Effects of Parental Involvement to the Academic Performance of Selected Grade 11

Humanities and Social Sciences Students

Submitted to;

Reynamae C. De Castro

Submitted by;

Carla S. Campollo

Rhea Arabella L. Cortez

 Chapter 1
Problem and Its Background

Introduction

The idea that parental involvement engenders students’ academic achievement is

intuitively appealing to the point that society in general, and educators in particular, have
considered PI an important ingredient for the remedy of many ills in education today. In the 1980s
and early 1990s, studies were published that suggested the importance of parental involvement in
school. In the mid-1990s, the popular press, policy makers, and school administrators actively
advocated Parental Involvement. Legislation was enacted, such as the Goals 2000: Educate
America Act and the reauthorized Elementary and Secondary Education Act (ESEA) in the United
States, which has made parents’ involvement in their children’s education a national priority.
Schools have been encouraged to re examine their parental involvement policies and programs and
to demonstrate innovative approaches in order to obtain federal education dollars. For example,
eligibility for Title I funding is now contingent on the development of agreements where families
and schools assume mutual responsibility for children's learning.

Many practitioners and researchers support the policy direction of increased Parental
Involvement in their children’s academic lives, yet confusion persists regarding an appropriate
definition of Parental Involvement and the activities, goals, and desired outcomes of various
Parental Involvement programs and policies. Less is known about Parental Involvement than is
commonly assumed. Early studies suggesting the importance of Parental Involvement are,
unfortunately, treated as definitive, regardless of the equivocal nature of the data, and they are used
to support the position that virtually all types of Parental Involvement important. According to
Sui-Chu and Willms, Parental Involvement has been treated too long as a one-dimensional
construct.

The researcher conduct the study about the Effect of Parental Involvement because the
researchers observed that half of the students believe that parental involvement has a negative
effect while the other half believe that parental involvement has a positive effect to them. And the
researchers want to have a clear result about this study. And the researchers target is to enlighten
up the students about the effect of parental involvement. The researches come up with the study
about parental involvement because the researcher find it useful. The researchers believe that the
students can use this study to realize the value of parental involvement. This study can help the
parents to know the things they must do to their children and the students can finally understand
the real effect of parental involvement to students’ academic performance.

Background of the Study

Family school interaction is probably one of the most intriguing subjects in the field of
educational research. Whenever I visit a school for a research or for a teacher–family conference,
I am always interested in the school’s climate for parents. At all times, I want to know what this
climate adds to the effectiveness of the school and students’ improvement. That is why, last year,
I participated in the school–family association of my daughter’s school to see what parental
involvement means and how it works in real context and to look over that deep meaning of
parental involvement. Also I shared my proposal with Shirley O’Neill, the editor, to publish this
special issue to find out recent issues on parental involvement in different contexts.

We can easily claim that parental involvement is one of the most debated issues in
education or as Rosenblatt and Peled (2002) indicated it is one of the most prominent issues in our
schools. Researchers of different educational settings have recognized the importance of parental
involvement or parental engagement to reveal whether parents have influences on their children’s
schooling and more specifically to see if this partnership positively affects educational
achievement and effectiveness of a school. Additionally those studies, using the
terms engagement and involvement interchangeably, have been trying to grab and/or explain the
meaning of the concept (Beveridge, 2005; Castro et al., 2015; Christenson & Reschly, 2010;
Griffith, 2001; Harris, Andrew-Power, & Goodall, 2009; Hornby, 2011).

There are different definitions or conceptualizations of parental involvement in the

literature. Castro et al. (2015), for example, consider parental involvement “as the active
participation of parents in all aspects of their children’s social, emotional and academic
development”. They also clarify that, parental involvement concerns a wide range of issues, such
as parental expectations about their children’s academic future, control over homework, the extent
to which they become involved in helping children to learn for school assignments or to do the
homework, or the frequency with which parents are physically present at school. (p. 34)

Similarly, Kaplan Toren and Seginer (2015) conceptualized parental involvement “as a
multidimensional construct, including parental educational aspirations, future plans for their
children, educational decision-making, and support with school work, parental knowledge and
parental participation in the school.

We could briefly infer that it is clear that parental involvement contribute to effectiveness
of a school and to the students’ success. However, it may differ in every culture. That is why I
assume that this special issue could be an outlet to get a deep understanding of parental
involvement issues in different contexts.

The authors have contributed to the issue with their partial research conducted in their
unique context or they have contributed to the issue with their conceptual papers. For example,
Janet Goodall, examining the literature in the fields of parental engagement, communication and
technology, aims to reveal the linked concepts of school–home communications, and parental
engagement in children’s learning, both of which are vital for supporting learning, particularly at
times of transition.

