OSIAS COLLEGES INC.

GRADUATE SCHOOL
F.Tanedo St.,cor.McArthur Highway
Barangay San Nicolas, Tarlac City

APPROVAL SHEET
This thesis of MYLENE R. DUPITAS entitled “PARENTS’ INVOLVEMENT AND
STUDENTS’ ACADEMIC PERFORMANCE”, which is prepared and submitted in partial
fulfillment of the requirements for the degree Master of Arts in Education Major in
Administration and Supervision, is hereby accepted.

ANNIE MICHELLE F. LAURZANO, EdD

Thesis Adviser

THESIS COMMITTEE

LILIA M. SANTIAGO, EdD

Chairman

AUREA C. SALAGAN, EdD ROBERT E. OSONGCO, EdD

Member Member

AIDA E. ESPINOSA, EdD

Member

Accepted and approved in partial fulfillment of the requirements for the degree Master of Arts in
Education Major in Administration and Supervision.

Comprehensive Examination passed.

LILIA M. SANTIAGO, EdD

Dean, Graduate School
Date: January 2021
 ii

PARENTS’ INVOLVEMENT AND

STUDENTS’ ACADEMIC PERFORMANCE

A Thesis Presented
To The Faculty of the Graduate School
OSIAS COLLEGES INC.
Tarlac City

In Partial Fulfilment
of the Requirements for the Degree
Master of Arts in Education
Major in Administration and Supervision

MYLENE R. DUPITAS
September 2020
 viii

TABLE OF CONTENTS

Page

APPROVAL SHEET………………………………………………………………………. i
TITLE PAGE……………………………………………………………………………….. ii
ABSTRACT………………………………………………………………………………… iii
ACKNOWLEDGEMENT………………………………………………………………….. v
DEDICATION……………………………………………………………………………… vii
TABLE OF CONTENTS………………………………………………………………….. viii
LIST OF TABLES…………………………………………………………………………. x
LIST OF FIGURE …………………………………………………………………………. xi

INTRODUCTION …………………………………………………………………………. 1

STATEMENT OF THE PROBLEM………………………………………………….. 8

HYPOTHESIS…………………………………………………………………………… 9

CONCEPTUAL FRAMEWORK

METHODS………………………………………………………………………………….. 10

RESEARCH DESIGN …………………………………………………………………

RESPONDENTS ………………………………………………………………………

RESEARCH INSTRUMENT …………………………………………………………

STATISTICAL TREATMENT ………………………………………………………..

RESULTS AND DISCUSSION………………………………………………………… 15

CONCLUSIONS………………………………………………………………………… 35
 RECOMMENDATION ………………………………………………………………..

REFERENCES …………………………………………………………………………… 43

APPENDICES……………………………………………………………………………… 45

A Request Letter for the School Division Superintendent 45

B Request Letter for the Principal of Baras Baras High School 46

C Letter for Validator 1 47

D Letter for Validator 2 48

E Letter for Validator 3 49

F Questionnaire for Parents 50

G Questionnaire for Students 56

H Questionnaire for Teachers 61

I Validation of Questionnaire 66

CURRICULUM VITAE…………………………………………………………………… 67
 x

LIST OF TABLES

Table Page

1 Gender 15

2 Highest Educational Attainment 16

3 Working Hours 17

4 Parents’ Involvement in terms of parenting 18

5 Parent’s involvement in terms of communicating 20

6 Parents’ involvement in terms of volunteering 21

7 Parents’ involvement in terms of learning at home 23

8 Parents’ involvement in terms of decision making 25

9 Parents’ involvement in terms of collaborating with the community 27

10 Summary table on six indicators of parent involvement 29

11 Students academic performance 30

12 Relationship between parent involvement types and students

Academic performance 31

13 Relationship between parent involvement and students

Academic performance 35
 iii
ABSTRACT

This study aimed to assess the relationship between the parents’ involvement

and students’ academic performance in Baras-Baras High School North B District

Tarlac City School Division using the descriptive correlational method of research from

the one hundred (100) parent, one hundred (100) student, and four (4) teacher as

respondents.

Data gathered showed that the parents involvement as rated by themselves is

“moderately involved” in all types of parental involvement. According to them, they are

not totally involved with all the school activities and even on how they do their tasks as

parents but they are not forgetting their duties and responsibilities as parent to their

child.

The level of parental involvement as rated by the students who are also their child

is “moderately involved” in all types of parental involvement. It shows that their parents

are not so involved with all their school affairs and even on how they perform their tasks

as parents but it doesn’t mean that they are being forsaken. And they believe that their

parents are still doing their duties and responsibilities to the best of their ability despite

of all the challenges of their parents in rearing them as their child.

Teachers rated the level of involvement of the parent as “moderately involved” in

all types of parental involvement. According the teacher-advisers, parents are

moderately involved with all their school activities and even on how they perform their

task as parents but they do not neglect their duties and responsibilities as parents.
 Data gathered revealed that the general average in academic performance of the

students were “satisfactory” based on their School Form 9. For the problems met by the

parents the responses show that “very busy with work so as to provide funds for food

and other needs of the family” is the ranked 1. And according to the parents they failed

to attend some school activities of their children because they have to do perform their

respective jobs for them to have something to provide for their family.

The relationship between parent involvement and student’s academic

performance according to the data gathered in the type of parental involvement such as

parenting, communicating, volunteering, learning at home, decision-making, and

collaborating with the community has a positive relationship on students’ academic

performance, it means that as parent involvement increases and so with students’

academic performance.
 v

ACKNOWLEDGEMENT

The researcher wishes to extend her sincerest appreciation and heartfelt

gratitude to the following persons who have manifested their invaluable assistance,

motivation and inspiration in her entire endeavor – the completion of this research.

Credits are sincerely given to the following people.

To Department of Education headed by the present Superintendent Dr. Maria

Carmen P. Cuenco of Tarlac City Schools Division, for being an instrument in fulfilling

and attaining teachers’ objectives and goals that through her encouragement the public

school teachers they were inspired to pursue post graduate studies.

To Dr. Annie Michelle F. Laurzano – thesis adviser - in sharing her expertise in

the fields of research as well as her well-detailed guidance and motivation in the pursuit

of this endeavor.

For her invaluable insights and comments on the mechanics and contents of the

study even from the time when the researcher came up with the title of this work, all

these she owes to Dr. Lilia M. Santiago, Dean of the graduate school.

To the thesis committee headed by Dr. Aurea C. Salagan, chairman of the panel,

Dr. Robert E. Osongco, and Dr. Aida Espinosa for giving the researcher a variety of

options and opportunities for the completion of this project.

To the School Head, Parents, Teachers, and Students included in this study, for

their wholehearted support and cooperation in the data gathering.

 To Dr. Teody F. Dupitas, Dr.Clara L. Dupitas, and Mercily C. Romeo the

researcher’s parents, for the moral, financial and emotional support given in the pursuit

of her career.

To her husband, Mr. Jyrus L. Dupitas for his persistence and immeasurable

understanding coupled with his moral and spiritual support that have inspired me the

most in my effort to pursue this study.

To her equally loving and supportive children Mikhayla Claire and Kavika Aaron

who are always full of life – you all have motivated her a lot.

Most especially to our Lord Almighty for the wisdom and graces showered upon

the researcher that through physical and spiritual strengths bestowed upon her

persevered despite the odds and challenges she met along the course of her research.

Mylene R. Dupitas
 vii

DEDICATION

This piece of work is wholeheartedly dedicated to my family and friends who greatly

inspired me to complete this precious achievement, and to my husband whose loving support is

beyond compare.

M.R.D.
 xi

List of Figure

Conceptual Framework ………………………………………………………………….

 1

INTRODUCTION

Parents are the first teacher or educator of their children. Parents has play a very

important role in the education of their children. And since the parents is the first

educational delivery system for the child, the role of the school then is to assist the

parent in giving the child’s a solid educational foundation.

Most parents acknowledge the ultimate importance of being involved in their

child’s education; however, it is paramount that the involvement is not only at home

involvement, but also in –school involvement. Parents are faced with tremendous

responsibilities in the raising of their child thus, teacher’s role in the life of the child’s

help also to mold the children in the right way.

In the opinion of Knoof and Swick, 2011, the idea of parent involvement is not a

new concept. For decade paradigms have shifted with regards to involvement in the 21 st

century, active parents are considered to be a vital component of education by teachers

and administrators alike.

Reaffirming the role of parents in education was recent change in education

legislation. Republic Act 9155 of the Philippines enjoins parents’ active involvement in

the school and stakeholders as well. The parents and the community shall be

encouraged for active involvement in the education of the child. The participation and

coordination between and among schools, the local school boards, the Parent and

Teachers Associations must be maximized and volunteerism from among all sectors
 2

shall be emphasized and encouraged to ensure sustainable growth and development in

education.

According to the Republic Act 232,” An act providing for the establishment

and maintenance of an integrated systems of education” stated in section 8 that all

parents who have children enrolled in a school have 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, and the right

to access to any official record directly relating to the children who are under their

parental responsibility.

In the DepEd Order No. 23, series of 2016, Enclosure no.2 stated that “Parent-

teacher conferences shall be conducted every quarter and the conference is intended to

apprise the parents on the progress of performance of their children and ensure

parental involvement in school activities.

