PARENTAL INVOLVEMENT AND ACADEMIC PERFORMANCE

OF BACHELOR OF TECHNOLOGY AND LIVELIHOOD

EDUCATION IN UNIVERSITY OF SCIENCE AND

TECHNOLOGY OF SOUTHERN PHILIPPINES

A Thesis

Presented to the Faculty of Science and Technology Education

University of Science and Technology of Southern Philippine
In Partial Fulfillment for the requirement for the course Undergraduate Thesis

ELEVADO, JORIE MAY

GAID, ABEGAIL B.
GALERA, MHEA A.
MAGHANOY, RUBY PEARL A.

December 2024

i
 APPROVAL SHEET

This study entitled: “Parental Involvement and Academic Performance of Bachelor of

Technology and Livelihood Education Students in University of Science and Technology
of Southern Philippines”, prepared and submitted by Ruby Pearl A. Maghanoy, Jorie May
Elevado in partial fulfillment of the requirements for the subject Undergraduate Thesis, is
hereby recommended for approval and acceptance.

JOMAR P. FLORES
Adviser

Approved in partial fulfillment of the requirements for the subject UNDERGRAUDATE

THESIS by the Oral Examination Panel with a grade of 1.25 (Very Satisfactory).

JOMAR P. FLORES, MTTE

Panel Chair

NIVEA LOUWAH D. SERMON, MTTE RICO M. SAMBAAN, MTTE

Member Member

Accepted in partial fulfillment of the requirements for the Undergraduate Thesis.

GRACE S. PIMENTEL, Ph.D.

Date: December 28, 2024 Dean, CSTE
Date of Final defe

ii
 DEDICATION

This study is wholeheartedly dedicated to our beloved parents, who have been

our source of inspiration and gave us strength when we thought of giving up. Who

continually provide their moral, emotional and financial support.

To our siblings. instructors, friends and classmates who shared their words of

advice and encouragement to finish this study.

And lastly, we would like to thank ourselves for the hard work, determination,

and perseverance we have shown. Throughout this thesis journey. Despite the

frustrations and challenges, we encountered along the way, we chose to keep moving

forward. It is through our resilience and commitment that we have been able to

overcome obstacles and bring this work to completion.

This work is for everyone who helped us, taught us, and believed in us. Thank

you for being part of our journey.

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 ACKNOWLEDGEMENT

First and foremost, we would like to thank God, for letting us through all the

difficulties. We have experienced your guidance day by day. You are the one who let us

finish our study. All glory belongs to you, Lord!

We would like to acknowledge and give our warmest thanks to our thesis

adviser, Mr. Jomar P. Flores, who made this thesis study possible. His guidance and

advice carried us till the end. We would also like to thank our panel members for your

brilliant, comments and suggestions, thanks to you.

Finally, we would like to thank the University of Science and Technology of

Southern Philippines and its administration for making this possible by giving us the

opportunity and resources we needed. We also would like to acknowledge all the

participants who took part in this study; their responses and recommendations were

great of help in accomplishing our work.

We are very grateful and thankful for everyone who became part of this journey,

may God`s grace be with us.

Soli Deo Gloria!

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 ABSTRACT

Parental involvement is crucial in the cognitive and socioemotional development of

student, and during the pandemic, parents played a vital role in shaping their student's
educational success. This study examines the relationship between parental
involvement and the academic performance of Bachelor of Technology and Livelihood
Education (BTLED) students at the University of Science and Technology of Southern
Philippines. The study aims to determine the level of parental involvement and its
correlation with the academic performance (GPA) of the students, specifically
exploring the relationship between these two variables. A quantitative correlational
research design was employed to assess how parental involvement correlates with
academic performance. The study was conducted at the University of Science and
Technology of Southern Philippines, Cagayan de Oro City, with a sample of 133 third-
year BTLED students. A two-part questionnaire was used to gather demographic data,
parental involvement levels, and students' GPA. Data were analyzed using descriptive
statistics (mean, frequency, percentage) and Spearman's rank correlation to determine
the relationship between parental involvement and academic performance. The findings
revealed that while parental involvement was generally high, the relationship with
academic performance was weak and negative. Despite a high level of parental
engagement, there was no significant correlation between involvement and GPA. The
conclusion of the study indicates that while parental involvement positively influences
student motivation, it did not significantly impact academic performance. Other factors,
such as student self-motivation and program structure, likely play a more influential
role. The study recommends that parents maintain active communication and structure
in their student's academic progress and that teachers and policymakers focus on
strategies to enhance student self-motivation and independent learning.
Keywords: Parental involvement, academic performance, Industrial Arts, Home
Economics, student motivation

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 Table of Contents

APPROVAL SHEET.................................................................................................................. ii
DEDICATION .......................................................................................................................... iii
ACKNOWLEDGEMENT ........................................................................................................ iv
ABSTRACT............................................................................................................................... v
LIST OF FIGURES .................................................................................................................. ix
LIST OF TABLES ..................................................................................................................... x
CHAPTER 1 .............................................................................................................................. 1
Background and Rationale of the Study ................................................................................ 1
Conceptual Framework .......................................................................................................... 6
Statement of the Problem ....................................................................................................... 6
Hypothesis: ............................................................................................................................ 7
Scope and Limitations............................................................................................................ 7
Definition of Terms ................................................................................................................ 8
Academic Performance ..................................................................................................... 8
Bachelor of Technology and Livelihood Education (BTLED) ....................................... 8
Development ...................................................................................................................... 8
Financial Support ............................................................................................................. 8
Helicopter Parenting ......................................................................................................... 9
Parental Involvement ........................................................................................................ 9
Self-Efficacy ...................................................................................................................... 9
Support ............................................................................................................................ 10
CHAPTER 2 ............................................................................................................................ 11
REVIEW OF RELATED LITERATURE ............................................................................ 11
Introduction .................................................................................................................... 11
Parental Involvement..................................................................................................... 11
Academic Performance ................................................................................................. 13
Relationship between Parental Involvement and Academic Performance ............... 15
CHAPTER 3 ............................................................................................................................ 17
METHODOLOGY .................................................................................................................. 17
Research Design .................................................................................................................. 17
Sampling and Participants.................................................................................................... 17
Research Instrument............................................................................................................. 18
Data Collection Procedure ................................................................................................... 19

