Republic of the Philippines

Department of Education
Region VII Central Visayas
Siaton Science High School
Mantuyop,Siaton,Negros Oriental

The Psychological Effects of Parental

Academic Expectations to the Junior
High Students of Siaton Science High
School (Grade 7-10) S.Y.2019-2020

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 TABLE OF CONTENTS

i. Title----------------------------------------------------------------------------------------------1
ii. Table of Contents ---------------------------------------------------------------------------2
Acknowledgement------------------------------------------------------------------------------------3
Abstract-------------------------------------------------------------------------------------------------4
Chapter I- The Problem and its Scope-------------------------------------------------------------5-8
 Introduction-------------------------------------------------------------------------------5
 Statement of the Problem-------------------------------------------------------------6
 Significance of the study--------------------------------------------------------------7
 Scope and Delimitations--------------------------------------------------------------7
 Definition of Terms---------------------------------------------------------------------8
Chapter II- Review of Related Literature and Studies-----------------------------------------9-13
Chapter III-Research Methodology---------------------------------------------------------------14-17
 Method of Research used------------------------------------------------------------14
 Nature of the study---------------------------------------------------------------------14
 Method of Collecting Data------------------------------------------------------------15
 Development of Research Instrument---------------------------------------------15
 Research Respondents---------------------------------------------------------------16
 Statistical Treatment-------------------------------------------------------------------17
Chapter IV- Analysis and Interpretation of Data-----------------------------------------------18-26
Chapter V- Summary, Conclusions and Recommendations-------------------------------27-28
Bibliography------------------------------------------------------------------------------------------------29
Appendix------------------------------------------------------------------------------------------------30-39
 Letter to the Director------------------------------------------------------------------30
 Letter to the Respondents-----------------------------------------------------------31
 Questionnaire------------------------------------------------------------------------32-34
 Researcher’s Profile---------------------------------------------------------------35-36

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 Acknowledgement

The researchers would like to extend acknowledgment and gratitude towards the
following people:
To our Research Teacher, Ma’am Winesa A. Santander, for the undying support,
guidance, and supervision.
To Ma’am Mildred P. Ocariz and Ma’am Renmae Ruth Buctolan for taking the time
to review and give new insights to our study.
To our respondents who willingly agreed to give us the information needed for the
completion of the study.
To our parents who have supported us financially and morally throughout this
research.
And most of all, to God, the Father Almighty for giving us blessings, wisdom,
patience, perseverance, the people around us, and everything we have. This research
wouldn't have been possible without you.

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 Abstract

Most Filipino families are compelled to give their children the best education
possible and feel the need to impose academic excellence on their children. In return,
high scholastic expectations of parents become a large load to be carried by them. A
culture of academic intensity is an occurrence in most Filipino households. The effects
of this on the minds of children however, leads psychologists to assume that this will
create a huge impact on a child’s morale, causing them to breakdown and fail.
(“Parental Pressure,” 2015).
This research study aims to determine and breakdown the psychological effects
of parental academic expectations on the Junior High students of Siaton Science High
School. The method of data collection is through a survey. The researchers distributed
the questionnaires to the Junior High students of Siaton Science High School through a
fish bowl method. Then, the researchers collected the answered questionnaires,
gathered and interpreted the data.
The researchers concluded that the students indeed suffer from the
psychological effects brought about by parent's excessive pressure for their children to
achieve academic excellence. Furthermore, sleep deprivation is also proven to be
closely related and is a factor of parental academic pressure. However, it is also found
that the level of intensity from parental academic pressure differs, depending on the
parenting style and the parents’ ability to control themselves. Parents’ sympathy and
understanding towards their children is greatly needed. In return, children should also
take grasp of the situation and try to become open for positive reinforcements.

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 CHAPTER I`

The Problem and Its Scope

Introduction

Parental pressure is a serious issue in different parts of the world. In the United
States, parents are heavily influenced by a culture of academic intensity, even if they
have pure intentions in wanting their kids to do well in school in the first place. A study
conducted among the students in Karachi based universities showed that students are
pressured by their parents to attain high grades in academics for a number of different
reasons: social respect, scholarship, parents’ future and parents’ investment on
children’s education. In the Philippines, parental pressure is defined as a “behaviour
perceived by children as indicating expectations of unlikely, even unattainable heights of
accomplishment.” Parents’ pressure their children in various ways, some verbally
express their desire for their children to have higher grades, others physically punish
children and some silent non-verbal cues. In Siaton, students state that parental
academic expectations is the primary cause of stress which could lead to inflicting self-
harm. The more the students are pressured, the more they are subjected to
psychological harm. Psychological effects that will result to self-degradation, like
anxiety, stress and depression in particular. This is a problem and it needs utmost
attention. As a result, the researchers conducted this study which is designed to identify
the Psychological Effects of Parental Academic Expectations among the Siaton Science
High School Students from Grades 7 to 10 from School Year 2019-2020. This study
aims to find the Effects of Parental Expectations to the Academic performance of the
students.

