CHAPTER 1

THE PROBLEM AND ITS SCOPE

INTRODUCTION

Parental involvement is rewarding for children and significantly influences

academic accomplishments. Initially, the family is seen as their first educational

support (Epstein, 2018). Parents have a profound influence on the development of

their offsprings; they have a critical responsibility to manage and support their

development. Parental choices can help foster a flourishing and enlightening

environment for kids to be psychologically and academically developed.

Parental involvement according to Robinsons and Harris 2015, is also

associated with enhanced education which provides friendly, collaborative

interactions, and networking; optimistic communication; constructive feedback;

and cooperation between both parents and the school. This involvement is an

important component of a child's academic achievement.

Parental involvement in educational activities, together with the creation of

supportive home environments and open lines of communication with schools,

can greatly improve their child's academic achievement and general well-being.

Communities and schools are essential in encouraging and enabling this

engagement to guarantee that every student has the chance to achieve.

Spending time together is another factor which is essential for a family’s

well-being, especially given the fast pace of the current era. Parents Advice

Centre, Parenting NI, believes that parental involvement builds children’s self-

esteem, strengthens family bonds, establishes children’s positive behavior,

encourages communication, and most importantly affects children’s academic

performance. However, this study aims to determine the significance of parental

1
involvement in promoting the academic excellence of pupils.

BACKGROUND OF THE STUDY

Academic excellence in elementary school pupils lays the foundation for

future academic success. Many factors contribute to a child's achievement, and

research consistently highlights the importance of parental involvement. Parental

involvement encompasses a range of behaviors that demonstrate parents' interest

in their child's education. This can include activities at home, communication

with teachers, and participation in school events.

Playing an active role in the academic process, parental interest and

involvement can then serve as a cornerstone of motivation and can impact the

learning process and academic potential of their children at school (Durisic &

Bunijevac, 2017). Children’s academic success depends not only on the school

but also on the parents. However, schools must provide more programs to involve

parents and families. Consequently, parents must take part in school events and

familiarize themselves to become proficient and participate in school matters

such as school policy. For instance, parents should motivate their children to

learn, create a supportive family environment, and support their children’s school

undertakings (i.e., school milestones, programs, celebrations) to promote and

improve the academic success of their children (Park & Holloway, 2017).

Therefore, involved parents are known to provide the support, encouragement,

motivation, and assistance that their children need to learn and succeed

academically.

Many studies have shown that parental involvement is positively correlated

with student's academic achievement across various subjects, including reading,

2
math, and science. Children with involved parents tend to have better grade,

higher test scores, and improved graduation rates. Parental involvement can also

lead to better attendance, behavior, and social skills.

However, the nature and the effectiveness of parental involvement can vary.

Some research suggests that different forms of involvement may be more

beneficial at different stages of a child/s development. Additionally, factors like

socioeconomic background and cultural norms can influence how parents engage

with their child's education.

Despite of these complexities, understanding the significance of parental

involvement remains crucial. This research aims to explore how significant the

parental involvement contributes to academic excellence among elementary

school pupils by examining the different forms of parental involvement and their

impact on pupil’s achievement. This study seeks to contribute valuable insights to

improve educational outcomes for young children especially during 21 st century

era and for the upcoming generation.

STATEMENT OF THE PROBLEM

The study was conducted to determine the significance of parental

involvement in promoting the academic excellence among Grade 1 pupils of

Tubod Elementary School.

Specifically, this study would try to seek answers to the following questions:

1 Demographic profile of the students in terms of:

a. age

b. sex

2. How parental involvement is being defined by the context of parents?

3
 3. What are the methods employed by parents in terms of fostering academic

excellence?

4. What best practices contributed to higher levels of parent involvement? and

5. Is there a significant impact in terms of parental involvement and

promoting academic excellence of Grade 1 pupils.

HYPOTHESIS

Null Hypothesis

Parental involvement has no significant impact in terms of promoting the

academic excellence of the Grade 1 pupil at Tubod Elementary School.

Alternative Hypothesis

Parental involvement has a significant impact in terms of promoting the

academic excellence of the Grade 1 pupil at Tubod Elementary School.

SIGNIFICANCE OF THE STUDY

This study would be beneficial to the following:

Pupils: The outcome of this study will help the students understand the

significance of parental involvement in promoting academic excellence.

Teachers: Through the study, teachers will identify the significance of

parental involvement in promoting pupil’s academic excellence; generating a

comprehensive parent to pupil activities at school must be implemented.

Parents/Guardians: The completion of the study will assists parents and

guardians in understanding the importance of self-involvement in promoting

children’s academic excellence.

Future Researchers: The outcome of this study will help future researchers

4
in terms of gaining additional knowledge and information for their future study.

SCOPE AND LIMITATION OF THE STUDY

The focus of this study were the Grade 1 pupils of Tubod Elementary School

for S.Y. 2023-2024. The data were collected using survey questionnaire which

were conducted with the presence only of a parent or a guardian.

