level of influence of parental involvement on the selected tangub city national high school students

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Chapter 1

Introduction

Background of the Study

Parents play a vital role in the lives of their children. They are the ones who first

teach their children on how to write and read. Parents are considered as role models to

every child that’s why they should have the potential to model positive attitudes and

behaviors. All parents want their children to become successful, caring adults. Similarly,

many parents want to be involved with the formal education of their children. 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 productive and responsible

members of society. The academic achievement of students may not only depend on the

quality of schools and the teacher, rather on the extent of parents’ involvement has a vital

role to play in it.

According to Adewumiet.al.(2012) that parent has vital roles to play in the life of

a child. Parenting involvement is a catch-all term for many different activities including

home, good parenting, helping homework, talking to teachers, attending school functions,

through taking part in school governance. When schools work together with families to

support learning, children tend to succeed not just in schools but throughout their lives.

According to these researchers, the most accurate prediction of a students’ achievement

in school is not the income nor the social status, but the extent to which the students’

parent is able to create a home environment that encourages learning and to express high

expectations for their children’s achievement and future careers.

Parental involvement in school has been linked with academic achievement.

Previous researchers stated that parental involvement has a powerful impact on the

children’s attainment. The impact of parental involvement arises from parental values and

educational aspirations and that these are exhibited continuously through parental

enthusiasm and positive parenting style. In this new study, the researchers will determine

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the level of influence of family-related factors. This study will also determine if there is a

significant difference between the levels of influence of family-related factors in terms of

sex and the curriculum in which the a student belongs.

Tangub City National High School is a school that has a large number of student

population. Each year level consists of Science Curriculum, Regular Curriculum and

Sports Curriculum. This study investigated the level of influence of parental involvement

to the grade ten students in Sports section and in Science curriculum. This study

investigated if there is a significant difference of the level of influence of family-related

factor between male students and female students, as well as the sports curriculum and

Science curriculum.

Theoretical Background

The level of parental involvement has an important implication for children’s

academic performance. Social Cognitive theory suggests that youth absorb messages

about appropriate behavior in their lives (Bandura, 1977) as cited by Chowa, G. N.,

Masa, R. D., & Tucker J., in 2013. Based on this assumption, parents have the potential

to model positive attitudes and behaviors toward school, and researches in developed

countries such as United States have shown that parental involvement contributes to

youth academic success (Fan & Chen, 2001; Houltenville and Conway, 2008; Jeynes,

2003, 2007) as cited by Khan, R. M., &Chohan, B. I., in 2010. In fact, children are more

likely to perform better in school when their parents show an interest in their school

work. Particularly, when their parents are willing to assist them with their homework, and

are willing to hold their children accountable for completion of school assignments.

Youth who are not working hard at school may begin to perceive as valuable when

parents actively demonstrate that they value school through involvement.

As cited by Berthelsen D. and Walker S. (2008) added that when schools and

families work together, children have higher achievement in school and stay in school

longer. Engaging families in the education of their children at home and in school is

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increasingly viewed as an important means to support better learning outcomes for

children.

As cited by Khan, R. M., and Chohan, B. I., (2010) mentioned that parent’s

educational aspiration for their children proved to be strongly related to students’ growth.

Research studies have found that parental educational level has a significant impact on

child’s learning. (Khan & Malik, 1999). Similarly, Schneider and Lee (1990) linked the

academic success of the East Asian students to the values and aspirations they share with

their parents, and to the home learning activities in which their parents involve with them.

In fact, all parents have desired to do something better for their children according to

their available resources.

Gonzalez-Pienda et al. (2002) stated that parental support criteria were developed

according to six dimensions that are strongly associated to students’ behaviors at school

and the attitude towards learning. The six dimensions are (a) parents’ expectations about

their children’s’ achievement, (b) parents’ expectations about their children’s capacity to

achieve important goals, (c) parents’ behaviors that reveal interest in their children’s

school work, (d) parents’ degree of satisfaction or dissatisfaction with their children’s

level of school achievement, (e) parents’ level and type of help provided when their

children do homework, and (f) parents’ reinforcement behaviors of their children’s

achievements.