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 Statement of the Problem

The study aims to identify the Psychological Effects of Parental Academic Expectations
to the Junior High Students of Siaton Science High School. Specifically, the researchers
intend to determine the answers to the following:

1. Is the Academic Performance of the students affected by parental academic

expectations?
2. Is there a gap in the relationship between the students and their parents?
3. Does parental academic expectations have psychological effects on Siaton Science
High School students?

Hypothesis

Alternative Hypothesis
1. Parental Academic Expectations can affect the students’ academic performance
positively.
2. There is a gap in the relationship between the students and their parents.
3. Parental Academic Expectations have psychological effects on the students.

Null Hypothesis
1. Parental Academic Expectations can affect the students’ academic performance
negatively.
2. There is no gap between the relationship of the students and their parents.
3. Parental Academic Expectations have no psychological effects on the students.

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 Significance of the Study

By examining the Psychological Effects of Parental Academic expectations

towards the Junior High school students of Siaton Science High School, this research
will be beneficial to the parents, students, psychiatrists and educational counsellors. For
the parents to be aware of the mental health of their children so that they can be more
sensitive towards their children. Upon knowing their situation, parents around them will
adjust and take control of their actions. For the students to be able to manage the power
of pressure, and everything that comes along with it. In actuality, this study will help
them reduce the tendency of having a mental disorder and they will resist the urge of
committing self-harm or suicide. This will be helpful to all the psychiatrists and
psychologists because they will be able to help all the students who are having trouble
in dealing with parental academic pressure and they will be able listen and lend a hand.

Scope and Delimitations

This study was conducted to know the Psychological Effects of Parental

Academic Expectations to the Junior High students of Siaton Science High School. It
focuses directly on parental academic expectations and is limited on the psychological
effects (anxiety, academic stress, suicide ideation, etc.) that it inflicts on the students of
the school. There are other psychological effects (depression) that require a medical or
psychological professional in order to be diagnosed and is therefore considered as one
of the limitations of the study. Moreover, there are environmental factors or physical and
emotional conditions that are out of the researchers’ control, such as the feelings of the
respondents in answering the questions.

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 Definition of Terms

Anxiety- a fear or nervousness about what might happen

Depression- a serious medical condition in which a person feels very sad, hopeless
and unimportant and often is unable to live in a normal way.
Effect-a particular feeling or mood created by something
Expectations- a belief that something will happen or is likely to happen
Gap-a space between two things or people
Psychological- of or relating to the study of the mind
Pressure- the act of pushing or pressing against something
Stress- a state of mental tension and worry caused by problems in your life

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 CHAPTER II

Review of Related Literature

Parental Academic Expectations

Parent Academic expectations refers to the strain that the parents put their child in,
pushing them to achieve academically. These are parents who place mountains of
responsibility on their children in order to ensure their future and for other reasons
(Sinha, 2016). The parent in question, according to Aarya Sinha (2016) can keep track
of their child’s academic results, homework and projects, levels and even reports.
However, putting too much pressure on children to do well academically, may backfire
and end up affecting them and their child in a number of negative ways.
Pressurized students (statistics). About two-thirds or 66% of students feel
pressure from their parents out of 190 grades 11 and 12 students from three
government-aided and three private schools in Kolkata India (Deb, Strodl & Sun, 2015).
In an online article, the term consists of five components towards the children’s studies
namely: parental anxiety, parental attitude, parental control, parental expectation, and
last but not the least, parental control towards the children's extra-curricular activities. In
the same way, a study conducted by the researchers from Johns Hopkins University,
Center for Talented Youth (CTY), showed that among a large percentage of parents
specifically 85.5%, 45.5% are reportedly involved and 40% are very involved in their
child's academic endeavor (Ablard, Hoffhines, & Mills,1996).

Reason for Parents’ Involvement or Parental Academic Pressure

Ensuring their child’s future.
Parents get involve for the purpose of ensuring their child’s future. In fact in the same
study by Ablard, Hoffhines, & Mills (1996), 73% of parents believe that it is very
important for their child to attend a top-level college or university while on the other
hand, 81% of parents conceptualize their children as future professionals.
Having an edge over others.
According to Sinha (2016), many parents want their child to excel more so than others.
Some encourage their children to aim higher and unleash their utmost potential. A
student takes up lots of subjects needed in completing a whole academic year.
Homeworks that are given may take four to five hours to complete. This gives parents
the reason to think that they need to monitor their children's academic life more keenly.

