4 13 2

Chapter I

INTRODUCTION

Background of the Study

Students can hone their critical thinking, cognitive, logical, and

creative abilities in school. It is a location where the educational process

takes place and where the child is given the tools necessary to learn and

interact with others. However, a student's engagement in school is a

concept that does not come naturally to students. As a result, it entails

the inclusion of elements that would enable the actuality of student

engagement; one element was parental involvement. The relationship

between the home and the school has an effect on the presence of

parental influences.

Researchers found that parental involvement and student

engagement are correlated in several nations. In a study by Erol et. al

(2018) conducted in the Turkish province of Elazig, it was discovered that

a number of parental indicators, including marital status, educational

attainment, socioeconomic status, and frequency of school visits, have

an impact on how their children perceive their parents' involvement in

their education. In which, socioeconomic status is cited by Duan et al.

(2018) as a factor affecting the degree of parental involvement. A higher

socioeconomic status, for instance, leads to improved parent-child

communication regarding the child's schooling. Additionally, it was found

 2

that student perception of parental involvement closely correlated with

the level of student engagement in school (Erol et. al, 2018). On the same

study, 16% of the result came from the parental involvement scale and

19% are derived from the engagement to school scale. Therefore, a child's

engagement to school levels is an effect of a higher parental contribution.

In the Philippines, research finds that the p-value (parental value)

is higher than the threshold value of 0.05, there is no significant

relationship between parental involvement and student achievement

(Cancino, 2022). This indicates that the respondent's involvement as a

parent has no effect on their child's performance. Granting that the

study focused on how parental involvement affects students' academic

achievement, it's possible that parents are more involved because their

kids are doing well in school. This does not necessarily imply a cause-

and-effect relationship, nor does it suggest a directional influence

between parental involvement and student accomplishment. However,

according to Enteria et. al (2020), parent's involvement on the student's

academic achievement involved different factors. Environmental and

economic factors, to exemplify, can affect the education of students.

In Manuel B. Guiñez Sr. National High School, it is a must to look

into the problems of the students base on parent’s positive attitude and

support towards their education. The mechanism can be utilized to

inspire and empower the students to develop good learning habits such
 3

as in attendance, obedience, self-esteem and achievement. Most of the

students consider parental involvement as a very important variable that

positively or negatively influences their education. Some students are

involved with disengaged parents who are not interested in the academic

life of their children often promote school failures. Ambition and

emotional development are stunted without parental guidance and

involvement.

The research gap left by the earlier studies is identified by this

study. Where, explorations about the relationship between parental

involvement and academic achievement is greater than studies on the

relationship between parental involvement and student engagement. As a

result, the present study seeks to concentrate on the relationship of

parental involvement and student's engagement in Manuel B. Guiñez Sr.

National High School's Grade 11 students. Specifically, how student's

level of engagement are affected by parental involvement indicators

including time students spend with their parents, parents' involvement

in school, and parents' way of discipline.

Statement of the Problem

This study determines the relationship between Parental

Involvement and Student's Engagement of Grade 11 students in Manuel

B. Guiñez Sr. National High School.

Specifically, it aims to answer the following questions:

 4

1. What is the level of parental involvement of Grade 11 students in

Manuel B. Guiñez Sr. National High School in terms of:

1.1. Time students spend with their parents;

1.2. Parents' involvement in school; and;

1.3. Parents' way of discipline?

2. What is the level of student's engagement of Grade 11 students in

Manuel B. Guiñez Sr. National High School in terms of:

2.1. Affective (Liking for Learning); and;

2.2. Behaviour (Effort and Persist)?

3. Is there a significant relationship between parental involvement and

student's engagement of Grade 11 students in Manuel B. Guiñez Sr.

National High School?

Significance of the Study

The study seeks to understand how parental involvement is helpful

for student's engagement in school, for the parents, teachers, and future

researchers. Simply knowing how helpful parental involvement is in

students' engagement will benefit the following:

Students. They will be more aware of their level of engagement in

school with the influence of their parents.

