Introduction

Students have two main educators in their lives: their parents and their teachers.

Parents are the prime educators until the child attends the primary school. Even though

the parents still have the major influence on their children’s learning throughout the

school years and beyond, but still the school is given a big part on educating the children.

Home and school both perform crucial roles in students’ education.

Parents involvement in their children education and its impact on their children

educational progress is remained a topic of worth investigated for many researchers. It is

a common perception that parental involvement with their children in early age plays a

positive role towards their personality building and social adjustment. At early stage of

life parents of every child are their role model and they try to copy them in every way of

life and this is a good opportunity for their parents to shape up their habits in a desired

way.

Parental involvement is very essential especially for school based activities. There

are many school based activities that demand parental involvement such as having

contact with their child school teacher, having a check and balance over their child

attendance in school, regular monitoring of learning activities provided by school. These

entire factors contribute a lot in academic achievement of students at secondary level. It is

a fact that mostly students become more concern about learning activities provided by

their school. As students get promotion from middle to secondary level the parental

expectations also increased.

families. These days, it is not uncommon to find the breadwinner of a single parent home

working numerous jobs to support a basic lifestyle for their children. By comparison, two

parent homes usually find both father and mother working full time in order to financially

support the family.

With the shift in financial responsibilities, many families are unable to support

their children when it comes to parental involvement in schools, in the traditional sense.

Research has indicated disconnects between parents’ engagement, as well as support, in

school activities, and because of this shift, schools have been forced to take much of the

responsibility in educating students, both academically and socially. Consequently, the

school system has switched roles with the parents and is now granted the integral

responsibility of being the primary caregiver of a child, instead of being mere supporter.

Education is essential for the development of society. The more educated the people of a society

are, the more civilized and well disciplined the society might be. Mainly, family has

responsibility to socialize children for making them productive members of society. The more

the parents involve in the process of imparting education to their student, the more the student

might excel in their academic career and to become the productive and responsible members of

society. Family involvement defined and measured in multiple ways, including activities that

parents engage in at home and at school and positive attitudes parents have towards their

students’ education, school, and teacher. It has been assumed that academic performance of

students may not only depend on the quality of schools and the teachers, rather the extent of

family involvement has vital role to play in academic performance of the pre-service teachers.
 Family involvement in school has been linked with academic performance. Although

little research has been done in the area of parental involvement and secondary school students,

the literature review examines the many factors that may contribute to the level of parental

involvement and academic performance in secondary school.

In similar vein, the transition from middle school to tertiary education may be an

overwhelming and stressful experience for young adolescents. Developmentally, students are

entering a period in their lives when their physical, cognitive, psychological, and social

characteristics are beginning to evolve. Students experience both a contextual change and a

personal change during this transition. It may often a confusing time for students, their families,

and the other adults in their lives who seek to support their healthy development and learning.

School learning environment may be more complex than secondary school and academic

performance expectations increase. Likewise, students are more likely to have higher academic

perfromance levels and improved behavior when families are involved in their education (Bryan,

2005)

Learning begins at home through interaction with one’s family. Parental involvement in a

students’ education along with environmental and economic factors may affect students’

development in areas such as cognition, language, and social skills. Numerous studies in this

area have demonstrated the importance of family interaction and involvement in the years prior

to entering school (Bergsten, 2002). (Driessen, et.al 2005) posited that a continued effort of

parental involvement throughout the child’s education can improve academic achievement

Academic failure has been linked with risk behaviors and negative outcomes such as; substance

abuse, delinquency, and emotional and behavioral problems. Likewise, (Baily et. al, 2005) whose

study averred that the relationship between parental involvement and academic achievement of
secondary school students. A majority of the research in this area has been conducted solely with

elementary school students. This study may provides an in-depth look at one aspect of parental

involvement, involvement in academic activities of their children, and academic achievement of

secondary school students.

