have more job opportunities than individuals with
 18

lower education levels, to earn higher salaries, to be more likely to have health insurance, to
be less dependent on social assistance, to be less likely to commit crimes, to be more involved
in the community and as volunteers, and to be healthier and happier overall (Bouchrika, 2024).

Additionally, a lot of respondents reported having difficulties focusing and feeling

confident, as well as peer competition and self-doubt. Lone (2021) stressed the important role
that self-confidence plays in academic success and proposed that learning outcomes can be
enhanced by creating a supportive environment and rewarding accomplishments. The general
tendency pushes towards agreement with statements expressing academic pressure and its
accompanying stressors, even when elements like unhappiness with grades, lack of attention,
and overall stress levels were within the neutral range. The complex interactions between
personal standards, academic expectations, and the stress that results for students in learning
contexts are highlighted by these findings.

Table 3

Relationship between Parental Expectation and Perceived Stress

Confidence Intervals of Pearson Correlation

Pearson P-
Interpretation DECISION
Correlation value

Parental Expectation
Moderate Positive Reject the null
and Perceived 0.626 <.001
Correlation hypothesis
Academic Stress

Note: level of significance: 0.05; p-value < 0.05 Reject Ho; p-value ≥ 0.05 Accept Ho

The association between perceived stress and parental expectations is seen in Table
3, where a moderately positive correlation is shown by the Pearson association coefficient of
0.626. This implies that the surveyed individuals perceived academic stress increases in
tandem with rising parental expectations. We can certainly reject the null hypothesis because
the p-value is less than the predefined significance level of 0.05. This indicates that there is a
substantial association between parental expectations and reported academic stress. This
emphasizes how crucial parental expectations are in influencing people's feelings of academic
stress.
 19

A study by Talha et al. (2020), which found a positive correlation between parental
expectations and academic stress, lends credence to this claim. The study's use of a
conventional regression model revealed a significant relationship between parental
expectations and academic stress. A reasonable explanation for this occurrence could be
found in parents' propensity to have high standards for their kids, especially when it comes to
academic achievement. Students may experience stress because of these high expectations
that become demanding standards. The pressure to live up to family expectations, the worry
that one would disappoint one's parents, or a greater sense of obligation to perform well in
school are all possible causes of this stress.

The significance of parental expectations in influencing people's academic

experiences and reported stress levels is highlighted by these findings, but it's important to
remember that correlation does not imply causation. There may be a relationship between
perceived academic stress and parental expectations, but there may be other contributing
variables. Therefore, to have a more thorough knowledge of the factors impacting students'
academic stress, future study should investigate these dynamics in greater detail.

Qualitative Phase

To get thorough responses, the researchers conducted one-on-one interviews. The

results the researchers gathered from the participants were listed in the problem statement in
the following order: (1) Parental Expectation of Grade Eleven Students; (2) Perceived
Academic Stress of Grade Eleven Students; and (3) Perceived Relationship of Parental
Expectation and Perceived Academic Stress.

Theme 1: Parental Expectations of Grade Eleven Students

Three theme emerges from the thematic analysis concerning the senior high school in
grade eleven’s parental expectations. This was (1) Parental Expectations and (2) Expectations
and Pressure of students.

Subtheme 1: Parental Expectations

This subject focuses on the expectations that students' parents have of them as
eleventh graders. There were recorded variations in the individuals' parental expectations:

“In terms of academic performance, my parents have high expectations. They believe
that I must achieve high grades to be eligible for a scholarship, especially during
grades 11 and 12.” – P1
 20

“Similar to the pressure from my grades, my parents expect that I have high grades,
but I don't.” – P6

“I know they expect me a lot, when it comes to academic performance especially during
periodical exam, they expect me that I always pass the exam, so I really study hard
that would be a cause sometimes overwhelming.” – P7

The respondent's statement indicates that parents have expectations for their kids. P1,
P6 and P7, in particular, have reported feeling pressured by their parents' expectations on
occasion. P7 has mentioned that her parents' high expectations of her can be overpowering
at times. Both statements hint at an average degree of parental expectations, showing that
parents care about the education of their kids. Yamamoto and Holloway (2010) hypothesized
that kids could experience anxiety over meeting their parents' expectations, which could raise
the possibility of internalizing issues. Accordingly, tension and burnout may result if a
youngster is unable to meet their parents' expectations.

