MOTIVATIONAL PRACTICES OF PARENTS TOWARDS LEARNERS

PERFORMANCE TASK OF GRADE 11 STUDENTS OF PORTLAMON

PASTOR UY NATIONAL HIGH SCHOOL
S.Y. 2022-2023

An Undergraduate Thesis
Presented to
The Faculty of College Teacher Education
ANDRES SORIANO COLLEGES OF BISLIG
Andres Soriano Avenue, Mangagoy Bislig City

In Partial Fulfilment
Of the Requirements in Method of Education Research
(Undergraduate Thesis Writing)

By

Patrick Liquigan Rondina

July 2022
 APPROVAL SHEET

The undergraduate thesis entitled “Motivational Practices of Parents

Towards Learners Performance Task of Grade 11 Students of
Portlamon Pastor Uy National High School S.Y. 2022-2023” prepared
by Patrick L. Rondina in partial fulfillment of Undergraduate Thesis Writing had
been examined and recommended for acceptance and approval for Oral
Examination.

RAINERIA M. NAZARENO, Ed. D

Adviser
 ACKNOWLEDGEMENT

No amount of words can suffice for the researchers to use in expressing

their immeasurable gratitude and deepest appreciation to the following people
who have contributed for the completion of the study .

To RAINERA M. NAZARENO, their instructor in Method of Education

Research for imparting her knowledge to the researchers and for giving them
this opportunity to conduct a study, a way of saying she believes in their
capability to complete an undergraduate thesis.

To ALAN YICYEC, school head of Portlamon Pastor Uy National High

School, for his warmth welcome in allowing the researchers to conduct the
study in the said school.

To CRISTY C. FORMOSO, the adviser of Grade 11 Students of

Portlamon Pastor Uy National High School for allowing the researchers to
distribute the questionnaire to her students who served as the respondents of
this study.

To their beloved family for the encouragement, love and untiring

support.
Above all, to Almighty God, for the strength, knowledge and guidance.

Patrick L. Rondina
 TABLE OF CONTENTS

TITLE PAGE ----------------------- i

APPROVAL SHEET ----------------------- ii

ACKNOWLEDGEMENT ----------------------- iii

TABLE OF CONTENTS ----------------------- iv

LIST OF TABLES ----------------------- v

LIST OF FIGURES ----------------------- vi

DEDICATION ----------------------- vii

THESIS ABSTRACT ----------------------- viii

CHAPTER 1

THE PROBLEM AND ITS SCOPE

Introduction ----------------------- 1.
 Statement of the Pro ----------------------- 2.

Hypothesis ----------------------- 3.

Conceptual Framework ----------------------- 4.

Significance of the Study ----------------- ------ 5.

Scope and Limitation of the Study - - - - - - - - - - - - - - - - - - - 6.

Definition of Terms ----------------------- 7.

II REVIEW OF RELATED LITERATURE AND STUDIES

Related Literature ----------------------- 8.

Related Studies ----------------------- 9.

III METHODOLOGY

Research Design ----------------------- 10.

Research Locale ----------------------- 11.

 Participants of the Study - - - - - - - - - - - - - - - - - - - - - - - 12.

Research Instruments ----------------------- 13.

Construction of Opinionaire - - - - - - - - - - - - - - - - - - - - - - - 14.

Validation of the Opinionaire - - - - - - - - - - - - - - - - - - - - - - - 15.

Data Gathering Procedure ----------------------- 16.

Statistical Treatment ----------------------- 17.

REFERENCES

Bibliography ----------------------- 18.

APPENDICES ----------------------- 19.

A. Letter to Conduct Study - - - - - - - - - - - - - - - - - - - - - - - 20.

B. Research Opinionaire ----------------------- 21.

CURRICULUM VITAE ----------------------- 22.

LIST OF FIGURES

FIGURE TITLE PAGE

1 Schematic Diagram of the Study

2 Age of Participants

2 Sex of Participants

LIST OF TABLES
TABLES TITLES PAGE
DEDICATION
 This research work is heartily dedicated to the researchers’ entire family.
To the responsible and loving parents, brothers, sisters, friends and love ones
for all the love, understanding, prayer, support, courage and inspiration given
to them in pursuing this piece of work. Most of all, to Heavenly Father because
in Him, nothing is impossible.

