BUCAS GRANDE FOUNDATION COLLEGE

Socorro, Surigao del Norte

CHAPTER I

THE PROBLEM AND A REVIEW OF RELATED LITERATURE

It is widely recognized that if pupils are to maximize their potential from

schooling they will need the full support of their parents. According to
Henderson and Berla (2010), the most accurate predictor of the students’
achievement in school is not the income or the social status, but the extent to
which families are able to create a home environment that supports learning,
communicates high and reasonable expectations for their children’s achievement
and becomes involved in their children’s school. Thus, parental involvement is
very essential in the children education success.
However, in Atoyay parental involvement in children’s education is still at
the minimum level. A lot of parents place the responsibility to teach their
children and ensure their children’s education upon the teachers. The reason
why the students’ results are poor is because of their parents and families who
give less support in their education, lack of supervision in the students’
improvement in schools, did not check the students’ homework and pass the
hassle of assisting the children’s homework to the elder siblings. Therefore, it is
clearly showed that parental involvement plays an important role in the children’s
education and Atoyay’s parental involvement in children education still need to
be improved.
This means that if we involve the parents in educating their children, it is
tantamount to saying that the school is proactive in implementing changes or
development among the students. As parent’s involvement is increased,
teachers and school administrators also raise the chance to realize quality
reform in education. It is agreed by the Centre for Child Well-Being (2010) that
parental involvement in their children’s learning not only improves a child’s
morale, attitude, and academic achievement across all subject areas, but it also
promotes better behavior and social adjustment.
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Furthermore as mentioned by Coleman (2010) parental involvement is a

“social relation” which exchange of capitals is taking place. It involves a
structures of action in which activities or events happen within a given system.
As a social structure, such involvement consists of actors namely but not limited
to parents, teachers, and students. The structure is characterized by an
exchange of resources driven by the interest of the actors.
Broad in scope, parental involvement may include keeping children safe,
attending children’s activities, and participating in community activities for the
purpose of affecting children’s academic performance (Epstein, 2011as cited in
Domina, 2005). Parental involvement can also mean performance expectations,
verbal motivation, direct involvement for academic progress, and academic
supervision (Keith et al 2008). It can also include parent’s provision of
educational resources to children (Grolnick&Slowiaczek, 2008).
Eshleman and Bulcroft (2006) posited that family structure has changed in
many ways and that such changes have affected children emotionally as well as
intellectually. Researchers have attempted to delineate the relationship between
parental socioeconomic status, family structure, parental help with homework,
and academic achievement. Factors such as a harmonious/supportive family
structure and communication among family members at home have been found
to play a crucial role in the academic achievement of learners (Tillman, 2007).
Further, family structure, and the extent to which parents discuss school
issues and attend school functions, have been associated with higher adolescent
academic achievement (Jeynes, 2011). These factors are but a few that have
been studied in an attempt to identify and explain the spurious variables at play
in the academic development of children. In many ways, it is an attempt to help
‘fix’ a faltering education system without fundamentally restructuring schools,
redistributing students, raising standards for teachers, or investing more
resources (e.g. physical). Construed most broadly, parent involvement is any
action taken by a parent that can theoretically be expected to improve student
performance or behavior. In other words, parent involvement consists of those
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actions that help a child meet or exceed the norms or expectations of the student
role and encompasses parent-child, parent-teacher, and to some degree parent-
parent relations.
Many parents, whose children are currently enrolled in a particular
school, are enormously concerned, more often being active to assist in their
child’s classroom, communicating constantly with their child’s teachers, assisting
with their homework, getting involved with school projects, and discussing their
child’s individual academic strengths and weaknesses with teachers.
Regrettably, in Atoyay there are some, if not many, parents who are quite
passive in their child’s education. Some of them are not directly involved. Sadly
speaking, some parents have obvious manifestations of their “I-don’t-care”
attitude. Neither are they visible in the school premises and get involved in the
desired goals of the school where their children are getting what they need most
for life. Atoyay elementary school is a far-flung public school which was located
at the heart of a mountainous area surrounded with trees and shrubs may not
seem to be a kind of school to raise academically competitive learners since it is
very far from more advanced civilization that lacks school facilities and
equipment needed to facilitate and enhance learning. In fact, survey shows that
most families that lived on the area have poor socio economic status as well as
poor school-home relationship resulting in minimal attention for the learner’s
school needs even with the existence of 4p’s program. However, Atoyay
elementary school is potentially able to compete with other primary schools in
terms of academic performance. So, this study will focus on evaluating the level
of parental involvement to academic performance of Atoyay elementary school.
This particular study attempts to determine the extent of parental support and
academic performance of selected elementary pupils of Atoyay Elementary
School which is located at Sitio Atoyay N. Sering, Socorro, Surigaodel Norte.
Parental involvement has positive influence on students' academic
achievement so intuitively appealing that society in general, and educators in
particular, have considered parental involvement an important ingredient for the
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remedy for many problems in education. Thus, this research is trying to study
whether parental involvement contributes towards students’ academic success
in Atoyay elementary school.