Subtheme 2: Expectations and Pressure of students

This subtheme focuses on the pressure and expectations that students face. The
responses provided insight into the respondents' experiences with pressure and
expectations.

“They will expect that I should aim for high grades to get a college scholarship so that
I can enter private schools.” – P2

“My parents have high expectations regarding my academic performance. They

expect me to maintain good grades and achieving academic certificate and I will
always drive by that because I don’t want to disappoint them.” – P7

Based on the replies provided, it appears that the participants felt pressured to meet
their parents' expectations. Participants P2 and P7 discuss circumstances where they felt
under pressure to live up to their parents' expectations. This pressure emphasizes how
children felt pressured to perform to their parents' expectations and how they would go over
and above to do so. Parents' high standards for their children's academic performance might
produce a stressful atmosphere and raise students' stress levels (Duman & Guler, 2018). This
implies that pupils may feel under pressure to perform to this standard and may be motivated
for doing so.
 21

Theme 2: Perceived Academic Stress of Grade Eleven Students

This theme delves into the student's perceived academic stress. It covers factors
influencing them as well as their stress. There were: (1) Stress and Pressure.

Subtheme 1: Stress and Pressure

This subtheme focuses on the respondents' experiences with academic pressure and
stress. Participants talked on how stress and pressure from school affected them.

"My parents didn't really have many expectations for me. If there was one thing that
caused me stress, it was the pressure related to this scholarship." – P1

“The only thing I can say is, it's okay and not okay at the same time. The reason is, it's
too hot, and I feel pressure with the modules. However, it's okay because I have more
time at home, and I can do my house chores. So, it has both negative and positive
effects.” – P4

Based into the response provided. P3 response seems more stressed about her
scholarship than she is about her parents' expectations. P4, on the other hand, claimed that
he is having trouble with her modules. This implies that immediate educational challenges and
future goals may cause more stress for certain pupils than do parental expectations. Academic
accomplishment and stress have a favourable link, according to Kumari and Gartia's (2012)
study. This supports the idea that students' current academic obstacles might be a significant
cause of stress.

Theme 3: Perceived Relationship of Parental Expectation and Perceived Academic

Stress.

This theme investigates how students view the connection between perceived
academic stress and parental expectations. Their opinions regarding the connection between
perceived academic stress and parental expectations.

Subtheme 1: Parental Expectations affecting students.

This subtheme focuses on parental expectations and how they affect students. Participants
discussed how their parents' expectations influence them:

“It really stresses me out; they always expect me to get high grades.” – P2
 22

“Not in a super pressured way, since they accept what I can do, and I feel that I'm the
only one stressing myself out. Of course, my parents worked hard for my allowance,
and it's really bad if my grades are low considering their hard work.” – P4

The responder stated that parents had expectations for their children's academic
achievement. The P2 perspective offers an insight into the stress caused by parents'
expectations of great academic performance. While some parents communicate their
expectations clearly, others, such as P4, may not openly pressure their children but instead
emphasize the significance of academic success. Kulakow et. al. (2021) discovered that
perceived parental pressure, whether explicit or implicit, can dramatically increase student
stress levels. The study stressed the importance of open communication between parents and
children in reducing academic stress and creating a supportive atmosphere for academic
success.

Thematic analysis reveals that Grade Eleven Senior High School students perceive
their parents' expectations as stress-inducing. While some students express that they don't
feel stressed by their parents' expectations, others acknowledge feeling pressure to meet
these expectations, as well as academic pressure and anxiety about the future. By
implementing targeted interventions, such as parental education and awareness campaigns,
student support programs, and stress reduction strategies, parents can help students alleviate
stress caused by these high expectations.

Proposed Action Plan

The researchers examine the factors of parental expectations and felt academic stress
using the responses from the participants and the interview data. They developed three key
action plans: (1) Promote Stress Management Practices; (2) Improve Family Communication;
and (3) Enhanced Counselling Approach for Students and Parents.

