EFFECTS OF PARENTAL INVOLVEMENT ON THE

ACADEMIC PERFORMANCE OF STEM STUDENTS OF OUR

LADY OF FATIMA UNIVERSITY

A Research Proposal

Presented to

Faculty of Psychology Department of Our Lady of Fatima University

In Partial Fulfillment of the

Requirements for

Practical Research 1

Carlos Miguel F. Cammagay

Jandrea Mae C. Pelias

Bringino M. Yuri

Rogel Jhun M. Abiertas

Mishka Nicole M. Valdoz

Rommel M. Gaona

Daemhon A. Mortimer
 PARENTAL INVOLVEMENT IN THE ACADEMICS OF STEM STUDENTS

CHAPTER I

THE PROBLEM AND ITS BACKGROUND

Introduction

Parental involvement in children's education is crucial for their overall growth and
academic triumph. From the earliest days of life, children rely heavily on their parents' guidance
and support, as well as that of other caregivers who take on parental roles. This involvement spans
a range of activities, including actively participating in educational tasks, fostering open
communication about school-related matters, and establishing high academic standards. Extensive
research consistently highlights the profound influence of parental engagement on shaping
children's academic paths and overall welfare (Sandeep Kumar Jaiswal and Rashmi Choudhuri,
2017; CDC, 2023).

However, despite the recognized importance of parental involvement, challenges and

disparities persist in its application and effectiveness. The widening gap in achievement among
students from disadvantaged backgrounds is a striking example of this issue (Driessen, G. 2021).
Furthermore, nuanced research findings indicate that while some parental involvement positively
correlates with academic success, others may produce contrasting outcomes. For instance, studies
suggest that parental expectations significantly impact academic achievement, while excessively
controlling parental behavior may prove detrimental (Maria Castro, et al. 2015; Erdem, C., &
Kaya, M. 2020; Fernández Alonso, et al. 2017).

This study aims to delve into the particular aspects of how parents get involved in
supporting their children's education, especially in the students who are in the fields of STEM
(Science, Technology, Engineering, and Mathematics) at Our Lady of Fatima University. By
looking closely at how parents interact with their children's learning experiences, particularly in
STEM subjects, the goal is to understand how this involvement impacts the academic performance
of students in these fields. Through careful examination of different ways parents engage with their
children's education and how it influences their academic achievements, this research seeks to
uncover potential ways to improve educational outcomes and bridge the gap in academic
achievement. Lastly, the study aims to provide valuable insights that can contribute to ongoing

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 PARENTAL INVOLVEMENT IN THE ACADEMICS OF STEM STUDENTS

discussions about effective educational strategies and interventions, with the overarching goal of
ensuring that all students have equitable access to quality education.

Objectives of the Study

• To determine the positive effects of parental involvement on the academic performance

of students
• To determine the negative effects of parental involvement on academic performance of
students
• To develop a recommendation for parents on how to effectively engage in their
children's academic pursuits

Statement of the Problem

The study entitled “Effects of Parental Involvement in the Academic Performance of

STEM Students of Our Lady of Fatima University” aims to discover the effects of parental
involvement on the academic performance of students in the fields of STEM at Our Lady of Fatima
University.

1. What is the demographic profile of the respondents in terms of:

1.1. Age
1.2. Sex
1.3. General Weight Average (GWA)
2. What are the positive effects of Parental Involvement on the students?
2.1. Improved Academic Performance
2.2. Increased Motivation
2.3. Enhanced Communication Skills
3. What are the negative effects of Parental Involvement on the students?
3.1. Academic Pressure and Stress
3.2. Low Self-Esteem
3.3. Excessive dependence on parents

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 PARENTAL INVOLVEMENT IN THE ACADEMICS OF STEM STUDENTS

4. What are the recommendations to parents to help their children enhance their academic
performance?
4.1. Good Communication
4.2. Creating a healthy routine and learning environment
4.3. Setting Goals and Expectations

Scope and Delimitation

This study focuses on examining the effects of parental involvement on the academic
performance of students. The researchers limited the study to 50 students of STEM strands from
Our Lady of Fatima University in Quezon City. The study includes collecting personal information
from students, such as their gender, age, and general weighted average. Each respondent is
provided with the same questionnaire to answer. The study focuses on the current STEM students
of the academic year 2023 to 2024.

However, this research will not comprehensively explore how parents participate in
students' education. Instead, it will analyze how parental involvement impacts students' academic
performance. Additionally, the study will rely solely on subjective data provided by the students.
Despite these limitations, the overall objective of this research is to gain a better understanding of
how parental involvement influences students' academic performance.