Paula Kwan and Yi-Lee Wong seek to link parental involvement to both SES and
parental behavioural dispositions, namely their expectations in their children, self-efficacy in
helping their children, and understanding of their children’s school life, simultaneously, based on
a data-set comprising 921 parents of Hong Kong primary school leavers. In a middle eastern
context, Khalid Arar, Yasir Awad, SaedaDaod and Ruth Abramovitz deal with teachers’
perceptions of principals’ leadership style as it affects parental involvement Parental Involvement
in the special context of the Arab education system in Israel.
 Lars G. Björk and Tricia Browne-Ferrigno focus on understanding the nature and scope
of parent–school involvement in Nordic countries with a discussion of findings from recent
nationwide studies of educational reform policies in Sweden, Finland, Norway, Denmark to
provide insight into the impact of globalization on changes in national political ideology,
educational reform policies, and efforts to enhance parent–school involvement.

In their phenomenological study, Süleyman Nihat Şad, Ahmet Sami Konca, Niyazi Özer
and Feride Acar, researchers from Turkey, aim to explore parental involvement (or electronic
parental involvement), defined as parental efforts to plan, engage in, support, monitor and/or assess
the learning experiences of their children either at home or at school predominantly using
technological devices and media.

Christina Hajisoteriou and Panayiotis Angelides provide a number of important insights

into immigrant parents’ school involvement in Cyprus and they examine the perspectives of all
actors involved in the school–family partnership – namely head-teachers, teachers, immigrant and
native parents, and immigrant and native children – through a multiple perspectives approach.
Michelle Brinn’s study outlines a case study set within a British international school in Thailand,
wherein attempts were made to co-construct an understanding between practitioner and parent
about each child’s learning.

I hope this issue could contribute to the development of parental involvement in schools.

Theoretical Framework

The theoretical framework for this study was Epstein’s Six Types of Parent
Involvement. This framework assists educators in developing strong school and family partnership
programs. Parents, schools, and communities have a shared interest and responsibility in educating
children (Epstein et al., 2009). Epstein’s school-family-community partnership model emphasizes
the roles of the school, the family, and the community in working collaboratively to influence the
development and learning of children (Epstein et al., 2009). Epstein referred to this partnership
model as an overlapping influence between the school, family, and community in educating
children in an effort to achieve academic success (Epstein, 1995). The six types of involvement
are: Parenting: helping all families establish home environments to support children as students,
Communicating: design effective forms of schoolto-home and home-to-school, Volunteering:
recruit and organize parent help and support, Learning at home: to provide information and ideas
to families about how to help, Decision making: include parents in school decisions, developing
parent leaders and representatives, and Collaborating with the community: identify and integrate
resources and services from the community to strengthen school programs, family practices, and
student. Each factor of the Epstein’s framework plays a pivotal role in in the working of a school
community as it relates to the wellbeing of the student.

Research Paradigm
This study aimed to show how the researchers come up to the study.
 INPUT PROCESS OUTPUT

Effect of Parental 1.Conceptualizing the

Involvement in the questionnaire
Student's Academic 2.Validating the
Performance in terms of: questionnaire
3.Conducting the study Brochure
1.Motivation 4.Tabulating the data
2.Financial 5.Correlating the data of the Way to enlighten the
Support Effect of Parental parents and students’
3. Self-esteem Involvement in the
Student's Academic
Performance

Statement of the Problem

This study aimed to sought information about the effect of parental involvement of
selected grade 11 humanities and social sciences students academic performance.
1. What is the demographic profile of the respondents?

1.1 Age ; and

1.2 Sex ?
2. What is the respondents perception in the Effect of Parental Involvement in the Student's
Academic Performance?

2.1 Motivation
2.2 Financial Support
2.3 Self-esteem

3. What implication can be drawn in the study?

4. What is the respondents’ academic performance?

Hypothesis
Parental Involvement has no significant effect in the students’ academic performance
Significance of the Study
 The study about parental involvement is define and beneficial to the following:

To the Learners
It would help them to be knowledgeable about parental involvement so they can be
aware.

To the Parents
This study would give some ideas how they can manage their children.

To the Teachers
This study would inform them about the relationship of his/her student and its parent.

To the Future Researcher

The result of the study will help the future researchers and it serve as a basis for the
next study.