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 Data Analysis ....................................................................................................................... 20
CHAPTER 4 ............................................................................................................................ 23
PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA ............................. 23
Problem 1. What is the level of parental involvement among Bachelor of Technology and
Livelihood Education third year students major in Industrial Arts? .................................... 23
Problem 2. What is the current Graded Point Average of the Bachelor of Technology and
Livelihood Education third year students major in Industrial Arts? .................................... 27
Problem 3. Is there a significant relationship between parental involvement and academic
performance of Bachelor of Technology and Livelihood Education third year students
major in Industrial Arts? ...................................................................................................... 29
CHAPTER 5 ............................................................................................................................ 32
Summary of findings: .......................................................................................................... 32
Conclusion: .......................................................................................................................... 33
Recommendations:............................................................................................................... 34
REFERENCES ........................................................................................................................ 35
APPENDICES A...................................................................................................................... 40
Parental Involvement Questionnaire .................................................................................... 40
Part I. Demographic Profile of the Respondents......................................................... 40
Part II. The level of Parental Involvement .................................................................. 41
APPENDICES B...................................................................................................................... 42
INFORMED CONSENT FORM ......................................................................................... 42
APPENDICES C ...................................................................................................................... 43
LETTER OF APPROVAL ................................................................................................... 43
APPENDICES D ..................................................................................................................... 44
LETTER FOR VALIDATION ............................................................................................. 44
APPENDICES E ...................................................................................................................... 47
LETTER FOR VALIDATION ............................................................................................. 47
APPENDICES F ...................................................................................................................... 51
LETTER FOR VALIDATION ............................................................................................. 51
APPENDICES G ..................................................................................................................... 55
CERTIFICATE OF STATISTICAL TREATMENT AND DATA ANALYSIS .................... 55
RESEARCHER’S PROFILE ................................................................................................... 56
RESEARCHER’S PROFILE ................................................................................................... 57
RESEARCHER’S PROFILE ................................................................................................... 58
RESEARCHER’S PROFILE ................................................................................................... 59

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viii
 LIST OF FIGURES

Figures Title Page

1 Research Instrument ……………………………………………. 19

2 Descriptive Presentation of Respondents' Level of Parental

Involvement Among Third Years Students of Bachelor of Technology

and Livelihood Education .............…………………………………. 24

3 Distribution of Grade Point Average of Third Years Students of

Bachelor of Technology and Livelihood Education ………………. .27

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 LIST OF TABLES

Table Title Page

1 Slovin’s formula ………………………………………………………… 18

2 Research Instruments ………………………………………….…... 19

3 Shapiro-Wilk test of Normality ……………………………….….... 21

4 Parental Involvement Normality Test …………….….……….…….22

5 Graded Weighted Average Normality Test ……………...….………21

6 Descriptive Presentation of Respondents' Level of Parental

Involvement Among Third Years Students of Bachelor of Technology

and Livelihood Education……………………………………………. 24

7 Distribution of Grade Point Average of Third Years Students of

Bachelor of Technology and Livelihood Education……......………... 27

8 Correlation Between Parental Involvement and the Academic

Performance Among Third Year Students of Bachelor of Technology

and Livelihood Education Students …………………………….…… 30

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 CHAPTER 1

THE PROBLEM

Background and Rationale of the Study

The main responsibility of parents is to raise their student to be responsible,

productive adults. A student's mental and emotional growth is strongly supported by

positive interactions between parents and schools. The definition of parental

involvement is when parents actively involved in their student's education and show a

strong commitment to it. Everybody needs their family to provide them with enough

guidance and support, especially their parents. Particularly in light of the current

pandemic, parents are thought to be the most influential people in their student's life.

They are the main source of security and play a crucial role in the raising and

development of student. The development of a solid bond between parents and their

student is facilitated by parental involvement. Their student's goals and aspirations are

founded on the basis supplied by their parents.

Parental support plays a critical role in enhancing students’ academic

achievement and their overall personal and social development. This support

encompasses various aspects, including assisting with planning for higher education,

choosing colleges, financing education, and providing emotional and social

encouragement. Parents are viewed as the primary influencers in their student`s lives,

particularly during challenging times such as the pandemic. A strong connection

between parents and schools significantly benefits student`s cognitive and

socioemotional development (Penatil et. al 2022).

Parental involvement, defined as active participation and commitment to student’s

education, is essential for their growth and academic success.

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 In the Philippines, where educational challenges are prevalent, parental

involvement is recognized as a key factor in improving student outcomes (Juguilon,

2023). By addressing both the positive and negative aspects of parental engagement

and considering the socio-economic context, schools and communities can develop

strategies to support all parents effectively and enhance student achievement.

A study by Alipio (2020) investigated the impact of parental involvement on the

academic performance of 500 high school students in Metro Manila, Philippines. The

study analyzed factors like home-based activities (homework help, goal-setting), school

involvement, and parent-teacher communication. Findings revealed a positive

correlation between parental engagement and student achievement. Notably, home-

based activities were particularly impactful. Students, especially from economically

disadvantaged backgrounds, perceived parental involvement as supportive and

motivating. This study highlights the importance of fostering parental engagement and

effective communication between parents and schools for improved student outcomes.

Coleman (2019) emphasizes that one of the most critical factors influencing a

student’s academic success is the active involvement of parents in their educational

activities. When parents are engaged, they not only reinforce the value of education but

also provide essential support that helps students navigate challenges they may face in

school. Such involvement can lead to increased motivation and self-esteem in students,

creating a conducive atmosphere for academic achievement. In addition, Castillo et al.

(2020) highlight that when parents invest their time and resources in their student’s

education, students are more likely to excel academically. As students recognize their

parents' commitment, they often mirror this dedication through enhanced effort and

determination in their studies. Parental involvement has been recognized as an

2
important factor contributing to student success (Juguilon, 2023). On family and

community highlights the importance of parents actively participating in their student's

educational journeys. Moreover, Chen et al. (2020) provide further evidence that

parental involvement has a profound impact on student’s school attendance and

academic performance. Their findings suggest that students whose parents are actively

engaged in their education are more likely to attend school regularly, leading to better

academic outcomes.

For college students, the greater parental involvement led to more effort to stay in

control and to identify regulations, which helped high-risk adolescents increase their

resilience. In addition, many researchers have claimed that engaging parents in an

effective mode of academic involvement is an important ingredient for the development

of student’s ability to adjust to learning demands arising from unprecedented and

changing situations (Yu et al., 2022).

However, despite a lot of benefits not all forms parental involvement is equally

advantageous. Research has shown that parental involvement can help students stick

with their studies when they face difficulties (Rubach and Bonanati, 2023). When

parents offer support, it encourages students to overcome challenges and build their

resilience, which helps them succeed in different situations. Laura and Saracostti (2019)

highlight that excessive parental involvement can hinder students' growth, particularly

in developing essential life skills such as strength, confidence, and critical thinking.

When parents exert too much control over their academic and personal choices, they

limit opportunities for students to navigate challenges independently. This

overprotection can create an environment where students may struggle to cope with

difficulty, thereby affecting their ability to succeed in both academic and real-world

situations. As young adults, students need the space to make decisions and learn from

3
their experiences, which is crucial for their development into independent, capable

individuals.