The objective of the study is to examine the impact of parental involvement in

academics of Humanities and Social Sciences students of Aim High Colleges

Incorporated and the extent of the parental participation in their child's education. The

researchers intend to clasp the difference in the academic performance between students

whose parents are actively involved in their school activities from those parents who are

not. This study investigates whether parenting involvement can bridge the gap of the

students’ low academic performance.

Theoretical Framework

Theories and Parent Involvement

Theoretical perspectives provide the basis for research and inspire scholars to go

further in the social sciences. This is also true in the field of parent involvement. This

section delineates three major theories related to parent involvement: (1) Piaget’s

cognitive development theory, (2) Vygotsky’s sociocultural theory, and (3)

the research field, and thus are discussed with respect to parent involvement.

Cognitive Development Theory

Having been called a constructivist as well as an integrationist, Jean Piaget

proposed a theory of cognitive development in children and emphasized the constructive

role of experience with peers and family members. The basic assumption of his theory

was that young children are active learners with a constant drive to match their internal

constructions (their own view of the real world) and external constructions (the external

realities they face with in their surroundings) (Piaget, 1981).

Children assimilate new learning and accommodate their own incorrect views of

the world more quickly if they are more actively involved with people and things in their

surroundings. In this regard, children learn best when they have opportunities to interact

with their environments, and particularly with their parents who are a vital part of

children’s environments (Athey, 2007).

Sociocultural Theory

Affected partially by Piaget’s views, Lev Vygotsky emphasized the relationship

between human beings and their environment, both physical and social, in his
sociocultural theory. actors on development and learning are abundant (Vygotsky, 1978).

Human beings are surrounded by family members and are impacted by the culture in

which they live (Rieber & Robinson, 2004). Children’s interaction with their family

members in the community is so important for their learning and development since their

first teacher is the family and their first learning takes place in the community.

Ecological Systems Theory

Another theory, advocated by Urie Bronfenbrenner, is known as the Ecological

Systems Theory. It has to do with the rationalization of parent involvement and impact on

research studies (e.g., Hung, 2007) on the subject-matter. According to this theory, the

development of children is affected not only by factors within the child but also by their

family and surrounding world (Bronfenbrenner, 1979). Social, political, biological, and

economic conditions also affect the child (Bronfenbrenner, 1986.

Statement of the Problem

This study is aimed to examine the Impact of Parental Involvement to the Academic

Performance of Grade 8 students in Yumbing National High School. Specifically, this

study will attempt to answer the following questions:

1. What is the demographic profile of the respondents in terms of :

1.1 Sex
 1.2 Family monthly income

1.3. Parent educational attainment

2. To what extent does parent involvement affect to the academic performance of

the Grade 8 students in Yumbing National High School?

3. Is there a significant relationship between parental involvement and students’

academic performance of students?

4. What are the challenges encountered by the students in terms of Parental

Involvement?

Hypothesis

Ho1: There is no significant relationship between parental involvement and

students’ achievement.

Significance of the Study

The results of the study are beneficial to the following people:

School Administrators. The findings of this study may serve as their basis in

deciding what programs and policies would be changed and implemented in terms of

parental involvement: parenting and students’ academic performances.

observe the dynamic of their own classroom, while investigating how to develop parental

involvement in their students’ education or may include parents’ involvement in the

class.

Parents. Knowledge and information obtain of this study may be of help to the

parents. They would be enlighten that their role in the student’s education may improve

components in school such as daily attendance, cognitive and social skills or

achievement, behavior and attitude, confidence and motivation.

Students. This study may enrich their understanding that involvement of their parents

will enrich their achievement and abilities in school. Also, their parents’ involvement

will push them to achieve more.

Future Researchers. The finding and result of the study may serve as their input and

foundations for further and more depth investigation in the future issues and concerns

about parental involvement: parenting and students’ achievement.

Scope and Limitations of the Study

This study will focus on the parental involvement and academic performances among

Grade 8 students. The subjects of this study are the Grade 8 students of Yumbing

National High School, Yumbing, Mambajao, Camiguin. The variables are limited only to

parental involvement and academic performances of the respondents.

respondents will be measure through their grade point average.

