Parental Involvement: its Effect on Childhood Academic Achievement

Students (S.Y. 2022-2023)

A Research Presented to the Faculty of

Senior High School in

Mangaldan National High School

S.Y. 2022-2023

First Semester

In Partial Fulfilment of the Requirements

In Research Project

GAS 4

2022-2023
 CHAPTER 1

INTRODUCTION

Rationale and Background of the Study

Parental involvement in school has long been heralded as an important

and positive variable on children’s academic and socioemotional development.

Numerous variables support student achievement; however, studies have

indicated that one of the most critical components is parental involvement (Hara

& Burke, 1998). Overall, educators acknowledge that parental involvement is key

to successful student academic performance. Schools are doing their best to

encourage parents to get involved in their children’s academic activities and

schoolwork (Griffith, 1996). The findings of this study may provide useful

information regarding parent participation in schools.

 Parental participation, according to Abdul-Adil and Farmer (2006) [1],

included parental attitudes, behaviors, and events that took place within or

outside of the school setting to support children's academic or behavioral

success in their current school.

The development, behavior, motivation, and academic performance of

kids are all positively and significantly impacted by parents' active involvement in

their kids' education. Children of parents who are interested in their academic

work routinely attend school, act better, perform better academically from

kindergarten through high school, go farther in school, and attend better schools,

according to research by Kohl, Lengua, and McMahon (2000) [2].

Parental involvement sends children a clear message that they are

interested in what they are doing and that school is essential. Parents can send

strong messages to their children by getting actively involved in their education,

both at home and at school. This shows children that their parents are interested

in what they are doing and reinforces the idea that education is important.
Statement of the Problem

This study aims to determine the effect of parental involvement to the

academic achievement of the students. This research study, therefore, has

combined both parental involvement and those perceptions of their effect on

their children's achievement.

Specifically it will answer the following questions:

1. What is the profile of the respondents as to:

a. Age;

b. Gender;

c. Socio-Economic Status

2.What role do parents play in their children's education:

3.What are the barriers to parental involvement?

a. Time Constant

b. Lack of Knowledge

c. Lack of motivation

d. Lack of communication
 Significance of the Study

This study aims to determine the negative and positive effects of parental

involvement on students academic achievements. Researchers gathered data

base on their observation and experience. This study identifies the effects of

parental involvement on academic achievements of students and how

students will benefit from it. Researchers findings will benefit our school to

solve problems and situations about parental involvement its effects to

academic achievements such as students laziness, students lack of

knowledge and more. This study will help not only teachers and students but

also the school principals.

Scope and Delimitation

This study will only focus on the parental involvement factors affecting the

Grade 12 Senior High School students in their academic performance.

Furthermore, the importance and effect of these factors of parental involvement

will be mentioned in this study and how these factors affect their academic

performance The Grade 12 Senior High School students of School Year 2022-

2023 will be given a chance to participate in this quantitative type of research.

However, their parents and teachers will not be included in the interview.
Reactions and perceptions from these people will no longer considered as well.

In addition, the Senior High School students of the School Year 2022-2023 will all

be coming from Mangaldan National High School. The students from other

neighboring school will no longer be invited to participate in this study.

Definition of Terms

The following terms are defined in order to give a clear understanding of

the terms used in the study. This is necessary to enable the future readers or this

research easily understand the contents of this research.

Students. This refers to the officially enrolled in Mangaldan National High

school, Grade 12 students.

Academic performance. This refers to the extent to which a student or

institution has attained their short or long-term educational goals

Parental involvement. This refers to the amount of participation a parents has

when it comes to academic performance of their children

Factors. A circumstances that effects the academic performance of the students

Homeworks. Particularly homework assignments given by teachers. Homework

is a practice and study tool and a kind of assessment. a strengthening of abilities

acquired via regular practice

 Chapter 2

REVIEW OF LITERATURE

This chapter explains related articles and published and unpublished studies from different

media that served as basis in developing concrete understanding of the nature of the research

conducted.

The influence of parent involvement on academic success has not only been noted

among researchers, but also among policy makers who have integrated efforts aimed at

increasing parent involvement into broader educational policy initiatives. Coupled with these

findings of the importance of early academic success, a child's academic success has been

found to be relatively stable after early elementary school (Entwisle & Hayduk, 1988;

Pedersen, Faucher, & Eaton, 1978). Therefore, it is important to examine factors that

contribute to early academic success and that are amenable to change.

n the process of learning, many problems such as parental expectation, peer group

influence, socioeconomic status, family structure, and types of parental contribution in

children’s schooling, academic self-concept, and school environment can affect learners’

schooling and their behavior [1]. Parent involvement is not something done to children, but it

is a way of observing parents as active collaborators in students’ learning and development

initiatives. It is also the motive of ensuring the school lives of students [2]. As Tafesse [3]

stated, parents are the first decisive individuals who need to responsibly play their part

regarding students’ learning. Parental contribution to children’s learning not only improves a

child’s morale, attitude, and academic achievement across all subject areas but also promotes

better behavior and social adjustment. In all these ways, family attachment in education helps

children grow up to be productive and responsible members of society [4].