According to the Republic Act 10410 “Early Years Act (EYA) of 2013” section 5,

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.

 3

Educators agree that parental involvement is essential to students’ academic

growth; however, definitions of parental involvement vary. A traditional definition of

parental involvement includes participating in activities at school and at home, such as

volunteering at school; communicating with teachers; assisting with homework; and

attending open houses, back-to-school nights, and parent-teacher conferences (Bower

& Griffin, 2011; Epstein et al., 2009; Hill & Taylor, 2004). Lopez, Scribner, and

Mahitivanichcha (2001) defined parental involvement as “supporting student academic

achievement or participating in school-initiated functions” (p. 78). Epstein et al.’s (2009)

framework consists of six types of parental involvement. The basic obligation of parents

(Type 1) refers to a family’s responsibility of ensuring the child’s health and safety such

as parenting, child rearing, continual supervision, discipline, and guidance at each age

level and to providing positive home conditions that support learning and behavior. The

basic obligation of schools are in the type 2 until type 6(Type 2) refers to communication

with the school about academic progress like memos, notices, report cards,

conferences. (Type 3) pertains to parental participation in the school setting such as

events, workshops, or programs for their own educational growth. (Type 4) applies to

communication with parents initiating, monitoring, and assisting in their children’s

homework or learning activities. (Type 5) refers to parents accepting decision-making

roles in committees that monitor school improvement such as Parent Teacher

Association [PTA], advisory councils, or other committees or groups at school. (Type 6)

involves collaborating with the community, which pertains to integrating various

community

agencies and resources that support school programs (e.g., Title 1, after-school

programs, parent institute committee) (Epstein, Coates, Salinas, Sanders, & Simon,

1997).

According to Bartolome Melissa (2017) it is important for schools to

recognize the existence of cultural variations in parent involvement because there are

differences among 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, n.d.).

Parent-school partnership allows for the conceptualization of roles and

relationships and the impact on the development of children in a broader way

(Christenson and Reschly, 2010). From this approach, families and schools are the

main actors in the construction of their roles and forms of involvement, generating new

and varied actions to relate to each other according to the specific educational context.

The main findings in the family-school field show a positive influence of this partnership,

contributing to academic achievement and performance, among other positive

consequences (Epstein and Sander, 2000; Hotz and Pantano, 2015; Sebastian et al.,

2017).
There is also strong support from international research showing the positive influence

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

variety

of meta-analyses across different populations and educational levels (Castro et al.,

2015; Jeynes, 2016; Ma et al., 2016). Moreover, although there is a wide range of

parental involvement definitions, some more general and others more specifics, there is

a consensus among research results about the positive influence of parental

involvement over child academic achievement. For example, in the meta-synthesis

of Wilder (2014), where nine meta-analyses are analyzed, this influence was consistent

throughout the studies, regardless the different definitions and measures used.

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

anglophone countries and are based on cross-sectional and correlational designs

(Garbacz et al., 2017) while in Latin America research remains scarce. In a recent

systematic review of the literature on parental involvement in education in Latin

America, only one Mexican study from 1998 was found which was also heavily

influenced by interventions from the United States (Roth Eichin and Volante Beach,

2018). Chile has acknowledged the importance of collaborative relationships between

families and schools developing a National Policy for Fathers, Mothers and Legal

Guardians Participation in the Educational System (Política de Participación de Padres,

Madres y Apoderados/as en el Sistema Educativo) in 2002 which was recently updated

in 2017 (Ministerio de Educación, Gobierno de Chile, 2017). Since the publication of this

policy various local initiatives have sprouted in the country seeking to strengthen school
family relations (Saracostti-Schwartzman, 2013). Nevertheless, the majority of research

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

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

these two spheres (Gubbins, 2011).

Cuartero-Enteria and Tagyam (2020), during the school improvement plan (SIP)

review in selected elementary schools in the northern part of Mindanao, particularly in

the District of Carmen, Surigao del Sur, it was found out that Indigenous People (IP)

Elementary School faces issues on the implementation of programs and projects. The

issues affect the schools’ performance rating in the targeted year of its implementation.

A fundamental problem is the conceptual inconsistency, ambiguity, and confusion in the

collected works on parent involvement. This confusion is exacerbated by the inherent

complexity of the processes through which various forms of parental involvement are

likely to have effects on different aspects of children’s learning. In addition, factors such

as family socio-economic status and ethnic background are expected to act as

moderators of this already complex relationship. Indigenous People (IP) parents are

said to manifest the same support how the common parents extend support to their

students. However, they are often faced with threats and low self-esteem because of

poor economic well-being and access to different resources. According to Welker [6], IP

parents are determined to preserve, develop, and transmit to future generations their

ancestral territories and ethnic identity for continued existence as peoples, yet, they are
vulnerable to exploitation, marginalization, and oppression by nation states making

them poorly active in their involvement. Thus, this manifestation needs attention and

immediate action to prevent long term effects on students’ academic performance. It is

within this context that this study aimed to determine the parental involvement of

indigenous people in selected elementary schools in Northern Part of Mindanao,

Philippines. In this study, one of the factors considered was the importance of parental

support on the students’ academic performance. Conversely, the study endeavored to

provide insights into the relevance of communication, home reinforcements, and

financial support among IP students.

The reason why the researcher conducted a study about parent involvement is

that the school has a high rate of absenteeism, mostly of the parent’s did not

participated in the schooling of their child and low academic performance among the

students of Baras-Baras High School and the researcher wanted to find out the reason

in having this problem.

And the researcher believes that children whose parent/guardian involve in their

formal education tend to do better in school and earn a high academic performance.

Some activities that have been identified in parent’s involvement in their child’s are:

attending PTA meeting, school program, Brigada Eskuwela, assisted homework and

school project of their child. She also believes that parent involvement in the education

of every child’s is very important and having involved in school tends to have a good
partnership with the school and the teacher in order to mold a responsible young

generations.

The purpose of this study was to determine the relationship of parental

involvement into the academic performance of the students. The findings of this study

provide useful information regarding parent participation in schools. High academic

performance of the students may serve as a motivation to the parents and families to

continue or become more involve in their children’s education.

Relating some study from my study shows that they are the same result such as

teamwork and support of every parent may cause a successful to the individual and

develop their academic performance in the school.

STATEMENT OF THE PROBLEM

1. How are the respondents described in terms of:

1.1 Gender

1.2 Highest Educational Attainment

1.3 Working Hours

2. How is the level of parent involvement described along with:

2.1 Parenting

2.2 Communicating

2.3 Volunteering
 2.4 Learning at Home

2.5 Decision-making

2.6 Collaborating with the community

3. How is the academic performance of the students described?

4. Is there a significant relationship between the parent’s involvement and the academic

performance of the students?

5. What action plan can be proposed to address the problems met by the parents?

This study aimed to find out the parent involvement on student academic

performance of Grade 10 students of Baras-Baras High School,Tarlac City School

Division.

This study is hoped to be of great help to parents, school administrators and

teachers who are the key elements for the child to attain success. Families provide the

social, cultural, and emotional support that the children need to function well in school.

Schools provide opportunity for children’s positive interactions with significant adults

and other children’s in a way that enhances their home experience and support their

continued development and related learning.

This study provides valuable information which could help improve the quality of

home-school working relationship.

HYPOTHESIS
 There is no significant relationship between the parents’ involvement and

students’ academic performance of grade 10 students in Baras-Baras High School SY.

2019-2020.

10

Conceptual Frame work

The conceptual framework of this study was: Parents’ involvement both school

site and home site as an independent variable and Academic performance of the grade

10 students in the North B Tarlac City School Division as a dependent variable.

Level of Parental
Involvement

1. Parenting
Students’
2. Communicating Academic
Performance
3. Volunteering

4. Learning at home

5. Decision Making

6. Collaborating with the

community

Proposed Action Plan

Figure 1
Conceptual Framework on Parents’ Involvement and Students’ Academic Performance
METHODS

This presents the approach that will be used by the researcher in dealing with the

study. It discusses the methods and techniques to implement in handling the lessons to

ensure the reliability and validity of all the data that the respondents answered.

11

Research Design

The method used in the study was the descriptive correlational to determine the

relationship of parent involvement and academic performance. Its primary instrument in

gathering relevant data from respondents is the survey (direct) questionnaire and the

general average of the students in their School Form 9 (indirect documentary). The data

gathered were further validated with interview and documentary analysis from reliable

sources.

Research Locale

The study was conducted at Baras-Baras High School, North B District in Tarlac

City School Division School year 2019-2020. The respondents of the study were the

four (4) teacher-advisers, one hundred (100) parents and one hundred (100) students

from grade 10 during the school year 2019-2020 which were selected using simple

random sampling utilizing fishbowl technique.

Respondents
 The respondents of the study were the four (4) teacher-advisers, one hundred

(100) parents and one hundred (100) students from grade 10 during the school year

2019-2020 which were selected using simple random sampling utilizing fishbowl

technique. Cochran’s formula was used to determine the sample size.

