COLLEGE OF SAN BENILDO – RIZAL

JUNIOR HIGH SCHOOL DEPARTMENT

SUMULONG HIGHWAY, ANTIPOLO RIZAL
SCHOOL YEAR 2019 - 2020

THE CORRELATION OF
PARENTS’ INVOLVEMENT TO
THE ACADEMIC PERFORMANCE
OF COSB-R’S JHS STUDENTS

Agustin, Anselma
Ong, Daphnie,
CHAPTER I
Samera, Natalie
INTRODUCTION
Santos, Radcliff
Group 1 of 10C
  
THE CORRELATION OF PARENTS’ INVOLVEMENT TO THE ACADEMIC PERFORMANCE OF COSB-R’S JHS STUDENTS

Family involvement refers to when parents are directly involved in the education of
their children. They involve themselves and are involved by the school and teachers in the
education of their children.

Parental or familial involvement is used to describe any support a student receives

from a guardian, family, or other mature influence in their home-life. Though the literature
uses numerous terms (e.g. parents, guardians, family) to refer to these mentors, parent
involvement is the most common descriptor of the resulting relationship. Parent
involvement in education underscores the responsibility that families and schools work
together in promoting students’ academic success.

The term “parent involvement” includes several forms of participation in education

and with schools such as Parent involvement happens when parents involved themselves
in school meetings, events, volunteer work or their support at home and at school.

Statement of the Problem

A child’s first teachers are his/her parents. A child’s performance is based on

numerous factors. We want to determine whether a parent’s involvement, a critical factor
in a student’s life, affects their child’s academic performance and what are the efficient
ways a parent can help their child through their involvement.

General Problem:

Our study aims to identify the correlation of Family Involvement with College of San
Benildo – Rizal’s Junior High School Students.

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Specific Problems:

 What are the possible outcomes when parents are sufficiently involved in their
child’s academics?
 Does having supportive parents affect one’s studies?
 In what way can families help students in their academics?
 How can parents guide their children in a more efficient way?

Significance of the Study

The significance of this research stems from the importance of parental involvement
and how it ultimately affects student’s academics. The study aims to identify the correlation
between parent/family involvement and a student’s academic performance as parent’s
involvement in education of their children has been significantly linked with the quality of
education and academic achievement of children. (Rafiq et. al, 2013)

Research Questions

In order to learn more about how these communities’ function, a qualitative study
involving the following questions will be employed.

The primary research question will be “What is the impact of family involvement on
a child’s education?” Several secondary questions were imbedded in the primary questions
including “What are the possible outcomes when family involvement is applied, in terms of
academics?” and “How can parents guide their children in a more efficient way?”
Understanding more about these crucial relationships helps develop a greater awareness of
parental involvement and its integral relationships.

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Limitations and Delimitations

Limitations that may affect the study include the following: student sampling due to
limited population from which to select students, method and process in which to collect
data, time constraints, age of studies used, and limited access to data.

Assumptions

The researchers assume that students answer questionnaires correctly and

honestly, the sample was of an adequate size to obtain valid results, and the data obtained
from the parent involvement were typical of parent responses. It was also assumed that the
QE tests scores were a valid measure of student achievement. Additionally, it was assumed
that the instruments used to analyze data were valid, and the time frame for the study was
adequate.

Definition of Terms

Parent Involvement- refers to the amount of participation a parent has when it

comes to schooling and her child's life

Academic Performance- extent to which a student has attained short or long-term

educational goals

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CHAPTER II

REVIEW OF RELATED LITERATURE

Educational achievement of students demands urgent attention to attain their goals.

Numerous researches have been conducted to contribute to determine the predictors of
educational success of students.

Coulombe (1995), parent involvement was defined mainly as parents participating

in activities within the school, and only when approved by the school. Parent involvement,
according to Vandergrift and Green (1992) has two independent components, one being
parents as supporters, the other component being parents as active partners.

Davies (1991), parent involvement has shifted to mean the active and
knowledgeable involvement of parents from birth throughout the elementary and
secondary education of their children. It has changed from a parent focus to family focus,
from family to community agencies, and from the ever-eager parents only to the hard-to-
reach or at-risk parents. Parent involvement has changed from professional agendas to
family priorities, and from a deficit view of primarily urban families to a greater emphasis
on the strengths of families.

IMPACT

Gordon (1977) reviewed parent involvement programs and proposed a three-

dimensional model: (1) Parent Impact, (2) School Impact, and (3) Community Impact.

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THE CORRELATION OF PARENTS’ INVOLVEMENT TO THE ACADEMIC PERFORMANCE OF COSB-R’S JHS STUDENTS

This summary indicated that all three produced positive effects, providing
promising framework to further examine the effect of parent involvement on their
children's academic performance. This showed that any support or type of involvement has
a positive impact, however does not specify what form of parent involvement has the
greatest impact to a student’s academic performance.

