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CHAPTER I
THE PROBLEM AND ITS BACKGROUND

Rationale
Education is essential for the development of society. The more educated the
people of a society are, the more civilized and well-disciplined the society might be.
Mainly, family has the responsibility to socialize children for making them productive
members of society. The more the parents involve in the process of imparting education
to their children, the more the children might excel in their academic career and to
become the productive and responsible members of society.
In a society where contemporary families are highly diverse, there are single
parents, females as providers, parents with dual careers, same-sex couples, parents
with joint custody, and stepfamilies (Eshleman & Bulcroft, 2006). The members most
likely to be greatly affected are the children, who may be confused with so many
concurrent changes (Eshleman & Bulcroft, 2006). Eshleman and Bulcroft posited that
family structure has changed in many ways and that such changes have affected
children emotionally as well as intellectually. Researchers have attempted to delineate
the correlation between parental socioeconomic status, family structure, parental help
with homework, and academic achievement (Baker & Soden, 2000; M. Lee & Croninger
1994; Tocci & Englehard, 1991; Zimilies & Lee, 1991). Factors such as a
harmonious/supportive family structure and communication among family members at
home have been found to play a crucial role in the academic achievement of learners
(Tillman, 2007). Further, family structure, and the extent to which parents discuss school
issues and attend school functions, have been associated with higher adolescent
academic achievement (Jeynes, 2005). These factors are but a few that have been
studied in an attempt to identify and explain the spurious variables at play in the
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academic development of children. In many ways, it is an attempt to help fix a faltering


education system without fundamentally restructuring schools, redistributing students,
raising standards for teachers, or investing more resources (e.g. physical). Construed
most broadly, parent involvement is any action taken by a parent that can theoretically
be expected to improve student performance or behavior. In other words, parent
involvement consists of those actions that help a child meet or exceed the norms or
expectations of the student role and encompasses parent-child, parent-teacher, and to
some degree parent-parent relations.
Carr (2013) believed that those parents involved in home-school activities could
be a positive reinforcer that gives students the confidence they need for positive school
related outcomes. Without research to prove the effect of parent involvement on
student success, many parents may feel it is too late to become involved when their
child is already in high school. Hopefully, it is never too late to become involved in our
childrens lives.

Given the breadth of the topic, Atoyay elementary school, a far-flung public
school which was located at the heart of a mountainous area surrounded with trees and
shrubs may not seem to be a kind of school to raise academically competitive learners
since it is very far from more advanced civilization that lacks school facilities and
equipment needed to facilitate and enhance learning. In fact, survey shows that most
families that lived on the area have poor socio economic status resulting in minimal
attention for the learners school needs even with the existence of 4ps program.
However, Atoyay elementary school is potentially able to compete with other primary
schools in terms of academic performance. So, the researchers wanted to find out the
relationship of parental involvement to academic performance of Atoyay elementary
school. This research aims to identify the relationship of parental involvement of the
learners performance since most research have found that children are more likely to
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have higher academic achievement levels and improved behavior when families are
involved in their education (Bryan, 2005).
Review of Related Literature
Over the past several decades, scholars are concerned with the poor
academic performance of children. Guidance can be said to have started all over the
world as a movement at the beginning of 20th Century as a reaction to change process
in an industrialized society. We cant deny the fact that various factors are responsible
for scholastic failure of students, such as low socio-economic background, students
cognitive abilities, school related factors, environment of the home, or the support given
by the parents and other family members. Globally, guidance as a major service is an
essential element in management of discipline among the people in any society. It could
be difficult for any society to function well without the maintaining of discipline. Teachers
and parents alike are seeing success with blended learning approaches that can be
incorporated both in and out of the classroom. Encourage parents to create a home
environment that promotes learning and reinforces what is being taught at school. This
may help students to foster the life skills they need to carry with them outside of the
classroom.
Nyarko uses the contextual description of parental involvement in which in-school
parental involvement includes interactions with teachers about school progress and
school visits (Nyarko, 2011) and at-home parental involvement includes encouragement
of children to succeed, monitoring of homework, and attending field trips (Nyarko,
2010). Distinguishing between involvement at home and in school can be enlightening
for at least two reasons. First, some studies that differentiate between home-and
school-based parental involvement find contradictory effects. Namely, home-based
involvement has significant positive effects, while school-based involvement has
significant negative effects related to academic outcomes (Izzo et al., 1999; Sui-Chu &
Willms, 1996). Second, interventions promoting parental involvement vary based on the
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context in which involvement occurs. Interventions that promote involvement at school