The influence of parents on children school achievement is well documented in

numerous studies. As cited by Chowa, G. N., Masa, R.D., and Tucker J., (2013) said that

greater parental involvement at early stage in children’s learning, positively affects the

child’s school performance including higher academic achievement. Harderves (1998)

reviewed that family whose children are doing well in school exhibit the following

characters:

Establish a daily family routine by providing time and a quiet place to study with

the children and assigning responsibility for house hold chores.

Monitor out-of-school activities, for example setting limits on television

watching, reduce time of playing, monitor the groups of friends the pupils walk

with.

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Encourage children’s development and progress in school; that is maintaining a

worm and supportive home, showing interest in children’s progress at school,

helping him or her with homework, discussing the value of a good education and

future career with children.

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Figure 1. Schematic Diagram

Level of Influence of

Parental Involvement

Male

Female

Sports Curriculum

Science Curriculum

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Statement of the Problem

This study sought to determine the level of influence of parental involvement on

the selected Tangub City National High School students during the school year 2014-

2015.

Specifically, it seeks to answer the following questions:

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

a. Curriculum;

b. Sex?

2. What is the level of influence of the parental involvement in terms of:

a. Curriculum b. Sex

i. Sports i. Male

ii. Science ii. Female

3. Is there a significant difference on the level of influence of parental

involvement between of male and female students?

4. Is there a significant difference on the level of influence of parental

involvement between Science and Sports curricula?

Hypotheses:

The following was tested at 0.01 level of significance.

H1: There is no significant difference on the level of influence of parental

involvement between Sports and Science Curricula (μ1 = μ2).H2: There is no significant difference on the level of influence of parental

involvement between female and male students in both Curricula (μ1 = μ2).

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Research Methodology

This section discussed the research design, research respondents, research

setting, research instrument, and validation of instrument, data gathering procedure, and

statistical treatment of data to be used in the study.

Research Design. This study utilized the descriptive design which, specifically,

the descriptive-comparative method. Comparative Method was used in

getting the difference of the level of influence of parental involvement in

terms of their sex and their curriculum.

Research Respondents. The respondents of this study were the students in fourth

year sports section under the Special Program in Sports Curriculum and

the fourth year students under the Science Technology in Engineering and

Mathematics.

Research Setting. This study was conducted in Tangub City National High

School. This is located at Tangub City particularly in Barangay Mantic.

This school offers the following curricula: Regular Curriculum, Science

Technology in Engineering and Mathematics, Open High School

Curriculum, and Special Program in Sports Curriculum. Specifically, this

study focused on the Special Program in Sports Curriculum and Science

Technology in Engineering and Mathematics in fourth year level.

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Research Instrument. The main tool which was used in this study is a

researcher-made questionnaire with ten statements about the parental

involvement.

It obtained the level of influence parental involvement. Each statement

was given one set of four boxes. The four boxes were coded as follows:

Validation of Instrument. The questionnaire was first presented to the research

adviser for checking.

Data Gathering Procedure. The questionnaire in this study aimed to draw out

appropriate responses on the objectives on this study. To ensure the

validation of responses, the questionnaire that was made by the

researchers was presented, analyzed, and was checked by the researchers’

adviser.

A letter requesting permission to conduct a research was secured

and was given to the principal of Tangub City National High School.

With the used of Microsoft Excel, the data that was gathered from

answered questionnaires was checked, classified, tabulated and was

analyzed according to the research design described in this chapter and

was performed for final presentation to the experts of different fields of

specialization.

4 ------ Very High

3 ------ High

2 ------ Moderate

1 ------ Low

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Statistical Treatment

The gathered data was presented, analyzed, and interpreted using the following

statistical formulas:

1. Mean

a. Weighted Mean was used to get the average response of the respondents to

each family-related factor.