The study's scope is restricted to analyzing the role that parental participation

plays in helping kids achieve academic success. Other aspects that may emerge

from the research are only incidental; they are not intended to be a component of

the primary variable under investigation.

THEORITICAL FRAMEWORK OF THE STUDY

This study is anchored on the Hoover-Dempsey and Sandler Model in 1995

Theory and Self-Determination Theory (STD) by Deci & Ryan in 1995;2020.

These frameworks are used to understand the intricate dynamics between parents'

involvement and children's academic excellence.

The theory states that family engagement is a process that starts with

families’ decisions to be involved and ends with learner/s outcomes. The

cognitive component of involvement decision-making includes role construction

for involvement and self-efficacy for assisting children in succeeding in school.

Their theory attempts to support children’s learning. Their theoretical model

defines parental involvement according to three main points: (1) why parents

become involved in their children’s education, (2) how parents choose specific

types of involvement, and (3) why parental involvement has a positive influence

on learner’s educational outcomes.

However, Self-Determination Theory (STD) by Deci & Ryan in 1995;2020,

5
centers on the “why” of behavior considering the determinants an consequences

of more or less independent controlled reasons for participation. This theory

emphasizes the importance of intrinsic motivation and autonomy in driving

behavior and achievement. Parental involvement that supports children’s

autonomy, competence, and relatedness needs can foster a sense of ownership and

engagement in education. When parents provide opportunities for their children

to make choices, set goals, and take responsibility for their learning, it promotes

academic excellence.

These theories are related to the current research that the researchers have

carried out. These will provide information to the respondents and assist the

researchers in identifying and understanding the importance of parental

participation in fostering academic achievement among primary students.

Additionally, it will enable the researchers to offer the respondents a wonderful

proposal for fostering a better knowledge of linkages between family and

academic matters as well as strategies for developing and communicating as a

family-oriented individual.

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 Parental Involvement Decision Autonomy

THE SIGNIFICANCE OF PARENTAL

INVOLVEMENT IN PROMOTING
ACADEMIC EXCELLENCE AMONG
GRADE 1 PUPILS

Parental Involvement Theory Self-Determination Theory (STD)

by Hoover-Dempsey and Sandler by Deci & Ryan

Parent’s Choice of Environment Forms

Competence

Mechanisms through which Parental Involvement

Influences Child/Learner’s Outcome Relatedness

Tempering/Mediating Variable

Child/Learner’s Outcome

Figure No. 1 Theoritical Framework of the Study

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CONCEPTUAL FRAMEWORK OF THE STUDY

The conceptual framework describes the input, process, and output of this

study. The input comprised the demographic profile of Grade 1 pupils at Tubod

Elementary School, the demographic of parents and guardians, definition of

parental involvement, methods used by parents in fostering academic excellence,

practices that contributed to higher heights of parental involvement, and the level

of parental involvement according to the Grade 1 teacher of Tubod Elementary

School.

On the process stage, the researchers systematically worked on the following

important steps in conducting this research work: formulation andRdistribution of

 Demographic  Formulation of
theprofile of Grade 1tabulation, questionnaire
questionnaire, statistical treatment and analysis Eof data using
pupils of Tubod
Elementaryinterpretation of Distribution
percentages, of
the data gathered, and summarizingC the findings
School questionnaire
based on the main and sub-problems presented in this study. O
 Demographic  Tabulation
profile M
of the output of this study is a recommendation for pupils,
Finally,  Statistical parents,
parents/guardians
treatment and M
guardians, and teachers.
 Definition of analysis of data
using percentage E
INPUT
parents/guardians PROESS OUTPUT
to parental N
 Interpretation of
involvement
data gathered D
 Ways parents
 Summarizing the A
foster academic
findings based on
excellence among
the main and sub- T
pupils
problems
 Practices that presented in the I
parents contribute study
O
to higher levels of
parental N
involvement
S
 Level of parental
involvement 8
according to the
Grade 1 teacher
 Figure No. 2 Conceptual Framework of the Study

OPERATIONAL DEFINITION OF TERMS

Academic Excellence- refers to pupil’s level of achievement academically.

Grade 1 pupils- are the target and focus of this study.

Parents – for the purpose of this study, parents include family members,

guardians, grandparents, aunts, uncles, and siblings who are involved in school

undertakings for the benefit of a pupil.

Parental involvement- refers to the moral support of parents/guardians to

their children.

Teacher/s- are the individual/s who identify to level of parent involvement to

their pupils.

Tubod Elementary School- is where the research conducted.