1. Promote Stress Management Practices

A student's capacity to focus, remember knowledge, and participate cognitively can all
be negatively impacted by excessive stress, which may eventually affect their academic
achievement. Students can maximize their learning potential and efficiently decrease stress-
induced distractions by adopting stress management methods. It is essential to provide
student with these abilities for both their academic and general well-being. The beneficial
effects of stress management therapies on academic performance were highlighted by a study
 23

by Pascoe (2020), which found that participants' academic success, information retention, and
concentration all significantly improved. This highlights how crucial it is to incorporate stress-
reduction techniques into educational frameworks in order to support students' overall
development. Furthermore, schools and institutions are essential in helping students manage
the stress associated with their studies by offering the tools and support networks they need
(Pompilus & Pompilus A., 2021).

2. Improve Family Communication

Enhancing communication within the family unit is a key technique for encouraging
open and encouraging conversations between parents and students. Through holding
workshops aimed at improving communication skills in families, participants can learn practical
ways to express ideas, worries, and goals in a positive way. The purpose of these sessions is
to foster a friendly and nonjudgmental climate that encourages regular conversations about
academic expectations, aspirations, and concerns. In addition, encouraging better
communication within the family requires deliberate measures to establish pathways for deep
conversations and cooperative decision-making. Shen et al. (2017) conducted research on
family members participating in resident training programs, demonstrating the positive impacts
of such proactive measures with improvements in family harmony, communication, and
general well-being. This study emphasizes the importance of programs designed to improve
family communication by creating a safe, accepting environment that fosters meaningful
interactions.

3. Enhanced Counselling Approach for Students and Parents

Counselling for students and parents involves addressing their expectations and
concerns in a supportive and collaborative manner. It is imperative to foster active listening
skills among parents, encouraging them to attentively listen to their children's problems and
perspectives with empathy and understanding. By fostering a listening environment, parents
can create a space where students feel heard and validated, leading to improved trust and
rapport. Collaborating on setting achievable goals is crucial in counselling, as it allows both
parents and students to work together towards shared objectives that are realistic and
attainable. This collaborative approach promotes a sense of teamwork and mutual
understanding, enhancing the effectiveness of the counselling process and supporting the
overall well-being and development of the student. By addressing concerns, setting realistic
expectations, and fostering open communication, counselling contributes significantly to the
well-being of parents and children alike (Konsari et. al., 2024).
 CHAPTER 5

SUMMARY OF FINDING, CONCLUSION, AND RECOMMENDATIONS

This chapter provides a thorough overview of the findings, suggestions, and

understandings obtained from our investigation into the degree of parental expectations
among children in grade 11. Expanding on the results from earlier chapters, our goal is to
provide a comprehensive summary of our research process and a thorough understanding of
the expectations of parents in this group. By means of a thorough examination, we aim to shed
light on noteworthy patterns, reveal insights, and investigate the consequences of the
development of digital literacy abilities.

To obtain insights meant to direct educators, policymakers, and stakeholders in

fostering digital literacy competencies, the study used rigorous data analysis approaches. The
chapter provides an overview of the research methodology, findings, and suggestions with the
goal of providing a thorough analysis and promoting improvements in digital literacy and
education.

Summary of the Findings

The purpose of the study was to investigate the relationship between parental
expectation and perceived academic stress. Several important conclusions were reached
using a mixed-method approach that included qualitative insights from seven interview
participants and quantitative analysis of data collected from 108 respondents:

1. Most respondents (4.08 weighted mean) said that their expectations were "Average
High," meaning that parents of children in Grade 11 generally have high standards for
their kids' academic success, future career prospects, family values, and financial
responsibility. These expectations clearly place a high priority on both academic
achievement and future success.
2. Analysis revealed that respondents weighted mean score for "Agree" was 3.55. These
suggest that Grade 11 students typically experience a significant amount of academic
stress due to concerns about their workload, future opportunities, peer and family
expectations, self-doubt, and the significance of their academic performance. These
demands could have an impact on their academic performance and general health,
underscoring the need for support and sensible stress-reduction strategies.
3. Pearson correlation analysis revealed a score of 0.626, which indicates a moderately
positive correlation between parental expectations and perceived academic stress.
 25