Weighted mean

Where f = frequency

w = weight

n = number of students

b. Arithmetic Mean was used to get the overall response of the respondents

towards the family-related factors.

Where = is the value of the weighted mean

n = number of statements

Range: The information below was used in referring to what level does each indicator of

parental involvement falls.

1.00 ≤ < 1.75 Low

1.75 ≤ < 2.50 Moderate

2.50 ≤ < 3.25 High

3.25 ≤ ≤ 4.00 Very High

2. The z-test was used to determine the significant difference on the level of

influence of family-related factors between Sports and Science Curricula.

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z-test formula

where: is mean of the Sports Curriculum

is the mean of the Science Curriculum

is the variance of the Sports Curriculum

is the variance of the Science Curriculum

is the total number of the students in Sports Curriculum

is the total number of the students in Science Curriculum

3. The t-test was used to determine the significant difference on the level of

influence of family-related factors between female and male students

t- test formula

Where: is mean of the female students

is the mean of the male students

is the variance of the female students

is the variance of the male students

is the total number of the female students in both Curricula

is the total number of the male students in both Curricula

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Scope and Limitation

This study was limited only to the students in fourth year sports section under the

Special Program in Sports Curriculum and the fourth year students under the Science

Curriculum of Tangub City National High School during the S.Y 2014-2015.

Determining the level of influence of parental involvement to fourth year sports

section under the Special Program in Sports Curriculum and the fourth year students

under the Science Curriculum of Tangub City National High School were the focus of

this study with an assumption that parental involvement affects the Academic

Performance of the respondents. The information needed was gathered using the checklist

style research-made questionnaire. All information and conclusion that were drawn from

this study were obtained only to these particular groups of students.

Significance of the Study

The result of the study will benefit the following:

School Administrator. The results of this study could serve as a standard data to

improve programs for school advancement.

Curriculum Planner. The results of this study would help the curriculum planner

evaluate the existing programs in terms of students’ needs and abilities

and make changes as required.

Guidance Counselor. This study would help develops the guidance program in

line with individual needs and abilities of the students.

Students. The students would be aware on the level influence of their parents’

involvement and could possibly inspire them to do better in school.

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Parents. The results of this study would inform the parents on the level of their

influence towards their children.

Definition of terms

Curriculum. It is broadly defined as the totality of student experiences that occur

in the educational process. The term often refers especially to a planned

sequence of instruction, or to a view of the student’s experiences in terms

of the educator’s or school instructional goals.

Family. It defined as a specific group of people that may be made up of partners,

children, parents, aunts, uncles, cousins and grandparents.

Influence. It is the power to have an important effect on someone or something. If

someone influences someone else, they are changing a person or thing in

an indirect but important way.

Involvement. It is the enthusiasm that someone feels when he or she cares deeply

about something.

Parents. They are not only that who give birth for us but they teach us how to live

in these world they also teach us to respect elders and to obey them and

they also teach importance of life these is the not end.

Sex. It refers to the biological and physiological characteristics that define men

and women

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Chapter 2

PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

This chapter presents the respondent’s profile and the computed averages in

tabular form. Every indicator of parental involvement that is presented in the

questionnaire has its respective computation in terms of getting the mean response of the

respondents. As to what level of influence does each indicator fall was based on the

criteria discussed in the first chapter. This chapter also presents the test of significant

difference on the level of influence of parental involvement between Sports and Science

Curricula as well as the significant difference on the level of influence of parental

involvement between female and male students.

Table 1

Respondents’ Profile

Curriculum Male Students Female Students Total

Sports Curriculum 13 20 33

Science Curriculum 9 23 32

Total 22 43 65

Table 1 shows the respondents’ profile based on the gender and curriculum. The

total number of respondents in sports curriculum was thirty-three (33) which consisted of

thirteen (13) male respondents and twenty (20) female respondents. This showed that

most of the respondents in sports curriculum were females. In science curriculum, the

total number of respondents was thirty-two (32) which composed of nine (9) male

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respondents and twenty-three (23) female respondents. This implied that majority of the

respondents in science curriculum were females.