12

Research Instrument

Three questionnaires were used which were intended for parents (composed of

two parts (parents’ profile and checklist), students and teachers. Each are further

classified below:

Parents’ Profile – to identify the sex, highest educational attainment and working hours

of the parents.

Checklist for parents – to identify their own level of involvement.

Checklist for students - to identify their parents’ level of parent involvement

Checklist for teachers – to identify the level of parent involvement of the parents they

are handling
 Survey questionnaire of the Six (6) Types of Parent Involvement was the main

tool to derive the data which is adopted from education researcher Joyce Epstein’s

work. Mean was used as the statistical tool to identify the level of involvement of parents

to their children/s academic performance.

Students’ School Form 9/SF9 (Report Card) was requested from the in-charge of

records to gather students’ academic performance. Mean was used to determine the

academic performance of the learners. Frequency distribution and percentage were

used

13

to determine how many of the learners fall under the level of students’ academic

performance (descriptors and grading scale). Mean was later used to determine the

students’ academic performance.

Statistical Treatment

The data that were collected from the respondents were tallied and

tabulated according to the information called for the checklist. The Pearson-Product

Moment Correlation was used to identify the relationship of parent involvement to

students’ academic performance. This was investigated using a survey checklist and

the students’ School Form 9, respectively. SPSS version 20 (Trial version) was used in

generate data to find the relationship of the two variables. The Likert Scale on parent

involvement was adopted in this study as follows;

Table Indicating the indices, limits and verbal description on Parental Involvement

Indices Limits Verbal Description

 5 4.5-5.00 Extremely involved
4 3.5-4.49 Involved
3 2.5-3.49 Moderately involved
2 1.5-2.49 Slightly involved
1 1.0-1.49 Not at all

Mean and grand mean were used to determine the description of the involvement

of parents as assessed by themselves, students and teachers in terms of parenting,

14

communicating, volunteering, learning at home, decision making, and collaborating with

the community.

The following shows the range of students’ general average and verbal

description.

Range of Students’ General Average and Verbal Description

Verbal Description Grading Scale

Outstanding 90 – 100
Very Satisfactory 85 – 89
Satisfactory 80 – 84
Fairly Satisfactory 75 – 79
Did Not Meet Expectations Below 75
In describing the relationship of the parent involvement and students’ academic

performance, the correlation matrix below was used in this research.

Correlation Matrix

Size of Correlation Interpretation

.90 to 1.00 (-.90 to -1.00) Very high positive (negative) correlation
.70 to .90 (-.70 to -.90) High positive (negative) correlation
.50 to .70 (-.50 to -.70) Moderate positive (negative) correlation
.30 to .50 (-.30 to -.50) Low positive (negative) correlation
.00 to .30 (.00 to -.30) Negligible correlation
 15

Results and Discussion

This section presents, analyzes and interprets the data gathered. It discusses the

profile of parents, parental involvement as rated by parents’ themselves, by their

child/children and by the teachers, students’ academic performance and problems

encountered by the parents.

3.1 Respondents’ Profile

The succeeding tables show the frequency and percentage of the respondents’

gender, highest educational attainment and working hours.

3.1.1 Gender

The table shows the sex of the respondents.

Table 1
Gender
Gender Frequency Percentage
Male 57 28
Female 147 72
Total 204 100

As shown on the table, 57 (28%) of the respondents are male and 147

(72%) are female. Majority of them were female since they are the one left at

home to take care of the children and the males are the one working to provide

the needs of the family.

3.1.2 Highest Educational Attainment

16

The table shows the Highest Educational Attainment of the respondents.

Table 2
Highest Educational Attainment
 Highest Educational Frequenc Percentage

Attainment y
Tertiary 23 11
Secondary 33 16
Elementary 137 67
Others 14 6
Total 204 100

The table reveals that 23 (11%) are tertiary graduate, 33 (16%) are high

school graduate, 137 (67%) of the respondents are elementary graduate

including the student respondents, and 14 (14%) are undergraduate of

elementary but graduated in TESDA or vocational courses which they make use

in their current jobs. It shows that majority of the respondents finished elementary

level of education and was not able to go to high school and even in tertiary level.

Due to limited financial resources for them to finish education, some of the

respondents took TESDA or vocational courses to acquire entrepreneurial and

middle-level skills.

3.1.3 Working Hours

The table shows the Working Hours of the respondents.

17
Table 3
Working Hours
Working Hours Frequency Percentage
8am-5pm 35 17
7am-4pm 17 8
9am-6pm 9 4.4
Night Shift 7 3.4
Others (No Regular 136 67

Work)
Total 204 100
The table reveals that 136 (67%) of the respondents fall under others (no

regular work) where they are freelancer, part-timer or have no regular work and it
 also included the student respondents. They are on-call or will have income

when someone called them for a job which is seasonal only like construction and

domestic works. Thirty-five (17%) are working from 8am to 5pm, 17 (8%) are

working 7am-4pm, 9 (4.4%) are working 9am-6pm and 7 (3.4%) are working

under night shift. These were all working in public and private institutions or

industries.

3.2 Level of Parent Involvement

The succeeding tables show the mean and the grand mean for each type of

parental involvement as rated by the parents themselves, teachers and students.

Parents rated themselves as to how they perform the six types of parent involvement,

teachers rated the parents of their students as to how they perform the six types of

parent

18

involvement and students rated their parents as to how their parents perform the six

types of parent involvement. Responses will later give the verbal description (VD) of the

parental involvement on each type.

3.2.1 Parenting

Parenting as provided by the parents is described as to how a conducive

environment is provided to the child for them to be able to focus on their education.

Table 4 reveals the mean of the responses of the respondents, grand mean and verbal

description.

Table 4
Parents’ Involvement in terms of Parenting
 Indicators Parents Teacher Student Grand Verbal
s s Mean Description
Provide conducive
3.66 3.49 3.55 3.57 Involved
environment at home
Attend workshop to help
Moderately
understand the child’s 2.88 2.8 2.89 2.86
Involved
individual style of learning
Provide a quiet place for the
Moderately
child to rest, think and work 3.29 2.86 3.22 3.12
Involved
alone
Provide tutorial outside the Moderately
3.44 2.75 3.4 3.20
school if it is necessary Involved
Encourage the child to study Moderately
3.21 2.66 2.07 2.65
hard Involved
Portray positive attitude about
Moderately
schools and education to the 3.3 2.79 3.45 3.18
Involved
child
Send the child to school Moderately
2.74 2.52 2.65 2.64
clean, rested and well fed Involved
Advise the child to apply what Moderately
3.48 2.69 3.55 3.24
he/she learned at school Involved
Moderately
Grand Mean 2.77 2.82 3.1 2.90
Involved

19

It can be seen from the table that the parents’ level of parental involvement as

rated by themselves is “moderately involved” with a grand mean of 2.77. This reveals

that parents are moderately involved on the six (6) types of parent involvement.

According to them, they are not totally involved with all the school activities and even on

how they do their tasks as parents but they are not forgetting their duties and

responsibilities as parents to their child. Parents believed that they need to provide a

conducive environment at home as part of their duties as parents.

Teachers rated the parents under this parenting type as “moderately involved

with a mean of 2.82. Teacher-advisers believed that the parents are providing the

learners a conducive environment at home as part of their duties as parents.

 Students rated their parents with a mean of 3.1 and a verbal description of

“moderately involved”. Students believed that their parents are providing them a

conducive environment at home as part of the duties of their parents. Their parents are

also advising them to always apply what they learned at school for them to become

responsible citizens. However, their parents are slightly involved in terms of

encouraging them to study hard with a mean of 2.07.

Over-all, a grand mean of 2.90 described as “moderately involved” was garnered

under Parenting type of involvement by the parents. This reveals that parents do not

neglect their duties and responsibilities as parents. However, they were not totally

involved in terms of providing all the needs of their children.

20

3.2.2 Communicating

As a type of parental involvement, communicating is how parents could

effectively engage to various school activities that affects the performance of the child.

Table 5
Parents’ Involvement in terms of Communicating

Indicators Parents Teachers Students Gran Verbal

d Description
Mean
Attend PTA meeting Moderately
2.76 2.77 2.6 2.71
Involved
Receive invitation letter from
Moderately
the teacher with regards to 2.69 3.34 2.46 2.83
Involved
the performance of the child
Engage to the phone call/text 3.77 3.23 3.49 3.50 Involved
messaging to gain
 information from the school
Go to the school to receive
Moderately
report cards of the child from 2.69 2.17 2.8 2.55
Involved
the adviser
Participate to conference to
Moderately
gain information from the 2.79 3.12 2.86 2.92
Involved
school
Welcome the teacher/adviser Moderately
2.71 3.16 2.75 2.87
of the child for home visitation Involved
Receive memos when the
Moderately
child commit some violation at 2.6 2.68 2.66 2.65
Involved
school
Moderately
Grand Mean 2.86 2.91 2.8 2.86
Involved

Parents obtained 2.86 mean described as “moderately involved” on the parent

involvement type “communicating”. This shows that parents engage to the phone

call/text messaging to gain information from the school and shows a moderate

communication to the school affairs that affects their child.

21

The parents obtained 2.91 mean described as “moderately involved” as rated by

the teacher-advisers on this parent involvement type. This shows that the parents

openly receive invitation letter from the teacher with regards to the performance of their

child.