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Studies rather than extracurricular activities. Parents also feel the need to peer over
their child's social life in order make sure they focus more on their studies than other
activities. While this is advised in schools, overdoing it could be a psychological hazard
for the child. Parents obsess over their child's top scores and the need for their child to
achieve over others. These reasons may explain why parents are one of the factors
involved in a child's academic stress or anxiety.
Success.
The most important stepping stone to the success of a child is the encouragement given
by parents (Sinha, 2016). It depends upon the students' view in terms of handling
parental pressure. Some children find satisfaction in achieving high. Most of them have
their parents concepts engraved into their minds (Brofenbrenner, 1989). However,
excessive worry on their success can lead to over-involvement and intrusive in areas
where teens should make their own choices and should develop their own motivation
( Margolies, 2016).
Psychological Effects of Parental Academic Pressure
Children can relate to parent pressure in various ways. Others can become over-
achievers and adapt to the need of excelling in everything they do regardless of what it
is. While some develop stress and become anxious, causing depression or affecting
their academic interest.
Stress or Academic Stress.
MedicineNet defines stress as a physical, mental, or emotional element that causes
somatic or cognitive tension. Medically or biologically, it can come from external factors:
environmentally, psychologically , or in some social situations and internal factors:
illness or medical procedures (“Medical Definition,” 2016). However, this study focuses
on a particular type of stress —— academic stress. Academic stress as explicated by
Deb, Strodl and Sun,(2015) is a kind of mental distress relating to expected academic
problems and a perceived possibility of failure. As claimed by Kouzma and Kennedy,
the school-related circumstances like tests, grades, studying, and the individual’s desire
for success or may it be induced by other people (parents or family, peers, etc.) are
some of the academic stressors in the lives of students (Deb, Strodl & Sun, 2015).
Anxiety.
Anxiety is the fear or feeling of apprehension that is usually experienced in waiting for
something that is about to happen as an immediate response to stress (Holland, 2018).
In a study conducted on 190 grades 11 and 12 students from three government-aided
and three private schools in Kolkata India, 81.6% are reported to have examination-
related anxiety (Deb, Strodl & Sun, 2015). Not only does it affect a child emotionally, but
also socially and academically.

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Depression.
Data from a study conducted on 997 students in all four Beijing high schools showed
that academic pressure (father’s parenting) had stronger associations than a mothers’
parenting with depression on an adolescent (Norman et al., 2015). Either way, parental
academic pressure is closely related to depression.

Consequences of Parental Academic Pressure

Suicide Ideation.
A study entitled Predictors of Suicide Ideation and Depression in Hong Kong
Adolescents: Perceptions of Academic and Family Climates revealed that 47% of
female Chinese students have suicide ideation or thoughts of committing suicide in
association with depression. Thus, these findings entail that family climate and parental
academic pressure are equally essential in understanding depression among
adolescents (Lee et al., 2006).
Affecting Academic Interest.
Too much emphasis on academic performance, limits the student’s opportunities for
self-exploration and expression, which in return burns out the student’s spark for
creativity and affects his or her academic interest (“Academic Pressurisation,” n.d.).
Bad Behavior and vices.
In order to deal with all the psychological effects brought by parental academic
pressure, students may turn to vices like drinking alcohol, smoking or drugs. In a
research conference organized by the British Psychological Society (cited in Grace,
2017) study claimed that 52% of high school students have used alcohol, cigarettes ,
and illegal drugs to cope with stress. Moreover, some unethical behaviors like cheating
on tests, lying to teachers and bullying might surface.
Sleep deprivation.
While staying up and late studying, students may struggle to get enough sleep (Morin,
2018). In addition, pressuring students will directly giving them stress, which in return
makes them restless and disrupts their sleeping pattern.

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Learning Behaviour and Development of a Child
In conducting this research, it is essential to review literature on the theories or
model that gives light to the subject. The following are the resent findings and trends
with regards to student's academic factor —— focusing on peer influence:

Bandura's Social Learning Theory.

This theory explains that children's behavior and mental structure are learned through
what is modeled to them. They learn and adapt to what is taught to them and to take it
into account in their outlooks and decisions. This way, children behave as to what is
expected of them (Warring, 2014). It's not a secret that parents are the primary source
of knowledge a child has. What is taught at home can be the source of a child's
concepts and views in life. Parents, should first and foremost, engage the child into
learning. While this is a good way for a child to become academically inclined, too much
of this can easily be a prime suspect for parental academic pressure otherwise causing
academic anxiety. Otten (1991) defined academic anxiety as actions and thoughts
showing the fear of having a poor academic performance on academic tasks with the
concern of not being enough.
Whether unconsciously or not, parents strategic approach to a child's academic
importance plays a vital role in putting their child into a stronghold of pressure due to
expectations.
Bronfenbrenner's Bioecological Model of Child Development.
Families, specifically the parents, are the primary source of values, beliefs, practices,
and acceptable behaviors taught from the moment of infancy and throughout a child's
years (Brofenbrenner, 1989). What is embedded by the parents are most influential
knowledge in a child's mind. Due to this, a child's decisions may be based on a
particular concept or belief parents embed on their child. In terms of academics, a child
with academically-inclined parents may have the probability of having a much bigger
concern towards it. Burke (2013) indicates that parental performance expectations play
a significant role in a student's academic pressure.

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 CHAPTER III

Research Methodology

In this Chapter, the nature of the study, the method of research used, methods of
collecting data , development of reason instrument about the respondents, research
respondents and the statistical treatment are described.

Nature of the Study

This study is a Descriptive-Status which means all the information gathered are
not manipulated nor changed. This approach to problem-solving seeks to answer the
questions to real facts relating to existing conditions. This is a technique of quantitative
description which determines the prevailing conditions in a group of cases chosen for
study. This study concerns about the Psychological Effects of Parental Academic
Expectations to the Junior High School students of Siaton Science High School for the
School Year 2019-2020.