Patrick L. Rondina

THESIS ABSTRACT

TITLE MOTIVATIONAL PRACTICES OF PARENTS TOWARDS LEARNERS

 PERFORMANCE TASK OF GRADE 11 STUDENTS OF PORTLAMON
PASTOR UY NATIONAL HIGH SCHOOL

AUTHOR Patrick L. Rondina

Type of Document Undergraduate Thesis

Type of Publication Unpublished

Host Institution Andres Soriano Colleges of Bislig

Summary of the Study

Chapter 1

The Problem
Introduction
An overwhelming majority of the world’s enrolled learners have
experienced the temporary closing of school during the COVID-19
pandemic in an attempt to encourage social distancing and therefore
decelerate the transmission of the virus. School closures have
unprecedentedly altered the lives of the learners, their families and
their teachers. With the suspension of the face to face engagement of
learners and teachers and with the adoption of the new learning
modalities, parents’ role of motivating their children are at stake for
their academic success.
Incredibly, more than half a billion children according to Cohen
et al., (2020) have been forced to become virtual/remote-school
learners as they shelter in their homes, while parents, siblings, and
other family members have taken on the new role of learning
facilitators, pseudo-teachers and coaches. Many teachers, families and
learners have been unprepared for this sudden shift, bringing some of
the hardships and issues of increased parental involvement to the
surface while engaging and trying to assist their children in various

2
levels and types of distance learning. It includes online, virtual, and
modular-printed activities.
Parents play a significant role in motivating the learning
development of children as they grow into adulthood and learn how to
navigate through life. One of the main roles that parents play to their
children is an influence on how specific tasks should be pursued and
accomplished throughout a lifetime. Parents shape the way that
children regard their academic and extracurricular works, as parents
can be motivators for them to achieve their goals. In fact, many
children have better educational outcomes because of the support and
motivation their parents are consistently providing.
Since March 2020, most parents had no choice but to become
more involved than ever before in their child’s learning. Many parents
kept on complaining about the additional burden on answering the
learning modules of their children. Many parents have raised their
complaints on social media regarding teachers’ salary. They wanted to
be paid off also by the government since they are the one’s who teaches
their kids already, not the teachers. Other parents also, take this
situations positively, since, according to them, teaching with own kids
served as time for family bonding and developed close family
relationship.

This support and motivation provided by parents or also known

as parental motivational practices have shown to be related to a wide

range of outcomes such as academic motivation, attitude, self-

regulation, academic achievement, and studying behaviours which

includes the time children spent in reviewing their lessons (Niu, 2016).
According to Gottfried et.al. (2009), parental motivational practices can

be classified into task-intrinsic and task-extrinsic practices. Task-

intrinsic practices refer to parents’ encouragement of children’s
pleasure, engagement, and persistence in learning, while task-extrinsic
practices refer to parents’ provision of external rewards or punishments
contingent on children’s task performance.
These motivational practices adopted by parents are meant to
socialize children’s behaviours to fit into society (Prevatt, 2003).
Parenting behaviours, such as discipline and direct instruction, teach
children expected ways to behave. It primarily influence the shaping of
the behavioural adjustment and academic success of their children. In
addition, as what Viner et.al. (2020) said that the worldwide and rapid
shift to remote learning in response to the COVID-19 pandemic calls for
parents’ motivational practices towards their children in the remote
learning environment.
4
However, in the case of Consuelo Elementary School, there are
many feedbacks from and among the teachers that there are parents
who cannot motivate or force their children to answer their modules
independently. But, rather ask their older siblings and grandparents’
full assistance or even ask them to answer their modules on their
behalf. Hence, this study aims to determine the motivational practices
of parents and the challenges met by the teachers with the parents
while engaging in their children’s learning during the school transitions
from traditional classroom learning environments. This is to help the
teachers and parents to have a common knowledge on how to address
and deal such problems.

Framework of the Study

The present study is anchored on the following theories: Self
Determination Theory, Helicopter Parenting Theory and Vroom's
Expectancy Theory.
According to Self Determination Theory of Deci and Ryan (2001),
parents’ social response and support can facilitate young people to
engage in self-initiated, self-regulated; and volitional behaviour. Parents
play very important role in the cultivation of self-determination of their
children. Parents who meet their children’s needs for autonomy
contribute to their self-regulation and motivation. This idea is very