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 CHAPTER 2

REVIEW OF RELATED OF LITERATURE AND STUDIES

FOREIGN LITERATURE

Parent involvement has a sound research base attesting to many potential benefits

it can offer in education. According to the Meta Analysis of Castro et al in 2015,

parental involvement in a very general sense is “the active participation to parents in

all aspects of their children’s social, emotional, and academic development”. This

involvement means not only controlling children’s educational progress but also,

participating in school meetings and events, contacting teachers and helping children

at home. Similarly, Journal of Asian Development Studies by Abbas et al in 2023 also

stated that parental involvement with students refers to the active and supportive

participation of parents/guardians in their children’s education and overall

development.

10
 Various studies recognized that if pupils are to maximize their potential from

schooling they will need the support of their parents as it plays a crucial factor during

the school life of children, especially in primary schools. According to the Journal of

Education Psychology by Dotterer & Wersphan (2016), parental involvement is

positively positively associated with learning engagement, which in turn contributes

to academic achievement. The involvement of parents in their learning can help them

develop their motivation as students/pupils. In fact, scientists found that parental

involvement can affect children’s academic progress, behavior, language abilities,

social skills, and generally, perception of life. Parents who spend time with their

children at home and assist them in their study brings a positive results in learner’s

academic performance. Therefore, learning engagement was a mediator of the

relationship between parental involvement and children’s academic performance.

In today’s modern educational system, more parents are becoming les engaged in

educational process of their children. Despite the fact that most parents want to be

involved more, there are lot of barriers for parental involvement such as parent’s

education, lack of time, work commitments, lack of money and belongings to show up

LOCAL LITERATURE

Education excellence in the primary school level is fostered by participation of

parents. They are asked for extensively in the west world but in Philippine, it has to be

understood basing on culture and society. In this part, the local literature is reviewed

so that a deeper understanding can be achieved regarding involvement of parents from

different angles which affects children’s academic growth within Philippines.

Parental involvement refers to complex phenomenon that is affected by culture and

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societal expectations. With many Filipino families having diverse backgrounds, there

should be recognition of this fact by schools when it comes to parental involvement as

stated by Ochoa & Torre (n.d.). Alampay (n.d.) provides insights into how cultural

values like “kapwa”, “hiya”, and “utang na loob” interrelate with attitudes towards

education among parents. These dimensions usually create relationships between

children and their parents characterized by dutifulness towards authority within family

set up.

According to Bartolome et al. (2018), fostering parental engagement poses

challenges and opportunities alike in the context of Philippines itself. Local

hesitations might occur among some parents who may have unique concerns or face

specific barriers while being requested to participate in their children’s schooling

activities. Understanding these challenges is crucial for designing effective strategies

to promote meaningful parental engagement in education. The Philippine local

literature claims that there is a need for parents to be involved in their children’s

education at the elementary level for academic success. However, it also points out

cultural and societal dynamics which influence attitudes and practices towards

education among parents here in our country. Knowing these issues will help

researchers have a better view about what involvement means and how it affects

academic achievement of students in different parts of this country.

FOREIGN STUDIES

According to Journal of Education Review Provision (2022), a student’s academic

performance may be hampered by socioeconomic or familial problems, but parental

participation can act as a buffer against these influences. Efforts to engage and assist

parents in their child’s education can have a long-lasting, beneficial effect on a

12
student’s academic and personal development. Parents’ involvement plays a

substantial role in students’ academic outcomes. Parents who actively involved in

their schools education have been linked to improved attendance and increased

participation in advanced courses.

However, frontiersin.org study entitled “Effect of Parental Involvement on

Children’s Academic Achievement in Chile (2019)”, results from a sample of 498

parents whose children are in second and third grades in 16 public elementary school

in Chile. There are differences in children’s academic achievement between the

parental involvement profiles, it indicates the learner whose parents has low

involvement, has lower academic achievement. In their study, they found out that

their findings are in line with international research evidence, suggesting the need to

focus on this variable too in Latin American contexts.

In this study, the researchers must have a deep understanding to acquire further

information if the results has or does not have significance in promoting academic

excellence among elementary pupils.

LOCAL STUDIES

Parental involvement placed a vital role in the education of children as well as the

contribution of children and the contribution it gives to the society. According to the

study of Mellisa, et al, 2017, some schools foster healthy parental involvement, but

sometimes parents have hesitations if they will involve themselves in children’s

education. It has been advocated in many places. However, it is important for schools

to recognize the existence of cultural variations in parental involvement because there

are differences among parents with diverse background on when, why, how they are

involved in their children’s education. Parenting is important in the Philippine society

13
because is viewed as the as a center to one’s social world. According to the study of

Ochoa & Torre, n.d., social context in which Filipinos are embedded have changed

rapidly over the past ten years. Children’ learning is increasingly moving forward to a

broader vision of the 21st century learning. As children’s education increasingly occur

across a range of settings, parents are uniquely positioned to help ensure that these

settings best support their children’s specific learning needs.

