PARENTS MOTIVATIONAL FACTORS THAT AFFECT THE

ACADEMIC PERFORMANCE OF JUNIOR HIGH STUDENTS IN

SAMUEL CHRISTIAN COLLEGE

KEITH LOUIS B. HIDALGO

LARA MONIQUE M. MATEO
SOPHIA JIAN V. PARRE
MARIA DEA S. SANORJO

A social research manuscript submitted to the faculty of the Department of Senior High School
of Samuel Christian College in partial fulfillment of the requirements for the Applied Track
Subject: Research Project, General Academics. March 2018. Research Adviser: Mr. Xian G.
Lozares and Technical Critic: Ms. Maria Martina V. Mancenido

INTRODUCTION

Family influence plays an important role to the child’s academic performance and

social development in school. Family background is important in influencing the academic

performance of children in schools because it is usually the result of motivation that children

get from the people they interact with in their early stages of life. A study conducted in the

U.S.A by Rouse and Barrow (2006) discovered that years of schooling completed and

educational achievement of students varied widely by family backgrounds. The findings also

showed that only 7% of students’ academic performance would be explained by the parents’

education level. Learning is reflected the way a child responds to environmental, social,

emotional, and physical stimuli and understands new information (Collins Concise Dictionary

and Thesaurus of English Language, 2002). The keys to better learning and better academic

performance in schools are good teachers, good study environment, course of study, parents’

cooperation, high quality books, and the most important, the study habits (Robinson, 2000).

Study habit is the tendency of a student to learn in a systematic and efficient way when
opportunity is given. It is also defined as the devotion of time and attention to acquire

information or knowledge especially from books or in other words. It’s the pursuit of academic

knowledge by a detailed investigation of a subject or situation (Oxford Dictionary and

Thesaurus of English Language, 2003). Thus, in order to improve academic performance of

students, it’s important to improve their study habits or academic behavior without such desired

outcomes demanded to be achieved.

Academic performance is a complex student behavior with several different abilities,

e.g., memory, previous knowledge or aptitude as well as psychological factors such as

motivation, interests, temperaments or emotions, to name a few (Deary, Whiteman, Starr,

Whalley, and Fox, 2004). Educational psychologists and researchers have argued that there are

many determinants of academic performance, one of them being academic behavior

(Chamorro-Permuzic and Furnham, 2003). With standards increasing for educating students,

ensuring the growth of every student can be challenging. However, there are, on occasion,

obstacles to achieving this goal. For example, student classroom behaviors can often impact

the amount and quality of instruction in the classroom, especially, if the behaviors are negative

and disruptive in nature. When these behaviors occur within the classroom setting, it is often

difficult for the teacher to simultaneously redirect or discipline the student and provide quality

instruction.

According to Richelle, R. (2012), a practitioner of Academic Management, tells that

schools are communities and care can be taken to ensure that each and every student has a

purposeful connection with at least one adult in the environment. Positive behaviors can be

considered as a prerequisite for learning. However, behavior is more complex and typically

varies from student to student. Thus, students’ behavior inside the school grounds, their

interaction with teachers and peers and their reaction to activities and tasks among others reflect

the complexity of students’ experiences in the school setting. It cannot be undermined that one
of the key elements for obtaining the ideal academic achievement is the student’s academic

behavior -- a student’s outlook, choice, his/her determination, his/her efforts in learning and

how he/she relates to the people that make up the school community. These reactions and

interactions enable levels of learning that simply wouldn’t be possible for students to

accomplish on their own. This research study can help examine the aspect on what family

factors affect the motivation of a child/student in their academic performance.

Objectives of the Study

This study aims to determine the parents’ motivational factors that affects the
academic performance of junior high students in Samuel Christian College.

Specifically, this study aims to seek the following:

1. determine the socio-demographic profile of the students in terms of:

a. name (optional);

b. age;

c. gender;

d. grade/section;

e. birth order; and

2. determine the influence of parental role in child’s performance;

3. determine the family factors that influence the academic behavior of student in school;

and

4. determine the parent’s motivational factors to their child.