In general, the total number of respondents in both curricula was sixty-five (65)

which consisted of twenty-two (22) male respondents and forty-three (43) female

respondents. This showed that majority of the respondents in both curricula were females.

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Table 2Level of Influence of Parental Involvement towards the Sports Curriculum


Indicators

Sports Curriculum Interpretation

Weighted Mean

1.Establishing a daily family

routine

3.82 Very High

2. Monitoring out of school

activities

3.48 Very High

3. Modelling the value of

learning, self -discipline, and

hard work

3.82 Very High

4. Expression of high

realistic expectation for your

achievement

3.48 Very High

5. Encouragement in school

development of the children

3.76 Very High

6.Encouraging discussion

among family members

3.09 High

7. Monitoring on the

learning progress of the

children in school

3.48 Very High



3.58 Very High

9. Modelling good

behaviours and attitudes

expected from the children

3.88 Very High

10. Constant check-up on the

homework, activities and

events of the children

3.18 High

Grand Mean : 3.56 Very High

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Table 2 shows that majority of levels of the indicators of parental involvement

were very high. Out of ten (10) indicators of parental involvement eight (8) were rated as

very high and two (2) were rated as high. The indicator of parental involvement which

has the lowest weighted mean of 3.09 was encouraging discussion among family

members and was rated as high. The indicator of parental involvement which has the

highest weighted mean was modelling good behaviours and attitudes expected from the

children and rated as very high.

In general, the total mean of the indicators of the parental involvement was 3.56

which mean that the level of influence of parental involvement towards sports curriculum

was rated as very high. A study by McCarthy, Jones and Clark-Carter (2008) investigated

the sources of enjoyment reported by youth sport participants and found that positive

parental involvement was one of the most frequently reported results by young males and

females. This implies that when children in sport perceive parental involvement as

positive, they are more likely to enjoy their sporting experience. Furthermore, in terms of

child development, positive parental involvement can help develop important skills such

as self-esteem, motivation and social skills. These valuable skills learned from sport have

also been shown to transfer and facilitate development in other areas of life, such as

school and extra-curricular activities (Jones &Lavallee, 2009). This skill transfer is

more effective when the child has a greater self-awareness of their own life skills.

Therefore, parents can further assist skill development by encouraging their children to

think about what skills they are gaining from sport.

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Table 3

Level of Influence of Parental Involvement towards the Science Curriculum


Indicators

Science Curriculum Interpretation

Weighted Mean

1.Establishing a daily family

routine

3.13 High


activities

2.91 High



hard work

3.56 Very High

4. Expression of high

realistic expectation for your

achievement

2.88 High



3.47 Very High

6.Encouraging discussion


3.03 High

7. Monitoring on the

learning progress of the

children in school

3.09 High



3.03 High

9. Modelling good

behaviours and attitudes

expected from the children

3.63 Very High




2.81 High

Grand Mean : 3.15 High

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Table 3 shows that majority levels of the indicators of parental involvement were

rated as high. Among of the ten (10) indicators of parental involvement seven (7) were

rated as high and 3 (three) were rated as very high. Constant check-up on the homework,

activities and events of the children has the lowest weighted mean that was 2.81 and was

rated as high. Modelling good behaviours and attitudes expected from the children has

highest mean of 3.63 and was rated as very high.

In general, the total mean of the indicators of parental involvement was 3.15

which mean that level of influence of parental involvement towards Science curriculum

was rated as high. According to the National Science Teachers Association (NSTA) that

the involvement of parents and other caregivers in their children’s learning is crucial to

their children’s interest in and ability to learn science. Research shows that when parents

play an active role, their children achieve greater success as learners, regardless of

socioeconomic status, ethnic/racial background, or the parents’ own level of education

(PTA 1999; Henderson and Mapp 2002; Pate and Andrews 2006). Furthermore, the more

intensely parents are involved, the more confident and engaged their children are as

learners and the more beneficial the effects on their achievement (Cotton and Wikelund

2001).Parents can encourage children to consider and pursue a science- or technology-

related career and to obtain the necessary knowledge and skills that will allow them

access to and success in such a career.