5
relevant in the present study because if parents provide the motivation
and support to their children would allow them to explore and enact
according to their own interests and values. Further, it would also
positively influence children to study more, and get higher academic
achievement. All these are part of the task-intrinsic parental
motivational practices of parents.
The other form of parental motivation is task-extrinsic practices
as viewed by helicopter parenting theory as cited by Sirota (2017). This
is manifested by parents’ provision of external rewards or punishments

depending on children’s task performance. These parental task-

extrinsic practices apply to parents’ behaviours that emphasize external

control, diminish autonomy, and evaluate competence (Gottfried,

2009). This is closely related to the present study as displayed by
parents who influenced much for their children and grow up lacking of
healthy work ethic, as well as basic skills. Without this work ethic and
these necessary skills, the young person will not be able to complete
many of the tasks expected of them.
In like manner, Vroom (2017), on his expectancy theory assumes
that behaviour results from conscious choices among alternatives
whose purpose is to maximize pleasure and minimize pain. He claimed
that the relationship between parents’ behaviour and their children

6
towards work is the best indicator for their academic success and
values development.
The theory further, suggests that although parents may have
different sets of goals, they can motivate their children if they believe
that there is a positive correlation between efforts and performance.
Favourable performance will result in a desirable reward and the
reward will satisfy an important need where the desire to satisfy the
need is strong enough to make the effort worthwhile.
Figure 1 presents the schematic diagram of the study which
exemplifies the motivational practices of parents towards learner’s
tasks. It contains three boxes where the first comprises the
motivational task–intrinsic and task–extrinsic practices of parents. The
second box presents the challenges encountered by the teachers in the
motivational practices of parents while the third box displays the
school-based action plan designed to address the challenges
encountered by the teachers. The lines connecting the three boxes
show the interrelationship of the variables.
The diagram further suggests that both motivational practices:
task–intrinsic and task–extrinsic provided by parents will provide their
children’s needs for autonomy which contribute to their self-regulation
and motivation. Task-intrinsic practices refer to parents’
encouragement of children’s pleasure, engagement, and persistence in

7
 Motivational

Practices of
Parents towards Challenges
Learners Encountered by
Performance Task The Teachers in School-based
the Motivational Action Plan
a. Task-Intrinsic
Practices Practices of
Parents
b. Task-Extrinsic
Practices

Figure 1. Schematic Diagram of the Study

8
learning. While task- extrinsic practices refer to parents’ provision of
external rewards or punishments contingent on children’s task
performance. Research studies have provided evidence that parents
who are independently supportive to their children provided them with
choices and options allow them to explore and enact according to their
own interests and values. By showing genuine interest to their
children’s needs and being empathetic to their views and perspectives,
parents help their children to develop themselves as active and
volitional agents.

Statement of the Problem

The main purpose of this study was to ascertain the parents’
motivational practices towards the learners’ performance task and the
challenges encountered by the teachers in Consuelo Elementary
School, Bunawan II District, Division of Agusan del Sur during the
school year 2020-2021.
Specifically, this study sought to answer the following questions:
1. What is the extent of the motivational practices of parents
towards the learners’ performance tasks in:

1.1 task-intrinsic; and

1.2 task-extrinsic?

9
2. What are the challenges encountered by the teachers in the
parents’ motivational practices towards their learners’ performance
task?
3. What school-based action plan can be designed to address the
challenges encountered by the teachers?

Significance of the Study

The result of the study would give valuable contribution to the
following:
To the learners, they would be the beneficiaries of motivational
undertakings provided by their parents in doing their performance
tasks in school. This would also give them information about adequate
parental support with their education is necessary not only in doing
school tasks but also in developing their independence in performing
those tasks.
In addition, this study would also provide awareness to the
parents on their involvement to school tasks of their children is critical
but not to the extent that they will provide too much support to their
children by spoon-feeding everything particularly during the
performance task of their children. In this manner, they would also be
able to provide support that would motivate them to work productively

10
and independently in accomplishing tasks appropriate to their skills
and capabilities.
Likewise, the school-based action plan proposed in this study
would be beneficial to the teachers since it would serve as their guide in
addressing the challenges they encountered on the motivational
practices of the parents towards the learners performance task. Hence,
the teachers would be able to establish good rapport to the parents to
collaboratively provide positive motivational activities to the learners.
To the administrators, this would provide them insights in
monitoring and regulating parents’ motivational practices towards the
learner’s performance task. In addition, the school would be able to
develop programs and activities that would orient the parents on their
role to effectively provide motivational support to learners.
Lastly, the Teacher Education Institutions (TEIs) could utilize the
result of the study as one of their references on how to train and
become a better teacher, improved teaching styles and better
understood the learning needs of students and enriched their
professional experiences.