These are some background characteristic to influence a child’s academic behavior.

Significance of the Study

 This research study determines the parent’s motivational factors that affect the

academic performance of junior high students. The findings of this study provide some insights

and information to the following:

Parents. This can help parents identify the factors that influence the academic behavior of a

child. This can also asses them to create a better approach to their child at their home. Also,

the researchers believe that the result further contribute in giving importance to the role of

family in building the child’s well academic performance.

School Institutions They gain idea on some factors that cause students to have poor academic

performance. They can have a backup programs for this type of circumstances.

Students. This study helps the students to recognize what family factors influence one’s

academic performance.

Also, this study help the future researchers in data gathering about the influence of family on

child’s academic behavior.

Scope and Limitations

 The study only focuses on the parent’s motivational factors that affect the academic

performance of junior high students in Samuel Christian College. The provided questions

pertaining to the family factors that affect the academic performance of the respondents. The

participants of this research study are grade 7-10 junior high students of the selected school.

Conceptual Framework

The foundation of this study is anchored on fundamental issues on social behavior of a

child. Socialization is the process by which children begin to acquire the skills necessary to

perform as a functioning member of their society and is the most influential learning process

one can experience. Although cultural variability manifests in the actions, customs and

behaviors of whole social groups, the most fundamental expression of culture is still found at

the individual level, and this expression is usually socialized by one’s parents, extended social

networks(Harkness, 1996) . This expression can only occur after an individual socialized with

his or her parents, family, extended family, and extended social networks. This reflexive

process of both learning and teaching is how cultural and social characteristics attain continuity

(Chao, 2000). This theory adapted the socialization theory. Socialization theory was developed

by Charles Cooley in 1929 and it refers to the parenting practices that influence children’s

development. Socialization is a lifetime process that involves inheriting and disseminating

norms, customs and ideologies in providing an individual with the skills and habits that are

necessary for participating within one’s own society. Chao (2000) highlighted that usually it is

assumed that cultural models define desirable endpoints for development that inform

socialization goals which define the 11 ideas about parenting in terms of parenting ethno

theories. He, however, added that the cultural model is represented mainly by familism which

includes loyalty, reciprocity, and solidarity with the members of the family the family is an
extension of self. Therefore, this study adds to the knowledge of socialization theory by

relating the influence that family background has on only one aspect of a child’s life, which is

academic achievement. Operationally, this theory is applicable to this study.

Family influence to the

academic performance of
student in school

Parents
Factor

Academic Economic
background status

Impacts the child’s academic

act his/her school
performance

Figure 1. Conceptual Framework of the Study

This research was done using survey questionnaires that were given to grade 7-10

junior high students in Samuel Christian College by which, to determine the motivational

factors that affet the academic performance of junior high students of selected grade level in

the conducted school through their response and answers.

Definition of Terms

The following terms states systematically:

Family Influence makes an impact to a child’s developmental process. Operationally,

it ranges to the academic behavior and performance to the child/student.

Family Structure involves the two married couples providing the care and stability. It is also

a bond which is considered the part of the family the members. Operationally, this affects the

child’s academic performance.

Academic is the process of teaching and learning in school. It involves reading,

studying and examining.

Educational level is the rank of a person’s formal education attainment

Family is a group consisting of family/ people including those part of the group.

Family background refers to circumstances and past events of the family’s previous

generation. Operationally, this helps to explain on how a child develops his/her academic

performance.

Family background relationship refers to any positive or negative impression or

effect that families exercise on their children while they’re studying in the school.

Family size is the total number of children in the child’s family in addition to the child

himself.

Family financial Status is the money that a person earns at a given time and place. It

can be in the form of monthly salary or wages as well as returns got from a business.

Operationally, this determines if this affects the child’s academic performance.

Performance refers to degree of attainment of the required grades in school situation.