Consequently, parents garnered 2.8 mean described as “moderately involved” as

rated by the students on this parent involvement type. This shows that their parents

engage to the phone call/text messaging to gain information from the school about them

including their performance.

 Over-all, parents had a grand mean of 2.86 that is “moderately involved”. This

shows that parents are moderately involved on activities that calls for open line of

communication between the home and school in order to address the performance and

behavior needs of the students.

3.2.3 Volunteering

Volunteering shows how parents voluntarily participate in various school activities

participated by the students in order to develop the sense of ownership to school

programs. Table 6 shows the level of involvement of parents under volunteering.

Table 6
Parents’ Involvement in terms of Volunteering

Indicators Parents Teacher Student Grand Verbal

s s Mean Description
Participate in school-based
improvement programs such Moderately
2.74 3.58 2.79 3.04
as the annual Brigada Involved
Eskwela
Participate in school and
classroom volunteering to
Moderately
help teachers students and 2.71 3.51 2.46 2.89
Involved
school administrators and
fellow parents

Participate in parent’s training Moderately

2.6 3.35 2.69 2.88
conducted in the schools Involved
Visit parent/room office for
volunteer works and Moderately
2.67 3.34 2.77 2.93
resources for the school and Involved
the family
Volunteer in the improvement Moderately
2.55 2.51 2.62 2.56
of the classroom of the child Involved
Support feeding programs Moderately
2.71 2.52 3.23 2.82
conducted by the school Involved
Support school activities such
Moderately
as Linggo ng Wika 2.8 2.6 2.17 2.52
Involved
Celebration, etc
Attend seminars in school 2.7 3.24 3.12 3.02 Moderately
 such as Mental Health
Involved
Awareness, etc.
Moderately
Grand Mean 2.69 3.08 2.73 2.83
Involved

On the parent involvement type, “volunteering”, parents rated themselves with

2.69 mean and a description of “moderately involved”. This shows that parents

moderately participated in school and classroom volunteering to help teachers,

students, school administrators and fellow parents for the improvement of the school.

Teacher-advisers rated their parents with 3.08 mean and a description of

“moderately involved”. This shows that teachers believed that their parents moderately

participate in school-based improvement programs such as the annual Brigada

Eskwela. Clean-up drives to ignite the spirit of volunteerism is practiced by the parents

all-year round as part of their Brigada Eskwela Plus program.

Students rated their parents with 2.73 mean and a description of “moderately

involved”. This shows that students believed that their parents moderately support

school

23

programs conducted by the school. Their parents are “slightly involved” with a mean of

2.17 in their support to school activities such as Linggo ng Wika Celebration.

Over-all, a grand mean of 2.83 described as “moderately involved” was garnered

by the parents since they are at an average of participating to volunteerism activities in

class or the school as a whole due to the performance of their respective jobs during

class hours.

3.2.4 Learning at Home

 Learning at home is how the parents are involved in the accomplishment of

assignments and other school requirements of the child. Table 7 gleans the parents’

involvement in terms of learning at home parent involvement type.

Table 7
Parents’ Involvement in terms of Learning at Home
Indicators Parents Teacher Student Grand Verbal
s s Mean Description
Assist children on their Moderately
2.61 3.04 2.56 2.74
assignments Involved
Assist children on their Moderately
2.92 2.4 3.23 2.85
home projects Involved
Ask the child’s everyday Slightly
1.44 2.72 2.17 2.11
learning in school Involved
Follow up the child’s Moderately
2.68 2.42 3.12 2.74
performance in school Involved
Make sure that the child is Moderately
2.59 2.41 2.52 2.51
doing his/her homework Involved
See to it that the
Slightly
assignment of the child’s is 2.65 2.13 3.68 2.82
Involved
submitted on time
Remind the child to do Moderately
2.86 2.7 2.79 2.78
his/her homework Involved
Monitor the academic
performance of the child
Moderately
by asking him/her about 2.74 2.2 3.57 2.84
Involved
his/her score in quarter
exam
Moderately
Mean 2.56 2.5 2.96 2.67
Involved

The parents obtained a 2.56 mean described as “moderately involved” on the

parent involvement type “learning at home”. This illustrates that parents moderately

remind their child to do their homework. However, they are “slightly involved” with a

mean of 1.44 when it comes to asking their child’s everyday learning in school because

they are busy on their jobs.

 A mean of 2.5 described as “moderately involved” with the lowest range on the

parent involvement type “learning at home”. As responded by the teacher-advisers,

parents moderately assist their children on their assignment. That is why a challenge in

collecting the assignment of the learners was sometimes faced by the teachers.

As per responses of the teachers, parents are “slightly involved” with a mean of

2.13 as to how parents see to it that the assignment of their child are submitted on time.

Also, a mean of 2.2 “slightly involved” as to how parents monitor the academic

performance of their child, “slightly involved” with a mean of 2.41 on making sure that

their child is doing his/her homework and a mean of 2.42 that is “slightly involved as to

the follow up of parents on their child’s academic performance. Due to the jobs of the

parents, they cannot give their best in terms of assisting and making follow-up on the

assignments and projects of their children.

A mean of 2.96 described as “moderately involved” on this parent involvement

type. As perceived by the students, parents moderately see to it that their assignment

are submitted on time by. However, they are slightly involved when it comes to asking

their

25

child’s everyday learning in school which is consistent to the response of the parents

where they are also “slightly involved” with a mean of 2.17.

 Over-all, a mean of 2.67 described as “moderately involved” was garnered by the

parents. This shows that parents are moderately involved in terms of assisting their

children on their assignments, projects and other school-related requirements.

3.2.5 Decision-making

Decision-making shows how parents are involved in activities that warrants their

decisions and participation in curriculum-related activities that affects the acquisition of

necessary skills of their children.

Table 8 shows the level of parental involvement of the respondents in terms of

decision-making.

Table 8
Parents’ Involvement in terms of Decision-making
Indicators Parents Teachers Student Grand Verbal
s Mean Description
Included in decision-
making and developing Moderately
2.64 2.37 4.02 3.01
parent leaders and Involved
representatives
Informed on orientations
made at school and Moderately
2.99 2.64 3.52 3.05
discussing them at home Involved
with children
Informed on the skills
Moderately
required for all the subject 2.72 2.87 2.51 2.70
Involved
areas
Involved in family/parent
participation in setting Moderately
2.83 3.28 2.91 3.01
goals and in planning for Involved
college work
Provided with the
information on the skills Moderately
2.71 3.37 2.51 2.86
required for all the subject Involved
area
Provided with the 2.41 2.94 2.8 2.72 Moderately
information on how to Involved
help students at home in
their homework and other
curriculum related
 activities
Moderately
Mean 2.72 2.77 3.05 2.85
Involved

Parents gained 2.72 mean described as “moderately involved” on the parent

involvement type “decision-making”. This reveals that parents are moderately involved

on orientations made at school and discussing them at home with children. However,

parents were “slightly involved” (2.51) when they are provided with the information on

how to help students at home in their homework and other curriculum related activities.

Consequently, a 2.77 mean described as “moderately involved” on this parent

involvement type as rated by the teacher-advisers. This reveals that teachers thought

that the parents are moderately involved when parents were provided with the

information on the skills required for all the subject area of their child.

On the other hand, a 3.05 mean described as “moderately involved” as rated by

the students. This reveals that students thought that their parents are moderately

involved and included in decision-making and in developing their parents as leaders and

representatives which usually occurs during meetings and orientations.

Over-all, a grand mean of 2.85 described as “moderately involved” was garnered

by the parents in terms of decision-making. This reveals that parents were not totally

involved on matters pertaining curricular matters.

3.2.6 Collaborating with the Community

27

Collaborating with the community describes how parents collaborates with the

activities of the community for the benefit of the child. Table 9 revels the level of

parental involvement of the respondents in terms of collaborating with the community.

Table 9
Parents’ Involvement in terms of Collaborating with the Community
Indicators Parents Teacher Student Grand Verbal
s s Mean Description
Get information on
community activities that
Moderately
link to learning skills and 2.87 3.36 2.6 2.94
Involved
talents, including summer
programs for students
Get information for
students and families on
Moderately
community health, 2.76 3.17 2.89 2.94
Involved
cultural, recreational and
support services
Identify and integrate
resources and services
from the community to
Moderately
strengthen school 2.83 3.46 2.56 2.95
Involved
programs family practices
and student learning
activities
Ensure prohibition of
students entering
recreational areas like Slightly
2.48 3.04 2.82 2.78
computer gaming shop Involved
and others during class
hour
Informed Brgy. and PTA
officials to roam around
Moderately
the school campus to 2.43 2.73 2.83 2.66
Involved
ensure that no students
are out during classes
Collaborate with the
Brgy. Offcials on its
initiatives and activities in
Moderately
school such as fire drill, 2.09 2.79 2.68 2.52
Involved
earthquake drill and
distribution of learning
materials
Moderately
Mean 2.58 3.03 2.73 2.78
Involved
 Parents rated themselves with 2.58 mean and a description of “moderately

involved”. This reveals that parents moderately collaborate with the community on

various activities that has something to do with the improvement of the talents and

abilities of their child for their holistic development. However, parents were “slightly

involved” with a mean of 2.43 and 2.09 when informing Brgy. and PTA officials to roam

around the school campus to ensure that no students are out during classes and when

collaborating with the Brgy. Offcials on its initiatives and activities in school such as fire

drill, earthquake drill and distribution of learning materials, respectively. This is due to

their household responsibilities.