might include teacher training to encourage building relationships between families and
schools, while interventions to promote involvement at home might include parental
workshops that build parents educational skills and knowledge.
Many studies, mostly from developed countries, have shown that parents are
more likely to be support with their childrens education at home than in school (Lee &
Bowen, 2006; Mau, 1997; Patrikakou & Weissberg, 2000). Research also has
established that a positive relationship exists between at-home parental involvement
and a range of school-related outcomes, including academic achievement, school
engagement, and socio emotional adjustment (Izzo et al., 1999). The level of parental
guidance has important associate for childrens academic performance. In fact, children
are more likely to apply themselves and perform better in school when their parents
show an interest in their school work, are willing to assist them with homework, and are
willing to hold their children accountable for completion of school assignments. learners
who are not working hard at school may begin to perceive school as valuable when
parents actively demonstrate that they value school through involvement. Does
involvement in parent-teacher association meetings, volunteering at school, talking to
their children about the importance of school matter? This study will begin to answer
these questions and contribute to the literature on the relationship between parental
guidance and academic performance. The focus of this study is to examine a
relationship (if any) between the extent of parental involvement in academic activities of
their children and the level of their childrens academic achievement. Parents are more
likely to be involved with their childrens education at home than in school (Lee and
Bowen, 2016; Mau, 1997; Patrikakou & Weissberg, 2000).
Learning begins at home through interaction with ones family. Parental education
and family socioeconomic status level are factors to the students quality of
achievement (Jeynes, 2002). Home environment which affects the academic
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performance of students is another factor. Educated parents can provide such an


