Chapter 1

INTRODUCTION

Background of the Study

The American Education Week (AEW), founded by the National Education

Association (NEA) and The American Legion in 1921, with the U.S. Department of

Education joining in 1922, celebrates “an educational week… observed in all

communities annually for the purpose of informing the public of the accomplishments

and needs of the public schools and to secure the cooperation and support of the public in

meeting those needs.”

Yearly, the American Education Week is co-sponsored by National PTA and 11

other national education organizations. The theme for celebration is Great Public

Schools: A Basic Right and Our Responsibility, a renewed call to all citizens—parents,

teachers, education support professionals, elected officials, community leaders, and yes,

students—to make our schools great for all Americans. A log with its annual celebration

has been designated as “Parents Day” to encourage parents to visit their child’s school

and spotlight the importance of family engagement in education. (Garcia, 2014).

While the nation and public education system have changed a lot since 1921, one

factor—family engagement or parental involvement — remains critical to student

achievement. Ongoing research shows that family engagement in schools improves

student achievement, reduces absenteeism, and restores parents’ confidence in their

children’s education. Students with involved parents or other caregivers earn higher

grades and test scores, have better social skills, and show improved behavior.

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 Becoming active in a school’s parent group is an important way to increase

involvement. Involvement also encompasses: (1) Setting goals with children and

fostering achievement of those goals; (2) Accessing and using children’s academic scores

to ensure they’re on track; (3) Frequently viewing the parent portal (or whichever tool

their school uses); (4) Developing a relationship with children’s teachers and keeping in

touch with them often; and (5) Advocating for improvements in the school building and

with local school boards and state and federal government to ensure schools have the

resources they need to provide a world class education to every student.

Garcia (2014) emphasized that the most significant type of involvement is what

parents do at home. By monitoring, supporting and advocating, parents can be engaged in

ways that ensure that their children have every opportunity for success.

As the leaders of the nation’s largest education and child advocacy associations,

we have seen the positive impact of family engagement on student success and school

improvement. We encourage all parents to take an active role in their children’s

education on “Parents Day” and all year round.

Great schools are our basic right and our shared responsibility. To all parents and

families, “thank you” for being part of the education team. Find out more on how parents

and families can contribute to student success by visiting the National Education

Association and the National Parent Teacher Association.

In line with a national policy on parental involvement, we have Batas Pambansa

232, “An Act providing for the establishment and maintenance of an integrated system of

education.” In Chapter 3, the Duties and Obligations of Parents, section 6.1 states that

parents or guardians or the head of the institution or foster home which has custody of the

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pupil or student. Section 8, Rights of Parents, in addition to other rights under existing

laws, all parents who have children enrolled in a school have the following rights: 1. The

right to organize by themselves and/or with teachers for the purpose of providing a forum

for the discussion of matters relating to the total school program, and for ensuring the full

cooperation of parents and teachers in the formulation and efficient implementation of

such programs. 2. The right to access to any official record directly relating to the

children who are under their parental responsibility. Section 14, Duties of Parents, in

addition to those provided for under existing laws, all parents shall have the following

duties and obligations: 1. parents, individually or collectively, through the school

systems, shall help carry out the educational objectives in accordance with national goals,

2. parents shall be obliged to enable their children to obtain elementary education and

shall strive to enable them to obtain secondary and higher education in the pursuance of

the right formation of the youth, 3. parents shall cooperate with the school in the

implementation of the school program curricular and co- curricular.

The DepEd Order no. 23, series of 2016 Enclosure no. 23 states that parent-

teacher conferences shall be conducted every quarter and shall be held on a Saturday,

except on the last conference in April 2017. The conference is intended to apprise the

parents on the progress of performance of their children and ensure parental involvement

in school activities.

The RA 9155 “Governance of Basic Education Act of 2001” Section 1.2,

indicates that the parents and the community shall be encouraged for active involvement

in the education of the child. The participation, coordination between and among the

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schools, the local school boards, the Parent Teachers Associations (PTAs) must be

maximized.

The Republic Act 10410 “Early Years Act (EYA) of 2013” Section 5. (b) Parent

Education and Involvement, Advocacy and Mobilization of Communities. – This

component shall harness and develop parents’ strengths as providers of ECCD programs

at home, as active partners of other stakeholders, as advocates for community concerns

that affect children, and as pillars of support for local and national ECCD programs

through community organization efforts.