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Table 4

Level of Influence of Parental Involvement towards the Female Students


Indicators

Female Students Interpretation

Weighted Mean

1. Establishing a daily family

routine

3.53 Very High


activities

3.12 High



hard work

3.74 Very High

4. Expression of high realistic

expectation for your

achievement

3.19 High



3.67 Very High

6. Encouraging discussion


3.19 High

7. Monitoring on the learning

progress of the children in

school

3.35 Very High



3.33 Very High

9. Modelling good behaviours

and attitudes expected from

the children

3.77 Very High




2.95 High

Grand Mean : 3.38 Very High

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Table 5 shows that majority of the levels of indicators of parental involvement

were very high. Out of the ten indicators of parental involvement six (6) were rated as

very high and four (4) were rated as high. Constant check-up on the homework, activities

and events of the children has the lowest weighted mean that was 2.95 and was rated

high. Modelling good behaviours and attitudes expected from the children has the highest

weighted mean that was 3.77 and was rated as very high.

In general, the total mean of indicators of the parental involvement was 3.38

which mean that the level of influence of parental involvement towards female students

was rated as very high. According to BUGS (Bringing Up Girls in Science) a program for

young girls and their parents at the university of North Texas, “the home environment is

among the most important influences on academic performance”.

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Table 5

Level of Influence of Parental Involvement towards the Male Students


Indicators

Male Students Interpretation

Weighted Mean

1. Establishing a daily family

routine

3.36 Very High


activities

3.36 Very High



hard work

3.59 Very High

4. Expression of high realistic

expectation for your

achievement

3.09 High



3.50 Very High

6. Encouraging discussion


2.82 High

7. Monitoring on the learning

progress of the children in

school

3.18 High



3.27 Very High

9. Modelling good behaviours

and attitudes expected from

the children

3.73 Very High




3.09 High

Grand Mean : 3.30 Very Hih

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Table 5 shows that majority of the levels of the indicators of the parental

involvement were very high. Out of ten indicators of parental involvement six (6) were

rated as very high and four (4) were rated as high. The indicator with the lowest weighted

mean of 2.82 was encouraging discussion among family members and was rated as high.

Constant check-up on the homework, activities and events of the children was the

indicator of parental involvement that has the highest weighted mean that was 3.73 and

was rated as very high.

In general, the total mean of the ten (10) indicators of the parental involvement

was 3.30 which mean that the level of influence of parental involvement towards male

students was rated as very high. According to Hixson (2006) that involvement of parents

and families is often cited as one of the most important ways to improve public schools.

Parental involvement makes an enormous impact on the student’s attitude, attendance,

and academic achievement it promotes better cooperation between parents and school. It

also allows parents and teachers to combine efforts to help succeed in school. In addition,

Keith, Quirk, Sperduto Santillo, and Killings (1998) found that parental involvement

influences the student’s grade average and that the same influence holds gender, but not

across ethnic group. Furthermore, Paulson (1994) examined some college students

regarding their parents’ responsiveness, school involvement interest, and commitment to

achievement and reported that both maternal and paternal support significantly predicted

the achievement of boys.

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TESTING OF HYPOTHESES

This section presents the test of significant difference on the level of influence of

parental involvement between Sports and Science Curricula and the significant difference

on the levels of influence of parental involvement between female and male students.

A. Testing significant difference on the level of influence of parental

involvement between Sports and Science Curricula at 0.01 level of

significance.

Step 1. H0: There is no significant difference on the level of influence of parental

involvement between Sports and Science Curricula or μ1 = μ2.

Step 2. H1: There is a significant difference on the levels of influence of parental

involvement between Sports and Science Curricula or μ1 ≠ μ2.