environment that suits best for academic success of their children. The academic
performance of students greatly depends upon the parental involvement in their
academic activities to attain the higher level of academic success (Barnard, 2004;
Shumox and Lomax, 2001). According to Krashen (2005), students whose parents are
educated score higher on standardized tests than those whose parents were not
educated. Educated parents can better communicate with their children regarding the
school work, activities and the information being taught at school. Above and beyond
the other demographic factors, the effects of socioeconomic status are still prevalent at
the individual level (Capraro, M., Capraro, R., and Wiggins, 2000).
The socioeconomic status can be deliberated in a number of different ways; it is
most often calculated by looking at parental education, occupation, income, and
facilities used by individuals separately or collectively. It is also observed that parents
who are economically disadvantaged are less able to afford the cost of living of their
children at higher levels and consequently their children do not work at their fullest
potential (Rouse and Barrow, 2006). The students with high level of socioeconomic
status perform better than the students with low level of socioeconomic status (Garzon,
2006 et. al). Things which are considered as major factors that set back academic
performance are the teachers and their efficiency and ineffective instructional methods.
These derogatory accusations are unfair, since people knew that there are a lot of
factors that needed to be considered, but research findings practical knowledge in
literature researched (Wong, 2006), provided clear evidence that teachers have
positively and significantly affects students achievement and self-concept. The level of
parental involvement has important implications for childrens academic performance.
Social cognitive theory suggests that youth absorb messages about appropriate
behavior and socially accepted goals by observing and talking with important people in
their lives (Bandura, 1977). Based on this assumption, parents have the potential to
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model positive attitudes and behaviors toward school, and research in developed
community. In fact, children are more likely to apply themselves and perform better in
school when their parents show an interest in their school work, are willing to assist
them with homework, and are willing to hold their children accountable for completion of
school assignments. Learners who are not working hard at school may begin to
perceive school as valuable when parents actively demonstrate that they value school
through involvement.
According to Marzano and Pickering (2007), gives a brief history during the first
couple of decades of the 20th century how educators believed that homework was a
common way to create disciplined minds. Later, there were arguments against
homework because it was believed it interfered in routine home activities. After being
presented and published in several books and magazines, it was suggested parents,
and groups insist on the reduction of homework. (Marzano and Pickering 2007), also
state by the late 1950s, the trend against homework was reversed because it was
believed education in the United States lacked rigor which sparked schools to adapt
more rigorous homework as a partial solution to the problem (Marzano and Pickering
2007). Although the research was mixed, for and against homework, Marzano and
Pickering (2007) provide growing evidence of the usefulness of homework when
implemented effectively benefits student achievement. Both Carr (2013); Marzano and
Pickering (2007) believed homework has the potential to be an extremely valuable part
of students learning experience and supports its effectiveness for reinforcing learning.
The researcher clearly discusses how teachers can increase the effectiveness of
homework assignments for all learners by applying research-based strategies in order
to facilitate effective homework practice Carr (2013);
Marzano and Pickering (2007). Some of these strategies include, purposeful
homework assignments, design homework to be completed, involve parents
appropriately and monitor the amount of homework Carr (2013); Marzano and Pickering
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(2007) Further review of research on homework, Cooper and Nye (1994) found that
homework can lead to greater parental involvement in school, but it can also result in
increased differences between high and low achievers. As a result involvement of
parents in their childs education is believed to be one of the most important aspects of
academic achievement to improve home-school relationships. The student, parent and
teacher can all benefit from this experience (Cooper 1994).
According to, Catsambis (1998), parental involvement is viewed as one of the
most effective educational strategies in student achievement and reducing education
imbalances. Researchers show parent involvement in their in their childs education is
linked to success (Yan & Lin, 2005), and a key factor related to success for children with
learning disabilities (McLoughlin, Edge, & Strenecky, 1978). According to,McLoughlin,
Edge, and Strenecky (1978), actively involved parents of students with disabilities are
more likely to follow these processes: (a) parents and professionals exchange
information, (b) increased encouragement in the role of the parent, and (c) there is a
more productive and trusting relationship between the parents and teachers
(McLoughlin, Edge, & Strenecky, 1978). DePlanty, Coulter-Kern, and Duchane p.361,
believes adolescents are more positively affected when a relationship is sustained
between home and school, and is a critical time when parental involvement is needed
even more. Fenwick (1987) describes adolescent as a physical, emotional, and
intellectual area of concern facing intense preoccupation that brings about questions of
personal identity, peer pressure and values. Academic achievement and social
adjustment are predicted by the level of parental expectations such as high-achieving
student have parents who set higher standards than those parents of low achieving
students (MDE 2002). When parents do not know how to get involved it is
recommended schools offer support in every aspect of modeling and guiding.
Duchane (2007), there are parents who believe when a child reaches
adolescence he should have his own space for independence and growth (DePlanty,
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Coulter-Kern, & Duchane (2007). In addition, by the time the child reaches high school
academics, there are parents who may not have the knowledge or know how of the
subject areas which would make the parent feel awkward therefore becoming less
involved in their childs educational process (DePlanty, Coulter-Kern, & Duchane 2007).
DePlanty, Coulter-Kern, & Duchane (2007) describe factors that have an impact on
parental involvement of students with learning disabilities. These factors include: (a)
parents with little or no social networks, less financial stability, and lower educational
levels will have a tendency to become less involved in school activities, (b) parents of
students with learning disabilities are more likely to work outside of the home and less
likely to be involved in school activities, (c) students with learning disabilities are less
likely to have both parents in the home with a college education, and (d) parents of
students with learning disabilities report they are less involved than those parents of
students in general education (Bryan, Burstein, & Bryan 2001) Vera et al. (2012)
explored the educational involvement of parents of English Learners and examined the
relationships among specific barriers such as school involvement, parental involvement,
and daily communication with children about their day. Vera et al. (2012) found within
this study implication for intervention based on a diverse group of immigrant parents
and English Learners.
LaRocuqe, Kleinman and Darling (2011) explore the method to use as a base for
inviting more cultural and family based experiences to diverse families. La Rocuqe,
Kleinman and Darling (2011) discuss many strategies for closing the achievement gap
and increasing student learning through collaboration. Some strategies used to address
these barriers are, addressing emotional barriers, cultural differences, physical barriers
and language barriers. These researchers believed that in order to enable parents to
grow in their ability to help their children get the best education possible, encouraging
parental involvement has to be viewed as a process rather than a one-time event. In a
study done by Xu, Benson, Mudrey-Camino and Steineret (2010), the relationship
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between parental involvements, self-regulated learning (SRL), and reading achievement