If pupils need to maximize their potential from schooling, they will require full support from

their parents. Accordingly, parents should play a role not only in the promotion of their own

children’s achievements but also in school improvement [5]. To do so, as [6] stated, a

diversity of educational compensatory and stimulation programs and activities have been

developed and implemented, both for educational institutions, such as preschools and

primary schools and also for parents at home. Besides, according to Oranga, et al. [7],

schools should strive to strike a chord with the parents and create a welcoming and

empathetic atmosphere. Furthermore, teachers should be compassionate and understanding

toward parents with low educational levels and attempt to create an atmosphere, that is,

hospitable to all. Moreover, parents should be encouraged to voice concerns, opinions, and

questions without the fear of being judged inferior.

When schools, families, and community groups, in general, work together to support

learning, children tend to do better and stay in school longer. Many studies found that

students with involved parents, no matter what their income or background looked like, were

more likely to achieve high grades and test scores, enroll in higher-level programs, pass their
classes, and earn credits. They are also motivated to attend school regularly, have better

social skills, show improved behavior, adapt well to school, graduate, and go on to

postsecondary education [8]. Thus, children do better in school, both academically and

socially, when parents are involved in their education. Inversely, children with conduct

problems often do poorly in school; their parents are more likely to have characteristics

associated with low levels of involvement (e.g., poverty, single-parent status, or depression)

[9].

Family involvement in education forecasts children’s school success. For example,

developmental and education research confirms that parental attitudes, styles of interaction,

behaviors, and relationships with schools are allied with children’s social development and

academic performance [10]. However, the practice of family involvement often falls short of

its promise. Schools still struggle to engage caregivers to participate in the children’s learning

[9]. Thus, evaluations indicated that many family-centered interventions are successful in

changing parenting behaviors. Yet home-school relationships are challenging to change.

These relationships are often characterized as centered on school priorities and initiated by

the schools at the expense of ignoring families’ concerns and expertise regarding their

children.

Epstein et al. [11] draw three conclusions about parental involvement in their children’s

learning. First, parental involvement tends to decline across the grades unless schools make

conscious efforts to develop and implement partnerships with parents and society. The

reasons for the decline are parents’ lack of familiarity with the curriculum at the higher
grades, adolescents’ preferences to have their parents stay involved in less visible ways,

parents’ decisions to return to the workforce once their children gain more independence, and

secondary teachers’ lack of awareness on how to involve parents in students’ learning.

Second, as Epstein et al. [11] revealed, affluent parents tend to be involved in school more

often and in positive ways, whereas economically distressed parents have limited contact

with schools and usually in situations dealing with students’ achievement or behavior.

Schools that seek to create relationships with all parents, on the other hand, can equalize

participation across all socioeconomic categories. Finally, single parents, employed parents,

fathers, and parents who live far from the school, on average, are less involved in the school

unless the school organizes opportunities that consider these parents’ needs and

circumstances.

On an international scale, parental involvement in school has long been heralded as an

important and positive variable on children’s academic and socioemotional development.

From an ecological framework, reciprocal positive interactions between these two key

socializing spheres – families and schools – contribute positively to a child’s socioemotional

and cognitive development (Bronfenbrenner, 1987). Empirical findings have demonstrated a

positive association between parental involvement in education and academic achievement

(Pérez Sánchez et al., 2013; Tárraga et al., 2017), improving children’s self-esteem and their

academic performance (Garbacz et al., 2017) as well as school retention and attendance

(Ross, 2016). Family involvement has also been found to be associated with positive school

attachment on the part of children (Alcalay et al., 2005) as well as positive school climates

(Cowan et al., 2012). Research has also evidenced that programs focused on increasing
parental involvement in education have positive impacts on children, families, and school

communities (Jeynes, 2012; Catalano and Catalano, 2014).

Parent-school partnership allows for the conceptualization of roles and relationships and the

impact on the development of children in a broader way (Christenson and Reschly, 2010).

From this approach, families and schools are the main actors in the construction of their roles

and forms of involvement, generating new and varied actions to relate to each other

according to the specific educational context. The main findings in the family-school field

show a positive influence of this partnership, contributing to academic achievement and

performance, among other positive consequences (Epstein and Sander, 2000; Hotz and

Pantano, 2015; Sebastian et al., 2017).