Parents. The results of this study will give them an understanding

of how helpful they are to their child's engagement in school activities

and other curricular activities.

 5

Teachers. The results of this study will improve their condition

with the parents. They will be able to accumulate strategies that will

improve the engagement of students in school with the support of their

parents.

Future Researchers. This study will also help future researchers

with the same scope of the study to be more knowledgeable and obtain

ideas for their future studies.

Scope and Limitation

This study focuses on parents involvement and students

engagement of Grade 11 students in Manuel B. Guiñez Sr. National High

School and will be conducted during the third quarter of the school year

2022-2023. The researchers will use the slovin's formula to get the

desired number of respondents and will use the simple random sampling

in order to have an appropriate sample size. The data will be gathered

through the use of survey questionnaire.

Definition of Terms

The following terms to be used in the study will be defined

operationally for clarity and common frame of reference.

Parental Involvement. It refers to the guidance and activeness of

the parents to their children in any school activities.

Student Engagement. It is the involvement of the student in school

that measure the quality of effort of the students that lead to persistence
 6

and completion of school tasks and activities.

Affective. It is the student's emotional response to their academic

performance.

Behaviour. Frequent response to a teacher's question and intense

involvement in their school activities.

 7

Chapter II

REVIEW OF RELATED LITERATIRE

This chapter presents the literature relevant to the concept of the

present study. It analyses earlier studies and materials from the Internet

in being able to provide substantial information to support and for the

accomplishment of this study. It aims to collect claims of previous

studies about Parental Involvement with its corresponding indicators:

time students spend with their parents, parents' involvement in school,

and parents' way of discipline. Also, Student Engagement and its

indicators; affective (liking for learning), and behaviour (effort and

persist).

Parental Involvement

Numerous studies have discovered that parent's involvement in

their children's education is considerably and strongly associated with

student's achievement in the classroom (Naite, 2021). Research findings

on the impact of parental involvement on children's academic

performance demonstrate that there is a strong link between parental

involvement and student's academic success (Sumanasekera et. al, 2021).

However, parents' active involvement is more influential on students

academic performance than the other factors; socioeconomic status, for

instance. Even though parental involvement is crucial at every grade

level, it becomes especially crucial as children enter upper secondary

 8

education because parents of young adolescents tend to become less

actively involved (Sumanasekera et. al, 2021). Parents who are actively

engaged are more likely to support their children's academic, emotional,

and social development (Naite, 2021).

In addition, Akbar, Chisthi, and Yoones on 2017 stated that the

parents who involve themselves in the children's education, their

children as a result, show good performance at school. Parental

participation has demonstrated to greatly affect student performance

(Sumanasekera et. al, 2021). The study help us to accept that there is a

relationship between parental involvement and their children's academic

achievement. Furthermore, studies carried out by Hussain, Javaid,

Parveen and Iqbal on 2018 and Ambachew, Amare, and Geleta

on 2018 revealed that parental involvement has a strong, positive, and

significant relationship with the academic performance of students

(Sumanasekera et. al, 2021).

However, some research studies contradicted the above, indicating

that involvement of parents in children's education can have a negative

effect on the student's success and achievement. Parental involvement in

homework and communication with the school; lower test scores have a

detrimental effect on student's academic achievement (Naite, 2021). On

the same study, Domina on 2005 stated that compared to parents from
 9

lower socioeconomic backgrounds, parents from higher socioeconomic

background tend to be more actively involved.

Time Student’s Spend with their Parents

The researchers of this study have reviewed earlier studies on

parental involvement in children's homework (Walker et.al, 2004). Many

researchers have claimed that parental involvement, including

involvement in student homework is related to student achievement.

Children's learning at home can benefit from family participation

(Alfiansyah, 2019). Education within the family is entirely the

responsibility of the parents. This obligation can be fulfilled when

parents participate in their children's home activities. Parental

participation is important in fostering children's academic, social, and

emotional growth (Alfiansyah, 2019).