Delimitation of the Study

The study was delimited to the parents’ motivational practices
towards the learners’ performance task focussing on task-intrinsic and

11
task-extrinsic. The participants were the 60 (sixty) purposively selected
parents of grades five to six learners and seventeen (17) teachers of
Consuelo Elementary School during the school year 2020-2021.
The study utilized mixed quantitative and qualitative methods of
research employing an adopted questionnaire from Mageau and Ranger
(2015) to determine the motivational practices of parents towards the
learners’ performance task. Mean, standard deviation, frequency and
percentage were used to treat the data gathered.

Definition of Terms

The following terms were defined theoretically and or

operationally as to how these were used in the study.
Motivational Practices of Parents. Motivational practices of parents
as used in this study are the motivating force utilized by parents to
influence their children’s engagement and persistence in learning to
include the task-intrinsic and task-intrinsic encouragement.
Performance Task. Performance task refers to any learning
activity or assessment that asks students to perform or to demonstrate
their knowledge, understanding, and proficiency. Performance tasks
yield a tangible product and performance that serve as evidence of
learning (McTighe, 2015). In this study, it refers to any opportunities in
which learners can demonstrate and integrate knowledge,

12
understanding and skill about the lesson learned in a specific real-life
situation by producing evidence of learning.

Chapter 2
Review of Literature

This chapter discusses the related literature that are identified

and have provided some necessary information utilized in the study.
This also served as the basis for the researcher in deciding what
variables to consider and how to deal with these. To frame the current
study, legal bases, motivational practices of parents, learners’
performance tasks and the challenges encountered by teachers on
parents’ motivational practices towards performance tasks are
presented in this order.

Legal Basis
In accordance with Dep. Ed. Order (DO) No.012, s. 2020, on the
Adoption of the Basic Education Learning Continuity Plan (BE-LCP) for
school year 2020-2021 and in the light of the COVID 19 Public Health
Emergency, Dep. Ed employs multiple learning delivery modalities
(LDMs). This is to ensure the continued provision of learning
opportunities to the learners, while protecting the health and safety of
both its personnel and learners. This can be done through blended
learning, distance learning and home schooling. The implementation of
the BE-LCP demands for a stronger partnership among schools,

14
households and communities. The BE-LCP necessitates the
complementary and broader roles of parents, guardians and other
household partners, and members of the community to support the
learning process of the students at home.
Along with Batas Pambansa 232 known as “An Act providing for
the establishment and maintenance of an integrated system of
education” Chapter 3, Section 8 emphasized the rights of parents who
have children enrolled in schools to organize themselves and/or with
teachers for the purpose of providing a forum for the discussion of
matters relating to the total school program. This is to ensure the full
cooperation of parents and teachers in the formulation and efficient
implementation of such programs is in order. This mandate is very
relevant as it reminds parents of their obligation to their children.
Parents in the context of family play a very important role in the
cultivation of self-determination. They will provide the utmost support
and guidance especially in their academic activities either at home or
inside school. They have to meet their children’s needs for autonomy
and contribute to their self-regulation and motivation, choices and
options and allow them to explore and enact according to their own
interests and values.
According to Cooper & Lindsay (2000), parents’ behaviours, such
as increased involvement, encouraging interest in learning, and

15
supporting children’s autonomy tend to positively influence their total
development. Basically, it leads to higher academic achievement and
more studying, while parenting behaviours which exercise control in
children’s activities tend to result in undesirable outcomes.
In the study of Bartolome, et al., (2017) about parental
involvement in the Philippines, it states that parenting is important in
the Philippine society because family is viewed as a center of one's
social world. It is important for schools to recognize the existence of
cultural variations in parents' involvement because there are
differences among parents with diverse backgrounds on when, why,
and how they are involved in their children's education.

Motivational Practices of Parents

Parents’ motivational practices have been shown to be related to

a wide range of outcomes such as academic motivation, attitude, self-

regulation, academic achievement, and studying behaviours such as

time spent studying. Parents played a role in students’ motivational

beliefs and values. Parents may transfer their beliefs and values to their
children by playing the role of “interpreters of reality”, by providing
particular opportunities; by being involved in activities with their
children; and by acting as role models.