Additionally, over-involvement can lead to poor outcomes for students. Naparan,

Genesis, and Olivar (2023) note that student with overly involved parents often lack

independence and may not take responsibility for their own actions. This dynamic can

result in students relying heavily on parental guidance for decision-making, which may

hinder their ability develop their ability to make their own decision. When students are

not encouraged to take initiative or face consequences for their actions, they may find

it challenging to adapt to higher education or professional environments where decision

making is needed. Moreover, Man Wong et al. (2018) discusses "helicopter parenting,"

where parents are too involved in their’s lives. That can cause low self-esteem and

various emotional and behavioural issues in students. In Hong Kong, many students

face high academic pressure because of their parents' excessive involvement, which can

reduce their motivation to learn and increase stress. The study suggests that while

parental involvement is helpful, there is a point where too much involvement can hurt

student’s academic and social development.

Peng et al. (2023) states that it has been traditionally thought that college students

can obtain resources that promote their academic performance through their parents’

involvement. However, in reality, parents’ involvement in their student’s education may

threaten college students with an excessive academic burden. This study argues that

parental involvement is both empowering and burdensome for college students and

proposes a model in which parental involvement is a double-edged sword. The model

entails two paths, one in which learning constitutes a burden and another in which

learning leads to empowerment. Based on a survey of 647 adolescents, a structural

equation model is used to test this hypothesis. The results suggest that parental

4
involvement can negatively impact academic performance because students feel more

stressed as a result of the increase in academic expectations; parental involvement also

has a positively impact on academic performance because of an increase in students’

engagement in learning. The above results provide some practical guidance for parents’

involvement in their student's education.

Furthermore, while general findings from various studies emphasize the

importance of parental involvement, it is essential to acknowledge the difference and

varying results that depend on specific contexts and conditions. For example, cultural

factors can significantly influence how parental involvement is understanding and

practiced. In some countries, a stricter parenting style may be common, which conflict

with current educational approaches that support student independence. Such

differences highlight the importance of studying parental involvement within the

broader socio-cultural framework, as different approaches may result different

outcomes in various settings.

The academic success of students in the Bachelor in Technology and Livelihood

Education Industrial Arts (BTLED IA) program at University of Science and

Technology in Southern Philippines is significantly influenced by various forms of

parental involvement. Despite the well-established link between parental support and

student performance, there is a notable lack of research specifically examining how

different types and levels of parental involvement such as emotional, physical, and

financial support affect the academic performance of BTLED students. This gap is

particularly evident in terms of understanding how these factors influence key

performance indicators like test scores, self-efficacy, and GPA.

5
 By investigating these differences, the study seeks to reveal what is the relationship

of parental involvement to the academic performance of the Bachelor of Technology

and Livelihood Education students.

Conceptual Framework

This study sought to discover the relationship of the parental involvement to the

academic performance of Bachelor of Technology and Livelihood Education third year

students major in Industrial Arts and Home Economics of the University of Science and

Technology of Southern Philippines in Cagayan de Oro. The framework suggests that

when parents actively participate in their student's education and provide emotional

support, it creates a positive environment. This supportive atmosphere can lead to

improved academic success for students, helping them perform better in their studies.

PARENTAL INVOLVEMENT
ACADEMIC PERFORMANCE

Figure 1: Conceptual Framework for the Study

Statement of the Problem

The main purpose of this study is to determine the relationship of Parental

Involvement to the Academic Performance of Bachelor of Technology and Livelihood

Education third year students major in Industrial Arts and Home Economics of

6
University of Science and Technology of Southern Philippines.

Specifically, the study sought to answer the following questions.

1. What is the level of parental involvement among Bachelor of Technology

and Livelihood Education students?

2. What is the current Graded Point Average of the Bachelor of Technology

and Livelihood Education students?

3. Is there a significant relationship between parental involvement and

academic performance of Bachelor of Technology and Livelihood

Education students?

Hypothesis:

Based on the research questions of this study, the following hypothesis was

tested at a .05 significance level.

Ho1: There is no significant relationship between parental involvement and

academic performance of Bachelor of Technology and Livelihood third year students

major in Industrial Arts and Home Economics.

Scope and Limitations

This study focused on the relationship between parental involvement and

academic performance limited only to the Bachelor of Technology and Livelihood

Education third year students major in Industrial Arts and Home Economics of the

University of Science and Technology of Southern Philippines – Cagayan de Oro.

Specifically, it investigates how different forms of parental support, such as emotional

financial, and physical support contribute to the students` performance in academic

assessments, and overall grades. The findings may not necessarily apply to students in

other programs or universities.

7
Definition of Terms

This section presents the important terms used in this study, both conceptually

and operationally, to permit a common understanding of the ideas discussed.

Academic Performance

Academic performance shows how well students are learning and how effective schools

are. It is measured using the Grade Point Average (GPA), which is based on a student’s

grades in their subjects. In this study, GPA from official transcripts is used to assess the

students’ academic performance.

Bachelor of Technology and Livelihood Education (BTLED)

The Bachelor of Technology and Livelihood Education program is designed to equip

future teachers who will be teaching the Technology and Livelihood Education subjects

for Grades 4 to 8 in basic education. In this study, it refers to the academic program at

USTP-Cagayan de Oro, as identified in institutional records and course descriptions.

Development

Development refers to the process by which BTLED students grow academically and

emotionally, supported by parent-school collaborations that enhance their overall

learning experience. It is assessed through improvements in student academic records

and emotional well-being as reported in surveys or interviews.

Financial Support

Financial support refers to the monetary assistance provided by parents to cover

educational expenses, such as school fees, materials, and other academic necessities. It

is determined by the parents’ provision of funds for tuition, allowances, or school

supplies, as reported in student surveys.

8
Helicopter Parenting

Helicopter parenting is a style of over-involvement where parents excessively monitor

and control their student's education. It is identified through survey responses

describing the frequency and type of parental interventions in student academic tasks

and decision-making.

Involvement

Involvement refers to the many ways in which parents assist their student in achieving

academic success and provide support for their education. This includes activities such

as assisting with educational assignments, attending parent-teacher meetings, and

participating in extracurricular events. It is quantified by the number of school-related

activities attended by parents and their active engagement as reported in surveys or

interviews.

Parental Involvement

Parental involvement is defined as active participation and commitment to students’

education, which is essential for their growth and academic success. It is measured

through surveys that assess parents’ engagement in school activities and academic

support.

Self-Efficacy

Self-efficacy is the belief in one's ability to succeed in specific situations or accomplish

a task, which can be significantly enhanced by parental involvement. In this study, it is

assessed through student-reported confidence levels in completing academic tasks, as

captured in validated questionnaires.

9
Support

Support includes emotional, financial, and academic assistance provided by parents to

enhance their student’s motivation, self-esteem, and academic performance. It also

encompasses living arrangements, which refer to whether the student lives with parents,

in student housing, or in a separate residence, influencing their educational outcomes.

This is assessed through surveys on the type and frequency of parental support and the

students’ living conditions.

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 CHAPTER 2

REVIEW OF RELATED LITERATURE

Introduction

This chapter details the issue that the researcher aimed to explore, as well as the

elements that assisted in this investigation. It includes a review of relevant literature and

previous studies that form the foundation for conducting the research.

In this study, the conceptual framework focuses on understanding the relationship

between parental involvement and student academic performance within a college setting.