However, studies on the effectiveness of parental involvement in

homework on children's academic performance have produced conflicting

findings (Silinskas et. al, 2017) and a much smaller number of studies

have looked into the links between parental involvement in homework

and children's motivation; for instance, academic self-concept and

homework persistence. Further consideration is also necessary for a

number of other crucial topics. First, there are not many studies that

track children's motivation and performance over time in connection to

perceived parental help with homework. Second, earlier studies

 10

frequently depended on parent's assessments of how frequently

homework help was provided, making it impossible to ascertain how

children perceived and interpret such engagement. Third, most studies

have examined homework involvement in general, without focusing on a

particular subject (Silinskas et. al, 2017). Fourth, to the best of our

knowledge, no studies have looked at whether and how children's gender

influences the associations between children's perceptions of parental

involvement in homework and their performance and motivation

(Silinskas et. al, 2017).

Alfiansyah (2019) also stated that parental involvement is the

voluntarily active participation to make contribution on the educational

needs of a child. Planning, implementation, and other forms of

participation are all possible and assessment in each home study task.

The benefits that have been seen and may come from parents

helping their children with their homework highlight the wisdom of

boosting funding for solid studies intended to fully illuminate the

advantages of parental involvement for adolescent's academic success

across development levels and a variety of learning task. The student's

and school's performance service can only gain from a clearer

understanding of parents' roles, behaviors, and influences on

development of student performance.

 11

Parents’ Involvement in School

Parental involvement is the level of involvement a parent exhibits

in their children's education (Bartolome et. al, 2017). Parents

involvement with their kid's education can support the growth of their

learning and engagement processes. According to Alfiansyah (2019), this

attention is delivered by directing and guiding the youngster and

inspiring them to learn.

A deeper understanding of the ideas that guide parents choice to

get active in their children's education is deemed necessary by Taylor et.

al (Berthelsen et. al, 2008). Parents' attitudes towards education and the

emotional they once had to school are influenced. Depending on the

nature of those prior experiences, these emotions could be either positive

or negative. Parents may find it difficult to establish relationships with

their children's schools if they have negative feelings towards school.

However, parental involvement is likely to increase if students feel good

about their experiences in school. The expectations that parents have for

their children's future success are also crucial. If parents expect their

children to be highly motivated and academically successful, the child is

more likely to adopt this positive attitude (Berthelsen et. al, 2008).

Analyses of parents' involvement in their kid's education are based

on the study's findings that suggests a relatively high level of parental

involvement that is clearly evident on the parental self-report. Parents

 12

also stated that families were encouraged to participate in school

activities and that schools were generally responsive to family

requirements. In which, parents said that schools did a great job of

letting them know about opportunities to be active in their children's

education. Furthermore, parental involvement is known to decline in

secondary, according to the same study.

Another study by Tan et. al (2019), many specific parental involvement

variables were significantly related to student variables and were

significantly related to student engagement (parental academic

expectations, parental support for child's learning, parent-child

discussion of school matters, parental participation in school governance

and events, parent and child reading together, and parental emphasis on

education). Low educated parents benefited from parental academic

expectations, parent-child academic discussions, parent-child reading,

and parental participation in school activities. However, more educated

parents benefited from parental emphasis on education, parental support

of children's home learning, and parent-teacher communication.

Parents’ Way of Discipline

Parents' indiscipline has been a major problem in Ngong Division,

Kajiado North, Kenya, affecting the students in secondary schools

(Imbogo et. al, 2018). Parents have a role to play in their children's

education. After all, it seems that no one can carry on the responsibility
 13

of student discipline, which is an issue of major concern in our society

today. The study found that parents played a few roles in guiding their

children as well as counseling students. Inadvertently, parents played

roles like not supervising remedial work at home and monitoring their

movements while out of school. Also, parental factors affect parental

involvement, which enhances discipline in students. It revealed that

parents with a low level of education may have difficulty playing their

roles as parents and some parents were employed probably spend too

much time of their work that affect student discipline. The result of the

study says parents are required to play their roles actively in

collaboration with school administrators to enhance discipline among

students.