According to Sandeep Kumar Jaiswal’s (2017) study, he suggested that when

parents take a personal interest in their children’s education, the child’s education is

important to succeed in life. Parental involvement positively affects the school

environment as well as learning in the classroom, reinforces the efficiency of teachers

and also helps maintain good relations with school community. In addition, it clearly

explains that some types of participation activities can influence student’s ability,

achievement, and test scores while other types of participation can influence actions,

attendance, and behavior. It also states that poorly designed engagement activities can

have negative outcomes, therefore, schools must choose skills carefully.

SYNTHESIS

As suggested by all of these studies and literatures, through parents involvement

in their children’s education create a third link or connection in the triangle with their

children and the teachers in developing the necessary interactions for the success of

their children. Most of the views of authors and the results of the studies found in the

body of literature as reviewed conclude that there is a positive relationship and

significance between parental involvement and successful or improved children’s

performance at school. Furthermore, it revealed that this involvement tends to fall as

children grow older or as they enter high (secondary) school, but we cannot deny the

14
importance of parental involvement throughout the learning period of children’s

studies if we want to ensure their positive development and good academic

performance .

CHAPTER 3

RESEARCH METHODOLOGY

This chapter reveals the methods of research to be employed by the researchers in

conducting the study which includes the research design, respondents of the study,

research locale, instrumentation and its development establishing its validity and

reliability, data gathering procedure, data gathering procedure and the appropriate

statistical treatment of data.

RESEACH DESIGN

This research utilized the descriptive quantitative design to identify the

significance of parental involvement in promoting academic excellence of Grade 1

pupils at Tubod Elementary School.

This study adopted the descriptive survey method, a design used in preliminary

and exploratory studies to allow the researchers to gather, present, and interpret data .

15
RESEARCH POPULATION AND RESPONDENTS

The respondents of this study were the grade one pupils of Tubod Elementary for

School S. Y. 2023-2024. The researchers generated a total of twelve sample

participants.

Additional group of respondents were the parents or guardians of the learners

who were tasked to show moral support to their children for an improved academic

performance.

RESEARCH LOCALE

The study was conducted at Tubod Elementary School, a public elementary

school located at Tubod, Bindoy Negros Oriental. The research environment is

appropriate in terms of examining the significance of parental involvement to the

academic performance of grade 1 pupils considering the geographical location which

is nearer to the residences of the researchers.

RESEARCH INSTRUMENT

The survey questionnaire was used as the main tool to collect data. The

questionnaire was designed to address the research problem and had multiple

questions (4 for the pupils; 4 for the parents). The researcher distributed the

questionnaire to the respondents and collected their responses. Frequency count was

used as means for tallying scores.

DATA GATHERING PROCEDURE

The researchers drafted a letter and was signed by the approving authorities. The

16
letter contained the request for the partaking of the research participants and

administering the survey questionnaire. After the approval of the letter, the researchers

immediately administered the survey questionnaire to the grade 1 pupils with the

presence of parents and guardians. All gathered data will be tallied and interpreted

statistically.

STATISTICAL TREATMENT OF DATA

The gathered data was collated, tallied, and correspondingly summarized by the

researchers. The gathered information from the questionnaire was subjected by the

statistical treatment in order to ensure the reliability of the results. The following are

the statistical tools used to ensure the problems based on this study.

1. Weighted Mean – was used to determine and consider the importance of some

data values to other values. Data elements with a height weight contribute more to the

understanding of the research study.

The scale of statistical values used in this study is as follows:

Scale Rating Item Descriptive

7 Always

5 Sometimes

3 Never

2 Seldo

2. Data Analysis – descriptive statistics will be used to present and measure the

responses of the students in a more meaningful way. Frequency mean scores and

17
weighted mean will be computed to show and represent by figure the answers of the

respondents as to the quality of sleep of students during the past month. This

statistical analysis tool will be applied since it wants to describe the basic features of

the data in the study. This tool will provide simple summaries of data in a descriptive

pattern of responses of the sample.

CHAPTER 4

PRESENTATION, ANALYSIS AND INTERPRETATION OF FINDINGS

I. GRADE 1 PUPILS

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 Graph no. 1 Profile of the respondents in terms of age

The first graph showed the profile of the respondents in terms of age. As shown

in the graph, 91.7%. of the respondents aged 6 to 10. While the respondents that aged

11 to 15 years old resulted to 8.33%. A study conducted in 2019, on the reading

proficiency levels of Grade 1 pupils in the Philippines revealed that the majority of

the pupils between ages of 6 and 7 years old are proficient readers. This aligns with

the common age range for Grade 1 pupils which typically includes children aged 6 to

7 years. The study of Hill and Tyson (2019) provides robust evidence supporting the

importance of parental involvement in the academic and social development of

children. For Grade 1 pupils, aged predominantly between 6-10 years, parental

engagement is essential to promoting academic excellence and ensuring a successful

start to their educational journey.

19
 Graph no. 2 Profile of the respondents in terms of gender

The second graph showed the profile of the respondents in terms of their gender.