Review of Related Literature

Parent involvement is absolutely essential to pupil 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 (Henderson &Mapp, 2002;
Patrikakou, et.al 2005).

LaRocuqe, Kleinman and Darling (2011) discuss many strategies for closing
the achievement gap and increasing student learning through collaboration. Some
strategies used to address these barriers are, addressing emotional barriers,
cultural differences, physical barriers and language barriers. These researchers
believed that in order to enable parents to grow in their ability to help their children
get the best education possible, encouraging parental involvement has to be
viewed as a process rather than a one-time event.

On the other hand Xu. et.al (2010) identified six dimensions to foster
parentalinvolvement and of the six the three that was most effective was, parental
involvementexpectations, school involvement, and homework help. This was the
framework for parents to help their children develop SRL skills and guide
educators and school administrators as they intend to increase parental
involvement and its effectiveness. The results yielded a direct connection between
SRL, parental involvement and reading achievement.

While Sad and Gurbuzturk (2013) investigated the extent to which

parental involvement took place in regards to their children’s education. Parental
involvement was high in communication with children, creating enabling home
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settings, supporting the child personality development and helping with

homework.
Therefore, this study focuses on the four major factors influencing
parental involvement in which based on the collated studies and concepts above
significantly contributes to the academic performance of the pupils. This major
factors focus on financial, motivational, moral, and physical involvement.
Financial
The socioeconomic status can be deliberated in a number of different
ways; it is most often calculated by looking at parental education, occupation,
income, and facilities used by individuals separately or collectively. It is also
observed that parents who are economically disadvantaged are less able to
afford the cost of living of their children at higher levels and consequently their
children do not work at their fullest potential (Rouse and Barrow, 2006). The
students with high level of socioeconomic status perform better than the students
with low level of socioeconomic status (Garzon, 2006 et. al). Things which are
considered as major factors that set back academic performance are the
teachers and their efficiency and ineffective instructional methods. These
derogatory accusations are unfair, since people knew that there are a lot of
factors that needed to be considered, but research findings practical knowledge
in literature researched. Wong (2006) provided clear evidence that teachers
havepositively and significantly affects student’s achievement and self-concept.
The level of parental involvement has important implications for children’s
academic performance. Social cognitive theory suggests that youth absorb
messages about appropriate behavior and socially accepted goals by observing
and talking with important people in their lives. Based on this assumption,
parents have the potential to model positive attitudes and behaviors toward
school and research in developed community. In fact, children are more likely to
apply themselves and perform better in school when their parents show an
interest in their school work, are willing to assist them with homework, and are
willing to hold their children accountable for completion of school assignments.
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Learners who are not working hard at school may begin to perceive school as
valuable when parents actively demonstrate that they value school through
involvement.
Motivational
A lack of motivation is one factor that is recognizable as stated in the
article, “From home to school: The relationship among parental involvement,
student motivation, and academic achievement” (Coleman &McNesse, 2009).
The results of the study showed that there is a correlation between academic
achievement and student motivation, which was directly related to parental
involvement. The rise in student motivation was also associated with their
improvement in academic achievement. Coleman and McNeese stated, “A
strong, positive relationship between school and home can be a great motivating
factor for student. A school-home partnership should address the particular
needs of a community and provides the appropriate support that students need
to succeed” (Coleman & McNeese, 2009). Motivation is changeable and positive
correlation between self-efficacy and achievement can increase effort of
students. The attributions of encouragement can be coming from the parents.
Parental effort that helps motivation includes parent-student discussions about
student activities and interests, parent-student discussions about selecting
coursework and parents volunteering at the school.
Parents’ involvement also offers reinforcement. According to Hoover-
Dempsey et al. (2001), based on the Skinner’s theory, children learn certain
behaviors when they associate the actions with positive outcomes. Therefore, if
the parents provide positive outcomes for their efforts in completing their
homework such as praises, the possibilities for the same behavior (completing
the homework) to reoccur is high.