Method of Research Used

The method of research used in this study is a survey which deals with
questioning and interviewing individuals about a certain topic and interpreting their
responses afterwards. This method has two main purposes- describing certain aspects
or characteristics of population and testing hypothesis about nature of relationships
within a population. It has three categories namely: mail survey, telephone survey and
personal survey. Among the variations of survey, questionnaires are the most popular
ones. However, it has its own fair share of advantages and disadvantages. The
advantage is the possibility of generating large amount of data and the disadvantage
would be the difficulty of ensuring greater depth of the research.

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 Method of Collecting Data

The researchers gathered data with the use of questionnaires. A questionnaire is

a set of printed or written questions with a choice of answers, devised for the purposes
of a survey or statistical study. Questionnaires provide a relatively cheap, quick and
efficient way of obtaining large amounts of information from a large sample of people.
Data can be collected relatively quicker because the researcher would not need to be
present when the questionnaire were completed. However, a problem with
questionnaires is that respondents may lie due to social desirability and people may
have different interpretation into the questions , what is good to someone may be bad to
someone else , therefore there is a level of subjectivity that is acknowledged.

Development of the Research Instrument

The primary source of the data the researchers collected are from questionnaires.
This study was made possible with the help and guidance of Mrs. Mildred P. Ocariz –
English Teacher and Mrs. Renmae Ruth Buctolan – Chemistry Teacher for checking the
structure and any grammatical errors of this study. Also to Ma’am Winesa A. Santander-
Math and Research Teacher for helping the researchers with the statistical tools and
formulas to be used.in this study.
After finalizing the questionnaires, the researchers let the advisers check and
evaluate the questionnaires if they are simply understandable. The questionnaires are
also checked if they contain the right data needed for the study. Then, after the
questionnaires are thoroughly evaluated, the researchers conducted the survey. They
distributed the questionnaires to the Junior High students of Siaton Science High School
through a fish bowl method. Then, the researchers collected the answered
questionnaires, gathered and interpreted the data.

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 Research Respondents

The four Junior High School level are the respondents of this study with the use
of random sampling namely: Grade 7 Newton, Grade 8 Darwin, Grade 9 Lavoisier and
Grade 10 Einstein.

Number of Grade 7 respondents: 10

Number of Grade 8 respondents: 10
Number of Grade 9 respondents: 10
Number of Grade 10 respondents: 10

(number of students ∈one year level)

Number of respondents=
( Junior High School population)

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 Statistical Treatment

The Statistical Treatment used in this study is Chi-square. To calculate the Chi-
square statistics follow the steps below:

FORMULA:

x 2= ∑ ¿ ¿ ¿

1. For each observed number in the table subtract the corresponding expected
number (O-E).

2. Square the difference [(O-E¿2].

3. Divide the squares obtained for each cell in the table by expected number for that
cell [(O-E¿2 /E].

4. Sum all the values for (O-E¿2/E. This is the chi-square statistic.

CHAPTER IV

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 Interpretation and Analysis of Data

Table I. Sex Profile of the Students

SEX FREQUENCY PERCENTAGE

MALE 8 20%

FEMALE 32 80%

TOTAL 40 100%

Analysis:
Table 1 shows the profile of the respondents in terms of their sex wherein from a total of
40 respondents, 8 or 20% are males and 32 or 80 % are females.

Table II. Academic Performance Profile of the Students

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 ACADEMIC FREQUENCY PERCENTAGE
PREFORMANCE

88 1 2.5%

89 1 2.5%

90 6 15%

91 7 17.5%

92 9 22.5%

93 7 17.5%

94 4 10%

95 5 12.5%

TOTAL 40 100%
Analysis:
Table 2 shows the academic performance of the respondents based on their average grade
from the previous grading, only 1 or 2.5% of the students had the average of 88 and 89. 6
or 15% of the students have an average grade of 90, whilst 7 or 17.5% of the students have
an average of 91,9 or 22.5% of the students has an average of 92, 7 or 17.5% of the
students have an average grade of 93. 4 or 10% of the students have an average grade of
94 and 5 or 12.5% of the students have an average grade of 95.

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 Table III. Influence of Choice of School Profile of the Students

INFLUENCE OF CHOICE FREQUENCY PERCENTAGE

OF SCHOOL
FAMILY 25 62.5%
PERSONAL INTEREST 10 25%
PEERS 3 7.5%
OTHERS 2 5%
TOTAL 40 100%

Analysis:
Table 3 reveals the profile of the respondents in terms of who or what influenced
them in choosing their school. The data shows that 10 or 25 %of the respondents chose
their school based on the personal interests, while 25 or 62.5% chose their school
based on the influence of their family or parents, 3 or 7.5% of the respondents chose
their school based on the influence of their friends or peers, and lastly, 2 or 5 % of the
respondents chose their school based on other reasons.

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LEGEND:
THE LEVEL OF PARENTAL ACADEMIC PRESSURE EXPERIENCE BY THE STUDENTS

SCORE RANGE VERBAL DISCRIPTION VERBAL EXPLANATION

The respondents’ level of

5 4.21- 5.00 Strongly Agree (SA) parental academic pressure
ranges from 81 - 100 % .
The respondents’ level of
4 3.21- 4.20 Agree (A) parental academic pressure
ranges from 61 – 80%.
The respondents’ level of
3 2.61- 3.20 Moderately Agree (MA) parental academic pressure
ranges from 41 – 60 %..
The respondents’ level of
2 1.81- 2.60 Disagree (D) parental academic pressure
ranges from 21 – 40 % .
The respondents’ level of
1 1.00- 1.80 Strongly Disagree (SD) parental academic pressure
ranges from
1 – 20 %.