Step 3: Level of significance (α) = 0.01

Step 4: Critical region: z < -2.58 or z > 2.58

Step 5: Computation:, , ,

, ,

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Step 6. Decision: Reject the null hypothesis and conclude that there is a significant


Curricula at 0.01 level of significance.

B. Testing significant difference on the level of influence of parental

involvement between female and male students at 0.01 level of significance.

Step 1: Ho: There is no significant difference on the level of influence of parental

involvement between female and male students in both Curricula or μ1= μ2.

Step 2. There is a significant difference on the levels of influence of parental involvement

between female and male students in either Curricula or μ1 ≠ μ2.Step 3. Level of significance (α) = 0.01

Step 4. Critical region: t < -2.750 or t > 2.750

Step 5. Computation: , , , , ,

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Step 6. Decision: We failed to reject the null hypothesis and conclude that there is no

significant difference between the levels of influence of parental involvement of female

and male students at 0.01 level of significance.

C. Discussion

In testing the hypotheses, the researchers used z-test for the first pair of

hypothesis and t-test for the second pair of hypothesis. After the test, the researchers

found out that there is a significant difference between the levels of influence of

parental involvement of Sports and Science Curricula. It indicated that the level of

influence of parental involvement in Sports Curriculum is not the same with the

level of influence of family-related factors in Science Curriculum. In the second pair

of hypotheses, the researchers revealed that there is no significant difference

between the levels of influence of parental involvement of female and male students.

Thus, it implied that the level of influence of parental involvement of female and

male students is the same.

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CHAPTER 3

SUMMARY OF FINDINGS, CONCLUSION AND RECOMMENDATIONS

SUMMARY

This study sought to determine the level of influence of parental involvement to

the selected Tangub City National High School Students and to determine the significant


Curricula as well as of female and male students. The respondents of the study are the

thirty-three students of grade 10 Sports Curriculum and the thirty-two students of grade

10 Science Curriculum.

In gathering the data, the research made use of a researcher-made questionnaire

with ten indicators of parental involvement. Each indicator of parental involvement was

ranked as 4 – very high, 3 – high, 2 – moderate, and 1 – low. From the results of the data

gathered, the research used statistical instruments such as (1) Weighted Mean – to get the

level of each family-related factor, (2) Arithmetic Mean – to get the level of the overall

family-related factors, (3) z – test – to determine the significant difference between the

level of influence of parental involvement of Sports and Science Curricula, and (4) t –

test –to determine the significant difference between the level of influence of parental

involvement of female and male students.

The following are the findings of the study:

1. Level of Influence of Parental Involvement in Sports Curriculum. Majority

of the levels of the indicators of parental involvement were very high. Constant

check-up on the homework, activities and events of the children has the lowest

mean that was 3.18 and was rated as high. Modelling good behaviours and

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attitudes expected from the children has the highest weighted mean of 3.88 and

was rated as very high. In general, the total mean of the indicators of the parental

involvement was 3.56 which mean that the level of influence of parental

involvement towards sports curriculum was rated as very high.

2. Level of Influence of Parental Involvement in Science Curriculum. Majority

of the levels of the indicators parental involvement towards science curriculum

were high. Constant check-up on the homework, activities and events of the

children has the lowest weighted of 2.81 and was rated as high. Constant check-

up on the homework, activities and events of the children has the highest

weighted mean of 3.63 and was rated as very high. In general, the total mean of

the indicators of parental involvement was 3.15 which mean that level of

influence of parental involvement towards Science curriculum was rated as high.

3. Level of Influence of Parental Involvement of Female students. Majority of

the levels of the indicators of parental involvement towards female students were

rated as very high. Constant check-up on the homework, activities and events of

the children has the lowest weighted mean of 2.95 and was rated as high.

Modelling good behaviours and attitudes expected from the children has the

highest weighted mean of 3.77 and was rated as very high. In general, the total

mean of indicators of the parental involvement was 3.38 which mean that the

level of influence of parental involvement towards female students was rated as

very high.

4. Level of Influence of Parental Involvement of Male students. Majority of the

levels of the indicators of the parental involvement were rated as very high.