50% of the respondents are female and 50% are male.

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 Graph no. 3 Open communication of the respondents to their parent/guardians

This graph showed the frequency of open communication between the

respondents and parents. As shown in the graph, 83.33% of the respondents claimed

that they always communicated school matters to their parents while 16.67% were on

sometimes basis.

Open communication acts as a bridge connecting young individuals to the vital

support they need. When parents and guardians create an atmosphere of trust and

understanding, they empower their children to share their feelings and concerns. A

strong parent-child connection has been shown to positively impact emotional

resilience, self-esteem, and overall mental health (Beatriz Dellago, 2023). However,

open communication between students and parents is a cornerstone of a healthy,

dynamic, thriving family. By fostering an environment of trust, empathy and

understanding, parents and guardians empower their children to navigate the

21
complexities of their emotions, stressors, and challenges as well as helping their

children in boosting their academic performance.

Graph no. 4 Improvement of the respondent’s academic performance

As presented in the graph, 66.7% of the respondents claimed that their academic

performance improved when their parents are involved to their studies while 16.7%

sometimes and seldom. When parents are involved to their children’s schooling,

children show higher academic achievements, school engagements and motivation

(American psychological association review, 2019). This portrayed that when parents

become involve at school by, for example, attending events such as open house or

volunteering in the classroom, thy build social network that can provide useful

information, connection to school personnel (e.g., teachers), or strategies for

enhancing children’s achievements.

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 Graph no. 5 How often the respondents approach their parents about academic

matters

The graph showed whether the respondents are comfortable in asking academic

support from their parents or guardians. As presented in the graph, 75% of the

respondents felt comfortable approaching their parents/guardians about academic

matters. While 16.7% of them never felt comfortable in approaching their

parents/guardians about academic matters and 8.3% for sometimes. According to

Lareau (2011), socioeconomic status can affect the level of comfort children feel in

approaching their parents about academic matters. Middle-class parents often engage

in concerted cultivation, promoting an environment where children feel more

comfortable asking questions and seeking help.

23
 Graph no. 6 How often the respondent’s parent/guardians attend school

activities/meetings

Graph no. 6 portrayed how often parents and guardians get involved in school

activities or meetings. As shown in the graph, 58.3% of the respondents claimed that

their parents/guardians always attend school activities or meetings while 41.7% of

them answered sometimes. According to the study of hill and Tyson in 2009, the

higher levels of parental involvement, such as attending school events, are correlated

with better academic outcomes. Children whose parents are actively involved in

school activities tend to have higher grades and test scores.

II. PARENT/GUARDIAN

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 Graph no. 7 Profile of respondent’s parent/guardians in terms of age

As shown in the graph, 8.3% of the respondent’s parent/guardians aged 21-30

while 75% of them aged 31-40 and 16.7% of them aged 41-50. A study conducted by

Bartolome, Mamat, and Masnan (2020) emphasizes the role of parental involvement

in academic performance among grade 1 pupils in the Philippines. This study outlines

that effective parental involvement significantly enhances students’ academic success,

aligning with the observed age distribution where a majority of parents fall within the

31-40 age range. Furthermore, Gunzler et al. (2019), which investigates parental

involvement across different demographics, the findings show that active involvement

of parents, particularly those whose aged are between 31-40, is crucial for promoting

academic excellence among early-grade pupils.

25
 Graph no. 8 Level of parent/guardians involvement

As presented in the graph, 8.3% of the respondents described their level of

involvement to their child’s education as high level while 91.7% of the respondents

claim that their level of involvement to their child’s education is moderate. A meta-

analysis in 2019, published in the Review of Educational Research found that

moderate levels of parental involvement were most effective in promoting academic

achievement. This study confirms that while high involvement might sometimes

reduce students’ independence, moderate involvement provides a supportive

environment conducive to learning. On the other hand, a study from Chile by

Gonzales, M., & Lopez, L. (2020), identified three profiles of parental involvement:

high, medium, and low. The majority of parents fell into the medium involvement

26
category, similar to the 91.67% in your survey. The study found that both high and

medium involvement positively impacted children’s academic performance, while

low involvement was less beneficial.

Graph no. 9 Type of parent-teachers communication

As shown in the graph, 100% of the respondents claimed that they do

communicate with their child’s teacher regarding their academic progress through

parent-teacher conferences only. A study by Kraft and Dougherty (2019) found

that despite the rise of digital communication tools, many parents and teachers

still prefer traditional face-to-face meetings for discussing academic progress due

to the perceived effectiveness and personal touch these interactions offer.

Similarly, a research by Deslandes et al. (2019) emphasized that parent-teacher

conferences are the most commonly used method for in-depth discussions about

27
 student’s academic performance, often preferred over emails, phone calls, or

other digital communications.