 REVIEW OF RELATED LITERATURE

This chapter presents/shows the related literatures to support the researcher’s study.

Measurement procedures other than family influence scales to academic performance of the

child have been used to assess the study.

Family Background

The Family Pediatrics Report (2003) showed that, “Families are the most central and

stable influence in children’s lives regardless of their education, structure, income, or values”.

A research pertaining to the relationship between family background and academic

performance by Muthoni, K. (2013) conducted a study which focused on the influences of;

parental marital status, family financial status, parents’ education level, and family size on the

academic performance of students in Siakago Division, Mbeere North District. The study used

a descriptive research design. The target population of the study was 1,081 students in Siakago

Division and 1,081 parents. The study used a sample 338 students and parents who were

selected by use of a proportionate stratified random sampling method. Data was collected by

use of questionnaire for parents and interview schedule for students. The data was analyzed

quantitatively and qualitatively and presented using frequencies, regression coefficient, and

Pearson’s coefficient correlation. Statistical Package for Social Sciences version 21 was used

to aid in generating a summary of results which were represented in tabular form. The findings

of the study showed that parental marital status, family size, parents education level, and family

financial status had a positive relationship with academic performance of students. However,

the findings showed that while the marital status of the parents was not significant in explaining

the academic performance of students, but the type of family, either cohesive or conflictive had
an effect in academic performance. The findings also showed that only 7% of students’

academic performance would be explained by the parents’ education level.

Academic Performance Education

This is an essential need in the society today and therefore academic performance is

positioned to fairly high on the national agenda, with educators and policy makers putting effort

in testing, accountability and other related concerns (Mark 2003). In Kenya, education is

examination oriented hence the only evaluation for performance is through examinations

(Maiyo, 2009).

Family Background and Students’ Academic Performance

It is important to investigate the different aspects of academic achievement within a

specific family situation. However, the family situations cannot be detached from the general

culture (e.g., societal values, traditions, attitudes and home environment). Accordingly, one

applied aspect of this study was secondary school students’ performance as influenced by

family structure, functions, values and other psychological dimensions such as parent beliefs.

Lumsden (2004), for example, stated the role of the significant others (parents and home

environment) in students’ academic performance as a main factor which shapes the initial

constellation of students’ attitudes they develop toward learning. He stressed that “When

children are raised in a home that nurtures a sense of self-worth, competence, autonomy, and

self-efficacy, they would be more apt to accept the risks inherent in learning”. Fleming and

Gottfried (2004) supported this trend and emphasized that their study strongly suggested that

parental motivational practices are causal influences on children’s academic intrinsic

motivation and school achievement. Accordingly, there was a need to instruct parents on

motivational practices such as encouragement of persistence, effort, mastery of subject area,

curiosity, and exploration that are likely to impact on the academic performance of the student

(Gottfried et al., 2004). In fact, the impact of family on students’ motivation and school

achievement is an old issue that was stressed by since 1953. Recent studies in Australia, for

example, had pinpointed the role of social integration in academic integration. Some of these

studies showed that experiences with peers and family members do influence social and

academic integration in complex ways. The demands, for example, of family and friends

outside the academic institution can limit opportunities for social integration (Chrwastie and

Dinham, 2001). Ryan et al (2000) stressed that despite the fact that humans are liberally

endowed with intrinsic motivational tendencies, the evidence was clear that the maintenance

and enhancement of this inherent propensity required supportive conditions, as it can be fairly

disrupted by various unsupportive conditions. Research has revealed that external negative

impacts such as threats, deadlines, directives, pressured evaluations, and imposed goals

diminished intrinsic motivation. Consequently, the same reported studies showed that

autonomy-supportive parents, relative to controlling parents, have children who are more

intrinsically motivated (Ryan and Deci, 2000).