Moral
Parental support can be give you an idea about on the moral which is
giving guidance on how to behave decently and honorably (i.e. the degree to
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which parents are responsive to their child’s needs and have positive
interactions with their child) and positive discipline (i.e. the degree to which
parents reinforce good behavior of their child and make use of disciplinary
techniques such as induction), are consistently reported to have a positive effect
on children’s functioning. Feldman and Klein (2003) reported maternal sensitivity
and warm control (i.e. showing positive affect while providing limits, using
encouragement, redirection of attention and negotiation) to predict toddlers’
compliance to the caregiver. In addition, a study by
Stormshak et al. (2000) showed that low levels of positive interactions
were particularly characteristic of parents of children with elevated levels of
disruptive behaviors. Furthermore, Kerr et. al. (2004) found inductive discipline
(i.e. reasoning, reminding children of rules and explaining the impact of
children’s behaviors on others) to be associated with fewer externalizing
problems. A possible explanation for these results might be that when parents
are sensitive to their child’s needs, when they express warm feelings and when
their requests are reasonable and understandable to the child, children are likely
to feel secure and accepted and, thereby, to follow parents’ suggestions (Chen
et al., 2003).

Physical involvement
From a multicultural view of parental involvement there may be certain
barriers that prevent parents from being more involved with their child’s
education. The common trend that was represented by the researchers through
a multicultural perspective is that minority parents are often not involved in their
child’s education. The reason behind the staggering absence of parental
involvement are due to lack of time, embarrassment on own academic abilities
and parent’s disinterest child’s schooling. However, it is important to note that
researchers found that parents of minority children can make a positive
contribution in their child’s academic achievement in school if they have
adequate training and encouragement in the specific type of parental
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involvement. Parent involvement programs are especially important for minority

and low-income families. Zarate (2007) provides the important multicultural
perspective of parental involvement and how the lack of it can affect the
academic outcomes of students.
In Nyarko (2010) study, he uses the contextual description of parental
involvement in which in-school parental involvement includes interaction with
teachers about school progress and school visits and at-home parental
involvement includes encouragement of children to succeed, monitoring of
homework, and attending field trips. Distinguishing between involvement at
home and in school can be enlightening for at least two reasons. First, some
studies that differentiate between home-and school-based parental involvement
find contradictory effects. Namely, home-based involvement has significant
positive effects, while school-based involvement has significant negative effects
related to academic outcomes. Second, interventions promoting parental
involvement vary based on the context in which involvement occurs.
Interventions that promote involvement at school might include teacher training
to encourage building relationships between families and schools, while
interventions to promote involvement at home might include parental workshops
that build parents’ educational skills and knowledge.
Literature on the overall impact of parental involvement on academic
performance in developing target areas is minimal. Whether the relationship
exists and which type of parental involvement has effects are important to
determine in Atoyay, where parents often do not have the education to engage
their children in schoolwork or the resources to hire tutors. Does involvement in
parent-teacher association meetings, volunteering at school, talking to their
children about the importance of school matter? This study will begin to answer
these questions and contribute to the literature on the relationship between
parental involvement and academic performance in elementary school. All
measures of parental involvement used in studies in developing countries are
based on scales that have been established in the context of developed
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countries, but parental involvement may be different in developed countries than

in developing countries.
The cited literatures and studies provide the present study valuable
insights and ideas which were verified to be useful in the conceptualization of the
problem, the selection of variables and respondents as well as in the
interpretation of the data.
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Conceptual Framework& the Study

In an Article 194 of the Family Code defines “support” as
comprising everything indispensable for sustenance, dwelling, clothing, medical
attendance, education and transportation, in keeping with the financial capacity
of the family, thus, parents have a great impact to the success of their children.
Aside from being the first teacher, they provide everything to their children
emotionally and financially.
As Carr (2013) cited that those parents involved in home- school activities
could be a positive reinforce that gives students confident who need for positive
school related outcomes. Parent’s involvement is a valuable component of any
student’s education. It is a well-established fact that parental involvement is
linked to children’s success at school. When parents are involved in their
children’s education at home, they do better in school, (Herderson&Berla, 2000)
Furthermore, Fan & Chen (2001) mentioned that parental involvement
has positive influence on students' academic achievement is so intuitively
appealing that society in general, and educators in particular, have considered
parental involvement an important ingredient for the remedy for many problems
in education.
Afolabi (2014) also revealed that a strong and meaningful relationship
between parental involvement and academic achievement and those parents'
beliefs, expectations and experiences are important ingredients that support
better learning outcomes for children.
Central to this study is determining the extent of Parental involvement and
academic performance of the selected Elementary pupils in Atoyay Central
Elementary School, in this school year 2016-2017.
It is the light of the foregoing concepts that this study was anchored. The
schematic diagram in figure 1 shows the relationship of input variables which
contain the extent of the parental support and the level of academic
performance. While in the process contains the survey, data gathering, data,
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analysis and data interpretation, and the output variables contain the analysis of
the extent of parental support and academic performance of the pupils.
In the first box of the study contain the profile of the participant with the
following:
The first box shows the profile of the respondents as to their age, sex,
parent’s educational attainment and monthly family income.
Age is a period of human life or something has existed, usually expressed
in years from birth, typically marked by a certain stage or degree of mental or
physical development and involving the responsibility and capacity.
Sex is one variable of this study that is either male or female and how this
quality affects their disposition and perception toward life and academic activities
(Okoh, 2007).
Parent’s educational attainment could greatly affect the child’s learning
capacity. The ways in which parents/families can be involved in their children’s
education significantly the learning experiences in which a child engaged in his
home influence his desires, his attitudes toward in the school, his behavior, his
willingness to participate in any learning condition (Christenson and Sheridan,
2001).
Monthly family income refers to the socio economic status or financial
status wherein it is observed that parents who are economically disadvantaged
are less able to afford the cost of living of their children at higher levels and
consequently their children do not work at their fullest potential (Rouse and
Barrow, 2006).
The second box correlates the third box as independent and dependent
variables. The independent variable reveals the extent of parental involvement
where the underlying factors such as financial, motivational, moral and physical
involvement predicts the level of academic performance of the pupils.
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Profile of the participants:

a. age
b. sex
c. Parent’s
Educational
Attainment
d. Monthly
income

The extent of
Parental Level of
Involvement academic
2.1 Financial performance
2.2 Motivational
2.3 Moral
of the pupils
2.4 Physical
Involvement

Figure 1. Schematic Diagram of the Study

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Statement of the Problem

This research aimed to determine the influence of parental involvement to
the academic performance of the grade 6 pupils of Atoyay elementary school.
The study will answer the following questions;
1. What is the profile of the respondents in terms of:
1.1 age
1.2 sex
1.3 parents educational attainment
1.4 monthly income
2. What is the level of parental involvement towards their children in terms
of:
2.1 financial
2.2 motivational
2.3 moral
2.4 physical involvement
3. What is the academic performance of the students in terms of their GPA?
4. Is there significant relationship between the parent’s profile and parental
involvement and the academic performance of the pupils?

Hypothesis
At 0.05 level of significance it is hypothesized that:
Ho- There is no significant relationship between parental involvement and
academic performance of the children.
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Significance of the study

The result of this study would be beneficial to the following group of
individual:
Parents. In parent’s perspective as guardians, the findings of the study will show
that parental involvement in children’s learning is a key factor in improving
children’s academic attainment and achievements.
Pupils. The pupils will benefit from the findings of the study. They themselves
will find ways to develop and enhance their performance regardless of parent’s
full time involvement.
Teacher. The findings of the study will serve as a basis of the institution guiding
style. It helps to develop and improve their techniques and developing strategies.

Scope and Limitation

This study would be undertaken to better understand the relationship of
parental involvement to academic performance of Atoyay Elementary School.
The participants of the study will be the grade 6 pupils of the Atoyay Elementary
School and their respective parents. This would be conducted by the
researchers during the school year 2017-2018.
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Chapter II

METHOD
This section presents the research design, participants, instrument, data
gathering procedure and statistical analysis.
Research Design
This study was classified into a descriptive-correlational research. It would
be used to indicate and determine the relationship between parental
involvements to academic performance among elementary pupils. The
descriptive method was being used to identify and describe the factors that affect
the academic performance of the elementary learners. The correlation design
was used to know whether there was a relationship between parental
involvement, school related-factors and pupil’s academic performance.
Participants
The respondents of the study were the grade 6 pupils of Atoyay
Elementary School and their respective parents. This study was classified as
population sampling wherein all grade 6 students with their current GPA (Grade
point average) would be the respondents of the study.

Instrument
This study used the researchers’ made-questionnaire which would be
validated and checked by the expert. There were two parts of the instruments,
the first part would be the profile of the participants and the second part would be
the level of parental involvement in terms of financial, motivational, moral and
physical involvement and also their GPA.
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Data Gathering Procedure

A letter was sent to the school principal to ask authorization to
allow the researchers to conduct the study. Upon the approval, the researchers
was personally gather the respondent’s current grade points average (GPA’s) of
the grade 6 pupils of Atoyay Elementary School and conduct their
questionnaires.
The researchers classified, tallied, and tabulated the data collected. In
analyzing and interpreting the information gathered, descriptive statistical
techniques such as frequency, mean, standard deviation, and Person r formula
were used.
Statistical Analysis
With the hypothesis being advanced, the following statistical treatments
were employed:
Frequency and Percentage Count. These tools would be used to determine
the participants’ profile
Mean and Standard Deviation. These tools would be used to determine the
perceived effect of parental involvement to the academic performance of the
pupils.
Pearson r correlation- these tool would be used to determine the relationship of
the two variables.
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BUCAS GRANDE FOUNDATION COLLEGE
Taruc, Socorro, Surigao del Norte