Significance of the Study

The researcher strongly believes that the study will be very beneficial in determining the Effects
of Parental Involvement on the Academic Performance of STEM Students of Our Lady of Fatima
University

a) Students. As the primary beneficiaries of this study, students may benefit from a deeper
understanding of how parental involvement impacts their academic performance. This
knowledge can empower them to recognize the importance of parental support and engagement
in their education.

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 PARENTAL INVOLVEMENT IN THE ACADEMICS OF STEM STUDENTS

b) Parents. This study may provide parents with valuable insights into the significance of their
involvement in their children's education. By understanding the positive impact of their
engagement on their children's academic performance, parents may be motivated to become
more actively involved in supporting their children's learning experiences. Moreover, parents
can gain awareness of effective strategies and practices for fostering academic success and
enhancing their ability to support their children's educational journey.

c) School Administrators. The findings of this study may offer school administrators valuable
recommendations for promoting parental involvement and enhancing academic outcomes,
especially in the STEM strand. By understanding the relationship between parental
engagement and student success, administrators can develop targeted interventions and
initiatives to foster a supportive learning environment. Additionally, school leaders may be
inspired to implement programs and policies that encourage and facilitate meaningful
collaboration between parents, students, and educators.
d) Future Researchers. This study may inspire future researchers to further explore the role of
parental involvement in education and its impact on academic performance, not only in STEM
subjects but across various disciplines. By building upon the findings of this study, future
researchers can contribute to the development of evidence-based practices and interventions
aimed at optimizing parental engagement and improving educational outcomes. Additionally,
this study may encourage researchers to explore innovative approaches to studying the
complex dynamics of parent-school partnerships and their implications for student
achievement.

Definition of Terms

Academic Performance – The measure of how well students are doing in school, typically
assessed through grades, test scores, and other academic achievements.

Academic Pressure – The stress or strain experienced by students due to the high expectations,
demands, and competition associated with academic success.

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 PARENTAL INVOLVEMENT IN THE ACADEMICS OF STEM STUDENTS

Academic Stress – The psychological and emotional strain experienced by students as a result of
academic demands, including pressure to perform well, fear of failure, and managing academic
workload.

Communication Skills – The ability of students to effectively communicate to their parents about
their academic kinds of stuff such as academic school work, projects, exams, etc.

Excessive Dependence on Parents – The degree to which students overly rely on their parents for
support, guidance, and decision-making, to the extent that it may hinder their independence and
personal growth

General Weighted Average (GWA) – A calculated average of all grades earned by a student,
weighted according to the number of credit units assigned to each course or subject, used as a
measure of overall academic performance.

Goals and Expectations – The objectives, aspirations, and anticipated outcomes that parents set
for their children, including academic expectations regarding academic performance and
achievement.

Low Self-esteem – A negative perception of oneself characterized by feelings of inadequacy,

worthlessness, and lack of confidence in one's abilities and self-worth.

Parental Involvement – How much parents actively take part in and help with their children's
education and overall well-being, including giving support, guidance, and taking part in school
activities.

STEM – An acronym for Science, Technology, Engineering, and Mathematics, it's an academic
strand in which the students under this program is the chosen respondents of this study.

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 PARENTAL INVOLVEMENT IN THE ACADEMICS OF STEM STUDENTS

CHAPTER II

REVIEW OF RELATED LITERATURE AND STUDIES

This chapter presents and discusses foreign and local literature and studies that are closely related
to the present research. The information in this chapter was sought to support this study and lead
the researcher in determining the Effects of Parental Involvement on the Academic Performance
of STEM students of Our Lady of Fatima University.

Foreign Literatures

The study of Đurišić and Bunijevac (2017), emphasizes the significance of parental
involvement in enhancing current school programs by integrating parents into the educational
process. They assert that heightened parental engagement leads to improved student success,
increased satisfaction among parents and teachers, and a more favorable school environment. To
ensure effective parental involvement, schools should establish partnership programs that
continuously develop, implement, evaluate, and refine strategies to encourage family and
community participation. These programs should encompass various aspects such as parenting
guidance, supporting learning at home, fostering effective communication channels, promoting
volunteerism, involving parents in decision-making processes, and collaborating with the
community.

According to the study of Jaiswal, S. K. (2017) states that parental involvement, regardless
of other practices applied at home or school, has been found to influence children's academic
performance. Parents play an important role in nurturing their children’s educational development.
They provide financial support, emotional support, motivational support, and provide the resources
that the will children need to study. They encourage the children to become much more responsible
and competitive academically.