Parental involvement is conceptualized as the independent variable, encompassing various

aspects such as parental engagement in school activities, support with homework,

communication with teachers, and emotional encouragement. The dependent variable, on the

other hand, is represented by student outcomes, specifically their academic performance, which

can be measured through their GPA, test scores, attendance, and overall participation.

By examining the connection between these variables, the conceptual framework aims

to provide insights into how parental support contributes to academic performance and how

educational institutions might leverage this relationship to promote better outcomes for

students. This structured approach offers a lens through which the researcher can analyze the

dynamics of parental involvement and its effects on students' academic performance in the

specific context of a college setting.

Parental Involvement

The active involvement of parents in their students's education is referred to as parental

involvement. This participation encompasses not only direct engagement with their child's

educational journey but also collaboration with educational institutions and educators. It is

anticipated that parents will provide their students with the necessary support in their learning

11
endeavors, facilitating a robust educational experience. In Philippine society, where the family

serves as the fundamental unit of social life, the significance of effective parenting cannot be

overstated. Educational institutions play a crucial role in delineating and molding the types of

parental engagement, adapting their strategies to address the unique learning requirements of

students, particularly as online education continues to rise in prominence (Idio, 2022).

Students' academic success is significantly influenced by parental

involvement. According to Shimi (2024), students who have parents who are involved and

supportive tend to have higher academic aspirations and achieve superior academic

performance. Parental involvement can be demonstrated in a variety of ways, such as

establishing objectives, engaging in communication, volunteering, supplying resources, and

facilitating home learning. However, parental involvement in their students's education is not

consistent, and a variety of obstacles may impede their participation.

Additionally, it was demonstrated in the research conducted by Ates (2021) that parental

involvement has an effect on academic achievement. A further observation that was made was

that the correlation between parental involvement and academic achievement did not differ

significantly across different subject areas, educational levels, or geographical regions.

Parental involvement encompasses a proactive role in the decision-making processes

concerning their child's educational journey. This may include assisting in the selection of

suitable schools or educational programs, participating in the creation of Individualized

Education Programs (IEPs), and championing their child's unique requirements (Kaeden,

2020). The existing literature indicates that parental involvement includes various aspects such

as attitudes, actions, styles, and events that take place both within and beyond the school

setting, all directed towards fostering students's academic and behavioral success in their

present educational environment (Naite, 2021).

12
 Utami’s (2022) research indicate that the engagement of parents has a beneficial effect

on the academic success of students. Engaging actively in classroom activities, such as assisting

with homework and participating in school events, correlates with enhanced school attendance,

elevated achievement levels, and more positive attitudes towards learning. Although family or

socioeconomic challenges may hinder academic success, the engagement of parents serves as

a mitigating influence. Through active involvement in their child's education, parents offer

crucial support, motivation, and resources, playing a vital role in shaping their students's

academic achievements. The level of parental involvement significantly influences students'

achievement, as actively engaged parents are more capable of effectively supporting their

students's educational requirements.

Academic Performance

According to studies, students who have high and moderate parental involvement do

better academically than students who have low parental involvement. For example, students

with highly engaged parents achieved an average score of 5.97, those with moderately engaged

parents scored 6.00, while students with less engaged parents had an average score of 5.83

(Saracostti, 2019)

This indicates that active participation from parents in their students's study routines

results in elevated grades and outstanding performance, suggesting that such engagement

cultivates concentration, discipline, and significant academic success (Idio, 2022)

Mugumuya (2022) demonstrates that the academic performance of students is

significantly influenced by parental involvement in their education, which is achieved through

the provision of basic needs and effective communication. Effective communication is an

essential parenting activity that facilitates the academic success of students by allowing parents

and students to communicate academic progress, identify obstacles, and develop solutions. The

13
academic progress of students would be improved by parental involvement in comprehending

their students's coursework and encouraging home study. The academic performance of

students is significantly predicted by the voluntary involvement of parents in infrastructural

development and decision-making. Effective decision-making is necessary for this,

necessitating consistent meetings with parents.

According to Selliah (2024), elevated standards and expectations for academic

achievement are frequently established by parental involvement in a child's education, which

in turn encourages students to strive for success. Student achievement necessitates

collaborative partnerships among educators, educational institutions, and parents. Engaged

parents attend parent-teacher conferences, participate in school events, and communicate with

teachers on a consistent basis. This allows them to stay informed about their students’ academic

progress and work with educators to meet academic requirements. Students generally feel more

at ease discussing their learning challenges with their parents than with their teachers. In a

relaxed environment, students are more likely to learn when their parents assist them with their

homework and participate in discussions about their education. Additionally, adolescents of all

races and ethnicities experience a positive impact on their academic performance when their

parents provide support at home.

Studies indicate that when parents are engaged in their students’ education, students

generally achieve higher academic performance, maintain better attendance, and attain superior

scores on standardized assessments (Castillo, 2022). Nonetheless, although the advantages of

parental engagement are extensively recorded in wealthy and developed countries. The existing

gap in the literature restricts the ability to generalize findings across various contexts (Laura,

2019).

14
 Furthermore, it is crucial for all parties involved in the educational system to recognize

the factors that influence students' academic achievement. A study carried out by Damayanthi

(2018) demonstrated that parental influences and student self-study practices are the most

significant factors affecting academic performance at the student level. Numerous efforts have

been undertaken to explore the factors influencing student performance, yet a unified

agreement on the factors affecting academic success remains unclear with the results of these

diverse studies showing a range of conclusions (Sumanasakera 2021).

Relationship between Parental Involvement and Academic Performance

Otani (2019) states that parental involvement encompasses various practices aimed at

enhancing students’ motivation and educational success. Examples of such involvement

include engaging in conversations about school with students and keeping track of their

progress. His study showed that the involvement of both mothers and fathers is linked to the

academic outcomes of adolescents. The educational aspirations of adolescents play a mediating

role in the relationship between parental involvement and academic performance.

Schmidt (2021) asserts that parents can provide various forms of support concerning

their involvement in their students’ education. The significance of recognizing the distinct

support requirements of each individual student and the specific resources accessible to a varied

group of parents. Educators who assist parents in recognizing various methods to support their

students academically may enhance inclusive collaboration between school and home,

involving parents from diverse backgrounds. This may enable parents to become active

participants in their students’ education, thus enhancing students' success in school.

Furthermore, active participation of parents in their students’ education has proven to

significantly influence academic success. Lara's study (2019) concludes that there are three

distinct profiles of parental involvement: high, medium, and low. These profiles are based on

15
various scales of involvement, including participation at home, at school, and through

invitations from students, teachers, and the school. Secondly, the results indicated that there

were variations in academic achievement scores among the different parent involvement

profiles, with students of highly and moderately involved parents achieving higher academic

success compared to those with low involvement parents.