The confidence intervals showed a statistically significant link between the two
variables at the 1-tailed significance level.
4. The study's qualitative findings provide more insight into students' perceptions on
parental expectations and perceived academic stress, highlighting specific areas
where expectations produce stress and pressure. Participants shared a variety of
experiences, including feeling overwhelmed by their parents' academic performance
expectations. Furthermore, the data highlight how both current obstacles and future
goals lead to differing degrees of stress among students. These findings highlighted
the importance of open communication between parents and children and put
emphasis on Grade Eleven students' perceptions of parental expectations as stressful.
Implementing focused interventions, such as parental education and support
programs, appears to be a promising strategy for effectively reducing this stress.

Conclusion and Recommendation

Based on the findings of the study, the following conclusions were drawn:

Parental expectations and perceived academic stress have a moderately positive

correlation, emphasizing the critical role parents serve in determining their children's
educational performance, especially at the grade 11 level. This event simultaneously
strengthens and calls into question Martin Seligman's Positive Psychology concepts. This
association is confirmed by quantitative research, which is consistent with good Psychology's
assumption of parental effect on children's well-being and the importance of cultivating good
emotions. The data also support the theory's argument that establishing unrealistic
expectations may harm children's mental health. While both the study and Positive Psychology
recognize the importance of parental expectations on children's well-being, the theory focuses
on instilling joy, appreciation, and optimism in parenting practices to encourage emotional
development. However, the study focuses on the potential negative consequences of high
parental expectations, which contradicts with the theory's emphasis. This study expands our
understanding of how parental expectations influence the perceived academic stress of grade
eleven senior high school students. By focusing understanding of this relationship, parents,
educators, and students gain useful insights into techniques for reducing student stress and
pressure.

Furthermore, the following recommendations were created based on the results of the data.

• Create parent education programs to promote realistic and supportive expectations for
their children's academic success.
 26

• Improve communication and collaboration among parents, teachers, and students to

promote a common understanding of academic standards and goals.
• Ensure that students have access to tools and support services that can help them
handle academic stress efficiently. Counselling services, mindfulness programs, and
stress management courses are all possible options.
• Provide activities and initiatives that promote students' resilience and self-efficacy.
Empowering adolescents with the ability to cope with academic obstacles and
setbacks can help them handle parental expectations with greater confidence and
assertiveness.
• Encourage open contact between parents and students. Establishing regular channels
of communication can help align parental expectations with children' abilities and
objectives, eliminating misunderstandings and conflict. Conduct additional study to
investigate the contextual elements that influence parental expectations and their
impact on students' academic outcomes.
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 35

APPENDICIES

Appendix A - Transmittal Letter for Classroom Advisers

April 1, 2024

CLASSROOM ADVISERS

Cabancalan National High School

Cabancalan Mandaue City

Dear teachers,

I am writing to let you know of a fantastic chance for cooperation between students
presently enrolled in our school's research subject and your advisory class. We would like to
involve your advisory class in a survey that we are starting with the principal's agreement. The
survey will involve gathering insightful feedback from the students.

The survey will administer online via google forms, with each student in your advisory
class receiving a link to access and complete the survey. We reassure you that the survey will
follow stringent ethical guidelines, ensuring participants anonymity and confidentiality.

A copy of the letter that was approved by the principal of the school and contains
comprehensive information on the test and assessment, its goals, and the precautions taken
to protect privacy and confidentiality is attached to this letter. Please read this message
carefully and forward it to your advisory class so they are aware of the impending survey.

We genuinely appreciate your cooperation and assistance, and we acknowledge the

significance of your involvement in aiding this process. Please do not hesitate to call us at
09363786542 if you or any of your pupils have any questions or issues regarding the survey.

Thank you for your attention to this matter, and we look forward to your partnership in
ensuring the success of this survey initiative.