16
Conferring to Jacobs and Bleeker (2004), parental behaviours
such as parental encouragement and praising, stimulating home
environment such as exposing children to and providing learning
materials, engaging in cognitively stimulating conversations; parental
autonomy-support such as encouraging independent problem-solving
are central prerequisites for a positive development of students’
academic interest, values, and intrinsic motivation.
Parents’ motivational practices are classified into task-intrinsic
and task-extrinsic motivation. Task-intrinsic practices are related to
children’s intrinsic motivation for learning (Niu, 2016) and encourage
enjoyment, curiosity, involvement, and persistence in learning
processes (Gottfried et al., 2009; Rebecca et al., 2015). However, the
task-extrinsic motivation of parents is associated with or punishments
contingent on children’s task performance (Niu, 2016). Such also
emphasize external control, diminish autonomy, and devaluate
competence of children.
In another study conducted by Gottfried et al. (2009) found that
parenting behaviours, such as increased involvement, encouraging
interest in learning, and supporting children’s autonomy tend to
positively influence children’s development and lead to higher academic
achievement. While parenting behaviours such as task-extrinsic
motivational practices and little involvement in children’s activities tend

17
to result in undesirable outcomes such as decline in intrinsic
motivation.
Further, they also found that task-extrinsic motivational
practices were associated with low initial intrinsic motivation in
mathematics and science in elementary schools and were not related to
students’ motivational development from childhood throughout
adolescence. In fact, parents’ task-intrinsic motivational practices were
positively related to children’s performance in math and science and
inhibited the developmental decline in intrinsic motivation (Gottfried et
al., 2009).
Results from study conducted by Vansteenkiste et al., (2005) on
an experimental-correlational and qualitative methods of research
design have converged that when students engage in academic tasks
out of intrinsic parental motivation such as interest, enjoyment and the
determination to learn, they perform more meaningfully in their
different tasks. Learners will regulate their learning, attain higher
grades, retain the material, and manifest higher well-being of parents
rather than when engaged in academic task out of more extrinsic
motives.
Such extrinsic motivations are manifested in the desire to please
others, to demonstrate ability, to avoid feeling incapable, or to void
punishment. Consistently, the study of Lepper (2011)

18
demonstrated that extrinsic rewards have a detrimental effect on young
learners’ intrinsic motivation. However, not all extrinsic motivation has
shown to be detrimental to intrinsic motivation. Research supports the
view that the impact of extrinsic contingencies on children’s intrinsic
motivation depends on the degree to which the recipient perceives
them.
In contrast, the findings of Zarra-Nezhad et al., (2015) in a study
conducted, claimed that high parental psychological control (i.e.,
controlling child’s behaviour and emotions through psychological
means, such as guilt induction), in turn, has been found to be
connected with increased anxiety, distress, and depressive symptoms
among both children and adolescents. According to Sorita (2017), this
trait is a character of a helicopter parent. Helicopter parents think that
their kids should win at everything. Everyone who competes in a sports
meet should get a trophy. This type of intrusive parenting interferes
with the development of autonomy and competence. Therefore,
helicopter parenting leads to increased dependence and decreased the
ability to complete tasks without parental supervision (The Washington
Post, 2013).
Many parents, whose children are presently enrolled in a
particular school are extremely concerned and more often being active
to assist in their child’s classroom activities. They communicate

19
frequently with their children’s teachers, helping with their schoolwork,
and getting involved with school projects. They discuss about their
children’s individual academic strengths and weaknesses with
teachers, helping with their schoolwork and get and involved with
school projects. Parents, have been considered as one of the
stakeholders of the school community, play tremendous roles in the
child’s educational and environmental transformation. Thus, the
intensity or degree of participation that parents have in their child’s
education and school, more often, have to be realized. Parental interest
and support for their children are generally considered positive (Shoup
et.al. 2009).
However, in recent years highly- involved parents have been
portrayed in the prevalent media as “helicopter” parents, hovering over
their learners in ways that could impede with learning and
development. Helicopter parents have an undesirable effect on their
children in school that means parents who hover over their child in
ways that could hamper with learning and development. There is a
rising concern that over involved, helicopter parenting may have
undesirable consequences for learners’ well-being and academic
achievement (Tabaeian, 2016).
In the study of Ryan (2013), he observed that at the early phases
of development of children, parents’ participation is evident from

20
working in a simple subject assignment to a greater role such as
participating in a school presentation or collaboration in the
organization’s activities where they are members of such as the Parents
Teachers Association. Parents, who have been considered as one of the
stakeholders of the school community, play tremendous roles in the
child’s educational and environmental transformation. Thus, the
intensity or degree of participation that parents have in their child’s
education and school, more often, have to be realized (Shoup et al.,
2009).
Meanwhile the findings of Dewar (2013), comparing American
and Asian parental practices revealed that Asian parenting practices
are described as authoritarian, which is less responsive and leads to
higher depression and lower self-esteem. Asian parents seldom
encourage their children to express their own opinions, especially when
they disagreed with their parents. In addition, “Tiger Mother” is a very
typical phenomenon in Asian parenting practices that made their kids
who felt academic pressure, alienated from their parents and
experienced higher depression.
Tabeian (2016), also suggest that parents may have a completely
different view than the school about what role they are expected to
play. They may feel that they can best help their child by writing some
homework or helping in thinking times by providing readymade data.