Hsieh (2021) also demonstrated a significant correlation between academic

achievement and two key psychological constructs of home-based parental involvement:

involvement and monitoring behaviors. Appropriate involvement behaviors showed a positive

correlation with achievement, whereas inappropriate monitoring behaviors had a negative

correlation with achievement. Additionally, the bootstrapping results showed that study habits

completely mediated the connection between home-based parental involvement and

achievement.

Various studies have shown that parental involvement in students’ lives significantly

impacts their success, particularly in academic performance. Hussain (2020) demonstrated that

family and parental involvement is significantly linked to students' academic success. The

development sequence is recognized; earlier support from family allows students to achieve a

better academic standing and fosters a positive self-concept, which in turn contributes to the

growth of their careers and personalities.

The relationship between parental involvement and academic success is important,

indicating that active engagement from parents offers students the greatest chance for

educational achievement, irrespective of their socioeconomic status.

16
 CHAPTER 3

METHODOLOGY

This chapter contains the procedure on how the study was conducted, including the

research design, sampling and participants, research instrument for data collection, data

gathering procedure, and data analysis. This study would like to investigate the relationship

between parental involvement to the academic performance of the Bachelor of Technology and

Livelihood Education third year students major in Industrial Arts and Home Economics in the

University of Science and Technology of Southern Philippines – Cagayan de Oro.

Research Design

The study utilized the quantitative research methods. Specifically, a correlational

research design was employed to examine the relationship between parental involvement and

academic performance of Bachelor of Technology and Livelihood Education third year

students major in Industrial Arts and Home Economics. It is noted that correlational research

describes an existing relationship between variables. Correlational research design was used

for this study since the objective of the study is to assess how the (parental involvement) relate

to the (academic performance). According to Devi et al., (2023) correlational research design

investigates relationships between two variables without the researcher controlling or

manipulating any of them.

Sampling and Participants

A study sample was selected from the third-year Bachelor of Technology and

Livelihood Education (BTLED) students enrolled in five sections of the Home Economics

program and one section of the Industrial Arts program for data analysis. Slovin’s formula was

used to determine the sample size, resulting in 133 respondents from a total population of 191

regular third-year BTLED students specializing in Home Economics and Industrial Arts. In the

five sections of the Home Economics program, Section A, with 30 enrolled students, had a
17
sample size of 21; Section B, with 27 enrolled students, had a sample size of 19; Section C,

with 34 enrolled students, had a sample size of 24; Section D, with 34 enrolled students, had a

sample size of 24; and Section E, with 35 enrolled students, had a sample size of 24. In the

Industrial Arts program, Section A, with 31 enrolled students, had a sample size of 21. The total

sample consisted of 133 respondents from third-year BTLED students majoring in Home

Economics and Industrial Arts.

Population Total Enrolled Proportion Sample

N=191 n=133
HE-A 30 .16 (133) 21
HE-B 27 .14 (133) 19
HE-C 34 .18 (133) 24
HE-D 34 .18 (133) 24
HE-E 35 .18 (133) 24
IA-A 31 .16 (133) 21
Total 191 133
Slovin`s Formula: n=N / (1+Ne²)

Research Instrument

The researcher utilized a two-part questionnaire to measure parental involvement. The

first part gathered demographic information from student participants, including name

(optional), age, sex, marital status, living arrangements, employment status, parent's

educational attainment and the respondent’s GPA which determined the level of their academic

performance. The second part assessed the level of parental involvement.

18
 In the level of the parental involvement the questionnaire has a 5-point Likert-type

response with values ranging from (5) strongly agree to (1) strongly disagree.

Responses Continuum Interpretation

5-Strongly Agree 4.21-5.00 Very High

4-Agree 3.41-4.20 High

3-Neutral 2.61-3.40 Average

2-Disagree 1.01-2.60 Low

1-Strongly Disagree 1.00-1.80 Very Low

For the level of academic performance of the respondents, it was evaluated through the

student`s average grades (GPA) for that last school year 2023-2024 2nd semester. The

categorization of academic performance follows the guidelines in the USTP Handbook (2021

edition). (USTP Student Handbook, 2020)

GPA CATEGORY Description

1.00-1.25 Excellent

1.50-1.75 Very Good

2.00- 2.25 Above Average

2.50-2.75 Average

3.00 Passing

Data Collection Procedure

The researchers of this study secured a permission from the Dean of College of Science

and Technology Education, with written consent for formality purposes. The researcher

clarifies the purpose and benefits of the study to the Dean and target research respondents.

After the approval of the letter, inform consent was sent to the participant`s days before the

data collection. The consent aimed to inform participants about the study`s context, purpose

19
and advantage. The survey was conducted right after the approval of the letter and a permission

from the respondents. Before leading the participants to the questions, the researcher required

them to agree to the terms and conditions by signing a form. Finally, to collect the data, the

researcher gave physically the survey questionnaires.

Data Analysis

The descriptive analysis was utilized as a research technique by the researchers in order

to describe that was acquired from the study, which comprises quantitative data. The

researchers did apply appropriate statistical tests to answer research questions. This study used

the following statistical tools in analyzing the result of the study.

Mean was used in determining the level of Parental Involvement of Bachelor of

Technology and Livelihood Education (BTLED) students.

Frequency and percentage was used in determining the level of academic performance

of BTLED students.

Spearman’s rank correlation coefficient was used to determine the significant

relationship between the level of parental involvement to the academic performance of

Bachelor of Technology and Livelihood Education students.

20
 The Shapiro-Wilk test of normality was conducted to assess the normality of the data
Interpretation for p-value (α=0.05):

If p ≥ α, the data is consistent with a normal distribution (normality is "normal").

 If p<α, the data is not consistent with a normal distribution (normality is "not normal").

 Tests of Normality

Shapiro-Wilk

Statistic df p-value

Parental Involvement .974 133 .013

GWA .958 133 .000

for Parental Involvement and General Weighted Average (GWA). The results indicated that the

data for Parental Involvement (statistic = .974, df = 133, p = .013) and GWA (statistic = .958,

df = 133, p = .000) had p-values less than the significance level (α = 0.05). This suggested that

the data for both variables did not follow a normal distribution, as the p-values indicated a

rejection of the null hypothesis (Ho) of normality.

Parental Involvement (Not Normally Distributed)

21
GWA (Not Normally Distributed)

22
 CHAPTER 4

PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA

This chapter presents the presentation, analysis, and interpretation of the data gathered

from the participants of the study.

This study aims to determine the relationship of Parental Involvement to the Academic

Performance of Bachelor of Technology and Livelihood Education third year students major in

Industrial Arts and Home Economics of University of Science and Technology of Southern

Philippines.

Problem 1. What is the level of parental involvement among Bachelor of Technology and

Livelihood Education third year students major in Industrial Arts?

Table 1 showed the level of parental involvement among third-year Bachelor of

Technology and Livelihood Education students majoring in Industrial Arts.