Furthermore, According to Department Order (DO) 54, s. 2009 of the

Department of Education (DepEd), released June 1, 2019, entitled “Revised Guidelines

Governing Parents-Teachers Associations (PTAs) at the School Level”, every elementary

and secondary school shall organize a Parents-Teachers Association (PTA) for the

purpose of providing a forum for the discussion of issues and their solutions related to the

total school program and to ensure the full cooperation of parents in the efficient

implementation of such program. Every PTA shall provide mechanisms to ensure proper

coordination with the members of the community provide an avenue for discussing

relevant concerns and provide assistance and support to the school for the promotion of

their common interest. Standing committees may be created within the PTA organization

to coordinate with community members. Regular forum may be conducted with local

government units, civic organizations and other stakeholders to foster unity and

cooperation.

The Department Order also emphasized that as an organization operating in the

school, the PTA shall adhere to all existing policies and implementing guidelines issued

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or hereinafter may be issued by the Department of Education. The PTA shall also serve

as support group and as a significant partner of the school whose relationship shall be

defined by cooperative and open dialogue to promote the welfare of the students.

Thus this Department Order signifies the importance of Parental involvement in

the welfare of students learning as they are considered support group and as a significant

partner of the school.

Parental involvement refers to the amount of participation a parent has when it

comes to the schooling of his/her children. Some schools foster healthy parental

involvement, but sometimes parents have hesitations if they will involve themselves with

their children's education. It has been advocated in Western countries. (Ochoa & Torre,

2015).

However, there is a body of literature that examines the significance of social and

cultural influences and the effects of parents' involvement in and expectations of their

children's development and learning. It is important for schools to recognize the existence

of parent involvement because there are differences among the type of students learning

and parents with diverse background on when, why, and how they are involved in their

children's education. Parenting is important in the Philippine society because family is

viewed as a center to one's social world. But, social contexts in which Filipino families

are embedded have changed rapidly over the past ten years (Ochoa & Torre, 2015.).

As Children's learning is increasingly moving toward a broader vision of the 21st

century learning. As children's educations increasingly occur across a range of settings,

parents are uniquely positioned to help ensure that these settings best support their

children's specific learning needs. Thus, parental involvement researches remain

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misrepresentative of parents and the involvement that they have with their children's

education (Jackson, 2010).

Parents teach what they know. They pass on to their children their views of the

world, share what they have experienced and explain things as they understand them.

These primary impressions are lasting and very difficult to modify, a fact of immense

significance to education.

Consequently, learning is not limited only to the four corners of a classroom. In

the same way, educating children does not only happen in the school. Parents play a very

important role in rearing children. Hence, collaborative efforts of the teachers and the

parents are needed for the holistic development of the children. In this way, learning can

reach its maximum source and potential.

How a parent supports their children reflects on their performance on school,

whether academic, or non-academic activities. Studies have proven how children tends to

become an achiever in school when they have full moral support from their parents.

With the proper guidance from students, children tend to become more attentive

in class, more participant during class discussions, and more energetic in completing

school-related activities in and outside the school. Their positive outlook about going to

school and attending their classes are proven by researches to have a positive effect on

their behavior.

Aside from the promotion of holistic child development, parents’ involvement

also has positive outcome on teachers, and educators. Because of their participation in

school, parents become aware of the kind of learning environment the teachers foster

inside the classroom. They are given the chance to involve themselves in the promotion

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of a conducive learning environment by giving their comments, opinions and suggestions

to improve the school, and the teacher’s performance.

In line with the above discussions, there is a significant basis for the researcher to

study relationships between parental involvement and academic performance of students.

Also related factors such as profile of students and students considered to be related to

pursue this study on parental involvement on the children’s education will be included.

Thus this study entitled “An Evaluation of the National Policy on Parental Involvement

to their children education” will be conducted.

It is no wonder that parent involvement with the schools has become a major

educational issue beginning from 1980s until present. This is an era of increasing concern

about the quality of education in the country. The Philippines is taking a greater role in

monitoring and maintaining academic standards. Communities are ever more watchful of

the expense of public education. Local schools are concerned about continuing to provide

high-quality teaching and other services with dwindling resources. And parents want

assurance that their children will receive adequate preparation to lead rewarding adult

lives.