Respectfully,

Seth Jems Rodrigo

Lead Researcher

Noted by:

Fate J. Bolambao

III Adviser
 36

Appendix B – Child Information Sheet and Assent Form

CHILD ASSENT FORM

(NAME OF PARENTS)

Dear Ma'am/Sir

We, the undersigned students of Cabancalan National High School, are currently working on
our thesis entitled Grammatical Ability and Writing Capacity among Grade Twelve Sudents in
partial fulfillment of the requirements in our research subject. (Kami nga mga undersigned nga
mga estudyante sa Cabancalan National High School karon nagtrabaho sa among thesis nga
nag-ulohang Grammatical Ability and Writing Capacity among senior high school students sa
partial nga pagtuman sa mga kinahanglanon sa among research subjects.)

We are writing to request your consent so that your child may participate in this study as one
of our research subjects. The purpose of this study is to ascertain how grammatical ability is
affecting senior high school students' writing capacity. You have the right to inquire about any
concerns you may have before providing your signed agreement to participate, and your
child's involvement in this study is entirely voluntary. (Nagsulat kami aron mangayo sa imong
pagtugot aron ang imong anak makaapil niini nga pagtuon isip usa sa among mga subject sa
panukiduki. Ang katuyoan sa kini nga pagtuon mao ang pagtino kung giunsa ang grammatical
ability nakaapekto sa writing capacity sa mga estudyante sa senior high school. Ikaw adunay
katungod sa pagpangutana mahitungod sa bisan unsa nga mga kabalaka nga mahimo nimo
sa dili pa ihatag ang imong gipirmahan nga kasabutan sa pag-apil, ug ang pag-apil sa imong
anak niini nga pagtuon kay boluntaryo.)

We will keep the data we get from this task private. Information about your child will be stored
when the research is finished. It will only be visible to the researcher, and no one else will be
a ble to see it either. You will not receive any information in which your child’s name appears.
It will instead display a number. We will secure it with a lock and key so that only the researcher
will be able to access it. It won't be shared or given to anybody however their instructor. Before
the study is made available to the public, we will inform you of any new information 'we
discover. Data that isn't public will not be shared. When our research is finished, we will share
it with others who are interested in learning from it. (Atong tipigan nga pribado ang datos nga
atong makuha gikan niini nga buluhaton. Ang impormasyon bahin sa imong anak tipigan kon
mahuman na ang panukiduki. Makita ra kini sa tigdukiduki, ug walay lain nga makakita niini.
Dili ka makadawat og bisan unsang impormasyon diin makita ang ngalan sa imong anak.
Magpakita hinuon kini og numero. Among i-secure kini gamit ang kandado ug yawe aron ang
tigdukiduki ra ang maka-access niini. Dili kini ipaambit o ihatag kang bisan kinsa bisan pa sa
 37

ilang magtutudlo. Ang datos nga dili publiko dili ipaambit. Kini nagpakita nga ang komunidad
maghimo ug pipila ka mga dili pormal nga panagtapok nga bukas sa publiko. Kon mahuman
na ang among research, among ipaambit kini sa uban nga interesadong makakat-on gikan
niini.)

If you do not wish for your child to participate in this research, you are not required to give
your consent, and refusing to do so will not affect your child's academic performance. You and
your kid will in any case have every one of the advantages that you would somehow, or
another have at his/her current school. You and your child will not lose any of their rights as
current students if you choose to stop your child from participating in the research at any time.
Neither your treatment nor your youngster's treatment at his current school will be impacted
in any capacity. If you do not want your child to participate in the study, they will be taught
according to the established curriculum at their current school. (Kung dili nimo gusto nga ang
imong anak moapil niini nga research, dili ka kinahanglan nga mohatag sa imong pagtugot,
ug ang pagdumili sa pagbuhat niini dili makaapekto sa akademikong pasundayag sa imong
anak. Ikaw ug ang imong anak sa bisan unsang kaso makabaton sa matag usa sa mga
bentaha nga maangkon nimo sa bisan unsang paagi o sa lain sa iyang kasamtangan nga
eskwelahan. Ikaw ug ang imong anak dili mawad-an sa bisan unsa sa ilang mga katungod
isip kasamtangang mga estudyante kon imong pilion nga pugngan ang imong anak sa pag-
apil sa pamukiduki bisan unsang orasa. Ang imong pagtambal o ang pagtambal sa imong
anak sa iyang eskuylahan karon dili maapektuhan sa bisan unsang kapasidad. Kung dili nimo
gusto nga ang imong anak moapil sa pagtuon, tudloan sila sumala sa natukod nga kurikulum
sa ilang eskuylahan karon.)

