Parental Involvement in School Activities and Academic Performance of Learners in Public Elementary Schools in Binangonan III District
Parental Involvement in School Activities and Academic Performance of Learners in Public Elementary Schools in Binangonan III District
Chapter I
The Problem and Its Background
Introduction
The factors behind this change in parent involvement at school are multi-faceted.
Some parents have scheduling or transportation issues that make volunteering or
attending parent-teacher conferences tough. Others, like low-income or minority
families, feel that staff makes them uncomfortable or shows a lack of cultural
awareness.
The study focuses on the parental involvement in school activities and academic
performance of learners in public elementary schools in Binangonan III District.
The study was conducted among randomly selected respondents, 20-50 years
old. The researcher believed that they are in position who could give accurate and
efficient information in the study.
The study was conducted in Binangonan III District in the year 2019-2020. The
study is limited only on the extent of the involvement of the parents in school activities
and academic performance of learners in public elementary schools.
a. Age,
b. Gender, and
c. Age of Student?
2. What are the different events for learners in public elementary schools that needs
parental involvement in terms of:
Theoretical Framework
The Theory of Planned Behavior (TPB) started as the Theory of Reasoned Action in
1980 to predict an individual's intention to engage in a behavior at a specific time and
place. The theory was intended to explain all behaviors over which people have the
ability to exert self-control. The key component to this model is behavioral intent;
behavioral intentions are influenced by the attitude about the likelihood that the behavior
will have the expected outcome and the subjective evaluation of the risks and benefits
of that outcome.
The TPB has been used successfully to predict and explain a wide range of health
behaviors and intentions including smoking, drinking, health services utilization,
breastfeeding, and substance use, among others. The TPB states that behavioral
achievement depends on both motivation (intention) and ability (behavioral control). It
distinguishes between three types of beliefs - behavioral, normative, and control. The
TPB is comprised of six constructs that collectively represent a person's actual control
over the behavior.
1. Attitudes - This refers to the degree to which a person has a favorable or
unfavorable evaluation of the behavior of interest. It entails a consideration of the
outcomes of performing the behavior.
2. Behavioral intention - This refers to the motivational factors that influence a given
behavior where the stronger the intention to perform the behavior, the more likely
the behavior will be performed.
3. Subjective norms - This refers to the belief about whether most people approve
or disapprove of the behavior. It relates to a person's beliefs about whether peers
and people of importance to the person think he or she should engage in the
behavior.
4. Social norms - This refers to the customary codes of behavior in a group or
people or larger cultural context. Social norms are considered normative, or
standard, in a group of people.
5. Perceived power - This refers to the perceived presence of factors that may
facilitate or impede performance of a behavior. Perceived power contributes to a
person's perceived behavioral control over each of those factors.
6. Perceived behavioral control - This refers to a person's perception of the ease or
difficulty of performing the behavior of interest. Perceived behavioral control
varies across situations and actions, which results in a person having varying
perceptions of behavioral control depending on the situation. This construct of
the theory was added later and created the shift from the Theory of Reasoned
Action to the Theory of Planned Behavior.
There are several limitations of the TPB, which include the following:
The TPB has shown more utility in public health than the Health Belief Model, but it
is still limiting in its inability to consider environmental and economic influences. Over
the past several years, researchers have used some constructs of the TPB and added
other components from behavioral theory to make it a more integrated model. This has
been in response to some of the limitations of the TPB in addressing public health
problems.
Conceptual Framework
1. Relationships of
the Respondent’s
Objective of the Collection of Profile
Study data a. Age
b. Gender
c. Age of Student
Respondents : Treating of
2. Different School
Data
20-50 years old Events
3. Parental
References Analysis and Involvement in
Interpretation School Activities
and Academic
Performance
Parents
INPUT PROCESS OUTPUT
The framework presents the input, process and output of the study. The input, is
the objectives of the study. This also includes the selected respondents that are 20-50
years of age. Also, the references that will be used in the study.
The process includes the gathering of the data needed for the study. Then, the
statistical treatment that will be applied in order to come up with a definite analysis and
interpretation of the data.
The output shows the relationship of the selected respondents’ age, gender and
age of student. Also, the different school events in the public elementary schools and
lastly, the parental involvement in school activities and academic performance of
learners in public elementary schools in Binangonan III District when grouped according
to profile.
Research Hypothesis
Students – This will facilitate them even more in terms of motivation, not only
with their academic performance but in their wellbeing. This will also help in
improving their academical performance.
Future researchers – This research may aid them in their study regarding
parental involvement in school activities and academic performance of learners.
This may also serve as their reference for their future studies.
Definition of Terms
Online Student Portals – is a web portal where all information and all services
that students need can be found in one place. With this web portal, the university
can now solve the problems they encountered.
Chapter II
Review of Related Literature and Studies
This chapter presents the review of related literature and studies which provides
the researcher a deeper insight of the present study.
Related Literature
Getting Parents Involved in Schools
By: The Center for Comprehensive School Reform and Improvement
In this article, we offer research-based advice and resources designed to help schools
and districts foster successful parent involvement.
Schools often don't engage parents because they don't think they can. "A lot of it
is perception. Teachers perceive that families don't want to be involved when, in fact,
families don't know how to be involved," says Karen Salinas, communications director
for the Center on School, Family, and Community Partnerships at Johns Hopkins
University.