23
Table 1

Descriptive Presentation of Respondents' Level of Parental Involvement Among Third Years

Students of Bachelor of Technology and Livelihood Education (n=133)

Verbatim Statement
Mean SD Remarks
My Parents …
1. have been strict about my academic
2.92 1.09 Neutral
responsibilities.
2. encourage me to find ways to improve when my
3.83 0.89 High
grades are lower than expected.
3. ask if I'm facing any challenges or difficulties
3.57 1.10 High
in my academic work.
4. regularly acknowledge and celebrate my
3.62 1.10 High
academic achievement.
5. express pride in my academic achievements. 3.67 1.11 High
6. encouragement has helped me stay focused and
4.09 0.96 High
motivated in my education.
7. help me develop effective study habits during
3.63 1.06 High
my earlier years of schooling.
8. encourage me to achieve strong academic
3.81 1.00 High
performance.
9. provide me with my school needs. 4.38 0.93 Very High
10. often want to understand the reasons behind the
result when I receive grades lower than 3.70 1.03 High
expected.
11. are willing to help me participate in school
3.55 1.16 High
events.
12. volunteer or participate in activities related to
3.15 1.14 Neutral
my academic or extracurricular pursuits.
13. show support for my extracurricular activities,
3.56 1.18 High
such as clubs, sports, or volunteer work.
14. help me decide for my future. 3.80 1.09 High
15. help me decide on my major or field of study. 3.38 1.19 Neutral
Overall 3.64 1.07 High
Note. Range descriptions for interpretation: 4.21 - 5.00 = Strongly Agree (Very High), 3.41 - 4.20 = Agree (High),
2.61 - 3.40 = Average (Neutral), 1.01-2.60 = Disagree (Low), 1.00-1.80 = Strongly Disagree (Very Low)

Overall, respondents rated their parental involvement as "High," with a mean of 3.64

(SD = 1.07). Parents were likely actively engaged in their student's education because they

understood the importance of support in helping them succeed. They helped with school

activities, offered encouragement, and guided their student in making decisions. When parents

showed high involvement, students felt motivated and valued, which boosted their confidence

24
and performance in school. This level of support suggested that the parents prioritized

education as a key part of their student's future success. It showed that they recognized their

role as partners in their student’s learning journey. The students, in turn, felt a stronger sense

of responsibility to do well because they knew their efforts were noticed. Such involvement

laid a strong foundation for building a positive relationship between parents and their student

and improving academic achievements. This high level of parental involvement demonstrated

that when parents took an active role in their student's education, it not only supported the

student's academic growth but also strengthened the bond between them. It emphasized the

importance of parents being present and engaged, as their efforts had a lasting impact on their

student's motivation and overall well-being. According to Shimi (2024), students whose

parents are involved and supportive tend to have higher academic aspirations and perform

better academically, reinforcing the crucial role of active parental participation in education.

The highest-rated indicator was " My parents provided me with my school needs," with

a mean of 4.38 (SD = 0.93), interpreted as "Very High." This showed that most parents were

committed to meeting the material and financial requirements for their student's education.

They ensured their student had the proper tools, resources, and environment to focus on

learning. This level of support indicated that parents saw education as an investment and were

willing to make sacrifices to support it. When students knew their parents were providing for

their needs, they likely felt more secure and ready to focus on their studies. This also reflected

the parents’ willingness to prioritize education over other expenses, highlighting their belief in

its importance. It meant students were less likely to face barriers like lacking materials or

feeling unsupported, which helped them stay engaged in school. Such efforts promoted better

outcomes and encouraged students to value their education. This finding emphasized how

crucial parental support was in a student's education. When parents ensured their student had

everything they needed for school, it boosted the students' confidence and motivated them to

25
perform well academically. The significance of providing material support was highlighted by

Utami’s (2022) research, which shows that active parental engagement, including providing

essential educational resources, contributes to improved school attendance, higher

achievement levels, and more positive attitudes toward learning.

The lowest-rated indicator was " My parents had been strict about my academic

responsibilities," with a mean of 2.92 (SD = 1.09), interpreted as "Neutral." This suggested

that while parents were involved in providing resources, they did not strictly enforce rules or

monitor academic activities closely. It could have meant they trusted their student to handle

responsibilities or believed that being too strict might strain their relationship. A neutral

approach might also have stemmed from parents having limited time due to work or other

priorities, reducing their ability to monitor their student’s schoolwork. This indicated that

students were expected to manage their time and commitments independently, which could

have been a learning opportunity but also a challenge. While such a neutral stance allowed

students to grow in self-discipline, it might have led to gaps if students lacked the maturity to

balance responsibilities. It reflected the importance of balancing trust and guidance to ensure

students remained accountable without feeling pressured. This finding highlighted the delicate

balance parents had to strike between allowing their student to grow independently and

providing the necessary guidance to ensure academic success. While fostering independence

was important, it was crucial that parents remained involved enough to help their student

manage their academic responsibilities effectively. According to Naite (2021), while parental

involvement includes fostering independence, it is important that parents also provide adequate

guidance and support to help student manage their academic responsibilities and ensure their

success.

26
Problem 2. What is the current Graded Point Average of the Bachelor of Technology and

Livelihood Education third year students major in Industrial Arts?

Table 2 presented the Grade Point Averages (GPA) distribution among third-year

Bachelor of Technology and Livelihood Education program students.

Table 2

Distribution of Grade Point Average of Third Years Students of Bachelor of Technology and

Livelihood Education (n=133)

Description GPA Category Frequency (f) Percent (%)

Excellent 1.00-1.49 49 36.8
Very Good 1.50-1.99 75 56.4
Above Average 2.00- 2.49 7 5.3
Average 2.50-2.99 2 1.5
Passing 3.00 0 0
Total 133 100
M = 1.61
Very Good
SD = 0.27

Overall, the Grade Point Averages (GPA) among BTLED students were categorized as

"Very Good" with a mean of 1.61 (SD=0.27). The "Very Good" GPA classification reflected

the dedication and academic engagement of the students in the BTLED program. Such

performance indicated that these students likely benefited from a structured curriculum, a

supportive learning environment, and access to practical resources that reinforced theoretical

knowledge. Furthermore, it highlighted the importance of students' personal discipline, time

management, and motivation in maintaining consistent academic performance. The data also

signified that the BTLED program fostered an environment conducive to learning, enabling

students to excel in both technical and theoretical aspects. These results suggested that the

institution successfully implemented a balanced educational approach, preparing students for

real-world applications while maintaining academic rigor. The consistent academic

performance strengthened the program's reputation, emphasizing the value of educational

27
quality and student potential in vocational education programs. This strong academic

performance showed that the BTLED students not only possessed the necessary skills but also

understood how to apply them in real-life situations. It also suggested that the right mix of

curriculum design, teacher effectiveness, and student motivation played a key role in their

success. A study by Saracostti (2019) indicated that students with high and moderate parental

involvement tend to perform better academically. Parental engagement in students' academic

progress and study routines supports concentration, discipline, and overall academic success

(Idio, 2022).