The study covers randomly selected Grade 8 students of Yumbing National High

School S.Y 2019-2020. The researchers use the unrestricted random sampling since they

found the population large. The data-gathering instrument will be employed is the

questionnaire. Then validity and reliability of the results of the study will depend upon

the honesty of the respondents in answering the questionnaire and their grade point

average.

Definition of Terms

To facilitate understanding of some concepts that will be use in this study, the

following terms are defined conceptually/operationally.

behaviors, ranging from discussing school with students to attend parent-teacher

conferences (Feuerstein, 2000).

Achievement. In this study, it refers to the grade point average of the students earned for

a period of learning.

Parenting. is the process of promoting and supporting the physical, emotional, social and

intellectual development of a child, from infancy to childhood. It refers to the activity of

raising a child rather than the biological relationship

Chapter 2

REVIEW OF RELATED LITERATURE AND STUDIES

unpublished thesis related to the area of investigation to serve as framework and in

understanding the nature of this study.

The school-home relationship

The need for a relationship between the parent and school is evident. Such

relationships can be straightforward and supported by the school with a set of measures

aimed at maximizing parent- teacher communication; however, in practice, this proves

more complicated. Frequently, parents need extra guidance from the school to navigate

the unknown territory of contemporary education (Ball (1997),

According to Williams & Sanchez,2013, when schools and families work together

they are benefiting the student both academically and socially. Equitable access requires

that school staff and all families support each students’ individual developmental needs,

skills, strengths, interests, and aspirations As stated on ” (Child Trends, 2014, p. 14)-

effective student support programs are designed to reach beyond the academic domain, to

overcome academic and non-academic barriers to learning, “increasing students’ chances

to succeed in school; and expanding students’ opportunities for positive youth

development., Williams and Sanchez (2013) suggest that there is often an educator- held

perception thatmost parents do not understand instructional deliveries and ways students

are learning in the classroom. They suggest this misunderstanding makes it challenging

for the parents to actively participate in their student’s education. Williams -and Sanchez
further indicate that parents feel they face obstacles that prevent them from being

involved in the ways and levels that they desire.

Four themes emerged to describe the parental involvement barriers: time poverty,

lack of access, lack of financial resources, and lack of awareness. Interestingly, of these

four themes, the lack of awareness was highlighted by the school employees. These

employees suggested the parents’ lack of knowledge and understanding of

school/classroom events often strained the interactions between the home and school

system (Williams & Sanchez, 2013).Williams and Sanchez’s findings indicate a clear

disconnect between schools and families.

The disconnect between academic support at school and at home is especially

problematic when one considers how important it is for parents to have an active role in

the success of their student. Sheppard (2009) found that parental involvement affects

students’ achievement more than school procedures. Specifically, families who engaged

in parenting programs, to be more engaged in their child’s education, noticed an increase

in their student’s reading and social behavior abilities (Lewis Antoine, 2012; Sheppard,

2009). Furthermore, a host of other studies researching the effects of parental

involvement and student achievement, noted a defining positive relationship between the

two factors(what 2 factors) in a school environment (Baharudin et al.,2010; Epstein et al.,

2009; Herell, 2011; Pattanaik & Sriram,2010; Wright, 2009; Wyche, 2010).Parental

involvement is an important indicator of student success in school (Baharudin et al.,2010;

Epstein et al., 2009; Herell , 2011; Pattanaik & Sriram, 2010; Wright, 2009;

Wyche,2010); but, establishing a positive relationship between school and home life can
be challenging. Rapp and Duncan (2012) suggest the school must facilitate a

collaborative, democratic environment in which community and family opinions, beliefs,

and ideas are heard and acted upon, mean while communicating the rationale and

objectives of instructional strategies used in the classroom. The ultimate goal is to form a

community of practice in which all members work towards student success. (Rapp &

Duncan 2012)

Parental Involvement

It has been established that parental involvement appears to positively support

student achievement. Additionally, challenges have been noted regarding implementation

of interventions to better support the school- family relationship. The term parental

involvement in education underscores the shared responsibility that families and schools

work together in promoting student success. Parental or familial involvement are terms

used to describe any support a student receives from a guardian, family, or other mature

influence in their home life.