Family Financial Situation Family background

Family financial situation family background can be analytically separated into at least

three distinct components as raised by Coleman (2008). These are: financial (physical) capital

(family income or wealth), human capital (parent education), and social capital (relationship

among actors). With respect to children's educational achievement, Kim (2002) kept that, there

is a direct relationship between parental financial and human capital and the successful learning

experience of their children. However, he stressed that while both of these factors are important

determinants of children educational success, they remained a substantial proportion of

variation in educational success, which was unaccounted for by these variables alone.
Kim (2002) explained that this variance by what he called the “social capital” which mediates

the relationship between parents' financial and human capital on one hand and the development

of the human capital of their children on the other. A research conducted using a sample of

low-income minority families found that mothers with higher education had higher

expectations for their children’s academic achievement and that 13 of these expectations were

related to their children’s subsequent achievement in math and reading (Kim, 2002). The

economic deprivation perspective has been given enormous attention by researchers of African

family processes, specifically with regard to single-mother homes (McLanahan, and Wilson,

2009). Fifty percent of African female-headed families live below the poverty line, which

makes them the most impoverished group in Africa (Taylor et al., 2000). The proponents of

the economic deprivation perspective argued that the potential effects of single parents are not

due to the physical absence of one parent but to the absence of the economic resources

generated by the absent parent. Therefore, the effects of marital status on child well- being

would be reduced when income is statistically controlled or when families are matched on

income level. For instance, McLeod et al. (2004) argued that parents who experienced income

loss became more rejecting of their children and that their children were at risk for developing

feelings of inadequacy associated with parental rejection. However, the empirical research on

the effects of income has not been adequately tested (Amato & Keith, 2001) nor has it

consistently supported these assumptions for African children. The limitations and small effect

sizes found by family structure studies, as well as the income perspectives, led many

researchers to criticize both approaches for several reasons (Murray et al 2009). For instance,

A study revealed that single motherhood generally reduces the economic resources available

to families because non-custodial fathers contribute far less to their children’s household than

they otherwise would. In fact, only a minority of children with non-custodial fathers received

any child support payments and the amount has typically very small. This means that by
reducing income and necessitating greater paid work by mothers, single motherhood increases

the time children must spend doing housework and working for pay, which might negatively

affect educational achievement and progress (Zulauf and Gortner,1999). Another study

conducted by Becker (2001) revealed that family income also affected children's educational

aspirations, their status among their peers, their neighborhood quality, the stability of their

lives, and insecurity within their family, may influence child outcomes. Furthermore, the

inability to exploit the work-home specialization afforded by two-parent families means that

child care expenses are often greater for single mothers than they would be with a husband.

Another benefit of specialization is that married parents may self-invest strategically in forms

of human capital that, over time, magnify the gains from a work-home division of labor

(Becker, 2001). Husbands and wives can exploit the comparative advantage each has in

household and market production so that investment in children is greater than it would

otherwise be in the absence of specialization.

Parental Marital Status

The marital status of couples can have a high impact in a child’s academic

performance. A research pertaining to the Lifestyle of Filipino Youth showed that Filipino

family configuration is probable to change with the decline in proportion of complete family

households from 83% in 1970 to 78% in 2030 (Racelis and Cabegin, 1998). A study by Dr.

Pascual, N. (2012) stated that many Filipino children where separated from one of our parents

which resulted to a very great impact in their lives. Unlike any other children with both parents

present at home, raising them up needs more effort and careful attention since that there is only

one attending parent. One concern is what differences, if any, are there in children who are

raised by stay-at -home moms and working moms. This includes effects on their children

emotionally and academically. American Psychological Association (2000) emphasized that

parental divorce can have determined effects on school age children and adolescents. All have

revealed negative associations between divorce and children’s school achievement, self-

esteem, and psychological adjustment. Many researchers also argued that the consequences of

single- parent homes were mainly related to the economic deprivation of the single-parent

home and others argued that the studies did not account for important aspects of family

functioning or extended kin (Scott and Black, 2009). For instance, Wilson (2009) argued that

the strength of flexible family roles in African families has not been taken into consideration.