Consequently, teacher-adviser rated their parents with 3.03 mean and a

description of “moderately involved”. This shows that teachers know that the parents

moderately support school programs to get information on community activities that link

to learning skills and talents, including summer programs for students.

However, students rated their parents with 2.73 mean and a description of

“moderately involved”. This shows that students believed that their parents moderately

get information on community health, cultural, recreational and support services for

students and families.

Over-all, parents were “moderately involved” (2.78) in terms of collaborating with

the community. Due to shyness and inability to communicate well between the LGUs

and

29
parents, full or total involvement on plans and programs in order to protect and promote

the welfare and benefits of the students is somehow minimized.

Table 10 shows the Summary Table on Six Indicators of Parent Involvement as

rated by the parents, teachers and students, the grand mean and verbal description.

Table 10
Summary Table on Six Indicators of Parent Involvement

Six Indicators Parents Teachers Students Grand Verbal

Mean Description
Parenting Moderately
2.77 2.82 3.1 2.90
Involved
Communicating Moderately
2.86 2.91 2.8 2.86
Involved
Volunteering Moderately
2.69 3.08 2.73 2.83
Involved
Learning at Home Moderately
2.56 2.5 2.96 2.67
Involved
Decision-making Moderately
2.72 2.77 3.05 2.85
Involved
Collaborating with the Moderately
2.58 3.03 2.73 2.78
community Involved
Moderately
Grand Mean 2.82
Involved

The type of parental involvement where parents got the highest mean (2.90)

described as “moderately involved” is parenting. Parents were moderately involved on

the performance of their duties on providing a conducive environment at home for the

learning of the students.

The type of parental involvement with the lowest mean (2.67) described as

“moderately involved” is learning at home. Due to the priority of the parents to provide

the needs of their children, they failed to focus on giving the necessary assistance to

30
their children in terms of their assignments, projects and other school requirements

which can impact the academic performance of their children.

As to the level of parent involvement, parents got an over-all, a grand mean of

2.82 that is “moderately involved” on all the parenting types. This shows that parents

were at an average in terms of the performance of their duties and responsibilities on

the activities that warrants their attention in school and community/LGU arena.

1. Students’ Academic Performance

The succeeding table shows the frequency and percentage of students’

academic performance based on their general average on School Form 9 (SF9) for

school year 2019-2020.

Table 11
Students’ Academic Performance
Range Verbal Description Frequency Percentage
90-100 Outstanding 11 11
85-89 Very Satisfactory 25 25
80-84 Satisfactory 32 32
75-79 Fairly Satisfactory 32 3
Below 75 Did not Meet 0 0
Expectations
Total 100 100

Based on Table 11, 32 of the respondents (32%) were “Fairly Satisfactory” in

their academic performance as revealed by their SF9, 32 (32%) were “Satisfactory”, 25

(25%) were “Very Satisfactory” and 11 (11%) were “Outstanding”. None of the students

got below 75 or “Did not Meet Expectations”. The General Average of Students is 82.93

which falls under “Satisfactory”. Due to some necessary curricular requirements such as

31
assignments, projects and others which were not complied by the students because

they were not properly assisted by their parents, they just achieved this kind of rating.

2. Relationship Between Parent Involvement and Students’ Academic

Performance

The succeeding table (Table 12) shows the Correlation Matrix at .01 level of
significance.
Table shows the relationship between parent involvement and students’

academic performance.

As shown on the table, parental involvement types such as parenting,

communicating, volunteering, learning at home, decision-making and collaborating with

the community has a positive relationship on students’ academic performance. This

means that parent involvement has a direct positive relationship to the academic

performance of the students. That as parent involvement increases and so with

students’ academic performance.

Table 12
Relationship Between Parent Involvement Types and Students’ Academic Performance

Correlations

Grades Parenting

Pearson Correlation 1 .569**

Grades Sig. (2-tailed) .000

N 100 100
**
Pearson Correlation .569 1

Parenting Sig. (2-tailed) .000

N 100 100

Grades Communicating

Pearson Correlation 1 .502**

Grades Sig. (2-tailed) .000

N 100 100
 Pearson Correlation .502** 1
Communic
Sig. (2-tailed) .000
ating
N 100 100

Grades Volunteering

Pearson
1 .539**
Correlation
Grades
Sig. (2-tailed) .000

N 100 100
Pearson
.539** 1
Correlation
Volunteering
Sig. (2-tailed) .000

N 100 100

Grades Learning at Home

Pearson
1 .363**
Correlation
Grades
Sig. (2-tailed) .000

N 100 100
Pearson
.363** 1
Correlation
Learning at Home
Sig. (2-tailed) .000

N 100 100

Grades Decision Making

Pearson
1 .506**
Correlation
Grades
Sig. (2-tailed) .000
N 100 100
Pearson
.506** 1
Correlation
Decision Making
Sig. (2-tailed) .000

N 100 100

Grades Collaborating with

the Community

Pearson
1 .579**
Correlation
Grades
Sig. (2-tailed) .000

N 100 100
 Pearson
.579** 1
Collaborating with Correlation

the Community Sig. (2-tailed) .000

N 100 100

**. Correlation is significant at the 0.01 level (2-tailed).

As shown on the table, “collaborating with the community” attained a value of

r=.579 which posed a “moderate positive correlation” on the academic performance of

the students. A strong collaboration between the community and the home is correlated

with the academic performance of the students. This type of parental involvement is

related to engaging the students in activities that will develop their potential for their own

benefit.

On the parent involvement type “parenting”, it garnered a value of r=.569 that

showed a “moderate positive correlation” on the academic performance of the students.

A conducive and encouraging environment at home is associated the students’

academic performance.

The parental involvement type “decision-making” reached a value of r=.506

which also showed a “moderate positive correlation” on the academic performance of

the students. Increasing parent involvement in the decisions that would affect their

children that would allow them to deal with these at home is associated with students’

academic performance.

The “volunteering” type got a value of r=.539 which also posed a “moderate

positive correlation” on the academic performance of the students. Participation of

parents to volunteer works was found to provide positive impact on students’ academic
 34

performance. Charity among Filipinos is always highlighted. When teachers can see

that parents can offer a helping hand to school programs and its improvement,

increasing their level of provision of incentive to the learners of these parents.

Consequently, “communicating” attained a value of r=.502 and depicted a

“moderate positive correlation” on students’ academic performance. When teachers and

parents have a clear communication with each other, goals are easier to be achieved

including the expectations from the students’ performance and behavior, connecting to

the academic performance of the students.

Since these types covers participation of the parents in most of the school’s

extra-curricular activities, attending well to students’ needs under these types boost the

morale of the learners.

On the other hand, learning at home (r=.363) got a “low positive correlation” on

students’ academic performance. Learning at home is a type of parent involvement that

includes activities such as assisting the learners on their assignments and monitoring

the performance of the child which has something to do with the academic performance

of the child. Since majority of the parents were very busy with work so as to provide

funds for food and other needs of the family, they failed to give their best in assisting

and making follow-up on the assignments and projects of their children. This reason

was also found to be the top problem encountered by majority of the parents.
 35

In general, parent involvement and students’ academic performance has

“moderate positive correlation” (r=.603) on students’ academic performance as shown

on the Table 13.

Table 13
Relationship Between Parent Involvement and Students’ Academic Performance
Correlations

Grades Overall

Pearson Correlation 1 .603**

Grades Sig. (2-tailed) .000

N 100 100
**
Pearson Correlation .603 1

Overall Sig. (2-tailed) .000

N 100 100

**. Correlation is significant at the 0.01 level (2-tailed).

This reveals that parents’ moderate involvement on students’ activities related

well to the satisfactory rating of their child’s academic performance. Parental

involvement types such as parenting, communicating, volunteering, learning at home,

decision-making and collaborating with the community are important factors in

determining the academic success of students. The null hypothesis is rejected. Is it

therefore concluded that there is a significant relationship between the parent’s

involvement and student academic performance of grade 10 students in Baras-Baras

High School SY. 2019-2020.

Conclusions

Based on the results of the study, the following conclusions are presented.
 36

1. As per profile of the respondents, specifically gender, majority of them were female

since they are the one left at home to take care of the children and the males are the

one working to provide the needs of the family. In terms of their highest educational

attainment, majority of the respondents finished elementary level of education and was

not able to go to high school and even in tertiary level. Least among them were

graduate of TESDA or vocational courses. In terms of working hours, majority were

freelancer, part-timer or have no regular work. They are on-call or will have income

when someone called them for a job which is seasonal only like construction and

domestic works. Least of them were working under night shift and were all working in

public and private institutions or industries.