Is parent involvement a valuable, if largely untapped, resource for schools

struggling to provide state-of-the-art instruction with diminishing funds--a way to instill

pride and interest in schooling, increase student achievement, and enhance a sense of

community and commitment? Or is it one more responsibility to add to overburdened

teachers and administrators--or even a threat to the autonomy and professionalism of the

schools?

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 This review of concepts on parent involvement examines these issues, focusing,

in particular on the following five areas:

Does parent involvement have positive effects on student achievement? If so,

what type of involvement works best? What are the effects of parent involvement on

other student outcomes, such as attitude, self-concept, classroom behavior, and

attendance?

Is parent involvement useful beyond the preschool and early elementary grades--

in middle school and high school? If so, what form should it take? What is known about

the uses of parent involvement in predominantly minority and/or lower income

communities? What, if any, effects on children's schooling can be attributed to parent

involvement in the governance of schools?

The term "parent involvement" is used broadly in this report. It includes several

different forms of participation in education and with the schools. Parents can support

their children's schooling by attending school functions and responding to school

obligations (parent-teacher conferences, for example). They can become more involved

in helping their children improve their schoolwork--providing encouragement, arranging

for appropriate study time and space, modeling desired behavior (such as reading for

pleasure), monitoring homework, and actively tutoring their children at home.

Outside the home, parents can serve as advocates for the school. They can

volunteer to help outwit school activities or work in the classroom. Or they can take an

active role in the governance and decision making necessary for planning, developing,

and providing an education for the community's children.

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 There are literally hundreds of books, journal articles, and stand-alone reports on

the subject of parents' involvement in their children's education. These writings include

research reports, expert opinions, theory papers, program descriptions, and guidelines

for setting up programs. A great many of these reports are informative and useful, and,

because parent involvement has become a "hot topic" in the past few years, there is

considerable current information.

The present study synthesizes information from documents on different aspects

of parent involvement. Because several of these are review/summaries of still other

documents, many additional writings are represented.

The research overwhelmingly demonstrates that parent involvement in children's

learning is positively related to achievement. Further, the research shows that the more

intensively parents are involved in their children's learning, the more beneficial are the

achievement effects. This holds true for all types of parent involvement in children's

learning and for all types and ages of students.

Looking more closely at the research, there are strong indications that the most

effective forms of parent involvement are those which engage parents in working

directly with their children on learning activities in the home. Programs which involve

parents in reading with their children, supporting their work on homework assignments,

or tutoring them using materials and instructions provided by teachers, show particularly

impressive results.

Along similar lines, researchers have found that the more active forms of parent

involvement produce greater achievement benefits than the more passive ones. Those is,

if parents receive phone calls, read and sign written communications from the school,

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and perhaps attend and listen during parent teacher conferences, greater achievement

benefits accrue than would be the case with no parent involvement at all. However,

considerably greater achievement benefits are noted when parent involvement is active--

when parents work with their children at home, certainly, but also when they attend and

actively support school activities and when they help-out in classrooms or on field trips,

and so on.

The research also shows that the earlier in a child's educational process parent

involvement begins, the more powerful the effects will be. Educators frequently point

out the critical role of the home and family environment in determining children's school

success, and it appears that the earlier this influence is "harnessed," the greater the

likelihood of higher student achievement. Early childhood education programs with

strong parent involvement components have amply demonstrated the effectiveness of

this approach.

What about orientation and training for parents who wish to become more

involved in their children’s learning? Those research studies which have compared

parent involvement programs that include orientation/training components with those

that do not indicate that providing orientation and training enhances the effectiveness of

parent involvement. Research in this area indicates that parents generally want and need

direction to participate with maximum effectiveness. Orientation/training takes many

forms, from providing written directions with a send-home instructional packet; to

providing "make-and-take" workshops where parents construct, see demonstrations of,

and practice using instructional games; to programs in which parents receive extensive

training and ongoing supervision by school personnel.

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 A word of caution about training activities for parents: While research indicates

that orientation/training activities are beneficial, those researchers who have looked at

the extent of training have found that a little is better than a lot. That is, programs with

extensive parent training components do not produce higher student achievement than

those with only basic training, and they sometimes experience considerable attrition--

presumably because their time and effort requirements overtax the willingness of

parents to stay involved.

Researchers have also found that the schools with the most successful parent

involvement programs are those which offer a variety of ways parents can participate.