Thank you and God bless!

(Salamat and God bless!)

Respectfully,

(Sa pagtahud,)

Researcher: Angelie Zapanta, Djamhyre Ngujo, Earl Joseph Bregente, Jay King Cabansay,
John Philip Rama, Joshua Galvez, Ritaj Joy Quimque, Seth Jems Rodrigo
 38

Appendix C – Adopted Research Instrument (Living up to Parental Expectation

Inventory)

“THE RELATIONSHIP BETWEEN PARENTAL EXPECTATION AND PERCEIVED STRESS

LEVELS AMONG SENIOR HIGH SCHOOL”

Name: __________________________ Grade & Section: __________________________

Our study delves into the connection between parental expectations and the perceived stress
levels among junior high school students. The questionnaire provided is designed to gauge
the extent of high parental expectations. There is no absolute "right" or "wrong" answers; the
key is to respond truthfully, reflecting your genuine self rather than an idealized image or how
you might want others to perceive you. Your honest input is crucial for an accurate
understanding of these dynamics.

Please carefully read the statements below and assess the extent to which they apply to you.
For each statement, use the scale provided, placing only one mark, represented by a crow, to
indicate your response.

LIVING UP TO PARENTAL EPECTATION INVENTORY (LPEI)

Adapted from Wang and Heppner

Not at All Expected – 1 Less expected – 2 Neutral - 3 Expected – 4 Very Strongly Expected – 5

QUESTIONS 1 2 3 4 5

1. Parents expect me to have excellent academic performance

2. Parents expect me to take care of my physical health

3. Parents expect me to avoid conflict with siblings/cousins

4. Parents expect any academic performance to make them

proud

5. Parents expect me not to seriously date someone they don't

like

6. Parents expect me to be modest and polite

7. Parents expect me not to embarrass them ("lose face")

8. Parents except me to respect my older siblings/cousins and

to take care of my younger siblings/cousins

9. Parents expect me to spend money wisely

 39

10. Parents expect me to date someone who is tall and good-

looking

11. Parents expect me to ask for their approval before starting a

dating relationship

12. Parents expect me not to waste money on unnecessary

things

13. Parents expect me to study hard to get a high-paying job in

the future

14. Parents expect me to find someone who can get along with
my family when dating

15. Parents expect me to find someone who has a good financial

status when dating

16. Parents expect me to share the financial burden of the family

17. Parents expect me in study their ideal program/major

18. Parents expect me to perform better than others academically

19. Parents expect me to find someone with advanced degree

when dating

20. Parents expect me to pursue their ideal careers (doctors,

teacher...,)

21. Parents expect me to honour any parents and family's

ancestors

22. Parents expect me to talk and to behave consciously when

away from home

23. Parents expect me not to make trouble for the family

24. Parents expect me to be responsible

25. Parents expect me to study at their ideal college/university

26. Parents expect me to behave maturely

27. Parents expect me not to do the kind of things that may

disappoint them

28. Parents expect me to maintain my academic performance

when falling in love

29. Parents expect me to control/change my bad temper

30. Parents expect me not to offend them verbally/vocally

31. Parents expect me to select my dates with his/her family

background in mind
 40

32. Parents expect me to speak carefully and not to offend

people
(PDF) Assessing the Impact of Parental Expectations and Psychological Distress on Taiwanese College Students (researchgate.net)
 41

Appendix D – Adopted Research Instrument (Educational Stress Scale)

EDUCATIONAL STRESS SCALE FOR ADOLESCENTS

Adopted from Sun et al.