CLASSIFICATION

The types of parent involvement as described by researchers, analyze a well-known

parent involvement framework, discuss the need for parent involvement in children's
education, note the impact of parent involvement, list the common barriers of parent
involvement, and to observe ways to increase parent involvement.

Epstein (1987), developed a framework for defining six different types of parent
involvement. Epstein reported that family practices of involvement are just as or more
important than family background in determining whether students’ progress and succeed
in school.

Marcon (1999) grouped involvement by whether parents were active and “in
charge,” or passive and “reacting to the school.”

Both define parent-involvement as a positive force on a student in his/her

education, stating that family involvement helps a child succeed and that reacting to the
grades of student or to the school, has a positive effect. This could be the student reacting
positively to any form of reaction from his/her first mentors.

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The studies were fairly uniform in how they defined and measured student
academic achievement such as taking into account: report card grades, grade point
averages, enrollment in advanced classes, and standardized test scores, attendance, staying
in school, being promoted to the next grade, improved behavior and healthy development
like less substance abuse and less disruptive behavior.

ANALYSIS

Henderson (2002), used statistical methods to analyze the relationship between

level of involvement and improved student outcomes.

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CHAPTER III

METHODOLOGY

Purpose of the Study

Based on the findings presented in chapter two, research has shown a strong
correlation between student achievement and the type of parental involvement and
support provided.

Previous studies (Gordon 1977) showed that any support or type of involvement
has a positive impact, however does not specify what form of parent involvement has the
greatest impact to a student’s academic performance.

The purpose of this study is to examine which type of parent and community
involvement practices correlate with student achievement.

Another goal of this research is to identify more effective strategies for parental
involvement to better the academic performance of students in College of San Benildo –
Rizal, Junior High School.

Baumrind (1991) states the 3 distinct and specific parents’ style and their
consequences for children. These are: Authoritative, Authoritarian and Permissive. These
will be used to assess the parenting style of the student’s parents and how they would treat
any wrongdoings or misbehavior, and if they would have corresponding consequences for
poor academic performance or rewards for academic excellence.

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Authoritarian style parents are highly challenging and also unfeeling; these
authoritarian parents will be inclined to highlight obedience. This style is also known as
severe parenting. Permissive parents are the parents who are described to be lenient with
their child. Some would call their children as ‘spoiled’ as they get whatever they want, have
little to no consequences for their wrongdoings. Authoritative style parents are those who
are ‘just right’ (Baumrind, 1991).

The researchers will be using questionnaires to select students of College of San

Benildo– Rizal, Junior High School. Each questionnaire will consist of ten to twelve
questions.

Specific criteria were established to identify students with a relatively bad

academic performance and students that were performing well academically based on the
school’s grading system. In order to gain an in depth understanding of the impact parental
involvement has on student achievement, the population for this study was selected
through purposeful sampling.

Academic achievement is very important to achieve the success of life. In the 21th
century life has become so fast and every field the computation increases tremendously. So,
everyone wants to achieve success all goals. For this achievement higher academic
achievement or performance, it is necessary. So, it is necessary to find out the which factor
effect on Academic achievement. The fundamental aspire of these lessons is to contrast
relation and measure the Parenting involvement, parenting approach and educational
attainment of High school students.

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Works Cited
 Baumrind. (1991). The Influence of Parenting Style on Adolescent Competence and
Substance Use.

 Coulombe. (1995). Parental Involvement: A Key to Succesful Schools. NASSP Bulletin.

 Davies. (1991). Schools Reaching out: Family, School, and Community Partnerships
for Student Success.

 Epstein. (1987, February 1). Education and Urban Society. Retrieved from Sage
Journals: https://journals.sagepub.com/doi/10.1177/0013124587019002002

 Gordon. (1987). Parent Education and Parent Involvement: Retrospect and

Prospect. Childhood Education.

 Hendersen, M. (2002). A New Wave of Evidence: The Impact of School and Family and
Community Connections on Student Achievement.

 LaBahn. (1995). Educational and Parental Involvement in Secondary Schools:

Problems, Solutions, and Effects.

 Luchuck. (1998). The Effect of Parents Involvement on Student Achievement.

 Marcon. (1999). Positive Relationships Between Parent School Involvement and

Public School Inner City Preschoolers Development and Academic Performance.
School Psychology Review.

 Rafiq, e. a. (2013). Parental Involvement and Academic Achievement . International

Journal of Humanities and Social Science.

 Topor, e. a. (2011). Parent Involvement and Student Academic Performance: A

Multiple Meditational Analysis.

 Vandergrift, G. (1992). Rethinking Parent Involvement.

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