Based on the study of Fernández Alonso, R., et al. (2017), children from homes with a more
controlling style typically performed much worse than those whose parents displayed a more
indirect type of parental involvement. An indirect type of parental involvement can help students
develop a sense of responsibility. Schools should take parental involvement into account in their

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 PARENTAL INVOLVEMENT IN THE ACADEMICS OF STEM STUDENTS

family information and training strategies, given its significance for academic
performance.Parents' active involvement improves students' academic achievement at various
levels. It is reported that this involvement can enhance the student's academic performance and
boost the morale of the teacher. Although parental involvement has good benefits for students,
some find it overly controlling and interfering with their freedom to be with their peers. This can
lead to negative outcomes in their education and mental health (de Oliveira Lima and Kuusisto,
2019; Ntekane, 2018).

According to the study of Ayikoru Rehema (2021), the researcher concluded that parental
involvement in students' learning at home had a low influence of 2.7%. This involvement
manifested through parents guiding children at home, providing a conducive learning environment,
checking children's homework, discussing school activities, aiding in reading at home, supervising
preps, and purchasing home learning materials. The study accepted the hypothesis that parental
involvement in students' learning at home significantly influences academic performance in public
secondary schools in Terego District.

The Annie E. Casey Foundation (2022) found that the more educators establish family
engagement, the more effective they are in raising student performance. According to the study,
the majority of students that has achievement are those whose parents are engaged in their
education. Improved social skills, early self-confidence growth, and higher grades and test scores
are all benefits of parental involvement in their children's education. This shows that schools with
involved families function better, indicating that a student's academic success can be influenced
by parental involvement. The researchers also state that parental involvement is necessary for long-
term success since it develops a lifelong love of learning.

According to Academic Success Statistics (2023). Parents are the first teachers for every
student. They play a big part in shaping students ' academic behavior as well as their characters.
Parents' role as a supporting guide to their children inspires them to do better in their academic
tasks. A parent needs to know more about their child's academic behavior. Attending a school
meeting and participating in classroom events can help students track their progress in their
education. Engaging in discussions with their children about their homework, tasks, or research
can establish a strong bond that can make them feel supported. Based on the data that was
collected for this study, 81% of students with a great support system in their education are more

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 PARENTAL INVOLVEMENT IN THE ACADEMICS OF STEM STUDENTS

likely to graduate. This proves that parents are one of the key factors in shaping a student's
education and future success.
Based on the journal of Laura L. and Mahia S. (2019), significant differences in academic
achievement scores were observed among different parental involvement profiles. Specifically,
children of highly and moderately involved parents exhibited higher academic achievement
compared to those with low levels of parental involvement.
According to the results of the research of Ibrahima Naite (2021), found that students with
highly involved parents had better academic performance and higher test scores in all the subjects
than students with parents who were not involved. Parental involvement is one factor that has been
consistently related to a child's increased academic performance.

Faquia Hanif and S Khurram Khan Alwi (2019), stated that parental involvement in school,
including being responsive and interactive with teachers, correlates with better academic
performance among children. Conversely, children whose parents are uninvolved tend to perform
less satisfactorily academically. Additionally, parental interest in academics fosters positive
behavior in students, reducing disciplinary issues within institutions. Critically, unnecessary
criticism from parents when discussing declining academic performance can exacerbate problems
rather than resolve them, potentially leading to defiance in children. Moreover, students with low
academic records often lack a supportive home environment for discussing their social activities
with parents, and in many cases, parents may not even be aware of their child's class or faculty.
These findings emphasize the importance of parental involvement in fostering academic success
and positive behavior in students.

Local Literatures

Ginalyn Lupig (2023), states that parents are extremely important in a learner's life. They
lay the groundwork for guidance, love, and support. Family is the foundation of life, and love
never fades. Parents are more than just mentors in their child's growth. When guardians,
parents, educators, other family members, and community members work together to support and
uplift kids, learning happens most efficiently. She also mentioned that the Division of Marinduque,
especially at Landy National High School, has continued to be concerned about the absence of
parental involvement, which hurts a student's progress. Moreover, when pupils grew older or