Most of the respondents, 75 (56.4%), had a GPA categorized as "Very Good" (1.50–

1.99). This substantial proportion of students achieving a "Very Good" GPA demonstrated that

more than half of the student population possessed the ability to meet and exceed academic

standards. This achievement might have reflected consistent parental involvement, where

parents provided encouragement, monitored their student’s academic progress, and supported

their educational goals. Parental support, both emotional and financial, played a critical role in

helping students remain focused and motivated. Additionally, the high percentage of "Very

Good" performers signaled the effectiveness of the program in addressing the needs of the

students, ensuring that they were well-prepared academically and technically. The alignment

of student performance with program expectations underlined the importance of fostering a

strong relationship between the institution and the families of the students. Sustaining this

trend could have created a culture of excellence in the BTLED program, positioning its

graduates as highly competent professionals in the field of technology and livelihood

education. It suggested that when families actively supported their student’s education,

students were more likely to excel, reinforcing the idea that a strong partnership between home

and school was key to achieving academic excellence. Studies by Mugumuya (2022)

emphasize the positive influence of parental involvement on academic success, with effective

28
communication and support leading to improved student performance. This aligns with the

importance of a collaborative relationship between parents and educators in enhancing

academic outcomes.

The lowest category with non-zero responses, "Average" (2.50–2.99), included only 2

(1.5%) students. The small percentage of students in the "Average" category implied that only

a minimal portion of the students struggled with meeting academic standards. This outcome

indicated that the majority of students benefited from effective instructional delivery and

personalized guidance, minimizing the occurrence of academic challenges. The presence of

only a few students in the lower category also highlighted that intervention measures, such as

tutoring programs and additional academic support, could have been effective in addressing

the needs of those facing difficulties. Furthermore, the overall high mean GPA of 1.61 reflected

the program's ability to maintain a consistently high level of academic performance among its

students. This observation underscored the importance of continuous monitoring and

assessment to uphold academic quality while ensuring that students with lower performance

levels were supported adequately to achieve better outcomes. Promoting inclusive educational

practices could have further elevated the program's success rate and student satisfaction.

According to Damayanthi (2018), parental involvement and student self-study practices are

among the most significant factors influencing academic performance. These findings suggest

that targeted support, including tutoring and self-study, plays an important role in improving

academic outcomes, particularly for those students facing challenges.

Problem 3. Is there a significant relationship between parental involvement and academic

performance of Bachelor of Technology and Livelihood Education third year students major

in Industrial Arts?

Table 3 displayed the relationship between parental involvement and the academic

performance of third-year Bachelor of Technology and Livelihood Education students

29
 majoring in Industrial Arts.

Table 3

Correlation Between Parental Involvement and the Academic Performance Among Third Year

Students of Bachelor of Technology and Livelihood Education Students

Spearman Relationship
CORRELATIONS p -value Decision Interpretation
rho (ρ) Strength

Parental Academic
-0.142 Very Weak 0.104 Accept H0 Not Significant
Involvement Performance

Legend: Relationship Strength Scale:1(Perfect); ±0.80 to ±0.99 (Very Strong); ±0.61 to ±0.79 (Strong); ±0.41 to

±0.60 (Moderate); ±.21 to ±.40 (Weak); ±.01 to ±.20 (Very Weak).

p < 0.05 (significant) and p > 0.05 (not significant)

Since the data were non-parametric and did not follow a normal distribution,

Spearman's rank correlation was deemed suitable for evaluating the strength and direction of

the relationship. The Spearman's rank correlation coefficient (ρ) was -0.142, suggesting a very

weak negative correlation between the two variables. With a p-value of 0.104, which exceeded

the significance level of 0.05, the null hypothesis (Ho) was accepted.

This suggested that, although there was a slight inverse relationship, the impact of

parental involvement on the students’ academic performance was minimal and not statistically

significant. The acceptance of the null hypothesis indicated that the level of parental

involvement did not have a substantial influence on the academic outcomes of these students.

Several factors could have explained this result, including the possibility that other variables,

such as the students' self-motivation, peer influence, or the quality of teaching, played a more

significant role in shaping academic performance than parental involvement. Additionally, it

was essential to consider the nature of the BTLED program itself, which may have required a

more hands-on or practical approach, potentially diminishing the impact of parental support

30
that was more prevalent in theoretical subjects. Furthermore, many students in the BTLED

program might have had more independence in their learning processes, relying less on parents

for academic guidance. This suggested that parental involvement might not have been as

necessary in certain academic tracks where the focus was on skills acquisition and personal

development. Insights from this data emphasized the need for a deeper investigation into other

factors that contributed to students' academic success in vocational education. It highlighted

the complexity of academic performance, showing that parental involvement, while valuable,

might not always have been the dominant factor in every educational context. Educators and

policymakers might have considered broadening their focus to include other aspects of student

life and education, such as motivation, teacher quality, and school resources, to foster better

academic outcomes. Additionally, the study urged parents to understand that their involvement,

while beneficial, had to adapt to the unique needs and nature of their student's education.

As supported by Saracostti (2019), studies consistently showed that parental

involvement had a positive impact on students' academic performance, though this effect might

not have been as pronounced in all educational contexts. For instance, student with more

engaged parents tended to perform better academically, which aligned with the notion that

parental support fostered concentration, discipline, and overall academic success (Idio, 2022).

However, this study's findings suggested that in programs like BTLED, where practical and

independent learning was emphasized, the traditional role of parental involvement might have

had a lesser impact, supporting the notion that academic achievement was influenced by a

broader set of factors, including self-motivation and teacher quality.

31
 CHAPTER 5

SUMMARY OF FINDINGS, CONCLUSIONS, AND

RECOMMENDATIONS

This chapter summarizes the findings of the different factors and makes suggestions for

improvement.

Summary of findings:

The level of Parental Involvement in students' education was generally considered

"High," reflecting active engagement from parents. Most parents ensured their students had the

necessary resources and encouraged them to remain focused on their studies, which

significantly contributed to the students' motivation. However, a few parents adopted a more

neutral approach to academic monitoring, trusting their students to manage their

responsibilities independently. This approach may have posed challenges for students who

required more structure.

Regarding Academic Performance, students had "very good" GPAs, indicating a high

level of commitment to their studies. Most students performed well, benefiting from both

supportive teaching and parental involvement. Only a small percentage had "Average" GPAs,

suggesting that most students met or exceeded the academic expectations of the program.

The relationship between Parental Involvement and Academic Performance was found

to be very weak and negative, indicating minimal influence of parental involvement on

academic outcomes. Despite this small inverse relationship, the null hypothesis was accepted,

suggesting that parental involvement did not have a statistically significant impact on students'

academic success. This finding implies that other factors, such as student self-motivation and

the nature of the BTLE program, may have played a more significant role in academic

performance.

32
Conclusion:

The study sought to examine the connection between parental involvement and

academic performance in students. One key finding was that parental involvement was

generally "high," with most parents actively engaging in their student's education. This includes

ensuring that their student had the necessary resources and maintaining a supportive role in

keeping them motivated. This high level of parental engagement may foster a positive academic

environment at home, creating a foundation for motivation and effort in students. However, the

high level of parental involvement did not translate directly into measurable improvements in

academic outcomes.

