Experiences of ABM Students in handling

parent's expectation on academic

performance.
Members:

Avriel Mangalino Magdaluyo, Marc

ABM 11-04 ABM 11-04

Laraquel, Prince Morales, June

ABM 11-04 ABM 11-04
Introduction
Subsequent research has confirmed that parent
expectations are a robust predictor of child academic
achievement (Child Trends, 2015). Parental
expectations as realistic beliefs or judgments that
parents have about their children’s future
achievement as reflected in their grades or academic
performance.
According to Froiland, Peterson & Davison,
2013, Parental expectations may have a significant
long-term effect on children’s academic achievement
from childhood until the period of adolescence.

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 The present study findings are strengthened by
the rigor of the analytic approach, which used
multiple time points, enabling correct time-ordering
of the hypothesized predictors, outcomes, and
mediators, thereby allowing for a test of true
longitudinal mediation (Little, 2013).
The researchers came up with the study
because the researchers want to know the results of
the excessive exposure to expectations of the parents
of the ABM Students of UPHSD.

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 High expectations nowadays, play a big role
in the life of students, they might feel pressured to
fail their parents expectations. The researchers
need to study this to know how an individual ABM
student cope up with the expectation of their
parents to the academic performance of the ABM
students. It can also raise an attention to the parents
that their expectation has an impact for the
academic performance since they are still students.

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 In the study done by, Gay A. Desampara,
Camille Doa , Samantha June Mendoza , et al
(2019) stated that stress is something that causes
anxiety or depression, it comes from schooling,
church, or even at home. It is the reaction of one’s
body and mind to something that causes a change
in the balance. Although senior high school
students may encounter common stressors in
secondary level, perceptions of what are considered
as academic stressors may differ.

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 Furthermore, parents' academic expectations
mediate the relation between family background and
achievement, and high parental expectations also
appear to buffer the influence of low teacher
expectations on student achievement, (Benner &
Mistry 2007; Zhan 2005).
The objective of this study is to show the
phenomenology of ABM Students handling their
academic performance while experiencing parent’s
expectation. This is also to prosper the performance
of the ABM Students regarding with their academics.
In this study, it will show the reasons of a parent and
also the experiences of each student.

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Objectives

The study specifically aims:

a.) to identify the academic and behavioral
experiences of the ABM Students.
b.) to determine the importance of these
experiences by the ABM Students.
c.) to enumerate the coping mechanism of
students in handling parental expectations.

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Framework
A Two-Wave Longitudinal Analysis
NELS Data, Yanyan Zhang, Eileen Haddad,
Bernadeth Torres, & Chuansheng Chen (2011)
proposed this theory. It encircles the importance of
knowledge of having parental expectation and the
response of beneficiaries with this. The current study
used cross-lagged longitudinal path models to
examine how parents’ expectations, adolescents’
own expectations, and adolescents’ academic
achievement influence one another over a four-year
period (from 8th grade to 12th grade), and how these
effects may be moderated by gender and ethnicity.

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Framework
To conceptualize the formation of
adolescents’ academic expectations, particularly
the impact of previous academic achievement and
the social context on adolescents’ academic
expectations, Wigfield and Eccles (2002)
developed the expectancy-value theory of
achievement motivation. The theory states that the
individual’s expectations and values are influenced
by their social context (parents, teachers, peers,
neighborhood, and community) and previous
academic achievement.

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2019 APCORE CONVENTION AND
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Methodology
Research Site

The study will be conducted in the

University of Perpetual Help-Molino campus in
Bacoor, Cavite. With the ABM students’
Experiences in handling parent's expectation on
academic performance for the academic year of
2019-2020.

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Methodology
Respondents of the Study

The data collection in the present study will be

obtained from the experiences of ABM Students on
handling parents’ expectations on academic performance.
Seven sections from the ABM track, will be selected to be
part of the study. The researchers would also have some
interview with a randomly selected few parent. Moreover,
these students will come from different parental
experiences and educational backgrounds to compare
whether different prior experiences can produce positive or
negative results.

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Methodology
Research Design and Data Collection

The researchers employed Phenomenology, type

of a qualitative research for design. The
phenomenology will determine the experiences of the
beneficiaries and their reasons regarding the topic of
ABM Students handling parent’s expectation on their
academic performance. To collect and gather the data
in this study, the researchers would be having an
interview with the ABM Students and also if possible
to the parents and teachers.

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Methodology
Data Analysis

Thematic analysis is one of the most common forms

of analysis within qualitative research. It emphasizes
identifying, analyzing and interpreting patterns of meaning
(or "themes") within qualitative data, which can be
described as methodologies or theoretically informed
frameworks for research (they specify guiding theory,
appropriate research questions and methods of data
collection, as well as procedures for conducting analysis).
This research is expected to provide the perception of
parents’ expectations on academic performance of their
child.

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Methodology
Research instrument.

Interview Protocol will be the research

instrument that the researchers use. According to
Patton (2015) a researcher's interview protocol is an
instrument of inquiry—asking questions for specific
information related to the aims of a study. The
interview consists of 12 questions that are made to
understand the students' experience in handling their
parents’ expectations and also for parents to help them
manage their expectations towards their children’s
academic performance.

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References
• The parental expectations and children’s academic
performance in sociocultural context
https://www.google.com/url?
sa=t&source=web&rct=j&url=https://core.ac.uk/download/pdf/
81794662.pdf&ved=2ahUKEwiXqsGPzM7nAhVJJaYKHQRd
AJ4QFjAKegQIBBAB&usg=AOvVaw0_VCfhQNlK2f0eGWdd
NXwP
• Child Trends data bank
https://www.google.com/url?
sa=t&source=web&rct=j&url=https://www.childtrends.org/
indicators/parental-expectations-for-their-childrens-academic-
attainment&ved=2ahUKEwiDuuXnzM7nAhXVEqYKHaebCB
EQFjAKegQIBBAB&usg=AOvVaw2FhXWOBFfueyt8QgF5rb
L9&cshid=1581599388038
 
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References
•DataBank Indicator Archive - Child Trends
childtrends.org
•A Review of the Relationship between Parental
Involvement and Secondary School Students' Academic
Achievement
https://www.hindawi.com/journals/edri/2011/915326/
•Parents' Educational Expectations and Children‘ Academic
Achievements: A Literature Review
https://www.jstor.org/stable/23086188?seq=1
• Parental Expectation
•https://www.sciencedirect.com/topics/psychology/
parental-expectation

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References
• INFLUENCES OF PARENTAL EXPECTATIONS AND
INVOLVEMENT ON ACADEMIC SUCCESS
http://csusdspace.calstate.edu/bitstream/handle/10211.9/2116/
Thesis-%20Final%20Draft%20Formatted.pdf?sequence=1
• Academic Performance of Senior Secondary School
Students: Influence of Parental Encouragement and School
Environment
https://www.researchgate.net/publication/
304989961_Academic_Performance_of_Senior_Secondary_School_
Students_Influence_of_Parental_Encouragement_and_School_Envir
onment
• Improving the academic performance of senior high school
students in cost accounting.
https://www.academia.edu/24339797/
improving_the_academic_performance_of_senior_high_school_stu
dents_in_cost_accounting
2019 APCORE CONVENTION AND
INTERNATIONAL CONFERENCE ISO 9001:2015