CHAPTER II

Literature Review
Foreign Literature
Student Performance
Some other researchers used test results or previous year result
since they are studying performance for the specific subject or year
(Hijazi and Naqvi, 2006 and Hake, 1998). Many researchers have
discussed the different factors that affect the students’ academic
performance. These are internal and external classroom factors and
these factors includes student competence in English, class schedules,
class size, English text books, class test results, learning
facilities, homework, environment of the class, complexity of the
course material, teacher role in the class, technology used in the
class and exam systems. External classroom factors include
extracurricular activities, family problems, work and financial,
social and other problems. Research studies shows the students’
performance depends on many factors such as learning facilities,
gender and age differences, etc. that can affect student performance
(Hansen, Joe B.,2000). Harb and El-Shaarawi (2006)found that the most
important factor with positive effect on students’ performance is
Parental Involvement.
Parent’s Involvement to the Academic of the Learner
Parent’s positive attitude towards child’s education is important
in determining school attendance and academic achievement of the
child. Favorable attitude towards schooling and education enhances
parental involvement in child’s present and future studies
Often, the affluent parent will have access to educational
resources for his/her child directly or indirectly. It is more likely
that these parents will have higher regards for education, set
educational goals for the child and/or be models. Also, it is more
likely a child with doctors as parents will end up pursuing higher
education-possibly medical school, than the child whose parent’s
education stopped at a high school diploma. This is not to stay that
the child’s education is predetermined by the parent’s education;
however it is merely one factor that can affect the student’s desire
to learn.
Krashen (2005) concluded that students whose parents are educated
score higher on standardized test than those whose parents were not
educated. Educated parents can better communicate with their children
regarding the school work, activities and the information being taught
at school. They can better assist their children in their work and
participate at school (Fantuzzo & Tighe, 2000; Trusty,1999).
Theory of Educational Productivity by Walberg (1981)determined
three groups of nine factors based on affective, cognitive and
behavioral skills for optimization of learning that affect the quality
of academic performance: Aptitude (ability, development and
motivation): instruction (amount and quality): environment (home,
peers and television) (Roberts, 2007). The home environment also
affects the academic performance of students. Educated parents can
provide such an environment that suit best for academic success of
their children. The school authorities can provide counseling and
guidance to parents for creating positive home environment for
improvement in students’ quality of work (Marzano, 2003). The academic
performance of students heavily depends upon the parental involvement
in their academic activities to attain the higher level of quality in
academic success (Barnard, 2004; Henderson, 1998; Shumox & Lomax,
2001)
 Parental involvement in a child’s education along with
environemtal and economic factors may affect child development in
areas such as cognition, language and social skills. Numerous studies
in this area have demonstrated the importance of the family
interaction and involvement in the years prior to entering school
(Bergsten,1998;Hill,2001;Wynn,2002). Research findings have also shown
that a continued effort of parental involvement throughout the child’s
education can improve academic achievements (Driessen, Smit &
Sleegers, 2005; Fan, 2001: Hong & Ho, 2005). Academic failure has
been linked with risk behaviors and negative outcomes such as;
substance abuse, delinquency and emotional and behavioral problems
(Annunziata, Houge, Faw, & Liddle, 2006).
Weiss et al. (2006) also provide an integrative model of family
involvement that is evidence-based or clearly linked to positive child
outcomes. Their model encompasses three important categories:
Parenting, Home-school relationships, and Responsibility for Learning
Outcomes, Parenting includes the attitudes , values, and practices the
parents use in raising young children. This category would include
nurturing parent-child relationships and child-centered practices
Home-Schooling Relationships pertain to both formal and informal
connections between families and young children’s early childhood
education programs. It may include regular communication with teachers
and efforts by the early childhood education program to discuss
groups. Responsibility for Learning Outcomes speaks to how parents can
support the language and literacy development of their children
through direct parent-teaching activities such as reading aloud and
engaging in linguistically rich conversation with their children.

Local Literature
Written with Dr. Michael Aguirre Clores of the Department of
Mathematics and Natural Science, College of Art of science, Ateneo de
Naga University, present case studies in the interaction between
students’ understanding are separate but interrelated aspects in the
learning process. Results revealed that students’ position about the
theory of evolution and patterns of understanding varied (a)
misconceptions of lack of understanding affecting the belief (b)
cascade of conceptual change that was complicated by belief (c)
rejection of the theory due to challenged religious belief and
potential to understand evolutionary theory despite resistance to
believed in the theory; (d) remaining skeptical about the theory due
to ambivalence that emanated from his conflicting theological and
scientific beliefs and misconception he held about human evolution,
and (e) prior beliefs and concepts that were commensurate to the
accepted scientific concepts and beliefs about the evolution made
learning evolution less complicated. We conclude that the Filipino
students’ belief affect their ability understand the theory of
evolution and vice-versa.
The strategic nature of learning requires students to be goal
directed. To construct useful representation of knowledge and to
acquire the thinking and learning strategies necessary for continued
learning success across the life span, students must generate and
pursue personally relevant goals. Initially, students’ short-term
goals and learning may be sketchy in an area but over time their
understanding can be refined by filling gaps resolving inconsistencies
, and deepening their understanding of the subject matter so that they
can reach longer-term goals Education can assist learners in creating
meaningful learning goals that are consistent with both personal and
educational aspirations and interest. (Soledad Esplanada, 1996).
Media
 The Philippines could be the “texting capital of the world”, with
reportedly 50 million text message sent out every day (Breakthrough,
DLSU). Even the crippled Philippine economy got a boost from text
messaging especially its influence to the teens. Text messaging is
most popular among teens and to the college students. Because of its
popularity in this age group, it has spawned a new term the “GenTxt”
or text generation. Part of text messaging appeal to Filipinos
probably has to do with the fact that is feeds a pre-existing
cultural urge, namely to rumor monger. Text messaging enables a close-
knit and factional society to share information immediately. The power
of text messaging is to disseminate affect. Thus, there is no reason
to think that the flow of disingenuous text will become less rabid no
in the most volatile of seasons (Garrido,2004). As stated by the
Celeste (2010). There is no doubt that modern technology has an effect
on the study habits of students today. The positive side of modern
technology is that it makes things easier for students to research for
their homework and projects. However, it is also right to mention that
technologies are also a major distraction for students. Ma. Shiela
Escuro (2009) says that, “Usage of this gadget can be controllable.
It’s up to the parents to teach their child to be responsible on their
mobile phones, to ask them to pay-up when their mobile runs out of
money. Or to get some agreement from the mobile companies that
automatically cut-off usage when the child overuses their allowance
for the month” According to Fabian (2007), the world is changing fast.
Technology continues to advance at lightning speed and anyone who
doesn’t keep up is in danger of being left behind. As a result, the
way students study has changed significantly. While books still remain
a valuable tool, the need to spend hours sitting in the library has
reduced dramatically. Students now have numerous options available to
them when it comes to learning techniques.
Furthermore discussed by Fabian, We cannot deny the fact that
technology can be a major distraction when studying. Using the
internet itself can be distracting because of all the social
networking sites and the games that are available with just one click.
Of course there is the usual cellphone, iPod and iPad which can really
distract the students. This will all boil down to the age and the
self-discipline of the students.