For their part, parents are sometimes hesitant to become involved in school because
they don't have extra time or because they don't speak fluent English. But "the biggest
problem is the disconnect between the school and the families," says Salinas. "Parents
believe that they are not welcome. It comes in part from their own education history.
They often have had a less-than-satisfactory experience with their own schooling, and
so they don't feel like [being involved] is guaranteed to be a good experience."
Despite these communication barriers, both schools and parents want the
relationship to improve, if only for the benefit of students. A 2003 analysis of more than
25 public opinion surveys by Public Agenda, a nonpartisan public opinion research
organization, found that 65 percent of teachers say their students would do better in
school if their parents were more involved, and 72 percent of parents feel that children
whose parents are not involved sometimes "fall through the cracks" in school (Johnson
& Duffett, 2003).
Improve Communication
Other schools try to view parent involvement through the parents' eyes. B.F. Day
Elementary in Seattle, for example, holds parent meetings and workshops not at the
school but in a Family Center that operates in the neighborhood where many of their
bilingual families live.
Of course, the use of any strategy must be tailored to the school's population. If
families don't have reliable access to the Internet, e-mail won't work. A phone message
in English won't communicate much to parents who speak only Spanish. The bottom
line for schools is to communicate using strategies that convey what is important in a
way that can be heard by parents and families and invites them to respond.
Many schools use workshops and other school-based programs to help parents
learn about what goes on in classrooms. For example, Clara E. Westropp School in
Cleveland, Ohio, held monthly family reading nights. Parents go to the elementary
school and read with their children as well as speak with teachers about reading and
reading strategies (Epstein & Salinas, 2004). Even traditional involvement strategies
present teaching opportunities. Sending home a "weekly work folder" is one positive
step, but providing parents with specific information about what to look for in the student
work goes one step further in communicating what's important.
Personalize
Conclusion
Parents are the most important partner in a child's education and schools can
reap large dividends by capitalizing on their support. To be sure, such relationships
require a lot of work by both educators and parents. Although success will not come
easy, the rewards are too great for a school not to try.
Related Studies
That same year, there were large disparities by educational attainment in the
percentage of parents who attended school or class events (54 and 93 percent,
respectively, for parents with less than a high school degree and those with a
graduate/professional degree), and who volunteered or served on a committee at
their child’s school (25 and 65 percent, respectively). These disparities have
remained relatively constant since 1996.
Also in 2016, the percentage of parents who attended school or class events
differed by poverty status (62 and 93 percent, respectively, for households in
poverty and those not in poverty), as did the share of parents who volunteered or
served on a committee (27 and 47 percent, respectively).
Differences by grade
Parents who do not speak English at home have lower rates of attendance at
general school meetings, parent-teacher conferences, or school or class events, relative
to English-speaking parents; and lower rates of volunteering or serving on a committee.
For example, in 2016, 62 percent of students with two parents who do not speak
English had a parent attend a school or class event, compared with 71 percent of
students with just one parent who does not speak English and 82 percent of students
with two parents who speak English. Parents who do not speak English well may feel
uncomfortable getting involved with their children’s schools, or have trouble
communicating with school staff. However, school efforts to engage parents who do not
speak English in their native language may improve their level of involvement.
After the researcher has reviewed both studies, they found out that the present
study has many similarities with the cited studies. They both deal on the connection of
alcoholism to the disease liver cirrhosis. They also stress the effect of alcoholism on the
liver which when not treated will lead to liver cirrhosis.
The only difference is that the cited study focuses more on the factors that
greatly affects liver cirrhosis. Its respondents were mostly high risk individuals
susceptible to progression from clinically silent alcoholic liver disease to obvious
cirrhosis. While the present study concentrates more on the lifestyle and studies of
drinking patterns and attitudes of those who were affected by the disease. Some of
these are those who are not dependent on alcohol but who often succumb to medical
conditions such as liver cirrhosis.
Chapter III
Methodology of Research
This chapter presents the type of method used in the research, the respondents
and sampling method and the research instruments that have been used. It also show
the type of statistical treatment that applied in order to analyze and interpret the data
gathered.
Method of Research
The study would take place around Binangonan District III, specifically on
different public elementary schools.
Sources of Data
The researchers decided to use survey questionnaire in order to gather the data
needed in the study. Questionnaires are an inexpensive way to gather data from a
potentially large number of respondents. Often they are the only feasible way to reach a
number of reviewers large enough to allow statistically analysis of the results. A well-
designed questionnaire that is used effectively can gather information on both the
overall performance of the test system as well as information on specific components of
the system. If the questionnaire includes demographic questions on the participants,
they can be used to correlate performance and satisfaction with the test system among
different groups of users.
Statistical Treatment
For problem number 1, the frequency distribution and percentage was used.
Formula:
f
P= ________ X 100
N
Where:
P = Percentage
f = frequency
N = No. of students
100 = constant value
The next formula to be used was t-test. The t-test (or student's t-test) gives an
indication of the separateness of two sets of measurements, and is thus used to check
whether two sets of measures are essentially different (and usually that an
experimental effect has been demonstrated). The typical way of doing this is with the
null hypothesis that means of the two sets of measures are equal.
Where:
Where:
- sum of all pre-post score differences.
- sum of all pre-post score differences squared.
- is the number of paired observations.
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