There is also strong support from international research showing the positive influence of

parental involvement over academic achievement, as has been demonstrated in a variety of

meta-analyses across different populations and educational levels (Castro et al., 2015; Jeynes,

2016; Ma et al., 2016). Moreover, although there is a wide range of parental involvement

definitions, some more general and others more specifics, there is a consensus among

research results about the positive influence of parental involvement over child academic

achievement. For example, in the meta-synthesis of Wilder (2014), where nine meta-analyses

are analyzed, this influence was consistent throughout the studies, regardless the different

definitions and measures used.

However, most of the studies on parental involvement in education hail from anglophone

countries and are based on cross-sectional and correlational designs (Garbacz et al., 2017)

while in Latin America research remains scarce. In a recent systematic review of the

literature on parental involvement in education in Latin America, only one Mexican study

from 1998 was found which was also heavily influenced by interventions from the United

States (Roth Eichin and Volante Beach, 2018). Chile has acknowledged the importance of

collaborative relationships between families and schools developing a National Policy for

Fathers, Mothers and Legal Guardians Participation in the Educational System (Política de

Participación de Padres, Madres y Apoderados/as en el Sistema Educativo) in 2002 which

was recently updated in 2017 (Ministerio de Educación, Gobierno de Chile, 2017). Since the

publication of this policy various local initiatives have sprouted in the country seeking to

strengthen school family relations (Saracostti-Schwartzman, 2013). Nevertheless, the

majority of research in the country has thus far been of a qualitative nature with a focus on

describing relations between family members and their schools, and identifying tensions

between these two spheres (Gubbins, 2011).

Thus, this study seeks to advance the analysis of the effects of parental involvement in school

on the academic achievement of Chilean students. The study aims to analyse how different

parental involvement profiles (based on the main forms of parental involvement identified in

literature) influence children’s academic achieved. Parental involvement can take a wide

variety of forms, among them, communication between family and school, supporting

learning activities at home and involvement in school activities have been highlighted

(Schueler et al., 2017), these are included in this study using the scales proposed by Hoover-

Dempsey and Sandler (2005).

 owever, most of the studies on parental involvement in education hail from anglophone

countries and are based on cross-sectional and correlational designs (Garbacz et al., 2017)

while in Latin America research remains scarce. In a recent systematic review of the

literature on parental involvement in education in Latin America, only one Mexican study

from 1998 was found which was also heavily influenced by interventions from the United

States (Roth Eichin and Volante Beach, 2018). Chile has acknowledged the importance of

collaborative relationships between families and schools developing a National Policy for

Fathers, Mothers and Legal Guardians Participation in the Educational System (Política de

Participación de Padres, Madres y Apoderados/as en el Sistema Educativo) in 2002 which

was recently updated in 2017 (Ministerio de Educación, Gobierno de Chile, 2017). Since the

publication of this policy various local initiatives have sprouted in the country seeking to

strengthen school family relations (Saracostti-Schwartzman, 2013). Nevertheless, the

majority of research in the country has thus far been of a qualitative nature with a focus on

describing relations between family members and their schools, and identifying tensions

between these two spheres (Gubbins, 2011).

Thus, this study seeks to advance the analysis of the effects of parental involvement in school

on the academic achievement of Chilean students. The study aims to analyse how different

parental involvement profiles (based on the main forms of parental involvement identified in

literature) influence children’s academic achieved. Parental involvement can take a wide

variety of forms, among them, communication between family and school, supporting

learning activities at home and involvement in school activities have been highlighted

(Schueler et al., 2017), these are included in this study using the scales proposed by Hoover-

Dempsey and Sandler (2005).

 II. CONCEPTUAL FRAMEWORK

The study utilized the input-process-output-paradigm.

INPUT PROCESS OUTCOME

1. What is the profile of

the respondents as to:
a. Age;
b. Gender;
 Descriptive
2.What role do parents
Quantitative The effect of Parental
play in their children's
 Survey involvement on Students
education: academic achievement at
questionnaire
3.What are the barriers to Mangaldan National High
 Statistical
parental involvement? School
treatment
a. Time Constant
b. Lack of Knowledge
c. Lack of motivation
d. Lack of communication
FEEDBACK

The conceptual framework of the study wherein the input consist of

the following: Age, Gender, Socio-Economic Status: Specific career path

chosen by students after graduation, factors considered by the student in

choosing their career path; and significant relationship on the career path

chosen by the students and their demographic profile.

While on the middle, the process being used is through questionnaire,

descriptive survey and statistical treatment such as percentage, mean and

tallied.

The output is the career path of GAS students of Mangaldan National

High School.