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 PARENTAL INVOLVEMENT IN THE ACADEMICS OF STEM STUDENTS

advanced to a higher grade level, parental involvement in their schooling declined. Around the
time of the tenth grade, when their children are most dependent on them for behavior, academic
achievement, and life objectives, most parents give up on their involvement in their schooling.
This study's primary goal is to ascertain how parental engagement affects kids' behavior, academic
achievement, and goals in technology and livelihood education.
As stated by Jemimah V. Cancino (2022), the level of parental involvement observed in
the respondents does not directly impact their child's academic performance. While the study
explored the relationship between parental involvement and student achievement, it's plausible that
parents become more involved because their children are already performing well in school. This
observation does not establish a definitive cause-and-effect relationship between parental
involvement and student achievement, nor does it indicate a one-way influence.
As claimed by Moneva, J. C., et al. (2020), students with higher self-esteem and greater
parental involvement tend to achieve higher academic performance in school. It indicates a
correlation between self-esteem and parental involvement, implying that parents who actively
engage in their child's education are likely to contribute to their child's self-esteem. Conversely,
students with lower self-esteem may struggle academically compared to those with higher self-
esteem. Furthermore, parental support goes beyond financial assistance and includes guidance and
encouragement in educational pursuits. Both self-esteem and parental involvement emerge as
significant factors contributing to academic achievement, underscoring the correlation between
self-esteem and parental involvement in facilitating higher academic performance.

According to the study of Pinatil L. l., et al. (2022), The study suggests that increased
parental involvement and support in their children's studies correspond to improved academic
performance. Therefore, it recommends that school administrators and authorities develop
programs and initiatives to enhance parental participation and involvement in their children's
schooling.

As stated by Sammy Boy B. Guzman and Liera Karissa M. Banaag (2023), When parents
are highly involved in encouraging their child to read, engaging in conversations about daily
lessons and experiences with the teacher, and monitoring the results of their child's written work,
there is an improvement in the pupils' academic performance.

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 PARENTAL INVOLVEMENT IN THE ACADEMICS OF STEM STUDENTS

Based on the study of Policarpio R. Resonar III and Maribel C. Claveria (2022), suggests
that when parents are not sufficiently involved at home, it negatively impacts students' academic
achievement. Similarly, low parental involvement in education leads to poorer academic
performance in children, while strong parental involvement correlates positively. This indicates
that children may exert less effort to succeed academically if parents are less involved both at home
and at school.

Based on the findings of Christine Faith N. Albiso et al. (2022), it is concluded that parental
involvement does not correlate with academic performance among students in junior high school
years. Instead, students' motivation and self-competence play significant roles in their academic
success, enabling them to excel without extensive parental involvement. Therefore, the results
suggest that students' academic success primarily depends on their performance rather than the
level of their parents' involvement in their education.

The study of Rowena F. Panol, et al. (2021) affirms that the level of parental involvement
in students' learning significantly influences their performance, particularly in completing learning
tasks in Science. It was observed that when parents are highly involved, students can complete an
average of five learning tasks in Science. Thus, the degree of completion of learning tasks in
Science is contingent upon the extent of parental involvement. However, the study also indicates
that the extent of parental involvement is not influenced by the parents' profile. Regardless of their
background, parents' involvement in their child's learning or completion of school requirements
remains consistent.

According to Junge Guillena, et al. (2023), they reveal a positive correlation between
parental involvement and learning motivation, highlighting the crucial role of parents' engagement
both at home and in school in fostering students' motivation to learn. Both home-based and school-
based parental involvement were found to be positively associated with student motivation, with
school-based involvement showing a stronger impact. Specifically, parents who actively
participate in school activities such as planning classroom activities with teachers, fundraising
activities, and parent training and development sessions tend to have children who are more
motivated to learn in school.

As stated by Tus (2021), parental involvement is identified as a crucial factor in the

academic success of students. The study demonstrates a positive relationship between parental

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 PARENTAL INVOLVEMENT IN THE ACADEMICS OF STEM STUDENTS

involvement and students' academic performance. Although parents were still in the process of
developing their involvement in school, the level of academic performance indicated that
respondents achieved very satisfactory results with the assistance of parental involvement.