2. As to the level of parent involvement, parents got an over-all, a grand mean of 2.82

that is “moderately involved” on all the parenting types. This shows that parents were at

an average in terms of the performance of their duties and responsibilities on the

activities that warrants their attention in school and community/LGU arena. Specifically,

parents had the following means on each type of parent involvement as follows: (1)

Parenting. A grand mean of 2.90 described as “moderately involved” was garnered by

the parents which showed that parents do not neglect their duties and responsibilities as

parents. However, they were not totally involved in terms of providing all the needs of

their children; (2) Communicating. A grand mean of 2.86 that is “moderately involved”

showed that parents were moderately involved on activities that calls for open line of

communication between the home and school in order to address the performance and

behavior needs of the students; (3) Volunteering. A grand mean of 2.83 described as
 37

“moderately involved” showed that parents were at an average in terms of volunteerism

activities in class or the school as a whole due to the performance of their respective

jobs during class hours; (4) Learning at Home. A grand mean of 2.67 described as

“moderately involved” showed that parents were moderately involved in terms of

assisting their children on their assignments, projects and other school-related

requirements; (5) Decision-Making. A grand mean of 2.85 described as “moderately

involved” revealed that parents were not totally involved on matters pertaining curricular

matters; (6) Collaborating with the Community. Parents were “moderately involved” with

a grand mean of 2.78. Due to shyness and inability to communicate well between the

LGUs and parents, full or total involvement on plans and programs in order to protect

and promote the welfare and benefits of the students is somehow minimized.

3. As to the students’ academic performance, students got a gran mean of 82.93 which

falls under “Satisfactory”. Students just achieved this kind of rating due to failure to

comply with some necessary curricular requirements such as assignments, projects and

others because they were not properly assisted by their parents.

4. Parental involvement types such as parenting, communicating, volunteering,

decision-making and collaborating with the community has a moderate positive

relationship leaving learning at home with a “low positive correlation” on students’

academic performance. In general, parent involvement and students’ academic

performance has “moderate positive correlation” (r=.603) on students’ academic

performance. This reveals that parents’ moderate involvement on students’ activities

related well to the satisfactory rating of their child’s academic performance. Parental

involvement types such as parenting,

38

communicating, volunteering, learning at home, decision-making and collaborating with

the community are important factors in determining the academic success of students.

Recommendations

In the light of findings and conclusions drawn, the following recommendations are

hereby offered:

1. Although parenting got the highest mean among the types of parent involvement, it

should still be strengthened since this plays a big role in uplifting the morale of the

learners whether they are inside or outside the school premises.

2. Communication between the school and the home, sustaining volunteerism and

parenting among parents, improving decision-making and enhancing collaboration with

the community should still be intensified. Since there are indicators of parent

involvement that has to be improved due to the low register of mean on involvement of

the respondents being rated, a necessary plan of action for the development of more

harmonious relationship between the school and other stakeholders such as the

community, LGU and the family should be done.

3. Learning at home type of parental involvement has to be improved since most of the

necessary activities here are focused on the academic performance of the learners. As

such, parents should also be assisted on how they could perform their tasks as parents
under this type especially on how the parents could effectively make the necessary

assistance to their children at home.

39

4. Implementation of Action Plan on Parent Involvement.

5. Similar study must be considered in a wider scope.

Table 14
Action Plan on Parent Involvement
Areas of Strategies Activities MOVs
Concern
1. Parenting Organize Quarterly 1. Send letters to Letters/Invitation
Parenting (QPS) parents regarding the
Program program.
2. Pre-test on their Pre-test
level of parent (Survey)
involvement
2. Tap possible List of possible
speakers on the said speakers
program
3. Every quarter, Reflection
every parent should Paper /
send a reflection Accomplishment
paper or Monitoring Form
accomplishment on
the said parenting.
This shall be
monitored by the
adviser.
4. Post-test on their Post-test
level of parent (Survey)
involvement
5. Analyzation of the Summary of the
Results Result of the
Survey
2. Communicating Establish Parental 1. Each adviser shall List of PSG
Support Group organize a PSG by leader, assistant
(PSG) means of clustering leader and
 the parents under her members
depending on their
relationship or
preferred groups or
proximity of
residences.
2. A leader and
assistant leader shall
be assigned to serve
as informant of their
group in case there
are information about
the school that has to
be disseminated but
their members failed
to attend.
3. Leader and/or Home visitation
assistant leader shall form
report to the adviser
whoever be the parent
that is hard to reach
due to some reasons.
This will then be the
basis for group home
visitation.
3. Volunteering Implement Adopt- 1. Each parent will Attendance
A- choose a classroom MOA
Classroom/Area/Pr or area in the school
oject Program to adopt. They should
make sure that they
put or make
improvement on the
classroom they have
adopted every
quarter. Forging of
MOA shall be done.
2. Reporting of Pictures
improvement they
made every quarter to
the adviser.
3. Recognition of Certificate of
parents. Recognition
4. Learning at Organize Adopt-A- 1. Identify parents List of family to
home Family Program who will serve as be adopted and
resource persons who resource
are willing to help in persons
 terms of the
knowledge and
understanding of the
lesson. Subject
teachers or advance
learners can also be
tapped as resource
persons who can help
learners whose
parents could hardly
understand the
lesson. Process on
asking for assistance
could be done face to
face or virtually.
2. Report the progress Results of
of the learners being assignments
assisted to the and
adviser. examinations
3. Recognize Certificate of
resource persons of Recognition
the program.
5. Decision- Intensify 1. Send list of List of year-
making Orientation/Training orientation/training- round
-Workshop Drive workshop to be done orientation/traini
for the whole year to ng-workshop
the parents.
2. Send letters and Letters/invitation
invitation before the
orientation/training-
workshop proper.
3. Reward parent- Goods
attendees in the form
of goods. School shall
find sponsors for this.
6. Collaborating Organize Project 1. Invite LGUs and/or Invitation letter
with the “Interface” Brgy. Officials every Pictorials
community Interfacing of LGUs first Monday of the
and the school month during the
school flag ceremony
for their
announcement on
information for the
benefit of the learners.
2. Send List of
announcement/inform announcement
 ation to parents. by the Brgy.
3. Send progress Progress Report
report to the Brgy.
Implement 1. School will forge MOA
Parentpreneur partnership on
Project livelihood programs
for the parents.
2. Identify possible List of parents-
parents-participants. participants
3. Find prospect List of
donors/benefactors of donors/benefact
the said project. ors
4. Implementation of Narrative/pictori
the livelihood als
programs.
5. Prepare progress Progress report
report.
 43

BIBLIOGRAPHY

Castro et all (2015), Parental involvement on student academic achievement: A meta-analysis:

: Educational Research Review 14:33-46

Department of Education, DepEd Order No. 23 Series of 2016, enclosure number 2

Epstein, J. L. (2001). School, Family, and Community Partnerships: Preparing Educators and
Improving Schools. Boulder, CO: Westview

Epstein, J. L., and Sander, M. (2000). Handbook of the Sociologic of Education. New York, NY:
Springer.

Garbacz, S. A., & Sheridan, S. M. (2011). A multidimensional examination of New Zealand

family involvement in education. School Psychology International, 32, 600-615.

Garbacz, S. A., Herman, K. C., Thompson, A. M., and Reinke, W. M. (2017). Family
engagement in education and intervention: implementation and evaluation to maximize family,
school, and student outcomes. J. Sch. Psychol. 62, 1–10. doi: 10.1016/j.jsp.2017.04.002

Hotz, V. J., and Pantano, J. (2015). Strategic parenting, birth order, and school performance. J.
Popul. Econ. 28, 911–936. doi: 10.1007/s00148-015-0542-3

 https://www.statisticshowto.com/probability-and-statistics/find-sample-size/

Jeynes, W. H. (2016). A Meta-Analysis: the relationship between parental involvement and

Latino student outcomes. Educ. Urban Soc. 49, 4–28. doi: 10.1177/0013124516630596
44

Kathlene Joy Caño, Mary Grace Cape, Jacient Mar Cardosa, Carolyn Miot, Gee Rianne
Pitogo, Cherrie Mae Quinio Jewish Merin (Co-Author): PARENTAL INVOLVEMENT ON

PUPILS’ PERFORMANCE: EPSTEIN’S FRAMEWORK: The Online Journal of New

Horizons in Education - October 2016
Laura Lara and Mahia Saracostti, Effect of Parental Involvement on Childrens
Academic Achievement in Chile: Department of Psychology, Universidad Autónoma de
Chile, Talca, Chile

Melissa T. Bartolome, Nordin MAmat, Abdul Hakim

Masnan (2017), Parental Involvement in the Philippines:
A Review of Literature: International Journal of Early
Childhood Education and Care, v6 p41-50 2017

Odinah Cuartero-Enteria and Renante P. Tagyam, Parental Involvement in the

Education Development of Indigenous People in Selected Elementary Schools in the
Northern Part of Mindanao, Philippines: Department of General Teachers’ Training,
Surigao Del Sur State University, Philippines. Department of Education, Alternative
Learning System, Carmen District, Philippines.