Encouraging discussion among family members has the lowest weighted mean of

2.82 and was rated as high. . Modelling good behaviours and attitudes expected

from the children has the highest weighted mean of 3.73 and was rated as very

high. In general, the total mean of indicators of the parental involvement was 3.30

which mean that the level of influence of parental involvement towards male

students was rated as very high.

5. Testing significant difference on the level of influence of parental

involvement between Sports and Science Curricula. The computed value of the

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z – test is 3.726 which satisfy the critical region (z > 1.96.) From this, the

decision was to reject the null hypothesis and conclude that there was significant

difference between the level of parental involvement of Sports and Science

Curriculum.

6. Testing significant difference on the level of influence of parental

involvement between female and male students. With the critical region t < -

2.042 or t > 2.042, this research found out that the computed t value which was

0.286 did not fall to any of the critical region. That’s why the decision was to

accept the null hypothesis and conclude that there was no significant difference

between the level of parental involvement of female and male students.

CONCLUSION

After studying and analyzing the gathered data, the researchers found out that the

level of influence of parental involvement between sports and science curricula has a

significant difference. The level of influence of parental involvement towards sports

curriculum was stronger than science curriculum. There was no significant difference on

the level of influence of parental involvement between female and male students. Thus,

parental involvement strongly influenced both female and male students.

RECOMMENDATIONS

This research was conducted to determine the level of influence of parental

involvement towards the selected Tangub City National High School students. The

researchers would like to address their recommendations to the following:

1. Students. They should keep on listening and obeying their parents, give much

time and value the involvement of their parents in their studies.

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2. Parents. They should always be attached with their children and they must be

positive thinkers that the development of their children in school may not only

depend on the quality of schools and the teacher, rather on the extent of their

involvement has a vital role to play in it.

3. School. They should have a good relationship and communication to every

parent of their students to become a good partner in developing every child.

4. Future Researchers. This study could be a great help to those students who would

be interested and would be willing to establish the connection of the level of

influence of parental involvement to academic performance.

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References

Adwuni, G. M., Olojo, J. O., &Falemu, A. F., (2012).Roles of Parent on the Academic

Performance of Pupils in Elementary Schools.International Journal of Academic

Research in Business and social Sciences, 02(01), 001-006. ISSN: 2222-6990

Bandura (1977) as cited by Berthelsen D. & Walker S. (2008) from

http://www.aifs.gov.au/institute/pubs/from2008/fm79/bw.pdf

Berthelsen D. & Walker S. (2008).Parents Involvement in their

Chidren’sEducation.Australian Institute of Family Studies.Retrieved on February

09, 2015 from http://www.aifs.gov.au/institute/pubs/from2008/fm79/bw.pdf

Chowa, G. N., Masa, R. D., & Tucker J., (2013). The Effects of Parental Involvement on

Academic Performance of Ghanaian Youth: Testing Measurement and

Relationship using Structural Equation Modeling. Children and Youth Services

Review, 35(12), 2020-2030. doi: 10.1016/j.childyouth.3013.09.009

Fan (2001) as cited by Khan, R. M., &Chohan, B. I., (2010) from http://www.edu.pk/jrre

Gonzalez (2002) as cited by Khan, R. M., &Chohan, B. I., (2010) from

http://www.edu.pk/jrre

Herderson&Mapp (2002) as cited by Berthelsen D. & Walkers S. (2008) from


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Khan, R. M., &Chohan, B. I., (2010).Impact of Parental Support on the Academic

Performance and Self-Concept of the School.Journal of Research and Reflection in

Education.Retrieved on February 09, 2015 from http://www.edu.pk/jrre

Rafiq, H. M., Khan, A. M., &Sohail, M., (2013). Parent Involvement and Academic

Achievement: A Study on Secondary Shool Students of Lahore, Pakistan. Internal

Journal of Humanities and Social Science.Retrieved on February 09, 2015 from

http://www.ijhssnet.com/journal/Vol_3_No_8_Special_Issue_April_2013/22.pdf

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http://www.ijhssnet.com/journal/Vol_3_No_8_Special_Issue_April_2013/22.pdf