The family structure model failed to consider aspects of parent-child relationships (Partridge

and Kotler, 2007) and socialization processes within African families (Wilson, 2002). The

family functioning model suggested that children may be better off in a cohesive single-parent

home than in a conflictive two-parent home (Vollmar, 2006). Research on the effects of family

functioning quality on African children has generally been very supportive of the family

functioning theory (Heiss, 2006). Dancy and Handal (2004) found that family-environment

quality significantly predicted African adolescents' perceptions of family climate,

psychological adjustment, and grade point average. Therefore, the effects of parental marital

status may be more apparent for boys than for girls. Further as study conducted by Turker

(2003), reported that those who grew up in fatherless families did worse on measures of

scholastic achievement, educational attainment, psychological health, behavioral problems,

delinquency, stable family formation, early sexual debut, partner satisfaction, economic

success, and even physical health. The bottom line is that single motherhood may reduce the

quantity of parental time with children, both for mothers and fathers. This may translate into

less socialization, less supervision and monitoring, and less involvement and emotional

support. Fathers may also have cultural capital that mothers lack such as knowledge about

professions and industries dominated by men (Scott and Black, 2009).

Parental Education Level

The influence of the level of education of parents on the academic performance of their

children is evident in all countries. Pamela and Kean (2010) stated that students whose parents

have a tertiary level of education perform on average, significantly better in tests of science,

reading and mathematical ability than to those whose parents have only basic schooling. Thus,

across these three disciplines, the average grades achieved by students with well-educated

parents ranged from 7% higher than those achieved by students with poorly educated parents

in developing countries to 45% higher in most developed countries. Even though the majority

of the literature on parents’ education pertains to the direct positive influence on achievement

(Ryan and Deci, 2000), the literature also suggested that it influenced the beliefs and behaviors

of the parent leading to positive outcomes for children and youth (Heiss, 2006). For example,

Alston and Williams (2002) found that parents of moderate to high income and educational

background held beliefs and expectations that were closer than those of low-income families

to the actual performance of their children. Low-income families instead had high expectations

and performance beliefs that did not correlate well with their children’s actual school

performance. Also research on parenting had shown that parent education is related to a warm

and social climate at home. Gottfried et al. (2004) found that both mothers’ education and

family income were important predictors of the physical environment and learning experiences

at home but that mothers’ education alone was predictive of parental warmth. Likewise, Smith

et al. (2007) found that the association of family income and parents’ education with children’s

academic achievement were mediated by the home environment. The mediation effect was

stronger for maternal education than for family income. Thus, these authors posited that

education might be linked to specific achievement behaviors at home. Murray and Fairchild

(2009) also found that maternal education had the most consistent direct influence on children’s

cognitive and behavioral outcomes with some indirect influence through cognitively
stimulating home environment. However, they examined only two quite broad aspects of

family mediators: learning stimulation and parental responsively. Mediation might have

emerged if other parent behaviors and attitudes were examined. On the same line, Iverson &

Walberg (2002) had revised 18 studies of 5,831 school aged students on a systematic research

of educational, psychological, and sociological literature. Accordingly, they had concluded that

students’ ability and achievement are more closely linked to the socio-psychological

environment and intellectual stimulation at home than they are to parental socio-economic

status indicators, such as occupation and amount of education. Family Size Family size in this

context refers to the total number of children in the child’s family in addition to the child

himself. The type of family that a child comes from either monogamous or polygamous and

family usually has impact on the child academic performance. Moreover, either of the family

type (monogamous or polygamous) dictates the size of the family. Polygamous family is

peculiar to Africa in general and in Kenya in particular. According to Gottfried et al. (2004),

polygamous family is common among well-educated families as well as among poorly-

educated families. He added that it is equally common among professional and managerial

fathers of the top of the occupational hierarchy although to unskilled workers polygamous is

prominent. Children from larger families are found to do worse than children from smaller

families as revealed by Lacovou (2001). He found out that children lower down the birth order

do worse than those higher up the birth order. According to Adler (2009), first born or the