Recognizing that parents differ greatly in their willingness, ability, and available time

for involvement in school activities, these schools provide a continuum of options for

parent participation.

Sixteen of the documents on which this report is based address the relationship

between parent involvement and achievement and then also look at the effects of parent

involvement on student outcomes other than achievement. These include attitude

toward school or toward particular subject areas, self-concept, classroom behavior, time

spent on homework, expectations for one's future, absenteeism, motivation, and

retention.

While not as extensively researched as the parent involvement-student

achievement relationship, the relationship between parent involvement and these

affective outcomes appears to be both strong and positive. All the research studies

which address these areas found that parent involvement has positive effects on student

attitudes and social behavior.

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 As might be expected, the pattern of parent involvement shown to confer the

most positive effects on students' achievement is also the most beneficial with respect

to these other student outcomes. In general, active parent involvement is more

beneficial than passive involvement, but passive forms of involvement are better than

no involvement at all. As for which specific kinds of involvement in children's learning

have the greatest affective benefits, no clear answer emerges from the research.

Whereas direct parent involvement in instruction seems to be the single most powerful

approach for fostering achievement benefits, all of the active forms of parent

involvement seem more or less equally effective in bringing about improvements in

students' attitudes and behavior.

Although the main focus of this report is the effects of parent involvement on

student outcomes, it is certainly worth noting that research reveals many benefits for

school systems and for parents themselves when parents become involved in their

children's learning. School personnel benefit from the improved rapport that generally

accompanies increased parent involvement. This rapport is often expressed in parents'

increased willingness to support schools with their labor and resources during fundraising

activities or special projects. And certainly, the many ways in which parent involvement

benefits students' achievement, attitudes, and behavior have appositive impact on school

staff.

The research also reveals that improved parent attitudes toward the school and

improved parent self-concepts characteristically result when parents become involved in

their children's learning. Parents often begin their participation doubting that their

involvement can make much difference, and they are generally very gratified to discover

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what an important contribution they are able to make. In this connection, it is important

for school people and parents to be aware that parent involvement supports students'

learning, behavior, and attitudes regardless of factors such as parents' income, educational

level, and whether or not parents are employed. That is, the involvement of parents who

are well-educated, well-to-do, or have larger amounts of time to be involved has not been

shown to be more beneficial than the involvement of less-advantaged parents. All parent

involvement works and works well.

There is a much higher incidence of parent involvement at the preschool level

and in the primary grades than at the middle school or secondary level, and,

consequently, the majority of research on parent involvement has been conducted with

young children and their families. Indeed, just a few years ago, research on parent

involvement in the education of older students was too limited to permit drawing any

conclusions about its effectiveness.

In recent years, however, more research has been conducted with middle school

and secondary students and their families. This research shows that parent involvement

remains very beneficial in promoting positive achievement and affective outcomes with

these older students.

Researchers have identified various differences in the incidence and types of

parent involvement as students move through the upper elementary and secondary grades.

They point out that parents generally become less involved as their children grow older

for many reasons: schools are bigger and farther from home, the curriculum is more

sophisticated, each student has several teachers, parents of older students are more likely

to be employed, and students are beginning to establish some sense of separation and

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independence from their parents. For these reasons, the kinds of parent involvement

engaged in by parents of younger children are no longer relevant or useful.

The research on the effectiveness of parent involvement with older students,

therefore, of ten focuses on different forms of participation--e.g., parents monitoring

homework, helping students make postsecondary plans and select courses which support

these plans, parent-school agreements on rewards for achievement and behavioral

improvements--as well as some of the "standby" functions, such as regular homeschool

communication about students' progress and parent attendance at school-sponsored

activities.

Clearly, parent involvement is effective in fostering achievement and affective

gains at all levels, and schools are encouraged to engage and maintain this

involvement throughout the middle school and secondary years

Thus far, this report has focused on the effects of parent involvement on

achievement and other outcomes for students in general. But what about specific

populations of students, particularly those whose socioeconomic status puts them at an

educational disadvantage as compared with their more fortunate peers?

The nature of the parent involvement research base makes this question easier to

address than it might be if it were necessary to mount all-new research efforts with

disadvantaged populations. As it is, much of the general parent involvement research has

been conducted with low-income, often black or Hispanic families. Sometimes this has

occurred because both the parent involvement activities and the evaluations of them have

been mandated as part of government-funded programs for disadvantaged children. In

other cases, educators sensed the potential of parent involvement programs in poor

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neighborhoods, set these up, and then compared outcomes with those from other schools

which are demographically similar.