Strongly disagree - 1 Disagree - 2 Neutral - 3 Agree - 4 Strongly agree - 5

This questionnaire is provided to measure your perceived stress levels. There are no "correct"
or "incorrect" answers; the rating that best describes you is the accurate answer. Answer
honestly by indicating how you actually are, not how you would like to be or how you would
like others to think of you.

Please carefully read the statements below and assess the extent to which they apply to you.
For each statement, use the scale provided, placing only one mark, represented by a crow, to
indicate your response.

QUESTIONS 1 2 3 4 5

1. I am very dissatisfied with my academic grades

2. I feel that there is too much schoolwork

3. I feel there is too much homework

4. Future education and employment bring me a lot of academic

pressure

5. My parents care about my academic grades too much that brings

me a lot of pressure

6. I feel a lot of pressure in my daily studying

7. I feel that there are too many tests/exams in the school

8. Academic grade is very important to my future and even can

determine my whole life

9. I feel that I have disappointed my parents when my test/exam

results are poor
 42

10. I feel that I have disappointed my teacher when my test/exam

results are not ideal

11. There is too much competition among classmates that brings me

a lot of academic pressure

12. I always lack confidence with my academic scores

13. It is very difficult for me to concentrate during classes

14. I feel stressed when I do not live up to my own standards

15. When I fail to live up to my own expectations, I feel I am not good

enough

16. I usually cannot sleep because of worry when I cannot meet the
goals I set for myself

(PDF) Educational Stress Scale for Adolescents: Development, Validity, and Reliability With Chinese Students (researchgate.net)

Appendix E – Open-Ended Questions
English
INTRODUCTION:
Good day! I, a student of Cabancalan National
High School, will be conducting a research
entitled Parental Expectation and Perceived
Academic Stress Among Grade 11 students,
in partial fulfillment of the requirements in my
research subject. This study aims to determine
the level of parental expectation and perceived
academic stress among grade 11 students.
I would like to ask for your participation for the
first part of the study, the interview. You have
been selected for this study as you fit the criteria
which is the Cabancalan National High School’s
partner industry, and your knowledge, inputs, and
experiences will provide valuable information and
will significantly contribute to the data necessary
for this research study. If you agree to participate,
the study will entail a face to face interview or
written interview at a scheduled time that is
mutually agreed upon by both the participants
and the researcher.
The duration of the interview will be at most 30
minutes. There are no other foreseeable
discomforts, risks, and other issues involved in
participating in this study.
All the information that you will share will be kept
confidential. Only the researcher will have
access to the data. If in any case that you’d like
to access your own record i.e. responses to the
questions, it will be made available to you.
There are no risks involved in your participation.
The questions will not touch on sensitive and
personal issues that are confidential. It only
involves answering a questionnaire that asks
your level of agreement. Voluntary Participation
and Consent You are not forced to participate in
this study. Nevertheless, your willingness to
participate is highly appreciated. As you sign in
this consent form, you agree to
respond/participate in the accomplishment of the
data gathering tools.
Are there any questions about what I have just
explained?
43
Cebuano
INTRODUCTION:
Maayong adlaw! Ako, usa ka tinun-an sa
Cabancalan National High School,
magpahigayon ug research nga nag-ulohan og
Parental expectation and perceived academic
stress among grade 11 students, isip partial
nga katumanan sa mga kinahanglanon sa akong
research subject. Kini nga pagtuon nagtumong
sa paghimo og sukdanan nga magsukod sa
parental expectation and perceived academic
stress among grade 11 students.
Kini nga Kinutlo usa ka pormal nga pagdapit sa
pag-apil unang bahin sa usa ka pagtuon sa
panukiduki, ilabi na sa usa ka interbyu. Ang
nakadawat gipili tungod sa ilang pag-align sa
kauban nga industriya sa Cabancalan Nations!
High School. Gipasiugda sa mensahe ang
kabilihon sa kahibalo mga input ug mga
kasinatian sa nakadawat sa pagtampo sa
panukiduki. Nagtanyag kini mga kapilian alang
sa usa ka nawong o sinulat nga interbyu, nga
aduncy oras nga magkavyon sa wag wa. Sa
kinatibak-an, kini uwa katin-aw ug matinahunan
nga hongyo aking sa pag-spil sa usa ka pagtuon.
Ang interbyu molingtad sa labing taas nga 40
minuto, ug walaly gipsabut nga 30 minuto ug
walay gipaabut nga mga kahanol, peligro, o uban
pang mga isyu nga halangkit sa pag-apil niini nga
pagtuon.
Ang matag detalye nga imong pillon nga ibatyag
magpabilin nga pribsto. Ang dates ma-access
lamang sa figaukiduki. Adınay ka acuess sa
imong kaugalingon nga rekord, nga naglakip sa
imong mga tubag sa mga pangutana king mao
kana ang kahimtang
Kini nga tudling naglatid sa mga termino ug
kondisyon alang sa pag-apil sa usa ka pagtuon.
Gipasiugda niini ang pagkawala sa mga risgo,
pag kakompidensyal sa mga tubag, boluntaryong
pag-apil, ug pagtugot. Ang pinulongan klaro ug
mapacaligon, nga nagtumong sa pagdarig sa
mga indibwal sa pag spil samtangane nagsiguro
nga ang ilang mga katungod og pribariya
ginespeto.
Naa bay mga pangutana bahin sa akong
gipasabut?
Andam ka ba nga moapil niini nga interbyu?