Parental involvement is absolutely essential to student achievement in school

and in life. The overwhelming studies and research indicate that there are positive

academic outcomes stemming from parental involvement with benefits beginning in early

childhood throughout adolescence and beyond (Patrikakou, et al., 2005).

educators develop more comprehensive programs for school, family and community

partnerships. The six types of parental involvement framework include parenting,

communicating, volunteering, learning at home, decision making and collaborating with

the community. Community involves as a whole, not necessarily just +parents. This

encourages schools to identify and integrate resources and services from within the

community to improve student learning by strengthening school programs and family

practices.

Henderson and Mapp (2002) in his study stated that the most accurate predictor of a

students’ achievement in school is not income or social status, but the extent to which

that students’ family are able to: 1. Create a home environment that encourages learning;

2. Express high (but not unrealistic) expectations for their children’s achievement and

future careers; 3. Become involved in their children’s education at school and in the

community.

In his study, Allen and Daly (2002) stressed that parental involvement is a valuable

component of any pupil’s education. It is a well-established fact that parental

involvement is linked to pupil’s success at school.

Parental involvement has two independent components: parents as supporters and

parents as active partners ( Jesse (2009). This attitude of parental involvement would be

insufficient if schools make use of only one of these components. Parents can be active,

yet not supportive of the education process or can be other way around. He further
indicated that parental involvement should take many forms. For example, parental

involvement can be reading to children, volunteering at school, collaborating on decision

making committees and advocating for children.

Bandura as cited by Papalia et al (2001) stated that parents can affect their children’s

schooling: acting as advocates for their children and impressing teachers with the

seriousness of the family’s educational goals.

As opined by Grey and Bee (2009)”Parents who encourage school success set higher

standards for the child’s achievement and homework completion and have higher

aspirations for their child which in turns contributes to school success”.

The education community is aware of the link between the academic support of

students and the student’s educational achievement (Shepard et al., 2012). Among the

many support systems available to students, parental involvement is a factor that is

heavily linked to student achievement (Cheung & Pomerantz, 2012).

Ideally, schools and community based organ izations are committed to engaging

familiesin meaningful ways and families are committed to actively supporting their

children’s learningand development that ultimately led to success for that

student( Hilado, Kallemeyn, Phillips,2013)

. Parents and educators play a key role in the educational, social, and emotional

maturity of the student, but the support given to relationships between schools and

families varies. Parental involvement is different for every student based on several
factors that may or may not be under the control of the parent (e.g. school outreach,

parenting style, parent work schedule, student needs, family resources, etc.).

This growth and academic achievement can be attributed to the amount of support

the student(s) received that directly influenced the level of effort families support each

students’ individual developmental needs, skills, strengths, interests, and aspirations .

Challenges to parental involvement

It has been suggested that a student’s engagement with their parents, teachers and

peers can influence their academic achievement (Lam et al. 2012; Li and Lerner 2013;

Wentzel 2012)

. With the overall goal of improving student achievement, researchers are

continually analyzing parent involvement (i.e. Vellymalay, 2012). There is evidence to

support that parent-child interactions, specifically stimulating and responsive parenting

practices, are important influences on a child's academic development (Christian,

Morrison, & Bryant, 1998; Committee on Early Childhood Pedagogy, 2000)

. The effects of student achievement appear to be directly impacted by the

effectiveness of learning support from parents, teachers, and community. This growth and

academic achievement can be attributed to the amount of support the student(s) received

that directly influenced the level of effort put forth to achieve their best individual

success in school and active engagement in school activities(Jelas et al. 2016)

. While the need for support is vast, parents are faced with increasing demands of

maintaining work and home life responsibilities. Given these challenges, understanding
how parents maintain balance- and the consequences when they cannot -is one of the

central factors in understanding how parental involvement can better support student

learning and a school- home relationship.