Graph no. 10 Importance of attending school conferences

As shown in the graph, 100% of the respondents agreed that attending school

conferences is important to show parent/guardian involvement. According to

Henderson, A T., & Berla, N (Eds.) (2019), attending conferences fosters better

communication between teachers and parents, leading to a clearer understanding of a

child’s academic and social development.

28
 Graph no.11 Impact of parental involvement to their child’s education

As presented in the graph, 100% of the respondents claimed that their

involvement has a big impact to their child’s academic performance. According to the

University of Plymouth (2019) in the article on Science Daily, it shows that parental

involvement is crucial for children’s academic success. It suggests that parents’ active

participation in their children’s education can lead to higher academic attainment and

improved overall development.

29
 CHAPTER 5

SUMMARY OF FINDINGS, CONCLUSION, AND RECOMMENDATION

SUMMARY OF FINDINGS

The researchers gathered data from the twelve (12) Grade 1 pupils together with

the parents and guardians present. Among the pupils, 91.67% are aged 6 to 10 years,

with an even gender split (50% female, 50% male). Open communication with parents

is high, with 83.33% always communicating and 16.67% sometimes communicating.

No pupils reported never or seldom communicating with their parents.

Parental involvement positively impacts academic performance, with 66.67% of

30
pupils always seeing improvements, and 16.67% sometimes and 16.67% seldom

seeing improvements. In terms of comfort in seeking academic help from parents,

75% of pupils always feel comfortable, 16.67% never feel comfortable, and 8.33%

sometimes feel comfortable.

Regarding parents, 58.33% always get involved in school activities or meetings,

and 41.67% sometimes get involved. Parents’ ages are distributed as follows: 8.3%

are 21-30 years old, 75% are 31-40 years old, and 16.7% are 41-50 years old.

Involvement levels are described as high by 8.3% of parents and moderate by 91.7%.

All parents communicate with teachers through parent-teacher conferences and

believe attending these conferences is important for showing involvement, supporting

better communication and understanding of their child’s development (Henderson &

Berla, 2019). All parents also believe their involvement significantly impacts their

child’s academic performance.

findings highlight the critical role of parental involvement in promoting academic

excellence among Grade 1 pupils.

CONCLUSION

The study underscored the crucial impact of parental involvement on the

academic excellence among Grade 1 pupils of Tubod Elementary School. High levels

of parental engagement, as evidenced by frequent communication and active

participation in school activities, correlate strongly with improvements in pupils’

academic performance. The data reveals that most pupils benefit from parental

involvement, with a significant percentage reporting consistent academic

improvements and comfort in seeking help from their parents. Additionally, the

majority of parents believe their involvement positively influences their child’s

academic outcomes.

31
 These findings highlight that parental engagement is not merely supportive but

essential in fostering academic success at an early age. Effective communication

between parents and teachers further reinforces this involvement, creating a

collaborative environment conducive to the child’s development. Thus, it is

imperative for both parents and educators to recognize and encourage active parental

participation in educational activities, as it plays a vital role in promoting academic

excellence among young learners, specifically at Tubod Elementary School.

RECOMMENDATIONS

Based on the findings and conclusions drawn from the study on the significance of

parental involvement in promoting academic excellence among Grade 1 pupils at

Tubod Elementary School, the following recommendations are hereby proposed:

1. Future studies should aim to involve a more diverse group of Grade 1 pupils

from various schools to provide a broader perspective on the impact of

parental involvement on academic performance. This would enhance the

generalizability and applicability of the findings.

2. Conduct longitudinal research to track the academic progress of Grade 1

pupils over time in relation to varying levels of parental involvement. This

would provide insights into the sustained effects of parental engagement on

academic achievement throughout the elementary school years.

3. Implement programs or workshops for parents to enhance their understanding

of the importance of their involvement in their child’s education and provide

them with practical strategies to support their child’s learning at home.

32
 4. Teachers should foster stronger collaboration with parents through regular

communication channels, such as parent-teacher conferences. They should

involve parents in decision-making processes related to their child’s education

and provide resources for effective parent-teacher partnerships.

5. The school should establish recognition programs to acknowledge and

incentivize parents who actively participate in school activities and support

their child’s learning journey. This could include certificates of appreciation,

awards ceremonies, or discounts on school-related expenses.

6. Continuously evaluate the effectiveness of parental involvement initiatives and

adjust strategies based on feedback from parents, teachers, and students.

Regular assessment of the impact of parental engagement on academic

outcomes will help refine and improve intervention efforts over time.

REFERENCES

Abbas, Z.,Fatima, K., Shakoor, Z. 2023. Role of Parental Involvement on Elementary

Students Academic Success and Well Being. (2023). Journal of Asian Development

Studies, 12(4), 763-770. Retrieved from https://doi.org/10.62345/

Bartolome et al. (2018). Parental Involvement in the Philippines: A review of

Literatures Alampay, L. (n.d.) Parenting in the Philippines. Ateneo De Manila

University (Research).