Student Engagement

Kuh (2009) defined engagement as the effort and time students

spend to activities that are empirically linked to chosen academic

outcomes as well as what institutions do to encourage students to

participate in these activities (p. 683).

Engagement entails more than involvement or participation, it

involves feelings and sense making in addition to activity (Harper et.

al, 2009). Acting without feeling involved is plainly involvement or even

compliance: feeling involved without acting is dissociation. While

focusing on school level engagement, Fredricks et. al (2004), identified

 14

three dimensions of student engagement: behavioral, emotional, and

cognitive engagement. Behavioral engagement, students who are

behaviorally engaged typically comply with behavioral norms such as

participation and engagement and exhibit the absence of disruptive or

negative behaviour. Emotional engagement, students who engage

emotionally will have affective reactions such as interest, pleasure, or a

sense of connection. Cognitive engagement, cognitively engaged students

are involved in their learning, seek to do more than the requirements and

thrive on challenge (pp. 62-63).

Affective (Liking for Learning)

Student's interests, attitudes, and aspirations are greatly

influenced by their parents (Rudasill et. al, 2014). This is consistent with

the findings of Moneva et. al (2020) which concluded that parental

motivation and student's interest are significantly related. If their parents

are motivating them, students are more interested in learning. Students

will succeed and reach their goals if they are motivated to learn.

Depending on how they feel about school, student's interest in learning

may vary. Parent's must monitor their kid's behavior and keep inspiring

them to attain good performance in school. Therefore, students are more

interested to study if their parents are encouraging them.

According to Gonzales-DeHass et. al (2005), academic motivation

and achievement rise when parents are involved in their children's

 15

schools. Student achievement is improved and promoted by student's

interest for learning, skill in the subject and comprehension of it.

In addition, Niia et. al (2015) exemplify how students, teachers,

and parents in Swedish schools place different interpretations and levels

of equivalence on how students' interest in schools affects their academic

performance. Instructors see students' support as more strongly

associated with movement and academic performance, students

perceived the investment to be primarily related with social cooperation

and not with academic accomplishment. Results of earlier research on

the relationship between cooperation and academic accomplishment can

be clarified by rater's decisions, as this correlation exists in assessment

performed by educators.

Furthermore, Moneva et. al (2020) discussed that in order to

facilitate their parents' efforts to motivate them and foster their interest

in learning, students need to be more aware of and observant of their

parents' actions. For the purpose of increasing their children's interest in

their academics and strengthen the parent-child relationship, parents

should continue to provide motivation, whether they are intrinsic or

extrinsic.

Meanwhile, Gest et. al (2004) revealed that parental involvement in

their children's reading activities at home had a significant impact on

skills, as well as on their interest in reading.

 16

Behaviour (Effort and Persist)

Engagement of students in school are accompanied by the

student's behaviour (e.g. persistence and effort). These behaviour are

influenced by external factors enveloping the student. Other people's

presence affects the behaviour of an individual itself particularly the

relationship that is transpiring among them (Rauch, 2021). Belle (2017),

identified five external and school-related factors that affects the

behaviour of secondary school students namely: the school, peers, family,

community, and the media (pp. 29-32). Rauch (2021), identified the

school, family, and peers as immediate environmental factors affecting

student behaviour. However, student school behaviour can also be low

due to different factors such as unsubstantial relationship between the

parent and school, and unusual parent's monitoring to their child

(Yigzaw, 2019).

The behaviour of students is an indicator that measure their level

of engagement. Significantly, it has an impact to the academic

achievement of students. Class and school psychological adjustment are

also made into actuality through positive learning behaviour (Amirtha et.

al, 2014). Relating to the academic achievement of students, on the

study of Amirtha et. al (2014) about the learning behavior's correlation to

academic achievement in rural, urban, and semi-urban school in

Tiruchirapalli, 53.3% of the students have a positive learning behaviour

 17

including a positive attitude towards the school and school activities.