Are you willing to participate in this interview?
(Giving of the consent form)
Questions
● Can you describe the
expectations your parents have
regarding your academic
performance?
● How do you perceive the
relationship between parental
expectations and your level of
stress related to academics?
● Can you share any specific
instances where you felt
particularly stressed about
meeting your parents academic
expectation?
● In what ways do you think
parental expectations shape
your motivation and drive to
succeed academically?
● How do you perceive the
impact of parental expectations
on your overall well-being,
beyond just academics?
PROBE QUESTIONS:
● Have you ever felt pressure to meet
these expectations?
● How do you communicate with your
parents about your academic stress, if
at all?
● How did you manage, or cope with this
stress?
44
Mga Pangutana
● Unsa man ang mga expectations sa
imong mga ginikanan kabahin sa imong
academic performance?
● Unsa imong gibati nga relasyon sa
tungod sa mga expectations sa imong
ginikanan ug ang imong level sa stress
nga may kalabot sa academics?
● Mahimo ka ba mag-storya og mga
insidente nga ikaw ka-stress tungod sa
pagtuman sa expectations sa imong
ginikanan sa academic performance?
● Unsa man ang mga pamaagi nga imong
gibati nga ang expectations sa imong
ginikanan nag-shape sa imong
motivation ug determinasyon sa pagtin-
aw sa akademikong kaisahan?
● Unsa imong pagtan-aw sa impact sa
expectations sa imong ginikanan sa
imong pangkab-ot nga kaayohan, labaw
pa sa akademikong aspeto?
PROBE QUESTIONS:
● Nahibalo ka na ba sa presyon sa
pagtuman niining mga
ekspektasyon?
● Unsaon nimo pagkomunikar sa imong
mga ginikanan kabahin sa imong
academic stress, kung naa man?
● Unsa imong gibuhat o paagi sa pag-
cope sa imong stress?

CLOSING
● Do you feel that your parents
expectations affect other aspects of
your life, such us social activities,
hobbies, or mental health?
I’ll be analyzing the information you and others
gave me and submitting a draft report to the
organization in one month. I’ll be happy to send
you a copy to review at that time, if you are
interested.
Thank you for your time
45
PAHINAPUS
● Naa ba kay gibati nga ang expectations
sa imong mga ginikanan nag-
impluwensya sa ubang aspeto sa imong
kinabuhi, sama sa social activities, mga
hoby, o mental health?
Analisahon nako ang kasayuran nga gihatag
nimo ug sa uban ug magsumite usa ka draft nga
taho sa organisasyon sa usa ka bulan. Malipay
ako nga magpadala kanimo usa ka kopya aron
repasohon nianang panahona, kung interesado
ka.
Daghang Salamat sa imong oras!