LEVEL OF PARENTAL INVOLVEMENT AND THE ACADEMIC PERFORMANCE OF

GRADE VI PUPILS IN ATOYAY ELEMENTARY SCHOOL

Questionnaire Survey (PUPILS)

APPENDIX A
PART – I Demographic profile
Directions: Put a check on the empty circle provided below based on your knowledge.
Name: __________________________ age:
_____________________________
GPA:____________________________ Gender
:__________________________

SECTION A
Please indicate HOW OFTEN the following have happened.
Please indicate you response according to the response format below:

1 = Never 2 = Rarely 3 = Sometimes 4 = Frequently

Please tick the appropriate box

PARAMETERS 1 2 3 4
1. My parents ask me about my homework.
2. My parents check my homework.
3. My parents explain to me about my homework.
4. My parents ask me about my day at school.
5. My parents come to school to discuss about my education
with the school.
6. My parents praise me when I complete my homework.
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7. My parents provide enough materials in helping me to do my

homework (example: book and stationary item)
8. My parents provide comfortable place for me to complete my
assignment (example: chair and study table).
9. My parents ask me if I need to buy anything in order to
complete my homework.
10. My parents set a regular time for me to finish my homework
(example: 2 hours per day).
11. My parents remove things that can distract me from doing
my homework (turn down the television volume).

SECTION B
Please indicate how much you AGREE or DISAGREE with each of the following
statements. Please think about the current school year as you consider each statement.

Please indicate you response according to the response format below:

1 = Strongly Disagree 2 = Disagree 3 = Neutral 4 = Agree

Please tick the appropriate box

PARAMETERS 1 2 3 4
1. I want my parents to be involve in my homework
2. It is good for my parents to be involved in my homework.
3. I feel appreciated when my parent praise me when I do well in
my education.
4. I feel more comfortable if my parents do not ask about my
homework.
5. I see homework as one way for me to communicate with my
parent.
6. I prefer to do my homework by myself without the help of my
parents.
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7. I perform better if my parents help me in completing my

homework.
8. I think it is better for my parents not to get involve in my
homework.
9. I need my parents to help me in completing my homework.
10. I feel more motivated to do my homework when my parents
show their interest in it.
11. I do not want my parents to get involve in my homework.
12. I think my parents’ involvement in my homework would not
give positive effect towards my result.
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BUCAS GRANDE FOUNDATION COLLEGE

Taruc, Socorro, Surigao del Norte

LEVEL OF PARENTAL INVOLVEMENT AND THE ACADEMIC PERFORMANCE OF

GRADE VI PUPILS IN ATOYAY ELEMENTARY SCHOOL

Questionnaire Survey (PARENTS)

PART – I Demographic profile
Directions: Put a check on the empty circle provided below based on your knowledge.
Name: __________________________
Gender :
male female
Civil status:
married single widow
Educational attainment:
elementary secondary college graduate
monthly income
5 ,000 10,000 20,000 Up
SECTION A
Please indicate HOW OFTEN the following have happened.
Please indicate you response according to the response format below:

1 = Never 2 = Rarely 3 = Sometimes 4 = Frequently

Please tick the appropriate box

financial 1 2 3 4
1. Buy books and other educational materials for child to
use at home
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2. Provide outside tutorial assistance for my child if

necessary
3. provide the child monetary rewards if he/she has done
good work
4. provide the child nutritious meals.
5. let the child participate school activities or school related
activities.
motivational
1. Helping to reinforce what child’s teacher has taught
2. Provide a quiet place for my child to rest, think, and work
alone
3. Reinforce my child by providing his favorite stuff if he/she
progress on doing something.
4. I show interest in his homework by checking it and give
positive feedbacks
5. Encouraging conversation in the home
moral

1. We encourage the child to behave well in and out of school

2. We set rules and punishment at home
3. We encourage to practice good morals and right conduct
4. We let the child mingle with friends after doing household
chores
5. We taught values in everything they do.
Physical involvement
1. Teaching child how to use resources (encyclo-pedias,
dictionaries, almanacs, atlas)
2. Controlling amount of television child watches
3. Attend parent-teacher association (PTA) meeings and
parent-teacher conferences regularly
4. Help child at home with reading assignments or other
school work
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5. Taking children to places of educational interest; for

example, museums, libraries, art galleries
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