The first thing researchers discovered is that minority or low-income parents

are often underrepresented among the ranks of parents involved with the schools.

There are numerous reasons for this: lack of time or energy (due to long hours of

heavy physical labor, for example), embarrassment or shyness about one's own

educational level or linguistic abilities, lack of understanding or information about the

structure of the school and accepted communication channels, perceived lack of

welcome by teachers and administrators, and teachers and administrators' assumptions

of parents' disinterest or inability to help with children's schooling.

Perhaps one of the most important findings of the research, however, is that

parents of disadvantaged and minority children can and do make a positive contribution

to their children's achievement in school if they receive adequate training and

encouragement in the types of parent involvement that can make a difference. Even more

significant, the research dispels a popular myth by revealing, as noted above, that parents

can make a difference regardless of their own levels of education. Indeed, disadvantaged

children have the most to gain from parent involvement programs.

Because of the special problems and the potential associated with minority and

disadvantaged parent involvement, care must be taken to emphasize the concept of

parents as partners of the school. Too often, because of the discontinuities between

teachers/administrators and the communities in which their schools are located, school

personnel tend to view the parents and surrounding community as needing to change and

having little to offer. This "deficit model," as it has been called, is clearly detrimental to

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the development of positive attitudes about education and good working relationships

between the community and the school. The guidelines offered at the end of this report

can help schools and communities break down some of these barriers and move toward

genuine working partnerships.

It is worth mentioning, in passing, that parent involvement benefits members of

other special student populations as well. While the investigation leading to this report

did not involve an in-depth analysis of evidence regarding these populations, the research

reviewed does indicate that special education, gifted, limited English proficient, and other

student groups also experience achievement and affective benefits when their parents are

involved in their learning.

Turning from the matter of parent involvement in children's learning, what about

the outcomes produced by parent involvement in school governance? The term

"governance" here includes any activity which provides parents the opportunity to take

part in decision making about school programs. This may include being a school board

member, a participant on a parent advisory committee or a local school improvement

council, or an active member of the PTA. Areas in which parents may be helping to make

program decisions include goal setting, development and implementation of program

activities, assessment, personnel decisions, and funding allocations.

This area of parent involvement is one of the most controversial. Surveys show

that most parents would like to play a more active role in this type of involvement,

whereas most school administrators and teachers exhibit great reluctance to encourage

parents to become partners in governance.

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 The literature reviewed for this report indicates that although administrators agree

that parents should be involved with the schools in a variety of ways and that school

personnel should spend time encouraging and training parents to become involved, they

disapprove of parent involvement in administrative areas such as teacher and principal

selection and evaluation, and are less enthusiastic than parents regarding the utility of

parent participation in other activities, such as the selection of texts and other teaching

materials or setting priorities for the school budget. They also tend to feel that parents do

not have enough training to make school decisions, although surveys of parents indicate

that the majority of them feel they are capable of making sound decisions.

In this review, no examples were found of programs in which parent participation

in making roles could be directly linked to improved student achievement. The

relationship between parent participation in decision making and student achievement is

not nearly as extensively researched as the effects of parent involvement in students'

learning. Indeed, writers on the topic indicate that it is more difficult to assess the effects

of parent involvement indecision making precisely because the connection to student

outcomes is more indirect.

Of the half-dozen documents which do address the connection between parent

involvement indecision making and student achievement, none were able to offer

evidence of a causal relationship, though some writers seem to believe that such a

relationship exists.

The lack of evidence linking parent involvement in governance and student

achievement should not be taken to mean that parents should not be included in some

aspects of school decision-making, however. Researchers and others have identified

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benefits other than student achievement which have been found to emerge from involving

parents in governance. These include the elimination of mistaken assumptions parents

and school people may hold about one another’s motives, attitudes, intentions and

abilities; The growth of parents' ability to serve as resources for the academic, social and

psychological development of their children--with the potential for much longer term

influence (because of continued interaction with their children over time); The increase of

parents' own skills and confidence, sometimes furthering their own educations and

upgrading their jobs, thus providing improved role models for their children; The

increase in parents serving as advocates for the schools throughout the community .