oldest child has the advantage by a good deal of attention and warmth during the early stage ,

which he entertains all alone. Observations and studies have shown that more attention and

time are usually accorded to the first born (Seigal, 2007). Lacovou (2001) reported that parental

attention by parents declines as the number of sibling’s increases and later born children

perform less well than earlier born siblings. Studies carried out in the past on the relationship

between academic achievement and birth order have shown that there were positive
relationships. For example, Scott and Black (2009) discovered that on relationship of birth

order and creativity, first born and configurations of oldest and only child are significantly

more creative on verbal test of creativity than later born. Smith et al. (2007) observed that there

was more significantly outstanding academic performance amongst first born children. Seigal

(2007) observed that there was a significant difference in intelligence capacity between the

first-born children and later born children. A study conducted by Rushton and McLanahan

(2012) found out that children’s attainment depends on inputs of time and money from their

parents; the more children there are in the family the less of both inputs. These inputs are not

money alone, but other essential things like time, attention, resource dilution, and so on.

However, Seigal (2007) confirmed that children from larger families have lower levels of

education.
 METHODOLOGY

This chapter presents the procedure that the researchers used to attain the objectives of the

study.

Research Design

This research study utilized the descriptive-evaluative research design. Descriptive-

evaluative research design attempts to describe, explain, and interpret the present conditions

of the target participants. The design of the study is supported by a quantitative and qualitative

approaches to assess and analyze the motivational factors that affect the academic performance

of the respondent of the study. The quantitative part of the study is the preliminary interviews

which were conducted to the students to identify the factors that influence their academic

performance after the qualitative part. This method was used to construct a plan in gathering

the information.

Sources of Data

This study is based on literature discussing the problems and situations of parent’s

motivational factors that affect the academic performance of junior high students. The primary

data sources come from the answers of the participants in the cited checklist-survey

questionnaires prepared by the researchers. On the other hand, the secondary data will be

derived from the findings that are stated in published researches and literatures related to the

research. For a wide range of reference, internet, data, publications, and other related studies

are also used. In addition, the information obtained from the interview also provided research

data that makes use as a supporting detail to widen the research study. All statements presented

with the use of the cited research survey questionnaires are based on the interview conducted
with the licensed professionals in the study. The questionnaire was validated by critic

professionals before utilization.

Participants of the Study

The chosen participants of this research study are grade 7-10 junior high school students

in Samuel Christian College. With their presence, they were able to answer the questions

provided by the researcher. The licensed professionals related to motivational factors can also

be part of this research study to identify the factors which only focus on the effects of the

parent-academic performance which shared by individual respondents. The limitation of this

study was conducted in Samuel Christian College. Therefore, all participants in the study will

only come from the chosen school.

Sampling Technique

This study utilized random quota sampling for this study based on characteristics of

parent- academic performance. Purposive and convenience sampling are also used in choosing

the participants of the study. Purposive sampling is used for the participants of the conducted

study. Convenience sampling is used in taking the availability of the participants to answer the

survey questionnaires. Samuel Christian College is the only school included in the conducted

study with a maximum of 25 participants in each grade 7-10 junior high students.

Data to be Gathered
 The researchers prepared and provided a survey from which the cited checklist-survey

questionnaires are used to evaluate and analyze the information in the influence of family to

the academic performance of junior high students in Samuel Christian College. The cited

checklist-survey questionnaires are composed of statements that tackled the said topics

depending on the purposes and the objectives of the study: the factors of family influence to

the academic performance of the child. All statements presented in the survey questionnaires

are based on the interview conducted with the licensed professionals related to academic

performance. The questionnaire was validated by critic professionals before utilization.

Data Gathering Procedures

This study contains the step-by-step process of gathering and measuring the

information variables.

1. The researchers conducted a cited survey questionnaire with an open- ended question and

interview the participants to gather the data needed.

2. The researchers wrote a request letter to the principal of Samuel Christian College to allow

them to asses and conduct the study.