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Table IV. Students’ Response on Part A (Academic Performance of the Students).

To what extent is the level of

parental academic pressure VERBAL VERBAL
do you experience in terms of RANGE DISCRIPTIO EXPLANATION
the following: N

I am able to feel any sort of The respondents’ level

discouragement when I get a 3.65 Agree of parental academic
low grade/score in a test. pressure ranges from
61 – 80%.
I am not able to fully express The respondents’ level
myself without the fear of 3.63 Agree of parental academic
failure in class performances. pressure ranges from
61 – 80%.
I am able to feel frustration The respondents’ level
and defeat when I fail to reach 3.45 Agree of parental academic
my aspired goal/rank. pressure ranges from
61 – 80%.
I am able to compare my The respondents’ level
previous grades to my current 3.98 Agree of parental academic
ones when I’m unsatisfied. pressure ranges from
61 – 80%.
I feel apprehensive over my The respondents’ level
academic tasks and 3.58 Agree of parental academic
experience test anxiety. pressure ranges from
61 – 80%.
The respondents’
COMPOSITE 3.66 AGREE level of parental
academic pressure
ranges from 61 – 80%.

Analysis:
Table 4 shows that the respondents’ level of parental academic pressure is 61%-80%
when it comes having a low grade or score. The respondents’ level of academic
pressure when it comes to expressing themselves without the fear of failure is 61%-
80%. The respondents’ level of academic pressure when it comes to failing to achieve
their goals ranges from 61-80%.Overall, the respondents’ level of academic pressure
due to parental expectations in their academic performance ranges from 61%-80%.

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 To what extent is the level
of parental academic RANGE VERBAL VERBAL EXPLANATION
pressure do you DISCRIPTIO
experience in terms of the N
following:
I am not able to talk and The respondents’ level of
share to my parents about 2.96 Moderately parental academic
my experiences in school. Agree pressure ranges from 41 –
60 %..
I feel scared or ashamed The respondents’ level of
when I show them my test 3.00 Moderately parental academic
scores and grades. Agree pressure ranges from 41 –
60 %..
I am not open to them when The respondents’ level of
I have trouble in my school 3.03 Moderately parental academic
works and lessons. Agree pressure ranges from 41 –
60 %..
I am able to feel anxious The respondents’ level of
when I show them my 3.5 Agree parental academic
report card. pressure ranges from 61 –
80%.
I am able to feel tension The respondents’ level of
and uneasiness when I 3.96 Agree parental academic
show them a failing grade. pressure ranges from 61 –
80%.
The respondents’ level
COMPOSITE 3.29 AGREE of parental academic
pressure ranges from 61
– 80%.

Table V. Students’ response on Part B (Parent and Student Relationship).

Analysis:
Table 5 shows that the respondents’ level of parental academic pressure ranges
from 41-60% when it comes to sharing about their experiences in school , showing their
parents their test scores and opening about their troubles in their school works.
Moreover, the respondents’ level of academic pressure experienced when it comes to
showing their parents their report card and their failing grades ranges from 61-80%.
Overall, the respondents’ level of academic pressure due to parental academic
expectations in their parent-student relationship ranges from 61-80%.

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 Table VI. Students’ response on Part C (Psychological Effects of Parental
Academic Pressure)
To what extent is the level of
parental academic pressure VERBAL VERBAL EXPLANATION
do you experience in terms RANGE EXPLANATION
of the following:
I am experiencing sleep The respondents’ level of
deprivation, I have an 2.73 Moderately parental academic pressure
abnormal sleeping pattern. Agree ranges from 41 – 60 %..
I am to going through stress The respondents’ level of
and anxiety. 2.65 Moderately parental academic pressure
Agree ranges from 41 – 60 %..
I get easily irritated and get The respondents’ level of
mad really quick. 2.93 Moderately parental academic pressure
Agree ranges from 41 – 60 %..
I get the feeling of The respondents’ level of
unmotivated or unfocused. 2.63 Moderately parental academic pressure
Agree ranges from 41 – 60 %..
I experience extreme mood The respondents’ level of
changes of highs and lows. 3.13 Moderately parental academic pressure
Agree ranges from 41 – 60 %..
I often feel tired and have The respondents’ level of
the inability to cope with 2.95 Moderately parental academic pressure
daily problems and stress. Agree ranges from 41 – 60 %..
I have trouble understanding The respondents’ level of
and relating to situations 2.60 Disagree parental academic pressure
and to people. ranges from 21 – 40 % .
I have excessive fears or The respondents’ level of
worries and extreme 3.45 Agree parental academic pressure
feelings of guilt. ranges from 61 – 80%.
I am experiencing a major The respondents’ level of
change in my eating habits. 2.78 Moderately parental academic pressure
Agree ranges from 41 – 60 %..
I am able to think of suicidal The respondents’ level of
thoughts. 2.55 Disagree parental academic pressure
ranges from 21 – 40 % .
Moderately The respondents’ level of
COMPOSITE 2.84 Agree parental academic pressure
ranges from 41 – 60 %..