METHODOLOGY

This chapter gives an outline of research methods that were followed in the study.

It provides information on the participants, that is, the criteria for inclusion in the study,

who the participants were and how they were sampled. The researcher describes the

research design that was chosen for the purpose of this study and the reasons for this

choice. The instrument that was used for data collection is also described and the

procedures that were followed to carry out this study are included.

Purpose of the study

The purpose of this study was to determine whether parental involvement in

children's education has a positive effect on student academic performance. This study

was important for designing and implementing appropriate parent involvement activities

to be used within the school, which increase student academic performances. .

Research design

This research is exploratory in nature as it attempts to explore the experiences of

mothers of incest survivors. Their subjective perceptions formed the core data of the

study; hence it needed the method that would deal with the topic in an exploratory nature.
 To address the research questions, a survey created by Epstein, et.al (2002)

was adapted. This survey rates the types of parent and community involvement practices

currently used by districts to engage parent, community and school partnerships.

Qualitative Research primarily expands the understanding of how educational

interventions actually work.

McEwan & McEwan (2003) suggest that qualitative research provides an

explanation to an actual problem. The qualitative research provides observations,

anecdotes, conversations and descriptions of how researchers, teachers and administrators

deal with day-to-day issues. The qualitative researchers are constantly considering a

variety of possible interpretations and explanations about what they observed. The quality

in qualitative research comes from the depth and extent of its observations.

Population and Sample

This study included 40 eight grade students. Classroom teachers identified 20 students

who had highly involved family members and 20 students whose family members were

not involved.

Statistical Analysis Methods

A two way analysis was conducted to analyze the effect of the independent variables on

the expected outcome along with their relationship to the outcome itself. It was used to .

to determine whether the variability of the outcomes is due to chance or to the factors in

the analysis.
Research Instrument.

The main tool which will be used in this study is a researcher made questionnaire

Validation of Instrument.

The questionnaire will be first presented to the research adviser for checking. Before the

distribution if the questioners, the researchers will conduct a pilot testing to the non-

respondents to test the validity and reliability of the questionnaire.

Data Gathering Procedure.

The questionnaire in this study will aim to draw out appropriate responses on the

objectives on this study. To ensure the validation of responses, the questionnaire that will

be made by the researchers will be presented, analyzed, and will be checked by the

researchers’ adviser.

A letter requesting permission to conduct a research will be secured. This will be

given to the principal of Yumbing National High School. With the used of Microsoft

Excel, the data will be gathered from answered questionnaires will be checked, classified,

tabulated and will be analyzed according to the research design described in this chapter

and will be performed for final presentation to the experts of different fields

specialization
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QUESTIONNAIRE

ON

PARENTAL INVOLVEMENT AND STUDENT ACADEMIC PERFORMANCE

PARENTAL INVOLVEMENT: PARENTING ACTIVITIES

Directions: Please check the items under its corresponding code of parenting qualities of
actions endowed by your parent(s or guardian(s). Codes are listed below to guide you as
to the occurrence of the activity.

A - Always

O - Often

S - Sometimes

R - Rarely

N – Never

Statements Responses

A. Parenting A O S R N
1. My parents monitor my homework.
2. My parents ensure that I have an excellent
attendance in school.
3. My parents identified a regular time and place in
our home for me to do my homework.
4. My parents monitor my television habits.
5. My parents discussed to me the importance of a
 good education.
6. My parents attend PTA, Back-to-School Night or
any other school activities.
7. My parents support and reinforce school’s
discipline plan.
8. My parents support my learning by providing
nutritious meals ad adequate time for sleep.
Adopted from Bayao and Macalisang thesis questionnaire entitled Congruence of Parents and Students Perception on the Academic
Performance.

Thank You.