3. The researchers came up with statements that are presented in the survey questionnaires. The

data were gathered using the survey questionnaires that were given to the participants of the

study.

4. The participants were instructed to answer the detailed questions that contain statements

pertaining to academic performance using a Likert scale that ranges from Strongly Agree (1),

Agree (2), Disagree (3), and Strongly Disagree (4) using checklist questionnaires. This is used

to measure the participants' responses to assess and analyze the information to determine the

influence of family to the academic behavior of junior high students.

5. The data were carefully analyzed, organized, interpreted, and presented with the use of tables

through the help of the assigned statistician.

6. Presenting the result of the survey, the frequency distribution and percentage were used.

Through the data gathering and analysis, the researchers were able to answer the research

problem.

Research Instruments

Based on interviews, the researchers made use of cited checklist-survey questionnaires

with the licensed professionals related to academic performance to come up with statements

that are presented in the survey questionnaires. The researchers made use of the survey

questionnaires which are also referred to as the main data gathering instrument. The survey

questionnaires include the socio-demographic of the participants in terms of sex, age, gender,

number of siblings, birth order, and family factors that influence the academic performance of

the respondent. Participants must answer the said instrument using the Likert scale that ranges

from Strongly agree- Strongly disagree. The instrument is designed in such way that the

participants were able to answer simply and get the needed data.

Statistical Treatment of Data

 The data gathered were carefully evaluated and analyzed by the researcher through the

assistance of a statistician.

Frequency – It is the actual response to a specific item/question in the questionnaire

where the participants choices.

Percentage - This is used as descriptive statistics that describes a part of a whole.

Source- together with the primary sources of data, the secondary sources would be the

previous studies related to the study. Moreover, additional sources from internet, journals or

book would be used.

Sampling Technique

Convenience and purposive sampling were used as a part of the quantitative part of the

study. The participants are expected to have particular characteristics to come up with namely:

 They are on the certain grade level

 Their parents both live together along with them

 They study in the certain school to be conducted

 They are aware to the conducted study

Budget Requirement
 Printing of documents Php. 1,700

Transportation Php. 250

Food allowance Php. 400

Research fees Php. 1,000

Book Binding Php. 1,500

Total Amount: Php. 4, 850

REFERENCES
Bernhart (1974) Social Learning Begins at Home. Retrieved from
www.ascd.org/ASCD/pdf/journals/ed_lead/el_195002_brady.pdf

Charles N. (2003). African Higher Education, An international Reference. Handbook.

Indiana University Press. Retrieved in https://www.jstor.org/stable/10.1086/505364

Dr. Pascual, N. (2012). Factors Affecting High School Students’ Career Preference: A Basis
for Career Planning Program. Retrieved from
http://www.urs.edu.ph/wpcontent/uploads/2016/06/2261-4881-1-PB.pdf

Esmat M. Gemeay, Eman S. Ahmed, Eman R. Ahmad,, Sana A. Al-Mahmoud4 (2015). Effect of
parents and peer attachment on academic achievement of late adolescent nursing students –
Acomparative study.
Retrieved in http://sciedu.ca/journal/index.php/jnep/article/viewFile/5955/4083

Family Pediatrics (2000). Report of the Task Force on the Family. Retrieved from
https://pdfs.semanticscholar.org/d020/5654eab65700b0d989ff9e47cee2d8685cdd.pdf

Grace, C./ Elma, L. & Corazon, R. (2001). Family influences on Lifestyle of Filipino Youth.
Retrieved from
https://www.researchgate.net/publication/29738574_Family_Influence_on_the_Lifestyle_of_
Filipino_Youth

Gottfried, E. A.; Fleming, S. J.; Gottfried, W. A. (1994). Role of Parental Motivational

Practices in Children’s Academic Intrinsic Motivation and Achievement. Retrieved in
https://www.researchgate.net/publication/280780308_Role_of_Parental_Motivational_Pract
ices_in_Children's_Academic_Intrinsic_Motivation_and_Achievement