21
Such differences in the interpretation of what constitutes parental
involvement may lead to perceptions that parents are over-involved.
Parents spend more effort and sacrifice to provide for their
children’s education. In fact, this is the primary reason Filipino
parents embark on overseas work (Parrenas, 2006). The child’s school
achievements, therefore, are a source of parental pride and compensate
for the parent’s sacrifices. Still, high expectations, particularly in the
academic realm, have made Filipino youth vulnerable to stress, anxiety
and depression. Students, teachers, and guidance counsellors at a
private boys’ school in the Philippines revealed that parental pressure
to do well academically is among the highest sources of stress (Alampay
et al., 2005). Similarly, parental pressures to succeed academically, in
conjunction with a parent relationship characterized by strictness and
a general lack of emotional intimacy and open communication was
associated with higher symptoms of depression for high-achieving
Filipino-American women (Wolf et al., 2001).
The study of Ganaprakasam et al., (2018) said that in order to
guarantee their child reach their expectation, parents willing to move
any extends it may lead. Parent’s excessive level of involvement in their
child daily life makes them susceptible to develop a sense of
dependability. Consequently, individual achievements and failings
reflect on the family as a whole and can bring about familial pride or

22
shame; children’s behaviour, whether good or ill, reflects on their
parents (Chao and Tseng 2002).
Because of this, it is imperative that one behaves with propriety
and dignity with respect to the self and family, which is a deeply held
Filipino value known as hiya, (Enriquez 1994). Children are typically
admonished by parents to behave in ways that will uphold his or her
and the parents’ hiya, as opposed to actions that are nakakahiya or
bring about shame and loss of face.

Performance Task of the Learners

Performance tasks can be used to engage students in meaningful
learning. Since rich performance tasks establish authentic contexts
that reflect genuine applications of knowledge, students are often
motivated and engaged by such “real world” challenges.
Performance task lends itself as intervention tools according to
Adamson and Darling- Hammond (2010) since it encourages student
engagement and interest, increases the intellectual challenge in the
classroom, prompts students to use higher-order thinking skills and
supports higher quality teaching and learning. An appropriate
instrument for education reform is performance assessment (Resnick &
Resnick, 2002). Performance-based assessment assists teachers in
assessing students’ knowledge to apply the skill and apply what they

23
have learned in a topic and apply it to real life situations. This
assessment helps students to be engaged in their learning and assess
their learning. It also helps teachers to provide feedback and identify
what students understand.
In addition, performance tasks are students’ performance of a
given task where students respond, either in oral or written form to
produce a product or performance. It includes skill demonstration
where products such as research projects, essays, artworks, and
performance including oral presentations, debate and poems are
integrated to real-life situations. Such performance requires students to
showcase their complex skills, an avenue for metacognition
enhancement. For products as outcomes, authenticity is evident since
the original works of students are fully demonstrated (Arhin, 2015).
Empirical studies of the impact of performance tasks display
positive effects on the quality of students’ learning and attitudes and
interest. They do not only support the development of thinking and
reasoning in the classroom but also provides teachers with feedback
that can be used to improve the classroom environment (Benjamin,
2014).
In the study of Rosaoro and Rosaoro (2015) found that the
utilization of performance-based assessment in selected Philippine
classrooms conveyed significant effects in assessing students’ learning.

24
Results revealed that students were highly motivated to learn in
classroom engagements especially when lessons are incorporated with
performance-based tasks. Students became self-regulated as they work
individually and in groups. Their willingness to work in a group was
highly observed since most of them were all goal-oriented. Their
sensitivity to the needs of others was one of the great manifestations
they exhibited.