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Analysis:
Table 6 shows the severity of the effects of parental academic expectations
experienced by the students. The table shows that the level of parental academic
pressure experienced by the students ranges from 41-60% when it comes to their
abnormal sleeping patterns ,stress and anxiety, sudden rage, lack of focus, mood
swings, exhaustion and abnormal eating habits. Moreover, the respondents’ level of
parental academic pressure when it comes to understanding and relating to people and
the suicidal ideation ranges from 21-40%. Furthermore, the respondents’ level of
academic pressure when it comes to having excessive fears and worries ranges from
61-80%. Overall, the effects of parental academic expectations to the respondents has
the severity range of 41-60%.

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 Table VII. The Computed Chi-square values of the Statement of the Problem

0.05 Level of Significance

Statement of the Tabular Computed Degrees of
Problem Value value Freedom Decision

Students’ Academic 26.30 x 2=9. o 89 16 Accept the Ho

Performance

Parent-Student 26.30 x 2=30.61 16 Reject the Ho

Relationship

Effects of Parental
Academic 53.67 x 2=68.85 36 Reject the Ho
Expectations

Overall Analysis:
Table 7 shows the computed values of the statement of the problems with a 0.05
level of significance. It is reflected that in the students’ academic performance the
computed value (9.089) is less than the tabular value (26.30) which implies that the
decision to be made is accepting the null hypothesis which states that Parental
Academic expectations can affect the students’ academic performance negatively. It is
also revealed on the table that the computed value (30.61) is greater than the tabular
value (26.30) in the student and parent relationship which implies to reject the null
hypothesis which states that there is no gap in the relationship of the students and their
parents. On the same note, the table showed that in terms of the Psychological Effects
of Parental Academic Expectations to the students the tabular value (53.67) is less than
the computed chi-square value (68.85) which leads to the rejection of the null
hypothesis which states that Parental Academic Expectations have no Psychological
Effects on the Students.

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 CHAPTER V

Summary, Conclusions and Recommendations

This Chapter presents the research work undertaken, the conclusions drawn and
the recommendations made as an outgrowth of this study.

Summary

Primarily, the purpose of this study is to identify the Psychological effects of

Parental Academic Expectations to Junior High Students of Siaton Science High
School. The respondents of this study were 40 in total, 10 in each junior high grade
level. The survey questionnaire contained three categories- Academic performance of
the students, Student-parent relationship and the Psychological Effects of Parental
Academic Expectations-----all of which entails a bearing in the level of parental pressure
experienced by the students. This study identified the level of parental academic
pressure the students experience in their Academic Performance, the relationship they
have with their parents and also identify the level severity of the psychological effects
they have experienced. Predominantly, the level of parental academic pressure the
students experience in terms of their academic performance and their student-parent
relationship ranges from 61-80% and the severity of the psychological effects they have
experienced ranges from 41-60%. Aside from this, to answer the statement of the
problems, chi-square statistics were used. Which proved that Parental Academic
Expectations have negative effects on the students’ academic performance, there is a
gap in the relationship of the students and their parents and Parental Academic
Expectations have Psychological effects on the students.

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 Conclusion

Based on the finding of this study, it has been concluded that the students who
are experiencing or have experienced parental academic pressure due to parental
expectations have indeed suffered from psychological effects brought by their parents in
their continuous pursuit of achieving academic excellence. These psychological effects
include (and are limited to): stress or academic stress and school-related anxiety.
Furthermore, sleep deprivation is also proven to be closely related and is a factor of
parental academic pressure. Although, there is no substantial information which
supports bad behavior and vices as factors of parental academic pressure for the data
only showed positive coping mechanisms and strategies from the respondents.
Nonetheless, the researchers were able to single out the level or intensity of the
pressure felt by the students. Thus, the researchers conclude that it depends on the
parenting style and the parents’ ability to control themselves.

Recommendation

The following recommendations have been developed from the implications of

the findings of the study. To the parents, students, teaching staff of the school and the
school administrators, there is an urgent need for intervention because this greatly
affects the mental wellbeing of the students. Parents should adjust and sympathize,
while children should develop a deeper level of understanding towards the situation. For
parent-child relationship, parents and students can seek help from professionals.
Educators and school counsellors should also provide assistance. On the contrary,
there is a little inkling between depression and parental academic pressure, perhaps it
should be of use for future researchers.