Republic Act 232 of the Philippines, Legal Bases of Philippine Educational System, The
Education Act of 1982

Republic Act 9155 of the Philippines, An Act Instituting a Framework of Governance for
Basic Education, Establishing Authority and Accountability, Renaming the Department
of Education, Culture and Sports as the Department of Education, and for other
Purposes

Republic Act 10410 Early Years Act (EYA) of 2013 section 5, An Act Recognizing the
Age from Zero to Eight Years as the First Crucial Stage of Educational Development
and Strengthening the Early Childhood Care and Development System, Appropriating
Funds Therefor and for other Purposes

45

APPENDIX A

Republic of the Philippines

OSIAS COLLEGES INC.
GRADUATE SCHOOL
Tarlac City

October 16, 2020

DR. MARIA CARMEN P. CUENCO, CESO VI
OIC-School Division Superintendent
Tarlac City Schools Division
Tarlac City

Madam:
Blessed day!
I am currently working on my thesis entitled “PARENTS’ INVOLVEMENT AND STUDENTS’
ACADEMIC PERFORMANCE” in partial fulfilment to the requirements for the Degree Master of Arts in
Education Major in Administration and Supervision at OSIAS Colleges Inc., Tarlac City.
In this connection, I would like to seek permission to distribute questionnaires to the selected
students and parents and teachers of Baras-Baras High School who will be the respondents of my study.
Rest assured that during the conduct of my study no government fund be use, no classes or any school
operation will be interrupted and no face to face: all gathered data will be treated with utmost care and
confidentiality, all procedure to be undertaken will be ethical and properly coordinated with the school and
a copy of the final result will be submitted to the Division Office.
Thank you and I am hoping that this request will merit your approval.

Respectfully yours,

MYLENE R. DUPITAS
Researcher
Noted:

ANNIE MICHELLE F. LAURZANO, EdD

Thesis Adviser

Approved:

DR. MARIA CARMEN P. CUENCO, CESO VI

Schools Division Superintendent

46

APPENDIX B

Republic of the Philippines

OSIAS COLLEGES INC.
GRADUATE SCHOOL
F. Tañedo St., cor. McArthur Highway
Barangay San Nicolas, Tarlac City

October 16, 2020

MAMERTO L. RAGEL JR., EdD
Principal I
Baras-Baras High School
Baras-Baras, Tarlac City

Dear Sir:

I am currently working on my thesis entitled “PARENTS’ INVOLVEMENT AND STUDENTS’

ACADEMIC PERFORMANCE”, in partial fulfilment to the requirements for the Degree Master of Arts in
Education Major in Administration and Supervision at OSIAS Colleges Inc., Tarlac City.

In this connection, I would like to seek permission to collect data and conduct research among the
Grade 10 students, parents and teachers of Baras-Baras High School in the Division of Tarlac City. Rest
assured that during the conduct of my study, no government funds will be used, no classes or any school
operations will be interrupted, and no face to face will happen; all gathered data will be treated with
utmost care and confidentiality.

The study aims to prove the importance and the effect of parent involvement in the academic
performance of the students. Thank you and I am hoping that this request will merit your approval.

Respectfully yours,

MYLENE R. DUPITAS
Researcher
Approved:

MAMERTO L. RAGEL JR., EdD

Principal I

47

APPENDIX C

Republic of the Philippines

OSIAS COLLEGES INC.
GRADUATE SCHOOL
Tarlac City
DR. EDWARD REGINALDO
Principal II
Ramos High School

Dear Sir:

Good day!

The undersigned is conducting a study entitled “Parents’

Involvement and Students’ Academic Performance” in partial fulfilment of the

requirements for the degree of Master of Arts in Education major in Administration and

Supervision at Osias Colleges Inc., Tarlac City.

In this connection, please help the researcher by validating the questionnaire

which will gather data on research problem. The questionnaire is attached together the

evaluation checklist.

Thank you very much and God bless you.

Very truly yours,

MYLENE R. DUPITAS

Researcher
48

APPENDIX D

Republic of the Philippines

OSIAS COLLEGES INC.
GRADUATE SCHOOL
Tarlac City
DR. EMMANUEL REGANIT
EPS I, ESP
Division of Tarlac Province

Dear Sir:

Good day!

The undersigned is conducting a study entitled “Parents’ Involvement and

Students’ Academic Performance” in partial fulfilment of the requirements for the

degree of Master of Arts in Education major in Administration and Supervision at Osias

Colleges Inc., Tarlac City.

In this connection, please help the researcher by validating the questionnaire

which will gather data on research problem. The questionnaire are attached together

the evaluation checklist.

Thank you very much and God bless you.

Very truly yours,

MYLENE R. DUPITAS

Researcher
49

APPENDIX E

Republic of the Philippines

OSIAS COLLEGES INC.
GRADUATE SCHOOL
Tarlac City
OLIVER CURA
Director Guidance Counselling
Tarlac State University

Dear Sir:

Good day!

The undersigned is conducting a study entitled “Parents’ Involvement and

Students’ Academic Performance” in partial fulfilment of the requirements for the

degree of Master of Arts in Education major in Administration and Supervision at Osias

Colleges Inc., Tarlac City.

In this connection, please help the researcher by validating the questionnaire

which will gather data on research problem. The questionnaire are attached together

the evaluation checklist.

Thank you very much and God bless you.

Very truly yours,

MYLENE R. DUPITAS

Researcher
50

APPENDIX F

Questionnaire for the Parents

Part I. Parents’ profile

Kindly fill up the following information:

Name of the Parent/Guardian: _____________________________________

____Mother

____ Father

Highest Educational Attainment:

____Elementary

____ Secondary

____ Tertiary

____Others (Please specify) ________________________________

Working Hours?

____ 8:00 AM to 5:00 PM

____ 7:00 AM to 4:00 PM

____ 9:00 AM to 6:00 PM

____ Night Shift (Please Specify) __________________

51

____ Others (Please Specify) ____________________

Part II. Parent Involvement in its type checklist.

Please put a check (/) from 1 to 5 on the statement that best describe your involvement

on the following activities of your child during the SY 2019-2020.

1 – Not at all
2 –Slightly involved
3 – Moderately involved
4 – Involved
5 – Extremely involved
Questionnaire for the Parents
Parenting 1 2 3 4 5
1) I provide conducive environment at home
2) I attend workshop to help me understand my child’s individual

style of learning
3) I provide a quiet place for my child to rest, think and work alone
4) I provide tutorial outside the school if it is necessary
5) I encourage my child to study hard
6) I portray positive attitude about schools and education to my child
7) I send my child to school clean, rested and well fed
8) I advise my child to apply what he/she learned at school

Communicating 1 2 3 4 5
1) I attend PTA meeting
2) I receive invitation letter from the teacher with regards to the

performance of my child
3) I engage to the phone call/text messaging to gain information

from the school

4) I go to the school to receive report cards of my child from the

adviser
5) I participate to conference to gain information from the school
6) I welcome the teacher/adviser of my child for home visitation
7) I receive memos when my child commit some violation at school

Volunteering 1 2 3 4 5
1) I participate in school-based improvement programs such as the

annual Brigada Eskwela

2) I participate in school and classroom volunteering to help teachers

students and school administrators and fellow parents

3) I participate in parent’s training conducted in the schools
4) I visit parent/room office for volunteer works and resources for the

school and the family

5) I volunteer in the improvement of the classroom of my child
6) I support feeding programs conducted by the school
7) I support school activities such as Linggo ng Wika Celebration,

etc
8) I attend seminars in school such as Mental Health Awareness,

etc.

Learning at home 1 2 3 4 5
1) I assist my children on their assignments
2) I assist my children on their home projects
3) I ask my child’s everyday learning in school
4) I follow up my child’s performance in school
5) I make sure that my child is doing his/her homework
6) I see to it that the assignment of my child’s is submitted on time
7) I remind my child to do his/her homework
8) I monitor the academic performance of my child by asking

him/her about his/her score in quarter exam

Decision-making 1 2 3 4 5
1) I am included in decision-making and developing parent leaders

and representatives
2) I am informed on orientations made at school and discussing

them at home with children

3) I am informed on the skills required for all the subject areas
4) I am involved in family/Parent participation in setting goals and in

planning for college work

5) I am provided with the information on the skills required for all the

subject area
6) I am provided with the information on how to help students at
home in their homework and other curriculum related activities

Collaborating with the community 1 2 3 4 5

1) I get information on community activities that link to learning skills

and talents, including summer programs for students

2) I get information for students and families on community health,

cultural, recreational and support services

3) I identify and integrate resources and services from the

community to strengthen school programs family practices and

student learning activities

4) I ensure prohibition of students entering recreational areas like

computer gaming shop and others during class hour

5) I informed Brgy. and PTA officials to roam around the school

campus to ensure that no students are out during classes

6) I collaborate with the Brgy. Offcials on its initiatives and activities

in school such as fire drill, earthquake drill and distribution of

learning materials
 56

APPENDIX G

Questionnaire for the Students

Name of Student: ______________________________

Name of Parents: ______________________________

Parenting 1 2 3 4 5
1) My parent provide conducive environment at home for me
2) My parent attend workshop to help them understand my individual

style of learning
3) My parent provide a quiet place for me to rest, think and work

alone
4) My parent provide tutorial outside the school if it is necessary
5) My parent encourage me to study hard
6) My parent portray positive attitude about schools and education

for me
7) My parent send me to school clean, rested and well fed
8) My parent advise me to apply what I learned at school