through analyzing the fifth grade data from the Early Childhood Longitudinal Study,
Kindergarten Class of 19981999 was examined. Xu, Benson, Mudrey-Camino and
Steineret (2010) identified six dimensions to foster parental involvement and of the six
the three that was most effective was, parental involvement expectations, school
involvement, and homework help. This was the framework for parents to help their
children develop SRL skills and guide educators and school administrators as they
intend to increase parental involvement and its effectiveness. The results yielded a
direct connection between SRL, parental involvement and reading achievement (Xu,
Benson, Mudrey-Camino and Steineret 2010).
Sad and Gurbuzturk (2013) investigated the extent to which parental involvement
took place in regards to their childrens education. Sad and Gurbuzturk (2013) found
based on a parental involvement scale, parental involvement was high in
communication with children, creating enabling home settings, supporting the child
personality development and helping with homework (Sad and Gurbuzturk (2013). On
the other hand the all-time low was in volunteering at the childs school. LaRocuqe,
Kleinman and Darling (2011) explore the method to use as a base for inviting more
cultural and family based experiences to diverse families. LaRocuqe, Kleinman and
Darling (2011) discuss many strategies for closing the achievement gap and increasing
student learning through collaboration. Some strategies used to address these barriers
are, addressing emotional barriers, cultural differences, physical barriers and language
barriers. These researchers believed that in order to enable parents to grow in their
ability to help their children get the best education possible, encouraging parental
involvement has to be viewed as a process rather than a one-time event. Hill and Tyson
(2009) discuss changes in early adolescence and how it is affected by school context,
family relationships, and developmental processes. According to Hill and Tyson (2009)
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the context of these changes, academic performance often declines, while at the same
time the long-term implications of academic performance increase.
Literature on the overall impact of parental involvement on academic
performance in developing target areas is minimal. Whether the relationship exists and
which type of parental involvement has effects are important to determine in Atoyay,
where parents often do not have the education to engage their children in schoolwork or
the resources to hire tutors. Does involvement in parent-teacher association meetings,
volunteering at school, talking to their children about the importance of school matter?
This study will begin to answer these questions and contribute to the literature on the
relationship between parental involvement and academic performance in elementary
school. All measures of parental involvement used in studies in developing countries
are based on scales that have been established in the context of developed countries,
but parental involvement may be different in developed countries than in developing
countries. These differencesincluding types and level of involvementmust be taken
into account when measuring parental involvement in developing countries.

Statement of the problem


This research aims to determine the influence of parental involvement to the
academic performance of the grade 5 and 6 pupils of Atoyay elementary school.
The study will answer the following questions;
1. What is the profile of the respondents in terms of:
1.1 parents educational attainment
1.2 Civil status
1.3 Socioeconomic status.
2. What is the level of parental involvement towards their children in terms of:
2.1 financial
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2.2 motivational
2.3 moral
2.4 physical involvement
3. What is the academic performance of the students in terms of;
1.1 Students GPA
3. What is the level of parental involvement towards their children?
4. Is there significant relationship between parental involvement of the academic
performance of the pupils?
5. based on the findings, what intervention may proposed?