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Castro, M., E. Exposito-Casas, E. Lopez-Martin, L. Lizasoain, E. Navarro-Asencio,

and J. L. Gaviria. 2015. “Parental Involvement on Student Academic Achievement: A

Meta Analysis.” Review 14: 33–46.

Dotterer, A., M. Wehrspann, E. 2016. Parent Involvement and Academic Outcomes

among Urban Adolescents: Examining the Role of School Engagement. Educational

Psychology, v36 n4 p812-830 2016. Retrieved from https://eric.ed.gov/?

id=EJ1098848

Dr. Muhammad Shafi Afridi. (2023). STUDENT STUDENTS’ ACADEMIC

PROGRESS AND PARENTAL INVOLVEMENT AT ELEMENTARY LEVEL: A

CASE STUDY OF GRADE 8 (GIRLS) OF FRONTIER SCIENCE ACADEMY

(FSA). Khairulummah, 2(02), 113–127. https://doi.org/10.5281/zenodo.8198207

González, M., & López, L. (2020). “Effect of Parental Involvement on Children’s

Academic Achievement in Chile.”

Henderson, A. T., & Berla, N. (Eds.). (2019). A new generation of evidence: The

family is critical to student achievement. National Committee for Citizens in

Education.

Hill, N. E., & Tyson, D. F. (2019). “Parental Involvement in Middle School: A Meta-

Analytic Assessment of the Strategies That Promote Achievement.” Developmental

Psychology, 45(3), 740-763

Lareau, A. (2011). Unequal Childhoods: Class, Race, and Family Life. University of

34
California Press. (https://www.ucpress.edu/book/9780520271425/unequal-

childhoods)

Muhammed, S. A., Mustapha, M. L. A., & Awoyemi, A. O. (2023). PARENTAL

FACTORS INFLUENCING SCHOOL ACHIEVEMENTS OF PUPILS IN ILORIN

METROPOLIS, KWARA STATE. Különleges Bánásmód – Interdiszciplináris

folyóirat, 9(3), 35-51. Retrieved from https://doi.org/10.18458/KB.2023.3.35

University of Plymouth. (2019, September 19). Parental involvement plays key role in

children’s academic attainment, research shows. ScienceDaily. Retrieved from

ScienceDaily [❞].

Wilder, S. (2019). The Effect of Parental Involvement on Student Academic

Achievement: A Meta-Analysis of Quantitative Research.

Olson, L. (2020). Does Parent Involvement Really Help Students? Here’s What the

Research Says. Education Week. Retrieved from

[https://www.edweek.org/leadership/parent-involvement/2004/09](https://

www.edweek.org/leadership/parent-involvement/2004/09)

Fan, X., & Chen, M. (2018). Parental Involvement, Academic Achievement, and the

Role of Student Attitudes and Behaviors as Mediators. Journal of Educational

Psychology, 93(1), 22-34.

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Van Voorhis, F. L., Maier, M. F., Epstein, J. L., & Lloyd, C. M. (2018). The Impact of

Family Involvement on the Education of Children Ages 3 to 8: A Focus on Literacy

and Math Achievement Outcomes and Social-Emotional Skills. MDRC.

Annie E. Casey Foundation. (2019). Parental Involvement in Your Child’s Education.

Retrieved from [https://www.aecf.org/resources/parental-involvement-in-education]

(https://www.aecf.org/resources/parental-involvement-in-education)

36
APPENDIX

APPENDIX A

37
APPENDIX B

38
 SURVEY QUESTIONNAIRE

THE SIGNIFICANCE OF PARENTAL INVOLVEMENT IN PROMOTING

ACADEMIC EXCELLENCE AMONG GRADE ONE PUPILS
OF TUBOD ELEMENTARY SCHOOL

Pupil’s Questionnaire:__
Name:___________________________________ Year Level: __________________
Current Address:_______________________________________________________
Age:________ Sex: __________
Instruction: Put a check (✔️) on the blanks provided based on your corresponding
response of the statements given.

STATEMENTS ALWAYS SOMETIMES NEVER SELDOM

1. I often talk about school

with my parents/guardians.
2. My school academic
performance improves when
my parents/guardians get
involved.
3. I feel comfortable asking
my parents/guardians for help
with schoolworks.
4. My parents/guardians
attend school events like
parent-teacher meetings,
school plays, or sports events.