Communicating 1 2 3 4 5
1) My parent attend PTA meeting
2) My parent receive invitation letter from the teacher with regards to

my performance
3) My parent engage to the phone call/text messaging to gain

information from the school

4) My parent go to the school to get my report card from my adviser
5) My parent participate to conference to gain information from the

school
6) My parent welcome my teacher/adviser at home for visitation
7) My parent receive memos when I commit some violation at school

Volunteering 1 2 3 4 5
1) My parent participate in school-based improvement programs

such as the annual Brigada Eskwela

2) My parent participate in school and classroom volunteering to

help teachers students and school administrators and fellow parents

3) My parent participate in parent’s training conducted in the schools
4) My parent visit my room for volunteer works and resources for the

school and the family

5) My parent volunteer in the improvement of my classroom
6) My parent support feeding programs conducted by the school
7) My parent support school activities such as Linggo ng Wika

Celebration, etc
8) My parent attend seminars in school such as Mental Health

Awareness, etc.
Learning at home 1 2 3 4 5
1) My parent assist me on my assignments
2) My parent assist me on my home projects
3) My parent ask me everyday learning in school
4) My parent follow up my performance in school
5) My parent make sure that I am doing my homework
6) My parent see to it that my assignment is submitted on time
7) My parent remind me to do my homework
8) My parent monitor my academic performance by asking about my

score in quarter exam

Decision-making 1 2 3 4 5
1) My parent was included in decision-making and developing parent

leaders and representatives

2) My parent was informed about orientations made at school and

discussing them at home with me

3) My parent was informed on the skills required for all the subject

areas
4) My parent involved in family/Parent participation in setting goals

and in planning for college work

5) My parent was provided in the information on the skills required

for all the subject area

6) My parent was provided me with the information on how to help

students at home in their homework and other curriculum related

activities

Collaborating with the community 1 2 3 4 5

1) My parent was informed on community activities that link to

learning skills and talents, including summer programs for students

2) My parent was informed about the students and families on

community health, cultural, recreational and support services

3) My parent identify and integrate resources and services from the
community to strengthen school programs family practices and

student learning activities

4) My parent ensure prohibition of students entering recreational

areas like computer gaming shop and others during class hour
5) My parent informed Brgy. and PTA officials to roam around the

school campus to ensure that no students are out during classes

6) My parent collaborate with the Brgy. Offcials on its initiatives and

activities in school such as fire drill, earthquake drill and distribution

of learning materials
 61

APPENDIX H

Questionnaire for the Teachers

Name of Teacher: ______________________________

Name of Parent: ______________________________

Parenting 1 2 3 4 5
1) The parent provide conducive environment at home for his/her

child
2) The parent attend workshop to help them understand about their

child’s individual style of learning

3) The parent provide a quiet place for his/her child to rest, think

and work alone

4) The parent provide tutorial outside the school if it is necessary
5) The parent encourage his/her child to study hard
6) The parent portray positive attitude about schools and education

to his/her child
7) The parent send his/her child to school clean, rested and well fed
8) The parent advice his/her child to apply what he/she learned at

school

Communicating 1 2 3 4 5
1) The parent attend PTA meeting
2) the parent receive invitation letter from the teacher with regards to
the performance of his/her child
3) The parent engage to the phone call/text messaging to gain

information from the school

4) The parent go to the school to receive report cards for his/her

child from the adviser

5) The parent participate to the conference to gain information from

the school
6) The parent welcome the teacher/adviser of my child for home

visitation
7) The parent receive memos when his/her child commit some

violation at school

Volunteering 1 2 3 4 5
1) The parent participate in school-based improvement programs

such as the annual Brigada Eskwela

2) The parent participate in school and classroom volunteering to

help teachers students and school administrators and fellow parents

3) The parent participate in parent’s training conducted in the

schools
4) The parent visit room office for volunteer works and resources for

the school and the family

5) The parent volunteer in the improvement of the classroom of

his/her child
6) The parent support feeding programs conducted by the school
7) The parent support school activities such as Linggo ng Wika

Celebration, etc
8) The parent attend seminars in school such as Mental Health

Awareness, etc.

Learning at home 1 2 3 4 5
1) The parent assist his/her child on their assignments
2) The parent assist his/her child on their home projects
3) The parent ask his/her child everyday learning in school
4) The parent follow up his/her child’s performance in school
5) The parent ensure that his/her child is doing his/her homework
6)The parent see to it that the assignment of his/her child is

submitted on time
7) The parent remind his/her child to do his/her homework
8) The parent monitor the academic performance of his/her child by

asking him/her about his/her score in quarter exam

Decision-making 1 2 3 4 5
1) The parent is included in decision-making and developing parent

leaders and representatives

2) The parent informed an orientations made at school and

discussing them at home with children

3) The parent is informed on the skills required for all the subject

areas
4) The parent involved in family/Parent participation in setting goals

and in planning for college work

5)The parent is provided with the information on the skills required

for all the subject area

6) The parent provided with the information on how to help students

at home in their homework and other curriculum related activities

Collaborating with the community 1 2 3 4 5

1) The parent was informed on community activities that link to

learning skills and talents, including summer programs for students

2) The parent was informed about the students and families on

community health, cultural, recreational and support services

3) The parent identify and integrate resources and services from the

community to strengthen school programs family practices and

student learning activities
4) the parent ensure prohibition of students entering recreational

areas like computer gaming shop and others during class hour
5) The parent informed Brgy. and PTA officials to roam around the

school campus to ensure that no students are out during classes

6) The parent collaborate with the Brgy.Offcials on its initiatives and

activities in school such as fire drill, earthquake drill and distribution

of learning materials

66
 APPENDIX I

GUIDELINES FOR VALIDATION OF THE INSTRUMENT

(INSTRUMENT FOR VALIDATION)

A. Direction: Please check or supply the information needed.

YES NO

1. Is the direction simple and easy to follow? ( ) ( )

2. Are the statements and terms clear and easy to understand? ( ) ( )

3. Are the questionnaires appropriate and applicable to the ( ) ( )

respondents?

4. Are the questionnaires lead to answer the problems set in the ( ) ( )

study?

B. Comments and suggestions, if any, for the improvement of the instruments.

______________________________________________________________________

______________________________________________________________________

_____________________________________________________________

_______________________________________

Signature over printed name of the Validator

67
 CURRICULUM VITAE
MYLENE R. DUPITAS
Brgy. Padapada, Sta. Ignacia, Tarlac
Cell Phone # 09092475439
Email Address: [email protected]

WORK EXPERIENCE

DEPED TARLAC CITY

Station: BARAS-BARAS HIGH SCHOOL
Position Title/Designation: Secondary School Teacher 1
ESP Focal Person
Classroom Adviser
Inclusive Dates: January 6,2020 – to date
Station: BARAS-BARAS HIGH SCHOOL
Position Title/Designation: Secondary School Teacher 1
MRF Leader
Inclusive Dates: July 9,2018 – January 19,2019

SCHOLASTIC EXPERIENCE
OSIAS COLLEGES INC. – Masters in Education Major in Admin and Supervision
TESDA – Shielded Metal Arc Welding NCII
TARLAC SCHOOL OF ARTS AND TRADES – CAREGIVING (Elderly)
UNITED SCHOOL OF SCIENCE & TECHNOLOGY – Bachelor in Secondary
Education Major in Social Studies 1999-2003
GERONA WESTERN HIGH SCHOOL – Secondary Education 1995-1999
SULIPA ELEMENTARY SCHOOL - Primary Education 1989-1995
 68
_____________________________________________________________________

CAREER SERVICE ELIGIBILITY

LICENSURE EXAMINATION FOR TEACHERS PASSER
Date of Examination: March 2018
Place of Examination: Baguio City

TRAININGS AND SEMINARS ATTENDED

 Division Webinar-Write shop on Integrative Assessment Tasks

 Division Webinar in Writing LAS

 Optimizing the Curriculum and Learning Experience Through Modular Approach

 Developing Self-paced Modules for Basic Education

 Enhancing Developmental Motivation to Self-Paced/Autonomous Learning

 Paglikha ng mga Pinalatuntunang KAgamitang Panturo tugo sa Sariling

PAgkatuto ng mga Mag-aaral

 Key Concepts of Robotics Cirriculum Implementation

 Flexible Learning Pedagogy: Getting Ready for the New Normal

 Parenting in the Context of Covid Pandemic

 Parent-Teacher Collaboration Webinar

 Strategies for Encouraging Parental Involvement in Learning

 Establishing Educational Discipline in Home Schooling

 Creating Parent-Friendly Modules for Basic Education

 Teach Balance among Working Parents during Home School

 Managing Home-School Partnership for Learning at Home Environment

 69

 Plan Training Session (TESDA)

 Fruit Grower (TESDA)

 The Potential of Teaching and Learning through Hybrid Education

 Introduction to Food Processing (TESDA)

PERSONAL INFORMATION

Date of Birth: July 26, 1983

Place of Birth: Gerona
Gender: Female
Civil Status: Married

I hereby declare that all given data are true, correct and complete.

____________________
MYLENE R. DUPITAS