This action research study Elsleger (1999) learned that parental involvement
could be increased by offering an incentive. The goal of the study is to have direct
parental involvement with the child at home and the childs developmental learning
(Elsleger 1999). The interventions will be given as a family project and needed to be
performed as a family. Nine consenting families will have to complete seven child-
parent activities to be observed on each visit. Elsleger (1999) believed the specific task
for the interventions were successful for the project, which will last for three months.
According to Elsleger (1999) the genuine incentive for increasing parental
involvement in any family must come from parents who see themselves as their child's
first teacher and work with them to build a foundation of learning that will make them
lifelong learners.
Bartel (2010) initiated a before and after summer intervention for those parents
who participated in an interview and agreed to attend three hour of parenting classes,
computer classes, exercise and cooking classes. Children of the parent participants
attended and all day interactive homework program for the parents and their children in
an urban school setting (Bartel 2010). These same parents were interviewed and the
surveys of teachers were used to determine the impact of home/school parental
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involvement in their childrens education (Bartel 2010). This information is also


consistent with parents of high socioeconomic status. The results of the pre and post
interview with parents and the pre and post surveys from teachers showed success.
The analysis from the state aligned test after the interventions showed good results
(Bartel 2010).

Hypothesis
Ho- there is no significant relationship between parental involvement and academic
performance of the children.
Significance of the study
What would be the result of this study will be beneficial to the following group of
individual:
Parents. In parents perspective as guardians, the findings of the study would show
that parental involvement in childrens learning is a key factor in improving childrens
academic attainment and achievements.
Pupils. The pupils will benefit from the findings of the study. They themselves will find
ways to develop and enhance their performance regardless of parents full time
involvement.
Teacher and future researcher. The findings of the study will serve as a basis of the
institution guiding style. It helps to develop and improve their techniques and developing
strategies.
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Scope and Limitation


This study will be undertaken to better understand the relationship of parental
involvement to academic performance of Atoyay elementary school. The participants of
the study will be the grade 5 and 6 students of the Atoyay elementary school. This will
be conducted by the researchers during the school year 2017-2018.

Conceptual Framework
The framework of the study is illustrated in the schematic diagram of the study (Figure
1). The profile of the respondents will be determined in terms of socioeconomic status of
the parents, civil status, the parents educational attainment and GPA of the learners.
The second box shows the level of parental involvement as an independent variable of
the study. The relationship of both variables in this study will reflect to the academic
performance of the pupils.
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age

sex

Parents
Educational
Attainment
Monthly income

Parental Level of
involvement academic
performance

Figure 1. Schematic Diagram of the Study


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Chapter II
METHOD

Research Design
This study is classified into a descriptive-correlational research. It will be used to
indicate and determine the relationship between parental involvements to academic
performance among elementary pupils. The descriptive method was used to identify
and describe the factors that affect the academic performance of the elementary
learners. The correlation design was used to know whether there was a relationship
between parental involvement, school related-factors and pupils academic
performance.

Respondents and Sampling Design


The respondents of the study will be the grade 5 and 6 pupils of Atoyay
elementary School. This study is classified as population sampling wherein all grade 5
and 6 students with their current GPA (Grade point average) will be the respondents of
the study. To determine the actual sample from a given population for year level under
this study, stratified random sampling was used. To determine the profile of the
respondents such as socio economic status, civil status, educational attainment, and
income of the family frequency counts and percentage will be used.

Data Gathering Procedure


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A letter will be send to the school principal to ask authorization to allow the
researchers to conduct the study. Upon the approval, the researchers will personally
gather the respondents current grade points average (GPAs) of the grade 5 and 6
pupils of Atoyay elementary School and conduct their questionnaires.
The researchers will classify, tally, and tabulate the data collected. In analyzing
and interpreting the information gathered, descriptive statistical techniques such as
frequency, mean, standard deviation, and Person r formula will be used.

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