Another important finding of the study was that students had "very good" GPAs, which

reflected their high academic performance. This result indicated a strong commitment to

learning, suggesting that the students themselves were highly motivated and engaged. While

parental support is often considered a contributing factor to academic success, it appears that,

in this case, the students' intrinsic motivation and other factors, such as the teaching

environment and the BTLED program, played a more influential role. This shows that while

parental involvement is beneficial, it may not be the sole or primary driver of academic success.

The third key result of the study revealed a very weak and negative relationship between

parental involvement and academic performance. Despite the generally high level of parental

involvement, the statistical analysis indicated that it did not have a significant impact on

students' academic achievements. This finding suggests that while parents can provide valuable

support, other factors such as individual student motivation, teaching quality, and program

structure could be more critical in determining academic success. These results emphasize the

complexity of academic performance, highlighting that multiple variables need to be

considered in understanding student success.

33
Recommendations:

Based on the findings of the study, several recommendations have been formulated to

address key insights, enhance program effectiveness, and further support the academic and

professional growth of BTLED students.

1. Parents should consider adopting a more active role in monitoring their student's academic

progress by setting regular check-ins and providing the structure that some students may

need. While fostering independence is important, maintaining open communication about

academic goals and challenges can help ensure that students stay on track and feel

supported throughout their studies.

2. Teachers should continue to focus on providing personalized support to students,

recognizing that some may need additional structure while others benefit from greater

autonomy. By identifying students who may struggle with independent learning and

offering guidance or resources, teachers can help all students reach their potential and

perform well academically.

3. Educators and Policymakers should explore alternative strategies that promote student self-

motivation and independent learning, as the study suggests that these factors may play a

more significant role in academic success than parental involvement alone. Policies and

programs should aim to enhance student engagement and provide resources that help

students take ownership of their academic achievements, regardless of parental

involvement.

34
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Whitaker, M. C. (2019). The Wiley handbook of family, school, and community relationships

in education. https://books.google.com.ph/books

39
 APPENDICES A

Parental Involvement Questionnaire

Part I. Demographic Profile of the Respondents

Please check () the most appropriate response.

Name (Optional)

Please write your AGE

Sex Male Female

Marital Status Single Married Widow

Prefer not to say

Living Arrangement Dependently living with family.

Independently living with family.

GPA (Academic Performance)

2023-2024 2nd Semester

Employment Status Full-time Part-time

Unemployed Prefer not to say

Parents highest educational Elementary College

attainment High School Prefer not to say

Postgraduate

40
Part II. The level of Parental Involvement
The following items describe statements about parental involvement. Indicate your agreement or
disagreement with the following statements by checking your response using the scale:
5 - Strongly Agree 4- Agree 3 - Neutral
2 - Disagree 1 - Strongly Disagree

My parents… 5 4 3 2 1

1. have been strict about my academic

responsibilities.

2. encourage me to find ways to improve when my

grades are lower than expected.

3. ask if I'm facing any challenges or difficulties in my

academic work.

4. regularly acknowledge and celebrate my academic

achievement.

5. express pride in my academic achievements.

6. encouragement has helped me stay focused and

motivated in my education.

7. help me develop effective study habits during my

earlier years of schooling.

8. encourage me to achieve strong academic

performance.

9. provide me with my school needs.

10. often want to understand the reasons behind the

result when I receive grades lower than expected.

11. are willing to help me participate in school events.

12. volunteer or participate in activities related to my

academic or extracurricular pursuits.

13. show support for my extracurricular activities, such

as clubs, sports, or volunteer work.

14. help me decide for my future.

15. help me decide on my major or field of study.

41
 APPENDICES B

INFORMED CONSENT FORM

42
 APPENDICES C

LETTER OF APPROVAL

43
 APPENDICES D

LETTER FOR VALIDATION

44
45
46
 APPENDICES E

LETTER FOR VALIDATION

47
48
49
50
 APPENDICES F

LETTER FOR VALIDATION

51
52
53
54
 APPENDICES G

CERTIFICATE OF STATISTICAL TREATMENT AND DATA ANALYSIS

55
 RESEARCHER’S PROFILE

RUBY PEARL A. MAGHANOY

Email Address: maghanoyrubypearl76@gmail.com

Contact Number: 0997-643-8069

Home Address: Villa Cristo Rey, St. Lawrence, Bonbon, Cagayan de Oro City

Gender: Female

Civil Status: Single

Height: 4’11’’

Weight: 45 kg

Nationality: Filipino

Religion: Born Again

EDUCATION:

Tertiary: University of Science and Technology of Southern Philippines

Cagayan de Oro City, Misamis Oriental

Senior: Kauswagan Senior High School (2019-2020)

Junior: Kauswagan National High School (2017-2018)

Primary: West City Central School (2014-2015)

56
 RESEARCHER’S PROFILE

JORIE MAY ELEVADO

Email Address: Joriemayelevado@gmail.com

Contact Number: 0997-428-1150

Home Address: Purok, 3A Gusa, Cagayan de Oro City

Gender: Female

Civil Status: Single

Height: 5’5’’

Weight: 65 kg

Nationality: Filipino

Religion: Roman Catholic

EDUCATION:

Tertiary: University of Science and Technology of Southern Philippines

Cagayan de Oro City, Misamis Oriental

Senior: Cagayan de Oro Senior High School (2019-2020)

Junior: Cagayan de Oro National High School (2017-2018)

Primary: Gusa Elementary School (2014-2015)

57
 RESEARCHER’S PROFILE

MHEA A. GALERA

Email Address: mhea18.galera@gmail.com

Contact Number: 0960-683-5581

Home Address: Zone 10 Zayas Carmen, Cagayan de Oro City

Gender: Female

Civil Status: Single

Height: 5’5’’

Weight: 50 kg

Nationality: Filipino

Religion: Roman Catholic

EDUCATION:

Tertiary: University of Science and Technology of Southern Philippines

Cagayan de Oro City, Misamis Oriental

Senior: Misamis Oriental General Comprehensive High School (2020-2021)

Junior: Misamis Oriental General Comprehensive High School (2017-2018)

Primary: West City Central School (2014-2015)

58
 RESEARCHER’S PROFILE

ABEGAIL B. GAID

Email Address: abegail.gaid16@gmail.com

Contact Number: 0905-597-0960

Home Address: Zone 2, Poblacion Libertad, Misamis Orienrtal

Gender: Female

Civil Status: Single

Height: 5’2’’

Weight: 59 kg

Nationality: Filipino

Religion: Jehovah`s Witnesses

EDUCATION:

Tertiary: University of Science and Technology of Southern Philippines

Cagayan de Oro City, Misamis Oriental

Senior: Informatics Computer Institute - Cagayan de Oro Center, Inc. (2019-2020)

Junior: Libertad National High School (2017-2018)

Primary: Libertad Elementary School (2013-2014)

59