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Appendix ALetter of Request

June 22, 2015

Myrna T. BarbonSchool PrincipalTangub City National High SchoolMantic, Tangub City

Madam:The undersigned are Fourth Year BSEd students of Gov. Alfonso D. Tan College who are currently conducting a thesis titled, “THE LEVEL OF INFLUENCE OF PARENTAL INVOLVEMENT ON THE SELECTED TANGUB CITY NATIONAL HIGH SCHOOL STUDENTS ON THIER”. This study will investigate the level of influence of parental involvement to fourth year students under Sports Curriculum and Science Curriculum. In connection to this, we would like to humbly request your permission allowing us conduct this study to the students of Fourth Year Sports Curriculum and Science Curricula in your school.We are hoping for your positive response on this matter.Respectfully yours,

VINCENT S. MONTEBONELTON JOHN B. EMBODOJACKIE LOU C. ABISONOTED:ALEMAR C. MAYORDO, BSEDResearch Instructor

LOVE H. FALLORAN, MSCRIMACA for Academics

APPROVED:MYRNA T. BARBONTCNHS School Principal

791792793794795796797798799800801802803804805806807808809810811812813814815816817818819820821822823824825826827828829830831832833834835836

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Appendix BQuestionnaire

The Level of Influence of Parental Involvement on the Selected Tangub City National High School Students

S.Y. 2014-2015

Sex Curriculum[ ] Male [ ] Science Curriculum[ ] Female [ ] Sports Curriculum

Directions: The following statements below are the situations that usually done by the parents in showing supports for their children’s studies. Rank the following statements according to the extent of their influence. Put a check mark on the box that corresponds to your answers. Refer your answers on the scale given below. 1 – Low 2 – Moderate 3 – High 4 – Very High

Parental Involvement 4 3 2 1

1. Establishing a daily family routine.2. Monitoring out of school activities.3. Modelling the value of learning, self discipline, and hard work.4. Expression of high but realistic expectation for your achievements.5. Encouragement in school development of the children.6. Encouraging discussion among family members.7. Monitoring on the learning progress of the children in school.8. Encouraging and nurturing the creativity of the children.9. Modelling good behaviours and attitudes expected from the children.10. Constant check up on the homework, classroom activities and events of the children

837838839840841842843844845846847848849850851852853854855856

857858859860861862863864865866867868

34

Appendix CResponse of the 32 Students in Science Curriculum


4Very High

3High

2Moderate

1Low

1 10 17 4 12 8 15 7 23 18 14 0 04 5 19 7 15 19 9 4 06 11 11 10 07 13 9 10 08 9 15 8 09 21 10 1 010 9 10 11 2

869870

871872873874875876877878879880881882883884885886887888889890891892893894895896897898899900901

35

Appendix DResponse of 33 Students in Sports Curriculum


4Very High

3High

2Moderate

1Low

1 27 6 0 02 21 8 3 13 28 4 1 04 20 10 2 15 27 4 2 06 12 14 5 27 19 12 1 18 22 8 3 09 29 4 0 010 12 17 2 2

902903

904905906907908909910911912913914915916917918919920921922923924925926927928929930931932933934

36

Appendix EResponse of 22 Male Students in both Curricula


4Very High

3High

2Moderate

1Low

1 12 7 2 12 13 5 3 13 14 7 1 04 10 8 2 25 15 3 4 06 6 8 6 27 12 3 6 18 11 6 5 09 17 4 1 010 7 11 3 1

935936

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37

Appendix FResponse of 43 Female Students in both Curricula


4Very High

3High

2Moderate

1Low

1 25 16 2 02 16 18 7 23 32 11 0 04 15 21 7 05 31 10 2 06 17 17 9 07 20 18 5 08 20 17 6 09 33 10 0 010 14 16 10 3

969970

971972973974975976977978979980