THE SIGNIFICANCE OF PARENTAL INVOLVEMENT IN PROMOTING

39
 ACADEMIC EXCELLENCE AMONG GRADE ONE PUPILS

OF TUBOD ELEMENTARY SCHOOL

Parent /Guardian’s Questionnaire:__

Name of Parent/Guardiamn:_______________________________
Name of Pupil:__________________________
Current Address:_______________________________________
Age:________ Sex: __________
Instruction: Put a check (✔️) at the blank of your answer.
1. How would you describe your level of involvement in your child’s education?
__Low
__Moderate
__High
2. How do you typically communicate with your child’s teacher regarding their
academic progress?
__Parent-teacher conferences
__Email
__Phone calls
__Text Messages
__ Letter
__House Visit
__Messenger Chats
3. Is it important for you as parents/guardians to attend conferences in school?
__Yes
__No
4. Do you believe your involvement has an impact on your child’s academic
performance?
__Yes
__No

APPENDIX C

40
 CURRICULUM VITAE

TUBOD, BINDOY NEGROS ORIENTAL,PHILIPPINES, 6209

41
Email: [email protected]
Cell No: 09291732951

PERSONAL INFORMATION
NAME: KADUSALE, KIMBERLY
DATE OF BIRTH: APRIL 10, 2002
PLACE OF BIRTH: CAMUDLAS, BINDOY
SEX: FEMALE
MARITAL STATUS: SINGLE

EDUCATIONAL BACKGROUND

Level School Year Graduated

Tertiary BACHELOR OF ELEMENTARY EDUCATION Ongoing

NEGROS ORIENTAL STATE UNIVERSITY

Secondary DEMETRIO L ALVIOLA NATIONAL HIGH SCHOOL 2017-2018

Elementary TUBOD ELEMENTARY SCHOOL 2013-2014

Skills: Computer literate and management skills

LO-OC, BAIS CITY NEGROS ORIENTAL, PHILIPPINES, 6206

Email: [email protected]
Cell No: 09540453837

42
PERSONAL INFORMATION
NAME: LABAO, REBECAH C.
DATE OF BIRTH: SEPTEMBER 20, 2001
PLACE OF BIRTH: LO-OC, BAIS CITY NEGROS ORIENTAL
SEX: FEMALE
MARITAL STATUS: SINGLE

EDUCATIONAL BACKGROUND
Level School Year Graduated

Tertiary BACHELOR OF ELEMENTARY EDUCATION Ongoing

NEGROS ORIENTAL STATE UNIVERSITY

Secondary BAIS CITY NATIONAL HIGH SCHOOL (JHS) 2017-2018

OKIOT NATIONAL HIGH SCHOOL (SHS) 2019-2020

Elementary BAIS CITY PILOT SCHOOL 2013-2014

Skills: Computer literate, Good Communication

43
TANJAY NEGROS ORIENTAL, PHILIPPINES
Email: [email protected]
Cell No: 09488273745

PERSONAL INFORMATION
NAME: LADO, AGNES P.
DATE OF BIRTH: AUGUST 12, 2002

44
PLACE OF BIRTH: PAL-EW TANJAY CITY
SEX: FEMALE
MARITAL STATUS: SINGLE

EDUCATIONAL BACKGROUND
Level School Year Graduated

Tertiary BACHELOR OF ELEMENTARY EDUCATION Ongoing

NEGROS ORIENTAL STATE UNIVERSITY

Secondary RAYMUNDOCARDOSA PAL-EW HIGH SCHOOL 2019-2020

Elementary PAL-EW ELEMENTARY SCHOOL 2013-2014

Skills: Good communication Skills, Computer literate

45
CALATAGAN, NALUNDAN BINDOY NEGROS ORIENTAL 6209
Email: [email protected]
Cell number: 09298232726

PERSONAL INFORMATION
NAME; LASTIMOSO,JOJELYN A.
DATE OF BIRTH: JULY 20, 1999
PLACE OF BIRTH: KABANKALAN CITY
SEX: FEMALE
MARITAL STATUS: SINGLE

Educational Background:

Level School Year Graduated

Tertiary BACHELOR OF ELEMENTARY EDUCATION Ongoing

NEGROS ORIENTAL STATE UNIVERSITY
Secondary MABATO PROVINCIAL COMMUNITY 2015-2016
HIGH SCHOOL
Elementary CALATAGAN ELEMENTARY SCHOOL 2010-2011

SKILLS: Singing

46
NAGCASUNOG, BINDOY, NEGROS ORIENTAL, PHILIPPINES 6210
Email: [email protected]
Cell No: 09367662485

PERSONAL INFORMATION
NAME: VILLA, MARIANE A.
DATE OF BIRTH: DECEMBER 4, 2002
PLACE OF BIRTH: NAGCASUNOG, BINDOY, NEGROS ORIENTAL
SEX: FEMALE
MARITAL STATUS: SINGLE

Educational Background:
Level School Year Graduated
Tertiary BACHELOR OF ELEMENTARY EDUCATION Ongoing
NEGROS ORIENTAL STATE UNIVERSITY

Secondary DEMETRIO L ALVIOLA NATIONAL HIGH SCHOOL 2020-2021

Elementary NAGCASUNOG ELEMENTARY SCHOOL 2014-2015

SKILLS: Management skills, Flexibility, Adaptability

47