Whilst, 25.6% of the students are in the moderate level of learning

behavior, 3.3% of poor learning behavior, and 17.8% of the students

have a very good learning learning behaviour (p. 58). On the other

hand, 44.4% are in the average level of academic achievement and

only 22.2% of the students have a positive level of academic achievement.

Their study shows the evidently low relationship between the learning

behaviour of students and academic achievement.

Setting a general concentration unto student behaviour and

student attitude, McNeal (2014) developed four hypothetical statements:

(1) parent-child discussion should directly influence student attitudes

and to a lesser degree behaviors, thereby indirectly affecting academic

achievement; (2) parent-child monitoring should directly influence

student behaviors, and to a lesser degree attitudes, thereby indirectly

affecting academic achievement; (3) educational support strategies

should directly affect achievement, but should affect student attitudes

and behaviors only modestly; and (4) Parent Teacher Organization

involvement should directly affect student attitudes and behavior,

thereby indirectly affecting academic achievement. PTO involvement

should also directly affect academic achievement. In which, parent-child

discussion shows a higher effect on student behaviour and attitudes.

Correlation and Synthesis of Variables

 18

Student's level of engagement is not dependent on their student-to-

student interactions in school (Akey, 2006). Therefore, the study

acknowledges parental involvement to be related with the student's level

of engagement. Parental Involvement encompasses multiple factors (Roy

et. al, 2018), on this study we have: time student’s spend with their

parents, parents' involvement in school, and parents' way of discipline to

determine the level of parent's parental involvement that affects their

student's school engagement in terms of their liking for learning and

behaviour in the learning process.

There are number of literature that explored the variables and

indicators to be used in this study. Based on multiple factors, parental

involvement has a determined effect to the engagement of students and

academic achievement.

Theoretical Framework

The study will be anchored from the theoretical support of Hoover-

Dempsey and Sandler's model of parental involvement. Hoover-Dempsey

and Sandler (1997), indulged into the psychological perspective of

parental involvement which questions the parents involvement in their

child's education. Why they choose to be involved and their own choices

of involvement with its corresponding effects. Hence, the proposed model

of Hoover-Dempsey and Sandler will address the concept of parental

involvement dynamically.
 19

The Hoover-Dempsey and Sandler’s model of parental involvement

will serve as a road map of the present study. Parents involve

themselves into their child’s learning through encouragement, modeling,

reinforcement, and instruction. Wherein, its psychological parameter

determines parental involvement as an external factor that contribute to

the academic achievement of students.

Conceptual Framework

Independent Variable Dependent Variable

Parental Involvement Student’s Engagement

of Grade 11 Students
 Time Student’s
Spend with their  Affective (Liking for
parents Learning)
 Parents’  Behaviour (Effort
Involvement in and Persist)
School
 Parents’ Way of
Discipline

Figure 1. Conceptual Framework of the Study

The Figure 1 presents the overall study in which the independent

variable is parental involvement with the following indicators; time

students spend with their parents, parents' involvement in school and

parents' way of discipline. On the other hand, the dependent variable is

all about the student's engagement of Grade 11 students in Manuel B.

 20

Guiñez Sr. National High School with its corresponding indicators

namely; affective (liking for learning), and behaviour (effort and persist).

The arrow illustrate the relationship of the dependent and independent

variable.
 21

Chapter III

METHODOLOGY

This chapter describes the research design, research locale,

research respondents, research instruments, data collection, data

analysis and ethical considerations.

Research Design

The method to be used in this study will be quantitative research.

Quantitative research is the process of collecting and analyzing

numerical data. It can be used to find patterns and averages, make

predictions, casual relationships, and generalize results to wider

populations. In this study, the researchers will use a descriptive

correlational research design to determine the level of relationships of

variables and employ it to describe the relationship between Parental

Involvement and Student's Engagement of Grade 11 students in Manuel

B. Guiñez Sr. National High School. Descriptive correlational analysis is

important to serve as preliminary research for further studies that can be

made to find out the cause-and-effect relationship between variables

(Lappe, 2000). This research design is useful for describing how one

phenomenon is related to another in situations where the researcher has

no control over the independent variables – the variables that are

believed to cause or influence the dependent or outcome variable.