Theoretical Framework

Epstein's Parent Involvement Model serves as the theoretical framework for this study.
Epstein's Parent Involvement Model, as introduced by Epstein (2001), delineates six fundamental
types of parental involvement crucial for fostering effective school, family, and community
partnerships. These types encompass parenting, communicating, volunteering, learning at home,
decision-making, and collaborating with the community (Sheldon & Epstein, 2005). Parenting
involvement entails establishing supportive home environments conducive to children's learning,
which can lead to improved attendance, increased school awareness, and enhanced respect for
parental authority (Epstein et al., 2002). Effective two-way communication between parents and
educators, achieved through methods such as parent-teacher conferences and clear school policies,
characterizes communication involvement, resulting in heightened awareness of children's
progress and improved communication skills (Epstein et al., 2002). Volunteering involvement
encompasses parent support in school operations and activities, fostering improved
communication skills and enhanced learning through activities like tutoring (Epstein et al., 2002).
Learning at home involvement provides families with resources and strategies to support children's
learning outside of school, leading to higher homework completion rates and enhanced self-
concept as learners (Epstein et al., 2002). Decision-making involvement entails parent
representation and leadership in school committees, ensuring family representation and
safeguarding student rights (Epstein et al., 2002). Finally, collaborating with the community
involves integrating community resources and services to enrich school programs, resulting in
increased skills and talents among students (Epstein et al., 2002).

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 PARENTAL INVOLVEMENT IN THE ACADEMICS OF STEM STUDENTS

Conceptual Framework

The input of this research involves gathering rich data on parental involvement through
surveys. These data encompass a range of parental behaviors and attitudes as they relate to various
dimensions of involvement, as outlined by Epstein's Framework of Six Types of Parental
Involvement, whether it is parenting, communicating, volunteering, learning at home, decision-
making, and collaborating with the community. Moving to the Process stage, the researchers will
survey open-ended questionnaires to measure and categorize the effects of parental involvement
on the academic performance of the students. Also, It will determine the types of parental
involvement based on Epstein’s framework After that, the researchers will present the results or
the findings of the present study. Finally, in the Output stage, the effects of parental involvement
categorized by Epstein’s Framework on the Academic Performance of students are determined.
Additionally, the researchers will recommend how can parents help their children enhance their
academic performance.

Research Paradigm

INPUT PROCESS OUTPUT

Demographic profile of the 1.) Collecting data using: The effects of parental
respondents: involvement categorized by
Survey (open-ended Epstein’s Framework on
1.) Age questionnaire) Academic Performance of
2.) Sex students are determined
2.) Analyzing and
3.) GWA
interpreting the data Recommendations to
Types of Parental parents to help their
3.) Presenting the results or
involvement as outlined by children enhance their
findings
Epstein's Framework: academic performance

a) Parenting
b) Communicating
c) Volunteering
d) Learning at home Figure 1.
e) Decision-making
f) Collaborating with
the community

Figure 1.

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 PARENTAL INVOLVEMENT IN THE ACADEMICS OF STEM STUDENTS

Figure 1.

Based on the Input-Process-Output Model, the researchers took the following demographic
profiles, which are gender, age, and GWA. The researchers provided a survey of open-ended
questionnaires via Google Forms, including the Six Types of Parental Involvement as outlined by
Epstein's Framework. This survey will measure and categorize the effects of parental involvement
on the academic performance of the students. It will determine the types of parental involvement
based on Epstein’s framework. For the process, the researchers will conduct a survey of open-
ended questionnaires and will gather all the data and compute all of the results. After that, the
researchers will present the results or the findings of the present study. For output, the effects of
parental involvement categorized by Epstein’s Framework on the Academic Performance of
students are determined. The researchers will recommend how can parents help their children
enhance their academic performance.

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 PARENTAL INVOLVEMENT IN THE ACADEMICS OF STEM STUDENTS

CHAPTER III
RESEARCH METHODOLOGY
This chapter discusses the methods and procedures that the research will employ in the
conduct study. This chapter consists of the research design, subject, research ethics, data gathering
instrument, validity and reliability of instruments, data gathering procedures, and statistical
treatment of the data.

Research Designs

In qualitative analysis, survey research designs serve as techniques through which

researchers administer a survey to a subset of individuals drawn from a random population to
examine the effects of Parental Involvement on students' Academic Performance. To collect data,
the researcher employs basic random sampling techniques, selecting participants from the target
population. Positioned within the middle of the correlational design spectrum, this study aims to
establish associations between parental involvement and academic performance indicators. The
correlational analysis will be utilized by the researchers to identify and quantify the strength and
direction of relationships between parental involvement variables and student academic outcomes.
This statistical method will enable the researchers to determine whether and to what extent parental
involvement factors influence various aspects of students' academic performance. By using
correlational analysis, this study aims to enhance our understanding of how parental involvement
influences students' academic success.