Scope and Delimitation of the Study

This study covered to demographic profile of the respondents in terms of (1) sex,
(2) age, (3) strand and (4) level of perception of the respondents in academic strand in terms of (a)
motivation, (b) financial support, and (c) self-esteem. There researcher utilized the survey
questionnaire in a form of checklist to determine the level of awareness of the respondent academic
strand of CSTC Lucena. The frequency and percentage distribution, weight arithmetic mean, and
annova method were the statistical tools used in analysing data.
This study was limited of 30 students in academic strand for humanities and social
sciences (HUMSS).

Definition of terms
The following terms used by the researchers on this study were defined contextually
and operationally.
Parental Involvement - Refers to a situation where parents are directly involved in the. Education
of their children, they involve themselves and are involved by the school.
Academic Performance - Is the measurement of student achievement across various academic
subjects.
Motivation - The reason or reasons one has for acting or behaving in a particular way.
Self esteem - Confidence in one's own worth or abilities; self-respect.
Financial Support – This is all about the money given by someone
 Chapter 2

Review of Related Literature and Studies

This chapter discusses the concepts and findings from previous literature and studies.
The research gathered from books, journals, unpublished thesis and online sources to support the
importance of the present study.

Related Literature
Foreign
According to Xitao Fan (2013), the idea that parental involvement has positive influence
on students' academic achievement is so intuitively appealing that the society in general, and
educators in particular, have considered parental involvement as the remedy for many problems in
education. The vast proportion of the literature in this area, however, is qualitative without
empirical data. Among the empirical studies that have investigated the issue quantitatively, there
appears to be considerable inconsistencies. A meta-analysis was conducted to synthesize the
quantitative literature about the relationship between parental involvement and students' academic
achievement. The findings reveal a moderate, and practically meaningful, relationship between
parental involvement and academic achievement. Using moderator analysis, it was revealed that
parental aspiration/expectation for children's education achievement has the strongest relationship,
while parental home supervision has the weakest relationship, with students' academic
achievement. In addition, the relationship is stronger when academic achievement is represented
by a global indicator than by a subject-specific indicator. Limitations of the study are noted, and
suggestions are made for future studies.
Positive impacts of parental involvement on student academic outcomes have not only
been recognized by school administrators and teachers, but also by policy-makers who have
interwoven different aspects of parental involvement in new educational initiatives and reforms.
“The idea that parents can change their children’s educational trajectories by engaging with their
children’s schooling has inspired a generation of school reform policies”. The significance of
parental involvement was clearly emphasized and delineated in the No Child Left Behind Act.
More specifically, schools were instructed to engage families in education of their children and
encourage the participation of parents in regular, two-way communications involving student
academic achievement and various school activities. Due to the pressure from administration
applied by partially tying funding of schools to successful parental involvement programs, and
adoption of multiple reforms that incorporate parental involvement as one of their integral parts,
schools across the United States have been working on designing and implementing various
parental involvement initiatives in the hope of improving student academic performance S. Wilder
(2013).
According to Ghazi (2010), parental involvement in their children academic motivation
with the objectives; to investigate the morally and financially involvement of the parents in their
children academic motivation in rural areas at primary level. It was concluded that most of the
parents are not well aware of their role for their children education. In addition their attitude is of
irresponsible type, they do not take interest in their children education even they do not help
children in their homework or making arrangements for their tuition and as well as children
participation is not encouraged in co-curricular activities. Instead of positive reinforcements
negative reinforcements are used to motivate children towards education. It is recommended that
proper tuition should be arranged for children and they should also be helped in their homework
and as well as they should also be encouraged for participation in co-curricular activities in the
school. Positive reinforcement sources like gifts, prizes, curse of their favorite/desirable places,