Henderson, A. (1988). Parents are School's Best Friends. Phi Delta Kappan. Retrieve in
https://eric.ed.gov/?id=EJ377529

Iverson, B. K. & Walberg, H. J. (1982). Home Environment and School Learning. Retrieved in
http://www.adi.org/journal/ss95/The%20Home%20Environment%20And%20School%20Lea
rning.pdf

James McIntosh (2008). Family background, parental involvement and academic

achievement. Retrieved in https://economics.ca//2008/papers/0071.pdf
Julio, A., Jose. Carlos, N., Soledad, G. P.; Luis, A., Cristina, R. & Marta, G. (2002). A
structural Equation Model of Parental Involvement, Motivational and Aptitudinal
Characteristics, and Academic Achievement. Retrieved in
https://www.researchgate.net/publication/240538957_A_Structural_Equation_Model_of_Par
ental_Involvement_Motivational_and_Aptitudinal_Characteristics_and_Academic_Achievem
ent

Kamau Lydia, M. (2013). Relationship between family background and academic

performance of secondary schools’ students: a case of siakago division, mbeere north
district, kenya. Retrieve from Kamau_Academic-performance%20(1).pdf

Kim, E. (2002). The Relationship between Parental Involvement and Children's Educational
Achievement in the Korean Immigrant Family.
Retrieved in http://psycnet.apa.org/record/2002-04327-003

Barrow,L& Rouse, C. (2006) How family background affects educational attainment.

Retrieved from https://files.eric.ed.gov/fulltext/ED505630.pdf

Lumsden, L. S. (1994). Student Motivation to Learn. Retrieved in

https://people.ucsc.edu/~gwells/Files/Courses_Folder/documents/Lumsden.StudentMotivatio
nToLearn.pdf

Muhammad K. (1994). Academic achievement and its relation to family background and
locust control. Retrieved in
http://ro.uow.edu.au/cgi?filename=1&article=2873&context=theses&type=additional

Maulida, J.& Kariyam (2017). Students’ academic performance based on behavior. Retrieved
in https://aip.scitation.org/doi/pdf/10.1063/1.5016003

Oladele K. Ogunsola, Kazeem A. Osuolale &Akintayo O. Ojo (2014). Parental and Related
Factors Affecting Students’ Academic Achievement in Oyo State, Nigeria.

Retrieved in https://waset.org/publications/10001503/parental-and-related-factors-affecting-
students-academic-achievement-in-oyo-state-nigeria
Richelle, R. (2012). Academic behavior and Performance of Third Year Students in General
Emillio Aguinaldo National High School, Division of Cavite.
Retrieved from
https://www.academia.edu/3305495/ACADEMIC_BEHAVIOR_AND_PERFORMANCE_OF_
THIRD_YEAR_STUDENTS_OF_GENERAL_EMILIO_AGUINALDO_NATIONAL_HIGH_S
CHOOL_DIVISION_OF_CAVITE

S. P Singh, Malik S. & Priya S. (2016). Research Paper Factors Affecting Academic
Performance of Students.
Retrieved in
https://www.researchgate.net/publication/301324970_Research_Paper_Factors_Affecting_A
cademic_Performance_of_Students

Vollmer, F. (1986). The Relationship between Expectancy and Academic Achievement.

Retrieved in https://onlinelibrary.wiley.com/doi/abs/10.1111/j.2044-8279.1986.tb02646.x

Wilson, R. Ph.D. & Chellgren K. (2015). Families Matter: The Impact of Families to the
Academic Achievement. Retrieved in https://www.purdue.edu/hhs/hdfs/fii/wp-
content/uploads/2015/07/s_nmfis05ppt_rww.pdf

Zulauf C. R & Gortner A. K. (1999). Use of Time and Academic Performance of

College Students: Does Studying Matter?
Retrieved in https://ageconsearch.umn.edu/bitstream/21547/1/sp99zu01.pdf