Bibliography

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•Admin, E. (20-November 2017). How Parental Academic Pressure Backfires to
Children. Eden Grace Maid Agency Singapore. Retrieved on year 2018, from
https://www.edengracemaids.com/blog/how-parental-academic-pressure-backfires-to-
children/
•Budzienski, J. (n.d.). The Effect of Academic Parental Pressure on Kids. The Bump.
Retrieved from https://living.thebump.com/effects-academic-parental-pressure-kids-
10380.html
•GoStress.com. (n.d.). Stress Definitions From Stress Researchers. Global Organization
for Stress. Retrieved on February 6, 2019, from http://www.gostress.com/stress-
definitions-from-stress-researchers/
•Hopkins, J. (n.d.). Parent's Values and Children's Perceived Pressure: Topical
Research Series #4. Center for Talented Youth. Retrieved from
https://cty.jhu.edu/research/topical/pressure.html
•LCSW, A. M. (n.d.). The Danger of Putting Too Much Pressure on Kids. Verywell
Family. Retrieved on January 08, 2019, from https://www.verywellfamily.com/the-
dangers-of-putting-too-much-pressure-on-kids-1094823
•Lee, M.T.Y., Wong, B.P., W.B., Chow, Y., & McBride-Chang, C. (2006). Predictors Of
Suicide Ideation and Depression in Hong Kong Adolescents: Perceptions of Academic
and Family Climates. Guilford Press. Retrieved from
https://guilfordjournals.com/doi/abs/10.1521/suli.2006.36.1.82
•Margolies, L. (2016). The Paradox of Pushing Kids to Succeed. Psych Central.
Retrieved on December 12, 2018, from https://psychcentral.com/lib/the-paradox-of-
pushing-kids-to-succeed/
•Quach, A.S., Epstein, N.B., Riley, P.J. et al. J Child Fam Stud (2015) 24: 106.
Retrieved from https://doi.org/10.1007/s10826-013-9818-y
•Ratini, M. (2005). 12 Surprising Headache Triggers Tips. MedicineNet. Retrieved on
January 20, 2016, from https://www.medicinenet.com/script/main/art.asp?
articlekey=20104
• Sheikh, I., & Hussain, N. (2014). Parental Pressure on Student's Attainment of High
Grades in Karachi Based Universities. Research Gate. 156, 156-175.
https://www.researchgate.net/publication/262007497_PARENTAL_PRESSURE_ON_S
TUDENT'S_ATTAINMENT_OF_HIGH_GRADES_IN_KARACHI_BASED_UNIVERSITIE
•Summary and Conclusion. Chapter 6, from
http://shodhganga.inflibnet.ac.in/bitstream/10603/457/16/16_chapter6.pdf
Appendix

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 Request for Permission to conduct a Research Survey in this School

Dear Sir Reynaldo Silva,

We are Grade 10 Einstein students of Siaton Science High School. We wish to

conduct a research survey for our English and Research subject which involves the
Psychological Effects of Parental Academic Expectations to the Junior High students of
Siaton Science High School. This survey will be conducted on the vacant time of the
students. We are hereby seeking your consent to allow us to conduct our survey.

Thank you for your time and consideration for this matter.

Yours sincerely,
AILENE B. BROCE ANGELICA D. QUILNET
Researcher Researcher
CHELSEA V. MARANA DONITA P. SABEJON
Researcher Researcher
DENEILLE B. PESCUELA MARJURIE E. SUERTE
Researcher Researcher
ESTEPHANIE Z. QUILNET DOROTHY S. VENDIOLA
Researcher Researcher

Noted by:
MILDRED P. OCARIZ WINESA A. SANTANDER
English Adviser Research Advisr

Letter to the Respondents

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Dear Respondents:

Greetings!
We are Grade 10 Einstein students of Siaton Science High School who are
currently conducting a Research Project. Presently, we are conducting a study entitled
“Psychological Effects Of Parental Academic Expectations to The Junior High School
Students of Siaton Science High Schooll”.
In relation to this, we are asking for your precious time and effort to be one of
our respondents. Rest assured, we will choose the time that is convenient to you and
your schedule. All the data gathered from you will be kept in the highest level of
confidentiality. Your positive response in this request will be valuable contribution for the
completion of the study.
Thank you very much for your cooperation.

Respectfully Yours,

AILENE B. BROCE ANGELICA D. QUILNET

Researcher Researcher
CHELSEA V. MARANA DONITA P. SABEJON
Researcher Researcher
DENEILLE B. PESCUELA MARJURIE E. SUERTE
Researcher Researcher
ESTEPHANIE Z. QUILNET DOROTHY S. VENDIOLA
Researcher Researcher

Noted by:
MILDRED P. OCARIZ WINESA A. SANTANDER
English Adviser Research Adviser

Republic of the Philippines

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 Department of Education
Region VII Central Visayas
Siaton Science High School
Mantuyop, Siaton ,Negros Oriental

SURVEY QUESTIONNAIRE
“The Effects of Parental Academic Pressure To the Junior High School students
of Siaton Science High School.(S.Y. 2019-2020)”
PART A. STUDENT’S PROFILE

Please fill in the blanks for your response, otherwise put a check mark ✔__ on the blank
provided.
Name: _____________________________________________
Academic Performance:___ Sex: Female___ Male___
Who or what influenced you in choosing your school?
Personal Interests ___ Family___ Peers___ Others (please specify) _____________

SCORE RANGE VERBAL VERBAL EXPLANATION

DISCRIPTION
The respondents’ level of parental
5 4.21- 5.00 Strongly Agree academic pressure ranges from 81 -
(SA) 100 % .
The respondents’ level of parental
4 3.21- 4.20 Agree (A) academic pressure ranges from 61 –
80%.
The respondents’ level of parental
3 2.61- 3.20 Moderately academic pressure ranges from 41 –
Agree (MA) 60 %..
The respondents’ level of parental
2 1.81- 2.60 Disagree (D) academic pressure ranges from 21 –
40 % .
The respondents’ level of parental
1 1.00- 1.80 Strongly academic pressure ranges from
Disagree (SD) 1 – 20 %.