should be used to improve children performance. They should also be assisted in their daily life
needs.
James Thomas (2011), overall, the results of meta-analysis indicated a positive relation
between parental involvement and academic achievement in middle school. Academic
socialization (which included parents’ expectations for children academic achievement, parents
fostering academic aspirations in children, discussing learning strategies, and planning for
children’s academic future) was found to have the most significant impact on achievement during
middle school. A weaker, but still significant positive relationship was present between school-
based involvement and academic achievement. Additionally, different types of home-based
involvement had various effects on achievement. In particular, assisting children with homework
did not have a significant impact, but home activities that provided appropriate structure,
environment, and material conducive to learning, did have the significant positive effect on
academic achievement.
Berzin. S, C. (2010), there were several findings regarding the relationship between
parental involvement and student academic achievement that were supported by the majority of
meta analyses included in this meta-synthesis. In addition to the strong positive relationship
between the two constructs regardless of the definition of parental involvement, the findings of
this meta-synthesis revealed that this relationship was the strongest if parental involvement was
defined as parental expectations for academic achievement of their children. Parental expectations
reflect parents’ beliefs and attitudes toward school, teachers, subjects, and education in general.
As children are likely to harbor similar attitudes and beliefs as their parents, having high parental
expectations appears vital for academic achievement of children.
Blazer. C, (2010), research on the effects of parental involvement has shown a
consistent, positive relationship between parents' engagement in their children's education and
student outcomes. Studies have also shown that parental involvement is associated with student
outcomes such as lower dropout and truancy rates. Whether or not parental involvement can
improve student outcomes is no longer in question.
Numerous variables support student achievement; however, studies have indicated that
one of the most critical components is parental involvement (Hara & Burke). Overall, educators
acknowledge that parental involvement is key to successful student academic performance. Castro.
M, (2015), Schools are doing their best to encourage parents to get involved in their children’s
academic activities and schoolwork.
According to Lopez Martin (2015), parental involvement includes a range of practices
by the parent toward their children that are intended to promote the latter’s motivation and
educational achievement such as discussing school with children and monitoring children’s
progress. Parental involvement is multidimensional, and that has made it difficult to define it (Hill
and Taylor). For example, Epstein suggests six categories of involvement: parenting,
communicating, volunteering, learning at home, decision making, and collaborating within the
community. Describe three categories of involvement: behaviour, cognitive-intellectual, and
personal.
S. Wilder (2013), parents are actively involved in their children’s education at all ages,
and school-based parental involvement programmes are in fashion in developed countries. Yet so
far, economists have devoted little attention to determinants, levels and effects of parental
involvement. This review is concerned with parental involvement for school-aged children. We
comprehensively survey the economic literature on the topic, and selectively review theoretical
and empirical studies outside economics. Studies on the spontaneous involvement of parents can
answer questions on why parents become involved. On the other hand, recent local and national
reforms can improve our understanding of the extent to which children’s success is influenced by
what parents do. We use this distinction to organize the literature and underline the open questions
in each field.
According to Xitao Fan (2010), other aspects of parental involvement were not without
impact but such effects were inconsistent. Involvement in the school and parental monitoring of
students’ behaviour both had effects on moderating discrepant behaviour but less on achievement
in science. McNeal went on to demonstrate that the patterns of relationship showed strong
interactions between involvement and different categories of student. The positive effects of
parental involvement operate only for white, middle class students in two-parent families. This
result is entirely consistent with Sacker et al’s study using the BCDS data. Together they show
that parental involvement is much less influential on the achievement of adolescent pupils. The
circumstances associated with lower SES work against the effects of parental involvement in ways
not evident with younger pupils.