Research Settings

The study will be conducted using internet-based surveys, specifically Google Forms that
will serve as the primary tool for getting the data. The target a total of 50 respondents is students
from Our Lady of Fatima University in Quezon City, Philippines. The researchers chose Our Lady
of Fatima University as the local setting of the research for the reasons of convenience because the
researchers are also students of Our Lady of Fatima University.

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 PARENTAL INVOLVEMENT IN THE ACADEMICS OF STEM STUDENTS

Research Subjects

This study focuses on the effects of parental involvement on senior high school students of
Our Lady of Fatima University specifically in the program STEM. The sampling method used in
this study was simple random sampling. This method is one of the four probability sampling
methods. The researchers used simple random sampling to provide each member of the population
with the same possibility of being chosen. With a sample size of 50 students, all the participants
will be given the same questionnaires to answer. The students will be able to provide answers that
will be used to discuss the data of the study.

Research Ethics

In conducting this study, strict ethical principles were adhered to safeguard the anonymity
and confidentiality of the participant's data. To ensure the privacy of the respondent's demographic
profile, all of the data collected was secured using private drives and files. Recognizing the
personal nature of the study's topic, special care was taken in formulating research questions and
gathering data to avoid any potential intrusion or offense to the respondents. The researchers
remained objective during survey administration, refraining from providing any personal opinions
or comments. Before participation, respondents were randomly selected and provided with consent
forms outlining the purpose and procedures of the study. Additionally, respondents were given
ample time to complete the survey questionnaires at their convenience. Written consent letters
were obtained from all participants, emphasizing their right to withdraw from the study at any time
without consequence. The researchers prioritized the well-being and free will of the respondents
throughout the research process. Upon completion of their participation, respondents were
debriefed to ensure their understanding of the study's objectives and potential benefits

Research Instruments

For this study, the researchers used a single research tool: an open-ended questionnaire.
This questionnaire was designed to explore the six types of parental involvement outlined in the

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 PARENTAL INVOLVEMENT IN THE ACADEMICS OF STEM STUDENTS

Epstein Model: parenting, communicating, volunteering, learning at home, decision-making, and

collaborating with the community. Each section of the questionnaire aimed to investigate how
parents are involved in their child's education in these different ways. Participants were asked to
provide detailed responses, sharing their experiences and thoughts on parental involvement in each
area. Additionally, the questionnaire included questions about how these different forms of
parental involvement affected the student's academic performance. By using an open-ended
format, the questionnaire allowed for detailed and comprehensive responses, providing insights
into the relationship between parental involvement and student academic success.

Validation of Instruments

The researchers used a researcher-made survey to obtain all the data needed for this study.
The instruments that will be utilized are not yet validated and will only be used for academic
purposes. The researcher will use the researcher-made survey to obtain all the needed information
and data to finish the present study, so the researchers can fulfill their requirements for the subject
Practical Research 1.

Data Gathering Procedures

The data-gathering procedures for this study involved a systematic approach to ensure
comprehensive and reliable data collection. First, the researchers identified the target population
as Grade 11 STEM students at Our Lady of Fatima University in Quezon City, Philippines. A
random sampling method was employed, selecting participants based on accessibility and
availability. Invitations to participate, accompanied by detailed explanations of the research
objectives and procedures, were extended to potential participants through various channels. Upon
obtaining informed consent, participants were provided with the research instrument—an open-
ended questionnaire designed to explore parental involvement and its impact on academic
performance. Participants were instructed to provide detailed responses reflecting their
experiences and perspectives on parental involvement in education. Data collection took place
over a specified period, during which participants were given ample time to complete the
questionnaire. Reminders and follow-up communications were sent to encourage participation and

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ensure a satisfactory response rate. Upon completion of data collection, responses were carefully
reviewed, organized, and prepared for analysis, adhering to data management protocols to maintain
confidentiality and accuracy. Lastly, the correlational analysis will be utilized by the researchers
to identify and quantify the strength and direction of relationships between parental involvement
variables and student academic outcomes. This statistical method will enable the researchers to
determine whether and to what extent parental involvement factors influence various aspects of
students' academic performance. By using correlational analysis, this study aims to enhance our
understanding of how parental involvement influences students' academic success.

Statistical Treatment

The statistical treatment for this study will involve correlational analysis to examine the
relationship between parental involvement and student academic performance among Grade 11
STEM students. The correlational analysis will enable the researchers to assess the strength and
direction of the association between these variables, providing insights into how parental
involvement may impact academic outcomes. By computing correlation coefficients, such as
Pearson's r, the researchers will determine the degree of linear relationship between parental
involvement and academic performance.

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