Challenges Encountered by Teachers on Parents’ Motivational Practices

towards Performance Task
As mentioned above, task extrinsic motivation practices of
parents are associated with or punishments contingent on children’s
task performance (Niu, 2016). This type of motivational practices also
may contribute challenges to teachers. Metin (2013) reported that
parents perform performance task given to the students as homework.
One of the teachers revealed this case with his/her observation that
when students are given performance task which involves motor and
cognitive coordination, often learners sought help or assistance from
their parents. Teachers saw that the majority of their outputs were
done by their parents or older siblings.
Anecdotal accounts about these circumstances indicated that
parents who are not happy with grades could cause due pressure.
Teachers received angry text messages complaining about their child’s

25
grade or advocating on behalf of their child why he should get the
chance to write a new paper, even though he was caught cheating on
the original assignment (Olivas & Jones, 2011). Sometimes, parents are
not deterred by boundaries and often unreasonably or inappropriately
raise issues to high-level administrators. For example, parents told
administrator complaining about a grade their child received that they
perceived was unfair (Olivas & Jones, 2011).
These parents automatically lead the highest thought of
expectation on their children. In order to make sure their child reach
their expectation, parents are willing to move any extends it may lead.
Parent’s excessive level of involvement in their child’s daily life makes
them vulnerable to develop a sense of dependability (Ganaprakasm,
Davaidass,& Muniandy, 2018).
According to Wong & Wong (2009), having policies in place
means there are determined procedures for how school operations are
handled. The school must set rules or clarify policies to every minute
detail so that teachers, parents and learners know what is expected
and can act accordingly. This saves time, prevents confusion and
unifies the school and the parents.
Further, parenting behaviours such as increased intrinsic
motivational practices of parents lead learners to engage in activities for
the pleasure of doing so, without the necessity of being rewarded or

26
constrained externally. Contrastingly, parental extrinsic motivational
practices do not engage learners in for their own sake, but they are
rather engaged either to avoid adversity or to gain reward (Deci et al,
2001).
The current literature based on empirical research concerning
parental motivations and the problems in their children’s learning
experiences focus mainly on the traditional school site-based setting;
while suggestions on parental involvement may differ drastically in a
distance learning environment (Liu et al., 2010). There have been
multiple calls for additional research to better understand parental
involvement in remote learning (Black et al., 2009). As clear
stakeholders of their children’s academic achievement, parents’ skills,
struggles, and needs in remote learning environments must be
thoroughly investigated.
This is consistent to a comparative study of Filipino and U.S.
parents which uses questionnaires from six different measures. It
concludes that Filipino parents are engage in their children's education
and want them to succeed (Blaire, 2014).
Unstructured play improves learning in social and physical
development. It encourages children to engage in physical activity with
peers in line of their imagination. They discover new ideas and solve
problems by constructing, observing, designing and learning from each

27
other. We tend to want to blame the seductive quality of technology for
the decline in children’s outdoor activity, but surveys of children have
shown that they would like to spend much more time with friends
outdoors if they were allowed to do so (Boyd, 2014; Gray, 2013).
A number of researchers have suggested that parents will be less
likely to become involved if they feel that they lack the knowledge or
skills needed to make a difference. Schnee and Bose (2010), for
example, reported that many parents from low-income, minority
backgrounds chose not to become involved in their child’s mathematics
learning because they lacked confidence in their ability or were
unfamiliar with new teaching methods. Moreover, they suggested that
parents will only become involved in their child’s education if they see it
as part of their role, this being dependent on their socioeconomic
status, level of education, or ethnicity. By contrast, parents who believe
they can make an effective difference have been found to provide
greater levels of at-home support.
Thus, results of the studies conducted manifested that when
parents support and provide their children the need for relatedness,
which includes acceptance, empathy, minimizing social comparisons,
and competition, the learners’ performance is also positive, and the
school in general can develop the holistic aspects of the school
children. In contrast, when parents are controlling and hovering over

28
their children’s development it would deprived them the opportunity to
grow and make decisions for themselves. All these ideas helped the
researcher in the conceptualization and provided support for the
findings of the present study.
Correspondingly, the preceding review of literature provided the
researcher several opinions and background on the different findings
from studies conducted by authors relevant to parent’s motivational
practices towards the learners’ performance tasks. The concepts and
results have been encouraging for parents to develop self-autonomy,
self- competence and persistence in learning in the academic pursuit of
their children. Models and concepts presented significant effects in the
major transformation of the learners in their performance inside and
outside the classrooms.

Chapter 3
Methodology

This chapter deals with the method and procedure employed in

the study. These include the research design, research locale,
participants of the study, research instruments, and administration of
instrument, scoring procedure, and the treatment of data. The study
employed a mixed of quantitative and qualitative research design
because it determined the extent of the motivational practices of
parents towards the learners’ performance tasks and the challenges
encountered by the teachers with regards to the parents’ motivational
practices towards the learners’ performance in school.