Related Study
Foreign
According to Weihua Fan (2010), there were several findings regarding the relationship
between parental involvement and student academic achievement that were supported by the
majority of meta analyses included in this meta-synthesis. In addition to the strong positive
relationship between the two constructs regardless of the definition of parental involvement, the
findings of this meta-synthesis revealed that this relationship was the strongest if parental
involvement was defined as parental expectations for academic achievement of their children.
Parental expectations reflect parents’ beliefs and attitudes toward school, teachers, subjects, and
education in general. As children are likely to harbour similar attitudes and beliefs as their parents,
having high parental expectations appears vital for academic achievement of children.
The study (Grolnick and Slowiaczek, 2010) found that children’s school grades were
directly predicted by both mothers’ and fathers’ behaviour. Mothers’ behaviour was directly
associated with two motivational constructs: perceived competence and control understanding of
their children. Children’s perceived competence was also predicted by fathers’ behaviour and by
both mothers’ and fathers’ intellectual/cognitive factor. Fathers’ behaviour, unlike mothers’, also
predicted their children’s self-regulation. Finally, only mothers’ personal factor was associated
with self-regulation. Given the overall findings, it is important for future research to clarify the
type of parental involvement of interest and to include multiple indices when possible.
Studies reviewed in this article indicate that parent involvement, both in the home or
school context, is associated with positive outcomes for the student’s motivation. Studies measured
a range of parent involvement behaviours including parents’ attending school programs, remaining
abreast of students’ progress in school, providing assistance and encouragement, communicating
the value of schooling, and engaging their child academically and intellectually in the home.
However, it is also important to closely examine the effects of different types of parent
involvement on academic motivation. For instance, if students perceive parental assistance in the
home as over-controlling or if parents use extrinsic rewards, students may become dependent on
external sources to guide their behaviour (Ginsburg and Bronstein, 2012).
Studies that differentiate between home and school-based parental involvement
reported contradictory findings. For example, in some studies home-based parental involvement
has significant positive effect while in other studies, school-based involvement has significant
negative effects related to academic outcomes. It can be argued that the interventions promoting
parental involvement vary based on the context in which the involvement occurs. The empirical
literature so far has shown that parental involvement is consistently related to a child's increased
academic performance but the specific mechanisms through which parents exert their influence on
a child’s academic performance are yet not fully understood (Skinn, K. 2016).
Empirical studies have indicated that some specific factors that play an essential
role in increasing children’s mathematics achievement are parental aspirations, parent child
communication, home structure, and parents’ involvement in school’s activities. For example, in
their study reported that students whose parents are educated score higher on standardized tests
than those whose parents were not educated. This is because educated parents can better
communicate with their children regarding the school work, activities and the information being
taught at school. They can better assist their children in their work and participate at school.
Therefore, academic performance of students heavily depends upon the parental involvement in
their academic activities to attain the higher level of quality in academic success Farooq, M. S.,
Chaudhry, A. H., Shafiq M. & Berhanu, G. (2011).
A study on the effects of perceived parental ambitions on the mathematics
performance of children established that while taking arithmetic test anticipating parental
evaluation and expectation, the performance was better for those who perceived their parents as
having higher ambitions for them .Studies continue to give credence to the fact that parents’
achievement beliefs, attitudes and values not only guide their behaviour with their children ,but
also appear to have an influence on their children's academic achievement beliefs Alexander, K.
L., & Entwisle, D. R. (2010).
Although parental ambition is considered as one of the cultural factors affecting
academic performance of students, some researchers in their studies have reported negative effects
such as adjustment problems, psychological distress as well as behaviour problems. They reported
that college students experience low level of self-worth and adjustment when higher expectation
discrepancies are present between themselves and their parents. Their studies further revealed that
parents’ academic ambition for their children is one of the basic sources of academic stress in
middle and high school students. In contrast, a study in Canada found that parental academic
ambition for their children was positively associated with 19 percent of the variance in academic
performance . It was argued that parental beliefs influence their children's perceptions of their own
abilities, their attitudes, and expectations for academic success and this directly affects the
children's cognitive performance Zhan, M. (2013).
According to Fan & Chen (2015), conducted a study on Parental involvement and
students’ academic achievement. The investigators set out to synthesize existing empirical studies
and to analyze the fields’ inconsistent conclusions on the value of parent involvement in academic
achievement. Overall, the research indicates that parent involvement has a positive effect on
student achievement. However, operational definitions and types of measurements affect the
conclusions about the relationship. For example, if parent involvement is defined as “parent
supervision at home” (such as establishing rules for TV and homework), the relationship to
academic success is weak. On the other hand, if parent involvement is defined as “aspirations”,
there is a strong relationship to academic success. The researchers carried out a meta-analysis of
relational empirical data. They grouped parent involvement types and student achievement types
into broad categories. The results of this study demonstrated the importance of studies attending
to operational definitions and measurement. Different dimensions of parent involvement should
be measured separately. The number of useable studies for the meta-analysis was smaller than the
authors had anticipated.
According to Georgiou (2011), conducted a study on parental attributions as predictors
of involvement and influences on child achievement. This study investigated the role of parental
attributions as predictors of parental involvement in their child’s educational process and examines
the influence of both of these factors on the child’s actual school achievement. The study found
that parents who believed their parental role was pivotal to their child’s achievement tended to be
more controlling and more overbearing in developing their child’s interests. Also the parent’s
attribution of the child’s achievement to the child’s own effort was positively related to the child’s
actual achievement results. Finally, the researcher found that the child’s actual school achievement
was directly related to the parental interest developing behaviour, but was not significantly related
to the parental controlling behaviour. Parents completed questionnaires regarding their attributions
of their child’s achievement and their own degree of involvement in their children’s life. Although
parental attributions and involvement are not in a cause-effect relationship with academic
achievement practitioners may be able to accelerate student achievement if they can influence
parents’ attribution of students’ perceived ability. In addition practitioners may be able to
accelerate an individual student’s achievement if practitioners can influence the student own self
attributions.
Bose and Joshi (2010), conducted a study on effect of involvement of parents in the
Education of children. The objectives were to determine the effect of parental involvement in the
education of the children on their academic achievement. The findings were Children whose
parents were involved in their education led a disciplined life at home and had better academic
achievement at school. Involvement of parents was also reflected in the activities that a child
pursued in his leisure time. Difference was also observed in the possession of school bag and
uniform, attendance at school and the manner in which a child pursued his/her leisure time and the
programmes they watched on the TV. It was found that parents could not reinforce the things the
children learnt at school and some children attended tutorials. However, tutorials did not help the
children in performing better; rather the children who attended school regularly and received
proper care at home fared better.