PART B. THE LEVEL OF THE STUDENTS’ PARENTAL ACADEMIC PRESSURE

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Direction: On a scale of 1–5, please rate your answer on the following questions.
Please check ✔️on the following points.

I. ACADEMIC PERFORMANCE
To what extent is the level of parental academic
pressure do you experience in terms of the SA A MA D SD
following: (5) (4) (3) (2) (1)
I am able to feel any sort of discouragement
when I get a low grade/score in a test.
I am not able to fully express myself without the
fear of failure in class performances.
I am able to feel frustration and defeat when I
fail to reach my aspired goal/rank.
I am able to compare my previous grades to my
current ones when I’m unsatisfied.
I feel apprehensive over my academic tasks and
experience test anxiety.

II. PARENT AND STUDENT RELATIONSHIP

To what extent is the level of parental academic
pressure do you experience in terms of the SA A MA D SD
following: (5) (4) (3) (2) (1)

I am not able to talk and share to my parents

about my experiences in school.
I feel scared or ashamed when I show them
my test scores and grades.
I am not open to them when I have trouble in
my school works and lessons.
I am able feel anxious when I show them my
report card.

I am able to feel tension and uneasiness

when I show them a failing grade.

PART C. EFFECTS OF PARENTAL ACADEMIC PRESSURE TO THE STUDENTS

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Directions: The following table are the effects of Parental Academic pressure, rate your
experiences from severe-none, 5 being the highest and 1 the lowest. Please check ✔️
on the following points.

To what extent is the level of parental

academic pressure do you experience in Very Severe Moderat Mild None
terms of the following: Sever e
e 4 2 1
5 3
I am experiencing sleep deprivation, I
have an abnormal sleeping pattern.
I am to going through stress and anxiety.
I get easily irritated and get mad really
quick.
I get the feeling of unmotivated or
unfocused.
I experience extreme mood changes of
highs and lows.
I often feel tired and have the inability to
cope with daily problems and stress.

I have trouble understanding and relating

to situations and to people.
I have excessive fears or worries and
extreme feelings of guilt.
I am experiencing a major change in my
eating habits.
I am able to think of suicidal thoughts.

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 List of Respondents

Grade 7 Grade 9
Allen Jane Shaun Verances
Amira Bacolod Joan Alama
Roxie Batucan Gwynneth Austral
Christine Belen Jhastine Macabinguil
Anne Gadiana Lyca Merano
Reanne Guad Abigail Narvas
Chastine Jimenez Kyla Paitan
Jannah Magpatoc Therese Quilnet
Veronica Macatiguib Rica Radoc
Leanne Raga Alexandra Tacalan

Grade 8 Grade 10
Franz Tolentino Chris Calumpang
Herzell Arbolado Marco Ebrole
Ayessa Caminade Diego Flores
Dennielle Deposoy Lorrence Libot
Aeriana Kadusale Eckhem Macalipay
Avegail Kilakiga Queenie Futalan
Jorence Quilnet Jamiaca KItane
Nadine Ragpa Renzel Rubio
Katrina Vargas Donita Sabejon
Sofian Villamor Patricia Tayko

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 Researcher’s Profile

Name: Deneille Jhan B. Pescuela

Address: Bonawon, SIaton, Negros Oriental
Date of Birth: March 19,2004
Elementary: Pio Macahig Memorial Central School
JHS: Siaton Science High School

Name: Ailene B. Broce

Address: Inalad,Siaton, Negros Oriental
Dateof Birth: February 18,2004
Elementary: Inalad Elementary School
JHS: Siaton Science High School

Name: Chelsea V. Marana

Address: Lico-lico, Bonawon ,Siaton, Negros Oriental
Dateof Birth: September 20,2003
Elementary: Pio Macahig Central School
JHS: Siaton Science High School

Name: Estephanie Dianne Z. Quilnet

Address: Mantuyop,Siaton, Negros Oriental
Dateof Birth: November 15,2003
Elementary: Mantuyop Elementary School
JHS: Siaton Science High School

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Name: Angelica D. Quilnet
Address: Mantuyop ,Siaton, Negros Oriental
Dateof Birth: September 8, 2003
Elementary: Filipe Tayko Memorial School
JHS: Siaton Science High School

Name: Marjurie E. Suerte

Address: Mantuyop,Siaton, Negros Oriental
Dateof Birth: February 29,2004
Elementary: Junob Elementary School
JHS: Siaton Science High School

Name: Donita Faith P. Sabejon

Address: Palayuhan,Siit,Siaton, Negros Oriental
Dateof Birth: June 2,2004
Elementary: Palayuhan Elementary School
JHS: Siaton Science High School

Name: Dorothy Wynn Marie S. Vendiola

Address: Bacong, Negros Oriental
Dateof Birth: October 13,2003
Elementary: West City Exceptional Child Learning Center
JHS: Siaton Science High School

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