Research Locale
The study was conducted at Consuelo Elementary School, a
public elementary school located along the highway at the heart of
Purok 5, Barangay Consuelo, Bunawan II District, Agusan del Sur
Division of CARAGA Region. The school is just 50 kilometers away from
the Division office and can easily be reached through any public utility
vehicles. Figure 2 shows the map where the study conducted.

30
Figure 2. Map of the Research Locale

Consuelo Elementary School

Barangay Consuelo,Bunawan

31
Most of the parents of learners in the school are engaged in
farming and some are labourers in PHILSAGA Mining Company. That is
why most of the parents cannot attend during PTA or the Parent
Teacher Association meetings and other school activities even if they
are aware that it is guided by the Department of Education
Memorandum No. 74 series of 1999. They know that PTA serves as
support group and as a significant partner of the school whose
relationship shall be defined by cooperative and open dialogue to
promote the welfare of the students.
However, some parents really tried to participate such school
program by Department of Education like of the Brigada Eskwela held
every beginning of the school year. It is an annual program that brings
together nationwide voluntary efforts of different stakeholders. Parents,
teachers and other members of the community help one another for the
school’s maintenance and beautification every two weeks before the
official start of classes.
Moreover, Consuelo Elementary School accomplishments are
achieved through the good rapport established by the school
administrators and teachers with the parents. The parents are very
active in supporting the school in developing programs, projects and
donating learning materials that would enhance student’s learning.

32
Participants of the Study
The participants of the study were the purposively chosen 60
average learners from the two sections of Grade 6 classes and 17
teachers who participated in the focus group discussions. Thirteen of
them are regular teachers and four volunteer teachers from Consuelo
Elementary School. Four teachers are of teacher I positions, three
teacher II, and six teachers belong to teacher III positions. There are
seven of them who already rendered more than 10 years in the service
of teaching profession. This time of pandemic, the teachers are engaged
with a lot of online seminars and trainings about educational
technology and leadership for professional development.
The selection of the grade 6 learner participants was significantly
considered because they are the most matured among all the learners.
They can already comprehensively read and understand any
instruction and write legibly their answers as instructed especially in
determining the extent of their parent’s motivational practices towards
their performance tasks in school.

Research Instruments
There were two sets of research instruments used in this study. It
was an adopted questionnaire from Mageau & Ranger (2015) on the
parents’ motivational practices towards the learners’ performance tasks

33
and motive questions for the focus group discussions conducted to get
the data on the challenges encountered by the teachers. For the
parents’ motivational practices, there were two categories, namely, the
task- intrinsic practice and the task-extrinsic practice. Each category
has twelve (12) indicators. There were a total of 24 indicators for both
task intrinsic and extrinsic practices.

Administration of the Instruments

In the gathering of data, the researcher sought a
recommendation letter from the dean of the College of Administration,
Graduate Program of Bukidnon State University to the Schools Division
Superintendent of Agusan del Sur to conduct the study. When it was
approved, a letter was sent to the principal particularly in Consuelo
Elementary School, through the District Supervisor of Bunawan II
District asking permission to conduct the study. Before administering
the instruments, the researcher secured parents’ approval through
parental consent letters signed by the parents and then by the learners.
When approved, the researcher started gathering the necessary data to
individual learners assuring the confidentiality of their responses to
every question.
To have a comprehensive gathering of data and to avoid
interruption, the researcher prepared the questionnaire in Google forms

34
and send a copy to each participant as link. But for learners who do
not have an access to the internet, the researcher conducted face-to-
face survey. Guidelines for physical distancing were strictly observed,

like wearing of facemask and face shield.

Scoring Procedure
Below is the scoring guide used to score the responses of the
participants regarding the parents’ motivational practices towards their
performance tasks.

Scale Range

Qualitative
Description Qualifying Statement
5 4.21-5.00 Always - Parents’ motivational practices
towards performance tasks
are done all the time.

4 3.41-4.20 Often - Parents’ motivational practices

towards performance tasks
are done most of the time.
3 2.61-3.40 Sometimes - Parents’ motivational practices
towards performance tasks
are done occasionally.
2 1.81-2.60 Seldom - Parents’ motivational practices
towards performance tasks
are done rarely.

1 1.00-1.80 Never - Parents’ motivational practices

towards performance tasks
are not done at all.

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Treatment of the Data
This study utilized a mixed method of research and employed the
following statistical tools to treat the data.
To answer problem 1, mean and standard deviation were used to
determine the parents’ motivational practices towards the learners’
performance task.
To answer problem 2, frequency and percentage were used to
measure the responses of the teachers with regards to the challenges
they have encountered.