Research indicates that the kinds of parent involvement referenced earlier in this

report-attending parent teacher conferences and school functions, volunteering in

classrooms, tutoring children at home, etc.--provide the best training ground to help

prepare parents for roles in school decision making. These activities enable parents to

understand something of the school's structure and its instructional programs and provide

basic experience in working with school personnel. These experiences can expand

parents' knowledge and increase their credibility with school staff as they move into

decision-making roles.

Investigators have identified lack of planning and lack of mutual understanding

as the two greatest barriers to effective parent involvement. School staff wishing to

institute effective programs will need to be both open-minded and well-organized in

their approach to engaging parent participation.

Research has established that the most successful parent participation efforts are

those which offer parents a variety of roles in the context of a well-organized and long-

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 lasting program. Parents will need to choose from a range of activities which

accommodate different schedules, preferences, and capabilities. As part of the planning

process, teachers and administrators will need to assess their own readiness for involving

parents and determine how they wish to engage and utilize them.

Majority of parents now especially parents of Secondary Learners seldom involve

themselves to the education of their children because they perceived that their children

can do the task alone or independently even school programs like the Brigada Eskwela

Conceptual Framework

INPUT

Level of the parents’

involvement as perceived
by OUTPUT
a. Students,
b. Parents, and
c. Teachers? PROCESS
Level of Academic ACTION PLAN
Performance of the Descriptive
Correlational Research To enhance the parental
students in the 1st Quater involvement
of School Year 2019-2020 through
Survey Questionnaires

Figure 1. This figure shows the Conceptual Framework using the Input-Process-Output
(IPO Model).

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 The level of parents’ involvement and Academic performance considered as Input

were analyzed through descriptive research method using survey questionnaires to

analyze the significant relationship between the level of parents’ involvement and the

significant relationship between the level of parents’ involvement.

Statement of the Problem

This study sought to answer the following questions:

1. What is the level of the parents’ involvement as perceived by

a. Students,

b. Parents, and

c. Teachers?

2. What is the level of Academic performance of the students in the 1st Quarter of

School Year 2019-2020?

3. Is there a significant relationship between the level of parents’ involvement and

academic performance?

4. Is there a significant relationship between the level of parents’ involvement and

the profile variables?

5. What plan of action can be proposed to enhance parental involvement?

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Hypothesis

In the conduct of this study the following research hypothesis was tested at 0.05

level, stated in null form (Ho)

1. There is no significant relationship between the level of parents’ involvement and

academic performance?

Significance of the Study

The findings of this study may be significant to the school administrators,

teachers, students, parents, teachers, as well as to other researchers.

School Administrators. The findings of this study will help the school

administrators in planning and implementing programs to benefit students. Results of this

study could inform them how important are the presence of the parents in the academic

performance of students.

Teachers. Results of this study could help teachers identify the significance of

parental involvement to the performance of the students. The data generated from the

study could serve as basis in encouraging parents to be more supportive of school

activities to improve student’s performance.

Parents. The results could also remind parents about their responsibilities and

role as active participants in their child’s education. The study might also help the parents

promote wholesome relationship with their child.

Students. The result of this study could help the students realize the importance

of parents in their learning process.

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 Other Researchers. This study could be used in some other studies as a data

reference and may impart useful concepts to other researchers in expanding related

studies of this field.

Scope and Limitations

The study focused on evaluating the parental involvement to their children’s

education. Academic performance will be the Grades of the respondents who Grade 7

students in the first quarter of school year 2019-2020.

The study was conducted at Bayambang National High School, Bayambang,

Pangasinan. The respondents are the Junior High School teachers and students and the

parents of the learners.

Definition of Terms

For clear understanding of terms used in this study, important terms here are

operationally defined.

Academic Performance. Performance in the actual accomplishment in school as

distinguished from potential ability (Good,1973). In this study, academic performance is

measured through the quarterly grade point average of the respondent-students for the

School Year 2019-2020.

Parents. In this study “parents” refer to the parents of respondent-schools from

large schools of the third District of Pangasinan.

Involvement. In this study, parents’ involvement refers to the parents or

guardians participation in the education of their child (Alderete, 1999). Involvement in

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this study refers to the support and guidance of the parent or guardian in the curricular

and extracurricular activities of the child but not to the extent of helping or doing things

for their children.

Students. Students refer to persons formally engaged in learning, especially those

enrolled in college or school. In this study refers to the Grade 7 students that served as

respondents of the study.

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