Research Locale

The researchers will conduct their study in Manuel B. Guiñez Sr.

 22

National High School located in Purok 5-B Poblacion, Banaybanay,

Davao Oriental. The school is composed of 2 faculties, 21 Senior High

teachers, 86 Junior High teachers, and 6 non-teaching staff having a

total of 107 overall teachers. The researchers will gather the respondents

randomly among Grade 11 Senior High who has 597 total number of

students.

Research Respondents

The respondents of the research study will be the Grade 11 Senior

High Students of Manuel B. Guiñez Sr. National High School of School

Year 2022-2023. The total population of Grade 11 Students is five

hundred ninety-seven (597) and the number of the respondents from

Grade 11 will be two hundred forty (240) out of the population. The

respondents will be selected through simple random sampling in which

all Grade 11 students will be given equal opportunity to be selected in

the process of choosing the respondents.

The Grade 11 students are the newcomers of the Senior High

Department, selecting a strand and track to enter needs to be chosen

with full support from the parents. As well, the loads of school works, a

number of performance tasks that requires enough engagement upon

entering Senior High is deemed to be achievable with the involvement of

the parents.

Research Instrument

The researchers will utilize survey questionnaires for parental

 23

involvement and student's engagement. Data collection will use two

instruments: (1) the adopted study by Hart et. al (2011) entitled "Student

Engagement in Schools Questionnaire (SESQ) and the Teacher

Engagement Report Form-New (TERF-N): Examining the Preliminary

Evidence" and (2) the study of Cadosales et. al (2017) entitled "Student's

Relationship with Parents: Basis for an Action Plan".

To measure the level of parental involvement and student's

engagement of Grade 11 students in Manuel B. Guiñez Sr. National High

School, the following parameters will be used in the study.

Range of Means Descriptive Interpretation

Equivalence

4.50-5.00 Always This means that the parental involvement or

student's engagement is very high and

manifested at all times or about 10 out of 10

occasions.

3.50-4.49 Frequently This means that the parental involvement or

student's engagement is high and manifested

most of the time or about 7 out of 10

occasions.

2.50-3.49 Seldom This means that the parental involvement or

student's engagement is moderate and

manifested occasionally or about at least 4

out of 10 occasions.
 24

1.50-2.49 Rarely This means that the parental involvement or

student's engagement is low and manifested

very rarely or about at least 1 out of 10

occasions.

1.00-1.49 Never This means that the parental involvement or

student's engagement is very low and not

manifested at all.

Data Collection

In collecting the data, the researchers will use the following steps

and procedures:

Request for permission to conduct the study. The researchers will

ask permission to conduct the study in a way of sending letters to the

Manuel B. Guiñez Sr. National High School's principal to be able to

inform the intention or purpose of our study. When the study is

approved, researchers can continue and conduct the study with the

respondents.

Distribution of the questionnaires to the target audience. The

approval and the production of research instrument, the researchers will

personally meet the identified respondents and guide them with the

survey questionnaires.

Retrieval of the questionnaires. In retrieving the answered

questionnaire, the researchers will check if all of the required data are
 25

answered. With the help and guidance of the statistician, frequency

tables, percentage, and descriptive statistics will be created to display the

results.

Analysis and interpretation of the data. The results of the study

will be analyzed and interpreted privately to avoid biased results and to

clearly present the purpose of why the study was conducted.

Data Analysis

The data that will be obtained for the accomplishment of this study

will be analyzed and interpreted using the statistical tools as follows:

Mean. This will be used in determining the level of Parental

Involvement and Student Engagement of Grade 11 students in Manuel B.

Guiñez Sr. National High School.

Pearson Product - Moment Correlation Coefficient (Pearson-r). This

will be used to measure the statistical relationship of Parental

Involvement and Student Engagement variables.

 26

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